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Major Research Project

on

Suitability of the various types of motivation

for virtual teams

Submitted to:- Submitted by:-

Prof. Sanjay Diddee Vinod Kumar Jain

Project Guide PGDM-II
Assistant Professor Roll No. 22

--------------------------------------------------------------
Aravali Institute of Management

Marwar Bhawan

Polo 2, Poata

Jodhpur-342006
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Acknowledgment

The topic on which I have done research work under Major research project for
the completion of second year of PGDM at Aravali Institute of Management, Jodhpur
is “Suitability of the various types of motivation for virtual teams” so this research
cover the most uncovered and neglected aspect of business that is motivation.

For the fulfilment and completion of the project work, I feel my sincere urge to recall
and acknowledge with deep gratitude for the valuable guidance given to me by my
project guide Prof. Sanjay Diddee throughout the program of this project. I am
thankful to his constructive and out of box suggestion at various stages without which
work would not have been possible.

I am also thankful to our Director Prof. Varun Arya for providing us an opportunity to
perform the best of my capabilities and to apply my knowledge into this research
project.

I would also like to give special thanks to Prof. R.K. Gupta who has given me a good
guidance and direction for completion of the project

Last but not the least I would like to thanks to all my friends who have given me good
suggestions on various time. At the end I thank everyone who has directly or
indirectly associated in the completion of this project.

Vinod
Kumar Jain
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Table of Content
CHAPTER I – Introduction to Virtual teams and motivation

A. Introduction to following:-
a. Motivation
b. Team Motivation
c. Motivation specific concern with virtual teams
B. Statement of the problem
a. Purpose and Objectives

CHAPTER II – Background

A. Literature review
a. Importance of motivation in virtual teams
b. Successful motivation techniques for virtual teams
c. Team motivation theories

CHAPTER III – Methodology

A. Purpose and research questions

B. Research tools applied
C. Research methods used
D. Procedure and time frame
E. Analysis plan
F. Assumptions
G. Scope and limitations

CHAPTER IV – Results

A. Individual factors identified as a team motivator

B. Why workers don't show up for work?
C. Reward as a team motivator
D. Some other Ways to achieve virtual team motivation
E. Factors that influence team motivation
a. Individual factors
b. Team factors
c. General factors
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F. Motivation methods for virtual teams and relation with various motivation
theories
G. Suitably of various methods of motivation for virtual teams
H. Extrinsic and Intrinsic Motivation
a. Negative and Positive motivation
b. Monetary and non-monetary motivation
I. Challenges in motivating virtual teams

CHAPTER V - Findings and recommendations

REFERENCES AND BIBLIOGRAPHY

APPENDIX
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Objectives

• Finding out the suitability of the various types of team motivation methods
for virtual teams

• What affects the motivation level of virtual team members?

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CHAPTER – I

Introduction to
the research
work
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An introduction

Motivation…we hear the term often. Generally we associate the word with human
behaviour, meaning and a state of mind that moves us to action. And even though few
of us have had formal training in it, it’s one of those characteristics of life that seems
to fit the old adage, “I know it when I see it.”

Human mind is the so precious thing in the world and without human being nothing
can be done in a right manner and for that everybody need to understand that human
beings are not the machines and they can’t work like a machines. They have their own
value and emotions and they always like to work on it. We need to give something to
our human recourses which they expect from their jobs and organization.

Human needs for sustenance, safety, security, belonging, recognition, and a sense of
growth and achievement become strong drivers (motivators) of human behaviour.

The importance of motivation can not be ignored at any where. Motivation brings
energy in individual, makes someone enthusiastic and Provides satisfaction at work. It
gives power to work more and more.

Motivation is simply
- The reason for an action
- That which gives purpose and direction to behaviour.

Motivation is “WHAT drives you” to behave in a certain way or to take a particular

action. It is your “WHY”. Let me give an example. If you want to stop working and
go into business for yourself here are some possible explanations:

Your desire – to have your own business.

Your WHY – to be independent, to have more time for your family, to have more
time to pursue your dreams.
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Many years ago, People like Macgregor, Maslow, Hazberg and many more have
given the various theories of motivation. These theories have been accepted by almost
every organization for motivating their human recourses.

Traditional business management has not valued the contribution of efficient teams
but today when everyone talk about globalization, it is necessary for everyone that an
organization should believe in team building for every work to gain competitive
advantage.
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What is a team?

A Team is “two or more individuals in face-to-face interaction, each aware of his or

her membership in the team”.
Team is defined as “a set of individuals tied together for a specific purpose” (Johnson
and Johnson, 1991)
A requires some goals. They are clustered, similarly skilled and functioning
individuals. In a team expectations and outcomes are evident. It includes committees,
task forces and the traditional sub-forms of teams, including work, management,
virtual, and crisis teams.

Motivating a team

A team contains Individuals and they require inspiration and motivation to work.
Team motivation is, perhaps, one of the most critical elements of Working in a group.
It is also one of the least practiced, because traditional business management has not
valued the contribution of efficient teams.
Motivating a team is often more challenging than motivating a single individual.
Individuals within teams operate with different goals, values, beliefs, and
expectations. Yet the variety of team member personalities can be a positive force if
each performer contributes his or her unique capabilities when and where needed.
Teamwork potentially allows a number of individuals to achieve more when they
collaborate than when they work separately.
Conversely, team differences are destructive when, for example, prima donnas refuse
to cooperate or members loaf because there are more people available to do the job,
leaving them feeling less visible.
Most of the suggestions for motivating teams are exactly the same as those suggested
for motivating individuals.

Increased dependence on teams in organizations and other work settings necessitates

the consideration of the motivation construct as it applies to teams. However, we must
first consider the manner in which team motivation differs from individual motivation
and determine which mechanisms might explain motivation at the team level. The
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current paper contributes in this regard by offering a definition of team motivation,

discussing the proposed mechanism in light of several recent empirical studies, and
proposing several research and training implications suggested by the team motivation
construct as conceptualized here. Specifically, team motivation is considered here as
consisting of four components: taskwork ability, taskwork motivation, teamwork
ability, and teamwork motivation. The discussion emphasizes the importance of
congruence among these dimensions in order to maximize performance outcomes.

When someone comes out from down barriers, misunderstandings, prejudices,

insecurities, divisions, territories and hierarchies he/she begin to build teams. Get a
group of people in a room having fun with juggling balls or spinning plates and
barriers are immediately removed. Teams unite and work together when they
identify a common purpose - whether the aim is the tallest tower made out of
newspapers, or a game of rounders on the park. Competition in teams or groups
creates teams and ignites team effort.
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Motivation Specific concern with Virtual team

What is a Virtual team?

Virtual Team is also known as a Geographically Dispersed Team (GDT) is a group

of individuals who work across time, space, and organizational boundaries with links
strengthened by webs of communication technology. They have complementary
skills and are committed to a common purpose, have interdependent performance
goals, and share an approach to work for which they hold themselves mutually
accountable. Geographically dispersed teams allow organizations to hire and retain
the best people regardless of location. Members of virtual teams communicate
electronically, so they may never meet face to face. However, most teams will meet at
some point in time. A virtual team does not always mean teleworker. Teleworkers
are defined as individuals who work from home. Many virtual teams in today's
organizations consist of employees both working at home and small groups in the
office but in different geographic locations.

A virtual team is. . .

 

ndividuals. . .
I

I nteracting. . .

INTERDEPENDENTLY.

Adapted from: Jessica Lipnack and Jeffrey Stamps, Virtual Teams: Reaching Across Space, Time,
and Organizations with Technology. John Wiley & Sons, Inc.: New York, 1997.
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CHAPTER - II

Background of
the Research
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Importance of virtual Teams

• Virtual project organization is the model for the future

• Can minimize the cost and duration of projects

• maintaining a reasonable control on the quality and scope of projects

• Use of technology at home/in workplace

• Increased number of telecommuters and part-time workers

• Horizontal organizational structures

• Team-based work systems

• Global competition

• Privatization/outsourcing

• Organization-wide projects or initiatives Alliances with different

organizations, some of which may be in other countries

• Mergers and acquisitions

• Emerging markets in different geographic locations

• The desire of many people and government organizations for

telecommuting

• The continuing need for business travel and information and

communications technologies available to support this travel

• A need to reduce time-to-market or cycle time in general (the increasing

velocity in business)
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Successful Motivational Techniques for Virtual Teams

Global projects with virtual teams have emerged as the vehicle by which the cost and
duration of projects can be reduced while still maintaining a reasonable control on the
quality and scope of projects. Through the use of virtual teams, managing
organizations by projects has become the reality because teams and their associated
projects are no longer limited by geographical and physical boundaries. The ability to
work with people we rarely, if ever, see on a project is increasingly required to be
successful since the virtual project organization is the model for the future.

Typically, in project management our success is measured by how effective we are in

terms of meeting the triple constraints – complete the project on time, according to
budget, and within the scope and quality requirements of our clients. On the surface,
this approach concentrates on technical areas; however, projects are performed by
people, and without a high-performing team dedicated to the project’s objectives and
the organization’s strategic vision, it is difficult, if not impossible, to achieve the
project’s scope, time, and cost objectives.

