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Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Test Bank Chapter 10: Enhancing Group and Team Performance
10.1 Multiple Choice
TB_Q10.01 When a group first gets together, it needs to determine what it is going
to do. In other words, it needs to determine the group’s _____.
a.
goal
b.
socialization
c.
structure
d.
leader
Answer: a
Learning Objective: LO 10.1 Identify six functions that effective group members perform.
Topic: What Effective Group and Team Members Do
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q10.02 According to the text, which of the following is a question that a
vigilant thinker should consider?
a.
What goal does the group want to achieve?
b.
How can conflict be minimized in the group?
c.
How can I achieve my agenda?
d.
How can we avoid groupthink?
Answer: a
Learning Objective: LO 10.1 Identify six functions that effective group members perform.
Topic: What Effective Group and Team Members Do
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q10.03 Jake’s communication teacher had just assigned groups for a
problem-solving discussion project. After briefly introducing themselves, Jake’s
group quickly began talking over the topic they would select. Charise suggested,
“Let’s just discuss alcohol abuse on campus; there’s lots of information available,
and we all know someone it applies to.” Jeremy piped in, “Yes, let’s do it. Why
waste time haggling over topics? Let’s just get on with it.” Jake replied, “Why
don’t we hold off deciding until we think of some additional topics. That way, we’ll
have several to choose from and we can compare them.” Which function is Jake
suggesting for his group?
a.
Identify a clear goal
b.
Gather and use information effectively
c.
Develop options
d.
Develop a results-driven structure
Answer: c
Learning Objective: LO 10.1 Identify six functions that effective group members perform.
Topic: What Effective Group and Team Members Do
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.04 Groups that are organized around the action steps needed to achieve
their goals are _____.
a.
vigilant
b.
functional
c.
laissez-faire
d.
results-driven
Answer: d
Learning Objective: LO 10.1 Identify six functions that effective group members perform.
Topic: What Effective Group and Team Members Do
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.05 James, Matt, Karla, and Ann have formed a research group to study a
communication theory. They each are responsible for contributing five articles to
the group. They meet in the library and identify twenty articles that deal with their
theory. They divide up the articles, and they schedule a meeting in which they will
give a report to the other group members over their five articles. This group is
using which function effectively?
a.
Identify a clear, elevating goal
b.
Gather and share appropriate information
c.
Develop options
d.
Evaluate ideas
Answer: b
Learning Objective: LO 10.1 Identify six functions that effective group members perform.
Topic: What Effective Group and Team Members Do
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.06 Koresh’s group was considering how to approach the general topic of
meth labs in their panel discussion. Some wanted to discuss the problem on a
national scale, but Koresh wanted to limit the topic to what was happening within
the local area only. They had been arguing this for some time, and group members
were getting frustrated. Finally, Sam suggested that they use a chalkboard, and
make a written list of the pros and cons of each option. They did this, and it
became clear that the best choice would be to limit the topic to the local area.
Which function did Sam suggest for his group?
a.
Identify a clear goal
b.
Gather and use information effectively
c.
Develop sensitivity toward others
d.
Evaluate ideas
Answer: d
Learning Objective: LO 10.1 Identify six functions that effective group members perform.
Topic: What Effective Group and Team Members Do
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.07 James, Matt, Karla, and Ann meet to discuss how they will put together
their class presentation on a communication theory. Ann expresses concern
because she feels the presentation is not equally distributed among group
members. James quickly dismisses her concern without further discussion.
James would be advised to remember which of the following functions of effective
group members?
a.
Identify a clear, elevating goal
b.
Develop options
c.
Develop sensitivity toward others
d.
Gather and use information effectively
Answer: c
Learning Objective: LO 10.1 Identify six functions that effective group members perform.
Topic: What Effective Group and Team Members Do
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.08 During a recent meeting, group members shared in a give-and-take
discussion and were responsive to the comments of others in the group. This type
of discussion can be said to constitute _____.
a.
structure
b.
reflective thinking
c.
interaction
d.
evaluation
Answer: c
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.9 The reflective thinking model is based on the _____ method.
a.
psychosocial
b.
scientific
c.
spatial
d.
biological
Answer: b
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.10 Which of these techniques does the text suggest as a way to help
clarify a problem?
a.
Force field analysis
b.
Journalists’ six questions
c.
Nominal group technique
d.
