Work Teams – Test Bank Ch10 | 11th Edition

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Fundamentals of Management, 11e (Robbins)

Chapter 10 Managing Work Groups and Work Teams

1) Many managers in today's business world have restructured work ________.

A) around individuals rather than teams

B) around teams rather than individuals

C) around both individuals and teams

D) around groups rather than teams

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

2) Of the following, which one is the main advantage of teams within an organization?

A) increased organizational performance

B) increased organizational coherence

C) increased groupthink

D) decreased legal costs associated with diversity

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

3) Formal groups ________.

A) meet at a regular time and place

B) are defined by an organization's structure

C) include people who share a common interest

D) include people who eat lunch together each day

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

4) This kind of work group is brought together to accomplish a specific job or single activity, such as the development of a new product.

A) command group

B) formal group

C) informal group

D) task group

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

5) This kind of work group brings individuals together from different work disciplines with different knowledge and skills.

A) formal group

B) cross-functional team

C) command group

D) self-managed team

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

6) The ________ stage of the group development process is complete when members begin to think of themselves as part of a group.

A) forming

B) storming

C) norming

D) performing

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

7) This stage involves the most conflict during the entire group development process.

A) forming

B) storming

C) norming

D) performing

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

8) Norming is a stage of group development that occurs when ________.

A) the group struggles for leadership

B) the group defines its purpose

C) the group develops cohesiveness

D) the group defines its goals

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

9) In which group development process is the group's energy directed to working on the group's task?

A) storming

B) forming

C) norming

D) performing

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

10) Permanent work groups are not likely to go through this stage.

A) storming

B) adjourning

C) forming

D) norming

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

11) During a recent meeting, a shouting match arose between a design manager and a marketing representative about a marketing plan for a new product. This team seems to be at the ________ stage of group development.

A) conflict

B) forming

C) norming

D) storming

Diff: 3

AACSB: Application of knowledge

LO: 10.1: Define group and describe the stages of group development.

Question Category: Application

12) During the storming stage of group development, high levels of conflict ________.

A) are necessary for group cohesiveness

B) increase group cohesiveness

C) can contribute to group effectiveness

D) are never a factor in group effectiveness

Diff: 3

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

13) A group that has gone through the norming stage of the group development process ________.

A) never returns to the storming stage

B) always returns to the storming stage

C) never returns to the forming stage

D) may return to the forming or storming stage

Diff: 3

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

The Retreat (Scenario)

The first-line managers of ELH Inc. were sent on a retreat to Silver Falls for their inaugural strategic planning meeting. Few people knew each other, but their task was clear: design a new performance appraisal system for subordinates that would be effective and usable.

The first day, little was accomplished except for the jockeying to see who would be the official leader. Finally, Jim seemed to wrangle control and helped provide the first real direction for the group.

By the second day, the group seemed to begin working well. They spent the morning determining group standards with respect to how they would make decisions within the group and how to manage the idea-generation process.

On the third and fourth days, the managers got down to work and moved amazingly quickly, with ideas flowing freely. By the end of the fourth day, they had a workable system developed, and they felt satisfied. That night they all signed off on a new document to be presented to the regional manager the next day. They all felt a twinge of regret at having to break up the group and return to normal work life.

14) The official forming stage of the group development process wasn't complete until group members ________.

A) experienced conflict

B) introduced one another

C) felt themselves a part of the group

D) got acquainted with one another

Diff: 2

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

15) The group was in the ________ stage when it was competing to see who would lead the group.

A) performing

B) storming

C) forming

D) adjourning

Diff: 2

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

16) When the management group was determining standards and establishing how it would make decisions, it was in the ________ stage of group development.

A) norming

B) storming

C) forming

D) adjourning

Diff: 2

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

17) In the third and fourth days of the retreat, the managers were in the ________ stage of group development.

A) performing

B) storming

C) forming

D) adjourning

Diff: 2

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

18) When the management team left Silver Falls to return to their own teams and departments, they had just completed the ________ stage of group development.

A) performing

B) storming

C) forming

D) adjourning

Diff: 2

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

19) A group consists of individuals who share specific goals.

Diff: 1

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Concept

20) Formal groups tend to form around friendships and common interests.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Concept

21) To be considered a group, a gathering must include at least five people.

