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The purpose of this study is to contribute to the literature on team management and flow theory by framing shared flow in teams (SFT) as a unique construct of much interest for team performance, as well as by proposing team vibration as a metaphor and measurable property of SFT.

An inductive approach is used to identify the occurrence of SFT by means of team vibration, and scale development procedures are used to offer an instrument to measure team vibration.

The current state of knowledge does not allow researchers and team leaders to assume that flow in teams depends on team members being in full flow too. Accordingly, it is shown that SFT is an emergent phenomenon of the complex interaction of team members, thus not corresponding to the mere aggregation of flow of individual team members. Moreover, it is also shown that the emergent property of team vibration is an efficient surrogate measure for SFT because it enables better communication in measurement.

Team managers should hire professionals that contribute to high levels of vibration in teams because this is expected to leverage desirable team processes and outcomes. Such individuals possess an ideal balance of individual and group focus. However, the authors warn that managers should be careful in assuming that individuals in full state of flow are necessary for the occurrence of flow in teams.

This study frames SFT as a unique construct in the literature of flow in groups, in addition to developing a metaphor and surrogate measure (team vibration) and a measurement instrument.

The purpose of this paper is to review three decades of the literature on flow measurement and propose issues to advance research on the measurement of social flow at work.

In a systematic literature review, the authors analyzed 143 articles published in the first three decades (1983–2013) of scholarly publications on flow measurement, of which 84 articles used scales to measure flow and 16 articles used scales to measure flow at work.

The main findings are: flow is frequently measured in association with other constructs or by means of proxies; flow measurement is highly dependent on a study’s purposes and context; flow is mostly studied at the level of the individual and, when studied beyond the individual, the measurement of flow in groups is simplified as an aggregation of individual-level measures; and social flow at work is an underresearched construct that nevertheless impacts organizations in important ways, thus deserving a specific research agenda.

The first limitation refers to the databases included in the review. There is always the possibility that important works were ignored. Another limitation is that the coding procedure was highly dependent on the authors’ discretion, as it did not include independent coding and formal assessment of agreement among coders. But the greatest limitation may refer to our very perspectives on flow, flow measurement and social flow at work, as they are highly attached to current models instead of seeing the issues with different lenses. This limitation is also present in the literature.

Reviewing three decades of scholarly publications on how flow has been measured contributes to organizations in their planning for person-job fit. The measurement of flow can reveal if and when flow correlates with personal characteristics and organizational events, thus serving to inform initiatives on personnel development, acculturation and job design. However, considering that flow as a social phenomenon has been conceived in superficial terms, that a vast number of empirical studies were developed with non-professional subjects, and that flow measurement involves significant adaptations to each situation, organizations are thus advised to be careful in adopting extant instruments.

This study provides a rich account on how flow measurement has been addressed in the scholarly literature, and it calls attention to research opportunities on social flow at work.

Do LEGO® SERIOUS PLAY® (LSP) workshops result in improved experience of flow components as well as higher levels of creative output than traditional meetings (MEET)? This research studies the extent to which LSP, as a specialized material-mediated and process-oriented cocreative workshop setting, differs from MEET, a traditional workshop setting. Hypotheses for differences in individual flow components (autotelic behavior, happiness, balance), group flow components (equal participation, continuous communication) and creative output were developed and tested in a quasi-experimental comparison between LSP and MEET.

The study was conducted with 39 practitioners in six teams from various industries. In total, 164 observations were collected during two workshops using the Experience Sampling Method. The creative output was assessed by peer evaluations of all participants, followed by structural analysis and quantitative group comparisons.

The results show that two components of individual flow experience (autotelic behavior, happiness) were significantly higher in LSP, and one of the components of group flow experience (continuous communication) was, as expected, significantly lower. Regarding creative output, the LSP teams outperformed the MEET teams. The study suggests that a process-oriented setting that includes time for individuals to independently explore their ideas using a different kind of material in the presence of other participants has a significant influence on the team result.

LSP can improve the components of participants' flow experience to have an impact on the creative output of teams. In cocreative settings like LSP, teams benefit from a combination of alone time and high-quality collaborative activities using boundary objects and a clear process to share their ideas.

This is the first quasi-experimental study with management practitioners as participants to compare LSP with a traditional and widespread workshop approach in the context of flow experience and creative output.

This paper aims to investigate how emotional intelligence and voice climate interact with flow in work teams.

The authors used multilevel structural equation modeling to analyze the nested data (individuals within teams). A total of 42 work teams (166 full-time employees) from the service industry participated in this research.

The results showed that emotional intelligence and voice behavior are positively associated with flow experience at the individual level. It was also demonstrated that emotional intelligence exerts partial influence on flow via individual voice behavior. At the team level, the authors only found a positive relationship between emotional intelligence and flow.

This research fills the knowledge gap of flow’s antecedents in teams. Members who are emotional intelligent and active in making suggestions to teams are more likely to experience flow in teams. Practitioners should be able to facilitate flow in the workplace through implementing training modules related to emotion appraisal/regulation and effective voice behavior.

