Using Linguistic Analysis to Identify High Performing Teams Mary T. Dzindolet & Linda G. Pierce...

Using Linguistic Analysis to Using Linguistic Analysis to Identify High Performing TeamsIdentify High Performing Teams

Mary T. Dzindolet & Linda G. Pierce

Cameron University Army Research Laboratory

2006 CCRTS2006 CCRTSTHE STATE OF THE ART AND THE STATE OF THE PRACTICETHE STATE OF THE ART AND THE STATE OF THE PRACTICE

Demands on Military TeamsDemands on Military Teams

• Perform a wide variety of tasks– Peace-keeping– War

• Ever-changing – Team members– Situation– Leadership

• High threat

PurposePurpose

This presentation will explore the usefulness of one technological tool, the Linguistic Inquiry Word Count (LIWC), in

identifying high-performing teams.

LIWC VariablesLIWC Variables

Category (Examples)• pronouns (I, me, we, you) • positive emotions (happy, pride, good)• negative emotions (hate, afraid, sad)• insight (think, know, consider)• time (past, present, future)• communication (talk, share, converse)• anxiety words (nervous, afraid, tense)

LIWC analyzes text word-by-word and categorizes the text into 74 different linguistic dimensions

Prior ResearchPrior Research

• Pennebaker, Mehl, and Niederhoffer (2003) used the LIWC in dyadic social interactions to understand relationships

• We have extended this work to explore the usefulness of the LIWC in identifying high-performing teams

Predicting Group PerformancePredicting Group Performance• Groups may differ in many important ways

– Size (number of members)– Degree to which members are stratified (hierarchical)– Degree to which members exercise control over the behavior of other

members– Degree of participation expected, permitted, or demanded of members– Ease of access to membership in the group and ease with which member

can leave or be expelled from the group

Predicting Group PerformancePredicting Group Performance• Groups may differ in many important ways

– Degree of stability of the group over time and the continuity of its members over time

– Degree to which group members relate to one another intimately vs formally– Degree to which the group is subdivided into smaller groups or cliques, and

the extent to which such cliques are in conflict with one another– Degree of homogeneity among group members– Type of Task***

G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v iew p o in t

G enera tin g id ea s G enera tin g p lans

w/no r igh t an sw

er

o f in terest

Dec id ing is sue s R eso lv in g con f licts R e so lv in g con f lic

ts

Res

o lv i

ng c

o nf l

i ct s

Ty pe 2 :c reativ ity task s

Ty pe 1 :p lann in g ta sks

Ty pe 3 :in tellec tiv e ta sk s

Ty pe 8 :pe rform an ce/

psycho -m o to r task s

Ty pe 4 :dec isio n-m ak in g

task s

Ty pe 7 :con te sts/b attle s/

com p etitive ta sks

Ty pe 6 :m ixed-m otiv e

task s

Ty pe 5 :cog nitive

con flic ts ta sk s

w/c

orr e

ct a

n sw

ers

o f p

ower

Solv

ing

p ro b

lem

s E xecu tin g

per fo rmanc e tas k s

Con

flic

tC

oope

ratio

n

C on cep tu al B eh av iora l

M cG rath ’s C ircu m p lex o f G ro u p Ta sk s

G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v iew p o in t

G enera ting id e as G en era tin g p la ns

w/n o r igh t an sw

er

of in te re st

Dec id in g issu es R e so lv in g co n f licts R e so lv in g con f lic

ts

Re s

o lvi

ng c

o nf l

i ct s

Typ e 2 :c rea tiv ity ta sk s

Typ e 1 :p lan n in g ta sk s

Typ e 3 :in te llec tiv e ta sks

Typ e 8 :p erfo rm an ce /

p sych o -m o tor tasks

Typ e 4 :d ec is io n-m akin g

tasks

Typ e 7 :con te sts /b a ttle s/

com pe titiv e tasks

Typ e 6 :m ix ed -m otive

ta sks

Typ e 5 :cog n itive

con flic ts tasks

w/c

orre

c t a

nsw

ers

o f p

owe r

Sol

v ing

pro

b le m

s Exec ut in g

p e r fo rman ce task

s

Con

flic

tC

oope

ratio

n

C on cep tu a l B ehav ioral

M cG ra th ’s C ircu m p lex o f G ro u p Task s

Typ e 2 :c rea tiv ity ta sk s

Predicting Group PerformancePredicting Group PerformanceTask Type 2: Generating IdeasTask Type 2: Generating Ideas

Brainstorming TasksBrainstorming Tasks

• Can linguistic analysis predict performance on a brainstorming task?

