GLOBALISATION OF BUSINESS by Syed Sajid (early reader books .txt) ๐
Excerpt from the book:
During the last decades of the 20th century many barriers to international trade fell and a wave of firms began pursing global strategies to gain competitive advantage.
Rather than thinking in terms of national markets and national economies, leaders of business thought in terms of global markets.
Rather than thinking in terms of national markets and national economies, leaders of business thought in terms of global markets.
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... and see that the dialogue has changed quite drastically as a result of ten different E-mails going back and forth ... I sit there and say, "I've missed this. I feel like I've got to take them back a step in order to say what I would have saidโฆ"
It was in this process area that we also recognized our most serious shortfalls. In the world of virtual teams, we were decidedly low-tech, relying heavily on E-mail and teleconferences as our primary communication mechanisms. In retrospect, all acknowledged that we could have benefited greatly by using an electronic bulletin board or some form of virtual collaboration software, such as WebExยฎ that provides chat rooms for synchronous conversations. The deluge of E-mail traffic was overwhelming at times: "It was tough to stay on top of them. If you took a few days off and didn't have E-mail access and you suddenly came back, you were 30 to 60 E-mails behind."
Many of the process techniques we adopted became "enabling" structures and protocols that evolved over time as we worked together in a virtual environment. We discovered that a pre-set agenda, sent out by E-mail the day before a teleconference, was essential to effective time management. Not only did it allow the blockheads to summarize their work ahead of time for all to read in advance, but also team members were able to pose questions for the group to consider before a scheduled call. This process allowed us to tackle a sizable number of items in an hour and a half teleconference and come to resolution on them. Dates and times for the calls were set after posing alternatives and letting the group decide on those most convenient for everyone, as opposed to a time that was established by team leadership. Teleconference calls were also planned well in advance for scheduling purposes. During the call, the formal team leader kept notes on actions agreed upon during the call, placing them right into the text of the agenda in bold highlighted text. Within minutes after completion of a teleconference, the team leader sent out a revised copy of the agenda by E-mail with the actions agreed upon highlighted. This allowed anyone who missed a call to be quickly brought up to date.
Overall, team members credit advance organization; pre-planned and electronically distributed agendas, followed by agendas sent out by E-mail immediately after a teleconference with action items; and a lively and active interchange of E-mail dialogue as processes that enabled them to reach their goals. These enabling protocols, however, were only mechanical processes. Individual attributes skills and abilities, shared commitment, and desire to contribute to the field provided the relational processes of virtual collaboration, and they proved to be as essential as any mechanical techniques.
Discussion
When we examine our first research question about how our experiences in virtual collaboration compare with the TELM model of team effectiveness (Ginnett, 1996; Hughes et al., 1999), we find that the three elements of team design, individual inputs, and process criteria were all essential to successful task completion. Each element functioned similarly to the model's basic design: individual inputs contributed to team design, which, in turn, affected the process criteria of effort, knowledge, skills, and strategy. These process criteria were supported by highly effective group dynamics within the team.
In contrast to the model were our experiences in organizational input factors. As a volunteer group, we came from many different organizations within both public and private sectors, and we were largely a self-directed and self-supported team. The TELM control system factors, such as reward systems, educational, and informational systems that comprise the usual organizational inputs, were missing from our collective experiences. However, we all understood that ASTD and AHRD had specific expectations for sponsoring the Future Search Conference and we acknowledged collective responsibility for delivering results that would be deemed worthwhile. In addition, ASTD provided the funds to support the conference and the administrative resources to ensure its logistical success. One of our team's members was heavily involved in administrative staff support on behalf of ASTD and two others provided key roles as ASTD research officers. Without their sponsorship, the team would not have been able to function as effectively as it did to ensure a successful conference outcome.
