London, M., Polzer, J. T. & Omoregie, H. (2005). Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning.

London, M., Polzer, J. T. & Omoregie, H. (2005).  Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning.  Human Development Resource Review, 4(114).  Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/4/2/114


This research is a continuation of London's earlier paper (2003) on Antecedents and Consequences of Self-Verification: Implications for Individual and Group Development.  London, Polzer and Omoregie explore how self-verification, group diversity and task demands determine identity negotiating behaviour in self-disclosure and shared feedback.


Self-verification Motivation
Feedback is critical in self-disclosure.  In early stages of formation, shared self-perception confirms what is seen in others is a reflection of ourselves.  Self-verification forms through reassurance in group response.  Group interaction that confirms self-view promotes smooth and harmonious interactions.  This process maintains self-esteem.


London, Polzer and Omoregie state that group members:

• with high self-esteem accept feedback on both positive and negative characteristics;
• with low self-esteem react well to feedback on positive characteristics;

but, when accepting feedback on negative characteristics group members:

• preferred feedback on unfavourable characteristics; and
• preferred working with partners who offer unfavourable feedback.

London, Polzer and Omoregie state that individuals prefer statements of self-verification to self-enhancement.  Motivation for self-verification may correlate with global self-esteem and desire to learn.


Situation Conditions: Member Diversity and Task Interdependence
Group efficacy is interrupted when diversity leads to perceptions of social categories.  Inaccurate views of competence negatively affect interaction and congruence.  When individual social categorisation is replaced with group social categorisation, differences are viewed as the strengths and weaknesses of the group.  Previous work by Polzer indicates that diversity in groups with high interaction improves creativity.  Complex tasks involving sequential interdependence require coordination and cooperation to collect strengths in individual skill, knowledge and experience.  Increased group cohesiveness results in better performance.


Identity Negotiation
Explicit discussion of appraisal is avoided when feedback threatens individual identity.  Negotiation occurs frequently at group inception during the introductory phase of clarifying individual contribution.  A lack of direct feedback results in individuals taking cues from each other and tracking performance data to identify group reaction.


London, Polzer and Omoregie propose the following:

• Proposition 1 - members’ desire for self-verification, learning, and feedback will be positively related to (a) the initiation of self-disclosure of skills, background, personal goals, and conflicts of interest; (b) seeking self-verifying feedback; and (c) giving feedback early in the group process (as early as the first few minutes of the first meeting). Self-enhancement and performance goal orientation will be positively related to asking for positive feedback and affirming/laudatory comments.

• Proposition 2 - situational demands will be positively related to initiation of identity negotiation and feedback. In particular, member diversity and interdependent tasks that require diverse input will be positively related to members (a) disclosing how their skills and background are likely to influence the group’s task and (b) sharing (seeking, receiving, and giving) feedback.

Change
Disruption to preestablished context indicates a need for group re-structuring and re-negotiating identity when:

• group members leave or change;
• tasks, goals and significant progress change; or
• outcomes significant to success or failure indicate a rise in self-esteem or transformation.

• Proposition 3 - change stimulates identity negotiation as an evolving process.

Achieving Self-Verification, Internal Congruence and Transactive Memory
Self-verification
Retaining individual identity motivates the group toward self-verification, London, Polzer and Omoregie propose.  Distinct roles and contribution enhances group integration in ways members recognise and value.  High levels of congruence in groups indicates fewer instances of emotional conflict.


Interpersonal Congruence
Self-verification processes benefit behaviour retrospectively.  Characteristics are recognised and utilised.  London, Polzer and Omoregie highlight the benefit groups of a heterogeneous nature necessitating judgement.


Transactive Memory
By establishing high interpersonal congruence and feedback recognised skills and knowledge become available to the group.  London, Polzer and Omoregie state that transactive memory rests in the beliefs group members' have about each others' expertise.  Transactive memory is the accumulation of group knowledge that cannot be held by a single individual, and can be drawn upon as a resource.  Acquired skills and knowledge are shared and maintained for the benefit of the group.  Core members maintain transactive memory.  Novice members observe experienced group members to increase individual knowledge.


Individuals develop distinct knowledge domain specialisation.  This enhances collective knowledge and individuals gain knowledge at a deeper cognitive level.  London, Polzer and Omoregie indicate research in groupwork has shown that group learning leads to establishing differentiated and specialised knowledge, increases in memory for task related information and accuracy in completing projects.  Members trained on an individual basis do not achieve similar levels of interpersonal congruency.  Overlapping task knowledge occurs, less information is retained and completed tasks are inaccurate.


