scholarly journals Leadership Competency in Virtual Teams

2011 ◽  
pp. 1195-1202 ◽  
Author(s):  
Deborah Petska ◽  
Zane Berge
Keyword(s):  
Virtual Teams ◽  
Core Competency ◽  
Leadership Competencies ◽  
Global Market ◽  
Organizational Goals ◽  
Leadership Competency ◽  
Face To Face ◽  
Travel Costs ◽  
Geographically Dispersed ◽  
Competency Models

As organizations race to increase their global market share, traditional face-to-face teams are evolving into virtual teams. Aided by swift advances in communication technology, virtual teams allow organizations to pool the intellectual resources of geographically dispersed experts from multiple fields to achieve organizational goals and advance the corporate mission. Virtual teams benefit organizations by saving travel costs and time lost away from work. Although similar to traditional teams in many ways, the virtual team’s dispersed nature necessitates different leadership competencies, the use of multiple communication media, and more structure and guidelines (Stone & Thach, 1999). With a growing number of organizations now relying on virtual teams to perform work, there is also increased recognition that strong leadership is critical to the successful functioning of virtual teams. However, the additional component of technology used by virtual teams is sometimes overlooked when organizations develop their core competency models.

scholarly journals Leadership Competency in Virtual Teams

2010 ◽  
pp. 1865-1874
Author(s):  
Deborah Petska ◽  
Zane Berge
Keyword(s):  
Virtual Teams ◽  
Core Competency ◽  
Leadership Competencies ◽  
Global Market ◽  
Organizational Goals ◽  
Leadership Competency ◽  
Face To Face ◽  
Travel Costs ◽  
Geographically Dispersed ◽  
Competency Models

As organizations race to increase their global market share, traditional face-to-face teams are evolving into virtual teams. Aided by swift advances in communication technology, virtual teams allow organizations to pool the intellectual resources of geographically dispersed experts from multiple fields to achieve organizational goals and advance the corporate mission. Virtual teams benefit organizations by saving travel costs and time lost away from work. Although similar to traditional teams in many ways, the virtual team’s dispersed nature necessitates different leadership competencies, the use of multiple communication media, and more structure and guidelines (Stone & Thach, 1999). With a growing number of organizations now relying on virtual teams to perform work, there is also increased recognition that strong leadership is critical to the successful functioning of virtual teams. However, the additional component of technology used by virtual teams is sometimes overlooked when organizations develop their core competency models.

scholarly journals Leadership Competency in Virtual Teams

2010 ◽  
pp. 1330-1337
Author(s):  
Deborah Petska ◽  
Zane Berge
Keyword(s):  
Virtual Teams ◽  
Core Competency ◽  
Leadership Competencies ◽  
Global Market ◽  
Organizational Goals ◽  
Leadership Competency ◽  
Face To Face ◽  
Travel Costs ◽  
Geographically Dispersed ◽  
Competency Models

As organizations race to increase their global market share, traditional face-to-face teams are evolving into virtual teams. Aided by swift advances in communication technology, virtual teams allow organizations to pool the intellectual resources of geographically dispersed experts from multiple fields to achieve organizational goals and advance the corporate mission. Virtual teams benefit organizations by saving travel costs and time lost away from work. Although similar to traditional teams in many ways, the virtual team’s dispersed nature necessitates different leadership competencies, the use of multiple communication media, and more structure and guidelines (Stone & Thach, 1999). With a growing number of organizations now relying on virtual teams to perform work, there is also increased recognition that strong leadership is critical to the successful functioning of virtual teams. However, the additional component of technology used by virtual teams is sometimes overlooked when organizations develop their core competency models.

Strategic Leadership Competency Development

2017 ◽  
pp. 1495-1520
Author(s):  
Paul G. Putman
Keyword(s):  
Leadership Competencies ◽  
Learning Theories ◽  
Future Research ◽  
Leadership Roles ◽  
Competency Development ◽  
Leadership Competency ◽  
Innovative Leadership ◽  
Broad Concept ◽  
Competency Models ◽  
Development Approach

Breaking down the broad concept of leadership into competencies can facilitate leaders becoming self-aware of education or development needs to increase their performance. Leadership competencies can be viewed in terms of workplace success as skills that can be developed (Lombardo & Eichinger, 2002; Northouse, 2015). Competencies help organizations set clear expectations about the types of behaviors, capabilities, mind-sets, and values that are important to those in leadership roles” (Conger and Ready, 2004, p. 43). This chapter provides an overview and introduction to competency models. It includes a description of adult learning theories applicable for competency development and effective andragogy (adult education). Included are criticisms regarding leadership competency models. The chapter also includes an example of an innovative leadership competency development approach. The chapter will close with a discussion and recommendations for future research.

