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

Kai-Ying (Alice) Chan*, Leon Oerlemans, Nicoleta Meslec

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In this paper, we investigate the effects of multiple project team membership on individual and team learning. Data from 435 members of 85 project teams shows that, at the individual level, membership variety has a positive impact on individual learning. Moreover, this positive relationship is stronger for individuals with an average need for cognition, in comparison to individuals with a high or a low need for cognition. At the project team level, the simultaneous inter-organizational memberships of a project team have a positive impact on the team’s external learning. However, the simultaneous intra-organizational project team memberships negatively moderate this positive relationship. Furthermore, cross-level analyses show that individual learning has a positive impact on both internal and external team learning. Our findings are relevant for project management practice as they suggest ways in which work design can be configured to increase individual and team learning.
Original languageEnglish
Pages (from-to)308-320
JournalInternational Journal of Project Management
Volume39
Issue number3
DOIs
Publication statusPublished - 2021

Keywords

  • ABSORPTIVE-CAPACITY
  • COGNITION
  • INNOVATION
  • INTERRATER RELIABILITY
  • Individual learning
  • KNOWLEDGE TRANSFER
  • MODEL
  • Multi-level analysis
  • Multiple project team membership
  • NEED
  • NETWORKS
  • PERFORMANCE
  • PRODUCT DEVELOPMENT
  • Project teams
  • Team learning

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