Blog 10

How and why is leadership different when working with virtual groups?

Virtual groups are becoming more and more popular especially as companies are growing and technology is expanding. One of the advantages of virtual groups is that you can have a team of people work together who live all over the world who would have otherwise be inhibited by distance and time difference. However, there are some major disadvantages to virtual teams. Some of these include lack of cohesion, cooperation, trust, and commitment (Hoch & Kozlowski, 2012). While there are several disadvantages to virtual groups, there are ways in overcoming them and making the team effective. Because of this, I think it is especially important to have good leadership for virtual groups. Leadership for virtual teams looks very different than leadership in traditional teams.

            Hoch & Kozlowski (2012) found that hierarchical leadership had a weak relationship with team performance in virtual groups. Bass & Steidlmeier (1999) discuss transformational leadership as an effective form of leadership. Some of the components of this leadership style are inspirational motivation, intellectual stimulation, and indivualized consideration. These things would be much harder to achieve in a virtual group. I think the biggest thing that would hinder these things (especially individualized consideration) is communication. Without the ability to have fluid conversations like the ones you would have face to face, this type of leadership would probably not be very successful.

            Bell and Kozlowski (2002) found that structural factors can act as a supplement for virtual leadership. The presence of structure and routine can help regulate behavior very effectively for virtual groups. Hoch & Kozlowski (2012) discussed how these things help provide stability and motivation for group members. Pearce & Conger (2003) found that shared leadership is significantly related to team effectiveness, and it can be more effective than vertical leadership. Hoch & Kozlowski (2012) said that shared leadership creates stronger bonds among team members, which is especially important for virtual groups. While there are several disadvantages to virtual groups, there are ways in overcoming them and making the team effective.

References:

Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. The Leadership Quarterly, 10(2), 181-217. doi:10.1016/S1048-9843(99)00016-8

Bell, B. S., & Kozlowski, S. J. (2002). Adaptive guidance: Enhancing self-regulation, knowledge, and performance in technology-based training. Personnel Psychology, 55(2), 267-306. doi:10.1111/j.1744-6570.2002.tb00111.x

Hoch, J. E., & Kozlowski, S. W. J. (2012). Leading Virtual Teams: Hierarchical Leadership, Structural Supports, and Shared Team Leadership. Journal of Applied Psychology. Advance online publication. doi:10.1037/a0030264

Pearce, C. L., & Sims, H. r. (2002). Vertical versus shared leadership as predictors of the effectiveness of change management teams: An examination of aversive, directive, transactional, transformational, and empowering leader behaviors. Group Dynamics: Theory, Research, And Practice, 6(2), 172-197. doi:10.1037/1089-2699.6.2.172

Blog 9

How might you advocate to an academic administrator that a peer leadership program was beneficial?

Dear academic advisor,

            In my humble opinion, I believe we should have more peer leadership programs at the university. There are many benefits to not only student but also the university itself. But don’t just take my word for it; there is also plenty of research that supports this claim.

            Shook & Keup (2012) discuss the importance of peer leadership programs to college students. One of the most crucial things to a college student is a sense of community. The more friends students have on campus, the more connected they feel to it. Having social connections is also important to academics. Student can also benefit from their community by using their friends as a resource. Student leaders can be great referral agents (Sharkin, Plageman, & Mangold, 2003). Students are comfortable with turning to other students for help because they can usually find someone who has face the same kind of emotional, academic, or relational problem before.

            Peer leadership programs can also help students develop leadership skills such as oral communication, team work, critical thinking, etc. (Shook & Keup, 2012). Cress, Astin, Zimmerman-Oster, & Burkhardt, (2001) studied the effects of peer leadership on personal and educational development. They found that students who participated in leadership trainings and programs showed a greater sense of civic responsibility, multicultural awareness, a better understanding of leadership theories, and other leadership skills.

