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Fundamentals of Organizational Behaviour Canadian 5th Edition Langton Test Bank instant download all chapter
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Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
Answer: b
1 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Diff: 1
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
4) “What is communicated” is the actual physical product originating from the source
encoding. This is called
a. the channel.
b. the message.
c. jargon.
d. the medium.
e. the feedback loop.
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
6) Whenever Riley is at a meeting, he feels stress because he fears being asked a question
and having to respond to it in front of the group. Riley is experiencing
a. defensiveness.
b. communication apprehension.
c. feedback.
d. selective perception.
e. filtering.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
7) It is important to consider the ________ of the situation when deciding upon the
message, the communication channel, and the formality of the message.
a. defensiveness
b. goals
c. workplace
d. context
e. dimensions
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
9) Samir has to lay off a long-term employee as a result of the downturn in the economy.
Which communication channel would be most appropriate to deliver this message?
a. email
b. telephone
c. instant messaging
d. face-to-face
e. memo
Answer: d
Diff: 2
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
Answer: d
Diff: 1
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
Answer: a
4 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Diff: 1
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
b. information overload.
c. encoding.
d. defensiveness.
e. decoding.
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
Mackenzie calls potential customers on the phone, and has a brief phone conversation
with them, telling them what new products are available. He then sends them the products
via ground transportation. His customers frequently return the products because they are
not what they were expecting, or because the customers did not want them in the first
place.
Referring to SCENARIO 6-1, Mackenzie could improve his channel of communication
by using a richer channel such asa. online pictures.
b. videoconferencing.
c. formal reports.
d. email.
e. prerecorded descriptions of the products.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
16) Wilhelm, a senior salesperson at YKD Ltd., met with his manager the other day about
the report of projected sales for his department. Wilhelm wanted his manager to feel
confident about the abilities of the department, so Wilhelm spoke highly of the report.
However, Wilhelm knows that the projected sales data are inaccurate and likely
unattainable. Wilhelm is
a. using selective perception.
b. using filtering.
c. communicating favourably.
d. being defensive in his communication.
e. preventing information overload.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
17) The more levels a message must go through to reach the bottom of the organizational
hierarchy, the more likely that
a. diversity will confuse the message.
7 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 6-2 What are the barriers to communication?
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
Referring to SCENARIO 6-2, if one explained Dave’s response as due to tension and
anxiety about oral communication, written communication, or both, according to your
text, this would describea. a feedback loop.
b. information overload.
c. filtering.
d. selective communication.
e. communication apprehension.
Answer: e
Diff: 3
Type: MC
Skill: Applied
Objective: 6-1 How does communication work?
Answer: e
Diff: 1
Type: MC
Skill: Recall
Objective: 6-2 What are the barriers to communication?
21) Monty has often been accused by his boss of only remembering what he wants to
remember according to what he finds interesting. This is known as
a. communication apprehension.
b. selective perception.
c. emotions.
d. filtering.
e. communication overload.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
22) Pierre is a good listener, but sometimes he feels overwhelmed and can’t remember
anything when too much information comes at him at the same time. Pierre is
experiencing
a. communication apprehension.
b. selective perception.
c. information overload.
d. filtering.
e. emotions.
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
23) A form of communication that is often misinterpreted and which can be taken as
expressing either dissatisfaction or agreement with the majority is
a. prejudice.
b. selective perception.
c. defensiveness.
d. filtering.
e. silence.
Answer: e
Diff: 3
Type: MC
Skill: Applied
10 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Answer: a
Diff: 1
Type: MC
Skill: Recall
Objective: 6-2 What are the barriers to communication?
25) A manager has her product development team participate in online meetings
whenever she has an idea, regardless of the time or day. This is an example of
a. blurring the line between employee’s work and non-work life.
b. communicating under stress.
c. information overload for all.
d. downward communication.
e. social networking.
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 6-3 What are other issues in communication?
26) The best approach to delivering a long message that needs to be saved is
a. a text message.
b. an instant message.
c. email.
d. face-to-face communication.
e. a telephone call.
Answer: c
Diff: 1
Type: MC
Skill: Recall
Objective: 6-3 What are other issues in communication?
27) Yoko could tell that her assistant was unhappy just from the way he sat at his desk.
Yoko is observing her assistant’s
a. perceptions.
b. proxemics.
c. kinesics.
d. affect.
e. encoding.
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
28) Messages conveyed through body movements, the intonations or emphasis we give to
words, and the physical distance between the sender and receiver are all referred to as
a. nonverbal communication.
b. kinesics.
c. reflex.
d. proxemics.
e. informal communication.
Answer: a
Diff: 1
Type: MC
Skill: Recall
Objective: 6-2 What are the barriers to communication?
