Test Bank Answers Teams and Teamwork Ch17

Ch17: Teams and Teamwork

True/False

1. A team is a collection of people who regularly interact to pursue common goals.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In his role as a team leader, a manager is primarily involved in serving as a helpful contributing member of a project team.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Interdependence is the extent to which team members depend on one another to complete their work effectively.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Synergy pools individual talents and efforts to create extraordinary results through collective action.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Formal groups emerge from relationships and shared interests among the members.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Informal groups are always detrimental to the growth of an organization as they are mostly involved in spreading rumors.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Members of informal groups can satisfy needs that are otherwise unmet in their formal work assignments.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Project teams or task forces work on common problems on a permanent basis.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A cross-functional team operates with members who come from different functional units of an organization.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The functional chimneys problem is more prominent in the case of cross-functional teams.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A key feature of any self-managing team is multitasking.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Members of a self-managing team are held individually accountable for performance results.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In the context of virtual teams, selecting team members high in initiative often leads to a lack of co-ordination among the members.

Learning Objective: 17.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Team building is a sequence of activities to analyze a team and make changes to improve its performance.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Team effectiveness is inversely proportional to the quality of inputs.

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Team effectiveness equals quality of inputs plus process gains minus process losses.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Team effectiveness equals quality of outputs minus process gains plus process losses.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. With respect to member satisfaction, members should take pleasure from the team’s performance accomplishments and not focus on their personal contribution.

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. The available resources and organizational setting can affect how fully team members can use and pool their talents to accomplish team tasks.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The right inputs alone guarantee team effectiveness.

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. It is in the storming stage that people ideally begin to identify with other members and with the team itself.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The norming stage is part of the “critical zone” of team development, where successes create long-term gains while failures create long-lasting problems.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Persons in a highly cohesive team are less likely to conform to the norms.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. By reinforcing the desired behaviors with rewards, leaders can help their teams in building positive norms.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A strong conformity to norms by members has a beneficial effect on team performance.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Increasing membership homogeneity in a team increases team cohesiveness.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Team cohesiveness is the extent to which team members adopt norms that encourage shared commitments to moral behavior.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. It is the sole responsibility of a team leader to minimize the occurrence of disruptive activities in a team.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The best teams use centralized communication network at all times.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. Centralized communication networks work better on simple tasks.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. The “decision by majority” rule ensures that no coalitions are formed.

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Highly cohesive teams have a tendency of losing their critical evaluative capabilities.

Learning Objective: 17.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Groupthink is likely to occur when members of a group refuse to look realistically at other groups.

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In a situation prone to interpersonal conflicts, brainstorming works best in preventing groupthink.

Learning Objective: 17.4

Difficulty: Moderate

AACSB: Written and oral communication

Bloom’s Taxonomy: Comprehension

Multiple Choice

1. The process of people actively working together to accomplish common goals is referred to as _____.
2. teamwork
3. team diversification
4. free-riding
5. team building
6. groupthink

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In his role as a coach or team developer, a manager is primarily involved in:
2. serving as the peer leader and networking hub for a special task force.
3. serving as a helpful contributing member of a project team.
4. looking out for “free-riding” in groups and preventing its occurrence.
5. serving as a team’s advisor on ways to improve processes and performance.
6. working together with the team and solving problems through computer-based interactions.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ is the extent to which team members depend on one another to complete their work effectively.
2. Interdependence
3. Social loafing
4. Synergy
5. Team cohesiveness
6. Team virtuousness

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following best describes synergy?
2. It is the process by which some people avoid responsibility by “free-riding” in groups.
3. It is the process of creating a whole greater than the sum of its individual parts.
4. It is the process of analyzing business opportunities according to market growth rate and market share.
5. It is the process that analyses the strengths, weaknesses, opportunities, and threats involved in a business.
6. It is the process that seeks the lowest costs of operations within a special market segment.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. What is social loafing?
2. It is the tendency of some people to avoid responsibility by “free-riding” in groups.
3. It is the tendency to create an invisible barrier limiting career advancement of women and minorities.
4. It is the process by which managers create positive relationships with people who can help advance agendas.
5. It is the process by which people actively work together to accomplish common goals.
6. It is the tendency of some people to display negative attitudes toward members of diverse populations.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is a drawback closely associated with teamwork?
2. Functional chimneys problem
3. Glass ceiling effect
4. Social loafing
5. Ecological fallacy
6. Absence of a sense of security