Diff: 1

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Concept

22) Groups tend to go through five stages as they develop.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

23) The norming stage of group development ends when members consider themselves a part of the group.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

24) Managers should especially try to avoid conflict during the storming stage of group development.

Diff: 2

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

25) In the norming stage of group development, the group becomes cohesive.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

26) The group is likely to work on its primary task during the adjourning stage of group development.

Diff: 1

AACSB: Interpersonal relations and teamwork

LO: 10.1: Define group and describe the stages of group development.

Question Category: Analytical

27) In a short essay, discuss the first stage of group development.

Diff: 3

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Critical thinking

28) In a short essay, discuss the second stage of group development.

Diff: 3

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Critical thinking

29) In a short essay, discuss the third stage of group development.

Diff: 3

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Critical thinking

30) In a short essay, discuss the last two stages of group development.

In the adjourning stage, the group prepares to disband. High levels of task performance are no longer the group's top priority. Instead, attention is directed at wrapping up activities.

Diff: 3

AACSB: Analytical thinking

LO: 10.1: Define group and describe the stages of group development.

Question Category: Critical thinking

31) What term describes the behavior patterns of someone who occupies a given position in a group?

A) status

B) a role

C) a norm

D) leadership

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Concept

32) Aldos is given two different "top priorities" from two different managers. Aldos is experiencing ________.

A) role conflict

B) role reversal

C) efficiency conflict

D) personal conflict

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Application

33) Most workers learn what is expected as far as performance on the job from group ________.

A) roles

B) size

C) cohesiveness

D) norms

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

34) Group norms typically are ________.

A) grading systems

B) not very powerful

C) accepted standards

D) always set by leadership

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

35) Which one of the following would be an example of a group norm?

A) company policies on absenteeism

B) acceptable ways of dressing

C) hiring policies prohibiting discrimination

D) rules against sexual harassment

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Concept

36) Solomon Asch carried out pioneering studies in understanding ________.

A) group status

B) group roles

C) group size

D) group conformity

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

37) Asch was surprised most by finding that in some conditions, group members would provide information that they knew to be ________.

A) slightly exaggerated

B) vague

C) wrong

D) not fully substantiated

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

38) Asch's subjects were seen to give incorrect answers that they knew were incorrect in ________ of his studies.

A) about half

B) more than half

C) about 35 percent

D) about 90 percent

Diff: 2

AACSB: Analytical thinking

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

39) Asch's results are attributed to the tendency of people in groups to ________.

A) try to distinguish themselves

B) go along with the pack

C) stand up for what they know is right

D) swim against the current

Diff: 3

AACSB: Analytical thinking

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

40) Asch could feel fairly confident that his results were legitimate because ________ pressured by the group.

A) 35 percent of respondents gave wrong answers when they were not

B) only one percent of respondents gave wrong answers when they were not

C) only one percent of respondents gave wrong answers when they were

D) 90 percent of respondents gave wrong answers when they were

Diff: 3

AACSB: Analytical thinking

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

41) Members of an organization typically ________ the status of other organizational members.

A) agree about

B) disagree about

C) cannot recognize

D) refuse to recognize

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

42) A low-ranking employee having the best parking space in the company parking lot is an example of ________.

A) status congruence

B) status incongruence

C) a status category

D) a status level

Diff: 3

AACSB: Ethical understanding and reasoning

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

43) Status incongruence can be upsetting to employees because it sends a signal that organizational accomplishments ________.

A) are rewarded fairly and justly

B) are always rewarded

C) are never rewarded

D) are not always rewarded fairly and justly

Diff: 3

AACSB: Ethical understanding and reasoning

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

44) Small groups appear to perform better when it comes to ________.

A) problem solving

B) getting diverse input into a problem

C) speed of performing tasks

D) finding facts

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

45) Large groups appear to perform better when the goal of the group is to ________.

A) find facts

B) create consensus on a new product

C) interpret facts

D) solve problems quickly

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

46) Small groups appear to perform better when it comes to ________.

A) gaining diverse input

B) finding facts

C) problem solving

D) getting the job done

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

47) As the size of a group increases, the output of ________.

A) each group member tends to increase

B) each group member tends to decrease

C) the group decreases

D) the group stays the same

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

48) The primary reason that social loafing occurs is that output contributions from ________ easily be measured.

