Knowing Unknown Teammates: Exploring Anonymity and Explanations in a Teammate Information-Sharing Recommender System
Bibliographic record
Abstract
A growing organizational trend is to utilize ad-hoc team formation which allows for teams to intentionally form based on the member skills required to accomplish a specific task. Due to the unfamiliar nature of these teams, teammates are often limited by their understanding of one another (e.g., teammate preferences, tendencies, attitudes) which limits the team's functioning and efficiency. This study conceptualizes and investigates the use of a teammate information-sharing recommender system which selectively shares interpersonal recommendations between unfamiliar teammates (e.g., "Your voice may be overshadowed by this teammate when making decisions...") to promote teammate understanding. Through a mixed-methods approach involving 105 participants working on actual unfamiliar teams, this study explores how presentation elements such as anonymity and explanations influence system perceptions and how anonymity influences team outcomes. Results indicate that anonymizing recommendations was associated with worse team measures, particularly team satisfaction and team cohesion. Qualitative results shed light on why team members perceived privacy concerns and team benefits associated with using the system. We contribute to CSCW through a better understanding of how to support unfamiliar teams, the conceptualization and empirical investigation of a novel teammate information-sharing recommender system, and foundational design recommendations associated with such a system.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".