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The market research department, audit unit, and customer service team of a company are examples of a(n) _____ group.
2. formal
3. informal
4. support
5. grassroots
6. interest

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of informal groups?
2. Managers are the key “linking pins” among these groups.
3. They emerge from natural or spontaneous relationships among people.
4. They are convened for a specific purpose and disband when their task is completed.
5. They are officially recognized and supported by the organization.
6. Their members have the tendency to avoid responsibility by “free-riding” in groups.

Learning Objective: 17.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following best describes a committee?
2. It is convened for a specific purpose and disbands when its task is completed.
3. It is unofficial and emerges from relationships and shared interests among members.
4. It is designated to work on a special task on a continuing basis.
5. It is a team whose members work and solve problems through computer-based interactions.
6. It is a team whose members have the tendency to avoid responsibility by “free-riding” in groups.

Learning Objective: 17.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of committees?
2. They are led by a designated head or chairperson, who is held accountable for performance results.
3. They emerge from natural or spontaneous relationships among people.
4. They are formed to engage group members in an open, spontaneous discussion of problems.
5. They bring people together to work on common problems, but on a temporary basis.
6. They primarily exist as support groups in which the members basically help one another do their jobs.

Learning Objective: 17.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A project team or task force is:
2. unofficial and emerges from relationships and shared interests among members.
3. designated to work on a special task on a continuing basis.
4. a team in which members solve problems through computer-based interactions.
5. a team in which members have the tendency of “free-riding” in groups.
6. convened for a specific purpose and disbands when its task is completed.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. At the headquarters of Meltdown Inc., a temporary team consisting of members from its technical department and marketing department is put together to develop a promotional plan for its new robot, “Nancy.” This team is given a time limit of fifteen days to complete the task. This team is an example of a(n) _____.
2. committee
3. project team
4. informal group
5. interest group
6. distributed team

Learning Objective: 17.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is most likely to reduce the functional chimneys problem?
2. A cross-functional team
3. A self-managing work team
4. A committee
5. A virtual team
6. A distributed team

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. How does a cross-functional team help reduce the functional chimneys problem?
2. By giving the team members the right of self-management and thus the right to work in different departments
3. By bringing together people from across functions and thus eliminating the “wall” that may otherwise limit communication through departments and functions
4. By encouraging an unofficial network in which members can build relationships and share interests
5. By making individual contributions more visible and thus controlling social loafing
6. By increasing the motivation of the members and thus increasing work efficiency

Learning Objective: 17.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. The functional chimneys problem:
2. emerges from relationships and shared interests among members.
3. results from an invisible barrier limiting career advancement of women and minorities.
4. is the practice of spreading rumors across functional groups.
5. is a lack of communication across functions.
6. is the indecisiveness seen in a functional work team.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of a self-managing work team?
2. It refers to a team in which members evaluate one another’s performance contributions.
3. It refers to a team of workers that operate with a comparatively lesser degree of task interdependence.
4. In these teams, the members usually specialize in and focus on performing only one job.
5. Each member of these teams is individually held accountable for performance results.
6. Members of such a team work together and solve problems only through computer-based interactions.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Blocs Inc. is headquartered in the United States and has a number of branches across the world. The manager at the U.S. branch is in charge of a project involved in creating a new operating system. Her team members are based in different branches in China, India, Brazil, and Canada. Instead of meeting at a common location, the team members hold discussions through Skype. This is an example of a(n) _____.
2. informal group
3. virtual team
4. interest group
5. support team
6. friendship group

Learning Objective: 17.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Members of a(n) _____ typically work together and solve problems through computer-based interactions.
2. informal group
3. distributed team
4. interest group
5. support team
6. friendship group

Learning Objective: 17.2

Difficulty: Easy

AACSB: Information technology

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of a distributed team?
2. Its members are less likely to get sidetracked by interpersonal difficulties.
3. Its members are more sensitive to nonverbal cues in communication.
4. It always ensures that team members do not feel isolated.
5. It consists of members across departments who work at one place.
6. It has a limited number of members owing to the hassles of expanding such a team.