The Importance of Focusing on People Issues on Projects

People issues often tend to be the most frustrating aspect of project work. They also
are complicated as each person who is part of a project team may have a specific
personal agenda to fulfill along with their assigned roles and responsibilities for work
packages or project tasks. Often these private agendas do not coincide with the
objectives of the project or with the strategic objectives and vision of the organization.
Another concern is that at times, people are assigned to project teams when they
would prefer to work on other initiatives or on other projects. Or, they may be asked
to take on another project in addition to their existing workload. As a result, there can
be resentment, and even anger, by many people when assigned to specific project
work, and they may feel that they are powerless when they are assigned to work on
the project. Such an attitude can be demonstrated through:
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 Argumentative meetings with references to “how we used to do it” on a

previous project, especially if there is a reluctance to come to a resolution of
competing alternatives
 Constant, unrelenting (and at times “behind-the-back”) criticism of other team
members or
 Excessively high standards especially if one is in a project lead position that
others may find almost impossible to meet
 Team members further may further attempt to transfer their responsibilities to
others.

Of course, there are others who will enthusiastically join the project and will fit right
in and do whatever is required to ensure success. Many, though, will find the project
environment to be an extremely stressful one and may resist their project assignments,
either passively or actively. If they do have a negative attitude, it can often transcend
to others on the team, and it may suppress any creativity or innovative approaches that
would flow from enthusiasm and willingness to be active participants in the process.
A feeling of hopelessness because of all the work to be done can then set in, leading
to depression or perhaps to just adopting an attitude of only doing what is necessary to
complete assigned tasks rather than working diligently to become a high-performing
team in all aspects of the project. Such an attitude of “just doing what is necessary to
get by” becomes a prescription for failure.

The project manager must ensure that the client’s measures of success in terms of the
triple constraint are met. This further must be done in an extremely stressful
environment that is dynamic and noted by continual change. The project manager,
therefore, must establish an administrative structure that sets the stage for a successful
project. Such a structure must be one that is not overly restrictive and should also
encourage creativity and innovation. An effective project manager, who is interested
in the needs and well being of each his or her team members, is critical for overall
project excellence and is the key to project team effectiveness.
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The importance of Focusing on Motivation

Therefore, the project manager must focus on motivation as it is a critical element of

any high-performance project team regardless of whether the team is collocated or is
virtual. A team works together to shape a common purpose, define a common
working approach, develop complementary skills at high levels, and hold themselves
mutually responsible for results.

Motivation is a concept that is difficult to describe, but it is used throughout

organizational theory and human resource management. One definition of it is: “A
process, action, or intervention that serves as an incentive for a project team member
to take the necessary action to complete a task within the appropriate confines and
scope of performance, time, and cost.”

However, while the presence of motivation does not guarantee stellar performance, its
absence certainly will result in long-term problems. The project manager must
manage, and modify as needed, the behaviour patterns of project participants.
Motivation and encouragement of positive behaviour by the project manager further is
critical since each customer presents additional challenges. And, it is rare if a project
is limited to a single customer or a single stakeholder. The project manager, and team,
must identify all the customers and stakeholders and prepare a plan to deal
successfully with each one. No matter how wide and varied the project manager’s
arsenal of people skills are, the tools that he or she elects to use must be guided by a
clear understanding of the nature of the problem which he or she confronts. While
fear of failure is the root of the problem, difficult as it may be to believe, fear of
winning or success is a close second. While failing to meet the goals and objectives of
the project may result in demotion, assignment to another project or functional area,
or even dismissal, success also results in many changes. The successful project is
scrutinized to determine why it was successful. Was success due to the use of new
approaches, methods, tools, or technologies that should now be implemented
corporate wide? Was it due to heroic efforts of the project manager or the team
members or instead, hopefully, was the success due to following established processes
and procedures and improving upon them? The key client and team factors of success
must be identified and replicated in future projects.
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The project manager must adopt specific approaches to motivating each team member
as well as the team as a whole. This means that often the project manager should
experiment with different approaches to motivating members of his or her team and
also should be aware of motivational efforts that do not serve the cause of creating a
positive team environment. It is important to ask the right questions to gain
understanding. Some well-intentioned but questionable motivation strategies and
beliefs includes:

 “Whatever motivates me will motivate others.” This strategy is based on the

assumption that everyone wishes to be treated the say way that we would like
to be treated. As Collins notes (2001, p. 78), “Leading from good to great does
not mean coming up with the answers and then motivating everyone to follow
your messianic vision.” The project manager should not make assumptions
about one’s preferred motivational approach and instead should ask the team
members involved.

 “People are motivated primarily by money.” Of course, this belief is valid for
many people, but it does not explain the full range of human motivation such
as personal acknowledgements, achievements, recognition, and the
opportunity to work in a conducive work environment in which one can
continue to develop new skills and competencies.

 “Team members love to receive formal awards.” Many people will value a
formal reward to note a specific achievement. But, often these awards are
presented in a way that is somewhat cynical, such as if a team member
perceives that the person who is selected to receive the award is chosen for
reasons other than accomplishments, such as company politics or political
correctness. Awards are more likely to be motivating forces when the team
members themselves vote for the recipient, and when the award is not created
to mask another issue.

 “Give them a rally slogan.” Slogans can help gain initial team member focus
and purpose, but if the slogans are overused, this approach may backfire on
the project manager. They often turn the message behind the slogan into a
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sham, and their overuse can have a patronizing effect on many self-directed
professionals.

 “The best project manager is a strong cheerleader.” Similar to the use of

slogans, the project manager should avoid overuse of cheerleading.
Cheerleading comments can be positive, but they need to be used carefully.
Often the best way to motivate a team member is to let the person come up
with the inspiration and energy for his or her own actions that is free from
outside cheerleading.

 “These people are professionals. They don’t need motivating.” While it is true
that most project professionals are self motivating and follow an inner drive
that leads to achievement and productivity, most people benefits from
occasional outside sources of motivation, especially when they are working on
long and complex projects. Furthermore, as Meredith and Mantel note (2006),
based on work done by Souder, some people want considerable direction,
while others believe a lack of freedom leads to a lack of creativity.

 “I’ll motivate them when there is a problem.” This approach is comparable to

the “no news is good news analogy” taken to an extreme. Most people do not
tell others when motivation begins to suffer unless the level of motivation is
seriously low, and then in turn, they speak up and address the issue. The
project manager who is a skilled motivator should take a proactive approach to
motivating the team rather than waiting for motivation issues to surface.

 “I’ll treat everyone the same. People like that, and it will be motivating for
them.” Project managers should treat everyone the same on issues of basic
fairness and project performance standards. But, project managers should
recognize each team member as an individual, especially when creating
strategies to motivate each of the individuals on the team. Different things
motivate people at different times in their lives.
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Team Motivation Theories

1. Great Man Theory

John Adair (b.1934) is one of Britain's foremost authorities on leadership in

organizations. Before Adair and arguably still today people associated leadership
with the so called 'Great Man Theory'. One charismatic individual who used his or her
personal power and rhetoric to mobilize a group
Adair approached leadership from a more practical and simple angle; by describing
what leaders have to do and the actions they need to take.
His model was figuratively based on three overlapping circles representing:-
1. Achieve the task.
2. Build and maintain the team.
3. Develop the individual.
This creates a clear distinction between leadership and management.
He have given eight rules for motivating teams:-
1. Be motivated yourself.
2. Select motivated people.
3. Treat each person as an individual.
4. Set realistic but challenging targets.
5. Understand that progress itself motivates.
6. Create a motivating environment.
7. Provide relevant rewards.
8. Recognise success.
John Adair's work is in line with motivational theorists such as Maslow, McGregor
and Herzberg. He emphasises the need for development of the team and team building.
This can be achieved through team building events and using theories such as that of
Belbin.
Where Adair identifies the need, Belbin provides one of the tools.
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The Social Identity Theory

Introduction
The Social identity approach is in stark contrast to individualistic theories such as
Belbin's team role theory.
Primarily established by Henri Tajfel and his colleagues in the early 1970's this theory
asserts that we must do more than study the psychology of individuals as individuals,
but must understand how, when and why individuals define themselves in terms of
their group memberships and how these memberships as a consequence effect the
behaviour of employees within organizations.

The Theory
This theory is based on the now famous minimal group studies. Tajfel found that even
when individuals were grouped in terms of the most trivial of criteria (e.g. their
preference for abstract painters) group members displayed in-group favouritism, by
awarding more points to in-group members. Individuals were found to display this
bias even when by doing so they reduced their own individual economic gain.
From these studies Tajfel concluded that this process of categorizing oneself as a
group member gives an individual's behaviour a distinct meaning, creating a
positively valued social identity. This group identity then becomes an integral aspect
of an individual's sense of 'who they are'. As a consequence of this new found identity
individuals want to see 'us' as different from as and better than 'them' and hence
display in-group favouritism in order to enhance self-esteem.
However, the social identity theory does not disregard the impact of individual
differences completely. Tajfel asserted that behaviour can be represented in terms of a
bipolar continuum.
At the interpersonal pole behaviour is determined by the character and motivations of
the individual as an individual and at the opposite, inter-group pole behavior is
determined by an individual's group memberships.
Where individuals place themselves on this continuum depends on interplay between
social and psychological factors.
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Social and Psychological Factors

The psychological factors depend on individual's belief structures, which are
determined by the relevant social structure.
In this way, an individual will display interpersonal behaviour if they hold social
mobility beliefs in that they perceive the boundaries between groups within their
organizations (e.g., between those of low and high status) as permeable.
If however the boundaries are perceived as impermeable individuals will display
inter-group behaviour hence relying on social change beliefs.

