Test Bank for Communicating in Small Groups Principles and Practices, 13th Edition by Steven A. Beeb

Instructor's Resource Manual and Test Bank Alan Swinkels St. Edward’s University

Communicating in Small Groups: Principles and Practices Thirteenth Edition Steven A. Beebe Texas State University

John T. Masterson Texas Lutheran University

Copyright © 2025 Pearson Education, Inc. All rights reserved.

TEST BANK FOR

Communicating in Small Groups Principles and Practices, 13th edition Steven A. Beebe John Masterson Chapter 1-12

Table Of Contents Chapter 1: Introducing Group Principles and Practices Chapter 2: Understanding Small Group Communication Theory Chapter 3: Facilitating Group Development Chapter 4: Preparing to Collaborate Chapter 5: Relating to Others in Groups Chapter 6: Improving Group Climate Chapter 7: Enhancing Communication Skills in Groups Chapter 8: Managing Conflict Chapter 9: Leading Groups Chapter 10: Making Decisions and Solving Problems Chapter 11: Using Problem-Solving Techniques Chapter 12: Enhancing Creativity in Groups

Chapter 1: Introducing Group Principles and Practices True or False Questions 1. Communication is usually a linear process.

Answer: False Topic: 1.1.1: Communication Learning Objective: 1.1.1: Describe the process of communication Skill: Understand the Concepts Difficulty: Easy 2. If a group member sits in stony silence, that person is exerting no influence on the group’s climate.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: False Topic: 1.1.5: Exerting Influence Learning Objective: 1.1.5: Identify the characteristic of exerting influence on others as an essential element of small group communication Skill: Analyze It Difficulty: Moderate 3. A team is a coordinated group of individuals organized to work together to achieve a specific, common goal.

Answer: True Topic: 1.2.1: Four Attributes of Effective Teams Learning Objective: 1.2.1: Identify four attributes of effective teams Skill: Understand the Concepts Difficulty: Easy 4. An effective team member fears conflict and avoids accountability.

Answer: False Topic: 1.2.2: Characteristics of an Effective Team Learning Objective: 1.2.2: Describe characteristics of an effective team at work Skill: Analyze It Difficulty: Moderate 5. To enhance communication competence, a person must be motivated, have appropriate knowledge, and have the skill to act appropriately.

Answer: True Topic: 1.2.2: Characteristics of an Effective Team Learning Objective: 1.2.2 Describe characteristics of an effective team at work Skill: Apply What You Know Difficulty: Moderate 6. Often, it is better to work in a group than to work alone because we learn more about Copyright © 2025 Pearson Education, Inc. All rights reserved.

ourselves from the experience.

Answer: True Topic: 1.3.1: Advantages of Working in Groups and Teams Learning Objective: 1.3.1: Describe five advantages of group and team work Skill: Apply What You Know Difficulty: Moderate 7. When you work in a group, you are more likely to be satisfied with a decision you help to make.

Answer: True Topic: 1.3.1: Advantages of Working in Groups and Teams Learning Objective: 1.3.1: Describe five advantages of group and team work Skill: Apply What You Know Difficulty: Moderate 8. Generally, study groups do not accomplish as much toward the learning task as those who study alone.

Answer: False Topic: 1.4.2: Secondary Groups Learning Objective: 1.4.2: Describe six types of secondary groups Skill: Analyze It Difficulty: Moderate 9. A therapy group is a group of 5 to 15 employees who meet regularly to examine work processes with the goal of improving productivity.

Answer: False Topic: 1.4.2: Secondary Groups Learning Objective: 1.4.2: Describe six types of secondary groups Skill: Understand the Concepts Difficulty: Easy Copyright © 2025 Pearson Education, Inc. All rights reserved.

10. Virtual small group communication takes the form of communication among group members who are not together in the same physical location.

Answer: True Topic: 1.5: Communicating in Virtual Groups Learning Objective: 1.5: Use methods to make virtual group meetings effective Skill: Understand the Concepts Difficulty: Easy Multiple-Choice Questions 1. Generally, group work can be more productive than individual efforts because groups A. have less information and knowledge available than an individual.

B. stimulate creative problem solving.

C. have the potential for agreement with an idea in order to avoid conflict.

D. take more time to assemble their members and more time to reach a decision.

Answer: B Topic: 1.3.1: Advantages of Working in Groups and Teams Learning Objective: 1.3.1: Describe five advantages of group and team work Skill: Analyze It Difficulty: Moderate Consider This: Groups can confer some advantages that can’t be achieved when working alone.

2. Which example best meets the criteria for being labeled a ―small group‖?

A. Four college professors from the communication department listening to an address by the college president B. Four people waiting for a bus C. Four persons waiting in a line in a fast-food restaurant D. Four office managers from various branches of a large corporation holding a Copyright © 2025 Pearson Education, Inc. All rights reserved.

conference telephone call to decide a question about a company policy

Answer: D Topic: 1.1.2: A Small Group of People Learning Objective: 1.1.2: Describe the characteristics of a small group Skill: Understand the Concepts Difficulty: Easy Consider This: For communication theorists, a small group requires definitional properties focusing on the qualities of interaction and goals of the members.

3. A group whose main purpose is to give people a way to fulfill their need to associate with others may be described as a A. study group.

B. primary group.

C. therapy group.

D. committee.

Answer: B Topic: 1.4.1: Primary Groups Learning Objective: 1.4.1: Describe two types of primary groups Skill: Understand the Concepts Difficulty: Easy Consider This: Some human needs, such as associating with others, are fundamental or basic.

4. ―I think group work is just terrific,‖ gushed Marisol after a particularly harmonious and productive group meeting. ―Yes,‖ replied Reiko, ―but you also have to realize that group work has its disadvantages, including A. less information and knowledge available than an individual would have.‖ B. less chance of comprehending and remembering information.‖ C. the potential for agreement with an idea just to avoid conflict.‖ Copyright © 2025 Pearson Education, Inc. All rights reserved.

D. less chance of understanding your interpersonal behavior and communication style.‖

Answer: C Topic: 1.3.2: Disadvantages of Working in Groups and Teams Learning Objective: 1.3.2: Explain how to overcome the four disadvantages of working in small groups and teams Skill: Apply What You Know Difficulty: Moderate Consider This: Social psychology researchers have identified the phenomenon of groupthink, which can be disastrous to group efforts when certain conditions are present.

5. Which virtual group theory argues that people are capable of communicating relational and emotional messages via the internet, but that the process takes longer compared to face-to-face communication?

A. Cue-filtered-out theory B. Social information-processing theory C. Primary groups theory D. Media richness theory

Answer: B Topic: 1.5.2: Virtual Group Theories Learning Objective: 1.5.2: Describe three virtual communication theories Skill: Understand the Concepts Difficulty: Easy Consider This: This theory also suggests that if a person expects to communicate with an electronic communication partner again, they are likely to pay more attention to relationship cues.

6. Which observation about groups and teams is correct?

A. ‖Team‖ and ―group‖ are synonymous terms.

B. A group can be a team, but a team generally cannot function as a group.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

C. The leader of a collection of people determines whether it is a group or a team.

D. All teams are small groups, but not all groups operate as teams.

Answer: D Topic: 1.2.1: Four Attributes of Effective Teams Learning Objective: 1.2.1: Identify four attributes of effective teams Skill: Understand the Concepts Difficulty: Easy Consider This: The terms are not interchangeable, although groups and teams have some things in common.

7. A medium or method of communication is said to be ―media rich‖ if it has all of these characteristics EXCEPT A. a focus on a mass of people.

B. potential for feedback.

C. the variety of language that communicators use.

D. several verbal and nonverbal cues that can be processed by senders and receivers.

Answer: A Topic: 1.5.2: Virtual Group Theories Learning Objective: 1.5.2: Describe three virtual communication theories Skill: Understand the Concepts Difficulty: Easy Consider This: Theorists in this tradition describe a continuum from ―media rich‖ to ―media lean.‖

8. The beliefs, values, and moral principles by which we determine what is right and what is wrong are more generally known as _________.

A. interpersonal goals B. collaborative goals C. cues-filtered-in Copyright © 2025 Pearson Education, Inc. All rights reserved.

D. ethics

Answer: D Topic: 1.3.4: Ethically Communicating in Small Groups Learning Objective: 1.3.4: Identify attributes of ethical small group communication Skill: Understand the Concepts Difficulty: Easy Consider This: These values and principles contribute to the manner in which communication takes place.

9. Collaboration is not necessary when A. conflict is manageable.

B. needed information is readily available.

C. a team has unlimited time.

D. team members bicker for control of the group.

Answer: B Topic: 1.3.3: When Not to Collaborate Learning Objective: 1.3.3: Determine when group work is unnecessary Skill: Apply What You Know Difficulty: Moderate Consider This: Collaboration might also be unnecessary when an expert readily has an answer to a team’s problem.

Essay Questions 1. Discuss the similarities and differences between a small group and a team.

Topic: 1.2: Communicating in Teams Learning Objective: 1.2: Evaluate teams for effective practices Skill: Evaluate Difficulty: Difficult

Copyright © 2025 Pearson Education, Inc. All rights reserved.

2. What are the four attributes of an effective team?

Topic: 1.2.1: Four Attributes of Effective Teams Learning Objective: 1.2.1: Identify four attributes of effective teams Skill: Understand the Concepts Difficulty: Easy 3. By understanding both the advantages and disadvantages of working in groups, a person is more likely to develop realistic expectations of group work. List and provide examples that describe five advantages and four disadvantages of working with groups.

Topic: 1.3.1: Advantages of Working in Groups and Teams 1.3.2: Disadvantages of Working in Groups and Teams Learning Objective: 1.3.1: Describe five advantages of group and team work Learning Objective: 1.3.2: Explain how to overcome the four disadvantages of working in small groups and teams Skill: Apply What You Know Difficulty: Moderate 4. Define and discuss virtual small group communication. Give three examples and state whether these would be considered media rich or media lean, and why.

Topic: 1.5.2: Virtual Group Theories Learning Objective: 1.5.2: Describe three virtual communication theories Skill: Evaluate Difficulty: Difficult Chapter 2: Understanding Small Group Communication Theory True or False Questions 1. Although theories help us explain phenomena, they cannot help us predict future behavior.

Answer: False Topic: 2.1: The Nature of Theory and the Theory-Building Process Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 2.1: Explain how people use theory to make sense of themselves and the world Skill: Understand the Concepts Difficulty: Easy 2. Theory building is a common, natural process of human communication.

Answer: True Topic: 2.1.2: Theory and Group Communication Learning Objective: 2.1.2: Relate theory to group communication Skill: Understand the Concepts Difficulty: Easy 3. Theories have both an explanatory and a predictive function.

Answer: True Topic: 2.2.1: Explanatory Function Learning Objective: 2.2.1: Explain how theory helps a group determine its needs.

Skill: Understand the Concepts Difficulty: Easy 4. Process theories explain group and team phenomena.

Answer: True Topic: 2.2.2: Predictive Function Learning Objective: 2.2.2: Describe how a theory helps a group achieve its goals Skill: Understand the Concepts Difficulty: Easy 5. Method theories take a prescriptive approach to small group communication.

Answer: True Topic: 2.2.2: Predictive Function Learning Objective: 2.2.2: Describe how a theory helps a group achieve its goals.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Difficulty: Easy 6. The ―rewards‖ referred to in social exchange theory only refer to the tangible rewards obtained in an interpersonal relationship.

Answer: False Topic: 2.4.2: Social Exchange Theory Learning Objective: 2.4.2: Outline a social exchange according to social exchange theory Skill: Understand the Concepts Difficulty: Easy 7. Systems theory can be compared to the way various organs of the body work together to make up a larger system, that is, a person.

Answer: True Topic: 2.4.1: Systems Theory Learning Objective: 2.4.1: Describe the elements of systems theory Skill: Understand the Concepts Difficulty: Easy 8. Symbolic convergence theory explains how fantasy themes help shape a group’s identity and culture.

Answer: True Topic: 2.4.3: Symbolic Convergence Theory Learning Objective: 2.4.3: Apply symbolic convergence theory to group interaction.

Skill: Understand the Concepts Difficulty: Easy 9. According to structuration theory, people structure their groups by actively using rules and resources.

Answer: True Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 2.4.4: Structuration Theory Learning Objective: 2.4.4: Explain how structuration theory applies to groups Skill: Understand the Concepts Difficulty: Easy 10. The term ―function,‖ as it is used in functional theory, refers to the effect or consequence of a given behavior within a group system.

Answer: True Topic: 2.4.5: Functional Theory Learning Objective: 2.4.5: Identify functional group relationships that lead to better problem solving Skill: Understand the Concepts Difficulty: Easy Multiple-Choice Questions 1. Ingo has developed a ―theory‖ about himself. ―I’m a kind, generous, and supportive friend,‖ he listed, ―although I can let my temper get the better of me in some circumstances. I work hard, because I’m motivated to succeed. People like me because I’m funny and pleasant to be around.‖ As Ingo continued to drone on about his attributes, it was clear that the theory he developed was his A. fantasy function.

B. interpersonal sense-making.

C. self-concept.

D. symbolic convergence.

Answer: C Topic: 2.1: The Nature of Theory and the Theory-Building Process Learning Objective: 2.1: Explain how people use theory to make sense of themselves and the world Skill: Understand the Concepts Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Easy Consider This: Ingo is explaining himself to himself, thereby allowing him to predict future behavior and set realistic goals.

2. The most prevalent approach to small group communication that is flexible enough to encompass a vast array of variables that influence team and group communication is __________ theory.

A. social exchange B. systems C. functional D. symbolic convergence

Answer: B Topic: 2.4.1: Systems Theory Learning Objective: 2.4.1: Describe the elements of systems theory Skill: Understand the Concepts Difficulty: Easy Consider This: Openness, interdependence, and synergy are some of the concepts associated with this approach.

