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Given the increasing complexity of many sociotechnical work domains, effective teamwork has become increasingly crucial. While there is evidence that face-to-face communication contributes to effective teamwork, methods for understanding the time-varying nature and structure of team communication are limited. In this work, we combine sensor-based social analytics using a Sociometric badge (Rhythm Badge) with two visualization techniques (Dynamic Complexity Heat Maps and Network Visualizations) to advance an intuitive way of understanding the dynamics of team interaction. To demonstrate the utility of our approach, we provide a case study that examines one team’s interaction for a Lost at Sea simulation. We were able to recover transitions in the task and team interaction as well as uncover structural changes in team member communication patterns, which we visualized using networks. Taken together, this work represents an important first step at optimizing team effectiveness by identifying critical transitions in team interactions.

Teams must be formed for all kinds of projects and purposes. Team formation is a key activity for innovation, entrepreneurship, class projects, and industry initiatives. Our experience with entrepreneurship and innovation has shown that a project's results are highly dependent on the quality of team formation. In real life situations, team building is also time consuming. In this work we are developing a method and approach to form teams using algorithms. To do this, we develop a taxonomy for how teams are formed. We consider the key factors for team formation, identify measures for team effectiveness, as well as synthesize the framework with natural team formation processes. More importantly, we are proposing a generalized framework for algorithm based team formation. We provide sample algorithms with this framework to demonstrate its use in practical situations. The work of this paper also informs future characterization of the models developed here, which includes trade-offs for factors including optimality of team effectiveness, computation time, and policy considerations.

Objective: The objective of this study is to gather and analyze data through the use of psychometric instruments regarding several theoretical constructs, including Team Cohesion, Team Familiarity, and Team Effectiveness in order to determine their differential impact on Team Performance outcomes. Background: The annual Sandhurst competition, held at the United States Military Academy, provides cadets the opportunity to function as a small unit. Data collected before, during, and after the competition is used to study the performance of each team in order to gain insights on how Team Cohesion, textit{TeamFamiliarity}, and Team Effectiveness influence their final rankings. In addition, this study develops and tests a Soldier Lethality proxy measure using numerical data collected before and during the competition, which is also used to predict Team Performance. Methods: Psychometric instruments and linear regression models are used to determine the significance of the theoretical constructs and the Soldier Lethality measure on Team Performance outcomes. Results: A total of 194 cadets out of the 456 cadets that participated in the Sandhurst Competition completed the survey. Our findings show that the theoretical constructs were not statistically significant when evaluating Team Performance. However, the Soldier Lethality measure yields a significant result (p-value =0.002; β=0.5; R2=0.22). Conclusions: In this study, raw physical data (denoted here as secondary data) is more effective in predicting Team Performance outcomes in a combatlike setting as opposed to using psychometric instruments due to non-response error (failure to respond to one, or all of the survey questions) and response bias (untruthfully or misleadingly responses). Application: This study shows how objective, detailed data on teamwork may be used to provide insights into questions of the performance of teams.

Many open source projects organize teams to collaboratively manage their software development activities (i.e. issue resolution processes). Therefore good configurations of software development teams can be an important factor, as effective allocation and completion of tasks may result in a more effective activity (i.e. changing configurations after an issue is reopened). To validate this assumption, we present an exploratory study on software team member configuration when resolving issues. We mine the JIRA issue tracking system to assess whether different team member configurations are quicker to resolve issues after being reopened. In a case study of Moodle, our results confirm that the combinations of team members in different roles correlate with reopened issues and the changing of team members is found to resolve those reopened issues. Moreover, the study shows that the issue type is an important factor when assigning team members.

SMART cities suggest a domain that attracts an increasing scientific, political and economic attention. Smart Cities have been characterised and defined by a number of factors including sustainability, economic development and a high quality of life. Enhancing these factors can be achieved through infrastructure (physical capital), human capital, social capital and ICT infrastructure. It requires ambitious projects to transform entire urban areas through master planning and infrastructure development. This required SMART project management. In order to accomplish the goals of SMART project management, the construction industries have to rely on multi -disciplinary project teams having varied expertise. Majority of these companies have adopted virtual teams for their business activities. These virtual teams work at global level and face a number of challenges that can have an impact on team effectiveness. This research paper focuses on classification of smart cities and key challenges faced by the virtual project teams. Further to this, this paper reviews existing international literature to identify the variables affecting trust among virtual team members in construction sector of Middle East. The variables are then grouped together to form factors after understanding their definitions and commonalities among them. This research highlights the importance of these factors to project managers of smart city projects and it would be beneficial to Project Managers of Architectural/Engineering / Construction Companies as well as that of other sectors by facilitating them to know the actions required for better team collaboration in virtual teams. This may lead to greater team performance and individual learning.

