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Saudi Electronic University
College of Administrative and Financial Sciences
E-commerce Department
Student Name:
Student ID:
Course Title: Introduction to EManagement
Course Code: ECOM 201
Academic Year/ Semester: 2023/20241st Term
Instructor Name:
CRN:
Student Grade:
Grade Level: Low/ Mid/ High
out of 10
Article Summary
Individual Assignment
In this assignment, you need to do the following: (Due by study Week 5)
1. Select an article from the Saudi Digital Library (or any well-known university or
organization) related to the course content
a. The article must be published on or after 2018
2. Read the article and understand the key points
3. Write a summary of the article (250-300 words)
a. Use your own words. Do not copy and paste from the article.
b. Your summary must be a stand-alone piece of work
c. Be clear and up to the point.
d. State the main points of the article.
e. Give an example of a place/ personal event where the local Saudi virtual
management style is applied in relation to the article topic.
4. Upload it to the assignment link on Black Board
a. Use this template
b. It should be done during week 5
Guidelines for the assignment:
▪
Make sure to include the cover page with all information required. One mark will be
deducted if there is no cover page
▪
This is an individual assignment.
▪
Use font Times New Roman, 12 font sizes
▪
Use 1.5 line spacing with adjustment to all paragraphs (alignment).
▪
Use the footer function to insert the page number.
▪
Ensure that you follow the APA style in your project and references.
▪
The minimum number of required references is 1.
▪
Your report length should be between 300 to 400 words in total.
▪
You must check the spelling and grammar mistakes before submitting the assignment.
▪
Up to 20% of the total grade will be deducted for providing a poor assignment structure.
The structure includes these elements paper style, free of spelling and grammar mistakes,
referencing, and word count.
▪
The assignment must be in Word format only NO PDF
▪
Your file should be saved as a Word doc
[Example]: [Your Name] [CRN] ECOM201 – Assignment 1.doc
Answer:
Article name:
Author(s):
Journal:
Year:
Link:
Article Summary:
▪
Main points (~300 words)
▪
How they are related to the local Saudi virtual management styles and procedures (~100
words)
The article reference (APA):
Saudi Electronic University
College of Administrative and Financial Sciences
E-commerce Department
Student Name:
Student ID:
Course Title: Introduction to EManagement
Course Code: ECOM 201
Academic Year/ Semester: 2023/20241st Term
Instructor Name:
CRN:
Student Grade:
Grade Level: Low/ Mid/ High
out of 10
Article Summary
Individual Assignment
In this assignment, you need to do the following: (Due by study Week 5)
1. Select an article from the Saudi Digital Library (or any well-known university or
organization) related to the course content
a. The article must be published on or after 2018
2. Read the article and understand the key points
3. Write a summary of the article (250-300 words)
a. Use your own words. Do not copy and paste from the article.
b. Your summary must be a stand-alone piece of work
c. Be clear and up to the point.
d. State the main points of the article.
e. Give an example of a place/ personal event where the local Saudi virtual
management style is applied in relation to the article topic.
4. Upload it to the assignment link on Black Board
a. Use this template
b. It should be done during week 5
Guidelines for the assignment:
▪
Make sure to include the cover page with all information required. One mark will be
deducted if there is no cover page
▪
This is an individual assignment.
▪
Use font Times New Roman, 12 font sizes
▪
Use 1.5 line spacing with adjustment to all paragraphs (alignment).
▪
Use the footer function to insert the page number.
▪
Ensure that you follow the APA style in your project and references.
▪
The minimum number of required references is 1.
▪
Your report length should be between 300 to 400 words in total.
▪
You must check the spelling and grammar mistakes before submitting the assignment.
▪
Up to 20% of the total grade will be deducted for providing a poor assignment structure.
The structure includes these elements paper style, free of spelling and grammar mistakes,
referencing, and word count.
▪
The assignment must be in Word format only NO PDF
▪
Your file should be saved as a Word doc
[Example]: [Your Name] [CRN] ECOM201 – Assignment 1.doc
Answer:
Article name: Virtual Teams and Transformational Leadership: An Integrative Literature
Review and Avenues for Further Research
Author(s): Nina S. Greimel, Dominik K. Kanbach, and Mihaela Chelaru.
