Communication And Collaboration Ch18 Full Test Bank - Management Canada 5e | Complete Test Bank by John R. Schermerhorn Jr. DOCX document preview.
CHAPTER 18
COMMUNICATION AND COLLABORATION
Question type: True/False
1) While social capital is basically what you know, intellectual capital comes from the people you know and how well you relate to them.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
2) In the communication process, the messenger is responsible for encoding an intended message into meaningful verbal and non-verbal symbols.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
3) Planning is accomplished, and plans are shared through the communication of information.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
4) Controlling relies on organizing to process information to measure performance results.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
5) When present, feedback reverses the communication process and conveys the receiver’s response to the sender.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
6) Effective communication occurs when the sender’s intended message and the receiver’s interpreted meaning of that message are identical.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
7) Effective communication occurs when the sender’s message is fully understood by the receiver and efficient communication occurs at minimum cost.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
8) If communication is effective it will always be efficient, however if communication is efficient it is not always effective.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
9) Persuasive communication presents a message in a manner that causes the other person to support it.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
10) To build credibility through expertise, one must be knowledgeable about the issue in question or have a successful track record in dealing with similar issues in the past.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
11) Credibility refers to trust, respect, and integrity in the eyes of others.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
12) Anything that interferes with the effectiveness of the communication process is noise.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
13) Efficient communication means that all noise has been eliminated from the communication process.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
14) Filtering is the intentional distortion of information to make it appear favourable to the recipient.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
15) Information filtering results in biased and inaccurate information being received by the receiver ultimately leading to poor decision-making.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
16) The medium through which a message is conveyed from sender to receiver is called a communication channel.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
17) Spoken channels work best for messages that are complex and difficult to convey.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
18) Channel richness is the capacity of a communication channel to carry information in an effective manner.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
19) In a communication channel, high channel richness is impersonal, one-way, and fast.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
20) Managers need to understand the limits of a channel and choose wisely in communicating various types of messages.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
21) Becoming effective in written and oral communications requires skill, takes practice and hard work, and is essential for all employees and managers.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
22) Non-verbal communication takes place through such things as hand movements, body posture, eye contact, and the use of interpersonal space.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
23) Non-verbal communication can be transmitted without the sender knowing or desiring it, or it can be used intentionally to enhance oral communication.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
24) A mixed message occurs when a person’s words communicate one message while their actions, body language, appearance, or situational use of interpersonal space communicate something to someone else.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
25) Physical distractions create information overload; however, their impact can be minimized by setting priorities and planning.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
26) A visitor dropping in during the middle of a meeting is an example of a distraction that can interfere with the effectiveness of communication.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
27) Today’s technology eliminates the problem of workplace distractions in the workplace as it is designed to maximize employees’ ability to multi-task.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
28) Ethnocentrism refers to favouritism shown to relatives or close friends by those in power (as by giving them jobs).
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
29) Technology makes generational differences in communication methods irrelevant in today’s workplace.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
30) Non-verbal communication seldom interferes with the effectiveness of verbal communication in a cross-cultural sense, as it’s easy to hire good language interpreters.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
31) Communication barriers can be overcome, perceptual distortions can be minimized, and the communication process can be improved by engaging in active listening, providing constructive feedback, opening communication channels, and using space and technology.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Analytic
32) In order to prevent confusion and misinterpretation of all forms of communication, the predominant corporate culture in the location of the head office must be the one that prevails everywhere the corporation is located and conducts its business.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
33) A lack of communication transparency is evident when managers try to hide information and restrict access to it by organizational members.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
34) To promote communication transparency, all information should be accurate and complete.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
35) The term open book management describes a form of communication transparency where employees are provided with essential financial information about their companies.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
36) Communication in contemporary organizations relies on the use of information technology such as email, voice mail, instant messaging, teleconferencing, online discussions, videoconferencing, computer-mediated meetings, intranets, and Web portals.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
37) The electronic grapevine can be functional when the information is accurate and useful and dysfunctional when the information is false, distorted, or simply based on rumour.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
38) The best advice regarding email privacy at work is to find out the employer’s policy on personal email and follow it, and to not assume that you have email privacy at work.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
39) Passive listening involves being sincere and trying to find out the full meaning of what is being said.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
40) An active listener must never paraphrase and restate to the source what he thinks he is hearing.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
41) Active listening entails listening for message content, listening for feelings, responding to feelings, noting all cues, and paraphrasing and restating.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
42) An active listener is sensitive to non-verbal and verbal messages and is alert for mixed messages.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
43) Feedback is useful and constructive as long as it satisfies some personal need of the sender.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
44) When poorly done, feedback can be threatening to the recipient and cause resentment.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
45) Constructive feedback should be based on trust, specific rather than general, given at an appropriate time, something the receiver can act on, and given in small doses.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
46) Constructive feedback should only be given directly and with real feeling, based on trust between you and the receiver.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
47) Sensemaking involves engaging in discussions supporting certain interpretations of an event in order to reach a shared understanding.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
48) The three stages of the sensemaking process are sensebreaking, sensegiving and sensetaking.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
49) The distance between people conveys varying intentions in terms of intimacy, openness, and status in interpersonal communications.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
50) The physical layout of an office or room is a form of non-verbal communication.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
51) Proxemics refers to the use of space to communicate varying intentions in terms of intimacy, openness, and status.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
52) The amount of interpersonal distance between people suggests varying intentions in terms of intimacy, but not openness or status.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
53) Office cubicles are the best way to facilitate employee empowerment as each employee “owns” their own space.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
54) Conflict is a disagreement between two or more people on substantive or emotional issues.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
55) Conflict that occurs because of disagreements over things such as goals, the allocation of resources, the distribution of rewards, policies and procedures, or job assignments is referred to as emotional conflict.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
56) Substantive conflicts result from feelings of anger, distrust, dislike, fear, and resentment, as well as from personality clashes and relationship problems.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
57) When employees have feelings of anger, distrust, dislike, fear, and resentment toward others, emotional conflict is the likely cause.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
58) Too little conflict can promote complacency.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
59) Refusing to deal with, or denying the existence of a conflict will ultimately lead to management's loss of credibility and ineffective leadership.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
60) The type of conflict that stimulates employees to work toward greater effort, cooperation, and creativity is functional conflict.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
61) Dysfunctional conflict can bring new ideas into the workplace and improve task performance.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
