Page 169 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 169
lational expertise as a prerequisite for effective multi-professional collaboration ...
They also highlight the importance of a positive organisational cli-
mate for professional decision-making as a prerequisite for learning mul-
ti-agency work. Some of the already mentioned prerequisites for develop-
ing relational expertise are openness, curiosity, respect (Ness & Reise, 2015)
and the sense of belonging among professionals (Duhn et al., 2016).
Conclusion
Relational expertise is a relatively new concept and holds the potential to
promote cooperation among multi-professional team members. Moreover,
it is a type of expertise that can be learnt through addressing the chal-
lenges of multi-agency professional learning (e.g. developing new process-
es for sharing knowledge and new pathways for practice) and encouraging
the professionals involved to change their working practice (e.g. to devel-
op better material and tools and be more responsive to other profession-
als and clients). As such, relational expertise can also be utilised as an im-
portant tool for improving the way multi-professional teams that deal with
ESL function.
References
Bing-Jonsson, P., Hofoss, D., Kirkevold, M., Bjørk, I., & Foss, C. (2016).
Sufficient competence in community elderly care? Results from a compe-
tence measurement of nursing staff. BMC Nursing, 15(1).
Baker, D. P., Horvath, L., Campion, M., Offermann, L., & Salas, E. (2005). The
ALL teamwork framework. International Adult Literacy Survey, Measuring
Adult Literacy and Life Skills: New Frameworks for Assessment, 13, 229–272.
Cannon-Bowers, J. A., Tannenbaum, S. I., Salas, E., & Volpe, C. E. (1995).
Defining competencies and establishing team training require-
ments. Team Effectiveness and Decision Making in Organizations, 333, 380.
Charteris, J., & Smardon, D. (2017). A typology of agency in new generation
learning environments: Emerging relational, ecological and new material
considerations. Pedagogy, Culture & Society, 1–18.
Dindler, C., & Iversen, O. (2014). Relational expertise in participatory de-
sign. Proceedings of the 13th Participatory Design Conference on Research
Papers – PDC ‘14.
Duhn, I., Fleer, M., & Harrison, L. (2016). Supporting multidisciplinary net-
works through relationality and a critical sense of belonging: Three
169
They also highlight the importance of a positive organisational cli-
mate for professional decision-making as a prerequisite for learning mul-
ti-agency work. Some of the already mentioned prerequisites for develop-
ing relational expertise are openness, curiosity, respect (Ness & Reise, 2015)
and the sense of belonging among professionals (Duhn et al., 2016).
Conclusion
Relational expertise is a relatively new concept and holds the potential to
promote cooperation among multi-professional team members. Moreover,
it is a type of expertise that can be learnt through addressing the chal-
lenges of multi-agency professional learning (e.g. developing new process-
es for sharing knowledge and new pathways for practice) and encouraging
the professionals involved to change their working practice (e.g. to devel-
op better material and tools and be more responsive to other profession-
als and clients). As such, relational expertise can also be utilised as an im-
portant tool for improving the way multi-professional teams that deal with
ESL function.
References
Bing-Jonsson, P., Hofoss, D., Kirkevold, M., Bjørk, I., & Foss, C. (2016).
Sufficient competence in community elderly care? Results from a compe-
tence measurement of nursing staff. BMC Nursing, 15(1).
Baker, D. P., Horvath, L., Campion, M., Offermann, L., & Salas, E. (2005). The
ALL teamwork framework. International Adult Literacy Survey, Measuring
Adult Literacy and Life Skills: New Frameworks for Assessment, 13, 229–272.
Cannon-Bowers, J. A., Tannenbaum, S. I., Salas, E., & Volpe, C. E. (1995).
Defining competencies and establishing team training require-
ments. Team Effectiveness and Decision Making in Organizations, 333, 380.
Charteris, J., & Smardon, D. (2017). A typology of agency in new generation
learning environments: Emerging relational, ecological and new material
considerations. Pedagogy, Culture & Society, 1–18.
Dindler, C., & Iversen, O. (2014). Relational expertise in participatory de-
sign. Proceedings of the 13th Participatory Design Conference on Research
Papers – PDC ‘14.
Duhn, I., Fleer, M., & Harrison, L. (2016). Supporting multidisciplinary net-
works through relationality and a critical sense of belonging: Three
169