Journal: Journal of Innovation & Knowledge
Year: 2023
Link: https://www.sciencedirect.com/science/article/pii/S2444569X23000471
Article Summary:
▪
Main points (~300 words)
The paper addresses the idea of how digitization affects workplace relations and
communication, especially in light of the COVID-19 epidemic. The importance of virtual
communication is emphasized, as is the transition from physical to virtual work environments. The
article’s primary emphasis is on transformational leadership within virtual teams.
Organizations everywhere were compelled to implement remote working due to the
COVID-19 outbreak. The article highlights the significant change to virtual communication
channels brought on by social distance policies, which affects both businesses and individual
employees (Greimel et al., 2023). It highlights how the epidemic posed difficulties for virtual
teamwork, particularly in terms of relationship relationships.
Furthermore, the paper recognizes the need for transformational leadership within teams,
outlining how transformational leaders inspire followers through elements including charisma,
intellectual stimulation, and individualized concern (Greimel et al., 2023). It emphasizes how
transformational leadership has worked well in a variety of settings and societies, including virtual
teams.
The article also makes the case that motivating virtual teams is an important challenge
given the substantial changes brought about by the epidemic and the reliance on virtual
communication. The success of virtual teams is noted to be significantly influenced by leadership
effectiveness. Virtual teams are described in the article as geographically dispersed teams of
individuals who rely on information and communication technology (ICT) to work together
(Greimel et al., 2023). It focuses on how virtuality, made possible by ICT, is a defining
characteristic of such teams.
Furthermore, the benefits of virtual communication are discussed in the conclusion,
including the potential for increased worldwide career opportunities and the promotion of diversity
in teams driven by transformation. It also emphasizes how crucial it is to comprehend motivational
elements in the shifting labor market to draw in and keep talent (Greimel et al., 2023). Furthermore,
it advocates for further research with bigger sample sizes and additional data after the epidemic,
acknowledging the study’s shortcomings.
▪
How they are related to the local Saudi virtual management styles and procedures (~100
words)
The findings of this article on virtual teams and transformative leadership are quite
applicable to the Saudi environment on the ground. Particularly in reaction to the COVID-19
outbreak, Saudi Arabia has seen a substantial move toward virtual work environments.
Understanding how transformational leadership may inspire virtual teams is in line with the
developing management practices in Saudi Arabia. As Saudi Arabia embraces remote work, the
findings of this study might help Saudi firms manage and inspire their virtual workforce.
Understanding these factors is essential for sustaining productivity, luring talent, and adjusting to
the shifting dynamics of the Saudi labor market.
The article reference (APA):
Greimel, N. S., Kanbach, D. K., & Chelaru, M. (2023). Virtual teams and transformational
leadership: An integrative literature review and avenues for further research. Journal of
Innovation & Knowledge, 8(2), 100351.
MEDICAL EDUCATION ONLINE
2022, VOL. 27, 2094529
https://doi.org/10.1080/10872981.2022.2094529
REVIEW ARTICLE
A step-by-step guide for mentors to facilitate team building and
communication in virtual teams
Julia F Aquinoa, Robert R Rissb, Sara M Multererc, Leora N Mogilnerd and Teri L Turnere
a
Department of Pediatrics, Boston Children’s Hospital, Boston, MA, USA; bDepartment of Pediatrics, Children’s Mercy Hospital, University
of Missouri at Kansas City, Kansas City, KS, USA; cDepartment of Pediatrics, Norton Children’s Medical Group affiliated with University of
Louisville, Louisville, KY, USA; dDepartment of Pediatrics, Icahn School of Medicine at Mount Sinai, New York, NY, USA; eDepartment of
Pediatrics, Baylor College of Medicine and Texas Children’s Hospital, Houston, TX, USA
ABSTRACT
As collaborative work in medical education has increasingly moved online, team mentors have
had to adapt their practices into the virtual environment. Fostering connection, communication
and productivity on virtual teams requires specific skills and deliberate practice that differ from inperson teamwork. Drawing from best practices in business, education and medicine and also
from our own experience as a virtual team, we present a guide for mentors to create and sustain
successful virtual teams. Grounded in Tuckman’s Five Stage Model of Team Development, we
offer specific strategies for virtual team mentors to promote team cohesion, mitigate conflict,
maintain productivity and leverage the benefits of the virtual environment.