62) Pre-existing conditions that give rise to conflict include role ambiguities, resource scarcities, task interdependencies, competing objectives, structural differentiation, and unresolved prior conflicts.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
63) As a cause of conflict, role ambiguities involve unclear job expectations and other task uncertainties that increase the likelihood of people working at cross-purposes.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
64) As a cause of conflict, competing objectives involve individuals or groups being dependent on what others do in order to perform well themselves.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
65) As a cause of conflict, structural differentiation involves poorly set objectives or poorly designed reward systems.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
66) Conflict may remain latent in a given situation if it is not resolved and will resurface in the future.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
67) Effective conflict resolution can be achieved by eliminating the underlying substantive or emotional causes of conflict, thus reducing the potential for similar conflicts in the future.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
68) It is possible to effectively resolve conflicts by rearranging facilities, workspaces, and workflows to reduce opportunities for conflict.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
69) It is extremely difficult, if not impossible, to effectively resolve conflicts by changing reward systems to reduce competition among individuals and groups for rewards.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
70) The compromise style of conflict management pretends that conflict doesn’t really exist.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
71) Not all conflict can be resolved at the interpersonal level.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
72) The conflict management style of avoidance involves being uncooperative and unassertive.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
73) The conflict management style of accommodation is characterized by downplaying disagreement, withdrawing from the situation, and/or staying neutral at all costs.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
74) The conflict management style of accommodation involves being cooperative and unassertive.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
75) The conflict management style of competition involves being uncooperative and assertive.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
76) The conflict management style of collaboration involves being moderately cooperative and assertive.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
77) The conflict management style of compromise is characterized by bargaining for “acceptable” solutions where each party wins a bit and loses a bit.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
78) The avoidance and accommodation conflict management styles create lose–lose conflicts.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
79) Lose–lose conflict occurs when no one achieves their true desire and the underlying reasons for conflict remain unchanged.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
80) When conflict management results in one party achieving its desires and the other party not achieving its desires, a win–lose conflict will occur.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
81) The collaboration conflict management style creates a win–win conflict and is the most preferred conflict management conclusion.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
82) Changing reward systems is a way of reinforcing teamwork and reducing the tendencies of team members to compete with one another.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
83) Two students are arguing about the content of their PowerPoint presentation. Their instructor reminds them the goal is to receive a high grade for their presentation, and perhaps they should focus on achieving that result. The instructor is appealing to their need to have more resources made available for them.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
84) A team leader had to create a “time-out” area for two battling team members. Rearranging the physical environment in their meeting room helped to manage the team conflict more effectively.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
85) Negotiation is the process of making joint decisions when the parties involved have similar preferences.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
86) Substance goals are tied to the ways people work together while negotiating and how they will be able to work together again in the future.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
87) Substance goals concerned with negotiation processes while relationship goals are concerned with negotiation outcomes.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
88) Effective negotiation occurs when issues of substance are resolved and working relationships among the negotiating parties are maintained or improved.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
89) Quality, cost, and harmony are criteria for evaluating the effectiveness of negotiations.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
90) The distributive negotiation approach focuses on “win–lose” claims made by each party for certain preferred results.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
91) The principled or integrative negotiation approach focuses on trying to achieve a “win–win” solution that considers the interests of all the negotiating parties.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
92) In conducting a principled negotiation, a person should separate the people from the problem; focus on interests rather than positions; generate alternatives before deciding what to do; and insist that results are based on an objective standard.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
93) There should be no ‘losers’ in a principled negotiation, and positive relationships should be maintained in the process.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
94) Until the other party’s reservation point is known, and each party realizes that a positive bargaining zone exists, it is difficult to negotiate effectively.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
95) In a two-party negotiation, the minimum reservation point refers to the smallest outcome that one party is willing to accept, and the maximum reservation point refers to the largest outcome that the other party is prepared to eventually offer.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
96) The bargaining zone in a classic two-party negotiation is defined as the zone between one party’s minimum reservation point and the other party’s minimum reservation point.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
97) Non-rational escalation of conflict occurs when the negotiator becomes committed to previously stated demands and allows the need for “ego” and “face saving” to increase the perceived importance of satisfying those demands.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
98) Too much “telling” and too little “hearing” occurs when all parties involved in the negotiation fail to make themselves fully understood.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
99) A negotiator from a low-context culture is used to getting information through direct questions and answers.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
100) Arbitration involves a neutral third party who tries to improve communication between negotiating parties and keep them focused on relevant issues, while mediation involves a neutral third party who acts as a “judge” and issues a binding decision to resolve a dispute.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
101) Arbitration usually includes a formal hearing in which the mediator listens to both sides and reviews all facets of the case before issuing a ruling.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
102) The process of alternative dispute resolution utilizes mediation or arbitration and does so only after direct attempts to negotiate agreements between the conflicting parties have failed.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
Question type: Multiple Choice
103) ___ is an interpersonal process of sending and receiving symbols with messages attached to them.
a) Conflict resolution
b) Communication
c) Teamwork
d) Organization design
e) Decision making
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
104) Communication is the glue that binds together the four functions of planning, organizing, leading, and ___.
a) administering
b) controlling
c) coordinating
d) processing
e) ordering
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
105) Effective communication occurs when ___.
a) the sender’s message is fully understood by the receiver
b) minimum costs are expended in terms of resources
c) the manager is connected with others
d) everyone is aware of their immediate environment
e) a message is supported by everyone
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
106) Which of the following is not one of the key elements in the communication process?
a) Sender
b) Feedback
c) Receiver
d) Channel
e) Gatekeeper
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
107) ___ is the capacity to attract support and help from others in order to get things done.
a) Intellectual capital
b) Operating capital
c) Social capital
d) Risk capital
e) Venture capital
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
108) Which of the following statements accurately describes communication effectiveness?
a) Effective communication occurs when the sender’s intended message and the receiver’s interpreted meaning of that message are identical.
b) Effective communication occurs when the receiver does exactly what the sender wants.
c) Effective communication means there are no wasted words or gestures.
d) Effective communication is the same as efficient communication.
e) Effective communication occurs when minimal time is spent in the communication process.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
109) Which of the following statements accurately describes communication efficiency?
a) Efficient communication occurs when the intended message of the sender and the perceived meaning of the receiver are one and the same.
b) Efficient communication occurs at minimum cost in terms of resources expended.
c) Efficient communication occurs in one-way, rather than two-way, communication.
d) Efficient communication means that all noise has been eliminated from the communication process.
e) Efficient communication is the same as effective communication.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
110) A manager describes how to perform a new task to an employee who then repeats the instructions accurately and completes the task flawlessly. The manager then follows the same procedure with several other employees, one at a time. This communication process is characterized as ___.
a) effective and not efficient communication
b) efficient and not effective communication
c) neither effective nor efficient communication
d) both effective and efficient communication
e) a typical failure of leadership
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
111) ___presents a message in a manner that causes the other person to support it.
