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The paper aims to understand how knowledge-intensive teams can develop and enhance their team absorptive capacity (ACAP) level, by exploring whether individual and organizational factors are complements or substitutes for team ACAP.

The study applies a configurational approach using fuzzy-set qualitative comparative analysis to identify combinations of individual and team factors that are associated with team ACAP. Data were gathered through a survey among 297 employees of four medium-sized Dutch firms, working in 48 functional teams.

The primary finding is that knowledge-intensive team ACAP depends on a triad of complementary factors: team members’ individual ACAP, factors that enable knowledge integration and factors that motivate knowledge integration. Underdevelopment of one or more factors leads to lower team ACAP.

The study contributes to the discussion on the locus of knowledge-creation and enhances understandings of why knowledge-intensive teams differ in knowledge processing capabilities. It suggests future research on cross-functional teams in new ventures and large firms.

The paper informs managers and team leaders about the factors that determine knowledge-intensive teams’ ACAP, enabling them to develop team-specific strategies to increase their teams’ performance.

The study takes a holistic perspective on knowledge-intensive team ACAP by using a configurational approach. It also highlights the potential of team-level research in the knowledge management literature for both researchers and practitioners.

This paper aims to explore the key factors affecting knowledge transfer within cross-cultural teams in international construction projects from three levels: individual factors, team factors and knowledge characteristics. It also provides a comprehensive framework to examine how trust, cultural distance, team identification, knowledge tacitness and complexity and members' transfer willingness impact knowledge transfer effectiveness within cross-cultural teams.

A conceptual model and 16 hypotheses were put forward through the literature review and pilot investigation. This study used structural equation modeling to examine how factors affect the effectiveness of knowledge transfer within cross-cultural teams based on the questionnaire data of samples from Chinese international construction projects.

The findings show that affect-based trust and team identification positively affect the willingness to contribute knowledge. Conversely, knowledge tacitness, knowledge complexity and cultural distance negatively influence contribute willingness. Moreover, affect-based trust, cognition-based trust and team identity positively affect receive willingness, while cultural distance negatively impacts receive willingness. Additionally, affect-based and cognition-based trust, knowledge tacitness and complexity affect transfer effectiveness through the full mediation of transfer willingness, while cultural distance and team identity affect transfer effectiveness through the partial mediation of transfer willingness.

On the one hand, this research provides a holistic framework for factors affecting knowledge transfer within cross-cultural teams from three levels: individual factors, team factors and knowledge characteristics. On the other hand, the paper gives other researchers in international project management the enlightenment of focusing on members' cultural structure and the cross-cultural training of the team.

This study offers the direction for cross-cultural team managers to formulate helpful approaches for knowledge transfer and assist corporate leaders in taking integral control measures to enhance knowledge transfer effectiveness within the team.

This study provides other researchers with a comprehensive understanding of the key factors affecting knowledge transfer within cross-cultural teams in international construction projects and insight for further research on project management and knowledge management.

The purpose of this paper is to investigate the factors perceived to be associated with the design and delivery of an effective Olympic Games preparation camp.

To identify and explore such factors, interviews were conducted with eight members of a preparation camp delivery team for the London 2012 Olympic Games, and with two athletes who had participated in Olympic preparation camps.

The results identified four overarching factors that should be considered when designing and delivering an effective Olympic preparation camp: planning, operations, environment, and the delivery team. To illustrate the interrelationships between these factors and situate them within the holistic preparation camp context, an operational model was developed. This model also portrays the chronological ordering of events, individuals involved at each stage, and athlete-centered nature of an Olympic preparation camp.

Despite the significant amount of Olympic-related research at organizational, environmental, and individual levels, no research to date has holistically examined Olympic preparation camps per se. This study provides the first insight into the factors associated with the design and delivery of an effective Olympic preparation camp, and potential interrelationships between these factors.

Over the last couple of decades, many organisations are increasingly adopting virtual team concepts, and construction companies in the Middle East are no exception. Members of a virtual team are geographically scattered and represent a diverse range of cultures. Thus, challenging issues emerge more frequently than in a traditional team. There are challenges associated with space and time as well as high client's demand. Therefore, this study aims to identify and probe the causes of the challenges in virtual project teams in the construction industry of the Middle East.

