Working in Group

1.1-1. Which of the following situations best represents group communication as defined
in the textbook?
a. People talking in an elevator.
b. People discussing the weather at an airport.
c. Fans cheering at a baseball game.
d. Jury members deliberating a court case.
e. A congregation listening to a sermon.
Difficulty: 2
Question ID: 01.1-01
Page Ref: 4
Answer: d. Jury members deliberating a court case.
1.1-2. A group with 7 members has the potential for _______ different types of
interactions.
a. 9
b. 90
c. 666
d. 900
e. 966
Difficulty: 2
Question ID: 01.1-02
Page Ref: 5
Answer: e. 966
1.1-3. What is the ideal group size for a problem-solving discussion?
a. 3–5 people
b. 4–6 people
c. 5–7 people
d. 6–9 people
e. 8–12 people
Difficulty: 2
Question ID: 01.1-03
Page Ref: 5
Answer: c. 5–7 people
1.1-4. According to your textbook, the most important factor separating successful groups
from unsuccessful ones is
a. having a minimum of 5 and a maximum of 12 members in a group.
b. a clear goal.
c. strong leadership.
d. member independence and interdependence.
e. group morale.
Difficulty: 2
Question ID: 01.1-04
Page Ref: 7
Answer: b. a clear goal.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.1-5. According to your textbook, a group's context refers to
a. the type and size of the group.
b. the group's physical and psychological setting.
c. the group's purpose, history, and status.
d. the characteristics of and relationships among group members.
e. all of the above.
Difficulty: 2
Question ID: 01.1-05
Page Ref: 8
Answer: e. all of the above.
1.1-6. To which basic element of communication is Grace giving special attention when
she prepares for an important group meeting by making sure her business suit is
pressed, that her hair is well-groomed, that her perfume is pleasant but subtle, and
that she takes a breath mint before entering the meeting room?
a. channels
b. external noise
c. feedback
d. verbal message
e. internal noise
Difficulty: 3
Question ID: 01.1-06
Page Ref: 8
Answer: a. channels
1.1-7. In a communication transaction, feedback represents
a. a group's physical and psychological environment.
b. anything that interferes with or inhibits effective communication.
c. the media through which group members share messages.
d. the response or reaction to a message.
e. ideas, information, opinions, and/or feelings that generate meaning.
Difficulty: 2
Question ID: 01.1-07
Page Ref: 8
Answer: d. the response or reaction to a message.
1.1-8. Which of the following examples best illustrates the systems theory principle that
"systems try to maintain balance in their environment"?
a. Members may take time off to "play" when work becomes too intense.
b. Members may unexpectedly come up with new ideas and techniques.
c. Effective groups have clear goals.
d. Groups suffer if members fail to cooperate.
e. Groups rely on member input to achieve a common goal.
Difficulty: 3
Question ID: 01.1-08
Page Ref: 9-10
Answer: a. Members may take time off to "play" when work becomes too intense.
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1.1-9. The cooperative interaction of several factors that results in a combined effect
greater than the total of all individual parts is referred to as
a. interaction.
b. common goals.
c. interdependence.
d. synergy.
e. working.
Difficulty: 2
Question ID: 01.1-09
Page Ref: 11
Answer: d. synergy.
1.1-10. A stamp collecting club is an example a
a. self-help group.
b. social group.
c. learning group.
d. service group.
e. public group.
Difficulty: 1
Question ID: 01.1-10
Page Ref: 12
Answer: b. social group.
1.1-11. Your family is an example of a
a. primary group.
b. social group.
c. public group.
d. service group.
e. none of the above
Difficulty: 1
Question ID: 01.1-11
Page Ref: 12
Answer: a. primary group.
1.1-12. A local Alcoholics Anonymous chapter is an example of a
a. primary group.
b. self-help group.
c. learning group.
d. service group.
e. public group.
Difficulty: 2
Question ID: 01.1-12
Page Ref: 12
Answer: b. self-help group.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.1-13. Guests who appear on talk shows and interact with other guests for the benefit of
an audience are participating in a
a. symposium.
b. forum.
c. panel discussion.
d. governance group.
e. service group.
Difficulty: 1
Question ID: 01.1-13
Page Ref: 13
Answer: c. panel discussion.
1.1-14. A group of police officers presenting short, uninterrupted speeches on different
aspects of community safety are participating in a
a. symposium.
b. forum.
c. panel discussion.
d. governance group.
e. self-help group.
Difficulty: 2
Question ID: 01.1-14
Page Ref: 13
Answer: a. symposium.
1.1-15. A college appoints a moderator and holds an open discussion to provide students
with the opportunity to ask questions and express their concerns regarding a
proposed increase in tuition. This setting for group communication is an example
of a
a. symposium.
b. forum.
c. panel discussion.
d. governance group.
e. service group.
Difficulty: 2
Question ID: 01.1-15
Page Ref: 13
Answer: b. forum.
1.1-16. A college's Board of Trustees that makes public policy decisions may be classified
as a
a. symposium.
b. forum.
c. panel discussion.
d. governance group.
e. service group.
Difficulty: 1
Question ID: 01.1-16
Page Ref: 13
Answer: d. governance group.
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1.1-17. Which of the following characteristics demonstrates one of the disadvantages of
working in groups?
a. Groups make better decisions when working on complex tasks.
b. Working in groups enhances member learning.
c. Groups require significant time, energy, and resources.
d. Groups are often more creative than members working alone.
e. Members usually enjoy working with others in groups.
Difficulty: 2
Question ID: 01.1-17
Page Ref: 14-16
Answer: c. Groups require significant time, energy, and resources.
1.1-18. A virtual group is one which
a. relies on technology to communicate.
b. exists only for a short period of time.
c. lacks a leader.
d. lacks a clear purpose.
e. has the same dynamic as other groups.
Difficulty: 1
Question ID: 01.1-18
Page Ref: 14
Answer: a. relies on technology to communicate.
1.1-19. Statements that explain or predict how people communicate are
a. theories.
b. strategies.
c. skills.
d. resources.
e. rules.
Difficulty: 1
Question ID: 01.1-19
Page Ref: 17
Answer: a. theories.
1.1-20. When seeking to resolve group tensions, the dialectic approach recommends a
__________________ approach.
a. compromise
b. either/or
c. both/and
d. approach/avoidance
e. task/maintenance
Difficulty: 2
Question ID: 01.1-20
Page Ref: 18
Answer: c. both/and
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.1-21. All of the following pairs of common folk proverbs illustrate the contradictory
nature of dialectic tensions EXCEPT
a. "Opposites attract" and "Birds of a feather flock together."
b. "Two's company, three's a crowd" and "The more the merrier."
c. "Look before you leap" and "He who hesitates is lost."
d. "Waste not, want not" and "Music makes the world go 'round. "
e. "To know him is to love him" and "Familiarity breeds contempt."
Difficulty: 3
Question ID: 01.1-21
Page Ref: 19
Answer: d. "Waste not, want not" and "Music makes the world go 'round. "
1.1-22. In group dialectic terms, effective groups balance structure and
a. heterogeneity.
b. disengagement.
c. spontaneity.
d. engagement.
e. individual goals.
Difficulty: 2
Question ID: 01.1-22
Page Ref: 18, 20-21
Answer: c. spontaneity.
1.1-23. In dialectic terms, effective groups balance conflict with
a. conformity.
b. cohesion.
c. structure.
d. closed systems.
e. social dimensions.
Difficulty: 2
Question ID: 01.1-23
Page Ref: 18, 19
Answer: b. cohesion.
1.1-24. In dialectic terms, effective groups balance task dimensions with
a. conformity dimensions.
b. cohesion dimensions.
c. structure dimensions.
d. closed dimensions.
e. social dimensions.
Difficulty: 2
Question ID: 01.1-24
Page Ref: 18, 20
Answer: e. social dimensions.
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1.1-25. The open system ↔ closed system group dialectic can be described as
a. balancing a commitment to group norms and standards with a willingness to differ
and change.
b. balancing member similarities and differences.
c. balancing external support and recognition with internal group solidarity and
rewards.
d. balancing member energy and labor with the group's need for rest and renewal.
e. balancing members' personal goals with the group's goal.
Difficulty: 3
Question ID: 01.1-25
Page Ref: 18, 21-22
Answer: c. balancing external support and recognition with internal group solidarity
and rewards.
1.1-26. The homogeneous ↔ heterogeneous group dialectic can be described as
a. balancing a commitment to group norms and standards with a willingness to differ
and change.
b. balancing member similarities and differences.
c. balancing external support and recognition with internal group solidarity and
rewards.
d. balancing effective leadership with responsible followership.
e. balancing members' personal goals with the group's common goal.
Difficulty: 2
Question ID: 01.1-26
Page Ref: 18, 20
Answer: b. balancing member similarities and differences.
1.1-27. The engaged ↔ disengaged group dialectic can be described as
a. balancing a commitment to group norms and standards with a willingness to differ
and change.
b. balancing a motivation to complete tasks with promoting member relationships.
c. balancing external support and recognition with internal group solidarity and
rewards.
d. balancing effective leadership with responsible followership.
e. balancing member energy and labor with the group's need for rest and renewal.
Difficulty: 2
Question ID: 01.1-27
Page Ref: 18, 21
Answer: e. balancing member energy and labor with the group's need for rest and
renewal.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.1-28. A both/and approach to resolving dialectic tensions in groups empowers members.
Which of the following examples demonstrates the characteristics of autonomy in
an empowered group?
a. The group believes it has the ability to achieve its common goal.
b. The group believes that its common goal is important and worthwhile.
c. The group has the freedom to make decisions and implements its decisions.
d. The group believes that its work produces significant benefits for other people and
organizations.
e. The group has high morale and understands the value of play as well as work.
Difficulty: 2
Question ID: 01.1-28
Page Ref: 21
Answer: c. The group has the freedom to make decisions and implements its decisions.
1.1-29. In Latin, the word credo means
a. "I believe."
b. "I mean."
c. "I am."
d. "I create."
e. "I accuse."
Difficulty: 2
Question ID: 01.1-29
Page Ref: 23
Answer: a. "I believe."
1.1-30. All of the following principles of ethical communication are included in the
National Communication Association's Credo for Ethical Communication
EXCEPT
a. We endorse freedom of speech only when the truth does not cause detrimental
results or harm others.
b. We advocate truthfulness, accuracy, honesty, and reason as essential to the
integrity of communication.
c. We strive to understand and respect other communicators before evaluating and
responding to their messages.
d. We are committed to the courageous expression of personal conviction in pursuit
of fairness and justice.
e. We promote a communication climate of caring and mutual understanding.
Difficulty: 2
Question ID: 01.1-30
Page Ref: 24
Answer: a. We endorse freedom of speech only when the truth does not cause
detrimental results or harm others.
