56 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012

Industry Bridges Article

Digital Mastery:
The Skills Needed for Effective
Virtual Leadership
Shelly R. Roy, Gaston Caperton Center, Fairmont State University, USA

ABSTRACT
With support from the research literature, this paper argues that to lead effectively in a virtual environment,
the leaders of virtual teams need relationship building, technical, and leadership skills, as well as the ability
to defuse the frustrations of virtual team members. Relationship building skills include the ability to establish
trust, embrace diversity, skill in fostering a team spirit, and motivating team members. Technical skills include
the ability to use video conferencing software, instant messaging, e-mail, virtual worlds, avatars, and com-
munication skills. Leadership skills needed by leaders in virtual environments include emotional intelligence,
the ability to create an open and supportive environment, and to lead by example.

Keywords: Leadership Skills, Online Communication, Relationship-Building Skills, Technical Skills,

Virtual Leadership, Virtual Teams, Web-Enabled Leadership

INTRODUCTION the frustrations of their subordinates in order

to accomplish organizational goals in a virtual
The next major challenge facing leaders is the team (VT) environment. In the subsequent para-
ability to lead effectively in the virtual realm, graphs, the author supports these arguments with
because in many organizations, internet tech- information obtained from scholarly journals.
nologies (e.g., e-mail, instant messaging, chat
rooms, video conferencing, etc.) are replacing
face-to-face interactions, and leaders must THE NEED FOR VIRTUAL
adapt in order to succeed in this new context LEADERSHIP SKILLS
(Institute for Corporate Productivity, 2010;
Many organizations are using VTs because they
McCallum & O’Connell, 2009; Morris, 2008;
have the ability to cross geographical boundaries
and Voss, 1996). Consequently, because virtual
(Zhang, Tremaine, Egan, Milewski, O’Sullivan,
communications are becoming the norm in
& Fjermestad, 2009), are cost effective because
many organizations, this paper argues that in
VTs do not require travel, and they are indepen-
order to succeed in the virtual context, lead-
dent of time and space (Eom, 2009; Fruchter,
ers need relationship building, technical, and
Bosch-Sijtsema, & Ruohomaki, 2010; Kahai,
leadership skills, as well as the ability to defuse
Fjermestad, Zhang, & Avolio, 2007; McCal-
lum & O’Connell, 2009; and Suduc, Bizoi,
DOI: 10.4018/jec.2012070104

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 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012 57
& Filip, 2009). Other benefits of VTs include
greater knowledge sharing and communication
(Cottone, Pieti, Schiavinato, Soru, Martinelli,
Varotto, & Mantovani, 2009), faster, more in-
novative, and better informed decision-making
(Muntean, 2009), and are more efficient and
effective (Muntean, 2009; and Voss, 1996), than
face-to-face team meetings. The use of VTs by
organizations is growing (Brake, 2006; Kahai et
al., 2007; Voss, 1996), thereby creating a need
for virtual leadership skills, since it is more
challenging to lead in a virtual environment,
than in a face-to-face environment because of
the lack of nonverbal communication (Brake,
2006; McCallum & O’Connell, 2009; Muntean,
2009; and Voss, 1996).
RELATIONSHIP
BUILDING SKILLS
The first type of skills that are needed by the
leaders of VTs are relationship building skills,
because the members of the VT must work
together in order to accomplish organizational
goals (Suduc et al., 2009), and virtual teams
cannot succeed without good leader-follower
relationships (Robert, Dennis, & Ahuja, 2008;
Shriberg, 2009). Strong relationships between
the leader and the members of the VT can help
to overcome the feelings of isolation experi-
enced by the members of the VT (Pyoria, 2009;
Hambley, O’Neill, & Kline, 2007), and good
relationships enhance the ability of the VT to
share information and knowledge with their
fellow team members (“Distant unity,” 2010;
Hastings, 2009; Muntean, 2009). Relationship
building skills are also important, because it
can help the leaders of VTs to defuse conflicts
(Brake, 2006; Robinson & Rose, 2007), em-
brace change (McCallum & O’Connell, 2009;
Van Velsor, McCauley, & Ruderman, 2010),
and enable better communication among the
members of VTs (Morris, 2008).
