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TEST BANK CHAPTER 2: GROUP DEVELOPMENT

 

Multiple Choice

 

2.1-1.   In which of Tuckman’s Group Development Stages do members resolve status conflicts and       learn to work as a cohesive team?

1. performing
2. storming
3. adjourning
4. norming
5. forming

Difficulty:            2

Question ID:       02.1-01

Page Ref:            31

Answer: d. norming

 

2.1-2.      In which of Tuckman’s Group Development Stages are members socially cautious and overly        polite?

1. adjourning
2. forming
3. performing
4. norming
5. storming

Difficulty:            2

Question ID:       02.1-02

Page Ref:            28-29

Answer: b. forming

 

2.1-3.      You have just joined a newly formed group responsible for developing a recycling program for        your community. At first, group members are somewhat uncomfortable working with strangers. Which of Tuckman’s stages of group development is your group experiencing?

1. norming
2. storming
3. forming
4. performing
5. reforming

Difficulty:            1

Question ID:       02.1-03

Page Ref:            28-29

Answer: c. forming

 

 

2.1-4.           Which is the correct order for Tuckman’s 5 group development stages?

1. forming, storming, norming, performing, adjourning
2. forming, norming, performing, storming, adjourning
3. norming, forming, storming, performing, adjourning
4. norming, storming, performing, forming, adjourning
5. storming, norming, forming, performing, adjourning

Difficulty:            2

Question ID:       02.1-04

Page Ref:            28

Answer: a. forming, storming, norming, performing, adjourning

 

2.1-5.      Because most members of a new group want to create a good first impression, they tend to be        overly polite with one another during their initial meetings. They don’t interrupt one another and avoid expressing strong opinions. These behaviors are characteristic of

1. dialectic tension.
2. primary tension.
3. secondary tension.
4. tertiary tension.
5. assimilation tension.

Difficulty:            2

Question ID:       02.1-05

Page Ref:            28-29

Answer: b. primary tension.

 

2.1-6.      Ernest Bormann’s description of primary tension resembles Tuckman’s _________ stage of        group development.

1. forming
2. storming
3. norming
4. performing
5. adjourning

Difficulty:            2

Question ID:       02.1-06

Page Ref:            28-29

Answer: a. forming

 

2.1-7.      Ernest Bormann’s description of _________ resembles Tuckman’s forming stage of group        development.

1. secondary tension
2. primary tension
3. the norming stage
4. the performing stage
5. the adjourning stage

Difficulty:            2

Question ID:       02.1-07

Page Ref:            28-29

Answer: b. primary tension

 

2.1-8.      In which of which of Carolyn Anderson’s group socialization stages do members adjust to group        expectations, assume needed roles, and balance their personal goals with the group’s goals?

1. antecedent phase
2. anticipatory phase
3. encounter phrase
4. assimilation phase
5. exit phase

Difficulty:            3

Question ID:       02.1-08

Page Ref:            29-30

Answer: c. encounter phrase

 

2.1-9.      In which of which of Carolyn Anderson’s group socialization stages do members become fully        integrated into the group’s culture?

1. antecedent phase
2. anticipatory phase
3. encounter phase
4. assimilation phase
5. exit phase

Difficulty:            3

Question ID:       02.1-09

Page Ref:            29-30

Answer: d. assimilation phase

 

 

2.1-10.        In which of Carolyn Anderson’s group socialization stages is the emphasis on how well              established group members accept newcomers?

1. antecedent phase
2. anticipatory phase
3. encounter phase
4. assimilation phase
5. exit phase

Difficulty:  3  Question ID: 02.1-10  Page Ref:  29-30

Answer: a. antecedent phase

 

2.1-11.        In which of Carolyn Anderson’s group socialization stages may the group either disband or individual members may leave?

1. antecedent phase
2. anticipatory phase
3. encounter phase
4. assimilation phase
5. exit phase

Difficulty:  3  Question ID: 02.1-11  Page Ref:  29-30

Answer: e. exit phase

 

 

2.1-12.   According to Locke and Latham’s Goal Theory, all of the following criteria are critical for        developing effective group goals EXCEPT:                 a.          the goals are specific.

1. the goals are accepted by members.
2. the goals are simple and easy to achieve.
3. the goals are set by members and the group.
4. the goals allow for member growth.

Difficulty:            3

Question ID:      02.1-12

Page Ref:           34

Answer: c. the goals are simple and easy to achieve.

 

2.1-13.   _________ occur when members’ private goals conflict with the group’s common goals and        represent what people really want rather than what they say they want.

