f the goals are ambiguous, unachievable or too easy then the individual will lose motivation (Pettinger, 2007). Once goals have been set it becomes essential for leaders to regularly assess how individuals are progressing towards them, if well then goals should be made more challenging, if they are struggling then the goals should be made easier. Goals also allow for leader to assess how the team are performing, and how their leadership style is functioning with the group, if goals are not being met the leader must adapt how the team interact together or their leadership style to achieve them.

Conclusions
The theories discussed provide a framework for understanding teamwork, leadership and motivation, however often are only applicable to distinct situations so do not translate sufficiently into practice and should be used cautiously. Clear connections and codependency exist between the theories, and ultimately in practice becomes the responsibility of the leader to intertwine them to achieve maximum performance from a group. For organisational behaviour to be successful, leadership must aspire change in group members, ensure teams are functional and individual group members are motivated, and is underpinned by a leaders ability to adapt the theories to the situational factors around them. To do this, and successfully implement policies to gain maximum performance, there must be conditions that make the situation favourable for a leader, and is the responsibility of the group at the top of an organisations hierarchy. In summary, the theories discussed may not always directly provide the solution required to maximum performance from a group, but equip a leader with the understanding of the core principles of leadership, teamwork and motivation, allowing them to shape and tailor the theories to any situation they face.