Trust
Without trust, strong relationships cannot exist
in a VT (Robert et al., 2008; Robinson & Rose,
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2007; Van Velsor et al., 2010), therefore, it is
vital to the success of a VT, that the leader cre-
ates an environment that is conducive to trust
(Brake, 2006; Shriberg, 2009). A leader can
create trust in a VT by having an initial in-person
meeting with the team (Brake, 2006; McCallum
& O’Connell, 2009). However, if this is simply
not possible, then the leader should encourage
participants in the VT to post a picture of his
or her self and their biographical information,
in order for each person to see the human face
behind the user name (Brake, 2006; Eom,
2009; Voss, 1996). Other ways that leaders can
establish trust in VTs are by delegating tasks
(Fruchter et al., 2010; Zhang et al., 2009), and
encouraging open and honest communication
by creating a safe non-critical environment
(McCallum & O’Connell, 2009; Voss, 1996).
VT leaders can also foster trust by, fulfilling
the promises made to the VT constituents
(Robinson & Rose, 2007; Van Velsor et al.,
2010), focusing on legitimacy and credibility
with followers (McCallum & O’Connell, 2009),
and checking in on each member of the VT in
order to see how they are doing via a private
chat (Brake, 2006).
Embracing Diversity
One of the principal advantages of VTs is
that they are able to connect diverse experts
from around the globe in an efficient manner
(Brake, 2006; “Distant unity,” 2010; Hast-
ings, 2009; McCallum & O’Connell, 2009;
Muntean, 2009). Therefore, in order for the
VT to function at maximum effectiveness, the
leader must embrace the diversity of the team
(Robinson & Rose, 2007; Van Velsor et al.,
2010) by creating a culture of information shar-
ing, cooperation, and working together based
on mutual trust and respect (David, Chand,
Newell, & Resende-Santos, 2008; Fruchter et
al., 2010; Hastings, 2009). Leaders can also
embrace diversity by encouraging input from all
team members (Muntean, 2009; Pyoria, 2009),
building a shared VT context, and establishing
a common language in order to ensure that
each team member defines terms in the same
58 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012
manner (Fruchter & Ponti, 2010; Suduc et al.,
2009; Zhang et al., 2009).
Fostering Team Spirit
In order to foster a team spirit, the leader of the
virtual team must coach and support the mem-
bers of the VT (McCallum & O’Connell, 2009;
Robinson & Rose, 2007; Van Velsor et al., 2010),
delegate tasks in a fair and effective manner
(Brake, 2006), and allow for team autonomy
(Eom, 2009; Wickham & Walther, 2007). The
leader must also ensure that all members of
the virtual team use the same technological
platform (Zhang et al., 2009), focus more on
VT relationships between members, than on
VT tasks (Brake, 2006), and reflect upon their
actions by asking whether or not their actions
are “Building a strong sense of team identity”
(Brake, 2006, p. 116). Other ways in which a
leader can foster a team spirit are by leading
by example (McCallum & O’Connell, 2009),
and creating an open nurturing environment in
which collaboration and teamwork can occur
(McCallum & O’Connell, 2009; Robinson &
Rose, 2007; Van Velsor et al., 2010).
Motivating Team Members
In addition to building trust, embracing diver-
sity, and fostering a team spirit, the final skill
needed by a VT leader to build successful rela-
tionships in a VT is the ability to motivate their
subordinates (Robinson & Rose, 2007; Shriberg,
2009; Van Velsor et al., 2010). A VT leader
can motivate their team members by assisting
the team members with knowledge transfer
by creating a place where all team members
can share and reply to the thoughts of others
(Muntean, 2009), by coaching team members
and giving them the training and development
they need to succeed (Brake, 2006; McCall,
1998; Shriberg, 2009). VT leaders can also
motivate team members by providing feedback
(Brake, 2006; Cleary & Marcus-Quinn, 2008),
and empathizing with VT members when they
voice their frustrations about technological
malfunctions (Cleary & Marcus-Quinn, 2008;
McCallum & O’Connell, 2009).
