The interactive influences of conflict, task interdependence and cooperation on perceptions of virtualness in co-located teams

2014 ◽  
Vol 20 (5/6) ◽  
pp. 221-241 ◽  
Author(s):  
Eric Stark ◽  
Paul Bierly† ◽  
Steven R. Harper
Keyword(s):  
Business Students ◽  
Preliminary Evidence ◽  
Task Interdependence ◽  
Hierarchical Regression ◽  
Conflict Task ◽  
Content Type ◽  
Team Members ◽  
Business Courses ◽  
Geographically Dispersed ◽  
Upper Level

Purpose – This paper aims to explore the interactive influence of conflict, task interdependence and cooperation on individual perceptions of team virtualness levels. The study attempts to provide additional insight regarding how or why virtual structures might develop in teams with co-located team members. Design/methodology/approach – Data were collected from 355 upper-level business students assigned to the same team in four class integrated business courses. Moderated hierarchical regression was utilized in examining the moderating role of cooperation with conflict and task interdependence in predicting virtualness. Findings – Cooperation positively moderates the relationships between relationship conflict and perceived virtualness and between perceived task interdependence and perceived virtualness. In addition, conditional support exists for a cooperation and process conflict interaction in predicting virtualness. Originality/value – Many teams are mandated to be virtual either by management direction, task and resource requirements or by necessity due to being geographically dispersed. However, additional factors may influence the level of virtualness in teams with co-located members. This study provides preliminary evidence that an individual’s experiences in teams influences the individual’s views regarding the virtual structure of his or her team.

Trust in Virtual Multicultural Teams

2008 ◽  
pp. 1292-1308
Author(s):  
Iris C. Fischlmayr ◽  
Werner Auer-Rizzi
Keyword(s):  
Virtual Teams ◽  
Business Students ◽  
Illustrative Case ◽  
Multicultural Teams ◽  
Cultural Backgrounds ◽  
Team Members ◽  
Geographically Dispersed ◽  
Team Projects ◽  
Illustrative Case Study

This chapter analyses the phenomenon of trust with regard to its significance for virtual teams. Guided by the existing literature on trust, this chapter presents different kinds of trust and the development of trust over time. The challenges inherent to virtual multicultural teams, thus to working teams, which are geographically dispersed and communicate with the help of electronic media, raise the questions of their consequences on trust. As virtual teams are mostly used in companies operating in different countries all over the world, the different cultural backgrounds of the team members are taken into account as well. To give an example for the relevance of this issue in practice, an illustrative case study on experiences international business students have made during virtual team projects is presented.

Effects of Perceived Skill Dissimilarity and Task Interdependence on Helping in Work Teams

2005 ◽  
Vol 31 (1) ◽  
pp. 73-89 ◽  
Author(s):  
Gerben S. Van der Vegt ◽  
Evert Van de Vliert
Keyword(s):  
Business Students ◽  
Panel Study ◽  
Helping Behavior ◽  
Task Interdependence ◽  
Full Time ◽  
Management Game ◽  
Team Members ◽  
Management Group ◽  
Categorization Theory ◽  
And Task

This study examined the effects of perceived skill dissimilarity and task interdependence on individual team members’ helping behavior in a panel study of senior business students enrolled in a management game. The students were randomly assigned to 20 teams and functioned as a firm’s top management group during a full-time 3-week period. Questionnaire data were collected after the 1st and 2nd week. Consistent with self-categorization theory, the analyses showed perceived skill dissimilarity to decrease both self-reported and peer-rated helping behavior under conditions of low task interdependence and to increase an individual’s helping behavior under conditions of high task interdependence.

Stimulating learning by empowering leadership

2016 ◽  
Vol 37 (8) ◽  
pp. 1168-1186 ◽  
Author(s):  
Mingze Li ◽  
Pengcheng Zhang
Keyword(s):  
Information Processing ◽  
Team Learning ◽  
Hierarchical Linear Model ◽  
Hierarchical Regression ◽  
Empowering Leadership ◽  
Content Type ◽  
Team Members ◽  
Section Data ◽  
Multi Level ◽  
Different Levels

Purpose The purpose of this paper is to answer the theoretical and practical calls for an examination of the multi-level effects of empowering leadership on creativity. In addition, it attempts to link empowering leadership to creativity from the perspective of information processing, which is different from traditional mechanisms of psychology. Design/methodology/approach Based on the perspective of information processing, the authors tested how and why different levels of empowering leadership may relate to team and individual creativity. Multi-source data were collected from 62 team leaders and 295 team members. Statistical methods, such as the hierarchical linear model, hierarchical regression analysis, and bootstrapping tests, were used to analyze the data. Findings The results show that team and individual learning mediate the effects of empowering leadership on creativity at the team and individual levels. Interestingly, the authors also found that team learning negatively moderates the indirect and positive effect of individual empowering leadership on individual creativity. Research limitations/implications The main limitation of this study is that the authors used cross-section data instead of longitudinal data to analyze the causal relationship. As such, the results may not truly reveal the causality. Practical implications The findings indicate that empowering leadership is important for stimulating both individual and team learning; thus, it benefits different levels of creativity. In addition, the results also suggest that there are interplay between different level mechanisms, and empowering team leader should trade-off individual and team learning effects in order to promote both team and individual creativity effectively. Originality/value This study contributes to the existing literature by providing a multi-level and cross-level analysis of empowering leadership and creativity. It clarifies how empowering leadership stimulates individual and team creativity at different levels simultaneously.

