Organizational Behavior A Practical Problem Solving Approach 2Nd Edition Kinicki Test Bank Full Chapter PDF

Organizational Behavior A Practical
Problem Solving Approach 2nd Edition

Kinicki Test Bank
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Chapter 08
Test Bank
True / False Questions
1. Groups share norms and have goals.

TRUE
AACSB: Knowledge Application

AACSB: Teamwork
Accessibility: Keyboard Navigation
Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves.
Feedback: We define a group as (1) two or more freely interacting individuals who (2) share norms and (3) goals and (4) have a common identity.
2. According to Schein, a crowd is merely a large group.

FALSE
AACSB: Analytical Thinking

AACSB: Teamwork
Blooms: Understand
Difficulty: 1 Easy
Feedback: It is useful to distinguish the group from a crowd or organization. Here is how organizational psychologist E. H. Schein helps make the
distinction clear:
The size of a group is . . . limited by the possibilities of mutual interaction and mutual awareness. Mere aggregates of people do not fit this definition
because they do not interact and do not perceive themselves to be a group even if they are aware of each other as, for instance, a crowd on a street corner
watching some event.
3. The members of the management faculty in the business school go out at the end of the semester to a local restaurant for dinner and socializing. They
are both a formal and informal group.
TRUE

AACSB: Teamwork
Blooms: Understand
Difficulty: 1 Easy
Feedback: Formal and informal groups often overlap, such as when a team of corporate auditors heads for the tennis courts after work.
4. It is clear from research that personal friendship helps organizational productivity.

FALSE

AACSB: Teamwork
Blooms: Understand
Difficulty: 2 Medium
Feedback: The desirability of overlapping formal and informal groups is debatable. Some managers firmly believe personal friendship fosters
productive teamwork on the job, while others view such relationships as a serious threat to productivity.
5. A norm is a set of expected behaviors for a particular position.

FALSE

AACSB: Teamwork
Blooms: Remember
Topic: Social Norms
Feedback: A norm is an attitude, opinion, feeling, or action—shared by two or more people—that guides behavior. A role is a set of expected behaviors
8-1
Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
for a particular position.
6. A group role is a set of expected behaviors for members of the group as a whole.
TRUE

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: A role is a set of expected behaviors for a particular position, and a group role is a set of expected behaviors for members of the group as a
whole.
7. Norms only emerge on their own in group situations; they are not consciously formed.
FALSE

AACSB: Teamwork
Blooms: Understand
Topic: Social Norms
Feedback: Norms either emerge on their own, over time, or as a more conscious effort.
8. Teams are a cornerstone of work life in today’s organizations.

TRUE

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams.
Feedback: Besides being a central component of the Organizing Framework, teams are a cornerstone of work life.
9. In a true team, leadership must be shared.

TRUE

AACSB: Teamwork
Blooms: Remember
Feedback: A group becomes a team when certain criteria are met, including that leadership becomes a shared activity.
10. All work groups progress through the stages of group development to become effective teams.
FALSE

AACSB: Teamwork
Blooms: Understand
Feedback: Teams are task groups that have matured to the performing stage. Because of conflicts due to power, authority, and unstable interpersonal
relations, many work groups never qualify as a real team. The essence of a team is common commitment. Without it, groups perform as individuals.
With it, they become a powerful unit of collective performance.
11. Research has clearly indicated that self-managed teams perform better than traditional work groups.
FALSE

AACSB: Teamwork
Blooms: Understand
8-2
Topic: Self-Managed Teams
Feedback: Research on the effectiveness of self-managed teams from the 1990s and 2000s showed mixed results.
12. One effective use of virtual teams is in brainstorming ideas or solutions to problems.
TRUE

AACSB: Teamwork
Blooms: Remember
Topic: Virtual Team
Feedback: The vast majority of organizations (72 percent) that use virtual teams indicate that brainstorming ideas or solutions to problems is the most
successful task for such teams.
13. The lack of face-to-face contact actually helps virtual teams to establish strong cohesion.
FALSE

AACSB: Teamwork
Blooms: Understand
Topic: Virtual Team
Feedback: Compared to traditional face-to-face teams, it is more difficult to establish team cohesion, work satisfaction, trust, cooperative behavior, and
commitment to team goals. Researchers and consultants are consistent about one aspect of virtual teams-there is no substitute for face-to-face contact.
14. Trust of character is known as contractual trust.

TRUE

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance.
Topic: Trust
Feedback: Contractual trust is trust of character.
15. Organizations with the most effective teams typically use hybrid rewards that reward and recognize both individual and team performance.
TRUE

AACSB: Teamwork
Blooms: Remember
Learning Objective: 08-05 List the characteristics of an effective team.
Topic: Reward Power
Feedback: Organizations that foster the greatest collaboration and most effective teams typically use hybrid rewards and recognize both individual and
team performance.
Multiple Choice Questions
16. ________ are powerful forms of social control that influence group and member behavior.
A. Group and team cohesiveness
B. Common identities
C. Outcomes
D. Group roles and norms
E. Cross-functional rules

AACSB: Teamwork
8-3
Blooms: Remember
Difficulty: 1 Easy
Topic: Team Building
Feedback: Group roles and norms are the means by which expectations are communicated to groups and their members. They are powerful forms of
social control that influence group and member behavior.
17. ______ groups are assigned by organizations or managers, while _______ groups form when the members’ purpose of getting together is friendship
or a common interest.
A. Organizational; individual
B. Departmental; divisional
C. Formal; informal
D. Focus; interest
E. Task; maintenance

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Formal Group
Feedback: A formal group is assigned by organizations or their managers to accomplish specific goals. An informal group exists when the members’
overriding purpose of getting together is friendship or a common interest.
18. Which of the following is an organizational function of a group?

A. fulfill the need for affiliation
B. reduce anxieties
C. build self-esteem
D. coordinate interdepartmental efforts
E. provide an opportunity to test perceptions of social reality

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Group Functioning
Feedback: According to Table 8.1, coordinating interdepartmental efforts is one organizational function of a group.
19. Which of the following is an individual function of a group?

A. coordinate interdepartmental efforts
B. satisfy the person’s need for affiliation.
C. implement complex decisions
D. socialize newcomers
E. accomplish complex, interdependent tasks

AACSB: Teamwork
Blooms: Remember
Feedback: Providing a problem-solving mechanism for personal and interpersonal problems is an individual function of a formal group (see Table 8.1).
20. Formal groups perform two basic functions: __________ and __________.
A. personal; interpersonal
B. organizational; individual
C. task; maintenance
D. roles; norms
E. forming; adjourning
8-4
AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: Researchers point out that formal groups fulfill two basic functions: organizational and individual (see Table 8.1).
21. Groups transform individuals into functioning organizational members communicating and enforcing ______ expectations.
A. role
B. identity
C. formal
D. behavioral
E. competency

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: Groups transform individuals into functioning organizational members through subtle yet powerful social forces. These social forces, in
effect, turn “I” into “we” and “me” into “us.” Group influence weaves individuals into the organization’s social fabric by communicating and enforcing
both role expectations and norms. That is, group members positively reinforce those who adhere to roles and norms with friendship and acceptance.
22. What is the difference between formal and informal groups?

A. Informal teams get together socially; formal teams do not.
B. The purpose of a formal group is for friends to get together at a regularly schedule time.
C. An informal group is assigned by an organization or its managers to accomplish a specific purpose.
D. An informal group is a committee whose members share a common goal.
E. A formal group is assigned by an organization or its managers to accomplish specific goals.

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Formal Group
Feedback: A formal group is assigned by an organization or its managers to accomplish specific goals. Such groups often have labels: work group,
team, committee, or task force. An informal group exists when the members’ overriding purpose in getting together is friendship or a common interest.
23. Which of the following statements about groups is not true?

A. People who do not conform to group roles are given high status by the group.
B. People often play multiple roles in their lives.
C. Both task and maintenance roles are important to group effectiveness.
D. Leaders can help groups function effectively by stepping in to perform roles the group has not undertaken on its own.
E. Individuals frequently play more than one role in a group.

AACSB: Teamwork
Blooms: Remember
Feedback: Group members positively reinforce those who adhere to current roles and norms with friendship and acceptance. On the other hand,
nonconformists experience criticism and even ostracism or rejection by group members.
24. A person who clarifies key issues for a group has taken on the role of
A. evaluator.
B. initiator.
8-5
C. information seeker/giver.
D. elaborator.
E. orienter.

AACSB: Teamwork
Blooms: Remember
Topic: Maintenance Roles
Topic: Task Roles
Feedback: According to Table 8.2, Task and Maintenance Roles, an information seeker/giver clarifies key issues.
25. Meghan is a member of a group that raises money for a homeless shelter. She feels that the group spends too much time arguing the merits of
different fundraisers and needs to make a decision. She calls for a vote at today’s meeting. Meghan has taken on the role of
A. energizer.
B. evaluator.
C. elaborator.
D. initiator.
E. recorder.

AACSB: Teamwork
Blooms: Remember
Feedback: According to Table 8.2, Task and Maintenance Roles, someone who prods the group to move along or to accomplish more is an energizer.
26. Which of the following is not a task role?

A. encourager
B. energizer
C. recorder
D. elaborator
E. information seeker/giver

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Task Roles
Feedback: According to Table 8.2, Task and Maintenance Roles, encourager is a maintenance role, not a task role.
27. Claire takes on the role of ______; she tends to mediate conflict through humor.
A. follower
B. gatekeeper
C. commentator
D. harmonizer
E. compromiser

AACSB: Teamwork
Blooms: Remember
Feedback: According to Table 8.2, Task and Maintenance Roles, the harmonizer mediates conflict through reconciliation or humor.
8-6
28. A follower is a person who
A. does not contribute to the group.
B. always listens to the team leader.
C. mediates conflict through reconciliation.
D. serves as a passive audience.
E. evaluates group processes.

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Task Roles
Feedback: The follower serves as a passive audience, according to Table 8.2, Task and Maintenance Roles.
29. Which of the following is not a group maintenance role?

A. someone who clarifies pertinent values
B. someone who mediates conflict through reconciliation or humor
C. someone who serves as a passive audience
D. someone who evaluates the quality of group processes
E. someone who helps resolve conflict by meeting others halfway

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Task Roles
Feedback: Table 8.2, Task and Maintenance Roles, identifies group maintenance roles as: encourager, harmonizer, compromiser, gatekeeper, standard
setter, commentator, and follower.
30. The team is generating a lot of ideas on how to approach the management case study problem. Everyone seems to have a plan. Joe stands up and
says, “I will make a list on the board of all of our ideas.” Joe is acting as
A. orienter.
B. energizer.
C. elaborator.
D. coordinator.
E. recorder.

