Organizational Behavior 10th Edition Kreitner Test Bank instant download all chapter

Organizational Behavior 10th Edition
Kreitner Test Bank

Go to download the full and correct content document:
https://testbankdeal.com/product/organizational-behavior-10th-edition-kreitner-test-ba
nk/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Organizational Behavior 10th Edition Kreitner Solutions

Manual
https://testbankdeal.com/product/organizational-behavior-10th-
edition-kreitner-solutions-manual/
Organizational Behavior and Management 10th Edition

Ivancevich Test Bank
https://testbankdeal.com/product/organizational-behavior-and-
management-10th-edition-ivancevich-test-bank/
Organizational Behavior and Management 10th Edition

Ivancevich Solutions Manual
https://testbankdeal.com/product/organizational-behavior-and-
management-10th-edition-ivancevich-solutions-manual/
Organizational Behavior in Education Leadership and

School Reform 10th Edition Owens Test Bank
https://testbankdeal.com/product/organizational-behavior-in-
education-leadership-and-school-reform-10th-edition-owens-test-
bank/
Organizational Behavior 13th Edition Hellriegel Test
Bank
edition-hellriegel-test-bank/
Organizational Behavior 12th Edition Schermerhorn Test

Bank
edition-schermerhorn-test-bank/
Organizational Behavior 15th Edition Robbins Test Bank
edition-robbins-test-bank/
Organizational Behavior 6th Edition McShane Test Bank
edition-mcshane-test-bank/
Organizational Behavior 1st Edition Neubert Test Bank
https://testbankdeal.com/product/organizational-behavior-1st-
edition-neubert-test-bank/
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:
147, the other 137 feet in frontage. At the three corners are massive
square towers, with angle turrets and crow-stepped gables. Besides
these towers, there are in the centre of the south front two other
projecting towers, which at 42 feet from the ground are bridged by a
connecting arch, eleven feet wide, the whole forming a grand and
most impressive mass of masonry called the “Seton” tower, a
magnificent centre to what is perhaps the most imposing front of any
domestic edifice in Scotland. At the south-east corner is the
“Preston” tower, built by Sir Henry Preston, and the earliest part of
the building, dating from the fourteenth century. In the south-west
stands the “Meldrum” tower, so-called from the succeeding
proprietors (1440-1596). They erected this part and the whole range
of the south front except the “Seton” tower already referred to, which
is a later addition. The Setons succeeded the Meldrums and it is to
Alexander Seton, Lord Fyvie and Earl of Dunfermline, that the castle
owes its greatest splendours. Besides planning this tower, he
ornamented the others with their turreted and ornate details. He also
built the great staircase, which is a triumph of architectural skill. It is
a wheel or newel staircase of grand proportions, skilfully planned
and as skilfully executed.
Fyvie Castle, South Front
The Gordon tower on the west was not added till the eighteenth
century, by William, second son of the second Earl of Aberdeen. Its
erection necessitated the destruction of the chapel. Here one may
see how the Renaissance ideas were creeping in, especially the
desire for balance and symmetry. Two of everything was beginning
to be the rule. One wing must have another to balance with it; one
tower another to make a pair.
20. Architecture—(_c_) Municipal.
After a period of declining taste in architecture, a revival began early
in the nineteenth century under the guidance of architects of genius
such as Archibald Simpson and John and William Smith. A great
improvement was thereby effected in the general aspect of the city of
Aberdeen, and their good work has been enhanced by that of their
successors. It is necessary to repeat that it was long before the local
granite came to its own. The earlier buildings of importance were all
of sandstone; to-day he would be a bold architect who suggested a
sandstone building in Aberdeen. The use of granite exercises an
indirect effect on architectural design. It lends itself to broad, classic,
monumental and dignified effects, while its stubborn quality is a
check against over-exuberance of detail, and fanciful, gimcrack
trivialities. The plainness of the buildings was often remarked upon
by strangers twenty years ago. The newer buildings are not without
adornment.
The County and Municipal Buildings (or the Town-House as it is
familiarly called) on the south side of Castle Street were opened in
1870. They form a magnificent pile which takes a high place
amongst provincial town-halls, as regards both vigour and originality
of treatment. The line of elliptical arches on the ground floor and of
small arcaded windows in the floor above make an imposing front.
The great tower, which rises to a height of 200 feet and dominates
the whole city, has the castellated turrets which we have seen to be
characteristic of Scottish architecture. It is curious to see how latter-
day architects have not been able to get away from this feature. It is
conspicuous even in such buildings as the Grammar School and the
new Post Office. The Municipal tower, if somewhat heavy-looking, is
on the whole effective. The small tower and spire on the east is the
old Tolbooth tower, of the seventeenth century, preserved by being
incorporated in the modern building.
Municipal Buildings, Aberdeen, and Town Cross
The next public building that should be mentioned is Marischal
College, recently enlarged at a cost of nearly
Marischal College, Aberdeen
£250,000. This is undoubtedly the finest piece of modern
architecture in the north of Scotland, and one of the most handsome
