Linking professional capital with facilitating in school teams

Abstract

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. The purpose of this paper is to 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.,This 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 insights and methods to increase the team’s ability to manage tasks and cooperate.,Based on observations of team meetings, the study provides a discussion on the usefulness of the approach of linking team competence and professional capital. Both at theoretical and practical levels, the study finds 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.,The study provide a presentation of two theoretical frameworks and a discussion of the adequacy of linking these frameworks to the development of team competences in a school context.,The study suggests that organizations and educational institutions (of teachers, physicians, and social workers) may benefit from linking professional capital and facilitating and thereby provide employees and students training in professional collaboration.,In a still more complex society, collaboration is crucial. The study suggests ways to improve collaboration, quality of the core task along with the relational dimensions in the psychosocial work environment.,Development of professional capital through increased team competences and facilitating skills represents a new and promising approach with theoretical as well as practical implications within a school context. Indeed, not only school teams but also teams in other organizations dealing with social- task- and contextual complexity can benefit from the insights and experiences of this study.