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This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.

This paper aims to examine the influence of the level of team virtuality on the effects of intra‐team conflicts on team performance, which have hardly been investigated.

A framework is proposed based on the extent to which team members use communication media to coordinate their actions and execute their tasks, taking into account the extent to which the communication media are synchronous and the extent to which the communication media convey para‐verbal and nonverbal aspects of communication. Data of 49 teams with 172 team members were analyzed using stepwise multiple regression analysis.

The level of team virtuality influences the relation between intra‐team conflict and perceived team performance. The higher the level of team virtuality, the greater the positive impact of task conflict on perceived team performance. In teams with a low level of virtuality task conflict has a negative impact on perceived team performance, and in high virtual teams task conflict has a positive impact. In addition, process conflict has a negative impact on perceived team performance.

The present study provides a framework for the effects of the level of team virtuality that can be used in further research and has implications for practice.

The study shows the effects of the level of team virtuality on team performance, which is important considering the emerging use of virtual communication tools in organizations.

This paper aims to explore the relationship between team learning and individual performance and examine the mediating effect of individual reflection on such relations. As a contextual factor, the moderating role of psychological safety is investigated in the team learning–individual reflection relationship.

This paper is based on a survey with 229 effective participants, which included enterprise managers and their colleagues from part-time MBA program in one university located in Beijing, China. Path model is conducted to test the hypotheses proposed in this paper.

The results indicate that team learning is positively associated with individual reflection and performance. Individual reflection plays a mediating role between the relationship between team learning and individual performance. Perceived team psychological safety positively moderates the relationship between perceived team learning and individual reflection, such that the positive relation is more significant when employees perceived higher psychological safety.

This paper has both theoretical and practical implications. Theoretically, the authors establish the direct and indirect relationship between team learning and individual performance and aim to find additional support for Edmonson’s view suggesting that psychological safety would facilitate learning behavior. In terms of practical implications, the authors point the importance of developing learning teams and promoting individual learning.

This study examines the effect of various attributes of leadership and teams, modeled as perceived e-leadership and perceived team dynamics on virtual team (VT) performance in a public organization.

Using a survey instrument, data were collected from 184 participants involved in a virtual workplace from one of the largest Canadian public organizations. This study uses PLS-SEM software and quantitative methods.

This research identified that perceived team dynamics, which includes team member behavior, collaboration and support, has a significant medium effect on VT member performance. However, perceived e-leadership, which includes leaders' trust, leader communication/co-ordination and leader behavior, has a significant small effect on VT performance.

This study contribute to literature on VTs and VT's performance specially in public organizations. As the existing literature on employee performance has mainly focused on private organizations, and more so on VTs. However, little is known about VTs in public organizations and specifically about their performance.

The paper aims to combine TMS with knowledge management outcomes to investigate their impact on team performance based on an integrative research framework. Two types of social ties (instrumental ties and expressive ties) are also investigated as moderators to explore their impact on the relationship between TMS and knowledge quality.

The authors conduct a survey to test their research hypotheses. Their final data set consisted of 249 individuals from 61 teams in 34 companies.

Results indicate that TMSs have a positive impact on team performance mediated by knowledge management outcomes. The authors further found that instrumental ties could strengthen the relationship between specialization and knowledge quality, while weakening the influence of coordination on knowledge quality. In contrast, the results showed that expressive ties weaken the relationship between specialization and knowledge quality, while strengthening the influence of coordination on knowledge quality.

This study involved a cross‐sectional design instead of investigating team work from a long‐term perspective. Future research could conduct a longitudinal project to investigate how TMSs form and how TMSs at different levels of maturity may affect team performance through perceived knowledge satisfaction. Further, the authors only examined a few of the factors as intermediate outcomes of KM from the knowledge perspective rather than the capability of the team.

When initiating KM projects, managers should focus on employees’ perceived knowledge satisfaction since the essence of KM is to focus on people, specifically the way people think, work and interact. Simply assigning employees with different types of expertise into a single team is unlikely to produce the desired results unless they can develop mutual credibility and coordinate their tasks effectively. To achieve such outcomes, they will need to feel comfortable in their work context – and comfortable to exchange knowledge with their team members.

The authors’ research makes significant contributions to research and practice. This study advances theoretical development in the areas of TMS and KM by illustrating their combined impact on team performance. It contributes to a better understanding of how TMS can enhance team performance through KM mechanisms. Moreover, while the relationship between TMS and team performance has been confirmed in previous research, the underlying mechanisms have seldom been explored. This study fills the gap by considering KM outcomes, comprising knowledge quality and perceived knowledge satisfaction. Although both have been shown in previous research to be related to performance, the authors investigated them specifically as mediators between TMS and team performance through a KM perspective. The present research proposes and confirms the positive influence of perceived knowledge satisfaction on team performance. The study also highlights the need to examine TMS’ dimensions separately, not as a single construct.

