Groups And Teams Chapter.10 Test Bank Docx

Package Title: Neubert 1e Testbank

Course Title: Organizational Behaviour

Chapter Number: 10

Shuffle: No

Multiple Choice

1. Which of the following is the best definition for a team?

A) It is a task-oriented collection of people who work interdependently to achieve common goals.

B) It is a collection of people who merely share a common interest or association.

C) It is a task-oriented collection of people who work independently to achieve individual goals.

D) It is a collection of people who strive together to attain individual goals.

Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic Skills

Bloom’s: Knowledge

2. A _____ is a collection of two or more people who share a common interest or association.

A) Division

B) Group

C) Sect

D) Clan

Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Knowledge

3. Which of the following is a characteristic of a team?

A) Team members are independent of each other.

B) It is affiliation oriented.

C) Team members are interdependent on each other.

D) It is usually informal.

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Knowledge

4. Which of the following is true about a group?

A) Its members are dependent on each other to complete tasks.

B) It is focused more on the interpersonal relationships among members.

C) Its members are more focused on how they achieve tasks.

D) It is focused more on interdepartmental relationships.

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Comprehension

5. Which of the following is a difference between teams and groups?

A) Groups are more concerned about the benefits of interpersonal relationships among members, whereas teams are not.

B) Teams are more concerned about the benefits of interpersonal relationships among members, whereas groups are not.

C) Teams are affiliation oriented, whereas groups are achievement oriented.

D) Groups are formal, whereas teams tend to be informal.

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Analysis

6. A _____ team consists of members from a particular area or department.

A) Dialectical

B) Project

C) Functional

D) Virtual

Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Knowledge

7. In a _____ team, one person has the responsibility and legitimate authority.

A) Hierarchical

B) Functional

C) Project

D) Command

Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Knowledge

8. A virtual team is a team that is:

A) Made up of members who all belong to the same organization and live in geographically diverse settings.

B) Composed of members from different organizations that work within a specified geographical radius.

C) Made up of members belonging to the same organization, live within a specified geographical radius, and work toward achieving divergent causes.

D) Composed of members who live in geographically diverse settings and who may even belong to different organizations.

Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Knowledge

9. Which of the following is true of a functional team?

A) It is composed of members with a variety of experiences.

B) It is composed of members who are always temporary team members.

C) It is composed of members from a specific area of expertise.

D) It is composed of members with a variety of expertise.

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Knowledge

10. Scarlet Corp. has put together a team of employees who are all specialists in the field of biometrics. The CEO of Scarlet Corp. wants them to develop a retina scanner that can be customized to fit client needs. The team of biometric engineers is an example of a _____ team.

A) Hierarchical

B) Functional

C) Virtual

D) cross-functional

Difficulty: Hard

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Reflective thinking skills

Bloom’s: Application

11. Henry, an employee of Morgan Inc., works from his office in Greamsland. While Henry is situated in Greamsland, his team members are located in several locations all around the country. The team members all have different kinds of expertise, and they work independently to achieve Morgan’s goals. Henry is part of a _____ team.

A) Functional

B) Hierarchical

C) On-site

D) Virtual

Difficulty: Hard

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Reflective thinking skills

Bloom’s: Application

12. The first four stages of group development that are common to all teams are:

A) Storming, forming, performing, and adjourning.

B) Forming, storming, norming, and performing.

C) Storming, norming, forming, and adjourning.

D) Forming, norming, adjourning, and performing.

Level of Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Knowledge

13. While forming a team, a leader’s selection should:

A) Maximize team diversity.

B) Minimize team interdependence.

C) Maximize free riders.

D) Minimize social cohesion.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

14. Claude and Robert are the only Europeans in an otherwise purely Canadian corporate team of fifteen peers. They are facing problems with integrating with the team and feel marginalized during team discussions. Which of the following could be the most likely reason for the problems that Claude and Robert are facing?

A) Cultural differences

B) Different social status

C) Educational differences

D) Different financial status

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Reflective thinking skills

Bloom’s: Application

15. What would be a result of an increase in diversity?

A) It would help to minimize social cohesion within the group.

