I Know I Can, But Can We?

2007 ◽  
Vol 38 (1) ◽  
pp. 130-155 ◽  
Author(s):  
Andrew M. Hardin ◽  
Mark A. Fuller ◽  
Robert M. Davison

Given the growing use of global virtual teams, one important factor to consider when examining team performance is the cultural backgrounds of the dispersed team members. Two hundred forty-three team members from universities in the United States and Hong Kong were administered three survey questionnaires during a series of virtual team projects. Results revealed that regardless of cultural background, team members reported less confidence in their ability to work in virtual team environments than traditional face-to-face environments and that team members from individualistic cultures reported higher self-efficacy beliefs (both group self-efficacy and virtual team self-efficacy) than team members from collectivist cultures. Furthermore, when the reference for efficacy beliefs changed from the individual to the group, the magnitude of change was greater for the collectivist versus individualistic team members. Implications and future research are also discussed.

2012 ◽  
Vol 12 (2) ◽  
pp. 193-210 ◽  
Author(s):  
Audra I. Mockaitis ◽  
Elizabeth L. Rose ◽  
Peter Zettinig

This paper investigates the perceptions of members of 43 culturally diverse global virtual teams, with respect to team processes and outcomes. Despite widespread acknowledgement of the challenges presented by cultural differences in the context of global teams, little is known about the effect of these differences on team dynamics in the absence of face-to-face interaction. Using a student-based sample, we study the relationship between global virtual team members’ individualistic and collectivistic orientations and their evaluations of trust, interdependence, communication and information sharing, and conflict during the team task. Our results suggest that a collectivist orientation is associated with more favorable impressions regarding global virtual team processes and that cultural differences are not concealed by virtual means of communication.


2017 ◽  
Vol 24 (3) ◽  
pp. 138-149 ◽  
Author(s):  
Nancy Dixon

Purpose Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study’s focus was to generate authentic and descriptive accounts of the interviewees’ experiences with virtual teaming routines. Design/methodology/approach This case study gathered concrete, practical and context-dependent knowledge about virtual teaming routines in a specific environment. The main source of data was narrative expert interviews with working members of the team. Findings This study illustrates how a mix of face-to-face and virtual routines can ensure organizational learning in virtual teams. Research limitations/implications This case study is limited to one virtual team in the information industry. Future research could build on this research to study virtual teams in other industries. Practical implications This research offers specific examples of teaming routines that managers of virtual teams might adapt in managing their own teams. Social implications Given that the use of virtual teams is a growing phenomenon, understanding how to help those teams learn effectively is a critical issue. Originality/value This case study extends the research on teaming routines to virtual teams.


Author(s):  
Christie L. McDaniel

Virtual teams are become more and more popular as the world becomes more connected; furthermore, research is suggesting that virtual teams are as effective as face-to-face teams (Baker, 2002). This chapter compares and contrasts virtual teams with face-to-face teams in order to determine what differences exist as the workplace become virtual. It investigates how relationships between team members change when geographic boundaries are removed and how managers should adjust managerial styles when leading a virtual team. Also, a discussion of team dynamics—including the development of trust, team cohesion, and communication barriers—is included. Tips and techniques for developing an effective team are provided for virtual team managers.


Author(s):  
Eileen M. Trauth

How do virtual team leaders assess and respond to boundary crossing issues when building relationships with virtual team members? Virtual teams are a new phenomenon, defined as groups of people working on a common task or project from distributed locations using information and communications technology (ICT). With rapid advances in ICT allowing alternatives to face-to-face communication, virtual teams are playing an increasingly important role in organizations. Due to their global coverage, virtual teams are often assigned critical organizational tasks such as multi-national product launches, negotiating global mergers and acquisitions, and managing strategic alliances (Maznevski & Chudoba, 2000). Their use, however, has outpaced the understanding of their unique dynamics and characteristics (Cramton & Webber, 2000).


2005 ◽  
pp. 13-21
Author(s):  
Robert Jones ◽  
Rob Oyung ◽  
Lisa Shade Pace

Conventional wisdom often cites that individuals cannot advance their career without putting in daily face-to-face time with their managers; thus, members of virtual teams are inevitably less successful at career development than their co-located colleagues. Virtual team members lose out on the informal interactions that typically occur in the lunchroom, in the hallway, at the water cooler, and on the golf course; therefore, they are essentially out of sight, out of mind. Furthermore, conventional wisdom postulates, it is impossible to get the attention of upper management without these interactions, and people believe that if you want to advance, you will move to the companies selected “center of the universe” where the largest concentration of employees reside. This chapter will discuss the potential drivers behind the following myths that focus on this potential out-of-sight, out-of-mind dynamic, and will document some of the techniques that we’ve observed that help reduce the potential impact of the reduced face-to-face time that is inevitable with the implementation of virtual teams within an organization.


2011 ◽  
pp. 2275-2285
Author(s):  
Christie L. McDaniel

Virtual teams are become more and more popular as the world becomes more connected; furthermore, research is suggesting that virtual teams are as effective as face-to-face teams (Baker, 2002). This chapter compares and contrasts virtual teams with face-to-face teams in order to determine what differences exist as the workplace become virtual. It investigates how relationships between team members change when geographic boundaries are removed and how managers should adjust managerial styles when leading a virtual team. Also, a discussion of team dynamics—including the development of trust, team cohesion, and communication barriers—is included. Tips and techniques for developing an effective team are provided for virtual team managers.


