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Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Test Bank Chapter 9: Understanding Group and Team Performance
9.1 Multiple Choice
TB_Q9.01 Which of the following lists contains elements of the definition of a
small group given in your book?
a.
Shares a common purpose, consists of 2 to 15 people, interacts face-to-face
b.
Members exert influence on others in the group, consists of 4 to 8 people with a
formal leader
c.
Shares a common purpose, consists of 3 to 15 people, members feel a sense of
belonging, and they exert influence on each other
d.
Has a formal leader, consists of 3 to 15 people, members feel a sense of belonging
Answer: c
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.02 Which of the following describes the difference between a team and a
group?
a.
Teams are structured deliberately to achieve a goal; not every group is highly
organized.
b.
Teams usually are created by an outside organization; groups are not.
c.
Teams have a designated leader; groups do not.
d.
Teams are only found in sports; while groups are found only in business.
Answer: a
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.03 Which of the following is a characteristic of a primary group?
a.
It exists to fulfill an agenda or goal.
b.
Members have specifically assigned duties.
c.
It is designed to solve a clearly defined problem.
d.
It meets basic human needs.
Answer: d
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.04 Natalie and her friends enjoy trying new foods, so they get together
once a month to eat at a new restaurant. This group is an example of a _____
group.
a.
study
b.
social
c.
focus
d.
therapy
Answer: b
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.05 Jubair, Jeremiah, Cindy, Sean, and Russ meet once a week to prepare
for their communication class. This is an example of a _____ group.
a.
primary
b.
study
c.
therapy
d.
focus
Answer: b
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.06 Which of the following is an example of a primary group?
a.
a focus group
b.
a study group
c.
a social group
d.
a therapy group
Answer: c
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.07 Carlos has been asked to participate in a study on the quality of food in
the dorm cafeteria. He will be in the study with 20 other students and they will all
be able to offer their opinions on the food. This is an example of a _____ group.
a.
primary
b.
study
c.
problem-solving
d.
focus
Answer: d
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.08 The admissions office on campus was concerned about the high
percentage of freshmen who were opting to move out of the residence halls at the
end of the fall semester. They decided to bring together random groups of
students, and have each group discuss the residence halls. In what type of groups
are the students participating?
a.
Study groups
b.
Problem-solving groups
c.
Therapy groups
d.
Focus groups
Answer: d
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.09 Which of the following describes the concern of a bona fide perspective
of groups?
a.
Why only the boundaries of groups move.
b.
Why only the contexts of groups change.
c.
How people can only be effective in one group at a time.
d.
How groups actually operate in real-world situations.
Answer: d
Learning Objective: LO 9.1 Describe types of groups and teams, differences between
groups and teams, concerns that confront real-life groups and teams, and when groups
and teams should be avoided.
Topic: Groups and Teams Defined
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q9.10 Sarah observes that she usually keeps her theater group happy and that
her friend Maureen offers the group encouragement. The patterns of
communication observed by Sarah would be described as _____ roles.
a.
task
b.
social
c.
individual
d.
flexible
Answer: b
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.11 Mikala often takes the minutes of the meetings; Gary often asks others
to contribute new ideas; Keri offers pros and cons about the suggested solutions.
All of these would be examples of _____ roles.
a.
individual
b.
procedural
c.
social
d.
task
Answer: d
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.12 Clara thinks Carlo’s idea for organizational outreach is impractical and
cannot be implemented effectively. The discussion becomes heated and things
seem to be getting out of control, so Chad suggests that the group take a break to
rethink the issue. Chad is fulfilling which type of group role?
a.
Individual role
b.
Task role
c.
Social role
d.
Procedural role
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.13 A campus organization planning group is brainstorming possible
themes for their homecoming float. The ideas are flowing freely, when Katie enters
the group late. Without regard for the group’s brainstorming session, she begins
discussing her recent breakup with her boyfriend. Katie is playing which type of
group role?
a.
Individual role
b.
Task role
c.
Social role
d.
Procedural role
Answer: a
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.14 When working in a group, Alicia tends to manage conflicts between
other group members, and she mediates disputes among group members. Alicia
is filling the role of _____.
a.
coordinator
b.
orienter
c.
initiator
d.
harmonizer
Answer: d
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.15 Zorita is an excellent group member. At meetings, she always shares
her research with other group members. Which task-oriented role does Zorita
play, from this description?
a.
The initiator role
b.
The information-seeker role
c.
The information-giver role
d.
The opinion-giver role
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.16 Which of the following is an individual role found in some groups?
a.
Gatekeeper
b.
Harmonizer
c.
Recorder
d.
Aggressor
Answer: d
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.17 Team _____ provide(s) a way to talk about the behaviors that are
expected of group members. For example, at the first day of cheerleading practice,
the coach told the girls they were expected to be on time to every practice, to
rehearse the routines at home, and to have fun.
a.
ground rules
b.
deviates
c.
status
d.
process conflict
Answer: a
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.18 Gretchen decides to join a study group. She attends the group for the
first time and arrives about 10 minutes early for the meeting. She is surprised to
see that no other group members have arrived. In fact, no one showed up until ten
minutes past the posted start time. Gretchen realizes that arriving late is deemed
appropriate behavior by the group. This would be an example of a group _____.
a.
norm
b.
role
c.
status
d.
power
Answer: a
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.19 Sara noticed that everyone looked up to her manager. He has a lot of
influence on department decisions, and all of the workers knew he would listen to
their suggestions. The importance and prestige Sara’s manager has is an example
of _____.
a.
power
b.
status
c.
character
d.
context
Answer: b
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.20 Leroy was recently elected to the position of chair of his department at
the university. With regard to department business, Leroy now has which type of
power?
a.