1. The storming stage
2. Hidden agendas
3. Primary tension
4. Tertiary tension
5. Implicit norms

Difficulty:            1

Question ID:      02.1-13

Page Ref:           35

Answer: b. Hidden agendas

 

2.1-14.           All of the following statements are true about hidden agendas EXCEPT:

1. Hidden agendas exist in most groups.
2. Hidden agendas occur when there is poor group leadership.
3. Hidden agendas disrupt the flow of communication.
4. Hidden agendas should be discussed and dealt with by the group.
5. Hidden agendas do not cause problems in a group.

Difficulty:            2

Question ID:      02.1-14

Page Ref:           35

Answer: b. Hidden agendas occur when there is poor group leadership.

 

2.1-15.           Implicit norms are

1. easy to recognize.
2. quickly apparent to new members.
3. rarely discussed by members.
4. imposed by an outside authority.
5. disruptive of the group process.

Difficulty:            2

Question ID:      02.1-15

Page Ref:           37

Answer: c. rarely discussed by members.

 

2.1-16.          Which of the following examples depicts an explicit norm?

1. Group members have learned to leave the seat nearest the door for their leader.
2. Within a few days after work together in a newly formed committee, members begin using one another’s first names.
3. Ralph has begun bringing extra copies of the group’s agenda to the meeting for members who have forgotten theirs.
4. Everyone abides by the “be on time; be out on time” rule set on the first day of the group meetings.
5. After getting the “evil eye” from several members, Ruthie stops checking her BlackBerry during

Difficulty:            3

Question ID:      02.1-16

Page Ref:           37

Answer: d. Everyone abides by the “be on time; be out on time” rule set on the first day of the group meetings.

 

2.1-17.           Which of the following examples depicts an implicit norm?

1. As specified in the group’s bylaws, members use parliamentary procedure when the group debates a motion.
2. Even though members know one another’s names, everyone wears their company-issued nametags to meetings.
3. Members take their turn—in alphabetical order—taking minutes at every meeting.
4. Members have learned that because meetings usually begin fifteen minutes later than scheduled, they can arrive a little late.
5. Members agree that no one should be allowed to consult their Blackberries during a meeting                                        without permission.

Difficulty:            3

Question ID:      02.1-17

Page Ref:           37

Answer: d. Members have learned that because meetings usually begin fifteen minutes later than scheduled, they can arrive a little late.

 

2.1-18.   Your group has discussed and decided that members will take turns recording and typing the        minutes from each meeting. A(n) _______________ has been established.

1. conforming norm
2. implicit norm
3. deviant norm
4. explicit norm
5. inclusion norm

Difficulty:            2

Question ID:      02.1-18

Page Ref:           37

Answer: d. explicit norm

 

2.1-19.   Whenever your department has a staff meeting, the supervisor always sits at the head of the        table.  Group members know they should not take the seat at the head of the table even though they have not been told to avoid that seat. A(n) _______________ is operating in the group.

1. conforming norm
2. implicit norm
3. deviant norm
4. explicit norm
5. inclusion norm

Difficulty:            2

Question ID:      02.1-19

Page Ref:           37

Answer: b. implicit norm

 

2.1-20.   Which of the 4 categories of norms is operating in the following example? Your group makes        decisions by majority rule.  A(n) _______________ is operating in this circumstance.

1. status norm
2. interaction norm
3. achievement norm
4. procedural norm
5. inclusion norm

Difficulty:            2

Question ID:      02.1-20

Page Ref:           37

Answer: d. procedural norm

 

2.1-21.   Which of the 4 categories of norms is operating in the following example? Most group        members defer to or agree with Tasha and Bill when they make a recommendation. A(n) _______________ is operating in this circumstance.

1. Status norm
2. Interaction norm
3. Achievement norm
4. Procedural norm
5. Inclusion norm

Difficulty:            2

Question ID:      02.1-21

Page Ref:           37

Answer: a. Status norm

 

2.1-22.           Nonconformity

1. will always undermine group performance.
2. can improve group performance.
3. occurs only when stubborn members are present.
4. occurs under poor leadership.
5. occurs only in the storming stage.

Difficulty:            2

Question ID:      02.1-22

Page Ref:           39

Answer: b. can improve group performance.

 

2.1-23. Which of the following strategies is recommended as an effective method for dealing with       destructive nonconformity in groups?

1. Accept the member’s disruptive behavior.
2. Confront the disruptive member and try to modify his or her behavior.
3. Exclude the disruptive member by ignoring his or her comments during the discussion.           All of the above.
4.                                                                                None of the above.

