You have been asked by executive leaders in your organization to use your experi

Question

You have been asked by executive leaders in your organization to use your experience and research to develop a training program for a group of newly-promoted middle-managers. This is a group of experienced and successful front-line supervisors who have been promoted, and now have front-line supervisors reporting to them. Almost all of the supervisors reporting directly to this group of middle-managers are located in centers across the United States. The middle-managers have very limited travel budgets and large areas to control, making in-person meetings very infrequent. Two areas you have been asked to specifically address in your training program are building trust and defining the principles of effective leadership. You have decided to approach the trust issue by identifying some of the behaviors that build trust and some of the behaviors that undermine trust. You will use examples from your own virtual management experience to illustrate each. You have decided to use the same approach with the issue of defining the principles of effective leadership. You plan to identify a number of leadership principles (especially as they apply to virtual team leadership) and illustrate each principle with examples based on the successes and failures you have experienced or observed in virtual team collaborations. As you begin to develop the training, you receive one last instruction from your executive leaders. You are reminded that these managers are not new to supervision and already have significant leadership experience. They will not be engaged by training that treats them as if they are naïve about leadership or trust in the workplace. Recognizing the sincerity and genuineness of the hard-earned lessons they have already learned is more likely to have a positive effect on their behaviors as virtual managers. Create a PowerPoint presentation of your training on effective leadership and building trust in virtual teams. The more specifically you are able to include examples that demonstrate the principles of virtual leadership and building trust in a virtual environment, the more effective your training will be. Submission Requirements Your PowerPoint deck should contain the following slides: Title slide. (What will you call your training?) Table of contents. (What is the agenda for this training?) Introduction. (Why are you providing this training?) Behaviors that build trust in virtual teams: One slide for each of seven behaviors (include examples on the same slide as the behavior). Behaviors that undermine trust in virtual team: One slide for each of seven behaviors (include examples on the same slide as the behavior). Principles of effective leadership in virtual teams: One slide for each of ten principles (include examples on the same slide as the principle). References slide. Include a minimum of three research resources. Adhere to APA guidelines for citing resources.

Explanation / Answer

Title: virtual leadership: how to be a leader in the social era

Introduction The virtual leadership is an important field of communication for many businesses today. In recent years, the focus of study has evolved from analysis of principal leadership towards a broader model that focuses on the virtual community. A business community to try to achieve excellence in virtual communications, it requires attention not only to the directors or management teams but also to other people and events that have shown to be important for achieving the goal. The information and communications technology are of particular significance becoming aware of the need to adapt their methods to powerful communication tools that exist in the actual society. Thus, it is considered that: communication being the engine of the relationship between the leader and his subordinates, this moment is undoubtedly conditioned by virtual advances.

That is, if we consider on the one hand, the importance of leadership within organizations and, secondly, the need to consider the virtual environment as an essential educational context in today's society, it is necessary to establish instruments for measuring the extent to which leadership occurs in a team. This training plan focuses on analyzing, in the light of previous investigations, the characteristics that must have a virtual leader and provides a tool that allows analysis of communications

VIRTUAL LEADER CHARACTERISTICS Most of the research so far focused on the characteristics of the leader. Nelson and Mendoza (2008 ) evaluated the variables that predict the emergence of a leader. They noted that many variables on the Internet and individual explanatory variables ( technical skill and personality ) had a strong positive relationship with the emergence of leader. These individual variables are also analyzed by Strang (2007 ) noting that the leader covers four key areas: flexibility, stability , internal focus and external . In the same way , you should deploy its action serving as facilitator , mentor, monitor, coordinator , director , producer, innovative and intermediary. Through the communications that take place in virtual environments we can observe the features it has a leader on several aspects: behavior in relation to the group, cognitive, interpersonal skills and technical aspects

Competences related to the group

This set of characteristics is related to the powers held by the leader to manage and organize the working group. Some authors suggest a generic category that applies to expressions that encourage group activity and cohesion specifically related to the organization of work, establishment of shared tasks and deadlines. Strang study also talks about planning as a function of management, organization and control. At the operational level, it is important to note this set of skills for group management: initiation, development and reflection.

