Part 2: Leading a Virtual Organization

Dr. Craig Marsh is a business executive with over 25 years of experience in organizational leadership, development, and change, across a number of industries. In this case study, Craig will present a real-world leadership challenge based on his professional experience that will allow you to place yourself in the same situation and to explore in-depth some of the questions that inevitably arise: Would you have made the same decisions? What does the case tell you about the nature of the modern organization and its opportunities for value creation, as well as its limits? And what are the questions it raises for both senior and frontline leadership in the 21st century?

The Case

Five years ago, I took over a business unit that consisted almost entirely of people working virtually. I had nearly 500 people working for me who lived all over the world and worked remotely. They were all directly customer facing, andmost significantly they were not employed directly by my organization, but were contracted to us, mostly on a part-time basis.

To provide some context, our organization had grown rapidly over the previous 4-5 years and was confronting a classic consequence of that growtha start-up culture now requiring scalable structures and processes to ensure that growth and service standards were maintained consistently. As a leader, I inherited very little structure, other than some early attempts at putting in place performance indicators and quality standards, as well as established central units for monitoring service quality. I also had a small group of divisional directors reporting to me, each of whom were in charge of a subunit of my structure with specific and differentiated customer value propositions.

One of my biggest challenges, however, was the very "loose" structure of contracted service professionals who provided the main value work to our customers. These

service professionals were highly educated and experienced, multinational, working remotely from anywhere in the world, were mainly part time, and had a tenuous connection to the company. Legally, there were strict constraints on treating them as employees, for fear of violating local tax laws. Because of this, it was very challenging to promote employee engagement and build trust across the team, accurately evaluate performance for all staff, and establish an appropriate leadership structure for this unique situation. I faced a number of questions and set myself the following three key challenges: 1. How do I introduce a culture of engagement? 2. How do I effective process for performance management? 3. How do I build a leadership structure appropriate for my particular circumstances

Assignment: The Role of Leadership in Shaping Organizational Culture

Recent researchers stated that "[c]companies with an established organizational culture that includes strong capabilities for change, a commitment to innovation and a high level of trust have a significant advantage" (Eccles, Perkins, & Serafeim, 2012, p. 44) when attempting to adopt a strategy of broad-based corporate sustainability. In fact, according to the National Business Ethics Survey (ECI, 2013) results, building strong corporate ethics cultures are paramount and leaders must continue this work to ensure progress.

Organizational leaders should have a strong incentive to identify and address any disparities that exist between their organization's current culture and a productive, healthy one. They must understand the impact they can have as leaders in facilitating an organizational culture, determining the necessary steps to build that culture, and taking the necessary action to a healthy organizational culture. Leaders must also be able to utilize principles of positive social change to enhance both their leadership styles and overall organizational culture.

For this Assignment, you will continue to familiarize yourself with Dr. Craig Marsh's challenges and those things he must consider as he builds a new corporate culture. Imagine again that you have similar challenges, but before building a new corporate culture, you must become familiar with relevant research to make the appropriate decisions.

review the "Leading a Virtual Organization" videos and Case Study Guide in this week's Learning Resources, and consider the insights gained by Dr. Marsh in his journey as an organizational leader.

By Day 7

a 7- to 10 comprehensive scholarly analysis of the role leadership plays in establishing an organizational culture that includes a focus on positive social change. In your analysis, do the following:

• Analyze Dr. Marsh's challenges and their influence on an organization's culture.
• Summarize the leadership style you would adopt to influence the organization's culture and why.
• Explain the organizational change or cultural change model or steps you would take to change the culture.
• As a global change agent, explain how you would infuse positive social change into your leadership style and organizational culture.
• Describe the incremental steps you would take given your selected model to ensure success.
• Explain how these steps will influence each of the challenges you face and the mitigation plan to eliminate the challenges.
• Delineate the key concepts you would include in your vision statement.

Note:Be sure to use the APA Course Paper Template (6th ed.) refer to the Week 7 Assignment Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess your work.

