TY - JOUR A1 - Seeber, Isabella A1 - Fleischmann, Carolin A1 - Cardon, Peter A1 - Aritz, Jolanta T1 - Fostering Psychological Safety in Global Virtual Teams: The Role of Team-Based Interventions and Digital Reminder Nudges JF - Group Decision and Negotiation N2 - Psychological safety (PS), the feeling of being comfortable to express one’s ideas or opinions in teams, is a key determinant of successful global virtual teams (GVT). Even though considerable knowledge exists about its antecedents, it is unknown how team-based interventions (TBI) and technology-based interventions (digital reminder nudges, DRN) foster PS among team members. Based on a survey involving 235 participants, our data show that TBI and DRN foster psychological safety in GVT. However, only the effect of TBI on psychological safety can be explained with a higher-quality coordination process. It remains unclear what causal mechanism explains the effect of DRN. These findings contribute to the literature on PS by showing that TBI facilitate effective coordination processes and to the literature on digital nudges by demonstrating that technology-based reminders drive PS. KW - Artificial Intelligence KW - Collaboration KW - Digital nudging KW - Global virtual teams KW - Psychological safety KW - Team intervention Y1 - 2024 U6 - https://doi.org/10.1007/s10726-024-09899-5 ER - TY - CHAP A1 - Fleischmann, Carolin A1 - Logemann, Minna A1 - Heidewald, Jeanette A1 - Cardon, Peter A1 - Aritz, Jolanta A1 - Swartz, Stephanie T1 - Fostering GenAI Literacy in Higher Education for Future Workplace Preparedness: A Mixed-Methods Study T2 - ECIS 2024 Proceedings N2 - As generative AI (GenAI) becomes increasingly integrated into the professional workplace, offering significant productivity gains according to emerging research evidence, professionals and students need to build competencies to thrive in this new environment. In higher education, curricula must incorporate GenAI literacy to help students engage with this important and evolving technology. This research introduces results from a mixed-method study conducted among organisational practitioners, with the goal of creating an understanding of GenAI literacy needs across broad organisational contexts. We develop a Diamond Model of GenAI literacy for higher education to support curricular transformations needed to help students entering the GenAI-infused workplace. The suggested Diamond Model advocates for refining educational approaches to equip graduates with the capabilities to apply GenAI, maintain accountability, ensure authenticity and exercise agency in GenAI-driven workplaces. Y1 - 2024 UR - https://aisel.aisnet.org/ecis2024/track13_learning_teach/track13_learning_teach/5 SP - 1859 ER - TY - JOUR A1 - Cardon, Peter A1 - Fleischmann, Carolin A1 - Logemann, Minna A1 - Heidewald, Jeanette A1 - Aritz, Jolanta A1 - Swartz, Stephanie T1 - Competencies Needed by Business Professionals in the AI Age: Character and Communication Lead the Way JF - Business and Professional Communication Quarterly N2 - Many experts project generative AI will impact the types of competencies that are valued among working professionals. This is the first known academic study to explore the views of business practitioners about the impacts of generative AI on skill sets. This survey of 692 business practitioners showed that business practitioners widely use generative AI, with the most common uses involving research and ideation, drafting of business messages and reports, and summarizing and revising text. Business practitioners report that character-based traits such as integrity and soft skills will become more important. Implications for teaching business communication are discussed. KW - AI-mediated communication KW - artificial intelligence KW - business education KW - generative AI KW - soft skills Y1 - 2024 U6 - https://doi.org/10.1177/23294906231208166 VL - 87 IS - 2 SP - 223 EP - 246 ER - TY - RPRT A1 - Sigl, Anna-Lena A1 - Fleischmann, Carolin A1 - Cardon, Peter A1 - Aritz, Jolanta A1 - Koße, Tamara T1 - Speech-to-text technology for global virtual teams: A SWOT analysis N2 - Virtual team meetings are increasingly supported with advanced technology. This study investigates the extent to which Al-enabled speech technology can be useful for global virtual teams (GVT). A survey was conducted in GVTs in 2020 and 2021, when people's lives were primarily dominated by the pandemic. A transcription software was used to support the collaboration. A total of 530 survey responses were analyzed using a structured approach- qualitative content analysis. The data was structured using the SWOT framework that aimed at comprehensively answering the research question "To what extent is the use of Al-supported speech technology in GVTs useful?". Al-generated transcripts are helping to overcome language and time zone barriers in GVT. Yet, they also cause misunderstandings and impact openness of communication. Further results and implications for GVT are discussed. T3 - Rosenheim Papers in Applied Economics and Business Sciences - 9 KW - Speech-to-text technology KW - global virtual teams KW - NLP KW - SWOT analysis Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-23270 ER - TY - JOUR A1 - Carradini, Stephen A1 - Getchell, Kristen A1 - Cardon, Peter A1 - Fleischmann, Carolin A1 - Aritz, Jolanta A1 - Stapp, James T1 - Evidence-based recommendations for recorded meetings policies JF - Business Horizons N2 - Virtual meeting recordings have become a common part of virtual and hybrid workplace environments. Meeting recordings offer potential benefits (speedy transcript production, expedited information sharing, searchable information, inclusion of visual and tonal expressions) and drawbacks (difficulty discussing sensitive issues, employee privacy, limited off-the-record capabilities, and employee concerns over sharing recordings). Given this variance, policies for virtual meetings are a necessity. Managers can successfully implement a policy by co-creating policy preferences with employees in open-ended and nonjudgmental conversations that openly discuss potential benefits, drawbacks, and employee concerns. Topics such as when to record, when not to record, how to gain consent, and who will have administrative and sharing rights should be covered. Accessibility concerns, use or rejection of software features, for how long and where meeting recordings should be stored, and emerging issues such as use of virtual reality meetings and AI tools are areas of less urgency that may be part of the conversations. Managers should deliver policy preferences to a group of representatives from Human Resources, Information Technology, and the executive team to compose the policy, request a legal review, then introduce and implement it in the organization. KW - Policy KW - Psychological safety KW - Recorded meetings KW - Virtual meetings Y1 - 2023 U6 - https://doi.org/10.1016/j.bushor.2023.08.003 ER - TY - JOUR A1 - Cardon, Peter A1 - Fleischmann, Carolin A1 - Aritz, Jolanta A1 - Logemann, Minna A1 - Heidewald, Jeanette T1 - The Challenges and Opportunities of AI-Assisted Writing: Developing AI Literacy for the AI Age JF - Business and Professional Communication Quarterly N2 - Generative AI may significantly disrupt the teaching and practice of business communication. This study of 343 communication instructors revealed a collective view that AI-assisted writing will be widely adopted in the workplace and will require significant changes to instruction. Key perceived challenges include less critical thinking and authenticity in writing. Key perceived benefits include more efficiency and better idea generation in writing. Students will need to develop AI literacy—composed of application, authenticity, accountability, and agency—to succeed in the workplace. Recommendations are provided for instructors and administrators to ensure the benefits of AI-assisted writing can outweigh the challenges. KW - AI-assisted writing KW - generative AI KW - AI-mediated communication KW - AI literacy Y1 - 2023 U6 - https://doi.org/10.1177/23294906231176517 SP - 1 EP - 39 ER - TY - CHAP A1 - Fleischmann, Carolin A1 - Seeber, Isabella A1 - Cardon, Peter A1 - Aritz, Jolanta T1 - Fostering Psychological Safety in Global Virtual Teams: The Role of Reminder Nudges and Team-based Interventions T2 - Proceedings of the 56th Hawaii International Conference on System Sciences N2 - Psychological safety, the feeling of being comfortable to express one’s ideas or opinions in teams, is a key determinant of successful global virtual teams. Even though there exists considerable knowledge about its antecedents, it is unknown how team-based (e.g., clarification of deliverables and deadlines) and technology-based (e.g., digital reminder nudges/ DRN) interventions foster psychological safety given cultural variations of team members. Based on a survey involving 148 participants, our data shows that both team-based interventions (TBI) and digital nudges foster psychological safety in global virtual teams. TBI are even more effective for high-context, indirect communicators than for low-context, direct communicators. However, digital nudges were equally effective across cultures for building psychological safety. These findings contribute to the literature on psychological safety as we show that not all antecedents hold equally across cultures and to the literature of digital nudges as we show the effectiveness of technology-based interventions in a team context. KW - Cross-Organizational and Cross-Border IS/IT Collaboration KW - chatbot KW - conversational agent KW - education KW - learning outcomes KW - pedagogical agent Y1 - 2023 UR - https://hdl.handle.net/10125/102673 SP - 365 ER - TY - CHAP A1 - Fleischmann, Carolin A1 - Aritz, Jolanta A1 - Cardon, Peter T1 - Language Proficiency and Media Synchronicity Theory: The Impact of Media Capabilities on Satisfaction and Inclusion in Multilingual Virtual Teams T2 - Proceedings of the 52nd Hawaii International Conference on System Sciences N2 - Virtual teams that use integrated communication technologies are ubiquitous in cross-border collaboration. This study explored media use and communication performance in multilingual virtual teams. Based on surveys from 96 virtual teams (with 