The Virtual Coffee Break

A large number of studies show that trust is crucial to success as a virtual leader. The purpose of this chapter is to provide a theoretical and practical perspective on the challenges of creating trust and strong relationships to the virtual leader. The chapter presents the consequences of virtual collaborations if trust is low or high. Next, it points out how the virtual leader can work to create trust. The chapter presents “The Circle of Trust,” which consists of several important behavioural attitudes for the virtual leader. The meaning of metacommunication in the form of clear agreements on the use of communication is outlined. Several communication forms—e-mail, videoconferencing, and online informal communication—are examined, focusing on how these forms of communication can consciously promote trust in virtual collaborations. The chapter provides a collection of the most important solutions and recommendations for the virtual leader.

Improving Online Collaboration in Contemporary IT Development Teams

An interview study focusing on online collaboration in geographically distributed IT development teams in Danske Bank revealed seven problem areas. To cope with the problems the authors applied a design science research approach to construct a conceptual framework for improving online collaboration. The conceptual framework combines a six-phase teambuilding model with six elements of social capital. Thus, in each phase of teambuilding, the online collaborators aim at building up all six elements of social capital. The complete six-by-six framework was successfully tried and diffused throughout Danske Bank. This chapter gives an account of the framework content and the results from the evaluation.

Online Leaders Increase Three Types of Capital

This chapter explores 10 years of development in online leadership by asking, How may information and communications technology (ICT) increase the economic, cultural, or social capital of online leaders in a global information-technology company classified as big business? Drawing on practice theory, this chapter is aimed at investigating online leaders' approach to their role seen “from inside,” particularly in regards to three types of capital (social, cultural, and economic capital). This qualitative case study employs the methods of memory work and document analysis covering the development of ICT by Oracle, a global IT company from 2002 to 2012. The analysis provides insights into four themes: first, establishment of common ground for cooperation; second, working practices; third, critical competencies; and fourth, stock valuation trends. The findings indicate that ICT supports the enhancement of all three types of capital.

Design-Based Research as a Methodology for Studying Learning in the Context of Work

This chapter presents a suggestion for design-based research (DBR) as a methodology for organizational studies. Although DBR was developed for investigating classroom training, this chapter discusses the methodological issues that are involved when DBR is employed for investigating learning in the context of work. DBR seems to be suitable in this complex context as it is an authentic learning environment. The purpose of this chapter is to provide new perspectives on DBR, including suggestions for guidelines regarding how to conduct DBR for studying learning from experience in the context of work. The research question is: What is needed to utilize DBR to explore learning from experience in the context of work? The theoretical framework is based on Yrjö Engeström and John Dewey's work on learning, and the exploration of DBR is based on a literature review and findings in a seven-year DBR study on learning from experience in the context of work.

Developing the Practice of Online Leadership

Online leadership largely develops through practice: taking the first steps into what seems a relatively uncontrollable environment is scary. Learning to adapt one's leadership style to suit conditions in the online world is an experimental process that benefits from coaching and guidance from experienced online leaders. This chapter distils 10 years of recent experience the first author gained helping senior managers develop an influential online presence at the same time as implementing digital strategies in three organizations. It starts with a brief review of face-to-face leadership theory, which most leaders encounter in traditional development programs, identifies how online practice differs, explores the phases of a typical leader's journey from conscious incompetence to conscious competence online, and highlights practical interventions that both develop capability and diffuse change organization wide. It concludes with a summary of useful characteristics for change agents supporting the enterprise transformation, which is usually the aim of a move to online working.

Online Leadership and Learning

Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences developed by and with online teams; the chapter also provides a metaphor by which online leaders' learning is likened to a spiral. The theoretical foundation rests in activity theory and proactive review. The methodological approach involves a case study and netnography, the latter of which is utilized for researching phenomena that occur in the interaction between humans and information and communication technology. Data were gathered online from an online team in a global IT company classified as big business. The following research question was addressed: How do online leaders learn from experiences generated by their online teams by utilizing proactive review as a practice of learning?

Knowledge on the Move

Mobile workers are professionals who frequently work on the move, far from a fixed workplace, often performing knowledge-intensive activities. Mobility challenges creation and sharing of knowledge among these professionals, and the existing literature lacks powerful theoretical frameworks conducive to creating supportive learning pathways for them to meet these challenges. This chapter is a theoretical and practical contribution to fill this gap by analyzing a case of expansive learning initiated by mobile workers themselves. Based on longitudinal participant observation, the study traces the steps undertaken by these professionals to create a new artifact that helped them to know what, when, where, and how they needed to perform their work activities.

Using the Classical Rhetorical Concept of “Ethos” to Solve Online Collaboration Problems of Trust and Presence

This chapter shows how ethos continues to play an important role in contemporary online collaboration and can be applied as a methodology to those leading or even engaging in such collaborative projects. First articulated by Aristotle as a combination of the traits of phronesis (practical wisdom), aretae (virtuous character), and eunoia (goodwill), the concept of ethos is a central aspect of public communication. This chapter discusses how applying this classical concept to one's online communication in collaborative projects can solve the difficulties of presence and trust. Furthermore, the concept when applied to electronic communication goes a long way toward establishing an e-ethic. In order to accomplish this, this chapter specifically looks at the application Slack. Slack is an online collaborative tool that is built on top of the IRC framework. This chapter takes the concept of ethos and shows how it can be practically integrated into Slack communication.

Technology and Presence

This chapter presents and discusses the concept of presence in online dialogues and interactions. The point of departure in this discussion is that of multitasking and social presence. Then, the chapter frames different e-learning scenarios that give participants the impression of being—or not being—present in the same room although geographically dispersed. On the basis of theoretical inspiration from symbolic interactionism and ethnomethodology, educators' new roles in e-learning are discussed in the context of empirical material collected from an e-learning program in a physiotherapy school. In addition, the concept of multi-presence is presented. This chapter argues that multi-presence occurs in both online and offline interactions and that, as a result of technology, is utilized in both professional and learning situations.

Power in Online Leadership

In this chapter, the authors explore how power processes can promote or hinder effectiveness in online leadership. The chapter offers a theoretical and empirical analysis of the power processes in online leadership, using the triangle of structural, personal, and discursive power as an analytical lens. The theoretical outset for understanding online leadership is the literature on boundaries and boundary-spanning leadership. The authors define online leadership as social influence processes mediated by technology to produce individual and collective efforts to accomplish shared objectives. The chapter is empirically based on material from one of the authors' PhD work on online leadership in a global Danish manufacturing company. The chapter illustrates how power can be used both constructively and destructively in online leadership.