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Chapter 10 Group Dynamics
True / False Questions
1. Modern managers need a solid understanding of groups and group processes

to both avoid their pitfalls and tap their vast potential.
True False
2. A crowd on a street corner watching a man play the tambourine fits the
definition of a group.
True False
3. A group is two or more freely interacting individuals who share collective

norms and goals and have a common identity.
True False
4. Individual goals are one of the sociological criteria of a group.
True False
5. A formal group is formed by the organization to help accomplish
organizational goals.
True False
6. The basis of an informal group is friendship.
True False
7. An organizational function of formal groups is to coordinate interdepartmental

efforts.
True False
8. Socializing and training newcomers is an individual function of formal groups.
True False
9. An organizational function of formal groups is to develop, enhance, and

confirm the individual's self-esteem and sense of identity.
True False
10. An organizational function of formal groups is to reduce the individual's

anxieties and feelings of insecurity and powerlessness.
True False
11. A social networking site is a web site that provides a virtual community for
people interested in a particular subject or just to "hang out" together.
True False
12. Candor is imperative in any working relationship, but it's especially necessary
when there's a social aspect involved.
True False
13. According to Tuckman's five-stage theory of group development, during the

"norming" stage, subgroups take shape and subtle forms of rebellion occur.
True False
14. Group cohesiveness is a major by-product of the performing stage of group

development.
True False
15. The last stage in Tuckman's five-stage theory of group development is called
"performing."
True False
16. De-norming, de-storming, and de-forming are all observed stages of group
decay.
True False
17. Interpersonal feedback remains constant during the group development

process.
True False
18. Interpersonal feedback typically becomes more specific as the group

develops.
True False
19. As the group develops, positive feedback typically decreases and negative
feedback typically increases.
True False
20. The credibility of peer feedback typically increases as the group develops.
True False
21. The content and delivery of interpersonal feedback among work group or
committee members can be used as a gauge of whether the group is
developing properly.
True False
22. When group members accurately perceive important deadlines, the pacing of
work and timing of interdependent tasks tend to be more efficient.
True False
23. A supportive, democratic, decentralized, and participative leadership style is

most effective early in the group development process.
True False
24. Positive and negative peer pressure powerfully influence role performance.
True False
25. Women tend to experience greater work-versus-family role conflict than men
because they typically shoulder more of the household, child care, and elder
care duties.
True False
26. Role ambiguity occurs when others have inconsistent or conflicting
expectations from the focal person.
True False
27. People in collectivist cultures tend to have higher role ambiguity than people
in individualistic cultures.
True False
28. Roles are more encompassing than norms.
True False
29. Nonconformists experience criticism and even ostracism.
True False
30. Norms develop from critical events in the group's history.
True False
31. Norms tend to be enforced by group members when they help individuals
avoid embarrassing situations.
True False
32. A group member who says, "The key issue here is performance," is
functioning in a maintenance role.
True False
33. A group member who says, "Let's stop wasting time and get down to
business. How do we solve this problem?" is performing a task role.
True False
34. The initiator, orienter, and energizer are goal-oriented task roles.
True False
35. The opinion seeker/giver clarifies key issues.
True False
36. Tara, who is in charge of handing out pertinent materials and arranging seats
during group meetings, is performing a procedural technician task role.
True False
37. Group goals are more effective if group members clearly understand them
and are both individually and collectively committed to achieving them.
True False
38. The contingency management framework advocates a hard-and-fast rule
about group size.
True False
39. Odd-numbered groups are recommended if an issue is to be settled by a

majority vote.
True False
40. Obscene gestures not directed at target are examples of sexual propositions.
True False
41. Sex-stereotypes jokes are examples of sexual propositions.
True False
42. Sexual bribery is an example of sexual coercion.
True False
43. Men and women generally agree on what constitutes sexual harassment.
True False
44. The Asch effect refers to the distortion of individual judgment by a unanimous
but incorrect opposition.
True False
45. The difference between the Asch effect and groupthink is that victims of
groupthink are strangers to each other while Asch's subjects are a friendly
and tight-knit group.
True False
46. Inherent morality, a belief that encourages the group to ignore ethical
implications, is one symptom of groupthink.
True False
47. When trying to prevent groupthink, there should only be one group member
assigned the role of critical evaluator.
True False
48. Managers can prevent social loafing by holding group members personally
accountable for identifiable portions of the group's task.
True False
49. Social loafing is an inevitable part of group effort.
True False
50. Fair and just employee computer monitoring can be done to prevent
cyberloafing.
True False
Multiple Choice Questions
51. Which of the following meets the four sociological criteria of a group?
A. A crowd on a street watching a parade
B. An audience in a theatre
C. People standing in line at the store
D. People waiting for a bus
E. A planning committee
52. Which of the following is an example of an organizational function of a formal
group?
A. Reduce anxieties and feelings of insecurity
B. Satisfy the individual's need for affiliation
C. Socialize and train newcomers
D. Give individuals an opportunity to test and share their perceptions of social

reality
E. Provide a problem-solving mechanism for interpersonal problems
53. Which of the following is an example of an individual function of a formal

group?
A. Give individuals an opportunity to test and share their perceptions of social

reality
B. Provide a problem-solving mechanism for complex problems
C. Generate new or creative ideas and solutions
D. Accomplish complex, interdependent tasks
E. Implement complex decisions

54. According to Tuckman's five-stage theory of group development, members
tend to be uncertain and anxious about their roles, who is in charge and the
group's goals in the _____ stage.
A. storming
B. norming
C. adjourning
D. forming
E. performing
55. Peter 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 Peter 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 Peter's group currently in?
A. Norming
B. Forming
C. Storming
D. Performing
E. Adjourning
56. According to Tuckman's five-stage theory of group development, the _____
stage is a time of testing when group members test the leader's policies and
assumptions as they try to determine how they fit into the power structure.
A. storming
B. norming
C. forming
D. adjourning
E. performing
57. 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 the group development
process is Laurel observing?
A. Forming
B. Storming
C. Performing
D. Norming
E. Adjourning
58. According to Tuckman's five-stage theory of group development, in the _____
stage, questions about authority and power are resolved through
unemotional, matter-of-fact group discussion.
A. forming
B. norming
C. storming
D. performing
E. adjourning
59. 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
60. _____, defined as the "we feeling" that binds members of a group together, is
the principal by-product of the "norming" stage of group development.
A. The Asch effect
B. Social loafing
C. Groupthink
D. Social pressure
E. Group cohesiveness

stage is when activity is focused on solving task problems.
A. adjourning
B. norming
C. storming
D. forming
E. performing
62. According to Tuckman's five-stage theory of group development, _____ (the
last stage of the group development process) occurs when the work is done
and it is time to move on to other things.
A. performing
B. forming
C. norming
D. adjourning
E. storming
63. As a group proceeds through the development process:
A. the amount of interpersonal typically feedback decreases.
B. the amount of positive feedback usually does not change.
C. the amount of negative feedback generally remains constant.
D. the credibility of peer feedback typically increases.
E. interpersonal feedback usually becomes more generalized.

64. According to the group decay process, the _____ stage involves a natural
erosion of standards of conduct; group members drift in different directions
as their interests and expectations change.
A. adjourning
B. de-norming
C. performing
D. de-storming
E. de-forming
65. According to the group decay process, the _____ stage occurs when an
undercurrent of discontent slowly comes to the surface and individual
resistance increases while cohesiveness declines.
A. de-storming
B. norming
C. de-forming
D. de-adjourning
E. de-norming
66. According to the group decay process, during the _____ stage the work group
falls apart as subgroups battle for control.
A. performing
B. de-norming
C. de-forming
D. adjourning
E. de-storming
67. A planning committee which consists of 10 members has been in existence

for the past five years. The members are now dissatisfied with their place in
the committee and with the leadership. A few members have their own
projects that they want to promote which has led to the formation of sub-
groups. As the level of performance declines, the committee is in danger of
falling apart. Which of the following stages of group decay is the planning
committee currently in?
A. Adjourning
B. De-norming
C. De-forming
D. Declining
E. De-storming
68. According to research, which of the following statements about group
processes is true?
A. Role conflict tends to facilitates group development.
B. The credibility of peer feedback typically decreases as the group develops

through successive stages.
C. Interpersonal feedback typically decreases as the group develops through

successive stages.
D. A participative leadership style is most effective early in group

development.
E. Uncertainty about group deadlines tends to disrupt group development.
69. A _____ leadership style is most beneficial in a group's early history.
A. decentralized and participative
B. supportive and democratic
C. directive and structured
D. process-oriented and passive
E. compliant and unstructured

70. Role _____ occurs when the role sender's expectations exceed the abilities of
the focal person.
A. overload
B. clash
C. conflict
D. ambiguity
E. avoidance
71. Kelly is a full-time student at the university. To pay her tuition she works as a
waitress at a bar every night after class. Her friends are constantly
complaining that she has no time for them, but Kelly feels that there are
simply not enough hours in the day to do all that is expected of her. Kelly is
experiencing _____.
A. social loafing
B. role overload
C. role ambiguity
D. role conflict
E. role exchange
72. _____ occurs when others have contradictory or inconsistent expectations of
the focal person.
A. Role overload
B. Role clash
C. Role conflict
D. Role ambiguity
E. Social loafing
73. _____ occurs when the focal person doesn't know what's expected of him or
her.
A. Role overload
B. Role clash
C. Role conflict
D. Role ambiguity
E. Social loafing
74. Jill recently started working as a management trainee at the human resources
department of a large government organization. She read the job description
and attended the orientation for new employees, but she's still not really sure
what her job responsibilities are. Jill is experiencing _____.
A. social loafing
B. role overload
C. role ambiguity
D. role conflict
E. role exchange
75. _____ is an attitude, opinion, feeling, or action that is shared by two or more
people and guides their behavior.
A. A role episode
B. Ostracism
C. A role
D. The Asch effect
E. A norm
76. Alyssa is the leader a work team. She creates a new rule that cell phones will
no longer be allowed during team meetings in order to prevent any unwanted
interruptions. This is an example of _____ which contributes to the
development of a norm.
A. a critical event in the group's history
B. an explicit statement by a supervisor
C. primacy
D. a role episode
E. a carryover behavior from a past situation
77. Michelle has recently started a new job as a middle school history teacher.
She is relatively certain of what she can expect from her students since she
was a high school history teacher last year. This situation is an example of
_____ that contributes to the development of a norm.
C. primacy
D. a role episode
E. a carryover behavior
78. At the first group meeting, Brandon, who is the manager and group leader,
severely berates a latecomer. As a result, all the group members perceive
Brandon to be a tough, no-nonsense boss who does not tolerate people
coming late to work. In all the subsequent group meetings, all the members
are always on time. This is an example of _____, and it contributes to the
evolution of group norms.
A. a carryover behavior
B. a role episode
C. primacy
D. an explicit statement by a supervisor
E. a critical event in the group's history
79. A group member who says _____ is performing a task role.
A. "Let's focus on the main goal here. What are we trying to accomplish?"
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."