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True/False
1.2-1. According to a study commissioned by the Association of American Colleges and
Universities, "teamwork skills and the ability to collaborate with others in diverse
group settings" was ranked first as an essential learning outcome in 2 of 4 major
categories.
a. True
b. False
Difficulty: 1
Question ID: 01.2-01
Page Ref: 3
Answer: a. True
1.2-2. Employers view proficiency in a field of study as more important than group
communication skills.
a. True
b. False
Difficulty: 2
Question ID: 01.2-02
Page Ref: 4
Answer: b. False
1.2-3. Your textbook defines group communication as the interaction of 5 to 7 people
working to make a good decision.
a. True
b. False
Difficulty: 2
Question ID: 01.2-03
Page Ref: 4
Answer: b. False
1.2-4. The basic components of group communication are members, interaction,
independence, goals, and working.
a. True
b. False
Difficulty: 2
Question ID: 01.2-04
Page Ref: 4-5
Answer: a. True
1.2-5. A group of 5 members has the potential for 90 different types of interaction.
a. True
b. False
Difficulty: 2
Question ID: 01.2-05
Page Ref: 5
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.2-6. In groups with more than 15 members, coordination and control become difficult.
a. True
b. False
Difficulty: 1
Question ID: 01.2-06
Page Ref: 5
Answer: a. True
1.2-7. According to your textbook, leadership is the single factor that separates successful
groups from unsuccessful groups.
a. True
b. False
Difficulty: 2
Question ID: 01.2-07
Page Ref: 6
Answer: b. False
1.2-8. As groups grow larger, member satisfaction increases.
a. True
b. False
Difficulty: 2
Question ID: 01.2-08
Page Ref: 5
Answer: b. False
1.2-9. Generally, there are 2 sources of noise: external and internal.
a. True
b. False
Difficulty: 2
Question ID: 01.2-09
Page Ref: 8
Answer: a. True
1.2-10. A soft speaking voice can create noise in a communication transaction.
a. True
b. False
Difficulty: 2
Question ID: 01.2-10
Page Ref: 8
Answer: a. True
003 Pearson Education, Inc.
1.2-11. Feedback is always verbal rather than nonverbal.
a. True
b. False
Difficulty: 2
Question ID: 01.2-11
Page Ref: 8
Answer: b. False
1.2-12. When group members work together to achieve a common goal, the size of the
group, the physical setting, and the group's role and status in an organization are
components of the communication context.
a. True
b. False
Difficulty: 2
Question ID: 01.2-12
Page Ref: 8
Answer: a. True
1.2-13. Your biases, distracting thoughts about other activities, fatigue, and hunger can
cause noise in a communication transaction.
a. True
b. False
Difficulty: 2
Question ID: 01.2-13
Page Ref: 8
Answer: a. True
1.2-14. Unlike the digestive system, a computer system, or even the solar system, groups
do not function as a system because they involve interdependent members
interacting with one another.
a. True
b. False
Difficulty: 2
Question ID: 01.2-14
Page Ref: 9
Answer: b. False
1.2-15. Systems theory assumes that groups and their members are unpredictable.
a. True
b. False
Difficulty: 2
Question ID: 01.2-15
Page Ref: 10
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.2-16. The term synergy comes from the Greek word synonym which means "similar
meaning."
a. True
b. False
Difficulty: 2
Question ID: 01.2-16
Page Ref: 11
Answer: b. False
1.2-17. Synergy refers to a situation in which "the whole is greater than the sum of its
individual parts."
a. True
b. False
Difficulty: 2
Question ID: 01.2-17
Page Ref: 11
Answer: a. True
1.2-18. PTAs, labor unions, veterans' groups, fire and police auxiliary groups, and
neighborhood and community associations are examples of self-help groups.
a. True
b. False
Difficulty: 1
Question ID: 01.2-18
Page Ref: 12
Answer: b. False
1.2-19. On college campuses, intramural athletic teams as well as sororities and
fraternities are examples of social groups.
a. True
b. False
Difficulty: 1
Question ID: 01.2-19
Page Ref: 12
Answer: a. True
1.2-20. Work groups collaborate to achieve specific goals on behalf of a business or
organization.
a. True
b. False
Difficulty: 1
Question ID: 01.2-20
Page Ref: 12
Answer: a. True
003 Pearson Education, Inc.
1.2-21. Ad hoc committees remain active in order to accomplish ongoing tasks on behalf
of a larger group.
a. True
b. False
Difficulty: 2
Question ID: 01.2-21
Page Ref: 12
Answer: b. False
1.2-22. In a panel discussion, several group members interact with one another on a
common topic for the benefit of an audience.
a. True
b. False
Difficulty: 1
Question ID: 01.2-22
Page Ref: 13
Answer: a. True
1.2-23. In a group symposium, group members interact with one another on a common
topic for the benefit of an audience.
a. True
b. False
Difficulty: 2
Question ID: 01.2-23
Page Ref: 13
Answer: b. False
1.2-24. Asynchronous group communication occurs simultaneously and in real time.
a. True
b. False
Difficulty: 2
Question ID: 01.2-24
Page Ref: 14
Answer: b. False
1.2-25. When a task is complex and the answers are unclear, an effective group will
perform better than individuals working alone.
a. True
b. False
Difficulty: 2
Question ID: 01.2-25
Page Ref: 14
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.2-26. Generally, a smart person can generate more innovative ideas and creative
solutions than a group can.
a. True
b. False
Difficulty: 2
Question ID: 01.2-26
Page Ref: 15
Answer: b. False
1.2-27. A Microsoft study found that nonproductive meetings can waste 2 of every 5
workdays.
a. True
b. False
Difficulty: 1
Question ID: 01.2-27
Page Ref: 16
Answer: a. True
1.2-28. Without understanding group communication theories, you will have difficulty
understanding why a particular method works in one situation and fails in
another.
a. True
b. False
Difficulty: 2
Question ID: 01.2-28
Page Ref: 17
Answer: a. True
1.2-29. Resolving group dialects requires an either/or approach rather than a both/and
approach.
a. True
b. False
Difficulty: 2
Question ID: 01.2-29
Page Ref: 17
Answer: b. False
1.2-30. Relational Dialectics Theory claims that relationships are characterized by
ongoing tensions between the contradictory and complex elements of human
experiences.
a. True
b. False
Difficulty: 1
Question ID: 01.2-30
Page Ref: 19
Answer: a. True
003 Pearson Education, Inc.
1.2-31. In the best of groups, individual goals support the group's common goal.
a. True
b. False
Difficulty: 1
Question ID: 01.2-31
Page Ref: 18
Answer: a. True
1.2-32. "Two's company; three's a crowd" and "Music makes the world go 'round" are
examples of dialectic tensions.
a. True
b. False
Difficulty: 2
Question ID: 01.2-32
Page Ref: 19
Answer: b. False
1.2-33. Groups without constructive conflict have difficulty analyzing the wisdom of their
decisions.
a. True
b. False
Difficulty: 2
Question ID: 01.2-33
Page Ref: 19
Answer: a. True
1.2-34. The structure ↔ spontaneity dialectic relies on both tested procedures to help a
group achieve its goal as well as creative thinking.
a. True
b. False
Difficulty: 2
Question ID: 01.2-34
Page Ref: 20-21
Answer: a. True
1.2-35. Heterogeneous groups include members who are different from one another.
a. True
b. False
Difficulty: 2
Question ID: 01.2-35
Page Ref: 20
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.2-36. When a group functions as an open system, it guards its boundaries and
discourages input from or interaction with the outside.
a. True
b. False
Difficulty: 2
Question ID: 01.2-36
Page Ref: 21-22
Answer: b. False
1.2-37. The key to balancing both the complex and competing elements in a group is a
commitment to working toward the group's goal.
a. True
b. False
Difficulty: 1
Question ID: 01.2-37
Page Ref: 18-19
Answer: a. True
1.2-38. Empowered groups feel free to exert control over other groups in order to achieve
their personal goals.
a. True
b. False
Difficulty: 2
Question ID: 01.2-38
Page Ref: 21
Answer: b. False
1.2-39. The National Communication Association's Credo for Ethical Communication
states that every group member should condemn communication that degrades
individuals and that expresses intolerance or hatred.
a. True
b. False
Difficulty: 2
Question ID: 01.2-39
Page Ref: 22
Answer: a. True
1.2-40. The National Communication Association's Credo for Ethical Communication
contends that group members should accept the consequences of their
communication and expect the same of others.
a. True
b. False
Difficulty: 2
Question ID: 01.2-40
Page Ref: 22
Answer: a. True
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Essay
1.3-1. Given what you've learned in Chapter 1, explain why athletic teams such as the
New York Giants won the Super Bowl while the better-rated teams lost.
Difficulty: 2
Question ID: 01.3-01
Page Ref: 2, 11
1.3-2. Why do studies conclude that the skills needed to work in groups are the most
important skills for college graduates entering the workplace?
Difficulty: 2
Question ID: 01.3-02
Page Ref: 3-4
1.3-3. Your textbook's definition of group communication consists of 5 essential
components. Identify and explain the importance of each component of the
definition. In your opinion, which element (other than having members) is the most
important? Justify your choice.
Difficulty: 3
Question ID: 01.3-03
Page Ref: 4-7
1.3-4. Describe and explain what can happen when there are too many members in a
work group.
Difficulty: 2
Question ID: 01.3-04
Page Ref: 4-7
1.3-5. How does noise affect group communication? What kinds of noise are most
disruptive, and what can a group do to minimize such noise?
Difficulty: 2
Question ID: 01.3-05
Page Ref: 8
1.3-6. Why does the textbook claim that groups are systems? List and describe 2
characteristics of systems as they apply to group communication. Give an example
of each of these characteristics as they operate in groups.
Difficulty: 2
Question ID: 01.3-06
Page Ref: 9-11
1.3-7. Discuss the concept of synergy. Include in your discussion both a definition of
synergy and an indication of the role it plays in group communication. Provide at
least 2 examples of groups in which the concept of synergy helps explain the group's
success and effectiveness.
Difficulty: 2
Question ID: 01.3-07
Page Ref: 11
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
1.3-8. Explain the differences between the following 3 types of groups: a learning group, a
civic group, and a work group.
Difficulty: 2
Question ID: 01.3-08
Page Ref: 11-13
1.3-9. How do panel discussions, symposiums, and forums differ? Which kind of group
would be most appropriate when citizens have questions after listening to a
candidate's plan for improving the local economy?
Difficulty: 2
Question ID: 01.3-09
Page Ref: 13
1.3-10. There are both advantages and disadvantages to working in groups. List and
explain 3 advantages of working in groups as well as 2 disadvantages of working
in groups.
Difficulty: 2
Question ID: 01.3-10
Page Ref: 13-16
1.3-11. Define and distinguish between the concepts of synchronous and asynchronous
groups. Include an example of each type of group in your answer.
Difficulty: 2
Question ID: 01.3-11
Page Ref: 14
1.3-12. Your textbook discusses the importance of linking theories, methods, and tools
when studying and applying group communication principles. Why are theories,
methods, and tools inseparable components of effective groups?
Difficulty: 3
Question ID: 01.3-12
Page Ref: 17
1.3-13. Define the term dialectics in your own words. Identify and describe 3 dialectic
tensions that occur in groups and provide at least one example of a group
experiencing each dialectic tension you choose.
Difficulty: 3
Question ID: 01.3-13
Page Ref: 17-22
1.3-14. Your textbook's authors write that "dialectic tensions can often be resolved by
taking a both/and approach rather than looking for either/or answers." What
does this statement mean? Provide 2 communication examples that illustrate the
differences between a both/and and an either/or response.
Difficulty: 2
Question ID: 01.3-14
Page Ref: 17-18
003 Pearson Education, Inc.
1.3-15. Why is the homogeneous ↔ heterogeneous component essential to effective group
work?
Difficulty: 2
Question ID: 01.3-15
Page Ref: 20
1.3-16. When groups resolve dialectic tensions using a both/and approach, they become
empowered. Identify and describe 2 characteristics of empowered groups.
Difficulty: 2
Question ID: 01.3-16
Page Ref: 21
1.3-17. The National Communication Association (NCA) provides a credo for ethical
communication. Select 3 of the 9 principles in the credo. Explain why each
principle is critical for ethical communication.
Difficulty: 3
Question ID: 01.3-17
Page Ref: 22
1.3-18. Is it ethical for a study group to work together in order to improve their chances
of earning a good group in a difficult course when other students in the class study
alone? If yes, why? If not, why not?
Difficulty: 2
Question ID: 01.3-18
Page Ref: 22
1.3-19. Why would you join or not join a study group for a course that requires you to
learn complex content? What dialectic tensions are most likely to affect how well a
study group achieves its common goal?
Difficulty: 3
Question ID: 01.3-19
Page Ref: Multiple pages
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5eTEST BANK CHAPTER 2: GROUP DEVELOPMENT
Multiple Choice
2.1-1. In which of Tuckman's Group Development Stages do members resolve status
conflicts and learn to work as a cohesive team?
a. performing
b. storming
c. adjourning
d. norming
e. forming
Difficulty: 2
Question ID: 02.1-01
Page Ref: 29, 32
Answer: d. norming
2.1-2. In which of Tuckman's Group Development Stages are members socially cautious
and overly polite?
a. adjourning
b. forming
c. performing
d. norming
e. storming
Difficulty: 2
Question ID: 02.1-02
Page Ref: 29
Answer: b. forming
2.1-3. You have just joined a newly formed group responsible for developing a recycling
program for your community. At first, group members are somewhat
uncomfortable working with strangers. Which of Tuckman's stages of group
development is your group experiencing?
a. norming
b. storming
c. forming
d. performing
e. reforming
Difficulty: 1
Question ID: 02.1-03
Page Ref: 29
Answer: c. forming
2.1-4. Which is the correct order for Tuckman's 5 group development stages?
a. forming, storming, norming, performing, adjourning
b. forming, norming, performing, storming, adjourning
c. norming, forming, storming, performing, adjourning
d. norming, storming, performing, forming, adjourning
e. storming, norming, forming, performing, adjourning
Difficulty: 2
Question ID: 02.1-04
Page Ref: 29
Answer: a. forming, storming, norming, performing, adjourning
003 Pearson Education, Inc.
2.1-5. Because most members of a new group want to create a good first impression, they
tend to be overly polite with one another during their initial meetings. They don't
interrupt one another and avoid expressing strong opinions. These behaviors are
characteristic of
a. dialectic tension.
b. primary tension.
c. secondary tension.
d. tertiary tension.
e. assimilation tension.
