Page 137 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 137
theoretical, empirical and practical insight into team cooperation ...
beyond the attributes of the individual/leader; Day et al., 2004); it is not
concentrated in one person (the leader), instead leadership behaviour is per-
formed by multiple team members (Nicolaides et al., 2014). Meta-analysis
of empirical studies demonstrated that shared leadership has important ef-
fects on performance over and above the effects of vertical leadership (ibid.).
Two complementing implications arise for ESL multi-profession-
al leadership. On one hand, team leaders need to be trained in both task-
and person-focused types of behaviour. On the other hand, the whole team
rather than an individual leader may be the most appropriate target for de-
veloping leadership expertise, i.e. behaviours, mind-set, actions (Spillane et
al., 2000). Given the nature of ESL teams and their functioning within the
school system, it seems that task- and person- focused leadership are more
appropriate – thus, the leader deals with the task as well as with the so-
cio-emotional aspects of the team.
Conclusion
ESL multi-professional teams have emerged as a promising measure against
ESL. However, it seems that findings from the science on teams have not
been taken into consideration when implementing (or advancing existing)
teams designed to address ESL. Empirical studies show that teams have to
be designed (not just put together) and, in designing them, several factors
should be given attention: is a clear, valued and shared vision established,
do teams fit into the general institutional (system) context, do team mem-
bers have the required team- and task-related competencies (have they re-
ceived adequate training, been given information or instructions on deal-
ing with the task), is the team composed of relevant actors, is the time and
financial aspect of team functioning accounted for, what kind of leadership
is needed for the functioning of teams and who is doing it.
ESL teams have no easy task to deal with, but when attention to these
aspects is provided their work is facilitated. It makes it more likely they
will be successful in accomplishing their mission. Based on the review of
the scientific literature on teams and the context of ESL multi-profession-
al teams, the following recommendations can be emphasised: (1) develop-
ment of members’ team competencies (i.e. social and interpersonal knowl-
edge, skills and attitudes); (2) development of members’ task competencies
related to ESL; (3) utilisation of cross-training to improve how well team
members know and understand each other’s positions; and (4) keeping the
size of the team below 10.
137
beyond the attributes of the individual/leader; Day et al., 2004); it is not
concentrated in one person (the leader), instead leadership behaviour is per-
formed by multiple team members (Nicolaides et al., 2014). Meta-analysis
of empirical studies demonstrated that shared leadership has important ef-
fects on performance over and above the effects of vertical leadership (ibid.).
Two complementing implications arise for ESL multi-profession-
al leadership. On one hand, team leaders need to be trained in both task-
and person-focused types of behaviour. On the other hand, the whole team
rather than an individual leader may be the most appropriate target for de-
veloping leadership expertise, i.e. behaviours, mind-set, actions (Spillane et
al., 2000). Given the nature of ESL teams and their functioning within the
school system, it seems that task- and person- focused leadership are more
appropriate – thus, the leader deals with the task as well as with the so-
cio-emotional aspects of the team.
Conclusion
ESL multi-professional teams have emerged as a promising measure against
ESL. However, it seems that findings from the science on teams have not
been taken into consideration when implementing (or advancing existing)
teams designed to address ESL. Empirical studies show that teams have to
be designed (not just put together) and, in designing them, several factors
should be given attention: is a clear, valued and shared vision established,
do teams fit into the general institutional (system) context, do team mem-
bers have the required team- and task-related competencies (have they re-
ceived adequate training, been given information or instructions on deal-
ing with the task), is the team composed of relevant actors, is the time and
financial aspect of team functioning accounted for, what kind of leadership
is needed for the functioning of teams and who is doing it.
ESL teams have no easy task to deal with, but when attention to these
aspects is provided their work is facilitated. It makes it more likely they
will be successful in accomplishing their mission. Based on the review of
the scientific literature on teams and the context of ESL multi-profession-
al teams, the following recommendations can be emphasised: (1) develop-
ment of members’ team competencies (i.e. social and interpersonal knowl-
edge, skills and attitudes); (2) development of members’ task competencies
related to ESL; (3) utilisation of cross-training to improve how well team
members know and understand each other’s positions; and (4) keeping the
size of the team below 10.
137
