The use of virtual teams in organizations has shifted upward exponentially since the onset of COVID-19, yet available research does not include findings based on workplace virtual team members, as opposed to student populations. Research is limited on what virtual workplace team members consider important in the performance coaching and personal development processes. Research on virtual team member perspectives is valuable for human resource professionals and organizational leaders and particularly helpful to organizations struggling to respond to the new work-at-home environment. The purpose of the mixed-methods study was to explore the perspectives of virtual team members about how performance coaching, mentoring, and training contribute to their personal development. Participants for the study were members of social network virtual team groups who have been members of virtual work teams. The sequential explanatory study data was from a sample of 149 virtual team members (12 for the pilot survey and 137 for the full study). The Kruskal–Wallis results led to the rejection of the null hypothesis at an overall significance level of 0.05, with significance levels of 0.014 for coaching and 0.008 for mentoring, indicating a perceived positive contribution from performance development efforts (coaching and mentoring) on the personal development of individual virtual team members. These results on the interpersonal aspects of virtual teams from team members and consideration of perspectives on their personal development provide organizations, leadership, and human resources professionals, valuable information to improve virtual teams and the team member experience in normal and unusual work situations.

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虚拟团队成员对个人发展的看法：顺序解释性研究

自 COVID-19 出现以来，组织中虚拟团队的使用呈指数级上升，但现有研究不包括基于工作场所虚拟团队成员而非学生群体的研究结果。研究仅限于虚拟工作场所团队成员认为在绩效指导和个人发展过程中重要的内容。对虚拟团队成员观点的研究对于人力资源专业人士和组织领导者很有价值，对于努力应对新的在家工作环境的组织尤其有帮助。混合方法研究的目的是探索虚拟团队成员关于绩效指导、指导和培训如何促进他们个人发展的观点。该研究的参与者是社交网络虚拟团队组的成员，他们曾是虚拟工作团队的成员。连续解释性研究数据来自 149 名虚拟团队成员的样本（12 名用于试点调查，137 名用于完整研究）。Kruskal-Wallis 结果以 0.05 的总体显着性水平拒绝了零假设，教练的显着性水平为 0.014，指导的显着性水平为 0.008，表明绩效发展工作（指导和指导）对绩效的积极贡献。个人虚拟团队成员的个人发展。这些来自团队成员的虚拟团队人际关系方面的结果以及对他们个人发展观点的考虑为组织、领导力和人力资源专业人士提供了，