Test Bank For Working in Groups Communication Principles and Strategies, 8th edition by Isa N. Engle

Test Bank for

Working in Groups Communication Principles and Strategies Eighth Edition

Isa Engleberg Prince George‘s Community College

Dianna Wynn StandPoint Strategies LLC

Table Of Contents Chapter 1: Introduction to Group Communication

1

Chapter 2: Group Development

35

Chapter 3: Participation in Groups

69

Chapter 4: Diversity in Groups

106

Chapter 5: Leadership in Groups

144

Chapter 6: Verbal and Nonverbal Communication in Groups

178

Chapter 7: Listening and Responding in Groups

214

Chapter 8: Conflict and Cohesion in Groups

244

Chapter 9: Decision Making and Problem Solving in Groups

279

Chapter 10: Critical Thinking and Argumentation in Groups

318

Chapter 11: Group Meetings

356

Chapter 12: Group Presentations

378

Chapter 1 Introduction to Group Communication Key: Answer, Page, Type, Learning Objective, Level Type A=Applied ii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 1% Easy 83 % Moderate 16% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 1 Multiple Choice Single Select 1)

According to a study commissioned by the Association of American Colleges and Universities (AAC&U) that asked 496 employers to rank the essential learning outcomes needed by college graduates entering the workforce, which outcome ranked highest? a) ability to work in teams b) critical thinking c) digital literacy d) ability to analyze and interpret data e) the application of knowledge to real-world settings

Answer: a Learning Objective 1.1: Describe the pervasiveness and importance of group work.

Topic 1.1: The Importance of Groups Difficulty Level: Easy Skill Level: Understand the Concepts 2)

The state in which the effective collaboration of group members produces better results than iii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

what would be expected, given the sum of skills and abilities of individual members working alone, is known as ________. a) interaction b) common goals c) interdependence d) synergy e) working Answer: d Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of Working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 3)

Which of the following characteristics is a disadvantage of working in groups? f) Groups make better decisions when working on complex tasks. g) Working in groups enhances member learning. h) Groups require significant time, energy, and resources. i) Groups are often more creative than members working alone. j) Members usually enjoy working with others in groups.

Answer: c Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.2: Disadvantages of Working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

4)

Which of the following situations best represents group communication as defined in the text? k) people talking in an elevator l) people discussing the weather at an airport m) fans cheering at a baseball game n) jury members deliberating a court case o) a congregation listening to a sermon Answer: d Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication. iv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 1.3: Defining Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 5)

A group with seven members has the potential for ________ different types of interactions. p) 9 q) 90 r) 666 s) 900 t) 966 Answer: e Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

6)

Generally, what is the ideal group size for a problem-solving discussion? u) 3–5 people v) 4–6 people w) 5–7 people x) 6–9 people y) 8–12 people Answer: c Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

v Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

7)

Large-scale studies have found that the most important factor distinguishing successful groups from unsuccessful groups is ________. z) having a minimum of five and a maximum of twelve members in a group aa) having a common goal bb) strong leadership cc) member independence and interdependence dd) group morale Answer: b Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

8)

A group with five members has the potential for ________ different types of interactions. ee) 95 ff) 90 gg) 105 hh) 190 ii) 100 Answer: b Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

9)

The ideal size of a small group is NOT dependent upon ________. jj) member knowledge kk) attitude ll) skills mm)

task

nn) relationship history

vi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: e Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 10) Which of the following is NOT a critical question that groups must address in order to be successful? oo) Why are we meeting? pp) Why should we care or work hard? qq) How long have we known each other? rr) Where are we going? ss) How will we know when we get to our goal?

Answer: c Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 11) A book club is an example a ________. tt) self-help group uu) social group vv) civic group ww)

service group

xx) public group Answer: b Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 12) Your family is an example of a ________. yy) primary group vii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

zz) social group aaa)

public group

bbb)

service group

ccc)

learning group

Answer: a Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 13) A local Alcoholics Anonymous chapter is an example of a ________. ddd)

primary group

eee)

self-help group

fff) learning group ggg)

service group

hhh)

public group

Answer: b Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 14) Guests who appear on talk shows and interact with other guests for the benefit of an audience are participating in which type of group? iii) social group jjj) learning group kkk)

public group

lll) governance group mmm)

service group

Answer: c Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups viii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 15) Members of a PTA getting together to hold a carnival for elementary school students are participating in a ________. nnn)

primary group

ooo)

learning group

ppp)

civic group

qqq)

governance group

rrr) self-help group Answer: c Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 16) A college appoints a moderator and holds an open discussion to give students an opportunity to ask questions and express their concerns about the person invited to deliver the commencement address at graduation. This kind of public discussion is an example of a ________. sss)

primary group

ttt) public group uuu)

learning group

vvv)

social group

www)

service group

Answer: b Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 17) Members of a college‘s board of trustees who are meeting in public to make major policy decisions is an example of a ________. xxx)

social group ix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

yyy)

learning group

zzz)

civic group

aaaa)

organizational group

bbbb)

service group

Answer: d Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 18) A virtual team is one that ________. cccc)

relies on mediated technology to communicate

dddd)

exists only for a brief period of time

eeee)

lacks a leader

ffff)

lacks a clear purpose

gggg)

has the same dynamic as other groups

Answer: a Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 19) All of the following items are fundamental requirements for a virtual team EXCEPT ________. hhhh)

adequate resources (funding, people, skills, etc.) to achieve a group‘s common goal

iiii) members who are all located within the same time zone jjjj) members with adequate and appropriate electronic communication skills kkkk) members with adequate and appropriate collaboration skills suited to a mediated environment llll) members who serve as role models for others in virtual interactions Answer: b Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication. x Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

xi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

20) A group‘s context refers to ________. mmmm) the ideas, information, opinions, claims, and/or feelings expressed by group members nnnn)

the media through which group members share messages

oooo)

the verbal and/or nonverbal responses from members

pppp)

the group‘s physical and psychosocial environment

qqqq)

the group‘s ability to solve conflict

Answer: d Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1 The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 21) To which basic element in the group communication process is Vittorio giving special attention when he makes eye contact with his team members and smiles broadly while presenting the new marketing strategy? rrrr)

channels

ssss)

noise

tttt) feedback uuuu)

messages

vvvv)

context

Answer: a Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1 The Group Communication Process Difficulty Level: Moderate Skill Level: Apply What You Know 22) In a communication transaction, feedback represents ________. wwww) a group‘s physical and psychological environment xxxx)

anything that interferes with or inhibits effective communication

yyyy)

the media through which group members share messages

zzzz)

the responses and reactions of group members to a message xii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

aaaaa)

ideas, information, opinions, and/or feelings that generate meaning

xiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1: The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 23) A clear, systematic, and predictive explanation of phenomenon is known as a ________. bbbbb)

strategy

ccccc)

skill

ddddd)

theory

eeeee)

common goal

fffff)

channel

Answer: c Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.2: Theories, Strategies, and Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 24) Research suggests that effective groups have goals that are ________. ggggg)

evolving and uncontroversial

hhhhh)

uncontroversial and time-tested

iiiii)

time-tested and clear

jjjjj)

clear and elevated

kkkkk)

elevated and evolving

Answer: d Learning Objective 1.5: Explain the guidelines for establishing a group‘s common goal.

Topic 1.5.1: Establishing Group Goals Difficulty Level: Difficult Skill Level: Apply What You Know 25) When seeking to resolve group tensions, the dialectic approach recommends a _______ approach. lllll)

compromise xiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

mmmmm)

either/or

nnnnn)

both/and

ooooo)

approach/avoidance

ppppp)

task/maintenance

Answer: c Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.1: Groups in Balance Difficulty Level: Moderate Skill Level: Understand the Concepts 26) In group dialectic terms, effective groups balance structure and ________. qqqqq)

heterogeneity

rrrrr)

disengagement

sssss)

spontaneity

ttttt)

engagement

uuuuu)

individual goals

Answer: c Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 27) In dialectic terms, effective groups balance conflict with ________. vvvvv)

conformity

wwwww) cohesion xxxxx)

structure

yyyyy)

closed systems

zzzzz)

social dimensions

Answer: b Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate xv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

xvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

28) In dialectic terms, effective groups balance task dimensions with _________. aaaaaa)

conformity dimensions

bbbbbb) cohesion dimensions cccccc)

structure dimensions

dddddd) intercultural dimensions eeeeee)

social dimensions

Answer: e Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 29) The open system ↔ closed system group dialectic can be described as ________. ffffff) balancing a commitment to group norms and standards with a willingness to differ and change gggggg) balancing member similarities and differences hhhhhh) balancing external support and recognition with internal group solidarity and rewards iiiiii)

balancing member energy and labor with the group‘s need for rest and renewal

jjjjjj)

balancing members‘ personal goals with the group‘s goal

Answer: c Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Difficult Skill Level: Understand the Concepts 30) The homogeneous ↔ heterogeneous group dialectic can be described as ________. kkkkkk) balancing a commitment to group norms and standards with a willingness to differ and change llllll)

balancing member similarities and differences

mmmmmm) rewards

balancing external access and recognition with internal group solidarity and

nnnnnn) balancing effective leadership with responsible followership xvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

oooooo) balancing members‘ personal goals with the group‘s common goal

xviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 31) The engaged ↔ disengaged group dialectic can be described as ________. pppppp) balancing a commitment to group norms and standards with a willingness to differ and change qqqqqq) balancing a motivation to complete tasks with promoting member relationships rrrrrr) balancing external access and recognition with internal group solidarity and rewards ssssss)

balancing effective leadership with responsible followership

tttttt)

balancing member energy and labor with the group‘s need for rest and renewal

Answer: e Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 32) Which of the following examples demonstrates a both/and approach to group member collaboration? uuuuuu) The group believes it has the ability and resources to achieve its common goal. vvvvvv) The group has effective and ethical leadership marked by a strong vision. wwwwww) Group members are unified on the common goal but are free to share concerns about the strategy for implementing it. xxxxxx) The group believes its work produces significant benefits for other people and organizations. yyyyyy) The group has high morale and has a strong sense of responsibility and motivation.

Answer: c Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Difficult xix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

xx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

33) In Latin, the word credo means ________. zzzzzz)

―I mean‖

aaaaaaa) ―I am‖ bbbbbbb) ―I create‖ ccccccc) ―I accuse‖ Answer: a Learning Objective 1.7: Apply the ethical principles included in the National Communication Association‘s Credo for Ethical Communication.

Topic 1.7.2: Credo for Ethical Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 34) All of the following principles of ethical communication are included in the National Communication Association‘s Credo for Ethical Communication EXCEPT ________ ddddddd) ―We endorse freedom of speech only when the truth does not cause detrimental results or harm others.‖ eeeeeee) ―We advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of communication.‖ fffffff) ―We strive to understand and respect other communicators before evaluating and responding to their messages.‖ ggggggg) ―We are committed to the courageous expression of personal conviction in pursuit of fairness and justice.‖ hhhhhhh) ―We promote communication climates of caring and mutual understanding that respect the unique needs and characteristics of individual communicators.‖ Answer: a Learning Objective 1.7: Apply the ethical principles included in the National Communication Association‘s Credo for Ethical Communication.

Topic 1.7.2: Credo for Ethical Communication Difficulty Level: Difficult Skill Level: Understand the Concepts

xxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

True or False 35) According to a study commissioned by the Association of American Colleges and Universities, ―Ability to Work in Teams‖ was ranked first as an essential learning outcome needed by college graduates entering the workforce.

True False Answer: True Learning Objective 1.1: Describe the pervasiveness and importance of group work.

Topic 1.1: The Importance of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 36) Employers view proficiency in a field of study as more important than group communication skills.

True False Answer: False Learning Objective 1.1: Describe the pervasiveness and importance of group work.

Topic 1.1: The Importance of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 37) The term synergy comes from the Greek word synonym, which means ―synchronized.‖ True False Answer: False Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 38) Synergy refers to a situation in which ―the whole is greater than the sum of its individual parts.‖ True False xxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 39) When a task is complex and the answers are unclear, an effective group will perform better than individuals working alone.

True False Answer: True Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of Working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 40) An effective group is better than an expert working alone if the task is difficult but has one right answer.

True False Answer: False Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of Working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 41) When a task is fairly simple and routine, it may be more efficient for an individual working alone to accomplish the task.

True False Answer: True Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of Working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 42) The social benefits of group work can be just as important as task achievement. xxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

True False Answer: True Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of Working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 43) Large-scale studies have found that effective leadership is the most significant factor separating successful groups from unsuccessful groups.

True False Answer: False Learning Objective 1.3: Defining Group Communication Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 44) As groups grow larger, member satisfaction increases.

True False Answer: False Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 45) Your text defines group communication as the interaction of five to seven people working to make a good decision.

True False Answer: False Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3: Defining Group Communication Difficulty Level: Moderate xxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

xxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

46) The five essential components of group communication are three or more members, interdependence, collaboration, working, and a common goal.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 47) A group of five members has the potential for ninety different types of interaction.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 48) In groups with more than nine members, coordination and effective collaboration become difficult.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 49) People assembled together in an elevator represent a group.

True False Answer: False xxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3: Defining Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 50) PTAs, labor unions, veterans‘ groups, fire and police auxiliary groups, and neighborhood and community associations are examples of self-help groups.

True False Answer: False Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 51) In college campuses, intramural athletic teams as well as sororities and fraternities are examples of social groups.

True False Answer: True Skill Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 52) Most organizational groups work within a system that has its own rules, vocabulary, levels of power, and member responsibilities.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts xxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

53) Organizational groups collaborate to achieve specific goals on behalf of a business or organization.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 54) Study groups and art workshops are examples of social groups.

True False Answer: False Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 55) In a public group, several group members discuss important issues in front of or for the benefit of an audience.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 56) In a learning group, group members support and encourage members who want or need help with personal problems.

True False Answer: False xxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 57) Diverse and geographically distributed teams is now the model for businesses and governments around the world.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 58) Organizational groups may have goals as complex as reengineering a global corporation or as simple as sharing relevant information at a weekly staff meeting.

True False Answer: True Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 59) Generally, there are two sources of noise in the communication process: External and internal.

True False Answer: True Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1: The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts xxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

60) A soft speaking voice can create noise in a communication transaction.

True False Answer: True Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1: The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 61) Feedback is always verbal rather than nonverbal.

True False Answer: False Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1: The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 62) When group members work together to achieve a common goal, the size of the group, the physical setting, and the relationships among members are components of the communication context.

True False Answer: True Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1: The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 63) Your biases, distracting thoughts about other activities, fatigue, and hunger can cause noise in a communication transaction.

True False Answer: True xxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1: The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 64) A goal to ―design the best company logo‖ is both specific and challenging.

True False Answer: False Learning Objective 1.5: Explain the guidelines for establishing a group‘s common goal.

Topic 1.5.1: Establishing Group Goals Difficulty Level: Moderate Skill Level: Apply What You Know 65) When a group functions as an open system, it welcomes input from and interaction with its environment.

True False Answer: True Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 66) A theory is a clear, systematic, and predictive explanation of a phenomenon.

True False Answer: True Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.2: Theories, Strategies, and Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 67) Skills explain why a particular strategy works in one situation and fails in another. xxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

True False Answer: False Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.2: Theories, Strategies, and Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 68) Group members express themselves verbally (words), nonverbally (facial expressions, body language, vocal cues) and/or through various mediated channels.

True False Answer: True Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.1: The Group Communication Process Difficulty Level: Moderate Skill Level: Understand the Concepts 69) Successful groups balance dialectical tensions by using a both/and approach.

True False Answer: False Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.1: Groups in Balance Difficulty Level: Moderate Skill Level: Understand the Concepts 70) Conflict is avoidable in effective groups.

True False Answer: False Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics xxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts

xxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

71) In group dialectics, the value of constructive conflict is balanced by effective and ethical leadership.

True False Answer: False Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 72) Resolving group dialects requires an either/or approach rather than a both/and approach.

True False Answer: False Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 73) The term dialectics describes a method for examining and resolving two contradictory or opposing ideas.

True False Answer: True Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 74) In the best of groups, individual goals support the group‘s common goal.

True False Answer: True xxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 75)

―Two‘s company; three‘s a crowd‖ but ―Music makes the world go round‖ are examples of dialectic tensions.

True False Answer: False Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Apply What You Know

76) Groups without constructive conflict have difficulty analyzing the wisdom of their decisions.

True False Answer: True Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 77) The structure ↔ spontaneity dialectic relies on both structured procedures as well as time for spontaneous and creative thinking.

True False Answer: True Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts xxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

78) Heterogeneous groups include members who are different from one another.

True False Answer: True Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 79) When a group functions as an open system, it guards its boundaries and discourages input from or interaction with the outside.

True False Answer: False Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 80) The key to balancing both the complex and competing elements in a group is a commitment to working toward the group‘s goal.

True False Answer: True Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 81) The leadership–followership dialectic emphasizes the point that leadership is a solo task.

True False Answer: False Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by xxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts

xxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

82) The National Communication Association‘s Credo for Ethical Communication states that every group member should condemn communication that degrades individuals and that expresses intolerance or hatred.

True False Answer: True Learning Objective 1.7: Apply the ethical principles included in the National Communication Association‘s Credo for Ethical Communication.

Topic 1.7.2: Credo for Ethical Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 83) The National Communication Association‘s Credo for Ethical Communication contends that group members should accept the consequences of their communication and expect the same of others.

True False Answer: True Learning Objective 1.7: Apply the ethical principles included in the National Communication Association‘s Credo for Ethical Communication.

Topic 1.7.2: Credo for Ethical Communication Difficulty Level: Moderate Skill Level: Understand the Concepts Essay 84) A study commissioned by the Association of American Colleges and Universities found that employers ranked the ―Ability to Work in Teams‖ as the most essential learning outcome needed by college graduates entering the workplace. Why is this skill rated more highly than writing, technology skills, and proficiency in a field of study?

Learning Objective 1.1: Describe the pervasiveness and importance of group work.

Topic 1.1: The Importance of Groups Difficulty Level: Difficult Skill Level: Apply What You Know

xxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

85) Discuss the concept of synergy. Include in your discussion both a definition of synergy and a description of how synergy enhances the quality of group work. Provide at least two examples in which synergy helps explain group success and effectiveness.

Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of Working in Groups Difficulty Level: Difficult Skill Level: Understand the Concepts 86) There are both advantages and disadvantages to working in groups. List and explain three advantages of working in groups as well as two disadvantages of working in groups.

Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2: Advantages and Disadvantages of Working in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 87) Do groups or individuals perform better and make better decisions? In your answer, provide three reasons for your answer.

Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2.1: Advantages of Working in Groups Difficulty Level: Difficult Skill Level: Apply What You Know 88) In light of what you have learned about group effectiveness, explain why athletic teams with fewer superstars may win championships.

Learning Objective 1.2: Compare the advantages and disadvantages of working in groups.

Topic 1.2: Advantages and Disadvantages of Working in Groups Difficulty Level: Difficult Skill Level: Apply What You Know 89) Your text‘s definition of group communication consists of five essential components.

Identify and explain the importance of each component of the definition. In your opinion, which element (other than having members) is the most important? Justify your choice.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Difficult Skill Level: Understand the Concepts xxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

90) According to the text, what is the difference between a collection of people and a group?

When and how does a collection become a group?

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3: Defining Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 91) What is the relationship between the size of a group and its effectiveness? Based on your experiences working in groups, what is the ideal size for a group working to achieve a common goal? Provide at least one specific example of how the size of your group affected its overall productivity.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Apply What You Know 92) Describe and explain what can happen when there are too many members in a work group.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 93) Explain the differences between the following three types of groups: a learning group, a civic group, and an organizational group.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 94) How do public groups, civic groups, and service groups differ? Which kind of group would be most appropriate when citizens have questions after listening to a candidate‘s plan for improving the local economy?

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication. xl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Apply What You Know 95) Describe two challenges of working on a virtual team and provide recommendations for how to mediate those challenges.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Difficult Skill Level: Apply What You Know 96) Describe two of the five fundamental requirements of an effective virtual team. In your answer, discuss the difficulty a virtual team might have in meeting these requirements.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 97) Although a basketball team, a study group, a corporate board of directors, and a homecoming committee all meet the common definition of a group, they are also different in their features and functions. Identify at least three specific ways that each of these groups is similar and three specific ways in which each of these groups is unique.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.2: Types of Groups Difficulty Level: Difficult Skill Level: Apply What You Know 98) Describe how understanding the components of the group communication process can enhance group effectiveness.

Learning Objective 1.3: Explain the importance of the five key elements in the definition of group communication.

Topic 1.3.1: Key Elements of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 99) How does noise affect group communication? What kinds of noise are most disruptive and xli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

what can a group do to minimize such noise?

Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4: The Nature of Group Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 100) Explain why communication theories, strategies, and skills interact, promote, and balance group productivity and member satisfaction. Use examples to differentiate the nature and purpose of each concept.

Learning Objective 1.4: Describe how applying theories, strategies, and skills to each component of the group communication process can enhance group effectiveness.

Topic 1.4.2: Theories, Strategies, and Skills Difficulty Level: Difficult Skill Level: Understand the Concepts 101) Explain what is meant by the phrase ―All groups are systems.‖ Provide an example of a group and how it would function as an open system and how it would function as a closed system.

What are the advantages and disadvantages of both types of systems?

Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 102) You are part of a group working to raise funds to improve the landscaping of a neighborhood park. Lena, a fellow group member, confides in you that she doesn‘t really care that much about the park project. Rather, she is just looking forward to networking with wealthy donors who might be interested in buying some of her watercolor paintings. Does Lena have a hidden agenda? Do you think that her individual motivations might harm or impair the work of the neighborhood park group? Why or why not?

Learning Objective 1.5: Explain the guidelines for establishing a group‘s common goal.

Topic 1.5.2: Group Goals and Hidden Agendas Difficulty Level: Difficult Skill Level: Understand the Concepts 103) Your text‘s authors write that, when balancing competing options, ―tensions are best resolved by taking a both/and approach rather than the either/or perspective.‖ What does this statement mean? Provide two communication examples that illustrate the differences between a both/and and an either/or response. xlii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.1: Groups in Balance Difficulty Level: Moderate Skill Level: Understand the Concepts 104) Why is the homogeneous ↔ heterogeneous component essential to effective group work?

Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Moderate Skill Level: Understand the Concepts 105) The president has assembled a task force of CEOs from a variety of industries to advise the government on long-term technology, educational, and infrastructure needs to ensure that the United States remains competitive in the global economy. What dialectic tensions are most likely to affect how well this group functions and achieves its common goal?

Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Difficult Skill Level: Apply What You Know 106) Why would you join or not join a study group for a course that requires you to learn complex content? What dialectic tensions are most likely to affect how well a study group achieves its common goal?

Learning Objective 1.6 Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Difficult Skill Level: Apply What You Know 107) According to the text, effective groups maintain a balance by moving between open and closed systems. What is the difference between these two types of functions?

Learning Objective 1.6: Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach.

Topic 1.6.2: Balancing Group Dialectics Difficulty Level: Difficult Skill Level: Understand the Concepts xliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

108) The ancient Greek philosopher Aristotle offered his doctrine of the mean as an ethical principle based on moderation and appropriateness. Explain Aristotle‘s concept and how it applies to the way we behave when faced with ethical challenges. Provide examples of how Aristotle‘s doctrine applies to group communication.

Learning Objective 1.7: Apply the ethical principles included in the National Communication Association‘s Credo for Ethical Communication.

Topic 1.7.1: Ethics in Balance Difficulty Level: Difficult Skill Level: Understand the Concepts 109) The National Communication Association (NCA) provides a credo for ethical communication.

Select three of the nine principles in the credo. Explain why each principle is critical for ethical communication.

Learning Objective 1.7: Apply the ethical principles included in the National Communication Association‘s Credo for Ethical Communication.

Topic 1.7.2: Credo for Ethical Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 110) Is it ethical for a study group to work together in order to improve their chances of earning a good grade in a difficult course when other students in the class study alone? If yes, why? If not, why not?

Learning Objective 1.7: Apply the ethical principles included in the National Communication Association‘s Credo for Ethical Communication.

Topic 1.7.2: Credo for Ethical Communication Difficulty Level: Difficult Skill Level: Apply What You Know

Chapter 2 Group Development Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual xliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 8% Easy 68 % Moderate 24% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 2 Multiple Choice Single Select 111) Which is the correct order for Tuckman‘s five group development stages? iiiiiii)

forming, storming, norming, performing, adjourning

jjjjjjj)

forming, norming, performing, storming, adjourning

kkkkkkk) norming, forming, storming, performing, adjourning lllllll)

norming, storming, performing, forming, adjourning

mmmmmmm)

storming, norming, forming, performing, adjourning

Answer: a Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 112) Because most members of a new group want to create a good first impression, they tend to be overly polite with one another during their initial meetings. They don‘t interrupt one another and avoid expressing strong opinions. These behaviors are characteristic of ________. nnnnnnn) dialectic tension ooooooo) primary tension xlv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ppppppp) secondary tension qqqqqqq) tertiary tension rrrrrrr)

assimilation tension

Answer: b Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.2.1: Recognizing Primary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 113) In which phase of the socialization process do members try to fit in and adjust to established group expectations? sssssss)

preliminary phase

ttttttt)

acquainting phase

uuuuuuu) adaptive phase vvvvvvv) assimilation phase wwwwwww)

exit phase

Answer: c Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.2.1: Recognizing Primary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 114) In which phase of the socialization process do members of an established group determine if a newcomer‘s characteristics, motives, and abilities align with the group‘s needs and expectations? xxxxxxx) preliminary phase yyyyyyy) acquainting phase zzzzzzz) adaptive phase aaaaaaaa) assimilation phase bbbbbbbb)

exit phase

Answer: b Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.2.3: Socializing Newcomers xlvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 115) In which phase of the socialization process do newcomers become fully integrated into the group‘s culture? cccccccc) preliminary phase dddddddd)

acquainting phase

eeeeeeee) adaptive phase ffffffff)

assimilation phase

gggggggg)

exit phase

Answer: d Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate Skill Level: Understand the Concepts 116) In which of Tuckman‘s Group Development Stages do members become acquainted with one another and attempt to understand the nature of their overall task? hhhhhhhh)

adjourning

iiiiiiii)

forming

jjjjjjjj)

performing

kkkkkkkk) llllllll)

norming

storming

Answer: b Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2: Group Development Stage 1—Forming Difficulty Level: Easy Skill Level: Remember the Facts 117) What term describes the social unease and inhibitions experienced by group members during the getting-acquainted stage of a group‘s development? mmmmmmmm) primary tension nnnnnnnn)

newcomer anxiety

oooooooo)

socialization blockers xlvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

pppppppp)

secondary tension

qqqqqqqq)

storming

Answer: a Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2.1: Recognizing Primary Tension Difficulty Level: Easy Skill Level: Remember the Facts 118) Which of the following strategies should a group member apply if their group is experiencing primary tension? rrrrrrrr)

Avoid being the first to speak and speak softly if speaking is absolutely necessary.

ssssssss) Dominate the discussion if you are in a position of leadership. tttttttt) Refrain from distributing an agenda at the initial meeting to facilitate open brainstorming. uuuuuuuu)

Maintain an even tone and avoid expressing emotion.

vvvvvvvv)

Introduce yourself and express interest in other group members.

Answer: e Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2.2: Managing Primary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 119) In which of Tuckman‘s Group Development Stages are members most likely to compete for social acceptance and leadership, become argumentative and emotional, and openly disagree with one another? wwwwwwww)

adjourning

xxxxxxxx)

forming

yyyyyyyy)

performing

zzzzzzzz) norming aaaaaaaaa)

storming

Answer: e Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3: Group Development Stage 2—Storming xlviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 120) What term describes the frustrations and personality conflicts experienced by group members as they compete with one another for acceptance and achievement during the storming stage of group development? bbbbbbbbb)

primary tension

ccccccccc)

destructive nonconformity

ddddddddd)

cohesion blockers

eeeeeeeee)

influence jockeying

fffffffff) secondary tension Answer: e Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3.1: Recognizing Secondary Tension Difficulty Level: Easy Skill Level: Remember the Facts 121) As a group member, which of the following strategies should you apply if your group is experiencing secondary tension? ggggggggg) rejected.

Leave the meeting room if you feel that your ideas and comments are being

hhhhhhhhh)

Dominate the discussion if you are in a position of leadership.

iiiiiiiii) Avoid forming a plan for decision making and problem solving until the secondary tension subsides. jjjjjjjjj) Acknowledge the tension and highlight that it is a natural part of the group development process. kkkkkkkkk) Minimize other members‘ potential contributions toward achieving the group‘s goal.

Answer: d Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3.2: Managing Primary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 122) Within the context of group communication, what term describes the process in which group xlix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

members interact with one another in order to learn to adapt and behave in a manner acceptable to the group? lllllllll)

adaptation stage

mmmmmmmmm)

meet and greets

nnnnnnnnn)

socialization

ooooooooo)

influence jockeying

ppppppppp)

collective intelligence

Answer: c Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Easy Skill Level: Remember the Facts 123) During which stage of the group socialization process do newcomers and members become more familiar with one another? qqqqqqqqq)

adaptive phase

rrrrrrrrr) acquainting phase sssssssss) exit phase ttttttttt)

assimilation phase

uuuuuuuuu)

preliminary phase

Answer: b Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate Skill Level: Understand the Concepts 124) During which stage of the group socialization process do newcomers try to fit in and adjust to the established group expectations by assuming needed functions, communicating effectively with other group members, and finding an appropriate balance between individual and group goals? vvvvvvvvv)

adaptive phase

wwwwwwwww) preliminary phase xxxxxxxxx)

exit phase

l Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

yyyyyyyyy)

assimilation phase

zzzzzzzzz)

acquainting phase

Answer: a Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate Skill Level: Understand the Concepts 125) During which stage of the group socialization process do newcomers and established members blend into a comfortable state of working together to achieve common goals? aaaaaaaaaa)

acquainting phase

bbbbbbbbbb)

adaptive phase

cccccccccc)

preliminary phase

dddddddddd)

exit phase

eeeeeeeeee)

assimilation phase

Answer: e Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate Skill Level: Understand the Concepts 126) In which of Tuckman‘s Group Development Stages do members resolve early tensions and learn to work as a cohesive team? ffffffffff) performing gggggggggg)

storming

hhhhhhhhhh)

adjourning

iiiiiiiiii) norming jjjjjjjjjj) forming Answer: d Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Moderate li Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 127) Implicit norms are ________. kkkkkkkkkk)

easy to recognize

llllllllll) quickly apparent to new members mmmmmmmmmm)

rarely discussed by members

nnnnnnnnnn)

imposed by an outside authority

oooooooooo)

disruptive of the group process

Answer: c Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 128) Which of the following examples depicts an explicit norm? pppppppppp) leader.

Group members have learned to leave the seat nearest the door for their

qqqqqqqqqq) Within a few days after working together in a newly formed committee, members begin using one another‘s first names. rrrrrrrrrr) Ralph has started bringing extra copies of the group‘s agenda to the meeting for members who have forgotten theirs. ssssssssss) Everyone abides by the ―be on time; be out on time‖ rule set on the first day of the group meetings. tttttttttt) After getting the ―evil eye‖ from several members, Ruthie stops checking her smartphone during meetings.

Answer: d Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Difficult Skill Level: Apply What You Know 129) Which of the following examples depicts an implicit norm? uuuuuuuuuu) As specified in the group‘s bylaws, members use parliamentary procedure when the group debates a motion. vvvvvvvvvv)

Even though members know everyone‘s name, they continue to wear their lii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

company-issued nametags to meetings. wwwwwwwwww) every meeting.

Members take their turn—in alphabetical order—taking minutes at

liii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

xxxxxxxxxx) Members have learned that because meetings usually begin 15 minutes later than scheduled, they can arrive a little late. yyyyyyyyyy) Members agree that no one should be allowed to consult their cell phones during a meeting without permission.

Answer: d Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Difficult Skill Level: Apply What You Know 130) If your group has discussed and decided that members will take turns recording and typing the minutes from each meeting, it has established a(n) ________. zzzzzzzzzz)

conforming norm

aaaaaaaaaaa)

implicit norm

bbbbbbbbbbb)

deviant norm

ccccccccccc)

explicit norm

ddddddddddd)

inclusion norm

Answer: d Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 131) At all department staff meetings, the supervisor always sits at the head of the table. If group members know they should not take the seat at the head of the table even though they have not been told to avoid that seat, they are adhering to a(n) ________. eeeeeeeeeee)

conforming norm

fffffffffff) implicit norm ggggggggggg)

deviant norm

hhhhhhhhhhh)

explicit norm

iiiiiiiiiii) inclusion norm Answer: b Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit liv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 132) Which of the following items identifies the category of norms that dictates how a group operates and manages its tasks? jjjjjjjjjjj) interaction norms kkkkkkkkkkk)

procedural norms

lllllllllll) status norms mmmmmmmmmmm) nnnnnnnnnnn)

achievement norms

implicit norms

Answer: b Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 133) What category of norms specifies how group members communicate with one another? ooooooooooo)

interactive norms

ppppppppppp)

procedural norms

qqqqqqqqqqq)

status norms

rrrrrrrrrrr) achievement norms sssssssssss)

implicit norms

Answer: a Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 134) Which of the following items identifies the category of norms that distinguishes the levels of influence and power among group members? ttttttttttt) interactive norms uuuuuuuuuuu)

procedural norms lv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

vvvvvvvvvvv)

status norms

lvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

wwwwwwwwwww) xxxxxxxxxxx)

achievement norms

implicit norms

Answer: c Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 135) The category of norms that determines the quality and quantity of work expected from group members are called________. yyyyyyyyyyy)

interactive norms

zzzzzzzzzzz)

procedural norms

aaaaaaaaaaaa)

status norms

bbbbbbbbbbbb) achievement norms cccccccccccc)

implicit norms

Answer: d Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 136) A norm that ―all group decisions will be made by a majority vote‖ is an example of what category of norms? dddddddddddd) status norms eeeeeeeeeeee)

interaction norms

ffffffffffff)

achievement norms

gggggggggggg) procedural norms hhhhhhhhhhhh) inclusion norms Answer: d Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate lvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know 137) As their meeting is about to get underway, Carlos says to the group, ―I know we always ask the newest group member to take minutes during the meeting, but we may be losing the insight of an experienced member and skilled note taker by continuing this practice.‖ His comment is an example of what type of nonconformity? iiiiiiiiiiii) destructive nonconformity jjjjjjjjjjjj) abstract nonconformity kkkkkkkkkkkk) meaningful nonconformity llllllllllll) constructive nonconformity mmmmmmmmmmmm) general nonconformity Answer: d Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 138) Constructive nonconformity ________. nnnnnnnnnnnn) undermine group performance oooooooooooo) can improve group performance pppppppppppp) occurs only when stubborn members are present qqqqqqqqqqqq) occurs under poor leadership rrrrrrrrrrrr)

occurs only in the storming stage

Answer: b Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 139) Which of the following strategies is recommended as an effective method for dealing with destructive nonconformity when the disruptive member‘s behavior threatens the success of a group and its members? ssssssssssss)

Pretend the member is not behaving inappropriately.

tttttttttttt) Confront the disruptive member and try to modify their behavior. lviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

uuuuuuuuuuuu) Avoid interacting with the group member. vvvvvvvvvvvv) Adapt the structure of the group to the member‘s disruptive behavior. wwwwwwwwwwww) Ask for a third party to decide how to handle the member‘s disruptive behavior.

Answer: b Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 140) In what stage of Tuckman‘s Group Development Model are most members fully engaged and focused on collaborating to achieve group goals? xxxxxxxxxxxx) forming yyyyyyyyyyyy) storming zzzzzzzzzzzz)

norming

aaaaaaaaaaaaa)

performing

bbbbbbbbbbbbb) adjourning Answer: d Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5: Group Development Stage 4—Performing Difficulty Level: Moderate Skill Level: Understand the Concepts 141) Under which of the following conditions is a group more likely to develop collective intelligence and become a ―smart‖ group? ccccccccccccc)

The group has reached the performance stages of group development.

ddddddddddddd) The group has resolved primary and secondary tension. eeeeeeeeeeeee)

The group includes one or more members who are men.

fffffffffffff)

The group includes one or more members who are women.

ggggggggggggg) The group has achieved total socialization.

Answer: d Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group lix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

development.

Topic 2.5.1: Collective Intelligence Difficulty Level: Difficult Skill Level: Understand the Concepts

lx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

142) What term describes differences in member perspectives and information-processing styles and is a valuable asset in creating a more supportive communication climate in which collective intelligence naturally emerges and flourishes? hhhhhhhhhhhhh) primary tension iiiiiiiiiiiii) secondary tension jjjjjjjjjjjjj) cognitive diversity kkkkkkkkkkkkk) constructive nonconformity lllllllllllll) hybrid networking Answer: d Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5.1: Collective Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts 143) In which of Tuckman‘s Group Development Stages do members disengage and disband? mmmmmmmmmmmmm)

performing

nnnnnnnnnnnnn) storming ooooooooooooo) adjourning ppppppppppppp) norming qqqqqqqqqqqqq) forming Answer: c Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6: Group Development Stage 5—Adjourning Difficulty Level: Moderate Skill Level: Understand the Concepts 144) When groups adjourn, the dialectic balance shifts from________. rrrrrrrrrrrrr)

structure to spontaneity

sssssssssssss)

engagement to disengagement

ttttttttttttt) conflict to cohesion uuuuuuuuuuuuu) leadership to followership lxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

vvvvvvvvvvvvv) conformity to nonconformity

lxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.1: Celebrate and Remember Difficulty Level: Moderate Skill Level: Understand the Concepts 145) In virtual teams, what is the primary factor that affects how well the group adapts to each of Tuckman‘s five stages of group development? wwwwwwwwwwwww) the geographic distance between team members xxxxxxxxxxxxx) whether group members have worked together previously yyyyyyyyyyyyy) the choice of technology zzzzzzzzzzzzz)

the collective years of experience among members

aaaaaaaaaaaaaa) fear of potential separation anxiety following the adjourning stage Answer: c Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.2: Reminisce and Recommend Difficulty Level: Moderate Skill Level: Understand the Concepts True or False 146) The usual order for the five stages in Tuckman‘s Group Development Stages is forming, performing, storming, norming, adjourning.

True False Answer: False Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 147) Most groups move through each of Tuckman‘s Group Development Stages sequentially and smoothly.

True lxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: False Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 148) During the performing stage of Tuckman‘s Group Development Stages members compete for status and openly disagree.

True False Answer: False Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 149) During the norming stage of Tuckman‘s Group Development Stages members are socially cautious and polite.

True False Answer: False Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 150) During the performing stage of Tuckman‘s Group Development Stages members resolve status conflicts and establish norms.

True False Answer: False Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups lxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 151) During the adjourning stage of Tuckman‘s Group Development Stages members assume appropriate roles and work productively.

True False Answer: False Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 152) During the forming stage of Tuckman‘s Group Development Model, the group‘s most important job is get to know one another and understand the group‘s goal.

True False Answer: True Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2: Group Development Stage 1—Forming Difficulty Level: Moderate Skill Level: Understand the Concepts 153) Primary tension refers to the social unease and inhibitions experienced by group members during the getting-acquainted stage of group development.

True False Answer: True Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2.1: Recognizing Primary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 154) Groups resolve primary tension by being positive, energetic, patient, open-minded, and well prepared. lxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

True False

lxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2.2: Managing Primary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 155) During the preliminary phase of the group socialization process, new members adjust to group expectations and assume needed roles.

True False Answer: False Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate Skill Level: Understand the Concepts 156) During the assimilation phrase of the group socialization process, established members and newcomers blend into a comfortable state of working together to achieve common goals.

True False Answer: True Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate Skill Level: Understand the Concepts 157) Socialization is more likely to succeed if the newcomer‘s characteristics, motives, and abilities align with the group‘s needs and expectations.

True False Answer: True Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate lxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 158) During the storming stage of group development, groups primarily confront the conflict ↔ cohesion dialectic and the leadership ↔ followership dialectic.

True False Answer: True Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3: Group Development Stage 2—Storming Difficulty Level: Moderate Skill Level: Understand the Concepts 159) Many groups try to skip the storming stage of group development in order to avoid competition and conflict.

True False Answer: True Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3: Group Development Stage 2—Storming Difficulty Level: Moderate Skill Level: Understand the Concepts 160) Primary tension is the frustrations and personality conflicts experienced by group members as they compete with one another for acceptance and achievement.

True False Answer: False Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3.1: Recognizing Secondary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 161) The signs of secondary tension are almost the direct opposite of primary tension.

True False lxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3.1: Recognizing Secondary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 162) Most groups experience some form of primary and secondary tension during the forming and storming stages of group development.

True False Answer: True Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3.2: Managing Secondary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 163) Conflict should not occur during the storming stage and is a sign that the group will not be effective.

True False Answer: False Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3.2: Managing Secondary Tension Difficulty Level: Moderate Skill Level: Understand the Concepts 164) Some norms can work against a group and deter it from achieving its common goal.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Moderate lxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

lxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

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

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Moderate Skill Level: Understand the Concepts 166) Explicit norms are rarely discussed or openly communicated, whereas implicit norms are put in writing or stated verbally.

True False Answer: False Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 167) Your text divides norms into four categories: interaction norms, procedural norms, status norms, and achievement norms.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 168) When group members expect and receive an agenda in advance of meetings and follow the agenda during meetings, they are abiding by an interaction norm.

True lxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: False Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 169) The group leader always sitting at the head of the table is an example of an explicit procedural norm.

True False Answer: False Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Understand the Concepts 170) When a group is having difficulty deciding and the leader has the right to make the final decision, the group is abiding by a status norm.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Apply What You Know 171) Stanley Milgram and Philip Zimbardo‘s classic studies demonstrated that people in authority positions exert enormous pressure on people to conform.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.2: Conformity lxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 172) In some groups, discriminatory norms exclude or minimize the contributions of some people because of their race, gender, age, ethnicity, ability, religion, or personal philosophy.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.2: Conformity Difficulty Level: Moderate Skill Level: Understand the Concepts 173) Groups can exert enormous pressure on members to conform even when a norm is unethical or dangerous.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.2: Conformity Difficulty Level: Moderate Skill Level: Understand the Concepts 174) Finding an appropriate balance between existing norms—which may be old, rigid, or useless—and new, untested norms presents a challenge to well-established groups.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 175) When there is enormous pressure for group members to conform, a disruptive member can lxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

help the group by not conforming to group norms.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 176) Constructive nonconformity occurs when a member resists conforming to norms as a way of alerting members to a problem that may prevent the group from achieving its common goal.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 177) Destructive nonconformity occurs when a member purposely resists conforming to norms without regard for the best interests of the group and its goals.

True False Answer: True Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 178) Members who engage in disruptive or nonconforming behavior should always be confronted about their behavior as soon as possible.

True False Answer: False lxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 179) When a highly disruptive member prevents a group from achieving its common goals, a group should use the following strategies—in the following order—to deal with the troublesome member: confront, exclude, and accept.

True False Answer: False Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 180) During the norming stage of group development, groups primarily confront the conflict ↔ cohesion dialectic and the leadership ↔ followership dialectic.

True False Answer: False Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate Skill Level: Understand the Concepts 181) During the norming stage of group development, groups focus solely on the conforming ↔ nonconforming dialectic.

True False Answer: False Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Moderate lxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 182) During Tuckman‘s performing stage of group development, feelings of trust and clear goals emerge as members become more comfortable with one another and agree upon group procedures.

True False Answer: False Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5: Group Development Stage 4—Performing Difficulty Level: Moderate Skill Level: Understand the Concepts 183) When groups reach the performing stage, members address the dialectics of conflict ↔ cohesion and the leadership ↔ followership.

True False Answer: False Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5: Group Development Stage 4—Performing Difficulty Level: Moderate Skill Level: Understand the Concepts 184) A group‘s ability to successfully work together in order to effectively perform a wide range of tasks in a variety of contexts is known as collective intelligence (CI).

True False Answer: True Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5.1: Collective Intelligence Difficulty Level: Easy Skill Level: Remember the Facts lxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

185) Collective intelligence is the sum or average of group members‘ intelligence.

True False Answer: False Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5.1: Collective Intelligence Difficulty Level: Moderate Skill Level: Understand the Concepts 186) A transactive memory system (TMS) describes a phenomenon in which important information about member abilities, expertise, and traits are called upon when needed.

True False Answer: True Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5.2: Transactive Memory System Difficulty Level: Easy Skill Level: Remember the Facts 187) When a group reaches the final adjourning stage, it has achieved its common goal and begins to disengage and disband.

True False Answer: True Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6: Group Development Stage 5—Adjourning Difficulty Level: Easy Skill Level: Remember the Facts 188) The final adjourning stage of group development is sometimes described as ―mourning.‖ True False Answer: True lxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.1: Celebrate and Remember Difficulty Level: Easy Skill Level: Remember the Facts

lxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

189) The final adjourning stage of group development members is characterized by solely positive feelings of pride, happiness, and relief.

True False Answer: False Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.1: Celebrate and Remember Difficulty Level: Moderate Skill Level: Understand the Concepts 190) An in-person meeting may be desirable in the forming stage of virtual team development before going online.

True False Answer: True Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.2: Reminisce and Recommend Difficulty Level: Moderate Skill Level: Understand the Concepts 191) Virtual groups develop much faster than in-person groups due to the ease of technology.

True False Answer: False Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.2: Reminisce and Recommend Difficulty Level: Moderate Skill Level: Understand the Concepts Essay 192) Identify and describe, in order, Tuckman‘s five group development stages. Provide a brief example that illustrates the characteristics of each stage. lxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Difficult Skill Level: Understand the Concepts 193) A group has been working together for a while and have reached the performing stage. They are close to achieving their common goal when they receive news that their team leader will be replaced by someone from outside of their organization. They are also told that their budget has been cut significantly and they will need to scale back their original goal as a result. How should the team proceed?

Learning Objective 2.1: Identify the names and basic characteristics of Tuckman‘s five stages of group development in the standard order.

Topic 2.1: The Life Cycle of Groups Difficulty Level: Difficult Skill Level: Apply What You Know 194) Describe primary tension in groups. During what stage of group development does it usually occur? Why does it occur? What are two ways of resolving or decreasing primary tension?

Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2: Group Development Stage 1—Forming Difficulty Level: Difficult Skill Level: Understand the Concepts 195) You are excited to begin work with your teammates Mimi, Marie, and Fryderyk. However, so far, Marie and Fryderyk haven‘t spoken at all, and Mimi has just talked about how she really likes how coffee and doughnuts have been provided for your initial meeting. What steps should you take to increase socialization among your teammates?

Learning Objective 2.2: Apply appropriate communication strategies for reducing primary tension and enhancing member socialization during the forming stage of group development.

Topic 2.2: Group Development Stage 1—Forming Difficulty Level: Difficult Skill Level: Apply What You Know 196) The socialization process is very important in groups because ―positive socialization creates stronger commitments to confronting and balancing the multiple issues and tensions involved in participating in group activities.‖ Identify and describe three of the five phases of the socialization process.