AACSB: Teamwork
Blooms: Remember
Topic: Task Roles
Feedback: According to Table 8.2, Task and Maintenance Roles, a person in the coordinator role will pull together ideas and suggestions.
31. The ______ keeps the group headed toward its stated goals.
A. evaluator
B. orienter
C. compromiser
D. encourager
E. coordinator

AACSB: Teamwork
Blooms: Remember
8-7
Topic: Task Roles
Feedback: According to Table 8.2, Task and Maintenance Roles, a person in the orienter role will keep the group headed toward its stated goals.
32. Kelly is a member of the community service group of her sorority. Traditionally, they pick a charity and run one fundraiser. Kelly suggests a new
approach. In addition to the charity work, she wants to establish a new goal—that the members mentor inner city children. Kelly is acting as
A. energizer.
B. coordinator.
C. procedural technician.
D. information seeker.
E. initiator.

AACSB: Teamwork
Blooms: Remember
Topic: Task Roles
Feedback: According to Table 8.2, Tasks and Maintenance Roles, the initiator suggests new goals or ideas.
33. A person in the encourager role will

A. foster group solidarity by accepting and praising various points of view.
B. encourage all group members to participate.
C. serve as a passive audience.
D. mediate conflict through reconciliation or humor.
E. evaluate the quality of group processes.

AACSB: Teamwork
Blooms: Remember
Feedback: Table 8.2 indicates the encourager fosters group solidarity by accepting and praising various points of view.
34. A person in the ______ role will encourage all group members to participate.
A. compromiser
B. gatekeeper
C. commentator
D. encourager
E. harmonizer

AACSB: Teamwork
Blooms: Remember
Feedback: According to Table 8.2, the gatekeeper encourages all group members to participate.
35. A commentator will record and comment on group processes/dynamics, while a(n) _____ will evaluate the quality of group processes.
A. orienter
B. evaluator
C. encourager
D. compromiser
E. standard setter
8-8
AACSB: Teamwork
Blooms: Remember
Feedback: Table 8.2 identifies the standard setter role as someone who evaluates the quality of group processes.
36. Which three roles are especially important to groups?

A. energizer, harmonizer, gatekeeper
B. initiator, orienter, energizer
C. coordinator, procedural technician, gatekeeper
D. compromiser, commentator, evaluator
E. opinion seeker/giver, standard setter, initiator

AACSB: Teamwork
Blooms: Remember
Topic: Task Roles
Feedback: The task roles of initiator, orienter, and energizer are especially important because they are goal-directed roles.
37. Lana is frustrated with her OB project group. She frequently asks: “What’s the problem with our group? We don’t seem to be getting anywhere.”
This is a(n) ____ function.
A. peripheral
B. informal
C. task
D. maintenance
E. formal

AACSB: Teamwork
Blooms: Remember
Topic: Task Roles
Feedback: Task roles enable the work group to define, clarify, and pursue a common purpose.
38. Which of the following statements about norms is not true?

A. Norms are shared phenomena and may apply to the group, team, or organizational level.
B. Norms are typically written down and discussed openly by groups.
C. Norms clarify behavioral expectations.
D. Norms help group members avoid being embarrassed.
E. Norms clarify central values and unique identity of a group.

AACSB: Teamwork
Blooms: Understand
Feedback: Although norms are typically unwritten and seldom discussed openly, they have a powerful influence on group and organizational behavior.
39. Group members tend to be uncertain and anxious about such unknowns as their roles, the people in charge, and the group’s goals during the _____
stage.
A. forming
B. storming
C. norming
D. performing
E. conforming
8-9
AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 08-02 Differentiate between formal and informal groups.
Topic: Forming
Feedback: Figure 8.3, Tuckman’s five-stage model of group development, identifies forming as the “ice breaking” or first stage of group development.
40. Which of the following statements is not true about group development?
A. Tuckman’s theory of group development stages has been strongly supported by empirical testing.
B. All the stages of group development are not necessarily of the same duration.
C. Effective groups and teams go through a maturation process.
D. All the stages of group development are not necessarily of the same intensity.
E. The storming stage may be particularly long, depending on the goal clarity and commitment and maturity of members.

AACSB: Teamwork
Blooms: Understand
Topic: Five-Stage Group Development Model
Feedback: Tuckman’s theory has not withstood rigorous empirical testing.
41. Carol takes over as CEO of Sandstorm Jeans, a company on the verge of bankruptcy. She institutes radical changes and eliminates 35 percent of the
positions. Even after this, the remaining employees resist her ideas. This represent the ____ stage; it is a time of testing.
A. norming
B. conforming
C. forming
D. performing
E. storming

AACSB: Teamwork
Blooms: Understand
Feedback: During the storming stage, individuals test the leader’s policies and assumptions as they try to decide how they fit into the power structure.
42. Phil is part of a newly formed work group. He has been introduced to all the group members, but he still feels like he cannot trust them. The group
has not yet chosen a leader, and Phil feels unsure about his exact role within the group. According to Tuckman’s five-stage model of group
development, which of the following stages is Phil’s group currently in?
A. norming
B. forming
C. storming
D. performing
E. adjourning

AACSB: Teamwork
Blooms: Apply
Feedback: Phil’s group is currently in the forming stage of group development. The forming stage of group is known as the ice-breaking stage. During
this stage group members tend to be uncertain and anxious about such things as their roles, who is in charge, and the group’s goals.
8-10
43. Which of the following statements is true about Tuckman’s five-stage model of group development?
A. Tuckman’s five-stage model of group development has limited practical application.

B. The five stages are not necessarily of the same duration or intensity.
C. The five stages of group development represent the punctuated equilibrium model.
D. The five stages model establishes periods of stable functioning until an event causes a dramatic change in norms, roles, and/or objectives.
E. The five stage model includes forming, storming, elaborating, evaluating and energizing.

AACSB: Teamwork
Blooms: Remember
Feedback: The five stages are not necessarily of the same duration or intensity. For instance, the storming stage may be practically nonexistent or
painfully long, depending on the goal clarity, commitment, and maturity of the members.
44. As a manager, Laurel has established a new work group to tackle a particular project. She has introduced all the members to each other and the group
has elected a leader. However, lately Laurel has noticed that some group members are procrastinating on their duties. Two cliques have formed within
the group and they are frequently arguing with and challenging the group leader’s opinions. Which of the following stages of group development
process is Laurel observing?
A. storming
B. forming
C. performing
D. norming
E. adjourning

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Topic: Storming
Feedback: Laurel is observing the storming stage of group development here. The storming stage of the group development process is a time of testing.
Individuals test the leader’s policies and assumptions as they try to determine how they fit into the power structure. Subgroups take shape, and subtle
forms of rebellion, such as procrastination, occur.
45. In which stage of the group development process do group members resolve their power struggles so that something can be accomplished?
A. forming
B. storming
C. norming
D. conforming
E. performing

AACSB: Teamwork
Blooms: Understand
Feedback: Groups that make it through storming and into the norming stage generally do so because a respected member, other than the leader,
challenges the group to resolve its power struggles so something can be accomplished.
46. A feeling of team spirit is sometimes experienced during the _______ stage because members believe they have found their proper roles. Group
cohesiveness, defined as the “we feeling” that binds members of a group together, is the principal by-product of Stage 3.
A. forming
B. storming
C. norming
D. conforming
8-11
E. performing

AACSB: Teamwork
Blooms: Understand
Feedback: Group cohesiveness, defined as the “we feeling” that binds members of a group together, is the principal by-product of the norming stage.
47. Tracy has been part of a work group for some weeks now. She has slowly become well-acquainted with the other members and even made some new
friends. Although in the beginning there were a few arguments and fights, they were resolved with time and Tracy feels a definite sense of team spirit
that gets her excited about work. According to Tuckman’s five-stage model of group development, which of the following stages is Tracy’s group
experiencing?
A. norming
B. storming
C. performing
D. adjourning
E. forming

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Feedback: Tracy’s group is in the norming stage of group development. During the norming stage of group development, questions about authority and
power are resolved through unemotional, matter-of-fact group discussion. A feeling of team spirit is experienced because members believe they have
found their proper roles.
48. The ____ stage is often characterized by a climate of open communication, strong cooperation, and lots of helping behavior. Cohesiveness and
personal commitment to group goals help the group achieve more than could any one individual acting alone
A. forming
B. storming
C. norming
D. conforming
E. performing

AACSB: Teamwork
Blooms: Understand
Topic: Performing
Feedback: Activity during the performing stage is focused on solving task problems.
49. Jeff says _____. He is performing a task role.

A. “What are we trying to accomplish and how fast can we do it?”
B. “Let’s hear from those who oppose this plan.”
C. “You two agree more than you realize.”
D. “Bill, we haven’t heard from you yet. What do you think?”
E. “Karen, you make a very good point.”

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Topic: Task Roles
8-12
Feedback: Task roles enable the work group to define, clarify, and pursue a common purpose.
50. As part of a work team in his office, it is Larry’s job to make photocopies of relevant materials and hand them out to the team members during
meetings. Which of the following task roles is Larry performing in his work team?
A. coordinator
B. orienter
C. evaluator
D. procedural technician
E. recorder

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Topic: Task Roles
Feedback: Larry is performing the role of a procedural technician. The procedural technician performs routine duties (e.g., handing out materials or
rearranging seats).
51. During a group meeting, Nadia comments, _____. She is performing a maintenance role.
A. “What is the real issue here? We don’t seem to be going anywhere.”
B. “Let’s accept and praise the various points of view.”
C. “We can do this. We’ve met difficult goals before.”
D. “Last week we decided to table this agenda item. Are we ready to address it again?”
E. “A goal of 150 per week sounds reasonable.”

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Feedback: A group member who accepts and praises the various points of view is performing a maintenance role. Maintenance roles foster supportive
and constructive interpersonal relationships. In short, task roles keep the group on track while maintenance roles keep the group together (Table 8.2).
52. During group meetings, Patty feels that everyone should have their say whenever the group makes an important decision. She makes sure that every
group member gets the chance to put forth his or her own ideas during the meeting. Which of the following maintenance roles is Patty performing?
A. harmonizer
B. encourage
C. compromiser
D. standard setter
E. gatekeeper

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Feedback: Patty is performing the role of a gatekeeper. Maintenance roles foster supportive and constructive interpersonal relationships. The gatekeeper
encourages all group members to participate.
53. As part of a work group, Bob’s main job is to resolve conflicts between other group members. Whenever there is an argument, he tries to figure out
a solution that benefits both parties, or he quickly defuses the tension with some jokes. Which of the following roles is Bob performing within his work
group?
A. coordinator
B. orienter
C. evaluator
D. energizer
E. harmonizer
8-13
AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Feedback: Bob is performing the role of a harmonizer within his work group. Maintenance roles foster supportive and constructive interpersonal
relationships. A harmonizer mediates conflict through reconciliation or humor.
54. A ________ is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for
which they hold themselves mutually accountable.
A. formal group
B. informal group
C. mature group
D. team
E. virtual team

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach
for which they hold themselves mutually accountable.
55. In a study of executives from 300 companies, the most desirable soft skill named was
A. interpersonal skills.
B. social skills.
C. managerial skills.
D. teamwork.
E. functional knowledge of business.

