Individual Priming in Virtual Team Decision-Making

Virtual teams have different interactions than face-to-face teams because they rely on information and communication technologies, which can impede or assist certain human cognitive processes. Past research has shown that although virtual teams exchange more information than face-to-face teams, poor decisions often result, because team members do not consider the unique information they receive from others. Drawing from cognitive psychology, our research explored a unique way to improve team decision-making through the use of cognitive priming. We proposed that priming group members to pay attention to others or to engage in counterfactual thinking would improve team members’ cognition and, therefore, team performance. Prior research with individuals and brainstorming teams has shown these forms of priming to improve performance; however, no research has attempted to use priming to improve the outcomes of virtual team decision-making, which requires deeper interaction and cognitive involvement than brainstorming. We performed two lab experiments using primes that have been found to improve the individual decision-making process. We found that priming had some impact, but it did not significantly improve decision quality. Various reasons are discussed to explain why priming techniques may not be as powerful in teams as in individuals, and future research ideas are suggested to build on our initial work on priming in virtual team decision-making.     

Creating and sustaining trust in virtual teams

Conventional wisdom assumes that trust develops from a history of interpersonal interactions and communication, through which people come to ‘know and trust’ one another. In virtual teams, however, establishing trust can be complicated: members may have no past on which to build, no future to reference, and may never even actually meet face-to-face. Swift but fragile trust can develop early in a team's life cycle. Yet, if swift trust doesn't develop or even dissipates, members need to find ways of building trust in each other. To this end, an understanding of how trust impacts a virtual team's development will help managers and team leaders to facilitate and improve team success. Herein, we describe the three components of trust (ability, integrity, and benevolence) and identify which of these are critical to each life cycle stage (establishing the team, inception, organizing, transition, and accomplishing the task) of the virtual team. Proposed action steps for each stage show managers and team leaders how to help members develop trust and sustain it through the project's successful completion.     

The Effects of Cultural Diversity in Virtual Teams Versus Face-to-Face Teams

Diversity in the national background and culture of team members is common in virtual teams. An experimental study, with short term teams, was undertaken to examine the effect of cultural diversity on team effectiveness and to examine if this effect changes depending if the team worked face-to-face (F2F) or virtually. Heterogeneous teams were created that had greater diversity than homogeneous teams of individualism/collectivism values, different languages spoken, country of birth, and nationality. The teams worked on a desert survival task either F2F or virtually (via audioconference and electronic chat tools). The overall results indicated that heterogeneous teams were less satisfied and cohesive and had more conflict than the homogeneous teams, although there were no statistical differences in team performance levels. However, examining just the heterogeneous teams found that the performance of the virtual heterogeneous teams was superior to that of the F2F heterogeneous teams. The results support Carte and Chidambaram's (2004) theory that the reductive capabilities of collaborative technologies are beneficial for newly-formed diverse teams.     

Virtual Teams and Multiple Media: Structuring Media Use to Attain Strategic Goals

Work environments have grown substantially more complex over the years. Teams are increasingly distributed, and presented with a variety of different communication technologies, e.g., e-mail, instant messaging, cellular phones, pagers, and intranet applications, for use in distributed collaborative activities. Further, individuals often belong to multiple teams concurrently. This study explores how virtual team members structure their use of multiple media to attain strategic goals in complex work environments. A grounded theory approach was used to analyze data gathered from forty interviews of information technology workers. Our results indicate that there are two primary structures individuals employ when making use of multiple media: sequential and concurrent. Sequential combinations are of three types: redundant, serial, or complementary, while concurrent combinations are of two types: independent or complementary. Further, individuals strategically use multiple media to accomplish specific communication goals beyond simply transmitting the message, such as message acknowledgement, enhancement of mutual understanding, and participation in multiple communication interactions. The implications of these findings for research and practice are discussed.Both authors contributed equally to this paper.     

