Effective Leadership International Edition 5th Edition Achua Test Bank 1

Effective Leadership International Edi-
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Chapter 6— Coaching, Communication, and Conflict Skills
TRUE/FALSE
1. Communication is the process of conveying information and meaning.
ANS: T PTS: 1 DIF: Easy OBJ: 6.0

NAT: AACSB Communication | AACSB Leadership Principles
TYP: Conceptual
2. For sending difficult and unusual messages, it is best to use written forms of communication.
ANS: F PTS: 1 DIF: Easy OBJ: 6.0

TYP: Conceptual
3. The richest communication channel is a written memo because it allows you to go into much more
detail.
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6-1
TYP: Conceptual
4. In oral face-to-face communication, before sending a message, you should answer the question, "why
can't this person understand?"

TYP: Conceptual
5. Before sending a message, you should answer the question, "What's going on?"

TYP: Conceptual
6. The five steps in the oral message-sending process are (1) develop rapport; (2) state your
communication objective; (3) transmit your message; (4) check the receiver's understanding; and (5)
get a commitment and follow up.
ANS: T PTS: 1 DIF: Medium OBJ: 6.1

TYP: Conceptual
7. In the oral message-sending process, the purpose of developing rapport is distract the person from the
real reason for the communication.
ANS: F PTS: 1 DIF: Hard OBJ: 6.1

TYP: Conceptual
8. Regardless of the goal of communication, it is always important to get a commitment to the action.

TYP: Conceptual
9. In oral face-to-face communication, when giving instructions, the sender should not ask for the
receiver's commitment to the action, but allow the receiver 24 hours to consider it.

TYP: Conceptual
10. In written communication, one important tip is set an objective for your communication before you
begin writing.
ANS: T PTS: 1 DIF: Hard OBJ: 6.1

TYP: Conceptual
6-2
11. In written communication, one important tip is that writing is more about impressing people.

TYP: Conceptual
12. In written communication, one important tip is write in the passive voice such "it is recommended"
instead of "I recommend".

TYP: Conceptual
13. The 1-5-15 rule states that you should limit each paragraph to a single topic with an average of five
sentences that have an average of 15 words.

TYP: Conceptual
14. Seventy-five percent of what people hear accurately, they forget within a week.
ANS: F PTS: 1 DIF: Medium OBJ: 6.2

TYP: Conceptual
15. The message-receiving process includes listening, analyzing, and checking understanding.

TYP: Conceptual
16. Analyzing is the process of thinking about, decoding, and evaluating the message.

TYP: Conceptual
17. In the message-receiving process, while the person is talking, it is important to think about what you
are going to say in reply.

TYP: Conceptual
18. In the message-receiving process, while the person is talking, it is important to listen and evaluate
what is said at the same time.

TYP: Conceptual
6-3
19. Feedback is the process of restating a message in one's own words.

TYP: Conceptual
20. Paraphrasing is the process of verifying messages and determining if objectives are being met.

TYP: Conceptual
21. Paraphrasing is the process of having the receiver restate the message in his or her own words.

TYP: Conceptual
22. Feedback is important in improving our performance, and we should solicit feedback, and not just wait
until someone provides us with feedback.

TYP: Conceptual
23. One of the most common and effective approaches to getting feedback is to give the entire message
and then ask, "Do you have any questions?"

TYP: Conceptual
24. Feedback usually does not follow a message, because people have a tendency not to ask questions.

TYP: Conceptual
25. One reason why people do not ask questions is because receivers feel ignorant.

TYP: Conceptual
26. The most common cause of messages not resulting in communication is the lack of getting feedback
that ensures mutual understanding.

TYP: Conceptual
6-4
27. Communicating is the sole responsibility of the message sender.

TYP: Conceptual
28. The most accurate indicator of listener's understanding is paraphrasing.

TYP: Conceptual
29. To indicate to your manager that you understand his or her message, ask broad, general questions.

TYP: Conceptual
30. An effective example of asking the listener to paraphrase is "Now tell me what you are going to do, so
I can tell you where you do not understand me".

TYP: Conceptual
31. An effective example of asking the listener to paraphrase is "Now tell me what you are going to do, so
I can be sure that I explained myself clearly".

TYP: Conceptual
32. Coaching is the process of giving motivational feedback to maintain and improve performance.

TYP: Conceptual
33. Research has shown that the most important contributor to employee success and retention is receiving
praise and recognition.

NAT: AACSB Reflective Thinking | AACSB Leadership Principles
TYP: Conceptual
34. The purpose of coaching is to achieve desirable behavior.

TYP: Conceptual
6-5
35. Descriptive feedback can be based on facts or inferences.

TYP: Conceptual
36. Inferential feedback is preferred because it tends to be positive.

TYP: Conceptual
37. The job instructional training (JIT) steps include (1) trainer presents the task; (2) trainee receives
preparation; (3) trainee performs the task; and (4) trainer follows up.

TYP: Conceptual
38. Feedback should be given in about two weeks after an incident to allow reflection.

TYP: Conceptual
39. Criticism is the process of pointing out mistakes, which places blame and is embarrassing.

TYP: Conceptual
40. Once you tell people they are wrong or made a mistake, they may begin to dislike the task or job.

TYP: Conceptual
41. "My manager must really care about me and appreciate my work, so I'll try harder" describes the
attitude of employees with overly critical managers.

TYP: Conceptual
42. The major difference between criticism and coaching feedback is that criticism is judgmental and
makes people feel like losers.

TYP: Conceptual
6-6
43. The performance formula is used to explain the process managers go through in determining the
reasons for effective or ineffective performance and deciding what to do about it.

TYP: Conceptual
44. The performance formula explains performance as a function of ability, motivation, and skills.

NAT: AACSB Reflective Thinking | AACSB Motivation Concepts
TYP: Conceptual
45. When dealing with an ability performance issue, it is necessary to get employees to verbally commit to
the change if they seem willing to make it.

TYP: Conceptual
46. Mentoring is more involved and personal than coaching.

TYP: Conceptual
47. One of the reasons the psychological contract is often broken is because the other party(ies) has
different expectations than we hold.

