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Archana Tyagi
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Role of Trust and its implications in an online Distance Learning Context
Archana Tyagi
IMT Centre for Distance Learning, Ghaziabad,India
0192
The Asian Conference on Psychology & the Behavioral Sciences
Official Conference Proceedings 2012
Abstract:
Trust is an essential component of human relationships and a fundamental building block ofknowledge societies. The present research paper contends that trust is a vital element of ahealthy relationship in a collaborative work environment, and especially more so where
human beings are not able to meet and interact with each other physically. Trust serves as aplatform to strengthen and reinforce an organizations cultural value system, build effective
group work norms and provide a method for inclusion and transparency in the work culture.In a dynamic and uncertain environment, the capability of any organization is to manage
and implement trust This paper argues and emphasizes that trust is one of the mostimportant variables especially in an online academic work environment with team members
dispersed all over the globe. The need of the hour is to lay down a solid theoretical researchfoundation for the relationship between trust and team effectiveness in an academic
online/virtual environment.
This paper is organized as follows. First, conceptualization of trust in the context ofeffective team work at a virtual platform will be reviewed and integrated. In the next
section the role of TORI theory conceptualized by Jack R.Gibb, will be explained anddiscussed for the effective implementation of trust in organizations. We then emphasize
upon theoretical evidence for a relationship between trust and key determinants of teameffectiveness including organizational design, psychosocial factors of teams, task
interdependence, team composition (including the team leader) and team processes to namea few. Next we accentuate the impact of training on trust development of academic
members working in a virtual environment. In the final section the role of trust will becritiqued along with future guidelines for research and its impact in the educational context
of on line distance learning.
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Introduction
Trust is a property of both organizational members and abstract structures or systems of or-
ganizations (Nandhakumar and Baskerville, 2001:192). According to Smith (2008), Trust
represents one of the most critical issues facing groups. The need to work with others through
text-based online environments can make trust issues more salient. The diminished physical
cues provide limited information for learners to use to assess trust. As the use of online col-
laborative groups (OCG) increases, the need to understand trust issues becomes vital. Yet, itis difficult to answer the question of how trust is developed and maintained within these
groups and how trust issues influence collaborative processes and outcomes. Trust issues
become much more salient in the online collaborative work environment, thanks to the dimin-
ished physical signs, which reduces the regular continuous assessment of the co-workers.
Honesty is the foundation upon which trust is built, without it any relationship will not be
supported and eventually crumble. Trust plays a crucial role in the success of online distance
learning, since the interaction of the professors and the students are through online mode on-
ly.
Trust is difficult because it's one of the fundamental things in life that has to be mastered.
People need to learn not only who to trust, but who not to trust, and how much and in what
areas to trust those they do. Trust is important because it is the essence of a harmonious
relationship. Without harmony we are left with a competitive conflict of wills. With trust we
are capable of transcending the notion that one can only prosper at the expense of the other.
Building trust is not an easy task. It requires appliances and support from the organizational
culture based proven practices and usually takes time. Trust can be learned over time once
one adopts a state of reflection and the ability to trust the wisdom of the mind and the body.
Reflection is not intellectualization, but the opposite. It involves self-examination and often a
lot of waiting for insights. Insights, as 'truth-tellers' can come to a person if there is room,
patience, self-respect, and acceptance (trust) of them. In an online interactive environment the
concern for developing and having TRUST value is something which is challenging to
cultivate and maintain because of the lack of the physical interaction. Developing trust in
organizations among the team members in an online environment is a crucial notion which
demands time, patience, understanding and conscious and concerted efforts from the team
members.
According to Beranek (2000), Trust is a basic feature of social situations that require coop-
eration and interdependence (Jennings, 1971), and also plays a critical role in problem solv-ing (Zand, 1972), organizational performance (Hart et al, 1986), organizational communica-
tion (Roberts & OReilley, 1974) and acceptance of feedback (Earley, 1986). In a dynamic
and uncertain environment, the capability of any organization is to manage and implement
trust This paper argues and emphasizes that trust is one of the most important variables espe-
cially in an online academic work environment with team members dispersed all over the
globe. The need of the hour is to lay down a solid theoretical research foundation to under-
stand the effective relationship between trust and team effectiveness in an academic
online/virtual environment.
