Training to improve virtual team communication

Abstract. Organizations are utilizing virtual teams, comprising workgroup members who communicate and collaborate with technology, to accomplish tasks. These teams are geographically distributed and communicate via computer-mediated communication systems (CMCS), and may never or rarely meet face-to-face. Relational links among team members have been found to be a significant contributor to the effectiveness of information exchange in the use of CMCS. In most cases, team members receive little or no training to improve the effectiveness of this form of communication. When training is used, it often focuses on software utilization skills, not on interpersonal communication dynamics. This paper discusses the effect of virtual team communication training on group interactions, especially for enhancing these relational links and thereby improving communication and information exchange in virtual teams. It was found that teams that were given appropriate training exhibited improved perceptions of the interaction process over time, specifically with regard to trust, commitment and frank expression between members. Discussion of the role of training on virtual team processes and outcomes is discussed and future research implications are presented.     

Working Together Apart? Building a Knowledge‐Sharing Culture for Global Virtual Teams

A new impetus for greater knowledge‐sharing among team members needs to be emphasized due to the emergence of a significant new form of working known as ‘global virtual teams’. As information and communication technologies permeate every aspect of organizational life and impact the way teams communicate, work and structure relationships, global virtual teams require innovative communication and learning capabilities for different team members to effectively work together across cultural, organizational and geographical boundaries. Whereas information technology‐facilitated communication processes rely on technologically advanced systems to succeed, the ability to create a knowledge‐sharing culture within a global virtual team rests on the existence (and maintenance) of intra‐team respect, mutual trust, reciprocity and positive individual and group relationships. Thus, some of the inherent questions we address in our paper are: (1) what are the cross‐cultural challenges faced by global virtual teams?; (2) how do organizations develop a knowledge sharing culture to promote effective organizational learning among culturally‐diverse team members? and; (3) what are some of the practices that can help maximize the performance of global virtual teams? We conclude by examining ways that global virtual teams can be more effectively managed in order to reach their potential in this new interconnected world and put forward suggestions for further research.     

Group development in virtual teams: An experimental reexamination

Virtual teams are thought to be experienced differently and to have poor outcomes because there is little or no face-to-face interaction and a tendency for virtual team members to use different communication techniques for forming relationships. However, the expanding use of virtual teams in organizations suggests that virtual teams in real world contexts are able to overcome these barriers and be experienced in much the same way as face-to-face teams. This paper reports the result of an experiment in which virtual teams participated in an exercise where they completed an information-sharing task ten times as a team. The results suggest that, contrary to one-shot, ad hoc virtual teams, longer-lived virtual teams follow a sequential group development process. Virtual team development appears to differ from face-to-face teams because the use of computer-mediated communication heightens pressure to conform when a virtual team is first formed, meaning trust is most strongly linked with feeling that the team was accomplishing the task appropriately. As the virtual teams developed, trust in peers was more strongly linked with goal commitment. Once the teams were working together effectively, accomplishing the task appropriately was the strongest link with trust in peers. I suggest that virtual team managers should cultivate virtual workspaces that are similar to those proven to work in face-to-face contexts: (1) teams should have clear, specific goals, (2) members should be encouraged or even required to communicate with each other, and (3) team members should feel that they might work with the other team members again.     

Should I e-collaborate with this group? A multilevel model of usage intentions

The use of online collaboration tools for virtual teamwork has been studied extensively, but mainly at the individual-level. We decided to examine the effect of macro-level factors (i.e., team attributes) and applied hierarchical linear modeling analysis to a sample of data collected from 96 individuals nested in 34 virtual teams. Our results suggested that the development of behavioral e-collaboration intentions by individual virtual team members was affected by their perceptions about the system, as described by individual-level IT use theories, and macro-level factors pertaining to the team. The collaboration technology was perceived to be less useful when employed to communicate with social loafers; and collective social loafing negatively influenced the teams’ potency assessments. After controlling for individual-level perceptions of system usefulness, team potency augmented team members’ intentions to use the online collaboration technology with similar teams. It also improved team performance.     

