Managing virtual teams: A review of current empirical research
Introduction
In light of the increasing de-centralization and globalization of work processes, many organizations have responded to their dynamic environments by introducing virtual teams, in which members are geographically dispersed and coordinate their work predominantly with electronic information and communication technologies (e-mail, video-conferencing, etc.). Additionally, the rapid development of new communication technologies such as the Internet has accelerated this trend so that today, most of the larger business organizations employ virtual teams to some degree (Duarte & Snyder, 1999, Gibson & Cohen, 2003, Hinds & Kiesler, 2002, Townsend et al., 1998). For instance, a recent survey among 376 business managers from different branches in Germany (AFW, 2002) revealed that about 20% of the managers worked predominantly as a member of a virtual team, and about 40% worked at least temporarily in virtual teams. Similar numbers have been reported for other countries (Gibson & Cohen, 2003, Hinds & Kiesler, 2002). Virtual teams can be found in various fields, such as R&D, problem solving task forces, or customer services, and they also exist in non-economic organizations such as virtual collaboratories in sciences (e.g., Finholt, 2002).
Despite the growing prevalence of this new work form, little is known about the management of virtual teams and the human resources within these teams (Axtell et al., 2004, Kirkman et al., 2004). A number of conceptual papers provide initial suggestions based on theoretical considerations, experience reports and explorative case studies (for recent reviews see Axtell et al., 2004, Gibson & Cohen, 2003, Hinds & Kiesler, 2002, Powell et al., 2004). However, as a next step, these suggestions should be compared with empirical results from quantitative (field) studies using larger sample sizes. Currently, such comparisons are difficult because the available research is published in quite different journals and books. Accordingly, the main objectives of this review are:
- a)
To summarize empirical research relevant for the management of virtual teams and the human resource management (HRM) within this context,
- b)
To provide a conceptual model for the integration of this research, and
- c)
To derive recommendations for HRM practices based on the research available.
Thus, extending earlier work, this paper provides a comprehensive review on the different management tasks in virtual teams based on empirical research. After providing a definition of virtual teams, an integrative lifecycle model of virtual teams will be presented that covers crucial HRM issues such as selection, performance management, rewards and personnel development, but also contains new issues such as the question of a constructive disbanding of virtual teams. The following presentation of the available empirical work is guided by this lifecycle model summarizing empirical results and their implications for each of these issues. In contrast to research on computer-mediated collaboration (CMC) that predominantly compares media effects between computer-mediated and face-to-face groups using experimental settings (cf. Baltes et al., 2002, Fjermestad & Hiltz, 1998), this review focuses particularly on quantitative field research of existing virtual teams in order to acknowledge effects of time and organizational context. However, results from experimental CMC research as well as case studies and experience reports will be considered for issues that have not yet been addressed by quantitative field studies.1
Section snippets
Definition of virtual teams
Distributed work across different locations and/or working times is not a phenomenon of the last 15 years. There are many instructive examples of how people collaborated across larger distances in earlier times (King & Frost, 2002, O'Leary et al., 2002). However, with the rapid development of electronic information and communication media in the last years, distributed work has become much easier, faster and more efficient. The attribute “virtual” designates distributed work that is
A lifecycle model of virtual team management
At this early state of research on teams with high degrees of virtuality, we consider a heuristic lifecycle model as most appropriate to organize the different topics relevant for virtual team management. As with work teams in general (Hackman, 1987, McGrath, 1991), developmental aspects have to be considered acknowledging that different management tasks are crucial at different phases of a team implementation process (for case examples with virtual teams, see Gluesing et al., 2003). Moreover,
Phase A: preparations
The initial task during the implementation of a team is the definition of the general purpose of the team together with the determination of the level of virtuality that might be appropriate to achieve these goals. These decisions are usually determined by strategic factors such as mergers, increase of the market span, cost reductions, flexibility and reactivity to the market, etc. However, conceptual and empirical work is desirable examining what levels of virtuality are suited for which task
Phase B: launch
Almost all authors of conceptual work on virtual team management recommend that, in the beginning of virtual teamwork, all members should meet each other face-to-face (e.g., Duarte & Snyder, 1999, Gibson & Cohen, 2003, Haywood, 1998, Lipnack & Stamps, 1997, Powell et al., 2004, Warkentin & Beranek, 1999). Crucial elements of such a “kick-off” workshop are getting acquainted with the other team members, clarifying the team goals, clarifying the roles and functions of the team members,
Phase C: performance management
After the launch of a virtual team, work effectiveness and a constructive team climate has to be maintained using performance management strategies (Bell & Kozlowski, 2002). The following discussion is again restricted to issues on which empirical results are already available. These issues are leadership, communication within virtual teams, team members' motivation, and knowledge management.
Phase D: training and team development
In addition to the discussed regulation practices, virtual teams can be supported by personnel and team development interventions. The development of such training concepts should be based on an empirical assessment of the needs and/or deficits of the team and its members, and the effectiveness of the trainings should be evaluated empirically. Possible foci of personnel development activities are the team leaders/moderators, the team members, or the team as a whole.
Suggestions for the training
Phase E: disbanding and re-integration
Finally, the disbanding of virtual teams and the re-integration of the team members is an important issue that has been neglected not only in empirical but also in most of the conceptual work on virtual teams. However, particularly when virtual project teams have only a short life-time (“transient” teams) and reform again quickly, careful and constructive disbanding is mandatory in order to maintain high motivation and satisfaction among the employees. According to Bouas and Arrow (1996),
Summary and further research
The main objectives of this review were to summarize the available empirical research related to the management of virtual teams, to integrate this research into a lifecycle model, and to enable recommendations for practitioners. In doing so, we focused predominantly on quantitative studies of existing teams in organizational settings while experimental or case studies were considered when no field studies were available. Concrete practical recommendations are already mentioned in each of the
Acknowledgements
We thank Carolyn Axtell and Julie Lyon for their helpful comments on an earlier version of the paper.
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