80. The task role of coordinator serves to _____.
A. mediate conflict through reconciliation or humor
B. pull together ideas and suggestions
C. keep the group headed toward its stated goal
D. encourage all group members to participate
E. evaluate the quality of group processes
81. The task role of _____ involves suggesting new goals or ideas.
A. initiator
B. elaborator
C. evaluator
D. recorder
E. energizer
82. 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
83. A group member who says _____ 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."
84. The maintenance role of gatekeeper involves _____.
A. mediating conflict through reconciliation or humor
B. pulling together ideas and suggestions
C. keeping the group headed toward its stated goal
D. encouraging all group members to participate
E. evaluating the quality of group processes

85. 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. Encourager
C. Compromiser
D. Standard setter
E. Gatekeeper
86. The maintenance role of the _____ involves helping resolve conflict by
meeting others half way.
A. encourager
B. harmonizer
C. compromiser
D. standard setter
E. commentator
87. As part of a work group, Bob 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
88. Which of the following statements regarding sexual harassment is true?
A. Men and women experience the same level of sexual harassment in the
workplace.
B. The problem of sexual harassment is no longer an issue in the workplace.
C. Women typically perceive a broader range of behaviors as sexual

harassment than what men perceive.
D. It is impossible for men and women to work constructively in group

settings.
E. White women typically experience more sexual harassment than women

from minority groups.
89. Sex-stereotyped jokes are examples of _____.
A. sexual propositions
B. role overload
C. role ambiguity
D. role conflict
E. derogatory attitudes
90. Mark has been harassing Julia for a number of days. Ever since she clearly
indicated that she is not interested in him, he has been making obscene
phone calls to her. Mark's behavior is an example of _____.
A. sexual proposition
B. personal derogatory attitude
C. physical sexual contact
D. sexual coercion
E. unwanted dating pressure

91. _____ occurs when an individual's judgment is distorted by the unanimous but
incorrect opposition of a noncohesive group.
A. The Asch effect
B. Role overload
C. Role conflict
D. Groupthink
E. Social loafing
92. _____ occurs when a cohesive group is unwilling to realistically view

alternatives.
A. The Asch effect
B. Role overload
C. Role conflict
D. Groupthink
E. Social loafing
93. Which of the following is a symptom of groupthink?
A. Reduced group cohesiveness
B. Unanimity among group members
C. Effective decision making
D. Inherent morality
E. Unhindered self-expression
94. Dave does not agree with the decision that has been made by his group.
However, he does not voice his opinion. This is an example of _____ which is
a symptom of groupthink.
A. invulnerability
B. self-censorship
C. illusion of unanimity
D. inherent morality
E. mindguards
95. Christina is the leader of a highly cohesive group. She and a few other
members of her group propose a plan of action. Even though some group
members do not like the plan, they remain silent. Christina interprets their
silence as consent. This symptom of groupthink is known as _____.
A. invulnerability
B. self-censorship
D. peer pressure
E. mindguard
96. Which of the following is true about groupthink?
A. Highly cohesive groups always have moderate levels of confidence in their

decisions.
B. Highly cohesive groups always produce better decisions than moderately

cohesive groups.
C. Moderately cohesive groups tend to produce better decisions than high-

cohesive groups.
D. Highly cohesive groups typically produce better decisions than low-

cohesive groups.
E. Groups with low cohesiveness tend to produce better decisions than

moderately-cohesive groups.
97. One way to prevent groupthink is to _____.
A. assign only challenging and important tasks to groups
B. assign each member of the group the role of critical evaluator
C. stifle the objections and doubts of group members
D. stick to the consensus once it is reached
E. encourage higher group cohesiveness

98. Assigning someone the role of devil's advocate when discussing major
alternatives is a way to:
A. prevent groupthink.
B. avoid the role conflict.
C. decrease social loafing.
D. lower role ambiguity.
E. reduce role overload.
99. The tendency for individual effort to decline as group size increases is
referred to as _____.
A. the Asch effect
B. role overload
C. role conflict
D. groupthink
E. social loafing
100.One way to counteract social loafing is to _____.
A. assign only simple tasks to the group
B. encourage all members to voice objections and doubts
C. hold individual members accountable for certain identifiable tasks
D. encourage the usage of social media in the workplace
E. increase the size of work groups

Essay Questions
101.What are the key issues in each stage of the Tuckman's group development
process?
102.Distinguish between roles and norms. Why do norms exist in organizations?

103.How does a manager decide the optimum size of a work group?
104.Describe the differing communication styles of men and women in work

groups. What can be done to ensure that everyone's view is presented?
105.What is cyberloafing? Describe some measures that can be taken to remedy

this threat to group effectiveness.
Chapter 10 Group Dynamics Answer Key
True / False Questions
1. Modern managers need a solid understanding of groups and group

(p. 269)
processes to both avoid their pitfalls and tap their vast potential.
TRUE
Modern managers need a solid understanding of groups and group

processes to both avoid their pitfalls and tap their vast potential. Moreover,
the huge and growing presence of the Internet and modern communication
technologies—with their own unique networks of informal and formal social
relationships—is a major challenge for profit-minded business managers.
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-01 Identify the four sociological criteria of a group; and discuss the impact of social networking on
group dynamics.
Level of Difficulty: 1 Easy
Topic: Groups in the Social Media Age
2. A crowd on a street corner watching a man play the tambourine fits the
(p. 269)
definition of a group.
FALSE
A group is defined as two or more freely interacting individuals who share

collective norms and goals and have a common identity. 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.
AACSB: Reflective Thinking

Blooms: Apply
group dynamics.
Level of Difficulty: 2 Medium
3. A group is two or more freely interacting individuals who share collective

(p. 269)
norms and goals and have a common identity.
TRUE
A group is two or more freely interacting individuals who share collective

norms and goals and have a common identity. The size of a group is limited
by the possibilities of mutual interaction and mutual awareness.
AACSB: Analytic
Blooms: Remember
group dynamics.
4. Individual goals are one of the sociological criteria of a group.

(p. 269)
FALSE
A group is defined as two or more freely interacting individuals who share

collective norms and goals and have a common identity. Thus, collective
goals are one of the sociological criteria of a group.
AACSB: Analytic
Blooms: Remember
group dynamics.
5. A formal group is formed by the organization to help accomplish

(p. 270)
organizational goals.
TRUE
Individuals join groups, or are assigned to groups, to accomplish various

purposes. If the group is formed by a manager to help the organization
accomplish its goals, then it qualifies as a formal group.
AACSB: Analytic
Blooms: Remember
group dynamics.
6. The basis of an informal group is friendship.

(p. 270)
TRUE
Individuals join groups, or are assigned to groups, to accomplish various

purposes. An informal group exists when the members' overriding purpose
of getting together is friendship or common interests.
AACSB: Analytic
Blooms: Remember
group dynamics.
7. An organizational function of formal groups is to coordinate

(p. 271)
interdepartmental efforts.
TRUE
Researchers point out that formal groups fulfill two basic functions:
organizational and individual. An organizational function of formal groups is
to coordinate interdepartmental efforts.
AACSB: Analytic
Blooms: Remember
group dynamics.
Topic: Functions of Formal Groups
8. Socializing and training newcomers is an individual function of formal

(p. 271)
groups.
FALSE
organizational and individual. Socializing and training newcomers is an
organizational function of formal groups.
Refer: Table 10-2
AACSB: Analytic
Blooms: Remember
group dynamics.
9. An organizational function of formal groups is to develop, enhance, and

(p. 271)
confirm the individual's self-esteem and sense of identity.
FALSE
organizational and individual. An individual function of formal groups is to
develop, enhance, and confirm the individual's self-esteem and sense of
identity.
AACSB: Analytic
Blooms: Remember
group dynamics.
10. An organizational function of formal groups is to reduce the individual's

(p. 271)
anxieties and feelings of insecurity and powerlessness.
FALSE
organizational and individual. An individual function of formal groups is to
reduce the individual's anxieties and feelings of insecurity and
powerlessness.
Refer: Table 10-2
AACSB: Analytic
Blooms: Remember
group dynamics.
11. A social networking site is a web site that provides a virtual community for
(p. 272)
TRUE
A social networking site is a web site that provides a virtual community for
Members create their own online "profile" with biographical data, pictures,
likes, dislikes and any other information they choose to post.
AACSB: Analytic
Blooms: Remember
group dynamics.
12. Candor is imperative in any working relationship, but it's especially

(p. 273)
necessary when there's a social aspect involved.
TRUE
Candor is imperative in any working relationship, but it's especially

necessary when there's a social aspect involved. You don't want your liking
someone's personality to automatically communicate that you like his or
her performance.
AACSB: Analytic
Blooms: Remember
group dynamics.
13. According to Tuckman's five-stage theory of group development, during the

(p. 274-
"norming" stage, subgroups take shape and subtle forms of rebellion
275)
occur.
FALSE
According to Tuckman's five-stage theory of group development, during the

"norming" stage, 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.
During the "storming" stage, subgroups take shape and subtle forms of
rebellion occur.
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-02 Describe the five stages in Tuckman's theory of group development; and discuss the threat of
group decay.
Topic: The Group Development Process
14. Group cohesiveness is a major by-product of the performing stage of group
(p. 275)
development.
FALSE
Group cohesiveness, defined as the "we feeling" that binds members of a

group together, is the principal by-product of the norming stage of group
development. A feeling of team spirit is experienced because members
believe they have found their proper roles.
AACSB: Analytic
Blooms: Remember
group decay.
15. The last stage in Tuckman's five-stage theory of group development is

(p. 275)
called "performing."
FALSE
The last stage in Tuckman's five-stage theory of group development is

called "adjourning". Having worked so hard to get along and get something
done, many group members feel a compelling sense of loss.
AACSB: Analytic
Blooms: Remember
group decay.
16. De-norming, de-storming, and de-forming are all observed stages of group
(p. 276)
decay.
TRUE
A study has shown groups shifting into reverse once Tuckman's

"performing" stage was reached, in what the researchers called group
decay. In keeping with Tuckman's terminology, the three observed stages
of group decay were labeled "de-norming," "de-storming," and "de-
forming."
AACSB: Analytic
Blooms: Remember
group decay.
17. Interpersonal feedback remains constant during the group development

(p. 276)
process.
FALSE
A study by a pair of Dutch social psychologists found that interpersonal

feedback varied systematically during the group development process. "The
unit of feedback measured was a verbal message directed from one
participant to another in which some aspect of behavior was addressed."
AACSB: Analytic
Blooms: Remember
group decay.
18. Interpersonal feedback typically becomes more specific as the group

