Team

Leadership
Hill’s Model of Team Leadership
Introduction

• In many situations that we are faced with, it seem that there is always different people who
have the appropriate skillset for the task. When those people are enabled to step forward and
contribute what they have to offer, the goals of effectiveness are met much more easily.

• The Team Leadership Model promotes the processes of team leadership and team building
as growth opportunities.  It advances the assumption that all members have the ability to
inspire others, to reflect on their actions, to increase self-awareness and to leverage their
relational capabilities and build positive, impactful relationships.  

• The Team Leadership model creates an environment in which members are accountable not
just to a particular leader, but to the team as a whole. In this case, all team members can
inspire each other, and as a result the team will reap the benefits together.
What is Team Leadership?

• Team leadership as a dynamic approach to leadership does not

necessarily reciprocate the leader-subordinate process that is exhibited
with other types of leadership.

• The leader-subordinate type of leadership that has been seen in

previous discussion (lectures) as not necessarily wrong, but the team
leadership approach does not build it’s foundations on that sort of
relationship between leader and follower.

• The team-leadership process enables all members of the team to exhibit

leadership in different situations. Within the team dynamic, certain
members of the team that have the appropriate skills or knowledge will
step forward and be the leader.
What is Team Leadership?

• Northouse (2007) defines a team as an interdependent group of individuals,

similar to a task force that work towards a common goal and share common
interests.

• Being interdependent means that the contributions of each individual member

of the team are equally necessary and that the leader in any certain situation is
consider not superior to other members of the team.

• The team leadership dynamic does not discriminate between the leader and
the other team members. This differs from the traditional leadership model of
leader-centric interactions or leader-subordinate relations. Instead, the team
leadership model is based upon, team-centric or team-leader interactions.
How does Team Leadership work?

• In Team Leadership model, the basic goal outcome for all team-based operations is
high team effectiveness. If the team cannot achieve a high level of team effectiveness,
then is reflected upon the leadership of, not an individual, but the team as a whole.
• Northouse (2007) states that the effectiveness of a team is contingent upon the
leadership strength present amongst the members. This has to do with whether or not
the team members have the abilities and knowledge necessary to navigate certain
situations as well as the understanding of when it is appropriate and inappropriate to
step forward and use those abilities and knowledge.
• When a majority of individuals within the team have these characteristics about them
(i.e. the abilities and knowledge necessary to navigate certain situations), the overall
leadership exhibited by the team is high and this is reflected by high team
effectiveness.
How does Team Leadership work?

• According to Northouse (2007), in each situation that warrants team leadership, the individual
that steps forward is faced with many factors, both external and internal to the team that
dictate what sort of action to take.

• The external factors that the leader must take into account are the overall environment and
context that the team operation is surrounded by. This is done through actions such as
negotiating support, sharing information, and establish networking.

• The internal factors that a team leader must consider have more to do with task and
relational aspects. Actions that a leader would take to provide for these task and relational
needs would be, for example, focusing on goals and maintaining standards for task focus,
and building commitment and managing conflict for relational focus.
Behavioural Indicators of Team Leadership

Team Leadership Behaviour: Team members must be able to build cohesive

and productive work and project teams in order to achieve the required outputs,
either as a work unit or as a component within the organization.

Behavioral Indicators in Team Leadership:

1. Values the contribution of all team members.
2. Focuses own efforts on working with the team to acieve the desired
reshults.
3. Participates fully or actively in activities that lead to a sense of identity on
projects.
4. Motivates and inspires others to self-empowerment and self-respect.
5. Evaluates performance of the team in order to ensure the achievement of
the team’s objectives/goals.
Hill’s Team Leadership Model (HTLM)

• Susan Kogler Hill developed a model titled The Hill Model for Team Leadership. This
model demonstrates that as the leader is monitoring the team, they are able to
determine an action which will ensure team effectiveness based upon the leader’s
analysis.

• According to Northouse, (2007), Hill’s TLM provides the leader or a designated team
member with a mental road map to help diagnose team problems, and then take
appropriate action to correct team problems.