A) the entire group can

B) the entire group cannot

C) individuals can

D) individuals cannot

Diff: 3

AACSB: Ethical understanding and reasoning

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

49) The only effective way to guard against social loafing is for managers to make special efforts to ________.

A) be fair to all group members

B) treat all group members equally

C) assess individual contributions of group members

D) assess the group as a whole exclusively

Diff: 3

AACSB: Ethical understanding and reasoning

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

50) Group cohesiveness is largely a measure of how ________.

A) clear the group's goals are

B) much individuals share the group's goals

C) attainable the group's goals are

D) much the group's goals match organizational goals

Diff: 2

AACSB: Analytical thinking

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

51) High cohesiveness combined with a strong alignment between group goals and organizational goals typically results in ________.

A) strong productivity increase

B) strong productivity decrease

C) small productivity decrease

D) no productivity change

Diff: 3

AACSB: Analytical thinking

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

52) High cohesiveness combined with a very weak alignment between group goals and organizational goals typically results in ________.

A) a small productivity increase

B) a productivity decrease

C) a large productivity increase

D) no productivity change

Diff: 3

AACSB: Analytical thinking

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

53) Low cohesiveness combined with a strong alignment between group goals and organizational goals typically results in this.

A) a small productivity increase

B) a productivity decrease

C) a moderate productivity increase

D) no productivity change

Diff: 3

AACSB: Analytical thinking

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

54) Group norms have little to do with how hard a group member works.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

55) The studies by Solomon Asch show that group norms are a powerful force.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

56) Group norms affect dynamics such as effort and performance, but not superficial things like what people wear to work.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

57) As a group expands, individual productivity tends to decline.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

58) High cohesiveness always results in a productivity increase.

Diff: 1

AACSB: Interpersonal relations and teamwork

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Analytical

59) In a short essay, discuss how the work of Solomon Asch might affect managerial behavior.

To encourage openness, managers might foster a climate in which no idea or viewpoint is deemed "weird" or inappropriate. Tolerance and encouragement of unconventional thinking can help managers and teams "think outside the box" and come up with creative and innovative solutions to problems rather than be stuck with conforming to conventional points of view.

Diff: 3

AACSB: Written and oral communication

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Critical thinking

60) In a short essay, discuss how social loafing can affect a team and how it can be combated.

Since it is such a natural inclination, social loafing is hard to combat. To minimize social loafing, managers should focus on recognizing the contributions and accomplishments of group members both as individuals and as members of a group. For example, managers can urge group members to constantly evaluate themselves with respect to pulling their own weight and by repeatedly asking themselves: What did I do to help the group? Am I truly pulling my own weight?

Diff: 3

AACSB: Written and oral communication

LO: 10.2: Describe the major concepts of group behavior.

Question Category: Critical thinking

61) Teams are increasingly popular among successful organizations because they have been found to ________.

A) match the performance of individuals in every kind of task

B) outperform individuals in many tasks

C) match the performance of individuals in many tasks

D) outperform individuals in every kind of task

Diff: 2

AACSB: Analytical thinking

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

62) Which statement is true of Fortune 500 companies?

A) Half have 100 percent of their employees on teams.

B) One-hundred percent have half of their employees on teams.

C) Eighty percent have half of their employees on teams.

D) Half have 80 percent of their employees on teams.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

63) Which one of the following is NOT generally thought to be an advantage of teams over traditional work arrangements?

A) Teams are flexible and responsive.

B) Teams are easy to assemble.

C) Teams are easy to disband.

D) Teams are highly mechanistic.

Diff: 2

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

64) The main difference between work groups and work teams is that ________.

A) work teams have a common goal

B) work groups have a common goal

C) work teams share information

D) work groups share information

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

65) The use of work teams creates the potential for an organization to generate ________.

A) greater outputs with greater inputs

B) fewer outputs with fewer inputs

C) greater outputs with fewer inputs

D) fewer outputs with greater inputs

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

66) Which statement is true?

A) The main goal of work teams is to share information.

B) The main goal of work groups is collective performance.

C) The main goal of work teams is collective performance.

D) The main goal of work groups is synergy.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

67) Which statement is true of accountability?

A) Work team members are individually accountable only.

B) Work team members are both individually and mutually accountable to one another.

C) Work group members are mutually accountable to one another.

D) Work group members are both individually and mutually accountable to one another.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

68) Which statement is true of the skills that members of work groups and work teams must have?