Institutional boundaries and trust of virtual teams in collaborative design: An experimental study in a virtual world environment

Members of virtual teams often collaborate within and across institutional boundaries. This research investigates the effects of boundary spanning conditions on the development of team trust and team satisfaction. Two hundred and eighty-two participants carried out a collaborative design task over several weeks in a virtual world, Second Life. Multigroup structural equation modeling was used to examine our research model, which compares individual level measurement between two boundary spanning team conditions. The results indicate that trusting beliefs have a positive impact on team trust, which in turn, influences team satisfaction. Further, we found that, compared to cross-boundary teams, within-boundary teams exhibited not only higher trusting beliefs and higher satisfaction with the collaboration process but also a stronger relationship between team trust and team satisfaction. These results suggest that trust and group theories need to be interpreted in light of institutional affiliation and contextual variables. An important practical implication is that trust can be fostered in a virtual world environment and collaboration on complex tasks can be carried out effectively in virtual worlds. However, within-boundary virtual teams are preferred over cross-boundary virtual teams if satisfaction with the collaboration process is of the highest priority.     

Surviving the paradoxes of virtual teamwork

Despite the potential benefits of virtual teams, current literature suggests that virtual teamwork is rife with complex challenges. We frame some of these challenges as paradoxes inherent in the concept of virtual teamwork. Based on interviews with 42 leaders and members of virtual teams, we identify five paradoxes: (1) virtual teams require physical presence; (2) flexibility of virtual teamwork is aided by structure; (3) interdependent work in virtual teams is accomplished by members' independent contributions; (4) task-oriented virtual teamwork succeeds through social interactions; and (5) mistrust is instrumental to establishing trust among virtual team members. In addition, we identify strategies that respondents used to cope with, or 'survive' the paradoxes of virtual teamwork.     

Impact of heterogeneity and collaborative conflict management style on the performance of synchronous global virtual teams

Virtual teams cut across organizational cultures, national cultures, and functional areas, thereby increasing group heterogeneity, which may result in increased conflict among team members and less effective performance of the team. Our study explored the relationships that might exist among the heterogeneity of the virtual teams, their collaborative conflict management style, and their performance outcomes. The paper reports the findings of a laboratory experiment in which homogeneous and heterogeneous virtual teams, consisting of subjects from the USA and India, worked independently on a decision task involving the adoption of a computer use fee by an online university. Team members, used a web-based group decision support system (GDSS) that allowed them the opportunity to discuss task options, critique suggestions, and vote on the result. The data analyses suggested that collaborative conflict management style positively impacted satisfaction with the decision making process, perceived decision quality, and perceived participation of the virtual teams. There was weak evidence that links a group’s heterogeneity to its collaborative conflict management styles.     

Process and technology challenges in swift-starting virtual teams

Virtual teams often face tight schedules and a need to start quickly and perform instantly. The goal of our study was to enhance understanding of the challenges faced by such teams. We used time–interaction–performance theory as the framework for following the processes and functions within virtual teams working on a systems development task. Our study provided a detailed examination of the group process, applied to virtual teams working under time pressure. The challenges faced by virtual teams in such settings showed that teams must work to enhance their effectiveness in multiple dimensions.     

Adaptive learning algorithm of self-organizing teams

In order to improve the ability of achieving good performance in self-organizing teams, this paper presents a self-adaptive learning algorithm for team members. Members of the self-organizing teams are simulated by agents. In the virtual self-organizing team, agents adapt their knowledge according to cooperative principles. The self-adaptive learning algorithm is approached to learn from other agents with minimal costs and improve the performance of the self-organizing team. In the algorithm, agents learn how to behave (choose different game strategies) and how much to think about how to behave (choose the learning radius). The virtual team is self-adaptively improved according to the strategies’ ability of generating better quality solutions in the past generations. Six basic experiments are manipulated to prove the validity of the adaptive learning algorithm. It is found that the adaptive learning algorithm often causes agents to converge to optimal actions, based on agents’ continually updated cognitive maps of how actions influence the performance of the virtual self-organizing team. This paper considered the influence of relationships in self-organizing teams over existing works. It is illustrated that the adaptive learning algorithm is beneficial to both the development of self-organizing teams and the performance of the individual agent.     