3. All of these notions represent various components of systems theory EXCEPT A. synergy.

B. control variables.

C. equifinality.

D. entropy.

Answer: B Topic: 2.4.1: Systems Theory Learning Objective: 2.4.1: Describe the elements of systems theory Skill: Understand the Concepts Difficulty: Easy Copyright © 2025 Pearson Education, Inc. All rights reserved.

Consider This: Systems theory relies on the interplay of several different components.

4. According to symbolic convergence theory, unique ―personalities‖ or cultures of groups evolve through A. the sharing of rules.

B. flux in input variables.

C. a fantasy chain.

D. the exchange of rewards.

Answer: C Topic: 2.4.3: Symbolic Convergence Theory Learning Objective: 2.4.3: Apply symbolic convergence theory to group interaction Skill: Understand the Concepts Difficulty: Easy Consider This: Groups often use connected stories that revolve around a common theme.

5. Sid is asked why he didn’t invite Nancy to the party on Saturday night. ―I was going to,‖ Sid explained, ―but I thought that she’d know that I wanted to ask her, and then she’d know that I like her but I don’t really like her that much, so instead of asking her I didn’t ask her so that she wouldn’t know that I didn’t know what she wasn’t thinking.‖ Sid’s addled thinking is an example of the various __________ people use in one-on-one communication.

A. symbols B. self-concepts C. fantasies D. personas

Answer: D Topic: 2.3: Communication as Sense-Making in Small Groups Learning Objective: 2.3.1: Identify the six personas involved in one-on-one communication

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Apply What You Know Difficulty: Difficult Consider This: Whenever an individual communicates with another person, at least six ―people‖ are involved.

6. The intrapersonal level of communication exists A. when a single individual communicates with a group of two or more others.

B. within an individual.

C. when two or more people focus their communication on a single individual.

D. when one person communicates with another.

Answer: B Topic: 2.3: Communication as Sense-Making in Small Groups Learning Objective: 2.3: Relate theory to the sense-making function of small group communication Skill: Understand the Concepts Difficulty: Easy Consider This: People often communicate to themselves as a way of preparing for an interaction or making sense out of a situation.

7. ―We want this dinner party to be a success,‖ Peter told his husband, Gordon. ―I’m inviting 8 people; the right 8 people, if you know what I mean! I want to make sure everybody talks to everybody else…a one-on-one interaction for each person, as well as group interactions!‖ ―Wait a minute,‖ Gordon interrupted, as he did a little math in his head. ―Eight people…oneon-one…that’s 28 combinations right there. All those other permutations of groups…that’s more than 40,000! Can’t we just invite two other people instead?!‖ Gordon is highlighting which aspect of group communication?

A. its symbolic nature B. functionality C. complexity D. cohesiveness Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: C Topic: 2.3: Communication as Sense-Making in Small Groups Learning Objective: 2.3.2: Describe the complexity involved in group relationships.

Skill: Apply What You Know Difficulty: Moderate Consider This: A small number of interactants can produce a large number of interactions.

8. Group members and group resources (such as funds, tools, knowledge, purposes, and relationships to other groups or organizations), as well as the physical environment, all form the _________ in systems theory.

A. output variables B. input variables C. entropy D. process variables

Answer: B Topic: 2.4: Theoretical Perspectives for the Study of Group Communication Learning Objective: 2.4.1: Describe the elements of systems theory Skill: Remember the Facts Difficulty: Moderate Consider This: Systems theory trades on eight core concepts.

9. Which analogy best illustrates the concept of equifinality as an element of systems theory?

A. A dozen trails starting along the perimeter of the forest grove lead to the amphitheater in the center.

B. The harvest of heirloom tomatoes varied widely in size, shape, and color, but each fruit tasted the same.

C. Different pressure systems combined in a valley to create a powerful and erratic cyclone.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

D. Hundreds of different flocks of geese fly the same route south each year based on instinct.

Answer: A Topic: 2.4: Theoretical Perspectives for the Study of Group Communication Learning Objective: 2.4.1: Describe the elements of systems theory.

Skill: Apply What You Know Difficulty: Difficult Consider This: Equifinality is an inherent characteristic of open systems.

10. Structuration theory involves two key concepts: A. output variables and process variables.

B. fantasy themes and fantasy chains.

C. systems and rules.

D. entropy and equifinality.

Answer: C Topic: 2.4: Theoretical Perspectives for the Study of Group Communication Learning Objective: 2.4.4: Explain how structuration theory applies to groups Skill: Remember the Facts Difficulty: Moderate Consider This: Structuration theory suggests that when we join a new group, we rely on these concepts to help guide our behavior.

Essay Questions 1. Why is the study of theory crucial to understanding the interactions of small groups?

Topic: 2.1.2: Theory and Group Communication Learning Objective: 2.1.2: Relate theory to group communication Skill: Evaluate Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Difficult 2. List and describe the variables that comprise systems theory.

Topic: 2.4.1: Systems Theory Learning Objective: 2.4.1: Describe the elements of systems theory Skill: Apply What You Know Difficulty: Moderate 3. Discuss the nature and functions of theory and theory construction.

Topic: 2.1: The Nature of Theory and the Theory-Building Process Learning Objective: 2.1: Explain how people use theory to make sense of themselves and the world Skill: Evaluate Difficulty: Difficult 4. Discuss three of the variables involved in the constellation of variables in small group communication.

Topic: 2.5.1: Parts of a Descriptive Model Learning Objective: 2.5.1: Describe the elements of a communication model Skill: Apply What You Know Difficulty: Moderate 5. Discuss symbolic convergence theory. Include in your answer an explanation of fantasy themes and fantasy chains, and provide an example of each, please.

Topic: 2.4.3: Symbolic Convergence Theory Learning Objective: 2.4.3: Apply symbolic convergence theory to group interaction Skill: Evaluate Difficulty: Difficult Chapter 3: Facilitating Group Development True or False Questions

Copyright © 2025 Pearson Education, Inc. All rights reserved.

1. When ―opposites attract‖ the process is called complementarity.

Answer: True Topic: 3.3.1: Interpersonal Attraction Learning Objective: 3.3.1: Identify elements that draw individuals together Skill: Understand the Concepts Difficulty: Easy 2. According to the notions of William Schutz, the process of group formation is not limited to the initial coming together.

Answer: True Topic: 3.1.2: Schutz’s Theory Learning Objective: 3.1.2: Describe the cyclical nature of groups according to Schutz Skill: Understand the Concepts Difficulty: Easy

3. As we get to know others, physical attractiveness diminishes in importance as a factor in interpersonal attraction.

Answer: True Topic: 3.3.1: Interpersonal Attraction Learning Objective: 3.3.1: Identify elements that draw individuals together Skill: Understand the Concepts Difficulty: Easy

4. According to Abraham Maslow, lower-level needs have to be satisfied in order for a person to move on to a higher level of need.

Answer: True Topic: 3.1.1: Maslow’s Theory Learning Objective: 3.1.1: Outline Maslow’s hierarchy Skill: Understand the Concepts Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Easy

5. A person with a high need to control others would be most compatible with a person who gives others control over them, such as guidance and direction.

Answer: True Topic: 3.1.2: Schutz’s Theory Learning Objective: 3.1.2: Describe the cyclical nature of groups according to Schutz Skill: Understand the Concepts Difficulty: Easy 6. Abraham Maslow’s term for a person’s need to feel that they are a part of a group is called a safety need.

Answer: False Topic: 3.1.1: Maslow’s Theory Learning Objective: 3.1.1: Outline Maslow’s hierarchy Skill: Remember the Facts Difficulty: Moderate 7. William Schutz proposed that the three basic human needs that influence behavior are inclusion, esteem, and power.

Answer: False Topic: 3.1.2: Schutz’s Theory Learning Objective: 3.1.2: Describe the cyclical nature of groups according to Schutz Skill: Understand the Concepts Difficulty: Easy 8. Individual goals are instrumental in determining which groups people join.

Answer: True Topic: 3.2.1: Individual Goals Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 3.2.1: Explain how individual goals motivate action Skill: Understand the Concepts Difficulty: Easy 9. The final stage in group formation, according to Bruce Tuckman, is norming.

Answer: False Topic: 3.5.1: Four Developmental Stages of Group Formation Learning Objective: 3.5.1: Outline the four stages of group development Skill: Understand the Concepts Difficulty: Easy 10. Researchers find that diverse work groups have more trouble on the outset, but over time become more productive than homogenous groups.

Answer: True Topic: 3.4.4: Homogeneity and Diversity Learning Objective: 3.4.4: Compare homogenous and diverse groups Skill: Analyze It Difficulty: Moderate Multiple-Choice Questions 1. In Abraham Maslow’s hierarchy, the need we have to feel that we are worthwhile and valued by others is called A. belongingness.

B. survival.

C. esteem.

D. self-actualization.

Answer: C Topic: 3.1.1: Maslow’s Theory Learning Objective: 3.1.1: Outline Maslow’s hierarchy Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Analyze It Difficulty: Moderate Consider This: Maslow proposed a pyramid of needs, with a broad base of lower-level needs and a small pinnacle of higher needs.

2. Compared to the others, which person’s circumstances show a focus on the lowest of Abraham Maslow’s hierarchy of needs?

A. Dickie performs interpretive dance because he feels an inner spirit that compels him to do so.

B. Jessica wants to live in a house with all the modern conveniences so that she may show off her status to others.

C. Duane works hard as an attorney only so that he can attract more clients, make more money, and be secure in the knowledge that his family can survive.

D. Melissa knows that as a teacher she is a good person because she realizes the importance of imparting knowledge to society.

Answer: C Topic: 3.1.1: Maslow’s Theory Learning Objective: 3.1.1: Outline Maslow’s hierarchy Skill: Understand the Concepts Difficulty: Easy Consider This: One person’s motives seem to be primarily driven by safety, security, and related concerns.

3. In the initial stages of group work, William Schutz contends that group communication is aimed primarily toward which need?

A. Control B. Esteem C. Inclusion D. Affection

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: C Topic: 3.1.2: Schutz’s Theory Learning Objective: 3.1.2: Describe the cyclical nature of groups according to Schutz Skill: Analyze It Difficulty: Moderate Consider This: Group members are friendly but cautious as they evaluate one another and gain acceptance by other members.

4. William Schutz’s inclusion need is related to Abraham Maslow’s A. safety need.

B. physiological need.

C. belongingness need.

D. self-actualization

Answer: C Topic: 3.1.2: Schutz’s Theory Learning Objective: 3.1.2: Describe the cyclical nature of groups according to Schutz Skill: Understand the Concepts Difficulty: Easy Consider This: Many people have developed generalized, sensible theories that document everyday observations.

5. Dr. Acula has assigned a group project to his students. Although the group will get one grade for all members, students are required to first spend 1 hour in the coffeehouse simply getting to know one another, create a list of what each member’s contributions will be, and sign their names to that list so that Dr. Acula can later award or retract bonus points for each individual member. Under these circumstances, what is the likelihood of social loafing occurring?

A. Very great; social loafing is a robust phenomenon that is nearly impossible to overcome.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. Moderate; Dr. Acula is missing one key component to reduce social loafing.

C. Very small; Dr. Acula has put in place appropriate constraints to reduce social loafing.

D. Nonexistent; social loafing has only been demonstrated in artificial conditions in the laboratory.

Answer: C Topic: 3.2.3: Establishing Mutuality of Concern Learning Objective: 3.2.3: Analyze the ways that groups balance individual and group commitment Skill: Analyze It Difficulty: Difficult Consider This: Individual accountability can contribute to overall group effectiveness.

6. ―Hidden agendas‖ are usually the result of A. an unprepared group leader.

B. unsatisfied or unclear individual needs and goals.

C. failure to analyze the group’s problem.

D. a bad organization.

Answer: B Topic: 3.2.3: Establishing Mutuality of Concern Learning Objective: 3.2.3: Analyze the ways that groups balance individual and group commitment Skill: Understand the Concepts Difficulty: Easy Consider This: Sometimes people can work toward private goals while seeming to work toward a group goal.

7. The cliché ―familiarity breeds contempt‖ contradicts which principle of interpersonal attraction?

A. Complementarity Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. Proximity C. Similarity D. Physical attractiveness

Answer: B Topic: 3.3.1: Interpersonal Attraction Learning Objective: 3.3.1: Identify elements that draw individuals together Skill: Understand the Concepts Difficulty: Moderate Consider This: We tend to be attracted to people who are physically close to us, who live or work with us, and whom we see or communicate with often.

8. On a recent trip to the Salton Sea, Riccheta was suddenly overcome by a feeling of oneness with the universe and a sense of clarity that revealed her true purpose in life, pointed the way toward her path of living life to the fullest, and filled her with a sense of her full potential. According to Abraham Maslow, what happened to Riccheta?

A. She realized her need for achievement.

B. She finally understood structuration theory.

C. She attained the level of self-actualization.

D. She really enjoyed her picnic lunch.

Answer: C Topic: 3.1.1: Maslow’s Theory Learning Objective: 3.1.1: Outline Maslow’s hierarchy Skill: Apply What You Know Difficulty: Moderate Consider This: Riccheta seems to have reached a pinnacle of experience, so to speak.

9. In an ideal, fully integrated group, which alternative is an example of mutuality of concern?

A. Individual goals and group goals are so diverse that neither can be met.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. Group interaction results in group goals being met, but not individual goals.

C. One or more group members have their needs met to the detriment of the group.

D. Individual and group goals blend so completely that both group and individual needs are met.

Answer: D Topic: 3.2.3: Establishing Mutuality of Concern Learning Objective: 3.2.3: Analyze the ways that groups balance individual and group commitment Skill: Understand the Concepts Difficulty: Easy Consider This: Mutuality of concern can merge individual and group needs and goals.

10. According to Bruce Tuckman, what is the correct order of the four stages of group formation?

A. storming, forming, norming, performing B. storming, norming, performing, forming C. norming, storming, forming, performing D. forming, storming, norming, performing

Answer: D Topic: 3.5.1: Four Developmental Stages of Group Formation Learning Objective: 3.5.1: Outline the four stages of group development Skill: Understand the Concepts Difficulty: Easy Consider This: Tuckman has a way with rhymes; this theory uses them all the time(s); if you know them, you’ll be correct, so three of these you should reject.

