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bers, planning task accomplishment and establishing norms of be-
haviour and interpersonal patterns also take place and should be given ap-
propriate space and time. Once the ESL team enters the active phase, it is
important to focus on both the task processes and interpersonal process-
es. In this phase, team monitoring, team adapting (to perform in novel and
routine conditions; helping and workload sharing) and team learning oc-
cur (e.g. seeking feedback, discussing errors). The finishing phase of the
ESL team denotes its termination (which can be planned or unplanned; at
the school or system level). With regard to emergent states, the review of
the literature in the present article indicates that the mechanism of expert
team performance entails a positive team climate, shared mental models
and transactive memory, develop a strong sense of team cohesion (“team-
ness”) and efficacy, have lower levels of (subgroup) conflict, optimise re-
sources by learning and adapting, and engage in the regulation process
(the preparation-engagement-reflection cycle) (also see Salas, Goodwin, &
Burke, 2009). As already noted in the first article, adequate training and
leadership are necessary as they impact on many of the team processes and
emergent states (e.g. team mental models can be developed through train-
ing, leadership is related to team climate).
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84, 191–215.
Bandura, A. (1997). Self-efficacy and health behaviour. In A. Baum, S. Newman,
J. Wienman, R. West, & C. McManus (Eds.), Cambridge handbook of
psychology, health and medicine (pp. 160–162). Cambridge: Cambridge
University Press.
Beal, D. J., Cohen, R. R., Burke, M. J., & McLendon, C. L. (2003). Cohesion and
performance in groups: A meta-analytic clarification of construct rela-
tions. Journal of Applied Psychology, 88(6), 989–1004.
Bryson, J. M., Crosby, B. C., & Stone, M. M. (2006). The design and implemen-
tation of cross-sector collaborations: Propositions from the literature.
Public Administration Review, 66, 44–55.
Cannon-Bowers, J. A., & Bowers, C. (2011). Team development and func-
tioning. In Z. Sheldon (Ed.), APA handbook of industrial and organiza-
tional psychology, Vol 1: Building and developing the organization. APA
Handbooks in Psychology (pp. 597–650). Washington, DC, USA: American
Psychological Association.
154
haviour and interpersonal patterns also take place and should be given ap-
propriate space and time. Once the ESL team enters the active phase, it is
important to focus on both the task processes and interpersonal process-
es. In this phase, team monitoring, team adapting (to perform in novel and
routine conditions; helping and workload sharing) and team learning oc-
cur (e.g. seeking feedback, discussing errors). The finishing phase of the
ESL team denotes its termination (which can be planned or unplanned; at
the school or system level). With regard to emergent states, the review of
the literature in the present article indicates that the mechanism of expert
team performance entails a positive team climate, shared mental models
and transactive memory, develop a strong sense of team cohesion (“team-
ness”) and efficacy, have lower levels of (subgroup) conflict, optimise re-
sources by learning and adapting, and engage in the regulation process
(the preparation-engagement-reflection cycle) (also see Salas, Goodwin, &
Burke, 2009). As already noted in the first article, adequate training and
leadership are necessary as they impact on many of the team processes and
emergent states (e.g. team mental models can be developed through train-
ing, leadership is related to team climate).
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral
change. Psychological Review, 84, 191–215.
Bandura, A. (1997). Self-efficacy and health behaviour. In A. Baum, S. Newman,
J. Wienman, R. West, & C. McManus (Eds.), Cambridge handbook of
psychology, health and medicine (pp. 160–162). Cambridge: Cambridge
University Press.
Beal, D. J., Cohen, R. R., Burke, M. J., & McLendon, C. L. (2003). Cohesion and
performance in groups: A meta-analytic clarification of construct rela-
tions. Journal of Applied Psychology, 88(6), 989–1004.
Bryson, J. M., Crosby, B. C., & Stone, M. M. (2006). The design and implemen-
tation of cross-sector collaborations: Propositions from the literature.
Public Administration Review, 66, 44–55.
Cannon-Bowers, J. A., & Bowers, C. (2011). Team development and func-
tioning. In Z. Sheldon (Ed.), APA handbook of industrial and organiza-
tional psychology, Vol 1: Building and developing the organization. APA
Handbooks in Psychology (pp. 597–650). Washington, DC, USA: American
Psychological Association.
154
