Role of Leadership in a Virtual Team Project

2016 ◽  
Author(s):  
Charles Afam Anosike
Keyword(s):  
Virtual Team ◽  
Team Project

How Incomplete Information of Team Member Contributions Affects Subsequent Contributions: The Moderating Role of Social Value Orientation

2020 ◽  
Author(s):  
Tyler F. Thomas ◽  
Todd A. Thornock
Keyword(s):  
Team Member ◽  
Value Orientation ◽  
Social Value ◽  
Social Value Orientation ◽  
Team Members ◽  
Input Information ◽  
Team Project ◽  
Types Of Information ◽  
Output Information

In this study, we investigate how team members' social value orientation (SVO) affects their contributions to a team project when different types of information about other team members' effort is known. Specifically, we examine the team contributions made by proselfs and prosocials after they learn either the input provided or output achieved by other team members. Proselfs subsequently contributed less following input information compared to output information because they can use input information opportunistically to justify their own lower contributions. Conversely, prosocials contributed more after receiving input information compared to output information because they perceive input information as being more psychologically meaningful. Finally, proself teams with output information perform similarly to prosocial teams with either type of information. These findings provide insight into how information about team member contributions and SVO affect individuals' subsequent team contributions, and how output information can help mitigate proselfs' free-riding tendencies and improve team performance.

Virtual Team Effectiveness

2017 ◽  
pp. 687-706 ◽  
Author(s):  
John R. Carlson ◽  
Dawn S. Carlson ◽  
Emily M. Hunter ◽  
Randal L. Vaughn ◽  
Joey F. George
Keyword(s):  
Virtual Teams ◽  
Team Effectiveness ◽  
Survey Methodology ◽  
Instant Messaging ◽  
Virtual Team ◽  
Interpersonal Processes ◽  
Mediated Communication ◽  
Team Members ◽  
Main Effect

The work of virtual teams is increasingly important to today's organizations, work that is accomplished predominantly via computer-mediated communication. The authors investigate the moderating role of experience with instant messaging on the team interpersonal processes (cohesion and openness) to team effectiveness relationship in virtual teams. Data were obtained from 365 virtual team members using survey methodology and analyzed using hierarchical moderated regression and multilevel analyses. They found that team cohesion has a main effect on team effectiveness. Team openness has a main effect and is moderated by experience with instant messaging, i.e., strengthens the relationship. Understanding the role of team interpersonal processes and the role of the communication media will allow managers to more effectively build virtual teams and provide effective training and support. Using the theoretical lens of channel expansion theory the authors expand theoretical, empirical and practical knowledge of this area.

Successful Communication in Virtual Teams and the Role of the Virtual Team Leader

2011 ◽  
pp. 39-52 ◽  
Author(s):  
Jamie S. Switzer
Keyword(s):  
Virtual Teams ◽  
Communication Strategies ◽  
Team Leadership ◽  
Virtual Team ◽  
Team Leaders ◽  
Organizational Boundaries ◽  
Successful Communication ◽  
Virtual Team Leadership ◽  
The World

The world now lives and works in cyberspace. Often, organizations have their people perform functional tasks by working in virtual teams, where members use technology to cooperate across geographic and organizational boundaries. As the use of virtual teams in the workforce becomes more prevalent, those involved must have the knowledge to communicate efficiently and effectively, especially the virtual team leaders. This chapter provides a general overview of virtual teams and virtual team leadership, and discusses specific communication strategies and competencies necessary for virtual team leaders to be effective and successful communicators.

Managing Virtual Teams: Strategies for Team Leaders

2009 ◽  
Vol 17 (1) ◽  
pp. 8-13 ◽  
Author(s):  
Rebecca Lyons ◽  
Heather A. Priest ◽  
Jessica L. Wildman ◽  
Eduardo Salas ◽  
David Carnegie
Keyword(s):  
Virtual Teams ◽  
Team Leadership ◽  
Virtual Team ◽  
Team Leaders ◽  
Team Members ◽  
Support Tools ◽  
Virtual Team Leadership ◽  
Collaborative Support ◽  
And Training

Organizations' increasing use of virtual teams has emphasized the importance of effective virtual team leadership. Yet the distribution of team members complicates typical leader functions, such as supervision and support, which the leader must now perform through technology. In this article, we present 10 strategies for managing virtual teams, focusing on the role of technology and training. Our hope is that these strategies will inform designers and guide them in developing collaborative support tools and procedures for these tools and in designing training for the use of these tools.

scholarly journals Roles And Responsibilities In Team Projects

2005 ◽  
Vol 2 (12) ◽  
Author(s):  
Timothy C. Johnston
Keyword(s):  
Real World ◽  
Learning Experience ◽  
Learning Goals ◽  
Roles And Responsibilities ◽  
Team Projects ◽  
Teacher Students ◽  
Team Project ◽  
Manageable Level ◽  
Project Objectives

What roles assure that a student learns from a team project?  This paper discusses student roles of (1) ready learner, (2) coachee, (3) contributor, (4) team member, and (5) academic scholar.  Students can gain real world experience from a team project with a practitioner “client.”  But team projects can be flawed with ambiguous activities and free-riding students.  A shift from the role of passive student to the active roles discussed in this paper can improve the team project learning experience.  This paper also presents a model that apportions responsibilities to the teacher, students, and clients for team project tasks.  Clear responsibilities can prepare students for their active roles in a team project.  A well-defined project process can minimize the ambiguity inherent in real-world projects, and help the teacher maintain his or her course workload at a manageable level.  The project steps are (1) set learning goals, (2) engage a client, (3) set project objectives, (4) implementation, (5) report results, and (6) assess performance.

Introducing a Teaching Innovation to Enhance Students' Analytical and Research Skills

2018 ◽  
pp. 13-29
Author(s):  
Hela Miniaoui ◽  
Avneet Kaur
Keyword(s):  
Blended Learning ◽  
Small Group ◽  
United Arab Emirates ◽  
Virtual Team ◽  
Discussion Forum ◽  
Research Skills ◽  
Teaching Innovation ◽  
The Subject ◽  
Deep Sense

The term “blended learning” has gained considerable interest in recent years as a description of particular forms of teaching combined with technology. This chapter reports in some detail the experience of a small group of undergraduate learners as they progress through their Bachelor course at University of Wollongong in Dubai (UOWD) in the United Arab Emirates. In particular, this study looks at discussion forum approach as a blended learning initiative and what that entails to the learners in terms of making the subject more interactive and enhancing students' analytical and research skills. From the findings, a conclusion has been drawn regarding the role of the Blackboard tool in learning by helping students to obtain a deep sense of understanding of how to operate in a virtual team despite the challenges.

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