Difficulty: 2
Question ID: 02.1-05
Page Ref: 30
Answer: b. primary tension.
2.1-6. Ernest Bormann's description of primary tension resembles Tuckman's _________
stage of group development.
a. forming
b. storming
c. norming
d. performing
e. adjourning
Difficulty: 2
Question ID: 02.1-06
Page Ref: 32
Answer: a. forming
2.1-7. Ernest Bormann's description of _________ resembles Tuckman's forming stage of
group development.
a. secondary tension
b. primary tension
c. the norming stage
d. the performing stage
e. the adjourning stage
Difficulty: 2
Question ID: 02.1-07
Page Ref: 32
Answer: b. primary tension
2.1-8. In which of which of Carolyn Anderson's group socialization stages do members
adjust to group expectations, assume needed roles, and balance their personal goals
with the group's goals?
a. antecedent phase
b. anticipatory phase
c. encounter phrase
d. assimilation phase
e. exit phase
Difficulty: 3
Question ID: 02.1-08
Page Ref: 35
Answer: c. encounter phrase
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
2.1-9. In which of which of Carolyn Anderson's group socialization stages do members
become fully integrated into the group's culture?
a. antecedent phase
b. anticipatory phase
c. encounter phrase
d. assimilation phase
e. exit phase
Difficulty: 3
Question ID: 02.1-09
Page Ref: 35
Answer: d. assimilation phase
2.1-10. According to Locke and Latham's Goal Theory, all of the following criteria are
critical for developing effective group goals EXCEPT
a. the goals are specific.
b. the goals are accepted by members.
c. the goals are simple and easy to achieve.
d. the goals are set by members and the group.
e. the goals allow for member growth.
Difficulty: 3
Question ID: 02.1-10
Page Ref: 35
Answer: c. the goals are simple and easy to achieve.
2.1-11. _________ occur when members' private goals conflict with the group's common
goals and represent what people really want rather than what they say they want.
a. The storming stage
b. Hidden agendas
c. Primary tension
d. Tertiary tension
e. Implicit norms
Difficulty: 1
Question ID: 02.1-11
Page Ref: 37
Answer: b. Hidden agendas
2.1-12. All of the following statements are true about hidden agendas EXCEPT
a. Hidden agendas exist in most groups.
b. Hidden agendas occur when there is poor group leadership.
c. Hidden agendas disrupt the flow of communication.
d. Hidden agendas should be discussed and dealt with by the group.
e. Hidden agendas do not cause problems in a group.
Difficulty: 2
Question ID: 02.1-12
Page Ref: 37
Answer: b. Hidden agendas occur when there is poor group leadership.
003 Pearson Education, Inc.
2.1-13. Implicit norms are
a. easy to recognize.
b. quickly apparent to new members.
c. rarely discussed by members.
d. imposed by an outside authority.
e. disruptive of the group process.
Difficulty: 2
Question ID: 02.1-13
Page Ref: 39
Answer: c. rarely discussed by members.
2.1-14. Which of the following examples depicts an explicit norm?
a. Group members have learned to leave the seat nearest the door for their leader.
b. Within a few days after work together in a newly formed committee, members
begin using one another's first names.
c. Ralph has begun bringing extra copies of the group's agenda to the meeting for
members who have forgotten theirs.
d. Everyone abides by the "be on time; be out on time" rule set on the first day of the
group meetings.
e. After getting the "evil eye" from several members, Ruthie stops checking her
BlackBerry during meetings.
Difficulty: 3
Question ID: 02.1-14
Page Ref: 39
Answer: d. Everyone abides by the "be on time; be out on time" rule set on the first
day of the group meetings.
2.1-15. Which of the following examples depicts an implicit norm?
a. As specified in the group's bylaws, members use parliamentary procedure when the
group debates a motion.
b. Even though members know one another's names, everyone wears their company-
issued nametags to meetings.
c. Members take their turn—in alphabetical order—taking minutes at every meeting.
d. Members have learned that because meetings usually begin fifteen minutes later
than scheduled, they can arrive a little late.
e. Members agree that no one should be allowed to consult their BlackBerries during
a meeting without permission.
Difficulty: 3
Question ID: 02.1-15
Page Ref: 39-40
Answer: d. Members have learned that because meetings usually begin fifteen minutes
later than scheduled, they can arrive a little late.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
2.1-16. Your group has discussed and decided that members will take turns recording
and typing the minutes from each meeting. A(n) _______________ has been
established.
a. conforming norm
b. implicit norm
c. deviant norm
d. explicit norm
e. inclusion norm
Difficulty: 2
Question ID: 02.1-16
Page Ref: 39
Answer: d. explicit norm
2.1-17. Whenever your department has a staff meeting, the supervisor always sits at the
head of the table. Group members know they should not take the seat at the head
of the table even though they have not been told to avoid that seat. A(n)
_______________ is operating in the group.
a. conforming norm
b. implicit norm
c. deviant norm
d. explicit norm
e. inclusion norm
Difficulty: 2
Question ID: 02.1-17
Page Ref: 39-40
Answer: b. implicit norm
2.1-18. Which of the 4 categories of norms is operating in the following example? Your
group makes decisions by majority rule. A(n) _______________ is operating in
this circumstance.
a. status norm
b. interaction norm
c. achievement norm
d. procedural norm
e. inclusion norm
Difficulty: 2
Question ID: 02.1-18
Page Ref: 40
Answer: d. procedural norm
003 Pearson Education, Inc.
2.1-19. Which of the 4 categories of norms is operating in the following example? Most
group members defer to or agree with Tasha and Bill when they make a
recommendation. A(n) _______________ is operating in this circumstance.
a. status norm
b. interaction norm
c. achievement norm
d. procedural norm
e. inclusion norm
Difficulty: 2
Question ID: 02.1-19
Page Ref: 40
Answer: a. status norm
2.1-20. Stanley Milgram's classic experiment to find out whether people would obey
commands to give "subjects" painful electric shocks demonstrated that
a. people are ruthless when making decisions about the welfare of strangers.
b. pressure from an authority figure can outweigh individual judgment and morality.
c. people who know they're in experiments like to fool the researchers.
d. inclusion and affection needs are strong in groups.
e. group members are punished for violating norms.
Difficulty: 2
Question ID: 02.1-20
Page Ref: 40-41
Answer: b. pressure from an authority figure can outweigh individual judgment and
morality.
2.1-21. In Philip Zimbardo's famous study, students were assigned the role of guard or
prisoner in a realistic-looking prison in a Stanford University basement. The
experiment was halted before its scheduled completion because
a. the students missed too many classes.
b. the "prisoners" rebelled and locked out the "guards."
c. the "guards" became abusive and the "prisoners" became passive and depressed.
d. the experimenters told the "guards" to give the "prisoners" electric shocks.
e. the "guards" enjoyed teasing and giving their "prisoner" buddies a hard time.
Difficulty: 2
Question ID: 02.1-21
Page Ref: 41
Answer: c. the "guards" became abusive and the "prisoners" became passive and
depressed.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
2.1-22. Stanley Milgrim (Yale University) and Philip Zimbardo (Stanford University)
conducted famous experiments that demonstrated the
a. pressure to conform to authority rule.
b. desire of group members to get along with one another.
c. important role of norms in group communication.
d. rewards for compliance to norms.
e. causes of unethical communication in groups.
Difficulty: 2
Question ID: 02.1-22
Page Ref: 40-41
Answer: a. pressure to conform to authority rule.
2.1-23. Nonconformity
a. will always undermine group performance.
b. can improve group performance.
c. occurs only when stubborn members are present.
d. occurs under poor leadership.
e. occurs only in the storming stage.
Difficulty: 2
Question ID: 02.1-23
Page Ref: 41-42
Answer: b. can improve group performance.
2.1-24. Which of the following strategies is recommended as an effective method for
dealing with destructive nonconformity in groups?
a. Accept the member's disruptive behavior.
b. Confront the disruptive member and try to modify his or her behavior.
c. Exclude the disruptive member by ignoring his or her comments during the
discussion.
d. all of the above
e. none of the above
Difficulty: 2
Question ID: 02.1-24
Page Ref: 43
Answer: d. all of the above
003 Pearson Education, Inc.
2.1-25. Max was disturbed by the way in which group members interrupted one another
during discussions. He could see that some of the quieter members were
intimidated by this norm. Max decided that he would try to change the norm by
continuing to talk right through an interruption in the hope that the members who
usually interrupted would stop. What strategy was Max using to change group
norms?
a. the suggestions or actions of a high-status member
b. the suggestions of highly confident members
c. group discussion and decision making
d. direct criticism of other members
e. continued interaction using a different behavior
Difficulty: 2
Question ID: 02.1-25
Page Ref: 44
Answer: e. continued interaction using a different behavior
2.1-26. Which of the following characteristics was NOT one of the 8 characteristics that
emerged in the Carl Larson and Frank LaFasto study that asked "What are the
secrets of successful teams?"
a. adherence to group norms
b. a clear, elevated goal
c. competent team members
d. a collaborative climate
e. principled leadership
Difficulty: 2
Question ID: 02.1-26
Page Ref: 44-45
Answer: a. adherence to group norms
2.1-27. How do virtual groups differ from face-to-face groups during the storming stage
of group development?
a. Technical problems and differences in members' technical expertise affect how
members compete for high-status roles.
b. Member diversity complicates the establishment of norms.
c. Members must learn how to overcome technical roadblocks as they use different
media to achieve a common goal.
d. Members may continue to interact using email even after the group has completed
its task.
e. Some members will not respond well to technology.
Difficulty: 2
Question ID: 02.1-27
Page Ref: 45
Answer: a. Technical problems and differences in members' technical expertise affect
how members compete for high-status roles.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
True/False
2.2-1. The correct order for the 5 stages in Tuckman's Group Development Stages are
forming, performing, storming, norming, adjourning.
a. True
b. False
Difficulty: 2
Question ID: 02.2-01
Page Ref: 29
Answer: b. False
2.2-2. During the forming stage of Tuckman's Group Development model, the group's
most important job to "orient itself to itself."
a. True
b. False
Difficulty: 2
Question ID: 02.2-02
Page Ref: 29
Answer: a. True
2.2-3. The frustration and personality conflicts that occur in groups as members compete
for acceptance and status are the source of primary tension.
a. True
b. False
Difficulty: 2
Question ID: 02.2-03
Page Ref: 30
Answer: b. False
2.2-4. Most groups experience some form of primary and secondary tension during the
forming and storming stages of group development.
a. True
b. False
Difficulty: 2
Question ID: 02.2-04
Page Ref: 29-31
Answer: a. True
2.2-5. Groups resolve primary tension by being positive and energetic, patient and open-
minded, and well prepared.
a. True
b. False
Difficulty: 2
Question ID: 02.2-05
Page Ref: 30
Answer: a. True
003 Pearson Education, Inc.
2.2-6. Face-to-face meetings may be desirable in the early stages of virtual groups.
a. True
b. False
Difficulty: 2
Question ID: 02.2-06
Page Ref: 45
Answer: a. True
2.2-7. During the norming stage of group development, groups primarily confront the
conflict ↔ cohesion dialectic and the leadership ↔ followership dialectic.
a. True
b. False
Difficulty: 3
Question ID: 02.2-07
Page Ref: 30
Answer: b. False
2.2-8. Bormann's secondary tension has similar characteristics to the behavior of
members during Tuckman's storming stage of group development.