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Social organizations, corporations, and government associations are increasingly turning to
virtual groups to bridge the gap between face-to-face interactions and difficulties associated
with temporal and geographical separation (Bradner, 2003). Proponents of group work pur-
port that students can participate in the active construction of knowledge, enhance problem
solving skills, share ideas and opinions, gain valuable experience (Haythornthwaite, 2006),
and learn valuable lessons regarding group communication and problem solving that are easi-
ly transferable to the work environment (Becker & Dwyer, 1998; Black, 2002). Although
online/distance education holds promising returns, there are challenges of acquiring a differ-
ent kind of skill set on the part of the participants to make it a success.Keeping this in mind
following structure of the present paper is being proposed
This paper is organized as follows. First, conceptualization of trust in the context of effective
team work at a virtual platform will be reviewed and integrated. In the next section the role of
TORI theory conceptualized by Jack R.Gibb, will be explained and discussed for the effec-
tive implementation of trust in organizations. We then emphasize upon theoretical evidence
for a relationship between trust and key determinants of team effectiveness including organi-
zational design, psychosocial factors of teams, task interdependence, team composition (in-cluding the team leader) and team processes to name a few. Next we accentuate the impact of
training on trust development of academic members working in a virtual environment. In the
final section the role of trust will be critiqued along with future guidelines for research and its
impact in the educational context of on line distance learning.
TORI and its Applications
In the present paper a decision to use the theory of TORI acronym, a concept originated and
coined by Jack.R.Gibb who talks about Trust, Openness, Realization and Interdependence,has been taken. Gibbs TORI theory based on the trust at a personal, group and an organiza-
tional level. Developing trust in an organization also start at the personal level, this further
extends to group and organizational level. TORI theory focuses on trust level as a primary
determiner of the effectiveness and productivity of groups. Research indicates that trust level
is correlated with productivity, creativity, personal growth, and other positive system out-
comes. The theory has been applied to group and team training in industrial, educational, and
religious systems (Gibb, 1972). In this paper, we will like to extend upon the application of
TORI theory in the educational settings. To extend it further, When the trust level is high,
the behavior of members of the group becomes more personal, more open, more self-
determining, and more interdependent. When the trust level is low, members' behavior be-
comes more impersonal, closed, "ought"-determined, and more dependent or counter depend-
ent. According to Gibb,Trust is the key variable in every system. Trust enables open com-
munication, information sharing, and conflict management in a clear way, and also helps to
speed up the contract process (Blomvist, 2002).
And without the continuous escalation in the trust factor at a group level the other three
remaining factors (openness, realization and interdependence) will not be able to propagate.
Hence the question need to be answered is how to develop and maintain the trust in an
online/virtual academic environment? In this paper, an attempt has been made to link the trustnotion with the TORI theory and in addition with the online educational system.
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Jack Gibb's Theory of Group Development offers a sound paradigm for examining how
groups work together. Gibb's (1967, 1972, 1978) group-development theory was chosen as
the framework with which to investigate the processes at work in a virtual community of
teacher-learners (Murphy & Laferriere, 2005). His premise is quite simple: as trust increases,
defensive and unproductive behaviour decreases. The greater the degree of trust, the easier it
is for people to shed outer roles and give up stances that inhibit the flow of vital information.
As trust increases, people are freer to offer opinion, critique, and praise. Ironically, few work
groups ever address the issue of trust in any direct way, and are condemned to hours of frus-
trating and non-productive meetings. Developing trust in a physical environment is challeng-
ing enough, whereas it becomes much more arduous in an online environment. The question
of the hour is how to develop trust effectively for an effective and productive online work
environment?
Effective continuous interaction in an online distance environment is between the professors
and the students, between the students themselves and between the professor peers is pro-
foundly reliant on the trust factor. The groups shared in this process can be dyad, triad or a
larger group. Groups basically embody two lives: the life of the group itself, and the life ofeach individual within it. On a group level the concerns revolve around issues ofmembership,
decision-making, productivity, and organization. The typical questions the group is con-
cerned with are: Who will belong? What does it cost to belong? (Membership)
How do we make decisions? Who has the power to make decisions in this group? (Decision-
making) What can we do together? (Productivity)
How will we structure ourselves to accomplish our goal? (Organization) (Brocklebank &
Maurer, 1991). Though these questions are not easy to answer in a physical world it be-
comes more so challenging in an online environment where participants are dispersed all
over the world in a diverse time line. From the TORI theory of Gibbs many remarkable and
worthwhile wisdoms can be learned, transferred, shared and answered continuously
throughout this paper with the learning and interaction in an online world with a special em-
phasis on education at its base.