• We examined correlations between number of ideas generated and LIWC variables for nine studies performed either at Cameron University or the University of Texas at Arlington

• Time to Brainstorm – 5, 10, 20, or 45 minutes

• Group Cohesiveness• Research Location

– Cameron University, University of Texas at Arlington, Walmart, or City National Bank

• Group Size – dyad, triad, or quad

• Communication Medium – face-to-face, distributed, or groupshareware

• Brainstorming Problem

Study DifferencesStudy Differences

Brainstorming RulesBrainstorming Rules

• Criticism is ruled out. Adverse judgement of ideas must be withheld.

• Freewheeling is welcome, the wilder the idea, the better.

• Quantity is wanted. Come up with as many as you can.

• Combination and improvement are sought. Do not be afraid to combine and improve on ideas.

Pronoun Use

Total PronounsTotal Pronouns(I, our, they, you, we)

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Thumbs Improve Univ Ecology Univ Teens

First Person Singular PronounsFirst Person Singular PronounsI, me, my

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Thumbs Improve Univ Ecology Univ Teens

First Person Plural PronounsFirst Person Plural Pronounswe, our, us

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Second Person PronounsSecond Person Pronounsyou, your, y’all

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Third Person PronounsThird Person Pronounshe, she, they

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Why Is Use of First Person Pronouns Why Is Use of First Person Pronouns Related to Poor Performance?Related to Poor Performance?

• Self-focus rather than other-focus

References to Other PeopleReferences to Other Peoplethem, you, anyone, everybody, someone

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• Subordinate status of some group members

Tentative WordsTentative Wordsmaybe, perhaps, depending

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Certainty WordsCertainty Wordsclearly, always, confidentlyclearly, always, confidently

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• Subordinate status of some group members

• Defending own views; lack of supportive group environment

NegateNegateno, never, not

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AssentAssentyes, O.K., alright, agree

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Cognitive Complexity

Words with Six or More LettersWords with Six or More Letters

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Exclusive WordsExclusive Wordsbut, except, without

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Inclusive WordsInclusive Wordstogether, with, also

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ArticlesArticlesa, an, the

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PrepositionsPrepositionsto, for, at

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NumbersNumbers

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Causal WordsCausal Wordsbecause, since, basis

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Emotions

Positive Emotion WordsPositive Emotion Wordshappy, pretty, good

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Words Expressing Positive FeelingsWords Expressing Positive Feelingscare, encourage, enjoy

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Optimistic WordsOptimistic Wordshope, best, win

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Negative Emotion WordsNegative Emotion Wordshate, worthless, ugly

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Anxiety WordsAnxiety Wordsnervous, scared, anxious

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Words Expressing AngerWords Expressing Angerjerk, kill, annoy

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Words Expressing SadnessWords Expressing Sadnesssad, upset, suffer

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Cognitive Processes

Cognitive MechanismsCognitive Mechanismsquestioning, acknowledge, inform

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Insight WordsInsight Wordsthink, know, believe

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Discrepancy WordsDiscrepancy Wordsshould, ought, could

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Social Processes

Social MechanismsSocial Mechanismsfriend, phone, gossip, group

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Communication WordsCommunication Wordstalk, ask, chat, counsel

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Time

Past TensePast Tense

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Present TensePresent Tense

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Future TenseFuture Tense

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Conclusion Conclusion Idea Generation TasksIdea Generation Tasks

• High-performing groups tend to– Avoid first person pronouns possibly due to group

support (few negations)– Use more cognitively complex language (avoid

exclusive and inclusive words and use words with six or more letters)