a) Information filtering
b) Scientific management
c) Ethnocentrism
d) Active listening
e) Persuasive communication
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
112) Kylie, a young college student, wanted a motorcycle and after much discussion Kylie’s parents were convinced the motorcycle would be good for Kylie. Next day, Kylie’s father purchased a motorcycle. Which of the following terms would best describe Kylie’s communication?
a) Persuasive
b) Credible
c) Polycentric
d) Noisy
e) Efficient
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
113) Building credibility through ___ requires knowledge about the issue in question and/or a successful prior track record at dealing with similar issues.
a) task performance
b) expertise
c) relationships
d) authority
e) familiarity
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
114) Building credibility through ___ requires having a good working relationship with the person to be persuaded.
a) task performance
b) expertise
c) relationships
d) authority
e) familiarity
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
115) ___ is that which is based on trust, respect, and integrity in the eyes of others.
a) Active listening
b) Scientific management
c) Ethnocentrism
d) Credible communication
e) Information filtering
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
116) Taylor, a new manager at APZI Inc., would like to be consistently persuasive when communicating with colleagues and team members. To build credibility, Mark must
a) make sure that the rewards for compliance are clear.
b) hire similar minded people.
c) communicate his decision-making authority to his team.
d) be knowledgeable about the issue in question.
e) have team members with strong technical skills.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
117) ___ refers to anything that interferes with the effectiveness of communication.
a) Deviation
b) Fluctuation
c) Noise
d) Obscurity
e) Haphazardness
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
118) Common sources of noise in the communication process include all of the following except
a) poor choice of channels.
b) feedback.
c) failure to recognize non-verbal signals.
d) physical distractions.
e) status effects.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
119) Caelan has to tell all of the employees that the office will not be closing for the Christmas week this year even though this is contrary to what has been done in previous years. Caelan holds a meeting to explain the change, however the employees challenge everything that is presented to them and ask multiple questions at once. At the end of the meeting it is clear that most people do not have a clear understanding about the change. Which of the following explains why the message was not understood?
a) The channel was not appropriate.
b) The recipients did not encode the message.
c) The noise in the process interfered with the communication of the message.
d) The channel was not appropriate for the delivery of this message.
e) The sender did not decode the message.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
120) ___ is the intentional distortion of information to make it appear most favourable to the recipient.
a) Communication breakdown
b) Information filtering
c) Persuasive communication
d) Exaggerated communication
e) Noise
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
121) A(n) ___ is the pathway or medium through which a message is conveyed from sender to receiver.
a) communication channel
b) information filter
c) communication censor
d) information decoder
e) information bank
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
122) In the communication process, ___ is sent through a communication channel to a ___, who then decodes or interprets its meaning.
a) noise; person
b) feedback; receiver
c) the message; receiver
d) a decision; work team
e) an attribution; a leader
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
123) Pat is a department manager for a firm that develops computer-networking packages. This morning Pat held a staff meeting with all of the department employees to inform them about some design changes. Several of the employees felt that the changes might not work however they were reluctant to bring their concerns forward during the meeting. Two of the employees however did attempt to discuss their concerns during in the meeting. They did though dilute the impact of their objections and concerns. Pat listened for a moment or two and quickly closed the meeting by saying, “I’ve been around here a long time. The changes will work. I don’t have time to discuss it. Just make the changes and get on with things.” This is an example of how ___ can become a barrier to effective communication.
a) non-verbal signals
b) semantic problems
c) proxemics
d) filtering and status effects
e) physical distractions
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
124) ___ are most suitable for simple messages that are easy to convey and for those that require extensive dissemination quickly.
a) Written channels
b) Spoken channels
c) Information filters
d) Non-verbal communications
e) Mixed messages
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
125) Becoming effective in written and oral communications ___.
a) requires skill
b) takes practice and hard work
c) is essential for managers
d) all of the above
e) none of the above
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
126) Which of the following statements is true of communication channels?
a) Face-to-face meetings are most acceptable for simple messages that are easy to convey.
b) A simple email works best for messages that are complex and difficult to convey.
c) Where immediate feedback to the sender is valuable, written channels should be used.
d) Spoken channels are less personal and less likely to be perceived as supportive.
e) Written channels are useful when it is important to document information or directives.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
127) When the manager at Kwiksorb Corp., sets up a virtual meeting to send a complex message that is better delivered face-to-face, the communication process suffers from ___.
a) poor proxemics
b) a poor choice of communication channels
c) substantive conflict
d) information overload
e) failure to recognize non-verbal signals
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
128) Jean is the manager of a 250-employee division of a company. One of Jean’s responsibilities is to make sure that everyone in the division is informed about policy changes that will affect their insurance coverage and premiums as well as their pension contributions. The best way for Jean to communicate the new policy would be through a(n) ___ communication channel.
a) oral
b) written
c) non-verbal
d) oral then written
e) non-verbal then oral
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
129) Avery, a manager at a local manufacturing company, received a directive from corporate headquarters to examine possible ways for redesigning work processes to improve plant productivity. Knowing this would be a “hot button” issue with the plant employees, Avery needs to communicate this news to them as effectively as possible. Which communication approach should Avery use?
a) Oral communication
b) Written communication
c) Non-verbal communication
d) Delegate the task to a lower-level manager
e) Non-verbal then written communication
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
130) When words communicate one message while actions, body language, or appearance communicate something else it results in a(n) ___.
a) information filtering
b) mixed message
c) persuasive communication
d) prevarication
e) substantive conflict
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
131) A mixed message occurs when ___.
a) a person’s words communicate one message while actions, body language, or appearance communicate something else
b) a person uses both written and oral communication channels at the same time
c) a person gives the original message in written form and receives the feedback orally
d) the person sending the message is from a different culture than the person receiving the message
e) the person sending the message uses two languages
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
132) The manager at your firm while verbally expressing a statement of probable truth simultaneously fidgets and avoids eye contact with you. This conveys a(n) ___.
a) transparent communication
b) mixed message
c) poor oral expression
d) poor choice of communication channel
e) exaggerated communication
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
133) While Lee said the terms of the agreement were understood and no further explanation was needed, at the same time Lee’s face had a quizzical look. Which of the following barriers to communication does this exemplify?
a) Physical distraction
b) Mixed message
c) External locus of control
d) Poor choice of channel
e) Information filtering
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
134) Which of the following is an example of physical distractions in communication?