Learning Objective: 17.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ is a sequence of planned activities used to analyze the functioning of a team and to make constructive, systematic changes in how it operates.
2. Social loafing
3. Synergy
4. A task force
5. Team Building
6. A virtual team

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The differences in values, personalities, experiences, demographics, and cultures among the membership are referred to as _____.
2. functional chimneys
3. glass walls
4. team diversity
5. groupthink
6. culture shock

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The main difference between homogeneous and heterogeneous teams is that:
2. the risk of occurrence of groupthink is more in the latter.
3. the latter has members who are quite dissimilar to one another.
4. members of the latter work together through computer-based interactions.
5. the latter achieves high levels of task performance and future viability.
6. only the latter has a task-driven, results-oriented structure.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. As team diversity increases, it is most likely that the:
2. risk of the occurrence of groupthink increases.
3. complexity of interpersonal relationships increases.
4. members become more sensitive to nonverbal cues.
5. risk of occurrence of social loafing increases.
6. scope for special performance opportunities reduces.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is most likely to increase team effectiveness?
2. Increase in the complexity of interpersonal relationships
3. Good information and material resources
4. Involvement in social loafing
5. Teams that have more than eight or nine members
6. Strong cohesiveness that leads to groupthink

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Team effectiveness equals quality of inputs ____ process gains ____ process losses.
2. minus; plus
3. minus; times
4. plus; minus
5. plus; times
6. times; minus

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Team ____ represents the differences in values, personalities, experiences, demographics, and cultures among members.
2. Diversity
3. Effectiveness
4. Formality
5. Interdependence
6. Virtuousness

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. As teams increase in size:
2. the communication becomes less congested.
3. it becomes easier to manage them.
4. the number of potential interactions increases geometrically.
5. the nature of the task ceases to affect team effectiveness.
6. team effectiveness reaches its peak.

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is the way team members work together to accomplish tasks.
2. Team effectiveness
3. Team process
4. Team managing
5. Team leading
6. Team controlling

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The _____ stage involves the first entry of individual members into a team.
2. storming
3. norming
4. performing
5. forming
6. adjourning

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The forming stage of team development is the stage:
2. of initial task orientation and interpersonal testing.
3. when subteams are formed around areas of agreement and disagreement.
4. when shared rules of conduct emerge and the team feels a sense of leadership.
5. of total integration in which members are able to deal in creative ways.
6. when team members prepare to achieve closure and disband.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The storming stage of team development is the stage:
2. of initial task orientation and interpersonal testing.
3. when subteams are formed around areas of agreement and disagreement.
4. when shared rules of conduct emerge and the team feels a sense of leadership.
5. of total integration in which members are able to deal in creative ways.
6. when team members prepare to achieve closure and disband.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. It is in the _____ stage that tensions often emerge over tasks and interpersonal concerns.
2. storming
3. norming
4. performing
5. forming
6. adjourning

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The norming stage of team development is the stage:
2. of initial task orientation and interpersonal testing.
3. when subteams are formed around areas of agreement and disagreement.
4. when shared rules of conduct emerge and the team feels a sense of leadership.
5. of total integration in which members are able to deal in creative ways.
6. when team members prepare to achieve closure and disband.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The performing stage of team development is the stage:
2. of first entry of individual members into a team of initial task orientation and interpersonal testing.
3. of high emotionality when subteams are formed around areas of agreement and disagreement.
4. where members develop initial feelings of closeness, a division of labor, and a sense of shared expectations.
5. of total integration in which members are able to deal in creative ways with complex tasks.
6. when temporary committees, task forces, and project teams disband with a sense that important goals have been accomplished.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is the last stage in team development?
2. Storming stage
3. Norming stage
4. Performing stage
5. Forming stage
6. Adjourning stage

