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            <title xml:lang="en">Team Feedback Intervention and Team Learning in Virtual Teams: A Moderated Mediation Model of Team Cohesion and Personality</title>
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                <forename type="first">Jesús</forename>
                <surname>Sánchez</surname>
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            <idno type="halRefHtml">&lt;i&gt;13th IFIP International Conference on Human Choice and Computers (HCC13)&lt;/i&gt;, Sep 2018, Poznan, Poland. pp.136-148, &lt;a target="_blank" href="https://dx.doi.org/10.1007/978-3-319-99605-9_10"&gt;&amp;#x27E8;10.1007/978-3-319-99605-9_10&amp;#x27E9;&lt;/a&gt;</idno>
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                <title xml:lang="en">Team Feedback Intervention and Team Learning in Virtual Teams: A Moderated Mediation Model of Team Cohesion and Personality</title>
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                    <forename type="first">Jesús</forename>
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                  <title>13th IFIP International Conference on Human Choice and Computers (HCC13)</title>
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                  <date type="end">2018-09-21</date>
                  <settlement>Poznan</settlement>
                  <country key="PL">Poland</country>
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                <editor>David Kreps</editor>
                <editor>Charles Ess</editor>
                <editor>Louise Leenen</editor>
                <editor>Kai Kimppa</editor>
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                  <publisher>Springer International Publishing</publisher>
                  <biblScope unit="serie">This Changes Everything – ICT and Climate Change: What Can We Do?</biblScope>
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                <term xml:lang="en">Computer-mediated communication</term>
                <term xml:lang="en">Team learning</term>
                <term xml:lang="en">Team cohesion</term>
                <term xml:lang="en">Virtual teams</term>
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              <p>Scholars and practitioners agree that virtual teams (VTs) have become commonplace in today’s digital workplace. Relevant literature argues that learning constitutes a significant contributor to team member satisfaction and performance, and that, at least in face-to-face teams, team cohesion fosters team learning. Given the additional challenges VTs face, e.g. geographical dispersion, which are likely to have a negative influence on cohesion, in this paper we shed light on the relationship between team cohesion and team learning. We adopted a quantitative approach and studied 54 VTs in our quest to understand the role of feedback in mediating this relationship and, more specifically, the role of personality traits in moderating the indirect effect of team feedback and guided reflection intervention on team learning through team cohesion within the VT context. Our findings highlight the importance of considering aspects related to the team composition when devising intervention strategies for VTs, and provide empirical support for an interactionist model between personality and emergent states such as cohesion. Implications for theory and practice are also discussed.</p>
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              <org type="consortium">TC 9</org>
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