a) Mixed messages
b) Lack of privacy
c) Loss of meaning through translation
d) Language barrier
e) Information filtering
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
135) Telephone interruptions, drop-in visitors, and lack of privacy are examples of ___ that can interfere with the effectiveness of a communication attempt.
a) status effects
b) physical distractions
c) filtering effects
d) mixed messages
e) channels
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
136) Difficulties in communication between people from different cultures may result from the tendency to consider one’s own culture as superior to all others. This tendency is known as ___.
a) impression management
b) the halo effect
c) ethnocentrism
d) culture shock
e) the status effect
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Hard
AACSB: Analytic
137) Cross-cultural communication skills are important and useful ___.
a) only in some parts of asia
b) only in cultures with languages different from one’s own
c) only in cultures with religions different from one’s own
d) only in eastern european nations
e) at home as well as abroad
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
138) Morgan knew the company very much wanted the merger between the company and the Europeans’ company to go forward. Morgan decided to use his “tried-and-true” tactic of being pushy to get the deal accomplished. Failure to successfully negotiate a merger would mean a demotion for Morgan. After two weeks of meetings and no progress made, Morgan couldn’t understand why the Europeans were not on board with the proposal. Why wasn’t Morgan successful in negotiating the deal?
a) Morgan may have dressed inappropriately.
b) The time zone differences were against Morgan.
c) Morgan didn’t socialize well.
d) The Europeans just didn’t want the merger.
e) The approach used did not consider the differences in culture.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
139) Charlie, a citizen of Country A, joins a firm in Country B and soon learns that a particular hand gesture commonly used at home is offensive to the natives of Country B. Despite this knowledge Charlie continues to use this gesture. This can be regarded as an example of ___.
a) passive listening
b) ethnocentrism
c) persuasive speaking
d) active listening
e) polycentrism
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
140) ___ involves being honest in sharing accurate and complete information about the organization and workplace affairs.
a) Communication transparency
b) Information filtering
c) Ethnocentrism
d) Proxemics
e) Distributive negotiation
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
141) Which of the following is an example of high communication transparency?
a) When a manager who intentionally distorts information to make it appear more favourable to the employees.
b) Using words to communicate one message while at the same time using gestures that communicate something else.
c) Setting aside adequate time and privacy to eliminate any interruptions during a meeting.
d) When a manager who openly distributes the company financial information throughout the organization
e) Using electronic channels to convey complex messages.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
142) The term ___ describes a form of communication transparency where employees are provided with essential financial information about their companies.
a) heralded management
b) publicized management
c) open book management
d) cautious management
e) provident management
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
143) ZebraTech is an IT company that provides information to its employees about the vision and strategies of the company, its revenues and expenses, and it operational objectives and plan. on a regular basis. In this scenario, the company can be said to follow which of the following styles of management?
a) Heralded management
b) Publicized management
c) Open book management
d) Cautious management
e) Provident management
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
144) Communication in contemporary organizations relies on the use of ___ such as email, voice mail, instant messaging, teleconferencing, online discussions, videoconferencing, computer-mediated meetings, intranets, and Web portals.
a) media guides
b) office tools
c) information technology
d) postal operations
e) film industry techniques
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
145) Which of the following statements about the electronic grapevine is/are correct?
a) The electronic grapevine speeds messages and information from person to person.
b) The electronic grapevine can be functional when the information is accurate and useful and dysfunctional when the information is false, distorted, or simply based on rumour.
c) The electronic grapevine is now a permanent fixtures in any business setting.
d) all of the above
e) none of the above
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
146) The best advice regarding email privacy at work is to ___.
a) find out the employer’s policy on personal email and follow it
b) not assume that you have email privacy at work
c) trust that your employer will notify you if and when your email is being monitored
d) a and b
e) a and c
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
147) Ash is an executive at a consulting firm and during office hours likes to browse the Web and using social networking sites. Which of the following statements is most likely to be true in this scenario?
a) Ash can continue browsing the sites because by default Ash has electronic privacy.
b) There is no issue with browsing since the company cannot monitor an employee’s Internet usage.
c) Continue to browse so long as the sites are not illegal.
d) Continue browsing the sites if everyone else in the office is doing the same.
e) Ash should find out the company’s Internet usage policy and follow it.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
148) ___is the process of helping the sender of a message say what they really mean.
a) Communication transparency
b) Information filtering
c) Active listening
d) Proxemics
e) Open book management
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
149) Which of the following is not a guideline for the active listener?
a) Try to hear exactly what is being said in the message.
b) Try to identify how the speaker feels about the message content.
c) Let the sender know that their feelings are being recognized.
d) Ignore non-verbal cues.
e) Restate what you think you are hearing.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
150) Akira is a very efficient manager and is very popular with team members. During any conversation with team members Akira tries to properly understand the content of the message, tries to identify their feelings, and looks for signs that can help to interpret their message. In this scenario, Akira is involved in the process of
a) communication transparency.
b) information filtering.
c) active listening.
d) proxemics.
e) open book management.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
151) You were recently asked by one your colleagues the question, “Don’t you think politicians should be elected solely based on merits?” You respond by saying, “It seems to you that they should, I take it?” This is an example of ___.
a) communication transparency
b) active listening
c) a mixed message
d) information filtering
e) communication noise
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
152) Which of the following would most likely be the response of an active listener?
a) “I don’t think you are right.”
b) “You are not allowed to make such accusations.”
c) “You are displeased with the management’s decision, aren’t you?”
d) “May the best candidate be promoted!”
e) “I’m not very sure you would be the suitable candidate.”
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
153) Professor Wylie’s students are frustrated because they do not understand the instructions given for a large assignment the professor has assigned. Professor Wylie listens keenly to what is being expressed and is cautious not to make hasty judgments or conclusions. Professor Wylie uses ___ to improve communication between the students and him.
a) interpretive feedback
b) cues
c) inactive listening
d) constructive feedback
e) active listening
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
154) The process of telling other people how you feel about something they did or said, or about the situation in general, is called ___.
a) mixed messaging
b) feedback
c) compromising
d) collaboration
e) active speaking
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
155) When ___, feedback can be listened to, accepted, and used to good advantage by the receiver.
a) poorly done
b) properly done
c) done by team leaders
d) done by functional managers
e) done by top managers
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
156) Which of the following statements correctly identifies elements of constructive feedback?
a) Constructive feedback is based on trust, is general rather than specific, and is limited to what a receiver can handle.
b) Constructive feedback avoids feeling, is given when a receiver is ready to accept it and is checked with others.
c) Constructive feedback is given with real feeling, is general rather than specific, and is concerned with things a receiver can actually remedy.
d) Constructive feedback is based on trust, is specific rather than general, and is checked with others.
e) Constructive feedback avoids feeling, is specific rather than general, and is concerned with things a receiver can actually remedy.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
157) Which of the following is an example of an evaluative feedback?
a) “You never complete your projects on time and always come to office late.”
b) “You were 40 minutes late for today’s meeting and missed a lot of the context of our discussion.”
c) “You missed the deadline for the first time; you need to let me know if you need help.”
d) “You are working on too many projects; you should delegate some work to others.”
e) “You’re coming late to meetings; you might be spreading yourself too thin and have trouble meeting your obligations.”