A list of challenges was derived through a comprehensive review of relevant literature. Questionnaire survey was conducted with professionals who are involved in construction virtual project teams. Further, the factor analysis technique was used to analyse the survey responses.

The results show that the challenges in virtual team arrangement in the Middle East construction industry can be grouped into seven categories, namely, organisational culture, conflict within the team, characteristics of the team members, trust within the team members diversity of the team, communication and training, and cohesion in the team. Understanding of these factors will drive the needed platform to support effective virtual project teams in the Middle East.

This study raises the prospect that organisations may establish an environment for team members to achieve higher levels of virtual cooperation by concentrating on these potentially crucial factors. This, in turn, will encourage further innovation and performance within construction organisations.

The aim of this paper is to confirm whether the factors that act as enablers of team effectiveness in professional context are also relevant for team effectiveness in higher education.

From a review of the factors that act as enablers of team effectiveness in professional contexts, this paper explores whether they are also relevant in learning environments, in particular, in higher education. After conducting a literature analysis, a Delphi study was conducted to obtain a consensus proposal of a set of input factors that can act as enablers of team effectiveness; next this paper explored, via questionnaire, in a specific context the perceptions of lecturers and students involved in teamwork.

A set of factors reached by consensus that seem to be enablers of team effectiveness in the specific context analyzed is presented. These factors can be the basis of future studies to generalize their validity.

There are many studies that identify the factors that act as enablers of team effectiveness in professional environments. The set of input factors that emerged in this study would be a useful starting point for making higher education institutions and lecturers aware of the importance of taking these factors into account when using teamwork as an educational methodology. Fostering these factors will help higher education institutions to generate shared team mental models (TMMs); these TMMs, in turn, influence team effectiveness.

The purpose of this paper is to classify the factors affecting the performance of software development teams and stress the soft (non‐technical) factors affecting the performance of software development teams.

This paper is based on the thorough secondary research and literature review of the past empirical studies published in reputed journals. The methodology followed is the secondary research based on extensive literature review of empirical studies done and analysis of the findings of those studies and categorization of the factors affecting the software development team performance. Literature review and analysis were carried out between March 2010 and March 2011.

It was found that the soft factors such as team climate, team diversity, team innovation, team member competencies and characteristics, top management support and team leader behavior, have an effect on software development team performance. Mutual trust and communication effectiveness are found to be the prioritized factors affecting the software development team performance.

The conclusions made are based on the past empirical studies found in the literature. A primary research can be done by taking these soft factors into consideration and implications or observations can be found on the software development team's performance.

The original contribution of this paper is the classification of factors affecting the performance of software development teams. This contribution also highlights the soft factors such as team climate, which was not discussed much in the literature. It also highlights trust and communication, for example, as leading factors affecting the software development team performance.

This paper sets out o determine influences on team performance processes and develop an overall team success model (TSM).

A total of 55 individual students grouped in 18 teams, ranging in size from two to five, were measured at several stages in semester‐long team projects. Forty‐four separate questions were studied in each measurement stage. These 44 questions were reduced to five factors through exploratory factor analysis (EFA). Structural equation modeling (SEM) was then used to determine the significance and interrelationships of these factors, as well as the influence of gender and grade point average (GPA).

This research develops and validates a series of factors that lead to IT team success. The factors include emotions, personal processes, and team processes. The overall R² of the final model was high at 0.601. Significant relationships were found between many factors. GPA had a positive impact on team processes, while negative emotions showed a negative correlation with team processes. Team processes and trust had positive impacts on project success/grade. All were significant at p<0.05. Passive positive emotions reflected a negative effect on project grade but only at p<0.10.

The major limitations of the project are the relatively small sample size as well as the use of student team projects. The work can serve as a framework for larger and more varied projects.

Virtually all significant information technology (IT) projects are developed by a group of individuals working together as a team. The development of a team success model which can improve project success can have tremendous value to industry. Implications may be extendable to other team projects.

Past analysis of the factors that lead to information systems project success has been neither comprehensive nor conclusive. Further study is recommended with more significant and varied projects to further validate the strong preliminary research findings.