This research full paper investigates how much the type of leadership role and the type of team leadership structure that engineering students prefer before teamwork will affect students’ perception of team processes and outcome. Team processes are team-level attributes that influence team effectiveness and reflect team members’ collective attitudes, values, cognitions, and motivations. Many factors can affect these team processes, including leadership role and structure.In this study, we explored how engineering student preferences about leadership structure are related to the perception of students about team processes and outcome. We used a one-way ANOVA, dividing students by leadership role into three groups: prefer following, prefer leading, and balanced. We also divided students by preferred team structure: one strong leader, one leader who gets lots of team input, and shared leadership. We considered other team processes including conflict, psychological safety, cohesion, and the team outcome satisfaction.In the preferred leadership role, students with balanced preference reported most positively regarding all team processes and outcome. Similarly, students with a preference for shared leadership reported most positively regarding those variables.

This paper identifies potential interaction paradigms for a human-autonomy team, drawing upon what is known from interaction paradigms in human-human teams and human-computer interaction. A human-autonomy team consists of human and autonomous teammates who collaborate to achieve mission goals. In this context, autonomy is defined as increasingly capable automation system that can behave with intention, set its own goals, and is capable of responding situations with greater autonomy and even without human direction. In human-human teaming science, effective teaming is grounded in team situation awareness, team cognition, and teamwork skills. Human interaction with autonomous teammates requires a dynamic relationship of taskwork and teamwork between human and autonomous teammates. Human teammates should be able to interact efficiently, control, and exercise authority with autonomous teammates. The interaction methods may be different in human-autonomy teams compared to human-human teams. This work aims to investigate the potential differences and similarities between human-human teams and human-autonomy teams to identify interaction paradigms that enable team effectiveness and collaboration. A literature review was performed for interaction paradigms in human-human teaming, human-automation interaction, and human-robot interaction. This work discusses the interaction paradigms most suitable for adaptation from human-human teams to human-autonomy teams. The unique challenges of human-autonomy team design are articulated and used to compare to current interaction methodologies.

In a joint action, a group of individuals coordinate their movements to reach a shared goal. When a change - i.e., an event that affects group functioning - occurs, the group adopts strategies to face it. This paper investigates how a change involving a strategic core role in a group affects interpersonal coordination and ultimately group effectiveness in performing a joint action. Following the entrainment theory, interpersonal coordination is addressed in terms of the rhythmic cycles of the individuals and of the group and their adjustment. Music is used as an ideal ecological scenario for investigation. Results show that whereas the change of conductor had a limited significant effect on entrainment, a significant effect was found when entrainment is used as a predictor of the external ratings. Both the obtained results and the techniques developed for measuring entrainment may open novel research directions in the area of automated analysis of group behavior, and particularly of emotion in groups.

Communication is typically an integral aspect for a team of autonomous vehicles to work together. In many terrestrial applications communication links are reliable and high speed, allowing for easy cooperation and coordination between vehicles. Effective team work is much more difficult in environments that do not have quality communication links, such as underwater. Given the communication difficulties in the underwater environment, strategies are needed to limit the negative impact on overall team effectiveness. To do this, the vehicles need to be aware of the quality of their network in order to take active steps towards improvement. In this paper we outline an algorithm that allows vehicles to evaluate the effectiveness of the network in order to make informed routing decisions. The algorithm transforms the commonly used adjacency matrix into a weighted matrix that takes into account the time delay introduced by TDMA. By using this algorithm, vehicles are better able to avoid bottleneck and bandwidth issues where possible. The results of the algorithm are verified and validated against simulation data.

This is an ongoing project investigating on how to improve interdisciplinary teams to co-work efficiently and effectively. Based on our prior experiment, we found that new formed interdisciplinary teams struggled with poor team communication and coordination which resulting ineffective work progress and may lead to a project failure. In this paper we described such challenges the new formed interdisciplinary teams encountered in an experimental course where undergraduates from design and engineering disciplines collaborate on a project. We then proposed the use of Lean UX methods to visualize their design process so that all members' ideas and the idea exchange process can be "seen". It would help members in the same team getting more familiar with team's pace and well-coordinated with each member and then they may make the most of team effectiveness.

