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Multiple Team Membership, Performance, and Confidence in Estimation Tasks.

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Summary

Multiple team membership (MTM) supports group-to-individual learning transfer. However, MTM did not enhance individual performance in estimation tasks compared to single teams, contrary to expectations.

Keywords:
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Area of Science:

  • Organizational Psychology
  • Cognitive Science
  • Human Resource Management

Background:

  • Multiple team membership (MTM) is a prevalent work structure for flexible resource allocation.
  • Individuals contribute cognitive resources and leverage developed competencies across simultaneous projects.

Purpose of the Study:

  • To experimentally investigate if MTM enhances individual performance in estimation tasks compared to single-team settings.
  • To examine the influence of knowledge variety and meta-knowledge access in MTM.

Main Methods:

  • An experimental study comparing performance in MTM versus single teams.
  • Focus on individual estimation tasks and analysis of learning transfer.

Main Results:

  • Group-to-individual (G-I) transfer of learning was fully supported.
  • MTM did not yield hypothesized benefits of knowledge variety or broader meta-knowledge access.
  • Individual estimates improved only in groups with low/average collective errors.
  • Confidence in individual estimates increased with average/high collective confidence.

Conclusions:

  • G-I transfer of learning is robust in MTM settings.
  • The anticipated advantages of knowledge diversity and meta-knowledge in MTM were not empirically supported.
  • Individual performance gains and confidence shifts are contingent on collective group performance and confidence levels.
  • The dynamic model of G-I transfer offers a framework for future MTM learning research.