When introducing local ESL multi-professional teams, consideration should be given to designing the team in accordance with the institutional context, shared vision, the development of the team and task competencies of team members, adequate team composition, the required training of team members and the development of leadership expertise.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Salas, E.
Bibliography
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THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF GROUP PROCESSES, part I: Factors that shape, leverage or align team processes
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Relational expertise as a prerequisite for effective multi-professional collaboration on ESL
Relational expertise is the ability to recognise and respond to other professionals’ standpoints, while at the same time utilising the knowledge that underpins one’s own practice. This deepens professionals’ understanding of a certain problem and enriches practice, making it an ideal way to help improve the ways multi-professional teams tackling ESL operate.
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THEORETICAL, EMPIRICAL AND PRACTICAL INSIGHT INTO TEAM COOPERATION FROM THE PERSPECTIVE OF TEAM PROCESSES, part II: Team processes and emergent states
Different team processes are prominent in the forming/transition phase (e.g. planning) than in the functioning phase (e.g. team adapting) of a team’s cycle. Interpersonal processes are present throughout. Emergent states (e.g. team climate, cohesion and conflict) reflect team processes and also influence them.
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