Unexpected Outcomes of Lean E-Collaboration

Author(s):  
Ned Kock

Over the years, many theories have been used to understand e-communication and e-collaboration behavior (Kock, 2004; Markus, 2005). Arguably, the most widely used among those theories has been media richness theory (Daft & Lengel, 1986) even though there has been mounting evidence that its predictions do not hold in a number of situations (Markus, 1994).

2018 ◽  
Vol 22 (2) ◽  
pp. 277
Author(s):  
Ati Harmoni

Web-based CSR communications are based on management's need to have dialogue with various stakeholders of the company, internal and external. The purpose of this research is to know the management's view on the needs of web-based CSR communication. Interviews were conducted to key personnel from 3 leading mining companies in Indonesia who have an official web and have implemented CSR program. Management needs are then assessed using the framework of Media Richness Theory. Interview results show that there are factors that management considers to disclose CSR information on the web. Critical or non-critical the need ofmanagement for web-based CSR communications affects the appropriate level of use of web features. Communication needs that are considered critical will lead to the use of extensive web features or moderate and vice versa if management considers the need for web-based communication is non-critical then the use of web features is limited. 


2010 ◽  
pp. 1488-1505
Author(s):  
Michael B. Knight ◽  
D. Scott Hunsinger

Research over the past few decades has identified that organizations have been faced with social/ economic pressure to utilize information technology and to facilitate communication via technological modes. These technology drive communications, under media richness theory, have been found to impact group cohesion and performance. The communications that are dependent on media richness are affected by individual user characteristics. Further group impacted by technology driven communication often experience varying levels of individual member agreeability, which further affect cohesion and performance. The individual users who participate in group projects must communicate, and ultimately can have different performance and cohesion outcomes based on the mode of communication used. This study identifies significant differences between groups, using specific media to communicate cohesion, the change in cohesion, agreeability and performance. Over the past few decades, organizations have faced increased pressure to utilize information technology (IT) to expand markets, to support increased communication between constituents, to streamline organizational decision making, and to improve employee productivity. Unfortunately, the results are contradictory as to the success IT has had in helping organizations achieve these goals. On one hand, several studies have reported beneficial returns on investment with the aforementioned implementation of information technology (Bourquard, 2004; Chienting, Jen-Hwa Hu, & Hsinchun, 2004; Dehning & Richardson, 2002; Hinton & Kaye, 1996; McGrath & Schneider, 2000; Violino, 1998; Willcocks & Lester, 1991). On the other hand, research also seems to suggest that technology can sink an organization when IT is not in alignment with the strategic goals of the organization (Arlotto & Oakes, 2003; Hinton & Kaye, 1996; PITAC, 1999; Violino, 1998; Willcocks & Lester, 1991). Adding to this dilemma, the marketplace has been turning to global expansion, becoming more demographically diverse, and relying more on the use of workgroups and teams (Stough, Eom, & Buckenmyer, 2000). These work teams historically have performed in homogenous settings and have met primarily face-to-face (FTF). These teams typically used little technology to interact. Lawler, Mohrman, & Ledford (1992) found that organizations that use teams more often have a positive outcome in decision making, employee trust and employee tenure. Considering the advances in communication media over the past twenty years, information technology has become a part of the everyday operations of most businesses. The requirement of the employee to use this technology has become essential to organizational success. With the organizational dependence on the employee to use information technology, plus the increased use of teams in the workplace, organizations may fail to provide workers with the support and training needed to develop cohesive groups resulting in improved performance and member satisfaction (Sarbaugh-Thompson & Feldman, 1998; Yoo, 2001). Several studies have concluded that teams that communicate successfully have had positive team performance (Rice, 1979; Tuckman, 1997; Zaccaro & Lowe, 1988). However, the independent variables considered in the aforementioned research vary greatly and seem to show inconsistency in identifying indicators that could be used to help with the implementation of technology that supports team performance. This study looks at face to face (FTF) and virtual teams, the personality trait of agreeability and the impact of specific communication technology on cohesion and performance. We use the media richness theory to facilitate our literature review and to guide the development of our hypotheses.


