Team Learning: Building Leadership Capacity in Teams

Luka Henderson, Heather Gennette, and Yvonne Hull

LDRS 807: Leadership in Teams and Collaborative Environments

Fort Hays State University

 Team Learning: Building Leadership Capacity in Teams 2

Learning Objectives

 Define leadership capacity

 Building leadership capacity in teams

 Identify leadership challenges

 Social Media as it relates to social networking and building leadership capacity in

teams

Introduction

What is Leadership Capacity?

Historically leadership capacity was determined by what each member brought to the team.

"Leadership is viewed primarily as an input to team processes and performance. It is

conceptualized mainly in terms of individual leadership skills, abilities, and behaviors or other

leader attributes (e.g., charisma) that are thought to affect team processes and performance

directly." [CITATION Dav04 \l 1033 ] The traditional setting of leadership, a "leader" would access

skill sets of those on the team and step in to fill the gap to ensure the completion of the task or

project. The influence of the leader determined the success or failure of the team. In this

chapter, we "seek to expand the focus to include ways that leadership is drawn from—instead of

only added to—teams as a function of the processes associated with people working together to

accomplish shared work" [CITATION Dav04 \l 1033 ]. We will seek to understand how leadership

and team processes impact one another.

There is a difference between leadership and management. "Management's main function is to

produce order and consistency through processes, such as planning, budgeting, organizing,
 Team Learning: Building Leadership Capacity in Teams 3

staffing, and problem solving.” “Leadership’s main function is to produce movement and

constructive or adaptive change through processes, such as establishing direction through

visioning, aligning people, motivating, and inspiring.” [ CITATION Don15 \l 1033 ] "Now, we see

that leaders need to be human. They need to be in touch, they need to be empathetic, and they

need to be with people. Leaders need to be a part of what's going on, not apart from what's going

on" [ CITATION Tri02 \l 1033 ]. "Management is all about the status quo; leadership is about doing

things differently." [ CITATION Tri02 \l 1033 ] Many times when a member joins a new team, they

take some time to observe and get to know the other members.

Moreover, while they are looking to see where or how they might fit into this new dynamic, they

are also observing the behaviors and actions of fellow members. Are they honest when

speaking? Can they be trusted with information regarding the project? How do they

communicate with other members of the team? Are they supportive or judgemental of other

members? The answers to these questions determine the confidence and comfort of each

member on the team.

The expansion of global markets and the speed of business transactions have created an

environment of precise planning, and immediate response should the need arise within an

organization. Ad hoc teams are created daily without the appointment of a designated leader,

requiring team members of the same level to work effectively to address the issue. In this

situation, there are times when one or two leaders emerge initially as the leaders simply because

“personality traits lead people naturally into leadership roles. This is the Trait Theory"

[ CITATION Don15 \l 1033 ]. A crisis or important event may cause a person to rise to the

occasion, known as the Great Events Theory or people may choose to become leaders through

learned skills known as the Transformational or Process Leadership Theory.” [ CITATION Don15 \l
 Team Learning: Building Leadership Capacity in Teams 4

1033 ] "But, a different perspective is that all team members participate in the leadership

process." [CITATION Dav04 \l 1033 ] Leadership capacity grows and develops when the team as a

whole is working toward the same collective goal and has a clear understanding of the objective.

So, how do we build leadership capacity? Leadership capacity is not something that can

be built overnight. It takes time to build trust, identify strengths, and areas of growth

opportunities for members. Team members need to have a solid understanding of the objective

to ensure focus and be able to play a role in the direction to solve the issue because "it helps the

team learn to work together" [ CITATION Ste17 \l 1033 ]. “In turn, teamwork in the form of key

processes (e.g., back-up behavior, performance monitoring, team orientation) contributes to team

learning which contributes to creating team leadership capacity" [CITATION Dav04 \l 1033 ] This

type of leadership capacity demonstrates ongoing performance and strengthens future team

outcomes. The input, mediation influences, outcome, and input (IMOI) model develops over

time. An example of this model is as follows:

 Team Learning: Building Leadership Capacity in Teams 5

[CITATION Dav04 \l 1033 ]