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Technical Skills
In addition to relationship building skills, the
leaders of virtual teams also need technical skills
in order to achieve organizational goals (Brake,
2006; Kahai et al., 2007; Shriberg, 2009). These
technical skills include the ability to use diverse
types of internet technologies (Owens, Davis,
Murphy, Khazanchi, & Zigurs, 2009), which
include video conferencing, instant messaging,
chat rooms, e-mail, and virtual worlds, and
avatars (Brake, 2006; Morris, 2008). Virtual
leaders must also have the technical ability to
communicate in a clear and efficient manner
(Hambelton, 2008) and keep the attention of
the members of the VT (Morris, 2008) during
the VT meeting. Because without the technical
skills of the VT leader, the frustrations of the
VT members will become so severe, that the
VT effort will fail, and the task set forth will
not be accomplished (Brake, 2006, Owens et
al., 2009; Morris, 2008).
Video Conferencing
Video conferencing, generally defined, is a
software application, which allows the members
of the VT to speak to one another, using Voice-
Over-IP, and see each other using web-cams, in
a synchronous manner (Brake, 2006; Cottone
et al., 2009; Fedorowicz, Laso-Ballesteros, &
Padilla-Melendez, 2008; Hastings, 2009; Suduc
et al., 2009). Yet, although video conferencing
technology does enable the VT leader, and the
VT members to see the facial expressions of
one another, some team members, or even the
leader, may not be comfortable having other
people see them via webcam (Brake, 2006).
Another issue with video conferencing software
is that everyone on the team must use the same
software platform (Brake, 2006; Robert et al.,
2008). For example, if the VT chooses to use
the OoVoo TM video conferencing software, and
one of the VT members only has Skype TM on
their computer instead of OoVoo TM, then the
VT member with Skype TM cannot participate
in the conversation, because the two are not
compatible. However, although high-speed
 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012 59
internet connections, web-cams, USB headsets,
computers, etc., are required in addition to the
video conferencing software, the use of video-
conferencing software is a viable option for the
VT to use in order to accomplish organizational
goals (Hastings, 2009; Shriberg, 2009; Suduc
et al., 2009).
Instant Messaging
For those VT members who prefer to use
other methods of communication instead of
video conferencing, instant messaging, chat
rooms, and e-mail are viable options (Brake,
2006; Cottone et al., 2009; Hambelton, 2008;
Hastings, 2009). Instant messaging, generally
defined, is the ability for team members to
communicate with one another using instant
messaging software and a computer keyboard
(Hambelton & Hastings, 2008). Instant mes-
saging is similar to a chat room, with the only
difference being, instant messages are usually
private, whereas in a chat room, unless other-
wise specified, everyone can see the response
of a team member (Hambelton, 2008; Hastings,
2009). Both instant messaging and chat room
technologies are synchronous, meaning that the
members of the VT must be online at the same
time in order to communicate with one another
(Fedorowicz et al., 2008).
E-MAIL
If it is not possible for the members of the VT
to be online at the same time due to time zone
differences, then another option is e-mail, which
is an electronic message, sent to another VT
member or the VT leader. However, because
e-mail is a written message, it is impossible
to determine the nonverbal behaviors of the
sender of the message (Hambelton, 2008;
Hastings, 2009; Wickham & Walther, 2007).