A) Work group members need complementary skills.

B) Work team members need random skills.

C) Work team members need complementary skills.

D) Work group members need random skills.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

69) Teams composed of individuals from the same department or functional area and are involved in efforts to improve work activities are called ________.

A) cross-functional teams

B) self-managed work teams

C) problem-solving teams

D) virtual teams

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

70) Which type of team is rarely given the authority to unilaterally implement any of its suggested actions?

A) cross-functional

B) problem-solving

C) self-managed

D) virtual

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

71) Teams composed of individuals with skills that are highly complementary to one another are called ________.

A) cross-functional teams

B) self-managed work teams

C) problem-solving teams

D) virtual teams

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

72) Problem-solving teams usually ________.

A) have full authority to implement their decisions

B) lack the authority to implement their decisions

C) avoid making decisions

D) manage themselves and have no supervisor

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

73) Teams composed of individuals who have rarely actually met one another in person are called ________.

A) cross-functional teams

B) self-managed work teams

C) problem-solving teams

D) virtual teams

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

74) Teams composed of individuals who function without a supervisor are called ________.

A) cross-functional teams

B) self-managed work teams

C) problem-solving teams

D) virtual teams

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

75) A self-managed work team would be likely to have the authority to ________.

A) hire and fire top organizational managers

B) determine organization-wide pay scales for team employees

C) disband a competing work team

D) make schedules and plans

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

76) Which one of the following would a self-managed work team be LEAST likely to do?

A) select all projects it works on

B) make decisions

C) implement decisions it makes

D) assign tasks

Diff: 3

AACSB: Analytical thinking

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

77) The team that meets each week in room 201 has a goal of creating a new cell phone model. The team consists of an engineer, a designer, a computer software specialist, and a marketing specialist. The team has full authority to make and implement its own decisions. This is likely to be a ________.

A) cross-functional team

B) problem-solving team

C) virtual team

D) work group

Diff: 2

AACSB: Application of knowledge

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Application

78) Deborah's work team has its own separate office, does its own planning and scheduling, and is even responsible for evaluating each other's performance. Deborah is part of a ________ team.

A) self-managed

B) virtual

C) problem-solving

D) work group

Diff: 2

AACSB: Application of knowledge

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Application

79) Dan in New York is part of a team that is creating new software for the One Laptop Per Child program. The graphic designer for Dan's team is in Uruguay. The programmers for the team are in different parts of California. The team meets by videoconference once a week. Dan's team is likely to be a ________.

A) work group

B) functional team

C) cross-functional team

D) virtual team

Diff: 2

AACSB: Application of knowledge

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Application

80) The characteristics that make a team effective include ________.

A) context, composition, work design, and processes

B) context, resources, leadership, and trust

C) composition, diversity, personality, and size

D) work design, autonomy, skill variety, and task significance

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

81) A major contextual factor that contributes to making a team effective is ________.

A) diversity

B) autonomy

C) having specific goals

D) trust

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

82) A major composition factor that contributes to making a team effective is ________.

A) adequate resources

B) personality

C) team efficacy

D) task identity

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

83) When a team can't agree on who does what, it is having this kind of contextual problem.

A) leadership and structure

B) adequate resources

C) climate of trust

D) reward system

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

84) When team members complain that they aren't being paid enough, the team has this kind of contextual problem.

A) leadership and structure

B) adequate resources

C) climate of trust

D) performance evaluation and reward system

Diff: 2

AACSB: Application of knowledge

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

85) The knowledge, skills, and abilities of team members are ________ factors that contribute to team effectiveness.

A) context

B) work design

C) process

D) composition

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

86) Team diversity generally leads to ________ in overall team performance.

A) an immediate increase

B) an eventual decline in disruption

C) a dramatic increase

D) an eventual increase

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

87) These are the Big Five personality traits that seem to have the greatest influence on team performance.

A) conscientiousness and openness to experience

B) agreeableness and emotional stability

C) emotional stability and extraversion

D) extraversion and conscientiousness

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

88) How agreeable or disagreeable team members are affects team performance, especially when ________.

A) the team is diverse

B) the team is large

C) the team has only one disagreeable member

D) the team has more than one disagreeable member

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

89) With respect to skills, most teams need this most.