Essay Questions 1. Identify and discuss the three interpersonal needs noted by William Schutz.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 3.1.2: Schutz’s Theory Learning Objective: 3.1.2: Describe the cyclical nature of groups according to Schutz Skill: Apply What You Know Difficulty: Moderate 2. What is ―mutuality of concern‖? Why is it important to a working group?

Topic: 3.2.2: Group Goals Learning Objective: 3.2.2: Differentiate group goals from individual goals Skill: Evaluate Difficulty: Difficult 3. Identify and explain four factors that contribute to interpersonal attraction.

Topic: 3.3.1: Interpersonal Attraction Learning Objective: 3.3.1: Identify elements that draw individuals together Skill: Apply What You Know Difficulty: Moderate 4. What is a ―hidden agenda‖? Describe a situation in which a hidden agenda might be detrimental to group goals.

Topic: 3.2.3: Establishing Mutuality of Concern Learning Objective: 3.2.3: Analyze the ways that groups balance individual and group commitment Skill: Apply What You Know Difficulty: Moderate

5. Contrast the notions of individualism and collectivism, and provide an example of how these cultural concepts might affect a work group that has a diverse composition of members.

Topic: 3.4: Culture and Group Development Learning Objective: 3.4.1: Explain challenges associated with cultural differences in individualism Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Apply What You Know Difficulty: Moderate

Chapter 4: Preparing to Collaborate True or False Questions 1. It is important to take a few minutes to get better acquainted with group members before focusing on a task.

Answer: True Topic: 4.1.1: Get Acquainted with Your Group Members Learning Objective: 4.1.1: Implement five strategies for getting acquainted with other group members Skill: Understand the Concepts Difficulty: Easy 2. A question of value considers whether something is good or bad, or right or wrong.

Answer: True Topic: 4.2.3: Questions of Value Learning Objective: 4.2.3: Compose questions of value Skill: Understand the Concepts Difficulty: Easy 3. A question of policy should be controversial.

Answer: True Topic: 4.2.4: Questions of Policy Learning Objective: 4.2.4: Compose questions of policy Skill: Understand the Concepts Difficulty: Easy 4. Information triage is the process of sorting through the information you have gathered to Copyright © 2025 Pearson Education, Inc. All rights reserved.

determine what is most useful.

Answer: True Topic: 4.4.1: Evaluating Evidence Learning Objective: 4.4.1: Evaluate evidence for its applicability to group discussion Skill: Understand the Concepts Difficulty: Easy 5. Because there is so much ever-changing information on the internet, it is not a good place to conduct research.

Answer: False Topic: 4.4.1: Evaluating Evidence Learning Objective: 4.4.1: Evaluate evidence for its applicability to group discussion Skill: Understand the Concepts Difficulty: Easy 6. Deductive reasoning is a method of arriving at a general conclusion through specific examples.

Answer: False Topic: 4.3.2: Deductive Reasoning Learning Objective: 4.3.2: Test the validity of a deductive argument Skill: Understand the Concepts Difficulty: Easy 7. In a group discussion, reasoning fallacies should be ignored.

Answer: False Topic: 4.4.1: Evaluating Evidence Learning Objective: 4.4.1: Evaluate evidence for its applicability to group discussion Skill: Apply What You Know Difficulty: Moderate

Copyright © 2025 Pearson Education, Inc. All rights reserved.

8. The bandwagon fallacy occurs when someone attacks an idea by using irrelevant information.

Answer: False Topic: 4.4.2: Developing Critical Analysis Skills Learning Objective: 4.4.2: Identify reasoning fallacies in group discussions Skill: Understand the Concepts Difficulty: Easy 9. People should routinely use critical thinking and analysis skills to evaluate reasoning.

Answer: True Topic: 4.4.2: Developing Critical Analysis Skills Learning Objective: 4.4.2: Identify reasoning fallacies in group discussions Skill: Understand the Concepts Difficulty: Easy 10. Groups and teams need an agenda to help them organize their discussions.

Answer: True Topic: 4.1.4: Follow a Structured Agenda to Accomplish the Task Learning Objective: 4.1.4: Prepare a written meeting agenda Skill: Understand the Concepts Difficulty: Easy Multiple-Choice Questions 1. Which type of problem-solving discussion would be closely related to group members’ attitudes and beliefs?

A. Questions of fact B. Questions of value C. Questions of policy D. Questions of prediction Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: B Topic: 4.2.3: Questions of Value Learning Objective: 4.2.3: Compose questions of value Skill: Understand the Concepts Difficulty: Easy Consider this: An attitude is a learned predisposition to respond to a person, an object, or an idea in a favorable, neutral, or unfavorable way. A belief is what a person holds to be true or false.

2. The second step in developing a discussion plan should be to A. clarify goals of the group.

B. develop a strategy.

C. get acquainted with group members.

D. develop logical arguments.

Answer: A Topic: 4.1.6: Determine How to Present Your Information Learning Objective: 4.1.6: Identify strategies and formats for presenting information Skill: Understand the Concepts Difficulty: Moderate Consider this: There are six steps in developing an effective discussion plan.

3. President Ramirez met with his advisers at Hudson University in preparation for making a proposal to the Board of Trustees. ―If we raise tuition by $25,000 over the next three years, how will that impact enrollment, the endowment, and morale?‖ he queried. What kind of discussion question is President Ramirez posing for the group?

A. Questions of induction B. Questions of value C. Questions of intent D. Questions of prediction Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: D Topic: 4.2: How to Formulate Discussion Questions Learning Objective: 4.2: Develop well-worded questions for group discussion Skill: Apply What You Know Difficulty: Moderate Consider this: Dr. Ramirez wants to know the answer to an if-then statement.

4. Which type of question can usually be answered with a ―yes–no‖ response?

A. Questions of fact B. Questions of value C. Questions of policy D. Questions of deduction

Answer: A Topic: 4.2.1: Questions of Fact Learning Objective: 4.2.1: Compose questions of fact Skill: Understand the Concepts Difficulty: Easy Consider this: When queried about an event, either the event did or did not happen, right?

5. Most problem-solving discussions revolve around a question of A. fact.

B. value.

C. policy.

D. prediction.

Answer: C Topic: 4.2.4: Questions of Policy Learning Objective: 4.2.4: Compose questions of policy Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Difficulty: Easy Consider this: These types of questions help a group determine which course of action to take.

6. The fallacy of drawing a conclusion about an entire group of people or things based on an undersized sample of the group is known as A. begging the question.

B. hasty generalization.

C. slippery slope.

D. faulty analogy.

Answer: B Topic: 4.4: Using Evidence in Group Discussions Learning Objective: 4.4.2: Identify reasoning fallacies in group discussions Skill: Understand the Concepts Difficulty: Difficult Consider this: ―If you’ve seen one, you’ve seen them all‖ would illustrate this fallacy.

7. If your team is not achieving its goals or making progress, the reason may be that your team A. has an unclear vision.

B. has clearly defined roles.

C. begins with the end in mind.

D. has members who have developed a work plan.

Answer: A Topic: 4.1.2: Clarify the Goals of the Group Learning Objective: 4.1.2: Identify group goals Skill: Apply What You Know Difficulty: Moderate Copyright © 2025 Pearson Education, Inc. All rights reserved.

Consider this: Nonachievement suggests a lack of something crucial.

8. In a valid argument, if the premises are true, then the A. conclusion may or may not be true.

B. conclusion absolutely has to be true.

C. outcome is actionable.

D. conclusion is probably true.

Answer: B Topic: 4.3.2: Deductive Reasoning Learning Objective: 4.3.2: Test the validity of a deductive argument Skill: Understand the Concepts Difficulty: Difficult Consider this: Syllogistic reasoning has been around for a long, long time.

9. Which observations regarding opinions as a kind of evidence are accurate?

A. Opinions presented by biased authorities who base their opinions on facts are the most valuable as evidence.

B. An opinion should never be considered factual.

C. Dramatizing a point with an opinion lowers the credibility of that point.

D. Opinions are most effective when used in conjunction with other facts or statistics.

Answer: D Topic: 4.4.1: Evaluating Evidence Learning Objective: 4.4.1: Evaluate evidence for its applicability to group discussion Skill: Apply What You Know Difficulty: Moderate Consider this: A listener should consider several questions when determining the usefulness of an opinion.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

10 ―The real problem is not sexual harassment in the military; it is the fact that we need to pay our military personnel more money,‖ is an example of which form of fallacious reasoning?

A. Bandwagon B. Causal C. Hasty generalization D. Red herring

Answer: D Topic: 4.4.2: Developing Critical Analysis Skills Learning Objective: 4.4.2: Identify reasoning fallacies in group discussions Skill: Analyze It Difficulty: Moderate Consider this: An idea is being undermined by using irrelevant facts or arguments as distractions.

Essay Questions 1. Identify six core suggestions for developing a discussion plan, and discuss which suggestion you find most useful and why.

Topic: 4.1: How to Develop a Discussion Plan Learning Objective: 4.1: Apply preparation strategies for group discussion Skill: Evaluate Difficulty: Difficult 2. Identify the three criteria necessary for a good policy discussion question.

Topic: 4.2.4: Questions of Policy Learning Objective: 4.2.4: Compose questions of policy Skill: Understand the Concepts Difficulty: Moderate 3. Discuss each of the four kinds of evidence available to a group, and provide an example

Copyright © 2025 Pearson Education, Inc. All rights reserved.

of each type: Facts, examples, opinions, and statistics.

Topic: 4.3.1: Inductive Reasoning Learning Objective: 4.3.1: Evaluate an inductive argument Skill: Apply What You Know Difficulty: Moderate 4. Describe and define five criteria for evaluating information that is retrieved online.

Topic: 4.4.1: Evaluating Evidence Learning Objective: 4.4.1: Evaluate evidence for its applicability to group discussion Skill: Apply What You Know Difficulty: Moderate 5. Define what a fallacy is in general, and then please give an example of a bandwagon fallacy, an either/or fallacy, and a hasty generalization fallacy.

Topic: 4.4.2: Developing Critical Analysis Skills Learning Objective: 4.4.2: Identify reasoning fallacies in group discussions Skill: Apply What You Know Difficulty: Moderate Chapter 5: Relating to Others in Groups True or False Questions 1. A person can identify group norms by observing repeated patterns of behavior.

Answer: True Topic: 5.2.2: Identifying Group Norms Learning Objective: 5.2.2: Identify the norms of a group Skill: Understand the Concepts Difficulty: Easy

2. Low-status members communicate more positive messages to high-status members than

Copyright © 2025 Pearson Education, Inc. All rights reserved.

they do to members of equal or lower status.

Answer: True Topic: 5.3.2: Effects of Status Differences Learning Objective: 5.3.2: Explain how status affects group interactions Skill: Understand the Concepts Difficulty: Moderate

3. People who have a polychronic sense of time expect human activities to proceed in a precise, linear manner.

Answer: False Topic: 5.6.3: Perception of Time Learning Objective: 5.6.3: Discuss how time influences the ways people interact within a group Skill: Understand the Concepts Difficulty: Easy

4. In Eastern cultures, control is expressed through silence and an outward show of reticence.

Answer: True Topic: 5.6.2: Conversational Style Learning Objective: 5.6.2: Explain how culture influences conversational styles within groups Skill: Understand the Concepts Difficulty: Easy

5. Men tend to maintain more eye contact than women do when communicating with others.

Answer: False Topic: 5.6.1: Communication and Gender Learning Objective: 5.6.1: Describe how gender influences group relationships over time Skill: Understand the Concepts Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate

6. In virtual groups, trust is more likely to develop through task-oriented responses.

Answer: True Topic: 5.5.2: Trust in Face-to-Face and Virtual Teams Learning Objective: 5.5.2: Compare trust in physical and virtual teams Skill: Understand the Concepts Difficulty: Moderate 7. According to Ernest Bormann, the anxiety and uneasiness that occur when a group first meets are called secondary tension.

Answer: False Topic: 5.6: The Development of Group Relationships over Time Learning Objective: 5.6: Analyze how group relationships change over time Skill: Understand the Concepts Difficulty: Easy 8. Expert power is based on a person’s ability to provide rewards when group members perform desired behaviors.

Answer: False Topic: 5.4.1: Power Bases Learning Objective: 5.4.1: Identify bases of group power Skill: Understand the Concepts Difficulty: Moderate 9. Increasing one’s level of activity in a group can increase one’s power and influence.

Answer: True Topic: 5.4.2: Effects of Power on Group Process Learning Objective: 5.4.2: Summarize the impact of power on group interactions Skill: Understand the Concepts Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Easy

10. Establishing trust within a group is always accompanied by some level of risk.

Answer: True Topic: 5.5: Trust Learning Objective: 5.5.1: Explain how trusting relationships develop Skill: Understand the Concepts Difficulty: Easy

Multiple-Choice Questions 1. ―This exit is closed; please continue down the hall and use the next exit.‖ If you continued down the hall to the next exit, would you be conforming?

A. Yes. You would be conforming because you were told to do so.

B. Yes. Conformity means doing what you are told, or else!

C. No. Using the alternate exit is a choice you freely made.

D. No. Conformity requires that you base your behavior on what other people are doing, not on being told to do so.

Answer: D Topic: 5.2.3: Conforming to Group Norms Learning Objective: 5.2.3: Determine the factors that influence conformity to norms Skill: Apply What You Know Difficulty: Easy Consider this: Conformity requires that you base your behavior on what other people are doing, not on being told what to do.

2. Which role category is aimed at accomplishing a group’s goal?

A. individual roles Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. maintenance roles C. task roles D. bred roles

Answer: C Topic: 5.1.2: Diversity of Roles in Small Groups Learning Objective: 5.1.2: Identify different roles that group members take Skill: Understand the Concepts Difficulty: Moderate Consider this: Accomplishing a goal usually implies executing strategies or keeping a group on track.