B) It would help prevent the group from becoming multicultural.

C) It may minimize the tendency of subgroup formation.

D) It may minimize the communication within the group.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

16. Which of the following is true about the forming stage of group development?

A) Members have low levels of commitment but high levels of competency working in the team.

B) Members have high levels of commitment and high levels of competency working in the team.

C) Members have high levels of commitment but low levels of competency working in the team.

D) Members have low levels of commitment and low levels of competency working in the team.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

17. During the forming stage, a leader’s techniques should include:

A) Providing feedback and rewards.

B) Identifying new goals.

C) Clarifying roles.

D) Ensuring accountability.

Difficulty: Easy

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

18. _____ are explicit agreements among team members regarding how to behave in various matters and situations.

A) Bench marks

B) Ground rules

C) Personal conflicts

D) Superordinate goals

Level of Difficulty: Easy

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

19. Which of the following best describes task cohesion?

A) It is the extent to which members’ characteristics differ within the team.

B) It is the shared commitment among members to achieve a goal.

C) It is a real or perceived difference in interests between two or more team members.

D) It is a measure of a member’s level of contribution toward the team.

Difficulty: Easy

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

20. Which of the following would best describe social cohesion?

A) It is the extent to which team members require resources or support from external sources.

B) It is the real or perceived difference in interests between two or more team members.

C) It is the extent to which members’ characteristics differ within the team.

D) It is the attachment and attraction of team members to one another.

Difficulty: Easy

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

21. Which of the following is a difference between task cohesion and social cohesion?

A) Task cohesion relates to members’ commitment toward achieving goals, whereas social cohesion relates to the attachment between team members.

B) Task cohesion relates to how members’ characteristics differ within the team, whereas social cohesion relates to members’ commitment toward achieving goals.

C) Task cohesion relates to members’ commitment toward achieving goals, whereas social cohesion relates to perceived differences in interests between members.

D) Task cohesion relates to fairness of members toward the team, whereas social cohesion relates to how members’ characteristics differ within the team.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Analysis

22. Which of the following is true about social cohesion?

A) It decreases friction in the team.

B) It leads to increased cultural differences.

C) It helps decrease task interdependence.

D) It helps increase competitive interactions.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Knowledge

23. Once a year, the marketing manager of Flintstone Corp. takes his team on a hiking trip. The trip involves his team members attempting to reach a specific clearing in the wilderness and working together to set up the camp. Which of the following is the manager trying to encourage?

A) Free riding

B) Task cohesion

C) Social cohesion

D) Lobbying

Difficulty: Hard

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Reflective thinking skills

Bloom’s: Application

24. _____ is a real or perceived difference in interests between two or more team members.

A) Team diversity

B) Task cohesion

C) Team conflict

D) Social cohesion

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

25. Which of the following is true of the storming stage?

A) There is an emphasis on managing conflict.

B) There is a need to clarify goals and rules.

C) There is a feeling of optimism in members.

D) There is a level of maturity and organization.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

26. During the storming stage, one of the issues for team members is:

A) What the team is doing, and why it is important.

B) Whether the team will work together effectively or spiral back into conflict.

C) What is the next challenge they will take up.

D) Whether the team will get through the time of conflict.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

27. One of the techniques used by leaders during the storming stage is:

A) Benchmarking.

B) Managing conflict.

C) Identifying new goals.

D) Task cohesion.

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

28. Which of the following in most likely a barrier to progress during the storming stage?

A) Physical distance

B) Task cohesion

C) Increased frequency of meetings

D) Unity of command

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

29. One of the ways to resolve conflicts when there is a real or perceived lack of resources is by engaging in:

A) Benchmarking.

B) Boundary-spanning activities.

C) Bootlegging.

D) Task cohesion.

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

30. Which of the following is true of boundary-spanning activities?

A) They involve downsizing goals to meet the resource availabilities.

B) They involve broadening the scope of the team’s project.

C) They involve looking to other departments for resources.

D) They involve reducing the budget of the project.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

31. A way to resolve conflicts due to task interdependence is by:

A) Benchmarking.

