How successful virtual teams communicate: The role of emotional intelligence

• Authors: Birwatkar Vaibhav P.

Title variants

FR

Comment communiquent les équipes virtuelles qui réussissent: le rôle de l’intelligence émotionnelle

• Languages of publication: EN

Abstracts

EN

Today’s organizations have adopted New Information and Communication Technologies (ICT) that enable them to “go virtual” by having individuals from all over the world work together in global virtual teams. Virtual teams are like living systems and, as such, are made up of people with different needs and characteristics. In a virtual team where the task often needs to be completed in a relatively short period of time, members may focus more on the task goals than on social/relational development. In short-term collaborations, personal relationships may never develop, hence the influence of communication environment becomes salient. Teams fail when they experience a lack of communication and group cohesion due to their members’ inability to handle emotions. The members are not able to regulate their emotions and therefore fail in creating effective communication. As a driver of team effectiveness and performance, emotional intelligence has received increasing attention in recent years. When interacting with each other, the members are not able to regulate their emotions leading to low level of group emotional intelligence. This paper illustrates the importance of emotional intelligence in creating group synergy and the ways in which members in virtual teams foster open communication and stay receptive to bad and good news by seeking mutual understanding and sharing information fully.

FR

Les organisation d’aujourd’hui ont adopté les nouvelles technologies de l’information de la communication (NTIC) qui permettent à l’organisation de « devenir virtuelle », en faisant des individus du monde entier travailler ensemble dans des équipes virtuelles mondiales. Les équipes virtuelles sont comme les systèmes vivants et elles sont composées des personnes avec des besoins et des caractéristiques différents. Dans une équipe virtuelle, quand la tâche doit souvent être accomplie en un espace de temps relativement court, les membres du groupe peuvent se concentrer plus sur les objectifs de la tâche que sur le développement social/relationnel. Parfois, dans les collaborations à court terme, les relations personnelles ne se développent pas du tout, l’influence de l’environnement communicationnel devient donc essentielle. Les équipes échouent quand il n’y a pas de communication et de cohésion au sein du groupe, à cause de l’incapacité des participants de gérer les émotions. Les membres du groupe ne sont pas capables de manier leurs émotions et c’est pourquoi ils n’arrivent à créer une communication efficace. L’intelligence émotionnelle reçoit une attention croissante ces dernières années et elle est perçue comme le moteur de l’efficacité et de la performance de l’équipe. Les participants ne sont pas capables de gérer leurs émotions dans les interactions avec les autres, ce qui mène au bas niveau de l’intelligence émotionnelle du groupe. Le présent article vise à illustrer l’importance de l’intelligence émotionnelle dans la création de la synergie du groupe. Il montre aussi comment les membres des équipes virtuelles favorisent la communication ouverte, comment ils restent réceptifs aux mauvaises nouvelles, ainsi qu’aux bonnes, en cherchant la compréhension mutuelle, et comment ils partagent toutes les informations avec bienveillance.

Keywords

EN

communication; emotional intelligence; virtual teams; face-to-face communication; Information and Communication Technologies (ICT)

FR

communication; intelligence émotionnelle; équipes virtuelles; communication tête-à-tête; echnologies de l’information et de la communication (TIC)

• Publisher: Uniwersytet Gdański
• Journal: Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
• Year: 2014
• Issue: 11
• Pages: 101-136

Dates

online

2014

Contributors

author

Birwatkar Vaibhav P.

• Universitatea Pedagogica de Stat ‘I.Creanga’, Chisinau, Moldova

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Identifiers

ISSN

1732-1220