Soo Jeoung Han

Framing the Effects of Multinational Cultural Diversity on Virtual Team Processes

Globalization of the economy and the technological revolution has led to increased reliance on teams with geographically distributed membership, which has increased multiculturalism in the workplace. This study identifies factors that affect the processes and performance of nationally and culturally diverse teams working in a virtual environment. A systematic review of the literature was conducted to identify previous empirical studies in global virtual team research published from 1998 to 2014, focusing on the effects of deep diversity in the form of national culture on multinational virtual teams (MNVTs). Sixty of the 268 articles met our criteria for inclusion in this study. We concentrated on the critical factors regarding processes and outcomes in MNVTs. The resulting framework included four socioemotional and four task-related challenges for team leaders to focus on. We found that dynamic interdependency among socioemotional and task process factors affects MNVT performance.

Conceptual Organization and Identity of HRD: Analyses of Evolving Definitions, Influence, and Connections

The rapid expansion and diversification of human resource development (HRD) research and practices is a welcoming sign for HRD scholars, who are interested in improving a social system through developing human resources. At the same time, however, it raises questions about the core identity and boundary of the field and desirable future directions. This study aims to trace the significant thematic periods, called the wave in the evolution of HRD, from its early development days to the present. In doing so, we present how “the body of HRD knowledge is evolving through the intellectual evolutionary process” based on analyses of widely cited definitions, influential work, and connections among co-appearing research topics. As the finding, we identified three distinctive waves of evolutionary phases of HRD research: (a) developing definition of disciplinarity, (b) competition and selection between major paradigms, and (c) divergence and expansion of topics. Major characteristics of each period and the influence between periods were also described.

Shared leadership in teams: The role of coordination, goal commitment, and knowledge sharing on perceived team performance

Purpose This study examined the effect of shared leadership on student project team processes and outcomes. We focused on shared leadership and its association with team processes (coordination, goal commitment, and knowledge sharing) and team performance. Design/methodology/approach To examine the shared leadership, team processes, and performance model, we conducted two separate surveys of 158 graduate and undergraduate students working in project teams at a large southwestern university. Findings Results showed that shared leadership positively affected coordination activities, goal commitment, and knowledge sharing, which in turn, positively affect team performance, even though shared leadership had no direct effect on team performance. Research limitations/implications – Our research adds to the knowledge of important team process factors through which shared leadership indirectly affects team performance. Practical implications Based on our findings, we provided implications for students and instructors that shared leadership can facilitate team performance by enabling team members to coordinate activities, commit to goals, and share knowledge effectively. Originality/value – This study presents an initial understanding of the shared leadership-team performance relationship by introducing influential variables, such as coordination activities, goal commitment, and knowledge sharing in a team.Purpose This paper aims to examine the effect of shared leadership on student project team processes and outcomes. The authors focused on shared leadership and its association with team processes (coordination, goal commitment and knowledge sharing) and team performance. Design/methodology/approach To examine the shared leadership, team processes and performance model, the authors conducted two separate surveys of 158 graduate and undergraduate students working in project teams at a large southwestern university. Findings Results showed that shared leadership positively affected coordination activities, goal commitment and knowledge sharing, which in turn positively affect team performance. Each team process factor had a mediation effect, although shared leadership had no direct effect on team performance. Research limitations/implications This research adds to the knowledge of important team process factors through which shared leadership indirectly affects team performance. Practical implications Based on the findings, the authors provided implications for students and instructors that shared leadership can facilitate team performance by enabling team members to coordinate activities, commit to goals and share knowledge effectively. Originality/value This study presents an initial understanding of the shared leadership-team performance relationship by introducing influential variables, such as coordination activities, goal commitment and knowledge sharing in a team.

How Do South Korean Female Executives' Definitions of Career Success Differ from Those of Male Executives?.

