Challenges of Global Virtual Project

CHALLENGES OF GLOBAL VIRTUAL PROJECT

Introduction

A few innovative and business factors have added to the rise of worldwide virtual groups. To begin with, disseminated work gatherings, for example, worldwide virtual groups, are made conceivable by propels in electronic systems that permit different types of correspondence (e.g., electronic mail, talk rooms, and so on.) between individuals found anyplace on the planet. Secondly, Townsend, DeMarie and Hendrickson, 1998 propose a few changes in the business setting advance the utilization of virtual groups, including: (1) expanding commonness of level or flat hierarchical structures; (2) rise of situations that require entomb authoritative collaboration and additionally rivalry; (3) changes in laborers’ desires for authoritative cooperation; (4) a proceeded with move from assembling and generation to administration and learning workplaces; and (5) expanding globalization of exchange and corporate action. The specific utilization of worldwide virtual groups might increment because of this worldwide scattering and the need to coordinate neighborhood ability into assignments, for example, item advancement.

Emotional Intelligence

According to Salovey and Mayer (1990) the term emotional intelligence means the ability to monitor one’s own feelings and emotions and use this information to guide one’s thinking and actions. With the globalization and technology advancements, organizations are setting up cross functional teams where the members will be available in different geographical zones. Having the global teams reduces the need for face to face interaction. Here we discuss the implications and relationship between emotional intelligence and its challenges with virtual project management. Feyerhem et al. (2002) have tried to assert that the 3 key elements of emotional intelligence are linked to the abilities required from a transformational leader. These are: (1) appraise and express emotions; (2) regulate emotions; (3) think, self-motivate and plan. According to research study by Arutro Trejo (2016) there is a statistically significant relationship between emotional intelligence competencies and project outcomes. We see there is a significant need for integrating emotional intelligence in employee development curriculum for project teams. Pitts et al. (2012) enquired the relationship between emotional intelligence and viability relationship. Using multi modeling as testing hypothesis, they have done a simulation on 228 students. Results show that emotional intelligence is a main driver of team viability, and the quality of communication supports the overall study upon which influence exerts. Konanahalli, A et al.(2016) investigated the cross cultural influence and emotional intelligence of British expatriates who were working on architectural, industrial, construction projects in Africa, china , middle east and India. Their study shows the emotional intelligence skills play a major role in understanding of expatriates with people of host country.

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                                        The EI skills of Perceiving depends on the capacity of a person to perceive, take care of, and comprehend feelings in themselves as well as other people. Identified with this are the basic capacities to show compassion, separate among feelings, and recognize the effect that feelings have on a circumstance. Research demonstrates that roughly 55% of what we see from somebody originates from their non-verbal communication, about 38% from the tone of their voice and a simple 7% from the genuine words that they use. Seeing enthusiastic signals for Project Managers is a basic aptitude. For instance, misconstruing an asset chief’s non-verbal communication when endeavoring to consult for undertaking assets from another piece of the association could be a basic factor in deciding not just whether the Project Manager gets the assets they need, yet additionally in deciding the tone of the association with that director for the rest of the venture plan.

                                    The EISA structure shows that those with a lower score on the Perceiving scale are probably going to have more trouble separating between feelings, display more negative feelings, and might be all the more sincerely unusual. Those with a higher score on the Perceiving scale are probably going to have a more noteworthy capacity to separate between feelings, be increasingly ready to measure the force of an individual’s sentiments, be progressively empathic, and be all the more candidly unsurprising.

                                      The EI skills is having the ability to control and express the emotions. Critical aspect of self awareness is must and it should be free from moody behavior. Stress is the direct result of not having ones emotions in control ex: project manager burdened with reporting to senior management during rough time. At the same time if the staff needs attention and the project manager is already stresses, then he might pass on the stress that can lead to lack of motivation among the staff., thus resulting in delivery of the project impacted especially in matrix environment.

