Effects of Anonymity and Evaluative Tone on Idea Generation in Computer-Mediated Groups

Abstract

A laboratory experiment was used to evaluate the effects of anonymity and evaluative tone on computer-mediated groups using a group decision support system to perform an idea-generation task. Evaluative tone was manipulated through a confederate group member who entered supportive or critical comments into the automated brainstorming system. Groups working anonymously and with a critical confederate produced the greatest number of original solutions and overall comments, yet average solution quality per item and average solution rarity were not different across conditions. Identified groups working with a supportive confederate were the most satisfied and had the highest levels of perceived effectiveness, but produced the fewest original solutions and overall comments.anonymity, evaluative tone, group problem solving, group decision support system, electronic meeting system

Experimentally analyzing the impact of leader positivity on follower positivity and performance

“…The coding method used in this study was similar to the coding scheme and variables used by Kahai, Sosik and Avolio (2004). Specifically, quantity of solutions were coded by the raw number of solutions (Valacich, Dennis & Nunamaker, 1992) provided by each participant (Connolly, Jessup & Valacich, 1990). Quantity of solutions is distinct from total number of statements as entries included many statements that were not solutions or part of a single solution.…”

Research Report: Modifying Paradigms—Individual Differences, Creativity Techniques, and Exposure to Ideas in Group Idea Generation

“…From a research perspective, this task has a number of desirable characteristics. First, the task was relevant to the subjects, which promotes higher involvement and enables participants to draw on personal knowledge and experiences (Connolly et al 1990). Second, the task has been used extensively in prior research (e.g., Connolly et al 1990, Gettys andFischer 1979).…”

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

“…In addition, technology has aided the creation of an anonymous environment to improve learners' perceived psychological safety for peer review. In the context of computer-mediated discussion, learners generated better ideas when anonymous critical members challenged their ideas (Connolly, Jessup, & Valacich, 1990). Learners also became more willing to give negative feedback if their responses could be anonymous (Freeman & Bamford, 2004) and felt more protected when they explored thorny issues through anonymous online interactions with peers (Dracup, 2012).…”