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Relationship Conflict, Task Conflict and Teams' Transactive Memory Systems

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Title: Relationship Conflict, Task Conflict and Teams' Transactive Memory Systems
Language: English
Authors: Riley, Jason M., Ellegood, William A.
Source: International Journal of Educational Management. 2020 34(3):626-640.
Availability: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Experiential Learning, Teamwork, Memory, Simulation, Conflict, Task Analysis, Group Dynamics
DOI: 10.1108/IJEM-01-2019-0003
ISSN: 0951-354X
Abstract: Purpose: The purpose of this paper is to understand how task conflict and relationship conflict influence teams' transactive memory systems (TMS) and by extension team performance. Design/methodology/approach: Leveraging experiential learning theory and a popular operations management simulation tool, survey data from 341 students, who worked on 117 simulation teams, are collected. To examine the present hypotheses bootstrapping analysis and SPSS were used. Findings: Both task and relationship conflict can significantly diminish TMS development, which in turn, inhibits team performance. Thus, when teams disagree on how to approach a task, conflict could diminish TMS formation. In addition, when one team member has a personal conflict with one or more members that it further amplifies the influence of task conflict. To address the negative influence of both task and relationship conflict, teams should develop processes to better utilize members' specialized knowledge and work together in a coordinated manner. Research limitations/implications: The research adds to the literature by articulating the mediating influence that relationship conflict has on task conflict. Furthermore, it highlights how teams can develop TMS as a means to improve team performance when using simulation tools as a teaching device. Originality/value: This work broadens our understanding of the conditions under which educators can teach students about teams and teamwork capabilities. In addition, the authors expand the use of simulations as an experiential learning tool.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1246593
Database: ERIC
FullText Text:
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  Data: Relationship Conflict, Task Conflict and Teams' Transactive Memory Systems
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  Data: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
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  Data: <searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation%22">Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink>
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  Data: Purpose: The purpose of this paper is to understand how task conflict and relationship conflict influence teams' transactive memory systems (TMS) and by extension team performance. Design/methodology/approach: Leveraging experiential learning theory and a popular operations management simulation tool, survey data from 341 students, who worked on 117 simulation teams, are collected. To examine the present hypotheses bootstrapping analysis and SPSS were used. Findings: Both task and relationship conflict can significantly diminish TMS development, which in turn, inhibits team performance. Thus, when teams disagree on how to approach a task, conflict could diminish TMS formation. In addition, when one team member has a personal conflict with one or more members that it further amplifies the influence of task conflict. To address the negative influence of both task and relationship conflict, teams should develop processes to better utilize members' specialized knowledge and work together in a coordinated manner. Research limitations/implications: The research adds to the literature by articulating the mediating influence that relationship conflict has on task conflict. Furthermore, it highlights how teams can develop TMS as a means to improve team performance when using simulation tools as a teaching device. Originality/value: This work broadens our understanding of the conditions under which educators can teach students about teams and teamwork capabilities. In addition, the authors expand the use of simulations as an experiential learning tool.
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