Another issue where e-mail is concerned is that
it is easy for a message to be misinterpreted, or
accidentally sent to the wrong person, which
can cause inter-team conflict (Hambelton, 2008;
Hambley et al., 2007). Therefore, there are a
few rules to follow when e-mailing a member
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of a VT, these rules include, limiting the number
of e-mail recipients, and having a clear subject
line (Hambelton, 2008). Other rules include
avoiding use of the reply all button, keeping
the message short and clear, avoiding the use
of all caps (which is interpreted as shouting at
the recipient of the message), and proofreading
the e-mail before it is sent (Hambelton, 2008).
VIRTUAL WORLDS
AND AVATARS
Still another type of virtual communication
available to the members of the VT is the use
of virtual worlds and avatars. Virtual worlds,
generally defined, are places on the internet,
where the members of VTs can interact with one
another as if the team members were together
in person through avatars—digital versions of
the VT members (Billings, 2009; Finkel, 2011;
Nuyens, 2009; Owens et al., 2009). There are
many benefits to using virtual worlds and avatars
in VTs, because they simulate reality (Billings,
2009; Nuyens, 2009), and they enable the VT
members to use touch, gestures, and other forms
of nonverbal communication (Billings, 2009;
Finkel, 2011; Nuyens, 2009; Owens et al., 2009)
which are generally not available with other
types of internet technologies. Avatars also can
help to decrease biases and stereotypes, because
the appearance of the avatar is completely cus-
tomizable (Nuyens, 2009; Owens et al., 2009).
Yet, this avatar customization has led to some
problems in the use of virtual worlds, thereby
causing organizations to implement codes of
conduct, and dress codes for the avatars of
organizational employees (Finkel, 2011).
COMMUNICATION SKILLS
However, despite the type of internet technology
used, the leader of the VT must ensure that all
communication is clear, concise, and is under-
standable by members of different cultures (In-
stitute for Corporate Productivity, 2010; Cottone
et al., 2009; David et al., 2008; Robinson & Rose,
2007; Van Velsor et al., 2010). The importance
60 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012
of clear and understandable communication in
a VT helps to decrease ambiguity, conflicts,
and misinterpretations, which can cause the VT
effort to fail (Hambelton, 2008; Morris, 2008;
Fruchter et al., 2010; Fruchter & Ponti, 2010).
In order to ensure that communication is clear,
the VT leader must communicate openly and
frequently (Brake, 2006), consider the impact
of a message when sent (Morris, 2008), and use
the technology to enhance, not replace informa-
tion sharing (Muntean, 2009; Voss, 1996). The
leader must also be non-critical, meaning that
the leader should not chastise VT members for
their inability to spell or type on a keyboard
proficiently (David et al., 2008; Fruchter et al.,
2010; Robert et al., 2008).
Leadership Skills
The VT leader needs leadership skills because
one of the members of the VT must step forward
and communicate the purpose of the team, set
achievable goals, and provide support, in order
for the VT to succeed (Brake, 2006; “Distant
unity,” 2010; Morris, 2008; Robinson & Rose,
2007; Van Velsor et al., 2010). Virtual leaders
must be proactive, meaning that they must be
able to predict and stop problems before they
occur (Brake, 2006), share the vision for the
team, and create team norms (Voss, 1996), and
use the technology used by the rest of the VT to
create a shared context (Institute for Corporate
Productivity, 2010; and Morris, 2008). Leaders
also must be able to practice emotional intel-
ligence (Institute for Corporate Productivity,
2010; Morris, 2008), create an open and sup-
portive VT environment (Brake, 2006; and
Voss, 1996), and lead by example (Institute for
Corporate Productivity, 2010; Morris, 2008).