Difficulty:            2

Question ID:      02.1-23

Page Ref:           39-42

Answer: d. All of the above.

 

2.1-24.   How do virtual groups differ from face-to-face groups during the storming stage of group        development?

1. Technical problems and differences in members’ technical expertise affect how members compete for high-status roles.
2. Member diversity complicates the establishment of norms.
3. Members must learn how to overcome technical roadblocks as they use different media to achieve a common goal.
4. Members may continue to interact using email even after the group has completed its task.
5. Some members will not respond well to technology.

Difficulty:            2

Question ID:      02.1-24

Page Ref:           32

Answer: a. Technical problems and differences in members’ technical expertise affect how members compete for high-status roles.

 

2.1-25.        Which of the following group dialectics is MOST applicable to group motivation? a.  conflict < – > cohesion

1. conformity < – > nonconformity
2. homogenous < – > heterogeneous
3. structure < – > spontaneity
4. engaged < – > disengaged

Difficulty:               2

Question ID:          02.1-25

Page Ref:                42-45

Answer: e. engaged < – > disengaged

 

2.1-26.       Kenneth Thomas describes 4 categories of intrinsic motivation needed to energize and reinforce              work.  They are:

1. inclusion, affection, control, and openness
2. meaningfulness, choice, competence, and progress
3. achievement, responsibility, recognition, and advancement
4. esteem, belongingness, self-actualization, and safety
5. motivation, assessment, rewards, and punishment

Difficulty:               2

Question ID:          02.1-26

Page Ref:                43-44

Answer: b. meaningfulness, choice, competence, and progress

 

2.1-27.       In terms of Thomas’s 4 categories of motivators, you can promote a sense of meaningfulness by:                          a.    seeking and taking advantage of new opportunities

1. recognizing rather than minimizing the value of your skills
2. recognizing and celebrating group accomplishments
3. developing a group method of tracking and measuring progress
4. volunteering for worthwhile group tasks that interest you

Difficulty:               3

Question ID:          02.1-27

Page Ref:                43-44

Answer: e. volunteering for worthwhile group tasks that interest you

 

2.1-28.       Which of the following strategies can help you motivate other members by promoting a sense of         choice in your group?

1. express enthusiasm; don’t be critical or cynical
2. set high standards for yourself
3. seek and take advantage of new opportunities
4. develop a group method for tracking and measuring progress
5. recognize and celebrate the accomplishments of others

Difficulty:               2

Question ID:          02.1-28

Page Ref:                43

Answer: c. seek and take advantage of new opportunities

 

2.1-29.       Which of the following motivational strategies can help you promote a sense of          progress in your group?

1. set high standards for yourself and others
2. recognize and celebrate group accomplishments
3. become well informed about the group’s work
4. let members make decisions about how the group does it’s work
5. encourage members to volunteer for worthy group tasks that interest them

Difficulty:               2

Question ID:          02.1-29

Page Ref:                44

Answer: b. recognize and celebrate group accomplishments

 

2.1-30.   In which of Tuckman’s Group Development stages do members compete for status and openly        disagree?

1. performing
2. storming
3. adjourning
4. norming
5. forming

Difficulty:            2

Question ID:      02.1-30

Page Ref:           28

Answer: b. storming

 

2.1-31.   In which of Tuckman’s Group Development stages do members assume appropriate roles and        work productively?                 a.          performing

1. storming
2. adjourning
3. norming
4. forming

Difficulty:            2

Question ID:      02.1-31

Page Ref:           28

Answer: a. performing

 

2.1-32.   In which of Tuckman’s Group Development stages do members disengage and relinquish        responsibilities?

1. performing
2. storming
3. adjourning
4. norming
5. forming

Difficulty:            2

Question ID:      02.1-32

Page Ref:           28

Answer: c. adjourning

 

2.1-33.          All of the following are suggested for reducing primary tension EXCEPT:

1. be positive
2. be energetic
3. be aggressive
4. be patient
5. be open-minded

Difficulty:            2

Question ID:      02.1-33

Page Ref:           30

Answer: c. be aggressive

 

2.1-34.          In the storming stage, groups address which of the following dialectical tensions?

1. leadership < – > followership
2. task dimension < – > social dimension
3. homogenous < – > heterogeneous
4. structure < – > spontaneity
5. engaged < – > disengaged

Difficulty:            2

Question ID:      02.1-34

Page Ref:           30

Answer: a. leadership < – > followership

 

2.1-35.         The frustration and personality conflicts experienced by group members as they compete for acceptance and achievement within a group are called

1. forming tensions.
2. performing tensions.
3. primary tensions.
4. secondary tensions.
5. norming tensions.

