cmst2064ch2

In which of Carolyn Anderson's group socialization stages is the emphasis on how well established group members accept newcomers? a. antecedent phase b. anticipatory phase c. encounter phase d. assimilation phase e. exit phase

A. Antecedent phase

Ernest Bormann's description of primary tension resembles Tuckman's stage of group development. a. forming b. storming c. norming d. performing e. adjourning

A. Forming

Norms which determine how group members communicate with one another are called a. interactive norms . b. procedural norms . c. status norms. d. achievement norms. e. implicit norms.

A. Interactive norms

In which of Tuckman's Group Development stages do members assume appropriate roles and work productively? a. performing b. storming c. adjourning d. norming e. forming

A. Performing

Which of the 4 categories of norms is operating in the following example? Most group members defer to or agree with Tasha and Bill when they make a recommendation. A(n) is operating in this circumstance. a. Status norm b. Interaction norm c. Achievement norm d. Procedural norm e. Inclusion norm

A. Status norm

Groups should avoid discussing hidden agendas openly in order to avoid member embarrassment and the potential for interpersonal conflict. a. True b. False

B. False

In which of Tuckman's Group Development Stages are members socially cautious and overly polite? a. adjourning b. forming c. performing d. norming e. storming

B. Forming

occur when members' private goals conflict with the group's common goals and represent what people really want rather than what they say they want. a. The storming stage b. Hidden agendas c. Primary tension d. Tertiary tension e. Implicit norms

B. Hidden Agendas

All of the following statements are true about group norms EXCEPT: a. Norms express the values of the group. b. Norms represent what people really want. c. Norms help the group function. d. Norms define appropriate social behavior. e. Norms help the group survive.

B. Norms represent what people really want

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 a. dialectic tension. b. primary tension. c. secondary tension. d. tertiary tension. e. assimilation tension. Difficulty: 2

B. Primary Tension

Ernest Bormann's description of resembles Tuckman's forming stage of group development. a. secondary tension b. primary tension c. the norming stage d. the performing stage e. the adjourning stage

B. Primary Tension

Norms which dictate how a group operates are called a. interactive norms. b. procedural norms. c. status norms. d. achievement norms. e. implicit norms.

B. Procedural norms

In which of Tuckman's Group Development stages do members compete for status and openly disagree? a. performing b. storming c. adjourning d. norming e. forming

B. storming

In which of Tuckman's Group Development stages do members disengage and relinquish responsibilities? a. performing b. storming c. adjourning d. norming e. forming

C. Adjourning

All of the following are suggested for reducing primary tension EXCEPT: a. be positive b. be energetic c. be aggressive d. be patient e. be open-minded

C. Be aggressive

You have just joined a newly formed group responsible for developing a recycling program for your community. At first, group members are somewhat uncomfortable working with strangers. Which of Tuckman's stages of group development is your group experiencing? a. norming b. storming c. forming d. performing e. reforming

C. Forming

Norms which identify the levels of influence among group members are called a. interactive norms . b. procedural norms. c. status norms. d. achievement norms. e. implicit norms

C. Status Norms

In which of which of Carolyn Anderson's group socialization stages do members adjust to group expectations, assume needed roles, and balance their personal goals with the group's goals? a. antecedent phase b. anticipatory phase c. encounter phrase d. assimilation phase e. exit phase

C. encounter phase

Norms which determine the quality and quantity of work expected from group members are called a. interactive norms. b. procedural norms. c. status norms. d. achievement norms. e. implicit norms.

D. Achievement norms

Which of the following strategies is recommended as an effective method for dealing with destructive nonconformity in groups? a. Accept the member's disruptive behavior. b. Confront the disruptive member and try to modify his or her behavior. c. Exclude the disruptive member by ignoring his or her comments during the discussion. d. All of the above. e. None of the above.

D. All

In which of which of Carolyn Anderson's group socialization stages do members become fully integrated into the group's culture? a. antecedent phase b. anticipatory phase c. encounter phase d. assimilation phase e. exit phase

D. Assimilation phase

According to Locke and Latham's Goal Theory, groups benefit by asking the following questions related to goals EXCEPT: a. clarity b. challenge c. compatibility d. consequences e. cost

D. Consequences

Your group has discussed and decided that members will take turns recording and typing the minutes from each meeting. A(n) has been established. a. conforming norm b. implicit norm c. deviant norm d. explicit norm e. inclusion norm

D. Explicit norm

In which of Tuckman's Group Development Stages do members resolve status conflicts and learn to work as a cohesive team? a. performing b. storming c. adjourning d. norming e. forming

D. Norming

Which of the 4 categories of norms is operating in the following example? Your group makes decisions by majority rule. A(n) is operating in this circumstance. a. status norm b. interaction norm c. achievement norm d. procedural norm e. inclusion norm

D. Procedural norm

The frustration and personality conflicts experienced by group members as they compete for acceptance and achievement within a group are called a. forming tensions. b. performing tensions. c. primary tensions. d. secondary tensions. e. norming tensions.

