Training in Virtual Team - Essay Example

Research Brief Introduction Globalization has apparently motivated significant transformations in the managerial characteristics of a project team. Nowadays, several multinational organizations conduct projects covering vast diversity of nationalities, linking boundless geographical distances and varieties of time zones creating a virtual team. However, in a virtual team, there are several challenges which can loom the team effectiveness, where training can help to counter the challenges of virtual team in numerous ways (Elena, 2010). This research is based on findings of five articles based on the training of virtual team. The objective of the research has been thus concentrated on understanding how different findings gained through reviewing five articles can be applied in the training of a virtual team. Training in Virtual Team Hong & Vai (2008) stated that it is difficult for all the members of virtual team to share requisite understanding about tasks. They have stated several methods for training in virtual teams such as coaching and job rotation which assists in encouraging enthusiasm within the team members. In the virtual team with diverse members from different cultures, coaching can be identified as a useful method for training. Due to inadequate knowledge about the function in a cross cultural virtual team, the team members are often observed as confused about their role and functionalities. In this context, it can be stated that coaching can help to generate understanding through the observation of other competent team members helping other members to perform collaboratively. Coaching can be applied as a training method for virtual team where each team member irrespective of culture can understand their goals and can develop mutual accountability that can result in high performance. However, it is worth mentioning that this requires greater effort from the trainers in terms of emotional support to the team mates understanding their distinct psychological frame of personality. One of the most significant challenges in virtual team can be identified in terms of mental adjustment due to existence of broad divergences of team members belonging to various cultural backgrounds and linked with a single project. As stated by Brandl & Neyer (2009), in order to counter this challenge, the virtual team can be provided with two types of training assistance, one being cultural orientation program and the other as the cultural awareness training. Cultural awareness training can be provided to virtual team members applying the ‘didactic method’ and ‘experimental learning method’. In the didactic method, virtual team members can be provided with theoretical knowledge about diverse culture. Similarly, in experimental learning method, the team members can use those theoretical understandings into their actual behavior (Brandl & Neyer, 2009). Schumacher & Poehler (2009) had depicted that virtual teams often have to face problems due to low level of commitment, role uncertainty, trust, feeling of impartiality, and harmonization of technical and social skills among others. Schumacher & Poehler (2009) had also specified that training can provide solutions to these problems. With this concern, the ‘paired game training’ method can be applied where the virtual team members, belonging to different cultures, can adjust their experiences and preferences through ‘simulation games’. They are also provided with motivational comments being supervised and controlled by skilled advisors which depicts that adequate attention is also required to the psychological aspects of the team mates (Schumacher & Poehler, 2009). Furthermore, according to Chen, Sager, Corbitt & Gardiner (2007), the training can be implemented in virtual team by three steps, i.e. through development of ‘double duty design’ approach where training can be incorporated in the syllabus without making any modification in the educational structure, through lecture sessions as well as group discussions and through evaluation of learning experience gained by the team members. Contextually, Eissa, Fox, Webster & Kim (2012) further state that success of any virtual team can be accomplished through effective leadership guided by emotional as well as rational perceptions. As virtual team consists of different cultures, leadership is vital for managing diverse team members where training can be provided to virtual team members who decipher high level of frankness and diligence along with a low level of neuroticism. The effectiveness of training can be ensured by assessing three aspects which are as follows. The level to which the products or services developed by the virtual team satisfies the average quantity demanded, superiority and appropriateness of quality The level to which virtual team’s work procedure augment the ability of virtual team members to perform individually The level to which virtual team’s knowledge contributes to the development and individual welfare of team members (Robert, Dennis & Hung, 2009) Organizations can utilize virtual training in several ways. With the improvement of technology, there have been multiple techniques that can be used for providing training to the international business partners such as webcasting, virtual demos, virtual seminars, event portals, video conferencing, online meeting and distance learning among others (Robert, Dennis & Hung, 2009). In order to start training to a new team member, there is need for implementation of better communication tool such as various instant messaging applications which can provide easy access to the new team member. In order to bring new member in the regular work procedure of Delta team, he/she must be provided with adequate knowledge and psychological assistance to recognize the persisting organizational working culture. Notably, the process can be executed through the application of appropriate socializing tools such as podcasts, message boards and telephonic alerts among others (Taylor & Kent, 2010). There are several training methods which can be applied for the development of a virtual team such as technology oriented learning, group dynamics training and cross cultural training among others. Technology oriented learning supports learning outcomes which are generally similar to those resulting from face-to-face teaching. However, the characteristics of communication medium can create a significant impact on the learning effectiveness of the virtual team. On the other hand, group dynamics training also can help to recognize the activities of individual team members encouraging creativity and new thoughts. However, at times, group dynamics training can result as ineffective such as in case of differing opinions or views, cultural diversities and misunderstandings among others where emotional guidance can be identified as quite beneficial. Finally, cross cultural training is quite effective for virtual team as it can help to the members learn about general adjustment challenges within the group Robert, Dennis & Hung, 2009). Conclusion Training can help virtual teams to perform successfully. The learning obtained from the aforementioned journal articles depict that training of virtual teams can be applied through different measures and can be provided in several ways. There are several limitations of virtual team which may arise mainly because of communication problems and cultural diversity. Thus, proper cultural training is essential while implementing managerial decisions to virtual team. Conclusively, it can b e stated that cultural training can effectively eliminate misunderstandings and confusions within the group fostering greater cooperation among team members. Furthermore, training can also help to address any kind of social issues within the virtual team network. References Brandl, J. & Neyer, A. (2009). Applying cognitive adjustment theory to cross-cultural training for global virtual teams. Human Resource Management, 48(3), pp. 341-353. Chen, F., Sager, J., Corbitt, G. & Gardiner, S. C. (2007). Incorporating virtual teamwork training into MIS curricula. Journal of Information Systems Education, 19(1), pp. 29-41. Eissa, G., Fox, C., Webster, B. & Kim, D. (2012). A framework for leader effectiveness in virtual teams. Journal of Leadership, Accountability and Ethics, 9(2), pp. 11-22. Elena, R. D. (2010). Cultural differences in project management. Annales Universitatis Apulensis Series Oeconomica, 12(2), pp. 657-662. Hong, J. F. & Vai, S. (2008). Knowledge-sharing in cross functional virtual teams. Journal of General Management, 34(2), pp. 21-37. Robert, L. P., Dennis, A. R. & Hung, Y. C. (2009). Individual swift trust and knowledge‑based trust in face‑to‑face and virtual team members. Journal of Management Information Systems, 26(2), pp. 241-279. Schumacher, T. & Poehler, L. (2009). The virtual team challenge: is it time for training? International Journal of Innovation and Technology Management, 6(2), pp. 169-181. Taylor, M. & Kent, M. L. (2010). Anticipatory socialization in the use of social media in public relations: a content analysis of PRSA’s public relations tactics. Public Relations Review, 36, pp. 207-214. Read More