            Finally, peer leadership programs can help benefit the university. Shook & Keup (2012) talk about how student leaders can be a great source of information to the university about how students perceive institutional programs. In addition, student leaders can help decrease the budget in instances where a student can do a job instead of a paid employee. Student leaders can also communicate faster with their peers about things going on at the university (Russel & Skinkle, 1990). They will usually also demonstrate more involvement at the university and will be more likely to participate in institutional activities after the program.

            In conclusion, I want to ask you to consider adding more peer leadership programs. I believe they would greatly benefit the students and the school. Thank you for your consideration.

Sincerely,

Elizabeth

References:

Cress, C. M., Astin, H. S., Zimmerman-Oster, K., & Burkhardt, J. C. (2001). Developmental outcomes of college students' involvement in leadership activities. Journal Of College Student Development, 42(1), 15-27.

Russel, J. H., & Skinkle, R. R. (1990). Evaluation of peer-adviser effectiveness. Journal Of College Student Development, 31(5), 388-394

Sharkin, B. S., Plageman, P. M., & Mangold, S. L. (2003). College Student Response to Peers in Distress: An Exploratory Study. Journal Of College Student Development, 44(5), 691-698. doi:10.1353/csd.2003.0059

Shook, J. L. and Keup, J. R. (2012), The benefits of peer leader programs: An overview from the literature. New Directions for Higher Education, 2012: 5–16. doi: 10.1002/he.20002  

Blog8

Describe a leader (not manager) that you know or is a public figure and assess them using the attributes of the GILL as described.  If you choose someone who is not a public figure, disguise their name and characteristics to protect their identity.

Unlike most authors, Rupprecht, Waldrop, & Grawitch (2013) wrote on leadership skills that are not related to task management or relationships. They discuss the importance of mission and vision, shared values, strategy, empowerment, and influence, motivation, and inspiration. Tanner, one of my close friends, is a great leader at the camp that he works at. He is well respected and admired not just by the campers but also by his fellow camp counselors.

Rupprecht, Waldrop, & Grawitch (2013) discuss the importance of defining and communicating a vision. Tanner shares his camp’s vision for seeing campers pursue their relationship with Christ and to gain team-building skills through the activities done at camp, and he shares this vision with his campers. James & Lahti (2011) talk about the importance of effectively communicating a vision. If the leader does not communicate effectively, it would be difficult for the followers to embrace the vision.

One of the characteristics of leadership that Tanner practices regularly is creating a strategy. He is the AC (Adventure Coordinator) at his camp, so he has a lot of responsibility on his shoulders. When he plans these trips, I know he doesn’t just think about the logistics. He takes it as an opportunity to help his campers grow, so he thinks of things that he can do to ensure that the campers grow from their experiences on the trip and that they have a good time. Watson-Thompson, Fawcett, & Schultz (2008) discuss the importance of strategic planning when trying to bring about change. They also found that it can be especially effective for addressing goals.

Another one of attributes of leadership that he clearly exhibits is the ability to empower his campers. He makes the campers feel like they can accomplish anything. There have been several campers who were too scared to try certain tasks, but when Tanner talks to them, they realize that they can do it and develop a greater sense of confidence. MacPhee, Skelton-Green, Bouthillette, & Suryaprakash (2012) did a study involving a leadership empowerment program with nurses, and they found that the nurses had more self-confidence in their responsibilities after the program.

Tanner is a wonderful leader, and he is loved by his campers and fellow counselors. He has told me that his work at camp has been very rewarding and he hopes to continue to grow as a leader.