Agile method emphasizes on the people factors and strength of teamwork that simplify the development process. A highly productive team throughout an agile software development process is very instrumental in achieving project success. Consequently, understanding of how individual behaviour and productivity are affected by teamwork within an agile team becomes critical. Identifying factors that impact productivity will result in improvement of teamwork. Hence, a need emerges to recognise the significant ones. Doing so will enable project team management to determine the areas where to concentrate efforts in order to improve productivity. The objective of this research is to identify and analyse agile teamwork productivity influence factors by using system dynamics (SD) approach. Identification of main factors influencing productivity and how they impact agile teamwork are carried out through interviews, survey and literature review. From the perspective of agile team members, the four most perceived factors impacting on their productivity are team effectiveness, team management, motivation and customer satisfaction. Lack of agile team management support is found to be the most mentioned reason for failed agile project. The complex interrelated structure of different factors affecting agile teamwork productivity is modeled using influence diagram and Causal Loop Diagram (CLD) for qualitative analysis.

The need to mitigate the effects volatility, uncertainty, complexity, ambiguity characterises the modern project environment. At the project team level, this need requires coordination by competent team members highly proficient in efficient decision-making. Project team members and teams must demonstrate a capacity in adaptability to recognise patterns in a chaotic project situation, modify problem solutions associated with these patterns and implement plans of action based on these identified solutions to respond to threats uncertainty, opportunities and risk efficiently. In this paper, the authors address an instructional approach based on the "Theoretical framework for training team cognitive readiness" [1] to enable project teams to become cognitively ready. Linking cue recognition strategies to behavioural responses in support of adaptive team performance make this possible. The key to effective instruction for project teams is the authenticity of the cognitive processes practised in the training environment based on available knowledge to project team members. The IPMA Individual Competence Baseline version 4 (ICB4) framework for competence development of project members is the proposed knowledge base for effective instruction in project management. Environmental cues are factored together with the ICB4 and assessment measured based on the "key competence indicators". Environmental cues are "responsible for triggering rapid pattern recognition processes that lead to initial problem solutions" [2]. To act efficiently from the team coordination standpoint, only accurately assessed project situation could enable a team to engage the appropriate behaviours necessary to decision-making. When a team or team member recognises "that either the team has inaccurately assessed a situation or a new cue suggests the team is on the wrong solution path, then the team must rapidly coordinate an adaptive response (i.e., change its behaviours) [1, p.14]". Team adaptability has more to do with how teams effectively deal with altered and/or unplanned events [3]. Choose the right response for Decision-making to eliminate the cause of deviation.

Globally, there have been growing needs to form a project team structure with the members consisted of diverse talents in order for an enterprise to prompt creative and innovative views on business values created from projects. With this type of multi-cultural team, there are higher risk of conflicts occurred among the team members due to difference in perceptions on a type of team culture that the team operate in. In realizing a high performing multi-cultural team, a project manager must identify each member's cultural orientation ensuring to make a use of merits of multi-cultural team. Having taken this issue, this paper presents a team building framework using scientific approach. Firstly, a diverse team members most of times hidden expectations are quantitatively assessed by a proposed scientific methodology. Secondly, a visualization of the member's expectations is used to serve a tool for a project manager to facilitate the conflict dissolution in achieving an effective team building. The framework should provide insights and a practical tool to project leaders as well as the stakeholders who are and will be facing the challenges in building an effective multi-cultural team

We present a set of mini-map alternatives for indicating the relative locations of robot team members in a tele-operation interface, and evaluation results showing that these can perform as well as mini-maps while being less intrusive. Teleoperation operators often work with a team of robots to improve task effectiveness. Maintaining awareness of where robot team members are, relative to oneself, is important for team effectiveness, such as for deciding which robot may help with a task, may be best suited to investigate a point of interest, or to determine where one should move next. We explore the use of established interface techniques from mobile computing for supporting teleoperators in maintaining peripheral awareness of robot team members' relative locations. We evaluate the nontrivial adoption of these techniques to teleoperation, comparing to an overview mini-map base case. Our results indicate that in-feed embedded indicators perform comparatively well to mini-maps, while being less obtrusive, indicating that they are a viable alternative for teleoperation interfaces.

Information sharing in teams is one of the most important aspects of successful software development. For instance, requirements, design decisions and guidelines need to be communicated with the whole team or with specific team members. For information exchange, communication is mandatory. Meetings are an effective way to communicate with many team members. Hence, much information can be shared during team meetings. But meeting and communication behavior may vary. During the project, the team members get to know the others more and more. This has an influence on the chosen ways of information sharing and hence changes communication behavior.We are interested in analyzing the influence of meetings on team-internal communication and collaboration. To analyze collaboration, we consider a measure of indirections representing used communication channels and the perceived communication intensity between each of the team members. In a study with 65 students across eight development teams, we examine how intensively team members used various communication channels and if there is a change in communication and meeting behavior over time.In our study, the communication behavior becomes increasingly effective during the development process and the number of team meetings decreases in the course of the project. Moreover, the teams decentralize their communication behavior during project progress. According to our results, there is no cause for concern if there are less or shorter meetings at the end than at the beginning of a project.