A) members who excel at one particular skill

B) members who have only general skills

C) members who excel at different skills

D) members who have interpersonal skills

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

90) A team that lacks new, interesting, exciting ideas needs someone to fulfill this team role.

A) linker

B) creator-innovator

C) thruster-organizer

D) upholder-maintainer

Diff: 2

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

91) The "two-pizza" rule holds that work teams should ________.

A) include a homogeneous group of people who all like just one or two kinds of pizza

B) be small enough to be fed by two pizzas

C) have 16 people or 2 eight-slice pizzas

D) always have two alternatives when they make a decision

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

92) A team that lacks discipline needs someone to fulfill the team role of ________.

A) controller-inspector

B) linker

C) explorer-promoter

D) upholder-maintainer

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

93) Work teams that perform at a high level typically fill ________ different team roles.

A) six

B) eight

C) nine

D) ten

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

94) A team that is suffering attacks by managers from another division needs someone to fulfill the team role of ________.

A) reporter-adviser

B) controller-inspector

C) thruster-organizer

D) upholder-maintainer

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

95) Autonomy is a ________ factor that contributes to team effectiveness.

A) work design

B) context

C) process

D) composition

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

96) Team efficacy is a measure of how ________ a team is.

A) efficient

B) cooperative

C) confident

D) skilled

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

97) A certain amount of ________ is usually required for effective teams.

A) conflict

B) dysfunction

C) social loafing

D) distrust

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

98) Which one of the following should a team try to completely eliminate, if possible?

A) conflict

B) disagreement

C) social loafing

D) individual accountability

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

99) The best way to eliminate social loafing is to make sure that team members are ________ for the team's goals.

A) individually accountable

B) jointly accountable

C) both individually and jointly accountable

D) not accountable

Diff: 2

AACSB: Ethical understanding and reasoning

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

100) Specific goals are a ________ factor that contributes to overall team effectiveness.

A) context

B) work design

C) process

D) composition

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

101) When assembling a team, managers should look for individuals who ________.

A) can avoid conflict and have team skills

B) have the required job skills

C) are team players

D) have both team and job skills

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

102) Team skills ________.

A) are all inborn

B) can be learned

C) can never be learned

D) cannot be picked up through training

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

103) An organization that is composed predominantly of teams should reward employees primarily for ________.

A) individual efforts

B) competitive efforts

C) being team leaders

D) cooperative efforts

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

104) One way to emphasize team cohesion is for employers to distribute rewards to ________ based on a team's productivity.

A) selected team members

B) all teams

C) the entire team

D) the team leader

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

105) Approximately 80 percent of all Fortune 500 companies use teams.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

106) Work teams and work groups are the same thing.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

107) Accountability for a work team is strictly on an individual basis.

Diff: 1

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

108) The problem with many problem-solving teams is that they don't have the authority to act on their decisions.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

109) A self-managed team is responsible for both completing tasks and managing itself.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

110) A problem-solving team is likely not to have a supervising manager to oversee it.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

111) In an electronics company, a cross-functional team is likely to have an engineer, a designer, a software specialist, and a marketing specialist all working on the same project.

Diff: 2

AACSB: Analytical thinking

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

112) Members of a virtual team never actually communicate with one another.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

113) An effective manager of a self-managed team is often more of a coach than a manager.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

114) Conscientiousness seems to be a key ingredient in successful teams.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

115) Disagreeable team members rarely decrease team performance.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

116) On successful teams, individuals rarely play more than one role.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

117) Disruptive effects of diversity on team performance can decline over time.

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

118) The team role of thruster-organizer initiates creative ideas in a team.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

119) A team's upholder-maintainer would likely submit the team's request for a large increase in resources to top management.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

120) The "two pizza" rule states that the best teams should be small enough so that they can be satisfied with no more than two pizzas.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

121) An effective team must have a whole and identifiable task.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

122) Effective teams should avoid conflict at all costs.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

123) There is no way to reduce social loafing within a team.

Diff: 3

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

124) The behaviors required for successful team performance cannot be gained through training.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

125) Selection is important in the success of a team.

Diff: 1

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

126) Rewards for team members should be distributed based on collaboration not competition.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Analytical

127) In a short essay, compare work groups and work teams.

