Nurturing Virtual Teams

If you want to capture the hearts and minds of globally dispersed virtual team members, you must consider two key factors: situated learning and identity construction. Situated learning encompasses questioning, proposing ideas, discussing issues, and seeking feedback, whereas identity construction is “a process of understanding who one is, what one can do, and to what extent one becomes more or less legitimized and valued by the other members.” As individuals engage in situated learning and identity construction, they move from being peripheral participants to central players. Although individual reasons for joining a virtual community (such as an open-source software community) vary, the authors question: “What motivates and propels people to continue to actively contribute?” Though many open-source software (OSS) projects have failed, others have yielded world-class software like Linux, WordPress, and Firefox. <br><br> The authors split a 715-member community OSS community into three groups of participants: highly active/sustained (9), partially active/unsustained (7), and inactive (699). They suggest four steps to increase virtual team member engagement. First, the success of the project relies on sustained contributions from a few core contributors with strong expertise and skills. Second, to identify and foster the development of core contributors, every contribution must be recorded, tracked, and publishable. Third, to retain core contributors, special privileges should be granted to them. Finally, for contributors to gain recognition and reputation within the community, both direct contributions (e.g., solving software coding problems) and indirect contributions (e.g., offering advice) are needed.

• Distributed teams, Virtual teams, Remote working, Legitimate peripheral participation (LPP) theory