Group Versus Individual Training and Group Performance: The Mediating Role of Transactive Memory

TLDR

The study examined how group versus individual training influences laboratory work group performance. Participants were taught to assemble transistor radios either in groups or individually, then later recalled the procedure and assembled radios in small same‑gender groups, with videotape analysis used to explore cognitive and social mediators. Group‑trained teams recalled more and produced higher‑quality radios, with performance gains largely due to the development of transactive memory systems.

Abstract

The task performance of laboratory work groups whose members were trained together or alone was investigated. At an initial training session, subjects were taught to assemble transistor radios. Some were trained in groups, others individually. A week later, subjects were asked to recall the assembly procedure and actually assemble a radio. Everyone performed these tasks in small work groups, each containing three persons of the same gender. Subjects in the group training condition worked in the same groups where they were trained, whereas subjects in the individual training condition worked in newly formed groups. Groups whose members were trained together recalled more about the assembly procedure and produced better-quality radios than groups whose members were trained alone. Through an analysis of videotape data, the mediating effects of various cognitive and social factors on the relationship between group training and performance were explored. The results indicated that group training improved group performance primarily by fostering the development of transactive memory systems among group members.