Work teams are groups whose members work intensely on a specific, common goal. All efforts in a work team are directed toward achieving this goal. Members of a work team focus entirely on the team goal rather than on their own individual goals. In a successful work team, the combined individual efforts of team members result in a level of performance that is greater than the sum of those individual inputs.

Diff: 2

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

128) In a short essay, describe the characteristics of a problem-solving team.

Diff: 3

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

129) In a short essay, describe the characteristics of a self-managed team.

Diff: 3

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

130) In a short essay, describe the characteristics of cross-functional teams.

Diff: 3

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

131) In a short essay, describe the characteristics of virtual teams.

Diff: 3

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

132) In a brief essay, discuss how managers can use selection to shape team behavior.

If the prospective team member has technical skills but not team skills, the manager may choose not to hire the person or to hire on a provisional basis, requiring that the applicant demonstrate team skills before he or she is officially included as part of the team.

In either case, the manager can use his or her discretion to include individuals who enhance, rather than detract from, the team. A team with members who have requisite technical skills that can function efficiently as a unit has a very high probability of successfully achieving its goals.

Diff: 3

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

133) In a brief essay, discuss how managers can use training to shape team behavior.

Training can also be used to teach employees about teams and teamwork. Workshops typically cover such topics as team problem solving, communications, negotiations, conflict resolution, and coaching skills.

Diff: 3

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

134) In a brief essay, discuss how managers can use rewards to shape team behavior.

Promotions, pay raises, and other forms of recognition should be given to employees who are effective collaborative team members. Taking this approach shouldn't ignore individual contribution, but rather managers should try to balance individual recognition with recognition of efforts that further the team.

Examples of behaviors that should be rewarded include training new colleagues, sharing information with teammates, helping resolve team conflicts, and mastering new skills in which the team is deficient.

Diff: 3

AACSB: Written and oral communication

LO: 10.3: Discuss how groups are turned into effective teams.

Question Category: Critical thinking

135) A major challenge of using global teams is ________.

A) personality differences

B) knowledge differences

C) cultural differences

D) skill differences

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

136) A member of a global team from a country that has high uncertainty avoidance may have problems dealing with ________.

A) risk

B) authority

C) following orders

D) sharing information

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

137) In a global team, team members should guard against ________, which can be a source of discord and resentment among team members.

A) ambiguity

B) risk

C) stereotyping

D) diversity

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

138) Asch's findings show that ________ cultures tend to be more conformist than North American cultures.

A) individualistic

B) capitalistic

C) collectivistic

D) affluent

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

139) Research shows that a great deal of tension and difficulty arises in global teams due to ________.

A) groupthink

B) miscommunication

C) diversity

D) time zone differences

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

140) A major benefit of global teams is ________.

A) minimal distrust

B) groupthink

C) idea diversity

D) little stereotyping

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

141) A Latin-American member of a global team might show undue respect to another team member because of that member's ________.

A) age

B) physical ability

C) ethnicity

D) family heritage

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

142) A global team member from Israel would be ________ to engage in social loafing as a team member from Canada.

A) somewhat more likely

B) less likely

C) equally likely

D) much more likely

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

143) A global team member from China would be likely to be ________.

A) less productive in a team than on his or her own

B) equally productive on his own and on a team

C) more productive in a team than on his or her own

D) more productive on his own than in a team

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

144) ________ is one thing that global teams usually find difficult to attain.

A) Team cohesiveness

B) Consensus

C) Team goals

D) Organizational goals

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

145) Which one of the following identifies the most common reason for a manager deciding not to assemble a team?

A) when the task can be better completed by an individual than a group

B) when the task is highly complex

C) when the task is ill-defined

D) when the task is thankless

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

146) Asch's findings suggest that Chinese members of a global team might be expected to conform easily to the team's norms.

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

147) A Latin American team member would be more likely than a North American team member to afford status to an individual who comes from a powerful family.

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

148) A Japanese manager with the biggest office is likely to have the most power within an organization.

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

149) Collectivist societies tend to have an enormous problem with social loafing.

Diff: 2

AACSB: Ethical understanding and reasoning

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

150) Diversity within a group typically makes reaching cohesiveness easier.

Diff: 2

AACSB: Diverse and multicultural work environments

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical

151) Some organizational tasks are better done individually than in a team or group.

Diff: 2

AACSB: Interpersonal relations and teamwork

LO: 10.4: Discuss contemporary issues in managing teams.

Question Category: Analytical