Our world continues to grow smaller with newer
modes of technology that can facilitate connections
among team members. In March 2020, teams found it
imperative to migrate their activities to a virtual
environment, and mentors, or those individuals
most experienced on the team typically charged
with providing guidance, were called upon to help
make this happen. What was once considered
a temporary inconvenience has now become a way
of life. In a world that requires distancing between
colleagues, whether across the hall or across the
country, teams must meet the challenge of commu
nicating, team building, and mentoring.
Virtual teamwork presents both challenges and
opportunities not faced when collaborating inperson. The aim of this article is to present specific
strategies that mentors of virtual teams can use to
facilitate team building and improve communication.
Our strategies are organized around the Five Stage
Model of Team Development by Bruce Tuckman,
which includes Forming, Storming, Norming,
Performing and Adjourning (Figure 1)[1]. We have
specifically chosen to focus on guiding principles
rather than technology, because technology, although
a useful tool to achieve a goal, does not define the
goal itself. In addition, while technology changes
quickly, the principles behind team building remain
consistent. This article is a synthesis of our own
experiences as a virtual team, integrated with knowl
edge and insights from the fields of sociology,
CONTACT Teri L Turner
tturner@bcm.edu; teri.turner@bcm.edu
CC 1540.00, Houston, TX, 77030-2399, USA
ARTICLE HISTORY
Received 14 March 2022
Revised 12 June 2022
Accepted 22 June 2022
KEYWORDS
Distance mentoring;
communication; team
building; shared leadership;
virtual teams
business, technology, and higher education. We
have applied many leadership concepts from these
disciplines to develop strategies and tools for group
mentorship and collaboration. These tips are relevant
to fully virtual as well as hybrid teams and teams
composed of students, faculty or those with mixed
levels of learners. We hope that this information will
assist other teams and their mentors navigate the
virtual world more effectively and efficiently.
Stage 1: forming
In this first stage of virtual team development, indi
viduals assemble and a mentor must have strategies
to cultivate cohesion and positive team dynamics.
Build relationships at the outset
Successful group work requires a commitment to
a shared purpose, as well as initial bonding and
establishing connections[2]. Early relationship build
ing fosters trust, which enables cohesion, commit
ment, and psychological safety in a team of workers
[3]. For group work at a distance, like in-person
group work, team success depends on developing
strong relationships, trust and a shared mental
model of the direction of the team. This task is
more challenging when collaborators span different
institutions and lack everyday opportunities to get to
know one another. Experts in online student
Baylor College of Medicine and Texas Children’s Hospital, 6621 Fannin Street
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
2
J. F. AQUINO ET AL.
Figure 1. Five stage of team development by Bruce Tuckman.
education have established three best practices for
developing virtual and online communities: initial
bonding, support of continued interaction, and main
taining multiple avenues for communication[4].
What are some strategies for promoting bonding and
connections when collaborating across a distance?
Consider beginning a new project with a welcome call
designed to ‘break the ice’ and get to know your colla
borators. With each follow up call, resist the urge to dive
right into work. Preserve time on the agenda to socialize
and make personal connections. Trust develops more
slowly in groups that work solely on virtual platforms
[5]. If you are not communicating using videoconference,
try to find opportunities for face-to-face connection. If
you are going to be in the same place as your collabora
tors, schedule a time to meet, work, or chat. Meeting in
person when possible, even with only one colleague from
a larger group, can be encouraging and energizing.