TYP: Conceptual
48. Functional conflict exists when disagreement and opposition supports the achievement of
organizational objectives.

TYP: Conceptual
49. The five conflict management styles are (1) avoiding, (2) competing, (3) negotiating, (4)
accommodating, and (5) collaborating.

TYP: Conceptual
50. The one best conflict style for all situation is collaborating, a win-win approach.
6-7
TYP: Conceptual
51. The avoiding conflict style is assertive and uncooperative.

TYP: Conceptual
52. The accommodating conflict style is appropriate to use when the conflict is trivial.

TYP: Conceptual
53. The negotiating conflict style is appropriate to use when unpopular action must be taken on important
issues.

TYP: Conceptual
54. The advantage of the collaborating conflict style is that it tends to lead to the best solution to the
conflict, using assertive behavior.

TYP: Conceptual
6-8
55. The collaborating conflict style is appropriate when you are dealing with an important issue that
requires an optimal solution, and compromise would result in suboptimizing.

TYP: Conceptual
56. The conflict style most difficult to implement successfully and most likely to be underutilized when
appropriate is the accommodating conflict style.

TYP: Conceptual
57. The first step of the initiating conflict resolution model is to plan a BCF statement that maintains
ownership of the problem.

TYP: Conceptual
58. The BCF model describes a conflict in terms of beliefs, consequences, and feelings.

TYP: Conceptual
59. A mediator is a neutral third party who makes a binding decision to resolve a conflict.

TYP: Conceptual
60. An arbitrator is a neutral third party makes a binding decision to resolve a conflict.

TYP: Conceptual
MULTIPLE CHOICE
1. The process of conveying information and meaning is ____.

a. organization
b. understanding
c. communication
d. decoding
ANS: C PTS: 1 DIF: Easy OBJ: 6.0
TYP: Conceptual
6-9
2. As a general rule, to send difficult and unusual messages, use ____.
a. Detailed written communication channels
b. Phone calls
c. Rich oral channels
d. Face-to-face oral channels
e. C and d
ANS: D PTS: 1 DIF: Medium OBJ: 6.0
TYP: Conceptual
3. The richest channel of communication is

a. a memo
b. an e-mail
c. Oral face-to-face
d. In your own office
ANS: C PTS: 1 DIF: Medium OBJ: 6.1
TYP: Conceptual
4. The manager of a manufacturing plant is inaugurating a major quality initiative and is planning the
announcement to the employees. She has considered the goal and mode of the message. What other
issue should be considered in this planning?
a. who should receive the message
b. the timing of the message
c. whether to solicit feedback
d. all of the answers are correct
ANS: B PTS: 1 DIF: Medium OBJ: 6.1
TYP: Conceptual
5. The oral message-sending process includes all of the following steps EXCEPT:
a. develop rapport.
b. state your communication objective.
c. transmit your message.
d. translate the meaning of the message.
TYP: Conceptual
6. Which of the following is NOT a step in the oral message-sending process?

a. develop rapport
b. state your communication objective
c. transmit your message
d. check the receiver's commitment
TYP: Conceptual
6-10
7. The first step in the oral message-sending process is:
a. state your communication objective.
b. develop rapport.
c. transmit your message.
d. check the receiver's understanding.
TYP: Conceptual
8. The value of stating the objectives of communication is to:

a. establish rapport.
b. get buy-in from the recipient.
c. elicit feedback before continuing the communication.
d. help the receiver put the details into context.
TYP: Conceptual
9. To improve your written communication skills, which of the following are important tips?
a. Write to impress
b. Message should be detailed and thorough
c. Write in the passive voice
d. Don't spend time editing your important work
e. Set an objective for your communication before writing
ANS: E PTS: 1 DIF: Medium OBJ: 6.2
TYP: Conceptual
10. To check for the receiver's understanding in oral communication, you ask him or her
a. Do you have any questions?
b. Direct questions
c. Indirect questions
d. To paraphrase the message
e. B and d
ANS: A PTS: 1 DIF: Medium OBJ: 6.2
TYP: Conceptual
11. The message-receiving process includes:

a. listening, analyzing, and checking understanding.
b. listening, paraphrasing, and analyzing.
c. listening, analyzing, and following up.
d. listening, analyzing, and giving feedback.
TYP: Conceptual
6-11
12. The message-receiving process, as a listener, which of the following should you avoid doing?
a. When people interrupt you, continue talking.
b. Ask to meet in a noisy area so no one can hear what you say.
c. Finish the speaker's sentence, so he or she will know that you are listening.
d. Listen to the entire message without interrupting the speaker.
e. A, b, and c
TYP: Conceptual
13. Which of the following is NOT a step in the message-receiving process?

a. listening
b. analyzing
c. checking understanding
d. encoding
TYP: Conceptual
14. ____ is the process of giving the speaker your undivided attention.
a. Listening
b. Analyzing
c. Checking understanding
d. Paraphrasing
ANS: A PTS: 1 DIF: Easy OBJ: 6.2
TYP: Conceptual
15. All of the following are components of listening EXCEPT:

a. paying attention.
b. asking questions.
c. not assuming and interrupting.
d. Watching and attending to only verbal cues.
TYP: Conceptual
16. ____ is the process of thinking about, decoding, and evaluating the message.
a. Paraphrasing
b. Analyzing
c. Listening
d. Checking understanding
TYP: Conceptual
6-12
17. Which of the following is a component of analyzing?
a. thinking
b. watching nonverbal cues
c. taking notes
d. avoiding distractions
TYP: Conceptual
18. Which of the following is a component of checking understanding?

