Transactive Memory Systems, Learning, and Learning Transfer

Abstract

Knowledge embedded in a group’s structures and processes can be leveraged to create sustainable advantage for organizations. We propose that knowledge embedded with a transactive memory system (TMS) helps groups apply prior learning to new tasks and develop an abstract understanding of a problem domain, leading to sustained performance. We present a framework for understanding TMSs as learning systems that affect group learning and learning transfer, and we test the major outcomes of the framework in an empirical study. We found that groups with a prior TMS and experience with two tasks in the same domain were more likely to develop an abstract understanding of the principles relevant to the task domain—a critical factor for learning transfer in general. We did not, however, find strong support for our contention that a TMS facilitates learning transfer after experience with only a single task. Further examinations of our findings showed that the extent to which members maintained expertise across tasks influenced the degree of learning transfer, especially for groups whose members had previously developed a TMS with another group. Our findings show that a TMS has broader benefits beyond the task for which it first developed because a TMS affects members’ ability to apply prior learning and develop a collective, abstract understanding of the task domain. More generally, our study demonstrates that TMSs influence group learning and learning transfer. We discuss our study’s implications for practice and for TMS and group learning theories.

A Model of Collective Interpretation

“…Third, although our model explores different aspects of organizational memory than the research on transactive memory does, it dialogues with this literature by exploring the properties of networks of associative memories. In theories of transactive memory (Wegner 1987) and their applications to organizations (Argote and Moreland 2003, Brandon and Hollingshead 2004, Lewis et al 2005, Ren et al 2006, other agents can be "external storages" of knowledge that can be retrieved by locating and retrieving information they maintain. To retrieve given content, one needs to know the address where it is located (a kind of knowledge directory).…”

Building the infrastructure: The effects of role identification behaviors on team cognition development and performance.

“…Further, they allow team members to dynamically adjust their own behaviors, accounting for the actions and expertise of their teammates when handling changes to the task environment (Burke et al, 2006;Marks et al, 2000). This collective role knowledge also leads to enhanced information processing routines, which enable cycles of continuous learning and improvement over later performance phases (Kozlowski et al, 1999;Lewis et al, 2005). This study also extends the team cognition literature by pinpointing role identification as a specific behavioral process that has been more broadly suggested in other conceptions of cognitive development (e.g., Lewis et al, 2005;Wegner, 1995), which propose that team cognition develops through the self-disclosure of knowledge and experience.…”

“…Further, while Lewis et al (2005) suggest higher order, detailed knowledge between team members will emerge through extended interactions over time, if members do not recognize that they have attained an inadequate degree of cognitive development at the end of role compilation, they may prematurely transition away from dyadic exchanges and neglect to engage in further role identification behaviors.…”

“…It is clear that shared cognition does not develop automatically; it requires team members to engage in purposeful interpersonal interactions directed towards understanding their teammates' roles and capabilities (see Kozlowski, Gully, Nason & Smith, 1999;Lewis, Lange, & Gillis, 2005). Kozlowski et al (1999) refer to these communications as role identification behaviors, through which team members share information regarding their specialized knowledge, skills, and abilities with the rest of the team.…”

An Empirical Study on the Structural Relationship between Transactive Memory System, Knowledge Sharing and Innovation Capability: Evidence from Universities in China

“…Wegner et al (1985) (Lewis, 2003;Moreland, 1999;Moreland, 1996).And in this present study, we consider TMS as a mechanism for individuals with close relationships in one group to encode, store, and retrieve knowledge from each other to share with each other. For measuring TMS, we adopt Lewis's (2005) measuring scale. However, in order to achieve a clear and easyunderstanding result, we only choose 6 items out of 13 original items.…”