Chapter 2: group development
T
Groups resolve primary tension by being positive and energetic, patient and openminded, and well prepared
F
Groups should avoid discussing hidden agendas openly in order to avoid member embarrassment and the potential for interpersonal conflict.
T
Hidden agendas occur when a member's private goal conflicts with the group's goal.
T
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
F
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.
F
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.
T
When setting goals, groups should ask questions about the goal's clarity, difficulty, meaningfulness, and cost.
T
When there is enormous pressure for group members to conform, a disruptive member can help the group by not conforming to group norms.
b
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
a
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
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
Which of the following characteristics was NOT one of the 8 characteristics that emerged in the Carl Larson and Frank LaFasto study that asked "What are the secrets of successful teams?" a. adherence to group norms b. a clear, elevated goal c. competent team members d. a collaborative climate e. principled leadership
d
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.
T
Carl Larson and Frank LaFasto describe principled leadership as the ability of leaders to curb their own ego needs in favor of the group's goal.
d
2.1-1. 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
2.1-18. 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
c
2.1-8. In which of which of Carolyn Anderson's group socialization stages do members adjust to group expectations, assume needed roles, and balance their personal goals with the group's goals? a. antecedent phase b. anticipatory phase c. encounter phrase d. assimilation phase e. exit phase
F
2.2-3. The frustration and personality conflicts that occur in groups as members compete for acceptance and status are the source of primary tension.
F
2.2-30. 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.
c
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.
b
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.
T
Although group norms are often difficult to express in words, they are real and have a major effect on group productivity and member satisfaction.
b
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.
F
Bormann's secondary tension has similar characteristics to the behavior of members during Tuckman's storming stage of group development.
T
Destructive nonconformity occurs when a member resists conforming to norms without regard for the best interests of the group and its goals.
F
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
T
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.
F
During the antecedent phase of newcomer socialization, new members adjust to group expectations and assume needed roles
T
During the assimilation phrase of newcomer socialization, established members and newcomers blend into a comfortable state of working together to achieve a common goal.
T
During the forming stage of Tuckman's Group Development model, the group's most important job to "orient itself to itself."
F
During the norming stage of group development, groups primarily confront the conflict ↔ cohesion dialectic and the leadership ↔ followership dialectic.
b
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
a
Ernest Bormann's description of primary tension resembles Tuckman's _________ stage of group development. a. forming b. storming c. norming d. performing e. adjourning
F
Explicit norms are rarely discussed or openly communicated, whereas implicit norms are put in writing or stated verbally.
T
Face-to-face meetings may be desirable in the early stages of virtual groups.
a
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.
c
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.
T
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.
c
In Philip Zimbardo's famous study, students were assigned the role of guard or prisoner in a realistic-looking prison in a Stanford University basement. The experiment was halted before its scheduled completion because a. the students missed too many classes. b. the "prisoners" rebelled and locked out the "guards." c. the "guards" became abusive and the "prisoners" became passive and depressed. d. the experimenters told the "guards" to give the "prisoners" electric shocks. e. the "guards" enjoyed teasing and giving their "prisoner" buddies a hard time.
d
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 phrase d. assimilation phase e. exit phase
F
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.
T
Locke and Latham's Goal Theory emphasizes the value of setting group goals.
e
Max was disturbed by the way in which group members interrupted one another during discussions. He could see that some of the quieter members were intimidated by this norm. Max decided that he would try to change the norm by continuing to talk right through an interruption in the hope that the members who usually interrupted would stop. What strategy was Max using to change group norms? a. the suggestions or actions of a high-status member b. the suggestions of highly confident members c. group discussion and decision making d. direct criticism of other members e. continued interaction using a different behavior
F
Members who engage in disruptive or nonconforming behavior should always be confronted about their behavior as soon as possible.
T
Most groups experience some form of primary and secondary tension during the forming and storming stages of group development.
b
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.
T
Stanley Milgram and Philip Zimbardo's classic studies demonstrated that people in authority positions exert enormous pressure on people to conform.
b
Stanley Milgram's classic experiment to find out whether people would obey commands to give "subjects" painful electric shocks demonstrated that a. people are ruthless when making decisions about the welfare of strangers. b. pressure from an authority figure can outweigh individual judgment and morality. c. people who know they're in experiments like to fool the researchers. d. inclusion and affection needs are strong in groups. e. group members are punished for violating norms.
a
Stanley Milgrim (Yale University) and Philip Zimbardo (Stanford University) conducted famous experiments that demonstrated the a. pressure to conform to authority rule. b. desire of group members to get along with one another. c. important role of norms in group communication. d. rewards for compliance to norms. e. causes of unethical communication in groups.
F
The correct order for the 5 stages in Tuckman's Group Development Stages are forming, performing, storming, norming, adjourning.
d
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 companyissued 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
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
T
You can change group communication norms by changing the way you speak during a discussion.
c
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
d
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
T
Your textbook divides norms into four categories: interaction norms, procedural norms, status norms, and achievement norms.
b
_________ 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
in which of Tukman's Group Development Stages are members socially cautious and overly polite? a. adjourning b. forming c.performing d. norming e. storming