(p. 276)
develops.
TRUE
A study by a pair of Dutch social psychologists found that interpersonal

feedback becomes more specific as the group develops.
AACSB: Analytic
Blooms: Remember
group decay.
19. As the group develops, positive feedback typically decreases and negative
(p. 276)
feedback typically increases.
FALSE
A study by a pair of Dutch social psychologists found that as the group

develops, positive feedback increases and negative feedback decreases.
AACSB: Analytic
Blooms: Remember
group decay.
20. The credibility of peer feedback typically increases as the group develops.
(p. 276)
TRUE
A study by a pair of Dutch social psychologists found that the credibility of

peer feedback increases as the group develops.
AACSB: Analytic
Blooms: Remember
group decay.
21. The content and delivery of interpersonal feedback among work group or
(p. 276)
TRUE
The content and delivery of interpersonal feedback among work group or

AACSB: Analytic
Blooms: Remember
group decay.
22. When group members accurately perceive important deadlines, the pacing
(p. 277)
of work and timing of interdependent tasks tend to be more efficient.
TRUE
Effective group management involves clarifying not only tasks and goals,
but schedules and deadlines as well. When group members accurately
perceive important deadlines, the pacing of work and timing of
interdependent tasks tend to be more efficient.
AACSB: Analytic
Blooms: Remember
group decay.
23. A supportive, democratic, decentralized, and participative leadership style

(p. 277)
is most effective early in the group development process.
FALSE
In general, it has been documented that leadership behavior that is active,

aggressive, directive, structured, and task-oriented seems to have
favorable results early in the group's history. Conversely, leadership
behavior that is supportive, democratic, decentralized, and participative
seems to be related to poorer functioning in the early group development
stages.
AACSB: Analytic
Blooms: Remember
group decay.
24. Positive and negative peer pressure powerfully influence role performance.
(p. 278)
TRUE
A meta-analysis of the results from 160 different studies involving 77,954

employees confirmed that positive and negative peer pressure powerfully
influences role performance.
AACSB: Analytic
Blooms: Remember
group decay.
Topic: Roles and Norms: Social Building Blocks for Group and Organizational Behavior
25. Women tend to experience greater work-versus-family role conflict than
(p. 279)
men because they typically shoulder more of the household, child care, and
elder care duties.
TRUE
Job holders often face conflicting demands between work and family.
Women tend to experience greater work-versus-family role conflict than
men because they typically shoulder more of the household, child care, and
elder care duties.
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-03 Distinguish between role conflict and role ambiguity.
26. Role ambiguity occurs when others have inconsistent or conflicting
(p. 280)
expectations from the focal person.
FALSE
Role ambiguity occurs when "members of the role set fail to communicate
to the focal person expectations they have or information needed to
perform the role, either because they do not have the information or
because they deliberately withhold it." People experience role ambiguity
when they do not know what is expected of them. Role conflict occurs
when others have inconsistent or conflicting expectations from the focal
person.
AACSB: Analytic
Blooms: Remember
27. People in collectivist cultures tend to have higher role ambiguity than
(p. 280)
people in individualistic cultures.
FALSE
In a 21-nation study, people in individualistic cultures were found to have

higher role ambiguity than people in collectivist cultures. In other words,
people in collectivist or "we" cultures had a clearer idea of others'
expectations.
AACSB: Analytic
Blooms: Remember
28. Roles are more encompassing than norms.

(p. 280)
FALSE
Norms are more encompassing than roles. While roles involve behavioral
expectations for specific positions, norms help organizational members
determine right from wrong and good from bad.
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-04 Contrast roles and norms; and specify four reasons norms are enforced in organizations.
29. Nonconformists experience criticism and even ostracism.

(p. 281)
TRUE
Nonconformists experience criticism and even ostracism, or rejection by

group members. Norms can be put into proper perspective by
understanding how they develop and why they are enforced.
AACSB: Analytic
Blooms: Remember
30. Norms develop from critical events in the group's history.
(p. 281)
TRUE
Experts say norms evolve in an informal manner as the group or

organization determines what it takes to be effective. At times there is a
critical event in the group's history that establishes an important
precedent.
AACSB: Analytic
Blooms: Understand
31. Norms tend to be enforced by group members when they help individuals
(p. 282)
TRUE
Norms tend to be enforced by group members when they help individuals

AACSB: Analytic
Blooms: Remember
32. A group member who says, "The key issue here is performance," is
(p. 283-
functioning in a maintenance role.
284)
FALSE
Task roles enable the work group to define, clarify, and pursue a common
purpose. A group member who says, "The key issue here is performance,"
is enabling the group to clarify the key issues, and is functioning in a task
role.
Refer: Table 10-4
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-05 Distinguish between task and maintenance roles in groups.
Topic: Group Structure and Composition
33. A group member who says, "Let's stop wasting time and get down to
(p. 283)
business. How do we solve this problem?" is performing a task role.
TRUE
purpose. A group member who says, "Let's stop mucking around and get
down to business. How do we solve this problem?" is enabling the group to
pursue a goal, and is performing a task role.
AACSB: Analytic
Blooms: Remember
34. The initiator, orienter, and energizer are goal-oriented task roles.
(p. 284)
TRUE
The task roles of initiator, orienter, and energizer are especially important
because they are goal-directed roles. Research studies on group goal
setting confirm the motivational power of challenging goals.
Refer: Table 10-4
AACSB: Analytic
Blooms: Remember
35. The opinion seeker/giver clarifies key issues.

(p. 284)
FALSE
purpose. The opinion seeker/giver clarifies pertinent values. The
information seeker/given clarifies key issues.
Refer: Table 10-4
AACSB: Analytic
Blooms: Remember
36. Tara, who is in charge of handing out pertinent materials and arranging
(p. 284)
seats during group meetings, is performing a procedural technician task
role.
TRUE
purpose. The procedural technician performs routine duties (e.g., handing
out materials or rearranging seats).
Refer: Table 10-4

Blooms: Apply
37. Group goals are more effective if group members clearly understand them
(p. 284)
TRUE
Group goals are more effective if group members clearly understand them
Initiators, orienters, and energizers can be very helpful in this regard.
AACSB: Analytic
Blooms: Remember
38. The contingency management framework advocates a hard-and-fast rule
(p. 285)
about group size.
FALSE
Within a contingency management framework, there is no hard-and-fast

rule about group size. It depends on the manager's objective for the group.
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-06 Summarize the practical contingency management implications for group size.
39. Odd-numbered groups are recommended if an issue is to be settled by a

(p. 286)
majority vote.
TRUE
Odd-numbered groups are recommended if the issue is to be settled by a

majority vote. Voting deadlocks can stall even-numbered groups.
AACSB: Analytic
Blooms: Remember
40. Obscene gestures not directed at target are examples of sexual
(p. 288)
propositions.
FALSE
Obscene gestures not directed at target is an example of impersonal

derogatory attitudes.
Refer: Table 10-5
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-07 Discuss why managers need to carefully handle mixed-gender task groups.
41. Sex-stereotypes jokes are examples of sexual propositions.

(p. 288)
FALSE
Sex-stereotypes jokes are examples of sexual propositions.

Refer: Table 10-5
AACSB: Analytic
Blooms: Remember
42. Sexual bribery is an example of sexual coercion.
(p. 288)
TRUE
Sexual bribery is an example of sexual coercion.

Refer: Table 10-5
AACSB: Analytic
Blooms: Remember
43. Men and women generally agree on what constitutes sexual harassment.
(p. 288)
FALSE
A meta-analysis of 62 studies found women perceiving a broader range of

behaviors as sexual harassment, as opposed to what men perceived.
Women and men tended to agree that sexual propositions and coercion
qualified as sexual harassment, but there was less agreement about other
aspects of a hostile work environment.
AACSB: Analytic
Blooms: Remember
44. The Asch effect refers to the distortion of individual judgment by a
(p. 290)
unanimous but incorrect opposition.
TRUE
The Asch effect refers to the distortion of individual judgment by a

unanimous but incorrect opposition.
AACSB: Analytic
Blooms: Remember
Topic: Threats to Group Effectiveness
45. The difference between the Asch effect and groupthink is that victims of
(p. 292)
groupthink are strangers to each other while Asch's subjects are a friendly
and tight-knit group.
FALSE
"Groupthink refers to a deterioration of mental efficiency, reality testing,

and moral judgment that results from in-group pressures." Unlike Asch's
subjects, who were strangers to each other, members of groups victimized
by groupthink are friendly, tightly knit, and cohesive.
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-08 Describe groupthink; and identify at least four of its symptoms.
46. Inherent morality, a belief that encourages the group to ignore ethical
(p. 292)
implications, is one symptom of groupthink.
TRUE
Janis defines groupthink as "a mode of thinking that people engage in

when they are deeply involved in a cohesive in-group, when members'
strivings for unanimity override their motivation to realistically appraise
alternative courses of action." Inherent morality, a belief that encourages
the group to ignore ethical implications, is one symptom of groupthink.
Refer: Figure 10-5
AACSB: Analytic
AACSB: Ethics
Blooms: Remember
47. When trying to prevent groupthink, there should only be one group member
(p. 293)
FALSE
Janis believes prevention is better than cure when dealing with groupthink.
Each member of the group should be assigned the role of critical evaluator.
This role involves actively voicing objections and doubts.
AACSB: Analytic
Blooms: Remember
48. Managers can prevent social loafing by holding group members personally
(p. 294)
accountable for identifiable portions of the group's task.
TRUE
The tendency for individual effort to decline as group size increases has
come to be called social loafing. Managers can prevent social loafing by
holding group members personally accountable for identifiable portions of
the group's task.
AACSB: Analytic
Blooms: Remember
Learning Objective: 10-09 Define social loafing; and explain how managers can prevent it.
49. Social loafing is an inevitable part of group effort.

(p. 294)
TRUE
Social loafing is not an inevitable part of group effort. Management can

curb this threat to group effectiveness by making sure the task is
challenging and perceived as important.
AACSB: Analytic
Blooms: Remember
50. Fair and just employee computer monitoring can be done to prevent
(p. 295)
cyberloafing.
TRUE
Cyberloafing is defined as using the Internet for nonwork-related activities

such as communicating with friends via e-mail and social media, Web
surfing, shopping, and gaming. Fair and just employee computer monitoring
can be done to prevent cyberloafing.
Refer: Table 10-6
AACSB: Analytic
Blooms: Remember
Level of Difficulty: 3 Hard
Multiple Choice Questions

51. Which of the following meets the four sociological criteria of a group?
(p. 269)
A. A crowd on a street watching a parade
B. An audience in a theatre
C. People standing in line at the store
D. People waiting for a bus
E. A planning committee
A planning committee meets the criteria of a group. A group is defined as

two or more freely interacting individuals who share collective norms and
goals and have a common identity. 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.

