Enabling Shared Leadership in Virtual Project Teams: A Practitioners' Guide

Many virtual project teams perform better when leadership is shared (rather than centralized with the formal team leader); however, team leaders are often neither prepared to identify shared leadership potential nor to actually share leadership responsibility. Based on a study of 96 globally dispersed software development teams we show that team leaders tend to underestimate the team members’ capacity to lead themselves. As a consequence, these leaders monopolize decision‐making authority and provide insufficient levels of autonomy for team members to tackle their tasks. Preventing the team members from unfolding their true potential, these leaders unconsciously jeopardize virtual team performance. Paradoxically, it is thus team leaders themselves hindering leadership effectiveness in virtual teams.     

Participation and communication in virtual teams using representational avatars

The study examined how quantitative formative assessment tools may be applied to virtual team communication and provide quality and progress metrics to virtual team leaders. Representational avatars benefit virtual team communication and productivity. Organizational leaders need measurement tools to assess avatar innovation and monitor progress in virtual teams. A goal of this research was to supply a suite of tools to evaluate the potential for avatars to improve as well as monitor and measure virtual team participation and communication. The virtual teams were composed of students (N= 97) at the Auckland University of Technology (AUT) in New Zealand and Uppsala University in Sweden. Students enrolled in the Intelligent Business Systems (IBS) course formed teams by country and were randomly assigned to a text‐only or avatar‐enriched communication format. Survey results indicated that text‐based teams were perceived as efficient but lacking in inspired participation. Avatar‐enriched teams noted frustration with software but rated their experience as enjoyable. No significant difference in communication quality between teams was indicated, but avatar‐enriched teams posted significantly more words on weekly logbooks than text‐based teams. Recommendations include a model for data disaggregation that may be of value to improve assessment, productivity, and administrative costs of technology‐enhanced virtual teams.     

Inspirational leadership,positive mood,and team innovation: A moderated mediation investigation into the pivotal role of professional salience

Multidisciplinary teams are increasingly advocated for in healthcare policy consequent to their capacity to develop innovative solutions to seemingly intractable service and care challenges. Recent arguments that inspirational leadership styles may foster innovation in multidisciplinary teams point to their potential value in this effort. However, inconsistency in the capacity of such leaders to engender innovation highlights the need to understand the mechanisms and boundary conditions that determine when such leadership generates positive effects. We argue that follower positive mood acts to mediate the path between inspirational leadership and innovation and may account for its variable effects. By increasing positive team mood, inspirational leaders can potentially bring about more flexible thinking and enhance innovation but can also increase reliance on less effortful information processing, undermining innovative potential. In an effort to address the dilemma posed by these contrasting effects, we propose that professional salience acts as an important boundary condition of this relationship such that only when profession is salient do inspirational leaders enhance multidisciplinary team innovation through positive mood. An analysis of survey data from 60 UK‐based multidisciplinary healthcare teams, investigating the inspirational leadership of practice‐based innovation, supports our moderated mediation model. Finally, the implications for HRM are considered, specifically for leader development and work team design.     

Team Learning from Mistakes: The Contribution of Cooperative Goals and Problem‐Solving*

ABSTRACT Although mistakes may have considerable potential for learning, previous research has emphasized that organizational members are often defensive when their mistakes are pointed out and will even continue with their present course of action despite growing costs. Recent research has shown that team‐level variables, such as psychological safety and shared mental model, can help overcome barriers to learning from mistakes. Structural equation analyses on teams working in a sample of organizations in Shanghai, China, suggested that teams were able to learn from their mistakes to the extent that they took a problem solving orientation. This orientation in turn was based on developing cooperative but not competitive goals within the team. Although competitive and independent goals induce blaming, blaming itself was not significantly related to learning. Blaming, especially when conducted openly, may hold individual team members accountable as well as provoke defensiveness. Findings empirically link the theory of cooperation and competition with the organizational learning literature. Results suggest that cooperative goals and problem solving promote learning from mistakes.     