D. Secondary tensions

In which of Carolyn Anderson's group socialization stages may the group either disband or individual members may leave? a. antecedent phase b. anticipatory phase c. encounter phase d. assimilation phase e. exit phase

E. Exit phase

When working in a group, primary tensions are often more difficult to resolve than secondary tensions. a. True b. False

FAlse

According to group development theory, many groups move through each successive stage systematically. a. True b. False

False

Motivation Recognizes and financially compensates group members for work well done. a. True b. False

False

Virtual groups develop much faster than face-to-face groups due to the ease of technology. a. True b. False

False

When a group develops its own goals, members are more likely to be motivated to accomplish that goal. a. True b. False

TRue

Some norms can work against a group and its goals. a. True b. False

True

Specific goals lead to higher performance than do generalized goals. a. True b. False

True

How do virtual groups differ from face-to-face groups during the storming stage of group development? a. Technical problems and differences in members' technical expertise affect how members compete for high-status roles. b. Member diversity complicates the establishment of norms. c. Members must learn how to overcome technical roadblocks as they use different media to achieve a common goal. d. Members may continue to interact using email even after the group has completed its task. e. Some members will not respond well to technology.

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

Which is the correct order for Tuckman's 5 group development stages? a. forming, storming, norming, performing, adjourning b. forming, norming, performing, storming, adjourning c. norming, forming, storming, performing, adjourning d. norming, storming, performing, forming, adjourning e. storming, norming, forming, performing, adjourning

a. forming, storming, norming, performing, adjourning

In the storming stage, groups address which of the following dialectical tensions? a. leadership < - > followership b. task dimension < - > social dimension c. homogenous < - > heterogeneous d. structure < - > spontaneity e. engaged < - > disengaged

a. leadership < - > followership

All of the following statements are true about hidden agendas EXCEPT: a. Hidden agendas exist in most groups. b. Hidden agendas occur when there is poor group leadership. c. Hidden agendas disrupt the flow of communication. d. Hidden agendas should be discussed and dealt with by the group. e. Hidden agendas do not cause problems in a group

b. Hidden agendas occur when there is poor group leadership

Nonconformity a. will always undermine group performance. b. can improve group performance. c. occurs only when stubborn members are present. d. occurs under poor leadership. e. occurs only in the storming stage.

b. can improve group performance

Kenneth Thomas describes 4 categories of intrinsic motivation needed to energize and reinforce work. They are: a. inclusion, affection, control, and openness b. meaningfulness, choice, competence, and progress c. achievement, responsibility, recognition, and advancement d. esteem, belongingness, self-actualization, and safety e. motivation, assessment, rewards, and punishment

b. meaningfulness, choice, competence, and progress

Which of the following motivational strategies can help you promote a sense of progress in your group? a. set high standards for yourself and others b. recognize and celebrate group accomplishments c. become well informed about the group's work d. let members make decisions about how the group does it's work e. encourage members to volunteer for worthy group tasks that interest them

b. recognize and celebrate group accomplishments

Implicit norms are a. easy to recognize. b. quickly apparent to new members. c. rarely discussed by members. d. imposed by an outside authority. e. disruptive of the group process.

c. rarely discussed by members.

Which of the following strategies can help you motivate other members by promoting a sense of choice in your group? a. express enthusiasm; don't be critical or cynical b. set high standards for yourself c. seek and take advantage of new opportunities d. develop a group method for tracking and measuring progress e. recognize and celebrate the accomplishments of others Difficulty: 2

c. seek and take advantage of new opportunities

According to Locke and Latham's Goal Theory, all of the following criteria are critical for developing effective group goals EXCEPT: a. the goals are specific. b. the goals are accepted by members. c. the goals are simple and easy to achieve. d. the goals are set by members and the group. e. the goals allow for member growth.

c. the goals are simple and easy to achieve.

Which of the following examples depicts an explicit norm? a. Group members have learned to leave the seat nearest the door for their leader. b. Within a few days after work together in a newly formed committee, members begin using one another's first names. c. Ralph has begun bringing extra copies of the group's agenda to the meeting for members who have forgotten theirs. d. Everyone abides by the "be on time; be out on time" rule set on the first day of the group meetings. e. After getting the "evil eye" from several members, Ruthie stops checking her BlackBerry during meetings.

d. Everyone abides by the "be on time; be out on time" rule set on the first day of the group meetings.

