Chapter 10 PERFORMANCE

Question 1

How does working in the presence of others affect performance?

Answer 1

social facilitation

Question 2

How does working with others (towards a collective goal) affect performance>

Answer 2

social loafing

Question 3

When do groups outperform individuals?

Answer 3

Steiners task types and synergy

Question 4

What did Triplett suggest about how people perform when others are present?

Answer 4

people perform better/faster when others are present (social facilitation), but acknowledged some potential confounds. (May be faster in groups because of drafting)

Question 5

Fere showed male _______ ________ increased in presence of others engaged in same activity (vs alone)

Answer 5

handgrip strength

Question 6

What are coaction situations?

Answer 6

situations in which others are performing similar tasks.. thus improving your performance

Question 7

What are audience effects?

Answer 7

one simply watched the individual perform

men lifted more when watched

Question 8

However, some studies have even reported ______ ________ - slower or poorer performance

Answer 8

slower or poorer

Question 9

What did Zajonc find about social facilitation?

1965

Answer 9

Zajonc posited that these differences were causes by differences in task designs

Social facilitation was evident with simpler tasks
- involving well learned, automatic responses (DOMINANT)

but NOT complex tasks
- involving novel or complicated tasks (NON DOMINANT RESPONSEs)

Question 10

What does drive theory propose?

Zajonc

Answer 10

being in the presence of others increases arousal, which potentiates dominant responses - those are learned or automatic

THUS, facilitation for simple task, but inhibition for more complex tasks

Question 11

Draw Zajons conceptual model (theory of social facilitation)

MODEL HAS MEDIATORS AND MODERTAORS

Answer 11

presence of others
dominant responses increase and non dominant responses decrease

Task requires dom resp
Task requires nondom resp

social facilitation
social in hibition

Performance gain
Performance loss

Question 12

Hazel Markus experiment

Answer 12

had participants perform well vs poor learned tasks
–> tying shoes vs. lab coat tied at the back

Alone vs presence of others…

Question 13

What is distraction-conflict theory?

Answer 13

attention divdied between task and other individual

division –> attentional conflict and drive/arousal

such attention may also explain findings:
distraction from the attentional conflict may interfere with perofrmance more on complex than simple tasks

Question 14

T/F

Social facilitation also depend on whether performer is OR feels liek they are being _______ or evaluated

Answer 14

TRUE

Watched

Question 15

What is self-presentation theory>

Answer 15

we striv eto make good impressions when others are watching us

Question 16

What is evaluation apprehension theory?

Answer 16

experience teaches us that people reward and punish us based on how they evaluate us.

therefore.. when we feel we are being evaluated, we experience arousal and approach tasks apprehensively.

Question 17

Can people differ in how they respond to evaluation?

Answer 17

YES

According to social orientation theory, people differe in their approach to social situations

• enthusiastic (+ orientation)
• apprehensive (- orientation)

Question 18

T/F

Social facilitation or inhibition can occur in coaction situations or when audience is present

Answer 18

TRUE

Question 19

T/F

Drive theory posits effects are driven by arousal, which promotes dominant or automatic learned responses

Answer 19

TRUE

improving simple but hindering complex-task performance

depends on whether people think they are being evaluated or not

strongly explained by individual differences in psotiive and negative social orientation

Question 20

How does working with others affect performance accroding to rengelmann?

Answer 20

rengelmann suggested reduces in productivity can be the result of

coorindation loss (not timing the moment of max pull effort across all rope pullers)

Motivation loss, reduced effort in group (social loafing)

Question 21

Latane, williams & harkins.. shouting study where subjects were blindfolded and worse headsets in groups of 6

Answer 21

a) told alone, actually alone - estimates potential
b) told in groups of 2/6, actual - estimates loss due to loafing and coordination
c) told in group of 2/6, actually alone. Estimatse loss due to loafing but NOT COORDINATION LOSS

Question 22

What is the rengelmann effect?

Answer 22

in tasks where each persons performance can be added for a total group performance… there is loss of coordination, motivation.

Rengelmann effect

Question 23

What are the ways to reduce social loafing?

Answer 23

a) increase identifiability
b) minimize free riding
c) set clear goals that are challenging
d) increase involvement

Question 24

In groups, can we tell peopel to stop loafin?

Answer 24

they are often unaware or not willing to admit when loafing

NO we cant

Question 25

What does it mean to ‘increase identifiability and how do we do it?

Answer 25

when members contributions are anonymous and others are working on the same task, they blend into the background and load without others noticing as well

Make each persons contribution identifiable and individualized

Question 26

What does it mean to ‘reduce free riding’ and how do we do it?

Answer 26

not putting in work but benefitting equally from overall group contribution
(ex. not cheering for encore performance, but getting it anways)

reduction:
reduce group size
increase members sense of indispensability - that their contribution is unique or essential for group
strengtening performance norms of group ( people in this group perform well and put in ltos of effort_
sanction those who contribute too little

Question 27

When is free riding likely?

Answer 27

1) group can compensate
2) group doesnt need their individual effort for success
3) others in the group are slacking, individual doesnt want to be a sucker

Question 28

how can setting clear, chalenging goals help reduce social loafing>

Answer 28

not impossible ** but not easy

logging teams told to:
a) do their best in filling truck up to its maximum legal limit

b) reach 94% of max legal limit

Question 29

How can we increase involvement?

Answer 29

ex. incentivize performance through rewards

giving rewards based on group performance can sometimes lead to social compensation and reserve the sucker effect

People work harder to compensate for members with low motivation or skill

Question 30

According to Hoigaard et al, how did the researchers increase ideniftication with the group?

Answer 30

examined bike performance alone vs. in teams

Members of control group loaded wheras members of high identification group improved.

Question 31

According to Karau and Williams (CEM), what are the two factors that determine motivation?

Answer 31

1) expectations about achieviing goal - make clear that team can achieve goal and it is in sight
b) extent to which individual values the goal

Also found social loafing to be:
Men > Women
Western > eastern countries
simple>complex tasks

Question 32

T/F

Groups often perform better than indivduals BUT _______ performance appears to decrease as group size increases (_______ effect)

Answer 32

TRUE

individual

ringelmann effect

Question 33

T/F

Ringelmann effect can be explained by _______ and motivation loss (______ ______)

Answer 33

TRUE

coordination

social loafing

BUT Social loafing can be countered by…
Ex/ increasing identifiabiliity, setting clear challenging goals, increasing member identification with group

Question 34

In Steiner’s process model of group performance, what 3 aspects of task demands are important?

Answer 34

a) divisibility
b) quantity/quality
c) interdependence

Question 35

In relation to Steiners process model of group performance, what is ‘divisibility”?

Answer 35

can the task be meaningfully and efficiently divided into subtasks to which individual members can be assigned?

Yes: divisible
No: unitary

Question 36

In relation to Steiners process model of group performance, what is quantity/quality?

Answer 36

is quantity produced more important than the quality of the performance?

Yes: maximizing
No: optimizing