Cross-Disciplinary Learning in Virtual Teams

2011 ◽  
pp. 78-81
Author(s):  
Scott P. Schaffer ◽  
Therese M. Schmidt
Keyword(s):  
Software Development ◽  
Virtual Teams ◽  
New Product Development ◽  
Virtual Team ◽  
Knowledge Bases ◽  
High Performing ◽  
Face To Face ◽  
Geographically Dispersed ◽  
New Product Development Teams ◽  
Better Than

The prevalence of global software development and new product development teams is on the increase, and such teams face unique challenges (McDonough, Kahnb, & Barczaka, 2001). First, these teams often are comprised of individuals from different disciplines (software engineering, graphic design, instructional design/educational technology). Second, these teams often are required to communicate and share information virtually, since they are geographically dispersed. These challenges make management of such teams difficult, and very little is known about the conditions and factors that impact virtual team performance. While the task of overcoming these challenges is daunting, the benefits that an effective virtual and cross-disciplinary software development team can have are large. Cohen and Gibson (2003) state, “when organizations compose virtual teams with people from different perspectives and knowledge bases, innovation is more likely to occur” (p.8). In addition, the possibility of creating teams that are virtual allows an organization the opportunity to have the best people for a project actually work on the project, regardless of geographic location. Major questions related to the study of such teams include: Do virtual teams perform better, worse or the same as face-to-face teams? What makes one virtual team better than another? Are group dynamics fundamentally different in a virtual group than in a face-to-face group? Warkenton, Sayeed and Hightower (1997) found that face-to-face teams outperformed virtual teams, and the latter were less satisfied with the experience. Advances in asynchronous communication tools since this study may have improved the situation for virtual teams, but the question of what makes one virtual team better than another is intriguing. Ocker and Fjermestad (2000) investigated factors that distinguish high- vs. low-performing virtual teams. High-performing teams communicated more and more widely related to design decisions than did low-performing teams. Such teams summarized and reflected more often on processes and deliverables, and essentially mirrored face-to-face teams. Similar findings were reported by Baker (2002) in a study of the effects of technology on decision-making in such teams. Another key driver of virtual team development and success is the level of cross-disciplinary learning that occurs during the completion of a project. Fruchter and Emery (1999) define cross-disciplinary learning as the individual’s progression from a state dominated by discipline-centric thought to a state in which the individual understands the terminology and processes of another discipline. It is important to investigate how this learning can be supported and assessed.

Shared Leadership Meets Virtual Teams

2010 ◽  
pp. 15-27 ◽  
Author(s):  
Christina Wassenaar ◽  
Craig Pearce ◽  
Julia Hoch ◽  
Jurgen Wegge
Keyword(s):  
Virtual Teams ◽  
Shared Leadership ◽  
Dynamic Allocation ◽  
Leadership Model ◽  
Organizational Goals ◽  
Virtual Workplace ◽  
Face To Face ◽  
Leadership Responsibility ◽  
Complex Projects ◽  
Globalized Economy

Virtual teams are generally widely dispersed by geography, and also often by culture, language and time. They are usually comprised of highly skilled professionals and are brought together in order to achieve strategic organizational goals or to work on complex projects. They do not normally meet face-to-face but, rather, build and maintain relationships using various types of communication and information sharing technologies. With the continued increase in virtual teams a new leadership model becomes critical since traditional hierarchical models might not be able to facilitate the results that the organization needs to compete in a globalized economy. The authors suggest that shared leadership (e.g., Pearce & Conger, 2003), the dynamic allocation of leadership responsibility based on the expertise of the team member and the needs of the team or project, might be the solution to more effectively creating productive, balanced teams in a virtual workplace. This chapter is a brief exploration of the shared leadership literature as it pertains to organizing, leading and participating on a virtual team.