– Avoid communication words– Avoid words indicating cognitive processes including

causal words – Avoid negative emotion words– Avoid the present tense

• This pattern existed across many studies of groups that differed in size, communication medium, problem, location, and prior knowledge of one another

Predicting Group PerformancePredicting Group PerformanceTask Type 3: Solving Problems with Correct AnswersTask Type 3: Solving Problems with Correct Answers

Desert Survival ProblemDesert Survival Problem

Rank order 15 items in terms of utility for desert survival

Responses are compared with that of an expert

G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v iew p o in t

G en e ra t in g id ea s G en era t ing p la ns

w/ n

o r ig h t an swer

of in teres t

Dec id in g is su es R e so lv in g co n f lic ts R e so lv in g co n fl ic

ts

Re s

o lv i

ng c

onfl

i ct s

Ty p e 2 :c re a tiv i ty task s

Ty p e 1 :p la n n in g ta sk s

Ty p e 3 :in te l le c t iv e ta sk s

Ty p e 8 :p e rfo rm a n c e /

p sy c h o -m o to r ta sk s

Ty p e 4 :d e c isio n -m a k in g

ta sk s

Ty p e 7 :c o n te s ts /b a tt le s /

c o m p e ti tiv e ta sk s

Ty p e 6 :m ix e d -m o tiv e

ta sk s

Ty p e 5 :c o g n itiv e

c o n flic ts ta sk s

w/c

orre

c t a

n sw

e rs

o f p

ower

Sol v

ing

pro b

lem

s Ex ecu t ing

p e r forma n c e ta sk s

Con

flic

tC

oope

ratio

n

C o n c e p tu a l B e h a v io ra l

M cG ra th ’s C ircu m p lex o f G rou p Task s


Survival ProblemSurvival Problem

Survival ProblemSurvival Problem

• flashlight (4-battery size)

• jackknife

• sectional air map of the area

• plastic raincoat (large size)

• magnetic compass

• compress kit with gauze

• .45 caliber pistol (loaded)

• parachute (red and white)

• bottle of salt tablets (1000 tablets)

• 1 quart of water per person• book entitled, Edible Animals

of the Desert• 1 top coat per person• pair of sunglasses per person• cosmetic mirror• 2 quarts (2 liters) of 180 proof

Vodka

Pronoun UsePronoun Use

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00.20.40.60.8

Total FirstSingular

FirstPlural

Second Third

Dyad Triad * p<.05

corr

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ion

wit

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erfo

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Cognitive ComplexityCognitive Complexity

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0.8

6+ Causal Negate Excl Incl

Dyad Triad * p<.05

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Cognitive ComplexityCognitive ComplexityConcrete Words

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Articles Prepositions Numbers

Dyad Triad * p<.05

corr

elat

ion

wit

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erfo

rman

ce *

* *

Words Expressing Emotion

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Affect PosEmo

PosFeel

NegEmot

Anger Sad

Dyad Triad

* p<.05

corr

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ion

wit

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erfo

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Cognitive & Social Processes

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Cog Mech Insight Discrep Social Comm

Dyad Triad

* p<.05

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erfo

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Tense

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Past Present Future

Dyad Triad* p<.05

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ConclusionConclusionDesert Survival TaskDesert Survival Task

High performing dyads• Avoid prepositions and use

numbers (both indicators of concrete rather than abstract thought)

• Though not statistically significant, tend to – Avoid pronouns– Avoid negations– Use exclusive words– Use words with six or more

letters– Avoid discrepancy words– Avoid communication words– Avoid words expressing

emotion– Avoid present tense– Use the past tense

High performing groups of three

• Avoid prepositions• Though not statistically

significant, tend to– Use third person

pronouns– Express emotions– Use the past tense

Predicting Group PerformancePredicting Group PerformanceTask Type 3: Solving Problems with Correct AnswersTask Type 3: Solving Problems with Correct Answers

Student Government TaskStudent Government Task

Choose the best student government candidate using the characteristics of each candidates (Candidate A, B, and C)

Some information given to each group member is unique; other pieces of information are given to all group members