The role of experience in six sigma project success: An empirical analysis of improvement projects

Recent learning-by-doing research highlights the importance of examining multiple measures of experience and their relationship to the performance of work teams. Our paper studies the role of individual experience, organizational experience, team leader experience, and experience working together on a team (team familiarity) in the context of improvement teams. To do so, we analyze successful and failed six sigma improvement team projects at a Fortune 500 consumer products manufacturer with multiple business groups. Such improvement project teams focus on deliberate learning, which differs from the primary focus of work teams.Our analysis uses archival data generated by these improvement project teams over a six year time span. Of the four experience variables we study, we find that team leader experience exhibits the strongest relationship with project success, followed by organizational experience. Further, in contrast to prior-related research on work teams, we find no relationship between individual experience or team familiarity and project success beyond that explained by team leader and organizational experience. These results suggest that a well-developed and deployed structured problem-solving process—characteristic of effective six sigma deployments—may reduce the importance of team familiarity in the context of improvement teams.     

Corporate Board Attributes, Team Effectiveness and Financial Performance

Researchers have recently begun to integrate the literatures on corporate boards and team effectiveness in an effort to better understand how boards function and impact company performance. This study identifies five attributes of high-performing teams – knowledge, information, power, incentives and opportunity/time – and argues that these attributes will promote board effectiveness, which in turn influence corporate financial performance. These relationships are investigated using combined survey and archival sources of data for 210 Fortune 1000 companies. Findings indicate that most team effectiveness attributes are associated with higher levels of board effectiveness as rated by the board directors, and that board effectiveness is significantly related to corporate financial performance.     

Five Steps to Leading Your Team in the Virtual COVID-19 Workplace

The emergence of COVID-19 has presented employees and employers new challenges as many employees and managers were forced to work in a remote environment for the first time. For many reasons, managing virtual teams is different than managing employees in a traditional face-to-face office environment. Although many managers have been learning how to lead their virtual teams over the last several months, we offer five steps for leaders to follow for how to maximize the effectiveness of a remote workplace. By taking specific actions and ensuring the organization has a culture to support their virtual workforce, leaders can improve the performance output and engagement of their teams. The five steps are: first establish and explain the new reality; second, establish and maintain a culture of trust; third, upgrade leadership communication tools and techniques to better inform virtual employees; fourth, encourage shared leadership among team members; and fifth, to create and periodically perform alignment audits to ensure virtual employees are aligned with the organization’s cultural values including its commitment to mission. All these steps start with the realization that managing a team is going to be different when the members are dispersed, and new leadership strategies, communication routines and tools are required.     

Training for virtual teams: An investigation of current practices and future needs

Organizations are creating virtual teams at an ever‐faster rate. Virtual team leaders and members from distant locations work together and communicate with each other using a variety of information technologies. Results from a survey of 440 training and development professionals identify current organizational training practices aimed at preparing leaders and members for virtual team assignments. Comparing organizations with more effective and less effective virtual team training programs allowed us to identify a set of “best practices.” We offer practical guidance regarding the effective use of training to promote high‐quality virtual team performance. © 2006 Wiley Periodicals, Inc.     

Autonomy and teamwork in innovative projects

The use of teams that incorporate autonomy in their designs continues to be an important element of many organizations. However, prior research has emphasized projects with mostly routine tasks and has assumed that autonomy resides primarily with a team leader. We investigate how two aspects of team autonomy are related to teamwork quality, a multifaceted indicator of team collaboration (Hoegl & Gemuenden, 2001). Specifically, we hypothesize that team‐external influence over operational project decisions is negatively related to teamwork quality, while team‐internal equality of influence over project decisions is positively related to teamwork quality. Testing our hypotheses on responses from 430 team members and team leaders pertaining to 145 software development teams, results support both predictions. Acknowledging the possible benefits of certain types of external influence (e.g., constructive feedback), the findings demonstrate that team‐external managers of innovative projects should generally refrain from interfering in team‐internal operational decisions. Likewise, the study shows that all team members should share decision authority, recognizing that their contributions to team discussion and decision making may well differ given differences in experience and expertise. © 2006 Wiley Periodicals, Inc.     

