Development and Validation of Team Creativity Measures: A Complex Systems Perspective

Without formalizing the team creativity (TC) concept with reliable and valid measurement, it is difficult to conduct rigorous research to help teams generate creative ideas and problem solving at a high level, of good quality and great value. The one‐sidedness and lack of depth of existing research on team creativity leads to the limited reliability and validity of team creativity measurements. In order to solve these problems, we introduce the complex system theory and develop the TC Scale with nine items for team creativity from three dimensions: team creative thinking, team creative action and team creative outcome. The data is collected from three distinct positions of respondents (managers, team leaders and senior staff) in 183 creative teams. The results of reliability measures, exploratory factor analysis and confirmatory factor analysis strongly support our scale. Further, we test the correlation between team trust and team creativity to establish its predictive validity and make a further verification on the scale structure through second‐order confirmatory factor analysis. Finally, we discuss the implications for research and practice.     

How Team Identification and Expertise Identification Affect R&D Employees' Creativity

The relationship between team identification and expertise identification in the R&D context and the mechanism by which these variables influence R&D creativity is not yet clear. We present and empirically test a theoretical framework proposing that knowledge sharing mediates the relationship between identification and creativity in R&D teams. Based on 120 paired‐sample survey data of 30 R&D teams, we show that knowledge sharing mediates the relationship between team identification (but not expertise identification) and R&D team members' creativity. Contributions to the literature and the practice of innovation and R&D management, knowledge and creativity management, and team management are discussed.     

Leader Self‐Reported Emotional Intelligence and Perceived Employee Creativity: An Exploratory Study

This research studies the relationship between six dimensions of leaders' emotional intelligence and two dimensions of employee creativity. A sample of 138 managers from 66 organizations reported on their own emotional intelligence and the creativity of their teams. Our results point out two main findings: (a) leaders' emotional intelligence explains significant variance of both creativity dimensions; (b) emotional intelligence dimensions with higher predictive power are self‐control against criticism and empathy. The findings suggest that emotionally intelligent leaders behave in ways that stimulate the creativity of their teams.     

Understanding the Benefits and Detriments of Conflict on Team Creativity Process

Intra‐team conflict research has shown the different effects of conflict on team output, but it has not fully addressed how conflict influences the team creativity process in different task types of project teams over the project life cycle. Conflict, project life cycle, and project types are important predictors of team creativity. This paper focuses on examining the degree of conflict that the different types of project teams experienced, and more specifically this paper seeks to understand the benefits and detriments of conflict on the team creativity process. Furthermore, this paper shows that the project life cycle is a significant moderator of the conflict‐creativity relationship in different project teams.     

The effects of virtuality level on task-related collaborative behaviors: The mediating role of team trust

This study aims to analyze the mediating role of team trust in the relationship between virtuality level and task-related collaborative behaviors. Three types of task-related collaborative behaviors were studied, namely team coordination, team cooperation, and team information exchange. Drawing upon theory and research on virtual teams and trust, we hypothesized that team trust partially mediated the effects of virtuality level on team coordination, team cooperation, and team information exchange. A laboratory experiment was carried out with 65 four-person teams randomly assigned to three communication media with different virtuality levels (face-to-face, video conference and computer-mediated communication). The results showed that team trust partially mediated the relationship between virtuality level and team coordination, and fully mediated this relationship with team cooperation and team information exchange.     

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.     

Team Polarity and Creative Performance in Innovation Teams

Creativity is essential for research and development efforts. Research and development endavours are typically organized in teams. Unfortunately, little is known about how the polarity or in other words the conflict potential determines the creativity of such teams. Based on a sample of 51 research and development teams (R&D teams), this study examines the effects of polarity on team creativity and attemps to explore situational conditions when conflict potential is detrimental or facilitating R&D team creativity. The results show that foremost in the conceptualization phase of R&D efforts polarity positively influences the creative performance of R&D teams, whereas at lower degrees of complexity or in situations later in the development cycle polarity negatively impacts the creative performance of R&D teams.     

Diversified Knowledge,R&D Team Centrality and Radical Creativity

The impact of team knowledge network structure on team creativity has seldom been explored. To address this gap, we argue that research and development (R&D) teams' radical creativity is not only associated with the source of diversified knowledge (insiders of the team, outsiders of the team and internet professional forums), but also with team knowledge network centrality. Data from 32 R&D teams in seven research institutions support our contention that diversified knowledge from all three sources positively affects team radical creativity. In addition, the betweenness centrality of R&D team knowledge networks moderates the relationship between two sources of diversified knowledge (insiders of the team and outsiders of the team) and team radical creativity.     

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.     

