Page 136 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 136
ution, or providing feedback) is also called for. This is essentially train-
ing in communication for ESL team members that helps the members ex-
press their thoughts in an unoffending way and also receive others’ ideas
without being offended.
The design of ESL multi-professional team training is based on the as-
sumption that members have already received adequate training and edu-
cation in their discipline (e.g. teachers, nurses). However, it is important to
note that these trainings generally do not include team competencies, po-
tentially leading to difficulties in functioning of the ESL team. Team com-
petencies of ESL team members should be systematically developed.
Team leadership
Leadership in teams matters for team performance outcomes (Burke et al.,
2006) as well as for supporting a range of team processes (Kozlowski &
Ilgen, 2006). Contemporary theoretical perspectives on team leadership
view it as an outcome of team processes that provide resources for better
team adaptation and performance in subsequent performance cycles; this
perspective complements the perspective of leadership as an input to team
processes and effectiveness (Day et al., 2004). The key point is that both
leadership and team processes influence each other (Zaccaro, Rittman, &
Marks, 2001). Team leadership is considered a dynamic process in which
the leader’s behaviour changes/adapts (Kozlowski & Ilgen, 2006).
In the theoretical framework leadership behaviours are classified in
four large categories: information search and structuring, information use
and problem-solving, managing personnel resources, and managing mate-
rial resources (Fleishman et al., 1991). Other types of leadership in the con-
text of cross-sector team cooperation also exist (e.g. Bryson et al., 2006;
Hood et al., 1993). Leadership behaviour can also be seen along two dimen-
sions: task-focused leadership (dealing with task accomplishment) and per-
son-focused leadership (dealing with team interaction and development,
i.e. with socio-emotional aspects; Burke et al., 2006). Meta-analyses of em-
pirical studies (Burke et al., 2006) showed that both types of behaviour
contribute significantly to team-perceived effectiveness and also to team
productivity.
Recently the idea of distributed /shared leadership has received in-
creasing attention, including distributed leadership in education (Day et
al., 2004; Spillane, Halverson, & Diamon, 2000). Distributed leadership
conceptualises leadership as something that emerges within a team (it goes
136
ing in communication for ESL team members that helps the members ex-
press their thoughts in an unoffending way and also receive others’ ideas
without being offended.
The design of ESL multi-professional team training is based on the as-
sumption that members have already received adequate training and edu-
cation in their discipline (e.g. teachers, nurses). However, it is important to
note that these trainings generally do not include team competencies, po-
tentially leading to difficulties in functioning of the ESL team. Team com-
petencies of ESL team members should be systematically developed.
Team leadership
Leadership in teams matters for team performance outcomes (Burke et al.,
2006) as well as for supporting a range of team processes (Kozlowski &
Ilgen, 2006). Contemporary theoretical perspectives on team leadership
view it as an outcome of team processes that provide resources for better
team adaptation and performance in subsequent performance cycles; this
perspective complements the perspective of leadership as an input to team
processes and effectiveness (Day et al., 2004). The key point is that both
leadership and team processes influence each other (Zaccaro, Rittman, &
Marks, 2001). Team leadership is considered a dynamic process in which
the leader’s behaviour changes/adapts (Kozlowski & Ilgen, 2006).
In the theoretical framework leadership behaviours are classified in
four large categories: information search and structuring, information use
and problem-solving, managing personnel resources, and managing mate-
rial resources (Fleishman et al., 1991). Other types of leadership in the con-
text of cross-sector team cooperation also exist (e.g. Bryson et al., 2006;
Hood et al., 1993). Leadership behaviour can also be seen along two dimen-
sions: task-focused leadership (dealing with task accomplishment) and per-
son-focused leadership (dealing with team interaction and development,
i.e. with socio-emotional aspects; Burke et al., 2006). Meta-analyses of em-
pirical studies (Burke et al., 2006) showed that both types of behaviour
contribute significantly to team-perceived effectiveness and also to team
productivity.
Recently the idea of distributed /shared leadership has received in-
creasing attention, including distributed leadership in education (Day et
al., 2004; Spillane, Halverson, & Diamon, 2000). Distributed leadership
conceptualises leadership as something that emerges within a team (it goes
136