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
158) Which of the following is an example of a descriptive feedback?
a) “You are unreliable and always late for everything.”
b) “You were 20 minutes late for the training session and missed a lot of important points we discussed.”
c) “You missed another deadline today.”
d) “You are working on too many projects; you should delegate some work to others.”
e) “You’re coming late to meetings; you might be spreading yourself too thin and have trouble meeting your obligations.”
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
159) Which of the following guidelines should be followed while giving constructive feedback?
a) Feedback should be given indirectly with the help of a middleman.
b) It should be general and not specific.
c) Feedback should be elaborate and long.
d) Any feedback should be given on all things the receiver can or cannot be expected to do.
e) Feedback should be given at a time when the receiver seems most willing to accept it.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
160) Which of the following is the correct sequence for the sensemaking process?
a) Sensemaking, sensegiving and sensebreaking
b) Sensebreaking, sensegiving and sensetaking
c) Sensemaking, sensetaking and sensegiving
d) Sensebreaking, sensegiving and sensemaking
e) Sensemaking, sensegiving and sensetaking
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
161) Which of the following correctly describes sensegiving.
a) The process of finding plausible interpretations, communicating them effectively so that they make sense to others.
b) The process of convincing others that the present situation has changed.
c) The process of creating situational awareness and understanding.
d) Taking action to help someone say exactly what they really mean or want to communicate.
e) Being honest in sharing accurate and complete information.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
162) As part of the communication process, ___ refers to the use of space to convey varying intentions in terms of intimacy, openness, and status.
a) attributions
b) mixed messages
c) non-verbal behaviours
d) proxemics
e) perceptual distortions
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
163) Taylor indicates a preference for the use of interpersonal space by placing a chair in front of the desk for clients to sit in when discussing their orders. Taylor’s action is a reflection of ___.
a) projection
b) proxemics
c) sales management
d) manipulative behaviour
e) negotiating skill
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
164) A company decided to improve communication among its employees by removing walls and doors and using an open floor plan. This use of space in communication is called
a) communication.
b) proxemics.
c) capacity building.
d) high richness.
e) low Richness.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
165) ___ is a disagreement over issues of substance and/or an emotional antagonism.
a) Noise
b) Encounter
c) Negotiation
d) Eustress
e) Conflict
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
166) Conflict that occurs because of disagreements over things such as goals, the allocation of resources, the distribution of rewards, policies and procedures, or job assignments is referred to as ___ conflict.
a) substantive
b) administrative
c) organizational
d) emotional
e) confrontational
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
167) When employees have feelings of anger, distrust, dislike, fear, and resentment toward others, ___ conflict is the likely cause.
a) substantive
b) administrative
c) emotional
d) organizational
e) confrontational
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
168) Taylor, the operations manager, and Ainsley, the human resource manager, argue over the allocation of targets, objectives, and resources among the leaders of different teams in their firm. Taylor and Ainsley are likely to be involved in a(n) ___.
a) emotional conflict
b) functional conflict
c) dysfunctional conflict
d) lose–lose conflict
e) substantive conflict
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
169) The type of conflict that stimulates employees to work toward greater work efforts, cooperation, and creativity is ___ conflict.
a) functional
b) concentrated
c) dysfunctional
d) destructive
e) cooperative
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
170) Which of the following statements is true of managing conflicts?
a) When managed well, conflicts can stimulate creativity.
b) Conflicts always result in low performance.
c) Substantive conflicts can be addressed by handling personality issues.
d) Emotional conflicts do not cause difficulties in organizations.
e) Too much conflict leads to groupthink.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
171) Which of the following statements is true of conflict?
a) Positive performance results from very little conflict.
b) Conflicts with a medium intensity level are constructive.
c) Functional conflict leads to negative performance.
d) Absent of conflict leads to higher creativity.
e) Dysfunctional conflict leads to positive performance.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
172) ___conflict harms performance, relationships, and even individual well-being.
a) Dysfunctional
b) Functional
c) Medium
d) Cooperative
e) Constructive
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
173) Dysfunctional or destructive conflict occurs when the conflict intensity level is ___.
a) very low
b) medium
c) very high
d) both a and c
e) both b and c
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
174) ___ in the form of unclear job expectations and other task uncertainties increase the likelihood for people to work at cross-purposes.
a) Task interdependencies
b) Role ambiguities
c) Competing objectives
d) Structural differentiations
e) Resource scarcities
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
175) Which of the following is typically not a cause of conflict?
a) Role ambiguities
b) Structural differentiation
c) Technological advances
d) Task interdependencies
e) Unresolved prior conflicts
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
176) As a cause of conflict, ___ involve individuals or groups being dependent on what others do in order to perform well themselves.
a) role ambiguities
b) task interdependencies
c) competing objectives
d) structural differentiation
e) unresolved prior conflicts
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
177) ___ result when goals are poorly set or reward systems are poorly designed, and individuals and groups come into conflict by working to one another’s disadvantage.
a) Task interdependencies
b) Role ambiguities
c) Competing objectives
d) Structural differentiations
e) Resource scarcities
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
178) ___ result in conflict when people depend on others to perform well in order to perform well themselves.
a) Task interdependencies
b) Role ambiguities
c) Competing objectives
d) Structural differentiations
e) Resource scarcities
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
179) Effective ___ eliminates the underlying substantive or emotional causes of conflict and reduces the potential for similar conflicts in the future.
a) stress management
b) constructive feedback
c) conflict resolution
d) negotiation
e) decision making
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
180) Which of the following statements is not true regarding conflict and conflict resolution?
a) Conflict may remain latent in the situation if it is not resolved.
b) Effective conflict resolution should eliminate the underlying cause for conflict.
c) True conflict resolution removes any existing conditions that might rekindle the original conflict.
d) Managers are usually unable to redirect resolution toward constructive rather than destructive ends.
e) Effective conflict resolution reduces the potential for similar conflicts in the future.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
181) When considering styles of conflict management, ___ means being cooperative but unassertive, letting the wishes of others rule, smoothing over or overlooking differences to maintain harmony.