Create psychological safety
Psychological safety in an environment where individuals
feel comfortable expressing themselves and taking risks is
essential to successful team functioning. [6,7] But this
sense of security may be more difficult to establish in
virtual teams, where individuals may have never met
before and socializing outside of the work setting is not
possible. A virtual team mentor needs to purposefully
create psychological safety for the team within the con
structs of the online environment. It helps when team
members can see each other, so encourage all team
members to turn on their cameras during virtual meet
ings. Discourage faceless multi-tasking during virtual
meetings[8]. Inclusive body language and eye contact
are difficult in the virtual environment, so the mentor
should refer to team members by name. To set a lighter
tone for the group, smile, promote laughter, and even
consider changing your voice to a higher pitch[9]. Virtual
teams can create rituals that promote psychological
safety, such as starting with a ‘round table’ sharing activity
so the voices of all members – even the quieter ones – are
heard from the outset. One strategy to promote psycho
logical safety is for mentors to share stories with the team
of their own professional (or personal) challenges or
missteps, to promote more risk taking.
Stage 2: storming
In this next stage of virtual team development, indi
viduals may experience conflict while defining roles
on the team. Here, we focus on the mentor’s role in
anticipating and mitigating conflict in order to foster
team collaboration.
Engage in strength-based mentoring
Team building can often start with a process of sort
ing out the differences between team members. The
most effective teams are structured to allow indivi
duals to capitalize on their strengths, and also wel
come the strengths of others. A team needs to be
MEDICAL EDUCATION ONLINE
3
cohesive while encouraging the diversity of each
member’s contribution. Large Gallup surveys have
demonstrated that employee engagement is about
65% higher for those who feel their strengths are
appropriately used compared to those who do not
[10]. Getting to know the strengths of team members
is especially important for a virtual team, so the
mentor can appropriately assign roles and responsi
bilities[8]. A variety of online tools included in the
references are available commercially to help identify
which team member might be best for which role
[11–13]. A team that embraces the strengths of all
members will be more well-rounded and effective.
Recognizing individual strengths not only helps
a team function efficiently, but can also help mentors
provide one-on-one coaching in the context of group
work. Individual mentoring is particularly important
in the storming phase of virtual team formation,
where team members may be vying for roles and
attention, and mentors need to take steps if competi
tion is becoming a barrier to team functioning.
Mentors may need to make themselves available out
side of group meetings for one-on-one meetings. By
being sensitive to the needs of individual team mem
bers, a mentor can coach and support each team
member within the context of the larger team goals.
Mentors should explicitly acknowledge unique team
member contributions, while always ensuring that
recognition is spread equitably[6].
learning environment can flourish when the team
mentor asks questions instead of providing answers,
supports team members instead of judging them, and
promotes their development instead of dictating to
them[15].
Cultivate a growth mindset
Share the leadership role
One of the most important roles of a mentor is to
create an environment that fosters the growth and
development of the mentee and recognizes failures as
important steps in the process toward success.
Psychologist Carol Dweck describes two mindsets–
the fixed mindset, where individuals believe their
basic abilities and intelligence are fixed traits, and
the growth mindset, where individuals understand
that their talents and abilities can be developed
through effort and persistence. A hallmark of the
growth mindset is not being afraid to take risks, to
seek out challenges and then learn from the
results[14].
The effective mentor cultivates the growth mindset
in team members, empowering them to make deci
sions autonomously, with a clear understanding that
the mentor will be there to support and guide them if
they get stuck or veer off track. In the virtual envir
onment, particularly when communications may be
limited, promoting the growth mindset can be chal
lenging and may need to be explicitly stated by the
mentor so team members feel free to take risks.
Knowing that the mentor is there as a safety net
enables team members to perform independently
and learn from both missteps and successes. A true
A mentor can promote healthy dynamics within
a virtual team by engaging in shared leadership, or
distributing leadership across members of the team
regardless of formal role or position[19]. Moving
beyond delegation, shared leadership engages the
team in a truly shared sense of responsibility and
purpose, and gives the mentor a chance to offer feed
back on leadership skills. The literature has shown
a positive correlation between shared leadership and
team effectiveness, particularly in teams focused on
complex tasks[20]. On virtual teams, where relation
ships can be more challenging to build, shared leader
ship has been shown to increase trust and promote
team level satisfaction[21]. A mentor who takes the
time to know the strengths of virtual team members
and encourages a growth mindset will more easily
identify appropriate tasks and individuals for sharing
leadership. Fostering an environment of psychologi
cal safety will help team members step out of
a comfort zone and into a leadership role. For exam
ple, a mentor could suggest that a team member lead
an online meeting without the mentor present. The
mentor should consider whether a pre-planning
meeting is necessary to set this team member up for
success.