Learning Objective 2.2: Apply appropriate communication strategies for reducing primary lxxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

tension and enhancing member socialization during the forming stage of group development.

lxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 2.2.3: Socializing Newcomers Difficulty Level: Moderate Skill Level: Understand the Concepts 197) Describe secondary tension in groups. During what stage of group development does it usually occur? Why does it occur? What are two ways of resolving or decreasing secondary tension?

Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3: Group Development Stage 2—Storming Difficulty Level: Difficult Skill Level: Understand the Concepts 198) Your text describes the storming stage as one in which groups address the dialectics of conflict ↔ cohesion dialectic and the leadership ↔ followership dialectic. Describe what this statement means using your own words and provide an example of how a group might address each dynamic.

Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3: Group Development Stage 2—Storming Difficulty Level: Difficult Skill Level: Understand the Concepts 199) What is the difference between primary and secondary tension? Describe the types of behavior typical of a group experiencing each type of tension. What are the consequences for a group that does not successfully move beyond primary and secondary tension?

Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development.

Topic 2.3.2: Managing Secondary Tension Difficulty Level: Difficult Skill Level: Understand the Concepts 200) At your second team meeting, Yaroslav argues that the main challenge the team faces is how to increase customer engagement. Artur cuts him off to say that Yaroslav is wrong and that the main problem is to solve inefficiencies in the organization‘s distribution channels.

Yaroslav throws up his hands in dramatic disbelief and points out that he‘s been with the organization a lot longer. Both team members are now speaking in raised voices. As a fellow team member, how would you address this situation?

Learning Objective 2.3: Explain why groups experience secondary tension and various methods for managing the storming stage of group development. lxxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 2.3.2: Managing Secondary Tension Difficulty Level: Difficult Skill Level: Understand the Concepts 201) Describe three important functions served by group norms. Using a group in which you have participated as a member, explain how these three factors influenced the extent to which you conformed to group norms.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Difficult Skill Level: Apply What You Know 202) Under what circumstances are members more likely to conform to the group‘s norms?

Provide examples to justify your answer.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Difficult Skill Level: Apply What You Know 203) What is a group norm? Identify three reasons why group norms enhance positive and consistent interaction among group members. How can you use information about group norms to become a more effective member?

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Difficult Skill Level: Apply What You Know 204) Think about a group to which you belong or a group to which you belonged in the past.

Describe that group in terms of its implicit and explicit norms. How did those norms affect the group‘s ability to achieve its common goal?

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Difficult Skill Level: Apply What You Know

lxxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

205) Define and distinguish between explicit and implicit norms. Explain how each type of norm can affect new group members.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Moderate Skill Level: Apply What You Know 206) Provide an example that demonstrates your understanding of each type of norm—interaction norms, procedural norms, status norms, and achievement norms—functions in a group.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.1: Types of Norms Difficulty Level: Difficult Skill Level: Apply What You Know 207) Describe why group members need to be aware of unreasonable norms. Include a brief discussion of Milgram‘s and Zimbardo‘s respective experiments about authority.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.2: Conformity Difficulty Level: Difficult Skill Level: Understand the Concepts 208) Under what circumstances could deviation from group norms help group members collaborate more effectively to achieve a common goal?

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Difficult Skill Level: Understand the Concepts 209) Describe at least three strategies a group could use to develop constructive norms and change or oppose unethical norms.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.2: Conformity Difficulty Level: Difficult lxxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 210) Explain how constructive nonconformity can help a group achieve its common goal. Provide examples to support your explanation.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Difficult Skill Level: Understand the Concepts 211) Choose two strategies for handling disruptive members or disruptive behavior in a group and the circumstance in which you would you each of these methods. Describe each strategy and the circumstances in which you would use this strategy. Provide examples to support your answer.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4.3: Nonconformity Difficulty Level: Difficult Skill Level: Understand the Concepts 212) Identify and describe three ways in which you could go about changing group norms.

Learning Objective 2.4: Describe why and how groups develop and adapt specific explicit and implicit norms during the norming stage of group development.

Topic 2.4: Group Development Stage 3—Norming Difficulty Level: Moderate Skill Level: Understand the Concepts 213) What does it mean to seek cognitive diversity within a group? Provide an example of how cognitive diversity would support a group‘s likelihood of developing collective intelligence.

Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5.1: Collective Intelligence Difficulty Level: Difficult Skill Level: Apply What You Know 214) What is a transactive memory system (TMS)? Describe at least two core knowledge components that group members demonstrate in a transactive memory system.

Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group lxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

development.

Topic 2.5.2: Transactive Memory System Difficulty Level: Difficult Skill Level: Understand the Concepts Learning Objective 2.5: Describe the significant characteristics of groups that develop collective intelligence and a transactive memory system during the performing stage of group development.

Topic 2.5.1: Collective Intelligence Difficulty Level: Difficult Skill Level: Apply What You Know 215) What challenges do virtual groups face throughout the group development process? What advantages might virtual groups have during the process?

Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.2: Reminisce and Recommend Difficulty Level: Difficult Skill Level: Understand the Concepts 216) You will be leading a virtual team to plan the product launch of the new Gizmo Gadget 2000.

Your team members will be based in North America, Europe, and Asia. What strategies will you employ during the forming stage to ensure that your group is successful?

Learning Objective 2.6: Provide examples of two ways in which a group can take advantage of the adjourning stage of group development.

Topic 2.6.2: Reminisce and Recommend Difficulty Level: Difficult Skill Level: Apply What You Know

Chapter 3 Participation in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual lxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Level (1)=Easy; (2)=Moderate; (3)=Difficult 2% Easy 84 % Moderate 14% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 3 Multiple Choice Single Select 217) Which of the following is a characteristic of an effective group participant? bbbbbbbbbbbbbb)

Support the group‘s common and subordinate goals.

cccccccccccccc) Avoid a balance in group dialectics. dddddddddddddd) goals.

Encourage members to set aside individual needs in favor of group

eeeeeeeeeeeeee) Perform all vital group roles regardless of interest or qualification. ffffffffffffff)

Resist the temptation to establish explicit and implicit group norms.

Answer: a Learning Objective 3.1: Identify the critical characteristics of effective group participants.

Topic 3.1: The Human Element in Group Work Difficulty Level: Easy Skill Level: Remember the Facts 218) According to Schutz‘s FIRO Theory, a group member who feels accepted by the group is an _________. gggggggggggggg)

ideal social member

hhhhhhhhhhhhhh)

undersocial member

iiiiiiiiiiiiii)

ideal personal member

jjjjjjjjjjjjjj)

overpersonal member

kkkkkkkkkkkkkk)

underpersonal member lxxxvii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 219) According to Schutz‘s FIRO Theory, a group member who feels unworthy or undervalued by the group and may withdraw from the group is an _________. llllllllllllll)

ideal social member

mmmmmmmmmmmmmm)

undersocial member

nnnnnnnnnnnnnn)

ideal personal member

oooooooooooooo)

overpersonal member

pppppppppppppp)

underpersonal member

Answer: b Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 220) According to Schutz‘s FIRO Theory, a group member who tries to attract attention to compensate for feelings of inadequacy is an _________. qqqqqqqqqqqqqq)

ideal social member

rrrrrrrrrrrrrr)

undersocial member

ssssssssssssss)

ideal personal member

tttttttttttttt)

oversocial member

uuuuuuuuuuuuuu)

underpersonal member

lxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 221) According to Schutz‘s FIRO Theory, if group members‘ affection needs are not met, they may become _________. vvvvvvvvvvvvvv)

undersocial or oversocial members

wwwwwwwwwwwwww)

abdicrats or autocrats

xxxxxxxxxxxxxx)

ideal personal or ideal social members

yyyyyyyyyyyyyy)

overpersonal or underpersonal members

zzzzzzzzzzzzzz) undersocial or underpersonal members Answer: d Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 222) You can determine whether group members‘ control need is met when they _________. aaaaaaaaaaaaaaa) hold an official leadership position bbbbbbbbbbbbbbb)

assume an unofficial leadership role

ccccccccccccccc) behave as though they know more than everyone else ddddddddddddddd)

feel competent, confident, and free to make decisions

eeeeeeeeeeeeeee) want meetings to have an agenda Answer: d Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts

lxxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

223) Needs that represent our desire to be given attention and to feel significant and accepted by other group members are called _________. fffffffffffffff)

inclusion needs

ggggggggggggggg)

control needs

hhhhhhhhhhhhhhh)

affection needs

iiiiiiiiiiiiiii)

safety needs

jjjjjjjjjjjjjjj)

physiological needs

Answer: a Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 224) Mehmed wants to fit in and be appreciated by other members of his group. Which of Schutz‘s Interpersonal Needs is he exhibiting? kkkkkkkkkkkkkkk) lllllllllllllll)

inclusion

control

mmmmmmmmmmmmmmm)

affection

nnnnnnnnnnnnnnn)

belonging

ooooooooooooooo)

support

Answer: a Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 225) Carolyn seeks close friendships and expressions of warmth from others in her group. Which of Schutz‘s Interpersonal Needs is she exhibiting? ppppppppppppppp)

inclusion

qqqqqqqqqqqqqqq)

control

rrrrrrrrrrrrrrr)

affection

sssssssssssssss) belonging xc Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ttttttttttttttt)

support

xci Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Apply What You Know 226) The statement ―I work hard to be a valuable member.‖ reflects a/an _________ need. uuuuuuuuuuuuuuu)

task achievement

vvvvvvvvvvvvvvv)

social interaction

wwwwwwwwwwwwwww)

inclusion

xxxxxxxxxxxxxxx)

control

yyyyyyyyyyyyyyy)

affection

Answer: c Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Apply What You Know 227) When a group member exhibits a unique set of skills or behavioral patterns that serve specific functions within the group, that member has assumed a(n) _________. zzzzzzzzzzzzzzz) norm aaaaaaaaaaaaaaaa)

role

bbbbbbbbbbbbbbbb)

autocratic function

cccccccccccccccc)

abdicratic function

dddddddddddddddd)

leadership function

Answer: b Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Understand the Concepts

xcii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

228) _________ roles help a group achieve its common goal by identifying behaviors that help get the job done. eeeeeeeeeeeeeeee) ffffffffffffffff)

Self-centered

Task

gggggggggggggggg)

Socio-emotional

hhhhhhhhhhhhhhhh)

Participation

iiiiiiiiiiiiiiii)

Procedural

Answer: b Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.1: Task Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 229) _________ roles are assumed by group members who strive to strengthen members‘ interpersonal interactions, particularly those critical to group success. jjjjjjjjjjjjjjjj)

Self-centered

kkkkkkkkkkkkkkkk) llllllllllllllll)

Task

Socio-Emotional

mmmmmmmmmmmmmmmm) Participation nnnnnnnnnnnnnnnn)

Procedural

Answer: c Skill Level: Understand the Concepts Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate 230) ―I will check with our human resources department and report back about what the policy is on....‖ This statement would most likely be made by a group member functioning in which of the following group roles? oooooooooooooooo)

doer

pppppppppppppppp)

organizer

qqqqqqqqqqqqqqqq)

innovator

rrrrrrrrrrrrrrrr)

challenger

ssssssssssssssss) team builder xciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.1: Task Roles Difficulty Level: Moderate Skill Level: Apply What You Know 231) ―Adiva, what do you think? Will it work?‖ This question would most likely be made by a group member functioning in which of the following group roles? tttttttttttttttt)

organizer

uuuuuuuuuuuuuuuu)

challenger

vvvvvvvvvvvvvvvv)

connector

wwwwwwwwwwwwwwww) xxxxxxxxxxxxxxxx)

doer

innovator

Answer: b Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.2: Change-Oriented Roles Difficulty Level: Moderate Skill Level: Apply What You Know 232) ―Let‘s begin by looking at the problem from the client‘s point of view. Then let‘s compare their views with our assumptions.‖ This statement would most likely be made by a group member functioning in which of the following group roles? yyyyyyyyyyyyyyyy)

organizer

zzzzzzzzzzzzzzzz)

challenger

aaaaaaaaaaaaaaaaa)

team builder

bbbbbbbbbbbbbbbbb)

innovator

ccccccccccccccccc)

doer

Answer: a Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.1: Task Roles Difficulty Level: Difficult Skill Level: Apply What You Know

xciv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

233) ―I think we‘ve forgotten to look at the basis for these budget figures. They don‘t seem to include the cost of technical support and equipment maintenance, which could increase the bottom line.‖ This statement would most likely be made by a group member functioning in which of the following maintenance roles? ddddddddddddddddd)

organizer

eeeeeeeeeeeeeeeee)

connector

fffffffffffffffff)

team builder

ggggggggggggggggg)

innovator

hhhhhhhhhhhhhhhhh)

challenger

Answer: e Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.2: Change-Oriented Roles Difficulty Level: Moderate Skill Level: Apply What You Know 234) ―Maria, we haven‘t heard from you yet and want to make sure that everyone gets a chance to weigh in on this issue.‖ This statement would most likely be made by a group member functioning in which of the following roles? iiiiiiiiiiiiiiiii)

organizer

jjjjjjjjjjjjjjjjj)

challenger

kkkkkkkkkkkkkkkkk) lllllllllllllllll)

connector

team builder

mmmmmmmmmmmmmmmmm)

doer

Answer: d Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate Skill Level: Apply What You Know 235) ―I know we‘re starting to get on each other‘s nerves. Let‘s put aside our differences and finish up.‖ This statement would most likely be made by a group member functioning in which of the following group roles? nnnnnnnnnnnnnnnnn)

connector

ooooooooooooooooo)

team builder xcv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ppppppppppppppppp)

organizer

qqqqqqqqqqqqqqqqq)

challenger

rrrrrrrrrrrrrrrrr)

doer

Answer: b Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate Skill Level: Apply What You Know 236) Which of the following group roles describes a person who transforms group decisions into practical actions? sssssssssssssssss) challenger ttttttttttttttttt)

doer

uuuuuuuuuuuuuuuuu)

innovator

vvvvvvvvvvvvvvvvv)

connector

wwwwwwwwwwwwwwwww) team builder Answer: b Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.1: Task Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 237) R. Meredith Belbin‘s Team-Role Theory explains that, in effective groups, members xxxxxxxxxxxxxxxxx)

should be able to perform all group roles

yyyyyyyyyyyyyyyyy)

are always assigned a role from a person in a position of authority

zzzzzzzzzzzzzzzzz)

seek out and perform roles that are most natural to them

aaaaaaaaaaaaaaaaaa)

must not seek out multiple roles within a single group

bbbbbbbbbbbbbbbbbb) are allowed to assign themselves a role organically Answer: c Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.4: Role Development Difficulty Level: Difficult xcvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 238) Which of the following group roles describes a creative person who advances proposals and offers new insights and creative ideas? cccccccccccccccccc)

innovator

dddddddddddddddddd) connector eeeeeeeeeeeeeeeeee)

doer

ffffffffffffffffff) organizer gggggggggggggggggg) team builder Answer: a Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.2: Change-Oriented Roles Difficulty Level: Difficult Skill Level: Understand the Concepts 239) Which of the following group roles describes a person who plans and facilitates group meetings, keeps members focused, and monitors the team‘s progress? hhhhhhhhhhhhhhhhhh) innovator iiiiiiiiiiiiiiiiii)

team builder

jjjjjjjjjjjjjjjjjj)

doer

kkkkkkkkkkkkkkkkkk) organizer llllllllllllllllll)

challenger

Answer: d Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.1: Task Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 240) Which of the following group roles describes a person who is focused on enhancing group cohesiveness, motiving group members, and promoting a positive socio-emotional environment? mmmmmmmmmmmmmmmmmm)

connector

nnnnnnnnnnnnnnnnnn) team builder oooooooooooooooooo) organizer xcvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

pppppppppppppppppp) challenger qqqqqqqqqqqqqqqqqq) doer Answer: b Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 241) If a group member says, ―That‘s a stupid idea. Think you could come up with anything better?‖ as a way of intimidating others, asserting authority, inhibiting effective collaboration, and monopolizing discussion, which type of disruptive behavior is this person demonstrating? rrrrrrrrrrrrrrrrrr) support seeker ssssssssssssssssss) tttttttttttttttttt)

egoist

dominator

uuuuuuuuuuuuuuuuuu) obstructionist vvvvvvvvvvvvvvvvvv) nonparticipant Answer: c Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.5: Disruptive Group Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 242) ―I‘m leaving now because I have to go to an important meeting.‖ This statement would most likely be made by a group member functioning in which of the following disruptive behaviors? wwwwwwwwwwwwwwwwww)

blocker

xxxxxxxxxxxxxxxxxx) attacker yyyyyyyyyyyyyyyyyy) obstructionist zzzzzzzzzzzzzzzzzz)

nonparticipant

aaaaaaaaaaaaaaaaaaa)

support seeker

Answer: d Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction. xcviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 3.3.5: Disruptive Group Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 243) ―As the only person here to have ever won the company‘s prestigious top achievement award, I know what we should do. This statement would most likely be made by a group member functioning in which of the following disruptive behaviors? bbbbbbbbbbbbbbbbbbb) obstructionist ccccccccccccccccccc)

attacker

ddddddddddddddddddd) egoist eeeeeeeeeeeeeeeeeee)

support seeker

fffffffffffffffffff) dominator Answer: c Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.5: Disruptive Group Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 244) _________ behaviors describe member conduct in which individual needs are put ahead of both the group‘s goal and other members‘ needs. ggggggggggggggggggg) Disruptive hhhhhhhhhhhhhhhhhhh) Task iiiiiiiiiiiiiiiiiii)

Social Maintenance

jjjjjjjjjjjjjjjjjjj)

Participation

kkkkkkkkkkkkkkkkkkk) Group Answer: a Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.5: Disruptive Group Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts 245) _________ refers to the fear or anxiety associated with either real or anticipated communication with another person or persons. lllllllllllllllllll)

Self-concept xcix

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

mmmmmmmmmmmmmmmmmmm) Feedback nnnnnnnnnnnnnnnnnnn) Communication apprehension ooooooooooooooooooo) Assertiveness ppppppppppppppppppp) Confidence Answer: c Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 246) Which of the following descriptions is likely to be true of highly apprehensive group members compared to low apprehensive members? qqqqqqqqqqqqqqqqqqq) Highly apprehensive members talk more in group discussions. rrrrrrrrrrrrrrrrrrr) Highly apprehensive members are more likely to become group leaders. sssssssssssssssssss) ttttttttttttttttttt)

Highly apprehensive members appear more confident.

Highly apprehensive members assert themselves and their beliefs.

uuuuuuuuuuuuuuuuuuu) Highly apprehensive members agree with others rather than voice disagreement.

Answer: e Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 247) Which of the following strategies can reduce your level of communication apprehension in groups? vvvvvvvvvvvvvvvvvvv) Avoid using filler phrases such as ―um,‖ ―uh,‖ and ―you know‖ when you speak. wwwwwwwwwwwwwwwwwww) Be well prepared and realize that everyone experiences communication apprehension. xxxxxxxxxxxxxxxxxxx) Smile as you listen and speak to others. yyyyyyyyyyyyyyyyyyy) Talk less often during discussions. zzzzzzzzzzzzzzzzzzz) discussion.

Prepare and memorize comments you want to make in an upcoming

c Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.2: Strategies for Reducing Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts

ci Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

248) Cognitive restructuring is a technique for reducing communication apprehension that involves _________. aaaaaaaaaaaaaaaaaaaa) learning communication skills such as following an agenda, speaking clearly, and becoming more sensitive to feedback bbbbbbbbbbbbbbbbbbbb)

taking time to visualize yourself communicating effectively

cccccccccccccccccccc) substituting worrisome, irrational thoughts about communicating with more positive thoughts dddddddddddddddddddd)

relaxing physically in order to relax your mind

eeeeeeeeeeeeeeeeeeee) realizing that you are not the only person who gets nervous when called upon to speak in front of others Answer: c Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.2: Strategies for Reducing Communication Apprehension Difficulty Level: Difficult Skill Level: Understand the Concepts 249) The theory of hyperpersonal communication in virtual teams indicates that some members __________. ffffffffffffffffffff) ask more personal questions of other group members gggggggggggggggggggg)

ask less personal questions of other group members

hhhhhhhhhhhhhhhhhhhh) settings

are less confident in mediated settings than in face-to-face

iiiiiiiiiiiiiiiiiiii)

are more confident in mediated settings than in face-to-face settings

jjjjjjjjjjjjjjjjjjjj)

ask less pertinent questions

Answer: d Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.2: Strategies for Reducing Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 250) All of the following are means of providing supportive and constructive feedback to an apprehensive group member EXCEPT __________. kkkkkkkkkkkkkkkkkkkk) speaking

smiling, nodding, and listening patiently while they are

cii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

llllllllllllllllllll)

not interrupting the speaker or letting others interrupt them

mmmmmmmmmmmmmmmmmmmm) acknowledging the group member‘s contributions nnnnnnnnnnnnnnnnnnnn)

affirming the group member‘s competence

oooooooooooooooooooo) going on

offering feedback on the speaker‘s presentation while it is

Answer: e Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.3: Strategies for Helping Apprehensive Members Difficulty Level: Moderate Skill Level: Understand the Concepts 251) Group members with low levels of communication apprehension can help members with high apprehension reduce their level of fear and anxiety about communicating by using all of the following strategies EXCEPT _________. pppppppppppppppppppp) group

openly discussing a member‘s apprehension with the entire

qqqqqqqqqqqqqqqqqqqq)

providing supportive and constructive feedback

rrrrrrrrrrrrrrrrrrrr) actively encouraging and including anxious members in group discussions ssssssssssssssssssss) tttttttttttttttttttt)

listening patiently and not interrupting

asking questions that the apprehensive members know how to answer

Answer: a Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.3: Strategies for Helping Apprehensive Members Difficulty Level: Moderate Skill Level: Understand the Concepts 252) Assertive communicators seek an appropriate balance between _________. uuuuuuuuuuuuuuuuuuuu)

engagement and disengagement

vvvvvvvvvvvvvvvvvvvv)

passivity and aggression

wwwwwwwwwwwwwwwwwwww)

conformity and nonconformity

xxxxxxxxxxxxxxxxxxxx)

conflict and cohesion

yyyyyyyyyyyyyyyyyyyy)

high apprehension and low apprehension

Answer: b Learning Objective 3.5: List both the benefits and skills characteristic of member ciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Difficult Skill Level: Understand the Concepts 253) Even though Susie volunteers to work on committees and does a lot of the work on her own, she feels so misused and resentful that she criticizes committee members behind their backs.

Susie‘s behavior would be classified as _________. zzzzzzzzzzzzzzzzzzzz) assertive aaaaaaaaaaaaaaaaaaaaa) passive bbbbbbbbbbbbbbbbbbbbb)

aggressive

ccccccccccccccccccccc) assertive-aggressive ddddddddddddddddddddd)

passive-aggressive

Answer: e Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Apply What You Know 254) Aggressive group members _________. eeeeeeeeeeeeeeeeeeeee) are motivated by self-interest at the expensive of others fffffffffffffffffffff)

are reluctant to express their feelings

ggggggggggggggggggggg)

secretly try to undermine other members

hhhhhhhhhhhhhhhhhhhhh)

experience high levels of communication apprehension

iiiiiiiiiiiiiiiiiiiii) may appear to be cooperative when, in fact, want to obstruct or impair group work Answer: a Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 255) Amani agrees to take notes during an important meeting even though he hates taking notes and disagrees with many group decisions. The group asks him to bring copies of the notes to the next meeting so that everyone has a written record of the discussion and group decisions. civ Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

At the next meeting, Amani is absent. At the following meeting, he tells everyone that he‘s still working on the notes and may not have them for a while. What sort of behavior does Amani exhibit? jjjjjjjjjjjjjjjjjjjjj) assertiveness kkkkkkkkkkkkkkkkkkkkk)

passivity

lllllllllllllllllllll) aggression mmmmmmmmmmmmmmmmmmmmm) nnnnnnnnnnnnnnnnnnnnn)

passive aggression

passive assertiveness

Answer: d Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know 256) Which of the following strategies and skills are effective when you need to and should say ―no‖ to someone? ooooooooooooooooooooo)

Use assertive words but passive nonverbal communication.

ppppppppppppppppppppp)

Don‘t apologize or make excuses.

qqqqqqqqqqqqqqqqqqqqq) don‘t do this?‖

Ask permission to say ―no,‖ such as ―Will you be upset if I

rrrrrrrrrrrrrrrrrrrrr) Anticipate the person‘s request before you hear the question, so you can stop them from asking. sssssssssssssssssssss)

Avoid saying ―no‖ if the other person won‘t like your answer.

Answer: b Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 257) A group member who skillfully, but unethically, influences and controls others to their own advantage in an unfair, dishonest, or deceitful manner is what kind of group member? ttttttttttttttttttttt) encourager uuuuuuuuuuuuuuuuuuuuu)

manipulator

vvvvvvvvvvvvvvvvvvvvv)

controller cv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

wwwwwwwwwwwwwwwwwwwww) compromiser xxxxxxxxxxxxxxxxxxxxx)

discourager

Answer: b Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.2: Assertiveness Skills Difficulty Level: Easy Skill Level: Remember the Facts 258) Which of the following behaviors is not classified as a type of disruptive behavior in groups? yyyyyyyyyyyyyyyyyyyyy)

attacker

zzzzzzzzzzzzzzzzzzzzz) obstructionist aaaaaaaaaaaaaaaaaaaaaa)egoist bbbbbbbbbbbbbbbbbbbbbb)

gatekeeper

cccccccccccccccccccccc)support seeker Answer: d Learning Objective 3.6: Describe how knowledge sharing, emotional intelligence, and gatekeeping enhance group participation and success.

Topic 3.6.3: Gatekeeping in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 259) Elias has learned that he must work at handling his emotions responsibly, at delaying getting what he wants, and at focusing on helping his group achieve its common goal. Which of the characteristics of emotional intelligence is Elias seeking to improve? dddddddddddddddddddddd)

empathy

eeeeeeeeeeeeeeeeeeeeee)self-awareness ffffffffffffffffffffff)

self-regulation

gggggggggggggggggggggg)

self-confidence

hhhhhhhhhhhhhhhhhhhhhh)

self-control

Answer: c Learning Objective 3.6: Describe how knowledge sharing, emotional intelligence, and gatekeeping enhance group participation and success.

Topic 3.6.2: Emotional Intelligence in Groups Difficulty Level: Moderate Skill Level: Apply What You Know cvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

260) When DeShawn believes that a group‘s discussion has become hostile and nonproductive, he relies on his assertiveness skills to intervene and help the group work things out by discussing the issues rather than escalating the controversy and accompanying tensions. Which of the characteristics of emotional intelligence is DeShawn using? iiiiiiiiiiiiiiiiiiiiii) empathy jjjjjjjjjjjjjjjjjjjjjj) self-awareness kkkkkkkkkkkkkkkkkkkkkk)

self-regulation

llllllllllllllllllllll) self-confidence mmmmmmmmmmmmmmmmmmmmmm)

self-control

Answer: d Learning Objective 3.6: Describe how knowledge sharing, emotional intelligence, and gatekeeping enhance group participation and success.

Topic 3.6.2: Emotional Intelligence in Groups Difficulty Level: Moderate Skill Level: Apply What You Know True or False 261) Effective group participants approach group tasks with a positive attitude and social sensitivity.

True False Answer: True Learning Objective 3.1: Identify the critical characteristics of effective group participants.

Topic 3.1: The Human Element in Group Work Difficulty Level: Easy Skill Level: Remember the Facts 262) When group members are motivated by a shared feeling that they are pursuing a worthy goal, they are experiencing a sense of meaningfulness.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.2: Four Group Motivators cvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 263) When other groups were using the accepted research method they‘d been told to use, one courageous group decided to use a different, more sophisticated method. Their result was a much better study that could boast better and more useful data. The ecstatic and exhilarated successful was motivated by sense of choice True False Answer: True

cviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.2: Four Group Motivators Difficulty Level: Moderate Skill Level: Understand the Concepts 264) Will Schutz‘s FIRO theory examines the impact of three interpersonal needs: the need for inclusion, control, and affection.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 265) Abdicrats are often the most aggressive members in a group.

True False Answer: False Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 266) Affection needs reflect our desire to express and receive warmth or be liked by others.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts

cix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

267) Control needs reflect the need to feel liked and accepted by group members.

True False Answer: False Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 268) Inclusion needs represent a desire to be given attention and to feel significant and accepted by other group members.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 269) If Julie confides in and tries to become very close with every group member, she may be exhibiting behavior characteristic of an overpersonal member.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Difficult Skill Level: Apply What You Know 270) An abdicrat is a group member whose control needs are met, who has no problem with power, and who is comfortable giving and taking orders.

True False Answer: False cx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 271) When a member of the group says, ―I need to feel accepted by the group,‖ they are expressing the need for inclusion.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Apply What You Know 272) When a member of the group says, ―I want others to like and express warmth toward me,‖ they are expressing the need for affection.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Apply What You Know 273) If Gabe tries to impress others with what and whom he knows and tries to attract attention to compensate for feelings of inadequacy, he may be exhibiting behavior characteristic of an oversocial member.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate cxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know 274) You can help satisfy a member‘s control need by giving that person responsibility for and leadership of a special project or a highly visible and important subcommittee.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Apply What You Know 275) A member who seeks attention or tries to impress other members may have a strong inclusion need.

True False Answer: True Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.4: Balancing Individual Needs and Group Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 276) One group member can function effectively in several different roles at the same time.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 277) Group socio-emotional roles affect a group‘s ability to achieve its common goal by focusing on behaviors that help get the job done.

True False cxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: False Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 278) An organizer is fulfilling group a task role.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 279) The Employee Training Committee values Julieta‘s contributions because she makes sure that the group carefully considers every new idea and proposed plan. Instead of groaning when they hear her say, ―I think we need to back up and consider a few of the negatives,‖ they are grateful she‘s there to keep them from making bad decisions. Julieta‘s has assumed the task role of challenger.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Apply What You Know 280) The Employee Training Committee values Tyler‘s contributions because he helps explain other members‘ ideas and suggestions, corrects misunderstandings, and summarizes the group‘s discussion on important issues. When the group is confused or is having trouble sorting multiple ideas and arguments, they look to Tyler for help. Tyler has assumed the task role of innovator.

True False Answer: False cxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

cxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Apply What You Know 281) Socio-emotional roles include team builder and connector.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate Skill Level: Apply What You Know 282) The Employee Training Committee values Zhou‘s contributions because he makes a point of praising group members and listening to them with empathy. When things aren‘t going well and members are feeling discouraged or frustrated, Zhou is there to assume the role of connector.

True False Answer: False Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate Skill Level: Apply What You Know 283) The Employee Training Committee values Nala‘s contributions because she is good at creating a positive and support group climate. She also has a talent for helping members resolve conflicts and adapt to one another‘s interpersonal differences. Nala‘s has assumed the role of team builder.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate cxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

cxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

284) According to Belbin‘s Team-Role Theory, members of effective groups seek out and perform roles compatible with their personal characteristics and skills.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.4: Role Development Difficulty Level: Moderate Skill Level: Understand the Concepts 285) Researcher John Mathieu and his colleagues identified four discrete group roles: information seeker, energizer, harmonizer, and compromiser.

True False Answer: False Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 286) In addition to assuming positive task and socio-emotional roles, some members engage in disruptive behavior that prevents a group from achieving its common goal. These behaviors include members who dominate discussions and verbally attack members and their positions.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.5: Disruptive Group Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 287) An obstructionist prevents others from participating by monopolizing discussions in a way that inhibits effective collaboration and decision making.

True cxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: False Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.5: Disruptive Group Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 288) Brianna, a new member of the Employee Training Committee, has an obvious need for inclusion and affection. She comes across as helpless and incompetent, even though the group knows she is fully capable of working with others and completing a task. The group has become tired of how often she distracts the group by interrupting to share her personal problems and feelings with everyone. Brianna‘s disruptive behavior can be classified as that of a support seeker.

True False Answer: True Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.5: Disruptive Group Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 289) Communication apprehension occurs only in a public speaking situations and group meetings.

True False Answer: False Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 290) The Personal Report of Communication Apprehension (PRCA) measures a relatively permanent personality trait that is unlikely to change significantly unless a person engages in some type of effective intervention or training.

True False cxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True

cxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 291) As a result of talking less, apprehensive participants are often viewed as less confident, less assertive, and less responsible.

True False Answer: True Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Difficult Skill Level: Apply What You Know 292) Communication apprehension has significant effects on the amount of talk, the content of communication, and the resulting perceptions of other group members.

True False Answer: True Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 293) Group members who experience high levels of communication apprehension tend to speak less, agree with others rather than voice disagreement, and use more filler phrases such as ―well,‖ ―you know,‖ and ―uh.‖ True False Answer: True Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate cxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 294) Members with high levels of communication apprehension are more likely to initiate discussions.

True False Answer: False Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 295) Members with low levels of communication apprehension may appear more confident.

True False Answer: True Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 296) Some people are more confident when communicating online and in mediated discussions than they are communicating face-to-face with group members.

True False Answer: True Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.2: Strategies for Reducing Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 297) Communication apprehension includes more than public-speaking anxiety; it also encompasses fear of speaking in conversations, meetings, and group settings.

True False cxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 298) The power of positive thinking—also known as cognitive restructuring—is enough to foster group and member confidence because it shows groups who to commit to ambitious goals and believe in their ability to meet them.

True False Answer: False Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.2: Strategies for Reducing Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 299) Group members who speak more are more likely to become a group‘s leader.

True False Answer: True Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 300) Assertiveness can help raise a group member‘s level of confidence and reduce communication apprehension.

True False Answer: True Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5: Member Assertiveness Difficulty Level: Moderate cxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

301) Aggressive communicators ask and answer questions without fear or hostility and stand up for their beliefs even when others disagree.

True False Answer: False Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 302) Passive group members are rarely satisfied with their group experiences.

True False Answer: True Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 303) Passive-aggressive group members often get their way by working against or undermining other members behind their backs and by publicly appearing to agree while privately planning an opposite action.

True False Answer: True Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 304) Several widespread beliefs prevent passive members from saying no even when that it is exactly what they should say. These reasons include ―If I say no, they won‘t like me‖ and ―The won‘t accept my no and will expect me to do it anyway.‖ True cxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 305) In the context of groups, manipulators and members who exhibit disruptive behavior are the same because both kinds of members skillfully, but unethically influence and control others in an unfair, dishonest, or deceitful manner.

True False Answer: False Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.2: Assertiveness Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 306) The gatekeeper of a group encourages quiet members to speak and restrains talkative members from speaking so much.

True False Answer: True Learning Objective 3.6: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.6.3: Gatekeeping in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate Essay 307) Choose two of Schutz‘s Fundamental Interpersonal Relationship Orientation (FIRO) needs and explain how you could motivate group members by satisfying this need. Provide specific examples of the strategies you would use.

Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation. cxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs

cxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Difficult Skill Level: Apply What You Know 308) Think of a group to which you belong. What need(s) does this group meet for you? What happens if/when the group fails to meet this need? Provide specific examples.

Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Apply What You Know 309) Will Schutz‘s FIRO Theory focuses on three interpersonal needs. What are the three needs, and how can joining and belonging to groups satisfy each need?

Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Moderate Skill Level: Understand the Concepts 310) Consider Schutz‘s three interpersonal needs. In your opinion, which of these three needs is your strongest need? How can you satisfy this need by joining and belonging to a group? How would you feel and behave if this need was not met in a group?

Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Difficult Skill Level: Understand the Concepts 311) Using Schutz‘s FIRO Theory to improve group performance requires a balanced approach that helps members meet inclusion, control, and affection needs and the group‘s need for productive collaboration. As a group, what are some specific strategies that can be used to achieve this balance? Between undersocial and oversocial members? Between abdicrats and autocrats? Between underpersonal and overpersonal members?

Learning Objective 3.2: Compare the four categories of motivators that enhance the quality of member participation.

Topic 3.2.3: Meeting Members‘ Interpersonal Needs Difficulty Level: Difficult Skill Level: Understand the Concepts

cxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

312) Members may adopt different roles at different times in different groups. Explain why this is the case and provide an example of different roles the same group member may adopt in a group.

Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate Skill Level: Analyze the Concept 313) Your text discusses three kinds of member roles: task roles, change-oriented roles, and socio-emotional group roles. Identify and explain one role from each category. Provide examples of behavior for each role you identify.

Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Moderate Skill Level: Apply What You Know 314) Consider the many groups to which you have belonged. Describe three different roles you have assumed in any of these groups. Be specific; identify the role, describe your behavior, and analyze how your role affected the group and its success (or failure).

Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3: Member Roles Difficulty Level: Difficult Skill Level: Apply What You Know 315) Describe the functions and communication behaviors of group members who assume the following socio-emotional roles: team builder and connector.

Learning Objective 3.3: Explain how member roles contribute to group productivity and member satisfaction.

Topic 3.3.3: Socio-Emotional Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 316) Describe and provide three examples of disruptive behavior by group members that can cause a group to lose its will to work and fail to achieve its common goal.

Learning Objective 3.3: Explain how member roles contribute to group productivity and cxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

member satisfaction.

Topic 3.3.5: Disruptive Group Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 317) Describe the theory of hyperpersonal communication in virtual teams and explain the reasons provided in the text for its existence.

Learning Objective 3.4 Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.2: Strategies for Reducing Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 318) Describe how the basic characteristics of high and low apprehension group members affect a group‘s ability to achieve its common goal.

Learning Objective 3.4 Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.1: Communication Apprehension Difficulty Level: Moderate Skill Level: Understand the Concepts 319) Some scholars believe that communication apprehension may be an important factor in predicting communication behavior in small groups. How does communication apprehension affect group interaction? What can members with low apprehension do to reduce another member‘s communication apprehension?

Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.3: Strategies for Helping Apprehensive Members Difficulty Level: Moderate Skill Level: Understand the Concepts 320) Identify and describe three strategies that group members with high apprehension can use to help them cope with or reduce their level of communication apprehension.

Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.3: Strategies for Helping Apprehensive Members Difficulty Level: Moderate Skill Level: Understand the Concepts cxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

321) You are a member of a group in which you feel confident and comfortable communicating with others. However, another member appears nervous and uncomfortable participating in the group‘s discussions. Assuming this member experiences a higher level of communication apprehension than other group members, what might you do to help reduce that member‘s level of apprehension?

Learning Objective 3.4: Apply appropriate strategies and skills to enhance the communication confidence of group members.

Topic 3.4.3: Strategies for Helping Apprehensive Members Difficulty Level: Difficult Skill Level: Apply What You Know 322) Define and distinguish between the concepts of passivity, assertiveness and aggressiveness.

Explain the impact that assertiveness and aggressiveness have on group communication.

Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 323) Explain how member effectiveness increases as you move from passivity to assertiveness and then decreases as you move beyond assertiveness to aggressiveness.

Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Moderate Skill Level: Understand the Concepts 324) The text describes several ways to develop appropriate assertiveness skills. Identify three assertiveness skills and provide an example of a group situation in which you would use each skill.

Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.2: Assertiveness Skills Difficulty Level: Moderate Skill Level: Apply What You Know 325) Describe a situation in which an assertive group member may justify behaving passively and another situation in which an assertive group member may justify behaving aggressively.

Learning Objective 3.5: List both the benefits and skills characteristic of member cxxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Difficult Skill Level: Apply What You Know 326) One of the most basic but difficult assertiveness skills is the ability and confidence to say ―no.‖ Randy Paterson, author of The Assertiveness Workbook, puts it this way: ―If you cannot say ‗No,‘ you are not in charge of your own life.‖ Why, then, do so many people believe that if someone asks us to do something, we have to do it? Describe and provide an example of three appropriate communication strategies you can use to say ―no.‖ Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness in groups.

Topic 3.5.1: Balancing Passivity and Aggression Difficulty Level: Difficult Skill Level: Understand the Concepts 327) Manipulators are group members who skillfully, but unethically, influence and control others to their own advantage in an unfair, dishonest, or deceitful manner. What are some signs that another member of the group may be trying to manipulate others? Describe three specific strategies that can be used to counter members whose behaviors seek to manipulate others?

Learning Objective 3.5: List both the benefits and skills characteristic of member assertiveness.

Topic 3.5.2: Assertiveness Skills Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 4 Diversity in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level cxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

(1)=Easy; (2)=Moderate; (3)=Difficult 22% Easy 64 % Moderate 14% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 4 Multiple Choice Single Select 328) According to the Diversity Wheel image in your text, there are three levels of diversity in every group. Which of the following dimensions is included in the third (external) dimension? nnnnnnnnnnnnnnnnnnnnnn)

personality

oooooooooooooooooooooo)

race

pppppppppppppppppppppp)

physical ability

qqqqqqqqqqqqqqqqqqqqqq)

educational background

rrrrrrrrrrrrrrrrrrrrrr)

sexual orientation

Answer: d Learning Objective 4.1: Describe the characteristics and scope of group diversity.

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Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 329) According to the Diversity Wheel image in your text, there are three levels of diversity in every group. Which of the following dimensions is included in the third (external) dimension? ssssssssssssssssssssss)

mental ability

tttttttttttttttttttttt) age uuuuuuuuuuuuuuuuuuuuuu)

appearance

vvvvvvvvvvvvvvvvvvvvvv)

ethnicity

wwwwwwwwwwwwwwwwwwwwww)

cultural dimensions

Answer: c Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 330) According to Diversity Wheel image in your text, there are three levels of diversity in every group. Which of the following dimensions is included in the second (internal) dimension? xxxxxxxxxxxxxxxxxxxxxx)

appearance

yyyyyyyyyyyyyyyyyyyyyy)

gender

zzzzzzzzzzzzzzzzzzzzzz)income aaaaaaaaaaaaaaaaaaaaaaa)

marital status

bbbbbbbbbbbbbbbbbbbbbbb)

religion

Answer: b Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 331) According to Diversity Wheel image in your text, there are three levels of diversity in every group. Which of the following dimensions is included in the second (internal) dimension? ccccccccccccccccccccccc)

sexual orientation

ddddddddddddddddddddddd)

family status cxxxiii

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eeeeeeeeeeeeeeeeeeeeeee) fffffffffffffffffffffff)

geographic location

political orientation

ggggggggggggggggggggggg)

work experience

Answer: a Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 332) Which term describes member characteristics that are difficult to observe, such as knowledge, skills, and abilities related to the demands of a group‘s task? hhhhhhhhhhhhhhhhhhhhhhh)

homogeneity

iiiiiiiiiiiiiiiiiiiiiii) heterogeneity jjjjjjjjjjjjjjjjjjjjjjj) diversity kkkkkkkkkkkkkkkkkkkkkkk)

culture

lllllllllllllllllllllll) deep diversity Answer: e Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Easy Skill Level: Remember the Facts 333) Which term describes a learned set of shared interpretations about beliefs, values and norms which affect the behaviors of a relatively large group of people? mmmmmmmmmmmmmmmmmmmmmmm) homogeneity nnnnnnnnnnnnnnnnnnnnnnn)

heterogeneity

ooooooooooooooooooooooo)

diversity

ppppppppppppppppppppppp)

culture

qqqqqqqqqqqqqqqqqqqqqqq)

deep diversity

Answer: d Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Easy Skill Level: Remember the Facts

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334) In the homogeneous ↔ heterogeneous group dialectic, homogeneous refers to _________. rrrrrrrrrrrrrrrrrrrrrrr)

a group composed of members who are different from one another

sssssssssssssssssssssss) a group composed of members who are very similar to one another ttttttttttttttttttttttt) a group of Baby Boomers and Millennials uuuuuuuuuuuuuuuuuuuuuuu)

a group of liberal and conservative politicians

vvvvvvvvvvvvvvvvvvvvvvv)

a group with different religious beliefs

Answer: b Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2: Benefits and Challenges of Group Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 335) How does having member diversity help groups make better decisions? wwwwwwwwwwwwwwwwwwwwwww) absent.

It adds perspectives that would otherwise be

xxxxxxxxxxxxxxxxxxxxxxx)

It avoids a group having to change norms.

yyyyyyyyyyyyyyyyyyyyyyy)

It ensures that everyone will get along well.

zzzzzzzzzzzzzzzzzzzzzzz) information on the table.

It increases efficiency by streamlining the amount of

aaaaaaaaaaaaaaaaaaaaaaaa)

It increases more likely harmony and effectiveness.

Answer: a Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.1: The Benefits of Group Diversity Difficulty Level: Easy Skill Level: Remember the Facts 336) Thinking and communicating styles, emotional disposition, levels of agreeableness, conscientiousness, and motivation are examples of which type of diversity in groups? bbbbbbbbbbbbbbbbbbbbbbbb) demographic differences cccccccccccccccccccccccc)

value and belief differences

dddddddddddddddddddddddd) status differences eeeeeeeeeeeeeeeeeeeeeeee)

personality differences cxxxv

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ffffffffffffffffffffffff)

personal network differences

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Answer: d Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.1: The Benefits of Group Diversity Difficulty Level: Easy Skill Level: Remember the Facts 337) Education, expertise, training, experience, and physical abilities are examples of type of which diversity in groups? gggggggggggggggggggggggg) value and belief differences hhhhhhhhhhhhhhhhhhhhhhhh) demographic differences iiiiiiiiiiiiiiiiiiiiiiii) knowledge and skill differences jjjjjjjjjjjjjjjjjjjjjjjj) personal network differences kkkkkkkkkkkkkkkkkkkkkkkk) status differences Answer: c Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.1: The Benefits of Group Diversity Difficulty Level: Easy Skill Level: Remember the Facts 338) When a group‘s diversity heightens tensions to a degree that it divides members into separate camps, it is known as producing _________. llllllllllllllllllllllll) landmines mmmmmmmmmmmmmmmmmmmmmmmm) faultlines nnnnnnnnnnnnnnnnnnnnnnnn) schisms oooooooooooooooooooooooo) deep diversity pppppppppppppppppppppppp) status differences Answer: b Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.2: The Challenges of Group Diversity Difficulty Level: Easy Skill Level: Remember the Facts

cxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

339) People who believe that their culture is better than other cultures or that their culture should be the role model for other cultures would be classified as _________. qqqqqqqqqqqqqqqqqqqqqqqq) ethnocentric rrrrrrrrrrrrrrrrrrrrrrrr)

stereotypical

ssssssssssssssssssssssss) prejudiced tttttttttttttttttttttttt) discriminatory uuuuuuuuuuuuuuuuuuuuuuuu) racist.