Team formation in social networks based on collective intelligence – an evolutionary approach

The tremendous growth of the social web has inspired research communities to discover social intelligence, which encompasses a wide spectrum of knowledge characterized by human interaction, communication and collaboration, thereby exploiting collective intelligence (CI) to support the successful existence of social communities on the Web. In this work, we address the team formation problem for generalized tasks where a set of experts is to be discovered from an expertise social network that can collaborate effectively to accomplish a given task. The concept of CI that emerges from these collaborations attempts to maximize the potential of the team of experts, rather than only aggregating individual potentials. Because the team formation problem is NP-hard, a genetic algorithm-based approach is applied to optimize computational collective intelligence in web-based social networks. To capture the essence of CI, a novel quantitative measure Collective Intelligence Index (CII) is proposed that takes two factors into account –the “enhanced expertise score” and the “trust-based collaboration score”. This measure relates to the social interactions among experts, reflecting various affiliations that form a network of experts that help to drive creativity by deepening engagements through collaboration and the exchange of ideas and expertise, thereby enriching and enhancing the knowledge base of experts. The presented model also captures the teams’ dynamics by considering trust, which is essential to effective interactions between the experts. The computational experiments are performed on a synthetic dataset that bears close resemblance to real-world expertise networks, and the results clearly establish the effectiveness of our proposed model.     

Creativity in virtual teams: Systematic review,synthesis and research agenda

Virtual teams are gaining increasing momentum in contemporary organizations. Although it is becoming clear that virtual teams will play a major role in shaping the future of work, we still know relatively little about their creative performance. Because of the disproportionate focus on conventional, face-to-face working practices, much of the literature remains centred around co-located teams. In this review, we integrate existing research on team creativity and virtual work to identify the relevant factors, processes and contextual conditions that have been shown to influence creativity in virtual teams. We highlight the major challenges that are likely to impede team creativity and assess their relevance to contemporary virtual work practices. We conclude by presenting promising avenues for future research in this area.     

Team experiential cognitive style and team performance: The moderating impact of workplace setting

With an increasing need in organizations to come up with novel and useful ideas to renew and survive, team creativity has grown in importance to managers and researchers. As the cognitive resources of team members are the core input for team creativity, researchers increasingly look at team cognition in general and team cognitive styles in particular. In this research stream, the environmental context in which team members are embedded has received limited attention. We therefore experimentally test variation in the physical workplace environment and how it influences the relationship between team experiential cognitive styles and team creativity. Manipulating the nature of architectural elements in the room, we distinguish between a physical workplace with (i) experiential cues and (ii) rational cues. We also use a control condition where architectural elements are absent in the workplace environment. We rely on resource‐matching theory to build our hypotheses. Using data of 75 student teams of a Dutch university, we find that the relationship between teams' experiential cognitive style and team creativity was positive in the control condition. This positive relationship became insignificant in the two conditions where experiential or rational cues were introduced. Theoretical and practical implications are discussed.     

Linking perceived external prestige and collective identification to collaborative behaviors in R&D teams

Research efforts have long been directed at understanding variations in collaborative behaviors among work teams with burgeoning interest in teams operating in knowledge-intensive settings. One of the largely unexplained issues is how does team image and collective identification facilitate collaborative behaviors. Here, survey data were collected from nineteen highly technical work teams engaging in software development in an R&D division of a multinational NASDAQ firm involved in multimedia communications and information processing technology. The relationships between perceived external prestige, collective team identification and team collaborative behaviors were examined. The results of the team-level analyses suggest that perceived external prestige augments collective team identification (measured at Time 1), which in turn engenders a high degree of collaboration and interaction within the team (measured at Time 2). When past team performance was controlled for, the results consistently supported the hypothesized model.     

How can cross-cultural virtual learning teams collaborate effectively: A longitudinal study

Considering the crucial role of cross-cultural virtual learning teams (VLTs) in industries and academics, this study adopts a longitudinal approach and investigates in-depth how cross-cultural VLTs collaborate effectively by examining relationships among three concepts, namely swift trust, team trust, and shared mental model (SMM). Categorizing team stages as structuring, work, and termination, our study indicates that swift trust enhances team trust at the structuring stage. At all three stages, team trust strengthens SMM, which then improves team performance. At the work stage, the impact of SMM on team performance reaches its peak. Our findings contribute to the online learning literature and practices.     

