Ch. 11 Developing Groups

6. _______________ is not a reason employees join groups.A. MoneyB. SecurityC. Self-esteemD. AffiliationE. Power

: A: 1 Page Ref: 295LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

13. Workgroups typically provide their members with explicit cues. Of the following, which is NOT one of those typical explicit cues? A. Whether to join a union or notB. How hard to workC. What level of output to haveD. When to look busyE. When it's acceptable to goof off

: A: 1 Page Ref: 296LO: 11.2 Define normsAACSB: Application of knowledge

19. Leaders frequently emerge within workgroups, yet they have no formal authority in the organization. These are known as ___________________.A. emergent leadersB. unofficial supervisorsC. workgroup managersD. designated supervisorsE. workgroup leader

: A: 1 Page Ref: 298LO: 11.4 Describe who is likely to become an emergent leader in an informal groupAACSB: Application of knowledge

48. _________________requires management to encourage employees to share ideas and to act on what the employees suggest.A. Continuous improvementB. Cultural diversityC. Performance improvementD. Quality managementE. Global team organizations

: A: 1 Page Ref: 309LO: 11.9 Describe the role of teams in continuous-improvement programsAACSB: Application of knowledge

32. Teams from the same department or functional area involved in efforts to improve work activities or address specific issues are:A. Problem-solving teamsB. Self-managed work teamsC. Virtual teamsD. Cross-functional teamsE. Off-shored teams

: A: 1 Page ref: 300LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

9. Groups can be a vehicle for fulfillment for people with a high need for ______________.A. powerB. communicationC. achievementD. affiliationE. social interaction

: A: 2 Page Ref: 295LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

29. Many organizations have restructured work processes around teams because supervisors are looking for the positive synergy that will _____________________.A. help the organization improve its performanceB. deploy better technical solutionsC. attract top talentD. resolve vendor and customer issues easilyE. make employees top performers

: A: 2 Page Ref: 300LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

2. _____________________ are workgroups established by the organization and given designated work assignments and established tasks.A. Task force teamsB. Formal groupsC. TeamsD. Informal groupsE. Groups

: B: 1 Page Ref: 295LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

14. Which norm explains why ambitious candidates to positions of greater authority in an organization willingly take work home at night, come in on weekends, and accept transfers to cities where they would otherwise not prefer to live?A. The career normB. The loyalty normC. The aspiration normD. The conformance normE. The achievement norm

: B: 1 Page Ref: 296LO: 11.2 Define normsAACSB: Application of knowledge

17. Some workgroups are more cohesive. Of the following, which is NOT one of the typical reasons for more cohesiveness?A. Members have spent a long time togetherB. They have a long history of working in start-upsC. The group has a history of previous successD. They survived a threat, which brought them closerE. The group is small with high interaction

: B: 1 Page Ref: 298LO: 11.3 Explain the relationship between cohesiveness and group productivityAACSB: Application of knowledge

21. ________________ pass on information to others and tend to be central links in the informal communication chainA. SupervisorsB. Emergent leadersC. ManagersD. Workgroup leadersE. Informal leaders

: B: 1 Page Ref: 298LO: 11.4 Describe who is likely to become an emergent leader in an informal groupAACSB: Application of knowledge

38. A__________________ recognizes the need for higher performance and is really trying hard to achieve it, but its purpose and goals need greater clarity or the team may need better coordination.A. virtual teamB. potential teamC. real teamD. pseudo teamE. working group

: B: 1 Page Ref: 301LO: 11.7 List the characteristics of real teamsAACSB: Application of knowledge

34. A formal group of employees operating without a manager, but with responsibility for a complete work process or segment is a:A. Problem-solving teamB. Self-managed work teamC. Virtual teamD. Cross-functional teamE. Off-shored team

: B: 1 Page ref: 301LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

27. Because teams ____________when the tasks being done require multiple skills, judgment, and experience, teams are becoming the prime vehicle around which work is being designed.A. get better resultsB. typically outperform individualsC. function at higher levelsD. are widespread through organizationsE. contain emergent leaders

: B: 2 Page Ref: 300LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

42. Studies have shown that when teams focus only on group-level performance targets, and ignore individual contributions and responsibilities, team members often engage in ____________________.A. dysfunctional behaviorsB. social loafing.C. internal strifeD. goal disagreementE. power struggles

: B: 2 Page Ref: 305LO: 11.7 List the characteristics of real teamsAACSB: Application of knowledge