Answer: a Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.1: Ethnocentrism Difficulty Level: Moderate Skill Level: Understand the Concepts 340) The belief that all people from Latin American countries are highly passionate and emotional is an example of which obstacle to understanding others? vvvvvvvvvvvvvvvvvvvvvvvv) prejudice wwwwwwwwwwwwwwwwwwwwwwww)

stereotyping

xxxxxxxxxxxxxxxxxxxxxxxx) discrimination yyyyyyyyyyyyyyyyyyyyyyyy) ethnocentrism zzzzzzzzzzzzzzzzzzzzzzzz)

ableism

Answer: b Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.2: Stereotyping Difficulty Level: Moderate Skill Level: Understand the Concepts 341) Believing a generalization about a group of people that oversimplifies their characteristics and results in erroneous judgments is an example of ________. aaaaaaaaaaaaaaaaaaaaaaaaa)

ethnocentrism

bbbbbbbbbbbbbbbbbbbbbbbbb) prejudice ccccccccccccccccccccccccc)

stereotyping

ddddddddddddddddddddddddd) discrimination cxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

eeeeeeeeeeeeeeeeeeeeeeeee)

acceptance

cxxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.2: Stereotyping Difficulty Level: Moderate Skill Level: Understand the Concepts 342) The statement ―Men are good at home repairs, while women are good at home decorating‖ is an example of _________. fffffffffffffffffffffffff)

ethnocentrism

ggggggggggggggggggggggggg) stereotyping hhhhhhhhhhhhhhhhhhhhhhhhh) prejudice iiiiiiiiiiiiiiiiiiiiiiiii)

discrimination

jjjjjjjjjjjjjjjjjjjjjjjjj)

internalized oppression

Answer: b Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.2: Stereotyping Difficulty Level: Moderate Skill Level: Apply What You Know 343) People who have biased beliefs about group members that are not based on direct experience and firsthand knowledge or have irrational feelings of dislike and even hatred for certain groups would be classified as ________. kkkkkkkkkkkkkkkkkkkkkkkkk) ethnocentric lllllllllllllllllllllllll)

stereotypical

mmmmmmmmmmmmmmmmmmmmmmmmm)

prejudiced

nnnnnnnnnnnnnnnnnnnnnnnnn) discriminatory ooooooooooooooooooooooooo) racist Answer: c Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.3: Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts

cxl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

344) All of the following statements are always characteristics of people who have prejudices EXCEPT _________. ppppppppppppppppppppppppp) they deny opportunities to certain groups of people such as access to employment, equal rights, and housing. qqqqqqqqqqqqqqqqqqqqqqqqq) their beliefs about others are rarely based on extensive experience and firsthand knowledge rrrrrrrrrrrrrrrrrrrrrrrrr)

they have irrational feelings or dislike for certain groups

sssssssssssssssssssssssss) they justify negative feelings toward members of certain groups ttttttttttttttttttttttttt) stereotypes

they have negative attitudes about people that are based on faulty

Answer: a Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.3: Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts 345) The statement ―I don‘t want a person with disabilities working on our group project‖ is an example of _________. uuuuuuuuuuuuuuuuuuuuuuuuu) ethnocentrism vvvvvvvvvvvvvvvvvvvvvvvvv) stereotyping wwwwwwwwwwwwwwwwwwwwwwwww) prejudice xxxxxxxxxxxxxxxxxxxxxxxxx) discrimination yyyyyyyyyyyyyyyyyyyyyyyyy) internalized oppression Answer: c Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.3: Prejudice Difficulty Level: Moderate Skill Level: Apply What You Know 346) The act of excluding people who are different from opportunities granted to others is an example of _________. zzzzzzzzzzzzzzzzzzzzzzzzz)

ethnocentrism

aaaaaaaaaaaaaaaaaaaaaaaaaa)

prejudice cxli

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

bbbbbbbbbbbbbbbbbbbbbbbbbb)

stereotyping

cxlii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

cccccccccccccccccccccccccc)

discrimination

dddddddddddddddddddddddddd)

acceptance

Answer: d Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.4: Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts 347) The concept of collective intelligence refers to a set of unique set of characteristics that produces ―smart‖ groups that are more likely to succeed. Which of the following features is essential for a group to develop, sustain, and enhance its collective intelligence? eeeeeeeeeeeeeeeeeeeeeeeeee) ffffffffffffffffffffffffff)

high IQ scores

high cohesiveness

gggggggggggggggggggggggggg)

similarities in member personalities and values

hhhhhhhhhhhhhhhhhhhhhhhhhh)

membership includes women

iiiiiiiiiiiiiiiiiiiiiiiiii)

membership includes men

Answer: d Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Moderate Skill Level: Understand the Concepts 348) What theory describes how members of powerful group undermine, undervalue, or silence the words and ideas of people from less powerful groups? jjjjjjjjjjjjjjjjjjjjjjjjjj)

discrimination

kkkkkkkkkkkkkkkkkkkkkkkkkk) llllllllllllllllllllllllll)

oppression theory

muted group theory

mmmmmmmmmmmmmmmmmmmmmmmmmm) nnnnnnnnnnnnnnnnnnnnnnnnnn)

silent voices theory

dominant-subordinate theory

Answer: c Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Moderate cxliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 349) Collective Intelligence is a phenomenon that explains why some groups perform better than other groups that are literally ―smarter.‖ Which component of collective intelligence accurately reflects a somewhat surprising gender dimension? oooooooooooooooooooooooooo) women.

Groups with men outperform groups with all

pppppppppppppppppppppppppp) without becoming defensive.

Men in groups give and take criticism constructively

qqqqqqqqqqqqqqqqqqqqqqqqqq) dominating roles.

Women are willing to take on dictatorial or

rrrrrrrrrrrrrrrrrrrrrrrrrr)

Groups with women outperform groups of all men.

ssssssssssssssssssssssssss) settings.

Women with high IQs tend to dominate discussions in group

Answer: d Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Difficult Skill Level: Understand the Concepts 350) According to muted group theory, _________. tttttttttttttttttttttttttt) communication practices of dominant groups often silence the voices of members of subordinate groups uuuuuuuuuuuuuuuuuuuuuuuuuu) the English language makes it easier for people from marginalized groups to express themselves vvvvvvvvvvvvvvvvvvvvvvvvvv) power

women should avoid challenging men in positions of

wwwwwwwwwwwwwwwwwwwwwwwwww) politically active

women should become more

xxxxxxxxxxxxxxxxxxxxxxxxxx) the speech patterns of White women are not part of the dominant group‘s speaking norms in the United States Answer: a Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Moderate Skill Level: Understand the Concepts cxliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

351) According to research, which of the following statements is true? yyyyyyyyyyyyyyyyyyyyyyyyyy) zzzzzzzzzzzzzzzzzzzzzzzzzz) minds.

Women typically talk more than men do.

Women have historically been celebrated for speaking their

aaaaaaaaaaaaaaaaaaaaaaaaaaa) Speakers are more likely to interrupted if they are men. bbbbbbbbbbbbbbbbbbbbbbbbbbb) viewed as less competent.

When men assert themselves in a group, they are

ccccccccccccccccccccccccccc) Some women feel undervalued or invisible when working in groups with men.

Answer: e Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4.1: Muting Women‘s Voices Difficulty Level: Easy Skill Level: Remember the Facts 352) Your _________ is a consistent set of relatively permanent traits that influence how you think, feel, and behave in a variety of situations and contexts. ddddddddddddddddddddddddddd)

external dimensions

eeeeeeeeeeeeeeeeeeeeeeeeeee) deep diversity fffffffffffffffffffffffffff) personality ggggggggggggggggggggggggggg)

culture

hhhhhhhhhhhhhhhhhhhhhhhhhhh)

internal dimensions

Answer: c Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5: The Personality Dimensions Difficulty Level: Moderate Skill Level: Understand the Concepts 353) Which of the following traits is NOT one of the Big Six Personality Traits? iiiiiiiiiiiiiiiiiiiiiiiiiii)

Extroversion

jjjjjjjjjjjjjjjjjjjjjjjjjjj)

Neuroticism

kkkkkkkkkkkkkkkkkkkkkkkkkkk) lllllllllllllllllllllllllll)

Agreeableness

Conscientiousness cxlv

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mmmmmmmmmmmmmmmmmmmmmmmmmmm) Openness Answer: b Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.1: The Big Six Personality Traits Difficulty Level: Moderate Skill Level: Understand the Concepts

cxlvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

354) The qualities of fairness, genuineness, and sincerity (and their opposites) represent which aspect of the Big Six Personality traits continuum? nnnnnnnnnnnnnnnnnnnnnnnnnnn)

honesty-humility

ooooooooooooooooooooooooooo)

conscientiousness

ppppppppppppppppppppppppppp)

agreeableness

qqqqqqqqqqqqqqqqqqqqqqqqqqq)

extroversion

rrrrrrrrrrrrrrrrrrrrrrrrrrr) emotional stability Answer: a Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.1: The Big Six Personality Traits Difficulty Level: Easy Skill Level: Remember the Facts 355) Team members with which of the big six personality traits are trustworthy, respectful, and reliable doers and team builders who model desirable behavior for other members and appropriately call out misbehavior by others? sssssssssssssssssssssssssss) ttttttttttttttttttttttttttt)

extroversion

emotionality

uuuuuuuuuuuuuuuuuuuuuuuuuuu)

openness

vvvvvvvvvvvvvvvvvvvvvvvvvvv)

honesty-humility

wwwwwwwwwwwwwwwwwwwwwwwwwww)

conscientiousness

Answer: d Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.2: Personality Traits and Group Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 356) Team members with which of the big six personality traits are likely to be talented organizers and outstanding doers? xxxxxxxxxxxxxxxxxxxxxxxxxxx)

openness

yyyyyyyyyyyyyyyyyyyyyyyyyyy)

emotionality

zzzzzzzzzzzzzzzzzzzzzzzzzzz) conscientiousness aaaaaaaaaaaaaaaaaaaaaaaaaaaa) honesty-humility cxlvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

bbbbbbbbbbbbbbbbbbbbbbbbbbbb)

agreeableness

Answer: c Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.2: Personality Traits and Group Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 357) In which of the following cultural dimensions does the United States rank highest in the world? cccccccccccccccccccccccccccc) individualism dddddddddddddddddddddddddddd)

collectivism

eeeeeeeeeeeeeeeeeeeeeeeeeeee) high power distance ffffffffffffffffffffffffffff) low power distance gggggggggggggggggggggggggggg)

high context

Answer: a Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts 358) Collectivist cultures place greater value on _________. hhhhhhhhhhhhhhhhhhhhhhhhhhhh)

uncertainty

iiiiiiiiiiiiiiiiiiiiiiiiiiii)

esteem and self-actualization needs

jjjjjjjjjjjjjjjjjjjjjjjjjjjj)

personal freedom

kkkkkkkkkkkkkkkkkkkkkkkkkkkk) llllllllllllllllllllllllllll)

collaboration and cooperation

directness of communication

Answer: d Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts 359) Which of the following groups of countries is the most collectivist? cxlviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

mmmmmmmmmmmmmmmmmmmmmmmmmmmm) Zealand

Australia, Canada, and New

nnnnnnnnnnnnnnnnnnnnnnnnnnnn)

Central and South America

oooooooooooooooooooooooooooo)

Italy, Denmark, and Sweden

pppppppppppppppppppppppppppp)

The United States and Great Britain

qqqqqqqqqqqqqqqqqqqqqqqqqqqq)

Scandinavia, Belgium, and France

Answer: b Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6: Cultural Dimensions in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 360) In _________ cultures, people are more dependent on language rather than nonverbal cues and the nature of relationships to express what they mean. rrrrrrrrrrrrrrrrrrrrrrrrrrrr) high power distance ssssssssssssssssssssssssssss) tttttttttttttttttttttttttttt)

short-term time orientation

low-context

uuuuuuuuuuuuuuuuuuuuuuuuuuuu)

low power distance

vvvvvvvvvvvvvvvvvvvvvvvvvvvv)

high-context

Answer: e Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.4: High Context–Low Context Difficulty Level: Moderate Skill Level: Understand the Concepts 361) High power distance cultures are characterized by beliefs that ________. wwwwwwwwwwwwwwwwwwwwwwwwwwww)

power distinctions are minimized

xxxxxxxxxxxxxxxxxxxxxxxxxxxx)

assertiveness is a valuable skill

yyyyyyyyyyyyyyyyyyyyyyyyyyyy)

all people are not created equal

zzzzzzzzzzzzzzzzzzzzzzzzzzzz) there should be no more rules than are strictly necessary aaaaaaaaaaaaaaaaaaaaaaaaaaaaa) compassionate

people in positions of power should be

Answer: c cxlix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.2: Power Distance Difficulty Level: Moderate Skill Level: Understand the Concepts 362) Which of the following countries rank near the top of the list of high-power distance cultures? bbbbbbbbbbbbbbbbbbbbbbbbbbbbb)

Guatemala

ccccccccccccccccccccccccccccc)

Israel

ddddddddddddddddddddddddddddd)

Austria

eeeeeeeeeeeeeeeeeeeeeeeeeeeee)

Denmark

fffffffffffffffffffffffffffff) New Zealand Answer: a Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.2: Power Distance Difficulty Level: Moderate Skill Level: Understand the Concepts 363) Members from _________ cultures communicate more freely in virtual teams where interaction does not occur in real time and when anonymous input is possible ggggggggggggggggggggggggggggg)

individualistic

hhhhhhhhhhhhhhhhhhhhhhhhhhhhh)

high-power-distance

iiiiiiiiiiiiiiiiiiiiiiiiiiiii)

collectivistic

jjjjjjjjjjjjjjjjjjjjjjjjjjjjj)

short-term time-oriented

kkkkkkkkkkkkkkkkkkkkkkkkkkkkk)

high-context

Answer: b Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.4: High Context–Low Context Difficulty Level: Difficult Skill Level: Understand the Concepts 364) Which cultural dimension would be characterized by the following components (1) subordinates should be consulted; (2) privileges and status symbols are frowned upon; (3) parents treat their children as equals; and (4) teachers expect students to express their opinions in class? cl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

lllllllllllllllllllllllllllll)

individualism

mmmmmmmmmmmmmmmmmmmmmmmmmmmmm)

collectivism

nnnnnnnnnnnnnnnnnnnnnnnnnnnnn)

short-term time orientation

ooooooooooooooooooooooooooooo)

Low power distance

ppppppppppppppppppppppppppppp)

high context

Answer: d Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.2: Power Distance Difficulty Level: Moderate Skill Level: Understand the Concepts 365) Which of the following statements would be made by someone from a low-context culture? qqqqqqqqqqqqqqqqqqqqqqqqqqqqq) mean.

I rely on facial expressions to interpret what others

rrrrrrrrrrrrrrrrrrrrrrrrrrrrr) Feelings are a valuable source of information. sssssssssssssssssssssssssssss) ttttttttttttttttttttttttttttt)

I try to maintain harmony in my communication with others.

I like to be accurate, clear, and direct when I talk to others.

uuuuuuuuuuuuuuuuuuuuuuuuuuuuu)

I communicate in an indirect fashion.

Answer: d Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.4: High Context–Low Context Difficulty Level: Moderate Skill Level: Understand the Concepts 366) According to the text, countries like China, and South Korea live in a country with _________. vvvvvvvvvvvvvvvvvvvvvvvvvvvvv)

individualistic culture

wwwwwwwwwwwwwwwwwwwwwwwwwwwww) high power distance xxxxxxxxxxxxxxxxxxxxxxxxxxxxx)

low power distance

yyyyyyyyyyyyyyyyyyyyyyyyyyyyy)

collectivist culture

zzzzzzzzzzzzzzzzzzzzzzzzzzzzz)

short-term time orientation

Answer: e Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions cli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

affect group communication.

Topic 4.6.3: Time Orientations Difficulty Level: Difficult Skill Level: Understand the Concepts 367) In which parts of the world are countries most likely to have a short-term time orientation? aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa)

Central and South America

bbbbbbbbbbbbbbbbbbbbbbbbbbbbbb) Asia cccccccccccccccccccccccccccccc)

Southern Africa

dddddddddddddddddddddddddddddd) Northern Europe and North America eeeeeeeeeeeeeeeeeeeeeeeeeeeeee)

Northern Africa

Answer: d Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.3: Time Orientations Difficulty Level: Moderate Skill Level: Understand the Concepts 368) Which characteristics are common in short-term time cultures? ffffffffffffffffffffffffffffff) another.

Members like to concentrate on one job before moving to

gggggggggggggggggggggggggggggg) Members are frequently late for appointments. hhhhhhhhhhhhhhhhhhhhhhhhhhhhhh) Members like thinking about several tasks at one time. iiiiiiiiiiiiiiiiiiiiiiiiiiiiii) same time.

Members feel comfortable holding two or three conversations at the

jjjjjjjjjjjjjjjjjjjjjjjjjjjjjj)

Relationships are far more important than schedules.

Answer: a Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.3: Time Orientations Difficulty Level: Moderate Skill Level: Understand the Concepts 369) People who share beliefs such as ―It is the duck that squawks that gets shot‖ or ―Seeing is better than hearing‖ would be characterized as members of a(n) _________ culture. clii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

kkkkkkkkkkkkkkkkkkkkkkkkkkkkkk) individualistic llllllllllllllllllllllllllllll)

high-context

mmmmmmmmmmmmmmmmmmmmmmmmmmmmmm)

short-term time-oriented

nnnnnnnnnnnnnnnnnnnnnnnnnnnnnn) low-power-distance oooooooooooooooooooooooooooooo) low-context Answer: b Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.4: High Context–Low Context Difficulty Level: Moderate Skill Level: Apply What You Know 370) In high-context cultures, messages are generally _________. pppppppppppppppppppppppppppppp) clear and factual qqqqqqqqqqqqqqqqqqqqqqqqqqqqqq) implied and context-specific rrrrrrrrrrrrrrrrrrrrrrrrrrrrrr)

explicit

ssssssssssssssssssssssssssssss)

opinionated

tttttttttttttttttttttttttttttt)

objective

Answer: b Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.4: High Context–Low Context Difficulty Level: Moderate Skill Level: Understand the Concepts 371) In the context of working in diverse groups, being mindful means _________. uuuuuuuuuuuuuuuuuuuuuuuuuuuuuu) allowing rigid categories and false distinctions to become habits of thought and behavior vvvvvvvvvvvvvvvvvvvvvvvvvvvvvv) focusing on, rather than downplaying, differences wwwwwwwwwwwwwwwwwwwwwwwwwwwwww) displaying collective intelligence xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx) searching for shared fundamental ethical values yyyyyyyyyyyyyyyyyyyyyyyyyyyyyy) being open to learn about others before forming judgments Answer: e Learning Objective 4.7: Identify specific communication strategies applicable to cliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

understanding, respecting, and adapting to diversity in groups.

Topic 4.7.1: Be Mindful Difficulty Level: Easy Skill Level: Remember the Facts 372) In the context of working in diverse groups, how should one deal with differences among group members? zzzzzzzzzzzzzzzzzzzzzzzzzzzzzz) belief.

Remove members with fundamental differences of

a) Work to overcome differences. b) Sort members into subgroups according to their differences. c) Address and acknowledge differences. d) Minimize differences as much as possible.

Answer: d Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.2: Acknowledge Differences Difficulty Level: Easy Skill Level: Remember the Facts 373) Changing one‘s language after learning that a particular word or phrase is derogatory towards members of certain groups is an example of what method of responding to diversity within groups? e) advocating for others f) disagreeing when appropriate g) acknowledging differences h) being mindful i) adapting to others Answer: d Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.3: Adapt to Others Difficulty Level: Moderate Skill Level: Understand the Concepts 374) If you speak up after observing that a member of your group has been made to feel uncomfortable by the behavior of another member is an example of what method of cliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

responding to diversity within groups? j)

acknowledging differences

k) disagreeing when appropriate l) advocating for others m) being mindful n) adapting to others Answer: c Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.3: Adapt to Others Difficulty Level: Moderate Skill Level: Understand the Concepts 375) All of the following are strategies for working with diverse groups EXCEPT ________. o) be mindful p) practice ethnocentrism q) adapt to others r) acknowledge differences s) advocate for others Answer: b Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7: Adapting to Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts True or False 376) The terms diversity and culture mean the same thing.

True False Answer: False Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate clv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 377) A culture is a learned set of shared interpretations about beliefs, values, and norms which affect the behaviors of a relatively large group of people.

True False Answer: True Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 378) African American, Catholic, Hawaiian, and labor union are examples of co-cultures within larger cultures.

True False Answer: True Learning Objective 4.1: Describe the characteristics and scope of group diversity.

clvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 379) Deep diversity expands the range of possible solutions to a problem.

True False Answer: True Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 380) An individual has no control over the internal dimension of diversity.

True False Answer: True Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 381) The second or middle layer of diversity in the text‘s Diversity Wheel image represents internal dimensions over which you have no control such as religion, marital status, and educational background.

True False Answer: False Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 382) The group dialectic homogeneous ↔ heterogeneous provides a useful perspective for understanding the ways in which diversity affects a group‘s ability to achieve its common goal.

True clvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2: Benefits and Challenges of Group Diversity Difficulty Level: Easy Skill Level: Remember the Facts 383) Member diversity helps groups make better decisions because it adds perspectives that would otherwise be absent.

True False Answer: True Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.1: The Benefits of Group Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 384) When groups are too much alike, it can be difficult to change norms and become more productive because members bring less new information.

True False Answer: True Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.1: The Benefits of Group Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 385) Member diversity often results in groups making poorer decisions.

True False Answer: False Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.1: The Benefits of Group Diversity clviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Easy Skill Level: Remember the Facts 386) Deep diversity occurs which group diversity heightens tensions that may divide members into separate camps.

True False Answer: False Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.2: The Challenges of Group Diversity Difficulty Level: Easy Skill Level: Remember the Facts 387) Heterogeneous groups are more likely to succeed if members are chosen as token representatives of a racial/ethnic group, generation, religion, or other characteristic that produces a diverse group.

True False Answer: False Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.2: The Challenges of Group Diversity Difficulty Level: Easy Skill Level: Remember the Facts 388) Four barriers to working in diverse groups are ethnocentrism, stereotyping, prejudice, and discrimination.

True False Answer: True Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3: Biases and Barriers to Group Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 389) Ethnocentrism is a generalization about a group of people that oversimplifies their clix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

characteristics.

True False Answer: False Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.1: Ethnocentrism Difficulty Level: Moderate Skill Level: Understand the Concepts 390) Stereotypes often lead to prejudices.

True False Answer: True Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.2: Stereotyping Difficulty Level: Moderate Skill Level: Understand the Concepts 391) Prejudices are based on extensive and direct experience as well as personal, firsthand knowledge about a group of people.

True False Answer: False Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.3: Prejudice Difficulty Level: Moderate Skill Level: Understand the Concepts 392) Discrimination describes how we act out and express prejudices.

True False Answer: True Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms. clx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 4.3.4: Discrimination Difficulty Level: Moderate Skill Level: Understand the Concepts

clxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

393) While unfortunate, the ―isms‖ have little effect on tangible items like employment, health care, or housing.

True False Answer: True Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.5: The Isms Difficulty Level: Easy Skill Level: Remember the Facts 394) Monitoring and encouraging full participation of all group members directly affect whether groups achieve their common goal.

True False Answer: True Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Easy Skill Level: Remember the Facts 395) According to muted group theory, those with power in a society ―mute‖ the voices of subordinate groups, such as women and members of traditionally marginalized cultures.

True False Answer: True Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Moderate Skill Level: Understand the Concepts 396) In general, women talk more than men do.

True False Answer: False clxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4.1: Muting Women‘s Voices Difficulty Level: Easy Skill Level: Remember the Facts 397) Many people believe that men talk more than women do.

True False Answer: False Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4.1: Muting Women‘s Voices Difficulty Level: Easy Skill Level: Remember the Facts 398) Research in group communication claims that some women feel undervalued or invisible when working in groups with men.

True False Answer: True Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4.1: Muting Women‘s Voices Difficulty Level: Moderate Skill Level: Understand the Concepts 399) If a member disrespects a subordinate group member, that person responsible should be called out.

True False Answer: True Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4.2: Promoting Equitable Participation Difficulty Level: Easy Skill: Level: Remember the Facts clxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

400) The text identifies and describes five big personality traits.

True False Answer: False Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.1: The Big Six Personality Traits Difficulty Level: Easy Skill Level: Remember the Facts 401) The six big personality traits are fixed characteristics and not considered to be part of a continuum.

True False Answer: False Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.1: The Big Six Personality Traits Difficulty Level: Easy Skill Level: Remember the Facts 402) In group discussions, introverts may find it hard to both absorb all the information and formulate an immediate opinion about it.

True False Answer: True Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.2: Personality Traits and Group Goals Difficulty Level: Moderate Skill Level: Understand the Concepts 403) The qualities of being calm, poised, and secure (as well as their opposites) represent the emotionality personality trait.

True False Answer: True clxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.1: The Big Six Personality Traits Difficulty Level: Easy Skill Level: Remember the Facts 404) Personality traits are both permanent and predictable.

True False Answer: False Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.2: Personality Traits and Group Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 405) The four cultural dimensions discussed in the text are individualism–collectivism, power distance, time orientation, and high-context–low context.

True False Answer: True Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6: Cultural Dimensions in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 406) According to the text, the individualism –collectivism dimension may be the most important factor distinguishing one culture from another.

True False Answer: True Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts clxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

407) To someone from a collectivist culture, a U.S. communicator‘s style and behavior may be viewed as selfish, arrogant, antagonistic, power-hungry, ruthless, and impatient.

True False Answer: True Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts 408) According to survey data, most cultures in the world put greater value on individualism over collectivism.

True False Answer: False Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts 409) A collectivist perspective is more suited for group work than an individualistic perspective.

True False Answer: False Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts 410) In collectivist cultures, there is greater readiness to collaborate with other group members.

True False Answer: True clxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts 411) About 70% of the world‘s population regards independence and individualism as a more important value than collectivism.

True False Answer: False Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism Difficulty Level: Moderate Skill Level: Understand the Concepts 412) Low-power-distance cultures include those in Israel, New Zealand, and Denmark.

True False Answer: True Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.2: Power Distance Difficulty Level: Moderate Skill Level: Understand the Concepts 413) In low-power-distance cultures, members accept major differences in power as normal, assuming that all people are not created equal.

True False Answer: False Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.2: Power Distance Difficulty Level: Moderate Skill Level: Understand the Concepts clxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

414) The way in which Japanese people bow to one another in a face-to-face greeting demonstrates how the culture expresses power distance.

True False Answer: True Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.2: Power Distance Difficulty Level: Easy Skill Level: Remember the Facts 415) Countries with short-term time orientations, such as Pakistan, Nigeria, the Philippines, Canada, Great Britain, and the United States, expect quick results from their efforts.

True False Answer: True Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.3: Time Orientations Difficulty Level: Moderate Skill Level: Understand the Concepts 416) For long-term time-orientated members, schedules and commitments—particularly plans for the future—are not firm, and even important plans may change right up to the last minute.

True False Answer: True Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions group effectiveness.

Topic 4.6.3: Time Orientations Difficulty Level: Easy Skill Level: Remember the Facts 417) People from low-context cultures may prefer more information-rich technologies (such as videoconferences), as well as those that offer the feeling of social presence.

True False clxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: False Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.4: High Context–Low Context Difficulty Level: Moderate Skill Level: Understand the Concepts 418) Members of a high-context culture tend to speak more, speak louder, and speak more rapidly than people from a low-context culture.

True False Answer: False Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.4: High Context–Low Context Difficulty Level: Moderate Skill Level: Understand the Concepts 419) Although a group‘s goal may have nothing to do with religion, members should be sensitive to the religious beliefs of others.

True False Answer: True Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.1: Be Mindful Difficulty Level: Moderate Skill Level: Apply What You Know 420) During the forming and storming stages of group development, group members should be encouraged to recognize and talk about surface differences such as race, gender, and age as well as share how their differences can contribute to the group.

True False Answer: True Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.2: Acknowledge Differences clxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Easy Skill Level: Remember the Facts T/F Question 94 421) In group settings, a member‘s word choices have very little effect on member participation and welfare.

True False Answer: False Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.3: Adapt to Others Difficulty Level: Easy Skill Level: Remember the Facts 422) The well-known Golden Rule, ―Do unto others as you would have them do unto you,‖ may not work in groups with diverse members.

True False Answer: True Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.5: Disagree When Appropriate Difficulty Level: Moderate Skill Level: Understand the Concepts 423) A particular culture‘s view of right and wrong can be fully understood only within the larger context of its history, religion, ethical standards, and so on.

True False Answer: True Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7.1: Be Mindful Difficulty Level: Moderate Skill Level: Understand the Concepts

clxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Essay 424) What is the difference between culture and diversity? Identify and briefly explain the three Layers of Diversity that exist within every group member. How can an awareness of these levels of diversity help groups become more effective in terms of productivity and group morale?

Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Difficult Skill Level: Apply What You Know 425) Consider the Diversity Wheel image featured in the text. What additional personality dimensions should be included? Why? Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Difficult Skill Level: Apply What You Know 426) How would you describe yourself in terms of each of the internal dimensions of the Diversity Wheel? How do these internal dimensions affect the way you interact with others in group settings? In what types of groups do you feel most comfortable?

Learning Objective 4.1: Describe the characteristics and scope of group diversity.

Topic 4.1: The Diversity of Diversity Difficulty Level: Difficult Skill Level: Apply What You Know 427) Choose three types of diversity and explain the benefits of having each type of diversity represented in your group.

Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work.

Topic 4.2.1: The Benefits of Group Diversity Difficulty Level: Difficult Skill Level: Apply What You Know 428) Under what circumstances can faultlines appear in group dynamics? What strategies can be employed to loosen or dissolve faultlines?

Learning Objective 4.2: Explain the ways in which member diversity can affect the quality of group work. clxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 4.2.2: The Challenges of Group Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 429) Define and provide an example of each of the barriers to understanding others (ethnocentrism, stereotyping, prejudice, discrimination, and the isms).

Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3: Biases and Barriers to Group Diversity Difficulty Level: Difficult Skill Level: Understand the Concepts 430) What is the difference between ethnocentrism and being proud of your culture? At what point and why does ethnocentrism arise and become an obstacle to communication?

Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3.1: Ethnocentrism Difficulty Level: Difficult Skill Level: Understand the Concepts 431) What are the differences between stereotyping, prejudice, and the ims? How are they different than and similar to discrimination?

Learning Objective 4.3: Provide examples that differentiate the concepts of ethnocentrism, stereotyping, prejudice, discrimination, and the isms.

Topic 4.3: Biases and Barriers to Group Diversity Difficulty Level: Difficult Skill Level: Understand the Concepts 432) Chijioke is a software engineer. During the larger team meeting, he notices that marketing team‘s new slogans contains language that may be offensive to some people. He raises his hand to speak, but Daniele, the marketing director doesn‘t acknowledge him. Finally, Chijioke speaks up in a soft voice with his concerns. Daniele cuts him off and tells him to ―Stay in your lane, CJ. We know what we‘re doing.‖ What is problematic about this scenario?

If you were a member of this team, what actions would you take?

Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Difficult clxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know 433) What is muted group theory? What strategies can ―muted group members‖ use to overcome or minimize this handicap when working in groups?

Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4: Muted Group Members Difficulty Level: Difficult Skill Level: Understand the Concepts 434) What do researchers conclude about the amount of talk engaged in by men and women?

Which gender talks more? Why do many people believe the opposite of this research conclusion?

Learning Objective 4.4: Explain how participation and power inequities adversely affect the quality and outcome of group work.

Topic 4.4.1: Muting Women‘s Voices Difficulty Level: Moderate Skill Level: Understand the Concepts 435) Describe the Big Six Personality Traits. How can understanding these traits help group members work together more effectively?

Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.1: The Big Six Personality Traits Difficulty Level: Difficult Skill Level: Understand the Concepts 436) What is the difference between introverts and extroverts? What benefits do each type of person bring to group situations? Do you consider yourself an introvert and extrovert?

Provide an example from your life of how this characteristic affected your participation in a group setting.

Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.1: The Big Six Personality Traits Difficulty Level: Difficult Skill Level: Understand the Concepts 437) What strategies should members who are more extroverted employ to help more introverted members contribute to and participate in a group? clxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.2: Personality Traits and Group Roles Difficulty Level: Moderate Skill Level: Understand the Concepts 438) How would you describe yourself in terms of the Big Six Personality Traits? Remember the six personality traits are measured along a continuum Explain what it means to be this type of person in terms of how you communicate and work in groups.

Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.2: Personality Traits and Group Roles Difficulty Level: Moderate Skill Level: Apply What You Know 439) Given some of the challenges facing introverts in group settings, describe four strategies introverts can use to let other group members know that they are present, interested, and involved in a group and its work.

Learning Objective 4.5: Explain how personality differences among members can strengthen group effectiveness.

Topic 4.5.2: Personality Traits and Group Goals Difficulty Level: Moderate Skill Level: Understand the Concepts 440) The text identifies several dimensions of culture. Choose three of these dimensions and explain how they can impact the behavior of group members and the productivity of a group.

Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6: Cultural Dimensions in Groups Difficulty Level: Difficult Skill Level: Understand the Concepts Essay Question 114 441) What kinds of misunderstanding or conflict could occur in groups where some members are individualistic and other members are collectivist in orientation? What communication strategies could help resolve such dialectic tensions?

Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.1: Individualism–Collectivism clxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know

clxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

442) If you are from and behave in a way typical of a low-context culture and have been assigned to work with a group of high-context members, how can you adapt the way you communicate to these members? What can they do to adapt to your way of communicating?

Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6.4: High Context–Low Context Difficulty Level: Moderate Skill Level: Apply What You Know 443) Explain the ways in which each of the four cultural dimensions can significantly affect the success of virtual teams.

Learning Objective 4.6: Describe how the dialectic characteristics of cultural dimensions affect group communication.

Topic 4.6: Cultural Dimensions in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 444) What is the difference between the Golden Rule and the Platinum Rule? In groups, how do you wish to be treated and how do you like to interact with others? In what ways do your preferences reflect your cultural background?

Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7: Adapting to Diversity Difficulty Level: Difficult Skill Level: Apply What You Know 445) Explain why the Ethics in Groups feature declares that the Golden Rule may not work in groups with diverse members. Identify and describe two strategies that can help group members learn about cultures other than their own.

Learning Objective 4.7: Identify specific communication strategies applicable to understanding, respecting, and adapting to diversity in groups.

Topic 4.7: Adapting do Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts

clxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Chapter 5 Leadership in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 1% Easy 81 % Moderate 18% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 5 Multiple Choice Single Select 446) The text defines leadership as the ability to __________. t) ensure that a job gets done by a group and that it meets the standards set by a group or organization u) make strategic decisions and use communication effectively to mobilize group members toward achieving a common goal v) inform, reward, inspire, motivate, organize, and persuade group members w) improve the performance of a group or organization by clearly defining agreed upon objectives and providing the instructions and means to achieve the objectives clxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

x) plan, organize, staff, coordinate, and control the means of achieving a group or organizational goal Answer: b Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 447) What competency does the text describe as the ―mortar or glue that unifies leadership competencies‖ and the ―foundation of all leadership activities‖? y) effective communication z) personal charisma aa) self-awareness bb) self-discipline cc) strong decision-making Answer: a Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 448) By balancing leadership with _________, leaders learn and listen from other members and capitalize on the outcomes of group collaboration. dd) communication ee) integrity ff) decisiveness gg) ambition hh) followership Answer: e Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts

clxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

449) When you are ―plucked from a group‖ to be the leader, it changes the nature of your relationship with other group members. Which of the following strategies can help a designated leader succeed and lead this kind of group? ii) Begin by making strong decisions that solve long-standing problems. jj) Avoid discussing leadership concerns with group members until you have established referent power. kk) Change your behavior with members who were your friends to establish your power. ll) Begin by using reward and coercive power to demonstrate your power. mm) Discuss ground rules for interaction while assuring members of your continued friendship.

Answer: e Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.1: Designated Leaders Difficulty Level: Moderate Skill Level: Understand the Concepts 450) A(n) _________ leader is one who gradually achieves leadership by interacting with group members and contributing to the achievement of the group‘s goal. nn) designated oo) charismatic pp) natural qq) emergent rr) mindful Answer: d Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.2: Emergent Leaders Difficulty Level: Easy Skill Level: Remember the Facts 451) Which of the following strategies is most likely to ensure that you will emerge or become a group‘s leader? ss) Talk early and often. tt) Understand others‘ weaknesses. uu) Don‘t reveal your opinion. vv) Volunteer for important tasks. clxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ww)

Campaign for the job.

Answer: a Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.3: Strategies for Becoming a Leader Difficulty Level: Moderate Skill Level: Understand the Concepts 452) Which of the following types of power is an example of position power? xx) expert power yy) legitimate power zz) referent power aaa)

persuasive power

bbb)

charismatic power

Answer: b Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Skill Level: Understand the Concepts Difficulty Level: Moderate 453) Which of the following examples of power is an example of personal power? ccc)

legitimate power

ddd)

reward power

eee)

expert power

fff) coercive power ggg)

informational power

Answer: c Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 454) When a person‘s power is based on the respect and trust they‘ve earned from others in the group, this is an example of _________. hhh)

coercive power clxxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

iii) legitimate power jjj) referent power kkk)

personal power

lll) deferred power Answer: c Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 455) At the end of every month, a sales manager offers a cash bonus to the most successful salesperson. What type of power is this leader using? mmm)

informational power

nnn)

coercive power

ooo)

reward power

ppp)

legitimate power

qqq)

expert power

Answer: c Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Apply What You Know 456) A supervisor threatens to dismiss any member of the sales team who does not meet the sales quota by the end of the quarter. What type of power is this leader using? rrr) persuasive power sss)

coercive power

ttt) reward power uuu)

informational power

vvv)

expert power

Answer: b Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power. clxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Apply What You Know 457) You have been promoted to a management position at work. You expect employees to fulfill your requests because you are the boss. What type of power is this? www)

referent power

xxx)

coercive power

yyy)

persuasive

zzz)

legitimate power

aaaa)

charismatic power

Answer: d Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Apply What You Know 458) Which category of power is operating when a group member nominates someone as a leader by saying, ―I recommend Romero be appointed chair of the building committee given his extensive experience as a successful contractor‖? bbbb)

referent power

cccc)

persuasive power

dddd)

reward power

eeee)

legitimate power

ffff)

expert power

Answer: e Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Apply What You Know

clxxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

459) Your group has chosen Madeleine as its leader because she has demonstrated strong organizational and problem-solving skills as well as a talent for motivating members and resolving conflict. What type of power does Madeleine have? gggg)

referent power

hhhh)

coercive power

iiii) informational power jjjj) legitimate power kkkk)

persuasive power

Answer: a Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Apply What You Know 460) The Center for Business Ethics at Bentley University poses all of the following questions to help leaders decide whether their behavior is ethical EXCEPT llll) ―What are the consequences?‖ mmmm) ―Is it right?‖ nnnn)

―Is it fair?‖

oooo)

―Who hears about it?‖

pppp)

―How does it smell?‖

Answer: a Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Difficult Skill Level: Understand the Concepts 461) Trait Leadership Theory, also known as the ―Great Man‖ Theory, contends that ________. qqqq)

democratic leaders are always best

rrrr)

charismatic leaders are always best

ssss)

leaders are born, not made

tttt) leaders are made, not born clxxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

uuuu)

women cannot be effective leaders

Answer: c Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.1: Leadership Traits Difficulty Level: Moderate Skill Level: Understand the Concepts 462) Sharon has been her group‘s leader for six months and has displayed an interest in her group‘s members including treating them all equally. What type of leader is Sharon? vvvv)

autocratic leader

wwww) diplomatic leader xxxx)

democratic leader

yyyy)

laissez-faire leader

zzzz)

independent leader

Answer: c Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 463) Enzo uses power and authority to strictly control the direction and outcome of his group‘s work on the next wastewater management system for the town. What type of leader is Enzo? aaaaa)

autocratic leader

bbbbb)

diplomatic leader

ccccc)

democratic leader

ddddd)

laissez-faire leader

eeeee)

independent leader

Answer: a Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts clxxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

464) Lauren is leading a group of her classmates for a class project. During most of the meetings, she lets the group take charge of most decisions and actions. What type of leader is Lauren? fffff)

autocratic leader

ggggg)

diplomatic leader

hhhhh)

democratic leader

iiiii)

laissez-faire leader

jjjjj)

independent leader

Answer: d Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 465) Vu tries to maintain strict control over the Spring Festival Planning Committee. He insists on determining the direction and outcome of the committee‘s discussion. According to Styles Leadership Theory, which leadership style is Vu using? kkkkk)

democratic

lllll)

autocratic

mmmmm)

situational

nnnnn)

laissez-faire

ooooo)

functional

Answer: b Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 466) As chairperson of the PTA‘s election committee, Vicky believes in practicing social equality.

She shares decision making with the group. According to Styles Leadership Theory, which leadership style is Vicky using? ppppp)

democratic

qqqqq)

autocratic

rrrrr)

situational clxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

sssss)

laissez-faire

ttttt)

functional

Answer: a Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Apply What You Know 467) Even though Abukhan is chairperson of the finance committee, he does little or nothing to help the group. He tends to let the group take charge of its decisions and actions. Which leadership style is Abukhan using? uuuuu)

democratic

vvvvv)

autocratic

wwwww) situational xxxxx)

laissez-faire

yyyyy)

functional

Answer: d Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Apply What You Know 468) Laissez-faire leaders __________. zzzzz)

lets the group take charge of decisions and actions

aaaaaa)

are always counterproductive

bbbbbb) make many of the group‘s decisions cccccc)

do not expect followers to obey orders

dddddd) generate a climate of open communication Answer: a Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate clxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 469) Which theory of leadership explains how leaders can become more effective once they have carefully analyzed themselves, their groups, and the circumstances in which they must lead? eeeeee)

Trait Leadership Theory

ffffff)

Styles Leadership Theory

gggggg) Situational Leadership Theory hhhhhh) Functional Leadership Theory iiiiii)

Transformational Leadership Theory

Answer: c Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 470) If ―task-motivated‖ describes your leadership style, Fiedler‘s Contingency Model of Leadership Effectiveness predicts that you will be least successful when__________. jjjjjj)

the group‘s task is highly structured

kkkkkk) there are poor leader-member relationships llllll)

you have a great deal of reward, coercive, and legitimate power

mmmmmm)

you have no power

nnnnnn) there is a moderate level of uncertainty in the team situation Answer: e Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Difficult Skill Level: Understand the Concepts 471) Fred Fiedler‘s Contingency Model of Leadership Effectiveness claims that relationship-motivated leaders are more likely to __________. oooooo) be efficient and assertive pppppp) confront disruptive behavior by members qqqqqq) do the work of other members because they are dissatisfied with their work rrrrrr)

do the work of other members to make themselves look better clxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ssssss)

do the work of others as a way of avoiding asking them to do more

clxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 472) According to Fiedler‘s Contingency Model of Leadership Effectiveness, which of the following situations is the best match for a relationship-motivated leader? tttttt)

There are good leader-member relationships, a clear task, and a lot of power.

uuuuuu) There are poor leader-member relationships, an unclear task, and little power. vvvvvv) There are good leader-member relationships, a moderately clear task, and no legitimate power. wwwwww) There are moderately good leader-member relationships, a moderately clear task, and a moderate amount of power. xxxxxx) There are poor leader-good member relationships, a general task, and some power.

Answer: d Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 473) According to the Hersey-Blanchard Situational Leadership Model, as a group‘s readiness increases, leaders should move through four different leadership behaviors. Which answer depicts the order in which these behaviors usually occur? yyyyyy) tell, sell, participate, delegate zzzzzz)

participate, delegate, tell, sell

aaaaaaa) sell, participate, tell, delegate bbbbbbb) delegate, participate, sell, tell ccccccc) tell, delegate, sell, participate Answer: a Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate clxxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 474) According to the Hersey-Blanchard Situational Leadership Model, an effective leader should _________ when group members are highly motivated and capable. ddddddd) tell eeeeeee) sell fffffff)

participate

ggggggg) delegate hhhhhhh) tell and sell Answer: d Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Difficult Skill Level: Understand the Concepts 475) The 5M Model of Leadership Effectiveness focuses on all of the following interdependent leadership functions EXCEPT _________. iiiiiii)

make decisions

jjjjjjj)

mediate conflict

kkkkkkk) manage group process lllllll)

mentor members

mmmmmmm)

model leadership

Answer: b Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5: The 5M Model of Leadership Effectiveness Difficulty Level: Difficult Skill Level: Understand the Concepts 476) Modeling leadership behavior in the 5M Model of Leadership Effectiveness includes all of the following strategies EXCEPT __________. nnnnnnn) publicly championing your group and its goals ooooooo) behaving consistently, conscientiously, and assertively ppppppp) maintaining control at all times qqqqqqq) exhibiting exemplary participant behavior cxc Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

rrrrrrr)

demonstrating competence and integrity

cxci Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.1: Model Leadership Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts 477) When you assume a leadership position, you must accept the fact that some of your decisions will be unpopular, and some may even be wrong. Which of the following strategies can help you intervene and make a decision when one is needed? sssssss) Demonstrate the value of adhering to constructive group norms, challenging nonproductive norms, and assuming essential group roles. ttttttt) After listening to members‘ opinions, arguments, and suggestions, explain your decision-making criteria to the group. uuuuuuu) Seek member commitment to the group‘s common goal; help solve interpersonal and substantive problems. vvvvvvv) Organize and fully prepare for group meetings and intervene to improve group performance. wwwwwww) Encourage and invite other group members to assume leadership responsibilities and make sure they know you are there if they need help.

Answer: b Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.4: Make Decisions Difficulty Level: Moderate Skill Level: Understand the Concepts 478) As the group‘s leader, Grace makes sure everyone in her group is committed to the group‘s common goal. She also helps solve interpersonal problems and conflicts, recognizing outstanding group work. Which of the following leadership functions in the 5M Model of Leadership Effectiveness does Grace‘s behavior exemplify? xxxxxxx) modeling leadership behavior yyyyyyy) motivating members zzzzzzz) managing group process aaaaaaaa) making decisions bbbbbbbb)

mentoring members

Answer: b cxcii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.2: Motivate Members Difficulty Level: Moderate Skill Level: Apply What You Know 479) Raphael has been assigned the leadership task of managing an office in which most of the employees are young or new to the company. He decides that when problems or setbacks occur, he will not blame the group or its members. Instead, he will use the situation as a teachable moment and make sure members accept personal responsibility for a problem and its consequences. He will also look for situations in which group members can assume leadership responsibilities. Which of the following leadership functions in the 5M Model of Leadership Effectiveness does Raphael‘s behavior exemplify? cccccccc) Modeling leadership behavior dddddddd)

Motivating members

eeeeeeee) Managing group process ffffffff)

Making decisions

gggggggg)

Mentoring members

Answer: e Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.5: Mentor Members Difficulty Level: Moderate Skill Level: Apply What You Know 480) Research verifies all of the following conclusions about women and leadership EXCEPT __________. hhhhhhhh)

women are less likely to be preselected as leaders

iiiiiiii) the same leadership behavior is often evaluated more positively when attributed to a man than a woman jjjjjjjj) women who act ―ladylike‖ are viewed as much more effective than women who don‘t kkkkkkkk) women leaders who behave like men in the same leadership positions are often perceived as unfeminine llllllll)

there are only slight differences between men and women in leadership roles

Answer: c Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership. cxciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 5.6.1: Gender and Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 481) What is the name of the phenomenon is which women are more likely to rise to positions of organizational leadership in times of crisis, and men are more likely to be given or take over those positions in prosperous times? mmmmmmmm) The Glass Ceiling nnnnnnnn)

The Glass Cliff

oooooooo)

The Mirror Model

pppppppp)

The Poisoned Bottle

qqqqqqqq)

The Poisoned Pen

Answer: b Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.6.1: Gender and Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 482) Your text defines cultural synergy as ―a leadership goal and strategy that brings culturally diverse members together to create a more productive and supportive communication climate based on the combined strengths, perspectives, and skills of all members.‖ Accordingly, which is the first step in the four-step method of achieving cultural synergy? rrrrrrrr)

Interpret the cultures.

ssssssss) Describe the cross-cultural situation. tttttttt)

Increase cultural creativity.

uuuuuuuu)

Create cultural synergy.

vvvvvvvv)

Minimize cultural differences.

