Multiple Team Membership and Individual Learning: The Moderating Role of Socially Prescribed Perfectionism

Abstract

Multiple team membership (MTM) is a widespread work arrangement, with claimed beneficial effects for employee knowledge and skills acquisition. By building on the Work Design Growth Model, this study sets out to explore the relationship between MTM and individual learning in the workplace, as well as the role of individual factors, namely socially prescribed perfectionism, as potential boundary conditions. By testing a hierarchical regression analysis model on a sample of 80 employees working in multiple teams, our findings indicate a moderating effect of socially prescribed perfectionism on the relationship between MTM and learning. The relationship between MTM and learning is positive for employees with high socially prescribed perfectionism, and curvilinear for employees with low socially prescribed perfectionism, showing a decreasingly positive association.