a) accommodation
b) avoidance
c) competition
d) compromise
e) collaboration
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
182) In assessing conflict management styles, ___ refers to the desire to satisfy another party’s needs and concerns.
a) assertiveness
b) the best alternative to a negotiated agreement
c) cooperativeness
d) alternative dispute resolution
e) intensity of conflict
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
183) In assessing conflict management styles, ___ refers to the desire to satisfy one’s own needs and concerns.
a) assertiveness
b) the best alternative to a negotiated agreement
c) cooperativeness
d) alternative dispute resolution
e) intensity of conflict
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
184) The conflict management style of ___ involves being uncooperative and unassertive. This style is characterized by downplaying disagreement, withdrawing from the situation, and/or staying neutral at all costs.
a) avoidance
b) accommodation
c) competition
d) compromise
e) collaboration
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
185) Which of the following statements is true of the accommodating style of conflict management?
a) It pretends that conflict doesn’t really exist.
b) Everyone withdraws from the conflict and hopes it will simply go away.
c) It leads to a win–win situation.
d) It plays down differences and highlights areas of agreement.
e) One party wins because superior skill allows his or her desires to be forced on the other.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
186) In the authoritative command approach of conflict management, managers ___.
a) pretend that a conflict doesn’t really exist
b) play down differences and highlight similarities to reduce conflict
c) make each party give up something of value to the other
d) make the parties work through conflict differences and solving problems so everyone wins
e) use force, superior skill, or domination to “win” a conflict
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
187) Reese, a manager at Cyberdawn Inc., always looks for solutions where each party in a conflict wins equally and loses an equal amount. Reese follows the ___ approach to conflict management.
a) collaboration
b) avoidance
c) competition
d) compromise
e) accommodation
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
188) A manager who is cooperative and assertive and is trying to fully satisfy everyone’s concerns by working through their differences, is applying the ___ approach to conflict management.
a) competition
b) compromise
c) collaboration
d) avoidance
e) accommodation
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
189) Suppose that a manager responds to a disagreement between subordinates by saying: “I don’t want to get in the middle of your personal disputes.” This manager is using which conflict management style?
a) avoidance
b) authoritative command
c) accommodation
d) collaboration
e) unassertive
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
190) Kenzie is being cooperative yet unassertive with the employees during a conflict situation and tries to smooth over their differences. This produces a false sense of harmony among the employees. Kenzie is using which conflict management style?
a) avoidance
b) competition
c) accommodation
d) compromise
e) collaboration
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
191) The conflict management style of ___ involves being uncooperative and assertive. This style is characterized by working against the wishes of the other party, engaging in win–lose competition, and/or forcing through the exercise of authority.
a) avoidance
b) accommodation
c) competition
d) compromise
e) collaboration
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
192) Whenever being involved in a disagreement, a team leader tries to partially satisfy the concerns of both sides by and appropriate trade-offs. Which conflict management style is being used?
a) avoidance
b) competition
c) accommodation
d) compromise
e) collaboration
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
193) Oblio emphasizes cooperation and assertiveness in dealing with conflict situations in the department. Differences are worked through together so that everybody’s concerns are addressed and everyone gains something in the end. Oblio uses which conflict management style?
a) competition
b) avoidance
c) collaboration
d) accommodation
e) compromise
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
194) ___ conflict occurs when no one achieves their true desire and the underlying reasons for conflict remain unaffected.
a) Lose–lose
b) Win–lose
c) Win–win
d) Satisficing
e) Optimizing
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
195) When conflict management results in one party achieving its desires and the other party not achieving its desires, a ___ conflict will occur.
a) win–win
b) win–lose
c) satisficing
d) lose–lose
e) neutral
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
196) Which of the following conflict management approaches often create lose–lose conflict?
a) competing and compromising
b) avoiding and accommodating
c) competing and collaborating
d) authoritative command and compromising
e) collaborating and compromising
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
197) ___ and ___styles tend to create win–lose conflict where each party strives to gain at the other’s expense.
a) Withdrawing; collaborating
b) Avoiding; accommodating
c) Smoothing; collaborating
d) Competing; compromising
e) Collaborating; accommodating
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
198) When personalities and emotions prove irreconcilable, the ___ approach to conflict management is often helpful.
a) avoidance
b) structural
c) collaboration
d) accommodation
e) smoothing
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
199) What is the structural solution to managing conflict when people just can’t seem to appreciate one another’s points of view?
a) Appeal to higher-level goals
b) Make more resources available to everyone
c) Alter the physical environment
d) Change the reward systems
e) Use integrating devices
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
200) Two members of a team were driving the team leader to distraction, to the point where each of the two problem team members were placed in separate offices to complete their project tasks separately. The team leader stayed with the rest of the team to work on the rest of the project tasks. Which approach to conflict management did the team leader employ with the two problem team members?
a) Made more resources available.
b) Changed the people on the team.
c) Rearranged the workspace.
d) Set up a cross-functional team.
e) Changed the pay bonuses for the team.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
201) Tee and Jay were doing all of the work on their group project while the other two group members hadn’t contributed anything to the project. Their professor required all group project members to fill out project time logs to show how much time they had put into the group project. The professor would use the time logs to determine how the final project grade would be distributed to each group member. Consequently, the absent two members of Tee and Jay’s project group received a mark of zero on their group project. The professor used which approach to manage the conflict?
a) Gave additional resources to the team.
b) Ignored the problem entirely.
c) Adjusted the reward system with the use of the time logs.
d) Placed the absent team members on a different team.
e) Appealed to the absent students to get to work on the project.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
202) ___ is the process of making joint decisions when the parties involved have different preferences.
a) Recommendation
b) Negotiation
c) Conferencing
d) Proposition
e) Integration
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
203) Substance goals are ___.
a) not concerned with negotiation outcomes
b) tied to content issues
c) concerned with negotiation processes
d) tied to the way people work together while negotiating
e) tied to employees performance issues in the future
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
204) ___ are concerned with processes and the way people work together during negotiation and how they (and any constituencies they represent) will be able to work together again in the future.
a) Process goals
b) Relationship goals
c) Future goals
d) Human resource goals
e) Harmony goals
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
205) Which of the following is one of the criteria of an effective negotiation?
a) Harmony
b) Timeliness
c) Authority
d) Validity
e) Credibility
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
206) The effectiveness of negotiations can be evaluated with ___.
a) quality
b) cost
c) harmony
d) a and b
e) a, b, and c
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
207) The ___ negotiation approach focuses on “win–lose” claims made by each party for certain preferred results.