40. For effective performance, a team requires all of types of skills including ________ A. project managementB. decision-makingC. writingD. speakingE. technical

: B: 2 Page Ref: 305LO: 11.7 List the characteristics of real teamsAACSB: Application of knowledge:

45. High-performance teams have both a ___________________and a belief that the goals embody a worthwhile or important result.A. desire to hire only the best peopleB. clear understanding of their goalsC. sense of determinationD. create regular channels of communicationsE. focus on excellence

: B: 2 Page Ref: 307LO: 11.8 List actions a supervisor can take to improve team performanceAACSB: Application of knowledge

47. The strongest case for ____________is when teams are engaged in problem-solving and decision-making tasks.A. continuous improvementB. diversityC. work groupsD. performance improvementE. teamwork

: B: 2 Page Ref: 309LO: 11.9 Describe the role of teams in continuous-improvement programsAACSB: Application of knowledge

1. _______________ is two or more interacting and interdependent individuals who come together to achieve particular objectivesA. A formal groupB. An informal groupC. A groupD. A formal teamE. An informal team

: C: 1 Page Ref: 295LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

12. The most widespread norms in organizations are related to __________________.A. departmental structuresB. loyaltyC. effort and performanceD. corporate policiesE. those set by human resources

: C: 1 Page Ref: 296LO: 11.2 Define normsAACSB: Application of knowledge

20. Wise supervisors should identify the __________________within workgroups and build ties with them. A. workgroup managersB. designated supervisorsC. emergent leadersD. unofficial supervisorsE. workgroup leaders

: C: 1 Page Ref: 298LO: 11.4 Describe who is likely to become an emergent leader in an informal groupAACSB: Application of knowledge

39. A ____________is the ultimate goal and is a unit with a set of common characteristics that lead to consistently high performance.A. virtual teamB. potential teamC. real teamD. pseudo teamE. working group

: C: 1 Page Ref: 301LO: 11.7 List the characteristics of real teamsAACSB: Application of knowledge

44. ________________ is one of the critical obstacles that can prevent teams from becoming high performing.A. Lack of small winsB. No external supportC. Lack of trustD Lack of mutual trustE. Lack of team-building training

: C: 1 Page Ref: 306LO: 11.8 List actions a supervisor can take to improve team performanceAACSB: Application of knowledge

3. Many formal workgroups are merely individuals who sporadically interact but who ________________________that requires joint efforts.A. have no technical skillsB. share a common interestC. have no collective commitment D. have no responsibilityE. have few mutual goals

: C: 2 Page Ref: 295LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

24. If performance-related norms are low, and hindering your department's performance, you can consider doing a few things. Of the following, which is NOT among those things that you should consider?A. Request transfers for one or more of the group's membersB. Reward department members who act against the dysfunctional normsC. Restrict paid time off until performance improvesD. Give preferred work assignmentsE. Praise employees who don't restrict their work output

: C: 2 Page Ref: 299LO: 11.5 Explain what a supervisor can do when group norms are hindering department performanceAACSB: Application of knowledge

30. The extensive use of teams creates the potential for an organization to generate greater outputs _________________.A. per employeeB. with greater increases in manufacturing outputsC. with no increase in inputsD. with no increase in offshoringE. with fewer team members

: C: 3 Page Ref: 300LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

5. By joining a group, individuals can reduce the insecurity of "standing alone, which helps them to feel stronger, have fewer self-doubts, and _______________.A. achieve moreB. attain goalsC. feel less insecureD. be more resistant to threats.E. absences

: D: 1 Page Ref: 295LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

7. For many people, on-the-job interactions are their primary means of fulfilling their need for ______________.A. teamworkB. intellectual stimulationC. creativityD. affiliationE. achievement

: D: 1 Page Ref: 296LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

8. ______________ is one of the appealing aspects of groups because what often cannot be achieved individually becomes possible through group action.A. Greater financial rewardsB. Social interactionC. The chance to improve qualityD. PowerE. The opportunity to learn something new

: D: 1 Page Ref: 296LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

11. Golfers don't speak while their partners are putting on the green, and employees generally don't criticize their bosses in public. These are examples of ______________.A. rulesB. traditions C. civil behaviorsD. normsE. good manners

: D: 1 Page Ref: 296LO: 11.2 Define normsAACSB: Application of knowledge

16. _________________is the degree to which members are attracted to each other and are motivated to stay in the group.A. Goal directedness B. Mutual attractiveC. TeamworkD. CohesivenessE. Team focus