a. asking questions
b. conveying meaning
c. watching nonverbal cues
d. paying attention
TYP: Conceptual
19. ____ is the process of verifying messages and determining if objectives are being met.
a. Paraphrasing
b. Listening
c. Feedback
d. Criticism
TYP: Conceptual
20. The process of having the receiver restate the message in his or her own words is ____.
a. paraphrasing
b. feedback
c. confirmation
d. verification
TYP: Conceptual
21. Which of the following is one of the reasons why people do NOT ask questions?
a. Receivers feel ignorant.
b. Receivers are ignorant.
c. Receivers are reluctant to point out the sender's ignorance.
TYP: Conceptual
6-13
22. Which of the following is NOT one of the guidelines you should use when getting feedback on
messages?
a. ask questions
b. be aware of nonverbal communication
c. verify the message
d. be open to feedback
TYP: Conceptual
23. 360-degree feedback is based on receiving a performance evaluation from:

a. the manager.
b. customers.
c. employees.
TYP: Conceptual
24. The purpose of 360-degree feedback is to:

a. network with as many stakeholders or coworkers as possible.
b. take the informal methods of improving communication and formalize them.
c. receive performance evaluations from many people.
d. close the feedback loop and continue to the next stage of the strategy process.
TYP: Conceptual
25. Which of the following is true about criticism?

a. It is generally effective in getting people to change their behavior.
b. It is a judgment of whether the person is right or wrong.
c. Placing blame, embarrassment, and focusing on the person are types of criticism.
d. The more criticism that employees receive the more defensive they become.
ANS: B PTS: 1 DIF: Easy OBJ: 6.4
TYP: Conceptual
26. ____ is the process of giving motivational feedback to maintain and improve performance.
a. Coaching
b. Criticism
c. Inspiring
d. Mentoring
TYP: Conceptual
6-14
27. Which of the following is NOT one of the coaching guidelines?
a. give praise and recognition
b. make feedback timely, but flexible
c. focus on the person, not the behavior
d. develop a supportive working relationship
TYP: Conceptual
28. An employee has mismanaged a client relationship and lost the client. As the manager, you want to use
a self-evaluation type of coaching feedback. Which of the following might apply?
a. "I told you to be careful with that relationship."
b. "I guess that this just shows why we emphasize training."
c. "When you lose clients, that makes me frustrated."
d. "Why do you suppose that client dropped us and went to our competitor?"
ANS: D PTS: 1 DIF: Hard OBJ: 6.5
NAT: AACSB Analytic | AACSB Leadership Principles TYP: Conceptual
29. Which of the following would be an example of inferential descriptive feedback?

a. "Our revenues are down 15 percent."
b. "Our branch came in third in customer satisfaction this quarter."
c. "Our poor performance ratings stem from attempting too many projects simultaneously."
d. "We weren't able to comply with the home office's report requirements."
ANS: C PTS: 1 DIF: Hard OBJ: 6.5
NAT: AACSB Analytic | AACSB Leadership Principles TYP: Conceptual
30. Which of the following is NOT one of the job instructional training (JIT) steps?
a. trainee receives preparation
b. trainer presents the task
c. trainer outlines the parameters of the task
d. trainee performs the task
TYP: Conceptual
31. Feedback should generally be given as soon as possible:

a. with appropriate flexibility.
b. in order for rewards and punishments to have the highest impact.
c. before you forget to give it.
d. because learning is maximized while emotions are running high.
TYP: Conceptual
6-15
32. Which of the following statements regarding criticism is NOT true?
a. Criticism is the process of pointing out mistakes.
b. Criticism can be effective if used in certain circumstances.
c. Criticism involves a judgment, which is that either the person is right or wrong.
d. Criticism places blame and is embarrassing.
TYP: Conceptual
33. Having employees assess their own performance is a part of ____.

a. mentoring
b. analyzing
c. conflict resolution
d. coaching
TYP: Conceptual
34. Which of the following is used to explain the process managers go through in determining the reasons
for effective or ineffective performance and deciding what to do about it?
a. attribution theory
b. psychological contract
c. performance formula
d. BCF model
TYP: Conceptual
35. The three factors that make up the performance formula are:
a. ability, motivation, and goals.
b. ability, goals, and resources.
c. ability, motivation, and resources.
d. goals, motivation, and resources.
TYP: Conceptual
36. If Chris has resources and is well trained, she may still lack ____.
a. ability
b. motivation
c. resources
d. goals
ANS: B PTS: 1 DIF: Easy OBJ: 6.6
TYP: Conceptual
6-16
37. If Chris has an intense desire and is well trained, she may still lack ____.
a. ability
b. motivation
c. resources
d. goals
TYP: Conceptual
38. In the performance formula, John and his team are not performing as well as other teams. Based on
your assessment of the situation, you believe that John and his team have the ability to perform well
and seem to be motivated to do the work, what should you do next?
a. Get John's commitment to change
b. Have John and his team sign a psychological contract
c. Check to see what resources that they may be lacking.
d. Send them to training
TYP: Conceptual
39. Which of the following is typically NOT a mentor?

a. family
b. higher-level managers
c. immediate managers
d. peers
TYP: Conceptual
40. The psychological contract is often broken because:

a. we fail to make explicit our own expectations.
b. we assume that the other party(ies) has the same expectations that we hold.
c. we fail to inquire into the expectations of the other party(ies).
TYP: Conceptual
41. ____ exists when disagreement and opposition support the achievement of organizational objectives.
a. Functional conflict
b. Dysfunctional conflict
c. Friction
d. A dilemma
TYP: Conceptual
6-17
42. Which of the following conflict styles results in passive behavior?
a. negotiating
b. accommodating
c. avoiding
d. collaborating
TYP: Conceptual
43. The ____ conflict style user attempts to passively ignore the conflict rather than resolve it.
a. accommodating
b. collaborating
c. negotiating
d. avoiding
TYP: Conceptual
44. The avoiding conflict style creates a ____ situation because the conflict is not resolved.
a. win-lose
b. lose-lose
c. win-win
d. none of the answers are correct
TYP: Conceptual
45. Which of the following is true about the avoiding conflict style?
a. Should never be used.
b. Does not result in resolution of the conflict.
c. Often results in problems worsening.
d. Should be used if continuing the confrontation may result in retaliation or physical harm.
e. B, c, and d
TYP: Conceptual
46. The accommodating conflict style is appropriate when:

a. your stake in the issue is not high.
b. the conflict resolution is urgent.
c. a solution will only be temporary.
d. the person enjoys being a follower.
TYP: Conceptual
6-18
47. The ____ conflict style user attempts to resolve the conflict by using aggressive behavior to get his or
her way.
a. accommodating
b. collaborating
c. negotiating
d. forcing
TYP: Conceptual
48. Which of the following is a disadvantage of the forcing conflict style?

