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We propose team-based organizing as an alternative to more traditional forms of hierarchy-based organizing in global firms.

Advancements in the study of global teams, leadership, process, and outcomes were organized into four themes: (1) openness toward linguistic and value diversity as enhancing team creativity and performance, (2) knowledge sharing in team-based organizations, (3) the significance of social capital for global team leader role success, and (4) shared leadership, satisfaction, and performance links in global virtual teams.

We identify questions at three levels for bringing research on team-based organizing in global organizations forward. At the within-team individual level, we discuss the criticality of process and leadership in teams. At the between-teams group level, we draw attention to that global teams also need to focus on relationships and interactions with other teams within the same global firm, for example, when sharing knowledge. With respect to the across-teams organizational level, we highlight how bringing people together in global teams from different organizational units and cultures creates the potential for experiential individual and team-based learning, while making the firm more flexible and adaptable.

The potential of the relatively underexplored idea of global team-based firms as an alternative to hierarchy open up questions for empirical research, and further theorizing about the global firm.

Practitioners can learn about organizational, team, and individual challenges and benefits of global team-based organizing.

A century-old dominant organizational form is challenged when moving away from hierarchy- and hybrid-based forms of organizing toward team-based global organizing of work.

The purpose of this paper is to compare effects of different monetary team‐based reward strategies on performance, pay satisfaction, and communication behavior in computer‐mediated groups.

In a laboratory experiment, 32 groups of undergraduate students, each consisting of three individuals, interacted electronically and performed a consensus‐reaching task. Team‐based incentives were distributed either equally (each team member received an equal share) or equitably (each team member's share depended on her/his individual contribution). A control group received no team‐based (or other) incentives.

Hierarchical multilevel analyses revealed that both types of team‐based rewards increased team members' motivation and pay satisfaction compared to the control condition. Moreover, the effects of team‐based rewards on performance were moderated by group members' assertiveness. In addition, team‐based rewards lead to more cooperative and task‐oriented communication in the computer‐mediated groups. Finally, equally divided rewards led to higher pay satisfaction on average than equitably divided incentives.

On a research level, this study shows that team‐based rewards have positive effects not only on performance but also on communication behavior in computer‐mediated groups. As a practical implication, reward effects should be considered cautiously as they might be influenced by team members’ personality. Moreover, whereas no major differences were found between equity and equality principles in terms of performance, the latter seems to be preferable when satisfaction is a major issue in virtual teams.

Investigates the relationships between team‐based management systems and organizational effectiveness across a variety of settings throughout the USA. Uses a validated instrument on organizational effectiveness to gather data. Presents survey results to support the claims of team‐based management proponents that the technique improves participants’ productivity, quality, satisfaction, performance, and appears to be effective. However, less than half of the surveyed respondents who implemented team‐based systems indicated that their self‐managed team programmes had failed to achieve their stated objectives of influencing and enhancing organizational effectiveness. A major implication of this study is that the introduction of team‐based programmes into an organization further requires the introduction of multifaceted changes in person‐job relationships and the whole organizational hierarchy.

The purpose of this paper is to increase understanding of how the introduction of a team‐based work organization can affect the opportunities to learn at work. Two research questions are addressed: “What conditions are important for learning and competence development in a team‐based work organization?” and “To what extent does a team‐based work organization support and enhance favourable learning conditions for team members?”

Investigations are based on longitudinal case studies of work‐based learning and the development of a team‐based organization in three manufacturing companies.

Results demonstrate that there are no straightforward or linear relations between the introduction of team‐based production and the expansion of learning conditions. The study also identifies several challenges and dilemmas organizations meet when they introduce a team‐based production.

Several conditions important for learning in a team‐based production are emphasized, including: the needs for challenging work tasks; the development of team leadership; and the significance of supportive learning conditions.

The study contributes to an understanding of organizational change and development as a non‐linear process, which can be understood as a complex interplay between actors and internal and external organizational conditions.

Team‐based management systems appear to be a possible avenue for increasing the productivity and effectiveness of organizations. However, there are concerns regarding their true purposes and effects within organizations. There is presently a dearth of literature evaluating the effectiveness of team‐based management. To begin filling this void, provides a case study illustrating the process, as well as the findings, from such an evaluation effort. In addition, presents a review of the literature regarding team‐based management.

The purpose of this paper is to examine the effects of two key team‐based pay characteristics – namely reward allocation procedures (i.e. reward based on norms of equity, equality or some combination of the two) and incentive intensity – on both the amount and type of help given to one another among members of outcome‐interdependent teams.

A total of 180 undergraduate students participate in a laboratory simulation with a 2 × 3 experimental design. Servicing virtual “clients,” participants receive pre‐scripted requests for assistance from anonymous teammates. ANOVA and hierarchical regression analyses are used to test the hypotheses.

Relative to equity‐oriented group‐based pay structures, equality‐oriented pay structures are found to be associated with both significantly more help giving in general and more of the type of help likely to enhance group‐level competencies (i.e. autonomous help). Incentive intensity strengthens the effects of reward allocation on the amount (but not the type) of help giving.

