Page 141 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 141
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Theoretical, Empirical and Practical Insight
into Team Cooperation from the Perspective
of Team Processes, Part II:
Team Processes and Emergent States
Maša Vidmar
Synopsis
Different team processes are prominent in the forming/transition
phase (e.g. planning) than in the functioning phase (e.g. team adapt-
ing) of a team’s cycle. Interpersonal processes are present through-
out. Emergent states (e.g. team climate, cohesion and conflict) reflect
team processes and also influence them.
Summary
ESL multi-professional teams operating within or around schools
are a grass-roots form of cross-sectorial collaboration which has
been recognised as important in tackling ESL. To help deal with the
challenges of its implementation, two interrelated articles review
theoretical and empirical scientific findings on the topic of teams
with a practical insight for ESL teams. With its focus on team pro-
cesses and emergent states (part II), the present article complements
the first article which looked at the factors that shape, leverage or
align team processes (part I). Team processes describe how members
interact with other members and their task environment to achieve
the team’s goal. Team processes prominent in the forming (transi-
tion) phase are setting the mission and goal, trusting (i.e. develop-
ing trust among team members), planning (of task accomplishment)
and structuring (i.e. establishing norms of behaviour and interper-
sonal patterns). In the active phase, task processes (i.e. activities
141
Theoretical, Empirical and Practical Insight
into Team Cooperation from the Perspective
of Team Processes, Part II:
Team Processes and Emergent States
Maša Vidmar
Synopsis
Different team processes are prominent in the forming/transition
phase (e.g. planning) than in the functioning phase (e.g. team adapt-
ing) of a team’s cycle. Interpersonal processes are present through-
out. Emergent states (e.g. team climate, cohesion and conflict) reflect
team processes and also influence them.
Summary
ESL multi-professional teams operating within or around schools
are a grass-roots form of cross-sectorial collaboration which has
been recognised as important in tackling ESL. To help deal with the
challenges of its implementation, two interrelated articles review
theoretical and empirical scientific findings on the topic of teams
with a practical insight for ESL teams. With its focus on team pro-
cesses and emergent states (part II), the present article complements
the first article which looked at the factors that shape, leverage or
align team processes (part I). Team processes describe how members
interact with other members and their task environment to achieve
the team’s goal. Team processes prominent in the forming (transi-
tion) phase are setting the mission and goal, trusting (i.e. develop-
ing trust among team members), planning (of task accomplishment)
and structuring (i.e. establishing norms of behaviour and interper-
sonal patterns). In the active phase, task processes (i.e. activities
141