Answer: b Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.6.2: Inclusive Leadership Difficulty Level: Difficult Skill Level: Understand the Concepts True or False 483) Whereas managers generally focus on effectiveness, leaders are more concerned with cxciv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

efficiency.

True False Answer: False Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 484) Being a leader and leadership mean the same thing.

True False Answer: False Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 485) According to the text, all groups need leadership.

True False Answer: True Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 486) Followership is more highly valued in collectivist cultures than in more individualistic cultures.

True False Answer: True Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts cxcv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

487) Managers concentrate on getting an assigned job done, but leaders focus on the group‘s ultimate direction and goal.

True False Answer: True Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Easy Skill Level: Remember the Facts 488) A designated leader is selected by group members or by an outside authority.

True False Answer: True Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.1: Designated Leaders Difficulty Level: Moderate Skill Level: Understand the Concepts 489) When someone from within a group is appointed or elected as its leader, the new leader should openly discuss leadership roles and seek members‘ help in resolving potential problems.

True False Answer: True Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.1: Designated Leaders Difficulty Level: Moderate Skill Level: Understand the Concepts 490) Very often, emergent leaders are more effective than designated leaders.

True False Answer: True Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.2: Emergent Leaders cxcvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 491) If you want to become the leader of a group, you should talk first and more often than other members.

True False Answer: True Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.3: Strategies for Becoming a Leader Difficulty Level: Moderate Skill Level: Understand the Concepts 492) The strategies for becoming a leader are not the same as the strategies needed for successful leadership.

True False Answer: True Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.3: Strategies for Becoming a Leader Difficulty Level: Moderate Skill Level: Understand the Concepts 493) Bennis and Nanus claim that power is ―the quality without which leaders cannot lead.‖ True False Answer: True Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3: Leadership and Power Difficulty Level: Moderate Skill Level: Understand the Concepts 494) Effective leaders should not use coercive power, because it is detrimental to group productivity.

True False cxcvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: False Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Moderate Skill Level: Understand the Concepts

cxcviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

495) Position power includes reward and coercive power whereas personal leadership power includes legitimate and informational power.

True False Answer: False Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 496) Legitimate power is role model power—relying on members‘ respect for and experience with the leader.

True False Answer: False Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 497) According to researchers, reward, legitimate, and coercive power are the least effective kinds of power.

True False Answer: True Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 498) Coercive power can be effective when group members are aware of the leader‘s expectations and are warned in advance about the penalties for failing to comply.

True False cxcix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 499) Reward power works best in groups in which the leader controls something that members value.

True False Answer: True Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 500) According to the Center for Business Ethics, an ethical leader would bypass a competent person in order to promote a less competent relative or close friend.

True False Answer: False Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 501) Reliability, decency, respectfulness, and trustworthiness are all hallmarks of leadership integrity.

True False Answer: True Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Moderate cc Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 502) Without integrity, leadership can become an ego trip—or, even worse, a power trip.

True False Answer: True Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 503) Trait Leadership Theory assumes that leaders are made, not born.

True False Answer: True Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.1: Leadership Traits Difficulty Level: Moderate Skill Level: Understand the Concepts 504) According to Styles Leadership Theory, the democratic leadership style is always best.

True False Answer: False Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 505) Autocratic leaders may be effective during a serious crisis when there‘s not enough time to hold a group discussion.

True False Answer: True cci Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

ccii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 506) A laissez-faire leader delegates decision making and lets the group take charge of most actions.

True False Answer: True Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Easy Skill Level: Remember the Facts 507) In mature and highly productive groups, a laissez-faire leader may be a good match for the group.

True False Answer: True Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 508) According to Fiedler‘s Contingency Model of Leadership Effectiveness, relationship-motivated leaders perform best in extremes—such as when the situation is highly controlled or when it is almost out of control.

True False Answer: False Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts cciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

509) According to Fiedler‘s Contingency Model of Leadership Effectiveness, task-motivated leaders gain satisfaction from completing a task even if the cost is bad feelings between the leader and group members.

True False Answer: True Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 510) Fiedler‘s Contingency Model of Leadership Effectiveness claims that there are two important dimensions to every leadership situation: the level of leader charisma and the level of leader power.

True False Answer: False Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 511) According to the Hersey-Blanchard Situational Leadership Model, ―member readiness‖ refers to the extent to which members are willing and able to work together.

True False Answer: True Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts

cciv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

512) According to the Hersey-Blanchard Situational Leadership Model, a leader should tell a group what to do and closely supervise its work when members are highly motivated and capable.

True False Answer: False Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 513) Hersey and Blanchard‘s selling stage of leadership is similar to Tuckman‘s storming stage of group development.

True False Answer: True Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Difficult Skill Level: Apply What You Know 514) Leaders who possess referent power and expert power tend to produce positive outcomes.

True False Answer: True Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: The Power of Power Difficulty Level: Moderate Skill Level: Apply What You Know 515) The 5M Model of Leadership Effectiveness divides leadership tasks into five interdependent leadership functions: (1) Model leadership; (2) Motivate members; (3) Manage group process; (4) Make decisions; and (5) Mentor members.

True ccv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.1: Model Leadership Behavior Difficulty Level: Moderate Skill Level: Understand the Concepts 516) Helping to solve interpersonal problems and conflicts is an important leadership skill central to motivating group members.

True False Answer: True Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.2: Motivate Members Difficulty Level: Moderate Skill Level: Understand the Concepts 517) In the 5M Model of Leadership Effectiveness, leaders manage group process by organizing and fully preparing for group meetings and work sessions.

True False Answer: True Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.3: Manage Group Process Difficulty Level: Moderate Skill Level: Understand the Concepts 518) According to the 5M Model of Leadership Effectiveness, effective leaders explain the rationale or reasons for the decisions they make.

True False Answer: True Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.4: Make Decisions ccvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 519) Sharing leadership roles among multiple members and encouraging self-leadership is not productive in virtual teams.

True False Answer: False Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.6: Balancing the 5Ms of Leadership Effectiveness Difficulty Level: Moderate Skill Level: Understand the Concepts 520) U.S. women in the 21st century are more likely than men to be preselected as leaders.

True False Answer: False Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.6.1: Gender and Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 521) Research indicates there are only slight differences in the behavior and style of men and women leaders.

True False Answer: True Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership Topic 5.6.1: Gender and Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 522) The class cliff describes a seemingly invisible barrier that prevents women from moving up into senior management and leadership positions.

True False ccvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: False Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

ccviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 5.6.1: Gender and Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 523) Leaders in almost all world cultures are motivated by a desire for personal achievement and high status.

True False Answer: False Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts Essay 524) Explain how the meanings of the terms leadership and leader differ. Then explain how the meanings of the terms leadership and management differ.

Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 525) How does an effective group seek to balance leadership and followership?

Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What Is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 526) Identify and briefly explain one of the dialectical tensions that a leader must balance in order to lead effectively. Provide an example to support your answer.

Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts

ccix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

527) Dan is in charge of a team running the annual fall festival fundraiser at his children‘s elementary school. He reviewed what had been done in past years, gathered a team of volunteers, and organized the event. When questions or conflicts arose among the volunteers, he told them to just follow what had been done in the past and to stay focused on the fundraising goal. The event was a great success, raising several thousand dollars to support the school. Would you describe Dan as a leader or a manager? Why? Learning Objective 5.1: List the characteristics of effective leadership.

Topic 5.1: What is Leadership?

Difficulty Level: Moderate Skill Level: Understand the Concepts 528) What are the differences between a designated leader and an emergent leader in terms of (a) how each type of leader becomes a leader, (b) the major leadership challenges faced by each type of leader, and (c) two strategies or skills that can enhance leadership effectiveness of each type of leader?

Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2: Becoming a Leader Difficulty Level: Moderate Skill Level: Understand the Concepts 529) When a longtime member of a group is designated its leader by an external authority, what unique and often difficult leadership challenges does that leader face? What should the new leader do to successfully address these challenges?

Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.1: Designated Leaders Difficulty Level: Moderate Skill Level: Apply What You Know 530) One suggestion for becoming and succeeding as a leader is to ―know more than others in the group and share what you know.‖ How can you demonstrate your expertise as a potential leader without coming across as a know-it-all?

Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.3: Strategies for Becoming a Leader Difficulty Level: Moderate Skill Level: Understand the Concepts

ccx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

531) The authors of your text recommend three strategies for becoming a leader. Explain two of these strategies. Why does each strategy increase the likelihood that a member will become the leader of their group?

Learning Objective 5.2: Contrast the strategies for becoming a leader and being a leader.

Topic 5.2.3: Strategies for Becoming a Leader Difficulty Level: Moderate Skill Level: Understand the Concepts 532) Bennis and Goldsmith describe leadership as a stool with three-legs—ambition, competence, and integrity—that must remain in balance if a leader hopes to be effective. As a leader, how can you balance these three areas in a way that leads to effective outcomes for a group?

Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3: Leadership and Power Difficulty Level: Moderate Skill Level: Understand the Concepts 533) According to the text, what is the difference between position power and personal power?

Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.1: Types of Power Difficulty Level: Moderate Skill Level: Understand the Concepts 534) Which type of position power do you consider to be the most effective and why? What type of personal power do you consider to be the most effective and why?

Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power.

Topic 5.3.2: The Power of Power Difficulty Level: Difficult Skill Level: Apply What You Know 535) The Center for Business Ethics at Bentley University poses five questions to help you decide whether your leadership behaviors are ethical. Choose three of the questions and analyze either your own leadership behavior or someone else‘s leadership behavior (e.g. a boss, coach, teacher, or elected official). How could you or the other leader become a more ethical leader?

Learning Objective 5.3: Describe the strengths and weaknesses of the different types of leadership power. ccxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 5.3.2: The Power of Power Difficulty Level: Difficult Skill Level: Understand the Concepts 536) What is the basic assumption in Trait Leadership Theory? Why do you think that some leadership scholars and researchers reject this theory while others find the theory useful to explain the differences between effective and ineffective leaders?

Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.1: Leadership Traits Difficulty Level: Difficult Skill Level: Understand the Concepts 537) Styles Leadership Theory describes three distinct leadership styles. Identify and explain each style. What are the strengths and weaknesses of each style?

Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.2: Leadership Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 538) According to Fiedler‘s Contingency Model of Leadership Effectiveness, there are ideal matches between leadership style and group situations. Describe the ideal match for a task-motivated leader and the ideal match for a relationship-motivated leader.

Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Difficult Skill Level: Understand the Concepts 539) According to Fiedler‘s Contingency Model of Leadership Effectiveness, there are ideal matches between leadership style and group situations. Explain why you believe you are a task-motivated leader or a relationship-motivated leader. What kind of situation best matches your motivation as a leader?

Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts ccxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

540) The Hersey-Blanchard Situational Leadership Model links leadership to the readiness of group members. Define what Hersey and Blanchard mean by member readiness. Then match four types of member readiness to each of the four stages of leadership behavior in this theory.

Learning Objective 5.4: Compare the relative merits of the trait, styles, situational, and shared leadership approaches.

Topic 5.4.3: Situational Leadership Difficulty Level: Difficult Skill Level: Understand the Concepts 541) Identify and describe the five functions in the 5M Model of Leadership Effectiveness. In your opinion, which two functions are the most important? Explain your reasons for choosing these two functions.

Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5: The 5M Model of Leadership Effectiveness Difficulty Level: Moderate Skill Level: Understand the Concepts 542) Duke basketball coach Mike Krysewski believes that a key to his success is motivating his team members. According to the text, what are two leadership skills that are essential to motivating members of a group?

Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5.2: Motivate Members Difficulty Level: Moderate Skill Level: Understand the Concepts 543) When it comes to gender and leadership, what is the difference between the ―glass ceiling‖ and the ―glass cliff‖? Provide an example of each type of barrier using an example from historical or current events.

Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.6.1: Gender and Leadership Difficulty Level: Difficult Skill Level: Apply What You Know

ccxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

544) According to the text, one step to creating cultural synergy within an inclusive group is to increase cultural creativity but asking questions that encourage group members to apply the thinking styles and distinctive skills of their cultures to group tasks. What are two specific questions you would ask if you were trying to increase cultural creativity in your group? How would you answer those questions yourself, based upon your own cultural background?

Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.6.2: Inclusive Leadership Difficulty Level: Difficult Skill Level: Apply What You Know 545) Use the 5M Model of Leadership Effectiveness to summarize the major strengths and weaknesses of Joe Biden‘s term as President of the United States.

Learning Objective 5.5: Explain the importance of each function in the 5M Model of Leadership Effectiveness.

Topic 5.5: The 5M Model of Leadership Effectiveness Difficulty Level: Difficult Skill Level: Apply What You Know 546) Discuss the difficulties women have in achieving leadership positions. Indicate whether you believe such difficulties are increasing, decreasing, or remaining the same, and explain your reasoning.

Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.6.1: Gender and Leadership Difficulty Level: Moderate Skill Level: Apply What You Know 547) Research suggests that ―women leaders with high levels of competency are perceived to be less competent than men leaders and in turn less likely to be chosen as a leader.‖ What strategies and skills should women use if they want to become successful leaders?

Learning Objective 5.6: Identify strategies for overcoming barriers to inclusive leadership.

Topic 5.6.1: Gender and Leadership Difficulty Level: Moderate Skill Level: Understand the Concepts 548) In light of the text‘s coverage about leadership topics in Chapter 5 (definition of leadership, leadership and power, becoming a leader, leadership theories, the 5M Model of Leadership Effectiveness, and inclusive leadership), identify and describe three major lessons about leadership that you will consider if and when you want to become or are the leader of a group.

Learning Objective: Various objectives ccxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic: Various topics Difficulty Level: Difficult Skill Level: Apply What You Know

Chapter 6 Verbal and Nonverbal Communication in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 2% Easy 79 % Moderate 19% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 6 Multiple Choice Single Select 549) _________ communication refers to the way we use words to generate meaning. wwwwwwww)

Nonverbal

xxxxxxxx)

Denotation

yyyyyyyy)

Verbal

zzzzzzzz) Abstract ccxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

aaaaaaaaa)

Concrete

Answer: c Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts 550) _________ communication refers to behavioral elements of messages other than spoken words. bbbbbbbbb)

Bypassing

ccccccccc)

Nonverbal

ddddddddd)

Connotation

eeeeeeeee)

Verbal

fffffffff) Jargon Answer: b Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts 551) According to the text, what type of person is most likely to put more emphasis on nonverbal codes and the nature of interpersonal relationships to generate and interpret meaning? ggggggggg)

a person from a high-context culture

hhhhhhhhh)

a person who speaks fluent English but also speaks another language

iiiiiiiii)

a person in a position of leadership

jjjjjjjjj)

a person who is an established member of a group

kkkkkkkkk)

a person from a low-context culture

Answer: c Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Difficult Skill Level: Understand the Concepts ccxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

552) Which of the following strategies can help you develop a strong, collaborative group that uses team talk effectively? lllllllll) Use the singular pronouns I, me, and mine to demonstrate your contributions and value to the group. mmmmmmmmm) When describing a need or making a request to a group, you should say ―I want . . .‖ rather than ―we need to . . .‖ nnnnnnnnn) Use a passive voice as a means to avoid being blamed or criticized, as in ―The report hasn‘t been written yet‖ rather than ―I have written the report.‖ ooooooooo) conflict.

Avoid expressing disagreement with members as a means of reducing

ppppppppp)

Ask more ―What if? Questions and use fewer ―We can‘t do it‖ statements.

Answer: e Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Moderate Skill Level: Understand the Concepts 553) Which dimension of team talk is expressed in the following dialogue? ―If we can develop a clear and agreed-upon group plan, our work will be much easier. What do the rest of you think?‖ qqqqqqqqq)

Inclusive Talk

rrrrrrrrr) Social Equality Talk sssssssss) Shared Power Talk ttttttttt)

Collaborative Talk

uuuuuuuuu)

Consensus-Seeking Talk

Answer: d Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Difficult Skill Level: Apply What You Know 554) Which of the following statements illustrates the social equality dimension of team talk? vvvvvvvvv)

―I don‘t think we should quit until we‘re finished.‖

wwwwwwwww) ―Hey, guys, let‘s find out where Lee stands on this before we do anything this far out.‖ xxxxxxxxx)

―What do you need to know to do this?‖ ccxvii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

yyyyyyyyy)

―How many of you think Lee is right?‖

zzzzzzzzz)

―We‘ve always done it this way.‖

Answer: b Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Difficult Skill Level: Apply What You Know 555) Which of the following statements illustrates the consensus-seeking dimension of team talk? aaaaaaaaaa)

―We‘ve finished this in record time.‖

bbbbbbbbbb) ―Hey, guys, let‘s find out where Lee stands on this before we do anything this far out.‖ cccccccccc)

―Could we back up and look at this issue from a different angle?‖

dddddddddd)

―How many of you think Lee is right?‖

eeeeeeeeee)

―Does this meet our standard for good work?‖

Answer: c Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Moderate Skill Level: Understand the Concepts 556) Which team talk dimension focuses on members using plural pronouns rather than singular ones when talking about the group and its work? ffffffffff) inclusive talk gggggggggg)

collaborative talk

hhhhhhhhhh)

shared power talk

iiiiiiiiii) social equality talk jjjjjjjjjj) consensus-seeking talk Answer: a Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Moderate Skill Level: Understand the Concepts 557) Which of the following terms is an example of an abstract word? ccxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

kkkkkkkkkk)

meeting

llllllllll) table mmmmmmmmmm)

computer

nnnnnnnnnn)

dictionary

oooooooooo)

fairness

Answer: e Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.1: Abstract Words Difficulty Level: Moderate Skill Level: Understand the Concepts 558) Which of the following words is the most concrete description of a group member‘s behavior? pppppppppp)

disruptive

qqqqqqqqqq)

rude

rrrrrrrrrr) insensitive ssssssssss)

burps

tttttttttt) offends Answer: d Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.1: Abstract Words Difficulty Level: Moderate Skill Level: Understand the Concepts 559) At a regular study group meeting, one member asks that everyone ―summarize the most important information in each chapter.‖ At the next meeting, a group member distributes a printed outline of the text‘s important concepts but wonders why no one else in the group has made the same effort. This misunderstanding is an example of ________. uuuuuuuuuu)

failure to follow the rules of language

vvvvvvvvvv)

denotation

wwwwwwwwww)

failure to interpret nonverbal behavior

xxxxxxxxxx)

bypassing

yyyyyyyyyy)

concrete words ccxix

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3: Language Challenges Difficulty Level: Moderate Skill Level: Apply What You Know 560) When group members use different meanings for the same words and phrases, they run the risk of________. zzzzzzzzzz)

team talk

aaaaaaaaaaa)

connotations

bbbbbbbbbbb)

abstraction

ccccccccccc)

denotation

ddddddddddd)

bypassing

Answer: e Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3: Language Challenges Difficulty Level: Difficult Skill Level: Apply What You Know 561) The specialized or technical language of a profession is referred to as ________. eeeeeeeeeee)

denotative

fffffffffff) dialects ggggggggggg)

concrete

hhhhhhhhhhh)

abstract

iiiiiiiiiii) jargon Answer: e Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.3: Jargon Difficulty Level: Moderate Skill Level: Understand the Concepts 562) The use of abusive language by group members can damage relationships, reduce group productivity, and devastate group morale, teamwork, and loyalty. All of the following ccxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

strategies can help stop, minimize, and/or effectively confront verbal abuse EXCEPT ________. jjjjjjjjjjj) express your objection and explain that you are offended kkkkkkkkkkk)

raise your voice and return the insult using strong, aggressive language

lllllllllll) ask the person to repeat what they said mmmmmmmmmmm) abusive nnnnnnnnnnn) policies

take a ―time out‖ when a discussion becomes uncomfortable or

point out that abusive language violates group norms and/or organization

Answer: b Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3: Language Challenges Skill Level: Understand the Concepts Difficulty Level: Moderate 563) While women‘s and men‘s use of language is more similar than it is different, research suggests there are some gender differences. Men are more likely to ________. ooooooooooo)

use communication to maintain relationships and cooperate with others

ppppppppppp)

use speech that is more direct and forceful

qqqqqqqqqqq)

include qualifiers and tag questions in their sentences

rrrrrrrrrrr) provide more supporting or explanatory details before getting to the point sssssssssss)

speak more tentatively

Answer: b Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.1: Language and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 564) Words that convey uncertainty, such as maybe or perhaps, are known as ________. ttttttttttt) qualifiers uuuuuuuuuuu)

jargon

vvvvvvvvvvv)

polychronic

wwwwwwwwwww)

team talk ccxxi

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

xxxxxxxxxxx)

tag questions

Answer: a Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.1: Language and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 565) The variations in vocabulary, pronunciation, syntax, and style that distinguish speakers from different ethnic groups, geographic areas, and social classes are referred to as ________. yyyyyyyyyyy)

denotative differences

zzzzzzzzzzz)

dialects

aaaaaaaaaaaa)

codeswitching

ccxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

bbbbbbbbbbbb) abstract meaning cccccccccccc)

jargon

Answer: b Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.2: Language and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 566) When many Black Americans speak one way among White people or in business settings and quite differently at home, they are _________. dddddddddddd) using jargon eeeeeeeeeeee)

bypassing

ffffffffffff)

codeswitching

gggggggggggg) accenting hhhhhhhhhhhh) culture-jumping Answer: c Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.2: Language and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 567) Research suggests that nonverbal behavior can account for between ________% of the meaning we communicate to others when we interact with them face-to-face. iiiiiiiiiiii) 25–53 jjjjjjjjjjjj) 35–63 kkkkkkkkkkkk) 45–73 llllllllllll) 55–83 mmmmmmmmmmmm) 65–93 Answer: e Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5: Nonverbal Communication Difficulty Level: Moderate ccxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

ccxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

568) Posture, touch, gestures, and movement are examples of _________. nnnnnnnnnnnn) territoriality oooooooooooo) intimate distance pppppppppppp) denotation qqqqqqqqqqqq) polychronics rrrrrrrrrrrr)

physical expression

Answer: e Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5.4: Facial Expression and Eye Contact Difficulty Level: Moderate Skill Level: Understand the Concepts 569) Most task-oriented leaders are attracted to the head of a table, while more relationship-oriented leaders are likely to sit ________. ssssssssssss)

in the middle position at the side of a table

tttttttttttt) at the corner of a table in order to avoid sitting at the head of the table uuuuuuuuuuuu) at various places around the table in order to sit side-by-side with every member vvvvvvvvvvvv) at the head of the table, just like task-oriented leaders wwwwwwwwwwww)

next to a task-oriented member who can keep the leader on track

Answer: a Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.1: Arrangement of Space Difficulty Level: Moderate Skill Level: Understand the Concepts 570) According to anthropologist Edward T. Hall, what are the distance parameters most North Americans use when interacting with new acquaintances and strangers? xxxxxxxxxxxx) 0 to 18 inches yyyyyyyyyyyy) 18 inches to 4 feet zzzzzzzzzzzz)

4 feet to 12 feet

aaaaaaaaaaaaa)

8 feet to 12 feet ccxxv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

bbbbbbbbbbbbb) 12 feet to 15 feet

ccxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.2: Perceptions of Personal Space Difficulty Level: Moderate Skill Level: Understand the Concepts 571) Members of most well-established groups interact with one another at Hall‘s _________. ccccccccccccc)

intimate distance

ddddddddddddd) personal distance eeeeeeeeeeeee)

social distance

fffffffffffff)

business distance

ggggggggggggg) public distance Answer: b Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.2: Perceptions of Personal Space Difficulty Level: Moderate Skill Level: Understand the Concepts 572) In a ________ approach to time, tasks are done one at a time and events are scheduled as separate items. hhhhhhhhhhhhh) monochronic iiiiiiiiiiiii) strict jjjjjjjjjjjjj) low-context kkkkkkkkkkkkk) high-context lllllllllllll) polychronic Answer: a Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.3: Perceptions of Time Difficulty Level: Easy Skill Level: Remember the Facts

ccxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

573) Researchers have identified several differences in the ways women and men tend to use nonverbal communication. Generally, which of the following nonverbal behaviors is more characteristic of men? mmmmmmmmmmmmm)

Men use more facial expressions and smile more.

nnnnnnnnnnnnn) Men appear more relaxed. ooooooooooooo) Men establish and use more eye contact. ppppppppppppp) Men touch other members more. qqqqqqqqqqqqq) Men use more expressive movements.

Answer: b Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences nonverbal behavior.

Topic 6.7.1: Nonverbal Communication and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 574) Researchers have identified several differences in the ways women and men tend to use nonverbal communication. Generally, women tend to _________. rrrrrrrrrrrrr)

use more eye contact

sssssssssssss)

appear less involved

ttttttttttttt) use more commanding gestures uuuuuuuuuuuuu) shake hands more vvvvvvvvvvvvv) appear more relaxed Answer: a Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences nonverbal behavior.

Topic 6.7.1: Nonverbal Communication and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 575) In general, people from which region would be comfortable with less physical distance during interactions? wwwwwwwwwwwww) southern Europe xxxxxxxxxxxxx) North America yyyyyyyyyyyyy) northern Europe zzzzzzzzzzzzz)

Asia ccxxviii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

aaaaaaaaaaaaaa) Pakistan and India Answer: a Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences nonverbal behavior.

Topic 6.7.2: Nonverbal Communication and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 576) Direct eye contact may be taboo or an insult in many cultures of which region? bbbbbbbbbbbbbb)

Latin America

cccccccccccccc) Europe dddddddddddddd)

Africa

eeeeeeeeeeeeee) North America ffffffffffffff)

Asia

Answer: e Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences nonverbal behavior.

Topic 6.7.2: Nonverbal Communication and Culture Difficulty Level: Easy Skill Level: Remember the Facts 577) Jack Gibb describes six pairs of communication behaviors that influence whether a group‘s climate is defensive or supportive. Which of the following communication behaviors is the opposite of evaluative? gggggggggggggg)

controlling

hhhhhhhhhhhhhh)

problem oriented

iiiiiiiiiiiiii)

strategic

jjjjjjjjjjjjjj)

superior

kkkkkkkkkkkkkk)

descriptive

Answer: e Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts ccxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

578) According to Jack Gibb and his concept of defensive/supportive communication, which communication behavior is the opposite of strategic? llllllllllllll)

evaluative

mmmmmmmmmmmmmm)

neutral

nnnnnnnnnnnnnn)

superior

oooooooooooooo)

empathetic

pppppppppppppp)

spontaneous

Answer: e Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 579) According to Jack Gibb and his concept of defensive/supportive communication, what type of response is the statement ―That‘s a stupid way to approach the problem‖? qqqqqqqqqqqqqq)

descriptive

rrrrrrrrrrrrrr)

evaluative

ssssssssssssss)

problem oriented

tttttttttttttt)

strategic

uuuuuuuuuuuuuu)

empathetic

Answer: b Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 580) Which dimension of a supportive communication climate is evident when group members are flexible, offering tentative suggestions, and accepting ideas from others? vvvvvvvvvvvvvv)

descriptive

wwwwwwwwwwwwww)

provisional

xxxxxxxxxxxxxx)

controlling

yyyyyyyyyyyyyy)

neutral ccxxx

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

zzzzzzzzzzzzzz) certainty

ccxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: b Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Skill Level: Understand the Concepts Difficulty Level: Difficult 581) After presenting a proposed solution to a group problem, Carlos says ―There is absolutely no way this plan will solve the problem.‖ Which defensive behavior is exemplified in Carlos‘s statement? aaaaaaaaaaaaaaa) certainty bbbbbbbbbbbbbbb)

controlling

ccccccccccccccc) evaluative ddddddddddddddd)

neutral

eeeeeeeeeeeeeee) strategic Answer: a Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 582) Toby presents a proposed solution to a group problem and says, ―If it‘s okay with everyone, I‘d like to explain how this solution worked in a group I once belonged to and how we pulled together to make it work. The same kind of teamwork may help us solve this problem.‖ Which supportive behavior is exemplified in Toby‘s statement? fffffffffffffff)

descriptive

ggggggggggggggg)

empathic

hhhhhhhhhhhhhhh)

equality

iiiiiiiiiiiiiii)

provisional

jjjjjjjjjjjjjjj)

spontaneous

Answer: c Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate ccxxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know 583) Aisha laughs and smiles when she talks, stands close to other group members in a relaxed posture, and always uses direct eye contact. What characteristic of nonverbal communication is she using? kkkkkkkkkkkkkkk) lllllllllllllll)

kinesics

immediacy

mmmmmmmmmmmmmmm)

spontaneity

nnnnnnnnnnnnnnn)

territoriality

ooooooooooooooo)

social distance

Answer: b Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.2: Immediacy in Groups Difficulty Level: Moderate Skill Level: Apply What You Know 584) All of the following nonverbal behaviors are characteristics of immediacy EXCEPT ________. ppppppppppppppp)

more eye contact

qqqqqqqqqqqqqqq)

engaging in appropriate touch

rrrrrrrrrrrrrrr)

leaning back

sssssssssssssss) having a relaxed open body position ttttttttttttttt)

nodding your head

Answer: c Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.2: Immediacy in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts True or False 585) Group members‘ tone of voice, directness of eye contact, and physical proximity can reveal at least as much about their thoughts and feelings as the words they speak.

True ccxxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True

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Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts 586) In dialectic terms, effective group members rely on both verbal and nonverbal communication to generate meaning.

True False Answer: True Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts 587) Nonverbal messages often express the emotional meaning of verbal messages.

True False Answer: True Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts 588) People in high-context cultures put more emphasis on nonverbal codes to interpret meaning.

True False Answer: True Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts

ccxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

589) People in low-context cultures put more emphasis on language to interpret meaning.

True False Answer: True Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts 590) In sociologist Anne Donnellon‘s recommendations for consensus-seeking talk, you should ask ―what if‖ questions, propose objective criteria for solutions, and summarize areas of agreement.

True False Answer: True Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Difficult Skill Level: Understand the Concepts 591) The five dimensions in Donnellon‘s team talk include conflict management, negotiation, and identification.

True False Answer: False Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Moderate Skill Level: Understand the Concepts 592) ―Hey, Fred, would you try to find out whether Bob will be able to hang out with us after the meeting is over?‖ is an example of the social equality dimension of team talk.

True False Answer: True ccxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

ccxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Moderate Skill Level: Apply What You Know 593) ―Wouldn‘t we be in a better position if we wrote up a persuasive and detailed justification for the cost?‖ is an example of the shared power dimension of team talk.

True False Answer: False Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Difficult Skill Level: Apply What You Know 594) The use of appropriate job titles is an important element of the social equality dimension of team talk.

True False Answer: False Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Moderate Skill Level: Understand the Concepts 595) Effective group members who understand the importance of team talk use ―I‖ language more than they use ―you‖ and ―we‖ language.

True False Answer: False Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.2: Use “I,” “You,” and ―We‖ Language Appropriately Difficulty Level: Moderate Skill Level: Understand the Concepts 596) When you use the word ―you,‖ you are taking responsibility for your own feelings and actions.

True ccxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: False Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.2: Use “I,” “You,” and ―We‖ Language Appropriately Difficulty Level: Moderate Skill Level: Understand the Concepts 597) Successful teams use plural pronouns such as ―we‖ and ―us‖ when talking to one another.

True False Answer: True Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.2: Use “I,” “You,” and “We” Language Appropriately Difficulty Level: Moderate Skill Level: Understand the Concepts “I,” “You,” 598) Group members who look for meaning in the people using words rather than in the words themselves are less likely to bypass or be bypassed.

True False Answer: True Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3: Language Challenges Difficulty Level: Moderate Skill Level: Understand the Concepts 599) Saying ―Greg‘s behavior was disruptive‖ is an example of abstract language.

True False Answer: True Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.1: Abstract Words Difficulty Level: Moderate Skill Level: Apply What You Know

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600) Abstract words refer to ideas or concepts you cannot see or touch, such as dignity, hope, and faith.

True False Answer: True Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.1: Abstract Words Difficulty Level: Moderate Skill Level: Understand the Concepts 601) Concrete words refer to specific things that are perceived with one of the senses—things you can see, hear, touch, smell, or taste.

True False Answer: True Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.1: Abstract Words Difficulty Level: Moderate Skill Level: Understand the Concepts 602) The more abstract your language, the more likely others will misinterpret your intended meaning.

True False Answer: True Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.1: Abstract Words Difficulty Level: Moderate Skill Level: Understand the Concepts 603) When dealing with a group member who uses offensive language, it‘s important to remember that the use of such language is okay as long as no one in the group is targeted.

True False ccxl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: False Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3.2: Exclusionary Language Difficulty Level: Moderate Skill Level: Understand the Concepts 604) When dealing with a group member who uses offensive language to attack or intimidate others, your text recommends using controlling behaviors such as raising your own voice or using sarcasm.

True False Answer: False Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3.2: Exclusionary Language Difficulty Level: Moderate Skill Level: Understand the Concepts 605) The use of jargon is always counterproductive in communication.

True False Answer: False Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3.3: Jargon Difficulty Level: Moderate Skill Level: Understand the Concepts 606) Men tend to use language that includes tag questions such as, ―Let‘s move on to the next item on the agenda, okay?‖ True False Answer: False Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.1: Language and Gender Difficulty Level: Moderate ccxli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 607) Men‘s speech is generally characterized as more direct and forceful than women‘s speech.

True False Answer: True Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.1: Language and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 608) A dialect is the distinct regional and cultural variations in vocabulary, pronunciation, syntax, and style that distinguish speakers from different ethnic groups, geographic areas, and social classes.

True False Answer: True Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.2: Language and Culture Difficulty Level: Easy Skill Level: Remember the Facts 609) A dialect is the sound of one language imposed on another.

True False Answer: False Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.2: Language and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 610) A consistent finding across several studies is that people who speak with an accent of dialect are often subjected to biases and stereotyping.

True False ccxlii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.2: Language and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 611) Many middle-class Black Americans engage in codeswitching as they speak both Black English and Standard English.

True False Answer: True Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.2: Language and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 612) Researchers suggest that between 30% and 50% of the meaning generated in face-to-face interactions with others is conveyed through nonverbal behavior.

True False Answer: False Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 613) Textspeak, emoticons, and emojis are very effective substitutes for communicating feelings and emotions in virtual teams.

True False Answer: False Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5: Nonverbal Communication Difficulty Level: Moderate ccxliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

ccxliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

614) If you slouch in your chair, other group members may interpret your posture as lack of interest or dislike for the group.

True False Answer: True Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5.4: Physical Expression Difficulty Level: Moderate Skill Level: Understand the Concepts 615) Appropriate member-to-member touch can result in greater teamwork, solidarity, and sharing among members.

True False Answer: True Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5.4: Physical Expression Difficulty Level: Moderate Skill Level: Understand the Concepts 616) Research suggests that the use of emojis is often perceived negatively.

True False Answer: False Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5.4: Physical Expression Difficulty Level: Moderate Skill Level: Understand the Concepts 617) A number of studies conclude that group members prefer face-to-face seating for cooperative activities.

True False Answer: False ccxlv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.1: Arrangement of Space Difficulty Level: Moderate Skill Level: Understand the Concepts 618) A roundtable seating arrangement tends to foster more interaction than other arrangements.

True False Answer: True Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.1: Arrangement of Space Difficulty Level: Moderate Skill Level: Understand the Concepts 619) Members of well-established groups who use Hall‘s personal zone to communicate with one another will find it difficult to maintain comfortable interaction.

True False Answer: False Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.2: Perceptions of Personal Space Difficulty Level: Moderate Skill Level: Understand the Concepts 620) We usually use Hall‘s social distance (4 to 12 feet apart) with new acquaintances and strangers.

True False Answer: True Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.2: Perceptions of Personal Space Difficulty Level: Moderate Skill Level: Understand the Concepts ccxlvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

621) In a monochronic approach to time, multitasking is common and schedules are not as important.

True False Answer: False Learning Objective 6.6: Analyze the effects of room arrangements, zones of personal space, and perceptions of time on group communication.

Topic 6.6.3: Perceptions of Time Difficulty Level: Moderate Skill Level: Understand the Concepts 622) Research suggests that, when compared to men, women typically can more accurately interpret the meaning of nonverbal behaviors across various contexts.

True False Answer: True Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences in nonverbal behavior.

Topic 6.7.1: Nonverbal Communication and Gender Difficulty Level: Easy Skill Level: Remember the Facts 623) According to research, women tend to touch others less (especially other women) when communicating.

True False Answer: False Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences in nonverbal behavior.

Topic 6.7.1: Nonverbal Communication and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 624) Research continues to confirm that women are more sensitive to nonverbal communication and more accurately interpret the meaning of nonverbal behaviors across various contexts.

True False ccxlvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences in nonverbal behavior.

Topic 6.7.1: Nonverbal Communication and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 625) Direct and consistent eye contact is insulting to many North Americans.

True False Answer: False Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences in nonverbal behavior.

Topic 6.7.2: Nonverbal Communication and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 626) Generally, people from southern Europe, Latin America, and Arab countries prefer more distance during interactions than do people from North America, northern Europe, Asia, Pakistan, and India.

True False Answer: False Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences in nonverbal behavior.

Topic 6.7.2: Nonverbal Communication and Culture Difficulty Level: Easy Skill Level: Remember the Facts 627) Sociologist Jack Gibb describes a defensive climate as one in which members devote attention to protecting themselves and defeating their perceived opponents.

True False Answer: True Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate ccxlviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 628) There may be times when a group member may need to behave in a way that creates a defensive climate in order to help a group achieve its goal.

True False Answer: True Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 629) The dialectic opposite of the defensive behavior Gibb labels as evaluative is a supportive behavior Gibb labels as descriptive.

True False Answer: True Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 630) A group member engaging in Gibb‘s supportive behavior labeled empathetic might say, ―I can‘t believe he said that to you. No wonder you‘re upset.‖ True False Answer: True Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 631) According to Jack Gibb‘s characteristics of supportive and defensive communication climates, controlling is the opposite of provisional.

True ccxlix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: False Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 632) Groups in supportive climates show evidence of nonverbal immediacy.

True False Answer: True Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.2: Immediacy in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 633) A group member showing nonverbal immediacy would lean back, sit farther away from members, and rarely make eye contact.

True False Answer: False Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.2: Immediacy in Groups Difficulty Level: Moderate Skill Level: Apply What You Know 634) A group member showing nonverbal immediacy would be more likely to touch other members on their shoulder or arm when talking to them.

True False Answer: True Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.2: Immediacy in Groups ccl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Apply What You Know

ccli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Essay 635) In dialectic terms, explain why effective group members rely on both verbal and nonverbal communication to generate meaning.

Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Difficult Skill Level: Understand the Concepts 636) What does the expression ―Meanings are in people, not in words‖ mean? Do you agree or disagree? Provide at least two examples to support your answer.

Learning Objective 6.1: Identify the differences between verbal communication and nonverbal communication.

Topic 6.1: Two Essential Tools Difficulty Level: Moderate Skill Level: Understand the Concepts 637) What is team talk? Identify and describe three of Donnellon‘s five dimensions of team talk.

Provide an example of how you would express each dimension. Then explain how understanding and using team talk can improve group communication Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Difficult Skill Level: Understand the Concepts 638) According to Anne Donnellon, effective team talk is essential for the overall productivity of a group. Identify and briefly explain at least three strategies that groups can use to produce a stronger, more cooperative group that uses team talk effectively.

Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.1: The Dimensions of Team Talk Difficulty Level: Moderate Skill Level: Understand the Concepts 639) Why and under what conditions should you use “I,” “You,” and “We” to express yourself in groups? Provide examples to contrast the ways in which you should use these three pronouns.

Learning Objective 6.2: Provide examples of the five dimensions of effective team talk.

Topic 6.2.2: Use “I,” “You,” and “We” Language Appropriately cclii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 640) Explain the differences between abstract and concrete words. Provide two examples of an abstract word and two examples of a concrete word. Why do concrete words help prevent misunderstandings?

Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3.1: Abstract Words Difficulty Level: Moderate Skill Level: Understand the Concepts 641) Identify and describe four strategies for challenging and stopping verbal and nonverbal abuse.

In your opinion, which strategy would you be likely to use? Why did you choose this particular strategy?

Learning Objective 6.3: Identify specific language-based challenges that impact the quality of group communication.

Topic 6.3.2: Exclusionary Language Difficulty Level: Moderate Skill Level: Understand the Concepts Learning 642) Reflecting on your past experiences working in groups, have you ever been a part of a group in which verbal abuse took place? How did such abuse language affect group effectiveness and morale? Did the group do anything to address this abuse? If so, what did the group do and was it effective?

Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.2: Exclusionary Language Difficulty Level: Difficult Skill Level: Apply What You Know 643) Define the term jargon and discuss the role that it plays in group communication. Include in your answer both the advantages and disadvantages of using jargon.

Learning Objective 6.3: Identify specific language-based obstacles that impact the quality of group communication.

Topic 6.3.3: Jargon Difficulty Level: Moderate Skill Level: Understand the Concepts

ccliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

644) Researchers claim that, though women‘s and men‘s use of language is more similar than different, there are some gender differences. What are the differences between the ways in which men and women tend to use language? Do you agree with this analysis of gender differences in speech? Justify the basis for your agreement or disagreement.

Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.1: Language and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 645) Discuss the concept of codeswitching. Include in your answer an indication both of what it is and examples of when it might be used.

Learning Objective 6.4: Recommend appropriate responses to gender-influenced and culture-based differences in language use.

Topic 6.4.2: Language and Culture Difficulty Level: Moderate Skill Level: Understand the Concepts 646) In their book Rules of the Net, Thomas Mandel and Gerard Van der Leun offer the following suggestion: ―Nothing—especially the symbols on the top row of your keyboard—can substitute for a clear idea simply expressed. Avoid :-) and all associated emoticons . . .‖ Explain why you agree and/or disagree with Mandel and Van der Leun‘s advice.

Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know 647) How can silence speak more than words? Provide two examples in which your silence can communicate significant meaning to other group members.

Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts

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648) You are preparing to go on a job interview. Describe what nonverbal communication skills you will employ to improve your chances of getting the job. Provide a rationale for each choice. Consider personal appearance, facial, vocal, and physical expressions.

Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5: Nonverbal Communication Difficulty Level: Difficult Skill Level: Apply What You Know 649) Describe and provide examples of three ways in which facial expressions allow listeners to continuously contribute to an ongoing group discussion.

Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5.4: Facial Expression and Eye Contact Difficulty Level: Moderate Skill Level: Understand the Concepts 650) Identify the four vocal expression qualities that add meaning, emphasis, and authority to your voice. Which of these four qualities would you like to improve in your own voice? Explain why you chose this quality and what you would do to improve it.

Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5.3: Vocal Expression Difficulty Level: Difficult Skill Level: Understand the Concepts 651) Given that touch is one of the most potent forms of physical expression, how should it be used appropriately in groups?

Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and adapting your own nonverbal behavior appropriately.

Topic 6.5.4: Physical Expression Difficulty Level: Moderate Skill Level: Apply What You Know 652) Many members of virtual teams (and everyday email users or text messengers) rely on textspeak, emoticons, and emojis to communicate emotions. What do researchers conclude about the effectiveness of these shorthand methods? Why do you agree or disagree with these research claims?

Learning Objective 6.5: Examine the challenges of interpreting nonverbal messages and cclv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

adapting your own nonverbal behavior appropriately.

Topic 6.5: Nonverbal Communication Difficulty Level: Moderate Skill Level: Understand the Concepts 653) You are responsible for arranging a room for a meeting of 12 people. In the room are four tables 6 feet in length and 12 chairs. Draw or describe an arrangement that would discourage group interaction among group members. Why does this arrangement discourage interaction?

Draw an arrangement that would promote the maximum amount of group interaction. Why does this arrangement encourage interaction?

Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.1: Arrangement of Space Difficulty Level: Difficult Skill Level: Apply What You Know 654) Your choice of seating position in groups has a direct effect on interaction and influence.

Explain the implications of choosing seat in the following positions (1) at the head of a table; (2) in the middle seat of a table‘s side; (3) at the corner of a table; (4) next to a selected group member; and (5) across from a selected group member.

Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.1: Arrangement of Space Difficulty Level: Moderate Skill Level: Understand the Concepts 655) What do the words proxemics and territoriality mean in the study of nonverbal communication? Explain how these terms relate to Edward Hall‘s four zones of interaction.

Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.2: Perceptions of Personal Space Difficulty Level: Difficult Skill Level: Understand the Concepts 656) Identify and explain each of Hall‘s four zones of interaction. Which zones of interaction are groups more likely to use?

Learning Objective 6.6: Analyze the effects of room arrangements, zones of interpersonal space, and perceptions of time on group communication.

Topic 6.6.2: Perceptions of Personal Space cclvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Difficult Skill Level: Understand the Concepts 657) Discuss the impact of gender and culture in terms of nonverbal communication in groups. Use examples to support your claims.

Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences in nonverbal behavior.

Topic 6.7: Nonverbal Differences Difficulty Level: Difficult Skill Level: Understand the Concepts 658) According to the text, what are the major differences in the ways men and women use nonverbal communication? Based on your own observations, how consistent or accurate are these differences?

Learning Objective 6.7: Summarize specific methods for adapting to gender and cultural differences in nonverbal behavior.

Topic 6.7.1: Nonverbal Communication and Gender Difficulty Level: Moderate Skill Level: Understand the Concepts 659) Sociologist Jack Gibb has described six pairs of communication behaviors that influence whether a group‘s climate is defensive or supportive. Identify and describe four of the six pairs of behaviors. How does each type of behavior affect a group‘s climate?

Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Difficult Skill Level: Understand the Concepts 660) Your text explains that the paired communication behaviors in Jack Gibb‘s supportive and defensive communication model are not necessarily ―good‖ or ―bad‖ behaviors. Rather, they represent dialectic tensions. There may be times when you should express yourself in evaluative, controlling, strategic, neutral, superior, or certain terms. Choose four of these defensive behaviors and explain why they may be appropriate and useful in a group discussion.

Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.1: Defensive and Supportive Behaviors Difficulty Level: Difficult cclvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cclviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

661) What is immediacy, and why is it important in group communication? Describe at least five nonverbal behaviors that generate nonverbal immediacy.

Learning Objective 6.8: Contrast the pairs of behaviors that influence a group‘s communication climate.