Sees the objective of teaching financial management to be to help managers and potential managers to make sensible investment and financing decisions. Acknowledges that financial theory teaches that investment and financing decisions should be based on cash flow and risk. Provides information on payback period; return on capital employed, earnings per share effect, working capital, profit planning, standard costing, financial statement planning and ratio analysis. Seeks to combine the practical rules of thumb of the traditionalists with the ideas of the financial theorists to form a balanced approach to practical financial management for MBA students, financial managers and undergraduates.

This article develops a new conceptual model of knowledge flows within international service firms. Our model takes explicit account of the critical role of relationships and the individual as being central to the process of knowledge transfer for service firms. The model is then validated with data collected from five international service firms using critical event analysis techniques. The findings reinforce our contention that the individual plays a critical role in the process of knowledge transfer and that relationships form an integral part of this process. The implications of this finding are also discussed.

The purpose of this paper is to test flow as a construct distinctly separate from its antecedents, and the resulting impact on brand attitudes and purchase intent within realistic online shopping three-dimensional virtual environments (3-DVEs).

This research utilizes a field study, combined with a survey research design of 348 3-DVE participants.

The findings reveal that flow is not a unidimensional construct but rather, a mental state that should be measured separately from its antecedents, with the possibility that certain antecedents may be more relevant than others in different activities. Furthermore, the authors received strong support for the overarching hypothesized model separating the nine dimensions associated with engagement in an activity as antecedents of flow, which, in turn, influences brand attitude and thereafter purchase intention.

This study was limited to one type of activity within one 3-DVE but is balanced by the difficulty in gaining access to organizations and computer-mediated environments of this type for examining such phenomena.

Businesses using 3-DVEs to market brands should focus their efforts on creating highly enjoyable experiences that result in the feeling of a loss of sense of time for the participants in order to ultimately positively influence purchase intentions.

Prior research focused on fantasy-based, game-oriented environments, while also neglecting to test all elements of flow, examining “similar to flow” constructs or measuring flow as a unidimensional construct.

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological phenomena: the feelings of being virtually present in the education environment, often simply called presence, and peak episodes of flow. The authors conceptually delimitate these two psychological facets of e-learners’ experiences and examine their interplay. The authors show how flow episodes are elicited by students’ sense of control over the online education environment, their attention being focussed on the learning tasks, and their feelings of being physically placed in the online education setting. Also, the interactivity created by the online education environment evokes an e-learner’s imagery, which in turn triggers presence feelings and episodes of flow. The authors further show that, although presence and flow are triggered by some common antecedents, they differ in the object of the individual’s immersion, and that presence feelings facilitate flow. Moreover, the authors provide practical recommendations for higher education institutions, policy makers and the academic and information and communication technology community involved in e-learning, to make sure e-learner experiences reach their fullest potential.

This paper aims to examine the differences in mindfulness, meditation and flow and the conditions in which each occurs. It summarizes research that demonstrates positive benefits of these three for employee and organizational learning. While mindfulness focuses awareness on what is occurring in the moment, flow involves total immersion in an activity and loss of awareness of one’s self and the environment. This paper discusses if and how mindfulness can be incorporated into flow and how this relates to organizational learning.

A mindfulness-in-flow process, called mindflow, is described as one that includes open awareness at the “integral point”. Pilot programmes were conducted that integrated mindfulness, meditation and flow for three companies and participants that reported personal physical and psychological benefits and development of mindfulness-in-flow skills.

This paper suggests that conducting workplace programmes and environments that incorporate mindfulness, meditation and flow has considerable potential to improve culture, responsiveness and learning.

For mindflow to be a useful process to enhance individual and organizational learning, conditions need to be embedded which encourage mindfulness and flow in the organization. Further research is needed into the study of the integration of mindfulness in flow versus mindfulness, the workplace conditions necessary to support mindflow and how these translate into organizational learning.

Organizations need to provide workplace conditions, resources and systems that support mindful flow. Leaders also need to be models and coaches to guide individuals and teams to work in a mind-flow way.

The process and practice of mindflow provides greater fulfillment for workers as well as greater alignment between the organization’s products and services and the well being of society.

This paper suggests that conducting workplace programmes and providing organizational conditions that incorporate mindfulness, meditation and flow will increase organizational learning and provide an essential culture for a learning organization.

The goal of this paper is to develop a customer typology for 3D virtual world by grouping similar Second Life (SL) virtual world users into homogeneous groups.

The research method entails the empirical analysis of 176 survey respondents. The evaluation of the data was done using cluster analysis technique. The use of cluster analysis is appropriate for developing marketplace typology.

The outcome of the study reveals the presence of three distinct customer clusters in SL virtual world: virtualskeptics, evirtualist, and virtualcentrist. Overall, the three distinct customer clusters differ on individual flow state and individual attitude toward SL.

Marketers can implement specific marketing strategies/tactics that take into consideration the similarities and differences among the members of the three groups identified in the analysis.

The study reveals the existence of unique customer use behavior in the 3D virtual world environment.