Which of the following examples depicts an implicit norm? a. As specified in the group's bylaws, members use parliamentary procedure when the group debates a motion. b. Even though members know one another's names, everyone wears their company-issued nametags to meetings. c. Members take their turn—in alphabetical order—taking minutes at every meeting. d. Members have learned that because meetings usually begin fifteen minutes later than scheduled, they can arrive a little late. e. Members agree that no one should be allowed to consult their Blackberries during a meeting without permission.

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

Which of the following group dialectics is MOST applicable to group motivation? a. conflict < - > cohesion b. conformity < - > nonconformity c. homogenous < - > heterogeneous d. structure < - > spontaneity e. engaged < - > disengaged

e. engaged < - > disengaged

In terms of Thomas's 4 categories of motivators, you can promote a sense of meaningfulness by: a. seeking and taking advantage of new opportunities b. recognizing rather than minimizing the value of your skills c. recognizing and celebrating group accomplishments d. developing a group method of tracking and measuring progress e. volunteering for worthwhile group tasks that interest you

e. volunteering for worthwhile group tasks that interest you

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. a. True b. False

false

During the antecedent phase of newcomer socialization, new members adjust to group expectations and assume needed roles. a. True b. False

false

During the norming stage of group development, groups primarily confront the conflict ↔ cohesion dialectic and the leadership ↔ followership dialectic. a1 True b. False

false

Explicit norms are rarely discussed or openly communicated, whereas implicit norms are put in writing or stated verbally. a. True b. False

false

In Carl Larson and Frank LaFasto's three-year study of characteristics of highly effective groups, "the ability to change group norms" was included in their list of eight key characteristics. a. True b. False

false

Locke and Latham's Goal Theory concludes that groups function best when their goals are easy to accomplish and are set by a strong leader. a. True b. False

false

Members who engage in disruptive or nonconforming behavior should always be confronted about their behavior as soon as possible. a. True b. False

false

The correct order for the 5 stages in Tuckman's Group Development Stages are forming, performing, storming, norming, adjourning. a. True b. False

false

The frustration and personality conflicts that occur in groups as members compete for acceptance and status are the source of primary tension. a. True b. False

false

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. a. True b. False

false

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. a. True b. False

false

Whenever your department has a staff meeting, the supervisor always sits at the head of the table. Group members know they should not take the seat at the head of the table even though they have not been told to avoid that seat. A(n) is operating in the group. a. conforming norm b. implicit norm c. deviant norm d. explicit norm e. inclusion norm

implicit norm

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

true

Bormann's secondary tension has similar characteristics to the behavior of members during Tuckman's storming stage of group development. a. True b. False

true

Constructive nonconformity occurs when a member resists a norm while still working to promote a group goal. a. True b. False

true

Destruction nonconformity occurs when a member resists conforming to norms without regard for the best interests of the group and its goals. a. True b. False

true

During Tuckman's performing stage of group development, members focus their energies on both the task and social dimensions of group work as they make major decisions and solve critical problems. a. True b. False

true

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

true

During the forming stage of Tuckman's Group Development model, the group's most important job to "orient itself to itself." a. True b. False

true

Face-to-face meetings may be desirable in the early stages of virtual groups. a. True b. False

true

Groups resolve primary tension by being positive and energetic, patient and open-minded, and well prepared. a. True b. False

true

Hidden agendas occur when a member's private goal conflicts with the group's goal. a. True b. False

true

In Carl Larson and Frank LaFasto's three-year study of characteristics that explain how and why effective groups develop, they put "a clear and elevated goal" at the top of their list. a. True b. False

true

Locke and Latham's Goal Theory emphasizes the value of setting group goals. a. True b. False

true

Most groups experience some form of primary and secondary tension during the forming and storming stages of group development. a. True b. False

true

Primary tension deals with the social unease that accompanies the getting-acquainted stage of group development. a. True b. False

true

Socialization is more likely to succeed if the newcomer's characteristics and motives align with the group's expectations. a. True b. False

true

Stanley Milgram and Philip Zimbardo's classic studies demonstrated that people in authority positions exert enormous pressure on people to conform. a. True b. False

true

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. a. True b. False

true

When groups experience apathy, intrinsic motivators-such as a sense of meaningfulness and progress-are minimal or missing. a. True b. False

true

When setting goals, groups should ask questions about the goal's clarity, difficulty, meaningfulness, and cost. a. True b. False

true

When there is enormous pressure for group members to conform, a disruptive member can help the group by not conforming to group norms. a. True b. False

true

Your textbook divides norms into four categories: interaction norms, procedural norms, status norms, and achievement norms. a. True b. False

true