Communications Management in Partially Distributed Teams

Student Experiences in a Postgraduate Multi-Continental International Stability Education Programme: The Case of MITRA

“…These issues can result in conflicts such as the post-election violence in Kenya (Barkan, 2011). However, Willis (2010) discusses similar fault lines and subgroup dynamics causing conflicts within small groups and the development of the 'us' and 'them' mentality. This mentality is driven by various differences such as culture, gender and professional divides (Willis, 2010).…”

“…However, Willis (2010) discusses similar fault lines and subgroup dynamics causing conflicts within small groups and the development of the 'us' and 'them' mentality. This mentality is driven by various differences such as culture, gender and professional divides (Willis, 2010). Kile (2002) further discusses the competition between these perspectives, for example, ethnic, social and religious ideologies leading to an unwillingness to stabilize the larger systems.…”

“…This experience will assist in opening their eyes to new dimensions and becoming more open to new perspectives. This can so assist in improving sub group dynamics and fault lines appearing as discussed by Willis (2010) and therefore these experiences can be used for learnings at a larger scale to deal with international stability issues.…”

An exploratory study of cohesion among co-located and virtual members of virtual, partially distributed groups

“…To develop and maintain trust between partially distributed group members, Willis (2010) suggests an initial meeting between members in a co-located site followed by periodic face-to-face meetings. Cogliser (2012) connected trust and performance; when group members trust one another, it boosts group performance.…”

“…These meeting provide time for team-building activities and this is as important for virtual groups as for co-located groups (Leading Virtual Teams, 2016). Team-building activities may be most important for virtual, partially distributed teams to inhibit the development of a social divide between the co-located and virtual group members (Willis, 2010). The development of cohesion is easier between co-located group members so leaders must be aware of and immediately address issues with virtual group members being sidelined or left out of group work or decisions .…”