Unit V Leadership main

BBA 3651, Leadership 1

Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to:

2. Explain the importance of vision to organizational leadership in a global environment. 2.1 Discuss how cultural perceptions can influence global team leadership.

6. Analyze methods to lead groups/teams effectively.

6.1 Examine the impact of personality traits on a leader’s ability to lead a team.

Course/Unit Learning Outcomes

Learning Activity

2.1

Unit Lesson All required readings Unit V Videos Unit V Case Study

6.1

Unit Lesson All required readings Unit V Videos Unit V Case Study

Reading Assignment In order to access the following resources, click the links below. Click here to access the Unit V Global Leadership video. Click here to access the transcript for the Unit V Global Leadership video. Chiu, C.-Y., Owens, B. P., & Tesluk, P. E. (2016). Initiating and utilizing shared leadership in teams: The role

of leader humility, team proactive personality, and team performance capability. Journal of Applied Psychology, 101(12), 1705–1720. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=buh&AN=124805498&site=ehost-live&scope=site

CNBC (Producer). (2010). Global teams: Trust (Segment 11 of 23) [Video]. In Human resources: People and

partnerships. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://fod.infobase.com/PortalPla ylists.aspx?wID=273866&xtid=47306&loid=138724

The transcript for this video can be found by clicking the “Transcript” tab to the right of the video in the Films on Demand database. Filmoption International (Producer). (2005). Teamwork: Competition in childhood (Segment 4 of 10) [Video].

In War of the sexes: Power and leadership. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://fod.infobase.com/PortalPla ylists.aspx?wID=273866&xtid=35827&loid=32079

The transcript for this video can be found by clicking the “Transcript” tab to the right of the video in the Films on Demand database.

UNIT V STUDY GUIDE

Teams Are Connecting Globally

BBA 3651, Leadership 2

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Morgan, L., Paucar-Caceres, A., & Wright, G. (2014). Leading effective global virtual teams: The consequences of methods of communication. Systemic Practice & Action Research, 27(6), 607–624. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bth&AN=99373732&site=ehost-live&scope=site

Stewart, G. L., Courtright, S. H., & Barrick, M. R. (2012). Peer-based control in self-managing teams: Linking

rational and normative influence with individual and group performance. Journal of Applied Psychology, 97(2), 435–447. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=pdh&AN=2011-19818-001&site=ehost-live&scope=site

Vandaveer, V. V. (2012). Dyadic team development across cultures: A case study. Consulting Psychology

Journal: Practice and Research, 64(4), 279–294. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=buh&AN=85301202&site=ehost-live&scope=site

Video Education America (Producer). (2013). Developing effective teams and evaluating performance

(Segment 5 of 6) [Video]. In Teamwork. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://fod.infobase.com/PortalPla ylists.aspx?wID=273866&xtid=129071&loid=458905

The transcript for this video can be found by clicking the “Transcript” tab to the right of the video in the Films on Demand database.

Unit Lesson Leading Global Teams Previously, we expounded on the motivational techniques leaders can utilize to not only incite workers to perform better but also to enhance organizational retention. As we approach the second part of the course, we will consider the different aspects associated with varying levels of leadership, organizational structure, visionary leadership, and the art of leading teams globally. We will also discuss the dynamics aligned with shared team leadership as well as how cultural values, innovative methods, and communication factors relate to the performances of different types of teams. Click here to access the Unit V Global Leadership video. Click here to access the transcript for the Unit V Global Leadership video.

BBA 3651, Leadership 3

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In order to lead a virtual team effectively, leaders must first understand how to connect with members over time and at a distance via electronic media to combine team effort and achievement of established goals. According to a study conducted by Hoch and Kozlowski (2014), fewer than 50% of U.S. businesses worked with virtual teams in the year of 2000. Yet, by 2008, over 65% of companies expressed that a reliance on virtual teams would mushroom in the future. Moreover, companies that consisted of 10,000 or more employees would see a projection of 80% working virtually as a team.

