Managing communication virtual_teams

Managing Communication within Virtual Intercultural Teams
Christine Uber Grosse
Thunderbird, The American Graduate School of International Management
Abstract
As global companies rely more on virtual teams to conduct short and long-
term projects, business students need to be prepared to manage the
communication of intercultural teams. Communicating across cultures using
technology can be a difficult task. Best practices in managing the communication
of virtual intercultural teams are identified from interviews with four executives
and feedback from 90 graduate business students. This information will help
business communication faculty to prepare students for the complex job of
communicating across languages and cultures on virtual teams.
Keywords: global teams, virtual teams, intercultural teams, team communication
Many companies use virtual teams comprising geographically dispersed
people to work on short and long-term projects. “Virtual” refers to the electronic
communication of team members. Technology-enabled communication allows
the team to function, even when physically separated by distance and time
zones. Global trade and technology have changed the work environment for
organizations of all sizes. With recent technological developments in
communications and logistics, smaller companies can now compete in the
international marketplace (Townsend, DeMarie, & Hendrickson, 1998). Net
collaboration technologies let companies work with partners to bring new
products to market with significant savings in time and money. Yet, this Internet-
based collaboration is still in its infant stage. Dealing with different cultures and
learning how to handle the technology pose the biggest challenges for

collaborative ventures (Keenan & Ante, 2002). Indeed, the two greatest barriers
to effective team communication are technology and cultural differences.
This study examines how to help business students manage virtual
intercultural team communication. Given globalization and corporate reliance on
technology for communication, business students today are likely to participate in
virtual intercultural teams in their careers. Business communication faculty can
use the strategies presented here to teach students to manage the challenges of
communicating in virtual teams. Today’s business students need to be prepared
to work effectively on multicultural teams in order to compete in the global
market, (McCain, 1996).
In spite of the prevalence and potential of multicultural teams, a review of
research shows that “in practice, global teams do not often create the value
expected” (DiStefano & Maznevski, 2000; Daly, 1996). Language and cultural
barriers, technology, distance and time zone differences add complexity to
communication in global intercultural teams, and underline the need to prepare
business students to function in intercultural virtual teams. This aspect of
business communication merits special attention in the curriculum.
To help business communication faculty prepare students in this area, the
research here addresses two key questions. How can managers use technology
to communicate effectively with team members across cultures and borders?
How can managers overcome cultural differences in teams comprising members
from diverse cultures?

Methodology
The research reported in this paper comes from two primary sources: 1)
90 graduate business students enrolled in three business communication classes
and 2) interviews with four global executives based in France, the United
Kingdom, and the U.S.
The graduate business students reported on the outcome of an
intercultural team project involving the use of technology and face-to-face
communication. Their assignment is described in Figure 1. The assignment
involved student reflection on how technology and intercultural differences
impacted team communication. The teams wrote up their reflections as part of
their final project.
For the project, students were instructed to form their own teams of two to
five people. Each team had to have members from at least two different cultures.
The intercultural teams worked to complete a six-week project on e-commerce in
a mandatory 1.5-credit business communication class. Another business
communication specialist, Barrett (2001) has reported on her approach to
teaching MBA students to manage intercultural teams
The second source of information came from a group of four global
executives who were interviewed about their perspective on virtual intercultural
team communication. These executives were experienced international
managers, in contrast with the other group in the study of graduate business
students. They provided in-depth answers to a questionnaire concerning their

work on multicultural teams. This group consisted of: 1) David—Michelin’s
chemical purchasing manager for Europe; 2) Ben—a British American finance
manager for Intel in Singapore and the U.S.; 3) Lucienne—a Brazilian business
development specialist working at the Minority Business Development Center in
Phoenix; and 4) Alan— global e-commerce manager at United Parcel Service’s
headquarters in Atlanta.
Managing Technology in Virtual Teams
What challenges do managers of intercultural teams face when they use
technology? How do they overcome these obstacles? See Figure 2 for strategies
to communicate via technology on virtual teams.
First, the team needs to understand the advantages and limitations of
technology for conducting their communication and work. While technology
offers opportunity for frequent, easy, low-cost, around-the-clock communication,
it can be an unreliable variable that affects the outcome of team communication
and collaboration (Duarte & Snyder, 1999). Problems occur when the network
goes down, the technology does not work, or the team member needs more
training in how to use the electronic tools. Employees need training in how to
use the technologies, and ongoing technical support in the event they encounter
problems.
Technology and the communication it enables give companies a
competitive advantage in the international environment. Technology helps people
in distant places to connect and build relationships without travel. Employees