References:

James, K., & Lahti, K. (2011). Organizational Vision and System Influences on Employee Inspiration and Organizational Performance.Creativity & Innovation Management, 20(2), 108-120. doi:10.1111/j.1467-8691.2011.00595.x

MacPhee, M., Skelton-Green, J., Bouthillette, F., & Suryaprakash, N. (2012). An empowerment framework for nursing leadership development: supporting evidence. Journal Of Advanced Nursing, 68(1), 159-169. doi:10.1111/j.1365-2648.2011.05746.x

Rupprecht, E A., Waldrop, J. S., & Grawitch, M. J. (2013). Initial validation of a new measure of leadership. Consulting Psychology Journal: Practice and Research, 65(2), 128--‐148. doi:10.1037/a0033127 

Watson-Thompson, J., Fawcett, S., & Schultz, J. (2008). Differential effects of strategic planning on community change in two urban neighborhood coalitions. American Journal Of Community Psychology, 42(1-2), 25-38. doi:10.1007/s10464-008-9188-6

Blog7

What are the qualities of an effective leader? Cite examples from current day leaders. 

            According to Hoffman, Woehr, Maldagen-Youngjohn, and Lyons (2011), there are two theories as to what makes a good leader. One of them is called the “Great Man” theory, which involves the concept that leaders are born and not made. According to this train of thought, a person possess certain trait-like qualities that contribute to their natural ability to lead. The authors identified 16 of these qualities. The other theory of what makes a good leader is the possession of state-like qualities. These are learned or acquired qualities that contribute to a person’s ability to effectively lead, and the authors identified nine of these qualities. They found that both types of leaders are effective.

Meng, Berger, Gower & Heyman, (2012) discuss important leadership characteristic. The participants in their study identified what they considered to be the three most important: effective decision-making, problem-solving, and knowledge and expertise. Two of those fall under the category of state-like qualities that Hoffman, Woehr, Maldagen-Youngjohn, and Lyons (2011) talk about. I think a person who displayed those qualities well and had a huge influence on modern technology is Steve Jobs. Many people today are benefitting from his excellent leadership skills. He was a brilliant man who led his company to the top, and Apple products are one of the leading products in terms of number of sales and best in technology.

Steyrer (1998) discusses charisma as important quality in effective leadership. Charisma is trait-like quality that is effective in winning people over and contributing to overall likability. Tom Hanks is a charismatic leader who contributes to philanthropic organizations and tells the public about certain causes involving animal rights. Tom Hanks is very well-liked, so people are willing to listen to him. Another quality that is important for effective leadership is communication (de Vries, Bakker-Pieper & Oostenveld, 2010). The ability to communicate well is crucial in order to get people to listen to you. Andy Stanley is a well-known pastor that leads a mega-church in metro-Atlanta. His church has created church plants all over the Southeast. He is popular because of his amazing ability to communicate. I think it is hard to pin down a few specific qualities as being the most important. I think that all of the qualities mentioned in the article by Hoffman, Woehr, Maldagen-Youngjohn, and Lyons are important; I think it just depends on the type of leader.

References:

de Vries, R. E., Bakker-Pieper, A., & Oostenveld, W. (2010). Leadership = communication? the relations of leaders’ communication styles with leadership styles, knowledge sharing and leadership outcomes .Journal of Business and Psychology, 25(3), 367-380.

Hoffman, B. J., Woehr, D. J., Maldagen--‐ Youngjohn, R., & Lyons, B. D. (2011). Great man or great myth? A quantitative review of the relationship between individual differences and leader effectiveness. Journal of Occupational and Organizational Psychology, 84(2), 347--‐381. Doi: 10.1348/096317909X485207

Meng, J., Berger, B. K., Gower, K. K., & Heyman, W. C. (2012). A test of excellent leadership in public relations: Key qualities, valuable sources, and distinctive leadership perceptions. Journal of Public Relations Research, 24(1), 18-36.

Steyrer, J. (1998). Charisma and the archetypes of leadership. Organizational Studies, 19(5), 807-828.

Blog 6

Describe and give examples of why team building works as if you were speaking to a community--‐based service club (e.g. Rotary).

            Klein et al. (2009) discusses the efficacy of team building and defines it as formal and informal group level interventions that aim to advance social relations, clarifying roles, and solving task and interpersonal problems. Team building works by helping individuals and groups to observe, identify, and act upon their behavior and relationships. Four major components that make team building work are goal setting, interpersonal relationships, role clarification, and problem solving.

