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Comm 8
for WI Comm 8 only
| Question | Answer |
|---|---|
| An assignment submitted ___ minutes after class has begun is considered LATE. | 5 |
| All written assignments must be submitted to Turnitin before a grade will be assigned. | True |
| Assignments submitted "late" lose _____ %. | 50% |
| Participating in class discussions is NOT important to my grade in this class. | False |
| Attendance is worth 150 points out of the total 1,000 cumulative class points. | True |
| Generally, there are 2 sources of noise: external and internal. | True. The two sources of noise in the group communication process is internal and external. |
| Employers view proficiency in a field of study as more important than group communication skills. | False Employers desire good group communication skills over the technical skills. |
| Your family is an example of a | Primary group |
| Your textbook defines group communication as the interaction of 5 to 7 people working to make a good decision. | False |
| A group of police officers presenting short, uninterrupted speeches on different aspects of community safety are considered part of a ________________ group. | Public group |
| A chairperson of a meeting is always the group's leader. | False |
| The average employee spends only 5 working hours a month in meetings. | False |
| It is not really important for groups and their group members to balance engagement and disengagement in group processes. | False |
| According to your textbook, the most important factor separating successful groups from unsuccessful ones is | Having a clear goal |
| In which of Tuckman's Group Development Stages do members resolve status conflicts and learn to work as a cohesive team? | Norming |
| All of the following answers constitute an aspect of an audience's demographics EXCEPT | knowledge |
| Groups resolve primary tension by being positive and energetic, patient and open- minded, and well prepared. | True |
| A group of 5 members has the potential for 90 different types of interaction. | True |
| If, at the end of your presentation, listeners conclude that you lack expertise on the subject and that they have reason to question your honesty and sincerity, you have failed to devote enough attention to | Credibility |
| All meetings are successful regardless of how they transpire. | False |
| Your textbook suggests all of the following strategies for reducing communication apprehension in groups EXCEPT | Force yourself to give speeches at EVERY place large numbers of people gather. |
| Bruce Tuckman's theory covers five phases of socialization: antecedent, anticipatory, encounter, assimilation, and exit. | False |
| In order to achieve an optimal group experience, groups must negotiate several dialectic tensions such as engaged ↔ disengaged and task dimensions ↔ social dimensions. | True |
| Which of the following items will a speaker examine when analyzing the demographic traits of an audience or group of listeners? | gender |
| Maslow's Hierarchy of Needs includes control, inclusion, and affection needs. | False |
| The Myers-Briggs Type Indicator looks at the different ways in which people prefer to use their minds, specifically, the way they perceive and the way they make judgments. | True |
| Aristotle's concept of ethos has evolved into what we know call speaker content. | False |
| Discriminative listening reveals prejudices that impair our ability to listen effectively to others. | False |
| One group member can function effectively in several different roles at the same time. | True |
| Which of the following groups would be considered a co-culture? | All groups are an example of co-cultures because each group shares identity with two cultures. |
| If there is nothing important to talk about, a meeting can do more harm than good. | False |
| Listening is our number one communication activity. | True |
| The ideal group would be composed of members who all represent the Myers-Briggs personality type of extroverted thinker. | False |
| Differences in personality types may affect the way group members listen. Which of the Myers-Briggs personality types may be the best comprehensive listeners in a group? | Introverts |
| Which of the following is an example of an abstract word? | Fairness is an abstract word because there is NOT a tangible object to associate with that word. |
| The three essential components in the Toulmin Model of Argument are the claim, evidence, and warrant. | True. Claim, evidence, and warrant are the three main components of Toulmin's model. |
| During the antecedent phase of newcomer socialization, new members adjust to group expectations and assume needed roles. | False. You're correct because the assimilation phase is were group members assume their expected roles. |
| Anthropologist Edward T. Hall identifies four zones of interaction used by most North Americans. Which of the following answers is NOT one of Hall's zones? | Business distance. According to the textbook, Hall never classified use of space as business distance. |
| Highly argumentative members create more arguments on both sides of a position which helps a group avoid groupthink. | True. If group members are arguing, then they are not agreeing, which means groupthink is less likely. |
| The ideal group would be composed of members who all represent the Myers-Briggs personality type of extroverted thinker. | False. Groups should be comprised of diverse MBTI members. |
| In general, the optimal meeting length is one hour. | True. A meeting should not be longer than one hour, as people, in general, believe meetings take up too much time; therefore, limiting the time demonstrates a commitment to keep the wishes of the group members as a priority. |