a. True
b. False
Difficulty: 2
Question ID: 02.2-08
Page Ref: 32
Answer: a. True
2.2-9. During Tuckman's performing stage of group development, feelings of trust and
clear goals emerge as members become more comfortable with one another and
agree upon group procedures.
a. True
b. False
Difficulty: 2
Question ID: 02.2-09
Page Ref: 32
Answer: b. False
2.2-10. During Tuckman's performing stage of group development, members focus their
energies on both the task and social dimensions of group work as they make major
decisions and solve critical problems.
a. True
b. False
Difficulty: 1
Question ID: 02.2-10
Page Ref: 33
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
2.2-11. During the antecedent phase of newcomer socialization, new members adjust to
group expectations and assume needed roles.
a. True
b. False
Difficulty: 3
Question ID: 02.2-11
Page Ref: 35
Answer: b. False
2.2-12. During the assimilation phrase of newcomer socialization, established members
and newcomers blend into a comfortable state of working together to achieve a
common goal.
a. True
b. False
Difficulty: 2
Question ID: 02.2-12
Page Ref: 35
Answer: a. True
2.2-13. Locke and Latham's Goal Theory emphasizes the value of setting group goals.
a. True
b. False
Difficulty: 1
Question ID: 02.2-13
Page Ref: 35
Answer: a. True
2.2-14. Locke and Latham's Goal Theory concludes that groups function best when their
goals are easy to accomplish and are set by a strong leader.
a. True
b. False
Difficulty: 2
Question ID: 02.2-14
Page Ref: 36
Answer: b. False
2.2-15. When setting goals, groups should ask questions about the goal's clarity, difficulty,
meaningfulness, and cost.
a. True
b. False
Difficulty: 1
Question ID: 02.2-15
Page Ref: 37
Answer: a. True
003 Pearson Education, Inc.
2.2-16. Hidden agendas occur when a member's private goal conflicts with the group's
goal.
a. True
b. False
Difficulty: 1
Question ID: 02.2-16
Page Ref: 37
Answer: a. True
2.2-17. Groups should avoid discussing hidden agendas openly in order to avoid member
embarrassment and the potential for interpersonal conflict.
a. True
b. False
Difficulty: 2
Question ID: 02.2-17
Page Ref: 38
Answer: b. False
2.2-18. Although group norms are often difficult to express in words, they are real and
have a major effect on group productivity and member satisfaction.
a. True
b. False
Difficulty: 2
Question ID: 02.2-18
Page Ref: 39
Answer: a. True
2.2-19. Explicit norms are rarely discussed or openly communicated, whereas implicit
norms are put in writing or stated verbally.
a. True
b. False
Difficulty: 2
Question ID: 02.2-19
Page Ref: 39
Answer: b. False
2.2-20. Your textbook divides norms into four categories: interaction norms, procedural
norms, status norms, and achievement norms.
a. True
b. False
Difficulty: 1
Question ID: 02.2-20
Page Ref: 40
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
2.2-21. When group members expect and receive an agenda in advance of meetings and
follow the agenda during meetings, they are abiding by an interaction norm.
a. True
b. False
Difficulty: 2
Question ID: 02.2-21
Page Ref: 40
Answer: b. False
2.2-22. When a group is having difficulty deciding and the leader has the right to make
the final decision, the group is abiding by a status norm.
a. True
b. False
Difficulty: 2
Question ID: 02.2-22
Page Ref: 40
Answer: a. True
2.2-23. Stanley Milgram and Philip Zimbardo's classic studies demonstrated that people
in authority positions exert enormous pressure on people to conform.
a. True
b. False
Difficulty: 2
Question ID: 02.2-23
Page Ref: 40-41
Answer: a. True
2.2-24. When there is enormous pressure for group members to conform, a
disruptive member can help the group by not conforming to group norms.
a. True
b. False
Difficulty: 2
Question ID: 02.2-24
Page Ref: 42
Answer: a. True
2.2-25. Destructive nonconformity occurs when a member resists conforming to norms
without regard for the best interests of the group and its goals.
a. True
b. False
Difficulty: 1
Question ID: 02.2-25
Page Ref: 42
Answer: a. True
003 Pearson Education, Inc.
2.2-26. Members who engage in disruptive or nonconforming behavior should always be
confronted about their behavior as soon as possible.
a. True
b. False
Difficulty: 2
Question ID: 02.2-26
Page Ref: 42
Answer: b. False
2.2-27. When a highly disruptive member prevents a group from achieving its common
goals, a group should use the following strategies—in the following order—to deal
with the troublesome member: confront, exclude, and accept.
a. True
b. False
Difficulty: 2
Question ID: 02.2-27
Page Ref: 43
Answer: b. False
2.2-28. You can change group communication norms by changing the way you speak
during a discussion.
a. True
b. False
Difficulty: 2
Question ID: 02.2-28
Page Ref: 44
Answer: a. True
2.2-29. In Carl Larson and Frank LaFasto's three-year study of characteristics that
explain how and why effective groups develop, they put "a clear and elevated
goal" at the top of their list.
a. True
b. False
Difficulty: 1
Question ID: 02.2-29
Page Ref: 44
Answer: a. True
2.2-30. In Carl Larson and Frank LaFasto's three-year study of characteristics of highly
effective groups, "the ability to change group norms" was included in their list of
eight key characteristics.
a. True
b. False
Difficulty: 2
Question ID: 02.2-30
Page Ref: 44-46
Answer: b. False
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
2.2-31. Carl Larson and Frank LaFasto describe principled leadership as the ability of
leaders to curb their own ego needs in favor of the group's goal.
a. True
b. False
Difficulty: 1
Question ID: 02.2-31
Page Ref: 46
Answer: a. True
Essay
2.3-1. Identify and describe the 5 group development stages discussed in the textbook.
Provide a brief example that illustrates the characteristics of each stage.
Difficulty: 3
Question ID: 02.3-01
Page Ref: 29-34
2.3-2. Describe primary tension in groups. During what stage of group development does
it usually occur? Why does it occur? What are 2 ways of resolving or decreasing
primary tension?
Difficulty: 3
Question ID: 02.3-02
Page Ref: 29-30
2.3-3. What is the difference between primary and secondary tension? Describe the types
of behavior typical of a group experiencing each type of tension. What are the
consequences for a group that does not successfully move beyond primary and
secondary tension?
Difficulty: 3
Question ID: 02.3-03
Page Ref: 29-32
2.3-4. Describe secondary tension in groups. During what stage of group development
does it usually occur? Why does it occur? What are 2 ways of resolving or
decreasing secondary tension?
Difficulty: 3
Question ID: 02.3-04
Page Ref: 30, 32
2.3-5. Describe the characteristics in the norming stage of group development.
Identify and explain why one or more group dialectics are usually resolved during
this stage of development.
Difficulty: 2
Question ID: 02.3-05
Page Ref: 32
003 Pearson Education, Inc.
2.3-6. Your textbook notes that the socialization process is very important in groups
because "positive socialization creates stronger commitments to confront and
balance the multiple issues and tensions involved in participating in group
activities." Identify and describe 3 of the 5 phases in the appropriate order.
Difficulty: 3
Question ID: 02.3-06
Page Ref: 35
2.3-7. According to your textbook, groups benefit from asking 6 questions about their
goals (all of which are labeled by a word beginning with the letter C: Clarity,
Challenge, Commitment, Compatibility, Cooperation, and Cost). Describe the
implications of yes answers to the questions that accompany 3 of these 6 words.
Difficulty: 3
Question ID: 02.3-07
Page Ref: 37
2.3-8. Locke and Latham's Goal Theory concludes that groups function best when their
goals meet 7 criteria. Identify 3 of the 7 criteria. Of these 3 criteria, which one, in
your opinion, is the most important? Justify your answer.
Difficulty: 3
Question ID: 02.3-08
Page Ref: 35-36
2.3-9. Using your textbook's descriptions of effective group goals, provide a clear, specific,
achievable, and elevated goal as well as an example of a goal that fails to meet the
criteria described in the textbook.
Difficulty: 3
Question ID: 02.3-09
Page Ref: 36-38
2.3-10. What are hidden agendas and how can they affect a group's work? Identify and
describe 3 strategies for overcoming the influence of hidden agendas.
Difficulty: 2
Question ID: 02.3-10
Page Ref: 37-39
2.3-11. What is a group norm? Identify 3 reasons why group norms enhance positive and
consistent interaction among group members. How can you use information about
group norms to become a more effective member?
Difficulty: 2
Question ID: 02.3-11
Page Ref: 39
2.3-12. Think about a group to which you belong or a group to which you belonged in the
past. Describe that group in terms of its implicit and explicit norms. How did
those norms affect the group's ability to achieve its common goal?
Difficulty: 3
Question ID: 02.3-12
Page Ref: 39-40
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
2.3-13. Define and distinguish between explicit and implicit norms. Include in your
answer an indication of the impact each type may have on new group members.
Difficulty: 2
Question ID: 02.3-13
Page Ref: 39-40
2.3-14. Your textbook discusses 4 categories of norms: interaction norms, procedural
norms, status norms, and achievement norms. Provide an example that
demonstrates your understanding of how each type of norm functions in a group.
Difficulty: 3
Question ID: 02.3-14
Page Ref: 40
2.3-15. Under what circumstances could deviation from group norms help group
members work together to achieve a common goal?
Difficulty: 3
Question ID: 02.3-15
Page Ref: 41-43
2.3-16. Explain why the textbook authors claim that "There are times when constructive
nonconformity is needed and valuable." Provide examples to support your
explanation.
Difficulty: 3
Question ID: 02.3-16
Page Ref: 42
2.3-17. The textbook discusses three strategies for handling disruptive members or
disruptive behavior in a group and the circumstance in which you would you each
of these methods. Choose two of these strategies. Describe each strategy and the
circumstances in which you would use this strategy. Provide examples to support
your answer.
Difficulty: 3
Question ID: 02.3-17
Page Ref: 43
2.3-18. Identify and describe 3 ways in which you could go about changing group norms.
Difficulty: 2
Question ID: 02.3-18
Page Ref: 44
2.3-19. A study by Larson and LaFasto discovered that the most effective groups share 8
characteristics. Identify and describe 4 of those characteristics. In your opinion,
which 2 characteristics are the most important? Explain why you chose these
characteristics.
Difficulty: 3
Question ID: 02.3-19
Page Ref: 44-46
003 Pearson Education, Inc.
2.3-20. Explain why virtual groups face unique challenges in each of the 5 stages of group
development.
Difficulty: 3
Question ID: 02.3-20
Page Ref: 45
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5eTEST BANK CHAPTER 3: GROUP MEMBERSHIP
Multiple Choice
3.1-1. Which of Maslow's Hierarchy of Needs is primarily met when a neighborhood
watch group forms to deter crime in the community?
a. safety
b. self-actualization
c. esteem
d. belongingness
e. physiological
Difficulty: 1
Question ID: 03.1-01
Page Ref: 54
Answer: a. safety
3.1-2. Which of Maslow's Hierarchy of Needs is primarily met when someone joins an
exclusive club or is elected as leader of a prestigious group?
a. safety
b. self-actualization
c. esteem
d. belongingness
e. physiological
Difficulty: 2
Question ID: 03.1-02
Page Ref: 54
Answer: c. esteem
3.1-3. According to Maslow's Hierarchy of Needs, in what order do we satisfy the
following needs?
a. safety, self-actualization, esteem, belongingness, physiological
b. self-actualization, esteem, safety, physiological, belongingness
c. esteem, physiological, belongingness, self-actualization, safety
d. belongingness, physiological, safety, self-actualization, esteem
e. physiological, safety, belongingness, esteem, self-actualization
Difficulty: 2
Question ID: 03.1-03
Page Ref: 54
Answer: e. physiological, safety, belongingness, esteem, self-actualization
3.1-4. According to Schutz's FIRO Theory, a group member who feels accepted by the
group is an
a. ideal social member.
b. undersocial member.
c. ideal personal member.
d. overpersonal member.
e. underpersonal member.
Difficulty: 2
Question ID: 03.1-04
Page Ref: 55
Answer: a. ideal social member.
003 Pearson Education, Inc.
3.1-5. According to Schutz's FIRO Theory, if group members' affection needs are not
met, they may become
a. undersocial or oversocial members.
b. abdicrats or autocratics.
c. ideal personal or ideal social members.
d. overpersonal or underpersonal members.
e. undersocial or underpersonal members.
