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Wiki forms a new model of virtual collaboration. The original wiki is designed to hide content authorship information. Such design may hinder users from being aware of task conflict, resulting in low-efficient conflict management and decreased group performance. This study aims at increasing users' awareness of task conflict to facilitate wiki-based collaboration.

A visual feedback dialog box is designed to increase users' awareness of task conflict. A survey-based comparative study is conducted by using original wiki and modified wiki (the new design). A total of 301 participants are invited. Structural equation model (SEM) is used to analyze survey data.

Most users are willing to solve conflict issues, and the dialog box can increase users' awareness of task conflict. Conflict awareness can promote user's participation, gain better conflict resolution and improve group performance. The dialog box can enhance the influence of conflict awareness on user participation and conflict resolution, but reduce the influence of conflict awareness on group performance.

Only undergraduate students are invited, some typical variables are not included. The design needs improvement.

A new wiki tool is designed. The influence of conflict awareness is explored while previous studies largely ignore this variable.

Organizations worldwide use virtual teams to cope with the COVID-19 pandemic and capitalize on distributed members' unique expertise to accomplish essential tasks. A critical reason that inhibits virtual team members from leveraging each other’s knowledge is a lack of psychological safety. Specifically, individuals are unwilling to speak out for fear of negative repercussions, such as embarrassment to one’s image and rejection from others in their teams. The purpose of this study is to advance the importance of distinct awareness (task knowledge and presence) enabled by information technologies in developing the psychological safety of men and women in virtual teams.

This study tested the hypotheses using a survey study of 94 participants from 19 graduate student virtual teams.

This study found that task knowledge awareness predicted psychological safety for men, whereas it was presence awareness for women. By demonstrating the role of awareness in promoting psychological safety for men and women in virtual teams, this study also sheds light on reducing online gender inequitable issues.

First, organizational managers need to incorporate gender when deciding the awareness type to promote psychological safety in virtual teams. For men, it is task knowledge awareness, whereas for women, it is presence awareness. Second, as there is a wide range of information technologies (ITs) available, managers need to identify if the provided ITs enable virtual team members to develop the specific type of knowledge awareness critical for psychological safety development. Third, managers can incorporate rewards and apply interventions at regular temporal periods to encourage team members to increase their online presence as well as question and share task-related content.

It is imperative to identify ways to encourage men and women working in virtual teams to speak up so that the expertise held by the members can be better leveraged. This study represents an important step in this direction.

This paper aims to enhance clarity for the conceptualization and measurement of group emotional awareness by defining it as an emergent state. The authors explore the emergence of this state through two studies designed to explore the four characteristics (global, radically novel, coherent and ostensive) of emergent phenomena (Waller et al., 2016).

In Study 1, the authors explore in an experimental setting the formation of group emotional awareness and regulation as emergent states as a result of compositional effects (team members’ self-perceptions of their individual emotional awareness capabilities) and group norms regarding emotional awareness. Study 2 uses an experimental design to explore how pre-existing expectations of group emotional awareness, based on previous dyadic interactions between team members, can prevent conflict escalation (from task to relationship conflict) in project teams.

Individual perceptions of members’ own abilities and group norms interact in the emergence of group emotional awareness. Group emotion regulation can develop only under an optimal level of emergent group emotional awareness; groups that build emotional awareness norms compensate for their members’ low awareness and develop equally efficient regulatory strategies as groups formed of emotionally aware individuals. However, the conjunction of personal propensity towards awareness and explicit awareness norms blocks the development of regulatory strategies. Group emotional awareness (both as a developed state and as an expectation) reduces the escalation of task to relationship conflict.

Designing for the exploration of the four characteristics of emergence allowed us to gain new insights about how group emotional awareness emerges and operates too much awareness can hurt, and affective group expectations have the power to shape reality. These findings have strong implications for practitioners’ training of emotional awareness in organizations.

Training is one of the key dimensions of internal marketing. Virtual reality (VR), a computer technology that replicates an environment (real or imagined) and simulates a user’s physical presence in that environment to allow for user interaction, offers unique opportunities from a training perspective, such as allowing users to improve their skills without the consequence of failing real customers or the need to be in the real environment physically. This study aims to focus on comparing the effectiveness of VR hospitality training with that of real-world hospitality training.

This study adopts situated cognition theory to empirically test the effect of the awareness of contextual variables (social interaction, location and task) on learning and compare learning outcomes between tourism training in VR and real-world experimental settings.

Results indicate that location and task awareness enhance cognitive absorption, but social awareness does not influence cognitive absorption. There is no significant difference between training in real-world and VR environments. Finally, cognitive absorption has a positive effect on mental model change (the learning outcome).

This result advances the theoretical understanding on the significance of learning context by applying situated cognition theory in hospitality training and has significant implications for training that aims for rigor and efficiency within cost, location and time constraints.