578 team members), the research showed that more time spent in synchronous communication channels such as online conferences increased inclusion and satisfaction. Team members with lower language proficiency felt less included in synchronous and asynchronous collaboration, whereas team members with higher language proficiency felt less satisfied with asynchronous collaboration. Also, limited language proficiency speakers were significantly less likely to view synchronous tools as helpful for their teams to reach a mutual decision. Our data supports Media Synchronicity Theory (MST) for native and highly proficient English speakers. However, MST needs to be adjusted to account for different levels of language proficiency. Y1 - 2019 UR - http://hdl.handle.net/10125/59474 ER - TY - CHAP A1 - Fleischmann, Carolin A1 - Cardon, Peter A1 - Aritz, Jolanta T1 - Smart Collaboration in Global Virtual Teams: The Influence of Culture on Technology Acceptance and Communication Effectiveness T2 - Proceedings of the 53rd Hawaii International Conference on System Sciences N2 - Teams are beginning to rely on smart communication technology that is enhanced by Artificial Intelligence (AI). Yet, we lack understanding of how these smart communication technologies (SCT) influence team collaboration, especially in global virtual teams (GVT). This study empirically investigates how cultural values and practices influence the acceptance of SCT and how the use of this technology impacts communication effectiveness in GVT. We surveyed 643 members of 109 GVT before and after using the SCT. Results showed that team members from individualistic, future oriented cultures generally had more positive expectations towards the performance and enjoyment of using the technology. Uncertainty avoidance increased effort expectancy. After using SCT for communicating in the GVT, most differences disappeared. Regarding communication effectiveness, SCT had a positive influence, which was stronger for performance and future oriented cultures. Y1 - 2020 UR - http://hdl.handle.net/10125/63784 N1 - Best Paper Award ER - TY - JOUR A1 - Fleischmann, Carolin A1 - Aritz, Jolanta A1 - Cardon, Peter T1 - Language Proficiency and Media Richness in Global Virtual Teams: Impacts on Satisfaction, Inclusion, and Task Accomplishment JF - ACM Transactions on Social Computing N2 - Virtual teams that use integrated communication platforms are ubiquitous in cross-border collaboration. This study explores the use of communication media and team outcomes—both social outcomes and task accomplishment—in multilingual virtual teams. Based on surveys from 96 virtual teams (with 578 team members), the research shows that the more time spent in rich communication channels, such as online conferences, increased inclusion and satisfaction, whereas the more time spent with written communication that is lower in richness increased the level of task accomplishment. Team members with lower language proficiency felt less included in all collaboration channels, whereas team members with higher language proficiency felt less satisfied with lean collaboration. In addition, limited language proficiency speakers were significantly less likely to view rich tools as helpful for their teams to reach a mutual decision. Our data support media richness theory in its original context for native and highly proficient English speakers. Our study extends the scope of the theory by applying it to the new context of team members with limited language proficiency. Management should implement a collaboration infrastructure consisting of communication platforms that integrate a variety of media to account for different tasks and different communication needs. KW - language proficiency KW - media richness theory KW - task accomplishment KW - team outcomes KW - Virtual teams Y1 - 2020 U6 - https://doi.org/10.1145/3363564 VL - 2 IS - 4 SP - 1 EP - 18 ER - TY - JOUR A1 - Cardon, Peter A1 - Aritz, Jolanta A1 - Fleischmann, Carolin A1 - Elhaddaoui, Terri A1 - Getchell, Kristen A1 - Helens-Hart, Rose A1 - Iivonen, Kirsti A1 - Insignares, Frank A1 - Li, Xiaoli A1 - Logemann, Minna A1 - Palmer-Silveira, Juan Carlos A1 - Ruiz-Garrido, Miguel A1 - Shrivastava, Archana A1 - Springer, Scott A1 - Stapp, James A1 - Swartz, Stephanie A1 - Warren, Naomi A1 - Woolstenhulme, Karen A1 - Zemaitis, Eigirdas T1 - What Happens to Global Virtual Teams When a Pandemic Hits? Maintaining Normalcy and Stability with Disruption All Around JF - The Western ABC Bulletin N2 - Each year, the Virtual Business Professional (VBP) program brings together professors and students from across the globe to engage in client projects. The VBP program of 2020 occurred from the beginning of March through the middle of April. In this article, we share how the COVID-19 pandemic affected VBP participants and their teams. We present post-project survey results (completed by 440 of 530 participants for an 83 percent response rate), professor comments, and student comments to demonstrate how VBP participants overcame many of the pandemic disruptions to work effectively in virtual teams, develop compassion and empathy for one