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This paper aims to examine the impact of humble leadership on project success. The authors propose that such an effect is mediated by team-building, and top management support moderates the direct relationship (humble leadership and project success) as well as an indirect relationship through team-building.

Data were collected from 337 individuals employed in the information technology sector of Pakistan. A two-step approach consisting confirmatory factor analysis and structural equation modeling was used for analysis. To examine conditional direct and indirect effects, the authors utilized model 8 in PROCESS.

The results showed that humble leadership is positively related to project success. Furthermore, team-building partially mediates the relationship between humble leadership and project success. Moreover, top management support was anticipated to have a moderating effect on the direct and indirect link (via team-building) between humble leadership and project success.

Drawing on the conservation of resources theory, this study found that how humble leadership is vital for project success, and thus, extends the utility of the concept of humble leadership to the project literature.

Ten common “sand‐traps”, selected by two team‐building consultants from their experiences in team building, are discussed along with the interventions that have worked successfully for them and with their clients, both team leaders and team members, in chipping out of the sometimes unavoidable sand‐trap. The sand‐trap metaphor also points to sharpening skills already apparent in the team, and to increasing alternatives for constructive problem solving. A consultant′s checklist is included for managing a successful team‐building effort.

The purpose of this paper is to present The Build and Bond, an experiential exercise which engages student teams while they apply team dynamics, enhance team skills and foster team member interpersonal bonds.

During The Build and Bond, teams design and execute their own team-building activity. Specifically, teams set goals, generate ideas, make decisions, create a team-building activity, develop implementation plans and ultimately execute the activity. Finally, during an all-class debrief discussion, teams describe their team-building activities, connect their experiences to the learning objectives and reflect on how these lessons can be applied in future team experiences. Pretest and posttest surveys were used to determine if participants perceived increases in team performance and cohesion following The Build and Bond.

All teams reported that their activity added value, was preferred over an instructor-assigned team-building activity and improved team states. Findings from t-tests supported an improvement in team performance and cohesion.

The Build and Bond is designed to help students feel more equipped to communicate, have fun and work interdependently with current and future team members.

Teams design the team-building activity themselves, so members are often more interested in participating and engaging during the team-building activity.

Literature on organizational analysis identified that project participants have a certain impact on the project outcome. However, there is no study that identifies the impact of project teams and individual project participants on a green building project. The purpose of this paper is to analyze the impact of green building project teams on green building certification.

Project information, project team information, and green building certification grade were collected using the Canadian green building database. Project team data were analyzed and organizations were ranked based on their green building project experience and collaborations with experienced green building organizations. The page rank algorithm is used to calculate the rank of organizations in order to identify the impact of organizational rank on the final green building certification grade of a project.

The results show a positive relationship between the green building certification grade and the number of organizations with more green building experience in a project team. The results also show that not having experienced key organizations such as owners, designers, and contractors will likely lead to a lower green building certification grade.

Impact of project teams on green building projects has not been studied before. This study used an innovative method to analyze green building project teams and to investigate the importance of green building project experience. The findings of this study provided evidence to support the influence of project team compositions in green building projects. The results presented in this paper can help project owners and managers during project team formation for successful execution of green building projects.

Leadership of the project team is vital for green building projects in achieving LEED certification. Literature findings confirm the need for managing green building projects differently from ordinary projects. The team leader should be able to work with the project team to manage the general project activities while following the LEED certification procedure to finally achieve LEED certification. The paper aims to discuss these issues.

This paper presents a research project which was aimed to explore the role of team leadership in achieving LEED certification in a green building project through a case study research approach.

The research findings revealed the importance of utilizing the appropriate leadership roles of project team members in addition to the project leader’s role to achieve LEED certification for green building projects successfully. The research proposed four team leadership processes required to meet the LEED challenges; namely, proactive planning and visualization; collective implementation; teamwork for win-win; and, continuous learning and knowledge sharing.

Based on these findings, the research suggests a new project team environment enabled by effective team leadership to meet the LEED challenges. It is argued that the team leadership role of every team member is unique and best suited when used synergistically to achieve LEED certification for the project. The research is original in applying team leadership concepts to green building projects in a real-life setting.

This paper reports a study that compares two different team-building approaches. The first one is the traditional top-down management approach. The second one is a hybrid bottom-up approach based on the consensus model. The aim of this paper is to determine which of the two approaches is the most effective across a number of performance measurements.