Object 1 Rubric Detail Select Grid View or List View to change the rubric's layout. Content Name: DDBA_8151_Week_7_Discussion_Rubric Grid View List View Superior Criteria Points: 16 (16%) Student presents a thorough and detailed explanation Element 1a: of what Initial Post - aspects of the Academic and academic and Practitioner practitioner Literature literature Applicable to he/she found Dr. Marsh's particularly Scenario applicable to Dr. Marsh's scenario. Several sources and examples support thinking. Feedback: Excellent Criteria Points: 15.2 (15.2%) Student presents a thorough and detailed explanation of what aspects of the academic and practitioner literature he/she found particularly applicable to Dr. Marsh's scenario. Several sources and examples support thinking. There are one or two minor errors in explanation. Feedback: Satisfactory Criteria Points: 13.6 (13.6%) Student presents an explanation with some details of what aspects of the academic and practitioner literature he/she found particularly applicable to Dr. Marsh's scenario. Some sources and examples support thinking. Feedback: Marginal Criteria Unsatisfactory Not Criteria Submitted Points: 12 (12%) Student presents a cursory or incomplete explanation with vague or missing details of Points: what aspects 8 (8%) of the Does not meet academic and minimal practitioner standards. literature Feedback: he/she found particularly applicable to Dr. Marsh's scenario. Few sources or examples support thinking. Feedback: Points: 0 (0%) Did not submit element. Feedback: Superior Criteria Excellent Criteria Satisfactory Criteria Marginal Criteria Points: 15.2 (15.2%) Points: Points: Student 12 (12%) Points: 16 (16%) presents a Student 13.6 (13.6%) Student thorough and presents a Student presents a detailed cursory or presents an thorough and explanation incomplete explanation detailed of whose explanation with some explanation seminal work with vague details of of whose he/she would or missing whose seminal work adopt to help details of seminal work he/she would him/her form whose he/she would adopt to help his/her seminal work Element 1b: adopt to help him/her form strategy to he/she would Initial Post him/her form his/her change the adopt to help Seminal Work his/her strategy to organizational him/her form strategy to change the culture of this his/her change the organizational virtual strategy to organizational culture of this organization. change the culture of this virtual Several organizationa virtual organization. sources and l culture of organization. Several examples this virtual Some sources sources and support organization. and examples examples thinking. Few sources support support There are one or examples thinking. thinking. or two minor support Feedback: Feedback: errors in thinking. explanation. Feedback: Feedback: Element 1c: Points: Points: Points: Points: Initial Post - 16 (16%) 15.2 (15.2%) 13.6 (13.6%) 12 (12%) Strategy To Student Student Student Student Lead Virtual, presents a presents a presents an presents a Globally thorough and thorough and explanation cursory or Dispersed Team detailed detailed with some incomplete explanation explanation details of one explanation of one of one additional with vague additional additional strategy or missing strategy strategy he/she might details of one he/she might he/she might have additional have have employed to strategy employed to employed to more he/she might more more effectively have effectively effectively lead or employed to lead or lead or develop this more develop this develop this virtual, effectively virtual, virtual, globally lead or globally globally diverse team, develop this diverse team, diverse team, and provides virtual, and supports and supports some support globally his/her his/her for his/her diverse team, answer with a answer with a answer with a and/or rationale for rationale for rationale for vaguely Unsatisfactory Not Criteria Submitted Points: 8 (8%) Does not meet minimal standards. Feedback: Points: 0 (0%) Did not submit element. Feedback: Points: 8 (8%) Does not meet minimal standards. Feedback: Points: 0 (0%) Did not submit element. Feedback: Superior Criteria Excellent Criteria Satisfactory Criteria Marginal Criteria Unsatisfactory Not Criteria Submitted the selected strategy. Several sources and examples support thinking. There are one or two minor errors in explanation. Feedback: supports his/her the selected answer with the selected strategy. a rationale strategy. Several for the Some sources sources and selected and examples examples strategy. Few support support sources or thinking. thinking. examples Feedback: Feedback: support thinking. Feedback: Points: Points: Points: Points: 24 (24%) 32 (32%) 27.2 (27.2%) 30.4 (30.4%) Responses Responses are Responses are Responses are are weak and excellent and good and very good and do not fully fully somewhat fully contribute to contribute to contribute to contribute to the quality of the quality of the quality of the quality of interaction interaction by interaction by interaction by by offering offering offering offering constructive constructive constructive constructive critique, critique, critique, Points: Element 2: critique, suggestions, suggestions, suggestions, 16 (16%) Response to suggestions, in-depth in-depth in-depth Does not meet Colleagues' in-depth questions, questions, questions, minimal Postings questions, additional additional additional standards. additional resources, resources, and resources, and Feedback: resources, and and stimulating stimulating stimulating stimulating thoughts thoughts thoughts thoughts and/or probes