Developing trust in a relationship (professional and personal) from the very start is not an
easy task, but with the help of authentic communication among the participants is an inces-
sant effort towards establishing an association of conviction and confidence among the group
members. It was Gibbs belief that for an honest and open communication initiative people
needs to communicate with each other without judging them from a straitjacket professional
role and rule tags. Role- bound, we cardboardize ourselves, letting the role or the underlying
rule talk in lieu of the sensitized inner self.A Role might be considered to consist of
those actions you have programmed and performed again and again in a relationship because
of your expectations and /or the expectations of others(Anderson,1979). Perceptions and
opinions are formed quickly and we are ready with our opinion regarding other peoples
competence. Fear can be another crippling factor, which hinders the trust process at an indi-
vidual and group level. Overcoming this fear factor and shedding ones outer defences can
prepare the individuals and the group to face the unpredictable online situations in a smooth
manner. We will be taking a closer look at these factors once again, when we are discussing
about the implementation of these factors towards the closing end.
Key determinants of team effectiveness includes organizational structure and design, psycho-social factors of teams, task interdependence, team composition (including the team leader)
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and team processes for the effective implementation of online learning and teaching an effec-
tive one will be discussed and elaborated.
Key Determinants of Virtual Organizational/Team Effectiveness-
A virtual organization is a collection of geographically distributed, functionally and/or cultur-
ally diverse entities that are linked by electronic forms of communication and rely on lateral,
dynamic relationships for coordination (DeSanctis and Monge, 1998). The first key determi-
nant is:
a) Organizational Design
Effective designing of organizational structure and design is significant in a virtual environ-
ment since it is uniquely accompanied with the location (cyberspace- anywhere, anyplace),
class size (can be of significantly different no of batch sizes), type of interaction (imperson-
al), technology dependency (high), and communication/delivery(internet, computer based) to
name a few variables among others, which effects the conducive work environment whileachieving the satisfactory results for the stakeholders. An organization is a deliberate ar-
rangement of people to accomplish some specific purpose (Robbins & Coulter, 2007, p. 17),
and if it is a deliberate arrangement of people who through social interaction planned and de-
signed it for specific purpose, then it needs the constant and adaptive teaching and learning
practices of those people to expand its capacity for greater creativity learning organizational
conception (Senge, 1990), in order to grow, respond effectively to change, and survive. The
essential requirement of the time is to continuously adapt the principles of learning organiza-
tion which is based upon the continuous adaptation of change. The redesigning of the work
structure for a smooth flow of communication is necessary for the continuation of meaningfulwork among todays professionals, with a prominence on network/collaborative approach.
The challenges and major issues are being faced while designing an organization structure of
on line school is comprises of control, cooperation and autonomy, while taking into consider-
ation the cultural and global perspectives. Trust is one of the prominent pillars of virtual work
environment for the widely dispersed autonomous workforce. It is the ultimate backbone of
continuous online learning as well. Technology is a powerful tool of change. Although tech-
nology on its own is incapable of engendering significant educational change, when imple-
mented in conjunction with progressive attitude, results can be profound (Wolfson &
Willinsky, 1998, p. 109).In todays globally competitive environment it becomes crucial to
understand the importance of continuous flow of information and the implementation of
adaptable and flexible structure in the virtual environment. This is especially significant in
the case of virtual working with a special emphasis on online/distance schools where the en-
tire pedagogical systems and ability to educate depend on the ready adaption of emerging
technological tools and concepts. The interaction is highly dependent on technology. An
Adhocracy structure seems to be the most recommended one for an online interactive
course. The term was first popularized in 1970 by Alvin Toffler, (Travica,1999) and has since
become often used in the theory ofmanagement oforganizations, which is further developed
by academics such as Henry Mintzberg. Adhocracy structure is suitable for complex and un-
stable environment which is prevalent in online/virtual environment. Adhocracy structurehas few rules and many plans, remains flexible to best fit the working environment, power
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is shifted to specialized teams with high performance based characteristics of team members
with mutual adjustment, selective decentralization with the little formalization of behavior.
