Virtual Team Effectiveness: Investigating the Moderating Role of Experience with Computer-Mediated Communication on the Impact of Team Cohesion and Openness

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

Success factors of global virtual teamwork: A social capital perspective

Global virtual teamwork has emerged as a cornerstone of collaborative teamwork in today's work landscape, characterized by cross-border collaboration using digital technologies. Although research has started to investigate the mechanisms underlying effective teamwork through information and communication technologies (ICTs), an often-neglected dimension is the pivotal social context within which this collaboration unfolds. To address this research gap, this study adopts a social capital lens on teamwork in proposing social capital as a multidimensional mediator between the usage of ICTs and team effectiveness. The research model was tested using questionnaire data from 271 technologically sensitive and aware companies in the DACH region (Germany, Austria, Switzerland). The findings reveal that using multiple ICTs alone does not suffice for effective global virtual teamwork. Therefore, this study highlights the significance of social capital for the effectiveness of global virtual teamwork, which holds significant implications for theory and practice

How Do Teams Become Cohesive? A Meta-Analysis of Cohesion\u27s Antecedents

While a wealth of research has deemed cohesion critical for team effectiveness (e.g., Mullen and Copper, 1994; Beal, et al., 2003), less emphasis has been placed on understanding how to get it. Multiple studies do examine cohesion antecedents, but these studies have not yet been integrated in either theoretical or empirical manners. The purpose of this study was thus to begin addressing this gap in the literature. I conducted a series of meta-analyses to identify and explore various antecedents of cohesion, as well as moderators of antecedent-cohesion relationships. Findings revealed a variety of cohesion antecedents. Specifically, team behaviors, emergent states, team composition variables, leadership variables, team interventions, and situational variables, as well as specific variables within each of these categories, were all explored as cohesion antecedents. In most cases, significant relationships with cohesion were demonstrated, and did not differ across levels of analysis or based on cohesion type (i.e., task cohesion, social cohesion, group pride). Hypotheses pertaining to moderators of antecedent-cohesion relationships (e.g., theoretical match between antecedent and cohesion) generally were not supported. Thus, while most antecedents appeared to be important for cohesion\u27s formation and sustainment, some interesting differences emerged, providing insight as to where attention should be focused when enhanced cohesion is desired. Results provide a foundation for the development of more comprehensive models of team cohesion, as well as insight into the mechanisms through which cohesion can be facilitated in practice. Ultimately, findings suggest that teams can become cohesive through the presence of various processes and emergent states, team interventions, and components of their situational context

A Comparison of LMX, Communication, and Demographic Differences in Remote and Co-located Supervisor-Subordinate Dyads

The objectives of this research were to examine the growing organizational trends of distributed work, reliance on various media for communication, and increased diversity in the workforce. Napier and Ferris\u27 (1993) theory of distance, which includes structural, functional, and psychological distance, served as a framework for much of this research. Leader-Member Exchange theory (LMX), which Napier and Ferris (1993) translated into the functional distance component of their theory, was used to inform hypotheses on supervisor-subordinate relationships and performance ratings. Communication theories of media richness and social presence were used as a basis for the hypotheses involving communication. Finally, the similarity-attraction paradigm, social identity/social categorization theory, and relational demography theory were used to formulate hypotheses involving diversity. One hundred and ninety-eight managers of remote and co-located subordinates from various organizations provided the following information via online survey: LMX quality, demographic information about both individuals, frequency and mode of communication, and subordinate in­ role and OCB performance. The proposed model was tested using SEM. LMX was positively related to communication frequency/richness, IRB, OCBI, and OCBO performance ratings, lending support for the functional distance component of Napier and Ferris\u27s (1993) theory. However, the structural distance component of their framework was not supported. Results indicated that physical distance did not impact communication frequency/richness and did not prevent high quality relationships from emerging. Supervisors who occasionally met face-to-face with their subordinates had higher LMX than those who never saw their subordinates in person. LMX was found to be higher in remote dyads than in co­ located ones. A reverse causality hypothesis was tested that supervisors allow their best subordinates to work remotely. Results were in the expected direction, but did not reach statistical significance. LMX was positively related to communication frequency/richness. Communication frequency/richness was invariant across location and LMX seemed to act as a buffer and offset some of the negative effects of distance. Although communication frequency/richness was directly related to LMX, it was inversely related to performance ratings. This relationship may be better understood by examining the content of communications. Thus, communication valence and type should be examined in future research. MSEM indicated communication frequency/richness moderated the LMX and OCBO relationship. LMX and OCBO had a stronger, positive relationship when there was high communication and a weaker, positive relationship when there was low communication. Little support was found for the psychological distance component ofNapier and Ferris\u27s (1993) theory when examining age, race, and gender differences. Gender and age similarity were not related to communication frequency/richness. Racially homogeneous dyads had higher communication frequency/richness than heterogeneous dyads but this did not translate into increased LMX or performance ratings. Age and gender differences were not related to performance ratings. Racially different subordinates received higher IRB ratings than racially similar ones. Follow-up analyses indicated that this was not due to actual race of subordinates or supervisors. Physical distance was examined as a moderator of the demographic similarity and LMX relationships and demographic similarity and performance ratings relationships, but no support was found for the moderation. Several implications can be drawn from the results. As organizations move to distributed work arrangements, they can have confidence that physical distance will not impact performance ratings. It is recommended that managers and subordinates have access to rich media and meet face-to-face occasionally to reinforce bonds and offset any potential negative effects of working remotely. Quality of the supervisor-subordinate dyad impacts both in-role and OCB performance ratings, regardless of physical location, and may act as a buffer to offset any potential negative effects of distance. In conclusion, high quality relationships and performance can be maintained regardless of physical distance and demographic differences