How absence can make the heart grow fonder

2019 ◽  
Vol 27 (6) ◽  
pp. 19-21
Keyword(s):  
Sense Of Belonging ◽  
Design Methodology ◽  
Reading Time ◽  
Cost Effective ◽  
Life Balance ◽  
Content Type ◽  
Team Members ◽  
Geographically Dispersed ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Using geographically-dispersed teams presents both opportunities and threats to firms. The option can be cost-effective and employees welcome the chance to operate more flexibly and achieve a better work-life balance. Separation of team members is an obvious problem but can be overcome through effective communication and building a sense of belonging that can generate perceptions of proximity. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Knowledge sharing in ISD projects: role of task interdependence and social capital

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hyejung Lee ◽  
Jun-Gi Park ◽  
Jungwoo Lee
Keyword(s):  
Social Capital ◽  
Knowledge Sharing ◽  
Design Theory ◽  
Positive Impact ◽  
Analysis Data ◽  
Task Interdependence ◽  
Mediating Effect ◽  
Work Design ◽  
Content Type ◽  
Team Members

PurposeExtant literature on design theory has little empirical evidence about how work characteristics affect team interaction processes. This paper examines the knowledge-sharing process in information systems development (ISD) projects.Design/methodology/approachTask interdependence from work design theory was used as an antecedent of knowledge sharing for collaboration for the empirical analysis. Data were collected from 203 ISD project teams in South Korea to examine team social capital and knowledge sharing among team members.FindingsThe results indicate that task interdependence has a statistically significant impact on the knowledge-sharing process. The mediating roles of social capital and knowledge sharing are critical. Additionally, the effects of social capital change over time as long-term projects have different mechanisms than short-term ones.Originality/valueThe paper introduces a novel perspective (i.e. the adoption of task interdependence from work design theory) and integrates it with the research constructs that play important roles in ISD projects: knowledge sharing and teams’ social capital. In an ISD project team, which represents knowledge-intensive collaboration and has heterogeneous team characteristics, task interdependence has a positive impact on the team as predicted by work design theory. It verifies the mediating effect of social capital, particularly the changing influence of social capital with time.

Using the instructional design process in tutorial development

2016 ◽  
Vol 44 (3) ◽  
pp. 309-323 ◽  
Author(s):  
Terri Artemchik
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Information Literacy ◽  
Business Students ◽  
Content Type ◽  
Instructional Design Process ◽  
Starting Point ◽  
Interactive Nature ◽  
Upper Level ◽  
Interactive Tutorial

Purpose This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research. Design/methodology/approach This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students. Findings Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need. Research limitations/implications This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses. Originality/value GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.

Task interdependence and Moqi in virtual teams in China: the mediating role of virtual collaboration and the moderating role of distributive justice climate

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yinxuan Zhang ◽  
Tong Li ◽  
Xuan Yu ◽  
Yanzhao Tang
Keyword(s):  
Distributive Justice ◽  
Virtual Teams ◽  
Task Interdependence ◽  
Virtual Collaboration ◽  
Content Type ◽  
Team Members ◽  
The Relationship ◽  
Moderating Role ◽  
Justice Climate

Purpose This study aims to examine the influence of task interdependence on team members’ Moqi in virtual teams in China. The authors also aim to identify virtual collaboration as a mediator and distributive justice climate as a moderator in this relationship. Design/methodology/approach The data were collected from a sample of 87 virtual teams (including 349 individuals) from various Chinese companies through a three-wave survey. Hierarchical regression analysis, path analysis, bootstrapping method and multiple validity tests were used to examine the research model. Findings In virtual teams in China, task interdependence has a significantly positive influence on team members’ Moqi; Virtual collaboration mediates the relationship between task interdependence and team members’ Moqi; The distributive justice climate positively moderates the relationship between task interdependence and virtual collaboration, as well as the indirect effect of virtual collaboration on the relationship between task interdependence and team members’ Moqi. Practical implications In virtual teams, leaders can facilitate team members’ Moqi by designing highly interdependent tasks, encouraging team members to engage in virtual collaboration and cultivating a climate of high attention distributive justice. Originality/value This is one of the first studies to pay to the Moqi among team members rather than supervisor-subordinate relationships and further examine how team members’ Moqi is predicted by task interdependence via the mediation of virtual collaboration with the distributive justice climate playing a moderating role.

