The role of participation and control in the effects of computer monitoring on fairness perceptions, task satisfaction, and performance.

Procedural justice and social facilitation theories were used to investigate effects of 2 kinds of process control on fairness perceptions, task satisfaction and performance of complex, computer-monitored tasks. A laboratory study manipulated participation (high or low voice) and monitoring approach (monitoring, control over monitoring, or no monitoring). High-voice participants perceived higher justice. Monitored participants reported higher satisfaction with high voice and lower satisfaction with low voice. Task performance was poorer for monitored participants unless they had control over monitoring. Among those with control, performance was not impaired for higher baseline performers. The 2 kinds of process control had different effects on the outcome variables. Results suggest the value of considering variations in the kinds of control provided and the justice principles that may apply in predicting effects of monitoring procedures.

Electronic performance monitoring and social context: impact on productivity and stress.

In a laboratory study, the presence of individual- or work-group-level electronic performance monitoring (EPM) was manipulated as participants worked on a data-entry task alone, as a member of a noninteracting aggregate, or as a member of a cohesive group. The pattern of results suggested the operation of a social facilitation effect, as highly skilled monitored participants keyed more entries than highly skilled nonmonitored participants. The opposite pattern was detected among low-skilled participants. No signs of social loafing were detected among group-monitored participants. Nonmonitored workers and members of cohesive groups felt the least stressed. The implications of these findings for organizations adopting EPM systems are discussed.

Physiological, social, and behavioral consequences of crowding on children and adolescents.

The present investigation was designed to examine systematically the effects of short-term crowding, involving close physical proximity, on children and adolescents. Fourth-, eighth-, and eleventh-grade children participated in groups of 4 under high or moderate spatial density conditions. During exposure to these conditions, physiological responses were measured, and following this experience children engaged in a cooperation-competition activity and provided self-reports related to their participation. Results demonstrated that crowding had physiological, behavioral and social consequences for the children studied. Across all grade levels, males in particular were more affected by short-term crowding, displaying the highest elevations in stress-related arousal. Following exposure to the crowding conditions, children were more competitive, despite the fact that they had all to gain from cooperating and nothing to lose. Furthermore, children reported having felt crowded, tense, annoyed, and uncomfortable as a function of the close physical proximity to others. Implications of the immediate and residual effects of crowding on the behavior and functioning of children are discussed.