AACSB: Teamwork
Blooms: Remember
Feedback: Executives from 300 companies indicated that teamwork was the single most desirable soft skill (64 percent of executives).
56. Harriet is an active member of the large Freshman Orientation board. There are five separate teams on this board, and they all want Harriet as a
member because she is good at keeping the team on track. Which of the following behaviors does Harriet exhibit?
A. She helps plan and organize work; monitors progress; and provides constructive feedback.
B. She communicates effectively, listens to teammates, and accepts feedback.
C. She expects the team to succeed and cares that they produce high quality work.
D. She possesses the necessary knowledge, skills, and abilities to contribute meaningfully to the team.
E. She submits complete and accurate work.

AACSB: Teamwork
Blooms: Understand
Feedback: As someone who keeps the team on track, Harriet helps plan and organize work; monitors progress; and provides constructive feedback.
57. Teams are task groups that have matured to the _____ stage.
A. forming
B. storming
8-14
C. norming
D. performing
E. adjourning

AACSB: Teamwork
Blooms: Understand
Feedback: Teams are task groups that have matured to the performing stage.
58. Norman is elected president of the debate club. He is known as a team player. That means that Norman is
A. committed, collaborative, and competent.
B. committed, controlled, and collaborative.
C. controlled, capable, and content.
D. committed, capable, and competent.
E. committed, capable, and consistent.

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: The 3 Cs of team players are committed, collaborative, and competent.
59. What has been shown by research to reduce social loafing?

A. providing group rewards
B. allowing groups to choose their own members
C. providing hybrid rewards
D. choosing group membership based on personality type
E. using an autocratic leadership style

AACSB: Teamwork
Blooms: Remember
Feedback: Hybrid rewards—those that include team and individual components—reduce social loafing and improve information sharing.
60. Sean is questioning his team’s effectiveness. He asks himself “Is the group performing less than, equal to, or greater than the sum of its parts?” Once
he thinks this through, he recognizes that two people are not contributing at all. What can be done to guard against social loafing?
A. Use hybrid rewards.
B. Assure equity of effort among group members.
C. Increase group size.
D. Hold both individuals and the group accountable.
E. Hold individuals accountable.

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: Ways to combat social loafing include:

1. Limit group size.
2. Assure equity of effort.
8-15
3. Hold people accountable.
4. Use hybrid rewards.
61. In a self-managed team

A. management retains the planning, scheduling, and monitoring activities, but allows teams to staff themselves.
B. leadership is centralized.
C. there is no accountability.
D. managers are entirely absent from team processes.
E. leadership responsibilities often shift as members step up.

AACSB: Teamwork
Blooms: Understand
Feedback: Leadership responsibilities often are shared and shift as the demands on the team change and members step up.
62. _________ teams are created with members from different disciplines within an organization, such as finance, operations, and R&D.
A. High extraversion
B. High introversion
C. Self-managed
D. Virtual
E. Cross-functional

AACSB: Teamwork
Blooms: Understand
Topic: Cross-Functional Teams
Feedback: Cross-functional teams are created with members from different disciplines within an organization, such as finance, operations, and R&D.
63. Sarah and Bill were recently hired at the local manufacturing plant. Before being hired, they were interviewed by the team members with whom they
were going to work. The team contained members from various areas of the manufacturing process. As part of the training process, Sarah and Bill met
the other team members a number of times, and learned how to perform several administrative tasks, including scheduling work assignments for the
team. Sarah and Bill’s new team is an example of a(n) ______ team.
A. project
B. advisor
C. virtual
D. self-managed
E. centralized

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Feedback: Sarah and Bill’s team is an example of a self-managed team. Self-managed teams are defined as groups of workers who are given
administrative oversight for their task domains. Administrative oversight involves delegated activities such as planning, scheduling, monitoring, and
staffing. These are chores normally performed by managers. In short, employees in these unique work groups act as their own supervisor.
64. XYZ Inc. brings together specialists from production, marketing, and finance from around the world, and gives each such team the power to make
its own decisions. This implies that the firm is creating a(n) _____ team.
A. centralized
B. cross-functional
C. authoritarian
D. dependent
E. parallel
8-16
AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Topic: Cross-Functional Teams
Feedback: Cross-functionalism occurs when specialists from different areas are put on the same team. XYZ Inc. is creating a cross-functional team as it
brings together specialists from production, marketing, and finance from around the world.
65. Michele is a freelancer who works with a publishing company on an editorial team. She resides in Connecticut, while the company is based in
Illinois. Michele attends team meetings via Skype and is in constant email contact. This is an example of a(n) ____ team.
A. internet
B. intranet
C. virtual
D. cross-functional
E. self-managing

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Virtual Team
Feedback: Virtual teams work together over time and distance via electronic media to combine effort and achieve common goals.
66. Which of the following is not a benefit of virtual teams?

A. easier to establish team cohesion
B. reduced real estate costs
C. reduced work-life conflicts for employees
D. improved brainstorming
E. ability to share knowledge of diverse markets

AACSB: Teamwork
Blooms: Understand
Topic: Virtual Team
Feedback: Virtual teams and distributed workers present many potential benefits: reduced real estate costs (limited or no office space); ability to
leverage diverse knowledge, skills, and experience across geography and time (e.g., one doesn’t have to have an SAP expertise in every office); ability
to share knowledge of diverse markets; and reduced commuting and travel expenses.
67. ______ is a reciprocal belief that another person will consider how their intentions and behaviors will affect you.
A. Justice
B. Ethics
C. Trust
D. Integrity
E. Compassion

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: Trust is a reciprocal belief that another person will consider how their intentions and behaviors will affect you.
68. Linda wants to leave her company. No one ever seems to do what they say they will do. In addition, her manager’s expectations seem to change from
one day to the next. Linda is missing
A. contractual trust.
8-17
B. trust of disclosure.
C. trust of capability.
D. trust of expertise.
E. trust of justice.

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Trust
Feedback: Contractual trust is trust of character.
69. Communication trust is

A. trust of character.
B. trust of disclosure.
C. trust of capability.
D. trust of expertise.
E. trust of justice.
AACSB: Communication
AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Trust
Feedback: Communication trust is trust of disclosure, i.e., how well people share information and tell the truth.
70. ______ trust addresses the question: “How effectively do people meet or perform their responsibilities and acknowledge other people’s skills and
abilities?”
A. Character
B. Contractual
C. Disclosure
D. Competence
E. Expertise

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Topic: Trust
Feedback: Competence trust is trust of capability.
71. Pietro is assigned to a team in his environmental science class. He is not comfortable with Sam, the team leader, but is not completely sure why.
Which of the following behaviors would not build trust?
A. if Sam demonstrates professionalism
B. if Sam keeps information to himself
C. if Sam is available and approachable
D. if Sam gives credit and recognition to team members
E. if Sam acts consistently

AACSB: Teamwork
Blooms: Understand
Topic: Trust
Feedback: To build trust, a team leader should keep team members informed by explaining policies and decisions and providing accurate feedback.
8-18
72. Which of the following is not a characteristic of high-performing teams?
A. focusing on group dynamics
B. shared responsibility
C. having a common purpose
D. open, honest communication
E. rapid response

AACSB: Teamwork
Blooms: Understand
Feedback: The following are eight attributes of high-performance teams: participative leadership, shared responsibility, aligned on purpose, high
communication, future focused, focused on task, creative talents, and rapid response.
73. Effective teams

A. require minimal collaboration during the first and second stages of projects.
B. accept that no changes are needed in response to demands put on the team.
C. do not impose specific strategies and responsibilities.
D. incorporate the right mix of skills and talents.
E. do not restrict team member by imposing charter and processes.

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: The 3 Cs of effective teams are: charters and strategies, composition, and capacity. These 3 Cs are at the team level, which contrasts with the
3 Cs of effective team players discussed earlier that focus on the individual or member level.
74. A(n) _______ helps guide behavior as well as avoid and overcome conflict.
A. strategic plan
B. agenda
C. charter
D. contract
E. norm

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
Feedback: Team charters describe how the team will operate, such as processes for sharing information and decision making (teamwork).
75. _____ are deliberate plans that outline exactly what the team is to do, such as goal setting and defining roles.
A. Charters
B. Team performance strategies.
C. Team adaptations
D. Strategic plans
E. Agendas

AACSB: Teamwork
Blooms: Remember
Difficulty: 1 Easy
8-19
Feedback: Team performance strategies are deliberate plans that outline what exactly the team is to do, such as goal setting and defining particular
member roles, tasks, and responsibilities.
76. Recent research shows that in the forming and storming stages of team development, teams perform better when members exhibit which of the
following personality traits?
A. low level of openness
B. high tolerance for uncertainty
C. high level of extraversion
D. low tolerance for uncertainty
E. low level of agreeableness

AACSB: Teamwork
Blooms: Remember
Feedback: Recent research shows that in the early stages of team development (i.e., forming and storming) teams perform better when members have a
high tolerance for uncertainty (a personality trait).
77. Teams with high levels of ______ and ______ deal with task conflict better than those without these characteristics.
A. extraversion; need for power
B. need for power; agreeableness
C. openness; emotional stability
D. need for affiliation; openness
E. need for achievement; extraversion

AACSB: Teamwork
Blooms: Remember
Difficulty: 3 Hard
Feedback: Team research shows that teams with members who possess high levels of openness and emotional stability deal with task conflict better
than those without these characteristics.
78. Veronica just accepted a job at QuizBiz. She left a large company that offered big bonuses for salespersons who exceeded their quotas. At QuizBiz,
the individual bonuses are smaller, but there are team rewards as well. This is known as a _____ reward system.
A. team
B. project
C. hybrid
D. distributive
E. discretionar

AACSB: Teamwork
Blooms: Understand
Topic: Reward Power
Feedback: Organizations that foster the greatest collaboration and assemble the most effective teams typically use hybrid reward systems that recognize
both individual and team performance.
Essay Questions
79. Eight years ago, ABC Co. started out with 5 employees. Everyone was friends; they worked together, socialized together, and shared personal
problems. The company has done well and now has 42 employees, divided into 4 departments. The atmosphere in the company has changed. Although
the original employees still socialize, different types of groups are emerging. Describe the different types of groups that can emerge as companies grow.
What purposes do each of these groups serve?
8-20
A group is two or more freely interacting individuals who share norms and goals and have a common identity. A group is distinguished from a crowd or
organization by the potential for mutual interaction and mutual awareness. Two types of groups in organizations are formal and informal groups. A
formal group is assigned by organizations or their managers to accomplish specific goals. An informal group exists when the members’ overriding
purpose of getting together is friendship or common interest. Managers need to understand both types of groups because (1) formal groups fulfill
organizational functions and thus affect organizational performance, and (2) informal groups may both enhance and inhibit group productivity.

