Page 162 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
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dence from educational settings is lagging behind. With such a great va-
riety of fields and researchers, there are also many different conceptions
about what team competencies actually are – some researchers focus on
individual competencies, while others, in their attempt to frame them all,
take different approaches.
In our review, we follow the classification of team competencies by
Cannon-Bowers et al. (1995). They divide team competencies into knowl-
edge, skills and attitude competencies – KSA. Team knowledge compe-
tencies are made up of mental models containing information about how
and when to use teamwork skills (Baker et al., 2005). This means that team
members consider the value of different behavioural responses and align
them with what is required in the current situation. Team skill competen-
cies can be defined as the “capacity to interact with other team members”
(Baker et al., 2005), with studies showing they promote team effectiveness
(Cannon-Bowers et al., 1995). Eight teamwork skill dimensions that con-
tribute to effectiveness have been identified: adaptability, shared situa-
tional awareness, performance monitoring and feedback, leadership/team
management, interpersonal relations, coordination, communication and
decision-making. Attitude competencies are related to the motivational as-
pect, composed of “the belief that teamwork is critical for successful per-
formance of team tasks” and the “desire to be a part of a team” (Baker et
al., 2005, p. 239).
Stevens and Champion (1999) attempted to identify which specific
knowledge, skills and abilities (KSAs) of individual team members are key
to effective teamwork. They highlight the factors that enable team mem-
bers to work together effectively rather than those that facilitate more ef-
fective task-related work. Klein, De Ruin and Salas, (2012) lean in the same
direction, promoting the importance of interpersonal skills such as com-
munication skills, interpersonal relationship skills etc. for teams to perform
effectively. Moreover, research conducted on multi- and inter-professional
teams in hospital, psychiatry and educational settings established that in-
ter-professional communication skills (Goh & Di, Prospero, 2017; Hayes &
Omodei, 2011; Nancarrow et al., 2013; Patel Guantalo et al., 2017; Ralew et
al., 2016) and interpersonal skills (Hayes & Omodei, 2011) are critical team
competencies for ensuring successful team cooperation. In addition, Leggat
(2007) believes team management competencies like leadership, respect for
others and commitment to working collaboratively are essential for pro-
ducing positive team outcomes. An emphasis on interpersonal skills as
162
riety of fields and researchers, there are also many different conceptions
about what team competencies actually are – some researchers focus on
individual competencies, while others, in their attempt to frame them all,
take different approaches.
In our review, we follow the classification of team competencies by
Cannon-Bowers et al. (1995). They divide team competencies into knowl-
edge, skills and attitude competencies – KSA. Team knowledge compe-
tencies are made up of mental models containing information about how
and when to use teamwork skills (Baker et al., 2005). This means that team
members consider the value of different behavioural responses and align
them with what is required in the current situation. Team skill competen-
cies can be defined as the “capacity to interact with other team members”
(Baker et al., 2005), with studies showing they promote team effectiveness
(Cannon-Bowers et al., 1995). Eight teamwork skill dimensions that con-
tribute to effectiveness have been identified: adaptability, shared situa-
tional awareness, performance monitoring and feedback, leadership/team
management, interpersonal relations, coordination, communication and
decision-making. Attitude competencies are related to the motivational as-
pect, composed of “the belief that teamwork is critical for successful per-
formance of team tasks” and the “desire to be a part of a team” (Baker et
al., 2005, p. 239).
Stevens and Champion (1999) attempted to identify which specific
knowledge, skills and abilities (KSAs) of individual team members are key
to effective teamwork. They highlight the factors that enable team mem-
bers to work together effectively rather than those that facilitate more ef-
fective task-related work. Klein, De Ruin and Salas, (2012) lean in the same
direction, promoting the importance of interpersonal skills such as com-
munication skills, interpersonal relationship skills etc. for teams to perform
effectively. Moreover, research conducted on multi- and inter-professional
teams in hospital, psychiatry and educational settings established that in-
ter-professional communication skills (Goh & Di, Prospero, 2017; Hayes &
Omodei, 2011; Nancarrow et al., 2013; Patel Guantalo et al., 2017; Ralew et
al., 2016) and interpersonal skills (Hayes & Omodei, 2011) are critical team
competencies for ensuring successful team cooperation. In addition, Leggat
(2007) believes team management competencies like leadership, respect for
others and commitment to working collaboratively are essential for pro-
ducing positive team outcomes. An emphasis on interpersonal skills as
162