Trust,Performance, and the Communication Process in Ad Hoc Decision‐Making Virtual Teams

This research explores the communication process variables that potentially determine trust and performance quality in ad hoc virtual teams to better inform the choice of communication media for virtual groups engaged in decision‐making tasks. Results of a survey indicate that virtual copresence is significantly correlated with intrateam trust and the performance quality that teams achieve. Results also accentuate the prominent role of trust in the virtual collaborative decision‐making process; they indicate that trust mediates the relationship between virtual copresence and performance. It is therefore recommended that the efforts related to the design and adoption of communication systems for decision making teams strongly consider that virtual copresence potentially promotes both high levels of trust and high quality performance in virtual teams.     

Team development and group processes of virtual learning teams

This study describes the community building process of virtual learning teams as they form, establish roles and group norms, and address conflict. Students enrolled in an HRD masters program taught entirely online were studied to determine (1) how virtual learning teams develop their group process, and (2) what process and strategies they use as they work through the stages of group development. Both quantitative and qualitative methods of inquiry were used to capture the dynamic interaction within groups and the underlying factors that guided group process and decision-making. The results show that virtual learning groups can collaborate effectively from a distance to accomplish group tasks. The development of virtual learning teams is closely connected to the timeline for their class projects. Virtual teams are also similar in terms of their task process and the use of communication technologies. In contrast to face-to-face teams, the leadership role of virtual teams is shared among team members. Recommendations are discussed in order to facilitate peak integration of virtual learning teams into Internet-based training courses.     

Gaming the system: The effects of social capital as a resource for virtual team members

Increasingly individuals interact with one another through information and communication technologies in virtual teams. Leveraging the resource-based view of the firm and social capital theory, we examine how a team member’s social capital (a resource) affects the team member’s perception of the quality of knowledge shared within the team (a capability) and the benefits to the individual team member (an outcome). Using the context of massively multiplayer online role-playing games, we find that within virtual teams, relational and cognitive social capital contribute to knowledge quality, which in turn positively benefits the outcomes of individual team members.     

Knowledge sharing and creation in a teachers’ professional virtual community

By virtue of the non-profit nature of school education, a professional virtual community composed of teachers provides precious data to understand the processes of knowledge sharing and creation. Guided by grounded theory, the authors conducted a three-phased study on a teachers’ virtual community in order to understand the knowledge flows among community members from different organizations. This study also portrays the process of knowledge sharing and creation for teachers participating in virtual teams of a teachers’ professional community. The resulting model articulates causal conditions, action/interaction strategies, consequence, and contextual environments. The concept of knowledge buckle is derived to connect the knowledge transfer among socialization, externalization, and combination activities.     

Toward the measure of virtual teams effectiveness

Virtual teams can be an alternative to colocated teams and they are inevitable when the members of team are significantly dispersed. Quite often when team members are dispersed there is a necessity to arrange either face‐to‐face (FTF) meetings or their substitute—videoconferencing sessions. Such cases take place in multinational corporations. In one of them from the automotive industry, we examined the cost‐effectiveness of arranging meetings of team members in the form of FTF or videoconferencing sessions. For this purpose, a mathematical model has been elaborated. This model can be a useful tool for choosing between creating a colocated or virtual team as well as about the form of meeting of virtual team members. © 2008 Wiley Periodicals, Inc.     

Genetic learning of virtual team member preferences

Virtual team members do not have complete understanding of other team members’ preferences, which makes team coordination somewhat difficult and time consuming. Traditional approaches for team coordination require a lot of inter-agent electronic communication and often result in wasted effort. Methods that reduce inter-agent communication and conflicts are likely to increase productivity of virtual teams. In this research, we propose an evolutionary genetic algorithm (GA) based intelligent agent that learns a team member preferences from past actions, and develops a team-coordination schedule by minimizing schedule conflicts between different members serving on a virtual team. Using a discrete event simulation methodology, we test the proposed intelligent agent on different virtual teams of sizes two, four, six and eight members. The results of our experiments indicate that the GA-based intelligent agent learns individual team member preferences and generates a team-coordination schedule at a lower inter-agent communication cost.     

