Page 147 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 147
theoretical, empirical and practical insight into team cooperation ...
b) Monitoring processes: refer to monitoring progress toward goals,
monitoring of a team (i.e. assisting team members to perform
their task) and system monitoring (i.e. tracking the resources of a
team and environmental conditions).
c) Bonding and other interpersonal processes: refer to a strong sense
of rapport and a desire to stay together, managing diversity and
managing conflict, motivating and confidence building, affect
management (e.g. frustration, excitement).
d) Adapting: is performance in novel and routine conditions and
also includes helping and workload sharing.
e) Learning from other team members: involves seeking feedback,
sharing information, experimenting, asking for help, and dis-
cussing errors.
Interpersonal processes (managing interpersonal relationships) are
listed in the active phase even though they mediate the effectiveness of oth-
er processes in all stages (Cannon-Bowers & Bowers, 2011). For example,
trusting can be seen as interpersonal process in the forming (transition)
phase.
In the active phase what was envisioned in the planning phase is car-
ried out (e.g. meeting with the potential ESL student). Because reality does
not necessarily match the plans and may bring unexpected situations and
challenges, adapting to the new conditions is an important team process as
is members’ willingness to learn from each other. Monitoring of progress
toward a goal may include checking if a measure agreed at the meeting (e.g.
the student starts helping in local business) indeed leads to an improve-
ment in the student’s experience and behaviour. Monitoring also involves
ascertaining if the ESL team functions well and monitors changes at the
policy level concerning ESL (e.g. a law that determines new tasks for ESL
teams). Interpersonal processes for which foundations were built in the
forming phase are an integral part of the active phase (e.g. how team mem-
bers manage conflicts).
(3) Finishing phase processes (team termination):
this phase refers to the team’s completion, disbanding or decay. There are
many reasons for team termination and they may be unplanned (e.g. due to
interpersonal tensions between members, task failure) or planned. There is
a dearth of empirical studies on this phase.
147
b) Monitoring processes: refer to monitoring progress toward goals,
monitoring of a team (i.e. assisting team members to perform
their task) and system monitoring (i.e. tracking the resources of a
team and environmental conditions).
c) Bonding and other interpersonal processes: refer to a strong sense
of rapport and a desire to stay together, managing diversity and
managing conflict, motivating and confidence building, affect
management (e.g. frustration, excitement).
d) Adapting: is performance in novel and routine conditions and
also includes helping and workload sharing.
e) Learning from other team members: involves seeking feedback,
sharing information, experimenting, asking for help, and dis-
cussing errors.
Interpersonal processes (managing interpersonal relationships) are
listed in the active phase even though they mediate the effectiveness of oth-
er processes in all stages (Cannon-Bowers & Bowers, 2011). For example,
trusting can be seen as interpersonal process in the forming (transition)
phase.
In the active phase what was envisioned in the planning phase is car-
ried out (e.g. meeting with the potential ESL student). Because reality does
not necessarily match the plans and may bring unexpected situations and
challenges, adapting to the new conditions is an important team process as
is members’ willingness to learn from each other. Monitoring of progress
toward a goal may include checking if a measure agreed at the meeting (e.g.
the student starts helping in local business) indeed leads to an improve-
ment in the student’s experience and behaviour. Monitoring also involves
ascertaining if the ESL team functions well and monitors changes at the
policy level concerning ESL (e.g. a law that determines new tasks for ESL
teams). Interpersonal processes for which foundations were built in the
forming phase are an integral part of the active phase (e.g. how team mem-
bers manage conflicts).
(3) Finishing phase processes (team termination):
this phase refers to the team’s completion, disbanding or decay. There are
many reasons for team termination and they may be unplanned (e.g. due to
interpersonal tensions between members, task failure) or planned. There is
a dearth of empirical studies on this phase.
147