a. giving in may be counterproductive
b. conflicts do not get resolved
c. overuse leads to hostility and resentment
d. counterproductive results
TYP: Conceptual
49. The ____ conflict style user attempts to resolve the conflict through assertive, give-and-take
concessions.
a. collaborating
b. avoiding
c. accommodating
d. negotiating
TYP: Conceptual
50. The negotiating conflict style is appropriate to use when:

a. unpopular action must be taken on important issues.
b. time is short.
c. the conflict is between peers.
d. the person enjoys being a follower.
TYP: Conceptual
51. The ____ conflict style user assertively attempts to jointly resolve the conflict with the best solution
agreeable to all parties.
a. forcing
b. collaborating
c. accommodating
d. negotiating
TYP: Conceptual
6-19
52. The advantage of the collaborating conflict style is that:
a. working relationships are maintained.
b. conflict is resolved quickly.
c. it tends to lead to the best solution to the conflict, using assertive behavior.
TYP: Conceptual
53. Initiating conflict resolution:

a. tends to escalate conflict in the short run.
b. requires the consent of only one of the antagonists.
c. is best delegated.
d. is encouraged by effective leaders.
TYP: Conceptual
54. The BCF model describes a conflict in terms of:

a. behavior, character, and feelings.
b. beliefs, communication, and facts.
c. behavior, consequences, and feelings.
TYP: Conceptual
55. In responding to a conflict resolution, the first step is to:

a. agree with some aspect of the complaint.
b. listen to and paraphrase the conflict using the BCF model.
c. ask for, and/or give, alternative conflict resolutions.
d. plan a BCF statement.
TYP: Conceptual
56. In conflict collaboration, the job of making an agreement for change belongs to the:
a. mediator.
b. responder.
c. initiator.
TYP: Conceptual
6-20
57. A(n) ____ is a neutral third party whom makes a binding decision to resolve a conflict.
a. mediator
b. consultant
c. arbitrator
d. negotiator
TYP: Conceptual
58. The difference between a mediator and an arbitrator is that:

a. the mediator apportions blame judiciously, whereas the arbitrator deals only with concrete
issues.
b. mediators commonly use a negotiating style, while arbitrators typically use a collaborating
style.
c. the arbitrator's ruling is binding.
d. arbitrators are only used in management−labor negotiations.
TYP: Conceptual
SHORT ANSWER
1. List the steps in the oral message-sending process.
ANS:
The five steps in the oral message-sending process are (1) develop rapport; (2) state your
communication objective; (3) transmit your message; (4) check the receiver's understanding; (5) get a
commitment and follow up.
PTS: 1 DIF: Medium OBJ: Learning Outcomes 6.1

TOP: LEARNING OUTCOMES TYP: Conceptual
2. List and explain the three parts of the message-receiving process.
ANS:
The three parts of the message-receiving process are listening, analyzing, and checking understanding.
Listening is the process of giving the speaker your undivided attention. Analyzing is the process of
thinking about, decoding, and evaluating the message. Checking understanding is the process of giving
feedback.

6-21
3. Describe paraphrasing and state why it is used.
ANS:
Paraphrasing is the process of having the receiver restate the message in his or her words. Paraphrasing
is used to check understanding of the transmitted message. If the receiver can paraphrase the message
accurately, communication has taken place. If not, communication is not complete.

4. Identify two common approaches to getting feedback, and explain why they don't work.
ANS:
The first common approach to getting feedback is to send the entire message and to assume that the
message has been conveyed with mutual understanding. The second approach is to give the entire
message followed by asking, "Do you have any questions?" Feedback usually does not follow because
people have a tendency not to ask questions. There are at least four good reasons why people do not
ask questions: receivers feel ignorant, receivers are ignorant, receivers are reluctant to point out the
sender's ignorance, and receivers have cultural barriers.

5. Describe the difference between criticism and coaching feedback.
ANS:
Criticism is feedback that makes a judgment about behavior being wrong. Coaching feedback is based
on a supportive relationship and offers specific and descriptive ways to improve performance.
Criticism focuses on pointing out mistakes, while coaching feedback focuses on the benefits of
positive behavior.

6. Discuss the relationship between the performance formula and the coaching model.
ANS:
The performance formula is used to determine the reason for poor performance and the corrective
action needed. The coaching model is then used to improve performance.

6-22
7. Define the five conflict management styles.
ANS:
(1) The avoiding conflict style user attempts to passively ignore the conflict rather than resolve it. (2)
The accommodating conflict style user attempts to resolve the conflict by passively giving in to the
other party. (3) The forcing conflict style user attempts to resolve the conflict by using aggressive
behavior to get his or her own way. (4) The negotiating conflict style user attempts to resolve the
conflict through assertive, give-and-take concessions. (5) The collaborating conflict style user
assertively attempts to jointly resolve the conflict with the best solution agreeable to all parties.
PTS: 1 DIF: Hard OBJ: Learning Outcomes 6.7

8. List the steps in the initiating conflict resolution model.
ANS:
The initiating conflict resolution model steps are (1) plan a BCF statement that maintains ownership of
the problem; (2) present your BCF statement and agree on the conflict; (3) ask for, and/or give,
alternative conflict resolutions; and (4) make an agreement for change.

9. What should be included in your plan to send a message?
ANS:
A plan for sending a message should include (1) What⎯the goal or purpose of the communication. (2)
Who⎯the recipient(s) of the message. (3) How⎯the channel used to convey the message. (4)
When⎯the time and date. (5) Where⎯the place of transmission.
PTS: 1 DIF: Medium OBJ: Review Questions 6.1

TOP: REVIEW QUESTIONS TYP: Conceptual
10. What are the three parts of a written outline?
ANS:
The first paragraph states the purpose of the communication. The middle paragraph supports the
purpose of the communication. The last paragraph summarizes the major points and clearly states the
action, if any, to be taken by you and other people.