Cohesive Conflict: Task Cohesion as a Moderator of Conflict and Group Outcomes

This study examines the moderating impact of group cohesion on workgroup conflict and product outcomes. The presence of conflict is hypothesized to serve an important purpose for effective group functioning, but the presence of group cohesion is expected to facilitate the role of conflict as a means to productive ends. The development and influence of task-related group cohesion in short-term contexts is of particular interest, as temporary workgroups, such as student project groups, necessarily operate within limited timeframes and uncertain social relationships. Results indicate that task cohesion provides a strong and persistent positive predictor of the outcome variables (grade, reported satisfaction, and group productivity), and often demonstrates an ameliorating effect on the negative predictive ability of workgroup conflict

Group cohesion and collaborative information behaviour: An exploration of student experiences of university group work

Modern organisations heavily rely on using interdisciplinary teams to accomplish intellectually demanding tasks. The advent of the World Wide Web, the advancements in communication technological tools and easy access to high volumes of information through the Web provide expanded capacity for individuals to work together and fulfil their shared goal but true collaboration is far from straightforward. Teamwork skills are identified as a desirable and distinguishing attribute of the graduates whom employers seek to employ. Accordingly, higher education institutions lay particular emphasis on developing students’ collaborative skills by designing and incorporating group projects into courses. The findings of relevant research demonstrate that employers are still not satisfied with the newly-hired graduates’ performance and students also reflect negative attitudes towards university group work. In this regard, scholars attempt to gain a through and deep understanding of individuals’ collaborative information behaviour when working in group settings and identify the factors that can impact on this process. This research, guided by the primary question of ‘How does group cohesion shape students’ collaborative information behaviour over the duration of group tasks?’ sought to explore the development of cohesion in student groups which has been widely recognised as an influential element in motivating group members to work collectively. Through a series of supporting research questions addressing the role that task cohesion, social cohesion and perceived cohesion play in students’ collaborative information behaviour, the work also aimed to find out how different dimensions of cohesion can have an impact on the way students make sense of the group task components, search for information and use information to accomplish group projects. This study took a qualitative approach and used Straussian grounded theory methodology to collect and analyse the data. Data collection was conducted by taking an in-depth interview approach through 10 semi-structured focus group sessions with student participants recruited from an Australian university who were undertaking project units as part of their degrees across any number of discipline areas over two successive semesters. Data was analysed using open, axial and selective coding following the Strauss and Corbin approach. Constant comparison of similarities and differences in the data enabled the researcher to elaborate on the identified concepts in terms of their properties and dimensions. This study resulted in rich description of how different dimensions of group cohesion emerged and developed in student groups over the duration of completing the group task and its association with students’ collaborative and individual information behaviour practices. Results suggest that task cohesion exerted more meaningful impact on group process and outcomes in comparison with other aspects of cohesion. It was found that students’ collaborative information behaviour activities are shaped by their perceptions of group task cohesion developed through adopting shared leadership style, the level of task complexity and interdependence and group members’ composition in terms of similarity in aspirations and academic capability. With regard to social cohesion, familiarity was identified as a factor which had immediate impact on students’ feelings of attraction and liking towards the group which did not persist over time as it fell under the influence of group members’ commitment and active involvement in group task activities. Task cohesion was then recognised as an antecedent of social cohesion in student groups and participants’ interpretation of social cohesion was based on experiencing comfortable feeling with group members instead of developing collective sense of closeness and friendship. Experiencing such a feeling within the group plays a more influential role in motivating students to communicate easily and sharing their ideas In terms of perceived cohesion, the findings of this study indicated that students in this particular sample did not intend to develop a sense of belonging and attachment to the group. They were of the mindset that once they complete their group task, the group would be disbanded so there is no potential benefit of developing such a feeling in university group context. This study highlighted the role of task design and its features on students’ collaboration as well as their choice of communication method throughout the group’s lifespan. At the early stages of the group project, the level of collaboration for identification of needed information to create a shared focus and define the project’s problem statement was heavily dependent upon the nature of the assessment task and its perceived complexity. Individual information searching was also identified as a common characteristic among all the research participants in this study but the structure of the assessment task determined the level of collaboration among members in regard to sharing information and evaluating the retrieved information in terms of relevancy and credibility. The evaluation and use of information sources to fulfil group task requirements was seen to be a collaborative activity in similar research studies but the findings from this study showed that groups assigned a highly structured task did not feel a need to have regular communication because their sub-tasks were not so much related to each other. This finding suggests that the outcomes of collaboration are not what most academics expect them to be as too little emphasis placed on the role of the task and more on the scale of the work to be delivered. The key finding of this research is that the group ‘task’ drives the behaviours of students, as individuals and as a group member, and that assigning students a project to do as a group that is too large to be done individually will not drive genuine collaboration. This research suggests an addition to the Input, Mediator, Output, Input (IMOI) model that includes a Task Calibration step by academic staff, to define the primary outcome of any given assessment task as either ‘collaboration’ or ‘product’, rather than the hope that collaboration takes place in order to deliver a big product. This shows that true collaboration would not take place by assigning students a large-scale group project; instead the tasks should be designed and structured in a way to drive and reward collaboratio

