Shared leadership and group interaction styles in problem-solving virtual teams

2004 ◽  
Author(s):  
P. Balthazard ◽  
D. Waldman ◽  
J. Howell ◽  
L. Atwater
Keyword(s):  
Problem Solving ◽  
Virtual Teams ◽  
Shared Leadership ◽  
Group Interaction ◽  
Interaction Styles

Shared Leadership and Team Performance

2019 ◽  
pp. 311-325
Author(s):  
Ana Martins ◽  
Isabel Martins
Keyword(s):  
Problem Solving ◽  
Organizational Performance ◽  
Self Efficacy ◽  
Shared Leadership ◽  
Positive Impact ◽  
Employee Performance ◽  
The Self ◽  
Social And Emotional ◽  
And Performance ◽  
Team Trust

This chapter contributes to the existing evidence on the constructs of shared leadership, social, and emotional capitals to demonstrate their significant galvanizing effect on team and organizational performance through trust. This study aimed to ascertain how leadership self-efficacy might influence shared leadership team, trust, and performance in this IT Company. Managers with self-reported ratings for the self-efficacy attributes cluster of leadership demonstrate greater probability of improving both perceived and actual employee performance. The emerging results concur with the aforementioned premise because these appear to emphasize the leadership self-efficacy attributes cluster of problem solving. These results may have a positive impact on the team and organizational performance as a whole.

Understanding Composition and Conflict in Virtual Teams

2011 ◽  
pp. 35-48 ◽  
Author(s):  
Richard Potter ◽  
Pierre Balthazard
Keyword(s):  
Virtual Teams ◽  
Virtual Team ◽  
Conventional Wisdom ◽  
Team Members ◽  
Interaction Styles ◽  
Process Outcomes ◽  
Low Performance ◽  
Set Up ◽  
The Impact ◽  
Constructive Interaction

Drawing from several years of empirical research, in this chapter, we look at the impact of the personalities of individual team members on the performance and process outcomes of virtual teams. Our studies showed that both too few and too many extroverts in a virtual team may result in low performance. While conventional wisdom says that teams should be set up on the basis of expertise, we argue that the resulting interaction styles of the members must be considered when establishing a virtual team. We offer suggestions for managers on assessing the potential for constructive interaction styles.

From WebQuests to Virtual Learning

2006 ◽  
pp. 53-82
Author(s):  
Robert Zheng
Keyword(s):  
Social Interaction ◽  
Problem Solving ◽  
Virtual Teams ◽  
Virtual Learning ◽  
Virtual Team ◽  
Instructional Model ◽  
Design And Development ◽  
Team Design

WebQuest as an Internet-based instructional model has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This chapter investigates the factors that are critical to the design and development of WebQuests from the perspective of students. The four constructs of constructivist problem-solving, social interaction, motivation, and scaffolding were identified as factors critical to WebQuest learning. The identified factors were further studied in a larger context with a focus on virtual teams and virtual learning. Suggestions were made on how to improve the existing practice in virtual team design in light of the factors identified in WebQuest learning.

Individual and Social Problem Solving Strategies: Inter Versus Intraindividual Coordinations

1983 ◽  
Vol 6 (2) ◽  
pp. 205-212 ◽  
Author(s):  
Margot Taal
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Group Interaction ◽  
Social Problem Solving ◽  
Group Practice ◽  
Interpersonal Coordination ◽  
Training Methods ◽  
Cognitive Levels ◽  
Problem Solving Strategies ◽  
Construction Task

Two training methods (individual versus dyadic) were devised to improve children's performance on a mobile construction task. Forty eight subjects of similar cognitive levels were assigned to one of four training conditions involving opportunities for either individual or group practice, on materials which were either identical to or different from those used during the pretest. Subjects were given a pretest and immediate and delayed posttests consisting of the same mobile construction task used during the training. Posttest evaluations revealed improvement for both groups exposed to individual or group mobile training. However, only the performances of the children who organized the mobile hierarchically at the pretest improved significantly. Results are discussed in terms of opportunities for interpersonal coordination and prerequisites for profitful group interaction.

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