Reflections on our first workshop – “Digital Leadership and Communication”

On 8.9. 12 handpicked leaders from Danish companies met at IT University of Copenhagen to learn about the chances and challenges of digital communication for leaders.

After an introduction of the I4L project, the team members, as well as the participants, the workshop was kicked off by an inspirational keynote on “Leading Creativity in the Digital Workplace”, by Mette Kim Bohnstedt  as announced in a previous blog post. With many hands-on examples Mette illustrated how are our jobs changing, how we are bombarded with information, and how creativity occupies an important role in the new digital society.

An important aspect of the workshop, that was also pointed out by the participants, was the interactive nature of the sessions, as well as the balance between information and reflection.

In this context, amonst other things, the participants applied a framework that was developed for the workshop that allowed the leaders to critically reflect on how they communicate, adapt, listen, understand, and empathize when their communication is mediated by technology. Some of the action points mentioned, were: “working on my kindness factor when I communicate digitally”, “focus on building an atmosphere for creative thinking”, “be more inclusive towards digital workers and have more frequent communication, despite the time zone difference”.

Some of the things the participants reported to have learned from the workshop, were: “types of motivation – how I can become a better remote leader.”; “a really useful framework for continuing my work within digital transformation”, “a wealth of cases and inspiration from other participants”.

We are looking forward to working further with the participating companies of the workshop.

This article explains the impact of stereotyping and expectations we have of our employees, as well as how engaging personas can be used as a framework to increase productivity in virtual teams.

Why do we stereotype? And how does stereotyping affect trust and performance in (virtual) teams?

A stereotype is a “fixed, over generalized belief about a particular group or class of people”. (Cardwell, 1996). Stereotypes help us simplify our social world and it enables us to respond rapidly to situations, but a disadvantage according to McLeod (2015) is that it makes us not see the differences between individuals.

Our brains cannot deal with missing information – we will add what we are missing, from what we already know. And if what we already know is negative about a certain group of people, and we attach that to a recently met colleague, the trust will suffer as “you can never give a second first impression” is valid for virtual environments as well. (Jarvenpaa and Leidner, 1998). Moreover, if what we already know about a group of people is not true about that particular person, productivity might suffer, as we will not be able to recognize the potential, and consequently motivate the team member to reach it.

Macrae and Bodenhausen (2001) discuss that at our encounter with a stranger, we tend to see the person as a stereotype, and not as a person that has a “unique constellation of characteristics”, and we tend to add the person to an already known category. Nielsen (2004) argues that the more material is presented to us, the less we need to draw on our previous experiences and encounters.

The effects of the stereotyping in (virtual) teams is two-folded. On the one hand, our expectations derived from our stereotyping end up becoming “self-fulfilling prophecies” explained via the well-known Pygmalion effect (Livingston, 2003). On the other hand, it can have an impact on our team members’ trust amongst each other. However, both factors have an impact on the team’s productivity.

Pygmalion effect and stereotyping

The Pygmalion effect has been widely researched by behavioral scientists, especially in school settings, and it is explained by Livingston, who coined the term Pygmalion, as: “The lucky child who strikes a teacher as bright also picks up on that expectation and will rise to fulfill it. This finding has been confirmed so many times, and in such varied settings, that it’s no longer even debated.” (2003)

The Pygmalion effect is valid in organizational settings as well: an experiment from 1961 on teams in organizational setting, explained in detail in this article in Harvard Business Review, concluded that the productivity of the team that was expected to perform well improved dramatically, while the productivity of the team who was considered as not having a chance to meet the quota, decreased dramatically. (Livingston, 2003)

The beliefs we have of others (either true or expected due to our stereotyping), will influence our communication with them. Livingston (2003) describes how managers are more effective in communicating their low expectations than they are at communicating their high expectations, even though we might believe differently. Passive behavior, indifference, and low frequency of communication could all be perceived as signs of the low expectations we have as leaders from our employees.

The risk we are running is having low expectations of certain groups of people due to stereotyping, and them lowering their performance to meet our expectations.