2011 ◽  
pp. 1438-1460
Author(s):  
Stacey L. Connaughton ◽  
Elizabeth A. Williams ◽  
Jennifer S. Linvill ◽  
Elizabeth J. O’Connor ◽  
Troy Hayes

Temporary virtual teams are common organizing forms across industries and sectors, and their members often span national, functional, and other boundaries. Many times temporary virtual team members have no prior experience working with one another, may seldom if ever meet face-to-face, and may never work together again, thus team development may occur differently than it does in long-term or in tact teams. Yet little is known about the development of temporary virtual teams and the process challenges therein. The purpose of this chapter is to contribute to this body of research by revealing how individuals who are members of a temporary virtual team experience team development. Specifically, this chapter (a) reviews two often-cited models of team development and discusses the limited body of research on virtual team development; (b) presents findings from a study of one organization’s business intelligence teams that were temporary, virtual, and global in nature; and (c) advances a research agenda for scholars in this area and recommendations to practitioners who are working in these contexts.


Author(s):  
D. Sandy Staples ◽  
Ian K. Wong ◽  
Ann-Frances Cameron

Virtual teams are now being used by many organizations to enhance the productivity of their employees and to bring together a diversity of skills and resources (Gignac, 2005; Majchrzak, Malhotra, Stamps, & Lipnack, 2004), and it has been suggested that this will become the normal way of working in teams in the near future (Jones, Oyund, & Pace, 2005). Virtual teams are groups of individuals who work together from different locations (i.e., are geographically dispersed), work at interdependent tasks, share responsibilities for outcomes, and rely on technology for much of their communication (Cohen & Gibson, 2003). While the use of virtual teams is more common in today’s organization, working in these teams is more complex and challenging than working in traditional, collocated teams (Dewar, 2006), and success rates in virtual teams are low (Goodbody, 2005). This article suggests best practices that organizations and virtual team members can follow to help their virtual teams reach their full potential. In this article, virtual team best practices are identified from three perspectives: organizational best practices, team leadership best practices, and team member best practices. Ideas for best practices were identified from three sources: six case studies of actual virtual teams (Staples, Wong, & Cameron, 2004); the existing literature on virtual teams; and the existing literature on traditional (i.e., collocated) teams and telecommuting (i.e., research on virtual work at the individual level).


Author(s):  
Stacey L. Connaughton ◽  
Elizabeth A. Williams ◽  
Jennifer S. Linvill ◽  
Elizabeth J. O’Connor ◽  
Troy Hayes

Temporary virtual teams are common organizing forms across industries and sectors, and their members often span national, functional, and other boundaries. Many times temporary virtual team members have no prior experience working with one another, may seldom if ever meet face-to-face, and may never work together again, thus team development may occur differently than it does in long-term or in tact teams. Yet little is known about the development of temporary virtual teams and the process challenges therein. The purpose of this chapter is to contribute to this body of research by revealing how individuals who are members of a temporary virtual team experience team development. Specifically, this chapter (a) reviews two often-cited models of team development and discusses the limited body of research on virtual team development; (b) presents findings from a study of one organization’s business intelligence teams that were temporary, virtual, and global in nature; and (c) advances a research agenda for scholars in this area and recommendations to practitioners who are working in these contexts.


2010 ◽  
pp. 1632-1642
Author(s):  
Shawn D. Long ◽  
Gaelle Picherit-Duthler ◽  
Kirk W. Duthler

The traditional organizational workplace is dramatically changing. An increasing number of organizations are employing workers who are physically and geographically dispersed and electronically dependent on each other to accomplish work (Gibson & Cohen, 2003; Griffith, Sawyer, & Neale, 2003). Recent technological advances, combined with more flexible job design, have helped increase the number of people working in distributed environments. Hence, more employees are working individually and on teams that seldom, if ever, meet face to face. These virtual employees have the same work responsibilities as traditional employees in addition to the challenge of operating within the dynamics of these newly designed mediated workplaces. Rapid developments in communication technology and the increasing influence of globalization and efficiency on organizations have significantly accelerated the growth and importance of virtual teams in contemporary workplaces. Virtual teams are becoming more commonplace because of the possibilities of a more efficient, less expensive, and more productive workplace. Additionally, distributed teams are less difficult to organize temporal organizational members than traditional co-located teams (Larsen & McInerney, 2002; Lurey & Raisinghani, 2001; Piccoli & Ives, 2003). Although there are apparent advantages of organizing work virtually, the challenge for new member integration lies in the fact that team members must communicate primarily through communication technology such as electronic mail, telephone, and videoconferencing or computer conferencing. This increased dependence on technology as a medium of communication significantly alters the way new members are socialized to work teams. Additionally, team members’ ability to use complex communication technologies varies across individuals. This variation potentially may lead to inter- and intra-group conflict, as well as creating organizational work ambiguity, which refers to the existence of conflicting and multiple interpretations of a work issue (Miller, 2006). This article addresses the challenges of virtual team socialization with regard to newcomer assimilation and how newcomer encounter is an embedded process of virtual team assimilation.


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