3. Steve is the ―clown‖ of his small group. At first, group members found him funny; later, they began to resent his rambling stories and constant lack of seriousness. Steve’s role might best be described as A. aggressor.

B. joker.

C. dominator.

D. blocker.

Answer: B Topic: 5.1.2: Diversity of Roles in Small Groups Learning Objective: 5.1.2: Identify different roles that group members take Skill: Apply What You Know Difficulty: Moderate Consider this: If this group were a deck of cards, Steve would have to be dealt with.

4. Orson is consistently late for meetings. He has not accepted A. the group norms.

B. the group format.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

C. the group roles.

D. his status in the group.

Answer: A Topic: 5.2.3: Conforming to Group Norms Learning Objective: 5.2.3: Determine the factors that influence conformity to norms Skill: Apply What You Know Difficulty: Moderate Consider this: Groups establish expectations of what kinds of behavior are acceptable and unacceptable in the group context.

5. Usually during group discussions, Dominique tries to clarify and note relationships among the ideas and suggestions that have been made by other members of her group. Her group task role may best be described as that of A. opinion seeker.

B. elaborator.

C. opinion giver.

D. coordinator.

Answer: D Topic: 5.1.2: Diversity of Roles in Small Groups Learning Objective: 5.1.2: Identify different roles that group members take Skill: Apply What You Know Difficulty: Moderate Consider this: Dominique is cataloging and documenting disparate elements of the group’s interactions.

6. When people in his group get into heated disagreements, Giovanni helps those in conflict work out their differences to find an acceptable solution for all concerned. His major role in the group is best described as a(n) A. standard setter.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. encourager.

C. compromiser.

D. gatekeeper.

Answer: C Topic: 5.1.2: Diversity of Roles in Small Groups Learning Objective: 5.1.2: Identify different roles that group members take Skill: Apply What You Know Difficulty: Moderate Consider this: Giovanni wants to resolve conflicts that arise in the group.

7. Prudence encourages less talkative members to participate in the group discussion. She may best be described as a(n) A. harmonizer.

B. energizer.

C. elaborator.

D. gatekeeper.

Answer: D Topic: 5.1.2: Diversity of Roles in Small Groups Learning Objective: 5.1.2: Identify different roles that group members take Skill: Apply What You Know Difficulty: Moderate Consider this: Prudence is likely to be an expediter, too.

8. Which statement about status is TRUE? A. Low-status members talk more during group meetings than do high-status members.

B. Low-status members talk more to members of equal status than to those of higher status.

C. High-status members are less likely than low-status members to complain about their Copyright © 2025 Pearson Education, Inc. All rights reserved.

responsibilities.

D. A high-status member is less likely to abide by group norms than a low-status member.

Answer: C Topic: 5.3.2: Effects of Status Differences Learning Objective: 5.3.2: Explain how status affects group interactions Skill: Apply What You Know Difficulty: Moderate Consider this: Status brings with it certain role expectations and anticipated behaviors.

9. If you have power in a particular group because you were appointed to a position of leadership, your power base is most likely _________ power.

A. expert B. informational C. reward D. legitimate

Answer: D Topic: 5.4.1: Power Bases Learning Objective: 5.4.1: Identify bases of group power Skill: Analyze It Difficulty: Moderate Consider this: Many of the privileges enjoyed by high-status group members reflect this kind of power base.

10. Which of the bases of power identified by John French and Bertram Raven is conceptually the negative side of reward power?

A. expert power.

B. informational power.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

C. coercive power.

D. legitimate power.

Answer: C Topic: 5.4.1: Power Bases Learning Objective: 5.4.1: Identify bases of group power Skill: Analyze It Difficulty: Moderate Consider this: The ability to demote others, reduce their salaries or benefits, force them to work overtime hours, or fire them is an example of the resources that can make up this power base.

Essay Questions 1. List and explain five different roles that members of a problem-solving group might assume.

Topic: 5.1.2: Diversity of Roles in Small Groups Learning Objective: 5.1.2: Identify different roles that group members take Skill: Understand the Concepts Difficulty: Difficult

2.

Please summarize the differences between task and maintenance roles within a

group. Do you think these roles can or should be assigned to a single group member?

Explain your reasoning.

Topic: 5.1.2: Diversity of Roles in Small Groups Learning Objective: 5.1.2: Identify different roles that group members take Skill: Evaluate Difficulty: Difficult 3. Define norms and how they develop in a group.

Topic: 5.2.1: How Do Norms Develop?

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 5.2.1: Explain the processes by which groups develop norms Skill: Apply What You Know Difficulty: Moderate

4. Differentiate between primary tension and secondary tension in group formation. Do you think these processes are beneficial, harmful, neutral, necessary, distracting, irrelevant, or some other characterization when it comes to establishing group effectiveness?

Topic: 5.6: The Development of Group Relationships over Time Learning Objective: 5.6: Analyze how group relationships change over time Skill: Understand the Concepts Difficulty: Moderate

5. Define and describe the five bases of power identified by John French and Bertram Raven, and give examples of each.

Topic: 5.4.1: Power Bases Learning Objective: 5.4.1: Identify bases of group power Skill: Evaluate Difficulty: Difficult Chapter 6: Improving Group Climate True or False Questions 1. Communication aimed at controlling the behavior of others will result in greater cohesiveness and increased productivity.

Answer: False Topic: 6.1.2: Control versus Problem Orientation Learning Objective: 6.1.2: Identify controlling behavior Skill: Understand the Concepts Difficulty: Easy 2. Groups that have centralized communication networks are more efficient compared to Copyright © 2025 Pearson Education, Inc. All rights reserved.

groups with other configurations.

Answer: True Topic: 6.4.2: Communication Networks Learning Objective: 6.4.2: Compare how networks influence group climate Skill: Analyze It Difficulty: Moderate 3. When a speaker engages in nonverbal behavior that contradicts verbal behavior, the response may be called an impersonal response.

Answer: False Topic: 6.2.1: Disconfirming Responses Learning Objective: 6.2.1: Explain the impact of disconfirming responses Skill: Understand the Concepts Difficulty: Moderate 4. Group members report lower satisfaction with virtual groups than with face-to-face groups.

Answer: True Topic: 6.5: Group Climate and Productivity Learning Objective: 6.5: Relate group climate to productivity Skill: Apply What You Know Difficulty: Moderate 5. Free and open networks are more likely to lead to more accurate judgments and better goal attainment.

Answer: True Topic: 6.4.2: Communication Networks Learning Objective: 6.4.2: Compare how networks influence group climate Skill: Remember Difficulty: Moderate 6. Evidence from college classroom groups suggests strongly that self-selection is the best policy for forming groups.

Answer: False Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 6.3.1: Diversity and Building a Cohesive Team Learning Objective: 6.3.1: Compare the impacts of similarity and diversity on group cohesiveness Skill: Remember Difficulty: Moderate 7. In a cohesive group, members develop a degree of dependence on the group.

Answer: True Topic: 6.5.2: Adopting the Group’s Goal Increases Productivity Learning Objective: 6.5.2: Explain how adopting a group goal influences individuals within a group and productivity Skill: Understand the Concepts Difficulty: Easy 8. Communication networks tend to stabilize overtime.

Answer: True Topic: 6.4.2: Communication Networks Learning Objective: 6.4.2: Compare how networks influence group climate Skill: Understand the Concepts Difficulty: Easy 9. Having a positive group climate and group cohesiveness means that everyone is nice all the time.

Answer: False Topic: 6.5.1: Trust, Conflict, and Efficacy Learning Objective: 6.5.1: Describe how trust between group members affects how groups manage conflict Skill: Understand the Concepts Difficulty: Easy 10. Groups with 10–15 members are more productive than those with 3–5 members.

Answer: False Topic: 6.4.1: Group Size Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 6.4.1: Describe the ways that group size affects group climate Skill: Apply What You Know Difficulty: Moderate Multiple-Choice Questions 1. Which term represents one of Jack Gibb’s ―defensive communication‖ behaviors?

A. Control B. Spontaneity C. Problem orientation D. Description Answer: A Topic: 6.1.6: Certainty versus Provisionalism Learning Objective: 6.1.6: Explain how being open to new ideas can create a positive group climate Skill: Remember Difficulty: Moderate Consider this: Gibb mused that certain behaviors could be detrimental to group effectiveness.

2. Veronica has been in a campus organization for three years and feels that her experience there gives her the right to oversee all decisions. Which of the defensive communication behavior problems is Veronica exhibiting?

A. Certainty B. Strategy C. Neutrality D. Superiority Answer: D Topic: 6.1.6: Certainty versus Provisionalism Learning Objective: 6.1.6: Explain how being open to new ideas can create a positive group climate Skill: Apply What You Know Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate Consider this: Veronica seems to think that her group membership has accorded her a status above that of others.

3. You have just expressed to the group your concern over the impending deadline facing the group. Which response would be classified as irrelevant using categories of confirming and disconfirming responses?

A. ―Don't worry about it. It’ll get done.‖ B. ―Are there any other items of new business?‖ C. ―Yeah, that’s a problem, but I’m really worried about getting this meeting over with.‖ D. ―The fact that our deadline is approaching worries you?‖ Answer: B Topic: 6.2: Interpersonal Confirmation and Disconfirmation Learning Objective: 6.2: Observe group climate for responsiveness Skill: Apply what You Know Difficulty: Easy Consider this: The respondent would seem to ignore your concerns and your comment.

4.

Alphonse is concerned that his committee is not doing a proper job concerning publicity for the organization to which he belongs and shares these concerns with the group. Which statement is an example of a reply that is a clarifying response?

A. ―Alphonse, I understand how badly you must feel about this.‖ B. ―Alphonse, I've had some concerns myself. I'm glad you brought up this issue.‖ C. ―Alphonse, I'm hearing you say that you think your committee needs to improve its method of getting more publicity to the public.‖ D. ―I think you’re doing a great job, Alphonse!‖

Answer: C Topic: 6.2.2: Confirming Responses Learning Objective: 6.2.2: Identify confirming responses Skill: apply What You Know

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Easy Consider this: A clarifying response is one that … well, clarifies.

5. An impersonal response occurs when a speaker A. conducts a monolog.

B. engages in nonverbal behavior that contradicts their verbal message.

C. responds in incomplete sentences.

D. cuts another speaker short.

Answer: A Topic: 6.2.2: Confirming Responses Learning Objective: 6.2.2: Identify confirming responses Skill: Understand the Concepts Difficulty: Moderate Consider this: Speech that appears intellectualized and impersonal would also characterize this kind of response.

6. Compared to the others, which is the most accurate statement regarding group cohesiveness and group conflict?

A. In a highly cohesive group, conflict is unnecessary.

B. Conflict and cohesiveness don’t mix.

C. Conflict tends to reduce group cohesiveness.

D. Cohesive groups have strong enough social bonds to tolerate conflict.

Answer: D Topic: 6.5.1: Trust, Conflict, and Efficacy Learning Objective: 6.5.1: Describe how trust between group members affects how groups manage conflict Skill: Understand the Concepts Difficulty: Moderate Consider this: What doesn’t kill us makes us stronger, as Fred Nietzsche might have said.

7. Cathy announces to her group that statistics show more students are dropping out of high Copyright © 2025 Pearson Education, Inc. All rights reserved.

school than a year ago. Keith agrees that his analysis shows the same pattern. Keith’s response may be categorized as A. Confirming response.

B. Expression of positive feelings.

C. Clarifying response.

D. Supportive response.

Answer: D Topic: 6.2.2: Confirming Responses Learning Objective: 6.2.2: Identify confirming responses Skill: Apply What You Know Difficulty: Moderate Consider this: Cathy and Keith seem to agree on the interpretation of a set of data, with each providing a kind of scaffolding for the other.

8. Which term is associated with Jack Gibb’s musings regarding a supportive climate?

A. Strategy B. Neutrality C. Evaluation D. Spontaneity Answer: D Topic: 6.1.6: Certainty versus Provisionalism Learning Objective: 6.1.6: Explain how being open to new ideas can create a positive group climate Skill: Remember Difficulty: Moderate Consider this: Gibb constructed a system of terms based on various notions he had.

9. Compared to face-to-face teams, virtual teams often show A. a proclivity toward being task-focused rather than having an interpersonal focus.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. lower levels of initial trust, cohesiveness, and satisfaction.

C. higher levels of initial liking for one another, followed by periods of contempt.

D. greater willingness to allow dissension within the group.

Answer: B Topic: 6.1.6: Certainty versus Provisionalism Learning Objective: 6.1.6: Explain how being open to new ideas can create a positive group climate Skill: Remember Difficulty: Moderate Consider this: This outcome may be due in large part to the difficulty of providing process feedback within the group.

10. In some groups, members address most comments to one central person, perhaps the designated leader or chairperson, making this type of network ________, which in turn __________.

A. less cohesive; negatively impacts morale B. inclusive of all members; produces better task performance C. more efficient; enhances group cohesiveness D. unwieldy; causes people to leave the group Answer: D Topic: 6.1.6: Certainty versus Provisionalism Learning Objective: 6.1.6: Explain how being open to new ideas can create a positive group climate Skill: Understand the Concepts Difficulty: Difficult Consider this: Sometimes limited communication patterns can produce benefits.

Essay Questions

Copyright © 2025 Pearson Education, Inc. All rights reserved.

1. Discuss the concept of communication networks. In your answer, compare two different network patterns and discuss their benefits.

Topic: 6.3.4: Communication and Cohesiveness Learning Objective: 6.3.4: Explain how communication influences group cohesiveness Skill: Analyze It Difficulty: Difficult 2. What is the relationship between group size and productivity? If you were to assemble a group to complete a specific task, what would be the optimal size? Please specify the task you have in mind and then explain why the group size you indicated would be optimal.

Topic: 6.4.1: Group Size Learning Objective: 6.4.1: Describe the ways that group size affects group climate Skill: apply What You Know Difficulty: Difficult 3. What is the definition of cohesiveness? Discuss some of the benefits of group cohesiveness.

