{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/82278"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/82278","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perception, Power, and Performance in Small Groups: Insights From a Computational Model","abstract":"Several sets of runs were conducted that varied how members initially evaluate each other's skills, the demographic composition of the group, and the order in which assignments are made within the group. Runs were conducted on a simple case to verify that the model algorithms behaved as expected, to explore the implications of the different evaluation rules and the different assignment orders, and to flag interesting results. Runs were then conducted on simulated random samples of groups. The results of these runs were generally less consistent with predictions made by the theories whose dynamic implications they were testing than were the results of simple case runs. Of particular interest was the fact that initial evaluations of member skills had less impact than suggested by traditional theories of diversity that fail to incorporate other member characteristics and group processes into their predictions. Results of all runs suggested that groups using an equity norm for allocating assignments and opportunities to their members had significantly worse outcomes than groups using an equality norm. Results also highlighted potential problems with the definition of member power used in the model. Future directions for exploring and improving the model are discussed, along with its implications for research on small groups.","abstract_html":"Several sets of runs were conducted that varied how members initially evaluate each other's skills, the demographic composition of the group, and the order in which assignments are made within the group. Runs were conducted on a simple case to verify that the model algorithms behaved as expected, to explore the implications of the different evaluation rules and the different assignment orders, and to flag interesting results. Runs were then conducted on simulated random samples of groups. The results of these runs were generally less consistent with predictions made by the theories whose dynamic implications they were testing than were the results of simple case runs. Of particular interest was the fact that initial evaluations of member skills had less impact than suggested by traditional theories of diversity that fail to incorporate other member characteristics and group processes into their predictions. Results of all runs suggested that groups using an equity norm for allocating assignments and opportunities to their members had significantly worse outcomes than groups using an equality norm. Results also highlighted potential problems with the definition of member power used in the model. Future directions for exploring and improving the model are discussed, along with its implications for research on small groups.","abstract_has_math":false,"creators":["Berdahl, Jennifer Lynne"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["McGrath, Joseph E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T20:40:06Z","date_published":"2015-09-25T20:40:06Z","updated_at":"2026-07-22T22:26:17Z","subjects":["Psychology, Social"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9952963"],"render_values":[{"text":"(MiAaPQ)AAI9952963","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/82278","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McGrath, Joseph E."]},{"key":"dc:creator","label":"Author","values":["Berdahl, Jennifer Lynne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:40:06Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Social"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/82278","(MiAaPQ)AAI9952963"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Several sets of runs were conducted that varied how members initially evaluate each other's skills, the demographic composition of the group, and the order in which assignments are made within the group. Runs were conducted on a simple case to verify that the model algorithms behaved as expected, to explore the implications of the different evaluation rules and the different assignment orders, and to flag interesting results. Runs were then conducted on simulated random samples of groups. The results of these runs were generally less consistent with predictions made by the theories whose dynamic implications they were testing than were the results of simple case runs. Of particular interest was the fact that initial evaluations of member skills had less impact than suggested by traditional theories of diversity that fail to incorporate other member characteristics and group processes into their predictions. Results of all runs suggested that groups using an equity norm for allocating assignments and opportunities to their members had significantly worse outcomes than groups using an equality norm. Results also highlighted potential problems with the definition of member power used in the model. Future directions for exploring and improving the model are discussed, along with its implications for research on small groups.","Made available in DSpace on 2015-09-25T20:40:06Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9952963.pdf: 9267203 bytes, checksum: 232c2cf1dc2ac3d2b0e9904cfc6cb67f (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 83559 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","177 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."]},{"key":"dc:title","label":"Title","values":["Perception, Power, and Performance in Small Groups: Insights From a Computational Model"]}]}],"canonical_facts":{"dc:contributor":["McGrath, Joseph E."],"dc:creator":["Berdahl, Jennifer Lynne"],"dc:date":["2015-09-25T20:40:06Z","10000-01-01","1999"],"dc:description":["Several sets of runs were conducted that varied how members initially evaluate each other's skills, the demographic composition of the group, and the order in which assignments are made within the group. Runs were conducted on a simple case to verify that the model algorithms behaved as expected, to explore the implications of the different evaluation rules and the different assignment orders, and to flag interesting results. Runs were then conducted on simulated random samples of groups. The results of these runs were generally less consistent with predictions made by the theories whose dynamic implications they were testing than were the results of simple case runs. Of particular interest was the fact that initial evaluations of member skills had less impact than suggested by traditional theories of diversity that fail to incorporate other member characteristics and group processes into their predictions. Results of all runs suggested that groups using an equity norm for allocating assignments and opportunities to their members had significantly worse outcomes than groups using an equality norm. Results also highlighted potential problems with the definition of member power used in the model. Future directions for exploring and improving the model are discussed, along with its implications for research on small groups.","Made available in DSpace on 2015-09-25T20:40:06Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9952963.pdf: 9267203 bytes, checksum: 232c2cf1dc2ac3d2b0e9904cfc6cb67f (MD5) Previous issue date: 1999","Embargo set by: Seth Robbins for item 83559 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","177 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999."],"dc:identifier":["http://hdl.handle.net/2142/82278","(MiAaPQ)AAI9952963"],"dc:language":["eng"],"dc:subject":["Psychology, Social"],"dc:title":["Perception, Power, and Performance in Small Groups: Insights From a Computational Model"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:17Z"}