and graceful in the kingdom. The College at the end of the
nineteenth century was a work of the Gothic revival occupying three
sides of a quadrangle, with a tower in the centre of one side. This
tower has been remodelled and greatly heightened so that it is now a
rival to the Municipal tower in the same street. It is known as the
Mitchell tower, in compliment to the donor, the late Mr Charles
Mitchell of Newcastle, whose name is also associated with the public
or graduation Hall of the University. The old frontage of Marischal
College was a desultory line of commonplace houses, through which
by a narrow gateway entrance was gained to the quadrangle. These
have all been cleared away and now a stately pile bristling with
ornate pinnacles that sparkle in the sun fills the whole length of 400
feet.
No less impressive than the delicately chiselled front is the back view
of the College from West North Street, where a dip in the ground
displays to advantage the great mass of building, the Mitchell Hall
with its great Gothic window, its angle-turrets and lofty buttresses.
The Northern Assurance Office stands at the angle between Union
Street and Union Terrace. The clean surface and clear-cut lines of
the granite masonry are very pleasant to the eye. Union Terrace
contains some of the best modern buildings in the city—the Grand
Hotel, the Aberdeen Savings Bank, which though very simple is an
admirable specimen of a front specially designed for granite; the
Offices of the Parish Council and the School Board, original and
striking, the Public Library, the United Free South Church with its
graceful dome, and His Majesty’s Theatre—all serve to illustrate the
changes that are being rung on granite fronts in recent years.
The contrast between these more ornate buildings and the severely
classic simplicity of the Music Hall, a square block with a portico of
Ionic pillars, belonging to the early nineteenth century, shows what a
change in sentiment has taken place. The feature of all the
Aberdeen architecture is the careful, conscientious workmanship,
which always gives the impression of lasting solidity. The material is
so irresponsive that without hard labour, no effect is produced.
Union Terrace and Gardens, before widening of Bridge
Grammar School, Aberdeen
We can do no more than mention some of the other notable edifices
in the city. The Grammar School, erected in 1863, is a successful
application of castellated Gothic to a modern building—all the more
effective that it is well set back from the street. The contiguous Art
School and Art Gallery are modern buildings, each with an order of
columns and a pediment which break the long low line of the façade.
The elliptical arch that unites
Gordon’s College, Aberdeen
them gives access to Gordon’s College, the centre portion of which
is a piece of sober eighteenth century work. The wings and
colonnades were added subsequently. The Head Office of the North
of Scotland and Town and County Bank at the top of King Street has
its entrance porch at the angle with a colonnade of pillars. Near it is
the Town Cross, a hexagonal erection with Ionic columns and a
tapering shaft rising from the centre of the roof, with a heraldic
unicorn as terminal. It dates from the end of the seventeenth century.
In the panels of the balustrade are half-length portraits of Scottish
and British Kings (including the seven Jameses). It is a fine example
Bridge of Don, from Balgownie
of its class and was the work of a local mason. The royal portraits
are real and authentic. The Ionic screen or façade between Union
Street and the city churches gives some idea of the severely classic
architecture that was the vogue in Aberdeen nearly a century ago.
Old Bridge of Dee, Aberdeen
A word must be said about the chief bridges. Union Bridge has a
span of 130 feet, and was built in 1802 to facilitate the making of
Union Street. It was originally narrower than the street and has
recently been widened to meet the requirements of increased traffic.
The Bridge of Don (Balgownie), probably built early in the fourteenth
century if not earlier, throws its one Gothic arch over the deep
contracted stream of the river. A small bequest in the seventeenth
century for its maintenance has been so well husbanded that out of
its accumulations the cost of the new Bridge (£17,000), and other
buildings has been defrayed, and the capital value of the fund—
called the Bridge of Don fund—is to-day £26,500. The new bridge,
much nearer the sea and with five arches, was designed by Telford
and completed in 1830. The Old Bridge of Dee (with seven arches)
was founded by Bishop Elphinstone and completed in 1527 by
Bishop Gavin Dunbar. In 1842 it was widened 11-1/2 feet. The New
(Victoria) Bridge, a continuation of Market Street, was opened in
1882, since when quite a new and populous city has sprung up on
the south side of the river, entirely eclipsing the old fishing village of
Torry which formerly monopolised this side of the water.
21. Architecture—(_d_) Domestic.
The mansion-houses of the county, whether they are ancient
fortalices modernised by later additions or entirely modern buildings
erected within a century of the present time, deserve more space
than can be allotted to them here. They are of all types of
architecture, classical, renaissance, and composite, but there is no
doubt that the castellated, Scotch baronial, the traditional type so
common in the seventeenth century, still predominates.
Balmoral Castle
Foremost among them must be mentioned Balmoral Castle far up
the valley of the Dee. Built in 1853 of a light grey granite found in the
neighbourhood, it is composed of two semi-detached squares with