Emotional Intelligence vs Virtual Project Management

Virtual teams make us convenient yet at the same time pose challenges for team work, i.e the extent to which teams complete the goals or objectives set for them. The way in which misunderstandings happen among team members and its influence on performance is not clear, but there is one variable that called emotional authenticity according to Connelly, C. E., & Turel, O (2016) which is studies at dyadic level which takes into consideration the servicer receivers beliefs regarding the genuineness of the service provider. They also studied emotional authenticity by extending it to virtual teams. Their findings show the  use of virtual teams can lessen the cost, improve decision making and there by creating increase in sales. Difficulties in the interpersonal communication is a potential problem with virtual teams. Facial characteristics and facial expressions play the major role in face to face interactions. Subtle changes in face can tell us if the person acts fake , similarly a persons trustworthiness and authenticity can be perceived from facial characteristics. In popular communication ex: email, IM, text,social networking tools auditory and visual cues doesn’t exist, therefore users rely on different set of methods for evaluating emotional authenticity with the person. Text based cues are the most difficult to interpret accurately for virtual team members( Byron, 2008). According to Pitts, V.E (2012),emotional intelligence plays an important role in virtual teams because the members have few verbal and non verbal cues to gather information and perform tasks. Their model involves input output framework where inputs are the individual team attributes ex: demographics, personality , skill level not to forget the task itself. Team processes which involve high quality open communication, conflict management, coordination are the part of output which include profit, task related performance, efficacy and team viability. As we know that individuals with high emotional intelligence are in tune with others emotions, they are able to improve quality of communication among team members by picking non verbal cues . For example: when encountered by conflict email, individuals with good emotional intelligence can promote positive emotions there by maintaining a positive atmosphere.

Individuals from various authoritative societies may regularly have distinctive standards, qualities and approaches that may prompt mistaken assumptions, shrouded motivation, vulnerability and strife (Evaristo, 2001). In EI, regarding individuals from various foundations is one of the components of social mindfulness. Individuals with this competency consider assorted variety to be opportunity, making a situation where various individuals can flourish. This nature of EI assumes a noteworthy job in VPM and increment inspiration.  In EI, joint effort and collaboration enables individuals to adjust an emphasis on errand with thoughtfulness regarding connections subsequently advancing an agreeable, helpful atmosphere, which is fundamental for compelling VPM. Individuals with this competency team up, share designs, data, and assets consequently improving trust and lessening social contrasts. It was found that self-awareness plays a leading role in EI. A more self-aware individual makes better decisions. Another important aspect of EI is self-management. Self-management is the capability to keep one’s emotions and impulsiveness in check. One should be able to maintain ethics and take responsibility of their performance. Should be adaptable and flexible to new ideas and be open to change. This aspect of EI further leads to overcome issues of trust, adaptability, innovation, motivation and change in VPM.

References

• Trejo, A. (2016). Project Outcomes Improved by Emotional Intelligence. Business Perspectives & Research, 4(1), 67–76. Retrieved from https://doi.org/10.1177/2278533715605436
• Preston, G., Moon, J., Simon, R., Allen, S., & Kossi, E. (2015). The relevance of emotional intelligence in project leadership. Journal of Information Technology and Economic Development, 6(1), 16-40. Retrieved from https://0-search-proquest.com.library.acaweb.org/docview/1714458511?accountid=9864

• Feyerhem, A. E., & Rice, C. E. (2002). Emotional Intelligence and Team Performance: The good, the bad and the ugly. The International Journal of Organizational Analysis, 343-362.
• Majeed Nauman, Ramayah T., Mustamil Norizah, Nazri Mohammad, & Jamshed Samia. (2017). Transformational leadership and organizational citizenship behavior: Modeling emotional intelligence as mediator. Management Şi Marketing, Vol 12, Iss 4, Pp 571-590 (2017), (4), 571. Retrieved from https://doi.org/10.1515/mmcks-2017-0034
• Konanahalli, A., & Oyedele, L. O. (2016). Emotional intelligence and British expatriates’ cross-cultural adjustment in international construction projects. Construction Management & Economics, 34(11), 751–768. Retrieved from https://doi.org/10.1080/01446193.2016.121339
• Salvetti, F., Bertagni, B., Ingrassia, P., & Pratticò, G. (2018). HoloLens, Augmented Reality and Teamwork: Merging Virtual and Real Workplaces. International Journal of Advanced Corporate Learning, 11(1), 44–47. Retrieved from https://doi.org/10.3991/ijac.v11i1.9228
• Pitts, V. E., Wright, N. A., & Harkabus, L. C. (2012). Communication in Virtual Teams: The Role of Emotional Intelligence. Journal of Organizational Psychology, 12(3/4), 21–34. Retrieved from http://0-search.ebscohost.com.library.acaweb.org/login.aspx?direct=true&AuthType=ip,cpid,url&custid=s4338230&db=buh&AN=94444525
• Sokol, M. (2018). Will Your Teams Offer Competitive Advantage? People & Strategy, 41(2), 70–71. Retrieved from http://0-search.ebscohost.com.library.acaweb.org/login.aspx?direct=true&AuthType=ip,cpid,url&custid=s4338230&db=b9h&AN=134251031
• Connelly, C. E., & Turel, O. (2016). Effects of team emotional authenticity on virtual team performance. Frontiers in Psychology, 7. Retrieved from http://0-search.ebscohost.com.library.acaweb.org/login.aspx?direct=true&AuthType=ip,cpid,url&custid=s4338230&db=psyh&AN=2016-42916-001