Topic 6.8.2: Immediacy in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 7 Listening and Responding in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 14% Easy 72% Moderate 14% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 7 Multiple Choice Single Select 662) _________ is the ability to understand, analyze, respect, and respond appropriately to the cclix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

meaning of another person‘s spoken and nonverbal messages. uuuuuuuuuuuuuuu)

feedback

vvvvvvvvvvvvvvv)

listening

wwwwwwwwwwwwwww)

self-centered listening

xxxxxxxxxxxxxxx)

the Golden Listening rule

yyyyyyyyyyyyyyy)

working memory

Answer: b Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

cclx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 663) Studies have found that, on average, a person spends about _________ of their waking day communicating. zzzzzzzzzzzzzzz) 60% aaaaaaaaaaaaaaaa)

20%

bbbbbbbbbbbbbbbb)

70%

cccccccccccccccc)

10%

dddddddddddddddd)

50%

Answer: c Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 664) Researchers conclude that of the total time most people spend communicating in a given day, they spend about _________% of that time listening. eeeeeeeeeeeeeeee) ffffffffffffffff)

10–20

20–40

gggggggggggggggg)

30–50

hhhhhhhhhhhhhhhh)

40–60

iiiiiiiiiiiiiiii)

40–70

Answer: e Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 665) Several studies report that without listening training, most people listen at _________ efficiency. jjjjjjjjjjjjjjjj)

15%

kkkkkkkkkkkkkkkk) llllllllllllllll)

25%

35% cclxi

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

mmmmmmmmmmmmmmmm) 45% nnnnnnnnnnnnnnnn)

55%

Answer: b Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.1: Evaluate Your Listening Skills Difficulty Level: Moderate Skill Level: Understand the Concepts 666) According to Stephen Covey, author of The Seven Habits of High Effective People, which of the following is a critical component of an enduring habit? oooooooooooooooo)

hearing

pppppppppppppppp)

desire

qqqqqqqqqqqqqqqq)

opportunity

rrrrrrrrrrrrrrrr)

memory

ssssssssssssssss) empathy Answer: b Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Difficult Skill Level: Understand the Concepts 667) What are the three interrelated components that must be present for good listening to become an enduring habit? tttttttttttttttt)

hearing, memory, and appreciation

uuuuuuuuuuuuuuuu)

opportunity, empathy, and attention

vvvvvvvvvvvvvvvv)

descriptive listening, empathic listening, and provisional listening

wwwwwwwwwwwwwwww) xxxxxxxxxxxxxxxx)

knowledge, skills, and desire

supportive listening, defensive listening, and objective listening

Answer: d Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Difficult Skill Level: Understand the Concepts

cclxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

668) Which poor listening habit occurs when a group member fakes attention or pretends to listen? yyyyyyyyyyyyyyyy)

pseudolistening

zzzzzzzzzzzzzzzz)

selective listening

aaaaaaaaaaaaaaaaa)

superficial listening

bbbbbbbbbbbbbbbbb)

defensive listening

ccccccccccccccccc)

disruptive listening

Answer: a Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 669) Which poor listening habit occurs when a group member pays more attention to how members look and speak rather than to what they say? ddddddddddddddddd)

pseudolistening

eeeeeeeeeeeeeeeee)

selective listening

fffffffffffffffff)

superficial listening

ggggggggggggggggg)

defensive listening

hhhhhhhhhhhhhhhhh)

disruptive listening

Answer: c Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 670) Which poor listening habit occurs when a group member interprets critical remarks by others as a personal attack? iiiiiiiiiiiiiiiii)

pseudolistening

jjjjjjjjjjjjjjjjj)

selective listening

kkkkkkkkkkkkkkkkk) lllllllllllllllll)

superficial listening

defensive listening

mmmmmmmmmmmmmmmmm)

disruptive listening

Answer: d Learning Objective 7.2: Assess how well you listen in groups. cclxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 671) Which poor listening habit occurs when a group member interrupts others when they are speaking? nnnnnnnnnnnnnnnnn)

pseudolistening

ooooooooooooooooo)

selective listening

ppppppppppppppppp)

superficial listening

qqqqqqqqqqqqqqqqq)

defensive listening

rrrrrrrrrrrrrrrrr)

disruptive listening

Answer: e Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 672) Which poor listening habit occurs when a member only looks for faults in what others in the group are saying? sssssssssssssssss) pseudolistening ttttttttttttttttt)

selective listening

uuuuuuuuuuuuuuuuu)

superficial listening

vvvvvvvvvvvvvvvvv)

defensive listening

wwwwwwwwwwwwwwwww) disruptive listening Answer: b Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 673) You‘ve just learned that your group report is due on the 22nd, and you say this date several times to yourself so that you will not forget it. What technique of listening to remember are you using? xxxxxxxxxxxxxxxxx)

associate

yyyyyyyyyyyyyyyyy)

repeat cclxiv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

zzzzzzzzzzzzzzzzz)

visualize

aaaaaaaaaaaaaaaaaa)

use mnemonics.

bbbbbbbbbbbbbbbbbb) concentrate Answer: b Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.3: Listening to Remember Difficulty Level: Moderate Skill Level: Understand the Concepts 674) Which of the following is the first component in Judi Brownell‘s HURIER Listening Model? cccccccccccccccccc)

responding

dddddddddddddddddd) hearing eeeeeeeeeeeeeeeeee)

understanding

ffffffffffffffffff) remembering gggggggggggggggggg) evaluating Answer: b Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process Difficulty Level: Moderate Skill Level: Understand the Concepts 675) If you want to accurately comprehend the intended meaning of group members‘ spoken and nonverbal messages, you should listen to _________. hhhhhhhhhhhhhhhhhh) understand iiiiiiiiiiiiiiiiii)

remember

jjjjjjjjjjjjjjjjjj)

interpret

kkkkkkkkkkkkkkkkkk) evaluate llllllllllllllllll)

respond

Answer: a Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.2: Listening to Understand Difficulty Level: Moderate Skill Level: Understand the Concepts

cclxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

676) You‘ve just met several new people on your first day of statistics class. In order to remember their names, you add ―statistics‖ to their names (e.g., Frank from Statistics). What technique of listening to remember are you using? mmmmmmmmmmmmmmmmmm)

associate

nnnnnnnnnnnnnnnnnn) repeat oooooooooooooooooo) visualize pppppppppppppppppp) use mnemonics. qqqqqqqqqqqqqqqqqq) concentrate Answer: a Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.3: Listening to Remember Difficulty Level: Moderate Skill Level: Apply What You Know 677) Many people remember which months of the year have 30 days with the poem that begins ―Thirty days hath September . . . ‖ What technique of listening to remember are they using? rrrrrrrrrrrrrrrrrr) associate ssssssssssssssssss) tttttttttttttttttt)

repeat

visualize

uuuuuuuuuuuuuuuuuu) use mnemonics. vvvvvvvvvvvvvvvvvv) concentrate Answer: d Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.3: Listening to Remember Difficulty Level: Moderate Skill Level: Understand the Concepts 678) Suppose your group suggests having a meeting on Saturday morning in order to finish up work on an important project. Nicole seems upset. You want to understand how she feels about the proposed meeting. When she explains her concerns, you should listen to ________. wwwwwwwwwwwwwwwwww)

hear

xxxxxxxxxxxxxxxxxx) understand yyyyyyyyyyyyyyyyyy) remember zzzzzzzzzzzzzzzzzz)

interpret cclxvi

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

aaaaaaaaaaaaaaaaaaa)

evaluate

cclxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.4: Listening to Interpret Difficulty Level: Difficult Skill Level: Apply What You Know 679) Which of the following questions is the most appropriate and applicable to a situation in which you should listen to interpret? bbbbbbbbbbbbbbbbbbb) Do you prioritize listening to the other person‘s experience rather than focusing on talking about your own experiences and feelings? ccccccccccccccccccc) and evidence?

Do you know how to assess the quality and validity of arguments

ddddddddddddddddddd) Do you understand the meaning of words spoken by another person? eeeeeeeeeeeeeeeeeee)

Do you primarily focus on nonverbal rather than verbal cues?

fffffffffffffffffff) Can you tell when a group member appeals to your emotions and/or to your critical thinking ability?

Answer: a Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.4: Listening to Interpret Difficulty Level: Moderate Skill Level: Understand the Concepts 680) Which type of listening focuses on empathizing with a person‘s situation, feelings, or motives? ggggggggggggggggggg) listening to hear hhhhhhhhhhhhhhhhhhh) listening to comprehend iiiiiiiiiiiiiiiiiii)

listening to remember

jjjjjjjjjjjjjjjjjjj)

listening to interpret

kkkkkkkkkkkkkkkkkkk) listening to respond Answer: a Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.4: Listening to Interpret Difficulty Level: Easy Skill Level: Remember the Facts

cclxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

681) Two committee members make significantly different recommendations for the date and format of the company‘s annual employee picnic. In trying to decide which suggestion to support, you should listen to _________. lllllllllllllllllll)

hear

mmmmmmmmmmmmmmmmmmm) understand nnnnnnnnnnnnnnnnnnn) remember ooooooooooooooooooo) interpret ppppppppppppppppppp) evaluate Answer: e Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.5: Listening to Evaluate Difficulty Level: Moderate Skill Level: Apply What You Know 682) Which type of listening focuses on using critical thinking skills to analyze what you hear? qqqqqqqqqqqqqqqqqqq) listening to remember rrrrrrrrrrrrrrrrrrr) listening to empathize sssssssssssssssssss) ttttttttttttttttttt)

listening to interpret

listening to evaluate

uuuuuuuuuuuuuuuuuuu) listening to understand Answer: d Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.5: Listening to Evaluate Difficulty Level: Moderate Skill Level: Understand the Concepts 683) All of the following guidelines can improve how well you provide constructive feedback and appropriate reactions to what others say EXCEPT ________ vvvvvvvvvvvvvvvvvvv) ―Focus on the person (not their behavior).‖ wwwwwwwwwwwwwwwwwww)

―Describe the behavior (don‘t judge it).‖

xxxxxxxxxxxxxxxxxxx) ―Provide factual observations (not assumptions).‖ yyyyyyyyyyyyyyyyyyy) ―Choose an appropriate time and place to respond (don‘t ignore the circumstances).‖ zzzzzzzzzzzzzzzzzzz)

―Provide supportive feedback to help others (not to meet your own cclxix

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

needs.‖

cclxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.6: Listening to Respond Difficulty Level: Moderate Skill Level: Understand the Concepts 684) Paraphrasing __________ refers to the degree to which you match the emotions to the speaker‘s meaning in your response. aaaaaaaaaaaaaaaaaaaa) content bbbbbbbbbbbbbbbbbbbb)

depth

cccccccccccccccccccc) meaning dddddddddddddddddddd)

language

eeeeeeeeeeeeeeeeeeee) nonverbal Answer: b Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Difficult Skill Level: Understand the Concepts 685) Suppose Mohamed says, ―Among all the other things I worry about, I have an important exam coming up, and I fear that, given my busy schedule, I won‘t have enough time to study.‖ Responding with ―You seem to be very upset about doing well on the exam‖ would be an inaccurate paraphrase because ffffffffffffffffffff) it responds to only one example, instead of responding to Mohamed‘s larger problem of coping with a busy schedule. gggggggggggggggggggg)

you are repeating the exact words Mohamed said.

hhhhhhhhhhhhhhhhhhhh) you have not matched Mohamed‘s depth of feeling, given how important this exam is to her future and her hopes of getting a better job. iiiiiiiiiiiiiiiiiiii)

you add unintended meaning to Mohamed‘s statement.

jjjjjjjjjjjjjjjjjjjj)

you use language that is too simple to capture Mohamed‘s meaning.

Answer: a Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Difficult cclxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know 686) Good listeners use their extra thought speed productively. They do all of the following EXCEPT ________. kkkkkkkkkkkkkkkkkkkk) llllllllllllllllllll)

identify and summarize key ideas

interpret the meaning of nonverbal behavior and vocalizations

mmmmmmmmmmmmmmmmmmmm) analyze and evaluate the validity of arguments nnnnnnnnnnnnnnnnnnnn)

understand the intended meaning of a speaker‘s message

oooooooooooooooooooo)

listen exclusively for facts and statistics

Answer: e Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Moderate Skill Level: Understand the Concepts 687) Identify the negative listening attitude that does NOT follow the Golden Listening Rule. pppppppppppppppppppp)

interested

qqqqqqqqqqqqqqqqqqqq)

responsible

rrrrrrrrrrrrrrrrrrrr) group-centered ssssssssssssssssssss) tttttttttttttttttttt)

superior

open-minded

Answer: d Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Moderate Skill Level: Understand the Concepts 688) Eddie and Tonya were having a meeting about the upcoming budget changes. During their meeting, several people interrupt them with requests while, at the same time, the air conditioner began making loud noises. Eddie and Tonya decided to move their meeting to another conference room down the hall, where they could have more privacy and it would be less noisy. They are practicing what strategy for effective listening? uuuuuuuuuuuuuuuuuuuu)

Apply the Golden Listening Rule.

vvvvvvvvvvvvvvvvvvvv)

Minimize distractions cclxxii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

wwwwwwwwwwwwwwwwwwww)

―Listen‖ to nonverbal behavior.

xxxxxxxxxxxxxxxxxxxx)

Listen before you leap.

yyyyyyyyyyyyyyyyyyyy)

Use your thought speed.

Answer: b Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.1: Undivided Attention Difficulty Level: Moderate ,Skill Level: Apply What You Know 689) When Ralph Nichols wrote, ―We must always withhold evaluation until our comprehension is complete,‖ which listening strategy was he describing? zzzzzzzzzzzzzzzzzzzz) Apply the Golden Listening Rule. aaaaaaaaaaaaaaaaaaaaa) Minimize distractions. bbbbbbbbbbbbbbbbbbbbb)

―Listen‖ to nonverbal behavior.

ccccccccccccccccccccc) Listen before you leap. ddddddddddddddddddddd)

Help your group listen.

Answer: d Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Listen Before You Leap Difficulty Level: Moderate Skill Level: Understand the Concepts 690) Which of the following statements best describes the dilemma listeners often face when taking notes during a discussion or in the classroom? eeeeeeeeeeeeeeeeeeeee) Most of us listen at only 25% efficiency. fffffffffffffffffffff) increases.

The value of your notes decreases as the volume of your notes

ggggggggggggggggggggg)

We are not flexible note takers.

hhhhhhhhhhhhhhhhhhhhh) A meeting‘s minutes or an instructor‘s handouts are better than the notes taken by a listener. iiiiiiiiiiiiiiiiiiiii) Effective note takers take notes in outline form.

Answer: b Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening. cclxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Facts

cclxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

691) When speaking to a deaf person who reads lips, use all of the following guidelines EXCEPT _________. jjjjjjjjjjjjjjjjjjjjj) Don‘t turn your back on the person or put yourself in a setting where you are difficult to see. kkkkkkkkkkkkkkkkkkkkk)

Exaggerate your speech and talk in a louder voice.

lllllllllllllllllllll) Use appropriate facial expressions and gestures. mmmmmmmmmmmmmmmmmmmmm) speak. nnnnnnnnnnnnnnnnnnnnn)

Look directly at the deaf person when you

Do not use gestures that cover your any part of your face.

Answer: b Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.1: Hearing Ability Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 692) According to research, which listening behavior is more typical of women rather than men? ooooooooooooooooooooo) speakers

paying more attention to the nature of relationships among

ppppppppppppppppppppp)

focusing on the content of the message

qqqqqqqqqqqqqqqqqqqqq)

deemphasizing emotions

rrrrrrrrrrrrrrrrrrrrr)

listening to evaluate

sssssssssssssssssssss)

listening to understand

Answer: a Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.2: Gender Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 693) A study of ways in which the college students from different cultures listen concludes that _________ students viewed as less willing and less patient listeners than students from other cultures. ttttttttttttttttttttt) African uuuuuuuuuuuuuuuuuuuuu)

U.S. cclxxv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

vvvvvvvvvvvvvvvvvvvvv)

Asian

wwwwwwwwwwwwwwwwwwwww) South American xxxxxxxxxxxxxxxxxxxxx)

European

Answer: b Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.3: Cultural Differences Difficulty Level: Moderate Skill Level: Understand the Concepts True or False 694) Listening is the same thing as hearing.

True False Answer: False Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 695) Listening is our number one communication activity.

True False Answer: True Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 696) Listening during a two-person conversation is challenging, but listening in groups is even more challenging.

True False Answer: True Learning Objective 7.1: Explain how listening in groups differs from other listening contexts. cclxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

cclxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

697) Of the total time we generally spend communicating, about 20–35% of that time is spent listening.

True False Answer: False Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Easy Skill Level: Remember the Facts 698) Of the total time we generally spend communicating, about 10–20% of that time is spent reading.

True False Answer: True Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Easy Skill Level: Remember the Facts 699) Listening can be more difficult in groups than in other communication situations.

True False Answer: True Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 700) Some of the benefits of effective listening include superior job performance and better leadership.

True False Answer: True Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

cclxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Easy Skill Level: Remember the Facts 701) In effective groups, leaders listen more than they talk True False Answer: True Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2: The Need for Better Listening in Groups Skill Level: Understand the Concepts Difficulty Level: Moderate 702) Surveys of business leaders often point to listening as the communication skill most lacking in new employees.

True False Answer: True Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.1: Evaluate Your Listening Skills Difficulty Level: Easy Skill Level: Remember the Facts 703) Several studies report that immediately after listening to a short talk, most of us cannot accurately report 50 percent of what was said. Without training, we listen at only 25 percent efficiency.

True False Answer: True Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.1: Evaluate Your Listening Skills Difficulty Level: Easy Skill Level: Remember the Facts 704) Stephen Covey, author of The Seven Habits of Highly Effective People, defines a positive, enduring habit as a practice requiring knowledge, skills, and desire.

True cclxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Easy Skill Level: Remember the Facts 705) You can help your group collaborate and make effective decisions by regularly interrupting discussions to remind everyone that it‘s important to listen well.

True False Answer: False Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 706) Effective listeners make themselves listen even when the topic and/or members‘ comments are boring.

True False Answer: True Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 707) Effective leaders fake attention when listening to others as a way of showing that they are interested in what everyone says.

True False Answer: False Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts

cclxxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

708) A member‘s role in a group can influence the way they listen.

True False Answer: True Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process Difficulty Level: Moderate Skill Level: Understand the Concepts 709) By not listening to interpret nor responding appropriately to someone else‘s situation or feelings, you may overlook the most important part of a message.

True False Answer: True Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.4: Listening to Interpret Difficulty Level: Moderate Skill Level: Understand the Concepts 710) Effective empathic listeners welcome opportunities to hear something new or challenging and pay special attention to the eloquence of a member‘s words.

True False Answer: False Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.4: Listening to Interpret Difficulty Level: Moderate Skill Level: Understand the Concepts 711) Evaluative listeners do not understand why they accept or reject another member‘s ideas and suggestions.

True False Answer: False Learning Objective 7.3: Describe the six major components of the HURIER listening model.

cclxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.3.5: Listening to Evaluate Difficulty Level: Moderate Skill Level: Understand the Concepts 712) Evaluating evidence while it is being presented interferes with good listening skills.

True False Answer: False Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.5: Listening to Evaluate Difficulty Level: Moderate Skill Level: Understand the Concepts 713) Recognizing that a group member is trying to influence or persuade—rather than merely inform—is the first step in improving your evaluative listening.

True False Answer: True Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3.5: Listening to Evaluate Difficulty Level: Easy Skill Level: Remember the Facts 714) One way to increase listening comprehension is to ask one question at a time and make sure it‘s relevant to the discussion.

True False Answer: True Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Concepts 715) You can enhance listening comprehension by asking good questions during a discussion.

True cclxxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Easy Skill Level: Remember the Facts 716) Paraphrasing is a form of feedback—a listening check—that asks, ―Am I right? Is this what you mean?‖ True False Answer: True Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Easy Skill Level: Remember the Facts 717) When you match the emotions to the speaker‘s meaning, you are paraphrasing for depth.

True False Answer: True Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Concepts 718) When you use simple language to ensure accuracy, you are paraphrasing for meaning.

True False Answer: False Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate cclxxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cclxxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

719) When you find new words to express the same meaning, you are paraphrasing for language.

True False Answer: False Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Concepts 720) The phrasing of an effective paraphrase can vary in three critical ways: knowledge, emotion, and desire.

True False Answer: False Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Concepts 721) Most people can speak much faster than they can think.

True False Answer: False Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Moderate Skill Level: Understand the Concepts 722) Thought speed is the speed (in words per minute) at which most people can think compared to the speed at which they speak.

True False Answer: True cclxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Easy Skill Level: Remember the Facts 723) The Golden Listening Rule is ―Speak unto others as you would have them speak to you.‖ True False Answer: False Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Easy Skill Level: Remember the Facts 724) Distractions in the listening process are primarily environmental.

True False Answer: False Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.1: Undivided Attention Difficulty Level: Moderate Skill Level: Understand the Concepts 725) Ralph Nichols notes that the volume of notes taken increases their value to the note taker.

True False Answer: False Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Concepts

cclxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

726) Good listeners adjust their note-taking system to a group‘s agenda or impose a note-taking pattern on a disorganized discussion.

True False Answer: True Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Easy Skill Level: Remember the Facts 727) In general, women are more likely to listen to the content of what is said, while men tend to focus on the relationships among speakers.

True False Answer: False Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.2: Gender Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 728) Men are more likely to listen to understand and evaluate.

True False Answer: True Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.2: Gender Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 729) Women are more likely to use empathic listening.

True False Answer: True Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture cclxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

affect the quality of listening in groups.

Topic 7.5.2: Gender Differences Difficulty Level: Moderate Skill Level: Understand the Concepts

cclxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

730) One study concludes that international students see U.S. students as being more willing and patient listeners than students from African, Asian, South American, or European cultures.

True False Answer: False Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.3: Cultural Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 731) Persons from high-context cultural backgrounds tend to listen more to the nonverbal behaviors of others than do persons from low-context cultural backgrounds.

True False Answer: True Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.3: Cultural Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 732) If a member of your group is deaf, keep in mind that most people who are deaf are alike when it comes to communication.

True False Answer: False Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5.1: Hearing Ability Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 733) Self-centered listeners may be excellent comprehensive listeners.

True False Answer: True cclxxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5: Listening Differences Difficulty Level: Difficult Skill Level: Understand the Concepts Essay 734) Why is listening in groups more challenging than in other communication situations?

Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 735) Of the four basic communication skills—reading, writing, speaking, and listening—which one generally takes up the most amount of our communicating time and which takes up the least amount of our communicating time? Is this true in your daily communication? If not, why not?

Learning Objective 7.1: Explain how listening in groups differs from other listening contexts.

Topic 7.1: The Challenge of Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 736) Of the five poor listening habits presented in the chapter, which two are probably the most difficult to avoid or overcome? Why are they the most difficult? What can a listener do to break this habit?

Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Difficult Skill Level: Apply What You Know 737) You are in a videoconference with members of your project team. One of your colleagues, Tove, has not turned her camera on and has not responded to questions posted in the chat section. However, she has popped up and occasionally said ―hm-mm‖ and ―I agree.‖ Is Tove an effective listener? Why not? What poor listening habits has she displayed? What steps would you recommend she take to become a better listener?

Learning Objective 7.2: Assess how well you listen in groups.

ccxc Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Difficult Skill Level: Apply What You Know 738) Stephen Covey, the author of The Seven Habits of Highly Effective People, states that positive, enduring habits require knowledge, skills, and desire. How do these three components of an effective habit relate to becoming a better listener?

Learning Objective 7.2: Assess how well you listen in groups.

Topic 7.2.2: Make Effective Listening an Enduring Habit Difficulty Level: Moderate Skill Level: Understand the Concepts 739) Identify and describe the six components of the HURIER Listening Model.

Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process Difficulty Level: Moderate Skill Level: Understand the Concepts 740) Describe the basic purpose and characteristics of each of the six types of listening in the HURIER Listening Model. Provide an example of each type of listening in a group context.

Explain why each type of listening is important to group communication.

Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process Difficulty Level: Difficult Skill Level: Understand the Concepts 741) According to the HURIER Listening Model, there are numerous individual listening filters that influence a person‘s ability to listen. Identify and briefly explain three of these filters.

Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process Difficulty Level: Moderate Skill Level: Understand the Concepts 742) According to the HURIER Listening Model, how can the purpose and nature of the communication context influence a person‘s listening behaviors? Provide an example to support your answer.

Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process ccxci Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 743) Consider the following questions: (1) Do you listen objectively even if you disagree with or dislike what a group member says? (2) Do you always ask questions if you don‘t understand or if you need clarification about the topic being discussed? (3) Do you make eye contact with group members during a discussion? (4) Can you summarize the main points of a discussion at its completion? Based on how you would answer these questions, discuss your strengths and weaknesses as a listener—and the strategies you would use to improve your listening ability.

Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process Difficulty Level: Difficult Skill Level: Understand the Concepts 744) Recommend one strategy for improving each of the six types of listening in the HURIER listening model.

Learning Objective 7.3: Describe the six major components of the HURIER listening model.

Topic 7.3: The Listening Process Difficulty Level: Moderate Skill Level: Apply What You Know 745) List and describe three strategies for asking questions that can enhance your ability to listen to understand.

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Concepts 746) Describe and provide examples of three strategies that can help you paraphrase another member‘s comments accurately and effectively.

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Difficult Skill Level: Understand the Concepts

ccxcii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

747) A group member comes to you and says, ―I‘m really upset! The boss wants me to rewrite the project report. I worked on that thing for three weeks. It was twice as long as the report Joe wrote last year, but he got special recognition for doing a good job. That report was hard work and took lots of my time. What does the boss want? Maybe I‘m just dumb.‖ How would you paraphrase this statement? Explain why you‘ve chosen to paraphrase it this way and also how your paraphrase meets the criteria of appropriate content, depth, meaning, and language.

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Difficult Skill Level: Apply What You Know 748) Several studies have concluded that while we spend a significant amount of our communication time listening, many of us are not very effective listeners. Identify and describe three major strategies you could use to improve your listening.

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4: High-Quality Listening in Groups Difficulty Level: Moderate Skill Level: Apply What You Know 749) Describe the Golden Listening Rule. What must you do to follow this rule? How does the rule result in more effective listening?

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Moderate Skill Level: Understand the Concepts 750) Your text identifies six positive listening attitudes and their negative counterparts.

Identify and describe three of the six pairs by using examples to demonstrate your understanding of how each pair affects your ability to listen effectively in groups.

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Moderate Skill Level: Understand the Concepts

ccxciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

751) Why is it important to ―listen before you leap‖?

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.3: Positive Intention Difficulty Level: Moderate Skill Level: Understand the Concepts 752) Compare and contrast the following two listening strategies: ―listen to nonverbal behaviors‖ and ―listen before you leap.‖ Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4: High-Quality Listening in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 753) Identify and describe two methods for taking effective notes when participating in a discussion and listening to a presentation by a group member.

Learning Objective 7.4: Describe the three qualities and related skills of high-quality listening.

Topic 7.4.2: Comprehension Checks Difficulty Level: Moderate Skill Level: Understand the Concepts 754) Several challenges can arise as you listen to members of different hearing abilities, genders, and cultures. Describe three strategies that can help you become a better listener when interacting with a member with hearing differences, of another gender, or from a different cultural background.

Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5: Listening Differences Difficulty Level: Difficult Skill Level: Understand the Concepts 755) What are some strategies that one can use to be more inclusive to members of a group with hearing ability differences?

Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

ccxciv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 7.5.1: Hearing Ability Differences Difficulty Level: Moderate Skill Level: Understand the Concepts 756) Explain why and how the behaviors of self-centered listening can sabotage group success?

Learning Objective 7.5: Summarize how differences in hearing ability, gender, and culture affect the quality of listening in groups.

Topic 7.5: Listening Differences Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 8 Conflict and Cohesion in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 6% Easy 86% Moderate 8% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 8

ccxcv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Multiple Choice Single Select 757) Which of the following statements best describes highly effective groups? yyyyyyyyyyyyyyyyyyyyy) conflict.

They are not necessarily cohesive, but they do avoid

zzzzzzzzzzzzzzzzzzzzz) They are cohesive and avoid conflict. aaaaaaaaaaaaaaaaaaaaaa)They are not necessarily cohesive but are willing to engage in conflict. bbbbbbbbbbbbbbbbbbbbbb) not ensue.

They prioritize conflict in order to ensure that conflict does

cccccccccccccccccccccc)They are cohesive and willing to engage in conflict.

Answer: e Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

ccxcvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 8.1: Conflict in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 758) Which of the following descriptions characterizes constructive conflict? dddddddddddddddddddddd)

uncooperative

eeeeeeeeeeeeeeeeeeeeee)flexible ffffffffffffffffffffff)

competitive

gggggggggggggggggggggg)

disrespectful

hhhhhhhhhhhhhhhhhhhhhh)

defensive

Answer: b Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Easy Skill Level: Remember the Facts 759) Which of the following descriptions characterizes destructive conflict? iiiiiiiiiiiiiiiiiiiiii) respectful jjjjjjjjjjjjjjjjjjjjjj) flexible kkkkkkkkkkkkkkkkkkkkkk)

competitive

llllllllllllllllllllll) cooperative mmmmmmmmmmmmmmmmmmmmmm)

supportive

Answer: c Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Easy Skill Level: Remember the Facts 760) The members of a civic association‘s committee on community safety disagree on whether to install brighter, more expensive street lighting throughout the development or to leave the current lighting as is. What type of conflict is the group experiencing? nnnnnnnnnnnnnnnnnnnnnn)

task

oooooooooooooooooooooo)

personal ccxcvii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

pppppppppppppppppppppp)

relationship

qqqqqqqqqqqqqqqqqqqqqq)

competitive

rrrrrrrrrrrrrrrrrrrrrr)

procedural

Answer: a Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.1: Task Conflict Difficulty Level: Moderate Skill Level: Apply What You Know 761) What type of conflict is occurring when student government council members disagree and argue with one another as they address the question: Should student activities fees be raised? ssssssssssssssssssssss)

task

tttttttttttttttttttttt) personal uuuuuuuuuuuuuuuuuuuuuu)

relationship

vvvvvvvvvvvvvvvvvvvvvv)

competitive

wwwwwwwwwwwwwwwwwwwwww)

procedural

Answer: a Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.1: Task Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 762) Ari gets angry with Searlait during a committee meeting because she interrupts his remarks and implies that his ideas are a waste of time. What type of conflict is occurring in this situation? xxxxxxxxxxxxxxxxxxxxxx)

task

yyyyyyyyyyyyyyyyyyyyyy)

personal

zzzzzzzzzzzzzzzzzzzzzz)relationship aaaaaaaaaaaaaaaaaaaaaaa)

competitive

bbbbbbbbbbbbbbbbbbbbbbb)

procedural

Answer: c Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.2: Relationship Conflict Difficulty Level: Moderate Skill Level: Apply What You Know ccxcviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

763) The members of a civic association committee charged with addressing safety issues in the community disagree over whether to begin by surveying residents about their safety concerns or to start by consulting local law enforcement for safety suggestions. What type of conflict is the group experiencing? ccccccccccccccccccccccc)

task

ddddddddddddddddddddddd)

personal

eeeeeeeeeeeeeeeeeeeeeee)

relationship

fffffffffffffffffffffff)

competitive

ggggggggggggggggggggggg)

procedural

Answer: e Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.3: Procedural Conflict Difficulty Level: Moderate Skill Level: Apply What You Know 764) When members of a group disagree over the methods, processes, or policies the group is using to achieve its goal, they are experiencing what type of conflict? hhhhhhhhhhhhhhhhhhhhhhh)

task

iiiiiiiiiiiiiiiiiiiiiii) personal jjjjjjjjjjjjjjjjjjjjjjj) relationship kkkkkkkkkkkkkkkkkkkkkkk)

competitive

lllllllllllllllllllllll) procedural Answer: e Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.3: Procedural Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 765) The following strategies may help overcome some of the obstacles to resolving conflict in virtual teams EXCEPT ________. mmmmmmmmmmmmmmmmmmmmmmm) don‘t respond immediately; calmly read and process a message several times before responding nnnnnnnnnnnnnnnnnnnnnnn) to believe otherwise

assume that others mean well unless you have good reasons

ooooooooooooooooooooooo)

if you aren‘t sure what a member means in a message, ask ccxcix

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

for clarification

ccc Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ppppppppppppppppppppppp) use ―I‖ statements rather than ―you‖ statements, as the latter can be interpreted as accusatory qqqqqqqqqqqqqqqqqqqqqqq)

take a message personally

Answer: e Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2: Types of Group Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 766) Which dialectic tension is represented in all five of the traditional conflict styles: accommodating, avoiding, collaborating, competing, and compromising? rrrrrrrrrrrrrrrrrrrrrrr)

reward ↔ punishment

sssssssssssssssssssssss) reliance on emotions ↔ reliance on reasoning and logic ttttttttttttttttttttttt) homogeneous ↔ heterogeneous uuuuuuuuuuuuuuuuuuuuuuu)

concern for own goals ↔ concern for group goals

vvvvvvvvvvvvvvvvvvvvvvv)

open system ↔ closed system

Answer: d Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3: Conflict Styles Difficulty Level: Easy Skill Level: Remember the Facts 767) When a member gives in to others at the expense of their own goals, what conflict style is the member using? wwwwwwwwwwwwwwwwwwwwwww) xxxxxxxxxxxxxxxxxxxxxxx)

collaborating

yyyyyyyyyyyyyyyyyyyyyyy)

competing

zzzzzzzzzzzzzzzzzzzzzzz)

avoiding

aaaaaaaaaaaaaaaaaaaaaaaa)

compromising

accommodating

Answer: a Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.2: Accommodating Difficulty Level: Moderate ccci Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cccii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

768) Nang tries to change the subject whenever group members argue. She also refuses to comment on controversial issues. What conflict style does Nang use? bbbbbbbbbbbbbbbbbbbbbbbb) accommodating cccccccccccccccccccccccc)

collaborating

dddddddddddddddddddddddd) competing eeeeeeeeeeeeeeeeeeeeeeee) ffffffffffffffffffffffff)

avoiding

compromising

Answer: d Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.1: Avoiding Difficulty Level: Moderate Skill Level: Apply What You Know 769) When a member attempts to change the topic, which conflict style is a member using? gggggggggggggggggggggggg) accommodating hhhhhhhhhhhhhhhhhhhhhhhh) collaborating iiiiiiiiiiiiiiiiiiiiiiii) competing jjjjjjjjjjjjjjjjjjjjjjjj) avoiding kkkkkkkkkkkkkkkkkkkkkkkk) compromising Answer: d Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.1: Avoiding Difficulty Level: Moderate Skill Level: Understand the Concepts 770) Which conflict style has a high concern for group goals and a low concern for the member‘s personal goals? llllllllllllllllllllllll)

accommodating

mmmmmmmmmmmmmmmmmmmmmmmm) collaborating nnnnnnnnnnnnnnnnnnnnnnnn) competing oooooooooooooooooooooooo) avoiding pppppppppppppppppppppppp) compromising ccciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.2: Accommodating Difficulty Level: Moderate Skill Level: Understand the Concepts 771) Which conflict style would be appropriate if the issue is very important to others but is not very important to you; you realize that you are wrong or that you have changed your mind; it is more important to preserve group harmony than resolve the issue? qqqqqqqqqqqqqqqqqqqqqqqq) accommodating rrrrrrrrrrrrrrrrrrrrrrrr)

collaborating

ssssssssssssssssssssssss) competing tttttttttttttttttttttttt) avoiding uuuuuuuuuuuuuuuuuuuuuuuu) compromising Answer: a Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.2: Accommodating Difficulty Level: Moderate Skill Level: Understand the Concepts 772) When a member is more concerned with their personal goals than on working with others to achieve a common goal, which conflict style is the member using? vvvvvvvvvvvvvvvvvvvvvvvv) accommodating wwwwwwwwwwwwwwwwwwwwwwww)

collaborating

xxxxxxxxxxxxxxxxxxxxxxxx) competing yyyyyyyyyyyyyyyyyyyyyyyy) avoiding zzzzzzzzzzzzzzzzzzzzzzzz)

compromising

Answer: c Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.3: Competing Difficulty Level: Moderate Skill Level: Understand the Concepts ccciv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

773) The conflict style characterized by an ―I win-you lose‖ approach is called ________. aaaaaaaaaaaaaaaaaaaaaaaaa)

competing

bbbbbbbbbbbbbbbbbbbbbbbbb) avoiding ccccccccccccccccccccccccc)

compromising

ddddddddddddddddddddddddd) collaborating eeeeeeeeeeeeeeeeeeeeeeeee)

accommodating

Answer: a Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.3: Competing Difficulty Level: Moderate Skill Level: Understand the Concepts 774) Some club members want to increase membership dues by $7.00. Other club members want to increase them by $3.00. They have reached an impasse on the issue, so they decide to split the difference and raise the dues by $5.00. What type of conflict style did the group use? fffffffffffffffffffffffff)

accommodating

ggggggggggggggggggggggggg) collaborating hhhhhhhhhhhhhhhhhhhhhhhhh) competing iiiiiiiiiiiiiiiiiiiiiiiii)

avoiding

jjjjjjjjjjjjjjjjjjjjjjjjj)

compromising

Answer: e Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.4: Compromising Difficulty Level: Moderate Skill Level: Apply What You Know 775) When a member concedes some goals in order to achieve others, what conflict style is the member using? kkkkkkkkkkkkkkkkkkkkkkkkk) accommodating lllllllllllllllllllllllll)

collaborating

mmmmmmmmmmmmmmmmmmmmmmmmm)

competing

nnnnnnnnnnnnnnnnnnnnnnnnn) avoiding cccv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ooooooooooooooooooooooooo) compromising Answer: e Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.4: Compromising Difficulty Level: Moderate Skill Level: Understand the Concepts 776) When a member searches for new solutions that will achieve both the individual goals of group members and the group goals, what conflict style is the member using? ppppppppppppppppppppppppp) accommodating qqqqqqqqqqqqqqqqqqqqqqqqq) collaborating rrrrrrrrrrrrrrrrrrrrrrrrr)

competing

sssssssssssssssssssssssss) avoiding ttttttttttttttttttttttttt)

compromising

Answer: b Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.5: Collaborating Difficulty Level: Moderate Skill Level: Understand the Concepts 777) Family members disagree about where to go for a vacation this year. Some members want a location where there will be a lot to do. Other members just want to relax. They discuss many possible sites before deciding on a cruise. They agree that a cruise offers opportunities for both relaxation and recreation. Which approach to conflict did this family use? uuuuuuuuuuuuuuuuuuuuuuuuu) accommodating vvvvvvvvvvvvvvvvvvvvvvvvv) collaborating wwwwwwwwwwwwwwwwwwwwwwwww) competing xxxxxxxxxxxxxxxxxxxxxxxxx) avoiding yyyyyyyyyyyyyyyyyyyyyyyyy) compromising Answer: b Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.5: Collaborating Difficulty Level: Moderate cccvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know

cccvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

778) The conflict style characterized by a ―We win‖ approach is called ________. zzzzzzzzzzzzzzzzzzzzzzzzz)

competing

aaaaaaaaaaaaaaaaaaaaaaaaaa)

avoiding

bbbbbbbbbbbbbbbbbbbbbbbbbb) cccccccccccccccccccccccccc)

compromising

collaborating

dddddddddddddddddddddddddd)

accommodating

Answer: d Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.5: Collaborating Difficulty Level: Moderate Skill Level: Understand the Concepts 779) Which of the following suggestions can help you apologize to a group when an apology is appropriate? eeeeeeeeeeeeeeeeeeeeeeeeee) statements. ffffffffffffffffffffffffff)

Identify member responsibility for problems with ―you‖

Clearly identify who is to blame for the problem.

gggggggggggggggggggggggggg) actions.

Disregard how others might feel as the result of your

hhhhhhhhhhhhhhhhhhhhhhhhhh) situation.

Follow through on any promises to repair the

iiiiiiiiiiiiiiiiiiiiiiiiii)

Plead for forgiveness because you have apologized.

Answer: d Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.5: Apologizing Difficulty Level: Moderate Skill Level: Understand the Concepts 780) All of the following strategies can help you develop and express an effective apology EXCEPT _________. jjjjjjjjjjjjjjjjjjjjjjjjjj)

take responsibility for your actions with ―I‖ statements

kkkkkkkkkkkkkkkkkkkkkkkkkk) llllllllllllllllllllllllll)

clearly identify the behavior that was wrong

explain why your actions were justified

mmmmmmmmmmmmmmmmmmmmmmmmmm)

acknowledge how others were

cccviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

affected nnnnnnnnnnnnnnnnnnnnnnnnnn)

express regret

Answer: c Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.5: Apologizing Difficulty Level: Moderate Skill Level: Understand the Concepts 781) Which is the appropriate order of steps in the 5Rs Method of Conflict Management? oooooooooooooooooooooooooo)

reflections, reasons, reactions, resolution, results

pppppppppppppppppppppppppp)

reactions, reflections, reasons, results, resolution

qqqqqqqqqqqqqqqqqqqqqqqqqq)

reasons, reactions, results, resolution, reflections

rrrrrrrrrrrrrrrrrrrrrrrrrr)

resolution, results, reflections, reactions, reasons

ssssssssssssssssssssssssss)

results, reasons, resolution, reflections, results

Answer: c Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.1: The 5Rs Method Difficulty Level: Moderate Skill Level: Understand the Concepts 782) Which step in the A-E-I-O-U Conflict Resolution Model is expressed in the follow statement: ―I hope all of us agree that the plan we come up must be achievable within our current budget.‖ tttttttttttttttttttttttttt)

Assume that others mean well.

uuuuuuuuuuuuuuuuuuuuuuuuuu)

Express your feelings.

vvvvvvvvvvvvvvvvvvvvvvvvvv)

Identify your goal.

wwwwwwwwwwwwwwwwwwwwwwwwww) xxxxxxxxxxxxxxxxxxxxxxxxxx)

Outcomes you expect are made clear.

Understanding on a mutual basis is achieved.

Answer: c Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.2: The A-E-I-O-U Model Difficulty Level: Moderate Skill Level: Understand the Concepts 783) Which step in the A-E-I-O-U Conflict Resolution is expressed in the following statement, ―I know that all of us want this project to succeed.‖ cccix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

yyyyyyyyyyyyyyyyyyyyyyyyyy) zzzzzzzzzzzzzzzzzzzzzzzzzz)

Assume that others mean well.

Express your feelings.

aaaaaaaaaaaaaaaaaaaaaaaaaaa) Identify your goal.

cccx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

bbbbbbbbbbbbbbbbbbbbbbbbbbb)

Outcomes you expect are made clear.

ccccccccccccccccccccccccccc) Understanding on a mutual basis is achieved.

Answer: a Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.2: The A-E-I-O-U Model Difficulty Level: Moderate Skill Level: Understand the Concepts 784) Which step in the A-E-I-O-U Conflict Resolution Model is expressed in the following statement: ―Like most of you, I‘m frustrated with the process.‖ ddddddddddddddddddddddddddd)

Assume that others mean well.

eeeeeeeeeeeeeeeeeeeeeeeeeee) Express your feelings. fffffffffffffffffffffffffff) Identify your goal. ggggggggggggggggggggggggggg)

Outcomes you expect are made clear.

hhhhhhhhhhhhhhhhhhhhhhhhhhh)

Understanding on a mutual basis is achieved.

Answer: b Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.2: The A-E-I-O-U Model Difficulty Level: Moderate Skill Level: Understand the Concepts 785) If you assume that group members mean well and you feel free to express your feelings and ideas to others, you are on your way to dealing with conflict using ________. iiiiiiiiiiiiiiiiiiiiiiiiiii)

the 4Rs Method

jjjjjjjjjjjjjjjjjjjjjjjjjjj)

the A-E-I-O-U Model

kkkkkkkkkkkkkkkkkkkkkkkkkkk) lllllllllllllllllllllllllll)

negotiation

mediation

mmmmmmmmmmmmmmmmmmmmmmmmmmm) arbitration Answer: b Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.2: The A-E-I-O-U Model Difficulty Level: Moderate Skill Level: Understand the Concepts

cccxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

786) Which virtue of Aristotle‘s doctrine of the mean represents a desirable balance between the dialectical extremes of Cowardice ↔ Rashness? nnnnnnnnnnnnnnnnnnnnnnnnnnn)

prudent assertiveness

ooooooooooooooooooooooooooo)

genuine humbleness

ppppppppppppppppppppppppppp)

unembellished truthfulness

qqqqqqqqqqqqqqqqqqqqqqqqqqq)

unpretentious confidence

rrrrrrrrrrrrrrrrrrrrrrrrrrr) clear honor Answer: a Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4: Conflict Management Strategies Difficulty Level: Moderate Skill Level: Understand the Concepts 787) Which virtue of Aristotle‘s doctrine of the mean represents a desirable balance between the dialectical extremes of Shyness ↔ Shamelessness? sssssssssssssssssssssssssss) ttttttttttttttttttttttttttt)

prudent assertiveness

genuine humbleness

uuuuuuuuuuuuuuuuuuuuuuuuuuu)

unembellished truthfulness

vvvvvvvvvvvvvvvvvvvvvvvvvvv)

unpretentious confidence

wwwwwwwwwwwwwwwwwwwwwwwwwww)

clear honor

Answer: d Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4: Conflict Management Strategies Difficulty Level: Moderate Skill Level: Understand the Concepts 788) To help group members from collectivist cultures maintain and save face, you employ all of the following strategies EXCEPT _________. xxxxxxxxxxxxxxxxxxxxxxxxxxx) perspectives

acknowledging the validity of other members‘

yyyyyyyyyyyyyyyyyyyyyyyyyyy) allowing others to explain their perspectives and accept what they say as being honest and accurate zzzzzzzzzzzzzzzzzzzzzzzzzzz) point out their potentially error with politeness and use it to spark an open dialogue among the group cccxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

aaaaaaaaaaaaaaaaaaaaaaaaaaaa) letting members change their position on issues and treating shifts in positions with respect bbbbbbbbbbbbbbbbbbbbbbbbbbbb)

making clear that you value the group member

Answer: c Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5: Conflict and Member Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 789) The text cites a research study examining gender differences in conflict styles and preferred conflict resolution strategies that concluded that _________. cccccccccccccccccccccccccccc) men are more likely to leave a group that experiences continuous conflict dddddddddddddddddddddddddddd) men focus on substantive conflict issues; women focus on procedural conflict issues eeeeeeeeeeeeeeeeeeeeeeeeeeee) the conflict styles of men and women are not driven by biological sex ffffffffffffffffffffffffffff) both men and women cooperate with one another under ideal conditions gggggggggggggggggggggggggggg) are

women are more likely to avoid conflict than men

Answer: c Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.2: Gendered Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 790) Which of the following statements is characteristic of a cohesive group? hhhhhhhhhhhhhhhhhhhhhhhhhhhh)

Members avoid interacting with one another.

iiiiiiiiiiiiiiiiiiiiiiiiiiii)

Members make a lot of negative statements about the group.

jjjjjjjjjjjjjjjjjjjjjjjjjjjj)

Members value and are committed to a common goal.

kkkkkkkkkkkkkkkkkkkkkkkkkkkk) llllllllllllllllllllllllllll)

Individual members take credit for their successes.

The group members operate independently from one another.

