The effects of virtuality level on task-related collaborative behaviors: The mediating role of team trust

Peñarroja, Vicente; Orengo, Virginia; Zornoza, Ana; Hernández, Ana

doi:10.1016/j.chb.2012.12.020

Cited by 64 publications

(43 citation statements)

References 64 publications

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“…Although technology is essential to the virtual team, because some or all virtual team members do not interact face-to-face on a regular basis, they can exhibit a lack of social skills, they can be more inclined to exhibit hostility, express a lack of trust, and interact on a more superficial level than face-to-face teams (Azderska & Jerman-Blazic, 2013). Communication is less comprehensive and less satisfying for some virtual teams, and building trusting and collaborative relationships may happen less frequently, if at all (Peñarroja, Orengo, Zornoza, & Hernández, 2013). Without good communication and trust, it is difficult for any team to function effectively, particularly a remote one.…”

Section: Transformational Leadershipmentioning

confidence: 99%

Impactful Leadership Traits of Virtual Leaders in Higher Education

Alward¹,

Phelps²

2019

OLJ

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Universities are increasingly leveraging virtual teams into their organizational structure and strategic framework for many functions including academic administration and faculty leadership. One benefit of a virtual workforce is the ability to hire the most qualified individuals regardless of where they are physically located. As the virtual workforce expands, leaders may intuitively rely on traditional face-to-face approaches and strategies for employee oversight and motivation. These techniques may be ineffective or challenging to use in the virtual environment necessitating new approaches. Leaders of virtual teams need to understand the intricacies associated with these groups and be cognizant of factors that assist in creating cohesiveness, trust, and communication amongst virtual teams.This qualitative phenomenological study explores leaders' perceptions surrounding competencies needed to effectively lead virtual teams in online education. A decisive sampling method was used to identify 10 experienced academic leaders who supervise virtual teams. As a result of the interviews, seven major themes emerged: (a) training and development; (b) trust; (c) emotional intelligence; (d) communication/team building/technology; (e) employee recognition and motivation; (f) leadership styles; and (g) virtual leadership competencies unique to higher education. Based on these themes and further evaluation, the need for specific soft skills and robust technology emerged. Specifically, organizational success partially hinges on comprehensive training for virtual leaders, the significance of trust, emotional intelligence, and effective, respectful communication.

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Section: Transformational Leadershipmentioning

confidence: 99%

Impactful Leadership Traits of Virtual Leaders in Higher Education

Alward¹,

Phelps²

2019

OLJ

View full text Add to dashboard Cite

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“…Consequently, more recent studies have recommended considering all teams along a continuum ranging from merely face-to-face to entirely virtual (Berry 2011;Hakonen and Lipponen 2008;Joy-Matthews and Gladstone 2000;Martins, Gilson, and Maynard 2004;Martins and Schilpzand 2011;Peñarroja et al 2013;Schroeder 2013). As suggested by Schweitzer and Duxbury (2010, 275) 'team virtualness is not a condition, but a degree: the greater the extent of each characteristic, the more virtual a team becomes'.…”

Section: Virtuality Approachmentioning

confidence: 98%

“…Therefore, different approaches have been deployed for defining virtual teams as illustrated in Figure 1. Consistent with the approach of Peñarroja et al (2013), the two main categories considered in this study comprise the traditional approach (termed in this paper as the dichotomy approach) and the recent approach (hereafter referred to as the virtuality approach) as discussed next.…”

Section: Conceptual Definitions Of Virtual Teamsmentioning

confidence: 99%

“…face-to-face) teams through relying on the unique attributes of virtual working as described by Kirkman and Mathieu (2005). The studies implementing this approach have classified a team in a dichotomous manner, namely, either virtual or face-to-face, as described in the literature, for example (Bell and Kozlowski 2002;Martins and Schilpzand 2011;Peñarroja et al 2013).…”

Section: Dichotomy Approachmentioning

confidence: 99%

“…Virtual teams have largely replaced face-to-face teams in many organisations (Gibson et al 2014;Peñarroja et al 2013;Takeuchi et al 2013). As stated by Lu et al (2006, 4), working virtually in teams is regarded as 'the rule rather than the exception'.…”

Section: Introductionmentioning

confidence: 97%

See 2 more Smart Citations

Evaluating virtuality in teams: a conceptual model

Hosseini

Zuo

Chileshe

et al. 2015

Technology Analysis & Strategic Management

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Major parts of teams deployed in contemporary organisations to some extent possess the attributes of virtuality. In this context, at high levels of virtuality, team requirements become quite different from those of face-to-face teams. Thus, evaluating virtuality in teams is a key prerequisite for assessing its requirements and defining the applicable managerial policies. Nonetheless, the concept of virtuality in teams has remained elusive within the extant literature. To address this, this paper deploys a qualitative meta-analysis to synthesise the relevant findings drawing upon an exhaustive review of the literature. The study conceptualises the phenomenon of virtuality through proposing a conceptual framework for evaluating the level of virtuality in teams. This paper contributes to the field by offering further insight into the concept of virtuality and directs future investigations by providing the ground for validating the presented conceptual model.

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