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Indicate the answer choice that best completes the statement or answers the question.
1. True or false? The people in a group whose job it is to break up cliques (or coalitions) are called
countercoalitions.
a.
True
b.
False
2. A group that works together to carry out a project or specific endeavor, or to compete against other groups, is
referred to as a:
a.
problem-solving group.
b.
primary group.
c.
team.
d.
focus group.
3. True or false? It is during the forming stage that recurring patterns of behavior come to be expected within a
group.
a.
True
b.
False
4. True or false? A gatekeeper can help build cohesion in a group and minimize social loafing by ensuring that
all members of the group have an opportunity to contribute.
a.
True
b.
False
5. Which is a characteristic of a group?
a.
shared identity
b.
a designated leader
c.
individual goals
d.
two members
6. Brad recently relocated from his company’s main offices in Detroit to be a regional manager in Minneapolis.
Although the new job is a step up for him professionally, he tells his assistant, “There just isn’t the same
enthusiasm here. Back in Detroit, everybody was excited about the work we were doing, and nobody quit in the
whole time I was there—it was just a really close group.” Brad’s comments seem to reveal that his former group
at the corporate headquarters had a higher-level:
a.
cohesion.
b.
intimacy.
c.
social loafing.
d.
assertiveness.
7. True or false? Information seekers create problems for a group because they bog down the group’s progress
toward accomplishing its goals.
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a.
True
b.
False
8. True or false? A support group cannot also be a social group.
a.
True
b.
False
9. Roles that are concerned specifically with the activities that need to be carried out for the group to
accomplish its goals are referred to as:
a.
social roles.
b.
antigroup roles.
c.
task roles.
d.
objective roles.
10. True or false? Communication tends to be less formal in larger groups.
a.
True
b.
False
11. Which statement is TRUE of groups as their size grows?
a.
Group members feel more comfortable to voice their opinions.
b.
The interaction between members becomes more formal.
c.
The logistics of communication become simpler.
d.
The communication between the members of the group becomes more casual.
12. A campus-wide committee is established to tackle the issue of diversity. Its mission is to create a more
comfortable campus climate; recruit more diverse students, faculty, and administrators; and improve retention
among minority groups. What type of group is this?
a.
support
b.
social
c.
focus
d.
problem solving
13. A gatekeeper is a group member who:
a.
seeks to smooth over tension by settling differences among members.
b.
works to ensure that each member contributes to conversations.
c.
expresses group feelings, moods, or relationships.
d.
makes sure that no single member dominates the conversation.
14. True or false? The development of coalitions within a group helps to facilitate communication.
a.
True
b.
False
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15. True or false? Chain networks often lead to miscommunication when the information is shared through the
oral channel.
a.
True
b.
False
16. During which stage of a group’s development do the members try to negotiate who will be in charge and
what the group’s goals will be?
a.
forming
b.
storming
c.
norming
d.
performing
17. True or false? Being put in a position where you have to manage your friend is an example of role conflict.
a.
True
b.
False
18. A small subgroup of individuals who have bonded together within a group is called a:
a.
coculture.
b.
clique.
c.
countercoalition.
d.
counterculture.
19. True or false? Adding even one person to a group can make the relationships between the group members
more complex.
a.
True
b.
False
20. True or false? Group members may feel less committed to participate in a larger group, in part because there
are limited opportunities to contribute and the communication becomes less intimate.
a.
True
b.
False
21. True or false? In Josie’s family, her mom has the greatest amount of centrality. She is the one everyone
shares information with, and she then makes sure everyone else who needs that information gets it. We would
describe Josie’s family as having an all-channel network.
a.
True
b.
False
22. During the group’s third meeting, Oded noticed a pattern emerging—every time the group members were
close to making a decision, someone would ask him if he agreed. As the meeting came to a close, some
members asked him what time the next meeting would be held and if there was anything in particular they
should bring to the next meeting. Oded wondered if the group had begun to recognize him as their leader. Based
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on this information, in which stage of development does Oded’s group appear to be?
a.
forming
b.
storming
c.
norming
d.
performing
23. A network in which communication passes from one person to another in a sequential pattern rather than
being shared among members is referred to as a(n):
a.
all-channel network.
b.
wheel network.
c.
tree network.
d.
chain network.
24. True or false? A group that experiences a period of inertia, followed by a burst of activity, is progressing in
a punctuated equilibrium process.
a.
True
b.
False
25. True or false? It is possible for a group to continue on without ever adjourning or disbanding.
a.
True
b.
False
26. True or false? According to the text, competing with group members, rather than cooperating with them, is a
suggestion that Gouran offers in order to increase group cohesion.
a.
True
b.
False
27. True or false? Self-directed work teams are common in many organizations.
a.
True
b.
False
28. A person’s family would be considered what kind of group?
a.
primary
b.
secondary
c.
support
d.
social
29. True or false? Groups can include as few as two members.
a.
True
b.