For example if a woman perceives the boundaries between men and women in her
organization as permeable, she may try and advance within the organization
disassociating from her gender in-group and pursuing her own individual goals.
In this case she is utilising social mobility beliefs, her behaviour is positioned at the
interpersonal pole of the continuum and she identifies herself in terms of her
individual differences.
However if she perceives the group boundaries as impermeable she is unable to better
herself through moving between groups and hence relies on creating a positive social
identity for 'women' in general perhaps fighting for equality.
Therefore her behaviour lies at the inter-group pole; she is relying on social change
beliefs and is identifying with the social identity she shares with other women.

The extent to which individuals define themselves as individuals or as group members

depends heavily on the politics inherent within their organizational culture.
An individual's behaviour and teamwork cannot be predicted solely from their
idiosyncratic characteristics but is also dependant on the social context which
determines the belief structures they utilize.

Theory X and Theory Y

Douglas McGregor (1906 -1964) was a lecturer at Harvard University and became the
first Sloan Fellows Professor at MIT.
His Theory X and Theory Y was detailed in The Human Side of Enterprise, published
in 1960.
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What is it?
Essentially Theory X and Theory Y describe two opposing views of people at work
that will influence management style.
Managers can be said to follow either view of their workforce.
Theory X is often said to describe a traditional view of direction and control.
Theory Y implies a more self directed workforce that takes an interest in the goals of
their organisation and integrates some of their own goals into these.

Theory X
Theory X assumes that: -

• The average person dislikes work and will avoid it unless directly supervised.
• Employees must be coerced, controlled and directed to ensure that
organisational objectives are met.
• The threat of punishment must exist within an organisation.
• In fact people prefer to be managed in this way so that they avoid
responsibility.
• Theory X assumes that people are relatively unambitious and their prime
driving force is the desire for security.

Theory Y
Theory Y effectively takes the opposite extreme.
It assumes that: -
• Employees are ambitious, keen to accept greater responsibility and exercise
both self-control and direction.
• Employees will, in the right conditions, work toward organisational objectives
and that commitment will in itself be a reward for so doing.
• Employees will exercise their imagination and creativity in their jobs if given
the chance and this will give an opportunity for greater productivity.
• Theory Y assumes that the average human being will, under the right
conditions, not only accept responsibility but also seek more.
• Lack of ambition and the qualities of Theory X are not inherent human
characteristics but learned in working environments that suffocate or do not
promote Theory Y behaviours.
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Links with Maslow's Hierarchy of Needs

Abraham Maslow viewed John McGregor as a mentor and was a supporter of his
theory and each utilised each other's theories in their own work.
McGregor grouped Maslow's hierarchy into 'lower order' Theory X needs and 'higher
order' Theory Y needs, suggesting that those behaviours at the top of his hierarchy
linked with Theory Y behaviours.

Criticism of Theory X / Theory Y

Nowadays McGregor's theory is seen as outdated, representing two extremes.
Theory X is perhaps visible in low paid or menial work but employees in those
situations will move on in search of positions with Theory Y conditions if they are
motivated.
Personal development, management training and even general perceptions of
behaviour are against a Theory X outlook towards work.
There is no doubt that this outlook would have been more prevalent in the 1960s
when McGregor created his theory.
Before he died McGregor started working on a new Theory that he called Theory Z to
address these criticisms.
Unfortunately he died before this could be widely published and the ideas have since
faded from mainstream management theory.

Forming - Storming - Norming – Performing Model

This model was first developed by Bruce Tuckman in 1965. It is one of the best
known team development theories and has formed the basis of many further ideas
since its conception.
Tuckman's theory focuses on the way in which a team tackles a task from the initial
formation of the team through to the completion of the project. Tuckman later added a
fifth phase; Adjourning and Transforming to cover the finishing of a task. Tuckman's
theory is particularly relevant to team building challenges as the phases are relevant to
the completion of any task undertaken by a team.
One of the very useful aspects of team building challenges contained within a short
period of time is that teams have an opportunity to observe their behaviour within a
measurable time frame.
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Often teams are involved in projects at work lasting for months or years and it can be
difficult to understand experiences in the context of a completed task.

Forming
The team is assembled and the task is allocated.
Team members tend to behave independently and although goodwill may exist they
do not know each other well enough to unconditionally trust one another.
Time is spent planning, collecting information and bonding.

Storming
The team starts to address the task suggesting ideas.
Different ideas may compete for ascendancy and if badly managed this phase can be
very destructive for the team.
Relationships between team members will be made or broken in this phase and some
may never recover.
In extreme cases the team can become stuck in the Storming phase.
If a team is too focused on consensus they may decide on a plan which is less
effective in completing the task for the sake of the team.
This carries its own set of problems. It is essential that a team has strong facilitative
leadership in this phase.

Norming
As the team moves out of the Storming phase they will enter the Norming phase.
This tends to be a move towards harmonious working practices with teams agreeing
on the rules and values by which they operate.
In the ideal situation teams begin to trust themselves during this phase as they accept
the vital contribution of each member to the team.
Team leaders can take a step back from the team at this stage as individual members
take greater responsibility.
The risk during the Norming stage is that the team becomes complacent and loses
either their creative edge or the drive that brought them to this phase.

Performing
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Not all teams make it to the Performing phase, which is essentially an era of high
performance.
Performing teams are identified by high levels if independence, motivation,
knowledge and competence.
Decision making is collaborative and dissent is expected and encouraged as there will
be a high level of respect in the communication between team members.

Adjourning & Transforming

This is the final phase added by Tuckman to cover the end of the project and the break
up of the team.
Some call this phase Mourning, although this is a rather depressing way of looking at
the situation.
More enlightened managers have called Progressive Resources in to organise a
celebratory event at the end of a project and members of such a team will undoubtedly
leave the project with fond memories of their experience.
It should be noted that a team can return to any phase within the model if they
experience a change, for example a review of their project or goals or a change in
members of a team.
In a successful team when a member leaves or a new member joins the team will
revert to the Forming stage, but it may last for a very short time as the new team
member is brought into the fold.

Myers Briggs Type Indicator - MBTI

The MBTI was developed by Isabel Briggs-Myers (1897 - 1979) and her mother
Katherine Cook-Briggs.
It is based on the work of Carl Jung and particularly his book Psychological Types.
Essentially within the MBTI there are 16 types and a survey will tell individuals
which type they are most like.
In a team building setting the objective of experiencing the MBTI might be: 'to raise
awareness and increase understanding of yourself and others in your team and to
value the differences between you.
At the end of the workshop you will write a personal action plan which will contribute
to you and your team's development.'
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In MBTI there are four polar extremes with a description at each end. These are:-
• Extrovert to Introvert (E to I)
• Sensation to Intuition (S to N)
• Thinking to Feeling (T to F)
• Judging to Perceiving (J to P)

In completing the Myers Briggs Type Indicator a participant will end up with a score
between the two polar extremes that will define their preference.
A person will have a tendency to be either an Extrovert or an Introvert but cannot be
both.
At the end of the survey each participant will have a profile, for example ESTJ if the
preferences are those on the left of the above list.
Thus there are a total of 16 different end profiles.
The following are pointers to the behaviours associated with the four Myers Briggs
functions relevant to team building and communication.
There is much more to each of the functions than is covered here, indeed whole books
have been written about the differences between introverts and extroverts.
However, these short descriptions are an overview fitting the theme of this website.

Extroverts & Introverts

Extroverts do not know what they are thinking until they say it.
As they speak things become clearer to them, so they may change direction as they
speak.
Introverts, on the other hand, need to think things through.
If immediate discussion is thrust open them they become uncomfortable and
confused, as they need to go away and consider.

Sensors & Intuititives

Sensors use specifics such as facts, dates and times.
Problem definition is important and they are irritated by vagueness.
Intuitives see specifics as limiting and look at the big picture.
They may agree with specific details presented by an 'S' but can only understand the
'whole'.
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Thinkers & Feelers

Thinkers will set their emotions to one side so that their feelings will not enter into
the logical analysis of a situation.
They will not make an immediate decision, preferring to step back from a situation to
analyse facts and information.
Feelers are 'people people' and judge situations on a personal level taking into
account personal values.
'Fs' are often torn because they are able to see both sides of any situation.

Judgers & Perceivers

Judgers favour exactness.
They want to know how long things will take, stay on track and they seek closure.
They will make an appointment for 4.30 and arrive at 4.29.
Perceivers will put off the final decision for as long as possible.
They favour tolerance and open time frames.

Interpretation

People polarise towards these preferences in varying degrees.

In some people the preference is so small as to barely influence their behaviour.
In others it is so strong that it is defines their approach to life.
The Myers Briggs Type Indicator shows this and helps people to understand
themselves and the others within their team.
Descriptions of the 16 types will also be added; for example ESTJ, INFP, ESFP etc.
We have facilitators who are qualified to deliver the Myers Briggs Type Indicator
survey and make it useful to both individuals and the teams in which they work.
This useful tool can also be linked to team building activity programmes, so teams
can learn about MBTI and then experience the types through activities.
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CHAPTER – III

Research
Methodology
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Research Methodology
• Type of research

• Descriptive and Analytical: - as the project relate to a human

resource management topic, the research was totally descriptive
and analysis tools were used to identify the motivating factors.