T chart
Answer: b
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q10.11 When a group establishes standards for evaluating possible solutions,
they are developing their _____.
a.
problem definitions
b.
criteria
c.
relationships
d.
solutions
Answer: b
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.12 In the force field analysis technique, forces that increase the likelihood
that a desired goal will occur are called _____ forces.
a.
driving
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
b.
placed
c.
evaluative
d.
restraining
Answer: a
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.13 The generation, application, combination, and extension of new ideas
is called _____.
a.
creativity
b.
driving force
c.
vigilant
d.
reflective thinking
Answer: a
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.14 Carlos is trying to get some of his fellow college students to join him
in cleaning up the three campus parks. Each student will earn one credit hour in
general studies if they volunteer. Which of the following would be a restraining
force in this situation?
a.
Students get to work for academic credit.
b.
Many of the students want to see clean parks on campus.
c.
It will be an opportunity to work with friends.
d.
Students don’t know where to volunteer.
Answer: d
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q10.15 Sumit’s group begins brainstorming ideas. Becky states an idea and
Sumit says, “I think that’s the best idea I’ve heard yet.” Based on this example,
what should Sumit keep in mind while brainstorming?
a.
It is important to offer constructive criticism rather than praise.
b.
Generation of ideas and evaluation of ideas should be separate.
c.
Praise only the ideas that you think could be feasible solutions.
d.
Nonverbal feedback is more effective than verbal feedback.
Answer: b
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.16 What is nominal group technique?
a.
Brainstorming silently by individuals followed by sharing ideas with the group.
b.
Group members shouting out ideas off the cuff as quickly as possible.
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
c.
Searching the Internet for what has been done in the past.
d.
Interviewing experts on the topic to gain their insights on past solutions.
Answer: a
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.17 Tomas thought to himself about possible solutions to his group’s
problem before he provided those ideas aloud to the group. The technique Tomas
used is called silent brainstorming or _____.
a.
vigilant thinking
b.
nominal group technique
c.
interaction
d.
groupthink
Answer: b
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.18 Which of the following is TRUE of consensus?
a.
The decision is determined by majority vote.
b.
One-hundred percent of the group voted for the proposal.
c.
All group members can support the group’s decision.
d.
The majority of the group members can support the decision.
Answer: c
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.19 The three primary strategies groups can use to reach a consensus
include all of the following EXCEPT _____.
a.
be goal oriented
b.
listen
c.
promote honest dialogue and discussion
d.
avoid dissenters
Answer: d
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.20 Alfredo was leading a group recently in which most of the group
members agreed with one of the major decisions, but that decision was not
unanimously supported. There was, however, enough agreement in the end that
the decision was supported by all members. This is an example of a _____.
a.
full agreement
b.
groupthink
c.
brainstorming
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
d.
consensus
Answer: d
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.21 Tamara is a group leader and recently she made a suggestion to her
group members. While they did not all fully support the idea, they wanted to avoid
conflict with Tamara, so there was very little disagreement during the brief
discussion. Thus, she was sure that the group was all in agreement and her idea
went forward. This is an example of______.
a.
brainstorming
b.
groupthink
c.
silent brainstorming
d.
nominal group technique
Answer: b
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.22 Which of the following is seen as a cause of groupthink?
a.
The group has assigned a devil’s advocate.
b.
The group is using electronic brainstorming.
c.
The group feels apathetic about the task.
d.
The leader is keeping the group focused on the goal.
Answer: c
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts .
TB_Q10.23 Once Parul’s group had decided the best topic for their presentation,
Parul assigned Carson to do research on the topic and Millie to interview the
college dean. Which step in the reflective-thinking process does this exemplify?
a.
Take action
b.
Analyze the problem
c.
Generate creative solutions
d.
Identify and define the problem
Answer: a
Learning Objective: LO 10.2 List and describe five steps of group problem solving
(reflective thinking).
Topic: Structuring Group and Team Problem Solving
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.24 The ability to influence the behavior of others through communication
is the definition of _____.
a.
power
b.
control
c.
leadership
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
d.
groupthink
Answer: c
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q10.25 Which approach to leadership assumes that leaders are born, not
made?
a.
Trait approach
b.
Functional approach
c.
Styles approach
d.
Situational approach
Answer: a
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.26 A leader who guides and facilitates discussion rather than dominating
it demonstrates which style of leadership?
a.
Democratic
b.
Authoritarian
c.
Passive
d.
Laissez-faire
Answer: a
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.27 The instructor assigned Jan to be the group’s leader, but she has
become a “dictator” in group meetings. She rarely allows other group members
offer suggestions and always controls how much gets accomplished. What’s the
term for Jan’s leadership style?
a.
Democratic
b.
Laissez faire
c.
Authoritarian
d.
Participative
Answer: c
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.28 Zack was elected by his group to be the leader. During the group
meetings, he did not recommend any procedures for discussing decisions, he did
not volunteer any information, and he only did what he was asked to do
specifically. What leadership style was Zack using?
a.