another, and foster more global mindsets. KW - Virtual Business Professional (VBP) program Y1 - 2020 VL - Spring 2020 ER - TY - CHAP A1 - Fleischmann, Carolin A1 - Cardon, Peter A1 - Aritz, Jolanta T1 - Acceptance of Speech-to-Text Technology: Exploring Language Proficiency and Psychological Safety in Global Virtual Teams T2 - Proceedings of the 54th Hawaii International Conference on System Sciences N2 - Natural Language Processing, such as speech-to-text technology, is increasingly implemented in collaboration software that is used by global virtual teams (GVT). GVT collaboration has become ubiquitous and has additionally accelerated during the COVID-19 pandemic. The main issues of global virtual teams are technology difficulties, language and time zone differences, and lower levels of psychological safety. Advances in collaboration technology aim at improving collaboration for GVT. But we know little about the acceptance of these technologies. Therefore, the objective of this study is to explore how Millennial and Gen Z members of GVT accept speech-to-text technology; namely, automated captions in virtual conferences and automated meetings transcripts. Particularly, we are comparing antecedents of acceptance across levels of language proficiency and psychological safety. We surveyed 530 users of speech-to-text technology in GVT both before and after they used the technology. The pre-survey was administered before the COVID-19 pandemic hit; when participants completed the post-survey all were under some degree of lockdown. Results suggest that use of the technology reduces anxiety and effort, but decreases performance expectation and hedonic motivation. Non-native speakers rate the technology more positively. The impact of psychological safety is limited to self-efficacy and anxiety. Y1 - 2021 UR - http://hdl.handle.net/10125/70660 SP - 411 ER - TY - CHAP A1 - Cardon, Peter A1 - Ma, Haibing A1 - Fleischmann, Carolin A1 - Aritz, Jolanta T1 - Recorded Work Meetings and Algorithmic Tools: Anticipated Boundary Turbulence T2 - Proceedings of the 54th Hawaii International Conference on System Sciences N2 - Meeting recordings and algorithmic tools that process and evaluate recorded meeting data may provide many new opportunities for employees, teams, and organizations. Yet, the use of this data raises important consent, data use, and privacy issues. The purpose of this research is to identify key tensions that should be addressed in organizational policymaking about data use from recorded work meetings. Based on interviews with 50 professionals in the United States, China, and Germany, we identify the following five key tensions (anticipated boundary turbulence) that should be addressed in a social contract approach to organizational policymaking for data use of recorded work meetings: disruption versus help in relationships, privacy versus transparency, employee control versus management control, learning versus evaluation, and trust in AI versus trust in people. Y1 - 2021 UR - http://hdl.handle.net/10125/70633 SP - 196 ER - TY - CHAP A1 - Cardon, Peter A1 - Fleischmann, Carolin A1 - Aritz, Jolanta A1 - Ma, Haibing A1 - Springer, Ann A1 - Springer, Scott T1 - The Influence of Psychological Safety and Personality on Technology Acceptance of Team-Based Technology in Global Virtual Teams T2 - Proceedings of the 55th Hawaii International Conference on System Sciences N2 - Collaboration platforms for teams, such as Slack, are increasingly used in virtual teams. Conventional wisdom suggests attitudes about adopting these types of platforms is primarily driven by their affordances. Our project emerged from the premise that psychological safety and personality traits can also significantly influence attitudes related to technology adoption. This research of roughly 300 global virtual teams showed that psychological safety influences views of collaboration platforms in terms of performance expectancy, effort expectancy, and hedonic motivation. In addition, this research showed that personality traits influence views of collaboration platforms. These findings about psychological safety and personality traits suggest a team-development approach is an integral component of the technology adoption process. Recommendations for future research are provided. Y1 - 2022 UR - http://hdl.handle.net/10125/79406 ER - TY - JOUR A1 - Logemann, Minna A1 - Aritz, Jolanta A1 - Cardon, Peter A1 - Swartz, Stephanie A1 - Elhaddaoui, Terri A1 - Getchell, Kristen A1 - Fleischmann, Carolin A1 - Helens-Hart, Rose A1 - Li, Xiaoli A1 - Palmer-Silveira, Juan Carlos A1 - Ruiz-Garrido, Miguel A1 - Springer, Scott A1 - Stapp, James T1 - Standing strong amid a pandemic: How a global online team project stands up to the public health crisis JF - British Journal of Educational Technology N2 - The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education. KW - collaborative learning KW - communication KW - digital competences KW - distance learning KW - experiential learning KW - higher education KW - team working KW - virtual world Y1 - 2022 U6 - https://doi.org/10.1111/bjet.13189 VL - 53 IS - 3 SP - 577 EP - 592 ER -