Teknologiavälitteisen viestintäosaamisen kehittäminen liiketalouden ylemmissä ammattikorkeakoulututkinnoissa -Työelämän tarpeista opetussuunnitelmiin

Teknologian kehittyminen on mahdollistanut asiantuntijoiden verkostoitumisen globaalisti ajasta ja paikasta riippumatta. Samalla teknologiavälitteisen viestinnän osaamisen merkitys asiantuntijatehtävissä on korostunut. Työelämän muutoksia koskevat tutkimukset ovat yleisesti tunnustaneet teknologiavälitteisen viestintäosaamisen tärkeyden erityisesti kansainvälisissä toimintaympäristöissä. Viestintään teknologian välityksellä liitetään tiedon jakamisen ja tiedon yhteisöllisen luomisen lisäksi taito valita sopiva viestintäkanava viestintätilanteeseen sekä tarkoituksenmukainen toiminta verkossa viestittäessä. Lukuisista tutkimuksista huolimatta yhtenäistä kattavaa osaamiskuvausta ei ole, ja teknologiavälitteisen viestintäosaamisen kuvaukset jäävät osin liian yleiselle tasolle, jotta niitä voitaisiin hyödyntää alakohtaisesti osaamisen kehittämisessä korkeakoulutuksessa ja työelämässä. Tämän väitöskirjan tarkoituksena onkin tarkastella, mitä teknologiavälitteistä viestintäosaamista asiantuntijatehtävissä vaaditaan, ja tutkia, vastaako osaamisen kehittäminen Yrittäjyyden ja liiketoimintaosaamisen ylemmässä ammattikorkeakoulututkinnoissa (YAMK) tähän tarpeeseen. Ensin tarkennetaan teknologiavälitteisen viestintäosaamisen kuvausta asiantuntijatehtävissä liiketalous-ala huomioiden ja tarkastellaan mahdollisia osaamisvajeita työelämässä. Seuraavaksi tutkitaan, mitä teknologiavälitteisen viestintäosaamisen alueita Yrittäjyyden ja liiketoimintaosaamisen tutkinnoissa (YAMK) kehitetään ja miten niitä kehitetään. Tähän sisältyy myös teknologiavälitteisen viestinnän tarkastelu viestintäkanavan näkökulmasta eli tutkitaan, mitä viestintäkanavia sekä työssä että opinnoissa käytetään. Lopuksi esitetään näkemyksiä siitä, minkä osa-alueiden kehittämiseen tulee Yrittäjyyden ja liiketoimintaosaamisen tutkinnoissa (YAMK) kiinnittää huomiota ja miten näitä osa-alueita tulee kehittää. Osaamista lähestytään Ferrarin (2013) teknologiavälitteisen viestintäosaamisen kuvauksen sekä Median synkronisuuden teorian avulla (MST). Tämä tutkimus koostuu neljästä empiirisestä tutkimuksesta, joiden aineisto kerättiin vuosina 2013-2015. Ensimmäisen tutkimuksen aineisto selvittää työelämäedustajien näkemyksiä teknologiavälitteisen viestintäosaamisen tärkeydestä sekä sen osaamisesta omassa työyhteisössä. Aineisto kerättiin sähköisellä kyselomakkeella ja vastauksia saatiin Suomesta 98 kappaletta. Toinen tutkimus tarkasteli viestintäkanavan valintaa kansainvälisessä viestinnässä. Tämä aineisto kerättiin työelämän edustajilta (N=274) viidestä eri Euroopan maasta sähköisellä kyselylomakkeella. Aineistoa täydennettiin viidellä Suomessa tehdyllä laadullisella teemahaastattelulla. Kolmannessa tutkimuksessa tarkasteltiin 112:ta Yrittäjyyden ja liiketoimintaosaamisen tutkinnon (YAMK) toteutussuunnitelmatekstiä laadullisen sisällönanalyysin avulla. Neljännessä tutkimuksessa käytettiin laadullisia ja määrällisiä menetelmiä ja aineisto koostui sähköiseen kyselylomakkeeseen vastanneiden Yrittäjyyden ja liiketoimintaosaamisen tutkinnon (YAMK) opiskelijoiden näkemyksistä koulutuksen työelämävastaavuudesta (N=36). Tulokset osoittivat, että eettisen toiminnan osaaminen ja kansainvälisyys-osaaminen korostuvat viestittäessä teknologian välityksellä asiantuntijatehtävissä liiketalouden alalla. Tutkimuksessa ilmeni myös, että erityisesti eettisen toiminnan osaaminen ei ollut edellytetyllä tasolla työelämässä. Jotta tämä osaaminen kehittyisi, tulee myös liiketalouden ylemmissä ammattikorkeakoulututkinnoissa YAMK) huomioida paremmin eettisen toiminnan ulottuvuudet. Tämän lisäksi viestintäkanavan valinnan osaamista sekä vieraalla kielellä viestimistä ja kulttuurien ymmärtämistä tulee lisätä. Näiden osaamisten alakohtaiseen kehittämiseen työelämän autenttisissa ympäristöissä on erinomainen tilaisuus, sillä ylemmän ammattikorkeakoulun opiskelijoista suurin osa opiskelee työn ohella Tässä väitöskirjassa esitetään osaamisen kehittämisen tueksi sekä työelämän että liiketalouden alan ylempien ammattikorkeakoulututkintojen tarpeisiin yksityiskohtainen teknologiavälitteisen viestintäosaamisen kuvaus. Tämän lisäksi esitetään malli siitä, mitä osaamista tulee erityisesti kehittää ja miten näiden kehittäminen tapahtuu tarkoituksenmukaisissa oppimisympäristöissä.Developing Computer-Mediated Communication in Master of Entrepreneurship and Business Competence Degree Programmes at Universities