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; e.g. Jestice (2016) has explored the use of avatars in developing empathy. 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. One such area is the complex one of power (e.g. Fuqua et al., 2000). The aim of the present research is to explore how women experience learning with avatars in a virtual world to explore power and leadership, and what impact, if any, learning with avatars has back in the workplace.

A virtual avatar-based learning session was provided as part of a blended Women in Leadership Executive Education Program. During the session, women become an avatar in their own confidential virtual reality, they created their own scenario and were facilitated through a reflective process to explore and gain insight into their personal power. All participants were senior women leaders from two international organisations. They were located in numerous regions, working in various roles and business functions.

Qualitative and quantitative data will be presented from an online survey (n=70), seven online discussion groups (n=37), as well as comments on Padlet boards used during and after the discussion groups, and a summary of course evaluation and feedback sheets. 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 groups were recorded and transcribed. Transcriptions and survey responses were analysed for key themes.

The presentation will focus on the learning experiences of the women and any impact of the avatar session for them in their workplace. The presentation will also include future plans for the research. The findings from the research will provide insights and guidance for educators interested in using avatars and virtual worlds in executive development.

Keywords:

Avatars, virtual worlds, virtual environments, leadership development, executive education, women leaders.