Stage 3: norming
In this stage of development, the virtual team is
cohesive and a mentor is tasked with strengthening
individual contributions to promote team function.
Encourage peer mentorship
As a team evolves, members typically settle into roles
that are comfortable for the group and enhance its
productivity. In this stage, peer mentorship relation
ships are likely to form within the virtual team. This
transformation evolves through collaboration and
project-based teamwork, with support from the men
tor. Peer mentorship leverages the complementary
knowledge and experience of team members, who
work and support each other in parallel, rather than
in hierarchical relationships. Peer and near-peer team
members provide valuable insight and validation to
one another. [16–18] As peer mentorship relation
ships form on the team, mentors can more easily step
back from active leadership, becoming a facilitator,
role model and partner in learning.
4
J. F. AQUINO ET AL.
Stage 4: performing
In the performing stage of development, the virtual
team is progressing towards its stated goals. The team
mentor is charged with maintaining efficiency and
productivity.
Create structure to increase productivity
One of the biggest challenges of virtual teams is
maximizing process gains such as team coordination,
cooperation, and communication[22]. It is not
uncommon to have turbulence as members adjust
to roles and responsibilities. They begin to express
their ideas and styles as they try to meet the project’s
expectations while competing for a role on the team.
The team mentor must meld the group together by
providing structure through regular meetings with set
agendas, using virtual platforms that are accessible
and flexible. This structure helps to bind the team
together, so members can speak openly and honestly,
without getting the group off track. A team needs
clearly defined goals and objectives that give each
member a distinct role with clear expectations and
purpose[23]. A shared leadership approach, in which
roles and responsibilities are divided up based on
individual strengths, augments a team’s productivity,
enabling the team to realize that each member has
important areas of competence to contribute. Shared
leadership has demonstrated increased satisfaction on
virtual teams[21]; however, a ‘gentle nudge’ by the
mentor to encourage members to make this transi
tion is often needed.
Encourage clear communication strategies
Communication is critical when mentoring a virtual
team. Collaboration at a distance relies on electronic
communication, which often lacks tone and nuance,
and is liable to misinterpretation[24]. Email writers
are often less guarded and sometimes more negative
in their electronic communications, while email reci
pients tend to interpret information more negatively
than it is intended by the sender. In addition, impor
tant information can get overlooked because an email
writer tends to overestimate the clarity of their
expressed priorities[25]. An important role of the
team mentor is to coach the team in communication
strategies, providing explicit feedback on communi
cation style and content in the online environment.
Key strategies to role model are stating one’s inten
tions clearly, highlighting salient points, and review
ing one’s messages to ensure that the correct tone is
conveyed[25]. In addition, because virtual teams
communicate with fewer face-to-face interactions, it
is difficult to gauge team members’ reactions through
body language and other subtle cues. The team
mentor should encourage team members to create
their own ‘team charter’ to mitigate the challenges
of virtual communication. This charter could include
establishing standards for behavior when participat
ing in virtual meetings, guidelines for when to send
emails and when to call, and other strategies to
ensure that communication between team members
is clear and unambiguous [25,26].
Mentor in the moment
As the team progresses, it begins to form a cohesive
sense of purpose in which members accept each
other’s roles and abilities and no longer focus on
themselves, but on the tasks and overarching goals.
Trust begins to grow and team members seek the
insights and input of others. In this context, mentor
ing in the moment can be used to maximize indivi
dual performance. Team mentors should take
advantage of the team’s successes and struggles, mak
ing them illustrative teaching points. Translating mis
steps into teachable moments can be awkward, and
even threatening. Useful approaches might be: ‘I’ve
noticed you working on XXX, you are doing a great
job. What struggles are you having?’ or ‘I wonder if
I could get your take on something I am working on.