Trust and stereotyping

As discussed in a previous blog post, an important step in building trust is calculated trust, and a step in building calculated trust is the social introduction. Trust in virtual teams (and any types of teams) is important as from it derives the team’s motivation, which impacts team’s performance. (Zacarro and Bader, 2002)

Jarvenpaa and Leidner (1998) have discovered that a commonality amongst teams that start with low trust levels, is the lack of social introduction. We could conclude from here, that a poor or absent introduction of the team members could lead to stereotyping and low levels of trust.

Virtual teams and stereotyping

Stereotyping is true for teams that work together, but my hypothesis is that it is even more poignant in virtual teams. As layers of virtuality are added, we have less information about the persons we are interacting with: for example, we are not able to see their facial expressions or body language, which is crucial in interpreting sarcasm, humor, or irony. Research shows that: “In the absence of individuating cues about others, we build stereotypical impressions based on limited information.” (Lea and Spears 1992).

This made me wonder which “unique constellation of characteristics” do digital leaders need to encourage virtual team members to disclose about themselves in order to decrease the level of stereotyping and hence, increase the level of trust in virtual teams? Parallel, which information do leaders need to know about their employees in order to increase their expectations of their employees?

Engaging Persona

In I4L we have the honor to have Lene Nielsen as one of our team members – Lene has researched personas for over 15 years. When I told Lene what is my preoccupation in regards to stereotypes, she introduced me to the concepts of “rounded character” from filmography, and the concept of engaging personas.

In her Ph.D. (Nielsen, 2004), Lene has developed a model for engaging personas, based on various rounded character descriptions. The engaging personas model, inspired from rounded characters in filmography, was developed with the purpose of helping companies and designers understand their target audience better. The mechanism behind is to avoid “schematas”, which is the tendency to fill in the missing information with pre-learned models of the world – in other words, stereotyping.

I propose engaging personas as a model for digital leaders to introduce themselves and team members to each other.

According to Nielsen (2004), the characteristics of engaging personas, are:

1. Body: “bodily expression and a posture, a gender and an age” (p. 155).
2. Psyche: “the present state of mind, persistent self-perception, character traits, temper, abilities and attitudes” (p.155);
3. Background: “present knowledge, job and family relations, and persistent beliefs, education, and internalized values and norms” (p.156);
4. Emotions: “emotions, intentions, and attitudes including ambitions and frustrations, wishes and dreams” (p. 156);
5. Cacophony: “character traits in opposition as well as peculiarities” (p.156).

The “engaging persona” characteristics can be used by leaders as a framework for the type of questions they could ask employees to present themselves, but also as a guidance for leaders on how to introduce themselves to the team and act as a role model, which is a critical behaviour for effective team leadership, according to Wade, Mention, and Jolly (1996).

The above framework can be used in the first (virtual) team meeting, or for introducing a new team member – be it a virtual conference call, audio or video, or a message that is written on the enterprise social media or online community wall.

The “Body” characteristic can be compensated for in a virtual setting with a profile picture and a requirement for every new team member to have a profile picture – paralleled, if possible, with a video or audio conference, where team members can be introduced to multiple physical dimensions of each other: seeing, hearing, reading facial expressions, vocal inflections, verbal cues, gestures and body language. These communication dynamics are one of the challenges that virtual teams face, according to Kayworth and Leidner (2015), and in many instances, our profile pictures are the only physical dimension we can convey about ourselves in virtual settings.

“Psyche” can be conveyed through discussing someone’s relation to the technology used in a project for example, or their beliefs and use of technology. For example, I could say about myself that I do use social media, although I have privacy concerns and have a deep belief that social media can be a waste of time and cause dependencies. This shows contradiction and the lack of settlement in my view of social media, as well as openness and skepticism simultaneously towards it.

The “Background” dimension is important for leaders to emphasize on when introducing new team members to each other, pointing out special abilities, courses, experiences or success that team members have achieved previously, and therefore setting the stage for having high expectations of them and of each other. As seen previously, our expectations of each other and of our employees have a direct influence on the team’s productivity. As Livingston (2003) formulates it: “How can you get the best out of our employees? Expect the best.”