Difficulty:            2

Question ID:      02.1-35

Page Ref:           30

Answer: d. secondary tensions.

 

2.1-36.   According to Locke and Latham’s Goal Theory, groups benefit by asking the following       questions related to goals EXCEPT:

1. clarity
2. challenge
3. compatibility
4. consequences
5. cost

Difficulty:            2

Question ID:      02.1-36

Page Ref:           35

Answer: d. consequences

 

2.1-37.          All of the following statements are true about group norms EXCEPT:

1. Norms express the values of the group.
2. Norms represent what people really want.
3. Norms help the group function.
4. Norms define appropriate social behavior.
5. Norms help the group survive.

Difficulty:            2

Question ID:      02.1-37

Page Ref:           36

Answer: b. represent what people really want

 

2.1-38.          Norms which dictate how a group operates are called

1. interactive norms.
2. procedural norms.
3. status norms.
4. achievement norms.
5. implicit norms.

Difficulty:            2

Question ID:      02.1-38

Page Ref:           37

Answer: b. procedural norms.

 

 

              2.1-39.          Norms which determine how group members communicate with one another are called

1. interactive norms .
2. procedural norms .
3. status norms.
4. achievement norms.
5. implicit norms.

Difficulty:            2

Question ID:      02.1-39

Page Ref:           37

Answer: a. interactive norms.

 

2.1-40.          Norms which identify the levels of influence among group members are called

1. interactive norms .
2. procedural norms.
3. status norms.
4. achievement norms.
5. implicit norms.

Difficulty:            2

Question ID:      02.1-40

Page Ref:           37

Answer: c. status norms.

 

2.1-41.   Norms which determine the quality and quantity of work expected from group members are        called

1. interactive norms.
2. procedural norms.
3. status norms.
4. achievement norms.
5. implicit norms.

Difficulty:            2

Question ID:      02.1-41

Page Ref:           37

Answer: d. achievement norms.

 

True/False

 

2.2-1.      The correct order for the 5 stages in Tuckman’s Group Development Stages are forming,        performing, storming, norming, adjourning.

1. True
2. False

Difficulty:            2

Question ID:       02.2-01

Page Ref:            28

Answer: b. False

 

2.2-2.          During the forming stage of Tuckman’s Group Development model, the group’s most important job to “orient itself to itself.”

1. True
2. False

Difficulty:            2

Question ID:       02.2-02

Page Ref:            28

Answer: a. True

 

2.2-3.      The frustration and personality conflicts that occur in groups as members compete for        acceptance and status are the source of primary tension.

1. True
2. False

Difficulty:            2

Question ID:       02.2-03

Page Ref:            28-29

Answer: b. False

 

2.2-4.      Most groups experience some form of primary and secondary tension during the forming and        storming stages of group development.

1. True
2. False

Difficulty:            2

Question ID:       02.2-04

Page Ref:            28-31

Answer: a. True

 

2.2-5.      Groups resolve primary tension by being positive and energetic, patient and open-minded, and        well prepared.

1. True
2. False

Difficulty:            2

Question ID:       02.2-05

Page Ref:            29

Answer: a. True

 

2.2-6.          Face-to-face meetings may be desirable in the early stages of virtual groups.

1. True
2. False

Difficulty:            2

Question ID:       02.2-06

Page Ref:            32

Answer: a. True

 

2.2-7.          During the norming stage of group development, groups primarily confront the conflict ↔ cohesion dialectic and the leadership ↔ followership dialectic.

a   True

1.                                         False

Difficulty:            3

Question ID:       02.2-07

Page Ref:            31

Answer: b. False

 

2.2-8.      Bormann’s secondary tension has similar characteristics to the behavior of members during        Tuckman’s storming stage of group development.

1. True
2. False

Difficulty:            2

Question ID:       02.2-08

Page Ref:            30

Answer: a. True

 

2.2-9.      During Tuckman’s performing stage of group development, feelings of trust and clear goals        emerge as members become more comfortable with one another and agree upon group procedures.

1. True
2. False

Difficulty:            2

Question ID:       02.2-09

Page Ref:            31-32

Answer: b. False

 

2.2-10.   During Tuckman’s performing stage of group development, members focus their energies on        both the task and social dimensions of group work as they make major decisions and solve critical problems.

