Developing trust in virtual teams

Rapid globalization, advances in technology, flatter organizational structures, synergistic cooperation among firms, and a shift to knowledge work environments have led to the increasing use of virtual teams in organizations. Selecting, training, and socializing employees in virtual teamwork has therefore become an important human resource function. This article provides an overview of the research on trust in virtual teams, its importance, and how to overcome some challenges of trust development in virtual teams. Recommendations for virtual team developers and human resources professionals are presented.     

Reflections on Leadership: Theory,Experience, and Practice

This article, which was delivered as the Thirty-Sixth Annual Dudley Allen Sargent lecture at the 2017 conference of the National Association for Kinesiology in Higher Education (NAKHE), discusses transformational leadership theory as an effective approach to inspiring subordinates and creating a culture that results in a shared vision and common approach to a positive organizational future. Contrasting a transformational versus transactional approach, it uses both published papers and leadership reflections from many of NAKHE’s most successful emerging and experienced professionals to provide suggestions on leadership methods that can be incorporated to facilitate transformative change.     

Access to numeracy: a case study

More and more pupils with learning difficulties are being taught in mainstream settings but how inclusive is the teaching they experience? In this illustrative case study, Ruth Germain, a teacher in a mainstream primary school, looks at how Paul, a pupil with Down's syndrome, is supported during 'dedicated numeracy time'. She examines the relationships between whole-class, group and individual teaching; the nature of the support Paul receives; and his educational and behavioural responses. The article closes with a call for further research into the implications for teaching and learning of the inclusion of pupils with learning difficulties in mainstream contexts.