Emotional Intelligence
Emotional intelligence, includes self-aware-
ness—the ability to understand the effect
the leader’s behavior has on others, and self-
regulation—the ability to think before taking
action (Goleman, 1998). Emotional intelligence
also includes the ability to motivate followers,
to empathize with them, and to communicate
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in a skillful manner and build relationships
(Goleman, 1998). These emotional intelligent
skills are needed by the leaders of VTs, because
it helps the sharing of knowledge and infor-
mation, creates an environment where honest
communication can thrive, and can even help
solve problems when they inevitably arise
(Goleman, 1998; Institute for Corporate Pro-
ductivity, 2010; Robinson & Rose, 2007; Van
Velsor et al., 2010; Voss, 1996). Alas, although
the scholarly literature defines emotional intel-
ligence (Goleman, 1998), and argues for its use
by the leaders of VTs (Institute for Corporate
Productivity, 2010; Robinson & Rose, 2007;
Van Velsor et al., 2010; Voss, 1996) there is
no advice on how a VT leader can establish
emotional intelligence in a VT, and therefore,
it merits further research.
Openness and a Supportive
Environment
In order to create an open and supportive
environment, the leader of the VT must en-
courage knowledge and information sharing
(Fedorowicz et al., 2008; Wickham & Walther,
2007), honest communication (Eom, 2009), and
delegate authority (Pyoria, 2009). The leader
of the VT must also value the contributions
of each member of the VT in order to prevent
them from leaving (Groysberg, 2010; McCall,
1998; Robinson & Rose, 2007; Van Velsor et
al., 2010). The VT leader must create strong,
trust-based relationships with team members
(Robert et al., 2008), be a mentor and problem-
solver when technical, or frustration-based
problems arise (Zhang et al., 2009); and lead
in the dynamic and complex environment of
the VT (Brake, 2006).
Leading by Example
The leader of the VT must also be able to lead
by example, because the members of the VT
look to the leader for guidance (Brake, 2006;
Shriberg, 2009), and therefore, it is the respon-
sibility of the VT leader to set the tone of the
team (Robinson & Rose, 2007; Van Velsor et
al., 2010). The leader must also be optimistic
 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012 61
(McCall, 1998), openly share information,
knowledge, and power (Groysberg, 2010), and
ask the members of the VT for suggestions and
ideas on how to accomplish the task set forth by
the organization (Robinson & Rose, 2007; Van
Velsor et al., 2010). The leader must also use
the same technology that the VT uses (Brake,
2006; Shriberg, 2009) and focus on relation-
ships first, and the task second in order to send
the message to the team about the importance
of relationships within the VT (Brake, 2006;
Robinson & Rose, 2010; Van Velsor et al., 2010).
Frustration Defusing Skills
Yet, despite the many advantages that VTs
have, and the unique challenges they present
for VT leaders, there is type of skill that is
vital for the success of a VT leader, and that is
the ability to defuse frustrations and engage in
conflict management (Brake, 2006; Hambley et
al., 2007; Van Velsor et al., 2010). VT leaders
need frustration-defusing skills, because many
barriers exist to prevent the success of the VT,
which include, a lack of nonverbal communi-
cation, the behavior of avatars, and access to
technology (Billings, 2009; Brake, 2006; Fin-
kel, 2011; Nuyens, 2009; Owens et al., 2009;
Wickham & Walther, 2007). Other barriers and
sources of frustration include technological
glitches (Cleary & Marcus-Quinn, 2008), the
lost interest of VT members (Fruchter & Ponti,
2010), conflicts arising from personality clashes
among the VT members (Eom, 2009), and cul-
tural differences (Brake, 2006; Hambley et al.,
2007). Still other frustrations include ambiguity
(Cottone et al., 2009; David et al., 2008), the
unwillingness of VT members to share informa-
tion (Robert et al., 2008), an environment that
is not conducive to communication and strong
relationships (Brake, 2006; Shriberg, 2009),
and the sheer challenge of leading a VT (Brake,
2006; Eom, 2009; Shriberg, 2009). Therefore, it
is because of these many sources of frustration,
that frustration defusing and conflict manage-
ment skills are imperative to the success of the
leader of a VT (Brake, 2006; Shriberg, 2009).
