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The Impact of Training on Virtual Project Teams: A TIP Investigation

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  • Peggy M. Beranek

    (University of Colorado at Colorado Springs, USA)

  • M. Cathy Clairborne

    (University of Colorado at Colorado Springs, USA)

Abstract

As organizations adapt to competitive pressure and simultaneously leverage scarce resources, workers are increasingly operating in virtual project teams where members may never meet face to face. One of the factors that can affect how well virtual project teams communicate is relational links. This study explores the effects of relational link development training on group interactions by administering training to selected groups and tracking measurements of their cohesiveness, perceptions of the process, satisfaction with outcomes over time, and tracking group communications using McGrath’s TIP theory as a framework. This project compared virtual project teams trained in the concept of relational links with teams that received no training. All electronic communications between team members were recorded and analyzed using McGrath’s time, interaction, and performance (TIP) framework and all teams completed pre and post surveys measuring their levels of cohesion, perceptions of the process and satisfaction with outcomes. It was found that teams that received training spent more time in the member support function, more time in the inception mode, and less time in the conflict resolution mode. In addition, teams receiving training had higher ending levels of cohesion, perception of the process and satisfaction with outcomes.

Suggested Citation

  • Peggy M. Beranek & M. Cathy Clairborne, 2012. "The Impact of Training on Virtual Project Teams: A TIP Investigation," International Journal of Information Technology Project Management (IJITPM), IGI Global, vol. 3(1), pages 36-48, January.
    • Handle: RePEc:igg:jitpm0:v:3:y:2012:i:1:p:36-48
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