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Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
TB_Q9.37 When Morgan’s teacher divided her class into groups, Morgan ended up
in a group with four other people who were all strangers to each other. At first,
they took turns introducing themselves and telling the others their majors.
Although the discussion was pleasant, it was somewhat strained and
uncomfortable. Morgan wondered who in the group would be motivated to work
and who would be a slacker. This group is most likely experiencing _____.
a.
primary tension
b.
secondary tension
c.
high cohesiveness
d.
communication breakdown
Answer: a
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_Q9.38 The four phases of Aubrey Fisher’s model of group communication are
orientation, conflict, emergence, and _____.
a.
reinforcement
b.
attitude
c.
hierarchy
d.
assumption
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_Q9.39 Which of the following is a collectivistic assumption?
a.
The individual should work primarily for the group.
b.
The individual should work primarily for the individual.
c.
Planning should be done by group leaders.
d.
Meetings are for sharing information with others.
Answer: a
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.40 Which of the following is an example of primary tension?
a.
After voting on the new bylaw, many of the group members split into groups to talk
about why they agreed or disagreed with the decision.
b.
Even though the group had been meeting for almost a year, they still couldn’t agree
on a leader.
c.
At the first meeting of the study group, Sylvia and John were anxious about what
was going to happen, since they didn’t know anyone else in the group.
d.
It was difficult to get everyone in Kim’s work group to agree on the next project, so
she decided to take a leadership role.
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
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
9.2 True/False
TB_Q9.41 For a collection of people to be considered a group, individuals should
have a sense of belonging to the group.
Answer: true
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_Q9.42 One of the primary differences between a team and a group is that
teams are more likely than groups to develop explicit rules for how the tasks
should be accomplished.
Answer: true
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_Q9.43 Study groups exist to help group members learn new information and
ideas.
Answer: true
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_Q9.44 A focus group is a group that meets to resolve an issue or overcome an
unsatisfactory situation.
Answer: false
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_Q9.45 Roles are standards that determine what are appropriate and
inappropriate behaviors in a group.
Answer: false
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_Q9.46 The role you assume in a group may depend on who else is in the
group.
Answer: true
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_Q9.47 Individual roles are evident when someone focuses on the group rather
than himself or herself.
Answer: false
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_Q9.48 Rules indicate what behavior is expected or preferred.
Answer: true
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_Q9.49 Noticing when someone breaks a norm can help you spot a norm.
Answer: true
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_Q9.50 People who approach time from a monochronic perspective are more
likely to do many things at a time and don’t worry about deadlines or schedules.
Answer: false
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_Q9.51 A group member with high status generally talks more than a low status
member.
Answer: true
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_Q9.52 According to your book, status and power are essentially the same
thing.
Answer: false
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_Q9.53 While Kelly knows she can’t let everyone go at three o’clock, her boss
can because he is an officer at the company. Her boss’s ability to influence
behavior is an example of power.
Answer: true
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_Q9.54 A teacher or a supervisor is an example of a person who has legitimate
power.
Answer: true
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_Q9.55 Tiffany looks up to her older sister and often asks her advice on
personal matters. This is an example of referent power.
Answer: true
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_Q9.56 An attorney is an example of an individual who possesses expert
power.
Answer: true
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_Q9.57 Punishment is usually associated with legitimate power.
Answer: false
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_Q9.58 Members have a strong degree of loyalty to one another in a highly
cohesive group.
Answer: true
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_Q9.59 The communication network that features a central individual who
receives and sends most messages is the all-channel network.
Answer: false
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_Q9.60 The chain pattern of group interaction is when a person receives most
of their communication from a central person.
Answer: false
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_Q9.61 The phase in which the group begins to solidify a common point of view
is the emergence phase.
Answer: true
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.62 One example of secondary tension is when conflict occurs as a result of
a struggle for leadership.
Answer: true
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.63 Process conflict refers to disagreements about who does what.
Answer: false
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q9.64 The phase in which a group is aware it is making progress is the
reinforcement phase.
Answer: true
Learning Objective: LO 9.3 Summarize the four stages of group and team development.
Topic: Group and Team Development
Difficulty Level: Moderate
Skill Level: Understand the Concepts
9.3 Short Answer
TB_Q9.65 What are the characteristics of a small group?
Answer: A small group has 3 to 15 people, members share a common purpose, feel a
sense of belonging to the group, and exert influence over each other.
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_Q9.66 What is the primary difference between a team and a group?
Answer: A team is more structured and organized than a group. In fact, teams are often
structured deliberately to achieve the goal. Although many of the characteristics are the
same, teams develop clearly defined responsibilities for members, teams have clearly
defined rules, develop clear goals, and they develop a way of coordinating their efforts.
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_Q9.67 What are task roles?
Answer: Task roles are those behaviors that help a group move toward accomplishing
its goals.
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_Q9.68 Explain the need for ground rules.
Answer: Ground rules set the expectations for the team, in particular. They are often
spelled out in explicit rules of acceptable behavior developed by team members working
together. They help teams function more smoothly. They are important to help manage
uncertainty when working with others. Rules are needed to ensure that a team is both
efficient and effective.
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
