True / False
1. Communication is the process of conveying information and meaning.
a.
True
b.
False
2. The richest communication channel is a written memo because it allows you to go into much more detail.
a.
True
b.
False
False
The richest channel is oral face-to-face communication.
Easy
MGMT.LUSS.16.06-01 – LO: 06–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
3. The five steps in the oral message-sending process are (1) develop rapport; (2) state your communication objective; (3)
transmit your message; (4) check the receiver’s understanding; and (5) get a commitment and follow up.
a.
True
b.
False
True
Moderate
p. 186
MGMT.LUSS.16.06-01 – LO: 06–01
and abilities
AACSB: Analytic – Analytic skills
Conceptual
True
Easy
p. 184
MGMT.LUSS.16.06-01 – LO: 06–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
4. In the oral message-sending process, the purpose of developing rapport is to distract the person from the real reason for
the communication.
a.
True
b.
False
Moderate
p. 186
MGMT.LUSS.16.06-01 – LO: 06–01
Conceptual
5. In written communication, one important tip is set an objective for your communication before you begin writing.
a.
True
b.
False
True
Easy
p. 187
MGMT.LUSS.16.06-01 – LO: 06–01
Conceptual
6. When using written communication, write to impress.
a.
True
b.
False
False
Easy
p. 187
MGMT.LUSS.16.06-01 – LO: 06–01
7. The message-receiving process includes listening, analyzing, and checking understanding.
a.
True
b.
False
True
Easy
p. 189
MGMT.LUSS.16.06-02 – LO: 06–02
Conceptual
8. Analyzing is the process of thinking about, decoding, and evaluating the message.
a.
True
b.
False
True
Easy
MGMT.LUSS.16.06-02 – LO: 06–02
Conceptual
9. In the message-receiving process, while the person is talking, it is important to think about what you are going to say in
reply.
a.
True
b.
False
False
Easy
p. 189
MGMT.LUSS.16.06-02 – LO: 06–02
Conceptual
10. In the message-receiving process, while the person is talking, it is important to listen and evaluate what is said at the
same time.
a.
True
b.
False
False
Easy
p. 190
MGMT.LUSS.16.06-02 – LO: 06–02
Conceptual
11. Feedback is the process of restating a message in one’s own words.
a.
True
b.
False
False
Easy
p. 191
MGMT.LUSS.16.06-03 – LO: 06–03
Conceptual
12. Paraphrasing is the process of verifying messages and determining if objectives are being met.
a.
True
b.
False
False
Easy
p. 191
MGMT.LUSS.16.06-03 – LO: 06–03
Conceptual
13. Paraphrasing is the process of having the receiver restate the message in his or her own words.
a.
True
b.
False
True
Easy
p. 191
MGMT.LUSS.16.06-03 – LO: 06–03
Conceptual
14. Feedback is important in improving our performance, and we should solicit feedback, and not just wait until someone
provides us with feedback.
a.
True
b.
False
True
Moderate
p. 191
MGMT.LUSS.16.06-03 – LO: 06–03
Conceptual
15. One of the most common and effective approaches to getting feedback is to give the entire message and then ask, “Do
you have any questions?”
a.
True
b.
False
False
Moderate
p. 192
Conceptual
16. One reason people do not ask questions is they view it as an admission of not being bright enough to understand the
message.
a.
True
b.
False
True
Moderate
p. 192
MGMT.LUSS.16.06-04 – LO: 06–04
Conceptual
17. The most common cause of messages not resulting in communication is the lack of getting feedback that ensures
mutual understanding.
a.
True
b.
False
True
Moderate
p. 192
MGMT.LUSS.16.06-04 – LO: 06–04
Conceptual
18. The most accurate indicator of listener’s understanding is paraphrasing.
a.
True
b.
False
True
Easy
p. 193
MGMT.LUSS.16.06-04 – LO: 06–04
Conceptual
19. An effective example of asking the listener to paraphrase is “Now tell me what you are going to do, so I can tell you
where you do not understand me”.
a.
True
b.
False
False
Moderate
p. 193
MGMT.LUSS.16.06-04 – LO: 06–04
Conceptual
20. An effective example of asking the listener to paraphrase is “Now tell me what you are going to do, so I can be sure
that I explained myself clearly”.
a.