While the short time frame of the simulation poses a significant threat to external validity, the findings suggest that team‐based compensation practices may provide organizational leaders with an important tool by which to shape critical, helping‐related team processes, with potentially important implications for both team learning and performance.

Managers interested in promoting capacity‐building and helping among team members should avoid allocating team rewards strictly on the basis of the individual contribution.

This paper provides the first empirical findings regarding how alternative modes of team‐based reward distribution may influence key group processes among members of outcome interdependent teams.

This study focuses on an emerging deviant behavior at the team level and investigates when and why the team level processes reduce team expedient behavior. Anchored on the input–process–outcome (I–P–O) theoretical framework for studying team effectiveness, it conceptualizes and tests a research model where servant leadership and team-based human resource management (HRM practices) serve as a team-level input that interacts to influence the process of team reflexivity and ultimately reduces team expedient behavior as the outcome.

Data are from 109 teams involving a total of 584 employees and analyzed at the team level.

The findings provide empirical support that team-based HRM practices positively moderate the relationship between servant leadership and team reflexivity and that team reflexivity transforms the influence of servant leadership into reduced team expedient behavior. Implications for theory and practice are discussed.

The participants in this study were drawn from diverse backgrounds (n = 584), and they were nested within 109 teams. Therefore, the authors were cautious of making claims that the findings would apply to every team in the context of China. The authors acknowledge that the research design of this study is not the strongest to test for causal relationship.

The findings show the synergistic role of servant leadership and team-based HRM practices and suggest organizations have both in place to mitigate deviant behaviors by teams. The study also suggests organizations develop and promote an environment where team members are motivated and encouraged to share their ideas, openly discuss experiences and set up forward plans.

Organizations should focus on training their leaders of the behaviors such as supporting followers, enhancing subordinates' commitment to the collective goal and emphasizing the equality between themselves and subordinates. Organizations need to increase their awareness that the teams are more likely to perform their tasks by the means prescribed by the organizational rules if they communicate, discuss and get modeling or feedback from other teams.

This study enriches research on team-based HRM practices, which so far have received limited attention, and deserves further investigation. It sharpens the underlying mechanism that translates team-level input of leadership and HRM to the desired outcomes of reduced expedient behavior by introducing the role of team reflexivity. The study adds to the growing research on workplace deviance by addressing team-level expedient behavior.

The writings of Niccolò Machiavelli continue to resonate with today's business leaders. Current management literature still focuses on tactics to increase power as a means to ensure a leadership position. This attention to individual accomplishment and the building of power runs counter to what is happening structurally within organizations. The acceleration in the use of team‐based structures as a preferred method of organization and decision making reflects the need for timelier processing of information in a world of increased environmental uncertainty. This contrast between the behaviors needed to build individual power and the collaborative skills necessitated by team‐based structures creates a number of leadership challenges for individuals and organizations. This article discusses these challenges from both a theory‐based and a practitioner standpoint, assesses the implications for organizational managers and individual team members, and offers recommendations for leadership effectiveness in a work world dominated by team‐based design.

Team-based assignments must be constructed to contribute to the effective development of teamwork skills, an important learning objective for most schools of business. The purpose of this paper is to understand how students view the usefulness of team assignments in order to inform more effective pedagogical techniques related to team-based assignments and the development of student teamwork competencies.

Data were collected from Likert-scale online surveys administered to students upon completion of the first-year team-based introductory business course. Survey items were developed to assess the team-related activities and components in the course and students’ perceived usefulness of team-based assignments. Results from exploratory factor analyses are presented.

Data analyses indicated that survey items contributed to students’ perceived usefulness of team-based assignments. Across three studies, the authors developed a new measure to evaluate effectiveness of team-based assignments.

For those educators who utilize team-based assignments in their courses, this study provides a much needed measure to assess the effectiveness of assignments intended to develop students’ teamwork competencies. The findings also serve to provide evidence of assurance of learning, and evidence of how students are developing in the area of interpersonal skills and abilities to manage interactions that most schools of business and universities deem as essential learning outcomes as a result of Association to Advance Collegiate Schools of Business requirements.

Evidence from online surveys of 755 students in a pilot study and two additional studies conducted longitudinally over a two-year period support a new measure to assess the usefulness of specific team assignments.

The purpose of this paper is to develop a theoretical model that addresses how student citizenship behavior (CB) may be motivated by management of impression in a team-based project using peer evaluations.

This study applies impression management (IM) theory as the theoretical lens to explore the impact of IM tactics, in the forms of task-, self- and peer-focused tactics, on student CB in a team-based project using peer evaluations.

This paper posits that task-, self- and peer-focused IM tactics positively influence a student’s CB in a team-based project when peer evaluations are used. Furthermore, it is proposed that the relative weight of a peer evaluation strengthens the relationship between the three IM tactics and a student’s CB.

From a theoretical standpoint, this study extends IM–CB relationship from the employment setting to the academic setting. More importantly, this study offers crucial recommendations for instructors that may help improve the effectiveness of peer evaluations.