Use 2-4 readings from the week’s reading list to write your professional log, encompassing 500 words (excluding references). The professional log should explain some of the key concepts of the lecture and outline how these concepts contribute towards an understanding of the implications of digital work. You can also refer to the workshop activities (e.g. case studies) in order to underline your learning experiences through applying theoretical concepts. The professional log should maintain professional levels of style, spelling and punctuation and employ Harvard referencing.
The essay aims to assess students’ ability to apply theoretical concepts for analysing the impact of digital technologies across various contexts of work.
Students will be expected to focus on specific technologies and work practices to reflect on organisational and societal impacts.
Different essay questions will be provided to direct students to different examples of digital work.
References are excluded from the word limit but anything else is included.
Essays should employ Harvard referencing style and should maintain professional levels of style, spelling, and punctuation.
Lecture 3 acknowledges that most teams operate to some degree virtually. Virtual project teams are key for organisations to stay competitive. However, work in virtual teams faces particular challenges and requires specific leadership strategies.
Learning outcomes
By the end of this unit of teaching and learning, you will be able to:
Differentiate between ongoing organisational work and projects
Understand why virtual project teams (VPTs) become increasingly important
Recognise the challenges of VPTs
Understand how virtual teams can be managed effectively
Essential Reading
Newman, S. A., Ford R. C. (2021). Five Steps to Leading Your Team in the Virtual COVID-19 Workplace. Organizational Dynamics, https://doi.org/10.1016/j.orgdyn.2020.100802
Sources
Chamakiotis, P., & Panteli, N. (2011). E-leadership styles for global virtual teams. In Global Business: Concepts, Methodologies, Tools and Applications (pp. 1688-1706). IGI Global.
Eisenberg, J., & DiTomaso, N. (2019). Structural decisions about configuration, assignments, and geographical distribution in teams: Influences on team communications and trust. Human Resource Management Review, in press.
Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48(1), 94-118
Furst, S. A., Reeves, M., Rosen, B., & Blackburn, R. S. (2004). Managing the life cycle of virtual teams. Academy of Management Perspectives, 18(2), 6-20.
Gherardi, S (2011) Organizational Learning: The Sociology of Practice� In: The Blackwell Handobook of Oranizational Learning and Knowledge Management, M. Easterby-Smith and M.A. Lyles (eds). New York: Palgrave MacMillan, pp. 111-131.
Griffith, T.L., Sawyer, J.E. and Neale, M.A. (2003). Virtualness and knowledge in teams: Managing the love triangle of organizations, individuals, and information technology. MIS Quar