AACSB: Teamwork
Blooms: Understand
80. Identify a group of which you are a member. It can be a work group, a class project team, a social organization, etc. Now answer the following
questions:
1. What stage of development is that group in today?
2. What are the individual and group issues facing the group during this stage of development?
3. How can these issues be addressed?
The five stages are:
Stage 1: Forming
During the ice-breaking forming stage, group members tend to be uncertain and anxious about such unknowns as their roles, the people in
charge, and the group’s goals. Mutual trust is low, and there is a good deal of holding back to see who takes charge and how.
Some research shows that conflict among group members is actually beneficial during this stage. For instance, early conflict in product
development teams can boost creativity. However, the results can also be quite different. For example, in the life-and-death situations
sometimes faced by surgical teams and airline cockpit crews, the uncertainty inherent in the early stages of development (forming and
storming) can be dangerous.
Stage 2: Storming
The storming stage is a time of testing. Individuals test the leader’s policies and assumptions as they try to decide how they fit into the power
structure. Subgroups may form and resist the current direction of a leader or another subgroup. In fact, some management experts say the
reason many new CEOs don’t survive is that they never get beyond the storming stage. Many groups stall in Stage 2 because of the way the
use of power and politics can erupt into open rebellion.
Stage 3: Norming
Groups that make it through Stage 2 generally do so because a respected member, other than the leader, challenges the group to resolve its
power struggles so work can be accomplished. Questions about authority and power are best resolved through unemotional, matter-of-fact
group discussion. A feeling of team spirit is sometimes experienced during this stage because members believe they have found their proper
roles. Group cohesiveness, defined as the “we feeling” that binds members of a group together, is the principal by-product of Stage 3.
Stage 4: Performing
Activity during this vital stage is focused on solving task problems, as contributors get their work done without hampering others. This stage
is often characterized by a climate of open communication, strong cooperation, and lots of helping behavior. Conflicts and job boundary
disputes are handled constructively and efficiently. Cohesiveness and personal commitment to group goals help the group achieve more than
could any one individual acting alone.
Stage 5: Adjourning
The group’s work is done; it is time to move on to other things. The return to independence can be eased by rituals such as parties and award
ceremonies celebrating the end and new beginnings. During the adjourning stage, leaders need to emphasize valuable lessons learned.

AACSB: Teamwork
Blooms: Understand
Difficulty: 3 Hard
Topic: Formal Group
81. Identify the organizational and individual functions of formal groups in organizations. Think of a formal group that you belong to. Describe how
being a member fulfills two organizational functions and two individual functions. Use specific examples.
According to Table 8.1, Formal Groups Fulfill Organizational and Individual Functions, the organizational functions of formal groups in organizations
are:
1. Accomplish complex, interdependent tasks that are beyond the capabilities of individuals.
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2. Generate new or creative ideas and solutions.
3. Coordinate interdepartmental efforts.
4. Provide a problem-solving mechanism for complex problems requiring varied information and assessments.
5. Implement complex decisions.
6. Socialize and train newcomers.
The individual functions of formal groups in organizations are:

1. Satisfy the individual’s need for affiliation.
2. Develop, enhance, and confirm the individual’s self-esteem and sense of identity.
3. Give individuals an opportunity to test and share their perceptions of social reality.
4. Reduce the individual’s anxieties and feeling of insecurity and powerlessness.
5. Provide a problem-solving mechanism for personal interpersonal problems.

AACSB: Teamwork
Blooms: Understand
Topic: Formal Group
82. Pablo has decided to start a soccer team at his school. He has been playing soccer for many years and is looking forward to being part of a team
again. Once sign-ups are completed, he calls a team meeting. Pablo is not very forceful or outspoken, and nothing is accomplished at the meeting.
Everyone just sits around and chats with each other. What problem does this signify and how can it be overcome?
First, you need to establish rapport.

• Take time for all members to introduce themselves, including name, background, specific strengths.
• Develop a shared understanding of the task by brainstorming.
• Ensure each member has an opportunity to speak and make suggestions.
• Develop an agenda and a timeline.
• Nominate someone to act as the manager or leader, either for that team meeting or for the term of the project.
• Exchange names and contact details, including email addresses and phone numbers.
• Decide on jobs or sub-tasks for each member.
This can result in a version of a team charter that detail members’ mutual expectations about how the team will operate, allocate resources, resolve
conflict, and meet its commitments. This process may include identifying member strengths, setting goals, agreeing on processes for communication
and decision making, and deciding how to measure and use contributions from members.
Team charters help guide behavior as well as avoid and overcome conflict.

AACSB: Teamwork
Blooms: Understand
83. Identify at least four group task roles, and describe the function each serves in a group. Provide an example of each from your own experience.
Task roles enable the work group to define, clarify, and pursue a common purpose. In short, task roles keep the group on track.
• An initiator suggests new goals or ideas.
• The information seeker/giver clarifies key issues.
• An opinion seeker/giver clarifies pertinent values.
• The elaborator promotes greater understanding through examples or exploration of implication.
• The coordinator pulls together ideas and suggestions.
• An orienter keeps the group headed toward its stated goals(s).
• The evaluator role tests the group’s accomplishments with various criteria such as logic and practicality.
• The energizer prods the group to move along or to accomplish more.
• A procedural technician performs routine duties (e.g., handing out materials or rearranging seats).
• The recorder performs a “group memory” function by documenting discussion and outcomes.
AACSB: Teamwork
Blooms: Remember
Topic: Task Roles
8-22
84. Identify at least four group maintenance roles, and describe the function each serves in a group. Provide one example of each from your own
experience.
Maintenance roles foster supportive and constructive interpersonal relationships. In short, maintenance roles keep the group together.
• The encourager fosters group solidarity by accepting and praising various points of view.
• The harmonizer mediates conflict through reconciliation or humor.
• A compromiser helps resolve conflict by meeting others “halfway.”
• Gatekeepers encourage all group members to participate.
• The standard setter evaluates the quality of group processes.
• Commentators record and comment on group processes/dynamics.
• A follower serves as a passive audience.
AACSB: Teamwork
Blooms: Remember
85. ONLINEX is a large technology company, on its way to competing with Yahoo and AOL. ONLINEX acknowledges that its success is primarily due
to the performance of its project teams. Unfortunately, project team members have increasingly missed project due dates and customers have
complained about the company’s products and services.
Sallie Masterson, the vice president of human resources, is investigating the use of teams within the company. The CEO is very concerned and has
asked Sallie to develop a plan to improve the performance of the company’s teams.
Most teams are cross-functional and are composed of vary diverse employees with different values and needs. Many employees also work virtually.
Some employees want to work at the company due to its promotional opportunities while others desire the novelty and autonomy associated with work
tasks. Once employees are hired, they experience a short orientation that focuses on human resource policies and procedures and the company’s
mentoring program. There is no formal training regarding group/team dynamics.
Most teams rely on work product produced by other teams. This makes the teams interdependent and prone to conflict. Teams do not have shared goals
and team leaders often report to different managers, making collaboration and cooperation a bit more difficult to achieve. The company tries to hire
people who have teaming skills and a learning goal orientation.
The company’s CEO recently held a town-hall meeting to discuss industry competition and to extol the need for more effective teamwork in order to
remain competitive. Some employees left the meeting feeling good about the CEO and the company’s vision whereas others were more cynical. These
latter employees complained about the lack of team-based rewards and poor hiring. More senior employees find some of the newly hired Millennials to
be offensive and ill-prepared to work within the company culture.
Sallie is staying late at work trying to come up with a plan of attack. Should she conduct an employee survey, hold town-hall meetings or focus groups,
talk to customers, or implement team training?
Use the 3-Step Problem-Solving Approach and the Organizing Framework to address this situation.
To address this situation, you need to:
Step 1: Define the problem.

Remember that a problem is a gap between a desired and current state. For example, what does ONLINEX want to do with their teams? How will this
impact task performance and customer satisfaction?
Step 2: Identify causes of the problem.

Why is each of these a cause? Focus on group/team dynamics.
Step 3: Make your recommendations for solving the problem.

Consider whether you want to resolve it, solve it, or dissolve it. Which recommendation is desirable and feasible?

AACSB: Teamwork
Blooms: Understand
Difficulty: 3 Hard
8-23
86. Describe the group development process, listing the stages in order and discussing what goes on in each. Now, think of a team to which you
belonged that did function effectively. Where in the development process did things break down? What happened? How could it have been fixed?
Groups and teams go through a maturation process. Bruce Tuckman formulated the most popular group development process with five stages-forming,
storming, norming, performing, and adjourning.
• Stage 1: Forming. During this ice-breaking stage, group members tend to be uncertain and anxious about such things as their roles, the
people in charge, and the group’s goals.
• Stage 2: Storming is a time of testing. Individuals test the leader’s policies and assumptions as they try to determine how they fit into the
power structure. Subgroups take shape, and subtle forms of rebellion, such as procrastination, occur.
• Stage 3: Norming. The group resolves its power struggles. A feeling of team spirit is sometimes experienced during this stage because
members believe they have found their proper roles. Group cohesiveness, defined as the “we feeling” that binds members of a group together
is the principal by-product of Stage 3.
• Stage 4: Performing. Activity during this vital stage is focused on solving task problems. This stage is often characterized by a climate of
open communication, strong cooperation, and lots of helping behavior.
• Stage 5: Adjourning. The work is done; it is time to move on to other things. The return to independence can be eased by rituals celebrating
“the end” and “new beginnings.”
Understanding this process will enable you to more effectively manage individual- and group-level outcomes in the Integrative Framework, and
perform more successfully in work and school groups.

AACSB: Teamwork
Blooms: Understand
Difficulty: 3 Hard
87. What are the differences between “groups” and “teams”? Can you think of a situation in which a group serves a purpose becoming a team?
A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which
they hold themselves mutually accountable. A group becomes a team when the following criteria are met: (1) Leadership becomes a shared activity. (2)
Accountability shifts from strictly individual to both individual and collective. (3) The group develops its own purpose or mission. (4) Problem solving
becomes a way of life, not a part-time activity. (5) Effectiveness is measured by the group’s collective outcomes and products. Teams are groups that
have matured to the performing stage.

AACSB: Teamwork
Blooms: Understand
Difficulty: 3 Hard
88. Think of an effective team player—hopefully, yourself! What competencies do you exhibit? Give specific examples of each.
Table 8.5, identifies the common teamwork competencies:

1. Contributes to the team’s work
2. Constructively interacts with team members
3. Keeps team on track
4. Expects quality work
5. Possesses relevant knowledge, skills, and abilities (KSAs) for team’s responsibilities

AACSB: Teamwork
Blooms: Understand
Difficulty: 3 Hard
89. The AnswerU group is a team of customer service advisors within the marketing department at Debarque that supports baby food products. The
team, made up of parents and healthcare professionals, had recently undergone considerable changes. The coming year will bring more challenges as
new, procedures, product launches, and training plans are put in place.
It is important that the team gets help to deal with these changes in a positive way and is encouraged to become a more of a self-managing team.
Describe what team building is and how it can help the AnswerU group.
Team building is a catchall term for a host of techniques aimed at improving the internal functioning of work groups. Team building workshops strive
8-24
for greater cooperation, better communication, and less dysfunctional conflict. Team builders prefer active versus passive learning. Three fundamental
elements are recommended: clear objectives, validation, and performance information.
You want to make sure that participants understand their roles and that of their teammates. The emphasis would be to ensure that teamwork and
communication improve.
To become a self-managed team, employees should develop administrative oversight over their work domains. Administrative oversight consists of
activities such as planning, scheduling, monitoring, and staffing. These are normally performed by managers, but in self-managed teams employees act
as their own supervisors. Self-managed teams have a defined purpose and their duration can vary, along with the level of member commitment.