Rigidity and dependency can lead to the unproductive outcome in the long run. Adhocracy
structure when implemented in virtual/online environment supports the leadership qualities in
participants at all levels. After deliberating the adaptive and agile culture necessary for the
online environment, the psychosocial factors of teams and team composition with a special
emphasis on distributive leadership will be discussed.
b) Psychosocial factors and Personality Traits of Team Members and Team Leader-
One of the crucial factors to consider when creating effective virtual teams is the psychoso-
cial factors and personality characteristics of the team members. In order to be successful in
the virtual/online environment, participants must possess patience, persistence, and persever-
ance along with a certain degree of tolerance, flexibility, and understanding (Warkentin et al,
1997). Patience as a personality trait to work in an unpredictable online work environment
need to be learned just like participants learned to interact in a face to meet meeting with col-
leagues. The responsibility of sharing the information lies with all the participants of onlinework team. And every team member is encouraged to take the responsibility of their deci-
sions.
Self- efficacy, hope and optimism, these three psychosocial factors were found to have a
positive impact while functioning in an online environment. An increased self-efficacy in
technology integration may bolster student confidence in utilizing computer software, online
assignments, and online curriculum/electronic delivery (Wang, Ertmer, & Newby, 2004).
Hope can also be identified as a cognitive strategy to meet and exceed personal goals (Gill-
ham, 2000; Snyder, 1994; Snyder, Rand & Signom, 2002; Kramer & Conoley, 1992). Sim-mons et al., (2003) noted that hope reveals a beneficial feeling that produces an anticipated
benefit from individual or group circumstances. Optimism factor is linked with positive ex-
pectations and outcomes, which helps in dealing with the unpredictable and stressful situa-
tions while dealing with the online, technology dependent environment.
According to Macfane (2011),Leadership matters when it comes to shaping organizational
contexts and future, and the types of teaching and learning systems that prevail in organiza-
tions. Dynamic and progressive leadership allows for innovation and strive to develop unique
methods and approaches to services delivery or creation, and thus, promote a structure that
allows for creative or transformative pedagogy. Leadership more than any factors will shape
the pedagogical approaches of emerging virtual schools, especially as competition increases
and these schools strive to develop competitive advantage. Effective accomplishment of task
in an online environment needs a major amount of work with Interdependence is the demand
of the virtual/online members of the team.
c) Impact of Training on Trust
Training is an ultimate solution to upgrade ones skills and competencies. According to Dan-
iels, (2012), Individuals do not automatically bring their individual strengths to the team andwork collaboratively in an effective way. With intentionality a leader can develop a team by
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addressing the predictable challenges of interpersonal dynamics: pecking order, various work
styles, the conflict that becomes personal, etc. In the middle of this interpersonal messiness
there are times and there are personalities that consistently derail the potential productivity of
the team. That is when leaders earn their title and their pay! The timing is critical in deciding
when to re-investin a team member through a personal/professional development plan, re-
assign a team member to another part of the organization, orrelease and replace the individ-
ual for the sake of the team. Working effectively online is quite different. Unlike traditional
or on ground jobs members working in online work environment takes some time to develop
the desired working habits and also to get acquainted with the other team members to effec-
tively collaborate to achieve the desired goals. Trust among team members can be developed
gradually with the desired behaviors.Recent research on trust and virtual teams describes
communication behaviors that might facilitate trust in global virtual teams and suggests that
trust might be initially created, rather than imported, via communication behaviors in global
virtual teams (jarvenapaa & Leidner (1998) & (Jarvenapaa & Leidner (1998). According to
Warkentin, and Beranek (1999), teams given Virtual Team Communication (VTC) training
may develop relational links faster than teams without VTC training. Hence emphasis on im-
parting effective communication practices among team members of online virtual environ-ment between and among peers can help in promoting a favourable work environment.
Recent evidence suggests that when virtual teams are given sufficient time to develop strong
intragroup relationships and to adapt to the communication medium, they may communicate
as effectively as face-to-face groups (Chidambaram, 1996).Developing relational links in-
volves performing activities related to the member support and group well-being functions.
