Page 131 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 131
theoretical, empirical and practical insight into team cooperation ...
average, the heterogeneity; Bell, Villado, Lukasik, Belau, & Briggs,
2011; Jackson, Joshi, & Erhardt, 2003);
(4) which competencies are possessed by members in core versus pe-
ripheral roles (‘critical team member’, ‘core’ team roles; Bell, 2007;
Humphrey, Morgeson, & Mannor, 2009).
In addition, these aspects are dynamic and change over time:
(5) at different stages of the team’s cycle different aspects of the team
composition are significant (e.g. early in the team’s cycle, the
team’s average and variance of uncertainty avoidance is relevant;
later in the team’s cycle average and variance of relationship ori-
entation is important; Cheng, Chua, Morris, & Lee, 2012);
(6) members’ position and roles may change over time as does the
importance of the position/role; and
(7) team memberships change over time (on one hand, membership
adjustment allows for better alignment with the demands but, on
the other, membership changes also disrupt team functioning;
Summers, Humphrey, & Ferris, 2012) and histories of members
working together are important (Mathieu et al., 2014).
In ESL multi-professional teams each team member has competence
related to their profession – task-related competence (i.e. technical compe-
tence required by the job; e.g. guidance counsellor knows a variety of out-
of-school-programmes in the community available to the youngster); each
member also possesses a certain level of competencies relevant for working
in the group – team-related competence (i.e. knowledge and skills about
teamwork – social and interpersonal requirements; e.g. emotional intelli-
gence). Taken together, all members form a team profile that can be de-
scribed by average or variance (heterogeneity) or minimum or maximum
(mean level of general cognitive ability, the level of minimum disagreea-
bleness, average preference for teamwork etc.). Moreover, some members
may be more influential (for different reasons) than others – e.g. the school
head’s suggestions may be taken more seriously due to their position, or the
counsellor may make a good conflict manager due to their professional ex-
pertise or the teacher/nurse may have specific relevant information about or
experience with a student. Further, the influence of a member may change
over time (e.g. depending on which competencies are needed in each stage).
It is expected that some members will be more permanent (school
counsellors, school heads) while for others (e.g. school nurses, teacher)
131
average, the heterogeneity; Bell, Villado, Lukasik, Belau, & Briggs,
2011; Jackson, Joshi, & Erhardt, 2003);
(4) which competencies are possessed by members in core versus pe-
ripheral roles (‘critical team member’, ‘core’ team roles; Bell, 2007;
Humphrey, Morgeson, & Mannor, 2009).
In addition, these aspects are dynamic and change over time:
(5) at different stages of the team’s cycle different aspects of the team
composition are significant (e.g. early in the team’s cycle, the
team’s average and variance of uncertainty avoidance is relevant;
later in the team’s cycle average and variance of relationship ori-
entation is important; Cheng, Chua, Morris, & Lee, 2012);
(6) members’ position and roles may change over time as does the
importance of the position/role; and
(7) team memberships change over time (on one hand, membership
adjustment allows for better alignment with the demands but, on
the other, membership changes also disrupt team functioning;
Summers, Humphrey, & Ferris, 2012) and histories of members
working together are important (Mathieu et al., 2014).
In ESL multi-professional teams each team member has competence
related to their profession – task-related competence (i.e. technical compe-
tence required by the job; e.g. guidance counsellor knows a variety of out-
of-school-programmes in the community available to the youngster); each
member also possesses a certain level of competencies relevant for working
in the group – team-related competence (i.e. knowledge and skills about
teamwork – social and interpersonal requirements; e.g. emotional intelli-
gence). Taken together, all members form a team profile that can be de-
scribed by average or variance (heterogeneity) or minimum or maximum
(mean level of general cognitive ability, the level of minimum disagreea-
bleness, average preference for teamwork etc.). Moreover, some members
may be more influential (for different reasons) than others – e.g. the school
head’s suggestions may be taken more seriously due to their position, or the
counsellor may make a good conflict manager due to their professional ex-
pertise or the teacher/nurse may have specific relevant information about or
experience with a student. Further, the influence of a member may change
over time (e.g. depending on which competencies are needed in each stage).
It is expected that some members will be more permanent (school
counsellors, school heads) while for others (e.g. school nurses, teacher)
131