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The adjourning stage of team development is the stage:
2. of first entry of individual members into a team of initial task orientation and interpersonal testing.
3. of high emotionality when subteams are formed around areas of agreement and disagreement.
4. where members develop initial feelings of closeness, a division of labor, and a sense of shared expectations.
5. of total integration in which members are able to deal in creative ways with complex tasks.
6. when temporary committees, task forces, and project teams disband with a sense that important goals have been accomplished.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A special team is put together at D.M.G. to work on a robotics project. The team is in the process of completing its project, and all the members share the view that they have successfully accomplished their goal. This team is most likely to be in the _____ stage of its development.
2. storming
3. norming
4. performing
5. forming
6. adjourning

Learning Objective: 17.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following best describes a norm?
2. It is a behavior, rule, or standard expected to be followed by team members.
3. It is the degree to which members are attracted to and motivated to remain part of a team.
4. It is the tendency of individual team members to engage in self-serving behaviors.
5. It is the way team members of any team actually work together as they transform inputs into output.
6. It is the differences in values, personalities, experiences, demographics, and cultures among the membership.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ is the extent to which team members adopt norms that encourage shared commitments to moral behavior.
2. Interdependence
3. Social loafing
4. Synergy
5. Team cohesiveness
6. Team virtuousness

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ is the degree to which members are attracted to and motivated to remain part of a team.
2. Effectiveness
3. Cohesiveness
4. Productivity
5. Efficiency
6. Diversity

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Conformity to norms in a team is likely to be the highest when:
2. diversity is high.
3. diversity is low.
4. cohesiveness is high.
5. cohesiveness is low.
6. the size of the team is big.

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of a highly cohesive team?
2. The team members are less likely to conform to the norms.
3. The members often violate core values.
4. The intensity of rivalry among the members is very high.
5. The members are not ethical in their dealings.
6. The team members strive to maintain positive relationships.

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is an ideal step that leaders can take to ensure that their teams build positive norms?
2. Increase the size of the team
3. Increase team diversity
4. Impose strict guidelines and penalties
5. Strengthen team cohesiveness
6. Encourage rivalry among members

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Which of the following is the best way to build high team cohesiveness?
2. Decrease membership homogeneity
3. Increase team size
4. Build agreement on team goals
5. Reward individual results
6. Increase rivalry among members

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) _____ activity is an action taken by a team member that directly contributes to the team’s performance purpose.
2. maintenance
3. disruptive
4. task
5. social loafing
6. orientation

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A _____ activity is an action taken by a team member that supports the emotional life of the group.
2. maintenance
3. disruptive
4. task
5. social loafing
6. self-management

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. James notices that his team always fails to complete projects on schedule. He realizes that this problem can be tackled by prioritizing the projects and setting personal goals. He urges his fellow team members to follow his technique. This leads to a significant improvement in the performance of the team. This action taken by James is an appropriate example of a(n) _____ activity.
2. maintenance
3. disruptive
4. task
5. social loafing
6. groupthink

Learning Objective: 17.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Encouraging team members and developing good interpersonal relationships are part of _____ activities.
2. maintenance
3. direct performance oriented
4. task
5. social loafing
6. information sharing

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Which of the following is an example of a maintenance activity?
2. Information sharing
3. Elaborating
4. Initiating
5. Gatekeeping
6. Summarizing

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. _____ activities are self-serving behaviors that interfere with team effectiveness.
2. Maintenance
3. Disruptive
4. Task
5. Orientation
6. Self-management

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Activities such as showing incivility toward other members and withdrawing from the discussion are typical examples of _____ activities.
2. maintenance
3. disruptive
4. task
5. orientation
6. initializing

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. All members of a team working on developing a mobile operating system at Lock Inc. contribute helpful task and maintenance behaviors. This team follows the _____ form of leadership.
2. authoritarian
3. high power distance
4. distributed
5. centralized
6. transactional

Learning Objective: 17.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is an example of a disruptive activity?
2. Gatekeeping
3. Controlling
4. Being aggressive
5. Following
6. Opinion giving