A case study is presented using data collected and analysed from a small family-owned vehicle maintenance firm. A mixed methods approach to data collection is utilized, including participant observation, focus groups, survey questionnaires and organizational performance reports. A convenience sample of eight routine maintenance jobs was selected for team performance comparison purposes. The measures used for comparing the two team approaches were lead time, customer satisfaction ratings and employees’ satisfaction ratings.

The teams assembled using the consensus approach performed better than those selected using the traditional top-down approach across all three performance measures, i.e. the jobs were completed faster and both customers and employees were more satisfied.

This is an exploratory case study limited to one small family-owned business and, as such, findings may not be generalizable.

As an alternative to manager selected work teams, managers should involve and empower employees to select their own teams. This has the potential to offer benefits for both customers and employees of faster delivery times and increase satisfaction, as well as increase productivity for the firm.

This is the first field study to compare the performance of a hybrid, bottom-up approach to team building with the performance of a more traditional management, top-down approach to team building. It paves the way for a wider study to be conducted in the future to test the findings’ generalizability.

This study examines the mechanisms and conditions that influence how transformational leadership affects project success through the lens of social information processing theory.

A dual-stage moderated mediation model was proposed wherein the effect of transformational leadership on project success is mediated by team building, and empowering climate moderates the direct and indirect effects at both the first and second stages. The model was tested based on 370 survey responses of project management practitioners from Pakistan's IT industry. The measurement model was analyzed using confirmatory factor analysis (CFA). Moderated mediation analyses were conducted using Hayes' PROCESS macro.

The findings suggest that team-building partially mediates the effect of transformational leadership on project success. Furthermore, the conditional indirect effect of transformational leadership on project success via team-building is strengthened at both the first and second stages at higher levels of empowerment climate.

It is recommended that project managers and project-intensive organizations should strive to cultivate an empowerment climate to fully realize the beneficial effects of transformational leadership behaviors in enhancing positive team outcomes and, consequently, overall project performance.

This study broadly contributes to the literature on the influence of project managers' leadership styles on project outcomes. Specifically, we elucidate the role of empowerment climate as an important boundary condition that enhances the beneficial effects of transformational leadership. Furthermore, we extend the application of social information processing theory to the context of projects.

The aim of this study is to explore whether and to what degree community development of teacher teams takes place and how community development comes about, that is, what community‐building efforts teacher teams undertake.

Using a multi method approach, quantitative and qualitative data were gathered from seven interdisciplinary teacher teams in a secondary school during one school year. Teachers' perceptions of community development were complemented with video‐observations of team meetings by relative outsiders.

Data showed that the teacher teams undertook a wide variety and amount of community‐building efforts. However, community development of the teacher teams as perceived by the teachers was limited. Relative outsiders observed some community development.

From the findings the authors conclude that school managers could play a more proactive role in supporting teacher teams' community‐building efforts. Strategies embedding community‐building into the culture and policy of the school, including diagnosing, custom‐made support and making efforts explicit, could be effective.

The current study takes a long‐term approach, investigating the community development of teacher teams during the course of one school year. In addition, community development is measured using two perspectives, i.e. that of the community members and that of the relative outsider.

The pressures currently facing US health care organisations, especially hospitals, in a risk environment are analysed. An important route to maximising efficiency is identified as improved collaboration amongst personnel. Team‐building interventions are recommended and the elements essential to effective team building are listed together with the benefits that can accrue from such exercises.

The purpose of this study is to explore how gender influences peer assessment in team-building activities in China.

A nine-player Werewolf game was adopted to conduct the experiment. Nine abilities were defined to evaluate players’ performances. Before the game, players filled out a self-assessment questionnaire (five-point Likert scale). After the game, players evaluated other game members’ performances using the same questionnaire. Data were analyzed using linear regression.

The results showed that gender bias clearly existed in team-building activities, with men more likely to receive better peer assessment than women. In addition, when women presented themselves as actively as men did, they received less favorable evaluations than men, whereas their failures were more likely to be exaggerated.

This study may help build harmonious teams for gender equality, and we give practical suggestions respectively from the perspective of female employees, their managers, and their companies.

Given the importance of team-building activities in teamwork, fair evaluations of team-building performances are essential. However, gender influences on peer assessment in team-building activities in China remain unclear. This study adds new and important knowledge to research on gender bias in teams.