of Applied Sciences - From Working Life Competence Needs to Curriculum Development Digitalisation has changed the way we communicate and network in multicultural virtual environments, thus increasing the importance of computer-mediated communication skills in expert roles in business. In addition to sharing and co-creating information, the skill to choose the correct medium for communication is essential. These changes in working life communication are creating new possibilities to working life orientation in Master’s studies at universities of applied sciences in Finland, and due to lack of existing common competence descriptors for computer-mediated communication skills, there is a need for field-specific descriptors that can be utilized both in higher education and in working life. The main purpose of this doctoral thesis is to examine what skills are required to communicate using technology in business. In addition, this thesis investigates how these skills should be taken into consideration in the curriculum development in Master’s studies in the field of business at universities of applied sciences. The study first considers the concept of computer-mediated communication in expert roles in the field of business, followed by an investigation into which areas of computer-mediated communication are developed as part of Master’s studies in Entrepreneurship and Business Competence and how they are developed, including considerations for choice of medium. The Digital Skills Reference Framework and Media Synchronicity Theory (MST) are used as a theoretical base for the study, taking into account ethical factors related to computer-mediated communication. Finally, some recommendations are made for the development of specific areas of computer-mediated communication in Master’s studies in the field of business at universities of applied sciences. The study is based on four peer reviewed articles, the data for which was collected during 2013-2015. The first article focused on determining which specific computer-mediated communication skills are important in working life and the development of those skills in organisations. The research data was collected with a questionnaire (N = 98). The second article aimed to identify which media is chosen for computed-mediated communication in multicultural business interactions when the main language of communication is mainly English as a lingua franca. This study was conducted using a mixed method approach with data from a quantitative survey (N=274) and qualitative theme interviews of five working life representatives. The third article focused on the course descriptions in Master’s studies in the Degree Programmes in Entrepreneurship and Business Competence to investigate if digital communication skills were mentioned in the course descriptions. The data was collected from the course descriptions (N=112) of the Degree Programmes in Entrepreneurship and Business Competence by utilizing content analysis method. The fourth article presented students´ (N=36) experiences on development of computer-mediated communication skills in Master’s studies in the Degree Programmes in Entrepreneurship and Business Competence. The results of the study show that experts are expected to communicate and interact through technology and, above all, to understand ethical and intercultural aspects when communicating virtually. It was found that especially the ethical aspects of computer-mediated communication skills in organisations were not at the required level. To be able to meet the requirements set by the working life, there is a need to consider ethical skills, ability to choose appropriate media for communication, language skills and cultural awareness as an important part of curriculumdevelopment work in Master’s studies in the field of business at universities of applied sciences, as Master’s students have the possibility to develop the specific professional field-specific competences in their professional communities at work. As a main result of this doctoral thesis, a detailed description of computer-mediated communication competence (NQF 7) for evaluation of computer-mediated communication competence of experts in business is presented to support curriculum work in Master’s studies in the field of business at universities of applied sciences. In addition, the thesis presents a model for the development of computer-mediated communication skills and suggests appropriate learning environments for developing these skills.Siirretty Doriast