Today's issues are becoming more complicated simply because of the expanded distance

between companies and resources. Leadership must be shared by those at various locations of

the project. "Communication is a team process that is consistently identified as enhancing team

performance, as it facilitates the development of integral team processes and outcomes in a

fashion distinct from other pertinent team variables (e.g., Espevick, Johnsen, Eid & Thayer,

2006; Kozlowski & Bell, 2003; Kozlowski & Ilgen, 2006)” [ CITATION Sha17 \l 1033 ] Increased

communication comes with additional trust and understanding of team members who create

familiarity. "Familiar teams have been found to achieve a higher degree of performance than

unfamiliar teams despite exchanging less information (Espeviket al., 2006)” [ CITATION Sha17 \l

1033 ]. Familiarity among members creates an opportunity for openness and trust to share

thoughts and ideas without the fear of judgment or failure. Likewise, members are more apt to
 Team Learning: Building Leadership Capacity in Teams 6

volunteer to step out of their skill set box and take responsibility for tasks they would not

ordinarily complete in their daily routine. This type of trust affords a growth in leadership

capacity among members, thus strengthening the member base. "Trust is considered to be "the

glue of the global workplace" (Kirkman et al., 2002, p. 69; O’Hara-Devereaux & Johnson,

1994), p. 243).” [ CITATION Sha17 \l 1033 ]

Leadership capacity is about trust and collaboration. Successful teams have "a

compelling direction, a strong structure, and a supportive context" [ CITATION Mar161 \l 1033 ].

Teams need to be "diverse, dispersed, digital and dynamic" [ CITATION Mar161 \l 1033 ] also

known as a 4-D team to achieve maximum outcomes. Teams can not be successful if they do not

know the direction they are traveling. Diversity among members presents an opportunity of

varying opinions and thoughts that may not be considered if all members of the team are located

in the same area or represent the same demographic. Digitally speaking, members need to be

able to access the same information regardless of location or proximity to the project. All

members need to be able to provide input, and limited access to resources can play a role in the

success or failure of a project. Lastly, establishing team dynamics early on "reduces the potential

for dysfunction" [ CITATION Mar161 \l 1033 ]

Challenges of Leadership in Diverse Teams

Effective leadership has a significant impact on team performance, but it comes with

challenges. "In the rapidly changing competitive business environment, a leader faces a unique

set of challenges where he has to be highly adaptive to the changes in the environment, while at

the same time holding on to the core values, being optimistic as well as pragmatic, maintaining

the right balance between rationality and emotionality while making decisions.” (Deb, 2013)

Teams come in all shapes and sizes, and leadership styles have to adapt to different team
 Team Learning: Building Leadership Capacity in Teams 7

settings. Collocated teams have the advantage of face-to-face interactions and social cohesion.

They have more opportunity for team members to have interpersonal relationships and

familiarity, which allows for higher productivity when team members genuinely care about how

their work will affect others (Orvis, 2004). With the emergence of new technologies and the

ability to communicate worldwide, organizations are using virtual and global teams that it allows

access to knowledgeable employees regardless of their location (Cascio, 1999). Dispersed teams

consist of members who are geographically distributed to work on highly interdependent tasks

(Malhotra, Majchrzak, & Rosen, 2007). Virtual teams may not have the luxury of

communicating face-to-face and need to rely on email or written communication, which can

easily be misinterpreted.  Collocated teams benefit from being in the same room for meetings

allowing members to read body language and facial expressions.

There is no 'one size fits all' model to building a successful team, and there are a

substantial amount of factors going against them. Differences in personalities, knowledge, and

expertise in team members can come together to make a highly productive or toxic team

atmosphere. Teams can be dispersed geographically, have cultural differences, and language

barriers. Among these elements, leaders can fail to create the kind of environment that inspires

devotion, sparks creativity, and encourages motivation. Sujansky (2006) identified six common

challenges leaders make: lack of trust, failure to shape and share a vision, establishing unclear

expectations, setting bad examples, failure to retain top talent, and taking success for granted.

