Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
for the group, challenging existing ways of thinking, and being a systems thinker. This is
done by developing trust through high-quality interpersonal relationships.
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_Q10.73 Briefly explain the three steps for building an agenda.
Answer: First, determine your meeting goals, which may include giving information,
discussing information, or taking action. If the goals are not clear, the meeting will not
accomplish anything. Second, identify what needs to be discussed in order to achieve
the goal. Does information need to be provided? What issues should be focused on?
Third, Organize the agenda. For problem solving, refer to the reflective thinking method
to structure the discussion. For information, discussion, and action items, subheads can
be used to organize. Consider the placement of the most important or controversial items
so maximum group energy and attention is gained.
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_Q10.74 Define and give examples of metadiscussion.
Answer: Metadiscussion means discussion about discussion, in which group members
talk about the discussion process rather than the topic they are considering. For
example, someone might comment, “I’m not sure what you mean by that. Can you
explain it again?”
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
10.4 Fill-in–the-Blank
TB_Q10.75 A _____ structure helps a group formulate the action steps it needs to
take to achieve its goal.
Answer: results-driven
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_Q10.76 The give and take of discussion in a group is known as _____.
Answer: interaction
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
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Answer: driving; restraining
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_Q10.78 _____ refers to the generation, application, combination, and extension
of new ideas.
Answer: Creativity
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_Q10.79 Nominal group technique is a form of _____.
Answer: brainstorming
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_Q10.80 _____ is an agreement arrived at by a group through interaction in
which all members of the group agree to support the decision.
Answer: Consensus
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_Q10.81 When group members fail to express concerns about an idea because
the rest of the group has already agreed on it, the group is experiencing _____.
Answer: groupthink
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_Q10.82 Human differences which are easily visible to us, such as differences
in age or race are examples of _____-level diversity.
Answer: surface
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_Q10.83 A laid-back leader who takes a hands-off approach is an example of a
_____ leader.
Answer: laissez-faire
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_Q10.84 A leader who leads by shaping the vision of a group based upon
developing trust through quality interpersonal relationships with group members
is an example of a _____ leader.
Answer: transformational
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_Q10.85 The number of people who must be present at a meeting in order to
conduct business is called a _____.
Answer: quorum
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
10.5 Essay Questions
TB_Q10.86 What is the reflective thinking method? Identify the steps used in the
method, and the techniques that can be useful in each step.
Answer: The reflective thinking method is a way of structuring problem solving to
manage uncertainty and to ensure that key functions are accomplished during group
discussion. The steps involved are (1) to identify and define the problem. Techniques for
this step include phrasing the problem as a policy question and using the journalist’s six
questions to help define the issues. (2) Analyze the problem to break it down into smaller
pieces. Techniques include the use of force field analysis to identify driving and
restraining forces, and the development of clear criteria to help in the evaluation of
solutions. (3) Generate creative solutions by using brainstorming, silent brainstorming, or
electronic brainstorming. (4) Select the best solution by using ranking, ratings, majority
vote or expert decision. Reach consensus by remaining focused on the goal, listening,
and promoting open and honest dialogue that requires input from all members. (5) Take
action by developing a clear action plan and making a written list of who should do what.
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: Difficult
Skill Level: Analyze It
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
might take to help motivate students to study more.
Answer: The answers will vary; however, the student should divide responses into
driving forces and restraining forces. The driving forces should be those items that would
encourage a student to study nine hours a week for each class. Examples of driving
forces might be improved grades, increased scholarships, better employment
opportunities after college, and study hours in Greek organizations. Restraining forces
should be issues that would inhibit a student from studying nine hours. (This list is
certainly going to be longer!) Possible restrainers might be working too many hours,
taking too many courses, lack of a place to study. The last part of the answer should
explain that the next step after generating the list would be to find ways to increase or
enhance the driving forces, and find ways to overcome the restraining forces.
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: Difficult
Skill Level: Analyze It
TB_Q10.88 Compare and contrast trait, functional, styles, situational, and
transformational group leadership and give an example of each.
Answer: The trait approach to leadership says that people are born with certain traits or
cultivate traits that will make them effective as a leader. Traits such as intelligence,
confidence, and enthusiasm are a few of the traits that effective leaders often possess.
However, having these traits alone does not necessarily mean that someone will be an
effective leader. As opposed to looking a certain traits, the functional approach identifies
task and process functions that will make leaders effective. In other words, a leader may
be intelligent and enthusiastic, but he or she must also be able to help the group get
work done, as well as help the group maintain a friendly climate. It’s not just about
having a certain personality; it’s also about what you do. Like the functional approach,
the styles approach identifies behaviors that leaders exhibit. Specifically, it looks at
leader’s styles of interacting with others, categorizing them as authoritarian, democratic,
or laissez faire. Unlike the functional approach, it does not prescribe what effective
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Answer: A situational leader might opt for a democratic approach when the group is
trying to decide the colors and design of a presentation that will be given to a new
business school class. With this approach, all group members can add their input and
everyone’s ideas can be equally evaluated. If the group will be together for some time
and the quality of group relations is important to the functioning of the group, a more
participative, democratic leadership style is in order.
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: Difficult
Skill Level: Analyze It
TB_Q10.90 Discuss the role of “I” messages and “you” messages in a group
situation.
Answer: Metadiscussion phrases like these come in handy when trying to get a group
back on track. Instead of just blurting out “you’re off track” you want to use a tactful
approach. By using “I” messages you state your perspective from your own point of view
without blaming another person for the situation. “You” messages typically put people on
the defensive and have negative connotations. The ability to carry on a metadiscussion
is an exceptionally powerful skill that is enhanced by the use of “I” messages.
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: Difficult
Skill Level: Analyze It