Category: Leadership

Do you need to like each other to be a successful team?

With the start of the 24/25 football season and end of the cricket season, now is a great time to consider how teams work together. Drawing on insights from Social Psychology and Sports Psychology, Matt Spokes, Lecturer in Psychology, reveals some of the reasons why our favourite teams may underperform, so that next time you are watching your team play on the pitch (or maybe as an armchair critic!) you can understand why.

What makes a team work well?

Whether a team works well together or not depends on something called ‘Team cohesion’ – that is, how well a group sticks together to be united in the pursuit of the team’s objectives whilst also maintaining the satisfaction of team members’ emotional needs (Carron et al., 1998). Team cohesion depends on the bonds and relationships between group members – in other words, how much team members like each other (Bernthal & Insko, 1993) -but also the team’s commitment to attaining goals, e.g. winning games (Bernthal & Insko, 1993). Team members will weigh up how they feel about the task in front of them, as well as the desire to do well for the team. So how can we bring a team together, even if they don’t like each other?

Team Goals

Team goal setting can be one method used by sport psychologists to help build cohesion in a team as it can lead to improved team focus (Widmeyer & Ducharme, 1997). Athletes have suggested that team goal setting is a good way of building cohesion (Stevens & Bloom, 2003).

To set team goals, the team consider a range of different options (more shots on targets, more runs saved in the field, higher turnover %).  Team members then individually select the most important goals, before discussing ideas and agreeing on collated goals (Senecal, Loughead & Bloom, 2008). Teams are encouraged to review and check that these goals are appropriate at certain time points e.g., during structured breaks in the season, or if they need re-structuring due to over or under performance.

Knowing what is required of you as a team member

If the team has set goals collectively, it is important that each member is also aware of how they can help achieve these. To create an effective team, team members should know what is required of them and how to achieve this (‘role clarity’).  When team members have a lack of clear information to be able to perform actions for a certain position or role, this leads to ambiguity and can contribute to poorer team performance. Historically this can be linked to Kahn et al., (1964) who suggested there are three subtypes of task ambiguity. Firstly, scope of responsibility (athlete knows clearly what the expectations are), secondly, behavioural responsibilities (athlete knows what actions/skills will lead to achieving these expectations), and finally hierarchy of responsibilities (athlete knows what the priorities are to fulfil multiple expectations (Eys & Carron, 2001). This will look different dependent on the sport, for example it could be around the level of aggressiveness they play with, who they have to mark in a game, at what point they bowl in a match.

In contrast, role ambiguity can be down to a lack of information and messaging from key figures like coaches, or it could be the individual who may not understand or may have a different perception (Eys & Carron, 2001). Individuals that are unclear about their responsibility/role hold a lower viewpoint of the team’s task cohesiveness. The understanding of their role is key because it dissipates across a team and influences cohesion. If an athlete is not sure of what they need to do they will likely believe that their team mates also feel the same and as a result see the team lacking cohesiveness (Eys & Carron, 2001).

Social cohesion – for better or worse?

Social cohesion helps shape values of the group which can be linked to success. If a group values productivity the team members will have an expectation and social norm that is working to achieve the aims, so individuals are not only putting effort in for themselves but also the team (Langfred, 1998).

Social cohesion is not always good if it reinforces and perpetuates negative behaviours. There is also the risk that the social cohesion of a group can produce a lot of resistance which coaches may have a tough time trying to overcome with potential power struggles and conflicts experienced because of this (Pescosolido, & Saavedra, 2012).  One example during the Cricket World Cup was the Flintoff pedalo debacle and fallout with the coach Duncan Fletcher.

Sometimes the culture may never be challenged, the group may stagnate and the ability to act with freedom and creativity to achieve the team goal is not always considered a priority (Hackman, 1992). The focus is instead on the social aspects and relationships within the team rather than the performance and team goals.

What happens when some players stop putting in effort whilst others continue to achieve the team goal?

The reduction in motivation and effort when individuals work collectively, compared to when they work individually, is described as ‘social loafing’ (Høigaard, Tofteland, Ommundsen, 2006).

Mulvey and Klein (1998) have suggested that perceived social loafing is where an athlete will make judgements about their teammates effort. This perception can be true and therefore justified, or false, either way it still brings around the same effect. The motivation and effort will drop and this impacts how good a team is because less effort is likely to mean worse performance. This perception of loafing may be due to the change in relationships and dynamics of the team.

If members think that others are loafing, they will likely respond by reducing effort themselves as they don’t want to be seen as being played/used by others. They’ll aim to match the level they believe others are operating at (Høigaard, Tofteland, Ommundsen, 2006).

If a team holds a performance culture or social norms which are centred on effort, i.e., working hard but also trying to perform to a high standard, this can be guard against social loafing. Task and social cohesion mentioned earlier are of great importance in protecting against social loafing. Social support elements of the team can help foster this further by providing feedback and reinforcement to one another (Høigaard, Tofteland, Ommundsen, 2006).

Putting the research into practice: What can coaches do to help teams?

Building clear communication, trust and understanding of team-mates will help build cohesion (Pescosolido, & Saavedra, 2012).

Being aware of the skills, emotions, preferences and typical responses of teammates is important.  Knowing who might work well under pressure, what skills they can bring and execute in a competition all add to the performance of a team. According to Thompson 2012, there are 5 things coaches could work on to improve their teams:

1. Help the team players develop a collective identity, and focus on having clear roles. As a coach, you can learn what skill sets your players have, and start to discuss with them how you can see them using these skills in certain areas of the game.