Purpose The purpose of this study was to compare South Korean female executives’ definitions of career success with those of male executives, identify their career development strategies for success and provide implications for research and practice. Two research questions guiding our inquiry included: How do female executives’ definitions of career success differ from those of male executives? What career development strategies do male and female executives use for career success? Design/methodology/approach A basic qualitative research design was used and semi-structured interviews were conducted with 15 male executives and 15 female executives in diverse corporations by using an interview protocol of 13 questions regarding participants’ background, definitions of career success and final thoughts. To analyze the interview data, we used both NVivo 11 and a manual coding method. Findings Gender differences were detected in the participants’ definitions of career success and success factors. As previous studies indicated, male and female executives had different perspectives on career success: men tended to define career success more objectively than women. Many male executives, through experiencing transforming changes in their careers, began to appreciate work–life balance and personal happiness from success. Gender differences were also detected in their career development challenges, meanings of mentors and networking activities. While work stress surfaced as a challenge that men faced, experiencing the token status in the gendered workplace was a major challenge for female participants. Research limitations/implications In this study, three research agendas are presented, needing further investigation on career success, women’s token status and comparative analyses. Practical implications Three implications for practice have been provided, including organizational support, government’s role and HRD’s role. Originality/value Gender differences in this study were not as distinctive as previous literature has indicated. Some male executives valued more subjective career success than others, while a few female executives spoke of more objective definitions than others. These subtle differences could be captured through in-depth interviews. By hearing the participants’ stories, both objective and subjective definitions of success, for both genders, could be observed, which might not have been possible in quantitative research. In addition, the study findings reflect the nature of a uniquely Korean context. The participants worked in a Confucian and military culture, which operates in hierarchical structures and the command and control system, coupled with a heightened camaraderie spirit in the workplace.

How virtual team leaders cope with creativity challenges

Purpose As technology-mediated communication improves, many organizations increasingly use new types of collaborative online tools to promote team-based learning and performance. The purpose of this study is to explore how virtual team leaders cope with process challenges in developing a context for team creativity. Design/methodology/approach The authors interviewed nine leaders who have worked for more than five years and managed virtual teams in different fields. Findings This research uncovered distrust, personality differences, generational differences in views, scheduling issues and technology difficulties as the top five inhibitors for virtual team creativity and success. The authors identified seven main strategies for developing virtual team creativity and success. The authors found that building “team norms” and guidelines to encourage positive interactions between team members can facilitate team creativity. In addition, a concept of trust-based open communication was identified as one of the important strategies when teams actively use technology-mediated communication tools. Practical implications Organizational practitioners can use the results of this study when developing knowledge to establish assessments regarding which employees possess the appropriate characteristics to lead virtual teams and implement virtual team training. Originality/value This study emphasizes the importance of technology in professional lives by showing how technology-mediated work leads to success in learning and producing creative ideas and performance in a virtual team environment.

Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions:

Despite intense interest in informal learning in the workplace, few attempts have been made to synthesize the current literature. This article provides an integrative and analytical review of prior empirical studies with two research questions: (1) How has informal learning been conceptualized and measured in prior research? and (2) What factors influencing informal learning in the workplace have been empirically identified? Based on the findings from the first research question, the authors propose a conceptual framework for understanding informal learning activities using three dimensions: learning competence, intentionality, and developmental relatedness. To answer the second question, Lewin’s field theory, which captures the importance of the person and the environment fit, was applied to identify antecedents of informal learning at the individual, group, and organizational levels. The authors then provide a critique of the state of the informal learning literature and outline targeted suggestions to guide practice and future empirical, theoretical work.

Comparison of leadership styles in Confucian Asian countries

ABSTRACT The purpose of this study was to examine the overall impact of four leadership styles (charismatic, directive, participative, and supportive) in four Confucian Asian countries, China, Japan, South Korea, and Singapore, by reviewing recent studies conducted in those countries. By reviewing 38 studies selected from 430 studies published between 2005 and 2016, we identify the impact of the four leadership styles in the four Asian countries. We start with the research question and purpose, and then propose criteria for selecting the relevant recent studies followed by a review of cultural heritage and its influence on leadership in the four Asian countries. We summarize and review the studies and, finally, discuss the theoretical and practical contributions of this study.