This paper aims to examine the effect of shared leadership on both quantity and quality of team performance, predicting that shared leadership enhances performance by affecting quantity (level of performance) as well as quality (team errors). In addition, this paper also investigates the role of perceived task complexity in moderating the effect of sharing leadership on team performance.

In total, 26 teams (N = 78) were asked to work on an interdependent team-task, where they engaged in a laboratory team decision-making exercise.

Results revealed that teams sharing leadership made fewer errors. They achieved higher levels of quality of performance. As predicted, this effect was stronger when team members perceived the task as highly complex, even though objective task difficulty was constant.

This study extends current literature on shared leadership by documenting that sharing the lead in teams can also improve the quality of team performance and that perceived complexity of tasks is an important moderator of this effect.

Based on the findings, influencing perceptions of task complexity can be considered as an important strategy to stimulate shared leadership in teams.

Using social network approach, the authors showed that shared leadership is an important tool for preventing team errors and offer a new explanation for inconsistent findings from recent meta-analyses by showing that perceived task complexity moderates the effects of shared leadership. Additionally, this study offers an original team task for investigating shared leadership in teams.

The paper aims to follow social exchange theory and group social capital theory, to predict positive relationships between (informal) mentoring and various support resources for two types of performance (i.e. perceptions of individual and team performance).

The associations of individual‐level mentoring and team‐level support with job performance were examined in a cross‐level field study using data from 480 teachers working in 64 interdisciplinary teams.

Multilevel analyses showed that after controlling for having a mentor, those teachers with more team‐level support resources scored higher on self‐reported job performance and perception of team performance. In line with expectations, the association between mentoring and individual job performance was stronger for teachers scoring high on team‐level support (i.e. support from informal networks and support from team orientation). One basic assumption of the present study was a positive relationship between individual‐level mentoring and job performance. Surprisingly, such a direct relationship between mentoring and job performance was not found: only the moderating relationships mentoring appeared to be associated with job performance.

In the present study, only a global measure of mentoring was used (only yes or no) and this measure did not differentiate between mentoring functions and/or outcomes. However, future research could benefit from including more differentiated measures of mentoring to be able to predict more precisely how various support measures are linked with job performance.

Typical dependent measures in mentoring research include career success, career satisfaction, income, promotions, etc. However, with increasing emphasis on working in teams, there is a need to expand the criterion domain and to include a team level measure. Therefore, a distinction was made between the perception of individual job performance of the respondents and the perception of team performance of the team where the respondent is working in.

This study seeks to identify the relationship between leader behaviour and the effectiveness of the members of a self‐managing team (SMT) in terms of perceived individual performance and emotional exhaustion. In particular, it aims to examine the moderating role of individual team tenure.

A questionnaire study was conducted involving 154 team members of 21 SMTs. Two leadership dimensions were measured, plus team tenure and effectiveness (in terms of perceived individual performance and emotional exhaustion) of the individuals involved.

Team members with a short team tenure reported higher levels of individual performance when their team leader demonstrated directive behaviour. Conversely, these relatively new team members reported lower levels of individual performance and experienced greater emotional exhaustion when their team leader adopted coaching behaviour. For team members with longer team tenure, however, individual performance was greater and emotional exhaustion less when their team leader exhibited a coaching style of behaviour.

The data were self‐reported and the cross‐sectional design of the study precludes conclusions about the direction of causality.

Leaders of SMTs can benefit from insights into how the team tenure of the individual team members affects their responses to their leadership behaviours. By adapting their leadership styles to suit the characteristics of individual team members, leaders may be able to increase the effectiveness of the individual team members.

This study has examined the effectiveness of different leadership styles within real‐life SMTs and shown the importance of attending to the moderating effect of individual team members' team tenure.

The need to integrate men and women more effectively into team roles requires a fuller consideration of the dynamics of work‐team diversity and the consequences for both behavior and cognition among team members. Drawing from sociological and psychological perspectives, this study examines the influence of team gender composition and gender‐orientation of the task on members' perceptions of their team's performance. The participants for this study included 216 university students (108 men, 108 women) who were randomly assigned to one of three types of gender‐mixed teams – male‐dominated, female‐dominated and balanced‐gender work‐teams. Teams were required to generate, in a (videotaped) team meeting, a negotiation strategy for two business‐related cases. Self‐report instruments provided information regarding perceptions of team performance, and expert judges offered objective measures of team performance. The findings of this study offer striking evidence that team gender composition and the gender‐orientation of the task, can clearly affect member perceptions of the quality of their team's performance, regardless of the actual performance level achieved.