29) Allan’s boss asked for a report on the customer who received the wrong merchandise
and then decided to cancel her order as a result. Allan sent his boss a memo that left out
some key facts that would have pinned the blame on his best friend. Allan has thus
engaged in
a. selective perception.
b. defensiveness.
c. filtering.
d. decoding.
e. kinesics.
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
30) Kerry is known among her peers as a “close talker” because she is in the habit of
standing very close to people when she speaks with them. Kerry’s physical distance to
those she speaks with is known as
a. kinesics.
b. proxemics.
c. silence.
d. yielding.
e. forcing.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
b. reflex
c. nonverbal
d. cultural
e. emoticon
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
Referring to SCENARIO 6-3, you have interpreted the message througha. verbal
communication.
b. silence.
c. proxemics.
d. kinesics.
e. All of the above.
Answer: e
Diff: 3
Type: MC
Skill: Applied
Objective: 6-2 What are the barriers to communication?
34) Research by Deborah Tannen shows that men use conversation in order to ________,
whereas women use conversation in order to ________.
a. emphasize status; create connections
b. build relationships; get promotions
c. establish boundaries; emphasize status
d. create networks; emphasize separateness
e. create networks; manage impressions
Answer: a
Diff: 1
Type: MC
Skill: Recall
Objective: 6-3 What are other issues in communication?
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 6-3 What are other issues in communication?
36) When comparing communication styles between males and females, Deborah Tannen
found that
a. men criticize women for not listening.
b. women criticize other women for seeming to apologize all the time.
c. women prefer being indirect and being subtle.
d. men use the opportunity to explain a problem as a means of developing cohesiveness.
e. men use talk to emphasize dependence.
Answer: c
Diff: 1
Type: MC
Skill: Recall
Objective: 6-3 What are other issues in communication?
37) Communication technologies that allow users to set up lists of contacts, updating
casual information, and hosting chat rooms for personal contacts are examples of
a. communication networks.
b. instant messaging.
c. social networking.
d. silent communication.
e. email.
Answer: c
Diff: 1
Type: MC
Skill: Recall
Objective: 6-1 How does communication work?
Answer: c
Diff: 2
Type: MC
Skill: Recall
Objective: 6-3 What are other issues in communication?
Answer: b
Diff: 1
Type: MC
Skill: Recall
Objective: 6-4 What is conflict?
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 6-4 What is conflict?
41) Whenever Irene has a disagreement with a co-worker, it isn’t long before she
launches a personal attack on the other person. When she does this, she is engaging in
________ conflict.
a. effective
b. cognitive
c. functional
d. affective
e. cross-cultural
Answer: d
Diff: 3
Type: MC
Skill: Applied
Objective: 6-4 What is conflict?
42) Tim was usually very vocal at staff meetings. It was true that he often opposed the
ideas of others at these meetings, but most would agree that his opposition often led to
some new and better ideas. Tim is engaging in ________ conflict.
a. dysfunctional
b. kinesics
c. functional
d. proxemics
e. encoding
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 6-4 What is conflict?
43) Based on the research findings discussed in your text, you would expect that teams
experiencing ________ conflict to generate better decisions than teams that experience
________ conflict.
a. affective; cognitive
b. effective; cognitive
c. cognitive; affective
d. defective; affective
18 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
e. creative; no
Answer: c
Diff: 2
Type: MC
Skill: Applied
Objective: 6-4 What is conflict?
Answer: c
Diff: 2
Type: MC
Skill: Recall
Objective: 6-4 What is conflict?
Answer: a
Diff: 1
Type: MC
Skill: Recall
Objective: 6-5 How can conflict be resolved?
46) When Steve complained loudly to Ron that he was overworked, Ron got permission
from his boss to extend the deadline for the project that Steve was working on. Which
conflict-handling approach is Ron using?
a. forcing
b. compromising
c. problem solving
d. avoiding
e. yielding
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 6-5 How can conflict be resolved?
47) The conflict-handling strategy that represents the mid-range on both assertiveness
and cooperativeness is
a. problem solving.
b. forcing.
c. avoiding.
d. yielding.
e. compromising.
Answer: e
Diff: 1
Type: MC
Skill: Recall
Objective: 6-5 How can conflict be resolved?
48) The assertiveness dimension of the conflict-handling strategy is the degree to which
a. one party attempts to satisfy his/her own concerns.
b. one party attempts to satisfy the other party’s concerns.
c. one party attempts to satisfy everyone’s concerns.
d. one party is competitive.
e. all parties attempt to satisfy organizational goals.
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 6-5 How can conflict be resolved?