Blooms: Apply
group dynamics.
52. Which of the following is an example of an organizational function of a
(p. 271)
formal group?
A. Reduce anxieties and feelings of insecurity
B. Satisfy the individual's need for affiliation
C. Socialize and train newcomers
D. Give individuals an opportunity to test and share their perceptions of

social reality
E. Provide a problem-solving mechanism for interpersonal problems
organizational and individual. To socialize and train newcomers is an
organizational function of a formal group.
Refer: Table 10-2
AACSB: Analytic
Blooms: Remember
group dynamics.
53. Which of the following is an example of an individual function of a formal
(p. 271)
group?
A. Give individuals an opportunity to test and share their perceptions of

social reality
B. Provide a problem-solving mechanism for complex problems
C. Generate new or creative ideas and solutions
D. Accomplish complex, interdependent tasks
E. Implement complex decisions
organizational and individual. One of them is to give individuals the
opportunity to test and share their perceptions of social reality is an
individual function of a formal group.
Refer: Table 10-2
AACSB: Analytic
Blooms: Remember
group dynamics.
54. According to Tuckman's five-stage theory of group development, members
(p. 274)
tend to be uncertain and anxious about their roles, who is in charge and the
group's goals in the _____ stage.
A. storming
B. norming
C. adjourning
D. forming
E. performing
During this ice-breaking stage, group members tend to be uncertain and

anxious about such things as their roles, who is 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.
AACSB: Analytic
Blooms: Remember
group decay.
55. Peter is part of a newly formed work group. He has been introduced to all
(p. 274)
the group members, but he still feels like he cannot trust them. The group
has not yet chosen a leader, and Peter 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 Peter's group currently in?
A. Norming
B. Forming
C. Storming
D. Performing
E. Adjourning
Peter'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.

Blooms: Apply
group decay.
(p. 274)
stage is a time of testing when group members test the leader's policies
and assumptions as they try to determine how they fit into the power
structure.
A. storming
B. norming
C. forming
D. adjourning
E. performing
The "storming" stage of group development, is a time of testing, when

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.
AACSB: Analytic
Blooms: Remember
group decay.
57. As a manager Laurel has established a new work group to tackle a
(p. 274)
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
the group development process is Laurel observing?
A. Forming
B. Storming
C. Performing
D. Norming
E. Adjourning
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.

Blooms: Apply
58. According to Tuckman's five-stage theory of group development, in the
(p. 274-
_____ stage, questions about authority and power are resolved through
275)
unemotional, matter-of-fact group discussion.
A. forming
B. norming
C. storming
D. performing
E. adjourning
In 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.
AACSB: Analytic
Blooms: Remember
group decay.
59. Tracy has been part of a work group for some weeks now. She has slowly
(p. 274-
become well-acquainted with the other members and even made some
275)
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
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.

Blooms: Apply
group decay.
60. _____, defined as the "we feeling" that binds members of a group together,
(p. 275)
is the principal by-product of the "norming" stage of group development.
A. The Asch effect
B. Social loafing
C. Groupthink
D. Social pressure
E. Group cohesiveness
Group cohesiveness defined as the "we feeling" that binds members of a

group together, is the principal by-product of the "norming" stage of group
development.
AACSB: Analytic
Blooms: Remember
group decay.
(p. 275)
stage is when activity is focused on solving task problems.
A. adjourning
B. norming
C. storming
D. forming
E. performing
According to Tuckman's five-stage theory of group development, the

"performing" stage is when activity is focused on solving task problems. As
members of a mature group, contributors get their work done without
hampering others.
AACSB: Analytic
Blooms: Remember
group decay.
62. According to Tuckman's five-stage theory of group development, _____ (the
(p. 275)
last stage of the group development process) occurs when the work is
done and it is time to move on to other things.
A. performing
B. forming
C. norming
D. adjourning
E. storming
According to Tuckman's five-stage theory of group development,

"adjourning" (the last stage of the group development process) occurs
when the work is done and it is time to move on to other things. Having
worked so hard to get along and get something done, many members feel a
compelling sense of loss.
AACSB: Analytic
Blooms: Remember
group decay.
63. As a group proceeds through the development process:
(p. 276)
A. the amount of interpersonal typically feedback decreases.
B. the amount of positive feedback usually does not change.
C. the amount of negative feedback generally remains constant.
D. the credibility of peer feedback typically increases.
E. interpersonal feedback usually becomes more generalized.
A pair of Dutch psychologists hypothesized that interpersonal feedback

would vary systematically during the group development process. After
collecting and categorizing 1,600 instances of feedback from four different
eight-person groups, they concluded that the credibility of peer feedback
increases as the group develops.
AACSB: Analytic
Blooms: Remember
group decay.
64. According to the group decay process, the _____ stage involves a natural
(p. 276)
erosion of standards of conduct; group members drift in different directions
as their interests and expectations change.
A. adjourning
B. de-norming
C. performing
D. de-storming
E. de-forming
Groups have been observed to shift into reverse once Tuckman's

"performing" stage was reached, in what researchers have called group
decay. According to the group decay process, the de-norming stage
involves a natural erosion of standards of conduct; group members drift in
different directions as their interests and expectations change.
AACSB: Analytic
Blooms: Remember
group decay.
65. According to the group decay process, the _____ stage occurs when an
(p. 276)
undercurrent of discontent slowly comes to the surface and individual
resistance increases while cohesiveness declines.
A. de-storming
B. norming
C. de-forming
D. de-adjourning
E. de-norming
According to the group decay process, the de-storming stage occurs when
an undercurrent of discontent slowly comes to the surface. Individual
resistance increases and cohesiveness declines. This stage of group decay
is a mirror opposite of the storming stage.
AACSB: Analytic
Blooms: Remember
group decay.
66. According to the group decay process, during the _____ stage the work
(p. 276)
group falls apart as subgroups battle for control.
A. performing
B. de-norming
C. de-forming
D. adjourning
E. de-storming
According to the group decay process, during the de-forming stage the
work group falls apart as subgroups battle for control. Those pieces of the
project that are not claimed by individuals or subgroups are abandoned.
AACSB: Analytic
Blooms: Remember
group decay.
67. A planning committee which consists of 10 members has been in existence
(p. 276)
for the past five years. The members are now dissatisfied with their place
in the committee and with the leadership. A few members have their own
projects that they want to promote which has led to the formation of sub-
groups. As the level of performance declines, the committee is in danger of
falling apart. Which of the following stages of group decay is the planning
committee currently in?
A. Adjourning
B. De-norming
C. De-forming
D. Declining
E. De-storming
The group is in the de-forming stage of group decay. During the de-forming
stage of group decay the work group literally falls apart as subgroups battle
for control. Performance declines rapidly because the whole job is no
longer being done and group members little care what happens beyond
their self-imposed borders.

Blooms: Apply
group decay.
68. According to research, which of the following statements about group
(p. 276-
processes is true?
277)
A. Role conflict tends to facilitates group development.
B. The credibility of peer feedback typically decreases as the group

develops through successive stages.
C. Interpersonal feedback typically decreases as the group develops

through successive stages.
D. A participative leadership style is most effective early in group

development.
E. Uncertainty about group deadlines tends to disrupt group development.
Field and laboratory studies found uncertainty about deadlines to be a

major disruptive force in both group development and intergroup relations.
Effective group management involves clarifying not only tasks and goals,
but schedules and deadlines as well.
AACSB: Analytic
Blooms: Understand
group decay.
69. A _____ leadership style is most beneficial in a group's early history.
(p. 277)
A. decentralized and participative
B. supportive and democratic
C. directive and structured
D. process-oriented and passive
E. compliant and unstructured
Experts in the area of leadership contend that different leadership styles

are needed as work groups develop. In general, it has been documented
that leadership behavior that is active, aggressive, directive, structured, and
task-oriented seems to have favorable results early in the group's history.
AACSB: Analytic
Blooms: Remember
group decay.
70. Role _____ occurs when the role sender's expectations exceed the abilities
(p. 279)
of the focal person.
A. overload
B. clash
C. conflict
D. ambiguity
E. avoidance
According to organizational psychologist Edgar Schein, role overload occurs

when "the sum total of what role senders expect of the focal person far
exceeds what he or she is able to do." As the individual tries to do more
and more in less and less time, stress mounts, personal effectiveness slips,
and health may deteriorate.
AACSB: Analytic
Blooms: Remember
group decay.
71. Kelly is a full-time student at the university. To pay her tuition she works as
(p. 279)
a waitress at a bar every night after class. Her friends are constantly
complaining that she has no time for them, but Kelly feels that there are
simply not enough hours in the day to do all that is expected of her. Kelly is
experiencing _____.
A. social loafing
B. role overload
C. role ambiguity
D. role conflict
E. role exchange
Kelly is experiencing role overload. Role overload occurs when "the sum
total of what role senders expect of the focal person far exceeds what he or
she is able to do." As the individual tries to do more and more in less and
less time, stress mounts, personal effectiveness slips, and health may
deteriorate.

Blooms: Apply
group decay.
72. _____ occurs when others have contradictory or inconsistent expectations
(p. 279)
of the focal person.
A. Role overload
B. Role clash
C. Role conflict
D. Role ambiguity
E. Social loafing
Role conflict is experienced when "different members of the role set expect
different things of the focal person." Job holders often face conflicting
demands between work and family.
AACSB: Analytic
Blooms: Remember
73. _____ occurs when the focal person doesn't know what's expected of him
(p. 280)
or her.
A. Role overload
B. Role clash
C. Role conflict
D. Role ambiguity
E. Social loafing
Role ambiguity occurs when "members of the role set fail to communicate
to the focal person expectations they have or information needed to
perform the role, either because they do not have the information or
because they deliberately withhold it." According to role theory, prolonged
role ambiguity can foster job dissatisfaction, erode self-confidence, and
hamper job performance.
AACSB: Analytic
Blooms: Remember
74. Jill recently started working as a management trainee at the human
(p. 280)
resources department of a large government organization. She read the job
description and attended the orientation for new employees, but she's still
not really sure what her job responsibilities are. Jill is experiencing _____.
A. social loafing
B. role overload
C. role ambiguity
D. role conflict
E. role exchange
Jill is experiencing role ambiguity. People experience role ambiguity when

they do not know what others expect from them. Organizational new
comers often complain about unclear job descriptions and vague promotion
criteria.