The effect of strategic leadership on organizational performance has been a hot topic of research for decades, and the general consensus has been reached in recent years: strategic leadership is essential in organization growth and development in the complex and increasingly competitive environment. The purpose of this dissertation is to explore the relationship between characteristics of strategic leadership and organizational effectiveness. After analyzing the theory of the nature and mechanism of strategic leadership, this study was presented that since the decision made by the leader can only be implemented on condition that team members cooperate with each other to carry out the plan, the strategic leadership cannot directly influence the team effectiveness and vitality, therefore, the intermediary variable is supposed to be included to guarantee the plausibility of the hypothesis. The research has discussed that strategic leadership is mirrored from three aspects: leaders' qualities, organizational abilities and interaction abilities; and team members also need three processes from obtaining information to implementation: perception, listening and execution as a theoretical model to study the mechanism of strategic leadership. In this study, the league of legends team competition as a research case, the game players conducted a questionnaire survey. A total of 300 valid questionnaires were collected. The statistical analysis, correlation analysis and intermediary regression analysis were used in order to verify through empirical research all of the interactions between elements.

To find the relation between conflict and employee satisfaction in geographically distributed software development (GDD) team, study the characters of GDD team and put forward four types of team conflict: emotional conflict, task conflict, cognitive conflict, and process conflict. Besides, bring in team interaction as an influencing factor of team conflict. Then come up with hypotheses about the impact of team conflict on employee satisfaction. And use collected data to carry out regression analyze. The results show that emotional, task and cognitive conflict all have significant influence on employee satisfaction, instead of process conflict. And emotional conflict and task conflict can change with team interaction. The results can provide some help with handling conflict more efficient and improving the employee satisfaction in GDD team.

Through the definition and analysis of the team's interactive memory system, the factors influencing the interactive memory system are analyzed from the perspective of team work and team members, such as member heterogeneity, team task responsibility, communication between members and trust among members, the corresponding scale. On the basis of pre adjustment, the scale was revised. Through questionnaire investigation and empirical analysis, the author proved the influencing factors of team interactive memory system. The research obtained four management inspirations: team structure and task responsibility rationalization, the establishment of knowledge base, free exchange platform and a harmonious team atmosphere.

In today's global economic integration, the direction of global innovation is moving toward open innovation, and in the open innovation environment, cross-organizational, cross-regional open innovation teams have become the main carrier of knowledge innovation. In the open team knowledge innovation process, the level of the match between the knowledge possessed by the team members and the knowledge needed for the innovation task and the level of trust among the team members are the two most important factors in improving the knowledge innovation capability and innovation efficiency of the team. In this paper, these two key factors were targeted, and a method for identifying knowledge innovation team members in an open environment was proposed. Further, a corresponding model describing this technique was constructed. The experimental results showed that the proposed method for identifying knowledge innovation team members in an open environment can identify the right team members in an open environment based on the level of the match between the knowledge required by the knowledge innovation task and the knowledge possessed by the team members and the level of trust among the team members. The team members identified met the knowledge requirements of the team's innovation task and also demonstrated a high level of trust.

Innovation and product development activities in firms in almost all countries rely on the product development teams comprised of across functions. The members of product development team are those coming from various backgrounds, across departments and across areas of science. In many product development projects, team members do not always collaborate as expected due to differences in views and poor communication. This Systematic Literature Review explored what factors are inhibitining and motivate product development teams in their communication to share knowledge. Based on the review of 34 relevant articles, this paper presents five factors which inhibit the team members to communicate (functional diversity, homophily, knowledge hoarding, organizational culture, centralization) and five factors which motivate the team members to communicate (reward system, organizational culture, trust, colocated, technology).

