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Human Resource Development Review
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Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning

Manuel London

State University of New York at Stony Brook, mlondon{at}notes.cc.sunysb.edu

Jeffrey T. Polzer

Harvard Business School

Heather Omoregie

Harvard Business School

This article presents a multilevel model of group learning that focuses on antecedents and consequences of interpersonal congruence, transactive memory, and feedback processes. The model holds that members’ self-verification motives and situational conditions (e.g., member diversity and task demands) give rise to identity negotiation behaviors (i.e., self-disclosure and feedback sharing). The effects of identity negotiation on interpersonal congruence, the transactive memory system, and ongoing group processes are influenced by team process interventions such as team-level feedback and group facilitation. Situational changes may renew identity negotiation that, in turn, leads to changes in the transactive memory system. Directions for research and practice focus on the use of feedback to facilitate interpersonal congruence and transactive memory and increase goal achievement and continued group development.

Key Words: group learning • interpersonal congruence • self-verification • transactive memory • feedback

Human Resource Development Review, Vol. 4, No. 2, 114-135 (2005)
DOI: 10.1177/1534484305275767
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