Blooms: Apply
75. _____ is an attitude, opinion, feeling, or action that is shared by two or more
(p. 280)
people and guides their behavior.
A. A role episode
B. Ostracism
C. A role
D. The Asch effect
E. A norm
According to one respected team of management consultants: "A norm is

an attitude, opinion, feeling, or action—shared by two or more people—that
guides their behavior." Although norms are typically unwritten and seldom
discussed openly, they have a powerful influence on group and
organizational behavior.
AACSB: Analytic
Blooms: Remember
76. Alyssa is the leader a work team. She creates a new rule that cell phones
(p. 281)
will no longer be allowed during team meetings in order to prevent any
unwanted interruptions. This is an example of _____ which contributes to
the development of a norm.
C. primacy
D. a role episode
E. a carryover behavior from a past situation
This is an example of an explicit statement by a supervisor that contributes

to the building of a norm. Experts say norms evolve in an informal manner
as the group or organization determines what it takes to be effective. One
way norms develop is by explicit statements by supervisors or coworkers.

Blooms: Apply
77. Michelle has recently started a new job as a middle school history teacher.
(p. 281)
She is relatively certain of what she can expect from her students since she
was a high school history teacher last year. This situation is an example of
_____ that contributes to the development of a norm.
C. primacy
D. a role episode
E. a carryover behavior
This is an example of a carryover behavior that contributes to the

development of a norm. Experts say norms evolve in an informal manner as
the group or organization determines what it takes to be effective.
Carryover of individual behaviors from past situations can increase the
predictability of group members' behaviors in new settings and facilitate
task accomplishment.

Blooms: Apply
78. At the first group meeting, Brandon, who is the manager and group leader,
(p. 281)
severely berates a latecomer. As a result, all the group members perceive
Brandon to be a tough, no-nonsense boss who does not tolerate people
coming late to work. In all the subsequent group meetings, all the members
are always on time. This is an example of _____, and it contributes to the
evolution of group norms.
A. a carryover behavior
B. a role episode
C. primacy
D. an explicit statement by a supervisor
E. a critical event in the group's history
Primacy refers to that fact that the first behavior pattern that emerges in a
group often sets group expectations. In this scenario, the first meeting
reveals Brandon's behavior pattern. If the first group meeting is marked by
very formal interaction between supervisors and employees, then the group
often expects future meetings to be conducted in the same way.

Blooms: Apply
79. A group member who says _____ is performing a task role.
(p. 283)
A. "Let's focus on the main goal here. What are we trying to accomplish?"
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."
purpose. The task roles of initiator, orienter, and energizer are especially
important because they are goal-directed roles.
Refer: Table 10-4

Blooms: Apply
80. The task role of coordinator serves to _____.
(p. 284)
A. mediate conflict through reconciliation or humor
B. pull together ideas and suggestions
C. keep the group headed toward its stated goal
D. encourage all group members to participate
E. evaluate the quality of group processes
purpose. The coordinator task role serves to pull together ideas and
suggestions.
Refer: Table 10-4
AACSB: Analytic
Blooms: Remember
81. The task role of _____ involves suggesting new goals or ideas.
(p. 284)
A. initiator
B. elaborator
C. evaluator
D. recorder
E. energizer
purpose. The task role of initiator involves suggesting new goals or ideas.
Refer: Table 10-4
AACSB: Analytic
Blooms: Remember
82. As part of a work team in his office, it is Larry's job to make photocopies of
(p. 284)
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
Larry is performing the role of a procedural technician. Task roles enable

the work group to define, clarify, and pursue a common purpose. The
procedural technician performs routine duties (e.g., handing out materials
or rearranging seats).

Blooms: Apply
83. A group member who says _____ is performing a maintenance role.
(p. 283)
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."
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.
Refer: Table 10-4

Blooms: Apply
84. The maintenance role of gatekeeper involves _____.
(p. 284)
A. mediating conflict through reconciliation or humor
B. pulling together ideas and suggestions
C. keeping the group headed toward its stated goal
D. encouraging all group members to participate
E. evaluating the quality of group processes
Maintenance roles foster supportive and constructive interpersonal

relationships. The maintenance role of gatekeeper involves encouraging all
group members to participate.
AACSB: Analytic
Blooms: Remember
85. During group meetings Patty feels that everyone should have their say
(p. 284)
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. Encourager
C. Compromiser
D. Standard setter
E. Gatekeeper
Patty is performing the role of a gatekeeper. Maintenance roles foster

supportive and constructive interpersonal relationships. The gatekeeper
encourages all group members to participate.

Blooms: Apply
86. The maintenance role of the _____ involves helping resolve conflict by
(p. 284)
meeting others half way.
A. encourager
B. harmonizer
C. compromiser
D. standard setter
E. commentator

relationships. The maintenance role of the coordinator involves helping
resolve conflict by meeting others half way.
Refer: Table 10-4
AACSB: Analytic
Blooms: Remember
87. As part of a work group, Bob main job is to resolve conflicts between other
(p. 284)
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
Bob is performing the role of a harmonizer within his work group.

relationships. A harmonizer mediates conflict through reconciliation or
humor.

Blooms: Apply
88. Which of the following statements regarding sexual harassment is true?
(p. 288)
A. Men and women experience the same level of sexual harassment in the
workplace.
B. The problem of sexual harassment is no longer an issue in the

workplace.
C. Women typically perceive a broader range of behaviors as sexual

harassment than what men perceive.
D. It is impossible for men and women to work constructively in group

settings.
E. White women typically experience more sexual harassment than women

from minority groups.
A meta-analysis of 62 studies found women perceiving a broader range of

behaviors as sexual harassment, as opposed to what men perceived.
Women and men tended to agree that sexual propositions and coercion
qualified as sexual harassment, but there was less agreement about other
aspects of a hostile work environment.
AACSB: Analytic
Blooms: Understand
89. Sex-stereotyped jokes are examples of _____.
(p. 288)
A. sexual propositions
B. role overload
C. role ambiguity
D. role conflict
E. derogatory attitudes
Sex-stereotyped jokes are examples of impersonal derogatory attitudes.

These are sexual harassment behaviors that reflect derogatory attitudes
about men or women in general.
Refer: Table 10-5
AACSB: Analytic
Blooms: Remember
90. Mark has been harassing Julia for a number of days. Ever since she clearly
(p. 288)
indicated that she is not interested in him, he has been making obscene
phone calls to her. Mark's behavior is an example of _____.
A. sexual proposition
B. personal derogatory attitude
C. physical sexual contact
D. sexual coercion
E. unwanted dating pressure
Mark's behavior is an example of personal derogatory attitude. Obscene

phone calls and belittling the target's competence are example of personal
derogatory attitude.
Refer: Table 10-5
AACSB: Analytic
Blooms: Remember
91. _____ occurs when an individual's judgment is distorted by the unanimous
(p. 290)
but incorrect opposition of a noncohesive group.
A. The Asch effect
B. Role overload
C. Role conflict
D. Groupthink
E. Social loafing
Social psychologist Solomon Asch conducted a series of laboratory

experiments that revealed a negative side of group dynamics. The Asch
effect occurs when an individual's judgment is distorted by the unanimous
but incorrect opposition of a noncohesive group.
AACSB: Analytic
Blooms: Remember
92. _____ occurs when a cohesive group is unwilling to realistically view
(p. 292)
alternatives.
A. The Asch effect
B. Role overload
C. Role conflict
D. Groupthink
E. Social loafing

alternative courses of action." He adds, "Groupthink refers to a
deterioration of mental efficiency, reality testing, and moral judgment that
results from in-group pressures."
AACSB: Analytic
Blooms: Remember
93. Which of the following is a symptom of groupthink?
(p. 292)
A. Reduced group cohesiveness
B. Unanimity among group members
C. Effective decision making
D. Inherent morality
E. Unhindered self-expression

alternative courses of action." Inherent morality is a belief that encourages
the group to ignore ethical implications. It is one of the symptoms of
groupthink.
Refer: Figure 10-5
AACSB: Analytic
Blooms: Understand
94. Dave does not agree with the decision that has been made by his group.
(p. 292)
However, he does not voice his opinion. This is an example of _____ which
is a symptom of groupthink.
A. invulnerability
B. self-censorship
D. inherent morality
E. mindguards
This is an example of self-censorship. Self-censorship or the stifling critical

debate is a symptom of group think. According to Janis "Groupthink refers
to a deterioration of mental efficiency, reality testing, and moral judgment
that results from in-group pressures."
Refer: Table 10-5

Blooms: Apply
95. Christina is the leader of a highly cohesive group. She and a few other
(p. 292)
members of her group propose a plan of action. Even though some group
members do not like the plan, they remain silent. Christina interprets their
silence as consent. This symptom of groupthink is known as _____.
A. invulnerability
B. self-censorship
D. peer pressure
E. mindguard
This symptom of groupthink is known as illusion of unanimity. Janis defines

groupthink as "a mode of thinking that people engage in when they are
deeply involved in a cohesive in-group, when members' strivings for
unanimity override their motivation to realistically appraise alternative
courses of action." Illusion of unanimity is a symptom of groupthink where
silence interpreted to mean consent.
Refer: Figure 10-5

Blooms: Apply
96. Which of the following is true about groupthink?
(p. 293)
A. Highly cohesive groups always have moderate levels of confidence in

their decisions.
B. Highly cohesive groups always produce better decisions than moderately

cohesive groups.
C. Moderately cohesive groups tend to produce better decisions than high-

cohesive groups.
D. Highly cohesive groups typically produce better decisions than low-

cohesive groups.
E. Groups with low cohesiveness tend to produce better decisions than

moderately-cohesive groups.
Laboratory studies using college students as subjects validate portions of