and/or probes and/or probes and/or probes to more than to at least two to at least two to at least two peers peers peers mostly one peer fully somewhat addressing minimally addressing addressing the direction addressing the direction the direction prompts. the direction prompts. prompts. Feedback: prompts. Feedback: Feedback: Feedback: Element 3: Points: Points: Points: Points: Points: Written 10 (10%) 9.5 (9.5%) 8.5 (8.5%) 7.5 (7.5%) 5 (5%) Delivery Style Student Student Student Student does Does not meet & Grammar consistently consistently mostly not follow minimal follows APA follows APA follows APA APA writing standards. writing style writing style writing style style and Feedback: and basic and basic and basic basic rules of rules of rules of rules of formal formal formal formal English English English English grammar and grammar and grammar and grammar and written essay written essay written essay written essay style and style. Student style. Student style. Student does not communicate communicate mostly communicate Points: 0 (0%) Did not submit element. Feedback: Points: 0 (0%) Did not submit element. Feedback: Superior Criteria Excellent Criteria Satisfactory Criteria Marginal Criteria Unsatisfactory Not Criteria Submitted communicate s in a cohesive, logical style. in a cohesive, There are logical style. some errors in Feedback: spelling or grammar. Feedback: Points: 7.5 (7.5%) Student Points: Points: demonstrates 8.5 (8.5%) Points: 9.5 (9.5%) weak or Student 10 (10%) Student inconsistent mostly Student demonstrates adherence adheres to demonstrates full adherence scholarly scholarly full adherence to scholarly reference reference to scholarly reference requirements requirements reference requirements and/or weak and/or mostly Element 4: requirements and adheres or adheres to Formal and and adheres to APA style inconsistent APA style Points: Appropriate to APA style with respect adherence to with respect 5 (5%) Documentation with respect to source APA style to source Does not meet of Evidence, to source attribution, with respect attribution, minimal Attribution of attribution, references, to source references, standards. Ideas (APA references, heading and attribution, heading and Feedback: Citations) heading and subheading references, subheading subheading logic, table of heading and logic, table of logic, table of contents and subheading contents and contents and lists of charts, logic, table lists of charts, lists of charts, etc. There are of contents etc. Some etc. There are one or two and lists of errors in APA no APA minor errors charts, etc. format and errors. in APA style Several style are Feedback: or format. errors in APA evident. Feedback: format and Feedback: style are evident. Feedback: s in a cohesive, logical style. There are no spelling or grammar errors. Feedback: s in a cohesive, logical style. There are one or two minor errors in spelling or grammar. Feedback: Points: 0 (0%) Did not submit element. Feedback: Show Descriptions Show Feedback Element 1a: Initial Post - Academic and Practitioner Literature Applicable to Dr. Marsh's Scenario-Levels of Achievement: Superior Criteria 16 (16%) points Student presents a thorough and detailed explanation of what aspects of the academic and practitioner literature he/she found particularly applicable to Dr. Marsh's scenario. Several sources and examples support thinking. Excellent Criteria 15.2 (15.2%) points Student presents a thorough and detailed explanation of what aspects of the academic and practitioner literature he/she found particularly applicable to Dr. Marsh's scenario. Several sources and examples support thinking. There are one or two minor errors in explanation. Satisfactory Criteria 13.6 (13.6%) points Student presents an explanation with some details of what aspects of the academic and practitioner literature he/she found particularly applicable to Dr. Marsh's scenario. Some sources and examples support thinking. Marginal Criteria 12 (12%) points Student presents a cursory or incomplete explanation with vague or missing details of what aspects of the academic and practitioner literature he/she found particularly applicable to Dr. Marsh's scenario. Few sources or examples support thinking. Unsatisfactory Criteria 8 (8%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element. Feedback: Element 1b: Initial Post - Seminal Work-Levels of Achievement: Superior Criteria 16 (16%) points Student presents a thorough and detailed explanation of whose seminal work he/she would adopt to help him/her form his/her strategy to change the organizational culture of this virtual organization. Several sources and examples support thinking. Excellent Criteria 15.2 (15.2%) points Student presents a thorough and detailed explanation of whose seminal work he/she would adopt to help him/her form his/her strategy to change the organizational culture of this virtual organization. Several sources and examples support thinking. There are one or two minor errors in explanation. Satisfactory Criteria 13.6 (13.6%) points Student presents an explanation with some details of whose seminal work he/she would adopt to help him/her form his/her strategy to change the organizational culture of this virtual organization. Some sources and examples support thinking. Marginal Criteria 12 (12%) points Student presents a cursory or incomplete explanation with vague or missing details of whose seminal work he/she would adopt to help him/her form his/her strategy to change the organizational culture of this virtual organization. Few sources or examples support thinking. Unsatisfactory Criteria 