Abstract:

Although group coaching (GC) has increasingly been used in organisations as a method for collaborative work-related problem-solving and supporting employee soft skills development, limited research has examined how group processes shape coachees’ initial solution to a work-related problem during a GC session. This article, therefore, aims to describe and interpret how group interaction during a GC session supports collaborative problem solving of work-related cases.

The study was conducted within an action research framework and draws on nine cases from three diverse organisations. The analysed cases addressed a variety of work-related problems, particularly those related to communication, organisational processes, employee motivation and engagement. The data comprised coach/facilitators’ reflective diaries, observations, and employee self-reports, which were analysed using a multiple-case analysis design. The focus of analysis was on how group members’ interactions during GC contributed to the development of work-related case understanding and the refinement of possible solutions (i.e. proposed actions and action plan).

The findings show that the group and its processes play a central role in shaping both the GC session and the solution development. In particular, asking clarifying questions, expanding and reframing the understanding of the work-related case, building on group members’ perspectives, and jointly discussing possible actions were found to be especially important. These processes guided the collaborative problem-solving in the GC session, including how the group explored the work-related problem and developed and refined possible actions. Through social learning and the exchange of experiences within GC, group members’ understanding of the initial problem was enhanced, possible actions became clearer, and it became more evident whether solving the work-related case required the involvement of additional stakeholders. Furthermore, the findings also suggest that using an external expert as the GC facilitator may be beneficial, as such a facilitator is not influenced by pre-existing personal relationships with the group members and can therefore support the process more neutrally.

This study contributes to the GC literature by showing that collaborative solution development to a work-related problem in GC is a socially constructed process shaped by reflection, asking coaching questions, and group discussion. It also offers practical insight into how GC can foster engagement and more collaborative problem-solving in organisational settings.

Keywords:

Group coaching, group processes, multiple case study, action research, collaborative problem-solving, social learning, soft skills development.