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Practical Application
The practical application of the ideas presented
in this paper, have the potential for VT leaders
to create a sustainable competitive advantage
in their organizations by first building trust,
which is the first step in building relationships
in VTs (Robert et al., 2008; Robinson & Rose,
2007; Van Velsor, et al., 2010). VT leaders
can establish trust with the members of their
VT by having an informal group videoconfer-
ence using software like OoVoo TM or Google
Hangouts TM. The use of this software, would
not only create rapport (Brake, 2006; McCallum
& O’Connell, 2009) among the VT leader and
the VT members, but also ensure that the VT
members become acclimated to working in a
virtual environment.
The next step for VT leaders to build re-
lationships, after building trust, is to embrace
diversity, which can occur by working with the
team, before the initial start of the project, to
create a set of rules and definitions, which will
guide the behavior of the VT. This list would
ensure that the members of the team spoke a
common language, and defined terms in the
same manner (Fruchter & Ponti, 2010; Suduc
et al., 2009; Zhang et al., 2009). As well as
work to create an environment that was open
to information sharing, cooperation, mutual
trust, and respect (David et al., 2008; Fruchter
et al., 2010; Hastings, 2009). Still another way
in which the VT leader can embrace diversity is
to facilitate the discussion, and encourage those
who are not participating in the discussion to
participate by explicitly asking for their thoughts
on the matter under discussion (Robinson &
Rose, 2007; Van Velsor et al., 2010).
The third step for VT leaders to build
relationships is to foster a team spirit, which
can include fair and effective delegation
(Brake, 2006), and enabling the team to act
autonomously (Eom, 2009; Wickham & Wal-
ther, 2007). Still another way that the VT leader
can foster a team spirit is by encouraging the
team to pick an animal or symbol that will
serve as the logo, or mascot for the team. This
will help to foster a team spirit within the VT,
62 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012
while simultaneously combating the isolation,
normally experienced by VT members (Pyroia,
2009; Hambley et al., 2007).
The fourth and final step for VT leaders to
build relationships is to motivate team members.
VT leaders can motivate their team members by
creating a place online where all VT members
can share ideas (Muntean, 2009). For example,
the VT leader could create a private Facebook
TM
page, sharing it only with the members of
the VT, and encourage each VT member to post
comments, and their own ideas on the Facebook
TM
wall, which would then be available to all
VT members. Another way in which the VT
leader can motivate team members is to have
an informal personal conversation with each VT
member individually. During this conversation
with the VT member, the VT leader can pro-
vide feedback, empathize with the VT member
when they voice their frustrations, and to coach
and encourage when necessary (Brake, 2006;
McCall, 1998; Shriberg, 2009). The VT leader
may also have an informal group chat with the
VT members in order to address any VT wide
concerns or technological malfunctions, and to
motivate the team to succeed (Cleary & Marcus-
Quinn, 2008; McCallum & O’Connell, 2009).
Technical Skills
After establishing relationships, the VT leader
must then focus upon technical skills in order to
ensure that the VT fully utilizes the technology
available (Brake, 2006; Kahai et al., 2007; Shri-
berg, 2009). One type of technology available
to VTs is videoconferencing software, and with
programs like OoVoo TM and Google Hangout
TM
the VT leader can videoconference with the
entire VT team at the same time, a capability
that is not available in Skype TM. In order to
ensure that VT members are comfortable using
the technology, the VT leader, should permit the
VT to experiment with each application before
the official start of the project, and then let
the team decide which application they would
prefer to use throughout the duration of the VT.
The VT must also make a similar decision
regarding whether to use instant messaging
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software like AOL Instant Messenger TM, or
Yahoo Messenger TM, or communicate solely
through social media websites like Twitter
TM
or Facebook TM. Once the VT has decided
which method of instant messaging they will
use, the VT leader must then encourage each
VT member to share their ideas via the selected
instant messaging and/or social media channels
(Brake, 2006; Cottone et al., 2009; Hambelton,
2008; Hastings, 2009). Such informal conversa-
tions between the VT members leads to greater
trust and relationship building, and will enhance
collaboration within the VT (Fedorowicz et
al., 2008).
