Virtually anonymous: Does the absence of social cues alter perceptions of emergent leader behaviors?

Abstract

This qualitative study examined the impact of the absence of social cues on perceptions of emergent leader behaviors in a highly anonymous virtual context. Participants were 149 students engaged in a distinct leadership-preparation process with identity fully hidden. Positively influential behaviors included specific types of contributions, task-focused behaviors, positive interaction style, and at times high participation rate. Excessive or minimal task focus and negative interaction style were perceived as negative influence. Further, emergent leaders often enacted behaviors in combination to achieve influence. Explicit assumptions about and references to social cues were absent in responses, suggesting that under highly anonymous conditions, we can get a less contaminated view of leader behaviors. The findings indicate that some existing leader behavior theories may be unbiased by social status, and also suggest that contextual nuances such as degrees of anonymity and availability of social cues are relevant for perceptions and practice of emergent leader behaviors.