These activities include, for example, establishing position or group status of members, defin-
ing task roles of group members, and establishing norms for group interaction (Warkentin,
Sayeed and Hightower, 1997). Positions of team members with a clearly defined work ob-
jectives in an online work environment will not only support in developing an understanding
of the work culture, which is gradually able to transcend into the trusting culture but also with
clear communication channels to reach out to the members of the group.
Establishing protocols and ground rules by virtual team members regarding their availability,
absences, giving due credit to the team members along with constructive feedback are few
essential work practices needs to be developed by the virtual team members for communi-
cating effectively with each other. Productive relational links are based upon the continuous
imparting of information exchange in the group. Two factors that affect information ex-
change are opportunity and motivation to contribute information (Hightower & Sayeed,1996). Freedom and opportunity to express the views by team members in the crucial work-
ing matters of participants in a project irrespective of their status in the team can be great mo-
tivating factors for the team members working in a virtual environment. Hence along with
relational communication training, trust training among team members is also being proposed
for the effective and smooth achievement of team members desired objective of completing
the targeted project without much hindrance. Frequent users of discussion forums on the In-
ternet and online services develop ways to convey more meaning in their messages as a
means of replacing paraverbal and nonverbal cues. The use of symbols called emoticons is
one example (Mc Grath & Hollingshead, 1994). These emoticons and symbols helps in creat-ing a light and positive environment of goodwill among the team members for whom the
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physical cues are missing while interacting with each other. Designing and implementing ef-
fective strategies for the smooth online interactions will motivate the working of the team
members in a positive direction.
Discussion and Conclusion
Since virtual teams are becoming necessary imperatives for organizations today it becomes
obligatory for organizations to strive for their smooth and effective implementation. In depth
understanding of issues like developing trust among team members, give them sufficient time
to adapt to and get acquainted with one another, developed and shared desired strategies and
ground rules will be able to develop the desired norms and cohesiveness among the team
members. Continuous interaction among the team members, open environment and empower-
ing of team members are the few pillars on whom the online/virtual members can build the
solid foundation of work. Taking the cues from Gibbs advice of open and honest communica-
tion among team members can set a strong foundation of trust among the online virtual team
members. Participants continuously need to be encouraged and trained to shed their outward
pretensions and learn to develop to interact with others from their true self. One of the majorproblems with remote working is more of a human issue which because of absence of emo-
tional bonding and physical interaction creates a vacuum in understanding others. With the
continuous interaction this gap can be lessened in an online environment. According to An-
derson (1979) Teachers need to learn not to respond to students with closed expectations but
with an opening receptivity to their needs. As a teacher of online learning other issues such
as reliability of team members and work related communication can be easily overcome if the
rules of engagement for communications, conflict and expectations can be chalked out. Ac-
cording to Jarvenpaa, and Leidner, (1998) and Jarvenpaa, Knoll & Leidner, (1998) A num-
ber of strategies have been put forth that may serve to reinforce trust in teams. These strate-gies include proactive behaviour of participants, empathetic task communication, positive
tone, task goal clarity, and frequent interaction with acknowledged and detailed responses to
prior messages.Laying down ground rules and setting up communication criteria(s) are key
sections of working meritoriously in any space - but especially in a virtual environment. Im-
parting effective VTC training for the online team members will help in developing continu-
ous flow of information exchange. Setting up of simple ground rules early can save time in
aligning group performance expectations with personal strengths and aptitudes. One key fac-
tor is also staying in touch just like you might around the office "water cooler". It's good to
address each other from time to time and chill virtually which will gradually add a bit of
"warmth" and human connection. Individuals are then inspired and usually thrive to offer
their best.As Andy Grove, the famously paranoid chairman of Intel Corporation says, "You
have no choice but to operate in a world shaped by globalization and the information revolu-
tion. There are two options: Adapt or die. You need to plan the way a fire department plans.
It cannot anticipate fires, so it has to shape a flexible organization that is capable of respond-
ing to unpredictable events."(Harvard Management Communications letter, 2000).
Future Research- Researchers should conduct studies relentlessly in order to develop effec-
tive strategies to understand the successful implementation of various parameters to create an
encouraging and trust worthy environment. It is critical in an online distance learning envi-
ronment where the effectiveness of learning lies in smooth and continuous interaction.
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