Janis's groupthink concept. Specifically, it has been found that groups with
a moderate amount of cohesiveness produce better decisions than low- or
high-cohesive groups.
AACSB: Analytic
Blooms: Remember
97. One way to prevent groupthink is to _____.
(p. 293)
A. assign only challenging and important tasks to groups
B. assign each member of the group the role of critical evaluator
C. stifle the objections and doubts of group members
D. stick to the consensus once it is reached
E. encourage higher group cohesiveness
Janis believes prevention is better than cure when dealing with groupthink.
One of his recommendations is that each member of the group should be
AACSB: Analytic
Blooms: Remember
98. Assigning someone the role of devil's advocate when discussing major
(p. 293)
alternatives is a way to:
A. prevent groupthink.
B. avoid the role conflict.
C. decrease social loafing.
D. lower role ambiguity.
E. reduce role overload.
One of Janis' recommendations to prevent groupthink is that someone

should be given the role of devil's advocate when discussing major
alternatives. This person tries to uncover every conceivable negative factor.
AACSB: Analytic
Blooms: Remember
99. The tendency for individual effort to decline as group size increases is
(p. 293)
referred to as _____.
A. the Asch effect
B. role overload
C. role conflict
D. groupthink
E. social loafing
The tendency for individual effort to decline as group size increases has
come to be called social loafing. Management can curb this threat to group
effectiveness by making sure the task is challenging and perceived as
important.
AACSB: Analytic
Blooms: Remember
100. One way to counteract social loafing is to _____.
(p. 294)
A. assign only simple tasks to the group
B. encourage all members to voice objections and doubts
C. hold individual members accountable for certain identifiable tasks
D. encourage the usage of social media in the workplace
E. increase the size of work groups
Social loafing can be curbed by holding group members personally

accountable for identifiable portions of the group's task. One way to do this
is with the stepladder technique, a group decision-making process proven
effective by researchers.
AACSB: Analytic
Blooms: Remember
Essay Questions
101. What are the key issues in each stage of the Tuckman's group development
(p. 274-
process?
275)
Tuckman's five-stages of group development include forming, storming,

norming, performing, and adjourning. Key issues in the forming stage
include figuring out who's in charge, what are the roles of each member,
and what are the goals of the group. If a formal leader does not assert his
or her authority, another member will typically step in to fulfill the group's
need for leadership and direction. In the storming stage, individuals test the
leader's policies and assumptions and try to determine where they fit into
the power structure. Subgroups form and subtle forms of rebellion may
occur. Key issues in the norming stage include enhanced feelings of team
spirit and group cohesiveness. In the performing stage the group is focused
on solving task problems. Contributors can get their work done without
getting in the way of other members. A climate of open communication and
cooperation exists. Key issues in the adjourning stage include dealing with
a sense of loss among members.
AACSB: Analytic
Blooms: Understand
group decay.
102. Distinguish between roles and norms. Why do norms exist in
(p. 277,
organizations?
278,
280,
281)
Roles are sets of behaviors that others expect of an individual in a

particular position. Individuals may suffer from role overload when others'
expectations exceed one's ability. Role conflict occurs when others have
conflicting or inconsistent expectations of the focal person. Role ambiguity
occurs when the focal person does not know what is expected of him or
her. In contrast to roles, norms are more encompassing. A norm is an
attitude, opinion, feeling, or action shared between people that guide their
behavior. Norms exist because they help organizational members work
together more effectively. In short, they help the organization survive. They
clarify behavioral expectations, help individuals avoid embarrassing
situations, and clarify the central values and unique identity of the group or
organization.
AACSB: Analytic
AACSB: Communication
Blooms: Understand
103. How does a manager decide the optimum size of a work group?
(p. 285-
286)
The optimum size of the group depends on the purpose of the group. If a
high-quality decision is the main objective, then three to five members are
appropriate. However, if the objective is to generate creative ideas,
encourage participation, socialize new members, engage in training, or
communicate policies, then groups much larger than five could be justified.
However, there is an upper limit to effective group size. Research indicates
the positive effects of team-building activities diminish as group size
increases.
AACSB: Analytic
Blooms: Understand
104. Describe the differing communication styles of men and women in work
(p. 286-
groups. What can be done to ensure that everyone's view is presented?
287)
Research has shown significantly different communication patterns in

mixed-gender groups. Men interrupted women significantly more often
than they did other men. Women tended to interrupt less frequently and
less successfully then men, but interrupted both men and women equally.
In male-dominated groups, both men and women exhibited higher levels of
interruption behavior. It's up to the manager, either informally or through
formal communication techniques, to make sure everyone has a chance to
contribute his or her insights.
AACSB: Analytic
Blooms: Remember
105. What is cyberloafing? Describe some measures that can be taken to
(p. 294-
remedy this threat to group effectiveness.
295)
Cyberloafing involves spending work time on the Internet for nonwork

activities; this could include shopping, managing an online business,
surfing the Web, e-mailing jokes, updating social media accounts, Twitter,
etc. The following measures can be used to curb cyberloafing: fair and just
employee computer monitoring; internet, social media, and e-mail usage
policies; and establishing norms of appropriate Internet use among
employees.
Feedback: Refer: Table 10-6
AACSB: Analytic
Blooms: Remember
Another random document with
no related content on Scribd:
We witnessed a somewhat curious incident on our way back.
Going down the steep zig-zag road a big motor ambulance waggon
failed to take one of the sharp curves sufficiently to get on to the
straight run beyond, and was only brought up by the brake on the
extreme outer edge of the road, which, as it happened, had no
parapet at this particular spot. It was in imminent danger of going
over, a drop of at least a hundred feet.
There was no lack of help, as there was an endless line of traffic
going both ways, and it was, of course, all held up by the
occurrence, so many willing hands were forthcoming. Big stones
were carefully placed under the wheels to prevent any forward
movement of the heavy vehicle.
Then suddenly, to the surprise and amusement of everyone, the
least severely wounded occupants jumped out of the wagon, and, in
spite of their bandaged condition, vigorously assisted in pushing it
back to safety.
CHAPTER XIV
Slow but certain progress on the Trentino front—An open secret—

The mining of the Castalleto summit.—Carried out by Alpini—
Recapture of Monte Cimone; also by Alpini—Heroic exploits—Udine
one’s pied à terre—An ideal “News centre”—The Isonzo Front—The
old days of the war correspondent as compared with the present
conditions—Well to be prepared—Returning to Udine for lunch—
Attracting attention—Unjustifiable—Things quiet at the Front—
Unusual heat of the summer—Changeable weather at Udine—Early
days of August—Increasing activity in the Isonzo Sector—Significant
fact—Communiqué of August 4th—The communiqué of the following
day—General attack by Italians all along this Front—Arrange start
for scene of action—My car companions 6th August—Magnificent
progress everywhere—Afternoon news—Capture of Monte Sabottina
announced—We make for Vipulzano—On the road—Stirring scenes
—“New” regiments—“Are we down-hearted”—The penchant for
Englishmen—A cortège of prisoners—Like a huge crowd of beggars
—Half-starved and terror-stricken strapping young fellows.
CHAPTER XIV
The success of the counter-offensive of General Cadorna in the
Trentino had a cogent bearing on the stirring events which were to
take place a few weeks later. Meanwhile, as I have pointed out, the
Austrians, although pushed back, were by no means beaten, and
during the whole of the month of July the Trentino Front loomed
large in the communiqués.
Slow but certain progress was continually being reported, and if
nothing startling in the shape of an advance could be recorded, it
was satisfactory to note that the Italians were without a doubt holding
up the greater part of the entire Austrian Army on this Front alone.
This has been demonstrated beyond controversy, and in itself was
no mean achievement, and spoke volumes for the tenacity and
endurance of the Italian soldier, for it must not be overlooked that
this Army was not composed of the offscourings of the Dual Empire,
but its crack regiments, and commanded by its most distinguished
officers.
It was an open secret that had it not been for an error of judgment
and generalship on the Italian side, the Austrians would never have
been so near achieving success.
The sudden mise en retraite of one of the best known generals,
together with several divisional officers, bore this out, and proved
that General Cadorna will not overlook incompetency at a critical
moment, however high-placed may be the offender, or what his
previous record may be. This faculty, if one can so term it, of coming
to rapid decisions and holding by them is one of the most
characteristic traits of the Italian Generalissimo.
In the Trentino the weeks following the great push may, therefore,
have appeared quiet in comparison with what had taken place during
these exciting days, but they were by no means uneventful; on the
contrary, they were marked by two exceptionally brilliant exploits
which, as was seen, had considerable influence on operations
elsewhere, and went far to consolidating the Italian gains.
The mining and blowing up of the important Austrian position on
the Castalleto summit, east of the peak of Col dei Bos, was one of
these feats.
The work was entrusted to the Alpini, and was brilliantly carried
out, as may be imagined, for the Alpini never do things by halves.
With infinite perseverence, and in the face of continual difficulty, and
peril, a tunnel some twelve hundred yards in length was bored, an
immense charge of dynamite was exploded, and the whole of the
Austrian force that occupied the summit was buried in the wreckage.
This success restored to the Italians the command of the
Dolomites Road, and enabled them to resist all attempts on the part
of the Austrians to regain the position.
The other great event of the month was the recapture of Monte
Cimone, the mountain which towers above Arsiero. This exploit was
also accomplished by the Alpini.
The table-like summit had been in the possession of the Austrians
since the latter part of May, and had been transformed by them into
a veritable citadel, and one of the strongest points on their line of
defence in this region.
The Alpini, as was to be expected from these mountaineering
athletes, set out without hesitation to accomplish what must have
looked like the impossible to the ordinary soldier, though it was really
but a repetition of previous heroic exploits of a like nature.
It appeared to me as a layman, incredible that anything but a
chamois could clamber up the cliff-like front of Cimone—that any
human being could do it never occurred to me for a moment.
It looked a sheer impossibility, yet the Alpini did it, and in spite of
the plunging fire from machine guns on the summit, and the shells
from flanking batteries at Settecase further up the valley of the
Astico.
Verily these soldier mountaineers have well merited the eagle
plumes that adorn their Tyrolean hats.
I have recounted these exploits, because they appeared to me to
exemplify the burning enthusiasm that animated the troops, and
made them eager to undertake anything that was asked of them.
From what one could gather, scarcely a day passed without some
unrecorded deed of daring being accomplished.
Of course it was not possible for a correspondent to learn
beforehand any details of the operations about to be carried out, so,
in the event of anything big happening, it was purely a matter of luck
being on the spot or anywhere near it.
For this reason one made of Udine a pied à terre, as it was
obvious there was nothing to be gained by motoring from place to
place on the offchance of seeing something dramatic. At
Headquarters one got to know anything there was in the shape of
news, and one could arrange one’s movements accordingly.
From the point of view of the journalist, the Censorship Club-room
was an ideal “news” centre, since it is not absolutely necessary for
him to see what he writes about—so much can be done from
hearsay—but for me, as an illustrator, it was obviously a very
different matter, and doubtless I missed many a good subject for my
pencil through not being fortunate enough to be in the vicinity when
some dramatic incident was taking place.
It has always struck me that a pen picture has therefore an
advantage over a pencil one. You can, if forced to, make it through
the medium of your ears, and your eyes are not essential for its
accuracy, as is the case with an artist’s notes.
For several weeks the correspondents were all gathered together
at Udine, and only left it occasionally for short excursions.
The Isonzo Front was, from the motoring point of view, so short a
distance away that you could start off in the car at six o’clock in the
morning, be right up to the firing line by half-past seven, see all there
was to see and be back in Udine easily in time for lunch. This, of
course, would not have been possible before the advent of the petrol
engine.
In the old days of the war correspondent, when he could only get
about by means of horses, a “trip” such as is now made easily in a
morning would have meant a real “journey” of probably a couple of
days, and providing himself with food and probably sleeping outfit as
well, so as to be prepared against all contingencies.
With the car we could, bar accidents, time our return to a minute
almost, if we wanted to; and it was really remarkable how seldom
any contretemps occurred on the road—an occasional puncture,
nothing more.
Such confidence, in fact, did the Italian correspondents place in
their cars, or the offchance of “getting something somewhere,” that
they hardly ever guarded against accidents by providing themselves
with food and drink when on an excursion, and my companions were
always surprised when I insisted on taking a parcel of creature
comforts for us all, in case we wanted them, for I had discovered
what it meant to be really hungry and thirsty.
The least severely wounded occupants jumped out of the
wagon (see page 179)
To face page 186
One day, when visiting a position, I had forgotten to take anything

