3.1 Build support and commitment within the work team
How a workplace leader communicates expectations and responsibilities can revolve around an individual's style of decision making. Vroom and Yetton (1973) and later Vroom and Jago (1989) identified different methods of leadership directly related to the leader's preferential basis for making decisions. The following table examines the seven methods of decision making and identifies how leaders may either use these styles in given situations, or indeed, have a preference for a particular style. The following table is based on the work of Vroom, Yetton and Jago to confirm how certain methods of decision making may be evidenced by leaders.
Table 1 Leadership Styles and Methods of Group Decision Making
Vroom & Yetton Methods of Group Decision Making |
Evidenced in Styles where the leader: |
AI Autocratic or directive style of problem solving |
Rationally defines the problem, completes the diagnostic process relating to the problem, generates solutions, evaluates solutions and chooses best alternative solution (satisfies - best solution in their judgement) |
AII Autocratic with group information input |
Rationally defines the problem, completes the diagnostic process relating to the problem, and generates solutions. At this point or earlier they involve the group in evaluating the proposed solution and/ or evaluation of alternatives. The choice of solutions and data collection by the group to evaluate options is usually limited. |
AIII Autocratic with group's review and feedback |
Rationally defines the problem, completes the diagnostic process relating to the problem, generates solutions, evaluates solutions and chooses best alternative solution. The solution is then presented to the group for review of issues relating to implementation and overall understanding and feedback. |
CI Individual Consultative Style |
Defines the problem and completes the diagnostic process relating to the problem. Investigation of problem causes and potential solutions is completed with input from select individuals. Feedback on solutions and evaluation of options usually involves expert group prior to choice of optimum solution. Choice of 'best' solution remains with the leader. |
CII Group Consultative Style |
Defines the problem and completes the diagnostic process relating to the problem. Investigation of problem causes and potential solutions is completed with input from the affected group. Feedback on solutions and evaluation of options usually involves experts identified by the group prior to choice of optimum solution. Choice of 'best' solution remains with the leader. |
GI Group Decision Style |
Defines the problem and completes the diagnostic process relating to the problem. A group is then identified and involved in completing a process to diagnose the causes of the problem. Following diagnosis, the group generates and evaluates solutions. Guided by the leader the group then chooses the solution. |
GII Participative Style |
The leader engages the group to complete the whole decision making process. The group defines the problem and performs all other functions as a group. The leader removes themselves from directing the process but remains to facilitate the process. |
GIII Leaderless Team |
The leader removes themselves from the decision making process completely. The group is constructed without a leader. If no substitute for task leadership , or process leadership is present, a process leader often emerges. This person may change from problem to problem. The group generates its own problem definition, performs its own diagnosis, generates alternatives, and chooses among alternatives |
Not all employees will be motivated to complete a work task or assume individual responsibility for agreed outcomes.
It is important to distinguish between the three levels of 'motivation' or resistance to work.
Figure 1 Motivation and levels of resistance
To motivate the individual different roles will have to be assumed by fellow workers or the supervisor depending on the level of resistance.
The worker who has low motivation due to ignorance of expectations will require the supervisor to act as a guide or task manager clarifying performance expectations.
The worker who has moderate resistance caused by an inability to perform to set standards will require a senior staff member to act as a mentor supporting the attainment of the required skills.
The worker who has high resistance due to low motivation requires a supervisor or team member to act as a l eader or coach confirming performance expectations and entering into constructive feedback whereby the expectations of all parties are clarified.
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