For virtual teams to function at the same level as face-to-face teams, it is imperative that team leaders invest more time and effort in a supportive manner, exercising empowerment and the development of each individual member. Mentoring members to boost their career outcomes by making a higher salary, being promoted, and increasing their job satisfaction is pivotal for supervisors working with virtual teams. As we have discussed in previous units, transformational leaders are known for inspiring their followers and motivating them to expand their capabilities to go the extra mile. Leaders who practice shared team leadership enable collaboration for decision-making and a shared responsibility for achieving goals. This type of leadership approach is thought to create stronger bonds between team members. It is also one that builds trust, cohesion, and team commitment (Hoch & Kozlowski, 2014). Creating a Vision for Virtual Teams In most recent decades, organizations have become heavily reliant on different types of teams to keep performance standards high. A vision to improve overall performance measures has created the need for management teams, project teams, production teams, task teams, and self-managed teams. Companies that allow shared leadership for decision-making understand that this practice is prominent in situations where teams are self-managed due to not having an appointed leader. In this type of leadership style, trust is a key factor to performance. Shared leadership is known to be broadly distributed where people within the team lead each other. Most often, it is compared to horizontal, distributed, and collective leadership. It typically contrasts from vertical or hierarchical leadership. This common work style often allows the most qualified individuals to strengthen their capabilities while feeling a freedom to take the initiative to complete tasks they feel empowered to tackle.

Effective team performance (Hoch & Kozlowski, 2014)

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Organizations have adopted virtual teams due to the reduction of travel expenses, costs being duplicated, and meeting times. These logistical savings, as well as more flexibility in dealing with increased globalized competition and elevated business demands, will most likely continue the desire for business leaders to work with virtual-based teams. When virtual teams are small, live audio is typically used. However, with larger teams, the most common means of communication is email, instant messaging, and electronic chat. Large companies such as IBM, Boeing, Century Link, and Hewlett Packard have witnessed and reported an increase in productivity through the use of virtual teams (Purvanova, 2014). Today, multinational companies are interested in capturing their employees’ creativity and skill sets by hiring and developing members from different geographical locations to serve on different teams while all members reside at a distance. Moreover, many organizations envision virtual teams to be an opportunity to improve strategic partnerships with other thriving businesses. Cultural Values Affect Team Performances Cultural values are basically the general rules that depict the collective feelings of a group. These values can be spoken as a philosophy or a belief. Some organizations use cultural values as a means to motivate members to think or behave a certain way. As a result of different cultural rules, conflict can result when teams are cross-cultural. Expectations tend to be violated due to communication behaviors, conflict resolution concerns, and decision-making processes; therefore, it is best if expectations are communicated at the beginning of a project, if leaders make decisions after listening to all issues discussed, and if ground rules are established for dealing with uncomfortable situations (Dyer, Dyer, & Dyer, 2012). Organizational leaders who are perplexed about leading virtual teams could ask the following questions.

• How does a traditional (face-to-face) team differ from a virtual team?

• What problems could surface when managing a virtual team?

• What is the best way to strengthen team development within a virtual team?

• How does technology affect the success of a virtual team?

• What is the best way to deal with team conflict while leading a virtual team? Innovative Methods for Working with Diverse Teams

Team cohesion and effectiveness are often impacted by the moods, personalities, and emotions of employees: how they think, interact, and behave. As a result, this often has a positive or negative effect on work performances, employee job satisfaction, absenteeism, and the overall commitment of a worker to an organization. In today’s workforce, many businesses are comprised of older workers who many people may associate with a sense of vulnerability and a decline in productivity. However, research often shows that these negative perceptions are unjustified (Scheibe, Yeung, & Doerwald, 2019). Further research is most likely needed to systematically target the moderators of age effects at various levels such as the individual, occupational, and cultural level. Because organizations are increasingly working with diversified, globally distributed teams residing in different timezones, there is a tremendous reliance on electronic communication and heterogeneity in memberships. Consequently, diverse knowledge and expertise within the dynamics of the group must be harnessed. Since the art of achieving inclusion for team decision-making could be a challenge, it must be addressed carefully. Moreover, consistent and clear leader-member communication and information exchange is needed for successful completion of team goals (Gajendran & Joshi, 2012).