G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v iew p o in t

G en e ra t in g id ea s G en era t ing p la ns

w/ n

o r ig h t an swer

of in teres t

Dec id in g is sues R e so lv in g co n f lic ts R e so lv in g co n fl ic

ts

Re s

o lv i

ng c

onfl

i ct s

Ty p e 2 :c re a tiv i ty task s





Ty p e 4 :d e c isio n -m a k in g

ta sk s

Ty p e 7 :c o n te s ts /b a tt le s /

c o m p e ti tiv e ta sk s


ta sk s



w/c

orre

c t a

n sw

e rs

o f p

ower

Sol v

ing

pro b

lem

s Ex ecu t ing

p e r forma n c e ta sk

s

Con

flic

tC

oope

ratio

n


M cG ra th ’s C ircu m p lex o f G rou p Task s



-0.6

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0

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Total FirstSingular

FirstPlural

Second Third

Dyad Group * p<.05

*

Cor

rela

tion

with

Tim

e S

pent

on

Sh

ared

Sh

ared

Inf

o


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FirstPlural

Second Third

Dyad Group * p<.05

* *

Cor

rela

tion

with

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e S

pent

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Un

iqu

e In

fo


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* *

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ared

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ared

Inf

o


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rela

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with

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ent

on S

har

ed I

nfo

*


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Dyad Group * p<.05 Cor

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with

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pent

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0.8

Affect PosEmo

PosFeel

NegEmot

Anger Sad

Dyad Group

* p<.05Cor

rela

tion

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e S

pent

on

Sh

ared

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* *


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0

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Sh

ared

Inf

o

*


-0.4

-0.2

0

0.2

0.4

0.6


Dyad Group

* p<.05Cor

rela

tion

with

Tim

e S

pent

on

Un

iqu

e In

fo

Tense

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

Past Present Future


rela

tion

with

Tim

e S

pent

on

Sh

ared

Inf

o

*

* * *

Tense

-0.4

-0.2

0

0.2

0.4

Past Present Future

Dyad Group* p<.05

Cor

rela

tion

with

Tim

e S

pent

on

Un

iqu

e In

fo

ConclusionsConclusionsHidden Profile TaskHidden Profile Task

• Dyads using the efficient strategy– Use causal words

• Dyads using the inefficient strategy– Use causal word– Use second person

pronouns– Use exclusive words– Use prepositions– Use social words– Use present and future

tenses

• Groups of four using the efficient strategy– Use causal words– Use first person singular

and second person pronouns

• Groups of four using the inefficient strategy– Express emotions—

especially negative emotions

– Use the present tense– Avoid the past tense

Predicting Group PerformancePredicting Group PerformanceTask Type 4: Deciding Issues with No Task Type 4: Deciding Issues with No

Correct AnswerCorrect AnswerGroup Polarization TaskGroup Polarization Task

• Procedure– individual (no time limit) – group (30 minutes)– individual (no time limit)

• Indicate the lowest probability of succeeding that was acceptable for 12 different scenarios

“An electrical engineer may stick with his present job at a modest but adequate salary, or may take a new job offering considerably more money but no long-term security.”

