The impact of multiple project team membership on individual and team learning: A micro-meso multi-level empirical study

Multiple teams, multiple projects, multiple groups at the intersection of (multiple) research fields: A bibliometric study

“…At the same time, it is also a central actor, connecting well with the other subfields, which is evident also from the themes covered in the papers. These touch upon planning and scheduling (Caniëls and Bakens, 2012;Yaghootkar and Gil, 2012;Yang and Fu, 2014), information systems (Li et al, 2015), coordination (Hedborg et al, 2020), control (Laine et al, 2020), as well as learning (Chan et al, 2021), management and work overload (Gustavsson, 2016;Delisle, 2020).…”

Multiple Team Membership, Performance, and Confidence in Estimation Tasks

“…Little empirical evidence for this nonlinear association has emerged so far with two notable exceptions that have documented an inverted U shape association between the number of MTM and individual performance (Chan, 2014;Bertolotti et al, 2015). More recent empirical evidence has showed that moderate cognitive diversity in teams has beneficial effects on team learning (Aggarwal et al, 2019) and that the membership variety in MTM is positively associated with individual learning (Chan et al, 2020). Such a fostering effect for individual learning is likely to be a reflection of the G-I transfer of learning.…”

“…NFC was included as a control variable because the need for cognition is positively correlated with cognitive task performance (Cacioppo et al, 1996) as well as with advice seeking from teammates during group interactions (Curşeu, 2011). Also, the need for cognition was found to moderate the relation between multiple project team membership variety and individual learning (Chan et al, 2020).…”

“…We used a single type of task across the simultaneous teams, therefore, when task variety is controlled, the hypothesized benefits of exposure to a broader knowledge repertoire in MTM do not yield learning benefits beyond the mere participation in a single group. Individual differences such as the need for cognition (i.e., individuals' tendency to engage in and enjoy thinking) (Chan et al, 2020), could partially account for this finding such that individuals high in need for cognition might benefit more from working in a MTM setting. Having established this baseline for G-I transfer of individual learning in MTM vs. single groups, we believe it is important to further explore in experimental designs the way in which the variety of tasks performed in different teams could impact on individual learning.…”

“…Interacting with diverse others is expected to foster individual learning and yield important cognitive benefits for individuals. Literature to date has explored such beneficial effects in field studies (Chan et al, 2020) yet little attention was shown to directly testing the cognitive gain associated with MTM in tasks with objective performance indicators. Furthermore, the field studies were not able to directly compare the effects of single vs. multiple team membership on individual performance gains.…”