with me, but consoled myself with the idea that I should at least be
able to get a crust of bread and a drink of wine on the way.
But it turned out that we were in an outlying district, so I had to pay
the penalty of my forgetfulness by being famished all day, as one
does not like to ask anything of the soldiers if one can help it: they
usually only have sufficient for themselves, and would be too good-
natured to refuse you.
Returning to Udine for lunch, to my mind, always gave a touch of
the unreal to the scenes you had just witnessed.
There were, as I have said, several really decent restaurants in the
town, where everything was well served, and the appointments were
quite good. These would be crowded of a day, and one always saw
many ladies at lunch-time and dinner.
At one or other of these places you could be sure of meeting
friends, and as one was usually much too hot and tired after a long
motor drive to trouble to go back to one’s rooms to change, you
would drop into a restaurant just as you were, in campaigning kit,
and covered with dust or mud.
It generally happened, therefore, that you attracted as much
attention amongst the well-dressed habitués of the place as if you
were “got up” for a fancy-dress ball.
At times, when one came back after a surfeit of horrors, it almost
seemed unjustifiable to be sitting down to a civilised meal in a
cheerful restaurant.
Of course it goes without saying that Udine was not by any means
inclined to be light-hearted, and usually the sole topic of
conversation everywhere was “la Guerra” and the operations on the
different Fronts.
There was an entire absence of excitement at all times, in spite of
the daily thrills provided us by the local press, and the arrival in the
evening of the big daily papers of Milan, Rome, etc.
When things were quiet at the Front, life in Udine was stagnant,
and I often used to wonder what the Italian correspondents could
find to write or wire about every day, for they always seemed to be
hard at it, even when the communiqués were of the very briefest
character.
Meanwhile events were undoubtedly shaping well, and day by day
one heard of minor successes in Trentino, and steady Italian
progress all along the line.
It was only what we all expected, but there was nothing yet of a
sufficiently startling nature going on anywhere to induce one to start
on motor trips to witness long range artillery duels.
Moreover, you had got to know every mile almost of the road
leading to the front lines, and it ended by becoming as monotonous
as it had been interesting at first, as you seldom saw any change.
The guns were always booming in the distance, the “drachen”
hung motionless in the still air, and Taubes came over and were fired
on assiduously but generally without result by the anti-aircraft guns.
Fresh subjects for one’s sketch book became more and more
difficult to find. It was a period of comparative suspense so far as
one was able to judge, and as combined with this, it was a summer
of unusual heat even for Italy, a good deal of superabundant energy
was necessary to rouse you to activity when there was so little to call
for it.
Udine was also bearing out its evil reputation of having the most
changeable weather of any place in Italy. Three fine days and a
thunderstorm became a bit monotonous, however much you might
get used to it.
In the early days of August there was every indication that the
period of quiescence was coming to an end, and the communiqués
began to refer persistently to increasing activity in the Isonzo sector,
and the Trentino was barely mentioned.
The atmosphere for some days past had been charged with
rumours that big events were impending, but one got so used to
rumours here that no undue importance was attached to the latest.
You could only hope that there was some truth in it, as one was
beginning to get heartily sick of doing nothing.
Still it was a significant fact that the King and General Cadorna
had been frequently seen in this sector during the preceding week
and that important movements of troops and materiel were taking
place daily.
It was not, however, till the 4th August that there were any real
indications that rumour for once was true.
In his communiqué of that date the Generalissimo concluded with
a line which, read in the light of subsequent events, was pregnant
with historic interest: “On the Isonzo, commencement of very active
fire with heavy shells.”
The communiqué of the following day gave the welcome
intelligence that there had been a vigorous attack in the Monfalcone
sector, and that 145 prisoners, amongst whom were four officers,
had been taken.
After this there appeared no doubt that something really important
was afoot, and this was confirmed by news that came in during the
day that a general attack by the Italians all along this Front was
rapidly developing.
There was no hesitation about leaving Udine now, and the
correspondents prepared to start at once. I arranged for a seat in the
car of Gino Piva, of the Resto del Carlino, of Bologna, and with us
was Roberto Cantalupo, of the Corriere d’Italia, of Rome.
Meanwhile one could hear the thunder of the guns in Udine, and
from the terrace of the castle the smoke of the bursting shells on the
hills was quite distinctly visible, although forty miles away, and during
the night the flashes from the guns looked like distant lightning.
On the 6th of August the whole town was agog with excitement all
day, and news arrived almost every hour with the welcome
intelligence of magnificent progress everywhere.
As it was already rather late to make a start, we decided to wait till
the following morning before leaving, in order to be better able to
judge from the news that came in the meantime which would be the
best point to make for, a somewhat important consideration.
We did not want to waste time and petrol rushing about all over
the country, and one knew from previous experience that it was
generally only at Headquarters that reliable information could be
obtained.
Out in the country nobody ever seemed to know anything of what
was going on a mile away from his own section. As it turned out, it
was particularly fortunate we deferred our departure.
Late in the afternoon the news reached Udine that the first line of
the Austrian defences from Monte Sabottina to Monte San Michele
had been completely destroyed by the terrific bombardment of the
Italian artillery, and that the infantry were preparing to advance.
Later it was announced that Monte Sabottina itself, the key of the
defences of Gorizia, had been captured and many prisoners taken.
Events were indeed marching with startling rapidity.
We got away shortly after five in the morning, as there was no time
to lose, the way things were shaping. I learned we were to make for
Vipulzano, the Headquarters of General Capello, the commander of
the sixth corps d’armée operating in the Sabottina zone, and where
from all accounts, we should get a capital point de vue if the attack
developed further, as it is only three miles from Monte Sabottina
itself.
We went via Cormons, and, as might have been expected, there
was a big movement of troops all along the road. The offensive had
evidently been so well timed and pre-arranged that everything was
already on the spot and in readiness to proceed anywhere at a
moment’s notice. The capture of Sabottina was no haphazard slice
of luck, but the result of a well-matured coup.
We passed several “new regiments” of infantry on their way to the
trenches, and one could not fail to be greatly impressed by their
smart appearance. Well clothed and shod, their accoutrements and
arms in perfect condition, they looked fit to go anywhere and capable
of holding their own against any troops Austria could put up. The
men were bubbling over with animal spirits and enthusiasm, and we
came in for a lot of good-natured banter as we drove past.
As I was in khaki there was no mistaking my nationality, and they
seemed delighted to see an Englishman. In fact, I heard several real
cockney remarks made for my benefit by fellows who had evidently
lived in England, such as:
“Are we down-hearted?”
“Give my love to London,” which elicited much laughter from their
comrades, and cries of viva l’Inghilterra.
In this connection I must say that the penchant for Englishmen and
everything English was quite remarkable amongst the soldiers
everywhere at the Front, and I am convinced that most of the good-
fellowship shewn to me whilst in Italy was chiefly by reason of this
sympathy rather than from anything personal.
In a village through which we had to pass we were held up for
nearly three-quarters of an hour, whilst a long column of prisoners
from Sabottina passed.
There must have been over three thousand, and it would be
difficult to imagine a more depressing spectacle than this long
cortège of weary, dispirited men, plodding moodily through the
ruined village. The convoy was guarded by soldiers, and the
inevitable carabinieri on horseback.
Had it not been for the uniformity of colour, which was, however,
but a semblance of the original field-grey, and their head-gear, there
was scarcely anything to indicate that only a few hours previously
these had all been fully armed and equipped soldiers.
It looked almost like a huge crowd of beggars going past, for most
of the bedraggled men were in rags, and very few had any
belongings, and all had a half-starved, terror-stricken appearance
that was pitiable.
As a matter of fact, many of them we learned had not eaten or
drunk anything for several days, the awful intensity of the fire of the
Italian Artillery having prevented any supplies reaching them.
Several were badly wounded, and limped along painfully or were
assisted by their comrades.
So many stories have been going around the Press of the
degeneration of the Austrian Army, that I was astonished to see that
most of the prisoners were strapping young fellows. From what I had
read, I should have expected a preponderance of old men and
weedy youths.
If these were specimens of the troops Austria is still able to put in
the field, then she cannot yet be in such a condition of délabrement
as has been stated.
CHAPTER XV
The commencement of the battle for Gorizia—We approach scene of