The Effects of Group Personality Composition on Project Team Performance: Operationalizations and Outcomes

Teams are used to achieve organizational goals and objectives, and their success has led to a broad increase in their use in businesses, non-profits and NGO’s. Extant research suggests that group personality composition is related to team performance (Barry and Stewart, 1996; Halfhill, Nielsen, Sundstrom, and Weilbaecher, 2005; Peeters, Rutte, Tuijl, and Reymen, 2006; Bell, 2007). Project teams are frequently used in the business world and undertake a wide variety of tasks (Hackman, 1990). This paper investigates the relationship between the group personality composition of project teams and team performance. The study context is project teams involved in a semester-long business simulation in an undergraduate core capstone course at a large R-1 public university. Hierarchical regression is used to first remove any effect stemming from variables that are not of direct interest, such as team size and course section. The study’s nine hypotheses are then tested using the collected data. The research results are discussed in detail. Contributions to both research and practice are considered, as well as the study’s limitations. A continued stream of research is envisioned and detailed, followed by the study’s conclusions

Finding the ‘I’ in team:the moderating effects of team boundary management on the relationship between team personality traits and team performance

With a rapidly changing landscape creating highly permeable team boundaries, the traditional team form has become the exception rather than the norm in contemporary organisations. A consequence of this is that management practitioners urgently need clarification of the considerations required to compose teams to positively influence team performance. Service Sector organisations whose main activities are rooted in knowledge work are prominent examples, as are other organisational forms whose dynamics create similarly challenging contextual conditions. With a century long tradition, team research has become a broad church and scholarly investigations have reported that boundary management improves performance through coordination, knowledge sharing, and access to scarce resources. Through the theoretical lenses of Trait Activation and Similarity Attraction, this research study investigated the relationships between Team Personality Traits and various Team Outcomes moderated by Team Boundary Management and Interdependence. Addressing calls for researchers to take a more nuanced approach to investigating the Personality and Performance relationship, this study applied a complex analytic strategy and evaluated a number of permutations of the variables in focus. In doing so it identified significant main, interaction and quadratic effects between Team Personality and Team Outcomes moderated by Team Boundary Management, including some of the conditions under which those relationships hold true. These results, and the understanding emanating from the analysis, contribute to theory and practice by extending existing knowledge and providing some new insights into the complexities and trade-offs associated with team composition where team personality traits are the team composition input variables