G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v iew p o in t

G enera tin g id eas G en era tin g p lan s

w/no r ig h t an sw

er

o f in te rest

Dec id ing issu es R e so lv in g con f licts R e so lv in g con f lic

ts

Re s

o lv i

ng c

o nfl

i cts

Typ e 2 :c rea tiv ity ta sks

Typ e 1 :p lann in g ta sk s

Typ e 3 :in tellec tiv e task s

Typ e 8 :pe rform ance /

p sycho -m o to r ta sks

Typ e 4 :dec isio n-m ak ing

task s

Typ e 7 :con te sts /b a ttles/

com p e titiv e ta sk s

Typ e 6 :m ixed-m otive

task s

Typ e 5 :cog nitiv e

con flic ts task s

w/c

orre

c t a

nsw

ers

o f pow

er

Sol

vin g

pro

b lem

s Execu tin g

p er fo rma nce ta sk

s

Con

flic

tC

oope

ratio

n

C on cep tu a l B eh av ioral

M cG ra th ’s C ircu m p lex o f G ro u p Ta sk s

Typ e 4 :dec isio n-m ak ing

task s


-0.4-0.3-0.2-0.1

00.10.20.30.40.5

Total FirstSingular

FirstPlural

Second Third

FtF Dayd FtF Group Dist Group* p<.05

corr

elat

ion

wit

h a

gre

emen

t w

ith

gro

up


-0.4

-0.2

0

0.2

0.4

0.6


FtF Dyad FtF Group Dist Group * p<.05corr

elat

ion

wit

h a

gre

emen

t w

ith

gro

up


-0.4

-0.2

0

0.2

0.4


FtF Dyad FtF Group Dist Group * p<.05corr

elat

ion

wit

h a

gre

emen

t w

ith

gro

up

Words Expressing Positive EmotionsWords Expressing Positive Emotions

-0.5

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

Affect PosEmot PosFeel Optim

FtF Dyad FtF Group Dist Group

* p<.05corr

elat

ion

wit

h a

gre

emen

t w

ith

gro

up

Words Expressing Negative EmotionsWords Expressing Negative Emotions

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

NegEmo Anx Anger Sad


* p<.05corr

elat

ion

wit

h a

gre

emen

t w

ith

gro

up


-0.6-0.5-0.4-0.3-0.2-0.1

00.10.20.30.4

CogMech Insight Discrep Social Comm

Face-to-Face Dyad Face-to-Face 4 Dist-4

* p<.05

* *

corr

elat

ion

wit

h a

gre

emen

t w

ith

gro

up

Tense

-0.3-0.2-0.1

00.10.20.30.40.50.60.7

Past Present Future


* p<.05

*

corr

elat

ion

wit

h a

gre

emen

t w

ith

gro

up

ConclusionConclusionGroup Polarization TaskGroup Polarization Task

• No linguistic indicators for groups of four

• High performing face-to-face dyads– Avoid social words– Avoid communication words– Use future tense

ConclusionConclusionChoose TasksChoose Tasks

• Very little overlap in linguistic markers across the three Choose Tasks– Prepositions indicate poor performance for dyads

and groups doing the Desert Survival Task and dyads performing Hidden Profile Task

– Communication words indicate poor performance for dyads performing the Desert Survival and Group Polarization Tasks

– Social words indicate poor performance for dyads performing the Hidden Profile and Group Polarization Tasks

– Use of emotional words indicate poor performance for dyads performing the Desert Survival Task groups of four performing the Hidden Profile Task

• LIWC-performance relationships may be unique to each task

Predicting Group PerformancePredicting Group PerformanceTask Type 6: Resolving Conflicts of InterestTask Type 6: Resolving Conflicts of Interest