Our second research question asked about the respective contributions of team design, individual inputs, and process factors to team effectiveness. Among team design factors, we found that a clearly defined task with a short time frame for task completion and a high stakes outcome created compelling momentum for this virtual team. Volunteer membership permitted self-selection based on individual interests, motivations, and personal desires for professional recognition and contributions. Norms, developed through membership in ASTD's Research-to-Practice committee, already existed, and we were able to build on them, creating a shared vocabulary that formed the basis for many humorous exchanges that lightened the workload and alleviated tension. This, in turn, sustained a healthy team culture.
The most important of individual inputs that contributed to effectiveness were team members' shared motivations to participate in the effort. Collectively, we were motivated by opportunities to work with respected colleagues, to enhance academic publishing in a variety of forums (e.g., book chapter authorship, conference presentations), and to contribute to the field of HRD in a meaningful way. We believe that the importance of shared motivations in accomplishing our task cannot be under-estimated. Shared motivations created a powerful synergy among team members and encouraged individuals to contribute specific skills and abilities, including leadership talents. They formed the basis of a trusting team environment.
Among the process criteria that contributed to our effectiveness as a team, we believe that the combination of individual talents, knowledge, and skills resulted in a team culture with well-established, effective group dynamics. Team leadership was an important aspect of our group dynamics. With prior knowledge of the specific strengths and potential contributions from various members, team leadership (both formal and informal) designed strategy to utilize team member strengths fully. Shared leadership was also effective in dispersing effort among team members, so that no one individual carried the whole load.
Conclusions and Recommendations
When Future Search methodology was adopted for strategic planning to explore the future of workplace learning and performance, volunteers in ASTD's Research-to-Practice committee had little virtual team experience in collaboration. The tight four-month time frame for organizing the conference meant that team members had to jump into the process without much pre-planning. We used the tools that each of us had readily accessible: electronic communication via E-mail and the telephone for conference calls.
Instead of the organizational reward systems typically used to enhance motivation and encourage productivity, we had our own personal interests and the support of two professional organizations that we were all committed to seeing successful in their endeavors. We saw the Future Search planning project as an opportunity to work with respected colleagues, to enhance professional relationships, to involve ourselves in an intellectually exciting learning endeavor, and to collaborate in publishing conference outcomes. These individual factors proved to be powerful motivators. They shaped the team design as a configuration of equals and gave rise to our collaborative processes. As a result, we spent more than 1,300 hours outside of our regular jobs to accomplish our task, often working late at night or early in the morning. We exchanged more than 2,000 E-mails and gobbled up more than 17 megabytes of hard drive space on each of nine computers. We experienced the frustration of a barrage of E-mail traffic that often appeared when we had the least amount of time to deal with it. With the completion of the conference event, our work was deemed successful by our sponsoring organizations. It continues to provide the organizing framework for ASTD and AHRD efforts to shape the future of workplace learning and performance.
What would we do differently next time? Certainly, more sophisticated tools for virtual collaboration exist; we regret that we did not pursue them early in our organizing processes, for they would have undoubtedly enhanced the online nature of our dialogue, saved hard drive space, and avoided E-mail overload.
What would we recommend repeating in future virtual collaborations? Volunteer membership, strong and respected leadership dispersed among team members, shared personal motivations for success, and organizing techniques such as pre-planned agendas and post-conference call summaries. Most importantly, our first hand personal knowledge of each other allowed us to build upon our relationships when relying on virtual methods.
Contribution to New Knowledge in HRD
In an increasingly global world, organizations are likely to use advanced communication techniques to create groups that work in virtual time and space. This case study provides evidence that, in spite of today's technologically sophisticated means for virtual collaboration, human relationships are essential for effectiveness in a geographically dispersed team. Face-to-face relationships sustained our diversity in experiences, perspectives, and written and oral communication styles. Organizations need to consider how to provide a time and place to establish such relationships, or, conversely, how to take advantage of existing interpersonal relationships when establishing virtual teams. Our experience has taught us that relationships among virtual team members are essential for successful outcomes.
