The transfer of cognitive skill
The transfer of cognitive skill
Organizational Learning: Creating, Retaining, and Transferring Knowledge
Organizational Learning: Creating, Retaining, and Transferring Knowledge
Coordinating Expertise in Software Development Teams
Management Science
Transactive Memory Systems in Organizations: Matching Tasks, Expertise, and People
Organization Science
Coordinating Expertise Among Emergent Groups Responding to Disasters
Organization Science
International Journal of Information Systems and Change Management
Learning theory and the re-education of older software engineers
ACM SIGITE Research in IT
External Learning Activities and Team Performance: A Multimethod Field Study
Organization Science
The impact of awareness and accessibility on expertise retrieval: A multilevel network perspective
Journal of the American Society for Information Science and Technology
Manufacturing & Service Operations Management
Organizational Learning: From Experience to Knowledge
Organization Science
Transactive Memory Systems: Current Issues and Future Research Directions
Organization Science
Decision-making in-socio and in-situ: Facilitation in virtual worlds
Decision Support Systems
TMS and team behavioural integration
Information Systems Journal
Cognitive Systems Research
The Learning Curve of IT Knowledge Workers in a Computing Call Center
Information Systems Research
Journal of the American Society for Information Science and Technology
Journal of Management Information Systems
Exploitative and exploratory learning in transactive memory systems and project performance
Information and Management
Collaborative Technology and Dimensions of Team Cognition: Test of a Second-Order Factor Model
International Journal of Information Technology Project Management
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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.