AACSB: Teamwork
Blooms: Understand
90. Wang joins MicroTech, a small startup technology company. His mission is to set up effective project teams quickly. What steps can Wang take to
accelerate the development of these teams? Why is each step important?
Six actions can help accelerate the development of a team:

1. Break the ice.
2. Don’t reinvent the wheel.
3. Communicate a purpose and a plan.
4. Play to strengths.
5. Clarify decision making.
6. Information is essential—make it flow.

AACSB: Teamwork
Blooms: Understand
Difficulty: 3 Hard
91. Elias works for Joe’s Landscaping Service. Joe promises that he will get employees new mowers this season; the old ones are always breaking
down. Joe takes his family on a cross-country vacation while his home is being renovated. When Elias asks about the mowers, Joe says the company
doesn’t have enough money this season.
Elias no longer trusts Joe. What type of trust has Joe violated? What are the implications for Elias’s relationship with Joe?
Trust is a reciprocal belief that another person will consider how his or her intentions and behaviors will affect the other. Contractual trust is trust of
character.
Managers can build trust by following these behaviors: communication, support, respect, fairness, predictability, and competence.

AACSB: Teamwork
Blooms: Understand
Difficulty: 3 Hard
Topic: Trust
92. How can a manager rebuild trust, once it is lost? Can you think of a time when you lost trust in someone? How was it rebuilt?
Figure 8.7 describes a popular approach to trust repair. The Reina Seven-Step Model for Rebuilding Trust includes these steps:
1. Acknowledge what caused trust to be compromised.
2. Allow feelings and emotions to be discussed, constructively.
3. Get and give support to others in the process.
4. Reframe the experience and shift from being a victim to taking a look at options and choices.
5. Take responsibility. Ask, “What did I do or not do that caused this to happen?”
6. Forgive yourself and others.
7. Let go and move on.

AACSB: Teamwork
Blooms: Understand
8-25
Difficulty: 3 Hard
93. Discuss the 3 Cs of effective teams. How do these relate to the 3 Cs of effective team players?
The 3 Cs of effective teams are charters and strategies, composition, and capacity. Team charters describe how the team will operate, such as processes
for sharing information and decision making (teamwork). Teams should also create and implement team performance strategies, which are deliberate
plans that outline what exactly the team is to do, such as goal setting and defining particular member roles, tasks, and responsibilities. Team
composition is a term that describes the collection of jobs, personalities, knowledge, skills, abilities, and experience of team members. Teams perform
better when members have a high tolerance for uncertainty. Teams with members who possess high levels of openness or emotional stability deal with
task conflict better than those without these composition characteristics. Team adaptive capacity (i.e., adaptability) is important to meet changing
demands and to effectively transition members in and out.
The 3 Cs of effective team players are committed, collaborative and competent. These are the bare minimum to be considered a team player. Effective
team players don’t just feel the three Cs—they display them.

AACSB: Teamwork
Blooms: Understand
Category # of Questions
AACSB: Analytical Thinking 42
AACSB: Communication 1
AACSB: Knowledge Application 63
AACSB: Teamwork 93
Accessibility: Keyboard Navigation 77
Blooms: Apply 10
Blooms: Remember 48
Blooms: Understand 35
Difficulty: 1 Easy 27
Difficulty: 2 Medium 48
Difficulty: 3 Hard 18
Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. 40
Learning Objective: 08-02 Differentiate between formal and informal groups. 13
Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual
performance in teams. 24
Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. 8
Learning Objective: 08-05 List the characteristics of an effective team. 9
Topic: Cross-Functional Teams 2
Topic: Five-Stage Group Development Model 10
Topic: Formal Group 4
Topic: Forming 1
Topic: Group Functioning 7
Topic: Maintenance Roles 15
Topic: Performing 1
Topic: Reward Power 2
Topic: Self-Managed Teams 3
Topic: Social Norms 2
Topic: Storming 1
Topic: Task Roles 12
Topic: Team Building 19
Topic: Trust 6
Topic: Virtual Team 4
8-26
Another random document with
no related content on Scribd:
Typhon’s 100 lettered, i. 104;
carved on scarab and used in spell, i. 106;
names of angels kept secret by Essenes, i. 157;
knowledge of, gives power over spirit, i. 158;
one of Simon Magus’ Roots, i. 180, 183, 185;
more powerful in magic if meaning forgotten, ii. 33;
names of Yahweh used by Jewish sorcerers, ii. 34;
name of Ophite Bythos ineffable, ii. 37;
instances of ineffable names, ii. 37 n. 1;
meaning of names of Valentinian aeons, ii. 99, 103;
lesser powers names of First Mystery in Pistis Sophia, ii. 140, 144;
of good powers copied from those of evil in Texts of Saviour, ii.
148 n. 3;
of Dragon of Outer Darkness, ii. 166 n. 2;
mysteries called names of light, ii. 173 n. 1;
names in Jesus’ address to His Father explained, ii. 180 n. 4;
Greek names of God used in mediaeval magic, ii. 186 n. 3;
cryptographic names in Bruce Papyrus, ii. 195;
of Mithras in Vedas, ii. 230;
and in Zend Avesta, ii. 231;
of Supreme God in Mithraism, ii. 236-239;
of lion-headed god, ii. 252, 253;
of Manes, Corbicius or Kubrik, ii. 279;
names of Good and Evil Principles in Manichaeism, ii. 289;
names of Satan in same, ii. 297, 304;
of Cross, ii. 320;
of Zervan and Ormuzd in neo-Manichaeism, ii. 323, 339;
of Third Legate in same, ii. 327.
See Adamas, Caulacau, Essenes, Saboï, Tetragrammaton
Namrael or Nebrod, wife of Saclas a Manichaean fiend, ii. 329
Nannar, the god, Babylonian moon-god and No. 30, ii. 35 n. 4, 287 n.
4
Naples Museum, copy of Bryaxis’ statue of Serapis at, i. 49 n. 2;
frescoes of Isis-worship at, i. 67;
Orphic gold plates at, i. 133, 134
Naville, Prof. Edouard, quoted, i. 33 n. 1, 57 n. 3; ii. 92 n. 2, 121 n. 3,
142 n. 1
Neander, J. A. W., quoted, i. lvi n. 2, 145 n. 1; ii. 9 n. 1, 124 n. 1, 125
nn. 2, 3, 205 nn. 2, 4, 206 n. 5, 207, 211 nn. 2, 4, 215 n. 1, 217 n.
1, 253 n. 2, 270 nn. 1, 2, 278 n. 2, 285 nn. 1, 4, 320 n. 3, 335 n. 1,
348 n. 2, 349 n. 1, 356 n. 1, 358 nn. 1-4
Nearchus, Alexander’s admiral, i. 6
Nectanebo, King of Egypt, last of Pharaohs, i. 32
Nemesis, Orphic hymn to, i. 142 n. 2.
See Rhamnusia
Neo-Manichaeism, doctrine of Bar Khôni and Turfan MSS., ii. 321;
its organization and hierarchy, ii. 330;
its settlement in Turkestan, ii. 357;
origin of Bogomiles, Albigenses, etc., ibid.
Neo-Platonists, mainly post Constantine, i. lvii;
tendency of, to merge all gods in Dionysos, i. 146 n. 1
Neo-Pythagoreans, their influence on Valentinianism, ii. 97
Nephotes, alleged letter of, to King Psammetichus, i. 101
Nephthys, the goddess, wife of Set, sister of Isis, and mother of
Anubis, i. 35
Neptune, the god, name of God of Nature as sea, i. lvii.
See Poseidon
Neptune, the planet, unknown in classic times, i. 116
Nero, the Emperor, state recognition of Alexandrian gods temp., i.
53;
his name and Number of the Beast, i. 105 n. 2, 169;
magic and astrology most rife at Rome in reign of (Renan), i. 108;
Simon Magus’ fatal flight before, i. 178, 192 n. 2;
his favourite deity Dea Syria, ii. 31;
legend of his return from among the Parthians, ii. 225
Nestor, his flattery of Athena in Odyssey, i. 95
Nicaea, Trinitarian doctrine formulated at, i. 89.
See Athanasius
Nicocreon, King of Cyprus, answer of oracle of Serapis to, i. 55
Nicodemus, The Gospel of, used by Ophites, ii. 79
Nicolaitans, the, of Apocalypse a Gnostic sect (Irenaeus), ii. 1;
Ophites derive their doctrine from (St Augustine), ii. 25;
named after Nicolaus the Deacon, ii. 27 n. 1;
Ialdabaoth appears in system of, ii. 46 n. 3.
See Epiphanius
Nicomedia, seat of Alexander of Abonoteichos’ worship of Glycon, i.
24
Nike, the goddess, on coins of Indo-Greek kings, i. 17 n. 2;
on Mithraic monuments, ii. 238
Nile, Pelusiac mouth of, i. 29;
body of Osiris thrown into, i. 33, 34;
water of, in Alexandrian religion, i. 68;
allegory of Osiris as, i. 73;
water of, used in magic, i. 103
Nineveh, omen tablets from, i. 114
Nin-harsag, the goddess, makes two creatures as patterns of
mankind, i. lxiii n. 1.
See Man, First
Ninos, priestess of confraternity convicted of poisoning, i. 23 n. 2
Nippur, Sumerian tablet from, and legend of First Man, i. lxiii n. 1
Noah, the Patriarch, interference of the Ophite Sophia in favour of, ii.
53
Nomos, the god, Orphic hymn to, i. 142 n. 2
Nous, first of Simon Magus’ “Roots,” i. 180;
name of Ophite Ophiomorphus, ii. 49;
member of First Valentinian syzygy, ii. 98;
in Manichaeism, ii. 322 n. 2
Nu, the god, in Egypt origin of all (Maspero), i. 73; ii. 36, 175;
perhaps identifiable with Khepera the creator of man, i. 126 n. 3
Number, Ialdabaoth a “fourth,” i. 100 n. 4;
used for name of gods in Babylonia, i. 100; ii. 35;
of Beast in Apocalypse, i. 105 n. 3, 169;
neo-Pythagorean theory of sexes of, ii. 97, 103 n. 5
Nut, the goddess, mother of Osiris and goddess of sky, i. 33, 133 n.
1
Nyakang, secondary god of Shilluks, ii. 39 n. 5
Oblation, baptism of the First, in Texts of Saviour, ii. 183, 192;

