Leadership Dynamics in Partially Distributed Teams: an Exploratory Study of the Effects of Configuration and Distance

Despite the importance of leadership and the wealth of empirical studies focused on leadership effectiveness in traditional and computer-supported groups, there is little research examining leadership dynamics in partially distributed virtual teams (PDTs). Virtual teams are partially distributed when they are configured with one or more subgroups of collocated members and isolated members. This paper lays the groundwork for an in-depth study of leadership in PDTs that can be extended to other types of virtual team configurations. Using three dimensions of virtual distance (geographic, cultural and temporal), we analyze how the configuration of virtual teams interacts with leadership dynamics. We also summarize the results of an exploratory study using 12 student teams to examine the effects of distance and configuration on leadership in PDTs. Findings show significant differences in leadership dynamics (i.e., leader emergence vs. leader retention) which impacted team performance. From these results, we develop propositions on leadership and PDTs.     

Strengthening Identification with the Team in Virtual Teams: The Leaders' Perspective

The number of virtual teams is increasing in today's workplaces. In virtual teams, the members can have different cultural backgrounds, they often work in different countries and are professionals in their own fields. In addition, as such diverse and dispersed teams communicate mainly through communication technology this raises the challenge for the team leader of how to unify the team and get the members to identify themselves with the team. This qualitative study focuses on four virtual team leaders and their attempts to strengthen the team members' identification with the team through computer-mediated communication. The results show four different tactics employed in enhancing identification with the team: catering for the individual, giving positive feedback, bringing out common goals and workings and talking up the team activities and face-to-face meetings. The roles of organizational change and technology in identification with virtual teams are also discussed.     

Effects of transactional leadership,psychological empowerment and empowerment climate on creative performance of subordinates: A cross-level study

This research surveyed 101 teams, involving 497 team members and 101 team leaders, in a large multinational company in China. A hierarchical linear model is used to examine the hypothesized mediated moderation model. It is found that: (1) individual psychological empowerment is positively related to creative performance; (2) the relationship between transactional leadership and subordinates’ creative performance is moderated by team empowerment climate; (3) individual transactional leadership behavior is positively related to subordinates’ creative performance in teams with higher empowerment climate, but negatively related to subordinates’ creative performance in lower empowerment climate; and (4) the relationship between transactional leadership, team empowerment climate and creative performance is partially mediated by subordinates’ psychological empowerment perception. Theoretical contributions and practical implications are also discussed.     

Emergent Leadership in Self-Managed Virtual Teams

The issue of leadership in virtual teams is an increasingly important one for many modern organizations, because these teams – typically project-based with a finite lifespan and specific deliverables – are frequently self-managed, having no designated leader within the team (Yukl 1998). While such teams may have increased flexibility in setting goals and achieving them, the virtual context may hinder team members' abilities to coordinate activities and influence others (Manz and Sims 1993). Longitudinal data were collected over the course of a semester from virtual teams, comprised of students from three North American universities. Our results suggest that high performing self-managed virtual teams displayed significantly more leadership behaviors over time compared to their low performing counterparts. Specifically, these teams displayed significantly more concentrated leadership behavior focused on performance (i.e. “Producer” behavior) and shared leadership behavior focused on keeping track of group work (i.e. “Monitor” behavior) than the lower performing teams. Interestingly, these behaviors emerged strongly during the first half of the groups' lifespan, and stayed throughout the life of the groups, but steadily dissipated in strength over time.     

The Impact of Students’ Cultural Intelligence on Their Psychological Safety in Global Virtual Project Teams

This study addresses a call for the design and implementation of course curricula that prepare students to develop their CQ and gain experience working with peers on global virtual project teams. We explored how US-based and Peru-based students’ cultural intelligence (CQ) impacted their sense of psychological safety (PS) during a month-long global, virtual team project. We also examined the students’ people-focused (PF) and task-focused (TF) behaviors as mediators of the CQ-PS relationship. The results of mediation analyses provide support for our hypothesis that the relationship between cultural intelligence and psychological safety will be mediated by people-focused behaviors. Finally, we provide a model and suggestions for virtually bringing together students from different countries to collaborate on a global virtual project, and avenues for future research. Here we encourage a focus on a curriculum that educates students about their cultural intelligence and ways to develop psychologically safe learning environments. We also highlight the potential learning for faculty teaching such courses, and note how our experience collaborating with our counterpart in Peru constituted a fractal of what our students were experiencing on their global projects.     