• Hill Model ultimately demonstrates that, “the leader’s role is to do whatever is

necessary to help the team achieve effectiveness”. Once a leader has followed the Hill
Model, they have helped to improve an organizational team.
 Hill’s Team
Leadership Model
(HTLM)
The Four Layers or
Steps in the Team
Leadership Model
The Four Layers or Steps in the Team Leadership Model

Top layer: Effective team performance begins with leader’s mental

model of the situation and then determining if the situation requires
Action or Monitoring?

Second Layer: Is it at an Internal or External leadership level?

Third layer: Is it Task, Relational, or an Environmental intervention?

Select a function depending on the type of intervention.

Bottom layer: Correctly performing the above three steps create

high Performance through Development and Maintenance functions.
Four Layers or Steps in the Hill’s Team
Leadership Model

• The first step is for the leader to decide as to whether they monitor or take action based upon internal
or external actions, while focusing on the overall team effectiveness.

• In this initial search stage, information search and structuring are two phases. A leader must first
seek out information to understand the current state of the team’s functioning (information
search), and then this information must be interpreted so the leader can decide how to act
(information structuring).

• Leadership of the team can use eight characteristics of team excellence to assess the health of the
team and to determine if there are weaknesses that need addressed, (Northouse, 2016). These
characteristics includes:- clear team goals, having a results-driven structure, competent team
members, unified commitment, collaborative climate, standards of excellence, external support
and recognition, and principled leadership. Once the weaknesses are addressed, an effective
team will be created.
Four Layers or Steps in the Hill’s Team Leadership Model

• The second step is if they monitor the team and see they are functioning
effectively, then the leader will continue to monitor. If they witness a weakness
in the team, then the leader will take action.

• The third step is in order for the leader to take action, the leader will decide if
the team needs assistance or intervention with an internal task or relational
issue, or an external environmental issue.

• If the leader believes that the members of the team are diverting away from
the original task, then the leader will focus on an internal task intervention.
In an internal task action, the leader might perform goal focusing,
structuring for results, facilitating decision making, training team members
in task skills, or maintaining standards of excellence.
Four Layers or Steps in the Hill’s Team Leadership Model

Team Internal Task Intervention:
• Clarifying Goals: Focus on goals by clarifying and/or getting
agreement.
• Establishing Structure: Restructure plans, processes, roles, etc. in
order to gain desired results (process improvement).
• Decision Making: Guide the decision-making process so that better
information is obtained, coordination is better, focusing on issues,
etc.
• Training: Train members through both formal and informal means.
• Standard Setting: Assess performance and confront when necessary.
Four Layers or Steps in the Hill’s Team Leadership Model

• If the leader believes that the members of the team are not
working collectively and tension has surfaced, then the leader
will focus on an internal relational action.

• For internal relational actions, the leader might choose

coaching team members in interpersonal skills, collaborating,
managing conflict and power issues, building commitment,
satisfying individual member needs, or modelling ethical and
principled practices.
Four Layers or Steps in the Hill’s Team Leadership Model

Internal Relationship Intervention
• Coaching: Coach team members.
• Colloborating: Use more collaborative methods to involve all team
members.
• Managing Conflict: Manage conflict.
• Building Commitment: Build commitment and esprit de corps through the
use of ethos leadership.
• Satisfying Needs: Satisfy team members' needs.
• Modeling Principles: Model what you expect from your team members.
Four Layers or Steps in the Hill’s Team Leadership Model

•Lastly, if the leader believes that the environment of the organization is not
supporting the team, then the leader will focus on an external environmental
intervention. 