: D: 1 Page Ref: 298LO: 11.3 Explain the relationship between cohesiveness and group productivityAACSB: Application of knowledge

22. People with _____________ and those with important but scarce knowledge about the organization or technical aspects of the group's work may be emergent leaders.A. non-technical knowledgeB. networking contactsC. management connectionsD. charismatic traitsE. business skills

: D: 1 Page Ref: 298LO: 11.4 Describe who is likely to become an emergent leader in an informal groupAACSB: Application of knowledge

37. A _______________ is not a team, because it doesn't focus on collective performance and members have no interest in shaping a common purpose.A. virtual teamB. potential teamC. real teamD. pseudo teamE. working group

: D: 1 Page Ref: 301LO: 11.7 List the characteristics of real teamsAACSB: Application of knowledge

33. Work teams composed of individuals from various specialties and used by many organizations are:A. Problem-solving teamsB. Self-managed work teamsC. Virtual teamsD. Cross-functional teamsE. Off-shored teams

: D: 1 Page ref: 301LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

28. Teams are more flexible and responsive to changing events than other forms of permanent groupings. Of the following, which is NOT one of the advantages of using teams?A. Quickly assembledB. Quickly disbanded C. Quickly deployedD. Quickly off-shoredE. Quickly refocused

: D: 2 Page Ref: 300LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

49. Some of the areas where there are erences in supervising __________________ teams include conformity, status, social loafing, cohesiveness, communication, and conflict.A. culturally diverseB. all maleC. homogeneousD. globalE. millennial

: D: 2 Page Ref: 310LO: 11.9 Describe the role of teams in continuous-improvement programsAACSB: Application of knowledge

23. Every organization—no matter how well it's structured—has voids. Discuss how informal groups can be helpful in "filling the holes."

: Despite well-designed formal communication paths, departmental designations, and job descriptions, there will always be gaps. Informal groups fill these holes. For instance, in stressful occupations, informal groups often develop as a means for stressed employees to share their frustrations and let off steam. In jobs where everyone essentially does similar tasks, informal groups can fulfill the need for status, recognition, and prestige. And in departments or organizational units where formal communication with employees is limited, informal groups typically arise to fill the information void.: 2 Page Ref: 298 - 299LO: 11.4 Describe who is likely to become an emergent leader in an informal groupAACSB: Reflective thinking

4. ______________ are groups which are natural formations that appear in the work environment in response to the need for social contact.A. TeamsB. CliquesC. Social groupsD. Formal groupsE. Informal groups

: E: 1 Page Ref: 295LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

36. A __________________is merely a group of individuals who interact primarily to share information and to make decisions to help each other perform within a given area of responsibility.A. virtual teamB. potential teamC. real teamD. pseudo teamE. working group

: E: 1 Page Ref: 301LO: 11.7 List the characteristics of real teamsAACSB: Application of knowledge

25. ___________________become more readily evident when supervisors consistently reiterate formal departmental goals and make clear which behaviors are consistent with achieving those goals.A. Potential high performance behaviorsB. Informal group leadersC. Positive team behaviorsD. Emergent leadersE. Dysfunctional behaviors

: E: 2 Page Ref: 299LO: 11.5 Explain what a supervisor can do when group norms are hindering department performanceAACSB: Application of knowledge

41. Broader than any specific goals, ______________have a common and meaningful purpose that provides direction, momentum, and commitment for members.A. virtual teamsB. potential teamsC. real teamsD. working groupsE. high-performing teams

: E: 2 Page Ref: 304LO: 11.7 List the characteristics of real teamsAACSB: Application of knowledge

31. Management's emphasis has been on creating self-managed teams. This action is _________________.A. resulting in more self-managed teamsB. resulting in shifts toward employee autonomyC. resulting in much greater productivityD. pushing companies to consider more offshoringE. redefining the supervisor's managerial role

: E: 3 Page Ref: 300LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

10. Briefly explain why formal workgroups are not teams.

: Formal workgroups are not the same as teams. Many formal workgroups are merely individuals who sporadically interact but who have no collective commitment that requires joint efforts. That is, the group's total performance is merely the summation of the individual group members' performance.A team has members who are committed to a common purpose, has a set of specific performance goals, and holds itself mutually accountable for the team's results. Teams, in other words, are greater than the sum of their parts.: 2 Page Ref: 296LO: 11.1 Contrast a group and a teamAACSB: Application of knowledge

15. Explain what effect norms have on an individual's tendency to conform. What can result from the need to conform? How can supervisors diminish this effect?