Interventions for effectively leading in a virtual setting

At least a decade ago, researchers recognized the importance of leaders being able to effectively execute interventions in teams. Now, advances in collaboration technologies have changed the way teams work together in addition to the challenges they face with regard to technology and collaboration. Due to these changes, it is important to take a look at interventions and how they can be technology driven or administered. Advances in technology-driven interventions can have a substantial impact on virtual project management and online education. In this article, we explore the role of interventions in improving technology choice in a virtual setting. We argue that both proactive and reactive interventions can be used to address virtual team challenges when it comes to technology choice. We identify six interventions (proactive and reactive) that were used to lead seven global offshore development teams, as well as the findings from their use. We also advise managers and online educators on ways to effectively identify and use interventions in virtual settings.     

A Multi-level Investigation of Authentic Leadership as an Antecedent of Helping Behavior

We develop and test a trickle-down model of how authentic leadership at the department level flows down the organizational hierarchy to encourage team leader authentic leadership and consequently, promotes team and individual-level supervisor-directed helping behavior. Analyses of multi-level and multi-source data collected from a total of 487 employees comprising 122 teams, 47 departments, and 4 different working areas of a major public sector organization in Taiwan show that team leaders’ authentic leadership mediates the relationship between departmental authentic leadership and individual-level leader–member exchange (LMX). We also found that intra-team trust completely mediates the influence of team authentic leadership on both team helping behavior and individual-level supervisor-directed helping behavior. Finally, the results reveal that self-concordance mediates the influence of team authentic leadership on individual-level supervisor helping behavior as well as the influence of individual-level LMX on individual-level supervisor-directed helping behavior. Theoretical and practical implications of these findings are discussed.     

The DNA of global leadership competencies

In this article, the author challenges those charged with identifying and developing global leaders to go beyond fads, trends and the "art" of leadership to find the science. An overview of the theories that have influenced our perspectives on leadership is presented first. Assumptions that have been supported by research are then presented indicating virtual DNA structures that may be the source of global leadership competencies. The article also describes two distinct themes represented in global leadership competency. © 2000 John Wiley & Sons, Inc.     

Building innovative teams: Leadership strategies across the various stages of team development

Globalization, advances in technology, and shifting consumer preferences affect almost everyone. Because of pressures from the external environment, organizations face rapid and constant change. The nature of work has become complicated; it is difficult for individuals to achieve much on their own. Consequently, organizations rely heavily on expert, innovative work teams. These highly evolved teams do not develop overnight; rather, they evolve and develop in stages, and the team’s leadership must change over time. In this article, I present the building blocks of team innovation, outline the internal processes that lie at the core of innovative performance, and provide critical leadership strategies for each stage of team development. I conclude with implications for developing leaders with the capabilities to nurture and build innovative teams.     

Individual Priming in Virtual Team Decision-Making

Virtual teams have different interactions than face-to-face teams because they rely on information and communication technologies, which can impede or assist certain human cognitive processes. Past research has shown that although virtual teams exchange more information than face-to-face teams, poor decisions often result, because team members do not consider the unique information they receive from others. Drawing from cognitive psychology, our research explored a unique way to improve team decision-making through the use of cognitive priming. We proposed that priming group members to pay attention to others or to engage in counterfactual thinking would improve team members’ cognition and, therefore, team performance. Prior research with individuals and brainstorming teams has shown these forms of priming to improve performance; however, no research has attempted to use priming to improve the outcomes of virtual team decision-making, which requires deeper interaction and cognitive involvement than brainstorming. We performed two lab experiments using primes that have been found to improve the individual decision-making process. We found that priming had some impact, but it did not significantly improve decision quality. Various reasons are discussed to explain why priming techniques may not be as powerful in teams as in individuals, and future research ideas are suggested to build on our initial work on priming in virtual team decision-making.     

