Fundamentals Of Organizational Behaviour 5Th Canadian Edition by Langton - Test Bank Instant Download - Complete Test Bank With Answers Sample Questions Are Posted Below Chapter 05: Working in Teams 1) A team is any group of people working together. a number of people working together toward and accountable for a …
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Fundamentals Of Organizational Behaviour 5Th Canadian Edition by Langton – Test Bank
Instant Download – Complete Test Bank With Answers
Sample Questions Are Posted Below
Chapter 05: Working in Teams
1) A team is
Answer: b
Diff: 1
Type: MC
Skill: Recall
Objective: 5-1 What are teams and groups?
2) Joe was waiting patiently for his bus to arrive along with several other people who began to bond together after a rather long wait. It can be said that Joe was part of a ________ with these people.
Answer: c
Diff: 2
Type: MC
Skill: Applied
Objective: 5-1 What are teams and groups?
3) Evidence suggests that teams outperform individuals when the task being done requires
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 5-1 What are teams and groups?
4) Organizations have turned to teams as a better way to use employees’ talents. This is because teams
Answer: c
Diff: 2
Type: MC
Skill: Applied
Objective: 5-1 What are teams and groups?
5) Nickelback, a popular Canadian rock group, has achieved high levels of album sales and experienced sell-out crowds at its concerts. Using the textbook’s definition, this band would be classified as a(n)
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: What are teams and groups?
6) Groups become a “team” when
Answer: c
Diff: 1
Type: MC
Skill: Recall
Objective: 5-1 What are teams and groups?
7) Ammad says, “Only we are responsible for achieving the group’s goal, not the boss!” Ammad is describing his group as being a
Answer: d
Diff: 3
Type: MC
Skill: Applied
Objective: 5-1 What are teams and groups?
8) SCENARIO 5-1
Your supervisor is interested in re-engineering work processes throughout the organization in order to establish work teams. However, he needs to make a presentation to senior executives outlining the benefits of such a plan. You have been asked to provide him with the rationale for such an endeavour.
Referring to SCENARIO 5-1, which of the following is a good reason for undertaking such a plan?a. It will reduce conflict.
Answer: e
Diff: 3
Type: MC
Skill: Applied
Objective: 5-1 What are teams and groups?
9) SCENARIO 5-1
Your supervisor is interested in re-engineering work processes throughout the organization in order to establish work teams. However, he needs to make a presentation to senior executives outlining the benefits of such a plan. You have been asked to provide him with the rationale for such an endeavour.
Referring to SCENARIO 5-1, since you understand when teams are most appropriate, and that they work best when there are significant levels of trust among team members, you caution your supervisor to consider ways that he could build trust among team members. You suggest that he build trust by a. adjusting the reward system.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 5-1 What are teams and groups?
10) Management has found that teams are more ________ to changing events than are traditional departments or other forms of permanent groupings.
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 5-1 What are teams and groups?
11) The question “What do others expect of me?” relates to the ________ stage of team development.
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
12) At what stage of team development do members “test the waters” to determine what types of behaviours are acceptable?
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
13) In this stage, group energy has moved from getting to know one another to getting the work done.
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
14) The question, “Why are we here?” relates to the ________ stage of team development.
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
15) Studying the stages of group development can help us
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
16) When considering the five stages of group development, it is important to remember that
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
17) The ________ stage of group development is characterized by close relationships and cohesiveness.
Answer: a
Diff: 1
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
18) A group that remains too long in the ________ stage may have less of an ability to complete the task because of interpersonal problems.
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
19) Suppose an ad hoc group forms to help eliminate a parking problem within their organization. As the group begins to work on this project, a new public transportation system is introduced and fewer employees drive to work. Discovering that its mission is no longer needed, the group gradually disbands and eventually stops meeting altogether. In what stage of development does this group appear to be?
Answer: c
Diff: 2
Type: MC
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
20) Some members may be upbeat and others may be depressed in the ________ stage of development.
Answer: d
Diff: 1
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
21) Temporary groups that have long periods of inertia interspersed with brief revolutionary changes brought about because of the team members’ attention to deadlines follow the
Answer: b
Diff: 1
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
22) You are putting together a group that will work together on a permanent basis. You are studying about the stages of group development and are trying to prepare your supervisor for these predictable stages. You should warn your supervisor that in the first stage of group development, the team members will probably
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
23) SCENARIO 5-2
As a consultant who specializes in group dynamics, you are observing Stack Inc.’s self-managed teams, which are in different stages of development. Stack is a medium-sized manufacturing business with a diversity of employees at all levels. You have labelled the teams A, B, C, D, and E.
Referring to SCENARIO 5-2, Team D has resolved its issues of leadership and is devoting all of its energy to getting the job done. This team is in the ______________ stage.a. forming
Answer: d
Diff: 3
Type: MC
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
24) SCENARIO 5-2
As a consultant who specializes in group dynamics, you are observing Stack Inc.’s self-managed teams, which are in different stages of development. Stack is a medium-sized manufacturing business with a diversity of employees at all levels. You have labelled the teams A, B, C, D, and E.