who travel can stay in close touch with the home office. Virtual teams enable
companies to accomplish things more quickly and efficiently. For example, Texas
Instruments found that virtual meeting software such as WebEx reduced travel
costs and saved time. With WebEx, participants see a slide presentation on their
computers, and can instant-message questions and comments throughout the
presentation. This software also produced a higher level of feedback from non-
native speakers of English. The international meeting participants were more
willing to type in their comments using virtual meeting software than in face-to-
face meetings, or on conference calls where they worried about speaking English
(Overholt, 2002).
In spite of the advantages of technology for virtual team communication,
teammates benefit greatly from face-to-face contact, especially at the beginning
of the project. This helps establish the working relationship and build trust.
Kostner (2001) finds that executives on virtual teams view travel as necessary to
develop rapport. The establishment of a personal relationship is an important
reason for the business trip, although not necessarily the only reason for the
travel. On their trips, they focus more on relationship building than on doing
specific tasks. Michelin manager David says, “E-mail works with my network.
We’re comfortable. We know each other well. I made a deliberate effort that we
all got to know each other well at the beginning. And then we could do anything
else long distance via technology.”
While promoting positive attitudes toward technology, the manager also
needs to understand employee resistance to it. To humanize interaction via

technology, virtual team members use personal touches in their communication,
such as an exchange of photos by e-mail. As part of a strategy to promote
interpersonal communication, they may celebrate birthdays, anniversaries,
engagements, and children’s achievements electronically. Sometimes,
teammates discover that it’s possible to make friends for life with people they
haven’t met. Experienced teams learn how to keep the human touch in their
distance communication. Used effectively, technology can enhance an
intercultural team’s communication, and bring people together across distance
and time, regardless of language and cultural differences.
Communicating across Language and Culture
Virtual team communication across cultures presents managers with
special challenges. See Figure 3 for a summary of strategies to deal with these
challenges.
To communicate effectively across cultures, managers need to develop
intercultural sensitivity, good relationships and trust. Ackley and Barker (2001)
use four criteria to assess intercultural sensitivity: 1) positive feelings toward
interactions with people from other cultures; 2) the positive feelings of people
from other cultures toward the individual; 3) successful completion of job; and 4)
freedom from culture-contact stress.
Mutual trust plays a key role in successful international alliances and
teams, yet managers freely admit that trust is not easy to achieve. Particularly on
virtual teams where there is uncertainty and incomplete knowledge of all group

members, trust is a necessary condition for successful teamwork (Child, 2001).
Jarvenpaa, Knoll, and Leidner (1998) find that trust among global team members
depends on their perceptions of each other’s ability, integrity, and benevolence. It
is important to have on the team individuals who are willing to trust one another.
Managers should make sure everyone understands how diversity
strengthens an intercultural team, by recognizing the value each member
contributes to the team. Each person clearly brings different personal and cultural
perspectives to the task.
David, the Michelin chemical purchasing manager based in France, insists
that “you have to have local people who understand the local market” on an
efficient team. Obviously, people from different cultures take different approaches
to problems. I bring something [as an American] to the European group. For
instance, we have a group that buys steel. My American approach tends to be
direct, and my American network [team], too. I hope to bridge the communication
gap between North America and Europe.” He also finds it helpful being American
at the French headquarters, talking to the Americans in the U.S.
David explains why Michelin finds the diverse perspectives of intercultural
teams so valuable. “We have a French buyer in North America, who brings the
French perspective over there. He can explain why we’re asking for something.
He can speak directly with the French here [at Michelin headquarters in
Clermont-Ferrand, France.] No language problem.”
Approaches to project management tasks such as scheduling, goal
setting, task assignment, and leadership differ across cultures (Milosevic, 1999).