49) A director who dislikes a recent hire is spreading rumours that no one wants to work
with this particular person, in the hopes that he will quit or get fired. This is an example
of the conflict-handling strategy of
a. forcing.
b. avoiding.
c. yielding.
d. compromising.
e. problem solving.
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 6-5 How can conflict be resolved?
50) Pearl’s preferred approach to getting her way when there is a conflict is to make
persuasive arguments, and if that doesn’t work, she makes threats and bluffs. This
approach to conflict-handling is known as
a. forcing.
b. avoiding.
c. compromising.
d. problem solving.
e. yielding.
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 6-5 How can conflict be resolved?
51) The conflict-handling strategy that emphasizes “splitting the difference” is called
21 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
a. avoiding.
b. problem solving.
c. yielding.
d. compromising.
e. forcing.
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 6-5 How can conflict be resolved?
52) Ed is considered to be a “good boss” by his staff mostly because they know that if
they complain loudly enough to him about something, he will give them everything that
they want and ask for nothing in return. Ed’s approach to conflict handling is known as
a. forcing.
b. yielding.
c. compromising.
d. problem solving.
e. avoiding.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-5 How can conflict be resolved?
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 6-5 How can conflict be resolved?
54) Mia wants to use a problem-solving strategy to resolve a conflict in her office. Three
employees are disputing the number of hours they have been paid for in their last
paycheques. Mia
a. views the conflict as constructive.
b. plans to examine the hours on the employees’ time sheets, compare these with those
recorded by accounts payable, and address any discrepancies.
c. believes that the conflicting parties must show good faith by giving up something of
true value.
d. will take the dominating role when resolving the conflict.
e. will attempt to reach a quick and/or temporary solution.
Answer: b
Diff: 2
Type: MC
Skill: Applied
Objective: 6-5 How can conflict be resolved?
55) A process in which two or more parties exchange goods or services and attempt to
agree upon the exchange rate for them is
a. negotiation.
b. conflict management.
c. problem solving.
d. BATNA.
e. selective perception.
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
58) Mike is an expert negotiator who is always looking to find a solution to issues that
enables all parties to feel like they have won. This approach is known as ________
bargaining.
a. integrative
b. distributive
c. BATNA
d. collective
e. good faith
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 6-6 How does one negotiate effectively?
59) According to your text, which bargaining strategy is recommended for use in intra-
organizational behaviour?
a. BATNA
b. distributive bargaining
c. integrative bargaining
d. problem solving bargaining
e. interest based bargaining
Answer: c
Diff: 2
Type: MC
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 6-6 How does one negotiate effectively?
Labour and management at DJ Trucking Ltd. cannot agree upon a contract for the truck
drivers. Each side contends that they are bargaining fairly, but no agreement appears to
be possible.
Referring to SCENARIO 6-4, which of the following is a characteristic of distributive
bargaining?a. a win-win solution
b. a long-term focus
c. primary interests that are congruent with each other
d. opposition to the other bargaining party
e. sensitivity to each other’s needs
Answer: d
Diff: 1
Type: MC
Skill: Applied
Objective: 6-6 How does one negotiate effectively?
Answer: a
Diff: 1
Type: MC
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
63) If one accepts Deborah Tannen’s research, which suggests that men and women
communicate differently, and for different purposes, then it would be reasonable to
assume that gender differences in negotiations show that
a. men are more difficult to negotiate with.
b. women are better negotiators.
26 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Answer: d
Diff: 2
Type: MC
Skill: Applied
Objective: 6-6 How does one negotiate effectively?
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
65) When Ricki is at the annual budget meeting with her managers, she knows in advance
that some of them will end up being unhappy because there is only so much money to go
around. So some will lose, and some will win. This situation involves ________
bargaining.
a. collective
b. integrative
c. bad faith
d. distributive
e. BATNA
Answer: d
Diff: 3
Type: MC
Skill: Applied
27 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
66) Decoding a message is affected by one’s skill, attitude, knowledge, and social-
cultural system.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-1 How does communication work?
67) Managers should communicate non-routine messages through channels that are high
in richness.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-1 How does communication work?
68) No group can exist without communication, which is the transfer and understanding
of a message between two or more people.
a. True
b. False
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-1 How does communication work?
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-1 How does communication work?
70) Memos, bulletins, and formal reports are ranked the lowest in terms of channel
richness.
a. True
b. False
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-1 How does communication work?
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-1 How does communication work?
72) Selective perception refers to the sender manipulating information so that it will be
seen more favourably by the receiver.
a. True
b. False
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-1 What are the barriers to communication?
73) How organizations communicate with their employees plays an important role in
whether the employees actually hear the message.
a. True
b. False
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-2 What are the barriers to communication?