| Only corporations and government legislatures are required to use parliamentary procedure to conduct official meetings. | False. Many different types of organizations have implemented parliamentary procedures to determine the majority group members' objectives. |
| Which of the following statements characterizes constructive conflict? | Members focus on the issues. To work through conflict, focus on the issues, not the person. |
| Which would be appropriate if the issue is very important to others but is not very important to you; you realize that you're are wrong or that you have changed your mind; it is more important to preserve group harmony than resolve the issue? | Negotiation |
| A-E-I-O-U model | We should express concerns and suggest a solution. |
| Negotiation | We should bargain to settle differences. |
| Mediation | We need a third party to facilitate the discussion. |
| Arbitration | We need a third party to decide for us. |
| Ashley tries to maintain strict control over the ASB's Spring Festival planning committee. He insists on controlling the direction and outcome of the committee's discussion. According to Styles Leadership Theory, which leadership style is Ashley using? | Autocratic. A leader attempting to control all aspects would be considered an autocratic leader. |
| Emily, Katie, Olivia, and Alexander, and Jensen ran into each other at Starbucks yesterday. That coincidental gathering of group members does not constitute a meeting. | True. |
| When trying to find common ground with audience members, find a belief or value that you share with those who disagree with you. | True. It's important to find shared beliefs when presenting a message to an audience. |
| All of our group members are mature and highly productive, a laissez-faire leader would be appropriate for our group. | True. In a group that works productively and communicates effectively, a laissez-faire leader would be the most appropriate. |
| At the end of every month, Jordan, who is the sales manager, offers a cash bonus to the most successful salesperson. What type of power is this leader using? | Reward power. A leader using reward power, would offer a bonus. |
| As a decision-making method, voting works best when a | there is no other way to break a deadlock. |
| In groups that engage in constructive conflict, disagreement is not punished and low-status members are free to challenge higher-status group members. | True |
| "All Input, No Putdown" is a characteristic of the Nominal Group Technique (NGT). | False. All input is actually an example of brainstorming. |
| A company's recycling task force is composed of fifteen members. If the task force makes decisions based on a consensus, how many members must be in favor of the group decision? | 15. A consensus requires everyone's agreement. |
| Constructive conflict is characterized by competition and conflict avoidance. | False. Constructive conflict means that all people involved in the conflict are working towards a solution; thus no one is avoiding. |
| Forming | members are polite |
| Storming | compete for status |
| Norming | resolve status conflicts |
| Performing | work productively |
| Adjourning | members leave |
| Antecedent | previous attitudes, beliefs, personality traits, etc. |
| Anticipatory | expectations members have of each other, the group, newcomer, etc. |
| Encounter | “trying to fit in”; individual & group adjusting norms, goals, roles, etc. |
| Assimilation | full integration as “newcomers become fully integrated” |
| Exit | member leaves or group ceases to exist |
| Individual Goals ↔ Group Goals | Personal goals are compatible with group goals. |
| Conflict ↔ Cohesion | Cohesive groups are committed, unified, and willing to engage in conflict. |
| Conforming ↔ Nonconforming | Members value group norms, but are willing to change. |
| Task Dimensions ↔ Social Dimensions | Members want to get the job done and also value their social relationships. |
| Homogenous ↔ Heterogeneous | Members value member similarities and differences. |
| Leadership ↔ Followership | Effective leadership requires loyal and competent followers. |
| Structure ↔ Spontaneity | Members recognize the need for structured procedures and the value of creative thinking. |
| Engaged ↔ Disengaged | Members expend energy and work hard, but also need rest and renewal. |
| Open System ↔ Closed System | Members welcome input and interchange, but also protect the group and its work. |
| Culture | A learned set of shared interpretations about beliefs, values, and norms which affect the behaviors of a relatively large group of people |
| Co-Culture | A group of people who coexist within the mainstream society, yet remain connected to one another through a common cultural heritage |
| Introvert | Reserved and private |
| Extrovert | Talks first, then thinks |
| Judger | Well organized |
| Perceiver | Goes with the flow |
| Members | Recognized and accepted as belonging to a group |
| Messages | Ideas, information, opinions, feelings |
| Channels | Media used to share messages |
| Feedback | Response or reaction to a message |
| Context | The physical and psychological environment |
| Noise | Anything that interferes with or inhibits communication |
| Avoiding | I lose, you lose |
| Accommodating | I lose, you win |
| Compromising | I win and lose, you win and lose |
| Competing | I win, you lose |
| Collaborating | I win, you win |
| Legitimate Power | Relies on a job title |
| Reward Power | Controls and gives out resources valued by members |
| Coercive Power | Controls and deals out sanctions and punishments |
| Informational Power | Controls and transmits information and sources |
| Expert Power | Relies on expertise and credentials |
| Referent Power | Relies on members’ opinion of and experience with the leader. |
| Charismatic Leader | Relies on leader’s character, competence, and vitality. |