Page 133 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 133
theoretical, empirical and practical insight into team cooperation ...
and with insight from the classroom concerning a specific student). Indeed,
a meta-analysis of empirical studies by Bell and colleagues (2011) examined
demographic diversity and performance; and functional background di-
versity had a positive (albeit small) relationship with general team perfor-
mance as well as with team creativity and innovation, while educational
background variety was related to team creativity and innovation.
Team competencies
Authors (e.g. Cannon-Bowers & Bowers, 2011) highlight two separate tracks
of activities within the team: task-work (what it is that the team is doing)
and team-work (how they are doing it with each other – social interactions,
the relationship among members). This is linked to the two sets of compe-
tencies – task(work) competencies and team(work) competencies.
Based on the work of other scholars, Cannon-Bowers and Bowers
(2011) summarise the team competencies that have replaced the personali-
ty-based approach. Competencies are essentially composed of knowledge,
skills and attitudes (i.e. KSA) and are easier to influence (via selection or
training) than trait attributes. Team competencies are:
(1) Knowledge: knowledge of teamwork skills, knowledge of team
roles
(2) Skills:
a) adaptability (reallocation of team resources),
b) interpersonal factors (conflict resolution, ability to negotiate,
cooperativeness, desire to help others, interpersonal trust),
c) team management and leadership (task motivation, goal-set-
ting abilities, ability to establish roles and expectations, organis-
ing abilities),
d) assertiveness (sharing ideas clearly and directly),
e) mutual performance monitoring (ability to give, seek and re-
ceive feedback), communication (ability to clearly and accurately
exchange information),
f) cross-boundary factors (ability to build links with organisa-
tion or other teams); and
(3) Attitudes: a preference for teamwork (inclination to be part of a
team).
133
and with insight from the classroom concerning a specific student). Indeed,
a meta-analysis of empirical studies by Bell and colleagues (2011) examined
demographic diversity and performance; and functional background di-
versity had a positive (albeit small) relationship with general team perfor-
mance as well as with team creativity and innovation, while educational
background variety was related to team creativity and innovation.
Team competencies
Authors (e.g. Cannon-Bowers & Bowers, 2011) highlight two separate tracks
of activities within the team: task-work (what it is that the team is doing)
and team-work (how they are doing it with each other – social interactions,
the relationship among members). This is linked to the two sets of compe-
tencies – task(work) competencies and team(work) competencies.
Based on the work of other scholars, Cannon-Bowers and Bowers
(2011) summarise the team competencies that have replaced the personali-
ty-based approach. Competencies are essentially composed of knowledge,
skills and attitudes (i.e. KSA) and are easier to influence (via selection or
training) than trait attributes. Team competencies are:
(1) Knowledge: knowledge of teamwork skills, knowledge of team
roles
(2) Skills:
a) adaptability (reallocation of team resources),
b) interpersonal factors (conflict resolution, ability to negotiate,
cooperativeness, desire to help others, interpersonal trust),
c) team management and leadership (task motivation, goal-set-
ting abilities, ability to establish roles and expectations, organis-
ing abilities),
d) assertiveness (sharing ideas clearly and directly),
e) mutual performance monitoring (ability to give, seek and re-
ceive feedback), communication (ability to clearly and accurately
exchange information),
f) cross-boundary factors (ability to build links with organisa-
tion or other teams); and
(3) Attitudes: a preference for teamwork (inclination to be part of a
team).
133
