From Global Mobility to Virtual Mobility: Key Skills for Global Virtual Teams

As companies move away from traditional structures and traditional international expatriate assignments, global virtual teams (GVTs) are becoming the norm. These teams, made up of culturally diverse members working across different regions and time zones, mainly communicate through digital platforms. With global expansion and technological advancements making it easier to hire in top talent in multiple countries, GVTs play a crucial role in multinational organizations.

Why Cultural Diversity Matters
Cultural diversity is vital in shaping how team members think, work, and value well-being. However, it also presents challenges. A study involving students from Scotland, Germany, and Portugal revealed that working across cultures can lead to difficulties like coordinating meetings across time zones and overcoming language barriers. These are challenges that global virtual teams face every day.

Building Cultural Intelligence (CQ)
One way to tackle these challenges is by developing cultural intelligence (CQ), which is the ability to interact effectively across different cultures. High-performing multicultural teams usually have strong CQ, which includes four key skills:

  1. Metacognitive CQ: The ability to think about and adapt your approach when working with people from different cultures.

  2. Cognitive CQ: Understanding the norms and practices of other cultures.

  3. Motivational CQ: The drive and confidence to engage in cross-cultural interactions.

  4. Behavioral CQ: The ability to adjust your behavior to fit different cultural settings.

Why CQ Matters for Global Virtual Teams
CQ isn't just about knowledge—it's about applying that knowledge effectively. In global virtual teams, CQ helps build trust, improve communication, and boost confidence in the team's ability to work together. Research shows that of the four CQ types, metacognitive CQ is the most important for encouraging knowledge sharing on multicultural teams.

Practical Tips

  • Focus on Metacognitive CQ: Provide training and set performance goals around metacognitive CQ to improve knowledge sharing.

  • Assess Team CQ: Use the four types of CQ to identify and address any issues in your team's collaboration and communication.

For team leaders, HR professionals, and project managers, understanding and fostering CQ is key to the success of global virtual teams.

References

Ang, S., & Van Dyne, L. (2008). Handbook of Cultural Intelligence: Theory, Measurement, and Applications.

Earley, P. C., & Ang, S. (2003). Cultural Intelligence: Individual Interactions Across Cultures.

Chen, M.L., & Lin, C.P. ). (2013). Assessing the Effects of Cultural Intelligence on Team Knowledge Sharing From a  Socio-Cognitive Perspective. Human Resource Management, 52(5), 675-695

Erez, M., & Gati, E. (2004). A dynamic, multi‐level model of culture: From the micro level of the individual to the macro level of a global culture. Applied Psychology, 53(4), 583–598

Krumm, S., Terwiel, K., & Hertel, G. (2013). Challenges in norm formation and adherence. Journal of Personnel Psychology, 12(1), 33–44

Jimenez, A., Boehe, D. M., Taras, V., & Caprar, D. V. (2017). Working across boundaries: Current and future perspectives on global virtual teams. Journal of International Management, 23(4), 341–349

Leung, K., & Wang, J. (2015). Social processes and team creativity in multicultural teams: A socio-technical framework. Journal of Organizational Behavior, 36(7), 1008-1025.

Matveev, A. (2016). Intercultural competence in multicultural teams. In Intercultural competence in organizations (pp. 77–102). Springer International Publishing

Ng, K.-Y., Van Dyne, L., & Ang, S. (2012). Cultural intelligence: A review, reflections, and recommendations for future research. In Conducting multinational research: Applying organizational psychology in the workplace (pp. 29–58). American Psychological Association.

Swartz, S., Barbosa, B., & Crawford, I. (2019). Building intercultural competence through virtual team collaboration across global classrooms. Business and Professional Communication Quarterly, 83(1), 57–79.

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