• Research method

• Desk research:-

• Personal interviews

• Research tool

• Analysis of data taken by various websites and books

• Case study Analysis

• Case of Boeing Company for innovation

• Virtual teams used by Intel incorporation

• HP used virtual teams

• Data collection

• Secondary – Collection of data from websites, Research

papers, Books

• Primary – The respondents were interviewed on a basis

along with their opinion
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Limitations of the research work:-

• It was difficult to find out among Indian companies that who uses
virtual teams because they don’t publish their strategies related to
teams.

• Time constraint- It is not possible to visit international companies

which are using the concept of virtual teams because of our academic
schedule.

• Availability of recourses-

It is not possible to find out current tool used by virtual companies to

motivate people because these companies don’t publicize their
motivational methods. Websites has only introductory part of any
subject, deep knowledge is not available.
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CHAPTER – IV

Analysis of
qualitative data and
Results
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Individual factors identified as a team motivator

Factors Examples of how team leader Example of how team leader could do
identified as provides this this better
motivators
Opportunities It is a team leader's responsibility Formally identify and review training
for training and to help develop staff both needs at appraisal time and link to
development professionally and personally. organisation objectives and policy.
This means:
Keep up to date with new technology,
• Identifying training needs legislation and changes in the market
• Providing the right place or organisation which may affect
training coaching and staff training needs and ability to
information so team perform their job role effectively.
members can meet their
Look for alternative ways to develop
objectives and standards
people by using learning opportunities,
• Monitoring and reviewing
which occur in the workplace - many
performance on a regular
are often quicker and more cost
basis
effective than formal training courses.
• Encouraging team
For example Effective delegation,
members to assess their
Project team work, Standing in for
own performance and
others, and assigning mentors will also
development needs
provide staff with opportunities for
personal development.
Interesting & Give staff responsibility by Look to rotate job tasks amongst team
varied work offering them challenging but members.
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achievable objectives.
Give opportunities to stand in for absent
Develop staff by allowing them members of staff.
to practice new skills.
Delegate interesting tasks and project
Regularly assess their capabilities work.
for further development by
Allocate job of attending meetings and
allocating different tasks.
briefing groups to staff.
Fair pay & Know your organisation's salary Conduct a review of team salaries to
terms & structure and policy. ensure that they reflect appropriately
conditions each team member's job role.
Ensure job descriptions are up to
date and that job grades are Seek advice from HR to ensure salaries
reviewed accordingly and reflect are correct for job position and grade
responsibilities. and reflect market place salaries.

Ensure team is kept informed of Ensure any pay-linked performance /

any changes to pay and benefits service reviews are carried out on time.
structure and where to seek
advice and information on pay
issues.

Ensures any overtime and other

pay related benefits are
distributed fairly.
Fairness & Make decisions according to your Make sure you know the limits of your
consistency in company's policy and procedures. decision-making - and the limits of
decision making others in your organisation.
Clearly communicate what has
been decided and why if the Don't procrastinate or put off decision-
situation changes, which means making - Face up to problems and don't
you then have to change your assume they will solve themselves if
decision, clearly explain the you do nothing.
reasons why.
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Implement the decision and

monitor the results

Treat all staff fairly and

consistently.
Leadership style A leader has to: Support your team in difficult times -
don't distance yourself from them when
• Achieve the task
the going gets tough.
• Build the team
• Develop the individual Be visible - manage by 'walking about'.
Observing people at work can tell you a
Much of this comes down to
lot about their attitude, attention to
effective communication -
detail and effort.
expressing yourself clearly and
listening to what your team tells Visiting people at their workplace
you. demonstrates you have an interest in
them and the work that they are doing
Lead by example and from the
and any problems they are facing.
front as you will be judged by
what you do and not by what you
say.

Show enthusiasm for your job,

the work and organisation.

Get people involved by being

open minded, encouraging and
showing confidence in their ideas
and suggestions.

Be supportive - never run the

team down in front of others.
Trust & respect Treat all members of your team Get to know your team as individuals
fairly - and equally - at all times. and try to develop good working
relationships with each of them.
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Be honest, but tactful and

supportive
Job security Keep team members informed of Keep yourself informed of your
the changes that the organisation organisation's position. Keep up to date
is facing and possible impacts on on sales and production figures,
job security. competitor's actions, quality and pricing
issues.
Don't let them hear things
through the grapevine or from If you are well informed you will better
other sources - be honest and be able to curb rumours and give an
open. informed opinion.

Don't imply job security threats Ensure your team members keep their
to implement change / get work skills and experience up to date.
done.
Encourage them to be flexible, and
develop themselves personally so they
become an invaluable asset to the
organisation.
Allowed to use Brief clearly on job standards and At times you may be tempted to be over
own initiative your expectations, especially directive with your staff particularly if
when delegating work. they are inexperienced or it is an area
that you know very well.
If you delegate a decision let the
person work it out alone. Guide However not allowing your team to use
and steer your staff, but don't do their own initiative and make their own
their work for them. decisions will not help them to learn or
develop - and they may feel that you
Encourage people to think
lack confidence in their abilities.
through their problems
themselves, but stand by their Over supervised employees may
decisions and be supportive. become resentful and dependent -
having been deprived of the opportunity
If things go wrong don't be over
to make decisions and learn from their
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critical but use the opportunity to mistakes. Learn to stand back - but
coach them so that a better job make sure they know they can approach
can be done next time. you for advice and guidance.
Given tasks Discuss on an individual basis At formal appraisal time ask the right
which make the each person's strengths and questions to help provide an insight into
best use of their development needs in order to: people's motivation For example:
skills & abilities
• Identify and acknowledge • What do I enjoy doing
their skills • What gives me energy
• Recognise their strengths • What do I need to work
in relation to their job, enjoyably and effectively
past experience,
• Where would I like to be in 3 / 5
qualifications and training
years time
• Identify career aspirations
and work preferences
Set challenging Discuss and agree the teams and Build challenges into a job by:
yet realistic each individual members
• Making it broader
objectives objectives.
• Delegating some or more of
Make sure the individual can your work to the person
understand the bigger picture -
• Letting individuals set their own
how their own objectives fit in
objectives, monitor the results
with the team's, the department's
and report back on their
and the organisation's overall
achievements.
mission and objectives.

Ensure objectives are SMART:

• Specific
• Measurable
• Achievable
• Realistic
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• Time bound
Recognition for Always praise work that has been Always remember that if good
a job well done well done or has involved extra performance is ignored it will go away
commitment. -if it is recognised it will stay and
influence others.
Do this publicly as well as
privately. Recognition can come in many forms -
a verbal thank you, written letter, bunch
Mention the team member's
of flowers or small token of
performance to others as well as
appreciation - may mean more than any
to the individual.
monetary reward.

Celebrate the team's success

Consultation & Consult the team on matters You are more likely to gain your team's
involvement in affecting them. commitment if you consult people
decision making before a decision is reached and treat
Recognise the importance of
their ideas with respect.
keeping people informed of what
is happening in the department The best method of communicating
and company generally. information is on face-to-face basis in
groups at regular interval and at a
Involve team members in
convenient time.
decision making and problem
solving. Ensure meetings are not just a one way
flow of information and opinions from
Plan and organise regular team
you to your staff - but are a genuine two
meetings, briefing sessions and
way consultative communication
problem solving activities.
process where opinions are shared and
questions asked.
Constructive Deal with any performance issues Remember if you ignore poor
criticism as soon as they occur, in private performance it will stay and spread until
and face-to-face. the poor performance becomes the
normal standard.
Be clear about what you want the
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person to do differently / better in Don't' procrastinate but deal with any

the future issues straight away.

Focus on the effect of their behaviour

rather than making the criticism a
personal attack. This removes the
person from direct criticism and blame
while highlighting that the results aren't
helping anyone. Once it is agreed that
the performance is unacceptable then
you can work out the causes and agree
the steps to put things right.
Clear Be clear and consistent in your Encourage two-way communication - so
instructions and instructions and expectations. your team feels able to tell you when
guidance you are not being clear about what you
Time and resources are often
want and the standards that you expect.
wasted if instructions are unclear
and the direction is changed on a
frequent basis.
Taking on new Any kind of change to job roles Look to delegate effectively to ensure
responsibility can be seen as a potential threat that team members are given
so you need to reassure team appropriate responsibility to aid their
members that the new personal development.
responsibilities are well within
Ensure that you don't' pass on tasks that
their capabilities.
are way beyond their skills and
Clearly explain the reasons for experience.
giving them the extra
Clarify in your own mind: - What the
responsibility and how it will
task is
benefit their career and personal
development.
Who is the most suitable person

Ensure that they are always given

What additional training skills are
the appropriate support and
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guidance. needed

What results do you expect and how

they will be measured.

What timescale is necessary?

Good team Developing trust between the Look for opportunities to build team
working team. working into your daily activities and
relationships project work.
Ensuring feelings are expressed
openly and conflict is worked Share information and involve your
through. team.

Ensuring that people support each Delegate tasks to your team to work on
other as a group.

Information and knowledge is Publish and make visible your teams

shared freely. objectives.

Common objectives known and Run some team building activities or

shared arrange away days.

Encourage harmony and look out for

any them V us situations / team conflict
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Why Workers Don't Show Up For Work

According to a CCH Inc. survey of 401 companies employing 800,000 workers,

since 1995, illness, long the chief cause of work absences, has lost ground to
new excuses: "stress" and "entitlement mentality" —that is, "I've worked my
tail off; I deserve some time off." The category "personal needs" increased
also.

