UNIT VI STUDY GUIDE Leading Teams & the Multiple Linkage Model Course Learning Outcomes for Unit VI Upon completion of this unit, students should be able to: 8. Examine the recommendations of the multiple-linkage model pertaining to group performance. Reading Assignment Chapter 10: Leading Teams Unit Lesson We begin this unit's lesson with a brief review of the foundational theories from Unit I. The contingency model pointed out \"that one thing depends on the other things, and for a leader to be effective there must be an appropriate fit between the leader's behavior and style and the conditions in the situation\" (Daft, 2015, p. 66). Fiedler's contingency model is matching the leadership style (personal characteristics and motivation) with the most favorable situation posed to a group. The path-goal theory helps individuals achieve their goals, remove any performance obstacles, and receive rewards periodically. The Vroom-Jago model \"focuses on varying degrees of participative leadership, and how each level of participation influences the quality and accountability of decisions\" (Daft, 2013, p. 81).Each of these theories are dependent upon the situation the leader is in and the variables that link one to the other. The multiple-linkage model, developed by Gary Yukl in 1981 and amended in 1989, includes some of the ideas from early contingency theories. The essence of the model is how the four intertwining variables (managerial behaviors, mediating variables, criterion variables, and situational variables) interact with one another to determine the effectiveness and productivity of a team. Functioning, productive teams do not just happen by chance; they are created, shaped, and influenced by the leader. The leader's interaction with the team is a crucial effectiveness factor of the team's performance. This model outlines how managerial behaviors and situational variables affect the performance of subordinates and work units (Yukl, 2013). The multiple-linkage model identifies six mediating variables: 1. 2. 3. 4. 5. 6. task commitment (personal commitment to objectives), ability and role clarity (skills and abilities to perform), organization of work (work is organized to ensure efficiency), cooperation and mutual trust (sharing of information and collaboration), resources and support (team has all the tools to perform), and external coordination (Yukl, 2013). MSL 6000, Psychological Foundations of Leadership 1 A leader's influence on each variable is dependent upon the situation. Situational variables have a direct UNIT x STUDY GUIDE impact on mediating variables. A situational variable can determine the importance Title of a mediating variable to overall team performance. Situational variables can either have an effect on task commitment or subordinate ability and role clarity. The situational factors that may influence each are listed below: Task commitment situational variables o Reward system o Intrinsic reward (work-related properties) Ability and role clarity situational variables o Nature of work o Prior training o Recruitment and selection process (Yukl, 2013) Regardless of the effect, a leader's role (among many) is continuous improvements in team performance. There must be a balance between the task and ability; what works best for one team may not have the same outcome with another team. One way of achieving this is for leaders to focus on the elements and contributions of teams as well as team cohesiveness. Typically, cohesiveness is a prelude to a highperforming team. Daft (2015) identifies five elements of a high performing team: 1. \"A compelling purpose, clear objectives, and explicit metrics\" (p. 298). Team members must know what is expected of them, be committed to the process, have well-defined purpose, goals, and metrics that detail the progression to meeting each objective. 2. \"Diversity of skills and unambiguous roles\" (Daft, 2015, p. 298). Teams must be diverse in the skills, knowledge and experience and have a clear understanding of their role and expectations so that one or a group or not overlapping and confusion and or conflict does not arise. 3. \"Streamlined team size\" (Daft, 2015, p. 299). Although there are not a minimum or maximum number of individuals, approximately 6 members or fewer is the optimal size. 4. \"Decision authority over how to achieve goals\" (Daft, 2015, p. 299). Teams need the autonomy to make the necessary decisions collaboratively to fulfill the goals set forth. 5. \"Support and coaching\" (Daft, 2015, p. 299). Soft leadership skills accompanied by training are more likely to build positive relationships. Team cohesiveness is strengthened when leaders provide support, meaning, and trust. The multiple-linkage model's long-term effect on the performance of teams is primarily commitment. Team cohesiveness is influenced by the variables of team interaction (meditating), shared goals (meditating and situational), and personal attraction (situational) to the team. Additionally, the presence of competition and team success are categorized as influential variables, and the formal rewards system is labeled as a situational variable. \"The multiple-linkage model describes how managerial behavior and situational variables jointly influence the performance of individual subordinates and the leader's work unit\" (Yukl, 2013, p. 167). Effective leaders reduce the time spent on mediating variables over which they can have little influence yet focus more attention identifying the strategies to improve the overall team performance. However, \"a serious deficiency in one variable may lower group effectiveness\" (Yukl, 2013, p.168). Periodically, the leader will need to take corrective action for team deficiencies. Some conflict is inevitable, and how the leader reacts to and responds to this conflict is an indicator of trust and mutual respect among the team. Daft (2015) writes about five styles of handling team deficiencies: 1. The dominating style (my way) \"reflects assertiveness to get one's own way and should be used when quick, decisive action is vital on important issues or unpopular actions\" (p. 312). 2. The avoiding style (no way) \"reflects neither assertiveness nor cooperativeness. It is appropriate when an issue is trivial, when there is no chance of winning, when a delay to gather additional information is needed, or when a disruption would be costly\" (Daft, 2015, p. 312). 3. The compromising style (half way) \"reflects a moderate amount of both assertiveness and cooperativeness. It is most appropriate when the goals on both sides are equally important, when opponents have equal power and both sides want to split the difference or when people need to arrive at temporary or expedient solutions under time pressures\" (p. 312). MSL 6000, Psychological Foundations of Leadership 2 4. The accommodating style (your way) \"reflects a high degree of cooperativeness, which works best UNIT x STUDY GUIDE when people realize that they are wrong, when an issue is more important Title to others than to oneself,... when maintaining harmony\" (p. 312). 5. The collaborating style (our way) \"reflects both a high degree of assertiveness and cooperativeness that enables both parties to win. This style is important when both sets of concerns are too important to be comprised, when insights from different people need to be merged into an overall solution, and when the commitment of both sides is needed for a consensus\" (p. 313). Each style is dependent upon the situation, the individuals, and the leader's behaviors. Each of these principles is a linking variable that contributes to the team's successwhether it is immediate or a work in progress. The multiple-linkage model is an ongoing study. The initial framework is to best understand foremost where a leader's action is most needed, provide interventions, and respond efficiently to performance deficits to increase the success of the overall team and performance. References Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning. Yukl, G. (2013). Leadership in organizations (8th ed.). Upper Saddle River, NJ: Prentice Hall. Learning Activities (Non-Graded) Practice the Processes: Leader's Self-Insight As you work through the material for this unit, consider completing the following activities titled \"Leader's SelfInsight\" to enhance your understanding of the chapter materials: Chapter 10: 10.1 (p. 297) 10.2 (p. 305) 10.3 (p. 313) Non-graded Learning Activities are provided to aid students in their course of study. You do not have to complete or submit them. If you have questions, contact your instructor for further guidance and information. MSL 6000, Psychological Foundations of Leadership 3