True
b.
False
True
Easy
p. 193
MGMT.LUSS.16.06-04 – LO: 06–04
Conceptual
21. Coaching is the process of giving motivational feedback to maintain and improve performance.
a.
True
b.
False
True
Easy
MGMT.LUSS.16.06-04 – LO: 06–04
Conceptual
22. Descriptive feedback can be based on facts or inferences.
a.
True
b.
False
True
Moderate
p. 196
MGMT.LUSS.16.06-05 – LO: 06–05
Conceptual
23. Inferential feedback is preferred because it tends to be positive.
a.
True
b.
False
False
Moderate
p. 196
MGMT.LUSS.16.06-05 – LO: 06–05
Conceptual
24. The job instructional training (JIT) steps include (1) trainer presents the task; (2) trainee receives preparation; (3)
trainee performs the task; and (4) trainer follows up.
a.
True
b.
False
False
p. 194
MGMT.LUSS.16.06-05 – LO: 06–05
25. Feedback should be given two weeks after an incident to allow reflection.
a.
True
b.
False
False
Moderate
p. 197
MGMT.LUSS.16.06-05 – LO: 06–05
26. Criticism is the process of pointing out mistakes, which places blame and is embarrassing.
a.
True
b.
False
True
Easy
p. 197
MGMT.LUSS.16.06-05 – LO: 06–05
knowledge and abilities
Conceptual
27. Once you tell people they are wrong or made a mistake, they may begin to dislike the task or job.
a.
True
b.
False
True
Moderate
p. 196
MGMT.LUSS.16.06-05 – LO: 06–05
Conceptual
28. “My manager must really care about me and appreciate my work, so I’ll try harder” describes the attitude of employees
with overly critical managers.
a.
True
b.
False
False
Easy
p. 197
MGMT.LUSS.16.06-05 – LO: 06–05
Conceptual
29. The major difference between criticism and coaching feedback is that criticism is judgmental and makes people feel
like losers.
a.
True
b.
False
True
Moderate
p. 197
MGMT.LUSS.16.06-05 – LO: 06–05
Conceptual
30. The performance formula is used to explain the process managers go through in determining the reasons for effective
or ineffective performance and deciding what to do about it.
a.
True
Moderate
p. 197
MGMT.LUSS.16.06-05 – LO: 06–05
Conceptual
b.
False
31. The performance formula explains performance as a function of ability, motivation, and skills.
a.
True
b.
False
False
Moderate
p. 198
MGMT.LUSS.16.06-06 – LO: 06–06
Conceptual
32. When dealing with an ability performance issue, it is necessary to get employees to verbally commit to the change if
they seem willing to make it.
a.
True
b.
False
False
Moderate
p. 199
MGMT.LUSS.16.06-06 – LO: 06–06
Conceptual
False
Moderate
p. 198
MGMT.LUSS.16.06-06 – LO: 06–06
Conceptual
33. Mentoring is more involved and personal than coaching.
a.
True
b.
False
34. One of the reasons the psychological contract is often broken is because the other party has different expectations than
we hold.
a.
True
b.
False
False
Moderate
p. 201
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
35. Functional conflict exists when disagreement and opposition supports the achievement of organizational objectives.
a.
True
b.
False
True
Easy
p. 201
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
True
Moderate
MGMT.LUSS.16.06-06 – LO: 06–06
Conceptual
36. The five conflict management styles are (1) avoiding, (2) competing, (3) negotiating, (4) accommodating, and (5)
collaborating.
a.
True
b.
False
37. The one best conflict management style for all situations is collaborating, a win-win approach.
a.
True
b.
False
False
Moderate
p. 204 and exhibit 6.4, p. 202
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
38. The avoiding conflict style is assertive and uncooperative.
a.
True
b.
False
False
Moderate
p. 202
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
False
Easy
p. 202
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
39. The accommodating conflict style is appropriate to use when the conflict is trivial.
a.
True
b.
False
False
Moderate
p. 202
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
40. The negotiating conflict style is appropriate to use when unpopular action must be taken on important issues.
a.
True
b.