In 1995, "illness" made up almost half of the reasons why people took time off
from work. In 1998, it had dropped to 20%.

The message? Pay attention to employees' emotional well-being.

Source: Business Week, 11/16/98, page 8

De-Motivators Motivators
Unclear Purpose Stated, Clear-cut Mission
Unproductive Productive
Dysfunctional Behavior Shared Operating Principles
Personality Clashes Personalities Valued
Hides Information Open Communication
Emotional Conflict Healthy Disagreement
Restricted Authority Empowered to Take Action
Fear of Failure Confident, Takes Risks
Afraid to Self-Analyze Evaluates Continually
Untrained Trained
Selfish Attitudes Praises Liberally
Work is a Chore Has Fun
Management Indifference Management Enthusiasm
Support is Verbal Support is Visible

Reward as a team motivator

The Reward House
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External & Internal Reward Factors

As shown above many possible reward answers do exist. Which reward answer to
choose depends on some external and internal reward factors.

For instance, a country's tax system might influence the reward decision. Imagine a
tax system which does not levy taxes on income additional to the base salary. In this
situation a reward system might be quite attractive, simply to save taxes. A country's
inflation rate may also influence the reward decision or the reward type. Imagine a
country with a strongly varying inflation rate. A cash bonus, agreed about today,
might have a completely different value in one year when it is paid out. Hence, a
(monetary) reward would be not the best idea.

More important than these external reward factors are the internal reward factors. For
instance, the individuals' personality affects almost all reward questions. Each
employee is an individual and each individual has different preferences about
rewards. Some might love a reward which sends the entire project team to a weekend
adventure trip. Others might hate to spend the weekend with their colleagues. And
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some just don't want a variable salary at all, they just wan't a secure and fixed income.
So, the reward type is affected. Also the reward target (whom to reward) is affected
by the individuals' personality. Loners are just not suitable for team rewards. In
contrast, good team workers' motivation might be destroyed if individual rewards are
used. The trouble starts, when loners and team workers have to work together, for
example to realise a project.

Equally important are the task characteristics which affect, for instance, the reward
objective (what to reward). The results of employees doing assembly line work are
very easy to measure because an excellent benchmark exists: You can easily compare
the current results with past results or results of one employee with results of a
colleague. Hence, result based rewards are probably a good idea. In contrast, project
teams are usually not suitable for result based rewards. A project is always a unique
endeavour and hence no exact benchmark exists results could be measured against.
Accordingly, performance or skills could be rewarded.
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Ways to achieve team motivation

 Training - Training does two things to help the employee achieve motivation.
o They feel the company considers them valuable and trustworthy since
they are investing in them.
o They do not feel technologically stagnant and believe their career is
progressing.
 Career planning - Working with the employee to help determine how they
want to plan their career and helping it happen so long as the employee goals
can fit company goals. If the employee is forced to go a career direction they
do not want to go, they will not be happy and will leave sooner or later.
 Produce a product the employee is proud of (quality).
 Be aware of the fact that the employee is human. They have lives outside the
company. If their lives outside the company are stressed, their performance
will decrease. Work with the employee and don't expect an amount of
overtime that is disruptive in the long run to employee's lives. Remember the
employee normally works there for the primary benefit of the family.
 Show trust in employees. Visual supervision for many employees should be
unnecessary. Of course this depends on the individual and the situation, but
with experience and by seeing the product produced, management will learn
who to trust.
 Give authority with responsibility.
 Be pre-occupied with being the best.
 Provide for basic needs and provide required individual intrinsic satisfactions.

Extrinsic and intrinsic motivation are two different categories of performance factors,
include a combination of motivating factors, theoretical models, and practical
evidence, all of which attempt to measure an individual's performance input. To this
end, the distinctions made below will be based on the origin of affect, either extrinsic
or intrinsic – not their generally accepted definitions. Since the individual plays such
an integral role in the overall performance of the team, exploration of these factors is
relevant both to library theorists and library practitioners.
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Factors That Influence Team Motivation

Team Factors:-

• Collective efficacy

• Social rewards and sanctions

• Social dilemmas

• Social loafing

• potential for future collaboration

• Social identity

Individual Factors:-

• Individual identity

• Desire to achieve

• Member role differences

• Team size

• Status attainment

• Member commitment

• Age

• Gender
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• Background of team members

General factors:-

Purpose

Is the purpose of task aligns with team member’s personal wants and needs? If you
got yes than it means alignment of goals can motivate virtual team members.

Proper Communication

A team that shares knowledge will become motivated while expanding their
knowledge. Take away the sharing of knowledge, the team will no longer be a team,
members will no longer be knowledgeable and constructive motivation will be gone.

Challenge
Is the task given is challenging or not? Challenging task itself became a motivator
factor for virtual teams
Responsibility
How much responsibilities are associated with the given task? High responsibilities
can motivate a higher level of employees
Growth
Growth opportunities also work as a great motivator for a virtual team members. As
much as the growth potential the worker feels, he automatically motivates towards
achieving the goals.
Leadership
How much good the leader is? In virtual team the leader is only one who interact with
all the members of team. He became the overall coordinator for the project. The
quality of leader became very essencial in virtual teams.
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Extrinsic factors affecting performance in teams

Organizations are impacted by several, varied environments, including the legal,

technological, social, industrial, and political circumstances in which they operate.
Individuals are no different. The employee is influenced by a multitude of similar
external forces. After exploring the literature, six separate, but often overlapping
external factors emerged. They include: collective efficacy, social rewards and
sanctions, social dilemmas, social loafing, future interdependence, and social identity.
These factors can be classified broadly as extrinsic factors. The subsequent review
describes each of the six factors in both theoretical and practical contexts.

Collective efficacy

Collective efficacy is defined by Shamir (1990, p. 316) as “the perceived probability

that collective effort will result in collective accomplishments … ”. This is often
described synonymously with group buy-in. Shamir also notes that: “The person may
be motivated to contribute to the collective effort in order to be associated with an
efficacious group” (Shamir, 1990, p. 317). To paraphrase, the amount to which a
person believes his or her own contributions to the group will result in positive group
accomplishments has a strong impact on the level to which he or she performs. From
library management perspective, it is important to stress to team members both the
relevancy of the tasks and the value in achieving the team's goals. Securing significant
buy-in prior to launching or forming a team will help to increase both individual and
collective efficacy, and ultimately performance.

Social rewards and sanctions

The concept of social rewards and sanctions generally refers to group acceptance,
respect, disrespect, or non-acceptance by team members toward an individual member
(Shamir, 1990, p. 318). This has the ability to impact a team member's contributive
effort to the collective team in both positive and negative ways. According to Shamir,
“Making a contribution to a collective effort often results in social rewards for the
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contributor”. In addition, Shamir also writes: “More often, however, social acceptance
and recognition are at least partially distributed before task accomplishments, and
depend on social judgments about the individual's contribution or level of effort”
(Shamir, 1990. p. 318). This contradiction can lead to the development of personal
and political opinions among team members about an individual's perceived
contribution and importance to the team. These dangerous perceptions can result in
unjust and undeserved social sanctions that undermine the collective. From a library
management perspective, it is not only important to study team composition in
relation to these political and personal relationships prior to creating the team, but also
to consider the potential ramifications these relationships might have on both
individual and team performance levels.

Social dilemmas

Social dilemmas are defined as “an interdependence situation in which personal and
collective interests are at odds” (De Cremer, 2002, p. 1335). To use less jargon-laden
terms, we can define a social dilemma as a disagreement or argument within a team or
group environment. How this impacts individual motivation is critical to
individual/team success and performance. In De Cremer's study, respect in
communicating differences by team members led to increases in their individual
contributions to the collective. This can be, according to De Cremer, attributable to
the feelings of inclusiveness and acceptance within a team. “Nevertheless, what seems
clear is that contributions vary most as a function of respect when one is in need of
inclusiveness” (De Cremer, 2002, p. 1340). Practically, it is imperative to foster
respectful communicative team environments. Hearty, but respectful conflict can help
to maximize both individual and group performance. For a library manager, this
translates into stronger oversight in the initial stages of team development and
effective communication with team members during the operational stages.

Social loafing

Despite the whimsical label, social loafing is a severe and pervasive problem in team
environments. It is defined very simply by Duncan (1994, p. 79) as “freeloading when
a person is placed in a group and removed from individual accountability”. There are
many factors associated with social loafing among them include cultural heritage and
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absence of effective incentive systems (Duncan, 1994). In addition to these

determinants, there exists a subset of social loafing called “The Sucker Effect”. This
concept, discussed thoroughly by Schanke's (1991) article, implies that some social
loafing is an intentional occurrence stemming from an individual's fear of being
labeled “the sucker”, or “the team idiot”. Therefore, he or she will intentionally
withhold information and effort in an attempt to gain a competitive advantage over
other team members. This can prove disastrous for managers as well as teams.
Schanke's study investigated the prevalence of “The Sucker Effect” in collaborative
work environments. The results were insightful: social loafing was prevalent in
collaborative environments. However, he also discovered that both setting clear goals
and administering appropriate punishments were capable of reducing its impact. For a
library manager, the ability to accurately articulate consistent and clear goals prior to
and throughout the team's operations, while administering appropriate punishments, is
once again considered critical to an individual's performance within the collective.