Difficulty: 2
Question ID: 03.1-05
Page Ref: 55, 56-57
Answer: d. overpersonal or underpersonal members.
3.1-6. Control in a group refers to the
a. individual holding an official leadership position.
b. individual holding an unofficial leadership position.
c. extent to which members behave as though they know more than everyone else.
d. extent to which members feel competent, confident, and free to make their own
decisions.
e. extent to which meetings stay on the agenda.
Difficulty: 3
Question ID: 03.1-06
Page Ref: 56
Answer: d. extent to which members feel competent, confident, and free to make their
own decisions.
3.1-7. When a group member exhibits a unique set of skills or behavioral patterns that
serve specific functions within the group, that member has assumed a(n)
___________.
a. norm
b. role
c. autocratic function
d. abdicratic function
e. leadership function
Difficulty: 2
Question ID: 03.1-07
Page Ref: 57
Answer: b. role
3.1-8. _______________ functions describe group members who strive to get along and
satisfy one another's needs while pursuing a shared goal.
a. Self-centered
b. Task
c. Maintenance
d. Participation
e. All of the above
Difficulty: 1
Question ID: 03.1-08
Page Ref: 58
Answer: c. Maintenance
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.1-9. _______________ functions describe negative roles in which individual needs are
put ahead of both the group's goal and other members' needs.
a. Self-centered
b. Task
c. Maintenance
d. Participation
e. All of the above
Difficulty: 1
Question ID: 03.1-09
Page Ref: 58
Answer: a. Self-centered
3.1-10. "I will check our Affirmative Action Policy and see what it says about. . . ." This
statement would most likely be made by a group member functioning in which of
the following task roles?
a. information seeker
b. information giver
c. opinion seeker
d. opinion giver
e. clarifier-summarizer
Difficulty: 1
Question ID: 03.1-10
Page Ref: 58
Answer: a. information seeker
3.1-11. All of the following functions are group task roles EXCEPT
a. initiator.
b. compromiser.
c. clarifier-summarizer.
d. opinion seeker.
e. evaluator-critic.
Difficulty: 2
Question ID: 03.1-11
Page Ref: 58, 61
Answer: b. compromiser.
3.1-12. All of the following functions are group maintenance roles EXCEPT
a. harmonizer.
b. tension releaser.
c. gatekeeper.
d. observer-interpreter.
e. information giver.
Difficulty: 2
Question ID: 03.1-12
Page Ref: 58, 61
Answer: e. information giver.
003 Pearson Education, Inc.
3.1-13. R. Meredith Belvin's Team-Role Theory differs from the older Benne and Sheats's
role classifications in that Belvin's roles
a. apply to most groups regardless of their goal.
b. focus on how members interact with one another in a variety of roles.
c. recognize that group members seek out and perform roles that are most natural to
them.
d. apply to most groups regardless of their context.
e. include gatekeeper and harmonizer.
Difficulty: 3
Question ID: 03.1-13
Page Ref: 59
Answer: c. recognize that group members seek out and perform roles that are most
natural to them.
3.1-14. According to Belvin's Team-Role Theory, which of the following roles describes a
conscientious, methodical person who transforms group decisions into practical
actions?
a. harmonizer
b. implementer
c. shaper
d. gatekeeper
e. resource investigator
Difficulty: 2
Question ID: 03.1-14
Page Ref: 59
Answer: b. implementer
3.1-15. "Maria, we haven't heard from you yet and want to make sure that everyone gets
a chance to weigh in on this issue. " This statement would most likely be made by
a group member functioning in which of the following roles?
a. harmonizer
b. standard monitor
c. observer-interpreter
d. gatekeeper
e. procedural technician
Difficulty: 2
Question ID: 03.1-15
Page Ref: 61
Answer: d. gatekeeper
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.1-16. "That's fine with me. Just tell me what to do." This statement would most likely
be made by a group member functioning in which of the following roles?
a. teamworker-follower
b. deserter
c. harmonizer
d. blocker
e. tension releaser
Difficulty: 2
Question ID: 03.1-16
Page Ref: 61
Answer: a. teamworker-follower
3.1-17. If a group member says "That's a stupid idea. Think you could come up with
anything better?" as a way of intimidating others, asserting authority, and
monopolizing discussion, which role is this person demonstrating?
a. clown
b. tension releaser
c. dominator
d. recognition seeker
e. deserter
Difficulty: 1
Question ID: 03.1-17
Page Ref: 61
Answer: c. dominator
3.1-18. _____________ refers to the level of fear or anxiety associated with either real or
anticipated communication with another person or persons.
a. Self-concept
b. Feedback
c. Communication apprehension
d. Assertiveness
e. Confidence
Difficulty: 1
Question ID: 03.1-18
Page Ref: 62
Answer: c. Communication apprehension
3.1-19. According to McCroskey's research, what percent of the general population
experiences very high levels of communication apprehension?
a. 10%
b. 20%
c. 30%
d. 40%
e. 50%
Difficulty: 2
Question ID: 03.1-19
Page Ref: 62
Answer: b. 20%
003 Pearson Education, Inc.
3.1-20. Which of the following descriptions is likely to be true of highly apprehensive
group members compared to low apprehensive members?
a. Highly apprehensive members talk more in group discussions.
b. Highly apprehensive members are more likely to become group leaders.
c. Highly apprehensive members appear more confident.
d. Highly apprehensive members assert themselves and their beliefs.
e. Highly apprehensive members agree with others rather than voice disagreement.
Difficulty: 2
Question ID: 03.1-20
Page Ref: 64
Answer: e. Highly apprehensive members agree with others rather than voice
disagreement.
3.1-21. Your textbook suggests all of the following strategies for reducing communication
apprehension in groups EXCEPT
a. Realize that everyone experiences communication apprehension.
b. Be well prepared.
c. Force yourself to speak as much and as often as you can to a variety of large and
small audiences.
d. Substitute worrisome, irrational thoughts about communicating with more positive
thoughts.
e. Take time to visualize yourself communicating effectively.
Difficulty: 2
Question ID: 03.1-21
Page Ref: 65-66
Answer: c. Force yourself to speak as much and as often as you can to a variety of
large and small audiences.
3.1-22. All of the following are means of providing constructive feedback EXCEPT
a. Focus on the behaviors rather than the person.
b. Describe the behavior rather than judging it.
c. Provide observations rather than assumptions.
d. Choose an appropriate time and place.
e. Give feedback to advance your own goals.
Difficulty: 2
Question ID: 03.1-22
Page Ref: 67
Answer: e. Give feedback to advance your own goals.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.1-23. Cognitive restructuring is an anxiety reduction technique that involves
a. learning communication skills such as following an agenda, speaking clearly, and
becoming more sensitive to feedback.
b. taking time to visualize yourself communicating effectively.
c. substituting worrisome, irrational thoughts about communicating with more
positive thoughts.
d. relaxing physically in order to relax your mind.
e. realizing that you are not the only person who gets nervous when called upon to
speak in front of others.
Difficulty: 2
Question ID: 03.1-23
Page Ref: 64-65
Answer: c. substituting worrisome, irrational thoughts about communicating with
more positive thoughts.
3.1-24. Walther's theory of hyperpersonal communication in virtual groups indicates that
some members
a. ask more personal questions of other group members.
b. ask less personal questions of other group members.
c. are less confident in mediated settings than in face-to-face settings.
d. are more confident in mediated settings than face-to-face meetings.
e. none of the above
Difficulty: 2
Question ID: 03.1-24
Page Ref: 65
Answer: d. are more confident in mediated settings than face-to-face meetings.
3.1-25. Group members with low levels of communication apprehension can help
members with high apprehension reduce their level of fear and anxieties about
communicating by using all of the following strategies EXCEPT
a. openly discuss a member's apprehension with the entire group.
b. provide supportive and constructive feedback.
c. actively encourage and include anxious members in group discussions.
d. stop talking.
e. ask questions that the apprehensive members know how to answer.
Difficulty: 2
Question ID: 03.1-25
Page Ref: 67
Answer: a. openly discuss a member's apprehension with the entire group.
003 Pearson Education, Inc.
3.1-26. Assertiveness seeks an appropriate balance between
a. engagement and disengagement.
b. passivity and aggression.
c. conformity and nonconformity.
d. conflict and cohesion.
e. high apprehension and low apprehension.
Difficulty: 3
Question ID: 03.1-26
Page Ref: 67
Answer: b. passivity and aggression.
3.1-27. Compulsive talkers tend to
a. encourage participation by all group members.
b. feel more inhibited in group settings.
c. dominate discussions.
d. experience high levels of communication apprehension.
e. do all of the above.
Difficulty: 2
Question ID: 03.1-27
Page Ref: 68
Answer: c. dominate discussions.
3.1-28. All of the following are characteristics of passive (nonassertive) group members
EXCEPT
a. They are reluctant to express opinions.
b. They fear criticism from others.
c. They feel a greater sense of power.
d. They may experience high levels of communication apprehension.
e. They are rarely satisfied with the group experience.
Difficulty: 1
Question ID: 03.1-28
Page Ref: 68
Answer: c. They feel a greater sense of power.
3.1-29. All of the following are characteristics of aggressive group members EXCEPT
a. They often act in their own self-interest.
b. They may be critical and combative.
c. They may become abusive.
d. They are highly respected.
e. They are rarely satisfied with the group experience.
Difficulty: 2
Question ID: 03.1-29
Page Ref: 68
Answer: d. They are highly respected.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.1-30. All of the following are characteristics of passive-aggressive group members
EXCEPT
a. They undermine others behind their backs.
b. They rarely exhibit aggressive behaviors.
c. They usually follow through with promised contributions.
d. They have little respect for the rights of others.
e. They usually behave cooperatively.
Difficulty: 2
Question ID: 03.1-30
Page Ref: 68
Answer: c. They usually follow through with promised contributions.
3.1-31. Mark agrees to take notes during an important meeting at which he disagrees with
many group decisions. The group asks him to bring copies of the notes to the next
meeting so that everyone has a written record of the discussion and group
decisions. At the next meeting, Mark is absent. At the following meeting, he tells
everyone that he's still working on the notes and may not have them for awhile.
What sort of behavior does Mark exhibit?
a. assertiveness
b. passivity
c. aggression
d. passive aggression
e. passive assertiveness
Difficulty: 3
Question ID: 03.1-31
Page Ref: 68
Answer: d. passive aggression
3.1-32. Which of the following strategies and skill are effective when you need to and
should say "No" to someone?
a. Use assertive words but passive nonverbal communication.
b. Don't say "Yes" or "No" until you hear and understand a specific request
c. Ask permission to say "No" such as "Will you be upset if I don't do this?"
d. Anticipate the person's request before you hear the question so you can stop him or
her from asking.
e. Avoid saying "No" if the other person won't like your answer.