Practicing key behaviors and establishing team processes can allow leaders a chance to

overcome the many challenges of managing diverse teams (Malhotra et al., 2007). This section

is based on the challenges that leaders face and the processes they can implement to mitigate

them.
 Team Learning: Building Leadership Capacity in Teams 8

Trust

"Lack of trust is corrosive and usually leads to failed goals, missed deadlines, high stress,

and increased turnover" (Sujansky, 2006). Leaders play an essential role in establishing and

fostering trust in teams (Dirks & Ferrin, 2002). When trust is lost, it can be detrimental to the

team's purpose and create a downward spiral that can destroy the team itself. Trust is the glue

that holds a team together, and when there is none, the team will suffer. Building trust in virtual

teams can be even more complicated when the quantity and quality of communication is lower

than those of their face-to-face counterparts (Orvis, 2004). These dispersed teams are typically

unfamiliar with each other and have to put forth more effort to establish trust.

Creating social cohesion is an effective way of building an interpersonal relationship and

trust within a team early on. In the beginning, leaders should encourage team members to

interact socially and get to know one another on a personal level (Orvis, 2004). Virtual teams do

not have the luxury of meeting as often as collocated teams, but researchers suggest that setting

up an initial face-to-face meeting, increases the amount of trust among dispersed team members

(Walther & Bunz, 2005).

Vision

When leaders do not establish trust, it is improbable they are sharing a shared vision with

their team. Sujunsky (2009) stated, "During uncertain times when an organization is faced with

complex changes, it is not uncommon for some leaders to avoid interacting with employees or to

withhold information. This only increases the climate of fear and is detrimental to productivity."

In collocated and virtual teams alike, transparency is a core component to communicating

the team’s vision. Leaders should be willing and able to share a vision that inspires and

motivates employees to work collaboratively towards their objectives (Orvis, 2004).

 Team Learning: Building Leadership Capacity in Teams 9

Expectations and Norms

“When leaders are inaccessible or give conflicting or confusing messages, employees

lose their focus and direction, and productivity suffers” (Sujansky, 2006). Setting expectations

provides a structure that motivates employees to work together to achieve their goals. Leaders

who do not give direction will likely have team members who are unmotivated, uninspired, and

unfocused. This can severely hinder team productivity. When there is a decrease in

accountability, there is also a chance for social loafing to occur (Pearsall, Christian, & Ellis,

2010). "Teams who do not receive guidance will be less likely to have a shared mental model of

team interaction and will have to go through the slower process of determining how to work

together through trial and error" (Orvis, 2004).

Leaders can influence employee behavior by setting clear expectations and norms –

informal rules of how teams will interact with one another (Haas & Mortenson, 2016).

Expectations should provide a structure that matches the team's values and ideologies. "This will

reduce uncertainty and enhance trust in social groups, thereby improving productivity" (Ferrazzi,

2014). Dispersed teams rely heavily on their leaders to provide direction and inspiration from a

distance (Zander et al., 2012). Providing guidance and establishing norms is especially

important for virtual and global teams, specifically norms that specify quantity and frequency of

communication (Marlow et al., 2017).

Leading an Example

“One of the responsibilities of a leader is to inspire and influence his people. It also

entails being self-directed and being governed by a set of values that come from within. Leading

by example, means having integrity and being principle-centered" (Deb, 2014). A leader's

behavior has a powerful impact on team performance. If leaders are not willing to lead by
 Team Learning: Building Leadership Capacity in Teams 10

example, they risk becoming disconnected from their team and hinder innovation and creativity

(Sujansky, 2006).

Inspiring leaders encourage their team to take risks. If a leader is willing to embrace mistakes as

a part of the process, it can motivate teams to innovations that can, in turn, increase productivity

(Sujansky, 2006)

Talent

Recruiting and retaining good employees can be essential to an effective team. "Leaders need to

create a work environment that makes the best employees want to stay (Sujansky, 2006).

Retaining talented employees can be a challenge for any leader. When team members do not

feel valued, it can discourage them from performing to their full potential and harm the overall

performance of the team.

Teams are the best way to get the most talented and knowledgeable individuals together

for a specific purpose. Leaders can build loyalty within the team by encouraging and

appreciating the work that is being done. When team members feel valued, they are less likely to

leave.

Success and Rewards

"The day-to-day pressures of the workplace affect everyone, but leaders cannot afford to

ignore individual and team accomplishments. Those leaders who rush on to the next project

without acknowledging significant accomplishments risk losing employee confidence"

(Sujansky, 2006). Leaders who do not maintain a healthy balance of result-reward, risk losing

team motivation to do well.