Team members' perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study

Teamwork factors can facilitate team members, committing themselves to the purposes of maximizing their own and others' contributions and successes. It is important for online instructors to comprehend students' expectations on learning collaboratively. The aims of this study were to investigate online collaborative learning experiences and to identify important factors that were crucial for building teamwork trust. A qualitative research method was utilized in the study. Data were collected from students' responses of three open-ended questions and interviews. The results indicated that students who enjoyed working in the group setting had a good relationship with their team members and they trusted their team members. In contrast, the questionable behaviors of members (lack of communication and low level of individual accountability) were negative factors of their teamwork experiences. In addition, students considered individual accountability, familiarity with team members, commitment toward quality work, and team cohesion were important factors for building trust with team members. Quantitative analyses confirmed that teamwork trust was correlated significantly with two of the important factors for building trust indicated by team members: familiarity with members (r = .74) and team cohesion (r = .79). Implications and recommendations for future research were also discussed.     

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.     

How to get mature global virtual teams: a framework to improve team process management in distributed software teams

Managing global software development teams is not an easy task because of the additional problems and complexities that have to be taken into account. This paper defines VTManager, a methodology that provides a set of efficient practices for global virtual team management in software development projects. These practices integrate software development techniques in global environments with others such as explicit practices for global virtual team management, definition of skills and abilities needed to work in these teams, availability of collaborative work environments and shared knowledge management practices. The results obtained and the lessons learned from implementing VTManager in a pilot project to develop software tools for collaborative work in rural environments are also presented. This project was carried out by geographically distributed teams involving people from seven countries with a high level of virtualness.     

Team knowledge with motivation in a successful MMORPG game team: A case study

We studied the content of the team mental model with a case study about a successful online game team. This team was formed by high-ranking managers in a large raid guild to conduct a raid in War of Worldcraft. They were interviewed with a set of 5-W questions developed according to the conceptualizations of team mental model (Levine & Moreland, 1991). Toward the interview protocol, a content analysis was conducted with two-cycle coding method from exploratory to explanatory and a hierarchical framework from code, category, theme, to theory were generated to describe the team mental model. In the first cycle, 17 codes were extracted from participants' own wording for concepts that were shared by whom controlled various gaming characters. These codes are knowledge convergence about the problem at-hand, actors, events, affects and outcomes – what the core gamers have experienced through the collaborative gaming process. In the second cycle, coding was guided by learning theories. Six categories, mingled from 17 codes, showed collective knowledge of co-work process, leaders' works, work under supervision, seeking joint fun, relationship oriented, and balance between extrinsic-intrinsic motivations. From 6 categories, two themes were synthesized: the team (1) performed “joint hard work” for (2) seeking “joint hard fun.” The first theme comprised declarative and procedural knowledge representations and we consider it to be the commonality between this game team and ordinary work/learning teams. The second theme was composed of affective and cognitive evaluation components about intrinsic motivation which is in accordance with Self-determination theory (SDT, Deci & Ryan, 2000). In general, “Jointly hard work for hard fun” is the gist content of the team mental model. We found ample evidences that members explicitly recall shared motivational beliefs of team mates and emotional–motivational events in gaming. Based on the results of this study, several implications have been addressed for teachers to enhance students' intrinsic motivation in conducting quality Computer-Supported Collaborative Learning. Future studies are needed to further explore the relationship between the quality of team mental models and team-level performance.     

Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness

Learning teams in higher education executing a collaborative assignment are not always effective. To remedy this, there is a need to determine and understand the variables that influence team effectiveness. This study aimed at developing a conceptual framework, based on research in various contexts on team effectiveness and specifically team and task awareness. Core aspects of the framework were tested to establish its value for future experiments on influencing team effectiveness. Results confirmed the importance of shared mental models, and to some extent mutual performance monitoring for learning teams to become effective, but also of interpersonal trust as being conditional for building adequate shared mental models. Apart from the importance of team and task awareness for team effectiveness it showed that learning teams in higher education tend to be pragmatic by focusing primarily on task aspects of performance and not team aspects. Further steps have to be taken to validate this conceptual framework on team effectiveness.     

Why is Your Team More Creative Than Mine? The Influence of Shared Mental Models on Intra‐group Conflict,Team Creativity and Effectiveness

In competitive and dynamic contexts team members need to be creative to ensure that teams achieve high levels of performance and feel satisfied with their work. At the same time, team members need to have a shared understanding regarding relevant aspects related to task accomplishment and team interaction. In this study we investigate the mediating mechanisms of intra‐group conflict and creativity in the relationship between shared mental models and team effectiveness (team performance and satisfaction). We tested our model in a sample of 161 teams (735 individuals) performing in a management simulation. We collected data at three time points. Our results suggest that high shared mental models are related to low levels of intra‐group conflict, foster creativity, and in turn improve team performance and satisfaction. These findings contribute to a scarce thematic – the relationship between shared mental models and creativity – emphasizing the importance of a shared understanding for creativity and team effectiveness.