B) Lobbying.

C) Bootlegging.

D) Redesigning.

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

32. A superordinate goal may be described as a higher-level goal that is:

A) Beyond the capacity of team members.

B) Recognized as important by team members.

C) Neglected in a bid to achieve the final goal.

D) Beyond the capacity of the leaders.

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

33. Ben’s team is the sales team at a large pharmaceutical company. His team members all have different ideas on how to rope in a large client, and in the process, they are undercutting each other’s efforts. To manage the potential conflict, Ben informs his team that the main purpose of their efforts is to rope in the client and not to beat their peers. In this scenario, Ben has managed conflict by reminding his team about the team’s _____.

A) Superordinate goal

B) Benchmark

C) Subordinate goal

D) Free rider

Level of Difficulty: Hard

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Reflective thinking skills

Bloom’s: Application

34. A sustainable team using the transformation approach to address conflict involves changing team members’ perspectives:

A) From specific positions to more general goals.

B) By enforcing specific positions after debating.

C) From general goals to more specific positions.

D) By enforcing specific positions using authority.

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

35. Which of the following is true of the transformation approach?

A) It prompts members to see issues from a lower level of abstraction.

B) It encourages members to look at parts of an issue.

C) It prompts members to change their perspectives to positions that are more specific.

D) It encourages members to see issues from system concerns point of view.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Comprehension

36. A(n) _____ is a staged debate between two dominant perspectives.

A) Groupthink

B) Dialectical inquiry

C) Team conflict

D) Augmented inquiry

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Knowledge

37. The third stage of the four basic stages of team development is _____.

A) Storming

B) Norming

C) Adjourning

D) Performing

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

38. Team members during the norming stage experience feelings of:

A) Frustration.

B) Excitement.

C) Uncertainty.

D) Optimism.

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

39. One of the main issues on the minds of members during the norming stage is:

A) Whether the team will work together effectively or spiral back into conflict.

B) What the team is doing and why is it important.

C) Whether the team will get through the time of conflict.

D) What is the next challenge they will take up.

Level of Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

40. One of the norms critical to a team’s performance and which requires a team leader’s attention is:

A) Information sharing.

B) Secrecy.

C) Dialectical inquiry.

D) Member independency.

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

41. A functional workload-sharing norm is when:

A) Every team member’s contribution is the same irrespective of the effort required.

B) Every team member is allotted work according to his or her individual capacity.

C) Every team member’s contribution is the same in terms of effort required.

D) Every team member is allotted work according to the amount of effort he or she puts in.

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

42. Which of the following is true of the norm of backing up?

A) It balances the workload within the team.

B) It reduces the effort required to be put in.

C) It removes the responsibility from the member.

D) It results in additional incentives.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

43. A typically dysfunctional norm relating to workload sharing is evident when one or more team member engages in _____.

A) Groupthink

B) Bootlegging

C) Free riding

D) Brainstorming

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

44. Henderson Corp. provides unlimited paid leaves to its team members, as long as its employees ensure that their work is completed. Kelly, a long-standing team member, takes advantage of this and has taken more than her fair share of leaves every month, asking her colleagues to complete the work that she was supposed to do. This is an example of a dysfunctional norm resulting in _____.

A) Free riding

B) Groupthink

C) Boundary spanning

D) Benchmarking

Difficulty: Hard

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Reflective thinking skills

Bloom’s: Application

45. Which of the following is true of free riding?

A) It helps in making decisions within the team.

B) It results from dysfunctional workload sharing.

C) It results from dysfunctional superordinate goals.

D) It helps resolve conflict and confusion.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Comprehension

46. Which of the following techniques may be used to reduce free riding?

A) Appealing to a subordinate goal

B) Performing boundary spanning activities

C) Enforcing work accountability

D) Brainstorming

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Comprehension

47. Virtual team leaders should:

A) Encourage high quality information sharing but limit the quantity to a minimum.

B) Encourage high quality and high quantity of information sharing.

C) Encourage high quantity information sharing but not focus on the quality.