74) Research shows that executives devote many hours to responding to emails. Thus, it
would be safe to conclude that for those executives who desire a lot of social contact in
their jobs, a heavy reliance on electronic communication will likely lead to job
dissatisfaction.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
75) The word efficiency cannot be translated directly into Russian. This is an example of
the communication barrier called a connotation.
a. True
b. False
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
76) The word yes may mean “yes, I am listening,” or it may mean “yes, I agree.” This is
an example of a cross-cultural communication barrier called semantics.
a. True
b. False
Answer: b
Diff: 2
Type: TF
30 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Skill: Recall
Objective: 6-3 What are other issues in communication?
77) When communicating with people from different countries, it is safe to assume that
they are similar to us.
a. True
b. False
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
78) Blogging is a growing communication tool. While many blogs are written by
individuals, many organizational leaders have blogs that speak for the organization.
a. True
b. False
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
79) According to Deborah Tannen’s research, it was found that gender often creates oral
communication barriers.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
80) Instant messaging has existed for years, being used mostly by teens and those in
informal groups. The technology has not advanced into the business world and it is
unlikely that it will, given the fact that it is time consuming and not readily available.
a. True
31 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
b. False
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-2 What are the barriers to communication?
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
83) Cognitive conflict can actually lead to better decisions because more alternatives are
being generated, which leads employees to feel that they have ownership of decisions.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-4 What is conflict?
84) Teams experiencing affective conflict make poorer decisions and have a lower
acceptance level for those decisions.
a. True
b. False
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-4 What is conflict?
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-4 What is conflict?
86) Martha thinks that she and her co-worker Kim are in a conflict over the job
assignment they have been working on for over a week. Martha believes that Kim has
negatively affected their work by being absent too many days. Kim is unaware of how
Martha feels. Given the definition of conflict, in reality there is no conflict between Kim
and Martha because both parties must be aware of the conflict for it to exist.
a. True
b. False
Answer: b
Diff: 3
Type: TF
Skill: Applied
Objective: 6-4 What is conflict?
Answer: a
33 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
Diff: 1
Type: TF
Skill: Recall
Objective: 6-4 What is conflict?
88) Playing down differences while emphasizing common interests with the other party is
known as smoothing.
a. True
b. False
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-5 How can conflict be resolved?
89) Henri, a manager at Coopers Ltd., knows that he is right about an important and
urgent issue at work. He has decided to use a yielding strategy to resolve the conflict.
Henri has chosen an effective conflict resolution strategy, given the situation.
a. True
b. False
Answer: b
Diff: 2
Type: TF
Skill: Applied
Objective: 6-5 How can conflict be resolved?
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-5 How can conflict be resolved?
91) When management chooses to use its formal authority to resolve a conflict, and then
communicates its desires to the parties involved, management is using authoritative
command as the conflict-resolution technique.
a. True
b. False
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 6-5 How can conflict be resolved?
92) Balancing concern for oneself with concern for the other party in order to reach a
solution is known as problem solving.
a. True
b. False
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 6-5 How can conflict be resolved?
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 6-3 What are other issues in communication?
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
95) Fred and Theo were negotiating the price that Theo would have to pay Fred for
supplies in the next year. Fred knew the bottom price he would accept for his supplies.
This price is the resistance point.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Applied
Objective: 6-6 How does one negotiate effectively?
96) Negotiators who recognize the underlying interests of themselves and the other party
may have more flexibility in achieving a resolution.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
97) Jersey and Jamal had been embroiled in a heated debate over a perceived inequity
issue at work. The conflict had escalated and later turned into a personality conflict.
Jersey decided to seek the help of Steve, a third-party observer, and co-worker. Jersey
expected Steve to take his side. Steve decided to avoid taking sides and in fact suggested
to Jersey that he and Jamal work things out in a constructive and positive way. Steve
handled the request to get involved in an effective way.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Applied
Objective: 6-6 How does one negotiate effectively?
36 Copyright © 2014 Pearson Canada Inc.
Fundamentals of Organizational Behaviour, Fifth Canadian Edition
Chapter 6— Communication, Conflict, and Negotiation
98) As long as there is an overlap between the buyer’s and seller’s aspiration ranges,
there exists a bargaining zone.
a. True
b. False
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 6-6 How does one negotiate effectively?
99) Describe in detail the components of the communication process model and provide
specific examples at each stage.
Answer:
Suggested answer:
- Sender: the person initiating a message in writing, by speaking, using body language,
etc.