Kayworth and Leidner (2015) point out that one’s background might be distorted by the high levels of anonymity that virtual settings allow for, as we can change our username or not fill in information about our job title, location or even choose to set ourselves as “invisible” to the team if we wish to. It is important for digital leaders to set the stage of how employees should fill in the information required in their online profiles used for collaboration, as well as establish standards for collaboration.

“Emotions” can be conveyed by expressing what we feel in relation to the task, project, colleagues or by how we talk about the same. If I say: “I am really excited to start working on the project” – I will convey a high energy and enthusiasm. Similarly, if I say: “Let’s hope we manage to pull the deadline”, I might unwillingly convey skepticism towards my team’s capability to meet deadlines, as well as apathy.

“Cacophony” is described in a guideline for writers by Rukov (2003) as 1+1+1, where 1+1 refer to two oppositional character traits, while the last 1 is a peculiarity. For example, I could say about myself that I consider the cake that we bring to our workplace as a replacement of the social cigarette of the past decade, but I will still accept an invitation to eat cake with my colleagues – this would represent the two oppositional character traits. A peculiarity is that I own 25 plants and counting.

In summary, stereotyping can lead to low levels of trust in virtual teams, as well as set the stage for expectations lower than our employees could raise up to, which will impact a team’s productivity levels. A way to combat stereotyping is making sure to introduce ourselves and our team member’s to each other in a way that doesn’t leave space for stereotyping. A way to do so, is borrowing the framework of building rounded characters from filmography, which can help us build engaging personas around ourselves and virtual team members and use collaborative software to its full potential to create our online profile. 

Bibliography

1. Cardwell, M. (1996). Dictionary of Psychology. Chicago IL: Fitzroy Dearborn.
2. McLeod, S. A. (2015). Stereotypes. Retrieved from simplypsychology.org/katz-braly.html
3. Jarvenpaa, S. L., & Leidner, D. E. (1999). Communication and Trust in Global Virtual Teams. Organization Science,10(6), 791-815. doi:10.1287/orsc.10.6.791
4. Lea, M., & Spears, R. (1992). Paralanguage and social perception in computer-mediated communication. Journal of Organizational Computing, 2, 321-342.
5. Timothy R. Kayworth, Dorothy E. Leidner (2002) Leadership Effectiveness in Global Virtual Teams, Journal of Management Information Systems, 18:3, 7-40, DOI: 10.1080/07421222.2002.11045697
6. Livingston, S. (January, 2003). Pygmalion in Management. Harvard Business Review. Retrieved July 4, 2017, from https://hbr.org/2003/01/pygmalion-in-management
7. Macrae, C. N. and Bodenhausen, G. V. (2001), Social cognition: Categorical person perception. British Journal of Psychology, 92: 239–255. doi:10.1348/000712601162059
8. Nielsen, L. (2004). Engaging Personas and Narrative Scenarios(Doctoral dissertation, Copenhagen Business School).
9. Rukov, M. (2003). “Persona workshop”. L. Nielsen. Copenhagen. Sigchi.dk
10. Wade, D.; Mention, C.; and Jolly, J. Teams: Who Needs Them and Why? Houston, TX: Gulf Publishing, 1996
11. Zaccaro, S. J., & Bader, P. (2003). E-Leadership and the Challenges of Leading E-Teams:. Organizational Dynamics, 31(4), 377-387. doi:10.1016/s0090-2616(02)00129-8

This article is for digital leaders that want to understand how to build trust in virtual teams.

Research shows that trust is a very important factor in virtual teams’ motivation.  It can be defined as “the beliefs and expectations that members have of each other, that each member will live up to agreed-upon commitments, that each member is acting with good intentions on behalf of the group, and that each will work hard on behalf of the group.” (Zacarro and Bader, 2002)

Early research on trust and virtual teams suggested that trust is difficult to obtain in virtual teams due to that “trust needs touch” and face to face interactions. (Handy, 1995)

Berne (2015), the father of Transactional Analysis – discusses that the fundamental unit of social action is a “stroke” – which denotes an act of recognizing another’s presence.