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. A decentralized communication network:
2. allows all members to communicate directly with one another.
3. restricts direct communication between individual members and the hub.
4. allows limited communication among subgroups.
5. decreases cohesiveness in a team.
6. allows communication flows only between individual members and a hub.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. When team members must interact intensively and work closely together on tasks, this need is best met by a _____ communication network.
2. wheel
3. chain
4. decentralized
5. restricted
6. top down

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Written and oral communication

Bloom’s Taxonomy: Comprehension

1. In a(n) _____ communication network, communication flows only between individual members and a hub.
2. restricted
3. centralized
4. all-channel
5. star
6. polarized

Learning Objective: 17.3

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of a chain communication structure?
2. Its activities are coordinated and results pooled by a central point of control.
3. It allows all members to communicate directly with one another.
4. It best suits teams when members must interact intensively and work closely.
5. Polarized subgroups contest one another and may even engage in conflict.
6. It promotes self-serving behaviors that interfere with team effectiveness.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. In a(n) _____ communication network, communication between subgroups is limited and biased, with negative consequences for group process and effectiveness.
2. restricted
3. centralized
4. all-channel
5. chain
6. wheel

Learning Objective: 17.3

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. In a restricted communication network:
2. activities are coordinated and results pooled by a central point of control.
3. all team members communicate directly with one another.
4. all members of a team contribute helpful task and maintenance behaviors.
5. polarized subgroups contest one another and may even engage in conflict.
6. self-serving behaviors that interfere with team effectiveness are promoted.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. Which of the following best describes decision making?
2. It is an action taken by a team member that supports the emotional life of the group.
3. It is an action taken by a team member that directly contributes to the group’s performance purpose.
4. It is a stage of total integration in which team members are able to deal in creative ways.
5. It is the process of making choices among alternative possible courses of action.
6. It is the way team members work together to accomplish tasks.

Learning Objective: 17.4

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. In the _____ method of decision making, one idea after another is suggested without any discussion taking place.
2. decision by lack of response
3. decision by authority rule
4. decision by minority rule
5. decision by majority rule
6. decision by unanimity

Learning Objective: 17.4

Difficulty: Easy

AACSB: Written and oral communication

Bloom’s Taxonomy: Knowledge

1. Jenson supervises the marketing team at Upscale Inc. Instead of having discussions with his team, he takes all the decisions related to marketing policies himself. His approach is an example of _____.
2. decision by lack of response
3. decision by authority rule
4. decision by minority rule
5. decision by majority rule
6. decision by unanimity

Learning Objective: 17.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. In the _____ method of decision making, two or three people are able to dominate or “railroad” the team into making a decision that they prefer.
2. decision by lack of response
3. decision by authority rule
4. decision by minority rule
5. decision by consensus
6. decision by unanimity

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In the _____ way of decision making, full discussion leads to one alternative being favored by most members, and the other members agree to support it.
2. decision by lack of response
3. decision by authority rule
4. decision by minority rule
5. decision by consensus
6. decision by unanimity

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. When all the members of a team agree to a decision, it is referred to as the _____ way of decision making.
2. decision by lack of response
3. decision by authority rule
4. decision by minority rule
5. decision by consensus
6. decision by unanimity

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is a disadvantage typically associated with the team decision making process?
2. Minority domination
3. Social loafing
4. Team diversity
5. Downsizing
6. Liquidation

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following helps one in achieving consensus?
2. Every member knows what is happening and agrees to a decision.
3. Two or three people dominate and lead the team into making a decision.
4. The leader, manager, or some other authority figure makes decisions for the team.
5. One idea after another is suggested without any discussion taking place.
6. A suggestion is provided and then the team is forced into quick agreement.

Learning Objective: 17.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Which of the following best describes groupthink?
2. It is an action taken by a team member that supports the emotional life of the group.
3. It is an action taken by a team member that directly contributes to the group’s performance purpose.
4. It is a stage of total integration in which team members are able to deal in creative ways.
5. It is the process of making choices among alternative possible courses of action.
6. It is a tendency for highly cohesive teams to lose their evaluative capabilities.