Author(s):  
Bernard Fallery ◽  
Roxana Taddei ◽  
Sylvie Gerbaix

The purpose of this paper is to explore the acceptance and the appropriation of videoconferencing-mediated training during real training situations in a French company. The authors compare the acceptance and appropriation by 60 employees of two videoconferencing-mediated training systems: the virtual class (desktop videoconferencing) and the remote class (where learners are gathered together in the same room while the trainer is located at distance). In considering the acceptance of these videoconferencing-mediated training systems, a link was confirmed between perceived usefulness and the intention to use, but no relationship was established between the levels of acceptance and the required effort. The intention to use videoconferencing was associated with the expected benefits and not with the expected effort. Regarding appropriation, learners did not report a perception of technological distance. Moreover, this paper shows that learners and the trainer preferred the virtual class rather than the more classical remote class. The authors’ findings contradict the media richness theory, according to which the remote class, which is the “richer” medium in their research, should have been preferred.


Author(s):  
Peter J. Natale

Contemporary organizations are drastically changing, in large part due to the development and application of newer communication technologies and their respective media channel options. Within virtual organizations, business leaders are increasingly faced with issues associated with managing and communicating with their mobile workers. According to Richard L. Nolan and Hossam Galal of the Harvard Business School, global businesses are aggressively exploring and investing in the virtual organization paradigm. Furthermore, organizations of all sizes increasingly have become virtual in nature. In the case of organizations involved in information processing, newer communication technologies are being used by 71.9% of small firms and 81.3% of large firms, according to a Small Business Administration study. The same study also concluded that the number of U.S. companies that have virtual and telecommuting programs have more than doubled since 1990. The challenge for leaders within this rapidly changing environment is to determine the best ways to lead and communicate with increasing numbers of mobile staff members. These leaders have an astounding array of high technology communication tools to choose from when communicating with their employees. They also have concerns about the preferences and uses these workers have for various forms of communication. As organizations seek to optimize communication and share information with their mobile workers and scholars seek to understand the utility and influence of specific organizational communication technologies, such as PDAs and smartphones, which are rapidly emerging as a new and appealing communication tools. The core capability of these devices is a combination of software and hardware that transfers voice and e-mail wireless messages and performs other business related tasks. Current estimations indicate that mobile data will have a penetration rate among the U.S. population of nearly 60% in 2007. Scholars interested in how media channels are used within organizations have turned their attention to the nature, use, and effectiveness of communication tools such as these. They also have been interested in how the particular characteristics of employees relate to their preferences among traditional and newer communication channels. Media richness theory has been one theoretical framework which has been applied by researchers to this environment. Media richness in the organizational context involves the rational process of media selection in which the characteristics of each communication channel are matched with the content or information richness of a message in order to reduce uncertainty. One variable that may be at work when media types are selected in terms of their richness is “learning styles.” These individual learning styles and their relationship with media choices on the basis of richness has been studied previously (Rex, 2001), but not in the case of portable deices. Learning styles are different ways of learning; essentially scholars and practitioners concerned with learning styles have looked at the preferences of individuals and how they process information through their unique senses.


Author(s):  
Tanusree Chakraborty ◽  
Malabika Tripathi ◽  
Somrita Saha

Employees of this day are not confined only to the physical space that they occupy during office hours. Today's workstations are connected environments ensuring instant access to other employees and anything that employees need for work which goes beyond any communication barriers and as a result is changing employee experiences to better engaged, innovative, and efficient ones. All these changes have given way to alterations in employee interrelation dynamics within the boundaries of technological environments. The chapter leads to an understanding of how today's work culture has changed, what the digitized workplace looks like, the where and how of task-technology fits, and the model of interpersonal relationships. The chapter also talks about the related implications of media richness theory at workplace with special reference to digitized work environment and virtual reality. Further, the chapter brings in the challenges of cyberloafing and phubbing as consequences of the digitized workplace and how those affect performance and employee relations.


Author(s):  
Gulsun Kurubacak

New communication technologies have the great potential to construct very powerful paradigm shifts that enhance university-community partnerships (UCPs) in Turkey. Therefore, the purpose of this chapter is to focus on how to build online knowledge networks between university and community for lifelong learning. Further, in this study, the strategies and principles of UCPs based on media richness theory through a critical pedagogy approach is discussed to generate a theoretical framework that provides everyday examples and experiences for probing social justice issues. Online learners can find the diverse resources, multicultural experiences, and egalitarian opportunities that broaden their perspectives via new communication technologies. This chapter therefore concentrates on discussing the characteristics of the UCPs for lifelong learning to build online communities with new communication technologies.


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