Difficulty: 3
Question ID: 03.1-32
Page Ref: 70
Answer: b. Don't say "Yes" or "No" until you hear and understand a specific request
003 Pearson Education, Inc.
True/False
3.2-1. Maslow's Hierarchy of Needs ranks critical needs in the following order:
physiological, safety, belongingness, esteem, and self-actualization.
a. True
b. False
Difficulty: 2
Question ID: 03.2-01
Page Ref: 53
Answer: a. True
3.2-2. Maslow's Hierarchy of Needs includes control, inclusion, and affection needs.
a. True
b. False
Difficulty: 2
Question ID: 03.2-02
Page Ref: 53
Answer: b. False
3.2-3. Maslow's most basic needs are physiological and safety needs.
a. True
b. False
Difficulty: 2
Question ID: 03.2-03
Page Ref: 53-54
Answer: a. True
3.2-4. When people join groups for the personal reward that comes with helping others,
they are satisfying Maslow's belongingness need.
a. True
b. False
Difficulty: 2
Question ID: 03.2-04
Page Ref: 54
Answer: b. False
3.2-5. Will Schutz's FIRO theory examines the impact of 3 interpersonal needs: the need
for inclusion, control, and affection.
a. True
b. False
Difficulty: 2
Question ID: 03.2-05
Page Ref: 55
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.2-6. If Julie confides in and tries to become very close with every group member, she
may be exhibiting behavior characteristic of an overpersonal member.
a. True
b. False
Difficulty: 3
Question ID: 03.2-06
Page Ref: 55,56-57
Answer: a. True
3.2-7. An abdicrat is a group member whose control needs are met, who has no problem
with power, and who is comfortable giving and taking orders.
a. True
b. False
Difficulty: 2
Question ID: 03.2-07
Page Ref: 53, 56
Answer: a. True
3.2-8. If Gabe tries to impress others with what and whom he knows and frequently
attracts attention to compensate for feelings of inadequacy, he may be exhibiting
behavior characteristic of an overpersonal member.
a. True
b. False
Difficulty: 3
Question ID: 03.2-08
Page Ref: 53, 56
Answer: b. False
3.2-9. You can help satisfy a member's control need by giving that person responsibility
for and leadership of a special project or a highly visible and important
subcommittee.
a. True
b. False
Difficulty: 2
Question ID: 03.2-09
Page Ref: 56
Answer: a. True
3.2-10. A member who seeks attention or tries to impress other members may have a
strong inclusion need.
a. True
b. False
Difficulty: 2
Question ID: 03.2-10
Page Ref: 57
Answer: a. True
003 Pearson Education, Inc.
3.2-11. Group maintenance roles affect a group's ability to achieve its common goal by
focusing on behaviors that help get the job done.
a. True
b. False
Difficulty: 2
Question ID: 03.2-11
Page Ref: 58
Answer: b. False
3.2-12. An opinion seeker is fulfilling group maintenance roles.
a. True
b. False
Difficulty: 2
Question ID: 03.2-12
Page Ref: 58, 60-61
Answer: b. False
3.2-13. One group member can function effectively in several different roles at the same
time.
a. True
b. False
Difficulty: 2
Question ID: 03.2-13
Page Ref: 58
Answer: a. True
3.2-14. Benne and Sheats's roles include information seeker, energizer, harmonizer,
compromiser, aggressor, and clown.
a. True
b. False
Difficulty: 2
Question ID: 03.2-14
Page Ref: 58-62
Answer: a. True
3.2-15. Belvin's team roles include information seeker, energizer, harmonizer,
compromiser, aggressor, and clown.
a. True
b. False
Difficulty: 1
Question ID: 03.2-15
Page Ref: 59
Answer: b. False
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.2-16. According to Belvin, a successful coordinator/chair role is filled by a person who is
calm, trusting, mature, confident, and decisive.
a. True
b. False
Difficulty: 2
Question ID: 03.2-16
Page Ref: 59
Answer: a. True
3.2-17. According to Benne and Sheats, the gatekeeper of a group encourages quiet
members to speak and talkative members to stop speaking.
a. True
b. False
Difficulty: 2
Question ID: 03.2-17
Page Ref: 61
Answer: a. True
3.2-18. Communication apprehension occurs only in a public speaking situation.
a. True
b. False
Difficulty: 1
Question ID: 03.2-18
Page Ref: 62
Answer: b. False
3.2-19. The Personal Report of Communication Apprehension (PRCA) measures a
relatively permanent personality type that is unlikely to change significantly
unless there is some type of effective intervention or training.
a. True
b. False
Difficulty: 2
Question ID: 03.2-19
Page Ref: 63
Answer: a. True
3.2-20. As a result of talking less, apprehensive participants are often viewed as less
confident, less assertive, and less responsible.
a. True
b. False
Difficulty: 2
Question ID: 03.2-20
Page Ref: 63
Answer: a. True
003 Pearson Education, Inc.
3.2-21. Communication apprehension has significant effects on the amount of talk, the
content of communication, and the resulting perceptions of other group members.
a. True
b. False
Difficulty: 1
Question ID: 03.2-21
Page Ref: 64
Answer: a. True
3.2-22. Group members who experience communication apprehension tend to speak less,
agree with others rather than voice disagreement, and use more filler phrases such
as "well," "you know," and "uh."
a. True
b. False
Difficulty: 1
Question ID: 03.2-22
Page Ref: 64
Answer: a. True
3.2-23. Richmond and McCroskey report that "almost 50% of the population reports
being scared about communicating with a person or group at some point in their
lives."
a. True
b. False
Difficulty: 2
Question ID: 03.2-23
Page Ref: 64
Answer: b. False
3.2-24. Group members who speak more are often better liked than those who speak
infrequently and are more likely to become a group's leader.
a. True
b. False
Difficulty: 2
Question ID: 03.2-24
Page Ref: 64
Answer: a. True
3.2-25. Research has found that some people are more confident when communicating
online and in computer-mediated discussions than they are communicating face-
to-face with group members.
a. True
b. False
Difficulty: 2
Question ID: 03.2-25
Page Ref: 65
Answer: a. True
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.2-26. The strategies of cognitive restructuring help highly apprehensive group members
communicate more confidently because they teach them important skills for
participating in a discussion.
a. True
b. False
Difficulty: 2
Question ID: 03.2-26
Page Ref: 66
Answer: b. False
3.2-27. There is nothing a group can do to help members who suffer from high levels of
communication apprehension.
a. True
b. False
Difficulty: 1
Question ID: 03.2-27
Page Ref: 66
Answer: b. False
3.2-28. Assertiveness can help raise a group member's level of confidence and reduce
communication apprehension.
a. True
b. False
Difficulty: 1
Question ID: 03.2-28
Page Ref: 67
Answer: a. True
3.2-29. Aggressive communicators ask and answer questions without fear or hostility and
stand up for their beliefs even when others disagree.
a. True
b. False
Difficulty: 2
Question ID: 03.2-29
Page Ref: 67, 68
Answer: b. False
3.2-30. Passive group members are rarely satisfied with their group experiences.
a. True
b. False
Difficulty: 2
Question ID: 03.2-30
Page Ref: 68
Answer: a. True
003 Pearson Education, Inc.
3.2-31. Compulsive talkers try or tend to direct the course of a group's discussion and
take charge of the group.
a. True
b. False
Difficulty: 2
Question ID: 03.2-31
Page Ref: 68
Answer: a. True
3.2-32. Passive-aggressive group members often get their way by working against or
undermining other members behind their backs and by appearing to agree while
privately planning an opposite action.
a. True
b. False
Difficulty: 2
Question ID: 03.2-32
Page Ref: 68-69
Answer: a. True
3.2-33. Group member effectiveness increases as you move from passivity to assertiveness
and then decreases as you move beyond assertiveness into aggressiveness.
a. True
b. False
Difficulty: 2
Question ID: 03.2-33
Page Ref: 69
Answer: a. True
3.2-34. When deciding how to say "No" to someone, make sure your statement is clear, as
in "No, I'm not willing to take notes again."
a. True
b. False
Difficulty: 2
Question ID: 03.2-34
Page Ref: 70
Answer: a. True
Essay
3.3-1. Abraham Maslow ranks 5 critical human needs which may be satisfied by
participation in groups. Identify all 5 needs in their proper order, beginning with
the most fundamental need. Explain how participation in groups satisfies each of
these needs.
Difficulty: 3
Question ID: 03.3-01
Page Ref: 52-54
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.3-2. Some critics contend that Maslow's Hierarchy of Needs does not always function as
described. For example, some people may have such a strong belongingness or
esteem need that they may forgo more basic needs to satisfy these needs. Do you
agree with this assessment? Explain your reasons for agreeing or disagreeing, and
provide examples to support your reasoning.
Difficulty: 2
Question ID: 03.3-02
Page Ref: 52-54
3.3-3. Will Schutz's FIRO Theory focuses on 3 interpersonal needs. What are the 3 needs,
and how can joining and belonging to groups satisfy each need?
Difficulty: 2
Question ID: 03.3-03
Page Ref: 54-57
3.3-4. Consider Schutz's 3 interpersonal needs. In your opinion, which of these 3 needs is
your strongest need? How can you satisfy this need by joining and belonging to a
group? How might you feel and behave if this need were not met in a group?
Difficulty: 2
Question ID: 03.3-04
Page Ref: 54-57
3.3-5. Your textbook's authors write that "There are, however, reasons to be cautious
about using FIRO theory to explain and predict group behavior." Why do they
include this caution? Provide 2 examples in which a member's behavior may not
reflect one of Schutz's unmet needs.
Difficulty: 2
Question ID: 03.3-05
Page Ref: 54-57
3.3-6. According to Benne and Sheats, there are 3 kinds of group roles: task,
maintenance, and self-centered group roles. Identify and explain 2 roles in each
category. Provide examples of behavior for each role you identify.
Difficulty: 2
Question ID: 03.3-06
Page Ref: 57-62
3.3-7. Consider the many groups to which you have belonged. Describe 3 different roles
you have assumed in one of those groups. Be specific—identify the role, describe
your behavior, and analyze how your role affected the group and its success (or
failure).
Difficulty: 2
Question ID: 03.3-07
Page Ref: 54-57
003 Pearson Education, Inc.
3.3-8. Your textbook includes a brief look at R. Meredith Belvin's Team-Role Theory.
How do Belvin's roles differ from Benne and Sheats's task, maintenance, and self-
centered roles? In your opinion, which of Belvin's roles seems essential for
achieving a group's common goal? Explain the reasons for your answer.
Difficulty: 3
Question ID: 03.3-08
Page Ref: 59
3.3-9. Describe the functions and communication behavior of group members who assume
the following roles: evaluator-critic, tension releaser, gatekeeper, recognition
seeker, and confessor.
Difficulty: 2
Question ID: 03.3-09
Page Ref: 54-57
3.3-10. Describe how the basic characteristics of high and low apprehension group
members affect a group's ability to achieve its common goal.
Difficulty: 2
Question ID: 03.3-10
Page Ref: 62-64
3.3-11. McCroskey and Richmond claim that communication apprehension is a
significant factor in predicting communication behavior in groups. How does
communication apprehension affect group interaction? What are some strategies
that high apprehensives can use to help reduce their level of fear? What can low
apprehensives do to reduce another member's communication apprehension?
Difficulty: 2
Question ID: 03.3-11
Page Ref: 62-67
3.3-12. Identify and describe 3 strategies that high apprehensives can use to help them
cope with or reduce their level of communication apprehension.
Difficulty: 2
Question ID: 03.3-12
Page Ref: 64-66
3.3-13. You are a member of a group in which you feel confident and comfortable
communicating with others. However, another member appears nervous and
uncomfortable participating in the group's discussions. Assuming this member
experiences higher levels of communication apprehension than the other group
members, what might you do to help reduce that member's level of apprehension?
Difficulty: 2
Question ID: 03.3-13
Page Ref: 66-67
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
3.3-14. Your textbook offers several guidelines for providing supportive and constructive
feedback to enhance the confidence of apprehensive members, to facilitate
interpersonal understanding, and to improve the group's discussion. For example,
"Focus on the behavior of a member, rather than on the person." Identify 2
additional guidelines and explain what they mean.
Difficulty: 2
Question ID: 03.3-14
Page Ref: 66-67
3.3-15. Define and distinguish between the concepts of assertiveness and aggressiveness.
Explain the impact that assertiveness and aggressiveness have on group
communication.
Difficulty: 2
Question ID: 03.3-15
Page Ref: 67-69
3.3-16. Walther advances a theory of hyperpersonal communication in virtual groups.
Describe the concept and explain what he believes is responsible for its existence.
Difficulty: 3
Question ID: 03.3-16
Page Ref: 65
3.3-17. The textbook describes several ways to develop appropriate assertiveness skills.
Identify 3 assertiveness skills and provide an example of a group situation in
which you would use each skill.
Difficulty: 2
Question ID: 03.3-17
Page Ref: 70
3.3-18. Describe a situation in which an assertive group member may justify behaving
passively and another situation in which an assertive group member may justify
behaving aggressively.
Difficulty: 2
Question ID: 03.3-18
Page Ref: 68-69
3.3-19. One of the most basic but difficult assertiveness skills is the ability and confidence
to say "No." Randy Paterson, author of The Assertiveness Workbook, puts it this
way: "If you cannot say 'No,' you are not in charge of your own life. " Why, then,
do so many people believe that if someone asks us to do something, we have to do
it? List, explain, and provide an example of 3 appropriate communication
strategies you can use to say "No."