its analogues in Bruce Papyrus, ii. 193
Odysseus, speech of the dead Achilles to, i. 59.
See Ulysses
Ogdoad, the, of Valentinus, composed of Bythos, Sige and first three
syzygies, ii. 98;
aeons of, merely names of God, ii. 99, 100;
heaven of Sophia called, ii. 107, 111 n. 1, 113 n. 2;
Egyptian parallel to (Maspero), ii. 175
Olympias, mother of Alexander the Great, i. 12;
first meets Philip at Mysteries of Cabiri, i. 23, 136 n. 2
Olympius, the philosopher, defends Serapeum of Alexandria against
Christians, temp. Theodosius, i. 84
Olympus, gods of, not rivals of Christianity, i. lvii;
Gnosticism a heresy of religion of, i. lviii
Omophorus, world-supporting angel in Manichaeism, ii. 297, 325,
332;
Babylonian prototype and classical Atlas, ii. 298 n. 1, 332;
Jesus comes to earth for relief of, ii. 306;
in neo-Manichaeism, ii. 325
Onomacritos, earliest author of Orphic poems, i. 121;
possibly inspired by Persian legends, i. 122 n. 3, 126 n. 3;
Buddhism reaches West after death of, i. 135 n. 1
Ophiomorphus, serpent-shaped power of Ophites, and son of
Ialdabaoth, ii. 49;
cause of man’s soul, passions, and death (Irenaeus), ii. 50;
Soul of the World, ibid.;
counsels creation of man, ii. 51;
cast down to earth by Ialdabaoth, ii. 52, 75;
with his six sons forms seven earthly demons, ii. 52, 70;
called Leviathan in Diagram, ii. 70, 77;
this world under his government, ii. 75;
obliteration of, among later Ophites, ii. 77, 78
Ophites, tenets of, confused with others by late writers, i. lx;
First Man legend among, i. lxi;
may have drawn their ideas from same source as Manichaeans, i.
128 n. 1;
Origen calls them insignificant sect, ii. 21 n. 3;
pre-Christian (Philastrius), ii. 25;
different founders assigned to, by Fathers, ii. 25, 26;
teaching of changes with time, ii. 26;
many different sects of, ii. 26, 27, 28;
aim at combining Anatolian religion with Hellenic and Christian, ii.
36;
their Ineffable Supreme God or Bythos, ii. 37;
their Second God, Light, First Man, Father-and-Son or Adamas, ii.
38, 39;
their Holy Spirit or First Woman, ii. 40;
their Supreme Triad of Father, Mother and Son, ii. 41;
their threefold division of all things, ii. 42;
accidental origin of world, ii. 44;
mingling of light with matter called Sophia, ii. 45;
Sophia’s Seven Heavens, ii. 46;
their names and connection with Judaism, ii. 46, 47;
with later Ophites the seven planetary spheres, ii. 48;
their Ophiomorphus or serpent-shaped god, ii. 49-51;
Adam and Eve made at suggestion of Sophia, ii. 51;
Fall of Man and expulsion from Paradise to Earth, ii. 52;
their teaching as to soul of man taken from heathen Mysteries, ii.
54;
of Fathers essentially Christians, ii. 56;
teach return of world to Deity, ii. 57;
their view of Mission of Jesus, ii. 59, 60, 61;
use sacraments of baptism and Eucharist, ii. 61;
Ophite psalm and its meaning, ii. 62, 63;
their salvation through rebirth of soul, ii. 64, 65;
their Diagram and its use, ii. 66-70;
defences of soul in passing from sphere to sphere, ii. 71-74;
their doctrine of correspondences, ii. 75;
their divisions and end, ii. 76, 77;
their influence on Texts of Saviour, ii. 78;
their use of Apocrypha, ii. 79;
and of Canonical Books, ii. 81;
mode of interpretation of all literature, ii. 82;
first Ophites probably uneducated, ii. 83;
anti-Jewish, and reverence for Jewish Scriptures probably due to
their magical use, ii. 84, 85;
analogies of their teaching with Saturninus’, ii. 89;
and with Valentinus’, ii. 96, 100, 109;
differences between their teaching and Valentinus’ as to soul of
man and its salvation, ii. 111-115;
that of Pistis Sophia resembles both Ophite system and
Valentinus’, ii. 135;
Ophite cosmology explains “Five Words” of P.S., ii. 143;
Supreme Being of P.S. like those of Ophites, ii. 143, 144, 145;
degradation of lower Ophite powers in P.S., ii. 155 n. 3, 158;
cosmologies of P.S. and Ophites contrasted, ii. 160, 161;
lower initiates in P.S. must exhibit seal like, ii. 165;
resemblance of Eucharistic ideas in P.S. with Ophites’, ii. 171;
Ophites’ ideas as to descent of soul through planetary spheres in
Mithraism, ii. 256;
cosmogony of Manes like that of Ophites, ii. 290 n. 4.
See Evander, Naassenes
Oreus, ruler of planetary sphere in Diagram, ii. 47.
See Horaios
Origen, his unorthodox views of Trinity, i. 89 n. 2;
no Simonians in his time, i. 200;
professes knowledge of all Ophite secrets, ii. 21 n. 3;
says Euphrates “the Peratic” founder of Ophites, ii. 25;
says all magicians use “God of Abraham” formula, ii. 33, 34;
calls Christ Angel of Great Council, ii. 43;
says names of Ialdabaoth, Horaios and Astaphaios taken from
magic, ii. 47, 48;
authority for Ophite use of Diagram, ii. 66;
his description of Diagram, ii. 67-70;
gives “defences” of soul from unmentioned source, ii. 71-74;
sympathy between planet Saturn and Michael, ii. 75;
he and Clement of Alexandria only patristic writers fair to Gnostics,
ii. 76 n. 2;
had he or Celsus read Pistis Sophia?, ii. 154 n. 2, 159, 179;
says Persian theology gives mystical reasons for order of
planetary spheres, ii. 256, 265;
Mithraic ladder described by, ii. 257;
quoted, i. 73, 199; ii. 8 n. 4, 25, 26, 34, 43, 46, 48, 66, 67, 69, 70,
71, 72, 73, 75, 159, 256, 257
Ormuz. See Hormisdas
Ormuzd or Oromazes, antagonism of, to Ahriman not defined till
Sassanid reform, ii. 232;
called Light (Plutarch), ii. 234;
Zervan Akerene above both him and Ahriman (Cumont), ii. 236,
252;
doubtful part of, in Mithraic religion, ii. 237;
Romans identify him with Zeus, ii. 237, 240;
no evidence that Mithraists called Jupiter, Ormuzd, ii. 239;
incursion of Ahriman into Kingdom of Ormuzd cause of all evil to
man, ap. Manichaeans, ii. 253;
identified with First Man in neo-Manichaeism, ii. 293 n. 2, 323;
in earlier Manichaeism, Father of First Man, ii. 335
Orpheotelestae, strolling charlatans with Orphic books, i. 140;
addicted to magic and poisoning, i. 146
Orpheus, Christian doctrine attributed to (Clem. Alex.), i. 47 n. 3;
never existed, i. 121;
religious teaching attributed to him probably Phrygian, i. 122;
said to be founder of Eleusinian Mysteries, i. 123;
identity of Zeus and Dionysos said to be his teaching, i. 125 n. 2;
transmigration doctrine of, i. 127 n. 3;
mentioned in Pindar, i. 129 n. 3;
poems attributed to, i. 135, 140;
said to have been a Thracian, i. 136;
hymns attributed to, i. 141;
Musaeus called son of, i. 142;
tendency of poems of, to fuse all other gods in Dionysos, i. 146 n.
1;
Jews forge writings in name of, i. 173;
explains Mysteries of Eleusis and their rites (Hippolytus), i. 175;
respect paid to “Orpheus and other theologists,” i. 184 n. 3;
parallel between Simon’s Silence and Night of, i. 185;
expression “metropator” attributed to, i. 190 n. 1;
quotations from verses attributed to, i. 40 n. 1, 47 nn. 3, 4, 65 n. 5,
90 n. 1, 123 n. 4, 125 n. 1, 127 n. 3, 129, 132 n. 1, 133 n. 2, 137
nn. 1, 4, 138 n. 2, 139 n. 1, 142, 143, 144 nn. 1, 2, 146 nn. 1, 3,
147 n. 1, 157 n. 1, 168 n. 3, 169 n. 1, 185 n. 2, 186 n. 1, 190 n.
1; ii. 6 n. 1, 45 n. 1, 80 n. 1, 111 n. 1, 153 n. 2, 254 n. 2, 311 n. 2
Orphics, the, cosmogony of, taken from Ionian philosophers, i. 124;
their exaltation of Dionysos, i. 124, 125 n. 2;
take Dying God into their system, i. 126;
take transmigration from Pythagoreans, i. 127;
attribute sacramental grace to Eleusinian mysteries, i. 131;
enjoin mortification of flesh, i. 133 n. 1;
“kid in milk” a password among, i. 134;
teach superior worth of next life, i. 136;
identify Adonis and Sabazius with Eubuleus and Zagreus, i. 137;
no association or brotherhood of, i. 139, 140;
invocation to all gods worshipped by, i. 142;
make Dionysos both male and female, i. 145;
their services to religion few, i. 146, 147;
all their peculiar features reproduced by Gnostics, i. 148;
Essenes’ obligations to, i. 150, 156, 157, 168;
egg of, reappears in Book of Enoch, i. 159;
Simon Magus’ successive ages of world due to, i. 186;
analogy of chain of being of Simon Magus with that of, i. 188;
jealousy of Simon’s angels and of Titans of, i. 190 n. 2;
escape from transmigration desired both by Simon and by, i. 194
n. 3.
See Acrostics
Orphism, earliest form of pre-Christian Gnosticism, i. 120;
Eleusinian Mysteries secret before, i. 130 n. 1;
destroys idea of nationality of gods, i. 145;
Essene views as to pre-existence of soul taken from, i. 156;
abstinence for religious reasons begins with, ii. 222
Ortho, in Magic Papyri probably Artemis Orthia, i. 100 n. 2
Osiris, the First Man (Maspero), i. lxi;
fusion of, with other Egyptian gods, i. 32, 33;
legend of, i. 33, 34, 35;
two-fold origin of Osiris legend, i. 36, 37, 38;
resemblance of Osiris myth to that of Eleusis and Egyptian origin
of latter (Foucart), i. 43, 44;
his animal forms in Egypt, i. 45;
identified with Hades in Alexandrian religion, i. 48;
his Alexandrian name of Serapis, i. 49;
typical statue of, by Bryaxis, ibid.;
Ptolemies continue to raise temples to Egyptian, i. 52;
his Egyptian title of Neb-er-tcher, i. 55; ii. 154 n. 3;
Alexandrian “highest of godheads,” i. 56, 64;
Eleusinian beatitude of dead borrowed from Egyptian worship of
(Foucart), i. 59;
scenes in earthly life of, not kept secret in Egypt, i. 60, 61;
initiate in Alexandrian religion enacts Passion of, i. 62;
Alexandrian Horus, Osiris re-born, i. 63;
“god of the great gods,” etc., i. 64;
identified with Dionysos, i. 64 n. 1, 65, 137 n. 1, 145;
in Alexandrian religion, water the emblem of, i. 68, 73;
in same, Passion and Resurrection of, openly celebrated, i. 69,
70;
pudendum of, processionally carried in chest, i. 73 n. 1, 84;
wine the blood of, i. 87;
asked to grant “cooling water” to dead, i. 88;
magician identifies himself with, i. 92 n. 2;
distinguished from Serapis in magic ceremony, i. 103;
the god-man first of those who rose from the dead (Budge), i. 126
n. 3;
in Orphic gold plate dead an Osiris (Foucart), i. 133 n. 1;
so in religion of Pharaonic Egypt, i. 134 n. 3;
the Cosmos the “emanation and displayed image of” (Plutarch), i.
181 n. 2;
Simon’s god, like Osiris, his own spouse, son, etc., i. 189 n. 5; ii.
39;
Greeks say death of Osiris should not be wailed for, ii. 16;
post-Christian Gnostics imitate secrecy of mysteries of, ii. 17;
post-Christian Gnostics attend mysteries of, ii. 21, 54;
name of, ineffable in Egypt, ii. 37 n. 1;
“the holy horned moon of heaven,” ii. 72 n. 3;
epithet of, applied to Jesus in Pistis Sophia, ii. 154 n. 3.
See Aberamenthou
Ostanes, writer on magic identified with god Thoth (Maspero), i. 108
Osterburken, Tauroctony of, with assembly of twelve great gods, ii.
238;
best example of scenes from legend of Mithras found at, ii. 241 n.
4
Ouranos, in Cretan legend first link in succession Ouranos-Kronos-
Zeus-Dionysos, i. 46;
compared to Egyptian god Nu (Maspero), i. 73 n. 4.
See Uranus
Ovid, quoted, i. 67, 78
Oxyrhynchus Papyri, logion of Jesus quoted from, ii. 80 n. 3
Pachomius, inventor of monachism a recluse of Serapis, i. 86
Pacorus, Prince of Parthia, invades and subdues Palestine in 40 B.C.,
i. 161 n. 3; ii. 224 n. 3
Paganism, erroneous views as to relations of, with Christianity, i. lvi;
merely veil for true Gnostic, ii. 18;
Gnosticism road from, to Christianity, ii. 21;
suppression of, by Gratian, ii. 358
Palestine, Pharisees small minority of population of, i. lv;
return of undesirables to, after Captivity, i. 149;
disappearance of its independence after Alexander, i. 151;
seizure of, by Ptolemy Soter and Antiochus the Great
successively, ibid.;
Essenes scattered through villages of, not towns, i. 152;
rapid Hellenization of, under Seleucides, i. 156;
Pacorus’ raid upon, i. 161 n. 3; ii. 224 n. 3;
Romans’ forced conquest of, i. 163;
Essenes of, survive war of Titus, but not that of Hadrian, i. 170;
Jews outside, cling to Law of Moses, i. 173;
charlatanism common among lower classes of, temp. Apostles, i.
202;
hatred of Gentiles shared by Jews outside, ii. 5;
Ophites spread through (Giraud), ii. 76
Pallas, the goddess, classic type of, on Indo-Greek coins, i. 17 n. 2;
in Orphic legend saves heart of Dionysos, i. 125.
See Athena, Minerva
Pallas, writer on Mysteries of Mithras, quoted by Porphyry, ii. 236
Pamirs, the, included in Persian Empire, i. 1
Pan, the god, identified with Attis, i. 139 n. 1
Panarion, the, of Epiphanius, ii. 77
Pantaenus, founder of Christian school of Alexandria, ii. 88
Pappas, the god, identified with Attis, i. 139 n. 1;
play upon name of, by Naassene author, ii. 57
Paraclete, Manes called the, ii. 316, 332, 351;
means probably legate or ambassador, ii. 316
Paracletos, member of Valentinian Dodecad, ii. 101
Paradise, the Gates of, in Diagram, ii. 68;
the Middle Space or Paradise of Sophia, ii. 75;
of Adam perhaps 4th of Ophite planetary worlds, ii. 107;
Books of Jeû in Pistis Sophia dictated to Enoch in P. of Adam, ii.
147 n. 5;
P. of Adam set by Valentinus above the third heaven, ii. 179
Parastatae, the Five, of Pistis Sophia probably the five planets, ii.
141, 146;
reappear in Manichaeism, ii. 292 n. 2, 297 n. 2
Parastates, the last, sets Jeû and other powers in their places, ii. 141
n. 4, 164;
scene of Millennium in Pistis Sophia, ii. 141 n. 4, 163 n. 2, 164.
See Jeû