If Anna says “Hello” and Claus replies with a “Hi!” they have exchanged two strokes. If Anna asks a question – hence one stroke – and Claus does not answer she will be puzzled. How many times will you say “Hello!” to someone who doesn’t respond?  And how likely is it, in such a case, that you will not trust a person who did not repay a stroke when they later want to build a relation to you?  You may rather want an explanation for their earlier behavior. Or, in Transactional Analysis vocabulary: you want your strokes back and possibly a few extra strokes to regain your trust.

It is important to note that exchanging strokes does not imply only verbal exchanges, it can also mean meeting expectations, keeping your word, smiling or waving back to someone, answering an email, liking someone’s update, giving feedback to employees coming forward with initiatives and ideas, compensate extra hours – anything through which you are “acknowledging someone’s presence”.

Relations, according to Berne, are built upon exchanges of strokes. In the context of psychological contracts “an individual’s belief about the terms and conditions of a reciprocal exchange agreement between the person and another party” (Robinson 1996). When we enter a work collaboration, we expect a set of conditions under which we will exchange our “strokes”, and our trust depends on whether our expectations are met or not.

Zacarro and Bader (2002) propose a three-stage framework for understanding and building trust in virtual teams:

1. Calculated trust: when although we have no proof, we decide to trust the parties we collaborate with;
2. Knowledge trust: emerges when team members have interacted for a while and know what to expect from one another;
3. Identification trust: “emerges when team members come to agree on how the team as a whole should respond to challenges in their external environment through continued dialogue with each other.” The team is an entity they can identify with, and each can act as a representative of it when appropriate.

Digital leaders play a vital role in helping their (virtual) team’s trust move from calculated trust to the highest level of trust, which is identification based.

Now, I would like to step back from all the theory and invite you to dance. In order for us to dance, we would need a dancing floor, shoes, music, a dancing style, but what’s most important, we need a leader in our dance, otherwise, we would end up stepping on each other’s toes. I might be a good dancer, or I might be a bad one – at this point, you don’t know and, since you have accepted my invitation, your only chance is hoping for the best.

Similarly, when a new team is formed, the leader needs to define the roles that each team member will play, describe the tasks, introduce the team members to each other and to the technology they will be using, and assert the expectations. This newly formed space, which is explicitly introduced, is the basis for building calculated trust.

Next, I will explain the steps of the dance and the rules. I will guide and motivate you: if you make a correct step, I will encourage you to make more of those steps, and if you don’t, I will make sure to re-adapt my instructions to your understanding. At this stage, I will know which steps you are good at, and for which steps you need more practice, and I will also know how you react to success and failure – and so will the ones watching. This is knowledge-based trust, and as a digital leader, it is important to provide prompt feedback, establish standard operating procedures, make sure that the tasks are clear to each individual, and react fast (and in calm and positive manner) to when things don’t go in the desired direction.

When you are ready to take over and you know the steps well and you are confident, you can lead the dance and we can sign up for a dancing competition. At this stage, digital leaders have established a high trust team, where members can take the lead and responsibility for various tasks. It is important to maintain a spirit of common purpose and encourage team members to extend their exchanges to more socially-oriented and personalized exchanges.

Jarvenpaa and Leidner (1998) support the dance metaphor, as it can be seen in the figure below, emerged from their analysis on which behaviours facilitate and maintain trust in virtual teams, and which behaviours represent barriers, based on 12 virtual teams:

According to them, timely response is also important, as well as predictable communication, calm response to crises and positive leadership. Unpredictable communication, concerns about technical uncertainties, negative leadership and lack of enthusiasm have all been proved to represent barriers in building trust.

I’ve chosen the metaphor of a dance because it depicts best how the exchange of strokes should happen between a leader and team members: consistently and timely. In a dance, you can’t ignore a wrong step – it will affect the dance, while one good step after another will lead to a smooth dance. Similarly, if you react negatively to a wrong step, you will affect the mood of the dancer and chances are, they won’t want to dance with us again. It’s a good way to think of how to interact with our employees: timely, consistent, and positive, like in a dance.