Democratic
b.
Laissez faire
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
c.
Authoritarian
d.
Participative
Answer: b
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.29 In what situation would it be appropriate to utilize an authoritarian
leadership style with your group?
a.
When you need input from all group members.
b.
When there is a need for a quick, important decision.
c.
When you have more than fifteen people in the group.
d.
When you have an agenda.
Answer: b
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q10.30 Which approach to leadership identifies the key task and process roles
that need to be performed in a group?
a.
Situational
b.
Trait
c.
Transformational
d.
Functional
Answer: d
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.31 Which of the following is an example of deep-level diversity?
a.
A person’s gender
b.
Someone’s opinion about the government
c.
The clothes a person is wearing
d.
A person’s ethnicity
Answer: b
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.32 Gloria is a leader who leads by developing a shared vision and uses
listening and relationship-building skills to create a climate of trust. Which type of
leader is Gloria?
a.
Situational
b.
Transformational
c.
Democratic
d.
Laissez-faire
Answer: b
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.33 A transformational leader influences the group by _____.
a.
providing a structure to help the group accomplish critical thinking
b.
giving the group a new vision or energizing its culture
c.
using democratic leadership style
d.
understanding the leadership style that is appropriate for the given situation
Answer: b
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.34 Which of the following is TRUE of authoritarian leaders?
a.
Authoritarian leaders direct and control others.
b.
Authoritarian leaders solicit input from others and seek to lead by involving others
in the decisions.
c.
Authoritarian leaders intentionally influence others only when asked or directed
by others to lead.
d.
Authoritarian leaders are also democratic leaders.
Answer: a
Learning Objective: LO 10.3 Compare and contrast the trait, functional, styles,
situational, and transformational approaches to understanding leadership.
Topic: Enhancing Group and Team Leadership
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.35 According to the survey noted in the text, the most common problem
that occurs in meetings is _____.
a.
the length of the meeting
b.
getting off the subject
c.
people coming unprepared
d.
people arriving late
Answer: b
Learning Objective: LO 10.4 Develop and use strategies to structure meetings
appropriately, keep meetings on track, and promote appropriate dialogue and interaction.
Topic: Enhancing Group and Team Meetings
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q10.36 As the text notes, most meetings have one or more of the following
goals: _____.
a.
giving information, managing conflict, solving a problem
b.
researching a topic, taking action, managing conflict
c.
giving information, discussing information, taking action
d.
discussing information, managing conflict, solving a problem
Answer: c
Learning Objective: LO 10.4 Develop and use strategies to structure meetings
appropriately, keep meetings on track, and promote appropriate dialogue and interaction.
Topic: Enhancing Group and Team Meetings
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.37 Step two in developing a meeting agenda involves _____.
a.
determining meeting goals
b.
organizing the agenda
c.
researching action items
d.
identifying what needs to be discussed
Answer: d
Learning Objective: LO 10.4 Develop and use strategies to structure meetings
appropriately, keep meetings on track, and promote appropriate dialogue and interaction.
Topic: Enhancing Group and Team Meetings
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q10.38 Oliver noted that since there were only four people at the meeting,
there weren’t enough members to conduct official business. This meeting was
lacking _____.
a.
a leader
b.
an agenda
c.
a quorum
d.
metadiscussion
Answer: c
Learning Objective: LO 10.4 Develop and use strategies to structure meetings
appropriately, keep meetings on track, and promote appropriate dialogue and interaction.
Topic: Enhancing Group and Team Meetings
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.39 Which of the following is an example of a metadiscussion comment?
a.
“I think the idea to bring in a local band is an excellent one.”
b.
“I’m not clear on the criteria. Can we review it again before proceeding?”
c.
“What’s for lunch?”
d.
“Does anyone know the latest statistic on average ACT scores for incoming
freshmen?”
Answer: b
Learning Objective: LO 10.4 Develop and use strategies to structure meetings
appropriately, keep meetings on track, and promote appropriate dialogue and interaction.
Topic: Enhancing Group and Team Meetings
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q10.40 Marianna said, “Suzie, you’ve done some research on honors
programs in other departments. What have you found out that might work in our
department?” By saying this, Marianna was using her _____ skills.
a.
transformational leadership
b.
brainstorming
c.
gatekeeping
d.
problem-solving
Answer: c
Learning Objective: LO 10.4 Develop and use strategies to structure meetings
appropriately, keep meetings on track, and promote appropriate dialogue and interaction.
Topic: Enhancing Group and Team Meetings
Difficulty Level: Moderate
Skill Level: Understand the Concepts