Global leadership success through emotional and cultural intelligences

Culturally attuned and emotionally sensitive global leaders need to be developed: leaders who can respond to the particular foreign environments of different countries and different interpersonal work situations. Two emerging constructs are especially relevant to the development of successful global leaders: cultural and emotional intelligences. When considered under the traditional view of intelligence as measured by IQ, cultural, and emotional intelligences provide a framework for better understanding cross-cultural leadership and help clarify possible adaptations that need to be implemented in leadership development programs of multinational firms. This article posits that emotional intelligence (EQ), analytical intelligence (IQ), and leadership behaviors are moderated by cultural intelligence (CQ) in the formation of global leadership success.     

Managing Global Virtual Teams Across Classrooms,Students and Faculty

Virtual teams are becoming commonplace in business today so our business school students should have experience in effectively working in virtual teams. Based on a month-long virtual team project conducted by the authors between classes in South Africa and the United States, this paper discusses the opportunities and challenges of using global virtual teams as part of a business school curriculum. The authors describe the use of a virtual team life cycle to assess the month long project to identify key elements to retain and to change for the next time the virtual project is implemented.     

Positive global leadership

In the wake of increasing globalization, today's organizational leaders are faced with unprecedented complexity. To help meeting the challenge, this article proposes a new positive approach to global leadership. After first providing the background on positivity, positive global leadership is carefully defined and its similarities and differences with both the established and contemporary leadership theories are noted. The discussion then turns to how positive global leadership addresses three major challenges in the global context of distance, cultural differences and cross-cultural barriers. The article concludes that this new positive approach can help global leaders to leverage diverse strengths in themselves and their environment to more effectively meet the escalating challenges they face now and in the future.     

The Effects of Cultural Diversity in Virtual Teams Versus Face-to-Face Teams

Diversity in the national background and culture of team members is common in virtual teams. An experimental study, with short term teams, was undertaken to examine the effect of cultural diversity on team effectiveness and to examine if this effect changes depending if the team worked face-to-face (F2F) or virtually. Heterogeneous teams were created that had greater diversity than homogeneous teams of individualism/collectivism values, different languages spoken, country of birth, and nationality. The teams worked on a desert survival task either F2F or virtually (via audioconference and electronic chat tools). The overall results indicated that heterogeneous teams were less satisfied and cohesive and had more conflict than the homogeneous teams, although there were no statistical differences in team performance levels. However, examining just the heterogeneous teams found that the performance of the virtual heterogeneous teams was superior to that of the F2F heterogeneous teams. The results support Carte and Chidambaram's (2004) theory that the reductive capabilities of collaborative technologies are beneficial for newly-formed diverse teams.     

Nationality biases in peer evaluations: The country-of-origin effect in global virtual teams

In a post-COVID-19 world, due to the increasing reliance on virtual work, global virtual teams (GVTs) are critical for the international success of firms. A fundamental challenge that firms face in this new remote work context is the need to measure the performance of individuals in GVTs. Peer evaluations are advocated as a way to improve the validity of performance appraisals. Peers work closely with one another and, presumably, are better positioned to observe and evaluate fellow team members’ performance. Even when completed in good faith, however, a fair evaluation of individual contributions and performance in GVTs could be distorted by subjectivity, bias, cultural and institutional differences, and the limitations of online communication tools. Based on a sample of 6634 GVTs comprised of 33,271 people in 79 countries that worked on an international business (IB) project, we tested the country-of-origin (COO) effect in peer evaluations within the context of GVTs. Results indicate that the nationality of the team member is a source of significant bias in peer evaluations. Our tests show that the prestige and the level of economic development of the country that a team member is from is a better predictor of peer evaluations received than objective measures of individual skills and competencies, including English proficiency, technical ability, and cultural intelligence, or national per-capita spending on education, suggesting that a COO effect based on personal bias may affect performance ratings more than actual contributions. We conclude that the COO effect in peer evaluations in GVTs has to be taken into account when designing evaluation systems and discuss implications for theory, practice and future research.     

