1
Q
- The reduction of individual contributions when people work in groups rather than alone refers to:
a. Social loafing.
b. Free-riding.
c. The “sucker effect.”
d. Social facilitation.
e. None of the above.
A
a. Social loafing.
2
Q
- Social loafing can be reduced in a group by:
a. Making each individual’s performance observable.
b. Making the task more challenging.
c. Making sure that the task requires coordinated effort.
d. All of the above reduce social loafing.
e. None of the above reduce social loafing.
A
d. All of the above reduce social loafing.
3
Q
- Teams evaluate their ability to succeed by:
a. Examining the hierarchical structure of the group in relation to the larger organizational context.
b. Examining the complexity of the task and temporal resources.
c. Examining their personal resources and ability to work together.
d. Weighing costs and benefits of working together or individually.
e. Weighing demands of the task and rewards given.
A
c. Examining their personal resources and ability to work together.
4
Q
- Teams with higher collective ___________ have higher levels of motivation to perform, greater staying power when they encounter setbacks, and improved performance.
a. potency.
b. efficacy.
c. intelligence.
d. rewards.
e. leadership.
A
b. efficacy.
5
Q
- Team efficacy has __________ relationship with performance:
a. No.
b. A one-way.
c. A reciprocal.
d. A curvilinear.
e. A simple.
A
c. A reciprocal.
6
Q
- The most important factor for developing group cohesion is:
a. A strong performance norm.
b. Good communication.
c. Having group members with diverse backgrounds.
d. Having group members with different levels of organizational status.
e. Incentives that reward good individual performance.
A
b. Good communication.
7
Q
- Group cohesion can improve performance because:
a. Cohesive groups are more likely to accept group goals.
b. Cohesive groups have better communication.
c. Cohesive groups are more likely to comply with group norms.
d. All of the above.
A
d. All of the above.
8
Q
- Which of the following is NOT characteristic of more cohesive groups?
a. Smaller size.
b. Similarity among members.
c. Better communication.
d. Strict entry requirements.
e. Weak norms.
A
e. Weak norms.
9
Q
- To identify role problems, a team should:
a. Make explicit the important roles in the group.
b. Require everyone hold multiple roles.
c. Make roles as unclear as possible.
d. Emphasize individual over group goals.
e. Assign roles to individual members.
A
a. Make explicit the important roles in the group.
10
Q
- Role problems such as conflict and ambiguity can result in:
a. Higher levels of stress.
b. Decreased satisfaction.
c. Decreased morale.
d. All of the above.
e. None of the above.
A
d. All of the above.
11
Q
- Which of the following is NOT a type of team meeting role?
a. Recorder.
b. Timekeeper.
c. Facilitator.
d. Scribe.
e. Critic.
A
e. Critic.
12
Q
- Group process observations:
a. Should be done by someone who is not a group member.
b. Should help to define the appropriate behaviors that each member should perform.
c. Help the group to work on its problems when they occur.
d. All of the above.
e. None of the above.
A
c. Help the group to work on its problems when they occur.
13
Q
- Which of the following is an example of a task-related behavior?
a. Expressing acceptance of another group member.
b. Showing recognition toward another group member.
c. Showing encouragement toward another group member.
d. Giving ideas and advice regarding a work assignment .
e. Listening to another group member’s personal issues.
A
d. Giving ideas and advice regarding a work assignment .
14
Q
- What is the optimum balance between task and social behaviors?
a. 20% toward social and 80% toward task behaviors.
b. 10% toward task and 90% toward social behaviors.
c. 10% toward social and 90% toward task behaviors.
d. 50% toward social and 50% toward task behaviors. .
e. It depends on the characteristics of the task and group.
A
e. It depends on the characteristics of the task and group.
15
Q
- When groups are in the forming stage, they should focus more on _____ behaviors.
a. Social.
b. Task.
c. Both social and task.
d. Role.
e. None of the above.
A
a. Social.
16
Q
- __________ is knowledge about how to operate as a team to complete a task.
a. Transactive memory.
b. Team mental model.
c. Team adaptation.
d. Role ambiguity.
e. None of the above.
A
b. Team mental model.
17
Q
- In an airline flight crew, an understanding of the different roles of the crew members refers to its:
a. Transactive memory.
b. Mental model.
c. Group process.
d. Cohesion.
e. None of the above.
A
b. Mental model.
18
Q
- An awareness of the knowledge, skills, and abilities of individual team members refers to the group’s:
a. Transactive memory.
b. Mental model.
c. Group process.
d. Cohesion.
e. None of the above.
A
a. Transactive memory.
19
Q
- The key to obtaining and using feedback is to create:
a. A safe environment.
b. Cohesion.
c. A critical environment.
d. Strong leadership.
e. None of the above.
A
a. A safe environment.
20
Q
- As multi-tasking is more prevalent in virtual teams, a way to address this problem is to:
a. Use a facilitative process that encourages members to actively contribute.
b. Design short and focused agendas.
c. Evoking members on a regular basis during the meeting.
d. Prior to the meeting, discuss objective with members.
e. All of the above.
A
e. All of the above.
4330
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