            Goal setting can help encourage group motivation and strengthen group development (Klein et al., 2009). It can unify a group of people with a common cause.

Senécal, Loughead & Bloom, (2008) said that goal setting can help with group cohesion. Athletes have discovered that this is the most effective in team building process and it creates greater team focus.

Good interpersonal relationships build teamwork skills. Through interpersonal relationships, group members can learn to better communicate, support each other, and be more open to sharing feelings or personal information. Group members also develop greater trust in group members and the group as a whole. Teams with good interpersonal skills tend to have fewer conflicts. Interpersonal relationships can also encourage a greater sense of cohesion.

Role clarification helps better communication within groups concerning their role within the group. It also helps group members to have a clearer understanding about their responsibilities within the group and what is expected of them. This reduces uncertainty about what members’ roles and expectations are (Klein et al., 2009). I thought this was really interesting; I had not really thought about how this might influence team building. Aritzeta, Ayestaran & Swailes, (2005) talk about group member’s preference in roles. They found that group member roles can have an influence in resolving conflict with in the group.

            Finally, problem solving skills contribute greatly to team building. These skills involve team members’ ability to recognize task-related problems and improve organizational skills. Also, possession of good problem solving skills can include having good critical-thinking skills. Buller & Bell (1986) discuss how problem solving skills help the team to solve problems more effectively. This also helps encourage group cohesion. All four of these components are crucial to team building.

References:

Aritzeta, A., Ayestaran, S., & Swailes, S. (2005). Team role preference and conflict management styles.International Journal of Conflict Management,16(2), 157-182.

Buller, P. F., & Bell, C. H. (1986). Effects of team building and goal setting on productivity: A field experiment.Academy of Management Journal, 29(2), 305-328.

Klein, C., DiazGranados, D., Salas, E., Le, H., Burke, C. S., Lyons, R., & Goodwin, G. F.  (2009). Does team building work?  Small Group Research, 40(2), 181--‐222. doi:10.1177/1046496408328821

Senécal, J., Loughead, T. M., & Bloom, G. A. (2008). A season-long team-building intervention: Examining the effect of team goal setting on cohesion. Journal of Sport & Exercise Psychology, 30(2), 186-199.

Blog 5

Design a work team based on three teamwork dimensions you deem to be most important. Why did you choose these dimensions?

While there are many dimensions of teamwork that are very important to a work team performing and getting along well, but there are three that I would single out as being the most crucial. Those are interpersonal relations, adjustment, and communication.

Interpersonal relations are very important in terms of solving conflict and working to maintain socioemotional relations. A positive team environment will help promote agreement among group members and a greater sense of group satisfaction (Drikell, Goodwin, Salas, & O’Shea, 2006). Wiatr Borg & Johnson (2013) said that the ability to listen and to have empathy are a big part of possessing interpersonal skills. They argued that there is a link between interpersonal skills and emotional intelligence in a business-to-business sales setting. Good interpersonal skills can help one infer others’ feelings and intentions and to then act on this insight. This would be important in group functioning.

Even though it is not widely acknowledged, adaptability is very important to a group’s functioning. It involves a team’s flexibility to adapt to the type of problem or task at hand. A task may require a group to reallocate resources and to mutually adjust to the situation at hand (Drikell, Goodwin, Salas, & O’Shea, 2006). Marin, Nejad, Colmar, & Liem (2013) talk about adaptability as being both cognitive and behavioral. Good adaptability involves anticipating the unknown

Communication is crucial to a work team’s functioning. All members must exchange ideas in an effective way, and this is a determinant of how well the group will function overall. Some aspects of effective communication include trading information in a time-sensitive way, acknowledging others’ ideas and input, checking to see that information was received and understood, and the usage of nonverbal communication, (Drikell, Goodwin, Salas, & O’Shea, 2006). Erozkan (2013) says that communication is the cornerstone of good relationships and that interpersonal relationships grow from healthy communication.