action—Sheltered road—Curious “Chinese” effect—Headquarters of
the 6th Corps d’Armée—Cottage of British Red Cross—Our cordial
reception by General Capello—A glorious coup d’oeil—Wonderful
spectacle—The Socialist Minister Leonida Bissolati—More good
news received—The scene before us—Explanation of word
“Monte”—Continuous line of bursting shells—Country in a state of
irruption—No indication of life anywhere—Not a sign of troops—My
motor goggles—Curious incidents—“Progress everywhere”—Colonel
Clericetti announces good news—Capture of Gorizia bridge-head—
Excited group of correspondents and officers—Arrange start at once
with two confrères for fighting Front—Our plan—The thunder of the
guns—The rearguard of advancing army—Our pace slackened—
Miles and miles of troops—Wonderful spectacle of war—Mossa—Go
on to Valisella—Machine guns and rifle fire—Ghastly radiance—
General Marazzi’s Headquarters—Not allowed proceed further—
Decide make for Vipulzano—Arrive close on 10 o’clock—Bit late to
pay visit—General invites us to dinner—Large party of officers—
Memorable dinner—Atmosphere of exultation—News Austrians
retreating everywhere—Thousands more prisoners—Dawn of day of
victory—I propose a toast—On the terrace after dinner—Battle in full
progress—Awe-inspiring spectacle—Little lights, like Will-o’-the-
Wisps—Amazing explanation—Methodical precision of it all—
Austrian fire decreasing gradually—Time to think of getting back to
Udine and bed.
CHAPTER XV
As we got nearer the scene of action it was as though we were
approaching a thunderstorm; the roar of the guns was absolutely
continuous.
The road now began to present a very curious appearance. For
several miles it was bordered on either side with high screens of
straw matting hung from poles, and wide strips of the same material
were hung across the centre; the object of this being to hide
movements of troops and convoys from the view of the Austrian
gunners or the prying eyes of airmen.
Quite a “Chinese” effect was produced by this curious screening of
the road. These “postiches,” as I believe they are called, have long
been used on the Western Front, but it was the first time I had seen
them here.
The sensation of driving through these “sheltered” roads was
almost eerie, as you knew that any moment a shell fired at random
might come through the matting, as it was all in full view of the
Austrian batteries.
This, in fact, not infrequently happens, I was told, when the artillery
is particularly active. The idea of the enemy evidently being to
attempt to create a feeling of insecurity and check the va et vient
along the road, but in this they have not succeeded, as the roads are
used as freely as ever.
In other places the screens and traverses were made of
brushwood, which appeared to me to be perhaps more effective, as
they were not so visible at a distance as the square patches of
yellow matting.
The headquarters of General Capello, the commander of the 6th
Corps d’armée, were in a large and picturesque house standing in its
own grounds on a slight acclivity off the road, and about as near to
the operations as one could get that day; in fact, a battery was
stationed in a vineyard within a hundred yards of the building, and
was firing with clockwork regularity the whole time we were up there,
whilst the Austrian shells in reply were bursting much too near to us
to be pleasant.
A cottage on the opposite side of the road had been taken by the
British Red Cross Society, and fixed up as an emergency station.
One of their big ambulance waggons, with an English chauffeur in
khaki, was waiting outside.
The General received us with marked cordiality, and readily gave
his permission for us to go wherever we chose in the vicinity, but
there was no need to go far, for, as it turned out, one could not have
hit on a spot better situated for getting a panoramic view of the
battlefield.
There was a broad terrace at the back of the house, from which
one obtained a glorious coup d’oeil of the whole area from Monte
Sabottina to the Carso, and here we found a group of staff officers
keenly watching the wonderful spectacle with the aid of a powerful
telescope on a tripod.
There were two civilians amongst them who looked strangely out
of keeping with the martial surroundings. One of these, an elderly
man, was the famous Socialist Deputy, now a Cabinet Minister,
Leonida Bissolati, who was making a tour of the Front, accompanied
by his private secretary, Cavaliere Eusebio Allamandola. There was
also another Deputy present, Signor Arci, but he was in the uniform
of a sub-lieutenant of artillery.
Everyone was very elated, as well they might have been
considering the way things were shaping for the Italians, the General
telling us that further good news had been received that morning and
that still more prisoners had been taken.
So far as one could judge the action was still in the nature of a
colossal artillery duel, but the scene before us was so vast that it
took some little time to grasp the full import of what was taking place.
I will depict it roughly in order to convey some idea of our position.
On our left was Monte Sabottina. In front of us was Monte San
Gabriele. The richly wooded undulating plain of Friuli, dotted with
villages, stretched away from below the terrace.
In the distance, a couple of miles or so away, was the Podgora
Ridge, bristling with gaunt tree-stumps; beyond it you could just
distinguish the houses of Gorizia. To the right was the Carso and
Monte San Michele, some five miles away.
It may be mentioned here that the word “Monte” in Italian does not
necessarily signify a “mountain” as it is understood in English. The
Italian “Monte” is a very elastic term, and, according to the dictionary,
may mean a mountain, a hill, or a heap. Monte San Michele in the
Carso, for example, is an ant-heap as compared with, say, Monte
Cristallo in the Alps, but they are both referred to as “Monte.”
I mention this because so many people I have met speak of the
Carso and the lower Isonzo round Gorizia as a mountainous region,
whereas the elevations there are merely in the nature of “foothills.”
However, to revert to the spectacle we had before us at Vipulzano.
From Monte San Gabriele to Monte San Michele, a distance of,
roughly, nine miles, was one continuous line of bursting shells of
every calibre; it never ceased for a moment, and this we were told
had been going on without a lull for forty-eight hours.
The whole country appeared to be in a state of irruption, and
columns or smoke of various colours and fantastic shapes were to
be seen rising everywhere like embryo volcanoes.
All this, combined with the incessant thunder of the guns near and
far, and the crash of the explosions, was positively blood-curdling.
Meanwhile the Austrian artillery was returning shell for shell
apparently, and the Italians were not having it all their own way,
though, as it turned out, the Austrian defensive had no backbone to
it, and its weakness was becoming more and more evident as time
went on.
Seen through the telescope, the desolation of the countryside was
revealed in all its horrors. At a first glance it was a rich and smiling
landscape bathed in the glorious sunshine of an Italian summer
morning, but one soon discovered that the white houses of the
villages were now but heaps of ruins.
There was no indication of life in them anywhere—the God of war
reigned supreme.
Along the roads there was not a sign of troops nor of any military
activity, yet hidden in the dense woods, we were told, masses of
troops were concealed waiting the signal to advance as soon as the
artillery had finished its work.
I was making a sketch when a shell burst somewhat nearer to the
terrace than was agreeable, and shortly after came another.
To my surprise then an officer hurried across to us and said, in
French, that the General would feel very much obliged if I would sit
in a less exposed position, as the sun was catching the glass of the
motor goggles I was carrying on my cap, and was attracting the
attention of an Austrian battery opposite.
And day by day one heard of minor successes in Trentino (see page 188)
To face page 198
I did not require to be asked twice; one well-aimed shell of the

calibre they were using would, I knew, have made short work of the
Headquarter chateau.
There is a certain monotony in watching an artillery duel, and as it
was quite uncertain how long this one would last, my companions,
after we had been there about a couple of hours, decided that the
best thing to do was to return to Udine to get off their “copy,” and as I
had some sketches I wanted to work up this suited me also.
“Progress everywhere” was reported the following morning, and
there was an air of suppressed excitement in the town. Everyone
seemed to have the idea that we were on the eve of important
events. And so it turned out.
About four o’clock in the afternoon I went to the Censorship to
have tea, and on the stairs I met Colonel Clericetti; he was positively
beaming with joy. “Have you heard the news?” he exclaimed in
English and wringing me effusively by the hand (for two pins I think
he would have embraced me!)
“We have captured the Gorizia bridgehead, and it is rumoured that
at any moment the troops may get into Gorizia itself.”
This was indeed wonderful tidings, and I felt I must be off again at
once if possible to get some sketches. In the Press-room there was
an excited group of correspondents and officers discussing the
victory.
My confrères with whom I had made the excursion the previous
day were not there for the moment, so in order not to lose time, I
looked round for someone else who might have a vacant seat in his
car, and was not only lucky enough to find one, but also with two
men who were starting immediately.
I hastened back to my lodgings to put together a few things in my
rucksack, as one could not tell how long we might be away or what
might happen.
The news was spreading like wildfire through the town. On the
place Vittorio Emanuele, a crowd was beginning to gather; on all
sides one heard the name of Gorizia.
In the main street the inhabitants were already preparing to put up
flags. It was like the sun coming out after a storm; an air of relief
after the tension of so many long months was discernible on every
face.
Owing to some trouble with the car and my companions being
delayed by telegrams they had to send, it was getting towards
evening by the time we got away, but we found the road was pretty
free to start with; so we made up for lost time by dashing along at top
speed.
My car mates were Rino Allessi, of the Secolo, of Milan, and
Giovanni Miceli, of the Prensa, of Buenos Ayres also an Italian
correspondent, but for the nonce representing this South American
paper.
Both of them spoke French and were jolly good fellows, though for
the matter of that, all the Italian correspondents up at Udine were
charming, and one could not have come across a more genial and
good-natured group of men anywhere.
Our plan was, of course, to get as near the fighting as possible,
and with this idea we were making for Mossa, which is about a mile
and a half from the Gorizia bridgehead, and where we had been
informed we should find the Headquarters of General Marazzi, the
Divisional Commander, from whom we hoped to get permission to go
on further.
When we had passed Cormons the thunder of the guns, which we
had heard all the way, appeared to increase in intensity till it
resembled a continuous roll of thunder, and always getting nearer.
The road now began to be congested, clouds of dust told us we
had caught up with the rearguard of the advancing army, and our
speed had to be slackened considerably. In places, in fact, we were
hung up altogether, but it was no use worrying about it; our pace was
being regulated, we found, by a monster gun just ahead, drawn by a
traction engine.
There seemed to be miles and miles of troops, infantry, cavalry,
and artillery.
The sun was setting, and in the waning light the interminable
column presented a spectacle of war that I shall never forget.
We were challenged by a patrol just before we got to Mossa, but
had no trouble whatever, as our passes were quite in order.
We learned that the Divisional Headquarters were at Valisella,
quite close by, but away from the main road, so we made our way
there. To get away from the dust for a little while was indeed a relief;
we had been almost choked with it, and looked like millers.
It was now almost dusk, and we were so close to the fighting that
we could hear the machine guns and rifle fire in between the reports
of the guns.

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True / False Questions

1. Modern managers need a solid understanding of groups and group processes

3. A group is two or more freely interacting individuals who share collective

4. Individual goals are one of the sociological criteria of a group.

6. The basis of an informal group is friendship.

7. An organizational function of formal groups is to coordinate interdepartmental

8. Socializing and training newcomers is an individual function of formal groups.

9. An organizational function of formal groups is to develop, enhance, and

10. An organizational function of formal groups is to reduce the individual's

13. According to Tuckman's five-stage theory of group development, during the

14. Group cohesiveness is a major by-product of the performing stage of group

17. Interpersonal feedback remains constant during the group development

18. Interpersonal feedback typically becomes more specific as the group

23. A supportive, democratic, decentralized, and participative leadership style is

28. Roles are more encompassing than norms.

29. Nonconformists experience criticism and even ostracism.

30. Norms develop from critical events in the group's history.

35. The opinion seeker/giver clarifies key issues.

39. Odd-numbered groups are recommended if an issue is to be settled by a

41. Sex-stereotypes jokes are examples of sexual propositions.

42. Sexual bribery is an example of sexual coercion.

Multiple Choice Questions

A. A crowd on a street watching a parade

C. People standing in line at the store

D. People waiting for a bus

A. Reduce anxieties and feelings of insecurity

B. Satisfy the individual's need for affiliation

C. Socialize and train newcomers

D. Give individuals an opportunity to test and share their perceptions of social

E. Provide a problem-solving mechanism for interpersonal problems

53. Which of the following is an example of an individual function of a formal

A. Give individuals an opportunity to test and share their perceptions of social

B. Provide a problem-solving mechanism for complex problems

C. Generate new or creative ideas and solutions

D. Accomplish complex, interdependent tasks

E. Implement complex decisions

A. The Asch effect

61. According to Tuckman's five-stage theory of group development, the _____

63. As a group proceeds through the development process:

A. the amount of interpersonal typically feedback decreases.

B. the amount of positive feedback usually does not change.

C. the amount of negative feedback generally remains constant.

D. the credibility of peer feedback typically increases.

E. interpersonal feedback usually becomes more generalized.

67. A planning committee which consists of 10 members has been in existence

A. Role conflict tends to facilitates group development.

B. The credibility of peer feedback typically decreases as the group develops

C. Interpersonal feedback typically decreases as the group develops through

D. A participative leadership style is most effective early in group

E. Uncertainty about group deadlines tends to disrupt group development.

69. A _____ leadership style is most beneficial in a group's early history.

A. decentralized and participative

B. supportive and democratic