The Knowledge, Skills, Abilities, and Other Characteristics Required for Face-to-Face Versus Computer-Mediated Communication: Similar or Distinct Constructs?

Schulze, Julian; Schultze, Martin; West, Stephen G.; Krumm, Stefan

doi:10.1007/s10869-016-9465-6

Cited by 45 publications

(46 citation statements)

References 59 publications

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“…Thus, there is considerable need for contextualization of traditional assessment instruments (see also Presbitero, 2016, for this argument). In fact, research by Schulze, Schultze, West, and Krumm (2016) revealed that constructs may differ substantially when operationalized for face-to-face versus computer-mediated contexts. For instance, these authors revealed that there was almost no relationship between the motivation to communicate face-to-face and the motivation to communicate via text-based media.…”

Section: Discussionmentioning

confidence: 99%

The “virtual team player”

Schulze

Krumm

2016

Organizational Psychology Review

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In spite of the increasing demand for virtual cooperation, still relatively little is known about the knowledge, skills, abilities, and other characteristics (KSAOs) individuals need for virtual teamwork. Thus, the current paper aims at synthesizing the existing literature into a comprehensive model of virtual teamwork KSAOs. To this end, we review (a) existing frameworks of KSAO requirements for virtual teamwork, (b) challenges posed by different facets of virtuality, and (c) KSAOs particularly relevant for meeting the identified challenges. The results of this review are integrated into a holistic model of virtual teamwork KSAOs with distal characteristics (personality, experience) and more proximal qualities (knowledge, skills, and motivation). Research gaps as well as avenues for future research will be outlined and applications for virtual team staffing and training will be discussed.

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Section: Discussionmentioning

confidence: 99%

The “virtual team player”

Schulze

Krumm

2016

Organizational Psychology Review

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“…For example, how are we thinking about assessment differently due to the changing nature of work arrangements to shorter engagements and contract work (Spreitzer, Cameron, & Garrett, 2017)? Are we assessing the skills needed for virtual workplaces (e.g., Schulze, Schultze, West, & Krumm, 2017)? How has the shift to online talent pools and talent badges changed the "business model" underlying the assessment industry (Chamorro-Premuzic, Winsborough, Sherman, & Hogan, 2016)?…”

Section: Palabras Clave: Selección Evaluación Tecnologíamentioning

confidence: 99%

The Unrealized Potential of Technology in Selection Assessment

Ryan

Derous

2019

Revista De Psicología Del Trabajo Y De Las Organizaciones

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The Unrealized Potential of Technology in Selection Assessment Over the past two decades, assessment for employee selection has undergone radical changes due to technological advances (see Tippins, 2015, for a review). Examples include changes in assessment delivery (computerized, online, mobile, use of adaptive testing), changes in assessment content (greater use of video and audio, graphics, gamification), changes in interactivity (recording of applicants, video interviewing), changes in scoring and reporting (quicker, internet delivered), and changes in many other aspects (e.g., use of algorithms and data mining). The purpose of this paper is not to provide another review of these advances as quality treatments exist (Scott, Bartram, & Reynolds, 2017; Tippins, 2015) but to discuss 3 ways incorporation and use of technological advances in assessment practice and research could be strengthened. First, we discuss the need to think more creatively regarding what is measured. That is, despite the promise of technology as a means of measuring new KSAOs (i.e., knowledge, skills, abilities, and other constructs like motivation) and richer content, many of our assessments are just "transported" traditional tools. As an example, gamified assessments (Bhatia & Ryan, 2018) most often are measuring traditional constructs in environments with game elements layered on.

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“…Some authors (Bergel, Balsmer, 2008;Gajendran, Harrison & Delaney, Klinger, 2015;Berntzen & Wong, 2019) suggest using digital communication tools between team members and other processes for significant interaction in distributed project teams. Simultaneously, according to Schulze, companies should consider the challenges distributed teams face to mitigate technology (Schulze, 2017).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Types and terminology of remote project teams

Краснокутська

Podoprykhina

2020

EJMI

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Purpose – to develop project management terminology. Findings. This study indicates thе significant changes that occurred in working conditions in the last centuries that led to the new models' formation of employee interaction at enterprises, especially remotely, such as distributed, virtual, and dispersed project teams. Clarification of the terminology of project management indicates the meaning of the term "distributed team". This paper separated the term from several related concepts and demonstrated the benefits of integrating distributed project teams within an enterprise. Originality/Value. Paper analyzes the term, features and differences of the distributed project team from other types of remote teams. Practical implications. The terminology of remote project team can beused by project managers from a theoretical point of view. Research limitations/Future research. Future research can focus on the way to manage a distributed project team effectively. Paper type – theoretical.

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The Knowledge, Skills, Abilities, and Other Characteristics Required for Face-to-Face Versus Computer-Mediated Communication: Similar or Distinct Constructs?

Cited by 45 publications

References 59 publications

The “virtual team player”

The “virtual team player”

The Unrealized Potential of Technology in Selection Assessment

Types and terminology of remote project teams

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