Managing Relationships in Virtual Team Socialization

2010 ◽  
pp. 1626-1635
Author(s):  
Shawn D. Long ◽  
Gaelle Picherit-Duthler ◽  
Kirk W. Duthler
Keyword(s):  
Virtual Teams ◽  
Communication Technology ◽  
Virtual Team ◽  
Job Design ◽  
Distributed Environments ◽  
Face To Face ◽  
Geographically Dispersed ◽  
Technological Advances

The traditional organizational workplace is dramatically changing. An increasing number of organizations are employing workers who are physically and geographically dispersed and electronically dependent on each other to accomplish work (Gibson & Cohen, 2003; Griffith, Sawyer, & Neale, 2003). Recent technological advances, combined with more flexible job design, have helped increase the number of people working in distributed environments. Hence, more employees are working individually and on teams that seldom, if ever, meet face to face. These virtual employees have the same work responsibilities as traditional employees in addition to the challenge of operating within the dynamics of these newly designed mediated workplaces. Rapid developments in communication technology and the increasing influence of globalization and efficiency on organizations have significantly accelerated the growth and importance of virtual teams in contemporary workplaces. Virtual teams are becoming more commonplace because of the possibilities of a more efficient, less expensive, and more productive workplace. Additionally, PaulLurey & Raisinghani, 2001; Piccoli & Ives, 2003).

Managing Relationships in Virtual Team Socialization

2010 ◽  
pp. 1632-1642
Author(s):  
Shawn D. Long ◽  
Gaelle Picherit-Duthler ◽  
Kirk W. Duthler
Keyword(s):  
Virtual Teams ◽  
Communication Technology ◽  
Electronic Mail ◽  
Virtual Team ◽  
New Members ◽  
Team Members ◽  
Face To Face ◽  
Geographically Dispersed ◽  
Technological Advances ◽  
Organizational Work

The traditional organizational workplace is dramatically changing. An increasing number of organizations are employing workers who are physically and geographically dispersed and electronically dependent on each other to accomplish work (Gibson & Cohen, 2003; Griffith, Sawyer, & Neale, 2003). Recent technological advances, combined with more flexible job design, have helped increase the number of people working in distributed environments. Hence, more employees are working individually and on teams that seldom, if ever, meet face to face. These virtual employees have the same work responsibilities as traditional employees in addition to the challenge of operating within the dynamics of these newly designed mediated workplaces. Rapid developments in communication technology and the increasing influence of globalization and efficiency on organizations have significantly accelerated the growth and importance of virtual teams in contemporary workplaces. Virtual teams are becoming more commonplace because of the possibilities of a more efficient, less expensive, and more productive workplace. Additionally, distributed teams are less difficult to organize temporal organizational members than traditional co-located teams (Larsen & McInerney, 2002; Lurey & Raisinghani, 2001; Piccoli & Ives, 2003). Although there are apparent advantages of organizing work virtually, the challenge for new member integration lies in the fact that team members must communicate primarily through communication technology such as electronic mail, telephone, and videoconferencing or computer conferencing. This increased dependence on technology as a medium of communication significantly alters the way new members are socialized to work teams. Additionally, team members’ ability to use complex communication technologies varies across individuals. This variation potentially may lead to inter- and intra-group conflict, as well as creating organizational work ambiguity, which refers to the existence of conflicting and multiple interpretations of a work issue (Miller, 2006). This article addresses the challenges of virtual team socialization with regard to newcomer assimilation and how newcomer encounter is an embedded process of virtual team assimilation.