a) substantive
b) integrative
c) principled
d) distributive
e) desirable
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
208) The ___ negotiation approach focuses on trying to achieve a “win–win” solution that considers the interests of all the negotiating parties.
a) principled or integrative
b) unilateral
c) collaborative
d) distributive
e) desirable
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
209) The goal of ___ is to achieve a final agreement based on the merits of each party’s claims.
a) accommodating negotiation
b) distributive negotiation
c) principled negotiation
d) authoritative command negotiation
e) compromise negotiation
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
210) Which of the following is not one of the rules of principled negotiation?
a) Focus on interests, not positions.
b) Generate only a few alternatives before a decision is made.
c) Insist that results are based on an objective standard.
d) Separate the people from the problem.
e) Generate many alternatives before deciding what to do.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
211) The employees of a garment factory and its top managers are involved in a negotiation about employee wages. Each side thoroughly examines the other’s claims and come to a mutually beneficial arrangement. As per this arrangement, the employees are given a salary increase of 30%, while they increase their productivity by 10% thus benefiting the factory. Which type of negotiation does this scenario demonstrate.
a) Accommodating negotiation
b) Distributive negotiation
c) Principled negotiation
d) Authoritative command negotiation
e) Compromise negotiation
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
212) Which of the following is one of the pathways or rules for gaining integrated agreements as set forth by Roger Fisher and William Ury in their book Getting to Yes?
a) A win–lose orientation for certain preferred outcomes should be used.
b) The problem and the people should not be separated.
c) Relationships should get sacrificed to facilitate negotiations.
d) Results should be based on some objective standard to gain integrated agreements.
e) Focus should be on positions, not on interests to gain integrated agreements.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
213) The ___ in a classic two-party negotiation is defined as the zone between one party’s minimum reservation point and the other party’s maximum reservation point.
a) mediation gap
b) bargaining zone
c) arbitration area
d) negotiating screen
e) indifference zone
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
214) ___ in a negotiation is defined as the space between one party’s minimum reservation point and the other party’s maximum reservation point.
a) Proxemics
b) The arena of indifference
c) Glass ceiling
d) Mixed message space
e) The bargaining zone
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
215) In a two-party negotiation, the ___ refers to the smallest outcome that one party is willing to accept and the ___ refers to the largest outcome that the other party is prepared to eventually offer.
a) minimum reservation point; maximum reservation point
b) maximum reservation point; minimum reservation point
c) adequate reservation point; maximum reservation point
d) minimum reservation point; adequate reservation point
e) minimum reservation point; reservation break point
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
216) Which of the following is not one of the common negotiation pitfalls?
a) Too much mediation
b) Falling prey to the myth of the “fixed pie”
c) Non-rational escalation of conflict
d) Overconfidence and ignoring others’ needs
e) Too much “telling” and too little “hearing”
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
217) ___ occurs when the negotiator becomes committed to previously stated demands and allows needs for “ego” and “face saving” to increase the perceived importance of satisfying those demands.
a) Too much mediation
b) Falling prey to the myth of the “fixed pie”
c) Non-rational escalation of conflict
d) Overconfidence and ignoring others’ needs
e) Too much “telling” and too little “hearing”
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
218) ___ involves acting on the distributive assumption that in order for one party to gain, the other party must lose.
a) Too much mediation
b) Falling prey to the myth of the “fixed pie”
c) Non-rational escalation of conflict
d) Overconfidence and ignoring others’ needs
e) Too much “telling” and too little “hearing”
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
219) The myth of the “fixed pie” in negotiations refers to the ___.
a) overconfidence of a party by ignoring the other party’s needs
b) assumption that in order for you to gain, the other person must give something up
c) error that occurs when parties don’t really make themselves understood to each other
d) error that occurs when parties fail to listen well enough to understand what each other is saying
e) error that occurs when a negotiator is too quick to assume that he or she understands well the negotiator from a different culture
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
220) During a negotiation session Reese thought, “This doesn’t seem right. If Avery is getting so much out of it, then surely I must be losing something.” Which of the following common negotiation pitfalls is illustrated in this statement?
a) non-rational escalation of conflict
b) overconfidence
c) premature cultural comfort
d) the myth of the “fixed pie”
e) trap of ethical misconduct
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
221) The Perfect Pie Co. was negotiating salary and benefits with a new employee, who wanted three weeks annual vacation and a salary significantly higher than what was earned from the previous employer. The owner of The Perfect Pie Co. was unwilling to give on the salary point as he had to stay within budget. The owner did however, propose that in lieu of the salary demand, extended medical benefits and free pies could be offered. The employee agreed to these terms. Which negotiation pitfall did Herbert avoid?
a) Considering the employee’s needs
b) The trap of ethical misconduct
c) The myth of the “fixed pie”
d) The owner is a low-context employer in a high-context world
e) The myth of the “perfect pie”
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
222) Which of the following statements is true of the role of culture in negotiations?
a) Negotiators from a high-context culture are used to getting information through direct questions and answers.
b) Negotiators from a low-context culture tend to communicate indirectly.
c) Negotiators from a low-context culture tend to use non-declarative language.
d) Negotiators from a low-context culture tend to use non-verbal signals.
e) Negotiators from a high-context culture avoid hard-and-fast position statements.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
223) ___ involves a neutral third party who tries to improve communication between negotiating parties and keep them focused on relevant issues.
a) Collective bargaining
b) Mediation
c) Avoidance
d) Bargaining
e) Structural negotiation
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
224) A(n) ___ is a neutral third party who issues a binding decision to resolve a dispute.
a) mediator
b) bargainer
c) arbitrator
d) avoider
e) accommodator
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
225) The process of ___ utilizes mediation or arbitration and does so only after direct attempts to negotiate agreements between the conflicting parties have failed.
a) bargaining
b) integrative negotiation
c) structural negotiation
d) collective bargaining
e) alternative dispute resolution
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
226) When negotiations between two parties have failed, the process of ___ may use a (n) ___, to try to come to an agreement between the two parties.
a) bargaining; ombudsperson
b) integrative negotiation; arbitrator
c) arbitration; arbitrator
d) disputing; negotiator
e) alternative dispute resolution; ombudsperson
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
227) A designated ___ listens to complaints and disputes, and often plays a key role in the alternative dispute resolution process.
a) compromiser
b) bargainer
c) ombudsperson
d) advocate
e) accommodator
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
228) Managers may choose different integrative devices for resolving conflicts between individuals or groups. Which of the following is not one of these integrative devices?
a) Using liaison personnel, special task forces, cross-functional teams, or a matrix organization to change interaction patterns and assist in conflict management.
b) Changing reward systems to reduce competition among individuals and groups for rewards.
c) Changing the people by replacing or transferring one or more of the conflicting parties.
d) Policies and procedures may be used to direct behaviour in appropriate ways.
e) Training in interpersonal skills can help prepare people to work more effectively in conflict situations.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Syntheses
Difficulty: Hard
AACSB: Analytic
Question type: Essay
229) Describe persuasive and credible communication. Illustrate how you can build credibility in communication through expertise and relationships.