Difficulty: 2
Question ID: 03.3-19
Page Ref: 70
003 Pearson Education, Inc. TEST BANK CHAPTER 4: GROUP DIVERSITY
Multiple Choice
4.1-1. When analyzing and adapting group member diversity, you should consider
members'
a. race.
b. gender.
c. age.
d. sexual orientation.
e. all of the above
Difficulty: 1
Question ID: 04.1-01
Page Ref: 77-78
Answer: e. all of the above
4.1-2. During the 1990s, ______________ were the fastest growing racial/ethnic group.
a. African Americans
b. Asian Americans
c. Hispanic/Latino Americans
d. European Americans
e. Native Americans
Difficulty: 2
Question ID: 04.1-02
Page Ref: 77
Answer: c. Hispanic/Latino Americans
4.1-3. Which of the following groups would be considered a co-culture?
a. American Indian tribes
b. Hispanic/Latino Americans
c. Irish Americans
d. Arab Americans
e. all of the above
Difficulty: 1
Question ID: 04.1-03
Page Ref: 78
Answer: e. all of the above
4.1-4. In the homogeneous ↔ heterogeneous group dialectic, homogeneous refers to
a. a group composed of members who are different from one another.
b. a group composed of members who are the same or similar.
c. a group with a mixed sexual orientation.
d. a group of men.
e. a group of women.
Difficulty: 2
Question ID: 04.1-04
Page Ref: 78
Answer: b. a group composed of members who are the same or similar.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.1-5. According to your textbook, there are 3 levels of diversity in every group. Which of
the following dimensions characterize the third (external) dimension?
a. personality dimensions
b. race, gender, and age
c. physical characteristics and abilities
d. education, religion, and income,
e. sexual orientation
Difficulty: 2
Question ID: 04.1-05
Page Ref: 78, 80
Answer: d. education, religion, and income,
4.1-6. People who believe that their culture is better than other cultures or that their
culture should be the role model for other cultures would be classified as
a. ethnocentric.
b. stereotypical.
c. prejudiced.
d. discriminatory.
e. racist.
Difficulty: 2
Question ID: 04.1-06
Page Ref: 79-80
Answer: a. ethnocentric.
4.1-7. People who have biased beliefs about group members that are not based on direct
experience and firsthand knowledge or have irrational feelings of dislike and even
hatred for certain groups would be classified as
a. ethnocentric.
b. stereotypical.
c. prejudiced.
d. discriminatory.
e. racist.
Difficulty: 3
Question ID: 04.1-07
Page Ref: 81
Answer: c. prejudiced.
003 Pearson Education, Inc.
4.1-8. All of the following statements are characteristics of people who have prejudices
EXCEPT
a. They deny opportunities granted to certain groups of people such as employment,
equal rights, and housing.
b. Their beliefs about others are rarely based on extensive experience and firsthand
knowledge.
c. They have irrational feelings or dislike for certain groups.
d. They justify negative feelings toward members of certain groups.
e. They have negative attitudes about people that are based on faulty stereotypes.
Difficulty: 3
Question ID: 04.1-08
Page Ref: 81
Answer: a. They deny opportunities granted to certain groups of people such as
employment, equal rights, and housing.
4.1-9. Which of the following traits are included in the Big Five Personality Traits and in
the Myers-Briggs Type Indicator?
a. extraversion
b. neuroticism
c. agreeableness
d. conscientiousness
e. openness to experience
Difficulty: 1
Question ID: 04.1-09
Page Ref: 83
Answer: a. extraversion
4.1-10. In dialectic terms, the opposite or counterpart of a Myers-Briggs judger is
a. an extrovert.
b. an intuitive.
c. a sensor.
d. a thinker.
e. a perceiver.
Difficulty: 2
Question ID: 04.1-10
Page Ref: 85
Answer: e. a perceiver.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.1-11. Oscar is very outgoing and tends to talk more than others during group
discussions. He enjoys working in the group and encourages others to get
involved. Which Myers-Briggs
personality trait best describes Jasper?
a. thinker
b. extrovert
c. feeler
d. introvert
e. sensor
Difficulty: 2
Question ID: 04.1-11
Page Ref: 83
Answer: b. extrovert
4.1-12. Wanda tends to focus on details of the group project. She prefers to concentrate
on one task at a time. Of all the group members, Wanda may be the most
practical and realistic. Which Myers-Briggs
personality trait best describes
Wanda?
a. sensor
b. thinker
c. intuitive
d. perceiver
e. feeler
Difficulty: 2
Question ID: 04.1-12
Page Ref: 83-84
Answer: a. sensor
4.1-13. Kim is people-oriented. She wants everyone in the group to get along. She often
spends extra time helping other group members. Which Myers-Briggs
personality
trait best describes Kim?
a. sensor
b. thinker
c. intuitive
d. perceiver
e. feeler
Difficulty: 1
Question ID: 04.1-13
Page Ref: 85
Answer: e. feeler
003 Pearson Education, Inc.
4.1-14. Dennis is always the most organized member of his group. He frequently
encourages the group to plan ahead. He develops lengthy "To Do" lists of tasks
for the group to follow. Which Myers-Briggs personality trait best describes
Dennis?
a. sensor
b. judger
c. intuitive
d. perceiver
e. thinker
Difficulty: 3
Question ID: 04.1-14
Page Ref: 85
Answer: b. judger
4.1-15. Even when everyone else in the group is upset or confused, Anthony stays cool,
calm, and objective. He doesn't mind making tough decisions and can't
understand why other group members get upset about things that are not relevant
to the issue under discussion. In most situations, Anthony thinks it is more
important to be right than liked. Which Myers-Briggs
personality trait best
describes Anthony?
a. extrovert
b. sensor
c. intuitive
d. thinker
e. perceiver
Difficulty: 2
Question ID: 04.1-15
Page Ref: 85
Answer: d. thinker
4.1-16. Reggie is highly structured and good at coordinating the group's work and
keeping it organized. He never misses a deadline and expects others to do the
same. Which Myers-Briggs personality trait best describes Reggie?
a. sensor
b. judger
c. intuitive
d. perceiver
e. thinker
Difficulty: 3
Question ID: 04.1-16
Page Ref: 85
Answer: b. judger
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.1-17. Jason appears to be a very private person. He carefully thinks about what he is
going to say before speaking. He enjoys the group but would prefer to work alone.
Which Myers-Briggs personality trait best describes Jason?
a. extrovert
b. introvert
c. perceiver
d. judger
e. none of the above
Difficulty: 2
Question ID: 04.1-17
Page Ref: 83, 84
Answer: b. introvert
4.1-18. Which scholar(s) define(s) an intercultural dimension as an aspect of a culture
that can be measured relative to other cultures?
a. Isabel Briggs Myers and Katherine Briggs
b. Geert Hofstede
c. Edward Hall
d. Myron Lustig and Jolene Koester
e. Harry C. Triandis
Difficulty: 2
Question ID: 04.1-18
Page Ref: 86
Answer: b. Geert Hofstede
4.1-19. Which of the following cultural dimensions is ranked very high in the United
States?
a. individualism
b. collectivism
c. high power distance
d. low power distance
e. high context
Difficulty: 2
Question ID: 04.1-19
Page Ref: 86, 87
Answer: a. individualism
4.1-20. Which of the following groups of countries is the most collectivist?
a. Australia, Canada, and New Zealand
b. Central and South America
c. Italy, Denmark, and Sweden
d. the United States and England
e. Holland, Belgium, and France
Difficulty: 2
Question ID: 04.1-20
Page Ref: 86-88
Answer: b. Central and South America
003 Pearson Education, Inc.
4.1-21. Collectivist cultures place greater value on
a. uncertainty.
b. esteem and self-actualization needs.
c. personal freedom.
d. collaboration and cooperation.
e. directness of communication.
Difficulty: 2
Question ID: 04.1-21
Page Ref: 86-88
Answer: d. collaboration and cooperation.
4.1-22. In high-context cultures, messages are
a. implicit.
b. explicit.
c. objective.
d. factual.
e. all of the above.
Difficulty: 3
Question ID: 04.1-22
Page Ref: 87, 90
Answer: a. implicit.
4.1-23. In cultures with high uncertainty avoidance, people
a. accept change as part of life.
b. view rules and regulations as restricting and counterproductive.
c. tolerate nonconformity.
d. see conflict and competition as natural.
e. want predictability and clear rules of behavior.
Difficulty: 2
Question ID: 04.1-23
Page Ref: 87, 88-89
Answer: e. want predictability and clear rules of behavior.
4.1-24. In ___________cultures, people are more dependent on language to express what
they mean.
a. high power distance
b. monochronic
c. low-context
d. low power distance
e. high-context
Difficulty: 2
Question ID: 04.1-24
Page Ref: 87, 90
Answer: c. low-context
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.1-25. More monochronic cultures are in
a. Central and South America.
b. Asia.
c. southern Africa.
d. northern Europe and North America.
e. northern Africa.
Difficulty: 3
Question ID: 04.1-25
Page Ref: 87, 91
Answer: d. northern Europe and North America.
4.1-26. Which characteristics are common in monochronic time cultures?
a. Members like to concentrate on one job before moving to another.
b. Members are frequently late for appointments.
c. Members like thinking about several tasks at one time.
d. Members feel comfortable holding 2 or 3 conversations at the same time.
e. Relationships are far more important than schedules.
Difficulty: 2
Question ID: 04.1-26
Page Ref: 87, 91
Answer: a. Members like to concentrate on one job before moving to another.
4.1-27. In cultures with masculine values,
a. men are supposed to be assertive, tough, and focused on material success, whereas
women are supposed to be more modest, tender, and concerned with the quality of
life.
b. men are supposed to focus on material success.
c. women are supposed to be modest and tender.
d. women are supposed to be more concerned with the quality of life.
e. all of the above are true
Difficulty: 1
Question ID: 04.1-27
Page Ref: 87, 89-90
Answer: e. all of the above are true
4.1-28. According to Hofstede, the people of Japan, Venezuela, and Italy live in a(n)
________________ culture.
a. individualistic
b. high power distance
c. low power distance
d. masculine
e. monochronic
Difficulty: 2
Question ID: 04.1-28
Page Ref: 87, 89-90
Answer: d. masculine
003 Pearson Education, Inc.
4.1-29. People who share beliefs such as "It is the duck that squawks that gets shot," or
"Seeing is better than hearing," would be characterized as members of a
_______________ culture.
a. individualistic
b. high-context
c. polychronic
d. low-uncertainty
e. high-power
Difficulty: 3
Question ID: 04.1-29
Page Ref: 87, 90
Answer: b. high-context
4.1-30. According to Hofstede's dimensions of culture, which country is ranked #1 in
terms of masculine values?
a. U.S.A.
b. Japan
c. Italy
d. Mexico
e. Israel
Difficulty: 2
Question ID: 04.1-30
Page Ref: 87, 89-90
Answer: b. Japan
4.1-31. High uncertainty avoidance is characterized by beliefs that
a. uncertainty is a normal feature of life.
b. assertiveness is a valuable skill.
c. deviant ideas and behavior should be suppressed.
d. there should be no more rules than are strictly necessary.
e. people in positions of power should be compassionate.
Difficulty: 2
Question ID: 04.1-31
Page Ref: 87, 88-89
Answer: c. deviant ideas and behavior should be suppressed.
4.1-32. Which cultural dimension would be characterized by the following components:
(1) subordinates should be consulted; (2) privileges and status symbols are
frowned upon; (3) parents treat their children as equals; and (4) teachers expect
students to express their opinions in class?
a. individualism
b. collectivism
c. uncertainty avoidance
d. low power distance
e. high power distance
Difficulty: 2
Question ID: 04.1-32
Page Ref: 87, 88
Answer: d. low power distance
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.1-33. Which of the following statements would be made by someone from a low-context
culture?
a. I rely on facial expressions to interpret what others mean.
b. Feelings are a valuable source of information.
c. I try to maintain harmony in my communication with others.
d. I like to be accurate, clear, and direct when I talk to others.
e. I communicate in an indirect fashion.
Difficulty: 2
Question ID: 04.1-33
Page Ref: 87, 90-91
Answer: d. I like to be accurate, clear, and direct when I talk to others.
