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Organizations are utilizing virtual teams, comprising workgroup members who communicate and collaborate with technology, to accomplish tasks. These teams are geographically distributed and communicate via computermediated communication systems (CMCS), and may never or rarely meet face-toface. Relational links among team members have been found to be a significant contributor to the effectiveness of information exchange in the use of CMCS. In most cases, team members receive little or no training to improve the effectiveness of this form of communication. When training is used, it often focuses on software utilization skills, not on interpersonal communication dynamics. This paper discusses the effect of virtual team communication training on group interactions, especially for enhancing these relational links and thereby improving communication and information exchange in virtual teams. It was found that teams that were given appropriate training exhibited improved perceptions of the interaction process over time, specifically with regard to trust, commitment and frank expression between members. Discussion of the role of training on virtual team processes and outcomes is discussed and future research implications are presented.

support systems (GSS) for the same reason. The two approaches can be taken separately or together. In this study, in-depth interviews with 37 practicing facilitators provided their perspectives on critical factors that influence meeting success and potential benefits and concerns with the use of GSS. Respondents focused on a core of communication and group process skills as critical for facilitator success. Overall, the respondents observed or anticipated more efficient and effective task performance as benefits of GSS technology. Their concerns focused on technology-related issues: participant anxiety, systems inflexibility, and systems reliability. Views of facilitators with high and low levels of GSS experience are largely consistent. High-experience GSS facilitators viewed technical issues as more central to meeting success, while low-experience GSS facilitators focused more heavily on attributes of the group. The paper concludes by offering suggestions for identifying and training GSS facilitators and comments on key issues of importance to GSS designers, based on the facilitator's perspective.

PurposeTo report on a study testing training methods to improve communications among virtual team members.Design/methodology/approachTraining methods for improving virtual team communications were developed and administered to 12 virtual teams. Surveys tracking cohesiveness, perceptions of the process and satisfaction with the outcomes were administered before, during and after teams working on a series of projects. These results were compared with similar teams working on the same projects who did not receive training.FindingsResults indicated that teams receiving training showed more cohesiveness, perceptions of the process and satisfaction. These factors have been shown to increase team members' ability to exchange information and to positively affect the group's performance.Practical implicationsRelational link training seems beneficial for virtual teams as the teams in this study that had relational link training showed higher levels of group cohesiveness, satisfaction with their group's outcome, and had a better impression of the group's virtual meeting process. Relational link training may have a benefit of establishing and managing expectations for how groups work together. This is especially true in its mitigating negative impacts on group cohesiveness. It is important to measure the impact of any training program, relational link or otherwise, over multiple periods, as the true impact may not become evident except over longer periods of time.Originality/valueProvides information on improving communication among virtual team members.

This article offers a set of guidelines to assist project leaders when managing virtual project teams. The guidelines were developed as a result of a panel at the celebration of the 30 th anniversary of the founding of the MIS department at the University of Arizona. These guidelines include recommendations for addressing challenges that occur over the virtual team project life cycle, including identifying appropriate team members, establishing conventions and norms, and creating shared awareness. We also give practical advice on how to highlight successes and learn from mistakes to ensure ongoing development of leadership and participation skills that will enable project leaders to manage virtual teams successfully.