- Encoding: converting the message into symbolic form; affected by skill, attitudes,
knowledge, and cultural differences
- Message: what is communicated; the actual physical product from the source encoding;
speech; writing; pictures; gestures and movements; expressions
- Channel: the medium through which the message travels; formal; informal; authority
network in the organization; formal memos; voice mail, email; meetings
- Decoding: retranslating the sender’s message into a form understood by the receiver;
translated into a form that can be understood by the receiver
- Receiver: the intended person to whom the message is directed; affected by skill,
attitudes, knowledge, cultural differences; must be skilled in reading, listening, and
reasoning
- Feedback loop: the final link in the communication process; checks how successful the
message was transferred according to original intent; determines whether understanding
has been achieved
(Examples can be drawn from the text, class discussion, students’ own experiences, the
Internet, newspapers such as the Globe and Mail, . . .)
Diff: 3
Type: ES
Skill: General Concept
100) Using the concept of channel richness, describe the type of messages best conveyed
by face-to-face communications, email, and a company bulletin board in organizations.
Give specific examples/instances where each type of channel would be most suitable.
Answer:
Suggested answer:
Students may begin their answer in a broad context by first identifying that the three
media are channels through which to send a message. They could also provide a
definition of channel. Also, they may identify the concept of channel richness and link
the definition to the fact that each of the three media listed varies in richness. Then they
may list each of the three media and the appropriate messages each could deliver and
explain why.
- Face-to-face communications: The richest of the channels, it is typically used for non-
routine types of messages; for example, discipline issues, personal reviews,
client/customer feedback on personal performance, emotionally upsetting news involving
job cuts, budget cuts, etc.
- Email: It is a channel that is less rich. It does not include non-verbal communication
cues in order to verify the meaning of the message. It does allow for some interaction
between parties. Some routine and nonroutine messages can be communicated via email
with success: messages that need to be dispersed quickly (time-sensitive content such as
computer repair notifications telling staff that the system will be down on a certain
time/date); employee notifications of operating policies; more personal messages, like
feedback on a presentation and things that need to be considered in the future; and a
verification of a meeting location/time/date.
- Company bulletin board: It is one of the channels with the lowest channel richness. It
does not include verbal or non-verbal cues (just like email). It is typically used for one-
direction (non-interaction) messages. Situations that are spread out over time would be
appropriately communicated in this manner; for example, office hours during holidays,
community events and/or sponsorships, donations for a social event/gift for a colleague.
(Examples can be drawn from the text, class discussion, the Internet, newspapers such as
the Globe and Mail, . . .)
Diff: 3
Type: ES
Skill: General Concept
Objective: 6-1 How does communication work?
Answer:
Suggested answer:
- Filtering: The sender manipulates information so it will be viewed more favourably by
the receiver; the sender is influenced by personal interests and perceptions of what is
important; and opportunities for filtering are determined by the number of organizational
levels.
- Selective perception: The receiver selectively sees and hears based on his or her needs,
motivations, experience, background, and other personal characteristics; and the receiver
projects his or her interests and expectations onto the decoding process.
- Defensiveness: People’s perception of being threatened causes behaviours such as
verbal attacks, sarcasm, being overly judgmental, questioning motives; defensiveness
reduces the ability to achieve mutual understanding.
- Language: Age, education, and cultural background influence the words used and the
meaning attached to them; specialists develop their own jargon or technical language;
geographical idiosyncrasies come into play; senders tend to assume that the words they
use mean the same thing to receivers.
- Information overload: individuals have a finite capacity for processing data; this
interferes with the memory of and the processing of needed information; they tend to
select out, pass over, ignore, or forget information, and procrastinate in dealing with the
information.
- Emotions.
- Silence.
- Nonverbal communication.
- Stress.
(Examples can be drawn from the text, class discussion, students’ own experiences, the
Internet, newspapers such as the Globe and Mail, . . .)
Diff: 3
Type: ES
Skill: General Concept
Objective: 6-2 What are the barriers to communication?
102) Most organizations operate with and rely on electronic communications. Discuss in
detail the various types of electronic communication tools commonly used by companies.
Give examples of situations where these tools are useful and those where they might
present problems.
Suggested answer:
Answer:
- Email: Utility—Messages can be quickly written, edited, and stored; they are easily
distributed to many recipients. Email represents a low cost. Drawbacks—Email adds to
working hours, its increasing volume may hinder productivity, and junk mail is a
problem. Messages are open to misinterpretation. Messages can be perceived as negative.
Email is overused. Messages can be highly emotional. Messages are permanent. Email
raises privacy concerns.
- Instant and text messaging: Utility—It is increasingly used in business. It’s a fast and
inexpensive way to keep in touch. It’s not a luxury but an imperative. Drawbacks—It’s
only useful for short messages, it’s intrusive and distracting, and its shorthand language
can be too informal for business communication.