connecting wings, and displays the usual castellated towers, high-
pitched gables and conical roofed turrets. The massive clock-tower
rising to a height of 100 feet from amongst the surrounding leafage
and gleaming white in summer sunshine forms a pleasing picture.
The late Queen Victoria purchased the estate in 1848, and the
Prince Consort took a great personal interest in the design the
details of which are said to be modelled on a close study of Castle
Fraser, already referred to. For more than half a century it has been
a royal residence and though many additions and alterations have
been made in that time, the general picture of the edifice remains the
same to the traveller on the Deeside road. Two miles below is
Abergeldie Castle, which has been leased by the Royal Family for
many years. Its turreted square tower, old and plain and somewhat
cramped in space, serves as a contrast to the more spacious
modern mansion.
This region of the Dee has many mansions. Invercauld House,
reconstructed in 1875, is in the same manner, its chief feature being
a battlemented tower seventy feet high. The situation of Invercauld
at the foot of a high hill and backed by plantations of pine and with a
beautiful green terrace stretching to the river Dee is probably
unsurpassed in the district. As seen from the Lion’s Face Rock, a
perpendicular cliff on the south side of the river, this house of the
Farquharsons makes a striking picture not likely ever to be forgotten.
Farther up is Mar Lodge, the residence of the Duke of Fife, in the
horizontal and English domestic style. It was built so recently as
1898, and replaced a somewhat similar building destroyed by fire.
Glenmuick House, built in 1873, is in the Tudor style, strongly treated
and modified to harmonise with the rugged surroundings. The only
other Deeside mansion we can refer to is Kincardine Lodge, recently
built, a very fine building, based to a large extent on the plan of Fyvie
Castle, which we have already referred to as the grandest
castellated mansion-house in the north.
Cluny Castle
Donside is not so well furnished with stately and luxurious manor-
houses, but it has Castle Newe and Cluny Castle, the antique-
modern Place of Tilliefoure, Fintray House in the Tudor style,
Pitmathen in French Renaissance, each in its own way a work of art.
Midway between the two valleys is Dunecht House, which was built
for Lord Lindsay, a great authority on Christian art, and of which the
most striking feature is the great campanile in the Italian manner.
Haddo House
In the Ythan valley, Haddo House, the residence of the Earl of
Aberdeen, Lord Lieutenant of the County, belongs to the period of
the late English Renaissance, but additions have been made from
time to time. Crimonmogate, Strichen, and Philorth are classic.
It is a curious fact, worthy of mention, that the local masons have
almost developed a school of craftsmanship, by the thorough
conscientiousness and downright honesty
Midmar Castle
of their work. We have already remarked that Kintore and Inverurie
seemed to be the centre from which the sculptured stones radiated.
In the same region are the group of castles, Castle Fraser,
Craigievar, Midmar and Cluny (now destroyed), all within an easy
radius of the centre. Castle Fraser and Midmar were built by a
mason called John Bell, whose work was characterised by sterling
qualities. The art would almost seem to have been handed down
through several generations of craftsmen, for the modern Cluny
Castle and Dunecht House, as well as their chapels, besides other
palatial and extensive fabrics, were built entirely by local masons,
without any extraneous help. It seems as if the building art were
indigenous to this particular locality.
22. Communications—Roads, Railways.
In ancient times the chief means of communication between
Aberdeenshire and the south was the old South and North Drove
Road, which crosses the Cairn-o-Mounth from Fettercairn in
Kincardine, and, passing the Dye and Whitestones on the Feugh,
reaches the Dee at Potarch. It then ran along the hill to Lumphanan
and on through Leochel to the Bridge of Alford, thence to Clatt and
Kennethmont and along the valley of the Bogie to Huntly.
There was another—a supposed Roman road—which, coming up
from the direction of Stonehaven, crossed the Dee at Peterculter,
and, proceeding northward through Skene, Kinnellar, Kintore and
Inverurie, went on to Pitcaple. Thence it passed through Rayne and
across the east shoulder of Tillymorgan to what has been regarded
as a Roman camp at Glenmailen, and by the Corse of Monellie,
Lessendrum and Cobairdy, to the fords of the Deveron below
Avochie.
Another ancient road crossed the mountains from Blairgowrie by the
Spittal of Glenshee, over the Cairnwell, Castleton of Braemar, and
the upper waters of the Gairn to the valley of the Avon at Inchrory
and thence by Tomintoul to Speyside.

Organizational Behavior 10th Edition Kreitner Test Bank instant download all chapter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Organizational Behavior 10th Edition Kreitner Test Bank instant download all chapter

Uploaded by

Copyright:

Available Formats

Organizational Behavior 10th Edition

Kreitner Test Bank

Organizational Behavior 10th Edition Kreitner Solutions

Organizational Behavior and Management 10th Edition

Organizational Behavior and Management 10th Edition

Organizational Behavior in Education Leadership and

Organizational Behavior 12th Edition Schermerhorn Test

Organizational Behavior 15th Edition Robbins Test Bank

Organizational Behavior 6th Edition McShane Test Bank

Organizational Behavior 1st Edition Neubert Test Bank

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

C. directive and structured