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In virtual teams, the lack of feedback and information about team processes is a major problem. To encounter this challenge of virtual teamwork, team process feedback was provided by an Online-Feedback-System (OFS). It contained feedback regarding motivation, task-related aspects, and relationshiprelated aspects. A longitudinal study of 52 virtual teams with student participants was conducted. Teams that used the OFS showed an increase in performance compared with controls that did not use the OFS. Furthermore, results indicate initial motivation as a moderating variable on the improvement caused by the OFS. Positive OFS effects were found on motivation and satisfaction for the less motivated team members. Furthermore, for less motivated team members, effects of the OFS on performance were mediated by interpersonal trust. Overall, results imply that team process feedback has a positive effect on motivation, satisfaction, and performance in virtual teams.

Summary: Recent research on the “ Köhler effect” (e. g., Hertel, Kerr, & Messé, 2000a , b ) has demonstrated that persons increase their effort when working with a stronger coworker compared to when working as individuals. One pre-condition for these motivation gains was a conjunctive task structure, suggesting that high instrumentality of the weaker worker's performance for the group outcome is crucial for the effect to occur. Two experiments were conducted to replicate and further explore these instrumentality effects using a physical persistence paradigm. Experiment 1 compared anonymous and non-anonymous teams working conjunctively to test whether collective motives (maximizing group's outcome) or individualistic interests (impression management) are more likely to underlie the Köhler motivation gain effect. Results replicated overall motivation gains and showed only slight effects of the anonymity variation, suggesting that the motivation gains are more a product of collective motives than individualistic interests. In Experiment 2, spontaneous goal setting processes were explored as a possible mediator of the Köhler motivation gain effect. Comparing conjunctive and additive task conditions for weaker group members again demonstrated that high instrumentality is crucial for the Köhler motivation gain effect. Moreover, while there was no reliable difference between these conditions in reported goal setting, simulating high instrumentality goals by explicit instruction in another additive task condition did lead to significant motivation gains.

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