6-23
11. As an average, how many words should a sentence have, and how many sentences should there be in a
paragraph?
ANS:
On average, there should be 15 words to a sentence and 5 sentences to a paragraph. However,
paragraph and sentence length should vary.
PTS: 1 DIF: Easy OBJ: Review Questions 6.3

12. Which personality traits are associated with being closed to feedback?
ANS:
People who are defensive and emotional and those with an external locus of control tend to ignore
feedback and are resistant to changing.

13. What are the four guidelines to getting feedback on messages?
ANS:
The four guidelines to getting feedback to messages are (1) be open to feedback, (2) be aware of
nonverbal communication, (3) ask questions, and (4) use paraphrasing.

14. What is 360-degree feedback, and are many organizations using it?
ANS:
360-degree feedback is based on receiving performance evaluations from many people. The use of
feedback from multiple sources has become popular as a means of improving performance.

15. Should a supportive working relationship be a true friendship?
ANS:
The manager and employee do not have to be personal friends and socialize together⎯it's about
having a good working relationship.

6-24
16. Why doesn't criticism work?
ANS:
Criticism usually results in four things happening to people being criticized: (1) They become
defensive and justify their behavior, or they blame it on someone or something. (2) They don't really
listen to so-called constructive feedback. (3) They are embarrassed and feel bad about themselves, or
they view themselves as losers. (4) They begin to dislike the task or job, as well as the critic.

17. Are all managers mentors?
ANS:
No. Most managers do not act as mentors to others.

18. How do you know when you are in conflict?
ANS:
A conflict exists whenever people are in disagreement and opposition.
PTS: 1 DIF: Easy OBJ: Review Questions 6.10

19. What is the difference between functional and dysfunctional conflict, and how does each affect
performance?
ANS:
Functional conflict exists when disagreement and opposition support the achievement of
organizational objectives; it increases performance. When conflict prevents the achievement of
organizational objectives, it is negative or dysfunctional conflict; it decreases.

20. What is meant by maintaining ownership of the problem?
ANS:
Maintaining ownership of the problem means that when you are in conflict, you should realize that the
problem is yours and not the other party's.

6-25
21. How is the BCF model used?
ANS:
The BCF model is used to describe a conflict in terms of behavior, consequences, and feelings. When
initiating a conflict resolution, it is used to open the conversation.
PTS: 1 DIF: Hard OBJ: Review Questions 6.13

22. What is the difference between a mediator and an arbitrator?
ANS:
A mediator can only advise and assist the parties on resolving the conflict, while an arbitrator has the
power to make a binding decision to resolve the conflict.

23. List the steps in the oral message-sending process.
ANS:
The five steps in the oral message-sending process are (1) develop rapport; (2) state your
communication objective; (3) transmit your message; (4) check the receiver's understanding; (5) get a
commitment and follow up.
PTS: 1 DIF: Medium OBJ: 6.1

TOP: SHORT ANSWER TYP: Conceptual
24. List and explain the three parts of the message-receiving process.
ANS:
The three parts of the message-receiving process are listening, analyzing, and checking understanding.
Listening is the process of giving the speaker your undivided attention. Analyzing is the process of
thinking about, decoding, and evaluating the message. Checking understanding is the process of giving
feedback.

25. Describe paraphrasing and state why it is used.
ANS:
Paraphrasing is the process of having the receiver restate the message in his or her words. Paraphrasing
is used to check understanding of the transmitted message. If the receiver can paraphrase the message
accurately, communication has taken place. If not, communication is not complete.
6-26
26. Identify two common approaches to getting feedback, and explain why they don't work.
ANS:
The first common approach to getting feedback is to send the entire message and to assume that the
message has been conveyed with mutual understanding. The second approach is to give the entire
message followed by asking, "Do you have any questions?" Feedback usually does not follow because
people have a tendency not to ask questions. There are at least four good reasons why people do not
ask questions: receivers feel ignorant, receivers are ignorant, receivers are reluctant to point out the
sender's ignorance, and receivers have cultural barriers.

27. Describe the difference between criticism and coaching feedback.
ANS:
Criticism is feedback that makes a judgment about behavior being wrong. Coaching feedback is based
on a supportive relationship and offers specific and descriptive ways to improve performance.
Criticism focuses on pointing out mistakes, while coaching feedback focuses on the benefits of
positive behavior.

28. Discuss the relationship between the performance formula and the coaching model.
ANS:
The performance formula is used to determine the reason for poor performance and the corrective
action needed. The coaching model is then used to improve performance.

29. Discuss the two reasons that the psychological contract is often broken.
ANS:
The psychological contract is broken for two primary reasons: (1) We fail to make explicit our own
expectations and fail to inquire the expectations of the other parties. (2) We further assume that the
other party(ies) has the same expectations that we hold.

6-27
30. Define the five conflict management styles.
ANS:
(1) The avoiding conflict style user attempts to passively ignore the conflict rather than resolve it. (2)
The accommodating conflict style user attempts to resolve the conflict by passively giving in to the
other party. (3) The forcing conflict style user attempts to resolve the conflict by using aggressive
behavior to get his or her own way. (4) The negotiating conflict style user attempts to resolve the
conflict through assertive, give-and-take concessions. (5) The collaborating conflict style user
assertively attempts to jointly resolve the conflict with the best solution agreeable to all parties.
PTS: 1 DIF: Hard OBJ: 6.7

31. List the steps in the initiating conflict resolution model.
ANS:
The initiating conflict resolution model steps are (1) plan a BCF statement that maintains ownership of
the problem; (2) present your BCF statement and agree on the conflict; (3) ask for, and/or give,
alternative conflict resolutions; and (4) make an agreement for change.