Future interdependence

Groenenboom et al. (2001) explored the impact of future interdependence on an

individual's contribution to the collective team. Future interdependence was described
by the authors as the potential for future collaboration with the same members of a
current team. To paraphrase, “Will I be working with these same people again in the
near future?” Their results were both intriguing and applicable to library managers.
There was a direct correlation between the potential for future collaboration with the
current team members and the effort an individual exerts in the current team. On page
376, they write: “the present study is the first to demonstrate a relationship between
group members' expectations about future interdependence and the extent to which
they contribute effort efficiently or equally.” The higher the potential for future
collaboration, the higher the level of effort exerted. What then are the implications for
library managers? This could provide a rationale for implementing a flatter team
structure in a library, using teams in libraries more frequently to accomplish certain
priority goals, or rotating team members more frequently to increase the
interdependence percentage.

Social identity
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Social identity is a concept explored thoroughly in the research literature. Defined and
supported by Haslam et al. (2000, p. 323), social identity refers to a need that is
“shared with other members of an ingroup but not with members of an outgroup”.
Also, social identity “reflects depersonalized self categorization, such that individuals
perceive their motivations and perspectives to be psychologically interchangeable
with those of others who share the same social identity”. What Haslam et al. are
describing is a distinct difference between social identity, something that an
individual acquires through collaboration, and individual identity, something that a
person exerts in absence of a collaborative environment. This has strong implications
for library managers supervising teams. The attitude of a team should be studied and
altered, with a focus on team identity, team goals, and team dynamics, not individual
identity, individual goals, and individual dynamics. This contradicts a position
discussed in a subsequent section of this review where individual identity within a
team is a harbinger of individual performance.

Individual factors affecting performance in teams

In addition to the external forces that mold and shape an individual in a team setting,
the individual also possesses a set of intrinsic motivators, rationales, and justifications
for exerting various levels of effort when in collaborative teams. These factors are
different from the traditional personal motivators discussed in Badu (2005) in that
they focus on internal sources of motivation related to the collective entity. After
exploring the research, certain recurring factors emerged and became more prominent.
They were individual identity, desire to achieve, member role differences, team size,
individual status attainment, and member commitment. These six factors provide
useful insight into how and why an individual performs at, above, or below
expectations. These factors can be classified broadly as intrinsic factors.

Individual identity

As discussed in the previous section, social identity was a contributive factor to the
performance of an individual within a team setting. However, individual identity is a
distinct concept with its own implications for performance. Tyler and Blader (2000, p.
209) argue that “… the motivation to create and enhance self-esteem and self worth
can also be used to explain people's behavioral engagement within groups”. Their
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research reinforced this notion by discovering that an individual's contribution to the

team is closely related to the levels in which he or she identifies with the team. While
this concept, social versus individual, is at times confusing, there are practical
implications for library managers and administrators. Similarly to social identity,
individual identity needs to be fostered in a respectful manner. Individuals must also
be empowered to remain individuals within a team. However, there must be clearly
defined team goals, rewards, and punishments. This will help alleviate competitive
dissonance among members.

Desire to achieve

There is a substantial body of research dealing with achievement motivation. Kanfer

and Ackerman (2000) reviewed the “Motivational Trait Questionnaire” first
developed by (Kanfer and Heggestad, 2000) in relation to an individual's desire to
achieve based on three categories: personal mastery, competitive excellence, and
learning. Their results were consistent with historic findings, “…our findings show a
relative decline in trait strength related to mastery and learning among “middle-aged”
(above 30) individuals”. What does this mean for practicing library managers? It only
reinforces team composition as one of the most critical components to successful team
performance. Combined with this, diversity within teams, as learned from Moorhead
and Griffin (2002), p. 74), lowers costs, provides marketing insights, inspires
creativity, and promotes problem solving and flexibility. It is not only primary
dimensions of diversity like age, ethnicity, and gender, but secondary ones like
educational background and income that can also impact the performance levels of
teams and individuals. Diverse teams, if managed and composed effectively, can
maximize the various skills and talents of their members.

Member role differences

This is an interesting and very applicable factor affecting individual performance.

Stewart et al. (2005, p. 358) studied member roles as an indicator of individual traits
and team outcomes. The authors linked two types of roles, task and social, within
teams to their corresponding personality traits. Their research supported the theory
that team member roles affect team behavior and contributions. “Our findings support
roles as multilevel linking mechanisms between individual traits and team outcomes.
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Our results also demonstrate team-level effects whereby individual roles aggregate via
both composition and compilation processes to predict team-level cohesion and
performance.” Stewart et al. (2005) also discovered that team members in task roles
related closely with the conscientiousness, while team members in social roles related
closely with agreeableness. The implications for library managers are significant. The
impact these roles have on other members within the team is strong. Task role
members and social role members should be appropriately assigned and have the
flexibility to maneuver within a collaborative environment. Second, and again, team
composition proves to be one the most critical factors in determining team and
individual performance.

Team size

Libraries have long struggled with the size of teams, whether too small or too large,
and if it has any impact on team performance. In addition to collective team
performance, team size also affects the individual's contribution in a number of ways.
Kameda et al. (1992, p. 54) studied the size of “sub-groups”, or to use a more term
more familiar to librarians, “sub-committee”, within larger teams to determine
whether this had any impact on individual contributions to the collective. Not
surprisingly, it did. “As expected, subjects showed a consistent nonmonotonic pattern
of motivation with the increase in subgroup size for both the performance and effort
measures … ”. Their study determined that the motivation of individual team
members was strongest in what they labeled “moderate-sized (four person) groups”
and dropped in groups with any fewer or more members. During the planning and
brainstorming stages of team development, library administrators must carefully study
the desired teams to determine the feasibility, impact, and ultimate ideal size for the
tasks to be accomplished. Otherwise, motivation among members can dip below
expected levels and overall performance will subsequently decline.

Status attainment

Status attainment refers to the level of influence one has or acquires within a team or
group (Ridgeway, 1978, 1982). Ridgeway, in her 1982 article describes an
“interaction disability” which affects minorities and women in collaborative
environments. This “disability” negatively impacts the team's potential to harness all
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the attributes and skills its diverse members possess. To support this point, she argues,
“ In addition, the evidence suggested, as expected, that motivation is an element of a
task group's expressive structure which affects status by affecting the group's
willingness to accept a member's task contribution” (Ridgeway, 1982, p. 86).

Member commitment

Commitment is a concept studied thoroughly in the research literature (Meyer et al.,

2004), but research exploring an individual's commitment to a team and how it affects
performance is not as abundant. Bishop and Scott (1997) studied an apparel
manufacturing plant, but the location could be generalizable to libraries as well, to
determine the factors affecting their employees' commitment to their teams. Task
interdependence, intersender conflict, and satisfaction with team members led to
largest levels of team commitment which in turn led to increased productivity. Factors
that led to lower levels of team commitment were satisfaction with supervision and
resource availability. What then are the implications for library managers? Judging
from Bishop and Scott's research, library managers need to provide clear, coordinated
instructions (intersender conflict), compose teams thoughtfully and carefully
(satisfaction with team members,), and encourage collaboration and reliance (task
interdependence) within their teams. These factors should lead to increases in
individual commitment and ultimately team productivity.

We can come out with these things by analysing above theory:-

The above inventory of factors represents a solid foundation for understanding the
concept, but it cannot be deemed exhaustive. Many of the factors mentioned overlap
and intersect with one another. For example, it is possible that one's commitment to a
team is related not only to their status level, but also with the social rewards available
to them. The same can be said for social sanctions affecting the achievement levels of
certain individuals. Library managers and administrators must adeptly balance these
factors in a way that maximizes production. There are, however, other variables that
can affect performance which are more difficult for leadership to control and manage.
These include environmental factors, such as advances in technology, new legal
restrictions, or changes in political leadership.
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During the course of this exploration several trends began to emerge – primarily
trends that demonstrated effective or ineffective management of teams and their
members. The most prevalent was that of team composition and the importance of
planning and studying it prior to implementing team structures. Several of the factors
that both positively and negatively affected performance, including role differences,
team size, and future interdependence, can be either encouraged or discouraged in the
planning process, thus eliminating the potential for future conflicts. Another trend that
emerged was that of respect and communication within teams. This is more difficult
for managers to control during the preliminary theoretical stages, but it is possible
during the team's operational stages. Since teams have the ultimate goal of being self-
directed, with managers evolving from supervisors to facilitators, it is still imperative
they maintain strong communicative ties with the collective and the individual in
order to foster the aforementioned respect and communication. Finally, the last trend
that emerged was that of clearly defined and articulated goals. Without these,
individual motivation can wane due to social loafing or low levels of achievement
motivation.

The importance of an individual's contribution to the team collective cannot be

overstated. It affects not only the employee, but the team and the library. To this end,
it is the responsibility of library administration to provide the leadership, the rationale,
and the strategies that will position the team to be successful. It is also the
responsibility of teams to work as collective units and to self-govern and self-correct
as necessary. And finally, it is the responsibility of the individual team member to
adapt, evolve, and embrace the collaborative environment as they would an individual
one.
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Analysing the motivation methods for virtual teams

and relation with various motivation theories

McClelland’s Need for Achievement, Affiliation, and Power Categorization

The need for achievement can be characterized as a desire to seek attainable but
challenging goals and to receive feedback on one’s performance. The need for
affiliation is one characterized by the desire to be part of a group with friendly
relationships and with roles involving human interaction. The need for power is one
that focuses on a desire to make an impact and to be viewed as influential and
effective. For example, if assignments with measurable objectives are given to two
team members with achievement and power motivations, the achievement-oriented
team member is likely to produce successful results, while the power-oriented
individual is likely not to do so until he or she negotiates to craft the assignment to his
or her standards. And, in this situation, the affiliation-oriented person would wish to
make sure that everyone on the team is comfortable with their assignments before
fully deciding to execute them.