Varner (2001) discusses other important effects of culture on team dynamics,
such as the giving and receiving of criticism and feedback, willingness to
participate and offer ideas, and contradiction of superiors. In their intercultural
team experience, the graduate business students commented on these tasks, as
well as the opportunities and challenges of working on intercultural teams. They
used e-mail, face-to-face meetings, and, to a lesser extent, phone to carry out
their communication.
Many team members in the business communication classes reported that
they found working with people from different cultures enhanced the experience
for everyone.
Diversity brings a broader range of expertise, resources, and viewpoints to
projects (Townsend, DeMarie, & Hendrickson, 1998). In the business
communication classes, students commented on how each person added a
different perspective, and helped teammates to see things from a different angle.
The diversity stimulated new ideas and enhanced creativity. Working on the
teams changed their point of view about how people from certain cultures
behave, and erased stereotypes.
Getting to know everyone’s strengths and backgrounds at the beginning of
the project proved to be a valuable strategy. Some teams took advantage of this
knowledge by playing to each other’s strengths and minimizing weaknesses.
Recognizing that teammates had different levels of expertise, experience, skills,
and capabilities, these teams distributed the workload accordingly. For example,
a team member with excellent organizational skills can direct task assignment,

and monitor completion of each part of the project. A team member with good
time management skills builds a timeline and keeps others on track for project
completion. Another person’s interpersonal skills help resolve conflict and build
group consensus when the team has disagreements. One team member might
be weak with time management, and strong in interpersonal skills. Another
person may lack technical expertise, and rely on teammates who are Internet
savvy for assistance.
The graduate business students, who worked in intercultural teams for
their e-commerce project in business communication class, identified distinct
advantages in working on multicultural teams. Most described the experience as
extremely positive. They reported that it was fun, and interesting to learn about
other people’s cultures while getting the job done. As a byproduct of the class
work, they learned how to communicate effectively with people from all over the
world. Students exchanged information beyond the scope of the project, and
broadened their knowledge of different people, cultures, and places. In the
process, they established new friendships. Enjoyment of working on a team was
one of three key factors that Snow, Snell, and Davison (1996) identified as critical
for the success of a transnational team. The other two key factors for success
were commitment to the team’s mission and norms, and dependability to perform
assigned tasks.
With respect to communication barriers, some teams found it challenging
to work with people from different language backgrounds. Several remarked on
how the other person may understand something totally different from what was

intended. Some American students worried that other cultures would be offended
by U.S. openness and directness in the course of the team communication.
These observations support Thomas’s (1999) belief that team members need to
understand how cultural differences affect team dynamics and individual ideas
about how teams should function.
The business communication class teams identified three basic ways to
overcome obstacles to communication: patience, respect, and listening skills.
They found that being patient in dealing with differences, open-minded, and
respectful made a difference in communicating across cultures. It took time and
patience to recognize and adapt to different communication styles and ways of
handling meetings. Listening to each other patiently and attentively helped to
overcome some communication problems. Teammates let each other know that
they understood and appreciated others’ points, and addressed them directly.
When they didn’t understand a point, they persisted in asking questions for
clarification.
Having a common goal, such as doing an excellent job on the assignment,
also united teams. Others found it helpful to demonstrate a willingness to work
things out and keep a dialog going. As a result of the project, students learned
strategies to communicate in a challenging environment, develop better listening
skills, and improve methods of sharing ideas.
Students learned that working on a team can take more time and effort
than doing the same work as an individual. They conceded that the benefits