: Individuals who desire acceptance by the groups to which they belong are susceptible to conformity pressures. Research by Solomon Asch demonstrated the impact that group pressures for conformity can have on an individual member's judgment and attitudes. Asch's results suggest that there are group norms that press group members toward conformity. Individuals who desire to be one of the group avoid being visibly erent. When an individual's opinion of objective data ers significantly from that of others in the group, they feel extensive pressure to align their opinion to conform to those of the others.For supervisors, the Asch study provides considerable insight into workgroup behaviors. The tendency, as Asch showed, is for individual members to go along with the "pack." To diminish the negative aspects of conformity, supervisors should create a climate of openness in which employees are free to discuss problems without fear of retaliation.: 3 Page Ref: 297LO: 11.2 Define

35. Teams fall into three categories. Briefly identify and discuss these three team categories.

: Teams fall into three categories. Some organizations use teams to provide advice. For instance, they create temporary task forces to recommend ways to cut costs, improve quality, or select a site for a new plant. Some organizations use teams to manage— introduce management teams at various levels in the organization to run things. However, supervisors are most likely to be involved with teams that are created to make or do things including production teams, design teams, and office teams that handle administrative work.: 1 Page ref: 300LO: 11.6 Identify three categories of teamsAACSB: Application of knowledge

46. Teams can pose challenges for supervisors. Why did critics warn U.S. managers that the team approach was destined to fail in the United States? Were the critics correct?

: Teams have long been popular in Japan. When U.S. managers began to broadly introduce them into the United States in the late 1980s, critics warned that they were destined to fail: Japan is a collectivist society. U.S. culture is based on the values of individualism. US workers won't sublimate their needs for individual responsibility and recognition to be anonymous parts of a team. Although the introduction of work teams in some organizations has met with resistance and disappointment, the overall picture has been encouraging. When teams are properly used in organizations and when the organization's internal climate is consistent with a team approach, the results have been largely positive.: 2 Page Ref: 305LO: 11.8 List actions a supervisor can take to improve team performanceAACSB: Application of knowledge

50. Briefly discuss why teams central to continuous improvement programs.

: The essence of continuous improvement is process improvement, and employee participation is the linchpin of process improvement. In other words, continuous improvement requires management to encourage employees to share ideas and to act on what the employees suggest. Teams provide the natural vehicle for employees to share ideas and implement improvements.: 2 Page Ref: 309LO: 11.9 Describe the role of teams in continuous-improvement programsAACSB: Application of knowledge

18. Explain the statement "Studies consistently show a group's cohesiveness and productivity depend on the performance-related norms they establish."

: The more cohesive the group, the more its members will follow its goals. With performance-related norms of high output, quality work, and cooperation with individuals outside the group, a cohesive group is more productive than a less cohesive group. But if cohesiveness is high and performance norms are low, productivity will be low. If cohesiveness is low and performance norms are high, productivity will increase, but less than in the high cohesiveness-high norms situation. And where cohesiveness and performance-related norms are both low, productivity will tend to fall into the low to moderate range.: 2 Page Ref: 298LO: 11.3 Explain the relationship between cohesiveness and group productivityAACSB: Analytical thinking

26. Briefly discuss the steps a supervisor can take to overcome the low-performance-related norms of informal groups in a department.

: To overcome the low-performance-related norms of informal groups in a department, supervisors should emphasize quality, cooperation, customer satisfaction, safety, and respect for minority employees. This will make the department's formal goals clear and drive home what the department values and wishes to accomplish.: 2 Page Ref: 299LO: 11.5 Explain what a supervisor can do when group norms are hindering department performanceAACSB: Application of knowledge

43. Groups tend to pass through developmental stages as they mature. List and briefly discuss the five stages of the popular group development model created by Tuckman and Jensen in 1977.

: Tuckman and Jensen's model proposes five distinct stages of group development, and the suggestion is that groups must experience the first four stages to achieve their maximum development. The five stages are Forming, Storming, Norming, Performing, and Adjourning. Supervisors with knowledge of the stages can facilitate their group, thereby speeding progress to the performing stage. Stage 1 Forming: In the Forming stage, individuals know little about the other members of the group, and even though they display independent behavior, they are on their best behavior because they want to be accepted by others and avoid conflict. Stage 2: Storming In the Storming stage, supervisors direct and guide decision-making while modeling professional behavior. Stage 3: Norming The Norming stage begins after the group members have worked through their arguments and learned to understand each other better. Stage 4: Performing The Performing stage is marked by the flexibility of the group as it work