Using a different example, the achievement-oriented individual, who is interested in

team goal setting, will be the one who initially develops the team charter. Once the
project is under way, the power-oriented individual, who is interested in being a
leader, will call frequent meetings to modify the objectives and content of the charter
to ensure that they continue to relate to the organization’s strategic vision and
mission. The affiliation-oriented team member, who is interested in providing an
amicable working environment, will try to moderate the efforts of these two
individuals, facilitate meetings, and mentor individuals as they join the team so they
understand the team’s operating protocols are described in the team charter.

Achievement Orientation and the Virtual Team

Someone with a high need for achievement then should be placed in project roles in
which he or she is asked to complete a challenging task. This individual, however,
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enjoys freedom and flexibility in executing assigned tasks, and as a result, the
achievement-oriented team member is well suited to work in the virtual project
environment as this person does not need the close interaction with others
characteristic of the face-to-face environment to succeed. This person is particularly
effective and productive if the assigned duties deal with an entire work package for
which he or she has primarily responsibility. If this is the case, this individual then
can easily build a sense of identity around the content of the work and does not
require face-to-face interaction with others on the team in order to identify with the
project. Achievement-oriented individuals do not have a great desire to interfere with,
be involved in, or even know the specific details of the work assigned to others.
Often, they set personal goals to complete their work ahead of schedule. Further, they
are well suited for the virtual environment since they tend to be able to easily adapt to
the use of technology for communications. The achievement-oriented team member
can use technology to disseminate key technical issues for the edification of other
team members. They may find the virtual forum as well to be an easier setting to
present complex information, issues, and ideas and to exchange insights as the
electronic forum will focus more on the technical aspects of the work rather than on
possible personality traits. This person likes to receive feedback on his or her own
work and recognition from subject-matter experts, and would find it to be perfectly
acceptable if such recognition is presented and announced in a medium other than
face-to-face interaction. The achievement-oriented team member thus enjoys the
independence afforded by working in a virtual project environment and is the ideal
candidate for virtual projects.

Affiliation Orientation and the Virtual Team

By comparison with the achievement-oriented person, the affiliation-oriented person

may find it difficult to work on virtual projects. This person may be reluctant to work
on a virtual team and may resent being assigned to work on one, as he or she enjoys
interacting with other team members, discussing ideas, providing assistance, seeking
approval from other team members, and socializing with them during the life cycle of
the project. However, with the increase in virtual teams on so many projects, the
affiliation-oriented individual will need to be assigned to them. The project manager
then must work to create a setting in which this type of person will find the virtual
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project team experience to be a rewarding one, and in which the project team member
is enthusiastic to be part of the project, working as diligently as he or she would on a
traditional team.

One approach to consider is to use this person as a relationship manager for the team.
In this role, this person could provide a sense of identity for the team. His or her
efforts could focus on ways to enable team members to learn about the strengths and
areas of expertise of others on the team and to introduce some common ground among
the entire team to enable team members to get to know one another. During actual
project execution, this person may find satisfaction in areas such as:

 Introducing new team members to the team and its method of operation
 Making sure each person understands the project’s goals and objectives and
recognizes their own roles and responsibilities
 Serving as a communications expeditor
 Ensuring that people are aware of key upcoming milestones and project status
 Facilitating virtual team meetings to ensure that everyone has an opportunity
to participate
 Checking to see that consensus is reached on team decisions
 Following up on action items assigned during team meetings
 Serving as a neutral party if team members are having a conflict
 Mentoring younger team members in the project management profession and
helping them learn new concepts and
 Ensuring that the team celebrates success when key deliverables are
completed.

Power Orientation and the Virtual Team

Of the three personality types, the power-oriented individual may find it most difficult
to be on the virtual team. These people are noted for influence and control. Even if
they are not the project leader, they like to persuade people to do things their way and
to understand their points of view. They often may try to define and redefine team
goals in response to their own interpretation of them. They further are noted for being
competitive and are eager to make decisions as they are comfortable directing the
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work of others, taking risks, and receiving public recognition for their contributions.

On a virtual team, the power-oriented individual may have a more challenging time
persuading others to accept his or her views as they are not collocated and do not have
the opportunity to interact regularly with team members. They also may not have the
opportunity to participate regularly with other members of the team in a variety of
tasks at any time. This may lead these individuals to feel a sense of frustration in
working on a virtual team as they will not be able to easily take initiative to solve
problems, at least not to the degree that is available to them on collocated teams. They
also may lack the opportunity for extensive involvement with project stakeholders.
However, they too will be working on virtual project teams, and the project manager
must determine how best to motivate them so they are active and productive
participants. To capitalize on their natural strengths and orientations, the project
manager could ask them to help relate and clarify the project’s purpose and critical
factors for success and to relate the project’s purpose to the overall strategic vision of
the organization. Additionally, these team members can lead team meetings, help the
team come to closure in problem-solving sessions, ensure that stakeholders’
expectations and requirements are met, force a forthright discussion of the issue when
team members are experiencing conflicts, and point out the merits of possible
opportunities that others may perceive as risks.

Importance of Understanding One’s Primary Motivational Approach

Since motivation involves goal-directed behaviour, with an understanding of one’s

primary motivational approach, specific project roles and team responsibilities can be
determined to enable each team member to pursue them and make the greatest
contribution to the project’s goals and objectives. With an understanding of a project
team member’s specific categorization in terms of high achiever, high in affiliation
needs, and high in power motives, the project manager can determine the most
effective way to motivate members of the team. Then, the project manager can work
with each team member to identify his or her specific motivational orientation to
match it with the project resource requirements. Further, the project manager must
determine how each team member’s individual needs relate to the project goals.
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An Example of motivation by Empowerment by Intel Incorporation

2 17.82
2 1 5 .0 H ig h V irtua lity
L o w V irtua lity
1 9 0 .0

1 7 9 .4 4 1 6 6 .0 7
1 6 5 .0
P ro c e s s
Im p ro ve m e nt M o re virtua l te a m s (tho s e tha t m e e t le s s
1 4 0 .0
fre q ue ntly fa c e -to -fa c e ) tha t a re hig hly
e m p o w e re d a re m o re lik e ly to m a k e s ub s ta ntia l
p ro c e s s im p ro ve m e nts . In c o ns tra s t, virtua l
1 1 5 .0
te a m s tha t a re le s s e m p o w e re d a re s ub s ta ntia lly
9 0.92 le s s e ffe c tive a t m a k ing p ro c e s s im p ro ve m e nts .
9 0 .0
L o w T e a m E m p o w e rm e nt H ig h T e a m E m p o w e rm e nt
T e a m E m p o w e rm e nt

Example is quoted from research work of Prof. Bob Nelson in Intel

Corporation.

The graph talks about the empowerment works as a great motivator in organization
such as intel. The graph shows the relationship between the virtuality of a team and
the motivation level of a virtual team members.

It clearly talk that if team have high degree of virtuality than high empowerment can
yeield higher degree of process improvement. More virtual teams (those that meet less
frequently face-to-face) that are highly empowered are more likely to make
substantial process improvements. In constrast, virtual teams that are less empowered
are substantially less effective at making process improvements.
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Suitably of various methods of motivation for virtual teams

Intrinsic Motivation

Intrinsic motivation can be defined more simply in terms of what people will do
without external inducement. Intrinsically motivating activities are those in which
people will engage for no reward other than the interest and enjoyment that
accompanies them. Intrinsic motivation works as a motivation to engage in activities
that enhance or maintain a person's self-concept.

Intrinsic motivation as highly desirable, most of the activities in which teachers,

students, and other human beings engage are most directly influenced by extrinsic
rather than intrinsic motivation. For example, most people use a knife and a fork in a
certain way or follow conventions in a restaurant not because they find knife and fork
use to be intrinsically motivating, but because the correct use of these utensils leads to
such intrinsic benefits as a good meal or the respect of people we care about. This is
not a serious problem, unless the person feels coerced or in some other way alienated
by having to use the utensils.

Extrinsic motivators may lead to merely short-range activity while actually reducing
long-range interest in a topic. Therefore, it is essential that extrinsic motivators be
backed up by intrinsic motivators or that the extrinsic motivation becomes
internalized through processes described later in this chapter. If this does not happen,
the result is likely to be a reduction in the very behaviour we want to promote.