Prisoner’s DilemmaPrisoner’s Dilemma

Partner 1 Partner 2 Partner 3

Option 1

DecisionBlue $ 4.00

DecisionBlue$ 4.00

DecisionBlue$ 4.00

Option 2

DecisionGreen $ 5.00



Option 3

Decision Green $ 3.00

DecisionBlue $ 7.00


Option 4


DecisionBlue $ 5.00

DecisionBlue $ 5.00

Option 5

DecisionBlue$ 7.00



G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v iew p o in t

G en era tin g id e as G en era tin g p la ns

w/n o r igh t an sw

er

o f in te res t

De c id in g issu es R e so lv in g co n f lic ts R e so lv in g con f li c

ts

Re s

o lv i

n g c

o nf l

i cts

Ty p e 2 :c re a tiv ity ta s k s


Ty p e 3 :in te lle c t iv e ta s k s


p s y c h o -m o to r ta s k s

Ty p e 4 :d e c is io n -m a k in g

ta s k s

Ty p e 7 :c o n te s ts /b a t tle s /

c o m p e ti tiv e ta s k s


ta s k s

Ty p e 5 :c o g n it iv e

c o n fl ic ts ta sk s

w/c

orre

c t a

n sw

e rs

o f p

ower

Solv

ing

p rob

lem

s Ex ecu t ing

p e r fo rmanc e tasks

Con

flic

tC

o ope

rati

on


M cG rath ’s C ircu m p lex o f G rou p Ta sk s


ta s k s

Pronoun Use

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

Total FirstSingular

FirstPlural

Second Third

Dist Triad FtF Triad Dist Dyad* p<.05co

rrel

atio

n w

ith

co

op

erat

ive

resp

on

ses


-0.4-0.3-0.2-0.1

00.10.20.30.40.50.60.7

Six-Letter Negate Inclusive Exclusive

Dist Triad FtF Triad Dist Dyad

* p<.05corr

elat

ion

wit

h c

oo

per

ativ

e re

spo

nse

s


-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4



rrel

atio

n w

ith

co

op

erat

ive

resp

on

ses

Words Expressing Positive Emotions

-0.3-0.2-0.1

00.10.20.30.40.50.60.7

Affect PosEmot PosFeel Optim

Dist Triad FtF Triad Dist Dyad * p<.05corr

elat

ion

wit

h c

oo

per

ativ

e re

spo

nse

s

Words Expressing Negative Emotions

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

NegEmot Anger Sad

Dist Triad FtF Triad Dist Dyad * p<.05corr

elat

ion

wit

h c

oo

per

ativ

e re

spo

nse

s


-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8


Dist Triad FtF Triad Dist Dyad * p<.05

*

corr

elat

ion

wit

h c

oo

per

ativ

e re

spo

nse

s

Tense

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

Past Present Future


rrel

atio

n w

ith

co

op

erat

ive

resp

on

ses

ConclusionsConclusionsPrisoner’s Dilemma TaskPrisoner’s Dilemma Task

• Distributed triads that used discrepancy words were more cooperative

• Trends existed:– Cooperative distributed triads

• Avoid second person pronouns• Use future tense• Use communication words

– Cooperative face-to-face triads• Avoid second person pronouns• Use exclusive words• Express positive and negative emotions and use anger words• Avoid the future tense

– Cooperative distributed dyads• Use positive feeling words

Predicting Group PerformancePredicting Group PerformanceTask Type 8:Task Type 8: Psycho-Motor TasksPsycho-Motor Tasks

Card TaskCard Task

Make a house using as many cards as possible from several decks of playing cards

G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v ie w p o in t

G en era t in g id e a s G en e ra tin g p la n s

w/ n o rig h t a nsw

e r

o f in te re s t

De c id ing iss ues R eso lv in g co n f lic ts R e so lv in g con f lic

t s

Re s

o lv i

n g c

o nf l

i ct s

Ty p e 2 :c re a tiv ity t a sk s

Ty p e 1 :p la n n in g t a sk s

Ty p e 3 :in te lle c tiv e ta sk s




ta sk s

Ty p e 7 :c o n te s ts /b a ttle s /

c o m p e titiv e ta sk s


ta sk s



w/c

orre

c t a

n sw

e rs

o f pow

er

Solv

ing

p rob

lem

s Ex e cu tin g

p er fo r ma nc e ta s k s

Con

flic

tC

oope

r atio

n


M c G r a th ’s C irc u m p le x o f G ro u p Ta sk s



Pronoun Use

-0.1

0

0.1

0.2

0.3

Total FirstSingular

FirstPlural

Second Third

* p<.05

corr

elat

ion

wit

h p

erfo

rman

ce


-0.4

-0.2

0

0.2

0.4


* p<.05

corr

elat

ion

wit

h p

erfo

rman

ce

Cognitive ComplexityConcrete Words

-0.4

-0.2

0

0.2

0.4


* p<.05

corr

elat

ion

wit

h p

erfo

rman

ce

Words Expressing Emotions

-0.2

0

0.2

0.4

Affect PosFeel Anger

* p<.05

corr

elat

ion

wit

h p

erfo

rman

ce


0

0.2

0.4

0.6

CogMech Insight Discr Social Comm

* p<.05

corr

elat

ion

wit

h p

erfo

rman

ce

Tense

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

Past Present Future

* p<.05

corr

elat

ion

wit

h p

erfo

rman

ce

Predicting Group PerformancePredicting Group PerformanceTask Type 8:Task Type 8: Psycho-Motor TasksPsycho-Motor Tasks

