Making sense of group cognition: the curious case of transactive memory systems

Purpose The purpose of this paper is to study the relationship between network ties (NT) and transactive memory systems (TMS), observed through three dimensions – specialization (TMSS), credibility (TMSCR), and coordination (TMSCO) – in the presence of leadership (LDR) as a moderating variable, in university research-and-development (R&D) groups. Design/methodology/approach The data are composed of 257 university R&D groups. To confirm the hypotheses, the authors use multiple linear regression analysis with a moderating effect. Findings The conclusions show that the relationships between NT and two of the three dimensions of TMS (TMSCR and TMSCO) are significant when LDR is included as a moderating variable. Although the effect of TMSS is positive, it is not significant. Including the interaction element enables better explanation of two of the dimensions of TMS in the sector analyzed. Thus, LDR is perfectly applicable to the university R&D environment. Research limitations/implications This research has several limitations that suggest further possibilities for empirical research. The limitations include the cross-sectional nature of the research and the judgment of a single manager as the basis of the perception analyzed for each group. Practical implications The authors provide several implications for R&D practitioners. The results of this study could be validated in other universities in other geographic areas, enabling better generalization and applicability of the results. The results described may serve as a guide for group leaders of university R&D. This research helps us to see the importance of LDR in forming internal research networks that help researchers to perform common projects in order to obtain better results in the group. Thus, the groups provided better results to society. Originality/value No studies have tested the moderating effect of LDR in university R&D empirically. The results provide information to fill this gap and demonstrate the applicability of LDR as a key element in the organization, improvement, and cohesion of R&D groups.

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Developing Transactive Memory Systems

Collective Knowledge ◽

10.1007/978-3-658-22180-5_3 ◽

2018 ◽

pp. 57-100

Author(s):

Patrick Figge

Keyword(s):

Memory Systems ◽

Transactive Memory ◽

Transactive Memory Systems

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Transactive Memory and Technology in Work Groups and Organizations

Advances in Social Networking and Online Communities - E-Collaborative Knowledge Construction ◽

10.4018/978-1-61520-729-9.ch014 ◽

2010 ◽

pp. 244-274 ◽

Cited By ~ 3

Author(s):

Richard L. Moreland ◽

Kristina L. Swanenburg ◽

Jeffrey J. Flagg ◽

Joshua D. Fetterman

Keyword(s):

Work Groups ◽

Memory Systems ◽

Transactive Memory ◽

Transactive Memory Systems ◽

Shared Awareness ◽

Technological Methods

Transactive memory is a shared awareness among individuals about who knows what. Many studies show that work groups can develop transactive memory systems, and that groups whose systems are stronger perform better. Although organizations have been studied less often in this regard, the available evidence suggests that they can develop transactive memory systems too, and that stronger systems improve their performance as well. Technology can be a tool for strengthening transactive memory systems in work groups and (especially) organizations. Unfortunately, workers often resist using such technology, which limits its effectiveness. Several explanations for that resistance are considered, but the major problem is that workers simply prefer to locate and share their knowledge using interpersonal rather than technological methods. Instead of attempting to overcome this preference, it might be wiser for organizations to explore ways to strengthen interpersonal methods of sharing knowledge among workers.

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Relationship conflict, task conflict and teams’ transactive memory systems

International Journal of Educational Management ◽

10.1108/ijem-01-2019-0003 ◽

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.

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