| 1. |
- Bosch, Petra, 1971, et al.
(author)
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Challenging new ways of working for managers in global collaborative work environments.
- 2011
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In: New Ways of Organizing Work. Developments, Perspectives and Experiences. - 9780415888158 ; , s. 160-176
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Book chapter (other academic/artistic)abstract
- Global teamwork, mobile work, and telework require new ways of organizing and managing work across several locations. Large corporate teams typically engage middle managers that report to their superiors and coordinate team member activities. This paper studies middle managers that are faced with new ways of working challenges driven by globalization and mobility and forced to engage in global collaborative work environments (CWE). As global managers they work in multiple teams having to play a dual role, on one hand managing global team members and on the other hand being team members in the management group that reports to their superior. We use multiple methods to collect case study data in Fortune 100 high tech companies located in Europe and US. Our findings show that the organization policy implemented in the workplace and ICT infrastructure do not support global managers. Consequently, global managers are challenged to adapt their own work practices to new ways of working.
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| 2. |
- Bosch, Petra, 1971, et al.
(author)
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The WALL: participatory design workplace supporting creativity, collaboration and socialization.
- 2011
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In: AI & Society, Journal of Knowledge, Culture and Communication. ; 26:3, s. 221-232
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Journal article (peer-reviewed)abstract
- A key challenge faced by organizations is to provide project teams with workspaces, information, and collaboration technologies that fosters creativity and high-performance team productivity. This requires understanding the relation between and impacts of (1) workspace, (2) activity and content that is created, and (3) social, behavioral, and cognitive aspects of work. This paper describes an exploratory study of everyday activities in the context of knowledge work in a shared workspace used by a high-tech global design team that explores future products. The study formalizes key elements for productive knowledge work as a function of tasks, context, and team. It identifies enablers, hindrances, and requirements for physical, virtual, and social work environments. The study identified, through semi-structured interviews, surveys, and on-site shadowing, a key workspace component that facilitates dynamic participation of all team members. This workspace component is a wall used as a large, public, physical display surface for project content (the WALL). The WALL acts as a mediator for individual reflection-in-action and team reflection-in-interaction. It serves as “social glue” both between individuals and between geographically distributed subgroups.
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| 3. |
- Bosch-Sijtsema, Petra, 1971, et al.
(author)
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A Framework to Analyze Knowledge Work in Distributed Teams
- 2011
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In: Group and Organization Management. - : SAGE Publications. - 1059-6011 .- 1552-3993. ; 36:3, s. 275-307
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Journal article (peer-reviewed)abstract
- This article presents a framework to analyze knowledge work in the changing context of new ways of working. Knowledge work increasingly takes place as collaboration from different and changing workplaces due to mobility, multilocational, and geographical distribution of participants. We define the framework based on five key factors that pose challenges to the performance and productivity of knowledge work performed in distributed teams. The framework extends and integrates traditional performance models of task, team structure, and work process, with context factors like workplace, organization policy, and information and communication technology (ICT) infrastructure. The framework is applied in a qualitative comparative cross-case analysis to eight globally distributed teams in two Fortune 100 high-tech companies. We conclude with a series of specific challenges for each factor when studying distributed knowledge work. It is shown that due to changing contexts knowledge workers, teams, and organizations need to constantly adapt, readjust, and realign according to the five factors.
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| 4. |
- Bosch-Sijtsema, Petra, 1971, et al.
(author)
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Challenging New Ways of Working for Remote Managers in Global Collaborative Work Environments
- 2011
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In: New Ways Organizing Work: Developments, Perspectives, and Experiences. - : Routledge. - 9781136598357 ; , s. 160-175
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Book chapter (other academic/artistic)abstract
- Global teamwork, mobile work and telework require new ways of organizing and managing work across several locations. New information and communication technologies (ICT) facilitate work to be performed without being bound to a particular place or time (Gareis, Lilischkis & Mentrup, 2006; Vartiainen, 2008). These types of organizing work are stimulated even more by the economic climate in which companies try to reduce real estate, travel, as well as development and personnel costs, while at the same time outsourcing and off-shoring their functions. Several streams of research discuss these issues, such as telework (Sullivan, 2003; Felstead, Jewson & Walters, 2005), studying work from home and other places outside the main workplace. Others discuss distributed work (Bell & Kozlowski, 2002; Jarvenpaa & Leidner, 1999; Majchrzak, Rice, Malhotra, King & Ba, 2000) and focus on issues, such as the impact of distance (Armstrong & Cole, 1995; Hinds & Kiesler, 2001), trust (Jarvenpaa & Leidner, 1998; Zolin, Hinds, Fruchter & Levitt, 2004), confl icts (Hinds & Bailey, 2003) and cultural differences (Zakaria, Amelinckx & Wilemon, 2004). Other researchers study mobility, where work is performed in multiple locations and focus on the impact of mobility on work and productivity for both the fi rm and employee (Gareis et al., 2006; Hislop & Axtell, 2009; Vartiainen & Hyrkkänen, 2010). In all these studies, the challenge is how to manage these new ways of working. Large corporate teams typically engage middle managers that report to their superiors and coordinate team member activities. Managers working in global and mobile collaborative work environments often work in multiple teams (cf. Mortensen, Woolley & O’Leary, 2007) having to play a dual role, on one hand, managing global team members and, on the other hand, being team members in the management group that reports to their superior. Working in multiple teams with multiple roles is another challenge important for new ways of working. Many studiesdiscuss either being part of a distributed team or how to manage remote employees (e.g., Kayworth & Leidner; 2000, Zigurs, 2003), but neglect the fact that these global managers fulfi ll multiple roles as a manager, as well as team member. New ways of working build on the core management competencies and require managers to address new challenges determined by global collaborative working environments (CWE). CWEs are a combination of infrastructures-both physical, IT-based networks, social and organization structures-supporting individual and collaborative work. Next to management competencies, critical aspects related to workplace, work practices, ICT and policies are important (e.g., MacDuffi e, 2007). This chapter studies challenges that global middle managers face when engaged in global CWE driven by globalization and mobility. © 2012 Taylor and Francis.
