Leader Emergence in Small Teams
Richard J. Rateau, Eric K. Kaufman, Agricultural and Extension Education, Virginia Tech
Abstract: The use of teams can be an effective teaching and learning strategy that enhances many
different student skills. Additionally, students’ ability to function effectively on a team or the
ability to lead a team is increasingly important for success in the workplace. Typically, a team
leader plays an important role in team communications, meeting facilitation, decision making, and
goal setting and attainment. Not all teams have a leader, while others have a specific leader or
shared leadership roles. Effective team leaders can enhance the productivity of the team and
meeting of the team goals. Participants of a leadership class participated in a survey asking
questions of what traits do they look for in a leader, do they feel their team has a leader, and how
did the specific leader emerge. Student responses were consistent with leadership theory on the
three individual questions. Practical implications for instructors using teams as a teaching and
learning strategy include team productivity is enhanced with a team leader; however, not all team
leaders are capable of performing the role in a satisfactory manner.
Literature Review
The concept of working in teams or groups is common in today’s college classroom as a learning strategy to better
prepare students for the demands of the workplace that requires graduates with experiences in both leadership and
the ability to function effectively on teams (Coers, Lorensen, & Andersen, 2009). Additionally, there are many other
pedagogical benefits of teams including development of interpersonal skills and students learn from each other and
have the opportunity to hear and discuss different perspectives on the same topics (Coers et al., 2009). Another
advantage of teams includes “teams are capable of solving problems that are beyond the capability of even the most
talented members” (Michaelsen, Knight, & Fink, 2004). While there are many benefits to team work, there are also
certain problems, such as the lack of leadership associated with the team learning (Deeter-Schmelz, Kennedy, &
Ramsey, 2002). Levi (2011) states “teams rarely exist without leaders” (p. 179); however, the scholar also notes not
all teams have leaders. Team leaders are often assigned or selected for the role by others in the team, while other
teams have leaders that emerge through their interactions with other team members. Levi (2011) states that a team
leader is not required for success of the team; however, a good leader enhances team performance by “establishing a
clear and engaging direction for the team” and creates a “situation that enables team success” (p. 177). Other key
tasks of a leader include “coordinating the work tasks within the team, motivating members toward a common goal,
and managing the inevitable conflicts that arise among productive people (Evers, Rush, & Bedrow, 1998, p. 297).
Unfortunately, Levi also notes not all leaders that emerge are good leaders or qualified to lead the team. Good
leaders often possess certain traits their followers look for and these skills and can be learned and enhanced in the
classroom (Evers, et al., 1998). Northouse (2007) states there is no one definitive set of traits required of an effective
leader; however, traits most often noted as required include intelligence, self-confidence, determination, integrity
and sociability. Other commonly noted traits include drive, honesty, knowledge of topic, and flexibility. Therefore,
if the lack of leadership is one of the problems associated with team work and team success, a better understanding
of how leaders emerge in small teams is needed so that strategies to enhance leader emergence and development can
be developed and implemented.
Methodology
Participants in this study were undergraduate students enrolled in a team leadership class as a requirement for the
Leadership and Social Change minor at Virginia Tech during the spring 2011 term. Learning outcomes of the class
included creating and leading effective teams in a service learning project. Participants in the class represented
multiple colleges and departments from across the campus. Early in the term students were randomly assigned to
eight different teams with teams ranging in size from five to eight students. Students were asked to voluntarily
participate in the study by completing a researcher developed questionnaire. An on-line survey was administered to
all 50 students in the class with 35 respondents, or a 70% response rate. Based on the nature of the study and
questions, the survey was administered late in the term and close to the completion of the team service learning
project. The self-administered survey consisted of four open-ended questions eliciting student responses on their
perceptions on the top three characteristics or traits of an effective leaders, determination if a leader has emerged in
the team and if so who, the process how the team leader emerged, and their experiences with their team leader in this
class as compared to similar experiences. Responses were systematically analyzed through qualitative coding and
analysis process. For the one question asking the name of the student that has emerged as a leader, simple
tabulations were completed
Results
Results of student responses to question one “Thinking about team leaders in general, what are the top three
characteristics or traits you look for in a good leader?” The top seven responses included work ethic as the top
characteristic, followed by openness to others ideas, strong communications skills, honesty / trust, personal
responsibility, organization, and respect for others. Question two asked participants to name the individual who has
emerged as the team leader with four of the eight teams identifying a single leader, two teams had split leaders
between two different individuals, and finally two teams noted all team members acted as the leader depending on
the situation. Question three asked students to describe how the team leader emerged or how the leadership roles
were assigned. Responses included eight individuals noting the team leader emerged as the individual ‘stepped up’
to the task; seven respondents noted the leader emerged due to strong organization skills; six respondents noted the
leader emerged due to previous experience; four respondents stated the leader emerged through their strong
communications skills; and finally four respondents noted the leader emerged with strong connections to others
outside the classroom that would be helpful in finding and completing the class required service learning project.
Discussion
The use of teams is an effective teaching and learning strategy with many positive learning outcomes. Team
effectiveness in attaining class goals is enhanced by a team leader that possesses many of the basic traits required of
leaders. When students were asked what traits or characteristics they looked for in a leader of their team, their
responses were consistent with current leadership theory on traits (Northouse, 2007). When students were asked if
their team had a leader, responses varied from a single leader, shared leadership between two students, and finally,
shared leadership between all students on the team based on the situation. These variations in emergent leadership
are consistent with Levi (2011) noting teams are encouraged to have a leader, not all teams choose to have a leader.
Implications are numerous for instructors using or thinking of using teaching strategies with teams. First, instructors
must introduce the concept and strengths of team learning allowing students a better understanding of why this
specific strategy is used. Instructors should encourage teams to agree on a plan for establishing a team leader,
whether a single leader, shared, or rotated, as there are many benefits to having a leader including improved team
organization, improved facilitation, and improved goal setting and goal attainment. Instructors should incorporate
activities into the learning environment that foster the growth of the individual skills needed for effective leadership
allowing students opportunities to practice their skills development. Finally, instructors need to be cautioned that the
specific leader that emerges or is assigned may not always have the required skills and traits to be an effective team
leader.
References
Coers, N., Lorensen, M., & Anderson, J, (2009). Case study: Student perceptions of groups & teams in leadership
education. Journal of Leadership Education, 8(1), 93-110.
Deeter-Schmelz, D., Kennedy, K., & Ramsey, R. (2002). Enriching our understanding of student team effectiveness.
Journal of Marketing Education, 24(2), 114-124.
Evers, F., Rush, J., & Berdrow, I. (1998). The bases of competence: Skills for lifelong learning and employability.
San Francisco, CA: Jossey-Bass, Inc.
Levi, D., (2011). Group dynamics for teams. Thousand Oaks, CA: Sage Publications, Inc.
Michaelsen, L., Bauman Knight, A., & Fink, D. (2004). Team-based learning: A transformative use of small groups
in college teaching. Sterling, VA: Stylus Printing, LLC.
Northouse, P. (2007). Leadership: “Theory and practice (5th ed.). Thousand Oaks, CA: Sage Publications, Inc.