32. Your organization has developed a new mission statement with three values. Management wants
employees to implement the values on a daily basis. Which method of sending the message would be
most appropriate to consistently remind employees to implement these values?
Written communication
Oral communication (includes e-mail and traditional methods)
a. face-to-face e. memo h. bulletin board
b. meeting f. letter i. poster
c. presentation g. report j. newsletter
d. telephone
ANS:
I
PTS: 1 DIF: Medium OBJ: Applying the Concept 6.1

NAT: AACSB Analytic | AACSB Leadership Principles
TOP: APPLYING THE CONCEPT TYP: Applications
6-28
33. The CEO wants to find out how three of his vice presidents are progressing on the new company-wide
strategic plan that needs to be coordinated between them to implement effectively. Which method of
sending the message would be most appropriate in this situation?
d. telephone
ANS:
B

34. You are trying to close a big sale to a very important customer. Which method of sending the message
would be most appropriate in this situation?
d. telephone
ANS:
A

35. You met with a high-level government official about getting the zoning law changed so you can
expand your business. A good way to follow up the meeting is to use the __________ method of
sending messages.
d. telephone
ANS:
F

6-29
36. You are leading an important meeting in two days with people from different departments within your
company. You want them to have a copy of the agenda before the meeting to remind them of the
meeting and what will take place. Which method of sending the message would be most appropriate in
this situation?
d. telephone
ANS:
E

37. You want to keep in contact with present, past, and potential customers for your product, which is only
bought a few times per year. You figure that if you contact them monthly in a formal way, they will
remember your company product and be loyal customers. Which method of sending the message
would be most appropriate in this situation?
d. telephone
ANS:
J

38. The leader says, "You dropped it again. When are you going to get it?" Which type of statement is
this?
a. criticism
b. coaching feedback
ANS:
A
PTS: 1 DIF: Easy OBJ: Applying the Concept 6.2

6-30
39. The leader says, "How many times do I have to tell you to put it over here, not over there?" Which
type of statement is this?
a. criticism
ANS:
A

40. The leader says, "If you put the stack on this side, customers can more easily pick them up." Which
type of statement is this?
a. criticism
ANS:
B

41. A manager just gave instructions to an employee. The employee does not like the way the manager
wants the job done, but says nothing to the manager. The employee is using which conflict
management style?
a. avoiding
b. accommodating
c. forcing
d. negotiating
e. collaborating
ANS:
A

42. A manager just gave a new task to an employee. The employee does not want to do the task, but says
nothing to the manager and completes the task on time. The employee is using which conflict
management style?
a. avoiding
b. accommodating
c. forcing
d. negotiating
e. collaborating
ANS:
6-31
B

43. A manager just gave a new task to an employee. The employee does not want to do the task and says,
"I'm not doing that." The manager says, "If you don't do it, I will take discipline action against you."
The manager is using which conflict management style?
a. avoiding
b. accommodating
c. forcing
d. negotiating
e. collaborating
ANS:
C

44. You are the leader of a small task force. You have suggested a method of completing the task, but the
other members express disagreement with your plan. Which conflict management style is most
appropriate in this situation?
a. avoiding
b. accommodating
c. forcing
d. negotiating
e. collaborating
ANS:
E

45. Recall a specific task that your manager assigned to you. Identify which steps the manager did and did
not use in the oral message-sending process.
ANS:
Students' answers will vary.
PTS: 1 DIF: Easy OBJ: Work Applications 6.1

TOP: WORK APPLICATIONS TYP: Applications
46. Select two or three of the tips that you can use to improve your written communication. Explain how
using the tip will improve your writing.
6-32
ANS:

47. Refer to Self-Assessment 1 and the listening tips. What is your weakest listening skill area on the job?
How will you improve your listening ability?
ANS:

48. Are you really open to feedback⎯criticism from others at work? How can you improve on accepting
criticism?
ANS:
PTS: 1 DIF: Medium OBJ: Work Applications 6.4

49. Recall a past or present manager. Did or does your manager use the common approach to getting
feedback on messages regularly? Was or is he or she open to feedback and aware of nonverbal
communication on a regular basis? Did the manager regularly ask questions and ask you to
paraphrase?
ANS:

50. Recall the best and worst manager you ever had. With which manager did you have the best working
relationship? Which one gave you the most encouragement, praise, and recognition for a job well
done? Which one gave you the most negative criticism? Was your performance at a higher level for
your best or worst manager?
ANS:

6-33
51. Recall a present or past manager. Which of the ten guidelines does or did the manager use most
frequently and least frequently?
ANS:

52. Recall a person who is or was a mentor to you. Briefly describe the relationship and type of advice you
got from your mentor.
ANS:

53. Select a present or past manager. Which conflict management style did that manager use most often?
Explain by giving a typical example. Which one of the five conflict management styles do you tend to
use most often. Explain your answer.
ANS:

54. Use the BCF model to describe a conflict you face or have faced on the job.
ANS:
PTS: 1 DIF: Hard OBJ: Work Applications 6.10

55. How would you assess communications in organizations? Give examples of good and or poor
communications in organizations.
ANS:
PTS: 1 DIF: Medium OBJ: Communication Skills 6.1

TOP: COMMUNICATION SKILLS TYP: Skills
6-34
56. How did you score on Self-Assessment 1, "Listening Skills"? State your plan for improving your
listening skills.
ANS:
PTS: 1 DIF: Easy OBJ: Communication Skills 6.2

57. How would you assess managers at giving feedback? Specifically, what should managers do to
improve?
ANS:

58. Is 360-degree multirater feedback really better than a boss-based assessment? As a manager, would
you elect to use 360?
ANS:
PTS: 1 DIF: Hard OBJ: Communication Skills 6.4

59. Do you agree with the statement, "Don't criticize"? Do managers tend to give criticism or coaching
feedback? How can managers improve?
ANS:

60. Women and minorities are less likely to have mentors, so should they get mentors? Will you seek out
career mentors?
ANS:

6-35
61. What are your psychological contract expectations of your boss and coworkers? Give examples of
conflicts you have had a work, listing the expectation that was not met.
ANS:

62. What percentage of the time do you think a manager can actually use the collaborating conflict
management style? Give detailed examples of when managers have used collaboration at work.
ANS:
PTS: 1 DIF: Hard OBJ: Communication Skills 6.8

Instructions for the following question(s)
Start by stating which drawing (1 or 2) you are giving instructions for and the three object shapes. List
the first step in the message-sending process, followed by what you would say to the employee for this
step. List step 2 of the process, followed by what you would say. List step 3 of the process, but only
give instructions for object 1. List steps 4 and 5, followed by what you would say for each step.
Drawings
See pages 117 and 118 in the Instructor's Manual for full-page drawings, which you need to have
copied and to bring to class.
63. Giving Instructions. For this question, use the drawing you gave instructions for during the in-class
Skill-Development Exercise 1.
ANS:
Step 1. Develop rapport.
Answers will vary.
Step 2. State your communication objective.

