Based on your experiences and the topics discussed throughout this lesson, what skills and competencies do team facilitators need to enhance when working with virtual team environments? Define the competency required and explain.

When we went remote in March 2020, I had to figure out how to keep my part-time student employees who are project-driven engaged. I manage a group of eight students and one full-time employee. Together they complete short-term projects for members of our team and respond to the everyday questions of our customers. They update contact forms, do data analysis, write blogs, and transcribe webinars. Their tasks are as varied and numerous as the people who give them the work.

In the office, the team sits closely together, almost bumping elbows. The conversation flows, and tips and tricks to survive school is passed around. In the sudden shift to a virtual environment, all of that disappeared.

I conducted a poll to find out what aspect of their job they find the most enjoyable. They all told me that they love the community we had built. To ensure that we continued with the feeling of community, I scheduled weekly zoom calls, where there was no agenda, just the chance to talk to each other. When George Floyd was killed, and anti-racist protests occurred across the country, I had calls where students could discuss what they were feeling and doing.

I worried that the team would feel isolated and bored, so I looked for more work for them to do. I was successful. Our team took on more projects and began to support more people across our division. We successfully managed an increased workload during an unprecedented time. The quality of work improved.

Last month, I was nominated for “Supervisor of the Year.” The nomination was one of the greatest achievements of my professional career. While receiving it anytime would have been wonderful, being nominated in such a difficult year means so much more to me.

As I think of what I did over the past year to be recognized, I think of the competencies and how I applied them. Below are the competencies, followed by the actions I took to apply them.

Trust – I built it through weekly zoom meetings, where we did nothing but talk and provided a safe space where my team could talk about and react to worldwide and national events.

Diversity – I matched the students’ goals (their areas of focus in school) with the types of projects I assigned.

Manage work cycles and meetings – We implemented a system to report and track work progress.

Enhanced visibility of team – I reached out to new departments to offer support for their work. Pre-pandemic, my team supported only one department, but we have been supporting four during the pandemic.

Ensure individuals benefit – I found out what my team needed, what type of projects they preferred, what they were learning in school, and worked hard to align their interests with the type of projects assigned.

Reference

Bergstrom, E. (n.d.) Tips for virtual teams. Accessed from https://psu.instructure.com/courses/2096836/modules/items/31419815