outweighed the negatives. The finished product was of greater quality and had
less chance for errors when all reviewed it.
To communicate across cultures, teammates must build trust and
understanding. Not knowing people well can cause serious problems. According
to David, the Michelin executive, “If you don’t know the people well, it’s always
more complicated. If you don’t have that rapport, even with people from your
same culture, e-mail can be dangerous, if you don’t know them well. When you
have to get someone to do something, you have to know how to establish that
rapport.”
The business communication instructor can make the following key points
to help students succeed in intercultural team projects. Being open to learning
about other cultures goes a long way to establishing rapport among teammates.
Awareness that differences exist in cultural values and beliefs, communication
styles, approaches to decision-making, problem solving, and conflict resolution
also helps teams to overcome cultural differences. Additionally, team members
can break down language barriers by showing respect for other cultures and
languages. John Purnell, formerly at Digital Corporation, recommends that global
team members show appreciation for cultural differences and the value of
people’s time, develop skills in listening, conflict resolution, project planning, and
computer literacy (Odenwald, 1996). Iles and Hayers (1997) also believe that
transnational project teams need competency in negotiation, strategy, and
conflict resolution skills in order to avoid potential conflicts.

The Michelin executive identified the greatest communication challenge he
faces: “It’s French!” he laughs. “I can stay in a meeting for an hour OK. Then it’s
tiring. One on one, I do OK. In a meeting, it’s hard to participate. And often, I
need to lead a meeting. That’s hard to do in French. I’m taking classes, and I’ve
got really good support.”
Ben, the Intel executive, identified communication challenges on an
interpersonal level, such as understanding the boundaries of what kinds of
behavior are acceptable, and how to interact with people from different cultures.
He referred to examples in his business experience of people not understanding
what level of directness was appropriate. He witnessed other problems when
people were too informal with cultures that preferred more formal communication.
Other challenges occurred among managers whose cultures tolerated more
aggressive and argumentative behavior
Communication Strategies for Virtual Teams
Virtual teams use a variety of communication strategies to get across their
message. (See Figure 4). They choose an appropriate communication channel
to achieve their purpose, considering the strengths, limitations, and challenges of
e-mail, phone, fax, videoconference, and face-to-face. They also must consider
the audience. For example, they take into consideration whether their audience
consists of peers, junior manager, boss, or external people such as clients. The
level of formality and how well they know their audience also affect channel
selection.

Generally, communication is easier among peers and teammates, and
more difficult between junior managers and bosses, and people that are not well
known. More opportunities exist for misunderstanding with different levels of
employees and unfamiliar people. Different communication channels offer
specific advantages for virtual intercultural teams. Yates and Orlikowski (2002)
advocate the use of genre systems such as memos, meetings, reports, training
sessions as a means of structuring collaborative work.
E-mail
Virtual teams frequently communicate via e-mail. Some managers
estimate it to be 75-80% of their communication. E-mail presents certain
advantages for virtual teams from different language and cultural backgrounds,
because it allows time for people to compose and process messages. Warkentin,
Sayeed, and Hightower (1997) point out that time pressures in synchronous
meetings are often absent in asynchronous meetings or e-mail. It also gives them
time to edit the message for better clarity before sending it. The receiver also has
time to consider the meaning and an appropriate response. The e-mail format
and the time it allows both sender and receiver to construct meaning helps the
non-native speaker of English to communicate more effectively.
E-mail also helps to overcome language barriers on virtual teams. David
comments, “When language is a problem, e-mail is really nice. When you write
something down, it helps. E-mail is a much easier way to communicate with
someone who is weak in English or French. On the phone, it’s very hard to

communicate. In e-mail, you can take time to compose your words, and look
something up if you don’t know what to say.”
If people have questions or need clarification, e-mail makes it easier for
them to ask without losing face. According to Ben of Intel, if an executive has a
problem understanding something in an e-mail, it is easier to ask questions and
request clarification. Such questions over the phone or face-to-face might be
embarrassing. In his experience, people don’t like to ask for clarification orally, or
admit that they cannot understand something.
David, the Michelin manager, and his counterparts in North America,
South America, Asia, and Europe primarily use e-mail. He reports, “I send
several e-mails a day out to the network. Typically, five to ten messages just from
my North American counterpart will be waiting for me when I get in. We bombard
each other with e-mails.”
The spontaneity and immediacy of e-mail help communication. David
explains, “E-mail is nice. You get an idea. You zip it off. You get a fast response.
Almost a dialog. The alternative is one big, long e-mail at the end of the day. It’s
better to have lots of short ones, more immediate and timely.” His comments
underline the importance of brevity in e-mail communication. Long ones tend to
be put off for later. And “later” may never come. Knowing the person at the other
end of the e-mail is very helpful, since you are less likely to delete an e-mail from
someone you know.