Team member selection decisions for virtual versus face-to-face teams

We compared the importance placed on task skills and four personal characteristics when selecting members of virtual and face-to-face teams. We expected that task skills would be most important in selection decisions for virtual teams due to the lack of physical proximity and visibility, whereas personal characteristics would be more important for face-to-face team selection. In a policy capturing study, 100 undergraduates’ decision policies indicated that task skills had a greater impact on selection decisions for virtual teams. Gender also influenced selection decisions, with women choosing more female than male applicants for both types of teams. Applicants’ race, physical attractiveness, and attitudinal similarity to participants did not influence selection decisions for either type of team; however, when assessed by self-report evaluations, these characteristics and gender, had a greater influence for face-to-face teams.     

An Exploratory Study of Trust Dynamics in Work-Oriented Virtual Teams

This study explores trust development and maintenance in temporary, work-oriented virtual teams, and examines the effect of trust on communication and cohesiveness. Results suggest that for work-oriented virtual teams formed on a temporary basis, members swiftly develop calculus-based trust in order to assess the outcomes and costs of maintaining team relationships. Members also rely on prior knowledge to determine other members' competence so that they can make predictions about one another's behaviors. Thus, both calculus-based and knowledge-based trust play accentuating roles in the initial development of work-oriented virtual teams. Identification-based trust also develops swiftly initially, but is relatively insignificant compared to the other two types of trust. Finally, initial trust may correlate to both later communication and later cohesiveness .     

Virtual Teams and the Appropriation of Communication Technology: Exploring the Concept of Media Stickiness

This paper reports on an exploratory study ofthe evolving use of communication tools by sixglobally distributed teams. The analysissuggest that although teams have similarstart-up conditions they evolve in differentways. We describe these differences as being aresult of the different routine patterns ofmedia use that the team members mutuallyenacted. Based on an analysis of six US-Dutchvirtual teams, we propose the notion of `mediastickiness', a phenomenon the teamsexperienced during the process of structuringmedia-use patterns. We will argue that in thecase of virtual teams, the evolution of mediausage seems to be path dependent. Steps takenby a team in the early stages of its life cycleconstrain later flexibility in terms of mediausage. Media stickiness has severalimplications both for the way to manage virtualteams as well as for the way teams deal withinformation problems that seem to be endemicfor global virtual teams.     

Collective Practices in Common Information Spaces: Insight From Two Case Studies

This research explores the design of practice toolkits as components, distinct from community management systems, allowing members of a virtual community to engage in the practice the community is about. Our analysis is informed by two case studies in different application domains each presenting alternative but complementary insights to the design of computer-mediated practice toolkits. The first case study describes how established practices in music performance are encapsulated in a suitably augmented music notation toolkit so as to support the learning objectives of virtual teams engaged in music master classes. The second case study presents experience with the development of a toolkit for engaging in the practice of vacation package assembly. This time the virtual team is a cross-organization virtual community of practice whose members streamline their efforts by internalizing and performing in accordance to a new (virtual) practice. Findings from the two studies reveal two distinct orientations in the design of practice toolkits. Specifically, in application domains where practices are well established (i.e., music performance), the toolkit serves as the medium for reconstructing an existing practice in virtual settings. In contrast, when cross-organization collaboration is involved (i.e., vacation package assembly), the toolkit should be designed so as to encapsulate a “meta”-practice, exhibiting both boundary and locality.     

Team dynamics in virtual,partially distributed teams: Optimal role fulfillment

In this study, we explored team roles in virtual, partially distributed teams, or vPDTs (teams with at least one co-located subgroup and at least two subgroups that are geographically dispersed but that collaborate virtually). Past research on virtual teams emphasizes the importance of team dynamics. We argue that the following three roles are particularly important for high functioning virtual teams: Project Coordinator, Implementer and Completer-Finisher. We hypothesized that the highest performing vPDTs will have 1) a single Project Coordinator for each subgroup, 2) multiple Implementers within the team, and 3) fewer Completer-Finishers within the team. A sample of 28 vPDTs with members working on two different continents provides support for the second and third hypothesized relationships, but not the first.