- Social networking: Utility—It can be used to set up lists of contacts. It is used for
promotion, data mining, and recruitment. Drawbacks—The danger is posting too detailed
personal information that can be misused.
- Blog: Utility—This web log is usually updated with information daily. Drawbacks—
Entries can raise privacy concerns, and some posts could affect a company’s reputation.
- Twitter: Utility—It provides leaders with a direct line of communication to those
following his or her Twitter account. Drawbacks—Organizations have little control over
what employees communicate.
Diff: 3
Type: ES
Skill: General Concept
Objective: 6-3 What are other issues in communication?
103) What is conflict? Explain the different types of conflict. Is conflict functional or is it
dysfunctional? Present arguments for each side of the debate. Provide specific examples
of each type of conflict.
Suggested answer:
- Conflict: It is a process that begins when one party perceives that another party has
negatively affected, or is about to negatively affect something that the first party cares
about. Cognitive conflict is task-oriented and related to differences in perspectives and
judgments. Affective conflict is emotional and aimed at a person rather than an issue.
Answer:
- Conflict is functional: It brings about changes that are sometimes very radical,
revolutionary, and not easily initiated and accepted; it can facilitate and stimulate team
cohesiveness; common threats serve to solidify a group; conflict can spark the search for
new ideas and innovative ways; conflict can serve as a motivator to get things done.
(Examples can be drawn from the text, class discussion, students’ own experiences, the
Internet, newspapers such as the Globe and Mail, . . .)
Diff: 3
Type: ES
Skill: General Concept
Objective: 6-4 What is conflict?
104) Your book presents five conflict-handling strategies. Describe each strategy in
detail. What types of situations would be suitable for each strategy? Give examples of
situations for each strategy.
Answer:
Suggested answer:
- Forcing: When one person seeks to satisfy his or her own interests, regardless of the
impact on the other parties to the conflict, he or she is competing.
- Problem solving: When the intention of the parties is to solve the problem by clarifying
differences rather than by accommodating various points of view, they are collaborating
for mutually beneficial outcome.
- Avoiding: A person may recognize that a conflict exists and wants to withdraw from it
or suppress it.
- Yielding: One party seeks to appease an opponent by placing the opponent’s interests
above his or her own.
- Compromising: When each party to the conflict seeks to give up something, sharing
occurs, resulting in a compromised outcome. In compromising, there is no clear winner
or loser, and each party intends to give up something.
(Examples can be drawn from the text, class discussion, students’ own experiences, the
Internet, newspapers such as the Globe and Mail, . . .)
Diff: 3
Type: ES
Skill: Applied
Objective: 6-5 How can conflict be resolved?
Suggested answer:
Answer:
- Negotiation (or bargaining) is a process in which two parties exchange goods or
services to both parties’ satisfaction. Negotiation is a common business tool used in
various aspects of managing an organization. Negotiations take place in relation to hiring,
salaries, benefits, customer services/goods, office space, promotions, etc.
- The negotiation process steps: (1) developing a strategy; (2) defining ground rules; (3)
clarification and justification; (3) bargaining and problem solving; and (4) closure and
implementation.
Diff: 3
Type: ES
Skill: General Concept
Objective: 6-6 How does one negotiate effectively?
SECOND DAY.
The morning dawned serenely upon a large concourse of people,
standing before the prison and in front of the California Exchange—
the place selected for a jury room.
The jury met a few minutes past 8 a. m., and Mr. Boyden was sent
for, and the examination of witnesses resumed.
Mr. B., (sworn)—I have known Keene from childhood; know his
parents and relatives; met Keene yesterday on the street; did not
know him at first sight, until he spoke to me; told me that he was
looking for a gentleman in town, who had, as an act of kindness
taken up some claims for him; was walking up street with me; then
stopped to shake hands with a man named Kelly, who was sitting on
some logs in the street; when we left him. Keene walked faster than I
did, and was a few steps ahead of me; when in front of Greer’s
saloon, I saw a man sitting in the door, (Greer’s;) did not see Keene
draw his revolver, but saw the first shot fired, and heard Keene say,
“You ——, you have ruined me in Salt Lake City.” This was said after
the shooting. Do not think Slater saw Keene at all. Slater was sitting
down; I was about five feet from both men; John Keene was about
ten feet from Slater.
Q.—Was Kelly with you at that time?
A.—No; Kelly never left the place where he shook hands with
Keene.
Q.—Do you know anything about his character?
A.—I have known him for about ten years; he left Saint Paul about
eighteen months ago; know nothing about his course or conduct
since that time; he was considered a fast young man, but good and
kind-hearted; when I conversed with him yesterday, he spoke about
a man that had ruined him in Salt Lake City, but he did not mention
any names; I did not know anything of the particulars of his
(prisoner’s) former difficulties with Slater; never saw Slater and
Keene together.