D) Refrain from sharing information using virtual methods for security purposes.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

48. Which of the following best describes the term satisficing?

A) It describes a decision process in which an adequate option is chosen instead of the best possible option.

B) It describes a decision process in which the best possible option is chosen over an adequate option.

C) It describes a functional norm in which a team member contributes a fair share of effort to reach the team’s goal.

D) It describes a dysfunctional norm in which a team member contributes less than his or her fair share to reach the team’s goal.

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

49. Which of the following techniques is used to address a dysfunctional norm with regard to information sharing?

A) Lobbying

B) Benchmarking

C) Brainstorming

D) Bootlegging

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

50. Which of the following is a difference between the conventional approach and the sustainable approach to the norm of workload sharing?

a) The conventional approach requires the leader to pose questions to team members remotely and have the responses returned him, while a sustainable approach the leader asks participants to silently and individually write down all their ideas.

b) The conventional approach focuses on limiting the negative effects of free riders through monitoring, while a sustainable approach tries to promote the positive effects of consistent contributors.

c) The sustainable theory focuses on limiting the negative effects of free riders through accountability, while a conventional approach tries to promote the positive effects of consistent contributors.

d) The conventional approach requires the leader to ask participants to silently and individually write down all their ideas, while a sustainable approach requires the leader to pose questions to team members remotely and have the responses returned to him.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Analysis

51. Who are free riders?

a) Those employees who do as little as possible

b) Those employees whose contribution depends on the situation

c) Those employees who contribute regardless of how little their teammates do

d) Those employees who do work on behalf of their teammates

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

52. Who are conditional contributors?

a) Those employees who contribute depending on the situation

b) Those employees who contribute regardless of how little their teammates do

c) Those employees who do as little as possible

d) Those employees who place down regulations regarding their participation

Level of Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

53. Which of the following is a difference between free riders and conditional contributors?

a) Conditional contributors do as little as possible, whereas free riders’ contributions are consistent irrespective of how little their teammates do.

b) Conditional contributors’ contributions depend on the situation, whereas free riders do as little as possible.

c) Conditional contributors’ contributions are subject to regulations, whereas free riders’ contributions are not.

d) Conditional contributors do as little as possible, whereas free riders’ contributions are subject to regulations.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Analysis

54. A _____ session is an unstructured process of sharing ideas.

a) Groupthink

b) Dialectical inquiry

c) Brainstorming

d) Satisficing

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

55. The _____ technique is an information-sharing technique in which the leader asks participants to silently and individually write down all their ideas related to a specific question.

a) Benchmarking

b) Nominal group

c) Delphi

d) Dialectical inquiry

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

56. The _____ technique is one in which questions are posed to team members remotely and responses are returned to the leader. The leader then compiles the ideas without attaching names and sends the list back to the team members for further consideration.

a) Brainstorming

b) Dialectical inquiry

c) Benchmarking

d) Delphi

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

57. The fourth stage of the four basic stages of team development is _____.

a) Norming

b) Adjourning

c) Storming

d) Performing

Difficulty: Easy

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Analytic skills

Bloom’s: Knowledge

58. One of the main issues on the minds of team members during the performing stage is:

a) What the team is doing and why it is important.

b) Whether the team will work together effectively or spiral back into conflict.

c) What is the next challenge they will take up.

d) Whether the team will get through the time of conflict.

Difficulty: Easy

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Analytic skills

Bloom’s: Knowledge

59. One of the techniques that leaders adopt during the performing stage is:

a) Identifying new goals.

b) Managing conflict.

c) Building relationships.

d) Reinforcing positive norms.