4.1-34. In You Just Don't Understand, Deborah Tannen's two-world hypothesis concludes
that
a. men seek status.
b. women seek connection.
c. men seek independence.
d. women seek interdependence.
e. all of the above are true
Difficulty: 1
Question ID: 04.1-34
Page Ref: 91-92
Answer: e. all of the above are true
4.1-35. Your textbook urges both men and women to adapt to the opposite sex's way of
thinking and making decisions by heeding all of the following recommendations
EXCEPT
a. Men should not use sarcasm and tell women they're illogical.
b. Women should not force men to talk about or display their emotions.
c. Women should ask men what they think rather than what they feel.
d. Men should listen to what women say but avoid trying to solve their problems for
them.
e. Women should avoid disagreeing and arguing with men.
Difficulty: 2
Question ID: 04.1-35
Page Ref: 93
Answer: e. Women should avoid disagreeing and arguing with men.
4.1-36. All of the following communication behaviors are discussed in Cheris Kramarae's
Muted Group Theory EXCEPT
a. Power imbalances affect the quantity and quality of group participation by women
as well as the poor and other minorities.
b. The English language is manmade.
c. Women should avoid challenging men in positions of power.
d. Women should become more politically active.
e. Male dominance limits freedom of expression by women, the poor, and other
minorities.
Difficulty: 2
Question ID: 04.1-36
Page Ref: 93
Answer: c. Women should avoid challenging men in positions of power.
003 Pearson Education, Inc.
4.1-37. Which generation is described as follows: they are confident and have high self-
esteem, are collaborators who favor teamwork, and generally like keeping their
career options open.
a. Traditionalists
b. Boomers
c. Generation Xers
d. Millennials
e. Builder Generation
Difficulty: 2
Question ID: 04.1-37
Page Ref: 95
Answer: d. Millennials
4.1-38. Which generation is described as follows: they are workaholics who are willing to
challenge the status quo and are politically adept on the job. They believe that
they are always right, but are willing to work hard to get what they want.
a. Traditionalists
b. Boomers
c. Generation Xers
d. Millenials
e. Builder Generation
Difficulty: 2
Question ID: 04.1-38
Page Ref: 95
Answer: b. Boomers
4.1-39. A 2007 study of college students investigating whether men or women talk more
found that
a. it was impossible to determine which gender talked the most.
b. the number of words uttered by men and women are about the same.
c. generally, men talk more than women.
d. generally, women talk more than men.
e. men talk more with their parents and in situations where the topic of conversation
requires disclosure of feelings.
Difficulty: 2
Question ID: 04.1-39
Page Ref: 94
Answer: c. generally, men talk more than women.
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.1-40. All of the following statements about religion are true EXCEPT
a. Mormonism is a Christian faith founded in the United States.
b. 1/3 of the world's population is Christian.
c. 1/2 of the world's population is Muslim.
d. Islam is a monotheistic religion (belief in one God) just like Christianity and
Judaism.
e. Roman Catholics throughout the world outnumber all other Christians combined.
Difficulty: 2
Question ID: 04.1-40
Page Ref: 97
Answer: c. 1/2 of the world's population is Muslim.
4.1-41. Which of the following religions is the oldest?
a. Catholicism
b. Islam
c. Judaism
d. Buddhism
e. Christianity
Difficulty: 2
Question ID: 04.1-41
Page Ref: 97
Answer: c. Judaism
True/False
4.2-1. During the 1990s, the African American population increased 58%, and the
European American population increased 48%.
a. True
b. False
Difficulty: 2
Question ID: 04.2-01
Page Ref: 77
Answer: b. False
4.2-2. A culture is a learned set of shared interpretations about beliefs, values, and norms
which affect the behaviors of a relatively large group of people.
a. True
b. False
Difficulty: 1
Question ID: 04.2-02
Page Ref: 77-78
Answer: a. True
003 Pearson Education, Inc.
4.2-3. American Indian tribes, African Americans, Hispanic/Latino Americans, Asian
Americans, Arab Americans, Irish Americans, and members of large and small
religious groups are all examples of co-cultures.
a. True
b. False
Difficulty: 2
Question ID: 04.2-03
Page Ref: 77-78
Answer: a. True
4.2-4. The second layer of diversity depicted in your textbook represents internal
dimensions over which you have no control such as religion, marital status, and
educational background.
a. True
b. False
Difficulty: 2
Question ID: 04.2-04
Page Ref: 78
Answer: b. False
4.2-5. 4 barriers to working in diverse groups are ethnocentrism, stereotyping, prejudice,
and discrimination.
a. True
b. False
Difficulty: 1
Question ID: 04.2-05
Page Ref: 79
Answer: a. True
4.2-6. A study of college students in the 1990s found that African Americans were
stereotyped as lazy and loud, and Jews were described as shrewd and intelligent.
a. True
b. False
Difficulty: 2
Question ID: 04.2-06
Page Ref: 81
Answer: a. True
4.2-7. Ethnocentrism is a generalization about a group of people that oversimplifies their
characteristics.
a. True
b. False
Difficulty: 2
Question ID: 04.2-07
Page Ref: 80-81
Answer: b. False
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.2-8. Discrimination describes how we act out and express prejudices.
a. True
b. False
Difficulty: 1
Question ID: 04.2-08
Page Ref: 81
Answer: a. True
4.2-9. Stereotypes often lead to prejudices.
a. True
b. False
Difficulty: 1
Question ID: 04.2-09
Page Ref: 81
Answer: a. True
4.2-10. Prejudices are based on extensive and direct experience as well as personal,
firsthand knowledge about a group of people.
a. True
b. False
Difficulty: 2
Question ID: 04.2-10
Page Ref: 81
Answer: b. False
4.2-11. Scott Page, a political scientist at the University of Michigan, concludes that
"intelligence alone is the most important factor in guaranteeing a group different
perspectives on a problem."
a. True
b. False
Difficulty: 2
Question ID: 04.2-11
Page Ref: 82
Answer: b. False
4.2-12. The Myers-Briggs Type Indicator looks at the different ways in which people
prefer to use their minds: specifically, the way they perceive and the way they
make judgments.
a. True
b. False
Difficulty: 1
Question ID: 04.2-12
Page Ref: 82
Answer: a. True
003 Pearson Education, Inc.
4.2-13. In group discussions, introverts find it hard to both absorb all the information and
formulate an opinion about it.
a. True
b. False
Difficulty: 2
Question ID: 04.2-13
Page Ref: 84
Answer: a. True
4.2-14. According to the Myers-Briggs Type Indicator, sensor is the opposite personality
trait preference of intuitive.
a. True
b. False
Difficulty: 3
Question ID: 04.2-14
Page Ref: 84
Answer: a. True
4.2-15. Sensor personalities in the Myers-Briggs typology prefer to deal with details.
a. True
b. False
Difficulty: 1
Question ID: 04.2-15
Page Ref: 84
Answer: a. True
4.2-16. According to the Myers-Briggs Type Indicator, perceivers value flexibility, dislike
deadlines, and often do their work at the last minute.
a. True
b. False
Difficulty: 2
Question ID: 04.2-16
Page Ref: 85
Answer: a. True
4.2-17. The ideal group would be composed of members who represent the Myers-Briggs
personality type of extroverted thinker.
a. True
b. False
Difficulty: 2
Question ID: 04.2-17
Page Ref: 86
Answer: b. False
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.2-18. Edward Hall's work on cultural differences identifies 2 dimensions that
characterize cultural groups: uncertainty avoidance and masculine-feminine
values.
a. True
b. False
Difficulty: 3
Question ID: 04.2-18
Page Ref: 86
Answer: b. False
4.2-19. 4 of Geert Hofstede's cultural dimensions are individualism-collectivism, power
distance, uncertainty avoidance, and masculine-feminine values.
a. True
b. False
Difficulty: 2
Question ID: 04.2-19
Page Ref: 86
Answer: a. True
4.2-20. To someone from a collectivist culture, a U.S. communicator's style and behavior
may be viewed as selfish, arrogant, antagonistic, power-hungry, ruthless, and
impatient.
a. True
b. False
Difficulty: 2
Question ID: 04.2-20
Page Ref: 86-88
Answer: a. True
4.2-21. In collectivist cultures, there is greater readiness to cooperate with group
members.
a. True
b. False
Difficulty: 1
Question ID: 04.2-21
Page Ref: 86-88
Answer: a. True
4.2-22. About 70% of the world's population regards independence and individualism as
a more important value than collectivism.
a. True
b. False
Difficulty: 2
Question ID: 04.2-22
Page Ref: 86
Answer: b. False
003 Pearson Education, Inc.
4.2-23. Low power distance cultures include those in Israel, New Zealand, and Denmark.
a. True
b. False
Difficulty: 2
Question ID: 04.2-23
Page Ref: 87
Answer: a. True
4.2-24. In low power distance cultures, members accept major differences in power as
normal, assuming that all people are not created equal.
a. True
b. False
Difficulty: 2
Question ID: 04.2-24
Page Ref: 88
Answer: b. False
4.2-25. The way in which Japanese people bow to one another in a face-to-face greeting
demonstrates how the culture expresses power distance.
a. True
b. False
Difficulty: 2
Question ID: 04.2-25
Page Ref: 88
Answer: a. True
4.2-26. Group members with more feminine cultural values may be highly effective and
supportive but are less likely to achieve a real voice or influence in group decision
making or leadership.
a. True
b. False
Difficulty: 1
Question ID: 04.2-26
Page Ref: 90
Answer: a. True
4.2-27. Members of a high-context culture tend to speak more, speak louder, and speak
more rapidly than people from a low-context culture.
a. True
b. False
Difficulty: 2
Question ID: 04.2-27
Page Ref: 87, 90
Answer: b. False
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.2-28. Germans represent people from a low-context culture.
a. True
b. False
Difficulty: 2
Question ID: 04.2-28
Page Ref: 87
Answer: a. True
4.2-29. Polychronic time people are frequently late for appointments or may not show up
at all.
a. True
b. False
Difficulty: 2
Question ID: 04.2-29
Page Ref: 87, 91
Answer: a. True
4.2-30. People in polychronic cultures usually adhere to plans, schedules, and deadlines
because time is valuable.
a. True
b. False
Difficulty: 2
Question ID: 04.2-30
Page Ref: 87, 91
Answer: b. False
4.2-31. People from low-context cultures may prefer more information-rich technologies
(such as videoconferences), as well as those that offer the feeling of social presence.
a. True
b. False
Difficulty: 3
Question ID: 04.2-31
Page Ref: 90
Answer: b. False
4.2-32. Books such as Men Are from Mars, Women Are from Venus have perpetuated
stereotypes that cause harm to both men and women, including women's
opportunities in the workplace, couple conflict and communication, and self-
esteem problems among teenagers.
a. True
b. False
Difficulty: 2
Question ID: 04.2-32
Page Ref: 91
Answer: a. True
003 Pearson Education, Inc.
4.2-33. Research in group communication claims that some female members feel
undervalued or invisible when working with male group members.
a. True
b. False
Difficulty: 1
Question ID: 04.2-33
Page Ref: 91
Answer: a. True
4.2-34. In light of Myers-Briggs personality traits, women will be more successful in
groups if they do not use sarcasm with male members or tell them that they're
illogical.
a. True
b. False
Difficulty: 2
Question ID: 04.2-34
Page Ref: 92-93
Answer: b. False
4.2-35. In light of Myers-Briggs personality traits, women may be more effective by
asking men what they think rather than what they feel.
a. True
b. False
Difficulty: 2
Question ID: 04.2-35
Page Ref: 92
Answer: a. True
4.2-36. Cheris Kramarae's Muted Group Theory claims that those with power in a society
"mute" the voices of women, the poor, and other minority groups.
a. True
b. False
Difficulty: 1
Question ID: 04.2-36
Page Ref: 93
Answer: a. True
4.2-37. In general, women talk more than men do.
a. True
b. False
Difficulty: 2
Question ID: 04.2-37
Page Ref: 94
Answer: b. False
003 Pearson Education, Inc. Instructor's Manual and Test Bank for Working in Groups, 5e
4.2-38. Generation Xers or the Generation X are confident and have high self-esteem.
They like to collaborate and favor teamwork.
a. True
b. False
Difficulty: 2
Question ID: 04.2-38
Page Ref: 95
Answer: b. False
4.2-39. Baby Boomers—the workaholic generation—are often adept when it comes to
navigating political minefields in the workplace.
a. True
b. False
Difficulty: 1
Question ID: 04.2-39
Page Ref: 95
Answer: a. True