I’d value your perspective.’[27] As the discussion
progresses, the mentor can bring in his or her own
experiences and describe what went well and what
did not[28]. Sharing personal stories and lessons
learned is a non-threatening way to provide advice
and guidance to the mentee. The mentor should
guide mentees to solve their struggles, so they can
learn from the experience. However, the mentor’s job
is to balance support with challenge, so expectations
must be realistic[29].
Prompt group and individual reflection
The goal of a team is to reach a high level of performance
at which everyone knows their roles and expectations and
has the experience to carry them through. Reflective
practice can assist in this transformative process and is
generally well received by team members, leading to
increased willingness to collaborate. Reflective practice
helps participants understand others, recognize their
niches of expertise, identify team strengths and weak
nesses, appreciate the importance of working together,
and value constructive conflict resolution[30]. When
barriers arise, the group can handle them with ease in
a collaborative manner. Teams should take time to reflect
on their progress toward their goals and be comfortable
enough with each other to reflect on the project from the
perspective of individual roles. Initially, reflection should
be conducted in an unstructured fashion, and then can
proceed to a structured form with discussion of processes,
actions, emotions and thoughts, relevant past
MEDICAL EDUCATION ONLINE
experiences, and review of literature when helpful[31]. It
is important that everyone is heard and clear plans are
made to deal with issues at hand. Through reflection,
adjustments are made to increase the team’s resi
liency[32].
Stage 5: adjourning
In this final stage of development, the team’s work is
done. The mentor can role model appreciation and
promote ongoing collaboration.
Acknowledge individual contributions
As a team concludes its work, a mentor has the
opportunity to help each member feel valued for
their contributions. Recently, the value of apprecia
tion has been the subject of research in economics
and organization management. In one study, 81% of
people indicated they would be willing to work
harder if they had an appreciative manager; 70%
reported they would feel better about themselves if
their manager thanked them more regularly[33].
Daily appreciation has been shown to improve mind
set and mood in employees, increase worker effec
tiveness and task performance, increase trust and
loyalty among employees, and inspire more innova
tion in teams [34,35]. Good mentors can strengthen
their team members by increasing the team members’
belief in their own ability to make a difference, even
in the face of challenge[33]. A mentor can help men
tees know that their opinion matters and is valued by
giving them choices when making decisions to sup
port their autonomy. Thanking mentees and team
members publicly and giving them credit for their
hard work is a powerful way to promote their accom
plishments and ideas.
5
every team member. Become familiar with the inter
ests and expertise of those you are working with, and
look for ways to expand each other’s professional
portfolios, for example as a consultant or speaker at
your own institution. In fact, this article emerged
from a virtual team project: the authors collaborated
at a distance on an online medical education course,
with mentoring of the junior team members by the
senior member.
Conclusion
Due to the pandemic, medical education teams that
were accustomed to in person collaboration were
forced online and technology is now at the forefront
of team inner workings. Adaptations that were cre
ated by necessity have the capacity to remain relevant
and change the way we continue to collaborate and
mentor. Through our own personal experiences of
long-distance collaboration, we have delineated men
torship strategies centered on Tuckman’s Five Stage
Model of Team Development which we hope will
enable teams to continue to thrive in a virtual
world. Mentoring teams in the virtual environment
without guidance can have its pitfalls, but with
knowledge of best practices, these experiences can
be leveraged to maximize team development, effi
ciency and production.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
The author(s) reported there is no funding associated with
the work featured in this article.
It’s not goodbye, it’s ‘til we meet again
References
Throughout the course of virtual team development,
the bonds created and nurtured can serve as the
foundation for future endeavors. Mentors can capita
lize on the relationships built and continue the colla
boration as a means of enhancing personal growth
and development. Team members can be a rich
source of information and ideas for future projects
and endeavors and collaborating from a distance
enables individuals to expand their professional net
works. One of the advantages of multi-site collabora
tion is the potential for a wider dissemination of work
accomplished, which benefits all members of the vir
tual group and contributes to the broader medical
education community[36]. Plan to present your
team’s work in as many venues – local, regional,
national, and international – as possible, and vary
the primary speaker to provide opportunities for
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