Difficulty: Easy

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Analytic skills

Bloom’s: Knowledge

60. Which of the following is a reason why leaders might steer toward providing feedback and rewards to individual team members?

a) Concerns about free riders

b) Concerns about biases between team members

c) Accountability to other team members

d) Personal attachment toward specific members

Difficulty: Medium

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Analytic skills

Bloom’s: Knowledge

61. Mary is asked to choose a group for a project. She prefers to build a team, as opposed to a group. Why?

a) A team indicates people working together as unit, whereas a group if a collection of people who share a common association

b) A group is two to four people, whereas a team indicates a larger group of people

c) Groups work towards common goals, whereas teams consist of people that have common interests, but do not work together

d) A team consists of a more diverse collection of workers, whereas groups are much more homogenous

Level of Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Analysis

62. The company’s goal is to minimize waste. Which best describes the team that should be chosen for this project?

a) This would need to be a task-oriented collection of people who work interdependently as a unit to achieve common goals and who are accountable to one another to achieve those goals.

b) This would need to be a collection of people who work interdependently as a unit. Teams are the dominant organizational structure and most, if not all, work is done in teams.

c) Teams have great potential for organizations. As a result, teams are often more mature, are better organized, and function more effectively in terms of performance outcomes.

d) Teams work toward goals interdependently. The team seeks recognition of its achievements and feedback to meet the challenges of improved performance and new goals.

Difficulty: Medium

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Analytic skills

Bloom’s: Analysis

63. Groups are typically more concerned with which of the following?

a) Common interests and the benefits of interpersonal relationships among their members

b) Rewards and recognition for achieving their goals

c) Impressing members of senior management so the group can get better assignments

d) Members relying on other members’ work

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic skills

Bloom’s: Analysis

64. Which statement best explains team diversity?

a) Team member characteristics may differ within the team.

b) Team members may differ in the function of their jobs.

c) Diversity is what the individual members contribute to the team.

d) The diversity on a team is determined by the leader, based on past performance.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Analysis

65. If a team is to be culturally diverse, which of the following best applies?

a) A team should be multicultural, with members representing a number of cultures.

b) An increase in diversity may minimize the tendency for subgroups to form and prevent any one culture from being a minority.

c) Without a dominant subgroup, all members will recognize the need to spend time working on communication and developing relationships.

d) Cultural differences may create problems early in the team’s formation.

Level of Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic skills

Bloom’s: Analysis

66. Team task interdependence refers to

a) The extent that team members require resources or support from other team members to complete their tasks.

b) Conflict that is likely to arise if one member fails to complete his or her part of the assignment.

c) Conflict that is occurs because a team member does not have enough time to adequately track progress.

d) The fact that personal differences are almost inevitable and can be disruptive if they get in the way of members’ everyday functioning.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB:Analytic skills

Bloom’s: Analysis

67. Withholding information, intentionally or not, is a dysfunctional norm the leader of the team should address. Techniques for doing so include

a) Brainstorming, the nominal group technique, and the Delphi technique.

b) The nominal group technique, free riding, and the Delphi technique.

c) The Delphi technique and brainstorming.

d) Brainstorming, norming, and the Delphi technique.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Comprehension

68. Team Develop members are asked to participate in an information-sharing technique in which the leader asks participants to silently and individually write down all their ideas related to a specific question. Which technique are the team members participating in?

a) Nominal group technique

b) Delphi technique

c) Conditional contributor

d) Sustainable approach

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Analysis

69. While working on a project for environmentally friendly green product development, several team members were involved in an unstructured process of sharing ideas. What is the name of this unstructured process of sharing ideas?

a) Brainstorming

b) Norming

c) Contributing

d) Consistent contributing

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Analysis

70. Tom and Helen are experiencing a real or perceived difference in interests between themselves while working on a team project. Their behaviour is causing

a) Team conflict.

b) Groupthink.

c) Social cohesion.

d) Task cohesion.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic skills

Bloom’s: Analysis

Fill In The Blanks

71. While teams are achievement-oriented, groups are _____ oriented.

Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic Skills

Bloom’s: Knowledge

72. A _____ is the collective sense of identification and loyalty team members feel toward the team.

Difficulty: Easy

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic Skills

Bloom’s: Knowledge

73. _____ is used to decrease friction and help a team run smoothly.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic Skills

Bloom’s: Knowledge

74. An approach to resolving conflicts that involves appealing to team members to recognize the higher-level goal that could be jeopardized is known as _____.

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic Skills

Bloom’s: Knowledge

75. _____ are shared beliefs about social and task behaviours in a group.