Team-based learning (TBL) is a form of student-centered active learning which will help to develop various professional skills, problem solving, interpersonal team skills, and self-directed independent learning. The success of TBL approach depends on its design comprising Team formation, Project identification and distribution, monitoring the progress, maintaining open discussion in every phase and peer evaluation. This paper presents the case study TBL design done for minor project course. First step, the team formation plays a very important role in projects. Therefore the teams are formed based on the complementary skills of the student and ensuring that each team has an expert member in every identified skill. The next step is project distribution, while distributing the project the team strength is calculated and accordingly the problem statements are assigned. Also to increase the motivation and learning in the team, open discussions are held where each team can review and critic other teams work in every phase. The last part in the TBL is assessment and evaluation, which is incomplete without including peer evaluation. Although the Team work is evaluated by the instructor, the individual evaluation is done by both instructor as well as peer students within the team. This TBL design has improved the team's performance and each individual is able to work better in a team. Here students could successfully build and lunch mobile app as a product. The paper gives results of various TBL components. It concludes with challenges faced in this case study for further research.

Accredited computer science programs have a capstone course requiring a significant programming project. Generally, these projects are part of a software engineering class and require a team effort. To facilitate team interaction, instructor monitoring, and objective performance assessment, an appropriate team environment, or set of components and services that can be combined to form an environment, must be chosen, configured, and managed. Since many of the popular team environments have subscription or per-seat licensing, educational institutions could pay significant costs to keep pace with industry. However, instructors should be able to provide a work environment with modern tools to facilitate team interaction and foster productivity while at the same time minimizing cost and reducing their configuration and management effort. In this paper, we survey a wide range of team environments and individual services for team interaction. We compare and contrast them against a set of general, user, and instructor criteria, highlighting features that are relevant to a software engineering team in an educational setting. In addition to the survey, we discuss an open source, experimental platform we are developing to allow instructors to incorporate free services and create a collaborative team environment based on the criteria they want to target.

Virtual teams, with a high level of interdependence and cooperation among team members, are one of the building blocks of successful global software organizations. Shared team knowledge is vital for effective collaboration in virtual teams. Hence, it makes sense for organizations to put in place efforts to ensure that teams have a sufficient level of shared knowledge. A successful agile virtual team needs to have shared knowledge on the tasks and how to do them, who knows what in the team, the development process, and the goals of the team. While shared knowledge helps on communication and collaboration, virtual teams meet several challenges in the form of values and norms, lack of face-to-face communication, time-zone differences, and difficulties in building and maintaining trust. We describe and discuss how a framework for establishing shared knowledge was applied to a global virtual agile team in a Product Centre at DNV GL -- an international provider of software for a safer, smarter and greener future in the energy, process and maritime industries. The whole group of 22 met face to face once a year, and we describe how they in one such team gathering worked on creating shared understanding about the task, the team, the process and goals of the virtual team.

Shared knowledge allows virtual teams to collaborate more effectively. Shared knowledge in teams, hereafter called team knowledge, must be established and maintained. This is a key enabler for agile development in a distributed context. Hence, organizations may benefit from efforts to ensure sufficient levels of team knowledge. Such efforts may include different measures, such as project kick-offs, frequent visits across locations, knowledge sharing tools and practices. However, team knowledge includes many types of knowledge, with different impacts on the team's work. This paper outlines a framework for conceptualizing the breadth of team knowledge relevant for virtual software teams. With the help of this framework, organizations can think more strategically about how to improve team knowledge -- for example the planning of kick-offs, what to focus on in face-to-face meetings and how the team members work together on a day-to-day basis. The framework may also be used to assist in planning team composition, for example based on individuals' knowledge and the overlap with other team members' knowledge. The framework uses four broad categories of team knowledge: task-related, team-related, process-related and goal-related. Beneath these four categories the framework details and describes more concrete knowledge types. We also provide examples from software practice for each knowledge type.

Over the years, the idea of group effectiveness to individual performance in problem solving has fascinated the many minds of researchers, essentially in the field of software agent technology. Group effectiveness focuses on the overall group contribution rather than the individual effort. Some terms which are often associated with the above includes collective effort, global brain and self-organization while there are many more which inter-relates. While group behaviour espouses the main ingredient of such effort, other studies do suggest the potential of a communal cognition is as essential. In this paper, our intention is to provide a systematic review of the influences of behaviour and cognition to the concept of collectiveness in Collective Intelligence.

It is one of a teacher's challenges in lesson planning to consider all levels of learning involving students' team skills while taking the actual subject content into account. This descriptive study examines how the student-centered approach can be utilized as supportive classroom climate and how it can be combined with cooperative team tasks for solving computational thinking problems using an easy accessible computer-coding environment. Drawing on existing concepts and research methods this study applies a case study approach with mixed methods to investigate students' development of team-attitudes and characteristics of team cooperation. It turned out, that students identified the quality of cooperation in their teams as beneficial and productive while from an outside point of view their teamwork seemed to be unorganized and not cooperative. These contradicting results were clarified in a classroom meeting, where it became clear, that the student-centered classroom climate still could have influenced students' team attitudes in a way that students felt comfortable to express themselves in their, sometimes not so nice, youth language during problem solving tasks but while be able to solve problems effectively.

If synthetic teammates are to be considered “team players”, then they must be better equipped to handle the subtleties of communication and coordination with their human teammates. In this study, the team communication behaviors of a human-automation team were analyzed for the identification of which are the best predictors of team performance. The LASSO (Least Absolute Shrinkage and Selection Operator) method was used to select the team communication behaviors that were the best predictors of team performance and, in the end, 16 such role related communication behaviors (at both the role and condition level) were included in the final model. Findings indicate that in general, negatively perceived communication behaviors are predictors of negative team performance. Through this study, we also learned that even when human team members follow their optimal and expected communication behaviors when communicating with a synthetic teammate, these behaviors are still predictors of negative team performance. This finding holds important future considerations: even if human team members are properly communicating with a synthetic teammate, the errors and lack of human-like behavior on the part of the latter can still result in a negative team performance.

Fighter pilots performing air missions rely heavily on teamwork for successful outcomes. Designing systems that support such teamwork in highly dynamic missions is a challenging task, and to the best of our knowledge, current teamwork models are not specifically adapted for this domain. This paper presents a model of task performance for military fighter pilots based on the teamwork model “Big Five” proposed by Salas, Sims, and Burke [1]. The “Big Five” model consists of eight teamwork elements that are essential for successful team performance. In-depth interviews were performed with fighter pilots to explore and describe the teamwork elements for the fighter aircraft domain. The findings from these interviews are used to suggest where in the task cycle of mission performance each teamwork element comes in to play.

With the rise of gamification, competition-inducing game techniques like leader boards have become more commonplace within work teams. This paper investigates how intra-team competition relates to task complexity, psychological safety and level of team conflict. Furthermore, we looked whether mediation effects of task complexity, team conflict and psychological safety had an effect on the relationship between intra-team competition and team performance. To this end, a survey was conducted among 61 different professional work teams in the Netherlands to measure the perceived level of intra-team competition, task complexity, psychological safety, team conflict and team performance. We found that intra-team competition is negatively related to psychological safety and positively related to task complexity and team conflict. Both psychological safety and task complexity showed a positive relationship with team performance. Task complexity was found to positively mediate the relationship between intra-team competition and team performance.

When supervising software engineering team projects, having all team members contribute actively to the project is often a challenge. Most often than not, there will be teams having some members with limited or no contribution. Thus one of the key roles of a team leader and academic supervisor are to monitor who is contributing and who is falling behind. Assessing the progress information of each team member becomes vital. This is to introduce strategies that encourages ensure every member is contributing effectively and efficiently in a timely manner. This paper proposes a rubric solution that assesses the progress information of each team member and provides a formative performance feedback on how each member is contributing to the project. This will enable each team member to reflect on his or her performance, and hopefully self-regulate and put in the necessary contribution. At the same time, this will assist the team leader and academic supervisor in monitoring the team member.

Virtual teams are established to during software development environment. Virtual team members are gradually engaged in globalized business environments across space, time and organizational boundaries with links ensured by information and communication technologies. A virtual team relies on communication, collaboration, and information exchange is the most important criteria in virtual teams operations and their efficiency directly influences team performance. The aim of this paper is to identify the factors of selecting and using of technologies within virtual teams communication to improve virtual team communication to enhance the virtual team performance. This researcher uses systematic literature review by Kitchenham to review existing literature on the issues and implementation of virtual team members. In this review 22 papers were analyzed to answer the research questions.

Applying team building in distributed teams is challenging. To address this problem, I propose a research agenda to use digital art mediated practices to support team building for distributed teams. The research will lead to designs and tools to help distributed teams conduct art mediated activities over distance and thus help teams build trust and cohesion. The proposed research consists of three major components: (1) design concepts based on theoretical foundations, (2) experiment design, and (3) qualitative investigations.

The ability to work effectively in teams is a critical learning outcome for engineering students. It is among the ABET requirements and a skill desired by employers for it is integral to innovation, product development, and to a positive working environment. Many engineering courses provide students with opportunities to develop their team skills through projects, in-class activities, and other assignments. Peer assessment of team skills increases student accountability to teammates, helps students gauge what is expected from them, and assists instructors in assigning course grades. However, there are few studies examining whether gender bias occurs during peer assessment. This work aims to address this gap. Using a randomized experiment, this study examines whether there are differences in how students evaluate the performance of male and female team members. The survey participants include 590 first-year engineering students at a research institution in the Midwest. Each participant rated and evaluated the skills and qualities of a fictional team member. The description of the fictional team member is exactly the same, except the name assigned to the fictional member was randomly depicted as female or male. The results indicate that there is no difference in how students evaluate male and female fictional team members. The female team members, however, received higher ratings related to their contributions and punctuality. These findings are consistent with previous research on gender bias on teaming evaluations at the undergraduate level, and suggest that peer assessments may be a useful method to provide students with additional feedback regarding their team skills.

The Agile Manifesto states that agile projects should focus on individuals and interactions over processes and tools. Agile teams are self-directed and considered one of the most valuable assets of the project. This requires the team members to be collaborative and embrace the concept of whole-team responsibility and commitment. Factors that influence teamwork quality such as team orientation, team leadership, and coordination in addition to highly specialized skills and corresponding division of work are barriers for achieving team effectiveness. To assist on the assessment of agile teamwork quality, in this paper, we present a Bayesian networks-based model. The model considers agile teams principles and industry best practices. We validated the model with simulated scenarios. The results are promising and encourage its usage to assess agile teams teamwork quality to promote continuous improvement.

Virtual teams, with a high level of interdependence and cooperation among team members, are the building block of successful global software organizations. While becoming agile helps on communication and collaboration, such teams meet several challenges in the form of cultural differences, language barriers, national traditions, different values and norms, lack of face-to-face communication, time-zone differences, and difficulties in building and maintaining trust. A successful agile virtual team needs to have the right structure, but equally important is the ability to improve as a team, to become self-managing with shared decision-making and shared leadership. It takes a long time to form such a team, and expert coaching is needed. We describe and discuss how one team leader coached and improved a global virtual agile team at a large savings and insurance company over a period of one year. Because the team members had overlapping working hours the team was able to base coordination on mutual adjustment and frequent feedback. Social software and face-to-face meetings were important factors to achieve this. By involving the remote developers in the strategy of the product, enabling everyone to pick their own tasks, and focusing on continuous learning, knowledge sharing and team build activities, the team members became highly motivated and self-managing.

little is known about the relationship between team proactivity and team performance. Drawing on cognitive theory, we argue that team task conflict and team relationship conflict may be the mediator between team proactivity and team performance and authoritarian leadership may moderate the mediation relationship. In the end, we discuss the contribution and the limitations of the model and suggest some directions for further research.

A new role for library has emerged and a new identity as well. The information professionals have a human services orientation which requires interaction between employees, staff and user. The efficient use of libraries by users is only possible if users using the library are also provided with psychological peace along with necessary conditions and facilities. Understanding of the nature of teamwork and various factors contributing to team effectiveness is required to run the library effectively and efficiently. Emotional intelligence is indeed a significant predictor of team work and team effectiveness. Studies investigating role of emotional intelligence have been extensively reported in the literature but very few have focused on libraries and library staff. The present study aims to contribute to the field of emotional intelligence and team effectiveness research in academic libraries. The findings of the study support the positive relationship between emotional intelligence dimensions and team effectiveness.

The ability of a single leader to exert direct influence on globally distributed teams diminishes when members are scattered across boundaries. Shared leadership may be necessary to lead such teams more effectively. Earlier research has found contradicting effects of shared leadership on team performance, suggesting the possibility that there may be some interaction effects at play. In this study we use Grounded Theory to explore these effects, such as whether and how shared leadership interacts with global team boundaries and team coordination. We interviewed 58 team members and leaders from 6 teams and found that shared leadership's influence on team performance is moderated by leadership coordination, such that shared leadership has a stronger effect when the distributed leadership activity is effectively coordinated, both cognitively and behaviorally. We also found that team leadership coordination needs to vary depending on the global boundaries spanned by the team.

This study takes a new approach to studying global virtual team (GVT) leadership by applying Goffman's dramaturgical view, specifically the concept of "maintaining face," focusing on roles and rituals in GVTs. We argue that one main task of a GVT leader in ensuring team effectiveness is to create an environment in which team members can maintain face (i.e. Conduct their roles and conform to the rituals needed for the GVT to successfully fulfill its tasks). In this qualitative case study, we identified 20 factors affecting whether and how well members can maintain face in a GVT setting. Our study has theoretical and practical implications for GVT leaders when trying to create a setting in which members can maintain face.

