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Seeks to determine the impact managerial controls have on the effectiveness of virtual teams. Using an experimental design compares self‐directed virtual teams to counterparts where behavior controls are used as a method of managerial control. The data were collected using 51 student teams of three or four members each from three different countries. The results indicate that the most satisfied team members were in virtual teams with effective coordination and communication. Members of self‐directed virtual teams report higher individual satisfaction with the team and project, while different control structures had no significant impact on virtual team performance. Future research should investigate how these findings generalize to organizational workers, rather than just looking at students. This paper is just a first step investigating one type of managerial control: behavior controls. The small amount of research that has been published on virtual teams has primarily concentrated on self‐directed teams. This paper compares results of team effectiveness by looking at both self‐directed virtual teams and virtual teams with behavioral controls enforced.

In this article we propose to go beyond the dichotomy of virtual vs collocated teams to look instead at virtuality in teams. In so doing, we argue that technology-mediated interactions do not substitute but rather complement face-to-face interactions.We adopt a definition of virtuality in teams based on discontinuities and pursue an understanding of their dynamics in an in-depth case study of an inter-organizational virtual centre of excellence.The findings present evidence suggesting the formation of 'virtual continuities' that mitigate the effects that create discontinuities. This, we argue, enriches our understanding of the complex dynamics of virtuality. The theoretical implications are discussed.

Team learning : a model for effectiveness in high performing teams / Kathleen Dechant, Victoria Marsick, Elizabeth Kasl -- Shared leadership : toward a multi-level theory of leadership / Craig L. Pearce, Henry P. Sims -- Team pay for novice, intermediate, and advanced teams / Robert L. Heneman, Katherine E. Dixon, Maria T. Gresham -- Turnover, retention, and the employment relationship of the future / Betsy Aylin, Gretchen Webber -- Reconsidering our team effectiveness models : a call for an integrative paradigm / Huub J.M. Ruel -- Understanding the team derailment process : a look at team skill and attitude deficiencies / Dana M. Milanovich, Eduardo Salas, Janis A. Cannon-Bowers, Elizabeth J. Mu(c)łiz -- Developing mature teams : moving beyond team basics / Teri C. Tompkins -- Effects of status on the exchange of information in team decision-making : when team building isn't enough / Steven D. Silver, Lisa Troyer, Bernard P. Cohen -- Team diversity, cognition, and creativity / Matthew Eriksen, Laura L. Beauvais -- The climate for creativity in virtual teams / Jill E. Nemiro -- Introduction / Michael M. Beyerlein, Douglas A. Johnson, Susan T. Beyerlein -- Foreword / Peter Valles

Work group literature has recently focused on team process improvement, which refers to a learning process within the team, including the review of recent work methods and objectives and the development of alternative working strategies. Until now, however, no systematic empirical effort has been undertaken to empirically explore the dimensionality of team process improvement, although a dual focus, namely, team reflection and team adaptation, is theoretically accepted. The authors thus examined a two-dimensional structure of team process improvement by distinguishing team reflection and team adaptation in two studies using an experimental and a field design. Confirmatory factor analyses results of both studies provide evidence for the hypothesized two-dimensional structure of team process improvement. Additionally, the field study of organizational teams show that team reflection and team adaptation predict team performance to some extent.

TeamXchange, an online team-based exercise, is described. TeamXchange is consistent with the collaborative model of learning and provides a means of fostering enhanced student learning and engagement through collaboration in virtual teams experiencing periodic membership changes. It was administered in an undergraduate Organizational Behavior course over two 4-week sessions using WebCT classroom support technology. Quantitative and qualitative results demonstrate some support for the exercise objectives. Specifically, learning of course material, learning about teamwork, and confidence for working in virtual teams were enhanced among those without prior experience working in virtual teams. Team cohesiveness and social loafing behavior were lower in fluid teams than in stable teams. Finally, introverted individuals perceived themselves as having more influence and their teams as more cohesive and communicative than did more extraverted individuals. These results suggest the potential value of TeamXchange, especially for those who have not previously been exposed to virtual teams or who are normally more reticent in face-to-face team or large-class settings. Exercise implications and lessons learned are discussed.