False
False
p. 203
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
41. The advantage of the collaborating conflict style is that it tends to lead to the best solution to the conflict, using
assertive behavior.
a.
True
b.
False
True
Easy
p. 204
MGMT.LUSS.16.06-07 – LO: 06–07
42. The collaborating conflict style is appropriate when you are dealing with an important issue that requires an optimal
solution, and compromise would result in suboptimizing.
a.
True
b.
False
True
Moderate
p. 205
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
43. The conflict style most difficult to implement successfully and most likely to be underutilized when appropriate is the
accommodating conflict style.
a.
True
b.
False
False
Moderate
p. 205
MGMT.LUSS.16.06-07 – LO: 06–07
Conceptual
44. The first step of the initiating conflict resolution model is to plan a BCF statement that maintains ownership of the
problem.
a.
True
b.
False
True
Easy
p. 206
MGMT.LUSS.16.06-08 – LO: 06–08
Conceptual
45. The BCF model describes a conflict in terms of beliefs, consequences, and feelings.
a.
True
b.
False
False
Easy
p. 206
MGMT.LUSS.16.06-08 – LO: 06–08
Conceptual
46. A mediator is a neutral third party who makes a binding decision to resolve a conflict.
a.
True
b.
False
False
Moderate
p. 208
MGMT.LUSS.16.06-08 – LO: 06–08
Conceptual
47. An arbitrator is a neutral third party makes a binding decision to resolve a conflict.
a.
True
b.
False
True
Easy
p. 208
MGMT.LUSS.16.06-08 – LO: 06–08
Conceptual
48. The process of conveying information and meaning is ____.
a.
organization
b.
understanding
c.
communication
d.
decoding
c
Easy
p. 184
MGMT.LUSS.16.06-01 – LO: 06–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
49. Before sending a message, planning should take place, including:
a.
determining what the goal of the message is and who should receive the message.
b.
developing rapport.
c.
listening, analyzing, and checking understanding.
d.
avoiding distractions.
a
Moderate
p. 185
MGMT.LUSS.16.06-01 – LO: 06–01
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
50. Which of the following is NOT a step in the oral message-sending process?
a.
Develop rapport.
b.
State your communication objective.
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
Multiple Choice
c.
Transmit your message.
d.
Analyze the feedback.
51. The first step in the oral message-sending process is:
a.
b.
c.
d.
p. 186
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
52. The value of stating the objectives of communication is to:
a.
establish rapport.
b.
get buy–in from the recipient.
c.
elicit feedback before continuing the communication.
d.
help the receiver put the details into context.
p. 186
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
p. 186 – 187
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
53. To improve your written communication skills, which of the following are important tips?
a.
Write to impress.
b.
Set an objective for your communication before writing.
c.
Write in the passive voice.
d.
Don’t spend time editing your important work.
p. 187
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
54. To check for the receiver’s understanding in oral communication, you ask him or her
a.
“Do you have any questions?”
b.
“When should I expect this to be completed?”
c.
indirect questions
d.
to paraphrase the message
p. 187
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
BLOOMS: Knowledge
55. The message-receiving process includes:
a.
listening, analyzing, and checking understanding.
b.
listening, paraphrasing, and analyzing.
c.
listening, analyzing, and following up.
d.
listening, analyzing, and giving feedback.
p. 189
BLOOMS: Knowledge
56. Which of the following is NOT a step in the message-receiving process?
a.
Listening.
b.
Analyzing.
c.
Checking understanding.
d.
Encoding.
Easy
p. 189
MGMT.LUSS.16.06-02 – LO: 06–02
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
57. ____ is the process of giving the speaker your undivided attention.
a.
Listening
b.
Analyzing
c.
Checking understanding
d.
Paraphrasing
a
Easy
p. 189
MGMT.LUSS.16.06-02 – LO: 06–02
United States – BUSPROG – Analytic – Business knowledge and analytic skills
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge
58. All of the following are components of listening EXCEPT:
a.
paying attention.
b.
asking questions.
c.
assuming and interrupting.
d.
watching and attending to only verbal cues.
United States – BUSPROG – Analytic – Business knowledge and analytic skills
and abilities
AACSB: Analytic – Analytic skills
Conceptual
BLOOMS: Knowledge