8 (8%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element. Feedback: Element 1c: Initial Post - Strategy To Lead Virtual, Globally Dispersed Team-Levels of Achievement: Superior Criteria 16 (16%) points Student presents a thorough and detailed explanation of one additional strategy he/she might have employed to more effectively lead or develop this virtual, globally diverse team, and supports his/her answer with a rationale for the selected strategy. Several sources and examples support thinking. Excellent Criteria 15.2 (15.2%) points Student presents a thorough and detailed explanation of one additional strategy he/she might have employed to more effectively lead or develop this virtual, globally diverse team, and supports his/her answer with a rationale for the selected strategy. Several sources and examples support thinking. There are one or two minor errors in explanation. Satisfactory Criteria 13.6 (13.6%) points Student presents an explanation with some details of one additional strategy he/she might have employed to more effectively lead or develop this virtual, globally diverse team, and provides some support for his/her answer with a rationale for the selected strategy. Some sources and examples support thinking. Marginal Criteria 12 (12%) points Student presents a cursory or incomplete explanation with vague or missing details of one additional strategy he/she might have employed to more effectively lead or develop this virtual, globally diverse team, and/or vaguely supports his/her answer with a rationale for the selected strategy. Few sources or examples support thinking. Unsatisfactory Criteria 8 (8%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element. Feedback: Element 2: Response to Colleagues' Postings-Levels of Achievement: Superior Criteria 32 (32%) points Responses are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes to more than two peers fully addressing the direction prompts. Excellent Criteria 30.4 (30.4%) points Responses are very good and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes to at least two peers mostly addressing the direction prompts. Satisfactory Criteria 27.2 (27.2%) points Responses are good and somewhat contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes to at least two peers somewhat addressing the direction prompts. Marginal Criteria 24 (24%) points Responses are weak and do not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes to at least one peer minimally addressing the direction prompts. Unsatisfactory Criteria 16 (16%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element. Feedback: Element 3: Written Delivery Style & Grammar-Levels of Achievement: Superior Criteria 10 (10%) points Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors. Excellent Criteria 9.5 (9.5%) points Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar. Satisfactory Criteria 8.5 (8.5%) points Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar. Marginal Criteria 7.5 (7.5%) points Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style. Unsatisfactory Criteria 5 (5%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element. Feedback: Element 4: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)-Levels of Achievement: Superior Criteria 10 (10%) points Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors. Excellent Criteria 9.5 (9.5%) points Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format. Satisfactory Criteria 8.5 (8.5%) points Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident. Marginal Criteria 7.5 (7.5%) points Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident. Unsatisfactory Criteria 5 (5%) points Does not meet minimal standards. Not Submitted 0 (0%) points Did not submit element. Feedback: Name: DDBA_8151_Week_7_Discussion_Rubric

1 The Role of Leadership in Shaping Organizational Culture Student Name Here Walden University 2 Abstract Abstracts are not required for all course papers. Please ask your instructor if you have questions regarding whether an abstract is required for a particular assignment. 3 The Role of Leadership in Shaping Organizational Culture You can include a general discussion about leadership and organizational culture Dr. Marsh's Challenges 4 Leadership Style 5 Organizational Change or Cultural Change Model or Steps 6 Global Social Change Agent 7 Steps to Ensure Success 8 Challenges and Mitigation Plan 9 Key Concepts & Vision Statement 10 Conclussion 11 Reference List References (Please note that the following references are intended as examples only.) Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators, 25(7), 14-31. doi:10.8220/CTCE.52.1.23-91 Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 43194392. Retrieved from http://www.elephants104.ace.org Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5, 565582. doi:12.2847/CEDG.39.2.51-71 Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA: Fairy Tale Publishing. Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82 12 Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore [DVD]. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from http://www.courseurl.com Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31-22. Retrieved from http://articlesextollingrecordingsofyore.192/fs.com Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., ... Fiiel, B. (2005). The art of correcting surname mispronunciation. New York, NY: Supportive Publisher Press. Retrieved from http://www.onewaytociteelectronicbooksperAPA7.02.com White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners (Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf