Team coaching methodology - BMEGT52S215

The aim of the course is to deepen the coaching skills and methodological competences that help enable the coaching process during team coaching. The aim of the course is to acquire the methods, theoretical background and work tools of group and system-based team coaching based on action learning. Understand the characteristics of effective teams, especially leadership and developmental, agile teams. To be able to plan and facilitate a team coaching process with the solution-focused team coaching method. To be prepared to facilitate group coaching based on action learning, to deepen the self-reflection, self-understanding and learning of the participants, and to unfold the positive effects inherent in the group.

1. Knows and understands the role of teams in organizations.
2. Knows the types, development and dynamics of teams.
3. Knows the coaching skills and methodological competences that help make the coaching process possible during team coaching.
4. Can be familiar with the methods, theoretical background and work tools of group and system-based team coaching based on action learning.
5. Knows the characteristics of effective teams, especially leadership and agile teams.

1. Able to plan and facilitate a team coaching process using the solution-focus team coaching method.
2. Able to facilitate team coaching based on action learning.
3. Able to deepen participants' self-reflection, self-understanding and learning.
4. Able to build a team coaching process.
5. Able to develop the positive effects of the group.
6. Able to determine the differences between group and team coaching, to define its areas of application.

1. Accepts, understands and represents the complexity of psychological phenomena.
2. Knows and adheres to professional competence limits.
3. Open to expanding knowledge related to your field.
4. Open and motivated to apply the acquired knowledge.
5. Collaborates with the lecturer and fellow students to expand knowledge.
6. Open to the use of information technology tools and self-knowledge materials that we use throughout the course.

1. Independently evaluates and analyzes individual tasks and research work related to a given topic.
2. Openly accepts well-founded critical remarks.
3. Takes responsibility for his own work.

Lectures, individual (e-learning) tasks on the moodle interface, questionnaires, use of IT tools and techniques, class work in pairs and groups.

• Kötelező irodalom:
• Kiadott órai anyagok.
• Ajánlott irodalom:
• Lencioni, P.: Kell egy csapat, a sikeres együttműködés 5 akadálya. HVG Kiadó, 2009.
• Meier, Daniel, 2013, Teamcoaching. Solutionsurfers Magyarország, Budapest
• Ajánlott irodalom:
• Adkins, L. (2010) Coaching Agile Teams. Addison-Wesley.
• Brown, S.W. & Grant, A.M., ‘From GROW to GROUP: Theoretical issues and a practical model for group coaching in organisations’, in Coaching: An International Journal of Theory, Research and Practice, 3(1), pp. 30-45, 2010.
• Carr, C. & Peters, J., ‘The experience and impact of team coaching: A dual case study’, in the Internatio-nal Coaching Psychology Review, 8 (1), pp. 80-98, 2013.
• Clutterbuck, D., Coaching the Team at Work 2nd, Nicholas Brealey International, UK, 2020.
• Clutterbuck, D. et al, The Practitioner's Handbook of Team Coaching, Routledge, UK, 2019.
• Edmonson, A, ‘Managing the Risk of Learning: Psychological Safety in Work Teams’, in West, Michael, Tjosvold, Dean & Smith (eds), International Handbook of Organisational Teamwork and Cooperative Working, Ken Wiley, USA, 2003.
• Hackman, J. & Wageman, R., A Theory of Team Coaching, Academy of Management Review, 2005, Vol. 30, No. 2, pp. 269–287.
• Hawkins, P., Leadership Team Coaching: Developing Collective Transformation Leadership, Kogan Page, UK, 2011.
• Levi, D. (2014). Group Dynamics for Teams, 4th Edition, SAGE Publications.
• Llewelin, T., The Team Coaching Toolkit - 55 Tools and Techniques for Building Brilliant Teams, Practical Inspiration Publishing, UK, 2017.
• Peters, J., & Carr, C., High performance team coaching. InnerActive Leadership Associates Inc., USA, 2013.
• Székely V., A csoport érzelmek hatása a teamekre - A team coaching szerepe, In Inspirációk, szerk. Kiss O., Kádi A., Dull A., Eötvös Kiadó, pp. 436-449. 2019.
• Thornton, C., Group and Team Coaching: The Essential Guide, Routledge, UK, 2010.
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A 2.2. pontban megfogalmazott tanulási eredmények értékelése e-learning házi feladatok és összegző tanulmányi teljesítményértékelés alapján történik.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: A. Részteljesítmény-értékelés (aktív részvétel): a tantárgy tudás, képesség, attitűd, valamint önállóság és felelősség típusú kompetenciaelemeinek egyszerűsített értékelési módja, melynek megjelenési formája a felkészült megjelenés és tevékeny részvétel az interaktív előadások és a kiscsoportos gyakorlatok folya-matában. B. Részteljesítmény-értékelés (házi feladat): online feladat, amelynek során a hallgató önállóan végez a meg-adott témában a tárgyhoz kapcsolódó kutatómunkát. C. Elméleti összefoglaló dolgozat (házidolgozat): melynek megjelenési formája az egyénileg készített há-zi feladat, a házi feladat tartalmát, követelményeit, beadási határidejét értékelési módját a tárgyfelelős határozza meg.

• aktív részvétel : 50
• online feladat : 25

• házi dolgozat : 25

Részvétel a kontakt órák 80%-án. Online feladatok megoldása.

1. Az e-learning házi feladatok a leadási határidő után az előre megadott pótlási határidőkig díjmentesen pótolhatók. 2. Az összegző tanulmányi teljesítményértékelés a pótlási időszakban – első alkalommal – díjmentesen pótolható vagy javítható.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 13.03.2023.

The aim of the course is to deepen the coaching skills and methodological competences that help enable the coaching process during team coaching. The aim of the course is to acquire the methods, theoretical background and work tools of group and system-based team coaching based on action learning. Understand the characteristics of effective teams, especially leadership and developmental, agile teams. To be able to plan and facilitate a team coaching process with the solution-focused team coaching method. To be prepared to facilitate group coaching based on action learning, to deepen the self-reflection, self-understanding and learning of the participants, and to unfold the positive effects inherent in the group.