False
30. The use of communication messages that demonstrate confidence, dominance, and forcefulness to achieve
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personal goals is known as:
a.
aggression.
b.
argumentativeness.
c.
assertiveness.
d.
hostility.
31. Olga and Albertina were the co-captains of their high school’s small environmental action club. Now that
they are at college, they have joined a large club with a similar mission. However, Olga has noticed that
Albertina’s behavior changed once they joined up with a larger group of students. Once a passionate and tireless
worker, Albertina now seems content to sit back and let others do the work. Which term seems to describe the
change in Albertina’s behavior?
a.
networking
b.
social loafing
c.
social ostracism
d.
diffused responsibility
32. True or false? Groups are usually less effective when the members take part in establishing the group’s
goals.
a.
True
b.
False
33. True or false? People from individualist cultures behave differently in groups than do people from
collectivist cultures.
a.
True
b.
False
34. True or false? Groups are more productive when they keep their meetings on task.
a.
True
b.
False
35. True or false? Social groups are not considered true groups because they do not have a clear-cut common
goal or purpose.
a.
True
b.
False
36. During committee meetings, Michael repeatedly makes comments to the effect of, “I’ve been on this
committee for years and have organized a number of professional development workshops that went great, so
trust me on this one—what our administration is really looking for is….” What antigroup role does Michael
appear to be exemplifying?
a.
blocker
b.
avoider
c.
distractor
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d.
recognition seeker
37. A person in a group who helps keep the conversation on track is referred to as a(n):
a.
elaborator.
b.
administrator.
c.
task master.
d.
initiator.
38. What general term describes a collection of more than two people who all share some kind of relationship
with one another and who communicate in an interdependent?
a.
family
b.
dyad
c.
group
d.
team
39. True or false? Groups typically develop along a predictable path from forming to adjourning.
a.
True
b.
False
40. Which would be considered a group?
a.
three people in an elevator
b.
the patients in a hospital waiting room
c.
the people who shop at a mall
d.
the organizers of a neighborhood cleanup
41. What term describes recurring patterns of behavior or thinking group members accept as the “usual” way of
doing things?
a.
cliques
b.
rules
c.
norms
d.
loafing
42. True or false? A three-person family would be considered a group.
a.
True
b.
False
43. What three characteristics do all groups have in common?
44. What purpose does an elaborator serve in a group?
45. List and briefly describe the five stages of group development.
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46. Explain the ways in which an increase in group size affects communication among group members.
47. Synthesizing what you have learned about culture from this chapter and others, describe some of the ways
that culture might influence communication within a group.
48. Synthesizing what you have learned in this chapter and others, what do you think a group leader can do to
set up a group to succeed? What verbal, nonverbal, and listening skills would you suggest a group leader use to
foster cohesion and a positive group climate and to ensure that the goals of the group are clear?
49. List and describe two antigroup roles.
50. Joan has recently taken over as chair of a highly disorganized and dysfunctional committee. She is
passionate about the group’s mission, and she knows others are, too. However, every meeting seems to devolve
into chaos, and they never get anything done. What would you explain to Joan about antigroup roles and other
common challenges that groups face to help her understand what is preventing her group from succeeding?
51. Contrast the meaning of clique and countercoalition.
52. Think about groups you have worked with for group projects or groups within an organization that you are
involved with. Provide a detailed example of a project you have collaborated on within this group, and give
examples of the various task roles in this group. Who played the role of information giver, information seeker,
elaborator, initiator, and administrator? What characteristics of that role did each member employ?
53. Use a group that you have belonged to, either in the past or currently, to illustrate how a group moves
through each of the five stages of group development. Describe specific examples to illustrate how the group
functioned at each stage.
54. List and explain the characteristics that all groups share. Analyzing a group that you belong to, explain how
each of these characteristics plays out in that group.
55. List and describe two social roles.
56. Define social loafing.
57. Describe a group you have participated in—anything from an informal study group to a highly structured
team. How cohesive was the group? What factors do you believe encouraged or discouraged cohesion?
Describe the group’s norms.
58. What are the three identified causes of communication apprehension within a group communication
context?
59. Describe a group you have either been a part of or have observed that has been unproductive and identify
the norms that lead to the group’s ineffectiveness. Synthesizing what you have learned throughout the chapter,
describe some steps that the group’s leader, as well as other members of the group, could take to help the group
become more productive.
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60. How does the text suggest that you can determine the cohesion of a group?
61. Briefly describe an example of a chain network.
62. List and describe the task roles and social roles that help a group function effectively.
63. Give an example of a time you have experienced role conflict. What difficulties did you experience? How
did you handle the situation?
64. Define the term group.
65. Contrast the difference between centrality and isolation in a network.
66. What three steps are recommended for diplomatically redirecting a group that has developed negative and
unproductive norms?
67. Name three of the challenges that a group faces as it grows larger.
68. Define norms and describe a norm that has developed in one of your groups.
69. Synthesizing what you have learned throughout the chapter, how do you think an increase in group size and
the type of network a group uses affect cohesion and climate?
70. Provide an example of a problem-solving group.
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