虚拟团队的两种新型薪酬方案

在虚拟团队中 ,管理者难以掌握团队成员的绩效信息 ,在制订薪酬方案时缺乏科学依据 ,容易是团队成员形成不公平感 ,降低工作的积极性 ,为了解决这一问题 ,采用员工自行申报业绩目标的方法 ,提出了奖励框架和惩罚框架两种框架下的薪酬设计方案 ,为解决虚拟团队成员的激励提供了可操作的工具。     

Leadership Dynamics in Partially Distributed Teams: an Exploratory Study of the Effects of Configuration and Distance

Despite the importance of leadership and the wealth of empirical studies focused on leadership effectiveness in traditional and computer-supported groups, there is little research examining leadership dynamics in partially distributed virtual teams (PDTs). Virtual teams are partially distributed when they are configured with one or more subgroups of collocated members and isolated members. This paper lays the groundwork for an in-depth study of leadership in PDTs that can be extended to other types of virtual team configurations. Using three dimensions of virtual distance (geographic, cultural and temporal), we analyze how the configuration of virtual teams interacts with leadership dynamics. We also summarize the results of an exploratory study using 12 student teams to examine the effects of distance and configuration on leadership in PDTs. Findings show significant differences in leadership dynamics (i.e., leader emergence vs. leader retention) which impacted team performance. From these results, we develop propositions on leadership and PDTs.     

When Success Isn’t Everything – Case Studies of Two Virtual Teams

Researchers have been attempting to identify the factors that contribute to virtual team success. Two virtual teams were studied over six-months using an interpretive approach and qualitative data collection techniques. The outcomes of these teams were outwardly very poor. Yet, team members considered themselves successful in relation to the circumstances in which they found themselves. The team members identified the factors they believed contributed to the outcomes and the rationale for why they were successful despite the outward appearances. The interpretive approach allowed for an exploration of the circumstances, and how these perspectives were derived. The cases indicate that working in distributed mode can be problematic if teamwork issues are not addressed, and a technological focus adopted.     

T 电信公司营销虚拟团队的形成与管理

Virtual marketing teams have emerged in T Company, a regional branch of China Telecom, and led to tremendous success in recent years. It is beneficial to explore the reasons behind such a phenomenon and to identify the factors leading to high performance. Investigating these issues also helps deepen our understanding of managerial experience and some important organizational changes that Chinese state-owned enterprises are going through. In this case study, analysis of the characters of high performing virtual marketing teams in T Company concentrates on four main team processes, namely virtuality and communication, personnel selection, trust, and motivation. Key factors contributing to the team’s high performance are analyzed, and the implications of the results for management and future research directions are also discussed.      

Team Decision Making in Virtual and Face-to-Face Environments

We conducted a laboratory study on 65 teams performing a decision-making task. The two experimental manipulations involved the use of different communication media and decision frames. The decision frame manipulation involved informing the team to choose the demonstrably correct solution versus the solution that seemed most likely. These factors interacted to reveal novel insights about their multiplicative effects on decision processes and team psychological states. Further, main effects of the communication medium were found for team psychological states and decision behavior. Results suggest that virtual teams were at a disadvantage when the task was framed as having a demonstrably correct solution. Conversely, face-to-face teams were more effective, particularly when told that the task had a demonstrably correct solution. Face-to-face teams were more effective on all decision behaviors. Media synchronicity theory serves as a unifying framework to contextualize this research in the literature.     

Macrocognition in Collaboration: Analyzing Processes of Team Knowledge Building with CoPrA