Another important technical skill that VT
leaders and their VT members need is the ability
to use e-mail; however, because e-mail is a writ-
ten message, it is impossible to determine the
actual intent of the message sender (Hambelton,
2008; Hastings, 2009; Wickham & Walther,
2007). This lack of nonverbal communication,
and unclear intent, forces the VT leader to en-
force some rules regarding e-mail within the
VT. The first of these rules would be to avoid
the use of the reply all button when sending an
e-mail, because many people have accidentally
ruined the relationships in the team with the use
of this feature (Hambelton, 2008). Another rule
is to have a clear subject line for the e-mail so
that it is not automatically filtered into a VT
member’s spam folder (Hambelton, 2008), and
finally, to communicate clearly, and in small
words, and to encourage others to contact the
sender of the e-mail for future clarification
(Hambelton, 2008). By demonstrating these
behaviors and making, these rules explicit to
the VT the VT leader will set the example for
the VT members (Brake, 2006).
Where virtual worlds and avatars are
concerned, it is the responsibility of the VT
leader to set up a private meeting space using
a virtual world like SecondLife TM and ensure
that all VT members are able to create their
own avatars, and interact in the virtual world
(Billings, 2009; Finkel, 2011; Nuyens, 2009;
Owens et al., 2009). In order to familiarize
the VT with virtual worlds, the VT leader can
create a scavenger hunt, and then have all the
 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012 63
VT members participate in it, so that they can
become accustomed to having meetings and
exploiting the features of the virtual world (Bill-
ings, 2009; Finkel, 2011; Nuyens, 2009; Owens
et al., 2009). It may also be more convenient
for the VT to meet in a virtual world, than via
videoconference, but this is a decision that the
VT leader must leave up to the VT.
The final technical skill that VT leaders
need are communication skills, which include
being able to speak in a clear, concise, and
understandable manner (Institute for Corporate
Productivity, 2010; Cottone et al., 2009; David
et al., 2008; Robinson & Rose, 2007). Other
rules of communication that the VT leader
must demonstrate include being respectful,
communicating openly and frequently, proof-
reading messages, and stopping to determine
the impact of a message or a comment on its
receiver (Brake, 2006; Morris, 2008; Muntean,
2009; Voss, 1996). If the VT leader is able to
follow these rules, and to encourage the VT
members to follow these rules as well, then the
VT has the potential for the successful comple-
tion of the project (Brake, 2006; Morris, 2008;
Voss, 1996).
Leadership Skills
The VT leader needs leadership skills in order to
facilitate the VT and to ensure project comple-
tion (Brake, 2006; “Distant unity,” 2010; Morris,
2008; Robinson & Rose, 2007; Van Velsor et
al., 2010). The first leadership skill a VT leader
needs is the ability to practice emotional intel-
ligence in a VT, which will help to preserve the
relationships within the VT (Brake, 2006). VT
leaders can practice emotional intelligence in the
VT by waiting to send a message if the VT leader
is angry, a practice known as self-regulation
(Goleman, 1994), empathize with others when
technological frustrations or ambiguity makes
the project more complex (Goleman, 1998),
and to use social skills in order to preserve re-
lationships within the VT (Goleman, 1998). If
the VT leader is able to conduct these activities,
the VT members will follow the example set by
Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
the VT leader (Brake, 2006), and a harmonious
VT environment will emerge.
The VT leader must also create an open
and supportive environment in the VT by en-
couraging knowledge and information sharing
(Fedorowicz et al., 2008; Wickham & Walther,
2007). This means that the VT leader, during
VT meetings, must facilitate the discussion in
a manner that permits all VT members, to par-
ticipate in the discussion by explicitly asking
each member for their thoughts and comments
on the ideas proposed (Brake, 2006; Fedorowicz
et al., 2008; Wickham & Walther, 2007). This
open and supportive environment will also help
to foster a team spirit, and strengthen relation-
ships within the VT (Brake, 2006).