Leaders must celebrate victories by rewarding individual and team performance (hybrid

rewards) to increase the productivity of the team (Kramer et al., 2013). This reward structure
 Team Learning: Building Leadership Capacity in Teams 11

can allow leaders to acknowledge individual work that contributes to team success as well as

give appreciation to the team as a whole — giving credit where credit is due.

Social Media as it relates to social networking and building leadership capacity in teams

In this chapter so far, we have talked about the difference between leadership and

management. We have talked about capacity and how that relates to leadership development, and

in the previous section, we explained the differences between collated and virtual teams and the

various problems leadership faces when in a virtual team environment. Whether working in a

collocated team environment where team members have frequent in-person interaction, or in a

virtual team environment where team members have very little to no in-person interaction, the

commonality here is the need for effective communication which is specific to the type of team

environment. In the current global work environment, work teams are more commonly

comprised of virtual members who are also globally disbursed across the world. In this respect,

communication amongst these team members is also more virtual than ever before. According to

[CITATION Mar \l 1033 ], concerning virtual teams, communication is less frequent, and they share

less knowledge than face to face teams, and their communication is more likely to be a task-

oriented type of communication. In the various literature on the topic of communication, virtual

communication is generally referred to as "email." However, there are many more forms of

communication available now in the virtual environment than just email. In this section, we will

explore different forms of communication as well as the importance of social networking in a

team environment and how that relates to communication. We will also look at the different

forms of social media, which is used today by the vast majority of people. We will also explore

why social media as a form of communication is a necessary addition to communication and

 Team Learning: Building Leadership Capacity in Teams 12

leadership development to include building leadership capacity, due to the differences in the new

employees of today vs. the employees in the work environment years ago.

Communication between the new employees of today is much different than it was 20

years ago. According to [ CITATION And17 \l 1033 ] the new generation of workers bring new

ideas, new behaviors, and new ways of looking at the issues with which we have been concerned

for years. Those same new generation workers also bring with them different expectations

regarding the centrality of work to their lives, different personalities, and attributes to the

workforce. [ CITATION And17 \l 1033 ]. However, worst of all, managers frequently bemoan the

increasing lack of work ethic, narcissism, and sense of entitlement of employees in generations

following the baby boomers [ CITATION And17 \l 1033 ]. In the article by (Anderson et al. (2017),

the authors point out many shortcomings with several prominent leadership theories have when

dealing with today's "millennial" employees. Some of these leadership theories include

Transformational Leadership, Leader Member Exchange, Authentic Leadership, and Ethical

Leadership. They describe how these theories are failing to work with the current workforce. For

example, "because today's employees are more individualistic, transformational leadership is less

effective in motivating them to put the organization's needs before their own needs" [ CITATION

And17 \l 1033 ]. Along with these listed shortcomings of current leadership theories made by

(Anderson et al. (2017), these shortcomings also indicate another critical fact, how

communication is conducted between leaders/managers and this new generation needs to be done

differently in order for there to be success.

Social networking:

When discussing Social Networking in this chapter and leadership in general, we are

using the term to describe a social relationship dyad (between two individuals) or larger
 Team Learning: Building Leadership Capacity in Teams 13

collective groups or teams in which they interact, and also the social-relational process. Social

Networking in this section will also be used to describe the use of a computer or electronic

devices to connect to a dedicated website or application to interact with other users or to find

people with similar interests[ CITATION Kar19 \l 1033 ]. The previous section has outlined the

importance of communication in leadership development, as well as the struggles of the

traditional models of leadership development fitting into or working with the current workforce.

Social Networking has become an increasingly important topic of research in the area of

leadership. Organizations invest considerable time, energy, and monetary resources in leadership

development [ CITATION Cul17 \l 1033 ]. Despite these immense investments, there is growing

concern that developmental efforts are not sufficiently building the leadership capacity required

by today's complex and interdependent organizations [ CITATION Cul17 \l 1033 ]. Often leadership

development efforts attempt to enhance the general knowledge, skills, and abilities (KSA’s) of

individual leaders [ CITATION Cul17 \l 1033 ]. Such approaches are grounded in traditional

conceptualizations of leadership as the traits or behaviors of individuals (e.g., managers, CEO’s)

who direct, align, and inspire others in pursuit of collective goals [ CITATION Cul17 \l 1033 ]. Yet,

the leadership literature has convincingly demonstrated that leadership, as a phenomenon, is both

relational and multilevel, involving not only leaders, but followers, and social-relational

processes connecting members of dyads and larger collectives [ CITATION Cul17 \l 1033 ].