Topic: 6.3: Group Cohesiveness Learning Objective: 6.3: Analyze groups for factors that aid or limit cohesiveness Skill: Understand the Concepts Difficulty: Moderate

4. Is there a role for defensiveness in small group communication? Why or why not? Please enlist evidence and examples to support your conclusions.

Topic: 6.1: Defensive versus Supportive Climates Learning Objective: 6.1: Compare defensive and supportive group climates Skill: Analyze It Difficulty: Moderate

Copyright © 2025 Pearson Education, Inc. All rights reserved.

5. Explain the difference between certainty and provisionalism. How are these concepts present in small groups, and how do they affect the group’s interactions?

Topic: 6.1.6: Certainty versus Provisionalism Learning Objective: 6.1.6: Explain how being open to new ideas can create a positive group climate Skill: Analyze It Difficulty: Moderate

Chapter 7: Enhancing Communication Skills in Groups True or False Questions 1. The face is the most important area of nonverbal communication for revealing emotions.

Answer: True Topic: 7.3.4: Facial Expressions Learning Objective: 7.3.4: Identify the facial expressions that communicate emotions Skill: Understand the Concepts Difficulty: Easy 2. The monitoring function of eye contact plays a vital role in regulating the back-and-forth flow of communication.

Answer: False Topic: 7.3.3: Eye Contact Learning Objective: 7.3.3: Interpret eye contact in the context of group communication Skill: Understand the Concepts Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate 3. Nonverbal cues need not be evaluated in the context of other communicative behavior because they have explicit meanings of their own.

Answer: False Topic: 7.3.1: The Importance of Nonverbal Communication Learning Objective: 7.3.1: Summarize the influence of nonverbal communication on group interactions Skill: Understand the Concepts Difficulty: Moderate 4. Bypassing takes place when people assign different meanings to the same word.

Answer: True Topic: 7.1.1: Bypassing Learning Objective: 7.1.1: Replace phrases that are open to bypassing Skill: Understand the Concepts Difficulty: Easy 5. Rehearsing a response is one of the steps to active listening.

Answer: False Topic: 7.2.3: A Guide to Active Listening Learning Objective: 7.2.3: Outline the steps involved in active listening Skill: Understand the Concepts Difficulty: Moderate 6. Jealousy is one of the six primary emotions identified by psychological scientists.

Answer: False Topic: 7.3.4: Facial Expressions Learning Objective: 7.3.4: Identify the facial expressions that communicate emotions Skill: Remember Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Easy 7. An illustrator is a nonverbal gesture that replaces the spoken message.

Answer: False Topic: 7.3.2: Posture, Movement, and Gestures Learning Objective: 7.3.2: Describe the five major types of nonverbal behavior Skill: Understand the Concepts Difficulty: Moderate 8. Affect displays are nonverbal behaviors that communicate emotion.

Answer: True Topic: 7.3.4: Facial Expressions Learning Objective: 7.3.4: Identify the facial expressions that communicate emotions Skill: Understand the Concepts Difficulty: Moderate 9. Vocal cues include rate, pitch, volume, and voice quality.

Answer: True Topic: 7.3.5: Vocal Cues Learning Objective: 7.3.5: Relate vocal cues to group communication Skill: Understand the Concepts Difficulty: Easy 10. Content-oriented listeners like complex, detailed information.

Answer: True Topic: 7.2.1: Listening Styles Learning Objective: 7.2.1: Compare listening styles Skill: Understand the Concepts Difficulty: Moderate Multiple-Choice Questions Copyright © 2025 Pearson Education, Inc. All rights reserved.

1. It is important to study how nonverbal communication variables affect small group discussion because A. people in groups spend more time communicating nonverbally than they do verbally.

B. nonverbal messages are ambiguous.

C. nonverbal cues are the same across cultures.

D. nonverbal cues may be taken out of context when interpreting them.

Answer: A Topic: 7.3.1: The Importance of Nonverbal Communication Learning Objective: 7.3.1: Summarize the influence of nonverbal communication on group interactions Skill: Understand the Concepts Difficulty: Moderate Consider this: Much information can be conveyed in the absence of words.

2. Jerzy, Marco, Joey, Damon, and Dee Dee are meeting to decide upon the theme for the next year’s charity bazaar. Jerzy suggests something that Marco does not like. Marco indicates his disapproval by giving Jerzy a ―thumbs-down‖ signal and saying, ―No way.‖ Marco’s nonverbal cue would best be labeled as an A. emblem.

B. adapter.

C. affect display.

D. illustrator.

Answer: D Topic: 7.3.2: Posture, Movement, and Gestures Learning Objective: 7.3.2: Describe the five major types of nonverbal behavior Skill: Apply What You Know Difficulty: Difficult Consider this: Marco is conveying both a verbal and nonverbal message simultaneously.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

3. Which is one of the basic emotions amply and repeatedly documented by Paul Ekman and wally Friesen?

A. Responsiveness B. Anger C. Jealousy D. Distrust

Answer: B Topic: 7.3.4: Facial Expressions Learning Objective: 7.3.4: Identify the facial expressions that communicate emotions Skill: Remember Difficulty: Easy Consider this: Think about emotions that would be fundamental, core, primary, or other similar descriptors.

4. Whom would we allow in our personal zone, according to Ed Hall?

A. Professor B. Coworker C. Colleague D. Family

Answer: D Topic: 7.3.7: Personal Space Learning Objective: 7.3.7: Explain how the use of space reflects relationships in a group Skill: Apply What You Know Difficulty: Moderate Consider this: Edwin T. Hall proposed the notion of proxemics, documenting how near or far we allow others to be to us.

5. Helios is the group leader. Where would he sit at a rectangular table?

Copyright © 2025 Pearson Education, Inc. All rights reserved.

A. At the end seat at one of the longer sides of the table.

B. At a seat near the corner of the table.

C. At the right corner at the foot of the table.

D. At the center seat at one of the longer sides of the table.

Answer: A Topic: 7.3.7: Personal Space Learning Objective: 7.3.7: Explain how the use of space reflects relationships in a group Skill: Apply What You Know Difficulty: Moderate Consider this: Helios’s choice of seat conveys a great deal of information and intent.

6. A guide to active listening includes which step?

A. Being aware of outside distractions B. Prejudging the communicator or the communication C. Rehearsing a response D. Asking appropriate questions

Answer: D Topic: 7.2.3: A Guide to Active Listening Learning Objective: 7.2.3: Outline the steps involved in active listening Skill: Understand the Concepts Difficulty: Moderate Consider this: This important step can serve several different functions.

7. Riccheta states, ―I am not really qualified for this job.‖ If you replied in a paraphrasing manner, what would you say?

A. ―Is there anything I can do to help?‖ B. ―Obviously you have some kind of a personal problem.‖ C. ―So, you think you lack the necessary skills.‖

Copyright © 2025 Pearson Education, Inc. All rights reserved.

D. ―Are you feeling frustrated?‖

Answer: C Topic: 7.2.3: A Guide to Active Listening Learning Objective: 7.2.3: Outline the steps involved in active listening Skill: Apply What You Know Difficulty: Moderate Consider this: A paraphrase restates what someone else has said.

8. Which communication barrier takes place when a statement is an untrue generalization?

A. Bypassing B. Allness statement C. Fact–inference confusion D. Verbal confusion

Answer: B Topic: 7.1.2: Allness (Untrue Generalization) Learning Objective: 7.1.2: Identify untrue generalizations (allness statements) Skill: Understand the Concepts Difficulty: Easy Consider this: Not all of these response options are correct, but one of them is fully correct.

9. Eye contact that reveals cues about thought processes represents the _________ function of that nonverbal behavior.

A. expressive B. cognitive C. regulatory D. monitoring

Answer: B Topic: 7.3.3: Eye Contact Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 7.3.3: Interpret eye contact in the context of group communication Skill: Remember Difficulty: Moderate Consider this: Looking upward while formulating a response to someone’s provocative query might be an example.

10. During the first weeks of his small seminar class, Artie purposefully chose his preferred classroom seat: three rows from the front, far left, near the wall. When the third week started, Artie entered the classroom to find that a new student, who had just added the course, was sitting in his seat. What is Artie likely to say, do, or feel?

A. Artie will not even notice and will sit in a random seat to wait for class to begin.

B. Artie will sit in the next available seat, reasoning that ―it doesn’t matter.‖ C. Artie will likely feel miffed and may somehow indicate to the new student that she’s in ―my seat.‖ D. Artie will pull a chair uncomfortably close to the new student ―to teach her a lesson.‖

Answer: C Topic: 7.3.6: Seating Arrangement Learning Objective: 7.3.6: Contextualize seating in a small group environment Skill: Remember Difficulty: Moderate Consider this: Does Artie own the chairs in the classroom? No. Are there assigned seats?

No. Is it a free country? Yes. And yet, would Artie’s reactions make perfect sense to virtually any and all students?

Essay Questions 1. Define nonverbal communication and discuss three reasons why nonverbal communication is important to small group communication.

Topic: 7.3.1: The Importance of Nonverbal Communication Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 7.3.1: Summarize the influence of nonverbal communication on group interactions Skill: Understand the Concepts Difficulty: Moderate 2. Distinguish between emblems, illustrators, and adaptors, and provide an example of how each behavior might occur in a small group context.

Topic: 7.3.2: Posture, Movement, and Gestures Learning Objective: 7.3.2: Describe the five major types of nonverbal behavior Skill: Apply What You Know Difficulty: Moderate 3. Discuss each of the steps involved in the process of active listening.

Topic: 7.2.3: A Guide to Active Listening Learning Objective: 7.2.3: Outline the steps involved in active listening Skill: Understand the Concepts Difficulty: Moderate 4. Explain the concept of perception checking and discuss how and why it is important to small group interactions.

Topic: 7.4.4: Develop the Skill of Perception Checking Learning Objective: 7.4.4: Explain when to use perception checking Skill: Understand the Concepts Difficulty: Difficult 5. Name the four functions of eye contact in small group communication and give a brief explanation, along with an example, for each.

Topic: 7.3.3: Eye Contact Learning Objective: 7.3.3: Interpret eye contact in the context of group communication Skill: Apply What You Know Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate Chapter 8: Managing Conflict True or False Questions 1. Communication scholars agree that conflict within a group should be avoided at all costs.

Answer: False Topic: 8.1.2: Misconceptions About Conflict Learning Objective: 8.1.2: Identify three misconceptions about conflict Skill: Understand the Concepts Difficulty: Moderate 2. Conflict can be directed toward people, ideas, or both.

Answer: True Topic: 8.2: Conflict Types Learning Objective: 8.2: Apply strategies for managing different kinds of conflict Skill: Understand the Concepts Difficulty: Moderate 3. Pseudo-conflict occurs when personalities clash.

Answer: False Topic: 8.2.1: Pseudo-Conflict Learning Objective: 8.2.1: Use strategies to manage pseudo-conflict Skill: Understand the Concepts Difficulty: Easy 4. A belief in a mistaken consensus is one of the symptoms of groupthink.

Answer: True Topic: 8.4.1: Signs of Groupthink Learning Objective: 8.4.1: Identify the signs of groupthink Skill: Remember Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Easy 5. Metadiscussion is a discussion about discussion.

Answer: True Topic: 8.6.1: Orient the Group Toward Its Goal Learning Objective: 8.6.1: Use strategies to keep a group in conflict focused on its goal Skill: Understand the Concepts Difficulty: Easy 6. An effective method for reaching consensus is to wait until time is about to run out before suggesting solutions.

Answer: False Topic: 8.6.1: Orient the Group Toward Its Goal Learning Objective: 8.6.1: Use strategies to keep a group in conflict focused on its goal Skill: Remember Difficulty: Moderate 7. In order to resolve simple conflicts, members must use facts, not opinions.

Answer: True Topic: 8.2.2: Simple Conflict Learning Objective: 8.2.2: Apply skills that help resolve simple conflict Skill: Understand the Concepts Difficulty: Moderate 8. To reach a consensus, areas of disagreement should be emphasized and repeated to the group.

Answer: False Topic: 8.6.1: Orient the Group Toward Its Goal Learning Objective: 8.6.1: Use strategies to keep a group in conflict focused on its goal Skill: Understand the Concepts Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate 9. One useful method to reduce groupthink is to encourage critical, independent thinking.

Answer: True Topic: 8.4.2: Suggestions for Reducing Groupthink Learning Objective: 8.4.2: Use methods for reducing groupthink Skill: Understand the Concepts Difficulty: Easy 10. When we first experience conflict, we typically use emotional appeals to the other person in a process known as seduction.

Answer: False Topic: 8.1.1: Stages of Conflict Learning Objective: 8.1.1: Outline the stages of group conflict Skill: Understand the Concepts Difficulty: Difficult Multiple-Choice Questions 1. Which statement is an example of a misconception about conflict?

A. Conflict can threaten the very existence of a group.

B. Conflict should be avoided at all costs.

C. Conflict can keep a group from achieving a required task.

D. Conflict can interfere with the quality of a group’s productivity.

Answer: B Topic: 8.1.2: Misconceptions About Conflict Learning Objective: 8.1.2: Identify three misconceptions about conflict Skill: Remember Difficulty: Moderate Consider this: Like death and taxes, some degree of conflict would seem to be inevitable.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

2. The type of conflict that occurs when individuals actually agree but think they disagree because of inaccurate communication is called _________ conflict.

A. simple B. terminal C. pseudo D. ego

Answer: C Topic: 8.2.1: Pseudo-Conflict Learning Objective: 8.2.1: Use strategies to manage pseudo-conflict Skill: Understand the Concepts Difficulty: Easy Consider this: Poor communication can make an agreement seem like a disagreement.

3. Differences in attitudes, opinions, values, information, and other factors that take time to become evident in groups are referred to as A. an impasse.

B. deep-level diversity.

C. pseudo-conflict.

D. accommodation.

Answer: B Topic: 8.2.4: Conflict in Diverse Groups Learning Objective: 8.2.4: Analyze how diversity influences group collaboration Skill: Remember Difficulty: Moderate Consider this: Attitudes, opinions, and so on aren’t always immediately apparent to group members.