You will be drawing three objects (diamond, rectangle, triangle or square, circle, hexagon) to
specifications.
Step 3. Transmit your message.

Answers will vary with the drawing and the object started with.
Step 4. Check the receiver's understanding.

Please paraphrase how you will draw the object to be sure we agree.
Step 5. Get a commitment and follow up.

Do you feel confident you can do it? I'll check it against the drawing when you are done.
6-36
PTS: 1 DIF: Medium OBJ: Skill-Development Exercises 6.1
TOP: SKILL-DEVELOPMENT EXERCISES TYP: Skills
For the Variables line, write the numbers 1 to 4. To the right of the four numbers, write the four
variables. To the left of the four numbers, write the answers to each variable from the Situational
Communication Model that represents the style to use based on the variable. Fill in the
Communication Style, Behavior, and Action Taken lines with the appropriate answers.
Variables:
Communication Style:
Behavior:
Action Taken:
64. Situational Communication. You have just walked into the back of the room, where your employees
are working in the front. There is a lot of smoke, which they do not realize, in the back of the room.
Your employees are very highly capable and like to participate in decision making. As a situational
communicator, you should do what?
ANS:
Variables:
No
When there is no time, the autocratic style is used regardless of the other variable answers.
Autocratic
Behavior:
High task/low relationship
Action Taken:
Yell "fire" and tell everyone to get out of the room.
SECOND-BEST ANS:
Variables:
One of four variables must have S2C.
Consultative
Behavior:
High task/high relationship
Action Taken:
Yell "fire" and tell everyone to get out of the room. Show your concern for their safety.
PTS: 1 DIF: Hard OBJ: Skill-Development Exercises 6.2
6-37
65. Situational Communication. You are an expert professor in your field. When going over the answers
to the exam, a few students disagree with the recommended answer you gave. You check the answer
and know that it is correct. The students get average grades and do not have a good explanation for
your answer being wrong. As a situational communicator, you should do what?
ANS:
Variables:
Yes 1. Time
S1A−S2C 2. Information
S4E 3. Acceptance
S2C 4. Capability
Consultative
Behavior:
Action Taken:
Explain why the answer the students are giving is not correct and why your answer is.
SECOND-BEST ANS:
Variables:
One of four variables must have S1A.
Autocratic
Behavior:
High task/low relationship
Action Taken:
Tell the students the answer is correct.

66. Situational Communication. Your coworker, Chris, usually does an excellent job. However, the work
Chris is doing has slipped lately. You are concerned because it is affecting your work as well. You
think Chris has a family problem, and you know Chris does not like to be told what to do. As a
situational communicator, you should do what?
ANS:
Variables:
Yes 1. Time
S2C−S3P 2. Information
6-38
S3P−S4E 3. Acceptance
S3P 4. Capability
Participative
Behavior:
Low task/high relationship
Action Taken:
Approach Chris as a concerned friend who is willing to help. Explain how Chris's work is affecting
yours in a supportive manner without telling Chris what to do.
SECOND-BEST ANS:
Variables:
One of four variables must have S2C.
Consultative
Behavior:
Action Taken:
Approach Chris as a concerned friend who is willing to help. Explain how Chris's work is affecting
yours in a supportive manner without telling Chris what to do. However, if necessary, state that you
will go to the boss if performance does not improve soon.

67. Situational Communication. You work in the accounting office. Chris has come to you stating that
there are a few questions for you to answer about the budget. Chris has done an excellent job of
preparing and staying within the budgeted amounts in recent years. As a situational communicator,
you should do what?
ANS:
Variables:
Yes 1. Time
S3P−S4E 2. Information
S3P−S4E 3. Acceptance
S4E 4. Capability
Empowerment
Behavior:
Low task/low relationship
6-39
Action Taken:
Simply answer Chris's questions.
SECOND-BEST ANS:
Variables:
One of four variables must have S3P.
Participative
Behavior:
Low task/high relationship
Action Taken:
Be very supportive in answering Chris's questions as you work in developing your relationship.

Write the first step in the coaching model, followed by what you would say to Chris. Write steps 2 to
4, followed by what you would say for each step.
68. Coaching. Your employee, Chris, is a clerical worker. Chris uses files, as do the other ten employees
in the department. The employees all know that they are supposed to return the files when they are
finished so that others can find the files when they need them. Employees should only have one file
out at a time. You noticed that Chris has five files on the desk, and another employee is looking for
one of them.
ANS:
Step 1. Describe current performance.
Chris, you have five files on your desk.
Step 2. Describe desired performance.

You know you are only supposed to have one file at a time. Why is the policy to have only one at a
time?
Step 3. Get a commitment to the change.

Will you follow the rule and keep only one file at a time?
Step 4. Follow up.

I'll be watching to make sure you keep only one file at a time. If I catch you again, I will have to
discipline you. Now go put the extra files away.

6-40
69. Coaching. Your employee, Chris, is a server in an ice cream shop. Chris knows that the tables should
be cleaned up quickly after customers leave so that new customers do not have to sit at dirty tables. It's
a busy night. You found dirty dishes on two of Chris's unoccupied tables. Chris is socializing with
some friends at one of the tables instead of cleaning up.
ANS:
Chris, you have two tables with dirty dishes on them.

You know you are supposed to clean them up quickly so customers don't have to sit at a dirty table.
Why is the policy to clean up quickly?

