Abstract:

The use of avatars (a digital representation of self) in the virtual world has credibility as an innovation in leadership development (Gritton, 2011; Jestice & Kahai, 2010; Jestice, 2016). Whilst there is limited academic research in this area, empirical studies conclude that the virtual world can adequately represent the real world of work, enabling leaders to become immersed in situations, and providing realistic contexts for role play, and opportunities for practising skills (Reeves & Read, 2009; Yee, 2004, 2006).

Interpersonal awareness and competence are key aspects of leadership development and an area in which use of avatars is being explored. For example, Jestice (2016) is currently exploring their use in developing empathy, especially perspective taking. However, whilst the current literature suggests that virtual worlds have great potential to enhance or facilitate the development of leadership skills, there is a need for more evidence of effectiveness to determine which virtual worlds and methods are most conducive to specific areas of leadership development. Similar to the aspirations of Jestice's (2016) research, the present research explores the possibility that the virtual environment can aid appropriate changes in perspective and behaviour modification in relation to how women think about and use their power in the workplace.

How leaders use power effectively is a complex matter (e.g. Fuqua et al., 2000). Research has shown how many women have difficulty seeing themselves as powerful (Bayntun-Lees, 2019). Whilst there is lots of research into where power comes from, how power operates, and how leaders use power there is limited research into how women can develop a positive relationship with their own power and learn to see the value of relational power in the workplace. The aim of the present research is to explore how senior women leaders experience learning with avatars in a virtual world, and what impact, if any, learning with avatars has back in the workplace.

Qualitative and quantitative data will be presented from an online survey (n=70) and seven online discussion groups (n=37) . All participants were senior women leaders from two international organisations who took part in an avatar learning session as part of a Women in Leadership Executive Education Program in late 2022 or early 2023. The women were located in numerous regions, working in various roles and business functions in their organisations. The discussion groups took place approximately 12 weeks after the avatar session. The online survey consisted of a short number of open and closed questions. The questions for the survey, and the discussion groups, were informed by existing relevant literature and also by feedback on the sessions from previous participants. All discussion groups were recorded and transcribed. Participants were also asked to record their thoughts and insights on a Padlet during and following the discussion groups. Transcriptions and survey responses were analysed for key themes.

The presentation will explore: how the women experienced learning in the virtual world; how they explored their power and voice in the context of workplace relationships and scenarios, and; how this particular learning experience impacted their thinking and acting in the world. The findings from this research will provide insights and guidance for educators interested in using avatars and virtual worlds for leadership development.

Keywords:

Avatar, Virtual World, Executive Education, Leadership Development, Power.