Subdivide factors that enhance motivation into individual factors and interpersonal
factors. Individual factors are individual in the sense that they operate even when a
student is working alone. Interpersonal factors, on the other hand, play a role only
when someone else interacts with the learner.
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The Factors that promote Intrinsic Motivation

Factor Description Related Guidelines

Set personally meaningful goals.
Challenge People are best motivated when Make attainment of goals probable but
they are working toward uncertain.
personally meaningful goals Give enroute performance feedback.
whose attainment requires Relate goals to learners' self esteem.
activity at a continuously
optimal (intermediate) level of
difficulty.
Stimulate sensory curiosity by making
Curiosity Something in the physical abrupt changes that will be perceived
environment attracts the by the senses.
learner's attention or there is an Stimulate cognitive curiosity by
optimal level of discrepancy making a person wonder about
between present knowledge or something (i.e., stimulate the learner's
skills and what these could be if interest).
the learner engaged in some
activity.
Make clear the cause-and-effect
Control People have a basic tendency to relationships between what students
want to control what happens to are doing and things that happen in
them. real life.
Enable the learners to believe that
their work will lead to powerful
effects.
Allow learners to freely choose what
they want to learn and how they will
learn it.
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Make a game out of learning.

Fantasy Learners use mental images of Help learners imagine themselves
things and situations that are using the learned information in real-
not actually present to stimulate life settings.
their behavior. Make the fantasies intrinsic rather
than extrinsic.
Competition occurs naturally as well
Competition Learners feel satisfaction by as artificially.
comparing their performance Competition is more important for
favorably to that of others. some people than for others.
People who lose at competition often
suffer more than the winners profit.
Competition sometimes reduces the
urge to be helpful to other learners.
Cooperation occurs naturally as well
Cooperation Learners feel satisfaction by as artificially.
helping others achieve their Cooperation is more important for
goals. some people than for others.
Cooperation is a useful real-life skill.
Cooperation requires and develops
interpersonal skills.
Recognition requires that the process
Recognition Learners feel satisfaction when or product or some other result of the
others recognize and appreciate learning activity be visible.
their accomplishments. Recognition differs from competition
in that it does not involve a
comparison with the performance of
someone else.
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Extrinsic Motivation

Extrinsic motivation refers to motivation that comes from outside an individual. The
motivating factors are external, or outside, rewards such as money or grades. These
rewards provide satisfaction and pleasure that the task itself may not provide.

Extrinsic motivation is when people are motivated by external factors, as opposed to

the internal drivers of intrinsic motivation. Extrinsic motivation drives people to do
things for tangible rewards or pressures, rather than for the fun of it.

Example

Supermarkets use loyalty cards and discounts, airlines use air miles, companies use
bonuses and commissions. Extrinsic motivation is everywhere.

An extrinsically motivated person will work on a task even when they have little
interest in it because of the anticipated satisfaction they will get from some reward.
The rewards can be something as minor as a smiley face to something major like fame
or fortune. For example, an extrinsically motivated person who dislikes math may
work hard on a math equation because wants the reward for completing it. In the case
of a student, the reward would be a good grade on an assignment or in the class.

Extrinsic motivation does not mean, however, that a person will not get any pleasure
from working on or completing a task. It just means that the pleasure they anticipate
from some external reward will continue to be a motivator even when the task to be
done holds little or no interest. An extrinsically motivated student, for example, may
dislike an assignment, may find it boring, or may have no interest in the subject, but
the possibility of a good grade will be enough to keep the student motivated in order
for him or her to put forth the effort to do well on a task.
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Monetary Motivation for Virtual Teams

• Individuals differ enormously in what makes them happy – for some

competition, winning and wealth are the greatest sources of happiness, but for
others, feeling competent or socializing may be more satisfying. The point is
that you can't say some motivations, like money, are inherently inferior

• Encourage compliance rather than risk-taking because most rewards are based
only on performance. As a result, associates are discouraged from being
creative in the workplace

• Disrupt or terminate good relationships between associates because they are

transformed from co-workers to competitors

Non Monetary Motivation for Virtual Teams

• Opportunity to learn, develop and advance as an employee.

• Flexible hours

• Recognition

• The Opportunity to contribute

• Independence and autonomy

Will lead to:-

• Creating employee/employer loyalty and respect

• Creativeness and innovations by employees

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Positive Motivation and Negative Motivation

Positive Motivation for virtual teams

• Motivating by providing a value to employees like rewards, recognitions etc.

• High morale of employees with a sense of mission

Negative Motivation for virtual teams

• Threat of punishment

• Restriction of personal needs

But it will lead to:-

• Destroys morale

• Effectiveness will decline as morale declines

• Long-term or frequent use of negative motivation is self-defeating

Negative incentives are used as a last alternative, but virtual team leader should first
study the situation carefully to try to avoid them
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Challenges in motivating virtual teams

• Poor coordination between

• Virtual team members are separated and they work virtually so they don’t
get chance of more interaction among themself. They are not able to creat
that much under members standing which requires for the success of a
virtual team
• Communications privacy
• Virtual teams are seprated so the members who are sharing something
on any media, the issue of security come in picture. Virtual teams uses
internet and intranet as a communication media. Today cyber crimes
are becoming great threads to information.
• Lack of trust and relationship among members
• When virtual team members don’t meet with each other, the trust on
each other which is one of the essentials of successfully completing the
project, does not developed.
• Long distance between each other member
• Long distance between members becomes very crucial factor because
virtual team leader have to coordinate among the members. Other wise
project will lead to an unsuccessful one
• High dependence on technology
• Due to high distance the internet and computer technology plays an
important role while communication by team members. Dependence
on these technologies sometimes leads to failure of project. Due to this
project can be delayed because problems in technology like viruses,
debugs etc
Other challenges faced by virtual teams
• Misunderstanding in communications is the leading complaint among
members of virtual teams.
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• This problem is magnified when working with teams across cultural borders
because of nuances in the English language.
• Working on a project over the virtual workspace causes lack of project
visibility.
• Difficulty contacting other members. (i.e. email, instant messaging, etc.)
• Differences in time zones.
• It can be difficult for team members to fully comprehend the meaning of text-
based messages.
• Building trust may be challenging because mechanisms different from those
used in face-to-face teams are required to build trust
• Members fail to take 'ownership' of project
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CHAPTER – V

Findings and
Recommendations
68/72

Findings

• High empowerment is a great key for motivating virtual teams.

• Trust and relationship will be the great motivator for virtual teams

• High acceptability of monetary motivation by virtual team members because

of less connectivity of members

• Negative motivation methods are rear to find in virtual teams. Every company

fears to go for negative motivation

• Intrinsic motivation methods can be more useful for long term projects and

extrinsic methods can be used for short term projects.

• Environmental as well as individual factors impact the motivation level of

employees. Companies must compensate for the lack of human contact, and

find appropriate ways to support team spirit, trust and productivity.

• Leaders must be especially sensitive to interpersonal, communication and

cultural factors.

• No trust, no team. Trust is a top factor in determining virtual team success.

But interpersonal trust, compared to task-level trust (a faith that team members

will do their job) is more difficult to achieve in a virtual environment.

• Team building pays off. Virtual teams that invest time in team building

perform better than those that don't.

• Team performance tends to drop off after one year. Attention must be paid to

interpersonal, communication and cultural factors to prevent a "peak-and-

decline" syndrome.
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• Technology makes virtual teaming possible, but isn't a perfect substitute for

human interaction. Teams must be careful to use the appropriate technology

for various tasks.

• While meeting in person requires time and expense, virtual teams that meet

once or twice a year perform better overall than those that don't meet. To help

make an easy transition from a physical office to virtual workplaces for

employees, organizations have created “virtual water coolers” and chat rooms

to encourage employee interaction and communication.

• Sophistication of the virtual team is measured in terms of how well the team
responds to the client’s expectations in the areas of scope, quality, cost, and
schedule. However, the success of the team in achieving these project results
depends on how well the team members relate to one another and to the
project as a whole. As a result, the project manager must use a variety of
motivational approaches that are specific to each team member as appropriate
to help ensure project success.
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Recommendation to build trust and relationship in virtual teams

• Build the self-esteem of team members by showing respect for their opinions.

• Help team members focus on the problem rather than blaming each other.

• Serve as a role model by demonstrating constructive behaviour (maintain

constructive relationships; take initiative to make things better, lead by
example).

• Familiarize self and team with why trust is important.

• Take the time, up front, to allow your team members to get to know you and
each other.

• If possible, meet face-to-face early in the development of your team.

Miscommunication and conflicting expectations often arise from the lack of
face-to-face contact time among team members.

• Set up weekly ½ hour 1 to 1 sessions with yourself and your team members.
Help team members understand the mission of the team and allow them to
voice their concerns in an open manner.

• DWYSYWD

• Do what you say you will do.

• Stand behind your team and your team members. Do not make disparaging
remarks about the team’s performance in public. If you receive negative
information about a team member, be sure to investigate it thoroughly before
acting upon it.

• Try to give each team member the opportunity to contribute. Don’t rely more
heavily on those team members who happen to be in your location.

• It is vital in a virtual environment that organizations establish a clear policy

regarding communications privacy and then strictly adhere to it.
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Bibliography

• www.motivation-tools.com/toolofteammotivation
• www.businessballs.com/motivation
• “Team Motivation” by Peter Grazier
• Bishop, J., Scott, D. (1997), "How commitment affects team performance"
• Broom, M. (2002), "From effective groups to powerful teams",
• Clark, R. (2005), "Five research-tested team motivation strategies",
• Hertog, R., Tolner, T. (2002), "Groups and teams", in Warner, M.
(Eds),International Encyclopedia of Business and Management,
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Bob Nelson, Ph.D. on www.nelson-motivation.com
• Successful Motivational Techniques for Virtual Teams By Ginger Levin,
DPA, PMP and Parviz F. Rad, Ph.D., PMP
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Smith (2001)
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