Paris or Alexandros, wrath of goddesses with, cause of Trojan war, i.
57
Parsis, the, modern representatives of Zoroastrianism, i. lxii;
their kosti or sacred girdle perhaps used by Essenes, i. 153 n. 1
Parthians, the, perform Greek plays, temp. Crassus, i. 8;
struggles of Syrian Empire against, i. 160; ii. 224;
Book of Enoch and raid of, upon Jerusalem, i. 161;
rise of, under Arsaces, ii. 224;
their age-long war against Romans, ii. 225, 226;
leadership of, transferred to Persia, ii. 226;
their eclectic religion, ii. 282;
decline of power of Magi under, ii. 283
Parusia or Second Advent, the, immediate expectation of, among
primitive Christians, i. lviii; ii. 2, 3;
belief in, leads to community of goods, i. 162;
fading of belief in nearness of, ii. 3;
revives in Pistis Sophia, ii. 163;
declines again in Texts of Saviour and Bruce Papyrus, ii. 198;
all allusions to, excised from N.T. by Marcion, ii. 209
Passion, of Dying God of Mediterranean basin, i. 37;
of Osiris, publicly celebrated in Imperial Rome, i. 69, 70;
of Dionysos, i. 125;
of Jesus, Docetic account of, ii. 17;
Ophite account of, ii. 60;
occurs when Jesus 30 years old (Irenaeus), ii. 61 n. 1;
Valentinian account of, ii. 17, 117 n. 1;
referred to in Texts of Saviour, ii. 180;
Marcion’s Docetic view of, ii, 210, 211;
similar view of Manes, ii. 302 n. 1, 318, 320
Pastophori, college of priests of Greek Isis established in Corinth,
temp. Sulla, i. 74 n. 2
Patecion, the brigand, saved by initiation at Eleusis, i. 131
Patecius or Fatak, alleged father of Manes, ii. 279;
one of the Mughtasilah, ii. 305
Pater, Walter, his view of Socrates’ monotheism quoted, i. 10
Patras, Mithraic monument at, ii. 263 n. 1
Patricos or Fatherly, member of Valentinian Dodecad, ii. 101
Paul, Saint, the Apostle, Simon Magus baptized before conversion
of, i. 176;
German theory of identity of Simon Magus with, i. 179;
exclusiveness and disdainful spirit of (Duchesne), ii. 5 n. 2;
Anatolian religion temp. (Ramsay), ii. 29, 30;
in Phrygia treated as Barnabas’ wakil, ii. 42;
O.T. history probably unknown to Phrygians in his time, ii. 53 n. 2;
success of his preaching to Gentiles and its result, ii. 85;
Marcion’s respect for, ii. 209;
Marcion thinks him only real apostle, ii. 211;
Marcion exaggerates controversy between St Peter and, ii. 212.
See Hermes
Paulicians, successors of Manichaeans, ii. 357
Paullina, Fabia Aeonia, initiate of Eleusis, hierophantis of Hecate
and worshipper of Isis, i. 83
Pausanias, his account of the legend of Cybele quoted, ii. 39 n. 2, 40
Pella, flight of Christians to, before siege of Jerusalem, ii. 4 n. 3;
Christians of, called Ebionites, ii. 5 n. 1;
Synoptic Gospels first put into shape at (Renan), ii. 6 n. 3
Pelliot, M. Paul, discovers Tun-huang MS., ii. 352
Pelusium. See Nile, Perdiccas
Pentateuch, Samaritan reverence for, i. 177;
Ophite or Naassene writer quotes from, ii. 55.
See Moses, Old Testament
Perabsen, King of Egypt, uses totems of both Horus and Set as his
cognizance, i. 36
Peratae, the, worship Power called Astrampsuchos (Hippolytus), i.
107 n. 1;
an Ophite sect, ii. 76;
mix Orphic with astrological teaching, ii. 79;
use names which appear in Manichaeism, ii. 329 n. 2;
may mean Medes, ibid.
Perdiccas, defeated by Ptolemy Soter at Pelusium and afterwards
murdered, i. 30;
Nicocreon of Cyprus helps Ptolemy against, i. 55 n. 1
Perfection, The Gospel of, used by Ophites and called Gospel of
Eve, ii. 80;
quoted, ibid.
Pergamum. See Persephone
Peroz or Firûz, son of Ardeshîr and patron of Manes, ii. 281
Persephone, scene of trials of, Eleusis and Asia, i. 16;
mother of Zagreus by Zeus, i. 37, 42, 124, 125, 138, 145; ii. 39;
her temple at Eleusis, i. 39;
her Rape or capture by Hades shown in Mysteries, i. 40; ii. 39;
her deliverance by Hermes, i. 41;
her identification with Demeter, i. 46;
and with Dionysos, i. 47, 144;
worshipped with Isis and Hecate by latest Pagans, i. 83;
Baubo confused with, in Magic Papyri, i. 100;
Eres-ki-gal used as name of, ibid.;
called the “twelfth,” ibid.;
and unique, i. 124, 142 n. 3; ii. 15 n. 3;
Dionysos added to Mysteries of, by Orphics, i. 130;
Orphic gold plate addressed to, i. 133;
worship of, with other Chthonians outside Eleusis, i. 135;
in Mysteries of Samothrace, i. 136 n. 2;
Adonis made spouse of, i. 137;
Bendis identified with, ibid.;
allusion to, in Sabazian rites, i. 138;
Orphic hymn to, i. 142, 143;
identified with Aphrodite, Cybele, and Isis, i. 143;
daughter of Zeus and Demeter, i, 144;
her relations with Iacchos, i. 145, 189 n. 5;
serpent present in all Asiatic legends of, ii. 49;
a fiend in hell in Texts of Saviour, ii. 186;
on Mithraic monument, ii. 238;
Hecate perhaps equated with, by Mithraists, ii. 253
Persepolis, one of the four capitals of Persian Empire, i. 3
Persia, religions of, come westward after Alexander, i. lvii;
First Man legend appears in religion of, i. lxi;
obscurity of dates of religion of, i. lxii;
description of, before Alexander, i. 1-4;
rush of Greeks to, i. 7, 8;
emigrants from, settle in Asia Minor, ii. 229;
difficulty about religion of, temp. Manes, ii. 289
Persians, the, their good government of subject peoples, i. 3, 12;
priests of, officers of state, i. 24;
Egyptian policy under, i. 51;
astrology comes westward after Asiatic conquests of, i. 113;
religion of, temp. Achaemenides, still doubtful, i. 122;
suzerains of Jews, i. 150;
revival of nationality of, under Roman Empire, ii. 224, 225;
wars between Romans and, ii. 225-227;
Roman Court adopts manners and institutions of, ii. 228;
worship of Mithras may have come to Asia before, ii. 231.
See Magi
Peshitto, the, version, used by Ophites and Valentinians, ii. 81 n. 1,
84;
oldest Syriac translation of Scriptures (Gwilliam), ii. 84 n. 2.
See Kenyon
Pessinuntica, name of Cybele used by Apuleius, i. 56
Pessinus, Cybele worshipped by Greek confraternities as goddess
of, i. 17;
Black Stone of, transported to Rome, ii. 31
Petelia, Orphic gold plates found at, i. 131, 132
Peter, St, the Apostle, his dealing with Simon Magus, i. 176;
Simon follows and opposes him (Clementines), i. 178;
causes death of Simon Magus by prayer, ibid.;
his controversy with St Paul, i. 179; ii. 212;
denies that Jesus proclaimed himself God (Clementines), ii. 82 n.
2;
in Pistis Sophia, ii. 157
Peter, The Gospel of, its description of Cross in Sepulchre of Jesus,
quoted, ii. 140 n. 2
Peter and Paul, Apocryphal Acts of, i. 178
Petermann, J. H., edits Pistis Sophia, ii. 13, 134
Petersen, says date of Orphic hymns Ist to IIIrd cent., i. 141
Petosiris, name of Roman writer on magic, i. 107
Peucestas, Greek satrap of Persia, adopts native customs, ii. 224
Phalerum, lustration of initiates in harbour of, i. 39
Phanes, the god, born from egg and called Eros and Protogonos, i.
123; ii. 98 n. 1, 210 n. 1;
swallowed by Zeus, i. 123, 128;
Father by Night of Uranos and Ge, i. 123, 185;
an androgyne, i. 123, 185;
identified by Orphics with Dionysos, i. 124;
ruler of First Age of World, i. 186;
resemblance of Basilides’ Seed of the World to, ii. 91 n. 1;
and of Mithras, ii. 242
Phanodemus, puts scene of Rape of Persephone in Attica, i. 40 n. 1
Pharisees, few in number among Jews, i. lv;
one of the three “philosophic” sects of Jews (Josephus), i. 151;
Ecpyrosis taught by (Hippolytus), i. 155 n. 2;
aim at universal supremacy for Jews, i. 162
Pherecydes of Syros, probable source of Orphic doctrines and
Pythagoras’ teacher (Maury), i. 124
Phibionitae, the, sect of Gnostics derived from Nicolas the Deacon
(Epiphanius), ii. 27 n. 1
Philae, temple of, built by Ptolemies to Egyptian Isis, i. 52
Philastrius or Philaster of Brescia, makes Menander successor of
Simon Magus, i. 199;
copies from Irenaeus and Epiphanius, ii. 10 n. 1;
classes Ophites among pre-Christian sects, ii. 25
Philip, St, the Apostle, instance of Greek name borne by Jew, i. 173
n. 2;
baptizes Simon Magus, i. 176;
one of the three recorders of the words of Jesus in Pistis Sophia,
ii. 157
Philip, The Gospel of, quotation from, ii. 79
Philip, King of Macedon, first meets Olympias at Samothrace, i. 22,
136 n. 2;
banishes Alexander with Ptolemy and others, i. 30
Philistines, the, think ark of Yahweh affects place where it is, i. 10;
Hebrews subject to, i. 150;
Kings of, suzerains of David, i. 160 n. 4
Philo of Alexandria or Philo Judaeus, acquainted with Cicero’s
mythoplasms, i. lvii n. 1;
his account of Essenes, i. 154;
sole authority for secret doctrine of same, i. 157, 168;
gives number of same at 4000, i. 170 n. 3;
his own beliefs and system, i. 174;
his views on eternal punishment, i. 175 n. 1;
makes lower world reflection of higher (Hatch), i. 183 n. 3;
borrows less from Greek mythology than Simon Magus, i. 185;
makes stars rulers of earthly things, i. 186, 187;
angels the patterns after which worlds made, i. 187 n. 3;
his system contrasted with Simon Magus’, i. 202;
uses allegorical exegesis as propaganda of Hellenistic culture, ii.
9;
Cerinthus said to have been a pupil of, ii. 9 n. 1;
some Gnostic leaders make Jesus Logos of, ii. 16;
distinguishes between First Man and protoplast, ii. 38 n. 3;
takes Platonic view that God too high to touch matter, ii. 42;
allegorical interpretation of, ii. 82;
forced to harmonize Plato with Jewish traditions, ii. 88;
describes coenobite communities in Egypt, ii. 286 n. 4;
quoted, i. 154, 157, 174, 175, 187; ii. 38 n. 3, 42 n. 3, 286 n. 4
Philo of Byblus, makes Phoenician traditions accessible to Greeks, i.
9
Philolaos, the Pythagorean, “soul buried in body as in a charnel-
house,” i. 127 n. 1
Philosophumena, the, Stähelin’s theory of imposition on author of,
doubted, i. 175 n. 5;
what its quotation of Great Announcement proves, i. 179 n. 5;
discovery of MS. of, at Mt Athos, ii. 11;
documents quoted in, not earlier than 200 A.D., ii. 12;
corrupt text of Naassene psalm in, ii. 62;
Matter did not and Giraud did know it, when they reconstructed
Diagram, ii. 68
Philumena, prophetess believed in by Apelles the Marcionite, ii. 219
Phoenicia, body of Osiris washed ashore in, i. 34;
Adonis worshipped in, i. 37;
so the earth-goddess, i. 126
Photius, finds heresy in Clement of Alexandria, ii. 14 n. 1;
Marcion’s Antitheses seen by, ii. 209 n. 3, 223
Phrygia, home of Ophites, i. lx; ii. 28;
birthplace of most legends of Dying God, i. 38;
worship of Orphic Sabazius comes from, i. 137; ii. 28;
“Mysteries of the Mother” in, i. 143;
Simonians scattered through (Theodoret), i. 199;
meeting-place of different creeds, ii. 28;
its government by priest-kings, ii. 29;
worship of androgyne deity in, ii. 30, 67 n. 3;
defection from Judaism of Ten Tribes in, ii. 32;
prevalence of Jewish magicians in, temp. Apostles, ii. 33;
is Jewish tradition responsible for Phrygian cosmogony?, ii. 34, 35;
mother of gods called Cybele in, ii. 40;
great goddess of, perhaps derived from Ishtar, ii. 45 n. 1;
traces of pantheism in, ii. 64;
double axe used by gods of (Ramsay), ii. 67 n. 3;
Ophites spread southward from, ii. 74;
Stoic philosophy has a seat in, ii. 83
Phrygians, the, “first-born of men” (Apuleius), i. 56;
why St Paul gives them summary of O.T. history, ii. 53 n. 2;
Ophite interpretation of their mysteries, ii. 54;
their belief in deification of man, ii. 56 n. 2;
call Dionysos or Sabazius, Pappas, ii. 57
Phryne, belongs to Greek confraternity for foreign worship, i. 22
Piankhi, King of Egypt, abandons Egypt for Ethiopia after conquest,
i. 31
Pindar, knows identification of Dionysos with Apollo, i. 48;
describes blessedness of initiates into Mysteries, i. 59;
supporter of Orphism, i. 122;
his doctrine of transmigration, i. 129;
his poems recited at games, i. 135;
quoted, i. 48, 59, 123 n. 1, 129 n. 3, 134 n. 2
Piraeus, the, confraternities for foreign worships cluster in, i. 21;
early confraternity of Serapiasts in, i. 52;
courtezans principal members of confraternities in, i. 137;
Mithraic monuments at, ii. 230
Pisistratids, the, date of flight of, and reform of Mysteries, i. 43 n. 2;
Onomacritos flees with them to Persia, i. 121;
some Orphic elements come into Greece, temp., i. 122
Pistis or Faith, member of Valentinian Dodecad, ii. 101
Pistis Sophia, probable origin of name of, ii. 151 n. 5, 160;
found by Jesus alone in place below 13th Aeon, ii. 155;
her history, ii. 155-157;
meaning of allegory of, ii. 162;
receives her adversary’s place, ibid.;
sometimes called Sophia only, ii. 179;
reappears in Texts of Saviour as “the daughter of Barbelo,” ii. 186;
and in Bruce Papyrus, ii. 192
Pistis Sophia (the book), Jeû the First Man appears in, i. lxi;
written in Greek, translated into Coptic, i. lxii, ii. 177;
as in other apocrypha, Jesus changes his shape according to
heavens he traverses, i. 191 n. 4, ii. 60 n. 1, 154;
texts, translations, and summaries of, ii. 13;
principal document of, Valentinian, ii. 17, 159-163;
like Babylonians, makes heavens formed from powers of evil, ii. 44
n. 3;
Ialdabaoth in, projection of ruler of material world, ii. 46 n. 3;
features in common with Ascensio Isaiae, ii. 60 n. 1;
puts stay of Jesus on earth after Resurrection at 12 years, ii. 61 n.
1;
Eucharistic ceremony of, ii. 63 n. 1, 192;
powers mentioned in Diagram and in, ii. 72 nn. 1, 3, 73 n. 2, 74 n.
1;
“Receptacles” and Place of Truth in, ii. 103 n. 1;