Thank you for the dance!

In I4L, we don’t dance, but we disseminate research for practitioners and because we want to make research as memorable and entertaining as possible, sometimes we story tell. Make sure to subscribe to our newsletter and follow us on Twitter @i4l_dk.

Bibliography

1. Berne, E. (2015). Transactional analysis in psychotherapy: a systematic individual and social psychiatry. Mansfield Centre, CT: Martino Publishing.
2. Handy, C. (1995). Trust and the virtual organization. Harvard Business Review, 73(3), 40–50.
3. Jarvenpaa, S. L., & Leidner, D. E. (1999). Communication and Trust in Global Virtual Teams. Organization Science,10(6), 791-815. doi:10.1287/orsc.10.6.791
4. Robinson, S. L. (1996). Trust and Breach of the Psychological Contract. Administrative Science Quarterly, 41(4), 574. doi:10.2307/2393868
5. Zaccaro, S. J., & Bader, P. (2003). E-Leadership and the Challenges of Leading E-Teams:. Organizational Dynamics, 31(4), 377-387. doi:10.1016/s0090-2616(02)00129-8

Are you a leader and do you want to make your business sustainable in the digital age? If yes, you can become part of the Innovation for Leadership (I4L) project at the IT University of Copenhagen (ITU). Participation is free for participants, as it is sponsored by The Danish Industry Foundation.

 As part of the I4L project, we invite Danish leaders to participate in one of the three workshops. In addition to the three workshops, researchers will be in continuous dialogue with workshop participants via an online community. The dialogue and the three workshops will form the basis of a closing conference and a final report.

• Digital Leadership & Communication (8^th of September, 2017)
• Transformative Leadership & Disruptive Innovation (March, 2018)
• Data-Driven Leadership & Analytics (September, 2018)

I4L’s first workshop

The first workshop “Digital Leadership and Communication” will take place at ITU on September 8, 2017.  Participants will be presented with tools and methods to enhance communication and management in a time, where interactions are increasingly shaped by technology.

Through inspirational presentations from experts, idea generation and group work, the first workshop will touch upon a variety of topics:

• How to write as a digital leader?
• How to stay in the know as a digital leader?
• How to evaluate your personal knowledge infrastructure?
• How to foster digital trust?
• How to build a virtual team?
• How to cope with technostress?
• How to adapt to new power structures and hierarchies?

I4L participants are leaders who want to learn and implement new digital methods in their businesses. Applicants will be selected based on their motivation and the possibilities for carrying out their ideas subsequently. You can apply online here.

Literary technologies for Leadership

This article explains how leaders can use literary technologies, such as summarizing, persuading and storytelling, to lead through writing.

A quick google search on leadership behaviour reveals many products, services and advice tailored to leaders, on how to act and talk in order to inspire and influence. But what can leaders do when their communication is mediated by technology such as Skype, emails or Enterprise Social Networks?

New media technologies allow for modelling, in other words, we can use technology to emulate behaviours we would have in real life. One of them is authoring, described as “the act of generating content and putting it online for a broad audience”. (Richter and Wagner, 2014).  Computer-mediated communication allows leaders to reach more people, thus broadening their influence and turn the traditional one-way communication, in engaging and online conversations. It is also important to note that employees prefer authentic texts authored by their leaders, as opposed to texts that were edited or written by someone else in the name of the leader (Richter and Wagner, 2014).