4. Groupthink is likely to occur when

Copyright © 2025 Pearson Education, Inc. All rights reserved.

A. critical thinking is not rewarded.

B. one group member plays devil’s advocate.

C. too many group members attempt to assume the leadership role in the group.

D. members think about a problem for too long.

Answer: A Topic: 8.4: Groupthink Learning Objective: 8.4: Implement solutions for groups that engage in groupthink Skill: Understand the Concepts Difficulty: Moderate Consider this: If group members seem overly proud that peace and harmony prevail at their meetings, they may be experiencing groupthink.

5. Which observation indicates a sign of groupthink?

A. A group member tries to assume the role of ―devil’s advocate.‖ B. Group members believe that their group can do no wrong.

C. Group members divide into smaller subgroups.

D. Group members are sensitive to status differences within the group.

Answer: B Topic: 8.4.1: Signs of Groupthink Learning Objective: 8.4.1: Identify the signs of groupthink Skill: Understand the Concepts Difficulty: Moderate Consider this: Confidence is good; overconfidence is maybe less good; false confidence can be disastrous.

6. Mauro does not want to deal with conflict and often ignores problems and disagreements that arise. Mauro’s conflict style can best be described as A. accommodating.

B. collaborative.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

C. competitive.

D. avoidant.

Answer: D Topic: 8.3.1: Avoidance Learning Objective: 8.3.1: Describe the impacts of conflict avoidance Skill: Analyze It Difficulty: Moderate Consider this: Mauro would simply rather not deal with the difficulties.

7. Lucien encourages the whole group to help deal with an issue of disagreement. What conflict management style does Lucien employ?

A. Accommodating B. Collaborative C. Competitive D. Avoidant

Answer: B Topic: 8.3.1: Avoidance Learning Objective: 8.3.1: Describe the impacts of conflict avoidance Skill: Analyze It Difficulty: Moderate Consider this: Lucien wants to enlist the help of others to reach an agreement.

8. What type of conflict is evident when D’Shanté says, ―Just because you are the chair of the group doesn’t give you the right to railroad this decision!‖ and Valdo snaps, ―You are just jealous because you want to be the chair!‖ A. Pseudo-conflict B. Simple conflict C. Ego conflict D. Issue conflict Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: C Topic: 8.2.3: Ego Conflict Learning Objective: 8.2.3: Use strategies to manage ego conflict Skill: Apply What You Know Difficulty: Moderate Consider this: The exchange between D’Shanté and Valdo seems to be personal rather than professional.

9. LeRoi is high on both concern for self and concern for others, indicating that he is likely to use _________ as a conflict management style.

A. confrontation B. accommodation C. avoidance D. collaboration

Answer: D Topic: 8.2.4: Conflict in Diverse Groups Learning Objective: 8.2.4: Analyze how diversity influences group collaboration Skill: Apply What You Know Difficulty: Difficult Consider this: LeRoi would seem to want to find a way to make everyone happy.

10. What is one of Roger Fisher and William Ury’s conflict management principles?

A. Separate the people from the problem B. Focus on individual interests C. Focus on a single option D. Base decisions on subjective criteria

Answer: A Topic: 8.5.3: Separate the People from the Problem Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 8.5.3: Remove the personal attack from a statement of disagreement Skill: Understand the Concepts Difficulty: Easy Consider this: As they say in Hollywood when someone leaves a popular show, ―It was always about the work.‖ As they say in bands, when someone embarks on a solo career, ―We went in different musical directions.‖ Essay Questions 1. Define conflict and discuss the three classic types of conflict identified by Gerald Miller and Mark Steinberg.

Topic: 8.1: Conflict Defined Learning Objective: 8.1: Describe the elements of conflict Skill: Understand the Concepts Difficulty: Moderate 2. What is groupthink? Discuss six signs of groupthink and apply them to a situation in which a group is faced with making an important decision.

Topic: 8.4: Groupthink Learning Objective: 8.4: Implement solutions for groups that engage in groupthink Skill: Evaluate Difficulty: Difficult 3. Discuss how surface-level diversity and deep-level diversity can impact the functioning of a small group.

Topic: 8.2.4: Conflict in Diverse Groups Learning Objective: 8.2.4: Analyze how diversity influences group collaboration Skill: Analyze It Difficulty: Moderate 4. List and describe five conflict management styles. What are the advantages and disadvantages of each style? Under what circumstances might one style be more appropriate than another?

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 8.3: Conflict Management Styles Learning Objective: 8.3: Identify and describe five conflict management styles Skill: Understand the Concepts Difficulty: Moderate

5.

Please provide an example of how pseudo-conflict might be evident in a group’s

discussions. In your fictitious example, clearly indicate points of agreement, perceptions of disagreement, and strategies to resolve misunderstandings.

Topic: 8.2.1: Pseudo-Conflict Learning Objective: 8.2.1: Use strategies to manage pseudo-conflict.

Skill: Apply What You Know Difficulty: Moderate

Chapter 9: Leading Groups True or False Questions 1. Current conceptions of leadership emphasize personal attributes or qualities that leaders possess.

Answer: False Topic: 9.1: Functional Perspective of Leadership Learning Objective: 9.1: Explain why the functional perspective on leadership is more useful than the trait perspective Skill: Understand the Concepts Difficulty: Easy 2. The functional approach views leadership as a set of behaviors and responsibilities that may be shared and distributed among all group members.

Answer: True Topic: 9.1: Functional Perspective of Leadership Learning Objective: 9.1: Explain why the functional perspective on leadership is more useful Copyright © 2025 Pearson Education, Inc. All rights reserved.

than the trait perspective Skill: Understand the Concepts Difficulty: Easy 3. By proposing a change in the group’s deliberations, the leader is initiating a procedural change.

Answer: True Topic: 9.1.1: Task Leadership Learning Objective: 9.1.1: Identify behaviors associated with task leadership Skill: Understand the Concepts Difficulty: Difficult 4. Groups with authoritarian leadership tend to be aggressive or apathetic.

Answer: True Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Understand the Concepts Difficulty: Easy 5. Laissez-faire groups are generally satisfied and function in an orderly way.

Answer: False Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Understand the Concepts Difficulty: Easy 6. Transformational leaders strive for change, and to elevate and inspire followers.

Answer: True Topic: 9.3: Transformational Leadership Learning Objective: 9.3: Apply a transformational style to small group leadership Skill: Understand the Concepts Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate 7. Paul Hersey described four categories of leadership as telling, selling, participating, and relating.

Answer: False Topic: 9.2.2: Hersey’s Situational Leadership Model Learning Objective: 9.2.2: Outline Hersey’s model of situational leadership Skill: Remember Difficulty: Moderate 8. Democratic leaders remain aloof from active group participation.

Answer: False Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Understand the Concepts Difficulty: Moderate 9. Shared leadership distributes responsibilities among two or more members.

Answer: False Topic: 9.2.3: Shared Leadership in Teams Learning Objective: 9.2.3: Explain the impact of shared leadership on group performance Skill: Understand the Concepts Difficulty: Easy 10. In the emergent leadership studies, classroom discussion groups often reject an authoritarian leader as a person who is perceived as being ―too bossy‖ or ―dictatorial.‖

Answer: True Topic: 9.4.1: The Minnesota Studies Learning Objective: 9.4.1: Characterize the kind of leader groups tend to choose for themselves Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Difficulty: Easy Multiple-Choice Questions: 1. Which style of leadership is evident when a leader says to a group, ―Let’s get some ideas from you; how do you think we should solve this problem?‖ A. Authoritarian B. Democratic C. Laissez-faire D. Autocratic

Answer: B Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Apply What You Know Difficulty: Moderate Consider this: This leader would be involving group members and soliciting opinions.

2. A laissez-faire leader A. makes only infrequent spontaneous comments.

B. tends to be personal in praise and criticism.

C. tends to be objective and fair-minded.

D. tries to be a regular group member.

Answer: D Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Understand the Concepts Difficulty: Moderate Consider this: Such leaders avoid dominating group interactions.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

3. Which task leadership behavior is demonstrated by someone who shows relationships and connections between ideas that are contributed by different group members?

A. Initiating B. Summarizing C. Elaborating D. Coordinating

Answer: D Topic: 9.1.1: Task Leadership Learning Objective: 9.1.1: Identify behaviors associated with task leadership Skill: Understand the Concepts Difficulty: Moderate Consider this: This leader tries to synthesize and integrate multiple viewpoints.

4. Twenty first-year college students arrive for the first day of an introductory-level communications course. The instructor spends the class time emphasizing the projects to be completed and stressing the importance of following the rules outlined in the syllabus at all times. Which leadership behavior would Sarah Trenholm say is present, based on Paul Hersey’s model?

A. Delegating B. Participating C. Selling D. Telling

Answer: D Topic: 9.2.2: Hersey’s Situational Leadership Model Learning Objective: 9.2.2: Outline Hersey’s model of situational leadership Skill: Apply What You Know Difficulty: Moderate Consider this: The group leader—in this case, the instructor—seems to be ―all business‖ with little concern for relationship building.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

5. A transformational leader is someone who A. has an unusual amount of influence on followers and can change their attitudes and beliefs.

B. has the ability to consistently meet task leadership goals.

C. through their intellectual skills, can argue persuasively for their position and convince a work team to adopt that position.

D. can turn into a Japanese robot if you push the hidden button.

Answer: A Topic: 9.3: Transformational Leadership Learning Objective: 9.3: Apply a transformational style to small group leadership Skill: Apply What You Know Difficulty: Moderate Consider this: Inspiration would seem to be a key ingredient here.

6. Sophie-Michelle asked to be the leader of a task group. The task she was asked to complete was a clear and urgent one. Which leadership behavior would be best for her to use?

A. Laissez-faire B. Democratic C. Functional D. Authoritarian

Answer: D Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Apply What You Know Difficulty: Moderate Consider this: Sophie-Michelle should get down to business quickly and decisively.

7. After his group met a pressing and urgent goal, Roscoe and his team felt much less stress Copyright © 2025 Pearson Education, Inc. All rights reserved.

and worked collaboratively to meet less structured goals. Which leadership behavior would be best for Roscoe to use in these circumstances?

A. Laissez-faire B. Democratic C. Autocratic D. Authoritarian

Answer: B Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Apply What You Know Difficulty: Moderate Consider this: Roscoe can take some time to solicit input from all group members.

8. Task-oriented group discussions need to generate ideas. Which leadership role helps a group move toward that goal?

A. Initiating B. Coordinating C. Elaborating D. Summarizing

Answer: A Topic: 9.1.1: Task Leadership Learning Objective: 9.1.1: Identify behaviors associated with task leadership Skill: Understand the Concepts Difficulty: Moderate Consider this: Someone needs to kick-start the group to get some ideas flowing.

9. ___________ is an important leadership function because it ensures more input along the task dimension and higher member satisfaction along the process dimension.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

A. Tension relief B. Encouraging C. Gatekeeper D. Mediation

Answer: C Topic: 9.4.1: The Minnesota Studies Learning Objective: 9.4.1: Characterize the kind of leader groups tend to choose for themselves Skill: Understand the Concepts Difficulty: Moderate Consider this: Someone skilled in this area would know what to solicit from whom, and when, as well as what to ignore or squelch.

10. In Paul Hersey’s situational model of leadership, which leadership style is driven primarily by concern for relationships and a need for all group members to share in decisionmaking?

A. Telling style B. Selling style C. Participating style D. Delegating style

Answer: C Topic: 9.2.2: Hersey’s Situational Leadership Model Learning Objective: 9.2.2: Outline Hersey’s model of situational leadership Skill: Apply What You Know Difficulty: Moderate Consider this: This type of leader would see the benefits of joining in.

Essay Questions Copyright © 2025 Pearson Education, Inc. All rights reserved.

1. Discuss authoritarian, democratic, and laissez-faire leadership styles. In which group situation would each style be most beneficial?

Topic: 9.2.1: Leadership Style Learning Objective: 9.2.1: Compare the three major leadership styles Skill: Evaluate Difficulty: Difficult 2. Discuss the concept of a servant leader. How does this approach compare to authoritarian leadership?

Topic: 9.4.2: Leadership and Gender Learning Objective: 9.4.2: Compare the ways in which women and men serve and are perceived as leaders Skill: Evaluate Difficulty: Difficult 3. Explain why it is somewhat ―lazy‖ to say that there are ―masculine leaders‖ or that ―women are better at … .‖ How and why does this kind of trait reasoning give way to a functional perspective? That is, what is more important: Who the leader is, or what the leader does?

Please use examples to reinforce your conclusions.

Topic: 9.4.2: Leadership and Gender Learning Objective: 9.4.2: Compare the ways in which women and men serve and are perceived as leaders Skill: Evaluate Difficulty: Difficult

4. Summarize the three skills that Peter Senge thinks are critical for transformational leaders to demonstrate. Do you agree with this analysis? Why or why not?

Topic: 9.3.1: Critical Skills of Transformational Leadership Learning Objective: 9.3.1: Identify the skills associated with transformational leadership Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Analyze It Difficulty: Moderate

5. What is the ―method of residues,‖ and how does it apply to leaders and groups?

Topic: 9.4.1: The Minnesota Studies Learning Objective: 9.4.1: Characterize the kind of leader groups tend to choose for themselves Skill: Understand the Concepts Difficulty: Moderate

Chapter 10: Making Decisions and Solving Problems True or False Questions 1. In ineffective decision making, a group analyzes the decision to be made by assessing the present situation.

Answer: False Topic: 10.1.1: Making Effective Group Decisions Learning Objective: 10.1.1: Evaluate the effectiveness of a group decision-making process.

Skill: Understand the Concepts Difficulty: Easy 2. Decision-by-consensus is a time-consuming and difficult strategy.

Answer: True Topic: 10.1.2: Methods of Group Decision Making Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 10.1.2: Compare group decision-making methods Skill: Understand the Concepts Difficulty: Easy 3. One of the disadvantages of a decision made by an expert is that the group members may not be satisfied with the decision.