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Organizational Behavior A Practical

Problem Solving Approach 2nd Edition

1. Groups share norms and have goals.

AACSB: Knowledge Application

2. According to Schein, a crowd is merely a large group.

AACSB: Analytical Thinking

AACSB: Analytical Thinking

4. It is clear from research that personal friendship helps organizational productivity.

AACSB: Knowledge Application

5. A norm is a set of expected behaviors for a particular position.

AACSB: Knowledge Application

AACSB: Knowledge Application

AACSB: Knowledge Application

8. Teams are a cornerstone of work life in today’s organizations.

AACSB: Knowledge Application

9. In a true team, leadership must be shared.

AACSB: Knowledge Application

AACSB: Knowledge Application

AACSB: Knowledge Application

AACSB: Knowledge Application

AACSB: Knowledge Application

14. Trust of character is known as contractual trust.

AACSB: Knowledge Application

Feedback: Contractual trust is trust of character.

AACSB: Knowledge Application

Multiple Choice Questions

AACSB: Knowledge Application

AACSB: Knowledge Application

18. Which of the following is an organizational function of a group?

AACSB: Knowledge Application

19. Which of the following is an individual function of a group?

AACSB: Knowledge Application

AACSB: Knowledge Application

22. What is the difference between formal and informal groups?

AACSB: Knowledge Application

23. Which of the following statements about groups is not true?

AACSB: Knowledge Application

AACSB: Knowledge Application

AACSB: Analytical Thinking

26. Which of the following is not a task role?

AACSB: Knowledge Application

AACSB: Analytical Thinking

AACSB: Knowledge Application

29. Which of the following is not a group maintenance role?

AACSB: Knowledge Application

AACSB: Analytical Thinking

AACSB: Knowledge Application

AACSB: Analytical Thinking

33. A person in the encourager role will

AACSB: Knowledge Application

AACSB: Knowledge Application

AACSB: Knowledge Application

36. Which three roles are especially important to groups?

AACSB: Knowledge Application

AACSB: Analytical Thinking

38. Which of the following statements about norms is not true?

AACSB: Knowledge Application

AACSB: Knowledge Application

Feedback: Tuckman’s theory has not withstood rigorous empirical testing.

AACSB: Analytical Thinking

AACSB: Analytical Thinking

A. Tuckman’s five-stage model of group development has limited practical application.