There are multiple literary techniques that leaders can use to assemble a text. As Jack Hart, former writing coach at the Oregonian says, a fundamental question to ask in the process of writing, is: “Just what sort of narrative are we talking about here, and what tools will I need to build it?” (Hart, 2012). Depending on the purpose of the communication/text, leaders can use different types of literary techniques to ensemble unique and authentic texts, to inform, motivate or engage:

Persuading techniques – can be used for motivating, persuading and motivating people, for example when assembling a text about disclosing a new direction for the company, a major change – when it is important to bring the employees on board with the message:

• Consultancy discourse – employing a future state (desired or feared) to gain/justify/convince that what we do in the present is exactly what we should be doing. Example: “Because of the new economy, every organization risks irrelevance unless it can keep its technology, people and business processes synchronized with a moving target strategy” (Bloomfield & Vurdubakis, 1994).
• Dynamic words will create a sense of urgency, such as rapidly, dynamic, accelerating, explosive, boom, movement, action, progress. 
• Glossy expressions and clichés can be used to put some aspects in the light and other concepts (for which no glossiness will be used) in the shadow. Example: “first-of-its-kind”, “state-of-the-art”, “breakthrough”, “one-of-a-kind”.
• Multiplicity – bringing in multiple views (research, influencers, journals) can convince your reader of the validity of your sayings. “Research shows that a success factor for digital leadership is transparency. We must therefor be transparent in our work”
• Including the reader: “as our level of acquaintance with the reader rises, so our ability to write something highly personalized – and persuasive – increases” (Camp, 2007).
• Being personal – Camp (2007) thinks it is more persuasive to be personal: this can be achieved by using pronouns in the 1^st person (I, my, mine), sharing your emotions, feelings, views, or opinions.

Summarizing techniques – these techniques can be used when assembling short updates about the company, projects, and/or changes within the organization, meeting minutes and other texts where brevity is important.

• Titled paragraphs: giving titles to paragraphs signals the importance of its contents (Bloomfield & Vurdubakis, 1994).
• Bullet points – “important points are often described as bullet points – presumably emphasising the notion of going straight to the heart of the matter” (Bloomfield & Vurdubakis, 1994).
• Re-read and remove words: A sentence should not contain unnecessary words and a paragraph should not contain unnecessary sentences. Interrogate every word in a sentence for its meaning and utility to your reader.
• Replace vague words with powerful, specific words. For example, replace adjectives with numbers: “Our company has a lot of experience in….” with “Our company has 50 years’ experience in…”.
• Combine sentences: Re-read and pay attention to whether some sentences are unnecessary and the information they convey can be incorporated in another sentence.

Storytelling techniques – can be used for engaging, amusing, and/or conveying difficult concepts and ideas – when it is important that employees remember. “Storytelling has such wide application because, at its root, it serves universal human needs. Story makes sense out of a confusing universe by showing us how one action leads to another” (Hart, 2011).

• Storyline: Explosion, Rising Action, Crisis, Resolution, Denouncement (also known as storyline) are the building blocks of any story.
• Metaphors and figures of speech appeal to the reader’s imagination and are an essential part of Storytelling. Examples: “Our company is like an oak tree – No matter the storm, it will keep standing “.
• Anecdotes are short stories that can be used to capture your audience, or to draw a parallel to a more difficult concept.
• Hyperboles are exaggerated claims that can be used to emphasise arguments. Example: “Our CEO read a million papers about innovation and concluded that…”.
• Juxta positioning of time: using past, present and future alternatively – Example: “Our journey started in 2010, today we are challenged by many technologies, and by 2020 we want to be the best in our industry.”

The realm of literary techniques that can be used for leadership communication is vast. They are even more important when it comes to digital communication for leadership. In I4L we are working on methods and tools to apply them in practice.

Bibliography

1. Bloomfield, B., & Vurdubakis, T., (1994). Re-presenting Technology: IT Consultancy Reports as Textual Reality Constructions. Sociology 28(2): 455-477.
2. Camp, Lindsay (2007). Can I Change Your Mind? The Craft and Art of Persuasive Writing. AC Black, London.
3. Hart, Jack. (2012). Storycraft: The Complete Guide to Writing Narrative Nonfiction. University of Chicago Press, Chicago; London.
4. Richter, A., & Wagner, D. (2014). Leadership 2.0: Engaging and Supporting Leaders in the Transition Towards a Networked Organisation. Hawaii International Conference on System Sciences,7.