Sophisticated collaboration software allows teams that are dispersed in space and time to work together. Nevertheless, to reach their common goals, distributed teams—and the professional facilitators who support them by intervention techniques—are faced with the communication challenges arising from dispersed settings, including task coordination and effective information exchange. When distributed teams use collaboration software, however, traces of their collaboration are left behind. These traces provide an underused source of data which can be analyzed and be used to inform the design of interventions aimed at improving collaboration in distributed teams. This paper investigates the untapped potential for understanding collaboration, and in particular, the macro-cognitive processes of team knowledge building. These processes rely on information shared and knowledge structures developed by team members which are also referred to as team cognition. We performed a qualitative content analysis applying the COllaboration PRocess Analysis technique, CoPrA, and a framework for measuring team knowledge building. Communication data was collected from 18 participants assigned to six distributed teams. While working collaboratively on a problem-solving task teams were supported with synchronous collaboration software. The results show that by using a cognitive perspective on teams, all the hypothesized processes of team knowledge building could be identified in collaboration traces. Moreover, our analysis shows that CoPrA enables us to identify key characteristics of (1) team behavior, e.g., whether teams are rather solution-oriented or problem minded, show consensus-oriented behavior, withhold evaluative arguments, discuss ideas in breadth and/or depth, or spend much effort on coordination as well as (2) behavior of team members, e.g., who show non-participation, are willing to share or predominantly guide coordination. Future research could adopt this approach to improve our understanding of the dynamics of collaboration patterns and its effects on team performance to inform collaboration facilitation in distributed settings.     

Transferring Western Management Knowledge to China: Perceptions of Graduates from an American Executive MBA Program

As is well-known, China’s rapid economic growth over the past decades has been impressive and this growth has driven the demand of qualified managers and professionals by both foreign and Chinese enterprises. This paper examines perceptions of the graduates of an American Executive MBA program, who experienced the transfer of Western management knowledge through team teaching and virtual student teams. The findings show that graduates are generally satisfied with their overall educational experience and its impact on their career in terms of promotions and compensation. Furthermore, the team teaching and global virtual student teams are viewed as valuable experiences.     

Interventions for effectively leading in a virtual setting

At least a decade ago, researchers recognized the importance of leaders being able to effectively execute interventions in teams. Now, advances in collaboration technologies have changed the way teams work together in addition to the challenges they face with regard to technology and collaboration. Due to these changes, it is important to take a look at interventions and how they can be technology driven or administered. Advances in technology-driven interventions can have a substantial impact on virtual project management and online education. In this article, we explore the role of interventions in improving technology choice in a virtual setting. We argue that both proactive and reactive interventions can be used to address virtual team challenges when it comes to technology choice. We identify six interventions (proactive and reactive) that were used to lead seven global offshore development teams, as well as the findings from their use. We also advise managers and online educators on ways to effectively identify and use interventions in virtual settings.     

Analytic collaboration in virtual innovation projects

Researchers attend to innovation and collaboration issues. Yet, the relevant literature devotes scant attention to the relationship between collaboration effectiveness and virtual innovation team context, while there are clear indications that both subjects relate with growing concerns in today's business setting. This article reviews extant literature and state-of-the art collaboration systems, and elucidate dynamic contextual factors among virtual innovation team members. The results show the antecedents and interrelationship among these factors, suggesting an optimal collaboration model for virtual innovation project teams. This paper documents the empirical observations of a virtual innovation project for advanced textile manufacturing technologies, and examines the due collaboration taking place among different project participants. Understanding the set of contextual factors emerging from virtual innovation projects can help managers classify, and employ the most effective collaboration mechanism for enhancing the corresponding project performance and effectiveness pragmatically.     

Smaller teams-better teamwork: How to keep project teams small

Scholars and practitioners have long suggested that smaller teams perform better teamwork, yet it is surprising to find that many organizations are using teams of 10 and more members. This paper explains how large team size affects teamwork. Moreover, it suggests four ways to keep teams small: (1) Create a multiteam project; (2) create a core team and an extended team; (3) outsource tasks and define team-external contributions; and (4) keep members on the team only for specific project phases.     

Team resilience building in response to co-founder exits

Founding teams often experience the exit of co-founders. To develop theory about how founding teams deal with adversity emerging from the exit of one of their members, we take a team-resilience perspective and study the development of six founding teams. Our inductive model highlights how founding teams take different trajectories following team member exits, leading to different types of psychological closure, which impact the teams' resilience building. Our model also suggests how teams not engaging in distancing from the exit-related adversity experience additional adversity within the continuing team, eventually leading to team failure. Our findings challenge and extend extant studies on exits in founding teams and team resilience.     