Leader Emergence in Nascent Venture Teams: The Critical Roles of Individual Emotion Regulation and Team Emotions

This study advances a theory of how different aspects of emotion regulation influence individual leader emergence in the intensely emotional context of nascent venture teams. Despite the growing amount of research on the role of leadership in the entrepreneurial process, the emergence of leaders in nascent venture teams has rarely been explored. Drawing on theories and research on leadership emergence and emotion regulation, we argue that the two aspects of emotion regulation (i.e., reappraisal and suppression) exert opposite effects on the degree to which nascent venture team members come to perceive an individual as a leader. We also theorize that team emotions arising from affective events moderate the relationship between reappraisal and leader emergence in such teams. Data from 103 nascent venture teams without prior leaders show a negative relationship between individuals’ trait disposition to suppress emotions and their emergence as leaders, and a positive relationship between their trait disposition to reappraise emotions and their emergence as leaders. Moreover, we find that negative team emotions magnify the positive association between reappraisal and leader emergence, while positive team emotions mitigate it. We discuss the implications of our findings for the literature on entrepreneurial leadership, entrepreneurial emotions, and leadership in general.     

Leader productivity and people orientations for cooperative goals and effective teams in China

Researchers have traditionally distinguished leaders by the extent to which they are oriented to people and productivity, and meta-analytic results indicate that these orientations have consistent and practically important effects. But research is needed to understand the dynamics by which these orientations induce team effectiveness. This study empirically relates leader orientations to teamwork by suggesting that productivity- and people-oriented leaders develop cooperative goals among team members that in turn results in team effectiveness. A total of 146 team leaders from 21 organizations in China completed measures of productivity and people orientations and their encouraging cooperative goals among team members; 1067 team members rated their effectiveness. Results of the structural equation analysis support the theorizing that leader productivity and people values when complemented by strengthening cooperative relationships can contribute to making teams effective in China and perhaps in other countries as well.     

Effect of Knowledge Leadership on Knowledge Sharing in Engineering Project Design Teams: The Role of Social Capital

Knowledge sharing is a precondition for engineering project design teams to achieve an efficient design; however, designers are not always willing to share knowledge with other team members. To improve knowledge sharing, this article investigates the effect of knowledge leadership on knowledge sharing in engineering project design teams by examining the role of social capital. Our results show a significant indirect effect of knowledge leadership on knowledge sharing through the mediating role of social capital. Therefore, effective knowledge sharing depends on knowledge leaders to develop a share vision, and promote a trustworthy and collaborative environment for designers.     

The Emerging Role of Higher Education in Educating and Assessing Future Leaders for Disaster Relief

As the frequency and intensity of disasters throughout the world increase, so do the demands for humanitarian relief and the need for effective disaster‐based leadership training. Numerous organizations are poised to act in response to disasters that necessitate a significant amount of leadership and logistics support. Although there are many entities often involved in disaster relief, the symposium outlines the emerging role higher education can play in improving response outcomes, not only by providing “boots on the ground” but also by developing skilled disaster relief leaders in both curricular and cocurricular venues. Institutions of higher education provide experiential learning opportunities offering critical service for immediate disaster relief while developing the skills of future leaders. During these experiences, students develop disaster‐based leadership and logistics acumen. Similarly, programmatic assessment is critical in measuring student leadership growth during the experiential learning process of providing disaster relief. The education and assessment of these trainings provides an important dimension of disaster leadership as it examines the leaders in action and fosters a commitment to adequately prepare them to lead in a time of disaster. A qualitative approach is recommended for assessing experiential leadership learning to better inform teaching and to cultivate future disaster leadership that meets ongoing global needs.     

Team trust over time: Modeling reciprocal and contextual influences in action teams

Team trust is increasingly being recognized as important for team performance, but little is currently understood about how it develops and evolves over the course of a team's lifespan. Because trust and related team constructs are inherently dynamic, this represents a critical gap in the literature that needs to be addressed before team trust can be fully understood and effectively facilitated in practice. Of particular relevance to these gaps are action teams – those that come together to perform under time-constrained, yet often high-stakes conditions. While scholars have begun to explore how trust develops in these contexts, little is understood about how it evolves over time. As such, we propose a theoretical model of team trust in action teams that incorporates its dynamic nature, models the reciprocal relationship between team trust and team performance, delineates unique mediating pathways based on the team's progression in the multiphasic performance cycle, and considers the role of moderating influences that may strengthen or attenuate the impact of performance feedback on subsequent team trust. Specific research implications are discussed, providing a rich foundation for future empirical studies, and ultimately, the generation of evidence-based interventions for facilitating trust as teams cycle through multiple performance episodes over time.     