References:

Driskell, J. E., Goodwin, G. F., Salas, E., & O'Shea, P. G. (2006). What makes a good team player? Personality and team effectiveness. Group Dynamics: Theory, Research, and Practice, 10(4), 249--‐271. doi:10.1037/1089--‐ 2699.10.4.249

Erozkan, A. (2013). The effect of communication skills and interpersonal problem solving skills on social self-efficacy. Kuram ve Uygulamada Eğitim Bilimleri,13(2), 739-745. Retrieved from http://web.ebscohost.com/ehost/detail?vid=14&sid=02afe680-b1c3-41fa-b678-a798b61c5573@sessionmgr4&hid=26&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

Martin, A. J., Nejad, H. D., Comar , S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, Retrieved from http://web.ebscohost.com/ehost/detail?vid=20&sid=02afe680-b1c3-41fa-b678-a798b61c5573@sessionmgr4&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

Wiatr Borg, S., & Johnston, W. J. (2013). The ips-eq model: Interpersonal skills and emotional intelligence in a sales process. Journal of Personal Selling & Sales Management, 33(1), 39-51. Retrieved from http://web.ebscohost.com/ehost/detail?vid=14&sid=02afe680-b1c3-41fa-b678-a798b61c5573@sessionmgr4&hid=26&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ==

Blog 4

What are the problems in determining whether group developmental stages can be measured?

In the article by Brabeder & Fallon, they address certain conceptual and methodological problems in measuring stages of group development. One of the conceptual problems mentioned is finding suitable operational definitions for what you are measuring. Another problem they mentioned is that it is hard to create good instruments to measure different aspects of group development or behavior. For example, it would be difficult to measure different types of conflict with groups. I think a good example of how problematic these issues can be is through a study done by Pazos, Micari & Light, (2010). They constructed an instrument to measure problem-solving in peer led groups in an academic setting. They had to operationally define all of their terms and create a valid and reliable instrument for evaluating the group interactions to measure a specific aspect of group interactions.

In addition, there are several methodological problems in measuring group developmental stages. Wheelan’s (2005) study on internal dynamics showed that research about group development can be painstaking and very time consuming. Also, while this may seem obvious, every group is different. So, the way every group develops is going to be different, (Cissna, 1984). Not every group is going to go through all the stages of development, and they might experience them to different degrees. Different groups might not experience them in the same order, and it is possible for different stages to be revisited. Nothing has been determined about what it would mean if a group doesn’t experience certain stages or if they experience them multiple times. This makes the stages of development seem less concrete and more fluid, making it much harder to measure them. While it is difficult to research and measure group stages development, more research needs to be done in this field.

References:

Brabender, V., & Fallon, A. (2009). Empirical investigations of group development. In V. Brabender & A. Fallon, Group development in practice: Guidance for clinicians and researchers on stages and dynamics of change (pp. 63--‐96). doi:10.1037/11858--‐004

Cissna, K. N. (1984). Phases in group development: The negative evidence. Small Group Behavior, 15(1), 3-32. Retrieved from http://sgr.sagepub.com/content/15/1/3.full.pdf

Pazos, P., Micari, M., & Light, G. (2010). Developing an instrument to characterise peer-led groups in collaborative learning environments: assessing problem-solving approach and group interaction.Assessment & Evaluation in Higher Education,35(2), 191-208. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3566e02c-3b4a-4180-83d8-82674cabc505@sessionmgr115&vid=11&hid=124

Wheelan, S. A. (2005). An initial exploration of the internal dynamics of leadership teams. Consulting Psychology Journal: Practice and Research,55(3), 179-188. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3566e02c-3b4a-4180-83d8-82674cabc505@sessionmgr115&vid=17&hid=124