Page 151 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 151
theoretical, empirical and practical insight into team cooperation ...
Related to team cohesion is team attachment (i.e. to feel secure with-
in a team and assured that work needs will be attended to; Richardson &
West, 2010). The emphasis is on satisfying the fundamental socio-emotion-
al requirements of people working in teams (the need to belong).
For an ESL team this means that the commitment of the head, teach-
ers, other school professionals and external actors to preventing ESL and
the commitment to ‘be on the same side’ as other team members (minimal
subgroup identification) is important. Their pride to be members of the ESL
team is also important.
Team efficacy
Team efficacy is a construct analogue to self-efficacy at the individual lev-
el (Bandura, 1977). It is a shared team-level belief in collective capabilities
to achieve desired goals (Bandura, 1997). Recent meta-analyses of empiri-
cal studies (Gully, Incalcaterra, Joshi, & Beaubien 2002; Stajkovic, Lee, &
Nyberg, 2009) showed that team efficacy is significantly correlated with
team performance. Based on the importance of self-efficacy, it has been
suggested how to improve team efficacy: to observe effective and ineffec-
tive teams, to persuade team members that they can persist and succeed, al-
though more research is needed in this respect (Kozlowski & Ilgen, 2006).
Thus, the TITA video platform could essentially be used in the process of
developing team efficacy (e.g. by observing teams as they perform their
tasks).
Team conflicts
Conflicts are a common phenomenon in teams and organisations. Conflict
occurs when there are opposing interests, goals, beliefs, preferences, ac-
tions or misunderstandings about any of the foregoing (Deutsch, 2003).
Authors differentiate between relationship conflict (about values, inter-
personal style) and task conflict (about procedures, interpretation of facts)
(DeDreu & Weingart, 2003; Jehn, 1995; Jehn, 1997).
Consistent across studies is that conflict focused on interpersonal is-
sues reduces team satisfaction and performance (DeDreu & Weingart, 2003;
O’Neill, Allen, & Hastings, 2013; de Wit, Greer, & Jehn, 2012). Regarding
task conflict there has been a history of debate on whether task conflict is
functional (Kozlowski & Ilgen, 2006) or disruptive (DeDreu & Weingart,
2003) for team performance. The emerging consensus based on empirical
studies is that task conflict is generally unhelpful for teams (yet it can have
151
Related to team cohesion is team attachment (i.e. to feel secure with-
in a team and assured that work needs will be attended to; Richardson &
West, 2010). The emphasis is on satisfying the fundamental socio-emotion-
al requirements of people working in teams (the need to belong).
For an ESL team this means that the commitment of the head, teach-
ers, other school professionals and external actors to preventing ESL and
the commitment to ‘be on the same side’ as other team members (minimal
subgroup identification) is important. Their pride to be members of the ESL
team is also important.
Team efficacy
Team efficacy is a construct analogue to self-efficacy at the individual lev-
el (Bandura, 1977). It is a shared team-level belief in collective capabilities
to achieve desired goals (Bandura, 1997). Recent meta-analyses of empiri-
cal studies (Gully, Incalcaterra, Joshi, & Beaubien 2002; Stajkovic, Lee, &
Nyberg, 2009) showed that team efficacy is significantly correlated with
team performance. Based on the importance of self-efficacy, it has been
suggested how to improve team efficacy: to observe effective and ineffec-
tive teams, to persuade team members that they can persist and succeed, al-
though more research is needed in this respect (Kozlowski & Ilgen, 2006).
Thus, the TITA video platform could essentially be used in the process of
developing team efficacy (e.g. by observing teams as they perform their
tasks).
Team conflicts
Conflicts are a common phenomenon in teams and organisations. Conflict
occurs when there are opposing interests, goals, beliefs, preferences, ac-
tions or misunderstandings about any of the foregoing (Deutsch, 2003).
Authors differentiate between relationship conflict (about values, inter-
personal style) and task conflict (about procedures, interpretation of facts)
(DeDreu & Weingart, 2003; Jehn, 1995; Jehn, 1997).
Consistent across studies is that conflict focused on interpersonal is-
sues reduces team satisfaction and performance (DeDreu & Weingart, 2003;
O’Neill, Allen, & Hastings, 2013; de Wit, Greer, & Jehn, 2012). Regarding
task conflict there has been a history of debate on whether task conflict is
functional (Kozlowski & Ilgen, 2006) or disruptive (DeDreu & Weingart,
2003) for team performance. The emerging consensus based on empirical
studies is that task conflict is generally unhelpful for teams (yet it can have
151
