In this paper, we investigate the effects of multiple project team membership on individual and team learning. Data from 435 members of 85 project teams shows that, at the individual level, membership variety has a positive impact on individual learning. Moreover, this positive relationship is stronger for individuals with an average need for cognition, in comparison to individuals with a high or a low need for cognition. At the project team level, the simultaneous inter-organizational memberships of a project team have a positive impact on the team's external learning. However, the simultaneous intra-organizational project team memberships negatively moderate this positive relationship. Furthermore, cross-level analyses show that individual learning has a positive impact on both internal and external team learning. Our findings are relevant for project management practice as they suggest ways in which work design can be configured to increase individual and team learning.

在本文中，我们研究了多个项目团队成员资格对个人和团队学习的影响。来自85个项目团队的435名成员的数据表明，在个人层面，会员资格的多样性对个人学习有积极的影响。而且，与具有较高或较低认知需求的个人相比，这种正向关系对于平均需要认知的个体更强。在项目团队级别，项目团队同时拥有组织间成员资格对团队的外部学习产生积极影响。但是，同时存在的组织内部项目团队成员不利于这种积极关系。此外，跨层次分析表明，个人学习对内部和外部团队学习都有积极影响。