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic Skills

Bloom’s: Knowledge

76. The extent to which team members require resources or support from other team members to complete their tasks is referred to as _____.

Difficulty: Easy

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic Skills

Bloom’s: Knowledge

77. In the context of conflict resolution, the _____ emphasizes dialogue or conversation to help each person understand the other’s perspective and be mindful of the person behind the perspective.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3

AACSB: Analytic Skills

Bloom’s: Knowledge

78. _____ describes a decision process in which an adequate option, one that meets the minimum criteria for a solution, is chosen instead of the best possible option.

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic Skills

Bloom’s: Knowledge

79. A _____ is someone who contributes regardless of how little his or her teammates contribute.

Difficulty: Easy

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic skills

Bloom’s: Knowledge

80. A _____ will naturally focus on team-level rewards to reinforce a sense of community.

Difficulty: Medium

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10. 5 Performing

AACSB: Analytic Skills

Bloom’s: Knowledge

81. A ________ indicates people working together as unit, whereas a group is a collection of people who share a common association.

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic Skills

Bloom’s: Knowledge

82. A __________________ is composed of members from a specific area of expertise.

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Analytic Skills

Bloom’s: Knowledge

83. One of the main issues on the minds of team members during the ___________ stage is what is the next challenge they will take up.

Difficulty: Medium

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Analytic Skills

Bloom’s: Knowledge

84. A team should be _________________, with members representing a number of cultures.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic Skills

Bloom’s: Knowledge

85. Sometimes, team members have a work-related attachment and attraction to one another. This connection can be important to “grease the wheels”-that is, to decrease friction and help the team run smoothly. This attachment and attraction is called ______________________.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Analytic Skills

Bloom’s: Knowledge

86. During the _______ stage, one of the issues for team members is whether the team will get through the time of conflict.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic Skills

Bloom’s: Knowledge

87. A _____________ team using the transformation approach to address conflict involves changing team members’ perspectives from specific position to more general goals.

Difficulty: Medium

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Analytic Skills

Bloom’s: Knowledge

88. With the ______________________, questions are posed to team members remotely, and responses are returned to the leader. The leader then compiles the ideas without attaching names to them and sends the list back to team members for further consideration and response.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic Skills

Bloom’s: Knowledge

89. ______________ teams should encourage high quality and high quantity of information sharing.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Analytic Skills

Bloom’s: Knowledge

90. ________________________ is the fourth stage of the four basic stages of team development.

Difficulty: Medium

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Analytic Skills

Bloom’s: Knowledge

Short Answer Questions

91. List briefly two differences between a group and a team.

Difficulty: Medium

Learning Objective: Identify the characteristics and differences between groups and teams.

Section Reference: 10.1 Groups and Teams

AACSB: Communication Skills

Bloom’s: Comprehension

92. Give a brief description about social cohesion.

Difficulty: Medium

Learning Objective: Discuss forming, the first stage of team development, and how it clarifies goals and builds relationships.

Section Reference: 10.2 Forming

AACSB: Communication Skills

Bloom’s: Comprehension

93. Describe the feelings and issues of team members in the storming stage of team development. Discuss techniques that would enable a leader to solve these issues.

Difficulty: Hard

Learning Objective: Discuss storming, the second stage of team development, and how it appeals to shared goals, encourages helping, and resolves conflicts.

Section Reference: 10.3 Storming

AACSB: Communication Skills

Bloom’s: Comprehension

94. Describe the techniques a leader can utilize to reduce free riding.

Difficulty: Medium

Learning Objective: Discuss norming, the third stage of team development, when performance norms are affirmed and accountability ensured.

Section Reference: 10.4 Norming

AACSB: Communication Skills

Bloom’s: Comprehension

95. Discuss the issues and feelings that team members experience in the performing stage of team development.

Difficulty: Medium

Learning Objective: Discuss performing, the fourth stage of team development, when feedback is provided and new goals are identified.

Section Reference: 10.5 Performing

AACSB: Communication Skills

Bloom’s: Comprehension