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| 5. |
- Fruchter, Renate, et al.
(author)
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Tech-IQ : Technology Mediated Interdisciplinary Questioning
- 2007
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Reports (other academic/artistic)abstract
- The educational challenge of Tech IQ is to assist students in developing an integrated understanding of interdisciplinary, project-based teamwork through active participation in inquiry. To do this, the team will create an innovative computer-mediated and question-driven learning experience. Architecture, engineering, and management students engaged in project-based learning typically apply their knowledge in discipline-centric inquiry, and lack the opportunity to develop general interdisciplinary inquiry abilities in a real-world project context. The research team will design, implement, test, deploy, and assess the Tech-IQ learning interaction experiences as a pedagogic method based on a framework of six degrees of question exploration in support of effective interdisciplinary questioning in PBL. The team will use an information and communication environment that leverages two of the most pervasive cognitive technologies, i.e., speech and sketching. Using these tools will assist learners to articulate and represent their thinking and questioning and make their level of understanding more visible, tangible, clearer, sharable, and re-usable. These tools will be deployed in the Architecture, Engineering, Construction Management Global Teamwork course offered during 2006-07 at Stanford in collaboration with KTH in Stockholm, Chalmers University and IT University in Göteborg.
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| 6. |
- Fruchter, Renate, et al.
(author)
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Tension between perceived collocation and actual geographical distribution in project teams
- 2010
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In: AI & Society, Journal of Knowledge, Culture and Communication. - : Springer Science and Business Media LLC. ; 25:2, s. 183-192
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Journal article (peer-reviewed)abstract
- This paper describes an exploratory comparative study of knowledge workers and their challenges in high tech global project teams. More specifically we focus on the tension between perceived collocation and actual geographical distributed project work as a function of: (1) the demand to distribute and shift attention in multi-teaming, (2) virtuality i.e. number of virtual teams participants engage in, (3) the continuous adjustment and re-adjustment to new places they perform their activity, and (4) the collaboration technologies they use. We present the methodology for data collection that included semi-structured interviews, surveys, and on site shadowing of the project participants, and discuss the findings from the data analysis. The study is based on the bricks-bits-interaction framework. It is at the intersection of the design of physical spaces, i.e., bricks; rich digital information and collaboration technology (ICT) content, mobile devices and network infrastructures, i.e., bits, and emergent work practices, process, and new ways people behave in communicative events using the affordances of ICT augmented physical, virtual spaces and digital content, i.e., interaction.
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| 7. |
- Fruchter, Renate, et al.
(author)
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The Fishbowl : Degrees of Engagement in Global Teamwork
- 2006
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Reports (other academic/artistic)abstract
- The project team will improve cross-disciplinary, collaborative, and geographically distributive project-based learning (PBL) by creating an innovative, computer-mediated learning experience between students and professionals working in the fields of architecture, engineering and construction management (AEC.) Faculty and researchers from Stanford, KTH, Chalmers and the IT University of Göteborg will design, implement, test, deploy and evaluate a learning interaction experience (“The Fishbowl”) as a pedagogical intervention to support knowledge transfer from professionals to students. These competencies include alternative ways to solve problems, inquiry and negotiation skills, and probing the boundaries between disciplines. Deliverables from this project will include a tested and evaluated pedagogic model, an ICT-augmented workspace, deployed and tested in PBL at Stanford, KTH, Chalmers and IT Göteborg, the implementation of the pedagogy and ICT in an AEC Teamwork course offered in spring 2006, evaluation of learning workspaces, and student learning and performance assessments.
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| 8. |
- Nurmi, Niina, et al.
(author)
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Who shouts louder? Exerting power across distance and culture
- 2009
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In: Proceedings of IWIC, International workshop of intercultural collaboration. ACM Digital Library (http://portal.acm.org/dl.cfm) ACM 978-1-60558-198-9/09/02. - New York, NY, USA : ACM. ; , s. 71-80
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Conference paper (peer-reviewed)abstract
- Despite the increasing attention to multi-culturalcollaboration, power in global distributed teams is hardlydiscussed in research. We used a qualitative, interpretiveresearch method to study four multi-cultural teams fromthree globally distributed companies in the electronics andsoftware industry in Asia, US, and Europe.!Geographicdistance hindered remote leaders’ power and achievingtask compliance by creating competing lines of authorityand diminishing visibility and awareness of teamconditions. Cultural distance between leaders and teammembers challenged leaders in adapting leadershipbehavior according to cultural differences. Culturalawareness and language skills both in lingua franca andlocal language increased the power of remote leaders.
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