Credible communication is that which is based on trust, respect, and integrity in the eyes of others.
Managers must build credibility for persuasive communication through expertise and relationships.
To build credibility through expertise, you must be knowledgeable about the issue in question or have a successful track record in dealing with similar issues in the past. In a hiring situation where you are trying to persuade team members to select candidate A rather than B, for example, you must be able to defend your reasons. And it will always be better if your past recommendations turned out to be good ones.
To build credibility through relationships, you must have a good working relationship with the person to be persuaded. And it is always easier to get someone to do what you want if that person likes you. In a hiring situation where you want to persuade your boss to provide a special bonus package to attract top job candidates, for example, having a good relationship with your boss can add credibility to your request.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Reflective Thinking
230) Explain why understanding the communication process and having communication skills are important for career success.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
231) List and describe the major barriers to effective communication?
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
232) Describe the different sources of noise that interfere with the effectiveness of the communication process. What actions can be taken to mitigate the effects of each of the sources of noise?
- Information filtering: It is the intentional distortion of information to make it appear most favourable to the recipient. The problem with information filtering is someone telling the boss what they think he or she wants to hear. Whether the reason is a fear of retribution for bringing bad news, unwillingness to identify personal mistakes, or just a general desire to please, the end result is the same. The higher-level gets biased and inaccurate information from below and ends up making bad decisions. To mitigate: ask for clarification and if appropriate evidentiary support.
- Poor choice of channels: A communication channel is the pathway or medium through which a message is conveyed from sender to receiver. Good communicators choose the right channel, or combination of channels, to accomplish their intended purpose. Written channels—paper or electronic—are most acceptable for simple messages that are easy to convey and for those that require extensive dissemination quickly. They are also important as documentation when formal policies or directives are being conveyed. Spoken channels such as face-to-face or virtual meetings work best for messages that are complex and difficult to convey and where immediate feedback to the sender is valuable. They are more personal and more likely to be perceived as supportive or even inspirational. To mitigate: ask the receiver what form of communication they are comfortable with.
- Poor written or oral expression: Communication will only be effective when the sender expresses the message in a way that is clearly understood by the receiver. Words must be well chosen and properly used, something we all too often fail at. To mitigate: Ask the reader to perhaps describe in their own words what the message is saying to them.
- Failure to recognize non-verbal signals: Non-verbal communication takes place through gestures, facial expressions, body posture, eye contact, and the use of interpersonal space. Mixed message results when words communicate one message while actions, body language, or appearance communicate something else. To mitigate: address the non-verbal communication and ask if there are any misunderstandings or questions.
- Physical distractions: Any number of physical distractions can interfere with communication effectiveness. Some of these distractions include telephone interruptions, drop-in visitors, and lack of privacy. To mitigate: keep your office door closed and turn the telephone to “do not disturb” and turn off the computer.
Note that student examples of mitigate with vary.
Learning Objective 18.1: Identify the elements in the communication process.
Section Reference 18.1: The Communication Process
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Reflective Thinking
233) Explain how active listening and constructive feedback skills can help people to become more effective members of teams.
Learning Objective 18.2: Describe ways to improve the effectiveness of communication.
Section Reference 18.2: Improving Collaboration through Communication
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
234) List and describe the different causes of conflict.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
235) Conflicts are often inevitable in the business world. Explain the five different conflict management styles and their potential implications for actually resolving conflict situations.
Avoidance –– being uncooperative and unassertive; downplaying disagreement, withdrawing from the situation, and/or staying neutral at all costs.
Accommodation –– being cooperative but unassertive; letting the other party’s wishes rule; smoothing over or overlooking differences to maintain harmony.
Competition –– being uncooperative but assertive; working against the wishes of the other party, engaging in win–lose competition, and/or forcing through the exercise of authority.
Compromise –– being moderately cooperative and assertive; bargaining for “acceptable” solutions where each party wins a bit and loses a bit.
Collaboration –– being both cooperative and assertive; trying to satisfy everyone’s concerns fully by working through differences, finding and solving problems so everyone gains.
The implications for actually resolving conflicts may be viewed in the context of lose–lose conflict, win–lose conflict, and win–win conflict. Lose–lose conflict occurs when no one achieves his or her true desire and the underlying reasons for conflict remain unaffected. This is common when conflict is managed by avoidance or accommodation. Win–lose conflict occurs when each party strives to gain at the other’s expense. This occurs with competition and compromise. Win–win conflict occurs when issues are resolved to the mutual benefit of all conflicting parties. Win–win conflict occurs with collaboration.
Learning Objective 18.3: Discuss how conflict can be functional and managed successfully.
Section Reference 18.3: Managing Conflict
Bloom’s: Synthesis
Difficulty: Hard
AACSB: Analytic
236) Differentiate between distributive and principled negotiation. List four rules of principled negotiation.
In principled negotiation, sometimes called integrative negotiation, the orientation is win–win. The goal is to achieve a final agreement based on the merits of each party’s claims. No one should lose in a principled negotiation, and positive relationships should be maintained in the process.
Four pathways or rules for gaining such integrated agreements are:
1. Separate the people from the problem.
2. Focus on interests, not on positions.
3. Generate many alternatives before deciding what to do.
4. Insist that results be based on some objective standard.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
237) Why are negotiating skills useful for managers? What might a manager do to become an effective negotiator?
A manager can become a skilled or effective negotiator by learning to follow the rules of principled negotiation, which include the following: separate the people from the problem; focus on interests, not on positions; generate many alternatives before deciding what to do; and insist that results are based on some objective standard. A skilled negotiator also recognizes and avoids the following common negotiation pitfalls: falling prey to the myth of the “fixed pie”; non-rational escalation of conflict; overconfidence and ignoring others’ needs; and too much telling and too little hearing.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Application
Difficulty: Medium
AACSB: Reflective Thinking
238) List and describe the various pitfalls in negotiation.
Learning Objective 18.4: Explain ways to negotiate successfully and avoid negotiation pitfalls.
Section Reference 18.4: Managing Negotiation
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
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Management Canada 5e | Complete Test Bank
By John R. Schermerhorn Jr