Answer: True Topic: 10.1.2: Methods of Group Decision Making Learning Objective: 10.1.2: Compare group decision-making methods Skill: Understand the Concepts Difficulty: Moderate 4. Virtual groups occasionally report less satisfaction with their computer-mediated group experiences.

Answer: True Topic: 10.1.2: Methods of Group Decision Making Learning Objective: 10.1.2: Compare group decision-making methods Skill: Apply What You Know Difficulty: Moderate 5. Decision by minority is generally one of the most effective methods a group can use in order to make a decision.

Answer: False Topic: 10.1.2: Methods of Group Decision Making Learning Objective: 10.1.2: Compare group decision-making methods Skill: Apply What You Know Difficulty: Moderate

6. The three approaches to group problem solving include descriptive, dysfunctional, and prescriptive.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: False Topic: 10.3: The Descriptive Approach to Problem Solving Learning Objective: 10.3: Identify and apply the descriptive approach to problem solving and decision-making groups Skill: Understand the Concepts Difficulty: Easy

7. Three elements of a problem include an undesirable existing situation, a goal the group wants to achieve, and obstacles to achievement.

Answer: True Topic: 10.2.1: Problem Solving Defined Learning Objective: 10.2.1: Explain the three elements of a problem Skill: Understand the Concepts Difficulty: Easy 8. Lack of structure is considered one of the top barriers to group and team problem solving.

Answer: True Topic: 10.2.2: Barriers to Group Problem Solving Learning Objective: 10.2.2: Describe group problems that influence problem solving Skill: Understand the Concepts Difficulty: Easy 9. In the multisequence model of group problem solving, groups switch from one activity track to another as they engage in task-process, relational, and topical focus activities.

Answer: True Topic: 10.3.5: Multisequence Model Learning Objective: 10.3.5: Explain the multisequence model Skill: Understand the Concepts Difficulty: Easy 10. The four phases of the descriptive approach to problem solving include orientation, Copyright © 2025 Pearson Education, Inc. All rights reserved.

conflict, emergence, and reinforcement.

Answer: True Topic: 10.3.1: Group Phases Learning Objective: 10.3.1: Describe the phases of group discussion Skill: Understand the Concepts Difficulty: Easy Multiple-Choice Questions 1. A spirit of unity characterizes the _________ phase of communication theorist B. Aubrey Fisher’s four developmental phases.

A. orientation B. conflict C. emergence D. reinforcement

Answer: D Topic: 10.3.1: Group Phases Learning Objective: 10.3.1: Describe the phases of group discussion Skill: Apply What You Know Difficulty: Moderate Consider this: Fisher makes two assumptions about the descriptive approach: (1) There is a ―natural,‖ or normal, process of group problem solving, and (2) a group will follow a normal problem-solving approach unless some external authority interferes with its freedom to solve its problem.

2. Although the __________ method of decision making can be useful as a discussion starter to see where a group stands on a particular issue, it is not usually the best way to make a decision.

A. decision by minority B. averaging individual rankings

Copyright © 2025 Pearson Education, Inc. All rights reserved.

C. decision by expert D. majority vote

Answer: B Topic: 10.1.2: Methods of Group Decision Making Learning Objective: 10.1.2: Compare group decision-making methods Skill: Analyze It Difficulty: Moderate Consider this: There’s a reason why some opinions are ascendant, and some are not.

3. The greatest problem in making a group decision by majority vote is that A. a majority decision never involves discussion.

B. majority decisions do not allow input from all members.

C. it will be difficult to implement the decision because it does not enjoy widespread acceptance.

D. groups may sacrifice decision quality and group cohesiveness for efficiency.

Answer: D Topic: 10.1.2: Methods of Group Decision Making Learning Objective: 10.1.2: Compare group decision-making methods Skill: Apply What You Know Difficulty: Moderate Consider this: Voting is voting; it doesn’t necessarily imply discussion, forethought, soliciting opinions, and so on.

4. The decision-making approach that suggests that during communication there are competing tensions pulling the conversation in multiple directions is the ________ model.

A. dialectical B. spiraling C. punctuated equilibrium D. multisequence Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: A Topic: 10.3.2: Dialectical Theory Learning Objective: 10.3.2: Apply dialectical theory to group process Skill: Analyze It Difficulty: Moderate Consider this: Groups like a sense of stability, yet because communication is dynamic, there is also an interest in developing new ideas and procedures; that is, groups expect change.

5. Four members of a five-member team meet to talk after a team meeting. Their conversation centers on the absent member and is composed of statements like, ―I wonder why Giovanni did not show up for the meeting?‖ and ―It’s not like him not to contact one of us.‖ In which of Marshall Scott Poole’s activity tracks is this team engaging?

A. topical focus B. relational activities C. task-process activities D. psychodynamic activities

Answer: B Topic: 10.3.5: Multisequence Model Learning Objective: 10.3.5: Explain the multisequence model Skill: Analyze It Difficulty: Moderate Consider this: These activities help to maintain a group’s working climate.

6. Which difficulty is one of the most common barriers for problem solving?

A. Lack of compatibility B. Lack of listening C. Lack of ingenuity D. Lack of cultural sensitivity Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: D Topic: 10.2.2: Barriers to Group Problem Solving Learning Objective: 10.2.2: Describe group problems that influence problem solving Skill: Apply What You Know Difficulty: Moderate Consider this: One research team spent more than six years asking people who had participated in group discussions which barriers kept their group from operating at full capacity, although it seems like the list could have been generated with maybe an hour’s thought.

7. Which statement best explains the descriptive approach to group problem solving?

A. Group members need guidelines to follow in problem solving.

B. Group members need to be consistently rational in problem solving.

C. There is a natural process to group problem solving.

D. There is a predetermined agenda to group problem solving.

Answer: C Topic: 10.3: The Descriptive Approach to Problem Solving Learning Objective: 10.3: Identify and apply the descriptive approach to problem solving and decision-making groups Skill: Apply What You Know Difficulty: Moderate Consider this: A descriptive approach describes things, one would think.

8. There are four phases of group development proposed by B. Aubrey Fisher. Which stage is characterized by members actively trying to persuade one another?

A. orientation B. conflict C. emergence D. reinforcement Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: B Topic: 10.3.1: Group Phases Learning Objective: 10.3.1: Describe the phases of group discussion Skill: Analyze It Difficulty: Moderate Consider this: This occurs during the second phase proposed by Fisher.

9. After arguing vehemently on opposite sides during several group meetings, Hidalgo and Assunta have compromised their positions and come to a tentative agreement. Their small group is probably experiencing which phase of development, according to B. Aubrey Fisher?

A. orientation B. conflict C. emergence D. reinforcement

Answer: C Topic: 10.3.1: Group Phases Learning Objective: 10.3.1: Describe the phases of group discussion Skill: Analyze It Difficulty: Moderate Consider this: This occurs during the third phase proposed by Fisher.

10. Which approach is an effective strategy that can bridge cultural differences?

A. Relying on stereotypes.

B. Being ethnocentric.

C. Being intolerant of ambiguity.

D. Being other-oriented.

Answer: D Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 10.5.3: Strategies to Bridge Cultural Differences Learning Objective: 10.5.3: Apply strategies to reduce discord in groups with cultural differences Skill: Apply What You Know Difficulty: Moderate Consider this: Some of these sound like horrible strategies, but one clearly sounds like it might be a good idea.

Essay Questions

1. What are the six steps to group decision making, and an effective way to follow the predictable pattern that emerges?

Topic: 10.1.1: Effectiveness of Group Decision Making Learning Objective: 10.1.1: Evaluate the effectiveness of a group decision-making process Skill: Apply What You Know Difficulty: Moderate

2. Define and discuss three of the methods of group decision making. Provide an advantage and a disadvantage for each technique, and describe when each method might be an appropriate way to make a decision.

Topic: 10.3: The Descriptive Approach to Problem Solving Learning Objective: 10.3: Identify and apply the descriptive approach to problem solving and decision-making groups Skill: Evaluate Difficulty: Difficult

3. Discuss six strategies that can bridge cultural differences. Is each strategy as effective as the others in all situations? That is, should a group member be selective in determining which approach might be best suited to which aspect of group difficulties? Please explain your reasoning.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 10.5.3: Strategies to Bridge Cultural Differences Learning Objective: 10.5.3: Apply strategies to reduce discord in groups with cultural differences Skill: Apply What You Know Difficulty: Difficult

4.

Explain why a functional approach to problem solving is called that. What are the

―functions‖ implied in that designation? Can such functions take different forms? Please explain.

Topic: 10.4: The Functional Approach to Problem Solving Learning Objective: 10.4: Identify and apply the functional approach to group problem solving and decision making Skill: Analyze It Difficulty: Moderate

5.

Please provide your own example of the idea-generation function of problem solving.

How does it follow from the analysis function, and how does it provide a foundation for the evaluation function?

Topic: 10.4: The Functional Approach to Problem Solving Learning Objective: 10.4.2: Describe communication functions of effective problem solvers Skill: Apply What You Know Difficulty: Moderate

Chapter 11: Using Problem-Solving Techniques True or False Questions 1. When there is no structure to the group discussion, the group will take more time to deliberate.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: True Topic: 11.2.1: Groups Need Structure Learning Objective: 11.2.1: Explain how structure helps a group function Skill: Understand the Concepts Difficulty: Easy 2. Any method of structuring group problem solving is better than no method at all.

Answer: True Topic: 11.2.1: Groups Need Structure Learning Objective: 11.2.1: Explain how structure helps a group function Skill: Understand the Concepts Difficulty: Easy 3. Sociologist Robert F. Bales found that most task-oriented groups spend 40 percent of their time talking about the task at hand and 60 percent on social, relational, and maintenance matters.

Answer: False Topic: 11.2.1: Groups Need Structure Learning Objective: 11.2.1: Explain how structure helps a group function Skill: Apply What You Know Difficulty: Moderate 4. A group needs a balance of interaction and structure to be both efficient and effective.

Answer: True Topic: 11.2: Balancing Group Structure and Group Interaction Learning Objective: 11.2.2: Describe the importance of group interaction Skill: Understand the Concepts Difficulty: Easy 5. There is no single best way to solve problems in groups.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Answer: True Topic: 11.2: Balancing Group Structure and Group Interaction Learning Objective: 11.2: Determine the structure and interactive methods needed to help groups work together Skill: Understand the Concepts Difficulty: Easy 6. According to philosopher John Dewey, the first step in the process of reflective thinking is to analyze the problem.

Answer: False Topic: 11.1: Prescriptive Problem-Solving Strategies Learning Objective: 11.1: Create a basic agenda to address group problems using reflective thinking Skill: Apply What You Know Difficulty: Moderate 7. A key difference between the single-question format and the ideal-solution format is that the single-question format requires that a group formulate a question to help obtain the information needed to solve a problem.

Answer: True Topic: 11.4: Question-Oriented Approaches to Problem Solving Learning Objective: 11.4: Solve problems using question-oriented approaches Skill: Understand the Concepts Difficulty: Moderate 8. Force-field analysis assumes that a group knows what the goal, objective, or target it wants to achieve.

Answer: True Topic: 11.3.2: Step 2. Analyze the Problem Learning Objective: 11.3.2: Analyze a group problem using an appropriate analysis tool Copyright © 2025 Pearson Education, Inc. All rights reserved.

Skill: Understand the Concepts Difficulty: Easy 9. The advantage of a fishbone diagram is that all group members can work on it together.

Answer: True Topic: 11.3.2: Step 2. Analyze the Problem Learning Objective: 11.3.2: Analyze a group problem using an appropriate analysis tool Skill: Understand the Concepts Difficulty: Easy 10. The less individuals share their information early in the process of a group discussion, the more the overall performance of the group improves.

Answer: False Topic: 11.2.2: Groups Need Interaction Learning Objective: 11.2.2: Describe the importance of group interaction Skill: Understand the Concepts Difficulty: Easy Multiple-Choice Questions 1. According to John Dewey, a reflective thinker considers which of these questions?

A. What is the ―felt difficulty‖ or concern?

B. How many members are in the group?

C. What is the importance of the issue at hand?

D. How can the group as a whole improve the quality of the decision?

Answer: A Topic: 11.1.1: The Origin of Prescriptive Problem-Solving Strategies Learning Objective: 11.1.1: Describe the prescriptive problem-solving strategy according to John Dewey Skill: Apply What You Know Copyright © 2025 Pearson Education, Inc. All rights reserved.

Difficulty: Moderate Consider this: Dewey was noted primarily for his ideas about education and, presumably, about communication processes.

2. A problem-solving group meets to discuss what should be done to increase financial support of their group. Using the reflective approach, what should be the first item of importance on their agenda?

A. Brainstorm possible solutions B. Analyze the possible causes of the problem C. Discuss possible solutions to the problem D. Identify and define the problem

Answer: D Topic: 11.3.1: Step 1. Identify and Define the Problem Learning Objective: 11.3.1: Use tools that help define a group problem Skill: Apply What You Know Difficulty: Moderate Consider this: Before a problem can be solved, the problem must be known.

3. What is the last step in the reflective thinking approach to problem-solving?

A. Implementing the solution B. Deciding on the best solution C. Testing solutions with determined criteria D. Discussing the disadvantages of the solution

Answer: A Topic: 11.3.6: Step 5. Test and Implement the Solution Learning Objective: 11.3.6: Describe methods of testing proposed solutions and implementing them Skill: Apply What You Know Difficulty: Moderate Copyright © 2025 Pearson Education, Inc. All rights reserved.

Consider this: Talk minus action equals zero, as the Canadian punk band D.O.A. once said.

4. What is SWOT an acronym for?

A. Strategic Winning Over Time B. Say What Others Think C. Strengths Weaknesses Opportunities Threats D. Systems Without Operational Tactics

Answer: C Topic: 11.3.1: Step 1. Identify and Define the Problem Learning Objective: 11.3.1: Use tools that help define a group problem Skill: Apply What You Know Difficulty: Moderate Consider this: A proper SWOT analysis then leads to maximizing, overcoming, leveraging, and addressing, and that SWOT-like order.