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is a symptom of groupthink?
2. Emphasis on centralized communication
3. Self-serving behavior
4. Decrease in team size
5. Illusions of invulnerability
6. High team diversity

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. In which of the following situations is groupthink most likely to occur?
2. When members indulge in criticism of their own work
3. When members thoroughly consider alternatives
4. When members accept consensus prematurely
5. When members are skeptical of inherent group morality
6. When members communicate personal concerns to the whole team

Learning Objective: 17.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. _____ is a tendency for highly cohesive teams to lose their evaluative capabilities.
2. Groupthink
3. Team virtuousness
4. Centralized communication
5. Restricted communication
6. Maintenance activity

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is likely to be most effective in checking groupthink?
2. Assigning the role of critical evaluator to each team member
3. Building agreement among team members on team goals
4. Increasing membership homogeneity
5. Rewarding team rather than individual results
6. Providing physical isolation from other teams

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following best describes a devil’s advocate?
2. It is the technique of making choices among alternative possible courses of action.
3. It is the technique of getting one member to act as a critical evaluator during a meeting.
4. It is the technique of building agreement on team goals and thus increasing cohesiveness.
5. It is the technique of measuring the degree to which members are motivated to remain as a part of a team.
6. It is the technique of measuring the effectiveness and efficiency of individual members of a team.

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. John works in a software services company. He is currently a member of a large team working on a project. John generally tries to avoid taking responsibilities and works as less as possible because he knows that there are other team members who will complete the work. Which of the following terms best represents John’s behavior?
2. Social loafing
3. Self-concordance
4. Fundamental attribution error
5. Representativeness bias
6. Bandwagon effect

Learning Objective: 17.1

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Peter is the marketing head of AdSure, a renowned digital marketing company, known for its innovative marketing strategies. When being quizzed on his definition of a “perfect marketer,” Peter responded with reference to his team members and stated that Roger’s out of the box thinking, Steve’s Written and oral communication, Jessica’s innovative designs, and Jane’s technical prowess would reflect the qualities of a “perfect marketer.” Which of the following would best describe Peter’s definition of a “perfect marketer”?
2. Social loafing
3. Cohesiveness
4. Synergy
5. Representativeness bias
6. Bandwagon effect

Learning Objective: 17.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Eddie’s company is concerned about the recent decline in sales of one of its best-selling products. The company has decided to permanently put a group of people in charge of analyzing competitive products and determining new features that should be added to their products. All the people in this group work in the marketing department of the company. The people in this group will perform these new tasks in addition to the ones they already have. Which of the following terms would best describe the newly formed group?
2. Project team
3. Task force
4. Cross-functional team
5. Committee
6. Functional chimney

Learning Objective: 17.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. The sales team of June Electronics comprises members who collectively decide if a member should focus on indoor or outdoor sales. The team also decides the strategies to be adopted apart from evaluating each other’s performances. This is an example of _____.
2. self-managing team
3. task force
4. cross-functional team
5. committee
6. functional chimney

Learning Objective: 17.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Melony Inc., a supermarket chain, utilizes the expertise of its employees from the marketing, design, product outlay, supply management, and inventory management teams to attract customers and drive sales. This is an example of a _____.
2. self-managing team
3. task force
4. cross-functional team
5. distributed team
6. functional chimney

Learning Objective: 17.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Randall’s team is strained. The team members differ in views and opinions that result in frequent conflicts within the team. But irrespective of the conflicts, things to be achieved are becoming clearer and people are beginning to understand one another’s working styles. Which of the following stages of team development does this situation exemplify?
2. Forming stage
3. Norming stage
4. Storming stage
5. Adjourning stage
6. Performing stage

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. The members of the Research & Development team of TechlicLabs have developed an understanding among themselves, thereby reducing the possibilities of interpersonal hostilities or disintegration. The team members also occupy key leadership positions thereby evoking a sense of leadership. Which of the following stages of team development does this situation exemplify?
2. Forming stage
3. Norming stage
4. Storming stage
5. Adjourning stage
6. Performing stage

