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Corporate Leadership and the Perceptions of Chief Executive Officer Computer-Mediated Communication Effectiveness

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CORPORATE LEADERSHIP AND THE PERCEPTIONS OF CHIEF EXECUTIVE OFFICER COMPUTER-MEDIATED COMMUNICATION EFFECTIVENESS Mark C. Zeller A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2006 Committee: Melissa M. Spirek, Ph.D., Advisor Karen D. Johnson-Webb, Ph.D. Graduate Faculty Representative Donald J. Jung, Ph.D. Canchu Lin, Ph.D. John J. Makay, Ph.D. © 2006 Mark C. Zeller All Rights Reserved iii ABSTRACT Mark C. Zeller Melissa M. Spirek, Ph.D., Advisor Chief executive officers (CEOs) spend the majority of their time in organizations communicating. Mintzberg’s (1973) seminal work reported that CEOs spend up to 80% of their time communicating. It is not surprising then to find that selecting the most appropriate media channel to communicate to internal and external constituencies in the media rich environment of the 21st century is one of the greatest challenges CEOs currently face (Zeller & Spirek, 2003). Although Rice noted in 1984 that the CEO is an actor interacting and providing leadership utilizing computer-mediated communication channels with varying media rich channels, the complexity of this use for the CEO and his or her organization has increased exponentially over the past two decades. Specifically this investigation responds to this predicament. This dissertation explores when, where, what and how CEOs utilize multimedia channels across a media rich continuum. The results generated with the CEOs demonstrate that media richness theory (Daft & Lengel, 1984) is a fruitful framework. Findings indicate that the CEOs are stressed and these leaders seek information to conduct this communication effectively given the host of media-rich channels now available. The majority of the 60 CEO interviewees emphasized computer-mediated communication was important or absolutely necessary as a powerful communication channel. Adding to this complexity is the CEOs’ personal communication needs as well. Put simply, the effective and efficient use of computers across a host of scenarios is difficult. When, where, and how to utilize iv computer-mediated communication in combination with other communication channels was recognized as a difficult decision-making process with salient implications for selecting one medium over another. The self-reports repeatedly document that CEOs’ medium choices were associated with the degree of success in creating a shared meaning with his or her intended audience. Based upon the current investigation’s findings, future research should consider responding to media richness theory’s contribution to the field of communication. The findings underscore Rice (1984) and Williams, Rice, and Rogers’ (1988) challenge that the skills of leadership utilizing new media communication channels must include an understanding of the user’s attitude and experience, be it CEO, stakeholder, or employee. v I would like to dedicate this dissertation to my wife, Deborah, who is close to my heart. She not only is the woman of my dreams but she made my dream of a doctoral degree possible with her love and support. vi ACKNOWLEDGEMENTS I’d like to recognize Dr. Melissa M. Spirek, to whom I shall be ever grateful for the opportunity to enter into and complete the communication program at Bowling Green State University. My first encounter with Dr. Spirek was in 1995, when Dr. Spirek opened the door for a group of chief executive officers (CEOs) to understand the phenomena of the World Wide Web. As one of those CEOs, I had been experiencing first-hand the frustrations of communicating with multiple stakeholders globally, while trying to understand the turn of technology and the sharing of meaning. She recommended that I come to the university and study communication. Dr. Spirek has not only been an advisor, but an inspiration, a friend, and a part of our family. Her guidance and support throughout the dissertation brought it all together. I owe a debt of gratitude to the CEOs that I have known in my past 32 years in business and those I have met through my research. These individuals shared their lives with me because I had been one of them. The CEOs not only shared their answers scientifically with me, but continue to be entrepreneurially curious. Their passion for learning is apparent, with the CEOs’ enthusiastically volunteering to be a part of further research. I thank my dissertation committee members for their guidance. Dr. John J. Makay, a great teacher and researcher. This elite scholar taught me that the study of communication is really the study of misunderstanding. His wisdom helped me to better understand academe. Dr. Donald J. Jung, whose approach to the study of communication gave me a whole new insight on how to look at the values and interactions of CEOs. Dr. Canchu Lin added to my knowledge of organizational communication and opened the vii door for my references in areas of organizational structure for future research. It is exciting to realize I shared a connection with Dr. Lin. My business team was building in China and then was pulled back because of Tiananmen Square. Dr. Lin was at Tiananmen Square. Dr. Karen D. Johnson-Webb made it exciting to study the demographics of economics of global trade. She encouraged me to apply this new knowledge to communication. It was an honor to coauthor a regional research study with Dr. Johnson-Webb. It would be remiss of me to not acknowledge Purdue University’s influence on my research program. First, I thank those members of the Purdue mafia who were Dr. Spirek’s colleagues, Dr. John Weispfenning, Dr. Christine Kelly, Dr. Rose Campbell, and Dr. Beth Goering welcomed me and encouraged me to pursue my passion of research. It was a special honor to meet and discuss communication research with Dr. Glenn Sparks, Dr. Spirek’s advisor at Purdue University. Dr. Spark’s visit to BGSU was a milestone during my graduate education. I’m grateful to Drs. Julie Burke, Lynda Dixon, Victoria Smith-Ekstrand, Dennis Hale, Kathryn Hoff, Sung-Yeon Park, and John Warren for their contributions to my education. My appreciation to my fellow graduate students Ike Brunner, Michael McGill, and Kris Medford. Their assistance, support, and friendship is substantial. My deep appreciation goes to Carroll Ashley, Al Caperna, Dave Francisco, Frank Kistler, and Neil Marko for their friendship and continued support. I am grateful to Ed Reiter for his encouragement of my postdoctoral research. His insights were and are invaluable. Most of all, I thank my family: my now 12-year old son, Andrew, for his advice viii and competitive nature. Andrew has directed my studies since first grade and now at seventh grade, continues to challenge my academic pursuits. My son, Matthew, who through the completion of his graduate business and law degrees, is thanked for our ongoing conversations that strengthen our shared belief that education is necessary to improve mankind. My brother, Kevin, provided continuous encouragement and financial support. I also thank my son David. Last but not least, I thank my wife’s family for their many kind words and often humorous remarks. My two favorite observations are: (1) “What are you going to do with all those books?” and (2) “Do you suppose this is going to make you more employable?” ix TABLE OF CONTENTS Page CHAPTER I. LITERATURE REVIEW............................................................................... 1 Introduction................................................................................................................ 1 Media Richness Theory ............................................................................................. 2 Organizational Research ................................................................................. 10 Interpersonal Research.................................................................................... 11 Institutional Research...................................................................................... 13 Computer-Mediated Communication ........................................................................ 15 Chief Executive Officers (CEOs) .............................................................................. 19 Description of Media Richness Continuum.................................................... 23 Development of Media Richness Continuum................................................. 24 Figure 1. Media Richness Theory Communication Channels Continuum ..... 26 Current Investigation ...................................................................................... 30 CHAPTER II. METHOD...................................................................................................... 33 Survey ............................................................................................................ 33 Participants ............................................................................................................ 33 Procedure ............................................................................................................ 34 Materials and Equipment ......................................................................................... 34 Content Analysis...................................................................................................... 35 Sample ............................................................................................................ 35 Procedure .........................................................................................................
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