Co‐workers' voice climate and affective commitment towards the team: A test of mediation and moderation

This article examines the consequences of co‐workers' voice climate, defined as a shared perception regarding how individuals who work together within the same unit and who do not have formal authority over each other judge the ability to participate in decision making inside teams. We argue that co‐workers' voice climate may influence individuals' perception of quality of social exchange with the team, operationalised through team–member exchange. These high‐quality exchanges with the team should, in turn, promote higher individual affective commitment towards the team. Furthermore, we hypothesised that the social exchange with the supervisor, operationalised through leader–member exchange, buffers the effect of co‐workers' voice climate on team–member exchange. These hypotheses were tested using a sample of 183 employees belonging to 31 teams. Our findings supported the theoretical model that was proposed, attesting to the importance of considering co‐workers' justice climate in the prediction of individual work attitudes. The theoretical and practical implications of these results are discussed.     

跨团队成员对个人和团队学习力及生产力的影响

跨团队成员作为科层组织外衍生的纵向混合组织,在新产品开发、降低成本及提高组织运营效率等方面,均发挥着积极作用。跨团队成员数量和团队多样性,对团队和个人的生产力和学习力有着不可忽略的影响。因此,企业应该平衡跨团队成员的数量和团队多样性,提高人力资源的周转率和利用率,促进知识共享,从而提高团队和个人的生产力和学习力。为管理跨团队成员提供了全新的思路。     

The role of empathy between functional competence diversity and competence acquisition: a case study of interdisciplinary teams

This study was intended to verify the relationships among team functional competence diversity, empathy, and competence acquisition and placed more focus on team learning rather than on individual lecturing. Although functional competence diversity involved heterogeneous experts to brainstorm the development of innovative curricula, the teamwork process incurred conflicts. With the purpose of overcoming these difficulties, cultivating greater empathy in the participants helped them become more thoughtful and reduced conflicts during teamwork. We adopt purposive sampling in this study. Three hundred questionnaires were sent out, and 108 valid responses were obtained. Initially, we proved that the more participants with heterogeneous competencies there are in functional competence diversity teams, the easier it will be for them to acquire heterogeneous competencies. Second, we also found that the more teachers engage in functional competence diversity teams, the greater empathy they must have in order to reach an agreement efficiently. Third, the greater the empathy participants have, the easier it will be for them to acquire heterogeneous competencies. Finally, we verified that empathy has a mediating effect between functional competence diversity and competence acquisition in interdisciplinary teams. This study suggests that when team members have greater empathy competence, it reduces arguments, helps polish interpersonal skills, and facilitates tight cooperation that leads to the acquisition of heterogeneous knowledge and the development of systematic curricula.     

Outstanding fundraising practice: how do nonprofits substantively increase their income?

• In this paper, we examine the characteristics of charities that have generated substantive increases in their fundraising income. We interviewed 25 fundraising directors and team members, from organizations experiencing rapid growth, adopting a “decoding the discipline” approach to identify how each organization had overcome key barriers to its success. We identify that fundraising leaders in these exceptional nonprofits focus particularly on matters connected to their team, organizational structures that support that team, and the development of an organization‐wide learning culture. We also find that these teams were successful because of the “systems” way in which they understood and coped with the complexities of decision making. They were exceptional in isolating the right problems and exceptional too in the processes they adopted to solve them.

Copyright © 2016 John Wiley & Sons, Ltd.     

浅谈如何在物流教学中提高学生的课堂参与度

学生是课堂教学的主体。只有学生积极地投身于课堂,才能到达课堂教学有效性的目的。文中主要探讨了在物流教学中,如何提高学生的课堂参与度,调动其学习的主动性。教师可以通过层层设疑,促进学生“多思”;给予空间,促进学生“多说”;加强实践,促进学生“多做”,让学生在动脑、动口、动手的过程中完成课堂的学习。