Social and Psychological Perspectives in Collaboration Research

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    Friendly, Humorous, Incompetent? On the Influence of Emoticons on Interpersonal Perception in the Workplace
    ( 2019-01-08) Ernst, Claus-Peter ; Huschens, Martin
    Competence, humor and friendliness are good qualities to demonstrate in the workplace. We know that facial expressions provide recipients of a message with information about the senders—conveying that they possess such qualities. However, we only have limited knowledge of whether emoticons, facial expression surrogates in computer-mediated communications, do this in a similar way. Based on the four-ear model of communication and using a factorial survey, we examined how happy emoticons affect recipients’ perceptions of senders’ competence, humor and friendliness in the context of workplace emails. Our findings suggest that emoticon usage does not influence recipients’ perceptions of senders’ competence, but does influence the perception of their humor and friendliness. These findings hold practical implications: Senders can use happy emoticons to convey beneficial information at the self-revelation level of a message. Indeed, happy emoticons can make senders seem humorous and friendly to others, and does not make them seem incompetent.
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    Connections with Coworkers on Social Network Sites: The Good, the Bad and the Ugly
    ( 2019-01-08) Ollier-Malaterre, Ariane ; Foucreault, Annie
    A large number of individuals are connected with their coworkers on social network sites (SNS) that are personal and professional (e.g., Facebook), with consequences on workplace relationships. Drawing on SNS, social identity and boundary management literatures, we surveyed 202 employees and found that coworkers’ friendship-acts (e.g., liking, commenting) were positively associated with closeness to coworkers when coworkers were of the same age or older than the focal individual, and with organizational citizenship behaviors towards coworkers (OCBI) when coworkers were of the same age. Harmful behaviors from coworkers (e.g., disparaging comment) were negatively associated with closeness (but not with OBCI) when coworkers were older than the focal individual. In addition, preferences for the segmentation of one’s professional and personal roles moderated the relationship between coworkers’ friendship-acts and OCBI (but not closeness) such that the positive relationship was stronger when the focal individual had low (vs. high) preferences for segmentation.
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    Emergent Roles in Computer-Mediated Synchronous Virtual Groups
    ( 2019-01-08) Barlow, Jordan
    Understanding how the emergence of roles affects virtual group outcomes is important for organizations that increasingly use virtual work for decision-making and other tasks. Using role theory and speech act theory, this paper describes two studies conducted to understand the emergence of communication roles and their impacts on virtual group dynamics. Study 1 explores the emergence of roles in computer-mediated decision-making groups, using chat transcripts from a lab experiment. Study 2 further explores and validates the emergence of these roles, using a text mining technique to automate speech act analysis, and tests how these roles affect group perceptions of trust, communication, and performance. The paper concludes with a discussion of implications for practice and future research on the effects of emerging roles and their interactions.
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    What is Engagement and How Do We Measure It? Toward a Domain Independent Definition and Scale
    ( 2019-01-08) de Vreede, Triparna ; Andel, Stephanie ; de Vreede, Gert-Jan ; Spector, Paul ; Singh, Vivek ; Padmanabhan, Balaji
    An engaging experience draws in and holds our attention. Engagement is a critical phenomenon of interest in a variety of disciplines and application domains and has been shown to lead to positive outcomes, such as enhanced learning, task performance, or job satisfaction. However, existing measures of engagement are typically specific to the domain in which the research is conducted. This paper builds on the synergies of various disciplines and proposes a discipline-independent definition of engagement and measurement scale. In this paper, we distinguished between the three temporal levels of engagement in terms of the expected length of the engagement (task/activity, initiative, and continuous). We further explored the differences in the conceptualization of engagement, viz. affective, behavioral, and cognitive engagement. We then offered a comprehensive definition of engagement. We finally developed a measurement scale that can be used across domains and contexts which we derived by iteratively refining the items in this scale through a series of five data samples to arrive at the final scale. Our results provide evidence for the scale’s validity in two domains (online learning and work engagement).