Answer: c cccxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6: Group Cohesion Difficulty Level: Moderate Skill Level: Understand the Concepts 791) As leader of her group, Mira frequently reminds members that their combined contributions are essential to group success. Which strategy for developing group cohesiveness is Mira using? mmmmmmmmmmmmmmmmmmmmmmmmmmmm)

establishing a group identity

nnnnnnnnnnnnnnnnnnnnnnnnnnnn)

establishing group traditions

oooooooooooooooooooooooooooo)

respecting group members

pppppppppppppppppppppppppppp)

emphasizing teamwork

qqqqqqqqqqqqqqqqqqqqqqqqqqqq)

recognizing and rewarding contributions

Answer: d Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.1: Cultivating Group Cohesion Difficulty Level: Moderate Skill Level: Apply What You Know 792) Which symptom of groupthink is expressed when one group member confronts another by saying, ―Why aren‘t you in favor of this? You‘re the only one who‘s against it. Give it up!‖ rrrrrrrrrrrrrrrrrrrrrrrrrrrr) rationalization ssssssssssssssssssssssssssss) tttttttttttttttttttttttttttt)

self-censorship

mindguarding

uuuuuuuuuuuuuuuuuuuuuuuuuuuu)

pressure on dissent

vvvvvvvvvvvvvvvvvvvvvvvvvvvv)

illusion of unanimity

Answer: d Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Apply What You Know 793) Which symptom of groupthink is expressed when a group member says, ―Of course, we‘re right. We have a perfect safety record, have done this many times, and nothing‘s gone cccxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

wrong‖? wwwwwwwwwwwwwwwwwwwwwwwwwwww)

morality

xxxxxxxxxxxxxxxxxxxxxxxxxxxx)

mtereotyping outsiders

yyyyyyyyyyyyyyyyyyyyyyyyyyyy)

mindguarding

zzzzzzzzzzzzzzzzzzzzzzzzzzzz) illusion of unanimity aaaaaaaaaaaaaaaaaaaaaaaaaaaaa)

invulnerability

Answer: e Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Apply What You Know 794) All of the following methods are appropriate for minimizing the potential for groupthink EXCEPT _________. bbbbbbbbbbbbbbbbbbbbbbbbbbbbb)

asking a member to serve in the role of challenger

ccccccccccccccccccccccccccccc) if possible, asking more than one group member to work on the same problem independently ddddddddddddddddddddddddddddd) justifications from others

avoiding asking questions and not requiring

eeeeeeeeeeeeeeeeeeeeeeeeeeeee) any decision or action

discussing the potential negative consequences of

fffffffffffffffffffffffffffff) giving members a second chance to express doubts before finalizing a decision Answer: c Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts True or False 795) Conflict in groups occurs when members disagree about goals, ideas, behavior, roles, or group procedures.

True cccxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

cccxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

796) Some groups try to avoid or suppress conflict because they believe that effective groups are conflict-free.

True False Answer: True Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 797) Constructive conflict is characterized by competition and conflict avoidance.

True False Answer: False Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 798) Conflict in groups is always destructive and should be avoided if at all possible.

True False Answer: False Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 799) The quality of group decision making improves when members are firm and committed to their positions and beliefs.

True False Answer: False cccxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 800) Group members engaged in constructive conflict focus on interpersonal differences and are indifferent to the group and its goal.

True False Answer: False Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Easy Skill Level: Remember the Facts 801) Group members engaged in destructive conflict are respectful and focused on issues, tasks, and group goals.

True False Answer: False Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Easy Skill Level: Remember the Facts 802) According to research, members of virtual teams tend to communicate more negative and insulting messages than they would in in-person groups.

True False Answer: True Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2: Types of Group Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts

cccxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

803) Task conflict and relationship conflict may occur at the same time.

True False Answer: True Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2: Types of Group Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 804) When a group cannot negotiate a both/and approach to the individual goals ↔ group goals dialectic, hidden agendas emerge.

True False Answer: True Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.1: Task Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 805) Conflicts rarely become serious problems when the members‘ hidden goals conflict with the group‘s goal.

True False Answer: False Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.1: Task Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 806) Relationship conflict is more difficult to resolve than task conflict.

True False Answer: True Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.2: Relationship Conflict Difficulty Level: Moderate cccxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cccxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

807) Procedural conflict is disagreement among group members about the methods, processes, or policies the group should use.

True False Answer: True Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2.3: Procedural Conflict Difficulty Level: Easy Skill Level: Remember the Facts 808) There are five conflict styles: avoiding, accommodating, competing, compromising, and collaborating.

True False Answer: True Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3: Conflict Styles Difficulty Level: Easy Skill Level: Remember the Facts 809) The five traditional conflict styles reflect a dialectic tension of leadership ↔ followership.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3: Conflict Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 810) Each of the five conflict styles—avoiding, accommodating, competing, compromising, and collaborating—reflects the concern for own goals ↔ concern for group goals dialectic tension.

True False cccxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3: Conflict Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 811) Avoiding is the most useful and safest conflict style.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.1: Avoiding Difficulty Level: Moderate Skill Level: Understand the Concepts 812) Avoiding conflict at all costs can help groups preserve solidarity, thus helping them to look more critically at issues.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.1: Avoiding Difficulty Level: Moderate Skill Level: Understand the Concepts 813) When an issue is not very important to you but very important to other group members, an accommodating conflict style may be appropriate.

True False Answer: True Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.2: Accommodating Difficulty Level: Moderate cccxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cccxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

814) The avoiding conflict style can be appropriate when an issue is very important to others but is not very important to you.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.2: Accommodating Difficulty Level: Moderate Skill Level: Understand the Concepts 815) The competing conflict style is counterproductive and should be avoided when dealing with conflict.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.3: Competing Difficulty Level: Moderate Skill Level: Understand the Concepts 816) The competing conflict style reflects a high concern for self and a low concern for the group.

True False Answer: True Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.3: Competing Difficulty Level: Difficult Skill Level: Apply What You Know 817) Commitment to solutions can be questionable when a compromising conflict style is used.

True False Answer: True cccxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.3: Competing Difficulty Level: Difficult Skill Level: Apply What You Know 818) Compromising is the most effective method for resolving a conflict.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.3: Competing Difficulty Level: Difficult Skill Level: Apply What You Know 819) When you have strong beliefs about an issue and believe that the group may be acting unethically or illegally, a compromising conflict style may be the most appropriate.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.3: Competing Difficulty Level: Difficult Skill Level: Apply What You Know 820) The collaborating conflict style searches for new solutions that achieve both the goals of individual members and the goals of the group.

True False Answer: True Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.5: Collaborating Difficulty Level: Moderate Skill Level: Understand the Concepts cccxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

821) The collaborating approach to conflict works best in all situations.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3.5: Collaborating Difficulty Level: Moderate Skill Level: Understand the Concepts 822) Email messages are the best way to resolve conflict in virtual teams.

True False Answer: False Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3: Conflict Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 823) Once a group member apologizes for a hurtful comment or a harmful action, that member should demand forgiveness from other group members.

True False Answer: False Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.5: Apologizing Difficulty Level: Moderate Skill Level: Understand the Concepts 824) In the A-E-I-O-U Model of conflict resolution, the first step is to assume that others mean well.

True False Answer: True Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.2: The A-E-I-O-U Model cccxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts

cccxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

825) In order for the A-E-I-O-U Model of conflict to work effectively, the leader must assume primary responsibility for wanting to resolve conflict.

True False Answer: False Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.2: The A-E-I-O-U Model Difficulty Level: Moderate Skill Level: Understand the Concepts 826) The ancient Greek philosopher Aristotle does not equate ethics with virtue (goodness, moral excellence, righteousness, and integrity).

True False Answer: False Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4: Conflict Management Strategies Difficulty Level: Moderate Skill Level: Understand the Concepts 827) According to the text, Aristotle maintained that ―be angry at the right things, with the right people, to the right degree, at the right time, for the right purpose, and in the right way—is worthy of praise.‖ True False Answer: True Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4: Conflict Management Strategies Difficulty Level: Moderate Skill Level: Understand the Concepts 828) Differences in culture and gender may result in misunderstandings, prejudices, and unintentionally offensive behavior.

True False Answer: True cccxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5: Conflict and Member Diversity Difficulty Level: Moderate Skill Level: Understand the Concepts 829) From a cultural perspective, face is the positive image a person tries to create or preserve.

True False Answer: True Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 830) In general, people from Japan, China, Mexico, and Brazil tend to use less confrontational conflict styles, such as avoiding or accommodating.

True False Answer: True Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 831) In general, members from Arab, Turkish, and Jordian cultures generally prefer competing approaches to conflict resolution rather than cooperative approaches.

True False Answer: False Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts cccxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

832) In individualistic cultures, members believe that displaying conflict publicly threatens everyone‘s face.

True False Answer: False Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 833) Cultures that place a great deal of value on ―saving face‖ discourage personal attacks and outcomes in which one person ―loses.‖ True False Answer: True Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 834) Cultural differences may be regional rather than international.

True False Answer: True Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 835) The individualism–collectivism cultural dimension does not strongly influence how group members communicate.

True False Answer: False cccxxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 836) Studies show that men and women from similar cultures do not differ significantly in terms of the conflict strategies and styles they use.

True False Answer: True Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.2: Gendered Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 837) Group cohesiveness is characterized by friendly feelings among members, a shared commitment to the group‘s goal, and a sense of pride in their work.

True False Answer: True Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6: Group Cohesion Difficulty Level: Moderate Skill Level: Understand the Concepts 838) Highly cohesive groups are at greater risk of succumbing to groupthink.

True False Answer: True Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts cccxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

839) You can enhance group cohesiveness by using terms such as ―I‖ and ―my‖ instead of ―we‖ and ―our.‖ True False Answer: False Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.1: Cultivating Group Cohesion Difficulty Level: Moderate Skill Level: Understand the Concepts 840) Irving Janis identified a group with structural flaws that inhibit the flow of communication as one of the three major factors that contribute to groupthink.

True False Answer: True Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts 841) To avoid groupthink, you should discourage individual group members from working on the group‘s problem individually.

True False Answer: False Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts 842) The groupthink symptom of rationalization is illustrated in the following comment by a group member: ―What do they expect—miracles? We didn‘t have enough time, members, or resources to solve this problem.‖ True cccxxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Apply What You Know 843) The groupthink symptom of mindguarding is illustrated in the following comment by a group member: ―Let‘s not worry about the subcommittee report—they can‘t even correctly spell the name of the person who did the research.‖ True False Answer: False Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts 844) The groupthink symptom of self-censorship is illustrated in the following comment by a group member: ―I‘m not crazy about this idea, but everyone else seems to think it‘s terrific. I guess I‘ll go along with the group and vote ‗yes‘ when it‘s time to approve or disapprove the proposal.‖ True False Answer: True Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts 845) You can reduce the chances of groupthink by following a formal decision-making procedure that encourages members to disagree and evaluate one another‘s ideas.

True False Answer: True cccxxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts Essay 846) What are the differences between constructive and destructive conflict in a group? What effect does destructive conflict have on a group? How does constructive conflict affect a group?

Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 847) Maik is frustrated by the team‘s lack of progress on the revisions to the marketing plan. He points to Regine and Cacio and says that they‘ve had more than enough time to make improvements and clearly aren‘t up to the task. Maik insists that he could have done the work in a week and asks, ―Do I have to do the thinking for everyone?‖ How does Maik‘s behavior constitute destructive conflict? How could he have done things differently to make the conflict constructive?

Learning Objective 8.1: Summarize the differences between constructive and destructive conflict in groups.

Topic 8.1: Conflict in Groups Difficulty Level: Difficult Skill Level: Apply What You Know 848) Define and provide an example of each of the following sources of group conflict: task conflict, relationship conflict, and procedural conflict. In your opinion, which source of conflict is the most difficult to resolve? Explain why you chose this source of conflict.

Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2: Types of Group Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 849) Discuss the factors that contribute to increased conflict in virtual teams. Include examples in cccxxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

your discussion.

Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2: Types of Group Conflict Difficulty Level: Moderate, Skill Level: Understand the Concepts 850) Chifo and Eva represent the architectural committee within their neighborhood‘s homeowner‘s association. They are a reviewing a neighbor‘s proposal to install a five-foot tall wooden fence against the north side of their property. Chifo supports the proposal, saying that the neighbor should be able to have a barrier against the busy street next to his yard. Eva disagrees, saying that the tall fence will be an eyesore and make the neighborhood look unfriendly. Chifo laughs derisively and says that Eva is just old-fashioned and always against anything new. What types of conflict are on display in this scenario? Explain your answer.

Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2: Types of Group Conflict Difficulty Level: Moderate Skill Level: Apply What You Know 851) The text describes three types of group conflict. Describe the three types of group conflict and provide an example of each. Which type is the easiest to deal with? Explain your answer.

Learning Objective 8.2: Differentiate between task, relationship, and procedural conflict.

Topic 8.2: Types of Group Conflict Difficulty Level: Moderate Skill Level: Apply What You Know 852) Identify and explain each of the five major conflict styles. Under what circumstances would each style be appropriate? Which style fulfills everyone‘s interests without requiring significant sacrifices from individual members?

Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate.

Topic 8.3: Conflict Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 853) Is it ever appropriate to adopt an avoiding style when dealing with conflict? If so, when is this approach appropriate and under what conditions? If not, why not? Provide an example to support your answer.

Learning Objective 8.3: Identify the conditions in which each of the five conflict styles may be appropriate. cccxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 8.3.1: Avoiding Difficulty Level: Moderate Skill Level: Understand the Concepts

cccxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

854) Identify and describe five strategies that can help you make an effective apology. Think of a situation in which you apologized to someone. Was the apology effective or not? How do you know?

Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.5: Apologizing Difficulty Level: Difficult Skill Level: Understand the Concepts 855) The A-E-I-O-U Model of conflict resolution is a way to communicate concerns and suggest alternative actions. Using an example of a group conflict, identify and explain each step of the model.

Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.2: The A-E-I-O-U Model Difficulty Level: Moderate Skill Level: Understand the Concepts 856) Explain how Aristotle‘s doctrine of the mean represents a desirable balance of two dialectic extremes. In your answer, provide examples of two ethical dialectic tensions in groups.

Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4: Conflict Management Strategies Difficulty Level: Difficult Skill Level: Apply What You Know 857) Negotiation in a group may become deadlocked. Discuss several of the strategies that can be used to help break a deadlock.

Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.3: Principled Negotiation Difficulty Level: Moderate Skill Level: Understand the Concepts 858) A group of senior managers are having difficulty deciding whether to lay off employees or require all employees to take unpaid leave in order to prevent bankruptcy. While unpaid leave saves everyone‘s job, laying off employees will allow them to keep only the best and most productive employees. After several days of discussion, the group has made no progress in coming to a decision. Apply the elements of principled negotiation to the situation.

Learning Objective 8.4: Summarize five strategies for analyzing and resolving group conflict.

Topic 8.4.3: Principled Negotiation Difficulty Level: Moderate cccxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know 859) Describe at least one way in which group members from the United States (a highly individualistic culture) and a group from a collectivist culture would approach conflict differently. How can you negotiate these differences when a group faces a critical conflict situation?

Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Difficult Skill Level: Understand the Concepts 860) What is face saving? What are the implications of helping members save face in a conflict situation?

Learning Objective 8.5: Analyze how different cultural and gender perspectives influence interpersonal and group conflict.

Topic 8.5.1: Cultural Responses to Conflict Difficulty Level: Moderate Skill Level: Understand the Concepts 861) What are the characteristics and advantages of working in a cohesive group? Describe two strategies for developing group cohesion.

Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6: Group Cohesion Difficulty Level: Moderate Skill Level: Understand the Concepts 862) What is groupthink? How does this phenomenon affect group decision making? What are some ways to prevent or overcome groupthink?

Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts 863) Irving Janis has identified eight symptoms of groupthink. Identify and describe four of those symptoms. Include an example of each.

Learning Objective 8.6: Describe strategies that promote group cohesion and avoid groupthink. cccxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 8.6.2: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts

Chapter 9 Decision Making and Problem Solving in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 12% Easy 78% Moderate 10% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 9 Multiple Choice Single Select 864) Problem solving occurs when a group __________. ggggggggggggggggggggggggggggg)

reaches a conclusion

hhhhhhhhhhhhhhhhhhhhhhhhhhhhh)

passes judgment on an issue under consideration

iiiiiiiiiiiiiiiiiiiiiiiiiiiii) harmful effects

analyzes a problem and develops a plan for solving it or reducing its cccxxxix

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

jjjjjjjjjjjjjjjjjjjjjjjjjjjjj)

chooses among alternatives

kkkkkkkkkkkkkkkkkkkkkkkkkkkkk)

analyzes the history, causes, and effects of a problem

Answer: c Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

cccxl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 865) ―How many of our company‘s employees rely on a babysitter or daycare provider to watch their children during the workday?‖ This group discussion question represents a question of __________. lllllllllllllllllllllllllllll)

policy

mmmmmmmmmmmmmmmmmmmmmmmmmmmmm) nnnnnnnnnnnnnnnnnnnnnnnnnnnnn)

fact

ooooooooooooooooooooooooooooo)

conjecture

ppppppppppppppppppppppppppppp)

value

procedure

Answer: c Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Apply What You Know 866) ―Is it inappropriate and inconsiderate for parents to bring their children to work when they can‘t get a babysitter or their day care center closes for a day?‖ This group discussion question represents a question of __________. qqqqqqqqqqqqqqqqqqqqqqqqqqqqq)

policy

rrrrrrrrrrrrrrrrrrrrrrrrrrrrr) procedure sssssssssssssssssssssssssssss) ttttttttttttttttttttttttttttt)

fact

conjecture

uuuuuuuuuuuuuuuuuuuuuuuuuuuuu)

value

Answer: e Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Apply What You Know

cccxli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

867) ―How can the company assist employees with their childcare needs?‖ This group discussion question represents a question of __________. vvvvvvvvvvvvvvvvvvvvvvvvvvvvv)

policy

wwwwwwwwwwwwwwwwwwwwwwwwwwwww) procedure xxxxxxxxxxxxxxxxxxxxxxxxxxxxx)

fact

yyyyyyyyyyyyyyyyyyyyyyyyyyyyy)

conjecture

zzzzzzzzzzzzzzzzzzzzzzzzzzzzz)

value

Answer: a Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Apply What You Know 868) ―Who will be the next student government president?‖ This discussion question represents a question of __________. aaaaaaaaaaaaaaaaaaaaaaaaaaaaaa)

policy

bbbbbbbbbbbbbbbbbbbbbbbbbbbbbb) procedure cccccccccccccccccccccccccccccc)

fact

dddddddddddddddddddddddddddddd) conjecture eeeeeeeeeeeeeeeeeeeeeeeeeeeeee)

value

Answer: d Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Apply What You Know 869) A congressional debate on a bill regarding what the penalties for fraud committed by business CEOs should be is a question of __________. ffffffffffffffffffffffffffffff)

fact

gggggggggggggggggggggggggggggg) value hhhhhhhhhhhhhhhhhhhhhhhhhhhhhh) policy iiiiiiiiiiiiiiiiiiiiiiiiiiiiii)

procedure cccxlii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

jjjjjjjjjjjjjjjjjjjjjjjjjjjjjj)

conjecture

cccxliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Apply What You Know 870) Asking whether the drinking age will be lowered to 18 is a question of __________. kkkkkkkkkkkkkkkkkkkkkkkkkkkkkk) fact llllllllllllllllllllllllllllll)

value

mmmmmmmmmmmmmmmmmmmmmmmmmmmmmm)

policy

nnnnnnnnnnnnnnnnnnnnnnnnnnnnnn) procedure oooooooooooooooooooooooooooooo) conjecture Answer: e Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Apply What You Know 871) Asking if there are 3,487 steps to the top of the Statue of Liberty is a question of __________. pppppppppppppppppppppppppppppp) fact qqqqqqqqqqqqqqqqqqqqqqqqqqqqqq) value rrrrrrrrrrrrrrrrrrrrrrrrrrrrrr)

policy

ssssssssssssssssssssssssssssss)

procedure

tttttttttttttttttttttttttttttt)

conjecture

Answer: a Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Apply What You Know

cccxliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

872) General criteria that should be considered when evaluating a potential solution to a problem include each of the following EXCEPT __________? uuuuuuuuuuuuuuuuuuuuuuuuuuuuuu) is the solution reasonable vvvvvvvvvvvvvvvvvvvvvvvvvvvvvv) is the solution supported by consensus wwwwwwwwwwwwwwwwwwwwwwwwwwwwww) are there resources to implement the solution xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx) is there enough time to implement the solution yyyyyyyyyyyyyyyyyyyyyyyyyyyyyy) does the solution protect the group‘s values Answer: b Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 873) Which of the five prerequisites for group decision making and problem solving is highlighted in the following research finding—A group‘s ability to gather and retain a wide range of information is the single most important determinant of high-quality decision making? zzzzzzzzzzzzzzzzzzzzzzzzzzzzzz)

a clear goal

a) quality content b) structured procedures c) a commitment to deliberation d) a supportive communication climate Answer: b Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.2: Quality Content Difficulty Level: Moderate Skill Level: Understand the Concepts 874) Group communication scholar Marshall Scott Poole claims that __________ is/are ―the heart of group work [and] the most powerful tools we have to improve the conduct of meetings‖. e) a clear goal f) quality content g) structured procedures cccxlv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

h) a commitment to deliberation i) a supportive communication climate Answer: c Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.3: Structured Procedures Difficulty Level: Moderate Skill Level: Understand the Concepts 875) Which of the five prerequisites for group decision making and problem solving requires a collective group process that calls for thoughtful arguments, critical listening, civility, and informed decision making? j) a clear goal k) quality content l) structured procedures m) a commitment to deliberation n) a supportive communication climate Answer: d Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.4: Commitment to Deliberation Difficulty Level: Moderate Skill Level: Understand the Concepts 876) In a supportive communication environment, group members agree to the following EXCEPT _________. o) we will listen to all points of view p) we will ask for facts as well as opinions q) we will maintain a spirit of robust competition r) we will be tough on issues, but not on one another s) we will openly identify and put aside our personal biases and agendas Answer: e Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

cccxlvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 9.15: Supportive Communication Climate Difficulty Level: Moderate Skill Level: Understand the Concepts 877) As a decision-making method, voting works best when _________. t) a group is not pressed for time u) an issue is highly controversial v) a group is small enough to make vote counting easy w) there is no other way to break a deadlock x) the group usually uses voting to make decisions Answer: b Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 878) A company‘s recycling taskforce is composed of 15 members. If the task force makes decisions based on a consensus, how many members must be in favor of the group decision? y) 5 z) 7 aa) 8 bb) 10 cc) 15 Answer: e Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Apply What You Know 879) All of the following guidelines help a group achieve consensus EXCEPT _________. dd) get everyone involved in the discussion ee) welcome and seek out differences of opinion ff) listen carefully to and respect other members‘ points of view cccxlvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

gg) use techniques such as trading one decision for another hh) don‘t be stubborn and argue only for your own position Answer: d Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 880) Which of the following answers is a sign of a false consensus? ii) Every group member agrees to support a decision or action. jj) In order to avoid disagreement and conflict, group members agree on a common decision. kk) In order to achieve consensus, all group members take part in shaping a decision. ll) A decision is made that avoids a win/loss vote. mm)

Consensus presents a united front to outsiders.

Answer: b Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 881) There are 12 members in your group. How many members must be in favor of a proposal when deciding by authority rule? nn) 1 oo) 6 pp) 7 qq) 10 rr) 12 Answer: a Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Easy Skill Level: Remember the Facts cccxlviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

882) A company‘s recycling taskforce gathered information on various recycling programs and met several times to choose which program would best suit the needs of the company. The group‘s recommendation was presented to the company‘s vice president of operations, who ultimately chose a program other than the one recommended by the task force. Which method of decision making was used in this situation? ss) authority rule tt) consensus uu) majority vote vv) minority rule ww)

2/3 vote

Answer: a Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Apply What You Know 883) Group members who say ―It just feels like the right thing to do‖ are most likely using the __________ decision-making style. xx) rational yy) intuitive zz) dependent aaa)

avoidant

bbb)

spontaneous

Answer: b Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.2: Decision-Making Styles Difficulty Level: Easy Skill Level: Recall the Facts 884) Group members who say ―If you think it‘s okay, then I‘ll do it‖ are most likely using the decision-making style. ccc)

rational

ddd)

intuitive cccxlix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

eee)

dependent

fff) avoidant ggg)

spontaneous

Answer: c Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.2: Decision-Making Styles Difficulty Level: Easy Skill Level: Recall the Facts 885) Group members who say ―Let‘s do it now and worry about the consequences later‖ are most likely using the decision-making style. hhh)

rational

iii) intuitive jjj) dependent kkk)

avoidant

lll) spontaneous Answer: e Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.2: Decision-Making Styles Difficulty Level: Easy Skill Level: Recall the Facts 886) Which of the following items is most likely to explain why some groups do not like or use structured problem-solving procedures? mmm)

increased time and effort

nnn)

balanced participation

ooo)

conflict resolution

ppp)

organization

qqq)

group empowerment

Answer: a Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3: Group Problem Solving cccl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 887) Which of the following problem-solving procedures is based on John Dewey‘s Reflective Thinking Process? rrr) the progressive problem-solving method sss)

the single question format

ttt) nominal group technique uuu)

brainstorming

vvv)

decreasing options technique (DOT)

Answer: a Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.3: The Progressive Problem-Solving Method Difficulty Level: Moderate Skill Level: Understand the Concepts 888) Identify the first three steps in the Progressive Problem-Solving Method. www)

fact finding and issue analysis, task clarification, solution criteria

xxx)

task clarification, problem identification, fact finding and issue analysis

yyy)

solution criteria and limitation, solution options and evaluation, solution selection

zzz)

solution options, solution criteria, fact finding and issue analysis

aaaa)

problem identification, problem solution, problem implementation

Answer: b Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.3: The Progressive Problem-Solving Method Difficulty Level: Moderate Skill Level: Understand the Concepts 889) Your group needs to come up with a discussion topic for a class assignment. The group works together, suggesting as many topics as possible. Members welcome all ideas and do not criticize the suggestions of other members. Which method is the group using? bbbb)

decreased options technique

cccc)

majority rule

dddd)

brainstorming cccli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

eeee)

consensus seeking

ffff)

nominal group technique

ccclii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.1: Brainstorming Difficulty Level: Moderate Skill Level: Apply What You Know 890) Consider using the Decreasing Options Technique (DOT) when ________. gggg)

the group is small, with no more than seven members

hhhh)

members cannot generate many ideas or solutions

iiii) the group wants to hear from expert and influential members jjjj) the group wants to ensure equal opportunities for input from all members kkkk)

the group has plenty of time to discuss multiple or controversial ideas

Answer: d Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.2: Decreasing Options Technique (DOT) Difficulty Level: Moderate Skill Level: Understand the Concepts 891) The major advantage and reason for using the DOT method is that it _________. llll) focuses on preparation, competence, and communication functions mmmm) requires members to analyze questions of fact, value, conjecture, and policy nnnn) reduces and refines a large number of suggestions into a manageable number of options oooo)

relies on the creativity of all members

pppp)

avoids negative evaluation and criticism of ideas and solutions

Answer: c Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.2: Decreasing Options Technique (DOT) Difficulty Level: Moderate Skill Level: Understand the Concepts 892) Which is the correct order of the four steps in the Decreasing Options Technique? qqqq)

generate ideas, post ideas, sort ideas, dot the ideas cccliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

rrrr)

dot the ideas, sort ideas, post ideas, generate ideas

ssss)

generate ideas, post ideas, dot the ideas, sort ideas

tttt) post ideas, generate ideas, dot the ideas, sort ideas uuuu)

post ideas, generate ideas, sort ideas, dot the ideas

Answer: a Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.2: Decreasing Options Technique (DOT) Difficulty Level: Moderate Skill Level: Understand the Concepts 893) According to the text, which of the following is a reason why most groups outperform individuals working alone when making decisions and solving problems? vvvv) They have access to a larger pool of information, knowledge, perspectives, and opinions. wwww) Groups are inherently competitive, and competition drives innovation. xxxx)

Within a large group, each individual doesn‘t have to carry much responsibility.

yyyy)

Group have a larger platform and can therefore broadcast their ideas more clearly.

zzzz)

Spreading the work out among several people helps prevent burnout.

Answer: a Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4: Group Information Sharing Skill Level: Understand the Concepts Difficulty Level: Moderate 894) Which of the following barriers to information sharing is most likely to occur in highly cohesive groups in which the ―independent and/or critical options of individual group members are disregarded in an effort to maintain conformity and unity within the group‖? aaaaa)

group polarization

bbbbb)

false consensus

ccccc)

analysis paralysis

ddddd)

groupthink

eeeee)

hidden profiles

Answer: d Learning Objective 9.4: Explain how to enhance information sharing in groups. cccliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 9.4.1: Groupthink Skill Level: Understand the Concepts Difficulty Level: Moderate 895) Which of the following barriers to information sharing is most likely to occur in groups when members only rely on information shared by everyone—things that everybody knows? fffff)

group polarization

ggggg)

false consensus

hhhhh)

analysis paralysis

iiiii)

groupthink

jjjjj)

hidden profiles

Answer: e Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4.2: Hidden Profiles Skill Level: Understand the Concepts Difficulty Level: Moderate 896) Which of the following barriers to information sharing describes the tendency to make a decision as a group that is more extreme than the decision an individual would have made alone? kkkkk)

group polarization

lllll)

false consensus

mmmmm)

analysis paralysis

nnnnn)

groupthink

ooooo)

hidden profiles

Answer: a Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4.3: Group Polarization Skill Level: Understand the Concepts Difficulty Level: Moderate 897) Which of the following strategies can help promote effective group information sharing? ppppp) Pay special attention to opinions and positions that are based on emotion and instinct. qqqqq)

Focus on reasoning.

rrrrr)

Form a team whose members come from similar backgrounds. ccclv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

sssss) Downplay individual members‘ areas of expertise and strengths in favor of team unity. ttttt)

Discourage the sharing of unpopular or dissenting opinions.

Answer: b Learning Objective 9.4: Explain how to enhance information sharing in groups.

ccclvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 9.4.4: Effective Group Information Sharing Skill Level: Understand the Concepts Difficulty Level: Moderate 898) Which of the following is the stage of the creative problem-solving process in which group members gather information and attempt to understand the nature and cause(s) of a problem? uuuuu)

investigation

vvvvv)

imagination

wwwww) incubation xxxxx)

insight

yyyyy)

interrogation

Answer: a Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.1: Creative Thinking Difficulty Level: Easy Skill Level: Remember the Facts 899) Which if the following is the stage of the creative problem-solving process in which group members engage in free thinking by removing procedural and mental roadblocks? zzzzz)

investigation

aaaaaa)

imagination

bbbbbb) incubation cccccc)

insight

dddddd) interrogation Answer: b Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.1: Creative Thinking Difficulty Level: Easy Skill Level: Remember the Facts 900) Which of the following is the stage of the creative problem-solving process in which group members allow for a period of time to reflect on ideas in new ways? eeeeee)

investigation

ffffff)

imagination ccclvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

gggggg) incubation hhhhhh) insight iiiiii)

interrogation

Answer: c Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.1: Creative Thinking Difficulty Level: Easy Skill Level: Remember the Facts 901) Which of the following is the stage of the creative problem-solving process in which group members recognize a breakthrough and work to build on or improve an idea? jjjjjj)

investigation

kkkkkk) imagination llllll)

incubation

mmmmmm)

insight

nnnnnn) interrogation Answer: d Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.1: Creative Thinking Difficulty Level: Easy Skill Level: Remember the Facts 902) One of the reasons groups are often reluctant to think creatively is that they have preconceived notions about what can and can‘t be done. In such cases, your group may want to try the __________ method of enhancing creativity. oooooo) control judgment pppppp) ask ―what if?‖ qqqqqq) encourage innovation rrrrrr)

use metaphors

ssssss)

use imitation

Answer: b Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.2: Enhancing Group Creativity ccclviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 903) There are several problem-solving realities that can prevent a group from working effectively and ethically. For example, if members resist or dismiss information that doesn‘t mesh with their personal inclinations and attitudes, what problem-solving reality may impair group effectiveness? tttttt)

organizational politics

uuuuuu) preexisting preferences vvvvvv) power wwwwww)

organizational culture

xxxxxx) resistance to change Answer: b Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.2: Preexisting Preferences Difficulty Level: Moderate Skill Level: Apply What You Know 904) There are several problem-solving realities that can prevent a group from working effectively and ethically. For example, a strong and stubborn leader can lead group members off on tangents and irrelevant discussions that have nothing to do with the group‘s goal. In this particular case, _________ will likely affect the outcome of every decision and problem the group confronts. yyyyyy) organizational politics zzzzzz)

preexisting preferences

aaaaaaa) power bbbbbbb) organizational culture ccccccc) resistance to change Answer: c Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.3: Power Difficulty Level: Moderate Skill Level: Understand the Concepts ccclix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

905) There are several problem-solving realities that can prevent a group from working effectively and ethically. For example, a member may side with a group leader in order to gain the leader‘s attention and backing. In this particular case, _________ will likely affect the outcome of every decision and problem the group confronts. ddddddd) organizational politics eeeeeee) preexisting preferences fffffff)

power

ggggggg) organizational culture hhhhhhh) resistance to change Answer: a Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.1: Organizational Politics Difficulty Level: Apply What You Know Skill Level: Understand the Concepts 906) There are several problem-solving realities that can prevent a group from working effectively and ethically. For example, a member who strongly supports a particular applicant to fill an opening in the group may discount or minimize reports about the applicant‘s disruptive behavior in other groups. In this particular case, ___________ may negatively affect the group‘s selection of a new member. iiiiiii)

organizational politics

jjjjjjj)

preexisting preferences

kkkkkkk) power lllllll)

organizational culture

mmmmmmm)

resistance to change

Answer: b Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.2: Preexisting Preferences Difficulty Level: Difficult Skill Level: Understand the Concepts

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907) There are several problem-solving realities that can prevent a group from working effectively and ethically. For example, a group of staff members requests more freedom to decide how they will work on assigned projects rather than following the strict rules and instructions of their manager. In this particular case, ___________ may discourage and demoralize a strong group of workers. nnnnnnn) organizational politics ooooooo) preexisting preferences ppppppp) power qqqqqqq) organizational culture rrrrrrr)

resistance to change

Answer: d Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.4: Organizational Culture Difficulty Level: Moderate Skill Level: Apply What You Know True or False 908) In a group setting, decision making results in a position, opinion, judgment, or action.

True False Answer: True Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Easy Skill Level: Remember the Facts 909) The process of decision making requires a group to analyze a problem, develop solution options, debate pros and cons, and select and implement a solution.

True False Answer: False Learning Objective 9.1: List the five prerequisites for group decision making and problem ccclxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 910) Decision making and problem solving are the same.

True False Answer: False Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 911) When a task is complex and the answers or solutions are unclear, groups make better decisions than individuals working alone.

True False Answer: True Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 912) Most groups make decisions but not all groups solve problems.

True False Answer: True Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 913) One of the factors that makes the Single Question Format of group problem solving unique is its focus on organizational politics, preexisting preference, and power. ccclxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

True False Answer: False Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Understand the Concepts 914) A question of conjecture asks whether something is true or false.

True False Answer: False Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Understand the Concepts 915) A question of policy asks whether something will or will not happen.

True False Answer: False Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Moderate Skill Level: Understand the Concepts 916) A question of value asks whether something will or will not happen.

True False Answer: False Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

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Skill Level: Understand the Concepts

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917) Creating a supportive communication climate in groups does not have a significant effect on group morale and productivity.

True False Answer: False Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.5: Supportive Communication Climate Difficulty Level: Moderate Skill Level: Understand the Concepts 918) Voting is the easiest and most obvious way to make a group decision.

True False Answer: True Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 919) Voting works best when a group is pressed for time and the issue is not highly controversial.

True False Answer: True Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 920) Consensus occurs when the majority of group members agree to support a decision or action.

True False Answer: False Learning Objective 9.2: Analyze the advantages and disadvantages of various ccclxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

decision-making methods and decision-making styles.

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Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 921) Many groups fall short of achieving their common goal because they believe the group must reach consensus on all group decisions.

True False Answer: True Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 922) False consensus occurs when members give in to group pressure or an external authority and accept a decision that they do not like or support.

True False Answer: True Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 923) When your group is trying to reach consensus, you should not agree to a decision or solution you adamantly dislike and can‘t possibly support.

True False Answer: True Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts

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924) Authority rule never has detrimental effects on a group.

True False Answer: False Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 925) ―It feels like the right thing to do‖ describes the thought process of a dependent decision maker.

True False Answer: False Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.2: Decision-Making Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 926) ―Just about everyone supports Don as the new association president, so I guess it would be best for me and the group if I did the same‖ describes the thought process of a dependent decision maker.

True False Answer: True Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.2: Decision-Making Styles Difficulty Level: Moderate Skill Level: Understand the Concepts

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927) ―I can‘t support Donna as the new association president because I haven‘t had the time or information I need look at and analyze her qualifications, character, and campaign statements‖ describes the thought process of a rational decision maker.

True False Answer: True Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.2: Decision-Making Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 928) A basic principle of brainstorming is that deferring judgment and withholding immediate criticisms improves the quality of input.

True False Answer: True Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.1: Brainstorming Difficulty Level: Moderate Skill Level: Understand the Concepts 929) Brainstorming is based on several models including John Dewey‘s Reflective Thinking Process.

True False Answer: False Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.1: Brainstorming Difficulty Level: Moderate Skill Level: Understand the Concepts 930) Brainstorming is based on the concept that the quantity of ideas and output breed quality.

True False ccclxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.1: Brainstorming Difficulty Level: Moderate Skill Level: Understand the Concepts 931) In a brainstorming session, the group should assign someone to write down the group‘s ideas rather than asking each member to write down all the group‘s ideas.

True False Answer: True Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.1: Brainstorming Difficulty Level: Moderate Skill Level: Understand the Concepts 932) Decreasing Options Technique (DOT) is a brainstorming technique intended primarily to generate more ideas.

True False Answer: False Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.2: Decreasing Options Technique (DOT) Difficulty Level: Moderate Skill Level: Understand the Concepts 933) The Decreasing Options Technique (DOT) is a decision-making tool that helps groups reduce and refine a large number of suggestions into a manageable number of options.

True False Answer: True Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.2: Decreasing Options Technique (DOT) Difficulty Level: Moderate ccclxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 934) The steps in the Decreasing Options Technique should be taken in the following order: generate ideas, sort ideas, post ideas, dot the ideas.

True False Answer: False Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.2: Decreasing Options Technique (DOT) Difficulty Level: Easy Skill Level: Remember the Facts 935) The DOT method works best when a group has generated a significant number of competing ideas and wants to restrain dominant members from exerting too much influence.

True False Answer: True Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.3: The Progressive Problem-Solving Method Difficulty Level: Moderate Skill Level: Understand the Concepts 936) The Progressive Problem-Solving Method is based on John Dewey‘s Reflective Thinking Process.

True False Answer: True Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.3: The Progressive Problem-Solving Method Difficulty Level: Moderate Skill Level: Understand the Concepts 937) Fact finding and issue analysis is the first step in the Progressive Problem-Solving Model.

True False ccclxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: False Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.3: The Progressive Problem-Solving Method Difficulty Level: Easy Skill Level: Remember the Facts 938) Solution criteria in the Progressive Problem-Solving Method should answer questions such as ―Will the solution work—it is it reasonable and realistic?‖ and ―Do we have the resources to implement the solution?‖ True False Answer: True Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.3: The Progressive Problem-Solving Method Difficulty Level: Moderate Skill Level: Understand the Concepts 939) Analysis paralysis occurs when group members are so focused on getting their own way that they fail to make a decision.

True False Answer: False Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3: Group Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 940) When groups share information, the quality of a decision or a solution often suffers.

True False Answer: False Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4: Group Information Sharing Difficulty Level: Moderate ccclxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

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941) Groupthink is more likely to occur in highly cohesive groups where independent or critical opinions are disregarded in favor of group unity.

True False Answer: True Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4.1: Groupthink Difficulty Level: Moderate Skill Level: Understand the Concepts 942) Groups that pool unshared information are unlikely to make decisions supported by their collective knowledge and intelligence.

True False Answer: False Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4.2: Hidden Profiles Difficulty Level: Moderate Skill Level: Understand the Concepts 943) When a group of like-minded people reinforce each other‘s opinions, positive or negative, these opinions may become more extreme the more they are discussed.

True False Answer: True Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4.3: Group Polarization Difficulty Level: Moderate Skill Level: Understand the Concepts 944) Including members with diverse perspectives can help promote effective group information sharing.

True False Answer: True Learning Objective 9.4: Explain how to enhance information sharing in groups. ccclxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 9.4.4: Effective Group Information Sharing Difficulty Level: Moderate Skill Level: Understand the Concepts 945) In virtual settings, teams looking to solve a problem should avoid technology that allows all group members to see who is communicating with whom and what they are communicating about.

True False Answer: False Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4: Group Information Sharing Difficulty Level: Moderate Skill Level: Understand the Concepts 946) According to the text, curiosity and creativity are hallmarks of all great groups.

True False Answer: True Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5: Creativity and Problem Solving Difficulty Level: Easy Skill Level: Remember the Facts 947) Groups should examine both the positive and negative consequences of using group creativity and creative ideas to solve problem.

True False Answer: True Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5: Creativity and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts

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948) Creativity requires the nonjudgmental process of searching for, separating, and connecting unrelated ideas and elements.

True False Answer: True Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.1: Creative Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts 949) When a group uses creativity to enhance problem solving, insight represents the ―aha‖ moment that occurs when new approaches or solutions emerges.

True False Answer: True Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.1: Creating Thinking Difficulty Level: Moderate Skill Level: Understand the Concepts 950) An important element of the creative problem-solving process is to be judgmental of ideas.

True False Answer: False Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.2: Enhancing Group Creativity Difficulty Level: Moderate Skill Level: Understand the Concepts 951) Coming up with applicable metaphors can help members explain, understand, guide, and direct creative thinking in ways they would not have thought of otherwise.

True False Answer: True ccclxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.2: Enhancing Group Creativity Difficulty Level: Moderate Skill Level: Understand the Concepts 952) Committing to transparency and integrity can help a group curb the negative effects of organizational politics.

True False Answer: True Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.1: Organizational Politics Difficulty Level: Moderate Skill Level: Understand the Concepts 953) Groups should ignore the fact that members may have preexisting preferences about what a group should do.

True False Answer: False Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.2: Preexisting Preferences Difficulty Level: Moderate Skill Level: Understand the Concepts 954) Organizational politics can impair group problem solving when, for example, a member who wants to get ahead is reluctant to oppose an idea supported by the boss.

True False Answer: True Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving. ccclxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 9.6.1: Organizational Politics Difficulty Level: Moderate Skill Level: Understand the Concepts 955) In some groups, meetings are political arenas in which individuals and special-interest subgroups are dedicated only to meeting their own needs.

True False Answer: True Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.1: Organizational Politics Difficulty Level: Moderate Skill Level: Understand the Concepts 956) Confirmation bias is a tendency to discount information that is inconsistent with a preconceived belief.

True False Answer: True Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.2: Preexisting Preferences Difficulty Level: Moderate Skill Level: Understand the Concepts 957) Organizations—whether it‘s a small business, a nonprofit association, a start-up company, or a global mega-corporation—develop their own unique cultures.

True False Answer: True Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6.4: Organizational Culture Difficulty Level: Moderate ccclxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts Essay 958) What are the differences between decision making and problem solving? How does understanding these distinctions help a group achieve its common goal?

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Moderate Skill Level: Understand the Concepts 959) In your opinion, how does the structure ↔ spontaneity dialectic influence the quality of decision making and problem solving in a group?

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.3: Structured Procedures Difficulty Level: Difficult Skill Level: Understand the Concepts 960) Put the five prerequisites for group decision making and problem in their order of importance to you. Explain why you put two of these prerequisites in first and second place. Why, in your opinion, are these two prerequisites more important than the other three?

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Difficult Skill Level: Understand the Concepts 961) In addition to having a clear goal and, if possible, a single, agreed upon questions, what are the four types of sub questions groups may need ask as they attempt to make effective decisions or solve problems. Identify, describe, and provide an example of each type of question.

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.1: Clear Goal Difficulty Level: Difficult Skill Level: Understand the Concepts

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962) Group communication scholar Randy Hirokawa writes that a group‘s ―ability to gather and retain a wide range of information is the single most important determinant of high-quality decision making.‖ Why is quality content important? How does a group benefit seeking, using, and sharing quality content?

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.2: Quality Content Difficulty Level: Moderate Skill Level: Understand the Concepts 963) Group communication scholar Marshall Scott Poole has called procedures ―the heart of group work.‖ What did Poole mean by this statement? Why are procedures important? How does a group benefit from using clear procedures?

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.3: Structured Procedures Difficulty Level: Moderate Skill Level: Understand the Concepts 964) Identify and describe four strategies that can help ensure that everyone in your group shares a strong commitment to deliberation.

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1.4: Commitment to Deliberation Difficulty Level: Difficult Skill Level: Understand the Concepts 965) Analyze the relationships between Commitment to Deliberation and Supportive Communication Climate, two of the five prerequisites for group decision making and problem solving. Does a supportive communication climate enhance a group‘s commitment to deliberation? Why or why not? Does a commitment to deliberation require a supportive communication climate? Why or why not?

Learning Objective 9.1: List the five prerequisites for group decision making and problem solving.

Topic 9.1: Understanding Group Decision Making and Problem Solving Difficulty Level: Difficult Skill Level: Understand the Concepts

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966) What are the advantages and disadvantages of using voting, consensus seeking, and authority rule as decision-making methods?

Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2: Group Decision Making Difficulty Level: Moderate Skill Level: Understand the Concepts 967) Identify and explain the justifications for three of the six general guidelines for achieving group consensus.

Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 968) Why should groups be wary of and avoid false consensus? What are some causes of false consensus? How can a group guard against false consensus?

Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 969) What are the detrimental effects that authority rule as a decision-making method can have on a group? How can a group that uses this method of decision making guard against these effects?

Learning Objective 9.2: Analyze the advantages and disadvantages of various decision-making methods and decision-making styles.

Topic 9.2.1: Decision Making Methods Difficulty Level: Moderate Skill Level: Understand the Concepts 970) Identify the five decision-making styles and how they potential to improve or impair group decision making. Which style or styles best portrays the way you make decisions? Explain why you chose this style or styles and how your choice contributes to effective group decision making. Which decision-making styles do you find difficult to cope with when you interact with others? Explain why.

Learning Objective 9.2: Analyze the advantages and disadvantages of various ccclxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

decision-making methods and decision-making styles.

Topic 9.2.2: Decision-Making Styles Difficulty Level: Difficult Skill Level: Apply What You Know 971) Identify and explain four of the guidelines for engaging in brainstorming. How do these guidelines strengthen a group‘s ability to use brainstorming effectively and efficiently?

Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.1: Brainstorming Difficulty Level: Moderate Skill Level: Understand the Concepts 972) There are several group circumstances and tasks for which brainstorming is inappropriate or of little value, and/or should not be used. Identify two of these circumstances/tasks and explain why brainstorming should not be used as a problem-solving method.

Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.1: Brainstorming Difficulty Level: Moderate Skill Level: Understand the Concepts 973) Explain the overall purpose of Decreasing Options Technique (DOT) and describe its four major steps.

Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3.2: Decreasing Options Technique (DOT) Difficulty Level: Moderate Skill Level: Understand the Concepts 974) Analyze what you have learned about brainstorming, the Decreasing Options Technique (DOT), and the Progressive Problem-Solving Method. In your opinion, which two methods seem the most useful for group problem solving? Justify your answer.

Learning Objective 9.3: Compare and contrast the key elements of brainstorming, the DOT method, and the Progressive Problem-Solving Method.

Topic 9.3: Group Problem Solving Difficulty Level: Difficult Skill Level: Understand the Concepts

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975) You are concerned about traffic safety in your neighborhood and attend a city council meeting to propose adding a crosswalk across Myers Street. When you bring up your proposal to the council, a council member says, ―We‘ll look into it,‖ before quickly moving on to the next topic. You feel a little frustrated that your proposal did not generate more discussion and specific action plans. After the meeting you chat with your neighbors who agree with you about the need for the crosswalk and the council member‘s underwhelming response. On the drive home, you become extremely angry and vow to write an editorial in the local paper about how the city council doesn‘t care at all about safety and is a danger to the entire city.

What ineffective information-sharing process has occurred in this situation? Explain your answer.

Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4: Group Information Sharing Difficulty Level: Moderate Skill Level: Understand the Concepts 976) What are two strategies you can use to promote effective group information sharing? Provide specific examples for how to implement these strategies.

Learning Objective 9.4: Explain how to enhance information sharing in groups.

Topic 9.4.4: Effective Group Information Sharing Difficulty Level: Moderate Skill Level: Apply What You Know 977) What are the four basic stages of the creative process? Provide a specific example to explain each one of the stages.

Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.1: Creative Thinking Difficulty Level: Difficult Skill Level: Understand the Concepts 978) Discuss why creativity is an important component of group problem solving. Identify and describe three methods for enhancing group creativity.

Learning Objective 9.5: Describe strategies that enhance creative thinking and innovation in group problem solving.

Topic 9.5.2: Enhancing Group Creativity Difficulty Level: Moderate Skill Level: Understand the Concepts

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979) The problem-solving realities—organizational politics, preexisting preferences, power, organizational culture, and resistance to change—can negatively affect the group process.

What are the effects of each of these factors on group decision making? What can a group do to minimize the influence of each of these factors?

Learning Objective 9.6: Explain how organizational politics, preexisting preferences, power, organizational culture, and resistance to change can affect group decision making and problem solving.

Topic 9.6: Problem-Solving Realities Difficulty Level: Difficult Skill Level: Understand the Concepts

Chapter 10 Critical Thinking and Argumentation in Groups Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 10 Multiple Choice Single Select 980) Argumentation is _________. sssssss) the thinking we use to analyze what we read, see, and hear in order to arrive at a justified conclusion ccclxxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ttttttt) the use of critical thinking to advocate a position, examine competing ideas, and influence others uuuuuuu) a hostile confrontation between two or more people vvvvvvv) a form of debating in which a judge makes the final decision wwwwwww)

a claim supported by evidence and reasons for accepting it

Answer: b Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts

ccclxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

981) An argument is _________. xxxxxxx) the thinking we use to analyze what we read, see, and hear in order to arrive at a justified conclusion yyyyyyy) the way in which we use critical thinking to advocate proposals, examine competing ideas, and influence one another zzzzzzz) a hostile confrontation between two or more people aaaaaaaa) a form of debating in which a judge makes the final decision bbbbbbbb)

a claim supported by evidence and reasons for accepting it

Answer: e Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 982) Effective argumentation in groups is characterized by _________. cccccccc) competition dddddddd)

critical thinking

eeeeeeee) persuasion ffffffff)

groupthink

gggggggg)

hostility

Answer: b Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 983) If Wahid argues in favor building a playground in the neighborhood park and Amelie explains the importance of installing a community garden. Both individuals come away with a better perspective on where the other is coming from. Through this process, they are demonstrating what benefit of argumentation? hhhhhhhh)

valuing minority opinions

iiiiiiii)

promoting critical thinking

jjjjjjjj)

decreasing the risk of groupthink ccclxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

kkkkkkkk) llllllll)

improving decision making

promoting understanding

Answer: e Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.1: The Value of Argumentation in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 984) Argumentativeness is a _________. mmmmmmmm) claim supported by evidence and reasons for accepting it nnnnnnnn) process of reasoned interaction intended to help participants make the best decision in a given situation oooooooo)

decision based on listening to and analyzing arguments

pppppppp)

member‘s willingness to debate and openly disagree with others

qqqqqqqq)

form of debating in which a judge makes the final decision

Answer: d Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.2: Argumentativeness in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 985) All of the following traits characterize highly argumentative group members EXCEPT _________. rrrrrrrr)

they promote hostility in the group

ssssssss) they like defending a point of view tttttttt)

they perceive argumentation as a practical and enjoyable form of communication

uuuuuuuu)

they are often chosen as group leaders

vvvvvvvv)

they are highly influential in a group

Answer: a Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate ccclxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

ccclxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

986) Group members with greater _________ are better able to engage in deliberative argumentation. wwwwwwww)

high argumentativeness

xxxxxxxx)

low argumentativeness

yyyyyyyy)

emotional intelligence

zzzzzzzz) levels of competitiveness aaaaaaaaa)

risk tolerance

Answer: c Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.3: Deliberative Group Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 987) Which component of the Toulmin Model of Argument explains why the evidence supports the claim? bbbbbbbbb)

qualifier

ccccccccc)

evidence

ddddddddd)

warrant

eeeeeeeee)

backing

fffffffff) reservation Answer: c Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.1: Claim, Evidence, and Warrant Difficulty Level: Moderate Skill Level: Understand the Concepts 988) The warrant in an argument answers the question _________ ggggggggg)

―What makes you say that?‖

hhhhhhhhh)

―What do you have to go on?‖

iiiiiiiii)

―How did you get there?‖

jjjjjjjjj)

―Are there any exceptions?‖

kkkkkkkkk)

―What conclusion or position do you advocate?‖ ccclxxxix

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.1: Claim, Evidence, and Warrant Difficulty Level: Easy Skill Level: Remember the Facts 989) Which component of the Toulmin Model of Argument is represented in Part I of the following argument?

I.

Joan would be a good leader.

II.

Good leaders are effective communicators.

III.

Joan got an A in the communication course she took.

lllllllll)

claim

mmmmmmmmm)

evidence

nnnnnnnnn)

warrant

ooooooooo)

backing

ppppppppp)

reservation

Answer: a Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.1: Claim, Evidence, and Warrant Difficulty: Moderate Skill Level: Apply What You Know 990) Which component of the Toulmin Model of Argument is represented in Part II of the following argument?

I.

Joan would be a good leader.

II.

Good leaders are effective communicators.

III.

Joan got an A in the communication course she took.

qqqqqqqqq)

claim

rrrrrrrrr) evidence sssssssss) warrant ttttttttt)

backing

uuuuuuuuu)

reservation

Answer: c cccxc Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.1: Claim, Evidence, and Warrant Difficulty Level: Difficult Skill Level: Apply What You Know 991) Which component of the Toulmin Model of Argument is represented in Part III of the following argument?

I.

Joan would be a good leader.

II.

Good leaders are effective communicators.

III.

Joan got an A in the communication course she took.

vvvvvvvvv)

claim

wwwwwwwww) evidence xxxxxxxxx)

warrant

yyyyyyyyy)

qualifier

zzzzzzzzz)

reservation

Answer: b Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.1: Claim, Evidence, and Warrant Difficulty Level: Difficult Skill Level: Apply What You Know 992) Which component of the Toulmin Model of Argument is indicated by words in a claim such as ―likely,‖ ―possibly,‖ or ―probably‖? aaaaaaaaaa)

reservation

bbbbbbbbbb)

evidence

cccccccccc)

data

dddddddddd)

qualifier

eeeeeeeeee)

warrant

Answer: d Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.2: Backing, Reservation, and Qualifier Difficulty Level: Moderate cccxci Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cccxcii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

993) Which component of the Toulmin Model of Argument provides support for the argument‘s warrant? ffffffffff) backing gggggggggg)

reservation

hhhhhhhhhh)

qualifier

iiiiiiiiii) evidence jjjjjjjjjj) claim Answer: a Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.2: Backing, Reservation, and Qualifier Difficulty Level: Moderate Skill Level: Understand the Concepts 994) Which component of the Toulmin Model of Argument recognizes the exceptions to an argument? kkkkkkkkkk)

backing

llllllllll) reservation mmmmmmmmmm)

qualifier

nnnnnnnnnn)

evidence

oooooooooo)

claim

Answer: b Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.2: Backing, Reservation, and Qualifier Difficulty Level: Moderate Skill Level: Understand the Concepts 995) Which component of the Toulmin Model of Argument states the degree to which the claim appears to be true? pppppppppp)

backing

qqqqqqqqqq)

reservation

rrrrrrrrrr) qualifier ssssssssss)

evidence cccxciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

tttttttttt) claim

cccxciv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: c Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.2: Backing, Reservation, and Qualifier Difficulty Level: Moderate Skill Level: Understand the Concepts 996) ―The average woman in the United States read 14 books in the past 12 months, compared with the nine books read by the average man.‖ What type of evidence is used in this example? uuuuuuuuuu)

facts

vvvvvvvvvv)

definitions

wwwwwwwwww)

statistics

xxxxxxxxxx)

descriptions

yyyyyyyyyy)

opinions

Answer: c Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 997) ―The Biltmore Estate is the largest privately-owned house in the United States.‖ What type of evidence is used in this example? zzzzzzzzzz)

facts

aaaaaaaaaaa)

definitions

bbbbbbbbbbb)

statistics

ccccccccccc)

descriptions

ddddddddddd)

opinions

Answer: a Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know

cccxcv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

998) ―Sufism is not a sect of Islam, like Shiism or Sunnism, but rather the mystical side of Islam: a personal, experiential approach to Allah, which contrasts with the more prescriptive, doctrinal approach of fundamentalism like the Taliban.‖ What type of evidence is used in this example? eeeeeeeeeee)

facts

fffffffffff) definitions ggggggggggg)

statistics

hhhhhhhhhhh)

descriptions

iiiiiiiiiii) opinions Answer: d Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 999) ―Three of the best-selling books of all time are A Tale of Two Cities, The Hobbit, and The Little Prince. What type of evidence is used in this example? jjjjjjjjjjj) definitions kkkkkkkkkkk)

opinions

lllllllllll) statistics mmmmmmmmmmm) nnnnnnnnnnn)

descriptions

examples

Answer: e Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1000) ―Horsepower is a unit for measuring the power of engines roughly equal to 746 watts or 33,000 foot-pounds per minute.‖ What type of evidence is used in this example? ooooooooooo)

examples

ppppppppppp)

definitions

qqqqqqqqqqq)

descriptions cccxcvi

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

rrrrrrrrrrr) opinions sssssssssss)

statistics

Answer: b Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1001) The president and chief executive of an online forum in which users can share comments claims, ―The best innovations occur when you have networks of people with diverse backgrounds gathering around a problem.‖ What type of evidence is used in this example? ttttttttttt) fact uuuuuuuuuuu)

statistic

vvvvvvvvvvv)

descriptions

wwwwwwwwwww) xxxxxxxxxxx)

opinions

examples

Answer: d Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1002) ―According to NORML (National Organization for the Reform of Marijuana Laws), marijuana is a harmless drug that has no long-term side effects.‖ What criticism should be made about this piece of evidence? yyyyyyyyyyy)

It‘s not recent.

zzzzzzzzzzz)

It‘s not statistically valid.

aaaaaaaaaaaa)

It‘s biased.

bbbbbbbbbbbb) It‘s not identified. cccccccccccc)

It‘s not consistent.

Answer: c Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

cccxcvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 10.3.2: Evaluating Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1003) ―According to a 1984 article in the Midland Times Herald, gang activity is not a significant problem in the community.‖ What criticism should be made about this piece of evidence? dddddddddddd) It‘s not recent. eeeeeeeeeeee)

It‘s not statistically valid.

ffffffffffff)

It‘s biased.

gggggggggggg) It‘s not identified. hhhhhhhhhhhh) It‘s not consistent.

Answer: a Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.2: Evaluating Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1004) Paulo survived a car crash without any major injury while not wearing a seatbelt. If he uses this example to prove that seatbelts are not needed, he has failed to test his evidence for _________. iiiiiiiiiiii) consistency jjjjjjjjjjjj) relevancy kkkkkkkkkkkk) recency llllllllllll) credibility mmmmmmmmmmmm) interest Answer: a Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.2: Evaluating Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1005) What is the first step in the process for presenting arguments? nnnnnnnnnnnn) Support your claim. oooooooooooo) Provide reasons. cccxcviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

pppppppppppp) Summarize your argument. qqqqqqqqqqqq) Assess the evidence. rrrrrrrrrrrr)

State your claim.

Answer: e Learning Objective 10.4: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.4: Presenting Your Arguments Difficulty Level: Easy Skill Level: Remember the Facts 1006) In what order should you use the following steps when presenting an argument? ssssssssssss) claim.

Summarize your argument, provide reasons, support your claim, state your

tttttttttttt) Support your claim, summarize your argument, state your claim, provide reasons. uuuuuuuuuuuu) State your claim, support your claim, provide reasons, summarize your argument. vvvvvvvvvvvv) Provide reasons, summarize your argument, state your claim, support your claim. wwwwwwwwwwww) State your claim, summarize your argument, provide reasons, support your claim.

Answer: c Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4: Presenting Your Arguments Difficulty Level: Difficult Skill Level: Understand the Concepts 1007) ―A 2024 George Strait concert was the largest ticketed concert in US history.‖ This statement is an example of a claim of _________. xxxxxxxxxxxx) fact yyyyyyyyyyyy) conjecture zzzzzzzzzzzz)

value

aaaaaaaaaaaaa)

policy

bbbbbbbbbbbbb) fiction Answer: a cccxcix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4.1: State Your Claim Difficulty Level: Difficult Skill Level: Apply What You Know 1008) A claim that attempts to prove that something is true is a claim of _________. ccccccccccccc)

fact

ddddddddddddd) conjecture eeeeeeeeeeeee)

value

fffffffffffff)

policy

ggggggggggggg) coherence Answer: a Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4.1: State Your Claim Difficulty Level: Moderate Skill Level: Understand the Concepts 1009) A claim that suggests that something will or will not happen is a claim of _________. hhhhhhhhhhhhh) fact iiiiiiiiiiiii) conjecture jjjjjjjjjjjjj) value kkkkkkkkkkkkk) policy lllllllllllll) coherence Answer: b Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4.1: State Your Claim Difficulty Level: Moderate Skill Level: Understand the Concepts 1010) A claim that recommends a particular course of action is a claim of __________. mmmmmmmmmmmmm)

fact

nnnnnnnnnnnnn) conjecture cd Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ooooooooooooo) value ppppppppppppp) policy qqqqqqqqqqqqq) coherence Answer: d Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

cdi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 10.4.1: State Your Claim Difficulty Level: Moderate Skill Level: Understand the Concepts 1011) To be convincing, you must support your claim with _________. rrrrrrrrrrrrr)

a good summary

sssssssssssss)

a refutation

ttttttttttttt) evidence uuuuuuuuuuuuu) a warrant vvvvvvvvvvvvv) the backing Answer: c Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4.2: Support Your Claim Difficulty Level: Easy Skill Level: Remember the Facts 1012) The act of proving that an argument is false or lacks sufficient support is defined as _________. wwwwwwwwwwwww) argumentation xxxxxxxxxxxxx) refutation yyyyyyyyyyyyy) argumentativeness zzzzzzzzzzzzz)

reasoning

aaaaaaaaaaaaaa) cooperative argumentation Answer: b Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5 Responding to Others‘ Arguments Difficulty Level: Difficult Skill Level: Understand the Concepts 1013) When refuting an argument, in which order should you use the following steps? bbbbbbbbbbbbbb) State the claim you oppose, assess the evidence, assess the reasoning, preview your objections, summarize your refutation cccccccccccccc) Listen to the argument, state the claim you oppose, preview your objections, assess the evidence, assess the reasoning, summarize your refutation cdii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

dddddddddddddd) Preview your objections, assess the evidence, state the claim you oppose, summarize your refutation, assess the reasoning eeeeeeeeeeeeee) Listen to the argument, assess the evidence, assess the reasoning, state the claim you oppose, summarize your refutation, preview your objections ffffffffffffff) Summarize your refutation, provide reasoning, state the claim you oppose, state your claim, support your claim, preview your objections, assess the evidence Answer: b Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5: Responding to Others‘ Arguments Difficulty Level: Difficult Skill Level: Understand the Concepts 1014) Which step in refuting an argument would be characterized by a statement such as ―I don‘t support the increase in student activity fees for two reasons: the college just raised tuition by 5% and the poor economy has stressed many students and their parents to the limit‖? gggggggggggggg)

Assess the reasoning.

hhhhhhhhhhhhhh)

State the claim you oppose.

iiiiiiiiiiiiii)

Assess the evidence.

jjjjjjjjjjjjjj)

Listen to the argument.

kkkkkkkkkkkkkk)

Preview your objections.

Answer: e Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5: Responding to Others‘ Arguments Difficulty Level: Difficult Skill Level: Apply What You Know 1015) ―My opponent says we can lower taxes. He can‘t be believed or trusted. Ten years ago, he admitted to being unfaithful to his wife.‖ What fallacy is being committed in this statement? llllllllllllll)

faulty cause

mmmmmmmmmmmmmm)

hasty generalization

nnnnnnnnnnnnnn)

appeal to popularity

oooooooooooooo)

appeal to authority

pppppppppppppp)

ad hominem attack cdiii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: e Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know 1016) Some group members have suggested that the company sponsor an annual picnic rather than a more formal annual dinner. John disagrees with the others because the company has held a formal dinner every year for more than 10 years. Which fallacy of argument could be attributed to John‘s comment? qqqqqqqqqqqqqq)

ad hominem attack

rrrrrrrrrrrrrr)

appeal to authority

ssssssssssssss)

appeal to popularity

tttttttttttttt)

appeal to tradition

uuuuuuuuuuuuuu)

faulty cause

Answer: d Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know 1017) ―My uncle‘s visit to New Mexico was horrible. The weather was bad, and the people were unfriendly. New Mexico is not a good choice for a vacation.‖ What fallacy is being committed in this statement? vvvvvvvvvvvvvv)

ad hominem attack

wwwwwwwwwwwwww)

hasty generalization

xxxxxxxxxxxxxx)

appeal to popularity

yyyyyyyyyyyyyy)

faulty analogy

zzzzzzzzzzzzzz) faulty cause Answer: b Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate cdiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Apply What You Know 1018) ―Everyone in our group has signed the petition. You should, too.‖ What fallacy is being committed in this statement? aaaaaaaaaaaaaaa) ad hominem attack bbbbbbbbbbbbbbb)

appeal to authority

ccccccccccccccc) appeal to popularity ddddddddddddddd)

appeal to tradition

eeeeeeeeeeeeeee) appeal to novelty Answer: c Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know 1019) ―I knew I wouldn‘t win the lottery because a black cat crossed my path right after I bought the ticket.‖ What fallacy is being committed in this statement? fffffffffffffff)

ad hominem attack

ggggggggggggggg)

appeal to authority

hhhhhhhhhhhhhhh)

appeal to tradition

iiiiiiiiiiiiiii)

faulty analogy

jjjjjjjjjjjjjjj)

faulty cause

Answer: e Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know 1020) ―If lawyers develop their cases with help from other lawyers, why can‘t I write my term paper with help from other students?‖ What fallacy is being committed in this statement? kkkkkkkkkkkkkkk) lllllllllllllll)

appeal to authority

hasty generalization

mmmmmmmmmmmmmmm) nnnnnnnnnnnnnnn)

faulty cause

faulty analogy cdv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ooooooooooooooo)

ad hominem attack

cdvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know 1021) ―Don‘t go to that restaurant. I went once, and the service was awful.‖ What fallacy is being committed in this statement? ppppppppppppppp)

appeal to tradition

qqqqqqqqqqqqqqq)

faulty analogy

rrrrrrrrrrrrrrr)

hasty generalization

sssssssssssssss) faulty cause ttttttttttttttt)

appeal to authority

Answer: c Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know 1022) Regarding the impact of gender on critical thinking and argumentation, research suggests that _________. uuuuuuuuuuuuuuu) evidence

there are significant differences in men‘s and women‘s use of

vvvvvvvvvvvvvvv) women engage in competitive argumentation, whereas men are more likely to engage in deliberative argumentation wwwwwwwwwwwwwww) argue xxxxxxxxxxxxxxx)

there are substantial differences in the ways women and men

men tend to score higher in argumentativeness than women

yyyyyyyyyyyyyyy) differences in argumentation between men and women are likely based on biological differences Answer: d Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.1: Gender Differences in Argumentation cdvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts

cdviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1023) Research suggests that U.S. Americans in general are lower in argumentativeness compared to people in which country? zzzzzzzzzzzzzzz) Australia aaaaaaaaaaaaaaaa)

China

bbbbbbbbbbbbbbbb)

Japan

cccccccccccccccc)

Thailand

dddddddddddddddd)

Korea

Answer: a Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.2: Cultural Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1024) According to the National Communication Association‘s Credo for Ethical Communication, the reasoning responsibility requires that ethical group members __________. eeeeeeeeeeeeeeee) ffffffffffffffff)

recognize and avoid making arguments containing fallacies

reveal the sources of information so others can evaluate them

gggggggggggggggg)

consider the interests of those affected by a decision

hhhhhhhhhhhhhhhh)

treat other group members as equals

iiiiiiiiiiiiiiii)

respect established group norms

Answer: a Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6: Adapting to Argumentation Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 1025) According to the National Communication Association‘s Credo for Ethical Communication, the social code responsibility requires that ethical group members _________. jjjjjjjjjjjjjjjj)

avoid making arguments containing fallacies

kkkkkkkkkkkkkkkk) llllllllllllllll)

reveal the sources of information so others can evaluate them

consider the interests of those affected by a decision cdix

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

mmmmmmmmmmmmmmmm) treat other group members as equals nnnnnnnnnnnnnnnn)

respect established group norms

cdx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6: Adapting to Argumentation Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 1026) One of the most significant cultural differences in argumentation is the way in which people _________. oooooooooooooooo)

use evidence to support a claim

pppppppppppppppp)

perform research responsibly

qqqqqqqqqqqqqqqq)

consider the circumstances of others

rrrrrrrrrrrrrrrr)

exhibit self-confidence in their arguments

ssssssssssssssss) promote the use of critical thinking Answer: a Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.2: Cultural Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts True or False 1027) Critical thinking is a conscious process for the purpose of reaching a conclusion or decision.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1028) An argument and an opinion are essentially the same concept.

True cdxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: False Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1029) An argument is a claim supported by evidence and reasons for accepting it.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1030) Argumentation can improve decision making.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1031) Arguing in groups is always disruptive and should be avoided.

True False Answer: False Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts cdxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1032) Highly argumentative group members like defending a point of view and perceive argumentation as practical and enjoyable.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.2: Argumentativeness in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1033) Highly argumentative members dislike it when another member or members challenge their claims and conclusions.

True False Answer: False Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.2: Argumentativeness in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1034) Highly argumentative members create more arguments on both sides of a position, which helps a group avoid groupthink.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.2: Argumentativeness in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1035) Competitive argumentation recognizes that others‘ ideas and arguments are as important as you own.

True False cdxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: False Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.3: Deliberative Group Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1036) Constructive argumentation decreases the risk of groupthink occurring in groups.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.1: The Value of Argumentation in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1037) Group members with lower levels of argumentativeness tend to avoid conflict.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.2: Argumentativeness in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1038) Group members who are high in argumentativeness are more likely to become leaders than are members who are lower in their levels of argumentativeness.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.2: Argumentativeness in Groups Difficulty Level: Moderate Skill Level: Understand the Concepts cdxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1039) Self-concept, self-disclosure, self-assertion, and selflessness characterize emotional intelligence.

True False Answer: False Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.3: Deliberative Group Argumentation Difficulty Level: Easy Skill Level: Remember the Facts 1040) Group members with greater emotional intelligence are better able to engage in deliberative argumentation.

True False Answer: True Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.3: Deliberative Group Argumentation Difficulty Level: Easy Skill Level: Remember the Facts 1041) The three components in the Toulmin Model of Argument that are essential in all arguments are the claim, evidence, and warrant.

True False Answer: True Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2: Analyzing Arguments Difficulty Level: Moderate Skill Level: Understand the Concepts 1042) The Toulmin Model of Argument provides a system of understanding, analyzing, and creating effective arguments.

True False cdxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2: Analyzing Arguments Difficulty Level: Easy Skill Level: Remember the Facts 1043) Rather than asking, ―How did you get there?‖ a warrant asks, ―What do you have to go on?‖ True False Answer: False Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.1: Claim, Evidence, and Warrant Difficulty Level: Difficult Skill Level: Understand the Concepts 1044) In the Toulmin Model of Argument, the qualifier states the degree to which the claim appears to be true.

True False Answer: True Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.2: Backing, Reservation, and Qualifier Difficulty Level: Moderate Skill Level: Understand the Concepts 1045) In the Toulmin Model of Argument, backing refers to exceptions to an argument that may invalidate the claim.

True False Answer: False Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.2: Backing, Reservation, and Qualifier Difficulty Level: Difficult cdxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cdxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1046) As a form of evidence, a fact is a statement that evaluates an event, idea, person, or object.

True False Answer: False Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Understand the Concepts 1047) ―Robert‘s Rules of Order is used by the majority of groups and associations that follow the rules of parliamentary procedure‖ is an example of a fact.

True False Answer: True Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1048) ―Leadership is the ability to make strategic decisions and use communication effectively to mobilize group members toward achieving a common goal‖ is an example of an opinion.

True False Answer: False Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1049) ―A claim of value is an argument that evaluates whether something is good or bad, right or wrong, worthwhile or worthless‖ is an example of a definition.

True False cdxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True

cdxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1050) ―In one study, workers rate 65 percent of the meetings they attended as ineffective‖ is an example of statistics used as evidence.

True False Answer: True Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Apply What You Know 1051) Descriptions provide more details than definitions by offering causes, effects, historical background information, and characteristics.

True False Answer: True Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Easy Skill Level: Remember the Facts 1052) The question ―Is the information recent?‖ is the test for explaining why The New York Times and The Wall Street Journal are more valid sources of evidence than TMZ. True False Answer: False Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.2: Evaluating Evidence Difficulty Level: Moderate cdxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 1053) The final step in the process for presenting arguments is to support your claim.

True False Answer: False Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4: Presenting Your Arguments Difficulty Level: Easy Skill Level: Remember the Facts 1054) When presenting an argument, you should state your claim, support your claim, provide reasons, and summarize your argument.

True False Answer: True Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4.1: State Your Claim Difficulty Level: Moderate Skill Level: Understand the Concepts 1055) When you provide reasons why your evidence supports your claim in an argument, you are explaining the argument‘s warrant.

True False Answer: True Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4.3: Provide Reasons Difficulty Level: Moderate Skill Level: Understand the Concepts 1056) Refutation is the process of presenting an argument‘s claim, evidence, and warrant.

True False Answer: False cdxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.5: Responding to Others‘ Arguments Difficulty Level: Moderate Skill Level: Understand the Concepts 1057) When refuting an argument, make sure you have assessed whether the argument‘s evidence supports the claim or is faulty.

True False Answer: True Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.5.4: Assess the Evidence Difficulty Level: Moderate Skill Level: Understand the Concepts 1058) The faulty cause fallacy is the basis for many superstitions.

True False Answer: True Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Difficult Skill Level: Apply What You Know 1059) The following fallacy is an example of appeal to tradition: ―Who are you to support our troops? As I recall, you were arrested at an antiwar demonstration in the early 2000s.‖ True False Answer: False Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know cdxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1060) The ad hominem attack involves attacking a person‘s character rather than a substance response to an issue or argument.

True False Answer: True Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Understand the Concepts 1061) The following fallacy is an example of a faulty analogy: ―Last semester, I had an excellent student whose last name was Whipple. This semester, I have another student with that name, and I‘m expecting good work from her.‖ True False Answer: True Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know 1062) The following fallacy is an example of an appeal to popularity: ―Everybody I‘ve talked to on my street intends to vote for Ms. Kullen. I‘m sure she‘ll win.‖ True False Answer: True Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Apply What You Know

cdxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1063) An appeal to tradition is a fallacy that justifies an action because many others do the same thing or share the same opinion.

True False Answer: False Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Moderate Skill Level: Understand the Concepts 1064) Generally, men are more likely than women to use evidence in arguments.

True False Answer: False Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.1: Gender Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1065) In general, women tend to search out a variety of perspectives in argument more than men do.

True False Answer: False Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.1: Gender Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1066) During the course of an argument, men are much more likely to search out many different perspectives on a subject as well as ask more questions.

True False Answer: False cdxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.1: Gender Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1067) Research suggests that there are few differences between the way women and men argue.

True False Answer: True Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.1: Gender Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1068) There are no culturally universal standards about what constitutes valid evidence in argumentation.

True False Answer: True Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.2: Cultural Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1069) One of the most significant cultural differences in argumentation is the way people use evidence to support a claim.

True False Answer: True Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.2: Cultural Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts cdxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1070) If you care about your group and its common goal, express your emotions openly and constructively to emphasize what you say.

True False Answer: True Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.1.3: Deliberative Group Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1071) Self-awareness, self-regulation, self-confidence, and self-control, and empathy characterize emotional intelligence.

True False Answer: True Learning Objective 10.6: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.3: Deliberative Group Argumentation Difficulty Level: Easy Skill Level: Remember the Facts 1072) The four ethical responsibilities in argumentation focus on claims of fact, conjecture, value, and policy.

True False Answer: False Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6: Adapting to Argumentation Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 1073) When ethical arguers look beyond their own needs and consider the circumstances of others, they are demonstrating the common good responsibility for ethical argumentation.

True False cdxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6: Adapting to Argumentation Styles Difficulty Level: Moderate Skill Level: Understand the Concepts Essay 1074) Discuss the value and benefits of argumentation in groups. Using your own experience, provide an example in which argumentation among members was beneficial.

Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1075) What is argumentativeness? Describe the behavior of a highly argumentative group member. How do members‘ levels of argumentativeness affect a group‘ ability to and likelihood it will achieve its common goal?

Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1: The Nature of Critical Thinking and Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1076) What is the difference between deliberative argumentation and competitive argumentation?

Provide an example of each type of argument to support your answer.

Learning Objective 10.1: Describe how effective critical thinking and argumentation benefit groups.

Topic 10.1.3: Deliberative Group Argumentation Difficulty Level: Moderate Skill Level: Apply What You Know 1077) Using the six components of the Toulmin Model (claim, evidence, warrant, backing, reservation, and qualifier), construct an argument presenting the critical questions that would be asked in each component. cdxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

cdxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 10.2: Analyzing Arguments Difficulty Level: Difficult Skill Level: Understand the Concepts 1078) What is the function and value of Toulmin‘s Model of Argument? Draw the model with all six of its components. What is the function of each component?

Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2: Analyzing Arguments Difficulty Level: Difficult Skill Level: Understand the Concepts 1079) Explain the importance of the warrant in the Toulmin Model of Argument. How do warrants change the claims of arguments? Provide an example to demonstrate your understanding of the ways in which warrants affect an argument‘s claims.

Learning Objective 10.2: Explain the functions of each component of the Toulmin Model of Argument.

Topic 10.2.1: Claim, Evidence, and Warrant Difficulty Level: Difficult Skill Level: Apply What You Know 1080) A family member shares a meme on social media showing a person who appears to be from a certain cultural background sitting down at a sporting event while others around the person are standing. The family member captions the image by saying that the person (and all people from that same cultural background) hate America. How could you refute this argument?

Learning Objective 10.3: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.3: Using Evidence Difficulty Level: Difficult Skill Level: Apply What You Know 1081) An argument gains strength when you research your position and use appropriate evidence to make your case.. Identify and define at least four different types of evidence and explain how they can be used to support an argument.

Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.1: Types of Evidence Difficulty Level: Moderate Skill Level: Understand the Concepts cdxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1082) Your text lists six questions to test the validity of evidence. Identify three of these questions and how they can be used to evaluate the quality of evidence.

Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3.2: Evaluating Evidence Difficulty Level: Moderate Skill Level: Understand the Concepts 1083) Documentation is the practice of citing (either orally or in writing) the sources of evidence when you present an argument. Why should you do this? How can you benefit by documenting your sources?

Learning Objective 10.3: List the questions for evaluating the validity of evidence used to support arguments.

Topic 10.3: Using Evidence Difficulty Level: Moderate Skill Level: Understand the Concepts 1084) Identify and describe the four major steps in presenting an argument. Provide an example of an argument that includes all four steps.

Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4: Presenting Your Arguments Difficulty Level: Difficult Skill Level: Understand the Concepts 1085) Identify and provide an example for each of the four types of claims presented in the text.

In your opinion, which type of claim forms the strongest type of argument? Which type of claim contributes to the weakest type of argument? Explain your reasoning.

Learning Objective 10.4: Apply the four steps for presenting arguments for claims of fact, value, conjecture, and policy.

Topic 10.4.1: State Your Claim Difficulty Level: Difficult Skill Level: Apply What You Know 1086) There are six basic steps for refuting another member‘s argument. Identify and explain four of these guidelines in order by using an example.

Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments. cdxxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 10.5: Responding to Others‘ Arguments Difficulty Level: Difficult Skill Level: Apply What You Know 1087) Consider the following argument: All children should learn to play an instrument so they can live a better life. A 2009 study by Wetter and Schwaninger published in Instructional Science: An International Journal of the Learning Sciences shows that children involved in music had significantly higher average grades than children in the control group. Getting good grades means having more opportunities in life. Therefore, every child should play an instrument.

How would you refute this argument using the six-step process outlined in your text?

Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5: Responding to Others‘ Arguments Difficulty Level: Difficult Skill Level: Apply What You Know 1088) Using the steps for refuting an argument, explain how you would refute the following claim: ―The only way to deal with the increased costs of operating the college is to raise student tuition.‖ Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5: Responding to Others‘ Arguments Difficulty Level: Difficult Skill Level: Apply What You Know 1089) Fallacies undermine the validity of arguments. Identify four types of fallacies, describe their characteristics, and provide one example of each type. In your opinion, which one of these fallacies is the most common and harmful in arguments among group members? Justify your answer.

Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Difficult Skill Level: Understand the Concepts

cdxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1090) Group members should assume four ethical responsibilities when they engage in argumentation. Identify and describe two of these ethical responsibilities and provide at least one principle that should be followed for each responsibility.

Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6: Adapting to Argumentation Styles Difficulty Level: Moderate Skill Level: Understand the Concepts 1091) Discuss the role that culture plays in the argumentative process. Include specific distinctions that affect the ways in which people from different cultures argue.

Learning Objective 10.6: Describe strategies for adapting arguments to member differences in gender and culture.

Topic 10.6.2: Cultural Differences in Argumentation Difficulty Level: Moderate Skill Level: Understand the Concepts 1092) Read the following two arguments and analyze their validity. What fallacies, if any, are evident in each of these arguments? (a) ―All of our competing companies pay their chief executive officers more than $5 million a year. Therefore, in order to remain competitive, we should raise our CEO‘s salary to $5 million.‖ (b) ―We are falling behind other countries in terms of our children‘s academic achievements. Clearly, our teachers are slacking off and doing a poor job.‖ Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Difficult Skill Level: Apply What You Know 1093) Read the following two arguments and analyze their overall validity. What fallacies, if any, are evident in each of these arguments? (a) ―Look, Dad, why should I stop smoking when you smoked all through high school and college?‖ (b) ―Abuse of the welfare system is out of control. We should abolish the system. That would encourage welfare recipients to get a job and contribute to society.‖ Learning Objective 10.5: Identify how specific fallacies of reasoning affect the validity of arguments.

Topic 10.5.5: Assess the Reasoning Difficulty Level: Difficult Skill Level: Apply What You Know cdxxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Chapter 11 Group Meetings Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 5% Easy 84% Moderate 11% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 11 Multiple Choice Single Select 1094) Which of the following options identifies the three indispensable elements of a meeting identified in your text? tttttttttttttttt)

place, people, and purpose

uuuuuuuuuuuuuuuu)

members, collaboration, goal

vvvvvvvvvvvvvvvv)

schedule, structure, chairperson

wwwwwwwwwwwwwwww)

goal, quality content, and structure cdxxxiii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

xxxxxxxxxxxxxxxx)

spontaneity, structure, and strategies

Answer: c Learning Objective 11.1: Compare the critical characteristics of effective meetings and ineffective meetings.

Topic 11.1.1: What Is a Meeting?

Difficulty Level: Moderate Skill Level: Understand the Concepts 1095) Which of the following descriptions is characteristic of a highly effective meeting? yyyyyyyyyyyyyyyy)

The meeting is scheduled on the same day that it is to take place.

zzzzzzzzzzzzzzzz)

The meeting has a clear goal.

aaaaaaaaaaaaaaaaa)

The chairperson takes on the role of observer and meeting recorder.

bbbbbbbbbbbbbbbbb) The meeting time is the maximum time possible given the participants‘ availability. ccccccccccccccccc)

There is no agenda.

Answer: b Learning Objective 11.1: Compare the critical characteristics of effective meetings and ineffective meetings.

Topic 11.1.2: Why Do Meetings Fail?

Difficulty Level: Easy Skill Level: Remember the Facts 1096) Which three group dialectics are particularly relevant when facilitating a group‘s discussion? ddddddddddddddddd) spontaneity

conflict ↔ cohesion, leadership ↔ followership, and structure ↔

eeeeeeeeeeeeeeeee) Individual goals ↔ group goals, conformity ↔ nonconformity, and leadership ↔ followership fffffffffffffffff) Heterogeneous ↔ homogeneous, conflict ↔ cohesion, and individual goals ↔ group goals ggggggggggggggggg) engaged ↔ disengaged, open system ↔ closed system, and heterogeneous ↔ homogeneous hhhhhhhhhhhhhhhhh) disengaged

followership ↔ leadership, conflict ↔ cohesion, and engaged ↔

Answer: a Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting. cdxxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1097) Which of the following questions can help you decide whether or not to schedule and conduct a meeting? iiiiiiiiiiiiiiiii)

―Is an immediate decision or response needed?‖

jjjjjjjjjjjjjjjjj)

―Who should attend the meeting?‖

kkkkkkkkkkkkkkkkk) lllllllllllllllll)

―Where should we hold the meeting?‖

―When and where should we meet?‖

mmmmmmmmmmmmmmmmm)

―What materials do we need?‖

Answer: a Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.1: Essential Planning Questions Difficulty Level: Moderate Skill Level: Understand the Concepts 1098) All of the following questions should be considered when determining who should be invited to a meeting EXCEPT nnnnnnnnnnnnnnnnn) the discussion?

Will the member contribute useful information or insights during

ooooooooooooooooo)

Will the member actively participate in the meeting?

ppppppppppppppppp)

Is the member committed to achieving the group‘s common goal?

qqqqqqqqqqqqqqqqq)

Are the selected members available at the designated meeting time?

rrrrrrrrrrrrrrrrr) better?

Are the members individual‘s people who you would like to get to know

Answer: e Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.1: Essential Planning Questions Difficulty Level: Moderate Skill Level: Understand the Concepts 1099) When an association‘s Board of Directors meets to revise an outdated set of by-laws, they are participating in _________. cdxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

sssssssssssssssss) a problem-solving meeting ttttttttttttttttt)

a decision-making meeting

uuuuuuuuuuuuuuuuu)

an information-sharing meeting

vvvvvvvvvvvvvvvvv)

an instructional meeting

wwwwwwwwwwwwwwwww) an executive Answer: a Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.1: Essential Planning Questions Difficulty Level: Moderate Skill Level: Apply What You Know 1100) A(n) _________ is a document outlining what topics will be discussed and in what order at a meeting. xxxxxxxxxxxxxxxxx)

set of minutes

yyyyyyyyyyyyyyyyy)

action item

zzzzzzzzzzzzzzzzz)

agenda

aaaaaaaaaaaaaaaaaa)

report

bbbbbbbbbbbbbbbbbb) call to order Answer: c Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1101) The Committee to Save Patterson Park began a discussion of plans to organize a park cleanup day. There was not enough time during the meeting to finish the discussion. In what part of the agenda for the next meeting should this issue appear? cccccccccccccccccc)

call to order

dddddddddddddddddd) reports eeeeeeeeeeeeeeeeee)

unfinished business

ffffffffffffffffff) new business gggggggggggggggggg) announcements Answer: c cdxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Apply What You Know 1102) The elections committee of the Student Government Council is preparing for the upcoming campus elections. During what part of the agenda should the elections committee chairperson report on the status of the committee‘s work? hhhhhhhhhhhhhhhhhh) call to order iiiiiiiiiiiiiiiiii)

unfinished business

jjjjjjjjjjjjjjjjjj)

new business

kkkkkkkkkkkkkkkkkk) announcements llllllllllllllllll)

reports

Answer: e Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Apply What You Know 1103) At what point in a business meeting should group members approve the agenda and minutes? mmmmmmmmmmmmmmmmmm)

right after the call to order

nnnnnnnnnnnnnnnnnn) right after reports are shared oooooooooooooooooo) before the discussion of unfinished business pppppppppppppppppp) before the discussion of new business qqqqqqqqqqqqqqqqqq) right before announcements by members Answer: a Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1104) At what point in the agenda does a chairperson officially begin a meeting? cdxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

rrrrrrrrrrrrrrrrrr) at the call to order ssssssssssssssssss) tttttttttttttttttt)

during the approval of the agenda

during the approval of the previous meeting‘s minutes

uuuuuuuuuuuuuuuuuu) after reports from officers, individuals and subcommittees vvvvvvvvvvvvvvvvvv) after unfinished business is completed Answer: a Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1105) Generally, when is the best time in a meeting agenda to address important and difficult issues? wwwwwwwwwwwwwwwwww)

at the beginning of the meeting

xxxxxxxxxxxxxxxxxx) during the middle portion of the meeting yyyyyyyyyyyyyyyyyy) during the last third of the meeting zzzzzzzzzzzzzzzzzz)

at the end of the meeting

aaaaaaaaaaaaaaaaaaa)

these items do not need to be placed on the agenda

Answer: b Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Apply What You 1106) The chairperson of a meeting should do all of the following EXCEPT __________. bbbbbbbbbbbbbbbbbbb) notify everyone who should attend ccccccccccccccccccc)

prepare for participation in the discussion

ddddddddddddddddddd) distribute minutes after the meeting eeeeeeeeeeeeeeeeeee)

facilitate the discussion during the meeting

fffffffffffffffffff) take minutes during the meeting Answer: e Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting. cdxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1107) To keep a meeting moving at a comfortable pace, the chairperson should _________. ggggggggggggggggggg) review the agenda with all members hhhhhhhhhhhhhhhhhhh) distribute materials needed for the discussion of issues iiiiiiiiiiiiiiiiiii)

ask members to evaluate the meeting at the end of the meeting

jjjjjjjjjjjjjjjjjjj)

begin on time and stick to the agenda

kkkkkkkkkkkkkkkkkkk) avoid placing a time limit on each agenda item Answer: d Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1108) The written record of a group‘s discussion, decisions, and actions during a meeting is referred to as _________. lllllllllllllllllll)

the minutes

mmmmmmmmmmmmmmmmmmm) an action item nnnnnnnnnnnnnnnnnnn) an agenda ooooooooooooooooooo) a report ppppppppppppppppppp) a call to order Answer: a Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.4: Preparing the Minutes Difficulty Level: Moderate Skill Level: Understand the Concepts 1109) In general, when members are late to a meeting, the chairperson should _________. qqqqqqqqqqqqqqqqqqq) wait to start until all members have arrived rrrrrrrrrrrrrrrrrrr) review what has been accomplished whenever a latecomer arrives sssssssssssssssssss) let latecomers sit without participating until they have observed enough to be able to contribute cdxxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ttttttttttttttttttt)

publicly reprimand latecomers

uuuuuuuuuuuuuuuuuuu) assign latecomers tasks that no one else wants to do Answer: c Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 1110) All of the following strategies can help a group curb the disruptive behavior of a dominator EXCEPT __________. vvvvvvvvvvvvvvvvvvv) Interrupt them if necessary. wwwwwwwwwwwwwwwwwww)

Assign that person the task of taking minutes.

xxxxxxxxxxxxxxxxxxx) Acknowledge that you understand the person‘s positions. yyyyyyyyyyyyyyyyyyy) Ask for viewpoints from other members. zzzzzzzzzzzzzzzzzzz)

Avoid conflict by ignoring the person.

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Answer: e Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 1111) A sentence such as ―Let Tahiyah finish her point first, and then we‘ll hear other viewpoints‖ can help a group deal with a member whose disruptive behavior fits the description of a _________. aaaaaaaaaaaaaaaaaaaa) nonparticipant bbbbbbbbbbbbbbbbbbbb)

interrupter

cccccccccccccccccccc) whisperer dddddddddddddddddddd)

latecomer

eeeeeeeeeeeeeeeeeeee) multitasker Answer: b Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 1112) During their group meeting, Jenny talked too much in an overly forceful way so that no one else had a chance to speak. What disruptive behavior is Jenny displaying? ffffffffffffffffffff) nonparticipant gggggggggggggggggggg)

multitasker

hhhhhhhhhhhhhhhhhhhh)

dominator

iiiiiiiiiiiiiiiiiiii)

interrupter

jjjjjjjjjjjjjjjjjjjj)

whisperer

Answer: c Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know

cdxli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1113) During their group meeting, Giovanna kept having a side conversation with the person sitting next to her. What disruptive behavior is Giovanna displaying? kkkkkkkkkkkkkkkkkkkk) llllllllllllllllllll)

nonparticipant

multitasker

mmmmmmmmmmmmmmmmmmmm) dominator nnnnnnnnnnnnnnnnnnnn)

interrupter

oooooooooooooooooooo)

whisperer

Answer: e Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Apply What You Know 1114) Which Principle of Parliamentary Procedure is expressed in the following rule: Every member has the right to vote and run for office, and the same rules apply to all members? pppppppppppppppppppp)

majority rule

qqqqqqqqqqqqqqqqqqqq)

minority rights

rrrrrrrrrrrrrrrrrrrr) equal opportunity ssssssssssssssssssss) tttttttttttttttttttt)

balanced discussion

orderly progress

Answer: c Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.2: The Guiding Principles of Parliamentary Procedure Difficulty Level: Moderate Skill Level: Understand the Concepts 1115) Which Principle of Parliamentary Procedure is express in the following rules (1) only one person may speak at a time, (2) only one proposal or subject may be discussed at a time, and (3) members must limit their remarks to the topic under discussion. uuuuuuuuuuuuuuuuuuuu)

majority rule

vvvvvvvvvvvvvvvvvvvv)

minority rights

wwwwwwwwwwwwwwwwwwww) xxxxxxxxxxxxxxxxxxxx)

equal opportunity

balanced discussion cdxlii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

yyyyyyyyyyyyyyyyyyyy)

orderly progress

Answer: d Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.2: The Guiding Principles of Parliamentary Procedure Difficulty Level: Moderate Skill Level: Understand the Concepts 1116) Which kind of motion comes first in the order of precedence in Parliamentary Procedures?