2. Make it easier for team members to be close and build relationships (e.g., host team socials)

3. Focus on similarities among team members to bring them together

4. Highlight the positives of the team’s performance even during times of difficulty (coaches can do this by using half time breaks in play/drink breaks, to reinforce this)

5. Challenge the team, motivate them with goals that stretch them to work together

If you don’t coach, but you play sport like I do, then try your best to apply these in a slightly different way. Can you take an active role by trying to bring the team together through team socials across a season e.g. festive celebrations. Try and motivate your team-mates by highlighting positive performances during drinks breaks or at the end of a match.

Matt Spokes

Matt Spokes is a Lecturer in Psychology at the University of Worcester.  He is interested in sports performance under pressure, and supporting athletes through injury, and is a
member of the Interpersonal Relationships and Wellbeing Research Group.

Enabling purpose-driven ethical leadership via The Platinum Leadership Award at the University of Worcester.

by Dr Pamela F Murray, Worcester Business School

The People and Work Research theme brings together researchers with an interest in understanding the dynamics of workplace relationships from an interpersonal and organisational perspective.  A major focus of this work involves developing approaches to   enhance leadership and the work-based practice of existing and future employees.

In the role of Leadership Development Facilitator for the Careers and Employability Service Platinum Leadership Award, I collaborated with Rose Watson from the University of Worcester Careers & Employability Service, combining forces to produce a rewarding experiential learning experience fuelled by a clear purpose, to be of service to others. Therein I sought to develop a programme for students that would align with the United Nations Principles for Responsible Management Education (PRME). PRME’s mission is to transform management education and develop responsible decision-makers of tomorrow to advance sustainable development. It engages business and management schools to ensure they provide future leaders with the skills needed to balance economic, environmental, and social goals, while drawing attention to the UNs Sustainable Development Goals.

The Platinum Leadership award directly mapped to:

SDG4 Quality Education: Ensure inclusive and equitable education and promote lifelong learning opportunities for all.

SDG16 Peace, Justice & Strong Institutions: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

SDG 17 Partnerships for the Goals : Strengthen the means of implementation and revitalize the global partnership for sustainable development.

What happened on the Platinum Leadership Worcester Award?

Platinum Leadership Award Recipients at the Awards Celebration, University of Worcester St John’s Campus, with facilitators Dr Pamela Murray and Rose Watson

Twelve highly motivated students were invited to take part in the Platinum Award. These students had already progressed through preceding bronze, silver and gold award levels of the scheme, and had demonstrated that they were able to competently apply knowledge and skills in employment settings.  Rolled out over a period of three days, the aim of the platinum programme was for students to take the lead on developing strategies to promote a sense of belonging in their fellow peers to underpin student confidence and encourage cohesion.

First and second day activities blended theory and its implementation. From the off students explored their self-awareness and self-regulation using a range of salient diagnostics to prepare them for the ensuing development scenarios. For the immersive aspects of the learning experience, a ‘challenge by choice’ philosophy was accompanied by the reality that leaders can be ‘visible and vulnerable’.

Situational tasks called for solution-based learning to evaluate plausible alternatives. Through a newly developed leadership-oriented lens, discussions were lively! Approaches were tried out to address and resolve concerns, including the ‘coming alongside’ technique intended to garner accurate empathy of benefit to the overall process. With practise and feedback, participants generated and maintained encouragement to fulfil their goals.

Our ‘leaders-under-training’ became mutually accountable for accomplishment. Progressing from group work to teamwork, they displayed an awareness of how to use dynamics to get the best from one another, drawing on emotional maturity to prevent derailment of the project work and ensure its success.

From the gains elicited from the application and reflection activities in the guided discovery, the third day involved a formal presentation of proposals to key parties interested in supporting student belonging.

My reflections as a facilitator of the award

I appreciated the chance to share an introduction to sustainable leadership proficiency and ethical literacy for the enrichment of others.  It was rewarding to witness the development of the Platinum Awardees’ leadership identities, expressed through values in action, bespoke signature strengths, and resilience.  The Platinum Leaders demonstrated their capabilities of worth to their local and wider communities, whilst expanding their skill portfolios.


The student perspective on becoming a Platinum leader










Oliver Nightingale, Physiotherapy Student, Department of Allied Health

What did you take away from the experience?

“The 3-day leadership award opened my eyes to the impact of leadership and team cohesion. The lessons, experiences and skillset obtained from the leadership course have and will continue to support and sustain my development as a current student and future professional practitioner. The collaborative aspect of the course stands out as an impactful and valuable experience.  Despite multidisciplinary working being a common occurrence in healthcare, the breadth and diversity of students on the course enabled me to seek out different perspectives, viewpoints and experiences that shaped our cohesive collaboration on the day. The activities on the leadership course deepened my understanding of team cohesion, resilience, advocating for others, problem solving, courageous leadership and networking.”

How will you use your leadership skills in the future?

“I have been involved with the Children’s Alliance, volunteering to play a small role in the facilitating of the conference. I have gone on to become the Department Rep for Allied Health, being the student voice representative for over 500 students and planning multi-disciplinary conference within the school. I have also been inspired by the potential of effective leadership, innovation, and sustainability, and I am planning to develop my own charity to provide more accessible care to those in society with limited access and vulnerabilities, such as young people and individuals living with disabilities.”

“The Platinum Award was an incredible catalyst to help me realise my potential, showing the importance of a ‘can do’ attitude, empathy, grit, kindness and courage to work with others to make real change.”

For further information and to find out more about Pamela’s work, please get in touch p.murray@worc.ac.uk.


Dr Pamela F Murray

Dr Pamela F Murray Senior is a Lecturer in Leadership and Organisational Behaviour Worcester Business School, and a member of the University of Worcester Interpersonal Relationships and Wellbeing Research Group, People and Work research theme.  In this post, Pamela discusses her work in leadership learning and the success of the Platinum Leadership award, developed in partnership with the University’s Careers and Employability Service.


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