Phone
Ben finds the phone the hardest way to communicate, because one
cannot pick up any visual cues. It is especially hard to talk with people from
different cultures or nationalities who are non-native speakers of English.
Lucienne from the Minority Business Development Center uses the phone
or e-mail for “simple little things.” She prefers face-to-face for important issues.
David uses the phone to have direct and more personal communication
with suppliers, whom he knows less well and has less frequent contact with than
his network. He knows many of the people he needs to talk with at the plants
around the world. As to frequency of phone contact, he talks to one or two
suppliers a day, mostly in Europe. Although he uses e-mail with suppliers
sometimes, he prefers phone calls because he wants the dialog with them. The
personal touch is important, since he doesn’t have the daily contact with
suppliers that he has with the internal network.
Videoconference
Ben, the finance manager from Intel, participated in videoconferences with
his counterparts in Israel and Ireland. Production values make it difficult to work
with this medium. The quality of video often is not good, and the resolution,
speed, and sound present problems as well. “You expect it to be like TV and it’s
not.” Apart from seeing what a person looks like, the medium has limited value, in
Ben’s opinion. He thinks it is easier to have a voice conference, if just a few
people are involved.

Michelin headquarters has the capability for videoconference, but they do
not use it often. For a large group of people, video has advantages. By phone, it
is hard to know who is saying what, when more than two or three people are
involved. To get a discussion going with a large group, videoconference works
better.
Face-to-face
Face-to-face meetings bring a special chemistry and power to
communication. The executives as well as the business students commented on
the advantages of face-to-face.
At United Parcel Service headquarters, almost all the meetings are
conducted face-to-face. Alan, an executive in global e-commerce, spends almost
all of his time in meetings. Face-to-face, there is a special chemistry, and
participants get all the nuances. “You spend lots of time arguing, but when you
get consensus, you move together as one.”
David agreed, “In the end, there’s no substitute for face time. You don’t
have to have it always or often. But at least once a year I need a face-to-face
with my counterpart, to keep that personal relationship. Travel is expensive, but
it’s worth going to Asia to have occasional meetings, so people know who you
are. It’s much easier to delete an e-mail if you don’t know them.”
In conclusion, e-mail is the technology of choice for virtual teams. The
phone may be a more personal means of communication, but it is harder to use
than e-mail for speakers of other languages. Videoconferences may work better

than a conference call for large groups. Clearly, face-to-face makes an effective
communication channel that builds trust and confidence. Especially at the
beginning of a project, teams can benefit from face-to-face meetings to establish
relationships. Once they have reached baseline levels of understanding, they can
use virtual communication more effectively later.
Team members can create an environment that encourages open
communication and brainstorming. It’s important to avoid blaming individuals for
problems. Rather, team members should address problems together. As they
share the responsibility and rewards of success, they can celebrate victories,
even small ones, together.
The managers use a number of communication strategies to help them get
their message across successfully with virtual teams. These include:
• Communicate continuously
• Use active listening
• Keep communication simple and clear
• Use different technologies to advantage
• Build relationships and trust
• Show respect for other cultures
• Be sensitive to cultural differences
• Check for understanding
• Ask for clarification
According to Daly (1996), effective communication in a multicultural team
occurs when team members hear what was intended to be said. Establishing a
working transnational team requires regular feedback, ongoing communication,
active listening, and attention to what individuals and the group find acceptable
and unacceptable (Iles and Hayers, 1997). David finds that continuous