Leaders help others (Vchalup, 2017)

BBA 3651, Leadership 5

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Scenario Serving Aces is a well-established business that focuses on selling top brand tennis apparel, equipment, and accessories. Even though it is located in the middle of the U.S. region, it consists of employees who are dispersed across the globe. Though some of its company leaders opt to communicate predominantly via email, others are more accustomed to audioconferences. While Billy, a team lead, is receptive to the idea of email exchange from his supervisor for the purpose of coordination and collaboration of important initiatives, he is also unsure at times exactly what points are being made and what direction to take. However, Johnny, another team lead, is continuously sitting in audioconference meetings where he feels that an email would have sufficed better at times, and he often does not feel like his boss truly listens to others in the meetings. How should a member communicate to a leader if he or she feels the members do not truly have a voice in decision-making and sufficient brainstorming is not occurring for the team as a whole? Communication Factors and Job Engagement

It is evident that engaged employees will better meet an organization’s competitive advantages, and the more connected members are to their work physically, cognitively, and emotionally, the more their energy is displayed as a mere form of an investment. Therefore, positive outcomes generally surface as projects are completed in a timely and efficient manner. The downside to this notion is that some workers do not know how to separate their work life from their home life, and one or the other often suffers if there is not a true balance between the two responsibilities (Wang, Law, Zhang, Li, & Liang, 2019).

References Dyer, W. G., Dyer, J. H., & Dyer, W. G. (2012). Team building: Proven strategies for improving team

performance. Wiley. Gajendran, R. S., & Joshi, A. (2012). Innovation in globally distributed teams: The role of LMX,

communication frequency, and member influence on team decisions. Journal of Applied Psychology, 97(6), 1252–1261.

Hoch, J. E., & Kozlowski, S. W. J. (2014). Leading virtual teams: Hierarchical leadership, structural supports,

and shared team leadership. Journal of Applied Psychology, 99(3), 390–403. https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=buh&AN=96070382&site=ehost-live&scope=site

Purvanova, R. K. (2014). Virtual versus face-to-face teams: What have we really learned? The Psychologist-

Manager Journal, 17(1), 2–29. Scheibe, S., Yeung, D. Y., & Doerwald, F. (2019). Age-related differences in levels and dynamics of

workplace affect. Psychology and Aging, 34(1), 106–123. http://dx.doi.org/10.1037/pag0000305

Psychological ownership

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Vchalup. (2017). Man is giving helping hand. Silhouettes of people climbing on mountain at sunset (ID 99642011) [Photograph]. Dreamstime. https://www.dreamstime.com/stock-photo-man-giving-helping- hand-silhouettes-people-climbing-mountain-sunset-man-giving-helping-hand-silhouettes-people- image99642011

Wang, L., Law, K. S., Zhang, M. J., Li, Y. N., & Liang, Y. (2019). It’s mine! Psychological ownership of one’s

job explains positive and negative workplace outcomes of job engagement. Journal of Applied Psychology, 104(2), 229–246. http://dx.doi.org/10.1037/apl0000337

Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. For this nongraded learning opportunity, consider a professional or personal project you were expected to complete within a limited timeframe, and answer the following questions. If you were in charge of a team comprised of virtual and onsite employees, what would you do to ensure all members felt connected and valued? What types of team building activities would you conduct? For this nongraded activity, create a list of team-building activities that can be used in remote teams, such as a department Instagram account. Additionally, the below resource may provide some useful ideas. Sussman, J. (2017). 6 creative virtual team building activities for remote teams. Museum Hack.

https://museumhack.com/virtual-team-building-for-remote-teams/