Learning Objective: 17.3

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Frederick’s team is highly cohesive and the members of the team find it difficult to disapprove the ideas and opinions expressed by their teammates. Which of the following terms would best describe this situation?
2. Groupthink
3. Brainstorming
4. Halo effect
5. Synergy
6. Social loafing

Learning Objective: 17.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Jacob, the customer relationship manager of SimplyBuyz.com, an e-commerce retailer, calls for a meeting of his team to discuss strategies to handle customer grievances effectively. Jacob seeks inputs from all his team members who come up with amicable solutions to certain grievances without being evaluated or criticized by the other team members. Which of the following approaches does Jacob adopt to invoke creativity in the process of team decision-making?
2. Team virtuousness
3. Brainstorming
4. Halo effect
5. Nominal group technique
6. Social loafing

Learning Objective: 17.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. “There’ll be a meeting to discuss issues related to the execution of new project. Please feel free to point out difficulties in carrying out tasks, suggest solutions, and voice doubts,” said the team leader to the members of his team. Which of the following terms would best describe the meeting to be held?
2. Groupthink
3. Centralized communication network
4. Wheel communication structure
5. Distributed leadership
6. Brainstorming

Learning Objective: 17.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

Essay Questions

1. What are the advantages and disadvantages associated with team work?
   • Performance gains through synergy
   • More resources for problem solving
   • Improved creativity and innovation
   • Improved quality of decision making
   • Greater member commitment to tasks
   • Increased motivation of members
   • Increased need satisfaction of members

Some of the disadvantages of team work are:

• • Personality conflicts and work style differences
  • Ambiguous agendas or ill-defined problems
  • Social loafing
  • Groupthink

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. What is a virtual team? What are the potential advantages of a virtual team?

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. What do you understand by the term “team process”? What are the different stages of team development?

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Discuss the advantages and disadvantages of team decisions.

The potential disadvantages of team decision making trace largely to the difficulties with group process. When many people are trying to make a team decision, it can be hard to reach agreement and there may be social pressure to conform. There may be minority domination, where some members feel forced or “railroaded” to accept a decision advocated by one vocal individual or small coalition. And, the time required to make team decisions can sometimes be a disadvantage. As more people are involved in the dialogue and discussion, decision making takes longer. This added time may be costly, even prohibitively so, in certain circumstances.

Learning Objective: 17.4

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

Text Entry

1. _____ is the process of people actively working together interdependently to accomplish common goals.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

123. ____ is the creation of a whole greater than the sum of its individual parts.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

124. Social loafing is the tendency of some members to avoid responsibility by “free-riding” during _____ tasks.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

125. A(n) ____ team is an officially recognized collective that is supported by the organization.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

126. An informal group is _____ and emerges from relationships and shared interests among members.

Learning Objective: 17.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

127. A project team or task force is convened for a specific purpose and _____ when its task is completed.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

128. A cross-functional team operates with members who come from ____ functional units of an organization.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

129. Members of _____ work teams have the authority to make decisions about how they share and complete their work.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

130. Members of a(n) ____ team work together and solve problems through computer-mediated interactions.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

131. Team ____ is a sequence of activities to analyze a team and make changes to improve its performance.

Learning Objective: 17.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

132. Team ____ represents the differences in values, personalities, experiences, demographics, and cultures among members.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

133. A team ____ is a behavioral expectation, rule, or standard to be followed by team members.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

134. Team ____ is the degree to which members are attracted to and motivated to remain part of a team.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

135. Distributed leadership is when ____ members of a team contribute helpful task and maintenance behaviors.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

136. ________ activities are self-serving behaviors that interfere with team effectiveness.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

137. A(n) ____ communication network allows all members to communicate directly with one another.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

138. In a(n) _____ communication network, communication flows only between individual members and a hub, or center point.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

139. In a restricted communication network, subgroups have _____ communication with one another.

Learning Objective: 17.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

140. _____ making is the process of making choices among alternative possible courses of action.

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

141. ____ is a tendency for highly cohesive teams to lose their evaluative capabilities.

Learning Objective: 17.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge