Feedback as intervention for team learning in virtual teams: the role of team cohesion and personality

Sánchez, Jesús, Zornoza Abad, Ana, Orango, Virginia, Peñarroja, Vicente and Chamakiotis, Petros (2018) Feedback as intervention for team learning in virtual teams: the role of team cohesion and personality. The 13th International Federation for Information Processing (IFIP) TC9 Human Choice and Computers Conference—HCC13: "This Changes Everything", Poznan, Poland, September 19-21 2018. Published in: Kreps, David, Kimppa, Kai, Leenen, Louisse and Ess, Charles, (eds.) Proceedings of HCC13 "This Changes Everything". (Accepted)

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Abstract

Scholars and practitioners agree that virtual teams (VTs) have become commonplace in today's digital workplace. Relevant literature argues that learning constitutes a significant contributor to team member satisfaction and performance, and that, at least in face-to-face teams, team cohesion fosters team learning. Given the additional challenges VTs face, e.g. geographical dispersion, which are likely have a negative influence on cohesion, in this paper we shed light on the relationship between team cohesion and team learning. We adopted a quantitative approach and studied 54 VTs in our quest to understand the role of feedback in mediating this relationship and, more specifically, the role of personality traits in moderating the indirect effect of team feedback and guided reflection intervention on TL through team cohesion within the VT context. Our findings highlight the importance of considering aspects related to the team composition when devising intervention strategies for VTs, and provide empirical support for an interactionist model between personality and emergent states such as cohesion. Implications for theory and practice are also discussed.

Item Type: Conference Proceedings
Schools and Departments: School of Business, Management and Economics > Business and Management
Depositing User: Petros Chamakiotis
Date Deposited: 05 Apr 2018 08:30
Last Modified: 05 Apr 2018 08:30
URI: http://sro.sussex.ac.uk/id/eprint/74730
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