communication is key to successful operations. That is why he exchanges daily
e-mails with his network. At UPS, the director of international public relations has
a weekly voice conference with his regional directors around the world.
Speaking the language and knowing the culture are definite advantages,
but being sensitive to cultural differences is necessary for communication. Team
members should be specific in their requests and never assume anything! To
avoid misunderstandings, managers need to ask for clarification and check for
understanding.
Conclusions
The research on which this paper is based provides insight into strategies
to facilitate virtual intercultural team communication in global corporations.
Business communication faculty can incorporate these strategies into their
instruction, for example, by designing projects for virtual intercultural teams.
These projects can include oral or written reflection on the team communication
process to help students learn as they experience the opportunities and
challenges of communicating across cultures with technology.
By promoting understanding of the advantages of virtual intercultural
teams, managers and business students can overcome many challenges posed
by cross-cultural communication and technology. They can take advantage of the
learning opportunities that derive from working with multicultural teams. With
open minds and respect for other languages and cultures, business students and
managers can help their teams avoid misunderstandings. Showing patience,

care, and sensitivity, managers can lead their teams across language and
cultural barriers to more effective communication.
Understanding how to communicate effectively on virtual intercultural
teams will help business students and managers achieve higher performance,
and avoid costly delays in projects and decision-making. It will enhance
appreciation for cultural diversity, and knowledge of technology’s power to
communicate across time and space while building strong human relationships.
Note: This research was sponsored by a grant from the Research Center at
Thunderbird, The American Graduate School of International Management.

Figure 1
Communicating through E-Commerce
(Business Communication Class Project)
Assignment 5—Communicating with Intercultural Teams
Due Mar. 4
In this project, you have worked with people from different cultures using
technology to communicate. Comment on the following, and give specific
examples.
What you learned about:
1) working on an intercultural team
2) dealing with cultural and language differences
3) communicating via e-mail, phone, or face-to-face (the pros and cons of
each)
4) resolving communication problems
5) group writing and revision
6) the advantages of working with people from diverse backgrounds
7) time management

Figure 2
Managing Technology in Virtual Teams: Opportunities and Challenges
(Visual to support a lecture)
• Understand the advantages and limitations of technology
o Know what it offers the company, employees, manager
o Cross borders without leaving home
o Balance distance work with face time
 Understand the value of face-to-face meetings
o Keep a balance between work and personal life
 Avoid the temptation of working 24/7 with technology
• Understand the pros and cons of virtual teams
• Create positive attitudes toward technology
o Understand resistance
o Help teammates get used to the technology
o Help them see what it offers
o Offer training and technical support
• Build relationships with teammates via technology
o Warm up a cold medium
o Make it personal
o Get to know each other with photos, celebrate birthdays, anniversaries,
engagements, children
o Build relationships with people you haven’t met
o Keep the human touch

Figure 3
Communicating across Languages and Cultures: Opportunities and
Challenges
• Develop a network of relationships
• Understand how diversity strengthens a team
o Understand pros and cons of intercultural teams
• Build trust and understanding
• Be open to learning about other cultures
o Understand cultural values and beliefs, communication styles
o Understand approaches to decision-making, problem-solving, and conflict
resolution
• Balance distance work with face-to-face time
• Show respect for other cultures and languages
o Overcome cultural differences
o Break down language barriers
• Use appropriate communication channels
• Check for understanding

Figure 4
Communication Strategies for Virtual Teams
• Choose the right communication channel to achieve your purpose
o Know the strengths, limitations, and challenges of communicating via
 E-mail
 Phone
 Fax
 Videoconference
 Face-to-face
• Encourage open communication, brainstorming
• Avoid assignment of blame
• To share the responsibility and rewards of success
o Address problems together
o Focus on the team, rather than the individual
o Celebrate small victories together
o Use the power of the team. The whole is greater than the sum of the parts.

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This article was published as “Managing Communication within Virtual
Intercultural Teams.” Christine Uber Grosse. Business Communication
Quarterly.2002; 65: 22-38. It won the award for Outstanding Article of the Year in
Business Communication Quarterly from the Association of Business
Communication.
Permission was granted to post this post-print version of the article on the
author’s Web site from Karen Ehrmann, Permissions Editor for Sage
Publications.

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