1. True
2. False

Difficulty:            1

Question ID:      02.2-10

Page Ref:           31-32

Answer: a. True

 

2.2-11.   During the antecedent phase of newcomer socialization, new members adjust to group        expectations and assume needed roles.

1. True
2. False

Difficulty:            3

Question ID:      02.2-11

Page Ref:           29

Answer: b. False

 

2.2-12.         During the assimilation phrase of newcomer socialization, established members and newcomers blend into a comfortable state of working together to achieve a common goal.

1. True
2. False

Difficulty:            2

Question ID:      02.2-12

Page Ref:           30

Answer: a. True

 

2.2-13.           Locke and Latham’s Goal Theory emphasizes the value of setting group goals.

1. True
2. False

Difficulty:            1

Question ID:      02.2-13

Page Ref:           34

Answer: a. True

 

2.2-14.   Locke and Latham’s Goal Theory concludes that groups function best when their goals are        easy to accomplish and are set by a strong leader.

1. True
2. False

Difficulty:            2

Question ID:      02.2-14

Page Ref:           34

Answer: b. False

 

2.2-15.   When setting goals, groups should ask questions about the goal’s clarity, difficulty,        meaningfulness, and cost.

1. True
2. False

Difficulty:            1

Question ID:      02.2-15

Page Ref:           33-34

Answer: a. True

 

2.2-16.           Hidden agendas occur when a member’s private goal conflicts with the group’s goal.

1. True
2. False

Difficulty:            1

Question ID:      02.2-16

Page Ref:           34-36

Answer: a. True

 

2.2-17.         Groups should avoid discussing hidden agendas openly in order to avoid member embarrassment and the potential for interpersonal conflict.

1. True
2. False

Difficulty:            2

Question ID:      02.2-17

Page Ref:           34-36

Answer: b. False

 

2.2-18.   Although group norms are often difficult to express in words, they are real and have a major        effect on group productivity and member satisfaction.

1. True
2. False

Difficulty:            2

Question ID:      02.2-18

Page Ref:           36

Answer: a. True

 

2.2-19.   Explicit norms are rarely discussed or openly communicated, whereas implicit norms are put        in writing or stated verbally.

1. True
2. False

Difficulty:            2

Question ID:      02.2-19

Page Ref:           37

Answer: b. False

 

2.2-20.   Your textbook divides norms into four categories: interaction norms, procedural norms, status        norms, and achievement norms.

1. True
2. False

Difficulty:            1

Question ID:      02.2-20

Page Ref:           37

Answer: a. True

 

2.2-21.   When group members expect and receive an agenda in advance of meetings and follow the        agenda during meetings, they are abiding by an interaction norm.

1. True
2. False

Difficulty:            2

Question ID:      02.2-21

Page Ref:           37

Answer: b. False

 

2.2-22.   When a group is having difficulty deciding and the leader has the right to make the final        decision, the group is abiding by a status norm.

1. True
2. False

Difficulty:            2

Question ID:      02.2-22

Page Ref:           37

Answer: a. True

 

2.2-23.   Stanley Milgram and Philip Zimbardo’s classic studies demonstrated that people in authority        positions exert enormous pressure on people to conform.

1. True
2. False

Difficulty:            2

Question ID:      02.2-23

Page Ref:           38

Answer: a. True

 

2.2-24.   When there is enormous pressure for group members to conform, a disruptive member can        help the group by not conforming to group norms.

1. True
2. False

Difficulty:            2

Question ID:      02.2-24

Page Ref:           39

Answer: a. True

 

2.2-25.   Constructive nonconformity occurs when a member resists a norm while still working to        promote a group goal.

1. True
2. False

Difficulty:            2

Question ID:      02.2-25

Page Ref:           39

Answer: a. True

 

2.2-26.   Destruction nonconformity occurs when a member resists conforming to norms without regard        for the best interests of the group and its goals.

1. True
2. False

Difficulty:            1

Question ID:      02.2-26

Page Ref:           40

Answer: a. True

2.2-27.   Members who engage in disruptive or nonconforming behavior should always be confronted        about their behavior as soon as possible.

1. True
2. False

Difficulty:            2

Question ID:      02.2-27

Page Ref:           41

Answer: b. False

 

2.2-28.   When a highly disruptive member prevents a group from achieving its common goals, a group        should use the following strategies—in the following order—to deal with the troublesome member: confront, exclude, and accept.

1. True
2. False

Difficulty:            2

Question ID:      02.2-28

Page Ref:           41-42

Answer: b. False