•For external environment actions, the leaders might assist in expanding

networking and forming alliances with others; advocating and representing team
to environment; negotiating upward to secure necessary resources, support, and
recognition for team; buffering team members from environmental distractions;
assessing environmental indicators of team’s effectiveness; or sharing relevant
environmental information with team.
 Four Layers or Steps in the Hill’s Team Leadership Model

External Environmental Intervension

• Networking: Network to increase influence and gather information

• Advocating: Advocate by representing your team so that it shows them at their best

• Negotiating Support: Get support for your team by gathering resources and recognition for your team

• Buffering: Buffer the team from environmental distractions

• Assessing: Assess the environment through surveys and other performance indicators to determine
its impact on the organization
• Sharing Information: Share information with the team
Four Layers or Steps in the Hill’s Team Leadership Model

• The fourth step. By correctly performing the above three steps,

the leader is able to create high performance through
development and maintenance functions. Performance is a task
accomplishment based upon the quality of the teams’ outcome.
Development is team maintenance referring to the cohesiveness
of all members of the team.
Setting-up
Effective Team Leadership
Setting-up Effective Team Leadership

Team Leadership Proficiency Levels:

LEVEL I
 Ensures that groups have all the necessary information and explains reasons for a decision.
 Creates the conditions that enable the team to perform at its best (example: setting clear direction, providing
appropriate structures, getting the right people).
 Sets a good example by personally modelling desired behaviour.
 Expresses positive attitudes and expectations of the team and team members.
 Displays willingness to learn from others, including subordinates and peers.
 Solicits ideas and opinions to help form specific decisions and plans.
 Publicly credits others who have performed well.
 Provides the resources and tools for teams to complete their tasks.
Setting-up Effective Team Leadership

LEVEL II
 Recognizes the value of using teams to accomplish work-unit or the departmental objectives.
 Acts to build team spirit for purposes of promoting the effectiveness of the group or business process.
 Discusses progress of projects periodically with the team to ensure the goals and objectives of the team
can be accomplished.
 Encourages groups to work together by agreeing the goals, processes, tasks and completion of tasks.
 Applies group process skills to assist the team achieve their results.
 Recognizes and praises the team for their effort and achievements.
 Acts to promote good working relationships regardless of personal likes and dislikes.
 Encourages the achievement of results through teamwork, co-operation and collaboration.
Setting-up Effective Team Leadership

LEVEL III
Uses complex strategies such as team assignments, cross training, etc., to promote team
morale and productivity.
Encourages teamwork through the use of appropriate verbal and non-verbal messages.
Creates an environment that encourages open communication amongst team members.
Creates an environment that encourages collective problem solving amongst the team
members.
Seeks consensus among diverse viewpoints as a means of building group commitment.
TEAM
LEADERSHIP
LEARNING ACTIVITY
TEAM LEADERSHIP: LEARNING ACTIVITY

This learning activity is based on Hill's Team Leadership Model. While a team leader may use
it as a daily or weekly checklist, it is designed to be given to all team members as a means to
monitor and improve team performance. This helps to ensure that actions are taken to grow
the team.

Learning Activity 1: Team Leadership Survey

• Instructions: This learning activity uses a self-reporting survey (questionnaire) for building
teams that are more effective.

• Give the below survey to each member of your team. After they have completed it, have
them complete the Team Action Plan (it is listed after the Team Leadership Survey).
Learning Activity 1: Team Leadership Survey

Instructions:
• This survey contains statements about your team. Next to each statement, circle the
number that represents how strongly you feel about the statement by using the following
scoring system: 
• Almost Always True — 5
• Frequently True — 4
• Occasionally True — 3
• Seldom True — 2
• Almost Never True — 1 
• Be honest about your choices, as it will be used to help grow your team.
  Internal Task Functions          

1. Our team agrees on the goals and objectives that must be met. 5 4 3 2 1

We are able to achieve results due to planning, proper organization

2. 5 4 3 2 1
of tasks, and delegation of the tasks to the right team member(s).

Decisions are made in a timely manner and are generally the correct ones. When they are incorrect,
3. we are agile enough to rapidly adjust 5 4 3 2 1
to fit the needs of the situation or environment.

I have access to the necessary learning and development programs

4. that allow me to stay up-to-date with my current job needs, in 5 4 3 2 1
addition to learning new things that will provide me opportunities
for growth.