This paper was submitted to the Theory and Research Symposium at AHRD International Research Conference in Honolulu, Hawaii, February 27- March 3, 2002.
Gary L. May, Ph.D.
Assistant Professor, School of Business
Clayton College & State University
Address: Morrow, GA 30260
Work Tel.: 770-961-3673
Fax: 770-463-9677
E-mail: [email protected]
Teresa (Terry) J. Carter, Ed.D.
Executive Learning Strategies, Inc.
Address: 9325 Cardiff Loop Road
Naperville, Illinois 60563
Work Tel.: 804-674-6148
Fax: 804-674-5782 or 804-272-9328
E-mail: [email protected]
Jennifer D. Dewey, Ph.D.
Director of Internal Evaluation & Quality Assurance
North Central Regional Educational Laboratory (NCREL)
Address: 1120 East Diehl Road, Suite#200
Richmond, VA 23236-1516
Work Tel.: 630-649-6509
Fax: 630-649-6700
E-mail: [email protected]
R&D Update Summer 2009
In This Installment:
โข Translation of the Culture in the Workplace Questionnaire
โข Scoring Improvements for the CWQ
โข Linking Forces with Global Players
โข John Bingโs Conference Presentation at the Global Forum
1. First Translation of the Culture in the Workplace QuestionnaireTM
ITAPโs Culture in the Workplace QuestionnaireTM is now officially a multi-lingual instrument. Translating the CWQ into multiple languages will increase the applicability of the tool by expanding the potential base of respondents.
Ann Dougherty, with invaluable support from Claudia Wabel and her associates at TWIST Consulting/ITAP Germany, led the effort to bring a German language version of the CWQ online June, 1 2009. This was what will hopefully be several translated versions of the CWQ. Please note that the translation includes not only the actual CWQ questions and subsequent feedback, but also user instructions to fully enable a multi-lingual experience. We have established this translation capability as a part of the CWQ online system in order to ensure that this assessment tool will always be ready for future projectsโeven if assessments need to be conducted in different languages.
Because many respondents will soon be able to take the CWQ in the language of their choice, the overall value of the CWQ and its subsequent results will also increase. The growing number of CWQ respondents will over time lead to improvements in the country scores that we report to respondents.
The following improvements and upgrades in CWQ supporting materials have
It was in this process area that we also recognized our most serious shortfalls. In the world of virtual teams, we were decidedly low-tech, relying heavily on E-mail and teleconferences as our primary communication mechanisms. In retrospect, all acknowledged that we could have benefited greatly by using an electronic bulletin board or some form of virtual collaboration software, such as WebExยฎ that provides chat rooms for synchronous conversations. The deluge of E-mail traffic was overwhelming at times: "It was tough to stay on top of them. If you took a few days off and didn't have E-mail access and you suddenly came back, you were 30 to 60 E-mails behind."
Many of the process techniques we adopted became "enabling" structures and protocols that evolved over time as we worked together in a virtual environment. We discovered that a pre-set agenda, sent out by E-mail the day before a teleconference, was essential to effective time management. Not only did it allow the blockheads to summarize their work ahead of time for all to read in advance, but also team members were able to pose questions for the group to consider before a scheduled call. This process allowed us to tackle a sizable number of items in an hour and a half teleconference and come to resolution on them. Dates and times for the calls were set after posing alternatives and letting the group decide on those most convenient for everyone, as opposed to a time that was established by team leadership. Teleconference calls were also planned well in advance for scheduling purposes. During the call, the formal team leader kept notes on actions agreed upon during the call, placing them right into the text of the agenda in bold highlighted text. Within minutes after completion of a teleconference, the team leader sent out a revised copy of the agenda by E-mail with the actions agreed upon highlighted. This allowed anyone who missed a call to be quickly brought up to date.