5. A Pareto chart lists A. issues, costs, and effects B. threats; weaknesses; opportunities C. pros and cons of solutions D. causes, source, and frequency of the problem

Answer: D Topic: 11.3.1: Step 1. Identify and Define the Problem Learning Objective: 11.3.1: Use tools that help define a group problem Skill: Apply What You Know Difficulty: Moderate Consider this: A Pareto chart is a type of bar graph.

6. Social psychologist Kurt Lewin developed ________ based on the assumption that a group knows which goal it wants to achieve.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

A. reflective thinking B. brainstorming C. is/is not an analysis D. force–field analysis

Answer: D Topic: 11.3.2: Step 2. Analyze the Problem Learning Objective: 11.3.2: Analyze a group problem using an appropriate analysis tool Skill: Apply What You Know Difficulty: Moderate Consider this: Kurt Lewin pretty much set the agenda for social psychologists regarding leadership and group behavior before his untimely death in 1947.

7. A small group is creating a fishbone diagram to analyze the shoplifting problem at a local mall. ―Many people are shoplifting right now because the economy is so bad,‖ noted Piotr.

Piotr has just identified A. a cause of the problem B. an effect of the problem C. a symptom of the problem D. a solution to the problem

Answer: A Topic: 11.3.2: Step 2. Analyze the Problem Learning Objective: 11.3.2: Analyze a group problem using an appropriate analysis tool Skill: Analyze It Difficulty: Moderate Consider this: Piotr seems to have put his metaphorical finger on an important starting point for group discussion.

8. A chart that lists pros and cons while evaluating solutions is called a A. T-chart.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. PERT chart.

C. fishbone diagram.

D. flowchart.

Answer: A Topic: 11.3.5: Step 4. Evaluate Options and Select Solutions Learning Objective: 11.3.5: Use an evaluation tool to consider different options Skill: Apply What You Know Difficulty: Moderate Consider this: Communications researchers consistently report that when groups weigh the positive and negative outcomes of solutions, they make better decisions.

9. A chart that is a grid that lists the tasks that need to be done and identifies who will be responsible for each task is a(n) A. PROMOD graph.

B. PERT diagram.

C. Pareto chart.

D. SWOT analysis.

Answer: B Topic: 11.3.6: Step 5. Test and Implement the Solution Learning Objective: 11.3.6: Describe methods of testing proposed solutions and implementing them Skill: Apply What You Know Difficulty: Moderate Consider this: This technique was originally developed by the U.S. Navy during the 1950s.

10. A chart that produces a step-by-step diagram of a multistep process is known as a(n) A. Omega concern.

B. action analysis.

Copyright © 2025 Pearson Education, Inc. All rights reserved.

C. Delphi diagram.

D. flowchart.

Answer: D Topic: 11.3.6: Step 5. Test and Implement the Solution Learning Objective: 11.3.6: Describe methods of testing proposed solutions and implementing them Skill: Apply What You Know Difficulty: Moderate Consider this: This rendering illustrates how one process feeds into another.

Essay Questions 1. Cadets in the police force in your town have been having difficulty completing the necessary tests required to advance to full-fledged officer status. As a result, the force is understaffed, and the City Council is demanding a solution. Design a fishbone diagram to analyze this problem.

Topic: 11.3.2: Step 2. Analyze the Problem Learning Objective: 11.3.2: Analyze a group problem using an appropriate analysis tool Skill: Apply What You Know Difficulty: Difficult 2. Use force-field analysis to analyze a problem of your choice. Design a chart to illustrate your answer.

Topic: 11.3.2: Step 2. Analyze the Problem Learning Objective: 11.3.2: Analyze a group problem using an appropriate analysis tool Skill: Apply What You Know Difficulty: Difficult 3. What is the purpose of the PROMOD technique? What makes this technique unique among problem-solving strategies?

Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 11.3.2: Step 2. Analyze the Problem Learning Objective: 11.3.2: Analyze a group problem using an appropriate analysis tool Skill: Evaluate Difficulty: Difficult

4.

Apply the five steps of reflective problem solving suggested by John Dewey to the

problem of increasing recycling efforts on your college campus. If a small group was charged with proposing solutions, how would Dewey’s process help their efforts?

Topic: 11.1: Prescriptive Problem-Solving Strategies Learning Objective: 11.1: Create a basic agenda to address group problems using reflective thinking Skill: Apply What You Know Difficulty: Moderate

5.

Explain why a prescriptive approach to problem solving is called that. What is the

―prescription‖ implied in that designation? Can such a prescription take different forms?

Please explain.

Topic: 11.1: Prescriptive Problem-Solving Strategies Learning Objective: 11.1.1: Describe the prescriptive problem-solving strategy according to John Dewey Skill: Understand the Concepts Difficulty: Moderate

Chapter 12: Enhancing Creativity in Groups True or False Questions 1. Creativity refers to the generation, application, combination, and extension of new ideas.

Answer: True Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 12.1: Defining Creativity Learning Objective: 12.1: Define creativity Skill: Understand the Concepts Difficulty: Easy 2. Creativity just happens; either a burst of inspiration comes to a person, or it doesn’t.

Answer: False Topic: 12.1.2: Myths about Creativity Learning Objective: 12.1.2: Describe common myths about creativity Skill: Understand the Concepts Difficulty: Easy

3. Working or living in poor physical surroundings can actually enhance creativity.

Answer: False Topic: 12.2: Barriers to Group Creativity Learning Objective: 12.2: Identify challenges to group creativity Skill: Understand the Concepts Difficulty: Easy 4. Having too many people in a group working on a problem can be a barrier to creativity.

Answer: True Topic: 12.2: Barriers to Group Creativity Learning Objective: 12.2: Identify challenges to group creativity Skill: Understand the Concepts Difficulty: Easy 5. It is not necessary to analyze and define a problem when trying to come up with a creative solution.

Answer: False Topic: 12.3: Principles of Group Creativity Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 12.3: Apply principles that enhance group creativity Skill: Understand the Concepts Difficulty: Easy 6. Listening to group members’ viewpoints that are in the minority stunts the growth of creativity.

Answer: False Topic: 12.3: Principles of Group Creativity Learning Objective: 12.3.3: Listen to group members who voice opinions that are in the minority Skill: Understand the Concepts Difficulty: Easy 7. The nominal-group technique uses individual brainstorming.

Answer: True Topic: 12.4: Techniques for Enhancing Group Creativity Learning Objective: 12.4.1: Use brainstorming to develop creative options to solve a problem Skill: Understand the Concepts Difficulty: Easy 8. SCAMPER refers to a list of ways to ―piggyback‖ off the ideas of other group members.

Answer: True Topic: 12.4: Techniques for Enhancing Group Creativity Learning Objective: 12.4.1: Use brainstorming to develop creative options to solve a problem Skill: Understand the Concepts Difficulty: Easy 9. Creative ideas arise only during periods of high stimulation.

Answer: False Topic: 12.1.2: Myths about Creativity Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 12.1.2: Describe common myths about creativity Skill: Understand the Concepts Difficulty: Easy 10. When using the Delphi technique, group members do not have to meet face-to-face.

Answer: True Topic: 12.4: Techniques for Enhancing Group Creativity Learning Objective: 12.4.3: Apply the Delphi technique to a group problem Skill: Understand the Concepts Difficulty: Easy Multiple-Choice Questions 1. Which creative problem-solving method, developed by Alex Osborn, allows group members to list even seemingly wild and crazy ideas in order to address a particular problem?

A. Reflective thinking B. Brainstorming.

C. Is/is not an analysis.

D. Force-field analysis.

Answer: B Topic: 12.4.1: Brainstorming Learning Objective: 12.4.1: Use brainstorming to develop creative options to solve a problem Skill: Analyze Difficulty: Moderate Consider this: The notion is that ideas metaphorically will rain from the heavens, washing over group members and sparking their inspiration.

2. Compared to the others, in which situation would the brainstorming approach to group problem solving be most effective?

A. when the group is addressing a question of fact Copyright © 2025 Pearson Education, Inc. All rights reserved.

B. when the group is addressing a question of values C. when original ideas are needed for a solution D. when limited ideas are needed for a speedy solution to a problem

Answer: C Topic: 12.4.1: Brainstorming Learning Objective: 12.4.1: Use brainstorming to develop creative options to solve a problem Skill: Understand the Concepts Difficulty: Moderate Consider this: Although brainstorming can be used in several phases of group discussions, it may be most useful under these conditions.

3. When brainstorming, what is the central principle assumed to make the process successful?

A. evaluating ideas as they are mentioned B. ruling out the criticism of ideas C. keeping ideas within certain boundaries D. refraining from ―piggybacking‖ off another’s ideas

Answer: B Topic: 12.4.1: Brainstorming Learning Objective: 12.4.1: Use brainstorming to develop creative options to solve a problem Skill: Understand the Concepts Difficulty: Easy Consider this: The notion is that, as ideas are being generated, ―more is better.‖ 4. The procedure that uses the same principle as brainstorming but has members write their ideas individually before sharing them with the group is called a(n) A. nominal-group technique B. is/is not analysis C. journalist’s six questions Copyright © 2025 Pearson Education, Inc. All rights reserved.

D. PERT chart

Answer: A Topic: 12.4.2: The Nominal-Group Technique Learning Objective: 12.4.2: Use the nominal-group technique in a group discussion Skill: Apply What You Know Difficulty: Moderate Consider this: The major theoretical breakthrough suggested by communications scholars indicates that the medium of idea generation makes a difference, nominally.

5. In which procedure does a group not have to meet face-to-face to brainstorm ideas?

A. nominal-group technique B. is/is not analysis C. affinity technique D. Delphi technique

Answer: D Topic: 12.4.3: The Delphi Technique Learning Objective: 12.4.3: Apply the Delphi technique to a group problem Skill: Understand the Concepts Difficulty: Moderate Consider this: This technique is sometimes referred to as ―absentee brainstorming.‖ 6. The brainstorming procedure that uses Post-It® notes to sort through and organize ideas is called A. nominal-group technique.

B. Electronic brainstorming.

C. affinity technique.

D. Delphi technique.

Answer: C Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 12.4.4: The Affinity Technique Learning Objective: 12.4.4: Use the affinity technique to generate options during a group discussion Skill: Apply What You Know Difficulty: Moderate Consider this: Groups often demonstrate a certain resonance with this technique.

7. Compared to the others, which strategy is typically suggested for having a successful brainstorming session?

A. Set aside a definite amount of time.

B. Make sure that each member critiques each idea as it is presented.

C. Do not consider reverse brainstorming.

D. Allow quiet, shy members to refrain from participating.

Answer: A Topic: 12.4.4: The Affinity Technique Learning Objective: 12.4.4: Use the affinity technique to generate options during a group discussion Skill: Apply What You Know Difficulty: Moderate Consider this: Brainstorming can get carried away if there’s no anticipated break in the weather on the horizon.

8. ―We have never done it this way before‖ is an example of A. poor timing B. analyzing the problem before first generating possible solutions C. listening to the viewpoints expressed by a minority of group members D. stinking thinking

Answer: D Topic: 12.2: Barriers to Group Creativity Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 12.2: Identify challenges to group creativity Skill: Apply What You Know Difficulty: Moderate Consider this: Zig Ziglar crafted a lucrative career from the well-turned phrase.

9. When using the Delphi technique, a group leader A. corresponds with group members in writing, informing them of the task and inviting their input.

B. rejects ideas as they are presented in a face-to-face forum by individual group members.

C. asks one group member to summarize the responses of all the others.

D. dictates comments to each participant to be read and considered outside of the group environment.

Answer: A Topic: 12.4.3: The Delphi Technique Learning Objective: 12.4.3: Apply the Delphi technique to a group problem Skill: Understand the Concepts Difficulty: Moderate Consider this: Pythia, the Oracle of Delphi, was said to require inquisitors to use a very specific technique for seeking her prophecies.

10. Which notion is a myth about creativity?

A. It is possible to be trained in creative skills.

B. There is a clear link between being trained in creative skills and having creative competence.

C. Creativity is a mysterious process that cannot be learned.

D. To be creative is to invent something new that wasn’t in existence before you invented it.

Answer: C Copyright © 2025 Pearson Education, Inc. All rights reserved.

Topic: 12.2: Myths about Creativity Learning Objective: 12.2: Describe common myths about creativity Skill: Apply What You Know Difficulty: Moderate Consider this: Creativity is a process, and many processes can be well understood.

Essay Questions 1. What is creativity, and why do we study it? Why is creativity important to small group processes?

Topic: 12.1: Defining Creativity Learning Objective: 12.1: Define creativity Skill: Apply What You Know Difficulty: Moderate 2. Describe three myths about creativity. Explain why these are myths rather than realities.

Topic: 12.1.2: Myths about Creativity Learning Objective: 12.1.2: Describe common myths about creativity Skill: Apply What You Know Difficulty: Moderate 3. What are the five common barriers to creativity? Explain each barrier and provide an example of how it can affect small group communication.

Topic: 12.2: Barriers to Group Creativity Learning Objective: 12.2: Identify challenges to group creativity Skill: Evaluate Difficulty: Difficult 4. Compare and contrast the nominal-group technique and the affinity technique. What is the benefit of each technique?

Topic: 12.4: Techniques for Enhancing Group Creativity Copyright © 2025 Pearson Education, Inc. All rights reserved.

Learning Objective: 12.4.1: Use brainstorming to develop creative options to solve a problem Skill: Evaluate Difficulty: Difficult 5.

You are the CEO of Funcoland, a toy company, and you would like to inspire your employees to generate innovative and creative ideas for a new product. What would you do to inspire creativity? Be specific and refer to techniques that communication scholars assume would be successful.

Topic: 12.4: Techniques for Enhancing Group Creativity Learning Objective: 12.4.1: Use brainstorming to develop creative options to solve a problem Skill: Apply What You Know Difficulty: Difficult

Copyright © 2025 Pearson Education, Inc. All rights reserved.