BUSI345 Leadership Theory and Practices the Hill Model

BUSI345 Leadership Theory and Practices the Hill Model

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BUSI345 Leadership Theory and Practices the Hill Model

Team Leadership Model

The Hill Model for Team Leadership (Figure 14.1) is based on the functional leadership claim that the leader’s job is to monitor the team and then take whatever action is necessary to ensure team effectiveness. The model provides a tool for understanding the very complex phenomenon of team leadership, starting at the top with its initial leadership decisions, moving to leader actions, and finally focusing on the indicators of team effectiveness.

In addition, the model suggests specific actions that leaders can perform to improve team effectiveness. Effective team leaders need a wide repertoire of communication skills to monitor and take appropriate action. The model is designed to simplify and clarify the complex nature of team leadership and to provide an easy tool to aid leadership decision making for team leaders and members alike.

Effective team performance begins with how the leader sees the situation that the team is experiencing (the leader’s mental model). This mental model reflects not only the components of the problem confronting the team, but also the environmental and organizational contingencies that define the larger context of team action. The leader develops a mental conception of what the team problem is and what solutions are possible in this context, given the environmental and organizational constraints and resources (Zaccaro et al., 2001).

To respond appropriately to the problem envisioned in the mental model, a good team leader needs to be behaviorally flexible and have a wide repertoire of actions or skills to meet the team’s diverse needs (Barge, 1996). When his or her behavior matches the complexity of the situation, the leader is behaving with “requisite variety,” or the set of behaviors necessary to meet the team’s needs (Drecksel, 1991). Effective team leaders are able to construct accurate mental models of the team’s problems by observing team functioning, and can take requisite action to solve these problems. Effective team leaders can diagnose correctly and choose the right action.

Figure 14.1 The Hill Model for Team Leadership

The leader has special responsibility for functioning in a manner that will help the team achieve effectiveness. Within this perspective, leadership behavior is seen as team-based problem solving, in which the leader attempts to achieve team goals by analyzing the internal and external situation and then selecting and implementing the appropriate behaviors to ensure team effectiveness (Fleishman et al., 1991).

Leaders must use discretion about which problems need intervention, and make choices about which solutions are the most appropriate (Zaccaro et al., 2001). The appropriate solution varies by circumstance and focuses on what should be done to make the team more effective. Effective leaders have the ability to determine what leadership interventions are needed, if any, to solve team problems.

When leadership is shared throughout the team, various members are diagnosing problems and intervening with appropriate behaviors. The monitoring and selection of behaviors is shared throughout the team membership. Given the complexity of team functioning, such shared leadership can—and, in fact, does—lead to greater team effectiveness.

Team Effectiveness

At the bottom of the Hill Model for Team Leadership (Figure 14.1) is “Team Effectiveness,” which focuses on team excellence or the desired outcomes of teamwork. Two critical functions of team effectiveness are performance (task accomplishment) and development (team maintenance).

Performance refers to the quality of the outcomes of the team’s work. Did the team accomplish its goals and objectives in a quality manner? Development refers to the cohesiveness of the team and the ability of team members to satisfy their own needs while working effectively with other team members (Nadler, 1998). Excellent teams accomplish both of these objectives: getting the job done and maintaining a cohesive team.

Scholars have systematically studied organizational work teams and developed standards of effectiveness or criteria of excellence that can be used to assess a team’s health (Hackman, 1990, 2002, 2012; Hughes, Ginnett, & Curphy, 1993; Katzenbach & Smith, 2008; LaFasto & Larson, 2001; Larson & LaFasto, 1989; Lencioni, 2005; Zaccaro et al., 2001).

Hackman (2012) has posited six enabling conditions that lead to effective team functioning: (1) Is it a real team? (2) Does it have a compelling purpose? (3) Does it have the right people? (4) Are the norms of conduct clear? (5) Is there support from the organizational context? (6) Is there team-focused coaching? Larson and LaFasto (1989) studied successful teams and found that, regardless of the type of team, eight characteristics were consistently associated with team excellence. Table 14.1 demonstrates the similarity of these excellence characteristics to the enabling conditions suggested by Hackman (2012).

Assignment:

BUSI345 Leadership Theory and Practices the Hill Model

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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