Overall, team members credit advance organization; pre-planned and electronically distributed agendas, followed by agendas sent out by E-mail immediately after a teleconference with action items; and a lively and active interchange of E-mail dialogue as processes that enabled them to reach their goals. These enabling protocols, however, were only mechanical processes. Individual attributes skills and abilities, shared commitment, and desire to contribute to the field provided the relational processes of virtual collaboration, and they proved to be as essential as any mechanical techniques.
Discussion
When we examine our first research question about how our experiences in virtual collaboration compare with the TELM model of team effectiveness (Ginnett, 1996; Hughes et al., 1999), we find that the three elements of team design, individual inputs, and process criteria were all essential to successful task completion. Each element functioned similarly to the model's basic design: individual inputs contributed to team design, which, in turn, affected the process criteria of effort, knowledge, skills, and strategy. These process criteria were supported by highly effective group dynamics within the team.
In contrast to the model were our experiences in organizational input factors. As a volunteer group, we came from many different organizations within both public and private sectors, and we were largely a self-directed and self-supported team. The TELM control system factors, such as reward systems, educational, and informational systems that comprise the usual organizational inputs, were missing from our collective experiences. However, we all understood that ASTD and AHRD had specific expectations for sponsoring the Future Search Conference and we acknowledged collective responsibility for delivering results that would be deemed worthwhile. In addition, ASTD provided the funds to support the conference and the administrative resources to ensure its logistical success. One of our team's members was heavily involved in administrative staff support on behalf of ASTD and two others provided key roles as ASTD research officers. Without their sponsorship, the team would not have been able to function as effectively as it did to ensure a successful conference outcome.
Our second research question asked about the respective contributions of team design, individual inputs, and process factors to team effectiveness. Among team design factors, we found that a clearly defined task with a short time frame for task completion and a high stakes outcome created compelling momentum for this virtual team. Volunteer membership permitted self-selection based on individual interests, motivations, and personal desires for professional recognition and contributions. Norms, developed through membership in ASTD's Research-to-Practice committee, already existed, and we were able to build on them, creating a shared vocabulary that formed the basis for many humorous exchanges that lightened the workload and alleviated tension. This, in turn, sustained a healthy team culture.
The most important of individual inputs that contributed to effectiveness were team members' shared motivations to participate in the effort. Collectively, we were motivated by opportunities to work with respected colleagues, to enhance academic publishing in a variety of forums (e.g., book chapter authorship, conference presentations), and to contribute to the field of HRD in a meaningful way. We believe that the importance of shared motivations in accomplishing our task cannot be under-estimated. Shared motivations created a powerful synergy among team members and encouraged individuals to contribute specific skills and abilities, including leadership talents. They formed the basis of a trusting team environment.
Among the process criteria that contributed to our effectiveness as a team, we believe that the combination of individual talents, knowledge, and skills resulted in a team culture with well-established, effective group dynamics. Team leadership was an important aspect of our group dynamics. With prior knowledge of the specific strengths and potential contributions from various members, team leadership (both formal and informal) designed strategy to utilize team member strengths fully. Shared leadership was also effective in dispersing effort among team members, so that no one individual carried the whole load.
Conclusions and Recommendations
When Future Search methodology was adopted for strategic planning to explore the future of workplace learning and performance, volunteers in ASTD's Research-to-Practice committee had little virtual team experience in collaboration. The tight four-month time frame for organizing the conference meant that team members had to jump into the process without much pre-planning. We used the tools that each of us had readily accessible: electronic communication via E-mail and the telephone for conference calls.
Instead of the organizational reward systems typically used to enhance motivation and encourage productivity, we had our own personal interests and the support of two professional organizations that we were all committed to seeing successful in their endeavors. We saw the Future Search planning project as an opportunity to work with respected colleagues, to enhance professional relationships, to involve ourselves in an intellectually exciting learning endeavor, and to collaborate in publishing conference outcomes. These individual factors proved to be powerful motivators. They shaped the team design as a configuration of equals and gave rise to our collaborative processes. As a result, we spent more than 1,300 hours outside of our regular jobs to accomplish our task, often working late at night or early in the morning. We exchanged more than 2,000 E-mails and gobbled up more than 17 megabytes of hard drive space on each of nine computers. We experienced the frustration of a barrage of E-mail traffic that often appeared when we had the least amount of time to deal with it. With the completion of the conference event, our work was deemed successful by our sponsoring organizations. It continues to provide the organizing framework for ASTD and AHRD efforts to shape the future of workplace learning and performance.
