Name:
Class:
Date:
True / False
1. Those who provide content for discussion are called information or opinion givers.
a.
True
b.
False
2. Harmonizers intervene in group discussions when they perceive that conflict may harm group cohesiveness or
individual relationships.
a.
True
b.
False
3. The only person who needs to prepare for a meeting is the group leader.
a.
True
b.
False
4. Questions of value ask the group to determine what is true or to what extent something is true.
a.
True
b.
False
Multiple Choice
5. ________________ are group members who help lead the group to achieve different leadership functions.
a.
Formal leaders
b.
Informal emergent leaders
c.
Mediators
d.
Harmonizers
6. In his group, Kevin tends to share his thoughts, offer new perspectives, and develop innovative new ideas. Kevin is best
described as ____.
a.
an information
b.
a leader
c.
an information and opinion analyzer
d.
an information and opinion giver
7. Which of the following statement about maintenance roles is accurate?
a.
They are less important than task roles.
b.
They should be assigned by the leader.
c.
They help the group develop and maintain cohesion, commitment, and positive working relationships.
d.
They are less prevalent in work groups than other kinds of groups.
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Class:
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8. Group members may become uncomfortable about sharing their ideas and opinions. The task members who usually
prevent these problems are _______________.
a.
analyzers
b.
information givers
c.
information seekers
d.
orienters
9. The person in a group who says, “We need to consider how this information affects the outcome, so can you explain it a
little more?” is behaving as ____________.
a.
an orienter
b.
an analyzer
c.
a harmonizer
d.
a gatekeeper
10. Leslie is offended when Amy makes a very direct statement critiquing her opinion. Edward says to Leslie, “When
Amy makes straight-forward critiques like that, she’s just thinking out loud, and she doesn’t mean it offensively. She
comes from a family that used to debate a lot, and it’s just her conversational style.” Edward could be best described as
____.
a.
a harmonizer
b.
an interpreter
c.
a gatekeeper
d.
an information-seeker
11. The person in a group who says, “Dianne, that was a really good point you made” is behaving as
________________________.
a.
a supporter
b.
an analyzer
c.
a harmonizer
d.
a gatekeeper
12. The person in a group who says, “Grant, you’ve made some excellent contributions. Let’s see whether others have any
reflections on what you’ve said” is behaving as ________________.
a.
an encourager
b.
an analyzer
c.
a harmonizer
d.
a gatekeeper
13. What should a group participant do before a meeting?
Name:
Class:
Date:
a.
Create his or her own agenda.
b.
Do any necessary homework.
c.
Email ideas out to everyone in the group, even if not asked to do so.
d.
Participants do not need to do anything before a meeting.
14. Phil is a participant in a meeting. During the meeting, he believes an idea is not being fully explored, and he says, “I
think we need to consider this point more. What about …” and offers another perspective. Phil is __________________.
a.
playing devil’s advocate
b.
being ineffective
c.
performing a supportive role
d.
monitoring his contributions
15. What should a participant do after a meeting?
a.
Review decisions
b.
Read and summarize notes
c.
Communicate progress
d.
All of these
16. Preparing for a meeting ___________________________________.
a.
is only important if you are a group leader
b.
means that you should ignore anything that is not on the agenda
c.
involves not only studying the agenda and the minutes from the previous meeting, but also bringing materials
that have not yet been covered that might help accomplish the agenda
d.
means convincing everyone ahead of time to be at the meeting, because if they aren’t there to vote, their
opinion doesn’t count
17. After a meeting, a member should ________________________________________.
a.
evaluate the effectiveness of each group member and communicate this to them
b.
review the minutes from the meeting and report any significant discrepancies
c.
review the decisions group members made and ask them to justify their choices
d.
none of these
18. Which of the following is not a procedural leadership role?
a.
Recording
b.
Gatekeeping
c.
Expediting
d.
Harmonizing
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Class:
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19. During the meeting, the leader is responsible for ________________________.
a.
deciding who should attend the meeting
b.
using informal conversation to repair damaged relationships
c.
intervening if the conflict level becomes a problem
d.
providing refreshments and entertainment
20. Statements such as “I’ve heard five comments in favor of this proposal and three against. Are we ready to take a vote?”
are made to _______________.
a.
monitor conflicts
b.
periodically check to see if the group is ready to make a decision
c.
verify the agenda
d.
stay on schedule
21. Statements such as “We’ve spoken on this topic for ten minutes. We have five more minutes to discuss it before we
have to move on to the next agenda item” are made to _________________.
a.
monitor conflicts
b.
periodically check to see if the group is ready to make decision
c.
monitor the time
d.
implement the group’s decision rules
22. Statements such as “I think most of us are stating the same points. Are we really in agreement that…” are made to
________________.
a.
monitor conflicts
b.
periodically check to see if the group is ready to make a decision
c.
verify the agenda
d.
control group thinking
23. After a meeting, a group leader should _______________________________.
a.
evaluate the effectiveness of each group member and communicate this to them
b.
wait until the note-taker has distributed the minutes to everyone before discussing the meeting outcomes
c.
review the decisions group members made and ask them to justify their choices
d.
prepare and distribute a meeting summary
24. Which of the following criteria can be used to determine whether an individual’s participation was effective?
a.
The group member voiced strong opinions frequently.
b.
The group member was on time.
c.
The group member was dressed appropriately.
d.
The group member contributed to the cohesiveness of the group.
Name:
Class:
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25. _______________ are the sets of behaviors that help a group develop and maintain cohesion.
a.
task roles
b.
maintenance roles
c.
procedural roles
d.
leadership roles
26. Before starting a major section of a project, Aja types up a one-page report that summarizes the issue, major
information about it, her group’s plan, and their rationale for doing what they plan to do. She prints the document and
gives it to her boss. This document is called ____________.
a.
a symposium
b.
an oral brief
c.
a written brief
d.
a remote access report
27. Kwan creates a 16-slide PowerPoint presentation with bullet points and graphs that illustrates his group’s progress. He
posts it on a webpage that all project members and managers can access. Kwan’s document is called
___________________.
a.
a symposium
b.
an oral brief
c.
a written brief
d.
a remote access report
28. ________________ is a structured problem-solving discussion held by a group in front of an audience.
a.
A panel discussion
b.
A symposium
c.
An oral brief
d.
An oral brief
29. When should a streaming video be used as a deliverable?
a.
When the group members do not like to take the time to read a report
b.
When all group members can meet and watch the video at the same time
c.
When group members cannot meet at the same time or in the same location
d.
When audience input is needed
Essay
30. You are the leader of a service group, and you need to have a meeting to discuss the last service project and choose a
new service project. Describe how you will prepare for the meeting, noting at least three things your book says leaders
should do to prepare for a meeting.
Answer not provided.
Name:
Class:
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31. Identify and explain three of the five shared leadership responsibilities discussed in your text.
32. A sorority house’s roof needs repair, and the sorority members must find a way to fix it. Identify each of the problem-
solving steps your book lists and suggest an example of something the sorority members could do in each step to solve
this problem.
33. What role do you find yourself performing most often in groups? Why do you perform this role so often? What do you
offer your groups when you perform this role? What does performing this role keep you from being able to do in the
groups of which you are a member?