Phase-specific relationships between team learning processes and transactive memory development

Abstract

With this study we seek to contribute to the research on the emergence of transactive memory, that is, the knowledge of “who knows what”, as part of the structural component of transactive memory systems (TMSs). Based on our theoretical model of team learning and transactive memory development, we analyse the relationships among different team learning behaviours and transactive memory during various phases of team development. We use a longitudinal design with three points of measurement at the beginning, in the middle, and at the end of a semester, to examine real student project teams over their full life cycle. The results support our presumptions of phase-specific influences of team learning behaviours on transactive memory development. This shows that knowledge-based processes (storage and retrieval) play a more important role during early stages of project-based teamwork, followed by a shift to a higher relevance of communication-based processes (reflection and co-construction) in later stages. Implications for further research and team management phenomena are discussed.

Keywords:

• Transactive memory systems
• Transactive memory
• Metaknowledge
• Team learning
• Team development