In other words, if this motion is made by a group member, the discussion must stop to consider this motion before any other? zzzzzzzzzzzzzzzzzzzz) recess aaaaaaaaaaaaaaaaaaaaa) adjourn bbbbbbbbbbbbbbbbbbbbb)

amend

ccccccccccccccccccccc) limit or extend debate ddddddddddddddddddddd)

refer to committee

Answer: b Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.4: Making a Motion Difficulty Level: Moderate Skill Level: Understand the Concepts 1117) All of the following principles form the basis for parliamentary procedure EXCEPT __________. eeeeeeeeeeeeeeeeeeeee) the group uses a 2/3 vote to ensure the majority rules fffffffffffffffffffff) the group accepts the will of the majority even though some members may not like the decision ggggggggggggggggggggg) business

the group follows an approved agenda that promotes orderly

hhhhhhhhhhhhhhhhhhhhh) the group protects the rights of all members by guaranteeing everyone the right to speak iiiiiiiiiiiiiiiiiiiii) the group balances speaking time and opportunities between members who support and those who oppose a proposal Answer: a Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.2: The Guiding Principles of Parliamentary Procedure Difficulty Level: Moderate cdxliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

cdxliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1118) Which of the following is a useful way to evaluate the effectiveness of a meeting? jjjjjjjjjjjjjjjjjjjjj) Ask the meeting recorder to observe and record member engagement during the meeting. kkkkkkkkkkkkkkkkkkkkk) The chairperson distributes a post-meeting evaluation form to all members to be collected soon after. lllllllllllllllllllll) Throughout the meeting, remind members to hold all questions and comments till a later post-meeting evaluation call. mmmmmmmmmmmmmmmmmmmmm) After the meeting, the chairperson should remind members of the importance of team cohesion and the potentially damaging effect of disagreement with procedures. nnnnnnnnnnnnnnnnnnnnn) Ask a human resources representative (or other neutral third-party) to sit in on meetings and report back on their effectiveness.

Answer: b Learning Objective 11.5: Identify appropriate criteria for evaluating the effectiveness of a group meeting.

Topic 11.5: Evaluating Meetings Difficulty Level: Easy Skill Level: Remember the Facts True or False 1119) If there is nothing important to talk about, a meeting can do more harm than good.

True False Answer: True Learning Objective 11.1: Compare the critical characteristics of effective meetings and ineffective meetings.

Topic 11.1.2: Why Do Meetings Fail?

Difficulty Level: Moderate Skill Level: Understand the Concepts 1120) In general, the optimal meeting length is one hour.

True False Answer: True Learning Objective 11.1: Compare the critical characteristics of effective meetings and cdxlv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ineffective meetings.

cdxlvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 11.2.1: Essential Planning Questions Difficulty Level: Moderate Skill Level: Understand the Concepts 1121) A coincidental gathering of group members does not constitute a meeting.

True False Answer: True Learning Objective 11.1: Compare the critical characteristics of effective meetings and ineffective meetings.

Topic 11.1.1: What Is a Meeting?

Difficulty Level: Moderate Skill Level: Understand the Concepts 1122) Research shows that 71% of employees consider meetings a waste of time.

True False Answer: True Learning Objective 11.1: Compare the critical characteristics of effective meetings and ineffective meetings.

Topic 11.1.2: Why Do Meetings Fail?

Difficulty Level: Moderate Skill Level: Understand the Concepts 1123) Questions such as ―Is an immediate decision or response needed?‖ and ―Are members prepared to discuss the topic?‖ should be asked when determining the Meeting Planning Question ―Why are we meeting?‖ True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.1: Essential Planning Questions Difficulty Level: Moderate Skill Level: Understand the Concepts 1124) The chairperson of a meeting is always the group‘s leader. cdxlvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

True False Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1125) All meetings follow the traditional sequence of business agenda items.

True False Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1126) In the traditional sequence of a business agenda, after group members approve the meeting‘s agenda and minutes, the next step is to take up new business.

True False Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1127) You should balance the sequence of discussion topics in an agenda by putting important and difficult items at the very beginning of the meeting.

True False Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting. cdxlviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1128) A business agenda should include several items including a call to order, approval of the agenda, reports, unfinished business, and new business.

True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1129) Once the chairperson has prepared an agenda, group members should not request modifications or additions before or during the meeting.

True False Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1130) A chairperson‘s job is complete when a meeting adjourns.

True False Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1131) A meeting‘s official chairperson is responsible for reviewing the minutes, distributing the minutes of the meeting, and sending any reports that were prepared. cdxlix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1132) If members come late to a scheduled meeting, they should sit without participating until they have observed enough of the meeting‘s discussion to contribute responsibly.

True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1133) A good chairperson encourages participation and constructive dissent.

True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1134) By looking through a group‘s minutes over a period of time, you can learn about the group‘s activities and measure how productive the group has been.

True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting. cdl Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 11.2.4: Preparing the Minutes Difficulty Level: Moderate Skill Level: Understand the Concepts

cdli Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1135) The person assigned as a meeting recorder should make sure to word decisions, motions, action items, and deadlines exactly as the group makes them.

True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.4: Preparing the Minutes Difficulty Level: Moderate Skill Level: Understand the Concepts 1136) The person assigned as a meeting recorder is responsible for reviewing the minutes, distributing the minutes of the meeting, and sending any reports that were prepared.

True False Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.4: Preparing the Minutes Difficulty Level: Moderate Skill Level: Understand the Concepts 1137) The person assigned as a meeting recorder can leave some members‘ comments ―off the record‖ if the group decides that the comments are irrelevant or inappropriate.

True False Answer: True Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.4: Preparing the Minutes Difficulty Level: Moderate Skill Level: Understand the Concepts 1138) Well-prepared minutes are extensive and detailed.

True False

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Answer: False Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.4: Preparing the Minutes Difficulty Level: Moderate Skill Level: Understand the Concepts 1139) Effective groups address to problematic dominator and nonparticipant behaviors by members.

True False Answer: True Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 1140) If you are the chairperson, start the meeting at the scheduled time. Do not waste meeting time by summarizing meeting business for the benefit of latecomers.

True False Answer: True Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 1141) Robert’s Rules of Order, Newly Revised is the most popular, official rule book for group discussions.

True False Answer: True Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4: Parliamentary Procedure Difficulty Level: Moderate cdliii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts 1142) Because parliamentary procedure requires that the majority rules, it does not guarantee that every member has an equal right and opportunity to speak before a vote is taken.

True False Answer: False Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.2: The Guiding Principles of Parliamentary Procedure Difficulty Level: Moderate Skill Level: Understand the Concepts 1143) Regardless of the complexity or importance of an issue, parliamentary rules state that a group must accept the will of the majority even if the majority wins by only one vote.

True False Answer: False Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.2: The Guiding Principles of Parliamentary Procedure Difficulty Level: Moderate Skill Level: Understand the Concepts 1144) The only appropriate time to evaluate the effectiveness of a meeting is after the meeting.

True False Answer: False Learning Objective 11.5: Identify appropriate criteria for evaluating the effectiveness of a group meeting.

Topic 11.5: Evaluating Meeting Difficulty Level: Easy Skill Level: Remember the Facts Essay 1145) Think about some of the meetings you have attended or observed. They can be meetings at work, in your community, at school, in public settings, or in the media. Describe three characteristics of the most effective meetings and three characteristics of the least effective meetings. What are the two things you would do as a meeting chairperson to ensure your cdliv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

meetings are both effective and efficient?

Learning Objective 11.1: Compare the critical characteristics of effective meetings and ineffective meetings.

Topic 11.1: Meetings, Meetings, Meetings Difficulty Level: Difficult Skill Level: Apply What You Know 1146) Your text provides a long list of reasons explaining why so many people dread meetings.

Choose three reasons that you believe are most responsible for such a negative reaction to meetings and explain how they can be overcome by effective strategies for planning and conducting meetings.

Learning Objective 11.1: Compare the critical characteristics of effective meetings and ineffective meetings.

Topic 11.1.2: Why Do Meetings Fail?

Difficulty Level: Moderate Skill Level: Understand the Concepts 1147) The success or failure of a meeting largely depends on proper planning. According to the text, there are five questions you should ask yourself as you plan a meeting. Identify four of the questions. Why is each one important? What are the potential consequences of ignoring any one of the questions?

Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.1: Essential Planning Questions Difficulty Level: Moderate Skill Level: Understand the Concepts 1148) Why should groups develop and use an agenda at their meetings?

Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Understand the Concepts 1149) Your group has been assigned to recommend ways of increasing the effectiveness and participation in your college‘s recycling programs. What questions—in what order—would you include on the meeting agenda?

Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting. cdlv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Moderate Skill Level: Apply What You Know

cdlvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1150) What items will a traditional business meeting agenda include? Demonstrate your ability to prepare an agenda by outlining the major agenda topics for a hypothetical group meeting.

Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.2: Preparing the Agenda Difficulty Level: Difficult Skill Level: Apply What You Know 1151) Explain the following statement from your text and how you could use this phrase to improve group meetings: ―Seek an appropriate balance of the following group dialectics: conflict ↔ cohesion, leadership ↔followership, and structure ↔ spontaneity.‖ Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Difficult Skill Level: Understand the Concepts 1152) What should an effective chairperson do prior to a meeting? What is the chairperson‘s role during a meeting? After a meeting is over, what should the chairperson do?

Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.3: Chairing the Meeting Difficulty Level: Moderate Skill Level: Understand the Concepts 1153) Why is it important to record the minutes of a meeting? Who is responsible for the minutes?

Describe four guidelines for taking good minutes.

Learning Objective 11.2: Identify the essential questions that group members should answer when planning and chairing a meeting.

Topic 11.2.4: Preparing the Minutes Difficulty Level: Moderate Skill Level: Understand the Concepts 1154) Disruptive behavior by group members can undermine a meeting. Identify three disruptive behaviors that may pose problems during a group meeting and recommend strategies for preventing, minimizing or stopping such behavior.

Learning Objective 11.3: Describe three general strategies for adapting to problematic cdlvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Difficult Skill Level: Understand the Concepts 1155) Why should all group members arrive on time and stay for the duration of a meeting? What can a chairperson or other group member do to discourage members from arriving late or leaving early?

Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.1: Addressing Problematic Behaviors Difficulty Level: Moderate Skill Level: Understand the Concepts 1156) You are the chairperson for a meeting that includes members from the United States, Germany, and Japan. What member differences might you expect given the different cultures represented? What strategies will you employ to adapt to member differences, ensure that each member feels respected, and produce a highly effective meeting?

Learning Objective 11.3: Describe three general strategies for adapting to problematic behaviors and member diversity in meetings.

Topic 11.3.2: Adapting to Member Differences Difficulty Level: Difficult Skill Level: Apply What You Know 1157) Identify the five guiding principles that form the basis for all discussions using parliamentary procedure. Identify and describe two of those guiding principles.

Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.2: The Guiding Principles of Parliamentary Procedure Difficulty Level: Difficult Skill Level: Understand the Concepts 1158) Identify the six steps in making and voting on a main motion at a meeting using Parliamentary Procedure.

Learning Objective 11.4: List the five guiding principles of parliamentary procedure.

Topic 11.4.5: Making a Main Motion Difficulty Level: Difficult Skill Level: Understand the Concepts

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1159) There are many ways to evaluate the success of a meeting. If you were creating a post-meeting evaluation to collect written reactions from participants, identify at least six questions you would ask on that form. Word the questions exactly as they should appear on the questionnaire.

Learning Objective 11.5: Identify appropriate criteria for evaluating the effectiveness of a group meeting.

Topic 11.5: Evaluating Meetings Difficulty Level: Difficult Skill Level: Understand the Concepts

Chapter 12 Group Presentations Key: Answer, Page, Type, Learning Objective, Level Type A=Applied C=Conceptual F=Factual Level (1)=Easy; (2)=Moderate; (3)=Difficult 10% Easy 80% Moderate 10% Difficult LO=Learning Objective SG=Used in Study Guide p=page TB_Engleberg_Chapter 12 Multiple Choice Single Select cdlix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1160) The members of the PTA select a spokesperson to make a presentation advocating for more recess time for elementary school students. What type of presentation is the group preparing to present? ooooooooooooooooooooo)

presentation to group members

ppppppppppppppppppppp)

presentation on behalf of a group

qqqqqqqqqqqqqqqqqqqqq)

presentation by a group

rrrrrrrrrrrrrrrrrrrrr)

presentation for an expert audience

sssssssssssssssssssss)

presentation for a public audience

Answer: b Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1161) The members of a company‘s marketing team are practicing their individual contributions as part of a team presentation of the annual marking plan they will share with senior executives. What type of presentation is the group preparing to present? ttttttttttttttttttttt) presentation to group members uuuuuuuuuuuuuuuuuuuuu)

presentation on behalf of a group

vvvvvvvvvvvvvvvvvvvvv)

presentation by a group

wwwwwwwwwwwwwwwwwwwww) presentation for an expert audience xxxxxxxxxxxxxxxxxxxxx)

presentation for a public audience

Answer: c Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1162) The museum‘s curators meet to discuss what their next exhibition should be. So that everyone can share their ideas, each curator is limited to a 2-minute presentation. What type of presentation is the group preparing to present? yyyyyyyyyyyyyyyyyyyyy)

presentation to group members

zzzzzzzzzzzzzzzzzzzzz) presentation on behalf of a group aaaaaaaaaaaaaaaaaaaaaa)presentation by a group bbbbbbbbbbbbbbbbbbbbbb)

presentation for an expert audience cdlx

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

cccccccccccccccccccccc)presentation for a public audience Answer: a Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1163) Which one of the following key elements represents the first and most important step in developing a successful presentation? dddddddddddddddddddddd)

purpose

eeeeeeeeeeeeeeeeeeeeee)audience ffffffffffffffffffffff)

credibility

gggggggggggggggggggggg)

logistics

hhhhhhhhhhhhhhhhhhhhhh)

delivery

Answer: a Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Moderate Skill Level: Understand the Concepts 1164) Determining the purpose of your presentation is not the same as _________. iiiiiiiiiiiiiiiiiiiiii) researching the potential main points jjjjjjjjjjjjjjjjjjjjjj) organizing the subtopics kkkkkkkkkkkkkkkkkkkkkk)

selecting the topic

llllllllllllllllllllll) selecting mode of delivery mmmmmmmmmmmmmmmmmmmmmm)

adapting to the speaking situation

Answer: c Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Moderate Skill Level: Understand the Concepts 1165) Effective speakers seek an appropriate both/and approach to which dialectic tension? nnnnnnnnnnnnnnnnnnnnnn)

personal preference ↔ group mission cdlxi

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

oooooooooooooooooooooo)

individual needs ↔ group purpose

pppppppppppppppppppppp)

leadership ↔ followership

qqqqqqqqqqqqqqqqqqqqqq)

individual goals ↔ group goals

rrrrrrrrrrrrrrrrrrrrrr)

personal goals ↔ group goals

Answer: d Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Moderate Skill Level: Understand the Concepts

cdlxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1166) After identifying the purpose of your presentation, what guiding principle of presentation speaking should you focus on next? ssssssssssssssssssssss)

purpose

tttttttttttttttttttttt) credibility uuuuuuuuuuuuuuuuuuuuuu)

organization

vvvvvvvvvvvvvvvvvvvvvv)

logistics

wwwwwwwwwwwwwwwwwwwwww)

audience

Answer: e Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1167) Which of the following is NOT a demographic trait? xxxxxxxxxxxxxxxxxxxxxx)

age

yyyyyyyyyyyyyyyyyyyyyy)

gender

zzzzzzzzzzzzzzzzzzzzzz)race aaaaaaaaaaaaaaaaaaaaaaa)

ethnicity

bbbbbbbbbbbbbbbbbbbbbbb)

special interests

Answer: e Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1168) Which of the following is an audience-specific attribute? ccccccccccccccccccccccc)

age

ddddddddddddddddddddddd)

gender

eeeeeeeeeeeeeeeeeeeeeee)

Race

fffffffffffffffffffffff)

job title

ggggggggggggggggggggggg)

ethnicity

cdlxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: d Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1169) Which of the following strategies should you use if you know that the audience you will address disagrees with you? hhhhhhhhhhhhhhhhhhhhhhh)

Gain and maintain their attention and interest.

iiiiiiiiiiiiiiiiiiiiiii) Present new information. jjjjjjjjjjjjjjjjjjjjjjj) Give audience members a reason to care. kkkkkkkkkkkkkkkkkkkkkkk)

Acknowledge both sides of the argument.

lllllllllllllllllllllll) Find common ground.

Answer: e Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1170) Which of the following strategies should you use if the audience you are about to address agrees with you, is undecided, or has no opinion? mmmmmmmmmmmmmmmmmmmmmmm) Acknowledge both sides of the argument. nnnnnnnnnnnnnnnnnnnnnnn)

Find common ground.

ooooooooooooooooooooooo)

Accept differences of opinion.

ppppppppppppppppppppppp)

Use fair and reasonable evidence.

qqqqqqqqqqqqqqqqqqqqqqq)

Enhance your personal credibility.

Answer: a Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Difficult Skill Level: Understand the Concepts

cdlxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1171) Raphael gave a presentation explaining his support for a proposed property tax increase to support creating a new football field for the high school. Since many in attendance disagreed with him, Raphael talked about how everyone in the room wants their children to have a safe place to hang out with their friends. He argued that a new field would provide a safe public place for players, spectators, and neighborhood children. Which audience adaptation strategy was Raphael using? rrrrrrrrrrrrrrrrrrrrrrr)

Set realistic goals.

sssssssssssssssssssssss) Find common ground. ttttttttttttttttttttttt) Accept differences of opinion. uuuuuuuuuuuuuuuuuuuuuuu)

Use fair and reasonable evidence.

vvvvvvvvvvvvvvvvvvvvvvv)

Enhance your personal credibility.

Answer: b Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Apply What You Know 1172) Which key element of presentation speaking addresses whether or not an audience finds you trustworthy? wwwwwwwwwwwwwwwwwwwwwww) xxxxxxxxxxxxxxxxxxxxxxx)

credibility

yyyyyyyyyyyyyyyyyyyyyyy)

content

zzzzzzzzzzzzzzzzzzzzzzz)

logistics

aaaaaaaaaaaaaaaaaaaaaaaa)

audience

purpose

Answer: b Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1173) As he delivered his presentation, Wendell‘s audience didn‘t find him to be an expert on the topic. Which of the four factors about credibility are they concerned about? bbbbbbbbbbbbbbbbbbbbbbbb) competence cccccccccccccccccccccccc)

character cdlxv

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

dddddddddddddddddddddddd) confidence eeeeeeeeeeeeeeeeeeeeeeee) ffffffffffffffffffffffff)

caring

charisma

Answer: a Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Apply What You Know 1174) Which of the following items is an aspect of a speaker credibility based on listener perceptions of a speaker‘s honesty and trustworthiness? gggggggggggggggggggggggg) competence hhhhhhhhhhhhhhhhhhhhhhhh) character iiiiiiiiiiiiiiiiiiiiiiii) confidence jjjjjjjjjjjjjjjjjjjjjjjj) caring kkkkkkkkkkkkkkkkkkkkkkkk) charisma Answer: b Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1175) Which of the following items is an aspect of speaker credibility based on listener perceptions that a speaker understands and respects audience member ideas and is both empathetic and responsive to their needs? llllllllllllllllllllllll) competence mmmmmmmmmmmmmmmmmmmmmmmm) character nnnnnnnnnnnnnnnnnnnnnnnn) confidence oooooooooooooooooooooooo) caring pppppppppppppppppppppppp) charisma Answer: d Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility cdlxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 1176) Which of the following items is an aspect of speaker credibility based on listener perceptions about your level of enthusiasm and commitment? qqqqqqqqqqqqqqqqqqqqqqqq) competence rrrrrrrrrrrrrrrrrrrrrrrr)

character

ssssssssssssssssssssssss) confidence tttttttttttttttttttttttt) caring uuuuuuuuuuuuuuuuuuuuuuuu) charisma Answer: e Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1177) During her presentation about checking and, if necessary, removing lead from the water pipes in district schools, Patricia talked about how she has taken time to write letters to her state representatives as well as to the school board, newspapers, and the governor. What aspect of speaker credibility is she exhibiting? vvvvvvvvvvvvvvvvvvvvvvvv) competence wwwwwwwwwwwwwwwwwwwwwwww)

character

xxxxxxxxxxxxxxxxxxxxxxxx) capability yyyyyyyyyyyyyyyyyyyyyyyy) caring zzzzzzzzzzzzzzzzzzzzzzzz)

charisma

Answer: d Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Apply What You Know 1178) Which of the key elements of presentation speaking describes the strategic planning, arranging, and adapting to the occasion, setting, facilities, time, and materials relevant to your presentation? aaaaaaaaaaaaaaaaaaaaaaaaa)

purpose cdlxvii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

bbbbbbbbbbbbbbbbbbbbbbbbb) delivery ccccccccccccccccccccccccc)

content

cdlxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

ddddddddddddddddddddddddd) logistics eeeeeeeeeeeeeeeeeeeeeeeee)

organization

Answer: d Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.4: Logistics Difficulty Level: Moderate Skill Level: Understand the Concepts 1179) While preparing her presentation for the board meeting, Ashton asked herself if there were any common ideas that appeared in most of her materials. By asking this question, she was addressing which of the key elements of presentation speaking? fffffffffffffffffffffffff)

purpose

ggggggggggggggggggggggggg) delivery hhhhhhhhhhhhhhhhhhhhhhhhh) content iiiiiiiiiiiiiiiiiiiiiiiii)

logistics

jjjjjjjjjjjjjjjjjjjjjjjjj)

organization

Answer: e Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Apply What You Know 1180) During his presentation, Shouma said, ―The following membership increases occurred in the East, South, West, and Central regions….‖ What type of organizational pattern is Shouma using? kkkkkkkkkkkkkkkkkkkkkkkkk) reason giving lllllllllllllllllllllllll)

time arrangement

mmmmmmmmmmmmmmmmmmmmmmmmm)

space arrangement

nnnnnnnnnnnnnnnnnnnnnnnnn) problem-solution ooooooooooooooooooooooooo) compare-contrast Answer: c Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

cdlxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Apply What You Know 1181) During her presentation, Anna said, ―Here‘s what will happen if we don‘t work to curb our carbon footprint within the next five years….‖ What type of organizational pattern is Anna using? ppppppppppppppppppppppppp) reason giving qqqqqqqqqqqqqqqqqqqqqqqqq) causes and effects rrrrrrrrrrrrrrrrrrrrrrrrr)

space arrangement

sssssssssssssssssssssssss) problem-solution ttttttttttttttttttttttttt)

compare-contrast

Answer: b Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Apply What You Know 1182) Which of the following is a form of presentation delivery in which you speak without prior preparation or practice? uuuuuuuuuuuuuuuuuuuuuuuuu) impromptu vvvvvvvvvvvvvvvvvvvvvvvvv) extemporaneous wwwwwwwwwwwwwwwwwwwwwwwww) manuscript xxxxxxxxxxxxxxxxxxxxxxxxx) memorized yyyyyyyyyyyyyyyyyyyyyyyyy) eloquent Answer: a Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Skill Level: Understand the Concepts Difficulty Level: Moderate 1183) Which of the following is a form of presentation delivery in which you are fully prepared but use an outline or set of notes to guide you through your presentation? zzzzzzzzzzzzzzzzzzzzzzzzz)

impromptu cdlxx

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

aaaaaaaaaaaaaaaaaaaaaaaaaa)

extemporaneous

bbbbbbbbbbbbbbbbbbbbbbbbbb) cccccccccccccccccccccccccc)

manuscript

memorized

dddddddddddddddddddddddddd)

eloquent

Answer: b Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Skill Level: Understand the Concepts Difficulty Level: Moderate 1184) Many listeners find it most comfortable to listen to a speaker who speaks how many words a minute? eeeeeeeeeeeeeeeeeeeeeeeeee) ffffffffffffffffffffffffff)

between 75 and 100

between 85 and 110

gggggggggggggggggggggggggg)

between 100 and 125

hhhhhhhhhhhhhhhhhhhhhhhhhh)

between 145 and 180

iiiiiiiiiiiiiiiiiiiiiiiiii)

between 175 and 200

Answer: d Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Skill Level: Remember the Facts Difficulty Level: Easy 1185) The single most important physical characteristic in an oral presentation is _________. jjjjjjjjjjjjjjjjjjjjjjjjjj)

hand gestures

kkkkkkkkkkkkkkkkkkkkkkkkkk) llllllllllllllllllllllllll)

posture

eye contact

mmmmmmmmmmmmmmmmmmmmmmmmmm) nnnnnnnnnnnnnnnnnnnnnnnnnn)

vocal fillers

use of space

Answer: c Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery cdlxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Remember the Facts Difficulty Level: Easy 1186) Which of the following is a public group presentation in which several people interact with one another about a common discussion topic for the benefit of an audience? oooooooooooooooooooooooooo)

symposium

pppppppppppppppppppppppppp)

panel discussion

qqqqqqqqqqqqqqqqqqqqqqqqqq)

forum

rrrrrrrrrrrrrrrrrrrrrrrrrr)

video conference

ssssssssssssssssssssssssss)

individual presentation

Answer: b Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Easy Skill Level: Remember the Facts 1187) Which of the following is a public group presentation when a series of speakers present short, uninterrupted presentations on different aspects of the same topic for the benefit of an audience? tttttttttttttttttttttttttt)

symposium

uuuuuuuuuuuuuuuuuuuuuuuuuu)

panel discussion

vvvvvvvvvvvvvvvvvvvvvvvvvv)

forum

wwwwwwwwwwwwwwwwwwwwwwwwww) xxxxxxxxxxxxxxxxxxxxxxxxxx)

video conference

individual presentation

Answer: a Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Easy Skill Level: Remember the Facts 1188) Which of the following is a public group presentation that would allow employees to ask questions and express opinions after listening to a company‘s plan for cutting expenses? yyyyyyyyyyyyyyyyyyyyyyyyyy) zzzzzzzzzzzzzzzzzzzzzzzzzz)

symposium

panel discussion cdlxxii

Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

aaaaaaaaaaaaaaaaaaaaaaaaaaa) forum bbbbbbbbbbbbbbbbbbbbbbbbbbb)

video conference

ccccccccccccccccccccccccccc) individual presentation Answer: c Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Moderate Skill Level: Apply What You Know 1189) Members of a graphic design firm develop a coordinated presentation to convince their state‘s department of tourism to select their firm for the design of the state‘s new tourism campaign. What type of team presentation are they giving? ddddddddddddddddddddddddddd)

host a symposium

eeeeeeeeeeeeeeeeeeeeeeeeeee) secure a contract fffffffffffffffffffffffffff) solicit support ggggggggggggggggggggggggggg)

moderate a forum

hhhhhhhhhhhhhhhhhhhhhhhhhhh)

share important information

Answer: b Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Moderate Skill Level: Apply What You Know 1190) A group of senior law clerks develop a coordinated presentation to inform new interns about important services and institutional policies at a new employee orientation session.

What type of team presentation are they giving? iiiiiiiiiiiiiiiiiiiiiiiiiii)

host a symposium

jjjjjjjjjjjjjjjjjjjjjjjjjjj)

secure a contract

kkkkkkkkkkkkkkkkkkkkkkkkkkk) lllllllllllllllllllllllllll)

solicit support

moderate a forum

mmmmmmmmmmmmmmmmmmmmmmmmmmm) share important information Answer: e Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations. cdlxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 12.3.2: Team Presentations Difficulty Level: Moderate Skill Level: Apply What You Know

cdlxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1191) Which of the following elements is not one of the seven steps in the Seven-Step Guide to Team Presentations? nnnnnnnnnnnnnnnnnnnnnnnnnnn)

purpose

ooooooooooooooooooooooooooo)

audience

ppppppppppppppppppppppppppp)

objective

qqqqqqqqqqqqqqqqqqqqqqqqqqq)

credibility

rrrrrrrrrrrrrrrrrrrrrrrrrrr) organization Answer: c Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Moderate Skill Level: Understand the Concepts 1192) Of the many guidelines for effectively answering audience questions, which is the most basic and important? sssssssssssssssssssssssssss) ttttttttttttttttttttttttttt)

be brief

anticipate the questions that may be asked

uuuuuuuuuuuuuuuuuuuuuuuuuuu)

be prepared

vvvvvvvvvvvvvvvvvvvvvvvvvvv)

answer the question

wwwwwwwwwwwwwwwwwwwwwwwwwww)

be honest.

Answer: d Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Moderate Skill Level: Understand the Concepts 1193) Which guideline for designing effective presentation slides comes with the following recommendations: (1) Make only one point on each slide and (2) Follow the six-by-six rule? xxxxxxxxxxxxxxxxxxxxxxxxxxx)

Exercise restraint.

yyyyyyyyyyyyyyyyyyyyyyyyyyy)

Use readable typefaces.

zzzzzzzzzzzzzzzzzzzzzzzzzzz) Use appropriate templates and graphics. aaaaaaaaaaaaaaaaaaaaaaaaaaaa) Use animation and sound effects. cdlxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

bbbbbbbbbbbbbbbbbbbbbbbbbbbb)

Choose decorative elements.

cdlxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: a Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.1: Presentation Slides Difficulty Level: Moderate Skill Level: Apply What You Know 1194) If you use a clever cartoon, a dramatic photograph, a startling graph, or any other compelling aid in a visual aid, you are demonstrating which of the three primary functions of presentation aids? cccccccccccccccccccccccccccc) Gain attention and maintain interest. dddddddddddddddddddddddddddd)

Enhance clarity and comprehension.

eeeeeeeeeeeeeeeeeeeeeeeeeeee) Address logistics. ffffffffffffffffffffffffffff) Save time. gggggggggggggggggggggggggggg)

Express your purpose.

Answer: a Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts 1195) If you use a graph or chart to summarize a complex process or a set of statistics, you are demonstrating which of the three primary functions of presentation aids? hhhhhhhhhhhhhhhhhhhhhhhhhhhh)

Gain attention and maintain interest.

iiiiiiiiiiiiiiiiiiiiiiiiiiii)

Enhance clarity and comprehension.

jjjjjjjjjjjjjjjjjjjjjjjjjjjj)

Address logistics.

kkkkkkkkkkkkkkkkkkkkkkkkkkkk) llllllllllllllllllllllllllll)

Save time.

Express your purpose.

Answer: d Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts

cdlxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1196) When you give your audience enough time to see or read your presentation slide before turning their attention back to you, you are demonstrating which of the ―Dos‖ of for using presentation aids? mmmmmmmmmmmmmmmmmmmmmmmmmmmm)

Explain the point.

nnnnnnnnnnnnnnnnnnnnnnnnnnnn)

Wait until the appropriate time.

oooooooooooooooooooooooooooo)

Be prepared to manage without it.

pppppppppppppppppppppppppppp)

Handle handouts effectively.

qqqqqqqqqqqqqqqqqqqqqqqqqqqq)

Show and tell.

Answer: b Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.2: Displaying Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts 1197) In general, which is the best rule to follow about the number of lines and amount of text per line you should include on a slide? rrrrrrrrrrrrrrrrrrrrrrrrrrrr) 3×3 rule ssssssssssssssssssssssssssss) tttttttttttttttttttttttttttt)

5×5 rule

6×6 rule

uuuuuuuuuuuuuuuuuuuuuuuuuuuu)

7×7 rule

vvvvvvvvvvvvvvvvvvvvvvvvvvvv)

4×4 rule

Answer: c Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.1: Presentation Slides Difficulty Level: Moderate Skill Level: Understand the Concepts True or False 1198) A group presentation is a relatively uninterrupted talk or speech by one or more group members within a group, on behalf of a group, or by an entire group.

True False cdlxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Answer: True Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1199) Group members do not need to adapt presentations to the needs and characteristics of their group and its goals.

True False Answer: False Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1200) The student government association selects a spokesperson to make a presentation opposing the proposed tuition increase at the monthly public meeting of the college‘s board of trustees. This is an example of a presentation to group members.

True False Answer: False Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Easy Skill Level: Remember the Facts 1201) Copyright laws apply to works beyond those you find in print such as musical compositions, sound recordings, and lyrics.

True False Answer: True Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Understand the Concepts

cdlxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1202) The first and most important step in developing a successful presentation is identifying your purpose.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Easy Skill Level: Remember the Facts 1203) Your purpose is the same thing as your topic.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Moderate Skill Level: Understand the Concepts 1204) A topic states what a speaker wants listeners to know, think, believe, or do while or after you make a presentation.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Easy Skill Level: Remember the Facts 1205) Effective speakers seek an appropriate both/and approach to the individual goals-group goals dialectic tension.

True False Answer: True cdlxxx Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Moderate Skill Level: Understand the Concepts 1206) The seven elements of presentation speaking are all that you need to know about making an effective presentation.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2: Presentation Guidelines Difficulty Level: Easy Skill Level: Remember the Facts 1207) When preparing to adapt your message to your audience, you should make sure you also assess your characteristics and opinions.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1208) If you have been working in a group for a long time, you can easily catalog most of their demographic traits.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts cdlxxxi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1209) Ethnicity is an example of an audience-specific attribute.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1210) Personality traits are an example of an audience-specific attribute.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1211) Demographic traits and audience-specific attributes can affect how listeners react to you and to your message.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1212) Effective presenters try not to predict who or how many listeners will agree, disagree, or be undecided.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of cdlxxxii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1213) One audience adaptation strategy you can use when your audience is undecided is to give them a reason to care.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Easy Skill Level: Remember the Facts 1214) One audience adaptation strategy you can use when your audience disagrees with you is to enhance your personal credibility.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Easy Skill Level: Remember the Facts 1215) One audience adaptation strategy you can use when your audience disagrees with you is to explain why they are wrong or misinformed.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts cdlxxxiii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1216) When you address a controversial issue, make sure you acknowledge differences of opinion.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Understand the Concepts 1217) Confident speakers are also more credible presenters.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1218) A speaker who experiences high levels of communication apprehension cannot project confidence and credibility.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1219) If you are not a recognized expert on a subject, you should demonstrate that you are well prepared.

True False Answer: True cdlxxxiv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1220) Caring is an aspect of a speaker credibility based on listener perceptions of your honesty and trustworthiness.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1221) Charisma is not essential for success as a speaker.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1222) Your credibility as a speaker is based on the perceptions of your audience.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility Difficulty Level: Moderate Skill Level: Understand the Concepts 1223) When you ask where and when questions about your presentation, you are addressing the cdlxxxv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

element of logistics.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.4: Logistics Difficulty Level: Moderate Skill Level: Understand the Concepts 1224) Your ability to organize a presentation also depends on whether you have selected appropriate ideas and information based on your analysis of purpose, audience, and logistics.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Understand the Concepts 1225) Experienced speakers do not find it difficult to see how their content fits into an organizational pattern.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Easy Skill Level: Remember the Facts 1226) If a speaker says, ―I‘ve contacted four community associations in this country, and here‘s what I found….‖ she is using ―Stories and Examples‖ as her organizational pattern.

True False Answer: True cdlxxxvi Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Easy Skill Level: Remember the Facts 1227) If a speaker says, ―Let‘s take a look at the two research methods we considered….‖ he is using the Problem-Solution organizational pattern.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Easy Skill Level: Remember the Facts 1228) Some speakers also use their outlines as speaking notes for delivering a presentation.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Understand the Concepts 1229) The very first part of your presentation is critical because a well-crafted introduction gains attention and interest.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Understand the Concepts cdlxxxvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1230) The heart of your presentation is the conclusion section.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Easy Skill Level: Remember the Facts 1231) How you speak affects how well listeners hear, understand, remember, interpret, evaluate, and respond to you and your message.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Easy Skill Level: Remember the Facts 1232) Extemporaneous delivery is a form of presentation delivery in which you speak without prior preparation or practice.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Easy Skill Level: Remember the Facts 1233) Generally, you will be more effective if you speak extemporaneously, the most common style of delivery.

True False Answer: True cdlxxxviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Easy Skill Level: Remember the Facts 1234) Generally, you should not memorize your manuscript and try to deliver it without any notes.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Easy Skill Level: Remember the Facts 1235) The key to successful delivery is practice.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Easy Skill Level: Remember the Facts 1236) In a small group setting, a presentation does not require more volume than you would use in everyday conversations.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Understand the Concepts cdlxxxix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1237) When focused on clearly articulating your words, it helps to speak a little more slowly, a little bit louder, and to open your mouth a little wider than usual.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Understand the Concepts 1238) The single most important physical characteristic of an oral presentation is eye contact.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Understand the Concepts 1239) If you stand while speaking, your feet should be about 24 inches apart.

True False Answer: False Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Apply What You Know 1240) The most important factor in making an audio presentation is the quality of your voice and its ability to communicate sincerity and enthusiasm.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of cdxc Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Easy Skill Level: Remember the Facts 1241) Visual presentations are more personal than audio presentations.

True False Answer: True Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Understand the Concepts 1242) A symposium occurs when several people interact with one another on a common discussion topic for the benefit of an audience.

True False Answer: False Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Easy Skill Level: Remember the Facts 1243) A forum provides opportunities for audience members to comment, express concerns, and ask questions to presenters, usually at the conclusion of the group presentation.

True False Answer: True Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Easy Skill Level: Remember the Facts

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1244) When you are participating in a public group, remember that you are always ―on stage‖ even when you are not speaking.

True False Answer: True Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Easy Skill Level: Remember the Facts

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1245) The Share Important Information type of team presentation is when several members speak more knowledgeably on different aspects of an important topic than an individual presenter.

True False Answer: True Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Easy Skill Level: Remember the Facts 1246) A group of teachers develops a coordinated team presentation designed to convince the school board to increase teacher salaries so they are more competitive with neighboring jurisdictions. This is an example of the Solicit Support type of team presentation.

True False Answer: True Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Easy Skill Level: Remember the Facts 1247) Groups that work well in the conference room may fall apart in the spotlight of a team presentation.

True False Answer: True Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Easy Skill Level: Remember the Facts 1248) Begin a question-and-answer session by asking a question that assumes that there are questions, such as, ―What are your questions?‖ or ―Who has the first question?‖ True cdxciii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

False Answer: True Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Easy Skill Level: Remember the Facts 1249) When answering questions in a question-and-answer session, you should be very detailed in your response.

True False Answer: False Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Moderate Skill Level: Understand the Concepts 1250) A graph or chart can save time when summarizing a complex process or a set of statistics.

True False Answer: True Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4: Presentation Aids Difficulty Level: Easy Skill Level: Remember the Facts 1251) The most basic principle about presentation aid is ―Presentation aids are only aids.‖ True False Answer: True Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4: Presentation Aids Difficulty Level: Moderate cdxciv Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Skill Level: Understand the Concepts

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1252) Generally, avoid type that is smaller than 18 points for a slide presentation.

True False Answer: False Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.1: Presentation Slides Difficulty Level: Easy Skill Level: Remember the Facts 1253) The three most important general guidelines for creating and sharing effective presentation slides are: (1) Exercise restraint, (2) Use readable typefaces, and (3) Use appropriate templates and graphics.

True False Answer: True Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.1: Presentation Slides Difficulty Level: Easy Skill Level: Remember the Facts 1254) The three most important general guidelines for creating and sharing effective presentation slides are: (1) Make only one point per slide, (2) Use the 1×6×6 rules, and (3) Avoid type that is small than 20 points.

True False Answer: False Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.1: Presentation Slides Difficulty Level: Easy Skill Level: Remember the Facts

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Essay 1255) Define the term ―group presentation‖ and identify the three types of group presentations discussed in the text. In your response, provide examples of each of the three types.

Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Understand the Concepts 1256) What ethical challenges does AI present in terms of creating group presentations? How might you use AI in preparing a group presentation and still abide by ethical standards?

Please explain your response.

Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Difficult Skill Level: Apply What You now 1257) Explain the basic idea behind copyright law. Why is it important for you to be aware of copyright law as a speaker?

Learning Objective 12.1: Differentiate the three types of group presentations.

Topic 12.1: Presentations in and by Groups Difficulty Level: Moderate Skill Level: Apply What You Know 1258) Identify and describe the seven key elements and guiding principles of presentation speaking.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2: Presentation Guidelines Difficulty Level: Difficult Skill Level: Understand the Concepts 1259) Explain what a presentation purpose is and why it is the first and most important step in developing a successful presentation.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose cdxcvii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Difficulty Level: Moderate Skill Level: Understand the Concepts 1260) Identify three questions you should ask yourself when determining your presentation purpose. How would you use these questions to determine the purpose of a presentation topic of your choosing?

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.1: Purpose Difficulty Level: Difficult Skill Level: Apply What You Know 1261) What are the two basic questions you should ask yourself when analyzing and adapting your presentation to an audience? Apply these two questions to a presentation a group of students is scheduled to give about their opposition to a proposed increase in tuition at their college. Assume the college president and board of trustees will be in attendance.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Difficult Skill Level: Apply What You Know 1262) Describe the difference between demographics and audience-specific attributes. In your description, include two examples of each.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Skill Level: Understand the Concepts Difficulty Level: Moderate 1263) A group of drug abuse counselors are holding a forum at the local high school to speak to students on issues relating to the rising misuse of prescription pain pills. Explain how demographic traits and audience-specific attributes can affect how listeners react to the drug counselors as speakers and to their message.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Difficult Skill Level: Apply What You Know cdxcviii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

1264) Identify two strategies for addressing each of three types of audiences: An audience that (1) agrees with you, (2) is undecided or (2) has no opinion. Describe and provide examples of each strategy.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Difficult Skill Level: Understand the Concepts 1265) Identify five strategies for addressing an audience that disagrees with you. Describe three of the five strategies in detail and provide examples of each one.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Difficult Skill Level: Understand the Concepts 1266) You‘re a member of a group scheduled to present a proposal to the president of your company about a new profit-sharing program. The president doesn‘t have a favorable opinion of the program. Explain how your group can establish common ground with the president.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.2: Audience Difficulty Level: Moderate Skill Level: Apply What You Know 1267) Describe the four factors identified as having an especially strong impact on a speaker‘s credibility.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.3: Credibility, Difficulty Level: Difficult Skill Level: Understand the Concepts 1268) Explain why your credibility as a speaker is based on audience perceptions. In your response, provide a specific example to illustrate your point.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups. cdxcix Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 12.2.3: Credibility

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Difficulty Level: Moderate Skill Level: Understand the Concepts 1269) Explain why it is important to ask where and when you‘ll be speaking.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.4: Logistics Difficulty Level: Moderate Skill Level: Understand the Concepts 1270) Your text lists four guidelines for developing the content of a presentation. How could you use them to determine what you should address in a group presentation to your class about lowering the voting age to 16?

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.5: Content Difficulty Level: Difficult Skill Level: Apply What You Know 1271) Identify and describe four of the seven organizational patterns described in the text. In your description, provide an example of how you could apply each one to a particular purpose or topic.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Understand the Concepts 1272) Explain why the introduction of a presentation is critical. Describe some strategies a speaker can use to capture the audience‘s attention.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Understand the Concepts 1273) Describe the general order of content for a presentation outline.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups. di Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

Topic 12.2.6: Organization Difficulty Level: Moderate Skill Level: Understand the Concepts 1274) Explain the difference between impromptu and extemporaneous delivery styles. Which of these is the most common method of delivery? Why do your text authors recommend that you never read from a manuscript?

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Understand the Concepts 1275) Describe four key characteristics of vocal delivery and three key characteristics of physical delivery. In your descriptions, provide specific examples.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Understand the Concepts 1276) Despite the fact that audio and video media can reach huge audiences, they are still very personal, even intimate, forms of communication. Describe what group members should do during a virtual presentation in order to be both professional and personal.

Learning Objective 12.2: Explain how the seven key elements and guiding principles of presentation speaking apply to individual presentations in groups.

Topic 12.2.7: Delivery Difficulty Level: Moderate Skill Level: Understand the Concepts 1277) Identify and describe the three types of public group presentations including their characteristics. In your descriptions, provide specific examples to illustrate each of the types.

Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.1: Public Group Presentations Difficulty Level: Moderate Skill Level: Understand the Concepts

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1278) According to author Marjorie Brody and your text‘s authors, groups that work well in the conference room may fall apart in the spotlight of a team presentation. Explain why they believe this to be true and provide an example to illustrate your point.

Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Moderate Skill Level: Understand the Concepts 1279) A group of concerned citizens is preparing a presentation for the next town council board meeting about passing a noise ordinance. Explain how the group can use the Seven-Step Guide to Team Presentations to plan their presentation. In your explanation, offer examples of each of the steps.

Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations, Difficulty Level: Difficult Skill Level: Apply What You Know 1280) Describe three guidelines a speaker should use to practice for a question-and-answer session. Also, explain some techniques a group can use to handle taking questions.

Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Moderate Skill Level: Understand the Concepts 1281) Use the seven key elements and guiding principles of presentation speaking team presentations to describe the criteria for evaluating the strengths and weaknesses of a team presentation.

Learning Objective 12.3: Explain how the seven key elements and guiding principles of presentation speaking apply to public and team presentations.

Topic 12.3.2: Team Presentations Difficulty Level: Moderate Skill Level: Understand the Concepts 1282) Presentation aids are more than pretty pictures or sets of colorful slides. Identify and describe three major functions of presentation aids and why they are important.

Learning Objective 12.4: Summarize three major guidelines for designing effective diii Copyright © 2025, 2017, 2013 by Pearson Education, Inc. All rights reserved.

presentation aids.

Topic 12.4: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts 1283) Explain this basic principle of presentation aids: Presentation aids are only aids.

Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4: Presentation Aids Difficulty Level: Moderate Skill Level: Understand the Concepts 1284) Your group is creating presentation slides for an upcoming presentation to your boss about first quarter sales. Describe how your group can use the three important guidelines for creating and sharing effective presentation slides to create the slides for your presentation.

Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.1: Presentation Slides Difficulty Level: Moderate Skill Level: Apply What You Know 1285) Choose two alternatives to slide presentations, such as flip charts, whiteboards, handouts, interactive activities, theatrical performance, etc. Describe what type of message would suit these alternative presentation types and the advantages the alternative format would have over a traditional slide presentation.

Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.1: Presentation Slides Difficulty Level: Moderate Skill Level: Apply What You Know 1286) Identify and explain three dos and three don‘ts for displaying presentation aids. In your explanation, provide specific examples of each.

Learning Objective 12.4: Summarize three major guidelines for designing effective presentation aids.

Topic 12.4.2: Displaying Presentation Aids Difficulty Level: Moderate, Skill Level: Apply What You Know

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