The Impact of Transactive Memory Systems on Team Performance

2014 ◽  
Author(s):  
Qian Huang ◽  
Hefu Liu ◽  
Xupan Zhong
Keyword(s):  
Team Performance ◽  
Memory Systems ◽  
Transactive Memory ◽  
Transactive Memory Systems ◽  
The Impact

Relationship conflict, task conflict and teams’ transactive memory systems

2019 ◽  
Vol 34 (3) ◽  
pp. 626-640
Author(s):  
Jason M. Riley ◽  
William A. Ellegood
Keyword(s):  
Experiential Learning ◽  
Team Performance ◽  
Operations Management ◽  
Memory Systems ◽  
Transactive Memory ◽  
Task Conflict ◽  
Relationship Conflict ◽  
Conflict Task ◽  
Transactive Memory Systems ◽  
Content Type

Purpose The purpose of this paper is to understand how task conflict and relationship conflict influence teams’ transactive memory systems (TMS) and by extension team performance. Design/methodology/approach Leveraging experiential learning theory and a popular operations management simulation tool, survey data from 341 students, who worked on 117 simulation teams, are collected. To examine the present hypotheses bootstrapping analysis and SPSS were used. Findings Both task and relationship conflict can significantly diminish TMS development, which in turn, inhibits team performance. Thus, when teams disagree on how to approach a task, conflict could diminish TMS formation. In addition, when one team member has a personal conflict with one or more members that it further amplifies the influence of task conflict. To address the negative influence of both task and relationship conflict, teams should develop processes to better utilize members’ specialized knowledge and work together in a coordinated manner. Research limitations/implications The research adds to the literature by articulating the mediating influence that relationship conflict has on task conflict. Furthermore, it highlights how teams can develop TMS as a means to improve team performance when using simulation tools as a teaching device. Originality/value This work broadens our understanding of the conditions under which educators can teach students about teams and teamwork capabilities. In addition, the authors expand the use of simulations as an experiential learning tool.

scholarly journals Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations

2020 ◽  
Vol 51 (6) ◽  
pp. 830-858 ◽  
Author(s):  
Janice Francis Super ◽  
Teresa K. Betts ◽  
Heath Keller ◽  
Joy Roach Humphreys
Keyword(s):  
Knowledge Sharing ◽  
Team Performance ◽  
Memory Systems ◽  
Goal Orientations ◽  
Transactive Memory ◽  
Individual Learning ◽  
Planning System ◽  
Simulation Game ◽  
Transactive Memory Systems ◽  
Learning Goal

Background. Because computer-based simulation games are widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, and communication between team members.

scholarly journals The Impact of Perceived Subgroup Formation on Transactive Memory Systems and Performance in Distributed Teams

2016 ◽  
Vol 12 (1) ◽  
pp. 44-66 ◽  
Author(s):  
Yide Shen ◽  
Michael J. Gallivan ◽  
Xinlin Tang
Keyword(s):  
Team Performance ◽  
Memory Systems ◽  
Transactive Memory ◽  
Distributed Teams ◽  
Future Research ◽  
Negative Effect ◽  
Group Members ◽  
And Performance ◽  
Using Data ◽  
The Impact

With distributed teams becoming increasingly common in organizations, improving their performance is a critical challenge for both practitioners and researchers. This research examines how group members' perception of subgroup formation affects team performance in fully distributed teams. The authors propose that individual members' perception about the presence of subgroups within the team has a negative effect on team performance, which manifests itself through decreases in a team's transactive memory system (TMS). Using data from 154 members of 41 fully distributed teams (where no group members were colocated), the authors found that members' perceptions of the existence of subgroups impair the team's TMS and its overall performance. They found these effects to be statistically significant. In addition, decreases in a group's TMS partially mediate the effect of perceived subgroup formation on team performance. The authors discuss the implications of their findings for managerial action, as well as for researchers, and they propose directions for future research.

scholarly journals The Effect of a Concept Mapping Intervention on Shared Cognition and Adaptive Team Performance Over Time

2021 ◽  
pp. 105960112098162
Author(s):  
Catarina M. Santos ◽  
Sjir Uitdewilligen ◽  
Ana M. Passos ◽  
Pedro Marques-Quinteiro ◽  
M. Travis Maynard
Keyword(s):  
Mental Models ◽  
Concept Mapping ◽  
Team Performance ◽  
Empirical Work ◽  
Memory Systems ◽  
Transactive Memory ◽  
Shared Cognition ◽  
Transactive Memory Systems ◽  
Team Adaptation ◽  
Task Change

Research has demonstrated the value of team adaptation for organizational teams. However, empirical work on interventions that teams can take to increase adaptive team performance is scarce. In response, this study proposes a concept mapping intervention as a way to increase teams’ ability to adapt following a task change. Particularly, this study examines the effect of a concept mapping intervention on team transition adaptation (the drop in performance after a change) and reacquisition adaptation (the slope of performance after the change) via its effect on task mental models and transactive memory systems. We conducted a longitudinal experimental study of 44 three-person teams working on an emergency management simulation. Findings suggest that the concept mapping intervention promotes reacquisition adaptation, task mental models, and transactive memory systems. Results also suggest that task mental models mediate the effect of the concept mapping intervention on reacquisition adaptation. A post hoc analysis suggests that the concept mapping intervention is only effective if it leads to high task mental model accuracy. Our study presents concept mapping as a practical intervention to promote shared cognition and reacquisition adaptation.

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