Toward a New Curriculum of Leadership Competencies: Advances in Motivation Science Call for Rethinking Leadership Development

2018 ◽  
Vol 20 (2) ◽  
pp. 182-196 ◽  
Author(s):  
Susan Fowler
Keyword(s):  
Leadership Development ◽  
Human Resource Development ◽  
Leadership Competencies ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Organizational Goals ◽  
Organizational Contexts ◽  
Effective Performance ◽  
Competency Models

The Problem Leadership competencies are designed to equip leaders with the knowledge, skills, abilities, and other characteristics, required to effectively lead people toward the achievement of organizational goals. However, advances in motivation science, specifically the development of self-determination theory, suggest that many current leadership competency models contain outdated approaches to motivation that undermine their intended purpose of leadership effectiveness. The Solution New motivation leadership competencies grounded in self-determination theory are recommended to promote leadership behaviors that support people’s psychological needs. These foundational competencies take advantage of compelling motivation research to provide a filtering mechanism for culling outdated competencies proven to undermine effective performance, but also provide the basis for congruent leadership skills that promote flourishing in the workplace. The Stakeholders Human resource development (HRD) practitioners will benefit from the rationale and recommendations for introducing a new set of competencies based on self-determination theory into their leadership development efforts. While executives or leaders in the team and organizational contexts will appreciate the consideration of expanding or rethinking their own leader behaviors, the new competencies are most relevant for leaders of individual contributors in the one-to-one context.

Leadership competencies for a global public service

2016 ◽  
Vol 83 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Tim A. Mau
Keyword(s):  
Public Sector ◽  
Public Service ◽  
Human Resources Management ◽  
Leadership Competencies ◽  
Public Servants ◽  
Leadership Competency ◽  
The Public ◽  
Competency Models ◽  
Key Competencies ◽  
Public Sector Leadership

The notion of a global public service has been put forth in the literature as a means of addressing a number of policy issues that can no longer be addressed by a nation-state in isolation. This article sets out to address whether it is possible to formulate and implement a leadership competency model that could be used to select, develop and reward these global public servants and, if so, what leadership competencies they would require. Evidence will be drawn from both the literature on the competencies required for global managers/leaders as well as various public sector leadership competency models. It is argued that more thought needs to be given to how a leadership competency framework might be fruitfully employed to buttress such a cadre of individuals. Points for practitioners Public services around the world have been embracing the use of leadership competency models as part of their human resources management frameworks for the past few decades. This research examines a number of the various models that have been employed with the intent of identifying key competencies that would be more universal in nature. Additional research needs to be conducted to ensure that such models reflect the distinctiveness of the public sector.

Managing Relationships in Virtual Team Socialization

2010 ◽  
pp. 2510-2516
Author(s):  
Shawn D. Long ◽  
Gaelle Picherit-Duthler ◽  
Kirk W. Duthler
Keyword(s):  
Virtual Teams ◽  
Communication Technology ◽  
Electronic Mail ◽  
Virtual Team ◽  
New Members ◽  
Team Members ◽  
Face To Face ◽  
Geographically Dispersed ◽  
Technological Advances ◽  
Organizational Work

The traditional organizational workplace is dramatically changing. An increasing number of organizations are employing workers who are physically and geographically dispersed and electronically dependent on each other to accomplish work (Gibson & Cohen, 2003; Griffith, Sawyer, & Neale, 2003). Recent technological advances, combined with more flexible job design, have helped increase the number of people working in distributed environments. Hence, more employees are working individually and on teams that seldom, if ever, meet face to face. These virtual employees have the same work responsibilities as traditional employees in addition to the challenge of operating within the dynamics of these newly designed mediated workplaces. Rapid developments in communication technology and the increasing influence of globalization and efficiency on organizations have significantly accelerated the growth and importance of virtual teams in contemporary workplaces. Virtual teams are becoming more commonplace because of the possibilities of a more efficient, less expensive, and more productive workplace. Additionally, distributed teams are less difficult to organize temporal organizational members than traditional co-located teams (Larsen & McInerney, 2002; Lurey & Raisinghani, 2001; Piccoli & Ives, 2003). Although there are apparent advantages of organizing work virtually, the challenge for new member integration lies in the fact that team members must communicate primarily through communication technology such as electronic mail, telephone, and videoconferencing or computer conferencing. This increased dependence on technology as a medium of communication significantly alters the way new members are socialized to work teams. Additionally, team members’ ability to use complex communication technologies varies across individuals. This variation potentially may lead to inter- and intra-group conflict, as well as creating organizational work ambiguity, which refers to the existence of conflicting and multiple interpretations of a work issue (Miller, 2006). This article addresses the challenges of virtual team socialization with regard to newcomer assimilation and how newcomer encounter is an embedded process of virtual team assimilation.

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