Managing Global Virtual Teams Across Classrooms,Students and Faculty

Virtual teams are becoming commonplace in business today so our business school students should have experience in effectively working in virtual teams. Based on a month-long virtual team project conducted by the authors between classes in South Africa and the United States, this paper discusses the opportunities and challenges of using global virtual teams as part of a business school curriculum. The authors describe the use of a virtual team life cycle to assess the month long project to identify key elements to retain and to change for the next time the virtual project is implemented.     

Empirical investigation of the domain knowledge and team advertising creativity typology: The case of Nescafe coffee

This study proposes and tests a typology of domain knowledge and team creativity by empirically assessing the effects of varying levels of domain knowledge on the creative outcomes of the team members. Two separate studies were conducted to address this inquiry. Study one aimed at determining the level of domain knowledge of each team member in the teams. Eleven groups comprising of thirty-three business students designed eleven advertisements for the products of their own choices. Utilizing the situation judgment test and the grade earned in the advertising course, four teams were formed comprising two balanced and two imbalanced domain knowledge teams. To test the hypotheses of the study, these teams were asked to develop a print advertisement for Nescafe for the summer season (Study Two). Upon creativity assessment of the final ads by twenty-six independent creative personnel in a total of seven advertising agencies in Pakistan, the results revealed that a balanced team with low domain knowledge outperformed the other balanced team with high domain knowledge. Further, unexpectedly, one of the imbalanced domain knowledge teams also outperformed the balanced high domain knowledge team. The study in the light of extant literature presents worthwhile implications for academia and practitioners.     

建设项目虚拟团队知识共享过程和共生演化分析

信息技术的发展使得项目团队的组织出现了虚拟化趋势。由于有限理性、信息不对称、环境的复杂多变和不确定性和知识更新等原因,项目虚拟团队的知识共享过程是先进行知识的选择性试错搜寻阶段,再将知识在各成员间进行传递,最终吸收创造新知识并实现对共享知识的价值。利用共生理论可知,项目建设虚拟团队知识共享的演化路径在于知识的"点共享"、"间歇共享"、"连续共享"、"一体化共享"等四阶段,通过多方面、多方位的合作,最终形成一个具有共同价值观的共生网络,不断提高知识共享的效率。     

Common Ground, Complex Problems and Decision Making

Organisations increasingly have to deal with complex problems. They often use multidisciplinary teams to cope with such problems where different team members have different perspectives on the problem, different individual knowledge and skills, and different approaches on how to solve the problem. In order to solve those problems, team members have to share their existing knowledge and construct new knowledge. Theory suggests that negotiation of common ground can positively affect team decision making on the solution of complex problems, by facilitating knowledge sharing across perspectives. In a small scale study with student groups, external representations supported by a specific negotiation ontology were used to facilitate negotiation by encouraging participants to make their beliefs and values explicit. Results showed that the external representations supported clarifying contributions to group members and increased group participation in discussions.     

Emergent Leadership in Self-Managed Virtual Teams

The issue of leadership in virtual teams is an increasingly important one for many modern organizations, because these teams – typically project-based with a finite lifespan and specific deliverables – are frequently self-managed, having no designated leader within the team (Yukl 1998). While such teams may have increased flexibility in setting goals and achieving them, the virtual context may hinder team members' abilities to coordinate activities and influence others (Manz and Sims 1993). Longitudinal data were collected over the course of a semester from virtual teams, comprised of students from three North American universities. Our results suggest that high performing self-managed virtual teams displayed significantly more leadership behaviors over time compared to their low performing counterparts. Specifically, these teams displayed significantly more concentrated leadership behavior focused on performance (i.e. “Producer” behavior) and shared leadership behavior focused on keeping track of group work (i.e. “Monitor” behavior) than the lower performing teams. Interestingly, these behaviors emerged strongly during the first half of the groups' lifespan, and stayed throughout the life of the groups, but steadily dissipated in strength over time.