Michael McGregor, (sworn)—I saw Keene in the afternoon; he
came to me in the flat, (a point in the lower part of the gulch;) shook
hands with me, and then left for town; did not know of the difficulty
between Slater and Keene; Keene never spoke to me about it.
D. St. John, (sworn)—Don’t know anything about the shooting
affair; was fifteen miles from here when it took place. [The witness
here gave some testimony not bearing directly on the case, which
was not admitted.]
This closed the examination. The jury went into secret session.
At ten minutes to ten o’clock, the jury came from their room to the
place of trial, in the lumber yard, where preparations were made
immediately for the reception of the prisoner.
At ten o’clock, the culprit made his appearance on the ground,
under an escort of about fifty well armed men. A circle was formed
by the guard and the prisoner placed in the center. His appearance
was not that of a man likely to die in a few minutes. He looked
bravely around the crowd, nodding here and there to his
acquaintances, and calling to them by name. Captain Florman
having detailed his guard, gave the word, “all ready.” The foreman of
the jury then opened the sealed verdict: “We, the jury, in the case of
the people of Montana versus John Keene, find him guilty of murder
in the first degree.”
A Voice—“What shall be done?”
Several voices in the crowd—“Hang him! hang him!”
The President here rose and said he wished to hear some
expression of the public sentiment or motions in the case.
Calls were made for Colonel Johnson. The Colonel addressed the
assembly in an appropriate speech, which was followed by a few
short and pertinent remarks from Judge Bond.
On motion of A. J. Edwards, the testimony of Messrs. Boyden and
Michael McGregor was read, and thereupon Judge Lawrence rose
and said he was sure Keene had all the chance for a fair trial he
could have wished, and motioned to carry the jury’s verdict into
execution. Passed.
The prisoner here got up and said: “All I wanted was a fair and just
trial; I think I have got it, and death is my doom; but I want time to
settle up my business; I am not trying to get away.”
He was granted an hour’s time to prepare for his execution. The
committee fixed the hour of execution at 11¹⁄₂ o’clock a. m. Keene
remarked that he hadn’t any money to pay expenses—and was told
that it should not cost him a cent. The guard now took charge of the
doomed man, and escorted him to an adjacent house, in order that
he might arrange his affairs.
At 11 a. m. crowds of people could be seen ascending the hill
north of Helena, and not a small number of ladies were perceptible in
the throng. The place of execution was chosen with a due regard to
convenience and economy—a large pine tree, with stout limbs,
standing almost alone, in a shallow ravine, was selected for the
gallows.
At 11 a. m., the prisoner, accompanied by the Rev. Mr. McLaughlin,
arrived in a lumber wagon. A dry-goods box and two planks, to form
the trap, were in the same vehicle. The unfortunate victim of his
unbridled passions sat astride of one of the planks, his countenance
exhibiting the utmost unconcern, and on his arrival at the tree, he
said: “My honor compelled me to do what I have done.” He then
bade good-bye to some of his acquaintances. The wagon having
been adjusted so as to bring the hind axle under the rope, a plank
was laid from the dry-goods box to another plank set upon end, and
the trap was ready.
At four minutes to twelve o’clock, the prisoner’s arms were
pinioned, and he was assisted to mount the wagon. Standing on the
frail platform, he said, in a loud and distinct voice: “What I have
done, my honor compelled me to do. Slater run me from Salt Lake
City to Virginia, and from there to this country. He slapped me in the
face here, yesterday; and I was advised by my friends to arm myself.
When Slater saw me, he said ‘There is the Irish ——; he has not left
town yet.’ Then I commenced firing. My honor compelled me to do
what I have done.” Here he called for a drink of water, which was
procured as speedily as it could be brought to the top of the hill. He
took a long, deep draught of the water, and the rope was adjusted
round his neck. A handkerchief being thrown over his face, he raised
his hand to it and said: “What are you putting that there for? Take it
off.” Stepping to the end of the trap, he said: “What I have done to
Slater, I have done willingly. He punished me severely. Honor
compelled me to do what I have done. He run me from town to town;
I tried to shun him here; but he saw me—called me a —— and
smacked me in the face. I did not want any trouble with him; my
honor compelled me to do what I have done. I am here, and must
die; and if I was to live till to-morrow I would do the same thing again.
I am ready; jerk the cart as soon as you please.”
At seven minutes past twelve, the wagon started, the trap fell, and
Keene was launched into eternity. He fell three and a half feet
without breaking his neck. A few spasmodic struggles for three or
four minutes, were all that was perceptible of his dying agonies. After
hanging half an hour, the body was cut down and taken in charge by
his friends.