Reward
b.
Expert
c.
Legitimate
d.
Coercive
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.21 If a person had the power to influence people by making them
uncomfortable, he or she has _____ power.
a.
legitimate
b.
referent
c.
expert
d.
coercive
Answer: d
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.22 Although Ali was quiet and spoke up rarely in his class project group,
the group knew he was a pre-med major and respected his academic success.
When the group decided to use the topic of genetic research for their project, they
listened carefully to Ali’s ideas on appropriate sources. Given these
circumstances, what type of power does Ali have in his group?
a.
Coercive
b.
Referent
c.
Expert
d.
Reward
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q9.23 Teachers who use bonus points to get students to attend public
speeches outside of class are making use of what type of power?
a.
Referent
b.
Coercive
c.
Expert
d.
Reward
Answer: d
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.24 Teachers who lower grades because of unexcused absences are using
what type of power?
a.
Referent
b.
Coercive
c.
Expert
d.
Reward
Answer: b
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.25 The opposite of coercive power is which of the following?
a.
Reward power
b.
Legitimate power
c.
Status power
d.
Expert power
Answer: a
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.26 Which of the following is a characteristic of a group with low
cohesiveness?
a.
They stress individual accomplishment more than group accomplishment.
b.
Everyone in the group is encouraged to participate.
c.
They maintain and establish group traditions.
d.
They set goals and establish guidelines.
Answer: a
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.27 Which of the following correctly depicts the relationship between group
cohesiveness and group productivity?
a.
As cohesiveness increases, productivity increases.
b.
As cohesiveness increases, productivity decreases.
c.
When a group is too cohesive, productivity can suffer.
d.
The relationship between productivity and cohesiveness is linear.
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q9.28 Leonard is a group member who holds a different opinion than the other
group members, and the other members spend a lot of time talking to him to try to
change his mind. Leonard would be known as a _____.
a.
clique
b.
group deviate
c.
status-seeker
d.
rewarder
Answer: b
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.29 Which of the following accurately describes an all-channel network?
a.
Groups use chat rooms for their meetings.
b.
All members make comments to the high status members, but rarely to low status
members.
c.
The norms of the group include raising one’s hand when one wants to make a
comment or ask a question.
d.
Everyone talks to everyone else and no cliques or subgroups emerge.
Answer: d
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q9.30 Which communication network is characterized by everyone talking to
everyone else?
a.
Wheel network
b.
All-channel network
c.
Chain network
d.
Primary network
Answer: b
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.31 Ian is a member of a smaller group of people within his group who
formed a common bond among themselves. This smaller group is known as which
of the following?
a.
A wheel
b.
A chain
c.
A clique
d.
A deviation
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.32 George, Paul, and Sue tend to sit together at meetings and seem to like
telling stories to each other, sharing private jokes, and sometimes talking about
other group members. The trio would be known as a _____.
a.
group deviate
b.
referent group
c.
clique
d.
blocker
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.33 Vlad is the leader of a group; he receives most of the messages from
the group members, and he provides most of the information the group members
receive. This is an example of a(n) _____ network.
a.
all-channel
b.
chain
c.
wheel
d.
clear-channel
Answer: c
Learning Objective: LO 9.2 Identify and describe group and team dynamics, including
roles, rules, norms, status, power, and cohesiveness.
Topic: Group and Team Dynamics
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.34 When a group becomes familiar with its members and the group task,
this is known as the _____ phase of group development.
a.
orientation
b.
conflict
c.
emergence
d.
reinforcement
Answer: a
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q9.35 After Jennifer’s group in her communication class had met twice, they
finally began to get serious about selecting a topic for their project. Several of the
group members wanted to do a project concerning the parking situation on
campus, because they thought it would be easy to understand. Tyler, a member of
student government, wanted to do a project on the use of student fees, because
he had worked on that already and had a lot of information. Each person in the
group had a favorite topic, and no one wanted to consider the other topics. Most
of the discussion revolved around trying to persuade the others to choose a given
topic. Which phase is this group experiencing?
a.
Orientation
b.
Conflict
c.
Emergence
d.
Reinforcement
Answer: b
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q9.36 Laird’s project group in his communication class selected the topic of
improving services for nontraditional students on campus. Each member in the
group had volunteered to talk to a different member of the university staff, and
several members had volunteered to search the Internet for what other schools
might be doing. Ricardo had volunteered to be moderator and was efficient at
running the group meetings. On their fifth meeting, members of the group shared
information they had gathered. What phase is this group experiencing?
a.
Orientation
b.
Conflict
c.
Emergence
d.
Reinforcement
Answer: c
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Moderate
Skill Level: Apply What You Know