Relational and multilevel views of leadership, which emphasize the social process connecting

individuals, dyads, and collectives, point to the importance of enhancing social networks (i.e.,

patterns of social relationships as an integral part of leadership development [ CITATION Cul17 \l

1033 ]. So what does this mean for leadership development in the current time and workforce?

The current workforce, as we know, primarily consists of the generation known as millennials or
 Team Learning: Building Leadership Capacity in Teams 14

GenMe. This generation has grown up with Social Networking in the sense of connecting on an

electronic device. Due to this, they see social networking in a different way than those who came

before them. As stated earlier, the current workforce majority have a different type behavior in

the workplace, this type of behavior is gratified by social networking feeds due to the ease with

which they can receive gratification from others within their social network. Based on this,

utilizing Social Media to the benefit of leadership development is a logical step to research and

explore.

Using social media for social networking:

This chapter is about different ways to build leadership capacity in teams.

Communication and Social Networking are crucial to building that capacity. Social media is a

tool which can be utilized to improve social networking and communication. It can improve it in

a way where the current workforce majority, which is usually focused on what they can achieve

for themselves instead of what they can contribute to a team, could be developed instead to focus

on receiving that gratification as a team. This will go against one of the principles of a traditional

leadership development theory which talks about getting rid of us vs. them. However, if the

traditional theories are not working for developing leaders, then something needs to be altered or

added to correct the shortcoming. Since the problem with connecting to the workforce majority

is thought to have developed from the advancement of technology, why not utilize technology to

address where the traditional theories are falling short. The rapid evolution in the study of

leadership reflects real-world realities in the geopolitical and institutional change and in

particular, the advancement of technology [ CITATION Ban19 \l 1033 ]. Hence, we have now

entered into a digital era in which leadership itself has changed as well as the means through

which we study it [ CITATION Ban19 \l 1033 ]. One essential aspect of utilizing social media as a
 Team Learning: Building Leadership Capacity in Teams 15

tool for communication within a social network is the leader-follower exchange relationship. The

traditional social media platforms which most everyone would be familiar with such as

Facebook, Twitter, and Instagram. However, there are more non- traditional platforms being

developed by those in the workforce majority to help with social networking. These new

platforms need to be looked at for research and possible utilization as well. For example,

platforms such as Monday.com, which describes itself as a “Team management platform to

manage any work and any team” [CITATION unk19 \l 1033 ]. There are many different platforms

available today, in addition to the traditional with more being developed all the time. One of the

problems with traditional leadership development theories is, a different generation developed

them, implemented by a different generation than those who developed them and then

somewhere in their timeline did not continue to evolve with the new generation. The lack of

evolution, there was a disconnect in the development theories are communicated to the current

generation. It is almost to the point of speaking a different language. Taking that into

consideration, we need to look at these social media platforms, not merely as a tool, but as a

generational language.

Conclusion

In conclusion, leadership capacity is ever-evolving. The more a team purposely works in the

same direction to establish a strong structure and provide support for one another through honest

dialogue, the easier it becomes and the better they get at solving problems together in a timely

and efficient manner. Team leaders can encounter a variety of challenges when working in

today’s diverse team settings. Lack of trust, failure to shape and share a vision, establishing

unclear expectations, setting bad examples, failure to retain top talent, and taking success for

granted are among those threats to leadership discussed in this chapter (Sujansky, 2006). Some
 Team Learning: Building Leadership Capacity in Teams 16

challenges are made even more difficult by the geographic dispersion of teams. It is up to the

leadership within a team, whether that is an individual or the team as a whole, to instill trust,

establish a clear vision and expectations, lead by example, and celebrate victories.

Ways to Develop Leadership Capacity within Teams

1. Align individuals that can create a collective social identity.

When assembling a team, leaders must consider each individual's willingness to

being a team player. Structuring a group of individuals who can set aside their individual

needs and goals to work together as a team, will allow for an environment where

leadership will flourish. As noted by Day et al., (2004): "This central identification with

the team ("we") rather than the individual ("I") allows for different forms of leadership to

emerge and creates additional possibilities for participating in leadership."