培训是内部营销的关键维度之一。 虚拟现实 (VR), 一种复制某种环境（真实的或想象的）并模拟在该环境中实质性存在的用户的计算机技术并且允许用户交互, 从培训的角度来看提供独特的机会, 例如允许用户在没有培训的情况下提高他们的技能避免承担损失真实客户的后果或需要实际身处真实环境中。 本研究的重点是比较 VR 酒店培训与现实世界的招待培训的效果。

本研究采用情境认知理论对情境变量（社交互动、位置和任务）的认识对学习和比较 VR 和现实世界实验环境中的旅游培训之间的学习成果进行实证检验。

结果表明, 位置和任务意识增强了认知吸收, 但社会意识不影响认知吸收。 在现实世界和 VR 环境中的训练之间没有显着差异。 最后, 认知吸收对心理模式改变（学习结果）有显著积极作用。

该结果通过在酒店培训中应用情境认知理论促进了对学习情境重要性的理论理解, 并对旨在成本、地点和时间限制内实现严谨和高效的培训具有重要意义。

The scoring system for the National Board for Professional Teaching Standards (NBPTS) assessments was a groundbreaking undertaking that brought with it a host of unanticipated challenges. These, in turn, generated a complete revision of the approach to scoring and the design underwent a number of changes during the first decade. Beginning with an analytical model which was so ambitious that it was entirely too cumbersome and complex to be undertaken within a reasonable timeframe, assessment developers had to systematically redesign a scoring system that would be at once reliable, valid, and operationally feasible.

This appendix contains a template for a project plan to guide an organization by thinking about intelligent ways of thinking and working. The appendix explains how the plan is organized. Suggestions for how to use the project plan are also provided.

Pew and Mavor (1998) called for an integrative representation of human behavior for use in models of individual combatants and organizations. Models with integrated representation of behavior have only been achieved at rudimentary levels according to those performing the studies (e.g. Pew & Mavor, 1998; Tulving, 2002) and those building the models (e.g. Warwick et al., 2002). This chapter will address aspects of cognitive performance that are important to incorporate into models of combat based on acceptance of theory, strength of empirical data, or for other reasons such as to bridge gaps where incomplete knowledge exists about cognitive behavior and performance. As a starting point, this chapter will assess which of Pew and Mavor’s recommendations are still appropriate as determined by a review of selected literature on cognition and its representation. We will also provide some review and extensions of key literature on cognition and modeling and suggest a way ahead to close the remaining gaps. Different aspects of cognition are described with recent findings, and most are followed by an example of how they have been represented in computer models or a discussion of challenges to their representation in modeling.

To explain how genres structure temporal coordination in virtual teams over time.

The first year e‐mail archive of a small distributed software development start‐up was coded and analyzed and these primary data were complemented with interviews of the key participants and examination of notes from the weekly phone meetings.

In this paper, it is found that members of a small start‐up organization temporally coordinated their dispersed activities through everyday communicative practices, thus accomplishing both the distributed development of a software system and the creation of a robust virtual team. In particular, the LC members used three specific genres – status reports, bug/error notifications, and update notifications – and one genre system – phone meeting management – to coordinate their distributed software development over time.

The study confirms the various suggestions from prior virtual team research that structuring communication and work process is an important mechanism for the temporal coordination of dispersed activities. In particular, an attempt has been made to show that the notions of genre and genre system are particularly useful to make sense of and analyze how such structuring actually occurs over time.

In this paper, the research focus is shifted from how a given set of temporal coordination mechanisms affect team performance to how coordination mechanisms emerge, are stabilized, and adapted over time. It is also shown how the notion of genre may be used to shed light on the practices through which temporal coordination is accomplished in geographically distributed teams.

The purpose of this paper is to explore institutional realities and public perceptions of police use of unmanned aerial vehicles (UAVs) in Canada in relation to each other, drawing attention to areas of public misunderstanding and concern.

Public perceptions data are drawn from a national survey (n=3,045) of UAV use. Institutional realities data are drawn from content analyses of all Special Flight Operation Certificates issued by Transport Canada from 2007 to 2012 and flight logs of a regional service kept from 2011 to 2013. Officer interviews (n=2) also provide qualitative insights on institutional realities from this same regional service.

The data reveal disparities between institutional realities and public perceptions. Although federal, provincial and regional services currently use UAVs, awareness of police use of UAVs relative to traditionally piloted aircraft was low. Further, support for police use of UAVs was significantly lower than traditionally piloted craft; but, support also varied considerably across UAV applications, with the greatest opposition tied to tasks for which police do not report using UAVs and the greatest support tied to tasks for which police report using UAVs.

This research provides previously unknown descriptive data on the institutional realities of police use of UAVs in Canada, positioning that knowledge in relation to public perceptions of police use of the technology. The findings raise concerns over how UAVs may negatively shape police/civilian relations based on procedural justice literature which demonstrates that a lack of public support for the technology may affect the police more broadly.

The purpose of the paper is to better understand how global boundaries affect global information system (IS) project success and which mediating process variables increase the chance of success.

Based on the literature on IS success and global teams, an input‐process‐output framework is adopted to develop the research model for the study. This research is based on semi‐structured interviews with 22 global IS project managers. An attribution analysis is used to identify common themes and patterns of the interview results.

Global IS project managers identified time separation and cultural differences as the most significant barriers to project success. Our findings suggest that effective teams were able to overcome these barriers to achieve success, but this success was achieved through the implementation of special coordination, communication and cognitive processes tailored to help teams overcome global barriers and through considerable additional cost and effort.

This study furthers understanding of the global boundaries affecting global IS project success and the most effective processes that teams use to overcome global barriers.

Despite the increasing attention to global IS work, there is limited understanding of why and how global IS projects succeed or fail. The present study, investigates not only how multiple global boundary variables (e.g. geographic dispersion, time separation, language differences, cultural differences, etc.) affect IS project success, but also which processes teams use to cope with the challenges presented by these global boundaries.