While the choices available for project management methodologies have increased significantly, questions remain on whether project managers fully consider their alternatives. When project categorization systems and criteria are not logically matched with project objectives, characteristics and environment, this may provide the key reason for why many software projects are reported to fail to deliver on time, budget or do not give value to the client. The purpose of this paper is to identify and categorize critical success factors (CSFs) and develop a contingency fit model contrasting perspectives of traditional plan-based and agile methodologies.

By systematically reviewing the previous literature, a total of 37 CSFs for software development projects are identified from 148 articles, and then categorized into three major CSFs: organizational, team and customer factors. A contingency fit model augments this by highlighting the necessity to match project characteristics and project management methodology to these CSFs.

Within the three major categories of CSFs, individual factors are ranked based on how frequently they have been cited in previous studies, overall as well as across the two main project management methodologies (traditional, agile). Differences in these rankings as well as mixed empirical support suggest that previous research may not have adequately theorized when particular CSFs will affect project success and lend support for the hypothesized contingency model between CSFs, project characteristics and project success criteria.

This research is conceptual and meta-analytic in its focus. A crucial task for future research should be to test the contingency fit model developed using empirical data. There is no broad consensus among researchers and practitioners in categorizing CSFs for software development projects. However, through an extensive search and analysis of the literature on CSFs for software development projects, the research provides greater clarity on the categories of CSFs and how their direct, indirect and moderated effects on project success can be modelled.

This study proposes a contingency fit model and contributes towards developing a theory for assessing the role of CSFs for project success. While future empirical testing of this conceptual model is essential, it provides an initial step for guiding quantitative data collection, specifies detailed empirical analysis for comparative studies, and is likely to improve clarity in debate. Since previous studies have not rigorously assessed the impact of fit between project characteristics, project environment and project management methodology on project success, additional empirically robust studies will help to clarify contradictory findings that have limited theory development for CSFs of software development projects to date.

Previous research for software development projects has frequently not fully incorporated contingency as moderation or contingency as fit (traditional vs agile). This research sets out to develop fully a contingency fit perspective on software development project success, through contrasting traditional plan-driven and agile methodologies. To do this, the paper systematically identifies and ranks 37 CSFs for software projects from 148 journal publications and holistically categorizes them as organizational, team, customer and project factors.

This review aims to compile an interdisciplinary inventory of factors affecting individual performance in team environments.

Research focusing on the performance of the individual within a team from the disciplines of psychology, sociology, business, and library science was analyzed and synthesized. Five online aggregators and a combination of keyword/subject terms were used to locate the research originating primarily from journal literature.

After exploring the research, 12 different performance factors emerged in two primary categories: extrinsic and intrinsic. Extrinsic factors included collective efficacy, social rewards and sanctions, social dilemmas, social loafing, future interdependence, and social identity. Intrinsic factors included individual identity, desire to achieve, member role differences, team size, individual status attainment, and member commitment.

There is a substantial amount of research concerning team motivation and production, but there is an apparent dearth related to individual performance factors. This review provides valuable insight for library administrators currently working with teams in their organizations or for those considering it.

The purpose of this research is twofold: identify and gain a better insight on factors that can influence high performance of Information Systems (IS) project teams from the perspective of IS professionals (i.e. team members and leaders), and thus contribute to the general discussion on high-performance project teams; and offer both IS project team members and their project managers some feedback on how to build and manage teams more constructively and to enhance team performance in today’s demanding business environment.

The authors used an exploratory case study of a small-size holding company and a qualitative analysis of the data to address the research questions.

Results show a set of perceived factors that can influence high team performance in IS projects. Participants’ perceptions barely coincide. For instance, mutual trust was the only factor suggested as facilitating high team performance by 5 participants (out of 13). Differences may be because of participants’ characteristics (e.g. time on the job). All perceived factors are classified in the literature as nontechnical (i.e. having to do with behavioral and/or socio-organizational matters of project management).

This paper is among the very few empirical studies consolidating knowledge on high-performance IS project teams (e.g. it is still unclear if there are IS project team-specific factors that influence high performance). For the highly technical IS industry, this study came across human-centric factors transversal to different project teams.