Expertise defines self-views and identities.  Individual perceptions about group member expertise is relayed through feedback leading to interpersonal congruence.  Related tasks confirm individual thoughts on group member expertise that result in either positive formation  of cognitive association or dysfunctional outcomes.  London, Polzer and Omoregie state that communication is significant in retrieving group information.  Close relationships enhance the development of transactive memory.  Motivation to learn and for recall comes from group expectation for new knowledge.  Characteristics of transactive memory systems are:

• specialisation that is closely connected to group views;
• credibility generated by self-verification processes; and
• coordination of adaptation and transformation.

Mature and well-developed systems are defined by the complexity of a group.  London, Polzer and Omoregie propose that expertise in specialisation and the extent to which group members can accurately describe collective knowledge increases the efficiency of the group.  Recognition and use of relevant knowledge enhances collective reputation for competency and productivity through accurate understanding in solving complex problems.  The authors argue that issues preventing interpersonal congruence explain under-development of transactive memory.  As identity negotiation leads to self-verification and development of transactive memory systems, interpersonal congruence, behavioural routine and knowledge sharing systems are proposed as key factors in successful outcomes.

• Proposition 4 - identity negotiation is positively related to member self-verification, transactive memory and interpersonal congruence.

Feedback
Difficulties in achieving transactive memory and interpersonal congruence lie in levels of positive self-image and self-disclosure.  Feedback has been viewed as threatening to self-image.  Time for reflection is necessary for transformation.  Multi-source feedback directed at individuals or group prompts new interactions in identity negotiation.  Interpersonal congruence and transactive memory are mutually enacted by those receiving and giving feedback.  London, Polzer and Omoregie argue that it is not a product of adjustment to task demands, team leader direction or formal appraisal.


Analysis of feedback encourages members to adopt group abilities of contribution.  Process structure and leader direction relate positively in identity negotiation and shared feedback.  

• Proposition 5 - leader directed activity encourages identity negotiation and self-verification.

Ongoing Group Process, Development and Achievement
Group reflexivity consists of reflection and exploration that leads to a state of readiness and become routine, London, Polzer and Omoregie state.  Through self-verification and interpersonal congruence members establish resources and transactive memory.

• Proposition 6 - interpersonal congruence and transactive memory relates to planning, implementation and assessment.

• Proposition 7 - interventions strengthen the relationship between the development of transactive memory and its use.

• Proposition 8 - change stimulates the group to use its transactive memory.

• Proposition 9 - use of transactive memory is positively related to goal accomplishment and group development.

• Proposition 10 - goal achievement and group development is positively related to continuous and evolving identity negotiation.

• Proposition 11 - either the group or individual members take the initiative to change the situation.

• Proposition 12 - group achievement and development affects members’ motivation for further self-verification.

Directions for Research and Practice
London, Polzer and Omoregie reflect that time is needed to study the effects of interpersonal congruence and transactive memory on outcomes and processes.  Testing efffects of interventions may help identify the processes of developing transactive memory.  An exploration of antecedents to self-verification that prompt identity negotiation is warranted.  The authors question whether conditions of transactive memory and interpersonal congruence are stable, fluid or elastic.  Managerial perspectives indicate a need for evaluation of process and tools.


Conclusion
Time and environment affect group cohesion through processes of identity negotiation and self-verification.    Self-disclosure leads to seeing oneself in others and establishing competencies and expertise. Development of collective knowledge depends on interpersonal congruence and feedback.  Transactive memory increases with individual members understanding of group complexity.  High levels of interpersonal congruence correlate positively with group social categorisation.  Variables in identity negotiating behaviours should be considered as areas for further research.

London, M. (2003). Antecedents and Consequences of Self-Verification: Implications for Individual and Group Development.

London, M. (2003).  Antecedents and Consequences of Self-Verification: Implications for Individual and Group Development.  Human Resource Development Review, 2, pp. 273.  Retrieved April 27, 2010 from http://hrd.sagepub.com.ezproxy.usq.edu.au/cgi/reprint/2/3/273


Introduction
Interpersonal congruence in group development facilitates group process and enhances performance outcomes.  Behavioural and cognitive reflection enhance self-disclosure and shared feedback that leads to self-verification - seeing ourselves in others.  The processes of identity negotiation are located within interaction and lead to interpersonal continuity.  Communication of self-concept is required in self-verification, London states.  The development of individual and organisation transforms when negative belief is overcome, and others are viewed as reliable sources.  Group processes are more effective when members have more understanding of each others strengths.


Antecedent for Self-Verification Motivation
Individuals find it easier to accurately self-assess when the focus is on specific skills rather than general ability, London indicates.  Areas of difficulty in self-assessment occur because of leniency, self-enhancement motives and self-delusion.  London proposes three concepts in self-awareness:

1. self-confidence;
2. confidence in self-other relationships; and
3. self-development.