5. Our standards are high and are applied fairly to all team members. 5 4 3 2 1
  Internal Relationship Functions        

My team leader coaches me when I have difficulty performing a task. In addition, my

6. 5 4 3 2 1
team leader helps me to perform my job better on a regular basis.

7. We collaborate by sharing ideals to ensure that our department's responsibilities are 5 4 3 2 1

performed in an effective and efficient manner.

8. Conflict and power issues are managed in a manner that keeps them to the bare 5 4 3 2 1
minimum.

9. Our team strives to build commitment and espirit de corps by innovating, socializing, 5 4 3 2 1
and using rewards.

10. Individual needs are met. 5 4 3 2 1

11. Our team leader is an ideal role model and encourages others to do the same. 5 4 3 2 1
  External Environmental Functions        

12. We are properly networked with the external functions that

we give support to and those who support us. 5 4 3 2 1

Our team leader advocates our team to outside functions,

13. such as other departments. 5 4 3 2 1

14. We receive the required support and resources needed to

do our job in a timely and excellent manner. 5 4 3 2 1

15. We are rarely bothered by outside distractions. 5 4 3 2 1

Surveys (such as this one), evaluations, and other performance
16. indicators are given on a regular basis so that we always know 5 4 3 2 1
how well we are performing.
17. We are kept informed. 5 4 3 2 1
Learning Activity 2: Team Action Plan

Learning Activity 2: Team Action Plan

• After all the team members have completed their survey, have them discuss the questions
and their answers:
• Starting with question 1: 
• Have them read their score and record them on a flip chart (e.g. “Question 1 —
5+4+4+5+3+1”).
• If there is an an extreme deviation from the mean (called an “outlier”) as in the
above example (1 is the outlier in the example), discuss it with the team to see if it is
valid or if it should be thrown out).
• Average the scores (e.g., 5+4+4+5+3+1 = 22/6=3.6 or if the outlier is thrown out, then
5+4+4+5+3 = 21/5 = 4.2).
Learning Activity 2: Team Action Plan

• Repeat the above three steps for each question.

• Put a checkmark next to the highest scores. These are the team's strengths. Spend a few
minutes discussing them, mostly to determine if you can gain any new learnings from
them.
• Put an X next to the lowest scores. These are the team's weaknesses.
• Discuss the weaknesses and what it would take to improve them.
• Have the team decide on a couple of weaknesses to improve for this rating period
(normally any survey question that scores 1 to 3, depending on their difficultly and the
time lapse between this rating period and the next planned rating activity). These are
the action items.
Learning Activity 2: Team Action Plan

• For each action item, determine:

• What basics steps need to be taken to improve each action item?
• What will be the indicator(s) that show improvement is actually taking
place?
• When will the action items be discussed by the team (e.g., during the
morning start-up meeting every Tuesday and Friday)?
• Who will be responsible for leading an action item?
Learning Activity 3: Team Continuous
Improvement
• Good Team Leadership is normally not implemented in the short term, but rather is a long-term process,
thus the survey should be taken on a regular schedule, normally about every 60 to 90 days. This is
normally enough time to implement and evaluate an improvement.
• After the first implementation of the survey, start the activity by discussing the previous action items:
• Compare the previous action items with their new scores. 
• Have they improved? 
• If not, why? 
• If they have improved, why? You not only want to learn what went wrong, but you also want to learn
from the things that go right.
• After you have completed the above activity, then continue again with the Team Action Plan in order to
decide what action items will be worked on next.
References

• Larson, C.E., LaFasto, F.M.J. (1989). 

Teamwork: What must go right, what can go wrong. Newberry Park, CA:
Sage.
• Northouse, G. (2007). Leadership Theory and Practice. Thousand Oaks,
CA: Sage Publications, Inc.
• Stewart, G.L., Manz, C.C. (1995). Leadership for self-managing work
teams: A typology and integrative model. Human Relations, 48(7), 747-
770.