Initiation

• Work organization: Related to work planning establishing shared group tasks, adjusting to share tasks and deadlines.

• Creation and choice of activities: This is a feature which arises, creates or recreates the tasks and work to be done on the computer by adapting them to the characteristics of the material, the group and the timing

Development

• Address of shifts: the leader takes participants who had not contributed ideas and asked to give opinions, ask those who started to interrupt to give their turn to someone who did not intervene earlier and offers the possibility of participation to those who do not they could.

• Control of the topic: This group of indicators includes statements that influence the topics of discussion as request the discussion partners to switch to another subject or return the original subject. • Follow-up of effort: Refers to comments and monitoring of group processes and achievements. It is treated by Curtis and Lawson (2001) and Strang (2007).

• Provide training: Aimed at ensuring uniform participation providing mutual understanding (C) Reflection • Reflection on the environment: Are comments on the effectiveness of the enviroment in the group serving as support for the activities

Skills related to cognitive aspects

These are the intellectual abilities to score goals and capacity for the development of teaching-learning activity. It is a cognitive / conceptual skill competition related to analytical, logical thinking, articulation and understanding of abstract concepts, creativity, problem solving and reasoning.

Cognitive skills in leadership contain the following aspects:

• Contribution to knowledge: Assumes provide academic knowledge working towards the goal of the project, providing new ideas and expanding the meaning.

• Providing support: giving answers to questions and requests from others including seeking help, advice and ideas about working through the other group members.

• Search and offer feedback: Assumes providing information on the proposals of others and seeking feedback.

• Resource Sharing: The sharing of resources and information to help other group members.

• Challenging others: Warns of the challenge of the contributions of the other members and seek participation in the debate.

• Initiation of ideas: Contemplate the contribution of the leading encourage exploring new ideas and concepts (Balthazard et al., 2009).

• Explanation or elaboration: Assumes support the proposals and own proposals where group members have a responsibility to justify their reasons.

• Request reasons, testing and clarification by others, expanding arguments of others through processing or comment on them

• Understanding instructions: clearly understanding the instructions making possible to make better decisions about themselves, especially when the situation demands adaptations

Competences related to social interaction and interpersonal capabilities These skills correspond to social issues that are not related with the group task and help "break the ice"

• Influence and motivation: Comments that have received emotional answers.

• Affective: Related to the use of language with an emotional character, or appeals to the sentimental.

• Encourage effective behaviors: Geared to encourage effective and positive behaviors

• Addressing conflicts: Redirecting and resolve conflicts over values that people hold.

• Personality. Personality traits may contain two different aspects: (a) moral characteristics understood as social, ethical and spiritual values and (b) personality characteristics: organized, task orientation, assertive, decisive, competent, cooperative, tolerant, etc.

Competencies related to technical aspects

In a virtual environment it cannot be ignored that the leader must possess technical knowledge to convert strategies into concrete action plans for which is necessary the ability to use tools and knowledge to choose the synchronous and asynchronous tools depending on the learning objectives arising.

Training activities

1) Recognition / Affectivity understanding and practice

At this stage the use of language is understood to motivate, encourage or, berate behaviors, ie negative aspects.

- Positive: motivates, inspires and encourages group members.

- Negative: that berates behaviors or critical about the development of the course.

2) Search for entries

Statements related to the intervention of other group members. Seeking help, advice, ideas about work.

3) Contribution to knowledge

Contribute knowledge working towards the goal of the project, responding to questions from members, new ideas and expansion of the meaning (of personal reading or research).

-That expresses and generates statements that contribute to academic knowledge.

- Answers to previous questions that contribute to academic knowledge.

4) Conducting organizational movements Planning, organization, supervision, both in the material and ideas, statements and other movements that provide structure to the situation, according to the following areas:

- Referring to calendar dates and times of exposure of work.

- Corresponding to the organization of work and groups, error correction and solution of technical work.

- Making personal tracking, evaluating the work of the members.

5) General Management of virtual communication tools

It includes theoretical and practical knowledge of general communication tool to use during virtual meetings, keeping the leaders at the forefront of the best tools and communication strategies that these tools offer.

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