So ended the first tragedy at Helena. The execution was
conducted by Mr. J. X. Biedler, and everything went off in a quiet and
orderly manner. Many familiar faces, known to Virginia men in the
trying times of the winter of ’64, were visible.
The effect, in Helena, of this execution was electrical. The roughs
saw that the day had gone against them, and trembled for their lives.
There were in town, at that time, scores of men from every known
mining locality of the West, and many of them were steeped to the
lips in crime. Such a decision as that now rendered by a jury of the
people boded them no good. They saw that the citizens of Montana
had determined that outrage should be visited with condign
punishment, and that prudence dictated an immediate stampede
from Helena. Walking about the streets, they occasionally
approached an old comrade, and furtively glancing around, they
would give expression to their feelings in the chartered form of
language peculiar to mountaineers who consider that something
extraordinary, unjust, cruel or hard to bear, is being enacted, “Say,
Bill, this is rough, ain’t it?” To which the terse reply was usually
vouchsafed, “It is, by thunder; —— rough.” Cayuses began to rise
rapidly in demand and price. Men went “prospecting” (?) who had
never been accused of such an act before; and a very considerable
improvement in the average appearance of the population soon
became visible.
A constant stream of miners and others was now pouring into the
Territory, from the West, and the consequence was that thinking
portion of the citizens of Helena began to see that a regular
organization of an independent Vigilance Committee was necessary
to watch over the affairs of the young city, and to take steps for both
the prevention of crime and for the punishment of criminals. There
were in the town a considerable number of the old Committee; these,
with few exceptions, gave the movement their sanction, and the new
body was speedily and effectively organized; an executive elected,
companies formed, under the leadership of old hands who had
mostly seen service in the perilous times of ’63-4. A sketch of their
subsequent operations will appear in this work, and also an account
of the terrible massacre and robbery of the passengers of the
Overland coach, in the Portneuf canyon, near Snake river, I. T.,
together with an account of the capture and execution of Frank
Williams, who drove the stage into the ambush.
As it was asserted by Keene that Slater had slapped him in the
face, and otherwise insulted him in Helena, before the firing of the
fatal shot, it is proper to state that such was not the case. Slater was
entirely ignorant of Keene’s presence in town; in fact, the other, it will
be remembered, had only just previously arrived there, riding with
the witness who swore he crossed the Divide in his company. It is
also an entire mistake to suppose that Keene was a man of good
character or blameless life. The following statement of his previous
career of crime, in the East, will be read with interest by many who
are under the impression that the murder of Slater was his first
offense. It is taken from the Memphis “Appeal,” of November 24th,
1865, and, of course, was written without any intention of being
published in this work, or of furnishing any justification of the
Vigilance Committee. If such had been the intention, it would have
been a work of supererogation; for never was a case of murder in
the first degree more fully proven. The homicide in broad day light,
and the evident malice “prepense” were matters of public notoriety:
“Of the many strange circumstances born of and nurtured by the
past war, a parallel to the catalogue of crime herein given has been
rarely, if ever, met with.
“In this vicinity, near three years ago, the name of ‘Bob Black’ has,
on more than one occasion, struck terror to the hearts of a large
number of countrymen, cotton buyers and sellers, whose business
compelled them to enter or make their exit from the city by the way
of the Hernando or Horn Lake roads.
“‘Bob Black’ came to this city about six years ago, bringing with
him a good character for honesty and industry and continued to work
steadily here until the outbreak of the war. At that time he desired to
enter the gunboat service, and for that purpose left this city for New
Orleans; and, after remaining there some time, he joined the crew of
a Confederate ram, the name of which has since slipped our
memory. While on his way up from New Orleans, he became
enraged at some wrong, real or fancied, at the hands of the captain
of the ram, and being of a very impulsive nature, seized a marling-
spike, and with a blow, felled the captain to the deck. He was
immediately placed in irons, and upon the arrival of the gunboat at
Fort Pillow, was handed over to General Villipigue, for safe keeping.
A court-martial was ordered, and while in progress, the evacuation of
Fort Pillow became necessary, and the prisoner was transferred to
Grenada, Mississippi. In the confusion of everything about Grenada
at that time, he managed to effect his escape, and passing
immediately through the Confederate lines, reached Memphis a few
days after its occupation by the Federal authorities. Without any
means to provide himself with food or clothing, with a mind borne
down with trouble and suffering, and bereft of every hope from which
the slightest consolation might be derived, the once honest man was
driven to a career of desperation and crime which, if given in its
details, would cause the blood-thirsty tales of the yellow-covered
trash to pale for their very puerility and tameness.