What would we do differently next time? Certainly, more sophisticated tools for virtual collaboration exist; we regret that we did not pursue them early in our organizing processes, for they would have undoubtedly enhanced the online nature of our dialogue, saved hard drive space, and avoided E-mail overload.
What would we recommend repeating in future virtual collaborations? Volunteer membership, strong and respected leadership dispersed among team members, shared personal motivations for success, and organizing techniques such as pre-planned agendas and post-conference call summaries. Most importantly, our first hand personal knowledge of each other allowed us to build upon our relationships when relying on virtual methods.
Contribution to New Knowledge in HRD
In an increasingly global world, organizations are likely to use advanced communication techniques to create groups that work in virtual time and space. This case study provides evidence that, in spite of today's technologically sophisticated means for virtual collaboration, human relationships are essential for effectiveness in a geographically dispersed team. Face-to-face relationships sustained our diversity in experiences, perspectives, and written and oral communication styles. Organizations need to consider how to provide a time and place to establish such relationships, or, conversely, how to take advantage of existing interpersonal relationships when establishing virtual teams. Our experience has taught us that relationships among virtual team members are essential for successful outcomes.
This paper was submitted to the Theory and Research Symposium at AHRD International Research Conference in Honolulu, Hawaii, February 27- March 3, 2002.
Gary L. May, Ph.D.
Assistant Professor, School of Business
Clayton College & State University
Address: Morrow, GA 30260
Work Tel.: 770-961-3673
Fax: 770-463-9677
E-mail: [email protected]
Teresa (Terry) J. Carter, Ed.D.
Executive Learning Strategies, Inc.
Address: 9325 Cardiff Loop Road
Naperville, Illinois 60563
Work Tel.: 804-674-6148
Fax: 804-674-5782 or 804-272-9328
E-mail: [email protected]
Jennifer D. Dewey, Ph.D.
Director of Internal Evaluation & Quality Assurance
North Central Regional Educational Laboratory (NCREL)
Address: 1120 East Diehl Road, Suite#200
Richmond, VA 23236-1516
Work Tel.: 630-649-6509
Fax: 630-649-6700
E-mail: [email protected]
R&D Update Summer 2009
In This Installment:
โข Translation of the Culture in the Workplace Questionnaire
โข Scoring Improvements for the CWQ
โข Linking Forces with Global Players
โข John Bingโs Conference Presentation at the Global Forum
1. First Translation of the Culture in the Workplace QuestionnaireTM
ITAPโs Culture in the Workplace QuestionnaireTM is now officially a multi-lingual instrument. Translating the CWQ into multiple languages will increase the applicability of the tool by expanding the potential base of respondents.
Ann Dougherty, with invaluable support from Claudia Wabel and her associates at TWIST Consulting/ITAP Germany, led the effort to bring a German language version of the CWQ online June, 1 2009. This was what will hopefully be several translated versions of the CWQ. Please note that the translation includes not only the actual CWQ questions and subsequent feedback, but also user instructions to fully enable a multi-lingual experience. We have established this translation capability as a part of the CWQ online system in order to ensure that this assessment tool will always be ready for future projectsโeven if assessments need to be conducted in different languages.
Because many respondents will soon be able to take the CWQ in the language of their choice, the overall value of the CWQ and its subsequent results will also increase. The growing number of CWQ respondents will over time lead to improvements in the country scores that we report to respondents.
The following improvements and upgrades in CWQ supporting materials have
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