Absorptive capacity in virtual teams: examining the influence on diversity and innovation

2017 ◽  
Vol 21 (6) ◽  
pp. 1342-1361 ◽  
Author(s):  
Fadi S. Batarseh ◽  
John M. Usher ◽  
Joshua J. Daspit
Keyword(s):  
Virtual Teams ◽  
Absorptive Capacity ◽  
Deep Level ◽  
Survey Method ◽  
World Knowledge ◽  
Content Type ◽  
Team Members ◽  
Multidimensional Measure ◽  
Geographically Dispersed ◽  
Practical Implications

Purpose The purpose of the study is to empirically extend and validate a measure of absorptive capacity (ACAP) and examine its role in leveraging the benefits of diversity on innovation within global virtual teams (GVTs). This study validates a multidimensional measure of ACAP for use within the GVT. GVTs are increasingly utilized in industry given their ability to bring together diverse knowledge and experience from geographically dispersed individuals. Design/methodology/approach The hypotheses of this research were tested using a field survey to collect real world knowledge about GVTs. The survey method is a research technique in which data is collected from a sample of individuals using a questionnaire. Findings Using a sample of GVT members, the authors find that ACAP significantly mediates the relationships between diversity (deep-level diversity, functional-level) and innovation. Practical implications The implications for the study of GVTs is discussed and recommendations are offered. GVTs, as investigated in this study, include members that use electronic media for some or all of their interactions and collaboration with other team members. Originality/value This study validates and operationalizes the multi-dimensional ACAP construct at the GVT level: its relationship with diversity and its influence on GVT innovation.

Are we on track with sustainability literacy?

2014 ◽  
Vol 5 (1) ◽  
pp. 55-67 ◽  
Author(s):  
Rüdiger Hahn ◽  
Daniel Reimsbach
Keyword(s):  
Experimental Study ◽  
Value Relevance ◽  
Business Students ◽  
Accounting Education ◽  
University Education ◽  
Content Type ◽  
Business Courses ◽  
Sustainability Disclosure ◽  
Sustainability Literacy ◽  
The Status

Purpose – In this viewpoint, the authors aim to discuss sustainability issues in university education. Balancing what we call the “Accounting View” and the “Sustainability View”, the authors illuminate the status of value relevance of sustainability information and question the depth of business students' processing of this information. Design/methodology/approach – The discussion was triggered by an experimental study on sustainability disclosure which revealed interesting findings related to the participating students' prior sustainability and accounting coursework. The authors start the viewpoint from these findings and contrast them with existing views on sustainability and accounting (education). Findings – The amount of accounting coursework was positively related to the probability of including sustainability information in future stock value estimates, whereas this applied only marginally to sustainability coursework. However, students with more sophisticated sustainability knowledge seemed to scrutinize the given sustainability information more deeply, while students with “pure” accounting knowledge seemed more willing to simply accept the information. Practical implications – The authors argue for advancements in the curriculum for business students that foster critical thinking and might prevent students (and thus potential future managers) from using sustainability information superficially. The authors caution against regarding sustainability issues as an “add-on” to existing courses and curricula and call for a combination of integrating sustainability issues in (core) business courses and offering standalone courses on sustainability management or CSR. Originality/value – Triggered by findings from an experimental study, the authors contrast different opinions on sustainability education of business students and offer a new viewpoint on the (supposed) value relevance of sustainability information for future business leaders.

scholarly journals Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning

2019 ◽  
pp. 89-104 ◽  
Author(s):  
Chun-Yu Lin ◽  
Chung-Kai Huang
Keyword(s):  
Knowledge Sharing ◽  
Social Exchange ◽  
Team Effectiveness ◽  
Business Students ◽  
Business Environment ◽  
Individual Learning ◽  
Learning Context ◽  
Team Members ◽  
Business Courses ◽  
Team Trust

Due to the competitive and rapidly changing nature of the external business environment, university students must acquire the ability to cooperate, share knowledge, and enhance team effectiveness and learning in the workplaces of the future. Consequently, the design of business courses in higher education merits further discussion. Based on the notions of team-based learning and flipped classrooms, we proposed a business course model that consisted of three main phases: before-class, in-class, and after-class online course activities. After implementing the course models in two business courses at two public universities in Taiwan, a survey based on social learning and social exchange theories was distributed. The data collected from 218 undergraduate business students were analysed. The findings reveal that value in team members’ contributions is positively associated with team trust and each has a significant impact on knowledge sharing and team effectiveness. Knowledge sharing played a key role in this learning context and was a significant mediator between perceptions of value in team members’ contributions and team effectiveness, as well as between team trust and team effectiveness. In addition, team effectiveness was a benefit to individual learning in these classes.

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