Although many models of team performance acknowledge the importance of task characteristics and their effects on team outcome, task characteristics have often been neglected in empirical research. Instead, the focus has been on variables regarding internal team processes such as coherence, motivation or coordination and team composition variables. In this paper the effects of task characteristics and team characteristics on team outcome are evaluated empirically. A total of 21 teams participated in a laboratory experiment. Teams were designed as either age homogeneous or age heterogeneous groups while task characteristics were accounted for by requirements. Task requirements differed according to diverse needs for task completion within stages of the innovation process. This was implemented using two tasks which are approximations of the different challenges within the completion of an innovation process. The results show that both, task characteristics and team composition, have significant effects on the outcome of team performance. The evaluation allows an analysis of the impact of team and task factors on service productivity across the whole chain of value creation, e.g. within a complex engineering service setting.

Team formation is an effective collaboration manner in social networks (SNs). Within teams, social individuals can work together to accomplish complex jobs that they are unable to perform individually. Due to its wide range of applications, team formation in SNs has been studied extensively and a number of approaches have been proposed. However, all of these proposals either build teams of individuals to accomplish jobs through a centralized manner or ignore the selfish nature of social individuals, or both. In this paper, we introduce a decentralized negotiation-based team formation model for non-cooperative SNs, where social individuals are self-interested. The proposed team formation model works by allowing the employer (i.e., Job initiator) to recruit a team of professional employees that demand small working remuneration and incur little communication overhead and allowing the employees to join the beneficial teams from which they can achieve a high financial remuneration. The simulation results show that our model achieves about 80% social welfare of the ideal centralized models on average. Moreover, compared to other conventional distributed models, our model can reduce team formation time significantly, making our model a better choice for the real-world time-sensitive applications.

In knowledge economy era, virtual team creation becomes key factor of corporation's competition and development. After creative task completion by team members, impartially and efficiently evaluating value created by each team member can provide base for inspire mechanism of team creation, so as to inspire team members' enthusiasm enormously. This paper brings forward a method of evaluation based on symmetric information. First we find out contribution degree of each team member by mutual evaluation of team members. Then we acquire the value created by each member based on their contribution degree.

In the background of economic globalization, the market competition becomes increasingly fierce. More and more high-tech enterprises begin to update organization and management model and use the type of team work. Due to the different backgrounds of team members, team conflicts have become a major problem puzzling the enterprises. Based on this, the study regards high-tech enterprises as research object and builds the theoretical model of Team Conflict and Team Performance relationship, using the SPSS17.0 software of correlation analysis, factor analysis and regression analysis statistical analysis to validate the model assumptions. The results find the negative effects of relationship conflict on team performance and that task conflict had different degrees of effects on team performance and that team trust play an intermediary role in the relationship between conflict and team performance.

Through a series of computer simulation experimental studies based on the agent, we examined the influence of team leaders' individual learning strategies on organizational learning. Results show that, for both learning from team members or learning from other team leaders, team leaders should choose appropriate individual learning strategies in order to improve organization learning. On the one hand, team leaders should carry out the tasks related to personal learning so as to effectively solve the problems associated with the task accurately and further improve the operational efficiency of the team. On the other hand, team leaders should not inhibit their subordinates' individual learning because of their professional power, which means they also need to provide resources and opportunities for their subordinates, and motivate team members to be the true subject of organizational learning and to actively look for the answer to solve the problem.

In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses.

Workplace teams in software service organizations need to be adaptive to address the needs of complex business systems. Typically teams are formed top-down and go through stages - storm, form and norm before they perform. As knowledge societies move from ‘command and control’ mode to that of ‘connect and communicate’, building effective teams is a formidable challenge that needs great focus and attention. Several scholars in the fields of psychology and organizational behavior have acknowledged the role of Shared Mental Models in team learning and effectiveness. We used Shared Mental Model construct to study the relevance and contribution of bottom-up self-organization to agile software development teams. We found that self-organization develops task and team related shared mental models. Task related shared mental model fostered characteristics that are crucial to agile software development teams and team related shared mental models facilitated members to carry out roles needed for the functioning of agile software development teams.

This pre-post exploratory study looks at the interplay between individual and team level knowledge structures, proposing a new method for conceptualizing and operationalizing within team knowledge variation. This research quantitatively analyzes variation between an individual's knowledge organization versus their team's shared knowledge structure. Team process success is measured by financial results as teams compete in a dynamic ERP simulation market. Higher team knowledge structure metrics are found to be insufficient indicators of success when high within-team variation exists. Contrasting individual-level versus team-level business process knowledge provides a rich explanation for team performance outcomes. Initial findings show that high with-in team variance results in lower performance in comparison to teams with low within-team variance of knowledge structures. This finding is supported even when high-variance teams contain a highly knowledgable individual. This study suggests that teams with high similiarity of shared team knowledge structures achieve better team financial performance.