Case 14.1: Can This Virtual Team Work?
Case synopsis and analysis
Jim Towne heads a newly formed virtual information technology team tasked with developing
and implementing technology innovations for all global units of a major corporation. Twenty
professionals work on the team. Most of the work is done virtually, although the team has had
two face-to-face sessions.
Team members like their assignments, respect each other, and enjoy being part of the team.
Learning objectives:
1. Students will be able to apply the eight characteristics of team excellence to a team.
Answers to questions in the text:
1. Which of the eight characteristics of team excellence are lacking in this team?
The eight characteristics of team excellence are: clear, elevating goal, results-driven structure,
competent team members, unified commitment, collaborative climate, standards of excellence,
external support and recognition, and principled leaders. Jim’s team seesm to have clear goals, a
Northouse, Leadership: Theory and Practice, Seventh Edition: Instructor Resource
2. Based on this analysis of team effectiveness, should Jim intervene at this time, or should he
just keep monitoring the team? If you think he should take action, at what level should he
intervene (internal or external)? If internal, should his action be task or relational?
Most students will argue that Jim should intervene. The team members are struggling and find it
difficult to complete their work. There need to be some internal and external changes to help the
team function better and achieve its goals.
3. What specific leadership functions should Jim implement to improve the team? Why?
The best goals, team members, and commitment will not mean much if there is no money,
Northouse, Leadership: Theory and Practice, Seventh Edition: Instructor Resource
Potential teaching approaches:
Below is a way to structure a class based on case study 14.1:
• Discuss students’ experiences with teamwork, and have them create a list pursuant to
exercise 1 below.
• Hold a lecture on teamwork, and discuss the differences between students’ lists and the
Exercises for this case study:
1) As a class, the professor should ask students to consider teamwork: When did they serve
on a team, what was it like, and so on. The professor should ask if anyone worked on a
very efficient team. If a student raises his/her hand, the professor should ask him/her
what made the team work well. The student should share his/her experience.
2) Role-play: Students play the part of Jim and a few key team members. Together, they
discuss what needs to happen in order for the team to run more efficiently. They should