Creating and sustaining trust in virtual teams

Conventional wisdom assumes that trust develops from a history of interpersonal interactions and communication, through which people come to ‘know and trust’ one another. In virtual teams, however, establishing trust can be complicated: members may have no past on which to build, no future to reference, and may never even actually meet face-to-face. Swift but fragile trust can develop early in a team's life cycle. Yet, if swift trust doesn't develop or even dissipates, members need to find ways of building trust in each other. To this end, an understanding of how trust impacts a virtual team's development will help managers and team leaders to facilitate and improve team success. Herein, we describe the three components of trust (ability, integrity, and benevolence) and identify which of these are critical to each life cycle stage (establishing the team, inception, organizing, transition, and accomplishing the task) of the virtual team. Proposed action steps for each stage show managers and team leaders how to help members develop trust and sustain it through the project's successful completion.     

How store managers can empower their teams to engage in constructive deviance: Theory development through a multiple case study

In this paper, we explore how leaders enable constructive deviance in teams they manage. We report on a qualitative field study of two hierarchical layers of store management in 17 supermarket store teams. We focus on the emergence of constructive deviance – better ways of creating value by departing from common ways of working – and how store leaders can enable this behavior. Our inductive analysis from the multiple case data suggests that store management can enable constructive deviance by combining empowering leadership behaviors with adequate levels of contingent reward and monitoring behaviors. These findings allow us to develop new hypotheses about the linkages between constructive deviance, psychological empowerment, and leadership. We detail implications for store management and we describe several future research opportunities on the concept of constructive deviance, its enablement through empowering leadership, and the relationship between organizational norms and constructive deviance.     

Value Congruence and Charismatic Leadership in CEO–Top Manager Relationships: An Empirical Investigation

Although charismatic leadership theorists have long argued that leader–follower value congruence plays a central role in the development of charismatic relationships, few studies have tested this proposition. Using data from two studies involving a total of 329 CEOs and 1807 members of their top management teams, we tested the hypothesis that value congruence between leaders and their followers is empirically linked to follower perceptions of the charisma of their leader. Consistent with a relational perspective on charismatic leadership, strong support was found for the hypothesis that perceived value congruence between leaders (CEOs) and their followers (members of their top management teams) is positively related to follower perceptions of the degree of charisma possessed by the leader. Conversely, only limited support was found for the hypothesis that actual value congruence is linked to perceptions of charismatic leadership. Implications of these findings for research and practice are discussed.     

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Abstract

This paper addresses various problems faced by global and intercultural teams. It outlines procedures for two simulations which have been effective both for educating and sensitizing participants to situations requiring collaborative and cooperative behavior and for assisting participants in understanding key elements in cross-cultural team management. The first simulation focuses on a virtual global team situation, with special emphasis placed on developing trust; the second, using the same teams at a later date, on intercultural team negotiations. Various other aspects of international, multidivisional, or domestic organizational functioning may also be experienced by participants depending upon the goals of the facilitator and how the simulations are designed.     

When global virtual teams share knowledge: Media richness,cultural difference and language commonality

Technological developments and internationalization have made virtual communication a central part of everyday life in many larger organizations. In recent years this trend has been intensified by travel-budget cuts imposed by the global financial crisis. Accordingly, the use of virtual media for internal knowledge sharing is now more important than ever before. Extant studies have provided useful theories and empirical documentation on how to manage global virtual teams. However, no prior research has examined the interaction of media type with the relation between culture/language and canonical/equivocal knowledge sharing. This is an important omission because cultural and linguistic variations are known to have a great effect on knowledge sharing. We use ethnographic field-study methodology for an exploratory examination of the effects of culture, shared language commonality and media choice on knowledge sharing in a large Danish MNC with particular focus on its Indian subsidiary. Results show that certain types of media are more useful for certain types of knowledge sharing depending on the cultural and linguistic variation between the communicating parties.