Linking Professional Capital with Facilitation in School Teams

Bidragets oversatte titel: Kobling mellem professionel kapital og facilitering i skole teams

Anita Mac, Karen Albertsen

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Abstract

Purpose: The project ‘Public schools in change – collaboration as a resource’ was aimed to strengthen professional capital (Social- human- and decision- capital) in public schools, and as a part of this to strengthen collaboration within teams. In this paper, we focus on the approach of linking development of professional capital to the development of team competence through facilitating and discuss the adequacy of the methods used to fulfil the purpose
Design: The study was designed as a multiple case intervention implemented at four worksites. It was organized as a course consisting of four sessions among 15-20 team coordinators from each school unit. The research group provided insight and methods to increase the team’s ability to manage tasks and to cooperate.
Findings: Based on observations of team meetings, we provide a discussion of the usefulness of our approach of linking team competence and professional capital. Both at a theoretical and at a practical level, we find it is meaningful to combine facilitating as methods to ensure the creation of value in organizational teamwork in general with the concept of professional capital pointing on the quality of the core task and particularly developed within an educational context.
Our contribution is conceptual and aim to develop theoretical development. But we build on a
In a still more complex society it is relevant to learn to collaborate in teams and we suggest that educations (of teachers, doctors, social workers) can use the idea of linking professional capital and facilitating provide students training and understanding in professional collaboration.
Development of professional capital through increased team competences and facilitating skills represent a new and promising approach with theoretical as well as practical implications within a school context. Indeed, not only school teams, but teams dealing with social, task and contextual complexity can benefit from the insight and experiences from our research.
OriginalsprogEngelsk
TidsskriftTeam Performance Management
Sider (fra-til)3-41
Antal sider39
ISSN1352-7592
StatusUdgivet - 11 jun. 2020

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