Radio Assembly TaskRadio Assembly Task

As a group, we would like you to assemble the AM portion of a radio using a Radio Kit from Radio Shack. To assemble the AM portion of the radio, you will need to insert dozens of components into different places on the circuit board and then connect each component to the others in the proper manner.

fifteen minutes

G E N E R AT E

E X E C U T E

N E G O T IAT E

C H O O S E

o f v ie w p o in t

G en era t in g id e a s G en e ra tin g p la n s

w/ n o rig h t a nsw

e r

o f in te re s t

De c id ing iss ues R eso lv in g co n f lic ts R e so lv in g con f lic

t s

Re s

o lv i

n g c

o nf l

i ct s

Ty p e 2 :c re a tiv ity t a sk s

Ty p e 1 :p la n n in g t a sk s

Ty p e 3 :in te lle c tiv e ta sk s




ta sk s

Ty p e 7 :c o n te s ts /b a ttle s /

c o m p e titiv e ta sk s


ta sk s



w/c

orre

c t a

n sw

e rs

o f pow

er

Solv

ing

p rob

lem

s Ex e cu tin g

p er fo r ma nc e ta s k s

Con

flic

tC

oope

r atio

n


M c G r a th ’s C irc u m p le x o f G ro u p Ta sk s



Pronoun Use

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

Total FirstSingular

FirstPlural

Second Third

Dyad Triad* p<.05

corr

elat

ion

wit

h t

ime

to c

om

ple

te r

adio


-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8


Dyad Triad

* p<.05

corr

elat

ion

wit

h t

ime

to c

om

ple

te r

adio

*

Cognitive ComplexityConcrete Words

-0.8-0.6-0.4-0.2

00.20.40.60.8

1


Dyad Triad* p<.05

corr

elat

ion

wit

h t

ime

to c

om

ple

te r

adio

*

Words Expressing Positive Emotions

-0.8

-0.6

-0.4

-0.2

-0

0.2

0.4

0.6

Affect PosEmot PosFeel

Dyad Triad

* p<.05corr

elat

ion

wit

h t

ime

to c

om

ple

te r

adio

Words Expressing Negative Emotions

-0.8-0.6-0.4-0.2

-00.20.40.60.8

1

NegEmot Anger Sad

Dyad Triad

* p<.05

corr

elat

ion

wit

h t

ime

to c

om

ple

te r

adio


-0.8-0.6-0.4-0.2

00.20.40.60.8

1


Dyad Triad

* p<.05

corr

elat

ion

wit

h t

ime

to c

om

ple

te r

adio

Tense

-1-0.8-0.6-0.4-0.2

00.20.40.60.8

Past Present Future

Dyad Triad

* p<.05

corr

elat

ion

wit

h t

ime

to c

om

ple

te r

adio

ConclusionConclusionRadio Assembly TaskRadio Assembly Task

• High Performing Dyads– Avoid Prepositions– Trend to:

• Use pronouns (esp. first person singular and second person)

• Use negations• Avoid articles• Use positive feeling

words• Avoid anger words• Use words expressing

cognitive and social processes

• Use present tense

• High Performing Triads– Use words with six or

more letters• Trend to:

– Avoid causal words– Avoid exclusive words– Use prepositions– Use numbers– Avoid words expressing

cognitive mechanisms– Avoid discrepancy words– Avoid the present and

future tenses

General ConclusionsGeneral Conclusions

• LIWC variables have been found to be useful in predicting group performance BUT the linguistic categories that predict performance differ by task, task type, group size, and communication medium

• Relationship to group processes have yet to be discovered

Future ResearchFuture Research

• Determine LIWC variables which can indicate group relations (e.g., trust, use of first person singular pronouns to predict status)

• Determine usefulness of LIWC in assessing group readiness

• Examine usefulness of LIWC in determining level of group development

Date post:	03-Jan-2016
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Using Linguistic Analysis to Identify High Performing Teams Mary T. Dzindolet & Linda G. Pierce...

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