Self-evaluation
Recognised traits: 

• self-esteem - individual self-worth;
• generalised self-efficacy - how versatile an individual feels;
• tendencies - positivistic or optimistic; and
• the locus of control - internal factors that influence behaviour.

Related to key criteria such as:

• job satisfaction;
• motivation;
• performance.

Individuals exhibiting high levels of these traits are more likely to have access to resources and routes of self-affirmation.  London suggests individuals who have favourable self-evaluation enhance individual and group performance.  Feedback is critical.


Confidence in Self-Other Relationships
Confidence in individuals comes from learning from self-other relationships.  Perceived negative response affects self-esteem activating more stringent evaluation.  Increased apprehension decreases motivation for group work and self-verification.


Self-development Orientation
Individuals must be ready to change and take action.  Commitment to behavioural change comes when the benefits are perceived as favourable when compared to energy output.  Feedback is valuable and honesty is more likely in self-disclosure.


Predicting Identity Negotiation Behaviours
Feedback creates a favourable image and protects self-esteem.  Information is used for personal development.  New learning goals are set, regulating and exploring new behaviour to determine direction for learning.  London puts forward 7 propositions:

• Proposition 1 - self-evaluation contributes towards self-disclosure and feedback.

Group Level Phenomena:  Effects of Group Heterogeneity and Task Demands
London notes that surface level diversity diminishes the longer the group are together.  However, heterogeneity in values or work standards negatively affect group cohesion the longer they are together.  Groups that integrate and learn improve performance.  Creativity in group tasks promotes diversity.

• Proposition 2 - identity negotiation is more likely to take place in heterogeneous groups.

Support Mechanism for Identity Negotiation
Negative experiences that promote self-reflection are valuable in creating learning opportunities.  Communication streams allow gathering of information on self and others' view of self.


Leader and Peer Influence
London indicates that by setting goals for the group, a leader can inspire confidence:

• in motivating group members' to self-actualise;
• in modelling internalised collective goals; and
• in placing emphasis on group empowerment and autonomy.

Group Facilitation
Reflection on group performance through communication leads to improvement.  Directed facilitation values different behaviours.  Non-directed facilitation allows self-identification in areas of improvement and direction.  Presence is significant in establishing relationships and negotiating meaning-making.  Starting points can be established.


One-to-one Coaching and Mentoring
London states that coaching or mentoring should be conducted away from the group.  Coaching is seen to be shorter in duration and limited in depth, whereas mentoring is an on-site activity and the depth of the relationship results over time.  Environments that promote self-reflection effectively use feedback.

• Proposition 3 - group leaders/coaches/mentors positively enhance negotiated identity processes.

Implications for Group and Individual Development
Interpersonal congruence results from group similarity when negotiating identity.  Self-verification motivates identity negotiation and promotes goal setting in increasing learning and strengthening group performance.

• Proposition 4 - motivation for self-verification and negotiating identity results in individual and group interpersonal congruence.

Self-verification allows for deeper levels of understanding.  High interpersonal compatibility promotes a connectedness that decreases task conflict.  When behaviour and reactions are assured, a level of satisfaction can be attained, London indicates.  Processes of identity negotiation and interpersonal congruence are constantly evolving.  Consistent interactions assures core cultural values.  Learning goal orientation develops levels of awareness in individuals.

• Proposition 5 - interpersonal congruence promotes learning goals and processes.

• Proposition 6 - interpersonal congruence promotes confidence and self-evaluation.

• Proposition 7 - interpersonal congruence benefits diverse group functioning.

Directions for Research
London indicates the need for research to test his propositions and the interface that allows suggested group phenomena.  Issues lie in diffusion of motivation which decreases group cohesion and efficacy.  Interpersonal congruence emerges from observation and modelling of perspectives.  Examination into what and how groups learn from each other may reveal more about self-disclosure, and questions the justification of examining self-enhancement.  Shared tasks increase group participation.  Early sharing increases readiness for participation.  Socialisation of novice members requires observation and careful monitoring of thoughts and feelings.  London questions how group acceptance shapes group involvement.


Implications for Practice
London advises professionals to experiment with individual and group development.  Building stronger relationship ties leads to determining intervention practice when facing alienating behaviour amongst group members.  Facilitation encourages information sharing.  Groups function effectively with clarity of self-disclosure and knowledge sharing.


Conclusion
London proposes that motivation towards self-disclosure and self-verification relies on three key attributes: self-evaluation, confidence in self-other relationships and orientation to self-development.  Identity negotiation generates interpersonal congruence, increased setting of learning goals, promotes individual learning and strengthens group performance.  Leader behaviour influences the group.  Group diversity increases positive effects of individual and group development benefits from a variety of perspectives.


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