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3.6. TEAM LEARNING

When building teams, it is not possible always to create positive conditions,

especially when members have relatively small and relatively negative experience in

team work. A coacher can promote team effectiveness by directing team members to

learn how they can give their individual contribution. Such approach does not affect

group members on how they will approach other team members.

Instead of that, the coacher teaches them how they can achieve synergetic

effect in the group. Coachers in organisations are quite commonly expected to

approach his/her work at a moment when team is facing hard decisions in the

implementation of certain task. Unfortunately, in such circumstances coacher can

only make a small constructive difference, and there is a possibility that he/she will

divert attention of team members from other fundamental aspects of the context

they should act upon. Sinergertski efekat se moe potpomoi i putem muzike kroz

sviranje gde je osnovna intencija ostvarivanje zajednikog zvuka ili ritma.

Objedinjavanje ne trai od uesnika profesionalnu interpretativnu vetinu jer se

sinerija moe ostvariti i najobinijim ritmikim tapanjem.

When researching team self-management in good coaching, such as helpingteam members develop proper implementation strategies, such as identification of

team problems and instructing team members how to solve certain problem, good

coaching significantly assists well-designed teams to use favourable circumstances,

which is not noticed with poorly designed teams.

Good coaching can be extremely valuable with teams when they revise certain

situation in the implementation of activity, but will not influence reverse impact of

wrong directing or wrong movement of team structure.

One of best strategies coacher can propose is team leadership, which includes

creation of and competent accomplishment of tasks, at the same time maintaining

positive conditions. Artistic groups performing without a conductor, the prevailing

concept is the one of team leadership because each group member is entitled but also

responsible for achieving the highest degree of excellence.

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In preparatory phase, it is not unusual that certain team members are sitting

amongst audience, transferring later the impressions and suggesting certain changes

so that tone and dynamic balance between the sections is improved. It is important to

underline that leadership in such musical groups is far from individual democracy.

Konsenzus je vana odrednica imajui u vidu da je neophodno definisati standard

zvune slike koju u interpretativnom smislu se eli postii a na bazi smernica

iskazanih u notnoj partituri. In chamber orchestras there is a concert master who

manages rehearsals, transferring recommendations members made with regard to

interpretation of the piece of art, technical aspects, and solving any possible doubts

related to different interpretation of certain musical fragments.

It was noticed that such orchestras need an individual to facilitate

communication and coordination in the preparation of certain piece of musical art,

and the same principle refers to other activities. Leadership position changes in time,

but what is important is that this position is subject of agreement made by group

members. Konsenzus u vezi sa liderskom pozicijom se najlake postie dodeljivanjem

navedene uloge onim lanovima tima koji u tom trenutku izvode vodeu melodijsku

liniju.

A coacher has to find out individual characteristics and differences between

team members, and has to understand who amongst them has the interest for groupexcellence, which as we already know is one of the strongest characteristics of a self-

management team. There is no any tangible pattern for delegating of efficient

leaders, and many professionals agree that successful leadership depends on

emotional competences. Emotional competences can be improved through coaching,

and in the context of coaching emotional coefficient is only the basis for further

advancement of an individual.

Team excellence depends on the way in which team effectiveness is shaped,

which can also be improved through coaching.

Top interpretativeness happens when a team functions in the way in which it

achieves extraordinary result or outcome great performance, original interpretation.

What makes a challenge for coachers is actually the way how to teach a leader to

create a purposeful experience we call top performance. There are two cases when

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excellence will not be achieved. One of these is when team leader analogously to a

conductor is trying to do the entire job without including the others or without

coordination. Taking into account that this is usually not possible, they most

commonly try to manage every aspect of the working process, following the

instructions or corrections without giving the team members to present their opinion.

Excellence is, as a rule of thumb, never achieved by teams in which the leaders

act as conductors. In the second case, team leaders think that excellence is achieved

automatically and that it would be best to stand aside. Greatest conductors, such as

Karajan and Furtwngler, primarily listen in rehearsals, suggesting interpretative

annotations, but in the performance, it is the orchestra that brings the piece of art,

and the conductor only manages from the side, without too many interventions.

As already stated, the best leaders cannot make big constructive difference in

case of organisations with working processes already pre-defined or limited with

certain terminology. This corresponds to the difference between jazz and symphonic

musician, where former has more opportunities to improvise and creatively express

him/herself, while latter has to follow strictly the rules of the conductor and musical

notations.

If we do not become aware that leadership is a holistic concept, we will still

have the situation where the one who leads and manages is guilty for failure of ateam or the entire organisation.

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