Finally, the VT leader must lead by example
(Brake, 2006; Shriberg, 2009) by sharing in-
formation, communicating openly (Groysberg,
2010) and using the communication channels
chosen by the VT. The VT leader must also
remain optimistic, supportive, and encouraging
throughout the duration of the project (McCall,
1998; Robinson & Rose, 2007; Van Velsor et
al., 2010), by checking on the well-being of
each VT member individually, and the VT as
a collective whole (Brake, 2006).
Frustration Defusing Skills
The final skill that VT leaders need is the ability
to defuse the frustrations that inevitably arise
when working in VTs (Brake, 2006; Hambley
et al., 2007; Van Velsor et al., 2010). In order
to defuse these frustrations, VT leaders must
enforce a set of rules and guidelines (Billings,
2009; Brake, 2006; Finkel, 2011; Nuyens,
2009), and proactively manage conflict (Brake,
2006; Hambley et al., 2007; Van Velsor et al.,
2010) when it arises. The best tool that the VT
leader can use to manage these frustrations is
communication—to discuss the problems and
issues with the VT members, and then, work
to solve any conflicts, or empathize with any
frustrations caused by technological glitches
(Cleary & Marcus-Quinn, 2008; Fruchter &
Ponti, 2010; Hambley et al., 2007). These
64 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012
communication and conflict resolution efforts
should take place between the VT leader and
the VT members involved only (Brake, 2006).
Because if the VT leader were to involve ev-
eryone in the conflict resolution, hostility may
arise in the group, and group cohesiveness may
be lost when VT members take sides in the
argument (Brake, 2006; Hambley et al., 2007;
Van Velsor et al., 2010).
CONCLUSION
In summation, this article demonstrates that
many organizations are using VTs since they
are more cost-effective, efficient, and are not
constrained by time and space. Consequently,
there is a need for leaders to develop the skills
needed to succeed in the virtual realm in order
to help their organizations achieve a sustain-
able competitive advantage. This article also
discussed the types of skills needed by leaders
in order to effectively lead in a virtual realm,
the first category of which, include relationship
building skills, which is comprised of the ability
to build trust, embrace diversity, foster a team
spirit, and motivate team members.
VT leaders must also possess technical
skills, which include the ability to use video
conferencing technologies, instant messaging,
e-mail, virtual worlds, and avatars, and the
ability to communicate in a clear and concise
manner in order to decrease ambiguity and
the possibility of misinterpretation. The third
genre of skills needed by the virtual leaders are
leadership skills, which include the ability to
act with emotional intelligence, create an open
and supportive environment, and the ability to
lead the members of the VT by example. Finally,
this article has demonstrated that in addition to
these three types of skills, the fourth and final
type of skill needed to lead a virtual team, is
the ability to defuse frustrations, and manage
conflicts, since it is a challenge to lead in the
new virtual environment.
The use of virtual teams will only increase
with time (Institute for Corporate Productivity,
2010; McCallum, & O’Connell, 2009; Morris,
Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
2008; Voss, 1996). Therefore, since it is difficult
to lead in a virtual environment an organization
using virtual teams can create a sustainable
competitive advantage by investing in the skill
development of the leaders of VTs, in order to
ensure the success of the team, and the digital
mastery of the leader.
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66 International Journal of e-Collaboration, 8(3), 56-66, July-September 2012

Shelly R. Roy is a second year student in the Doctor of Executive Leadership program at Mountain
State University, in Beckley, West Virginia. She holds a Master of Science degree in Strategic
Leadership (2008) and a Bachelor of Science degree in Organizational Leadership (2007) both
from Mountain State University. She is also an adjunct professor at Fairmont State University,
in Fairmont West Virginia, where she teaches in the School of Business. Her research interests
include the creation and practice of emotional intelligence both within and outside the virtual
realm, the use of virtual worlds and avatars, social media, crisis leadership, virtual crisis lead-
ership, and leadership in virtual environments.

Copyright © 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.