Will you clean up the tables rather than socialize in the future?
Step 4. Follow up.

I'll be watching to make sure you clean up quickly. If I catch you again, I will have to discipline you.
Now go clean the tables off.

70. Coaching. Your employee, Chris, is an auto technician. All employees at the garage know that they
are supposed to put a paper mat on the floor of each car so that the carpets don't get dirty. When you
got into a car Chris repaired, the car did not have a mat and there was grease on the carpet.
ANS:
Chris, you did not put a mat on the floor of that car, and it has grease on the carpet.

You know you are supposed to place a mat on the floor before you start to work on a car. Why is the
policy to place a mat on the floor?

Will you place a mat on the floor from now on?
Step 4. Follow up.

I'll be watching to make sure you place a mat on the floor. If I catch you again, I will have to discipline
you. Now go clean the grease off the carpet.

6-41
Write the first step in the initiating conflict resolution model, followed by what you plan to say to
Chris as your BCF statement. Be sure to label the B, C, and F parts of the statement. Then, list steps 2
to 4 without any statement following the steps.
71. Initiating Conflict Resolution. You have been bringing in snack food and drinks and putting them in
the refrigerator at work. Your coworker, Chris, has been taking them without asking. You don't think
it's fair for Chris to take your food and drinks.
ANS:
Step 1. Plan a BCF statement that maintains ownership of the problem.
(B) Chris, you have been taking my food. (C) I don't get to eat it, but I have to pay for it. (F) I feel as
though you are taking advantage of me.
Step 2. Present your BCF statement and agree on the conflict.
Step 3. Ask for, and/or give, alternative conflict resolutions.
Step 4. Make an agreement for change.

72. Initiating Conflict Resolution. You and your coworker, Chris, clean up the work area, which is
divided in two sections, about once a week. The machine section is always dirtier and takes more work
and time to clean. It seems as though Chris always makes sure you get the machine section to clean,
which you don't think is fair.
ANS:
(B) Chris, when we clean up, it seems I always get the machine side to clean. (C) I get the dirty, longer
job to do. (F) I feel as though you are taking advantage of me.

73. Initiating Conflict Resolution. Your roommate, Chris, is home earlier than you are so you eat your
own food at different times. Every night for the past week, Chris has not cleaned up. Dirty dishes are
left in the sink and pots are left on the stove. You have to clean the pots before you can cook. You
don't think it's fair to have to clean up before you can cook.
ANS:
6-42
(B) Chris, when I get home, I find dirty dishes and pots. (C) I get stuck cleaning up before I can cook.
(F) I feel as though you are taking advantage of me.

6-43

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Chapter 6— Coaching, Communication, and Conflict Skills

1. Communication is the process of conveying information and meaning.

ANS: T PTS: 1 DIF: Easy OBJ: 6.0

ANS: F PTS: 1 DIF: Easy OBJ: 6.0

ANS: F PTS: 1 DIF: Easy OBJ: 6.1

ANS: F PTS: 1 DIF: Easy OBJ: 6.1

ANS: F PTS: 1 DIF: Easy OBJ: 6.1

ANS: T PTS: 1 DIF: Medium OBJ: 6.1

ANS: F PTS: 1 DIF: Hard OBJ: 6.1

ANS: F PTS: 1 DIF: Hard OBJ: 6.1

ANS: F PTS: 1 DIF: Hard OBJ: 6.1

ANS: T PTS: 1 DIF: Hard OBJ: 6.1

ANS: F PTS: 1 DIF: Hard OBJ: 6.1

ANS: F PTS: 1 DIF: Hard OBJ: 6.1

ANS: T PTS: 1 DIF: Medium OBJ: 6.1

ANS: F PTS: 1 DIF: Medium OBJ: 6.2

ANS: T PTS: 1 DIF: Easy OBJ: 6.2

ANS: T PTS: 1 DIF: Medium OBJ: 6.2

ANS: F PTS: 1 DIF: Easy OBJ: 6.2

ANS: F PTS: 1 DIF: Easy OBJ: 6.2

ANS: F PTS: 1 DIF: Medium OBJ: 6.3

ANS: F PTS: 1 DIF: Medium OBJ: 6.3

ANS: T PTS: 1 DIF: Medium OBJ: 6.3

ANS: T PTS: 1 DIF: Medium OBJ: 6.3

ANS: F PTS: 1 DIF: Medium OBJ: 6.4

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

ANS: F PTS: 1 DIF: Medium OBJ: 6.4

28. The most accurate indicator of listener's understanding is paraphrasing.

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

ANS: F PTS: 1 DIF: Medium OBJ: 6.4

ANS: F PTS: 1 DIF: Medium OBJ: 6.4

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

ANS: T PTS: 1 DIF: Easy OBJ: 6.4

ANS: F PTS: 1 DIF: Hard OBJ: 6.4

34. The purpose of coaching is to achieve desirable behavior.

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

36. Inferential feedback is preferred because it tends to be positive.

ANS: F PTS: 1 DIF: Medium OBJ: 6.4

ANS: F PTS: 1 DIF: Medium OBJ: 6.4

ANS: F PTS: 1 DIF: Medium OBJ: 6.4

ANS: T PTS: 1 DIF: Easy OBJ: 6.4

ANS: T PTS: 1 DIF: Medium OBJ: 6.4

ANS: F PTS: 1 DIF: Easy OBJ: 6.4

ANS: T PTS: 1 DIF: Medium OBJ: 6.5

ANS: F PTS: 1 DIF: Medium OBJ: 6.6

ANS: F PTS: 1 DIF: Medium OBJ: 6.6

ANS: F PTS: 1 DIF: Medium OBJ: 6.6

46. Mentoring is more involved and personal than coaching.

ANS: T PTS: 1 DIF: Medium OBJ: 6.6

ANS: F PTS: 1 DIF: Medium OBJ: 6.7

ANS: T PTS: 1 DIF: Medium OBJ: 6.7

ANS: F PTS: 1 DIF: Medium OBJ: 6.7

ANS: F PTS: 1 DIF: Medium OBJ: 6.7