2. Identify challenges and extinguish issues before they get out of control.

Every team comes with its own set of issues. Identifying challenges early and

implementing the team processes discussed in this chapter should help to establish a team

that can foster leadership.

3. Establish communication that makes sense for the team.

With multiple generations in the workplace and diverse team settings, leaders must

consider what form of communication will work best for the team. Collocated teams

have the luxury of face-to-face interaction, but virtual teams have several forms of

technology to choose. Leaders of virtual teams should establish communication norms

and identify the most effective types of technology to utilize based on the team’s

composition.

4. Create an environment that promotes effective and continual team learning

 Team Learning: Building Leadership Capacity in Teams 17

To stay competitive in today's workplace, individuals must be willing to be lifelong

learners. Learning in teams is no different. When teams are challenged to do something

new and different, and the answer is not apparent, they must be willing to experiment and

take action. Implementing team learning processes allows for knowledge sharing,

psychological safety, group efficacy, and cohesion within teams (Decuyper, S., Dochy,

F., & Van den Bossche, P. 2010).

Case Studies

The athletic department of a community college decided to hold a benefit golf

tournament to raise money for athletic scholarships. The golf tournament would be a community

event that would allow area businesses to advertise with a sign at each hole. Because this event

would benefit all athletic programs, the athletic director took the lead and called all 15 athletic

coaches into a meeting. He placed a sign-up sheet with a list of 50 businesses and told them to

put their name next to the businesses they would ask for $100 hole sponsorships. The athletic

director himself did not put his name down next to any businesses.

When the sign-up sheet returned to the athletic director, he did not look to make sure that

all coaches had signed up to participate in the fundraiser. He also did not look to see if all of the

businesses had a name beside it. Weeks went by, and he started receiving checks from

businesses. As the money came in, the athletic director did not look back at the business list to

see which coach was fulfilling his duties. The day of the golf tournament arrived, and there were

only 15 hole sponsorship signs to put up. The athletic director was disappointed in the support

from businesses and his team of coaches.

1. Based on the reading, explain the common mistakes the athletic director made in the

planning and execution of the fundraiser?

 Team Learning: Building Leadership Capacity in Teams 18

2. Explain what team processes could have been used to make the team more productive?

3. What could the athletic director do to motivate the coaches to perform better?

Fred Johnson is the director of research and development at a prominent fortune 500 company.

Fred has worked for this company for 30 years and is looking forward to the possibility of

retirement in the next 3 to 5 years. Just recently, the company asked Fred to develop a new way

to produce a certain item in the company's inventory, with a goal of reducing the cost of

materials to produce the item by 7 to 10%. Fred was given one month for this project. To

accomplish this, Fred was also given a team. At the first meeting with his team, Fred looked

around the room and noticed all the team members were between the ages of 25 and 35 and

almost all of them were engaged with their cell phones or another electronic device during the

entirety of the meeting. Fred felt this was very rude and disrespectful; however, not wanting to

start off on the wrong foot, Fred handed out the assignments and asked for written progress

reports on their tasks every other day. After about a week and a half, Fred noticed he was

receiving a very short handwritten progress reports, "everything is going fine," "the progress is

coming along good," "no problems to report." Fred was not getting the information he actually

wanted to know, such as monetary figures, material sources, etc. Fred justified the reports as

being preliminary and early on in the project and told himself they would get more detailed as

time went on. At the three week mark, Fred was still getting the same progress reports. He

decided to send out an email to his team, asking them to be more detailed with the reports. Fred

was almost immediately flooded with email responses full of the information he was originally

looking for. Looking over the data, Fred realized the team had come up with a plan amongst

themselves, implemented the plan, and unfortunately, the progress was in the wrong direction.

However, Fred realized they made the decision without information that only he knew, and he
 Team Learning: Building Leadership Capacity in Teams 19

had failed to relay that information, and if he had known the direction they were wanting to go

right away, he could have steered them away to a better direction. Fred also realized it was too

late by this point to complete the task on time, and he would have to inform the company the task

would not be completed on time.

1. Based on this case study, explain what style of leadership Fred Johnson was utilizing,

if any, and justify your answer.

2. What did Fred do wrong with regard to communication with his team?

3. Are they any possible tools Fred could have used to better stay on top of what his

team was doing?

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