Glenn E. Littlepage

An input-process-output analysis of influence and performance in problem-solving groups

Member characteristics and social processes that determine influence in problem-solving groups were examined. University students completed a non-eureka intellective task-the Desert Survival Situation-both individually and in small groups. LEVEL-adjusted correlations and EQS structural modeling revealed that the extent of talking was predicted by dominance and confidence, but not actual expertise. Perceived expertise was most closely predicted by the extent of talking. Perceived expertise mediated the relation between talking and influence. Groups attempted to base decisions on expertise, but were not proficient at recognizing expertise. Additional analyses, which examined the impact of influence tactics, indicated that the tactics of reason and autocracy predicted perceived expertise. Group performance was related to level of member expertise and recognition of expertise.

Recognition of Expertise in Decision-Making Groups Effects of Group Size and Participation Patterns

Two studies examined the effects of group size and participation requirements on group performance, expertise, and recognition of group expertise. In Study 1, 324 college students were assigned to work units of 1, 2, 5, or 10 persons. They answered a 20-item multiplechoice quiz covering a variety of topics and assigned point values to items to reflect confidence in the answer. Dependent variables were an overall performance score that reflected point values assigned to correct items, number of correct items (expertise), and percentage of possible points given the number of correct items (recognition of group expertise). Results indicate that all three dependent variables were increased by group size. In Study 2, 216 subjects were assigned to 2-or 10-person groups that used procedures to equalize participation. Results suggest that the procedures affected participation patterns in 10-person groups but did notaffectperformance measures. Skewedparticipation patterns that are typical of moderately sized or large groups did not inhibit performance or recognition of group expertise. Findings of both studies suggest that recognition of expertise is an important component of group performance and that it is augmented by group size.

Effects of Group Size and Task Characteristics on Group Performance: A Test of Steiner's Model

Two studies tested predictions of task-specific relationships between group size and performance based on Steiners model. In the first study, 324 subjects were assigned to work units of 12, 5, or 10 persons. They worked on one additive and one disjunctive task. Results supported Steiners model for the additive task but were not fully consistent with the model for the disjunctive task. A second study using 216 subjects in 2-or 0-person groups was conducted to determine whether participation patterns in large groups mediate relationships between group size and performance. When participation was required of all members, the predictions of Steiners model were supported for both tasks.

Transactive memory and performance in work groups: Specificity, communication, ability differences, and work allocation.

The present study examined the effects of specificity, communication, ability differences, and work allocation, on the utilization of transactive memory in work groups. Clerical staff members (N = 36) worked individually and then with a coworker to complete a quiz covering six domains of work-related knowledge and to allocate domains of knowledge or specific quiz items in a manner that maximized group performance. Allocations were made first individually and then collaboratively. Results indicated that transactive memory facilitated group performance. Specificity (item allocations vs. domain allocations) led to more effective utilization of member knowledge, but communication did not. Group performance was higher when members differed in ability and when the allocated more work to the more proficient member.

IMPACT OF MEETING PROCEDURES ON MEETING EFFECTIVENESS

This study examined the relationships between meeting procedures and perceived meeting effectiveness. Sixty-seven subjects from a variety of organizations completed a questionnaire containing 20 meeting procedure items. Meeting effectiveness was measured by two items, goal attainment and decision satisfaction. Factor analysis of meeting procedure items revealed four major factors: open communication, task focus, systematic approach, and timeliness. Several meeting procedures were related to effectiveness. Results suggest that the following may be important processes leading to effective meetings: open communication, focus on tasks, thorough exploration of options, analysis of decision consequences, action planning, temporal integrity, agenda integrity, and leader impartiality.

Relationships Between Group Environment Scales and Group Performance and Cohesion

This study examines the relationship between group processes and group performance and cohesion in task and social groups. Subjects completed the Group Environment Scale (GES) and a brief questionnaire describing a group: 95 described a social group, and 49 described a task group. Task groups were rated higher on order and organization, leader control, and task orientation. Social groups scored higher on expressiveness, self-discovery, and innova tion. GES scales correlated with cohesion in both task and social groups were cohesion, self-discovery, leader support, and independence. Performance in social groups was related to task orientation, order and organization, leader support, cohesion, and leader control. Results supported the conceptual distinction between cohesion and performance and the importance ofprocesses dealing with both the task and group maintenance.

Detection of Truthful and Deceptive Interpersonal Communications across Information Transmission Modes

Summary This study investigated the utility of various types of information for detection of truthful and deceitful communications. Videotaped segments from interviews were edited to produce five stimulus tapes that presented all available information or deleted various combinations of facial, paralinguistic, and verbal content cues. Ss were 109 male and female college students; each viewed one of the edited videotapes and judged whether taped responses were truths or lies. Results indicated that facial cues were not useful to Ss, but verbal content and paralinguistic cues were useful. Paralinguistic cues were more useful for the recognition of true statements; verbal content, for detection of lies.

The problem of early outpatient terminations from community mental health centers: A problem for whom?

This study examined the relationship between the number of client contacts with a mental health center and the clients evaluation of the services. Responses to 3 structured ratings of the centers services and free response comments were obtained from 130 former outpatients. None of the structured evaluation ratings was related to the number of contacts, but clients with several contacts were more negative in their free response comments. In addition, clients who had dropped out of therapy evaluated services as highly as clients whose therapy reached a normal termination. These results question the traditional assumptions that early terminations usually occur because of client dissatisfaction and represent treatment failures.

Detection of Deception of Planned and Spontaneous Communications

Abstract A videotape showed three 4-person groups of stimulus persons; each stimulus person answered six questions, three truthfully and three deceptively. Two of the three groups of stimulus persons planned two responses, but the remainder of their responses and all responses of the third group of stimulus persons were spontaneous. The videotape was viewed by 32 undergraduates, and they indicated the degree to which they believed or disbelieved each response. Results indicated that planned lies were identified less accurately than spontaneous lies. Planning did not consistently affect the accuracy of identification of truthful responses.

Choice of information to discuss: Effects of objective validity and social validity.

Members of 43 three-person groups completed a deductive logic task. Each member was provided with unique clues and information indicating the utility of each clue. Objective validity varied because some clues were essential to problem solution and others were not useful. Social validity was manipulated by informing participants that some clues would likely be useful and that other clues were not likely to be useful. Clues were discussed more frequently if either objective validity or social validity was high, but the effects were not additive. Clues were discussed less frequently in the low objective validity–low social validity condition than in all other conditions. Alignment of both types of validity facilitated the group’s ability to focus on relevant information.