Referring to SCENARIO 5-2, Team C, on the other hand, shows significant resistance to its appointed leader’s guidance, and there is a lot of arguing over roles within the group. This team seems to be in the ____________ stage.a. storming
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
25) SCENARIO 5-2
As a consultant who specializes in group dynamics, you are observing Stack Inc.’s self-managed teams, which are in different stages of development. Stack is a medium-sized manufacturing business with a diversity of employees at all levels. You have labelled the teams A, B, C, D, and E.
Referring to SCENARIO 5-2, the members of Team A are meeting and focused on setting their formal norms and clarifying expectations for the work to be done. This team seems to be in the _____________ stage.a. forming
Answer: e
Diff: 3
Type: MC
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
26) SCENARIO 5-2
As a consultant who specializes in group dynamics, you are observing Stack Inc.’s self-managed teams, which are in different stages of development. Stack is a medium-sized manufacturing business with a diversity of employees at all levels. You have labelled the teams A, B, C, D, and E.
Referring to SCENARIO 5-2, in Team B at least one group member has withdrawn by sitting apart from the others, and is no longer participating in the discussions. This team seems to be in the _____________ stage.a. norming
Answer: d
Diff: 3
Type: MC
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
27) According to the punctuated-equilibrium model, productivity is highest during the time of
Answer: b
Diff: 1
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
28) According to the punctuated equilibrium model, groups tend to experience ________ about halfway between the first meeting and the official deadline.
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
29) Helping one another understand the ideas and suggestions that come up in the group is known as
Answer: b
Diff: 1
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
30) Rudolph, who is a member of a work team, thinks that the team should develop a ________ so that all team members are in agreement on the basic norms and expectations for team performance.
Answer: b
Diff: 2
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
31) When working in teams, the ________ suggests that getting past Phase 1, moving on to Phase 2, and then finally completing the task is a realistic sequence when describing group performance.
Answer: b
Diff: 1
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
32) Ellen’s team is functioning effectively. In her opinion, the reason why is that the team includes some team players who emphasize attention to the task, goal setting, and the process, and other team players who question how the team is functioning. She is thus attributing her team’s success to
Answer: d
Diff: 2
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
33) When the team members are able to freely express their feelings on the tasks, as well as on the group’s operation, the team has
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
34) “Well, I’d be willing to change if you provided some help on . . .” is an example of the ________ role that builds and maintains a team.
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
35) Effective teams show reflexivity, meaning that they think about and adjust their ________ when necessary.
Answer: a
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
36) ________ is/are characteristic of effective teams.
Answer: e
Diff: 1
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
37) Team efficacy is defined as
Answer: b
Diff: 3
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
38) ________ is the degree to which team members are attracted to one another and are motivated to stay on the team.
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
39) When discussing a model for team effectiveness, keeping the team size relatively ________ is important because _________.
Answer: a
Diff: 2
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
40) Tony was not being an effective team member. He is acting as if he is quite willing to have his team members “carry” him on the project that they are all supposed to be working on. Tony is exhibiting
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
41) Factors such as freedom and autonomy as well as the opportunity to use a variety of skills relate to a team’s
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
42) Whenever his team was experiencing some conflict while making a tough decision, Kevin often resorted to using ________ as an effective way to reduce the conflict.
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
43) When discussing a model for team effectiveness, ________ would be found under the process.
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
44) Erika, a team manager, thinks that the teams she manages are not very effective. They continually miss deadlines and have a higher-than-industry average of defects in the products they manufacture. Erika is thinking that she could improve the effectiveness of the teams she manages by looking at the context that the teams work in. This means that she would be examining
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
45) Roles performed by group members to ensure that the group’s goals are accomplished are referred to as
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
46) Roles performed by group members to keep good relationships within the group are referred to as
Answer: c
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
47) John’s role is to make sure that all team members have a chance to express their ideas and feelings without being interrupted. John has a ________ role.
Answer: c
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
48) SCENARIO 5-3
Several years ago, Ted Brown began a small retail store that sells computer parts. The store grew and the business expanded to offer computer repair and custom computer programming. Clients have expanded beyond walk-in customers to include small and medium-sized businesses. To accommodate this expansion, Ted had to hire additional personnel. Ted’s new employees need to understand what their roles and those of others within the expanding company should be.
Referring to SCENARIO 5-3, Ted can help his new employees understand their roles and the roles of others by explaining some common facts about roles. He explained to them that a. each person will be expected to play a number of diverse roles and complete the tasks of some other members.
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
49) Roles performed by group members that are not productive for keeping the group on task are referred to as
Answer: d
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
50) Which of the following functions would be considered a task-oriented role in a team?
Answer: e
Diff: 1
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
51) Jane, a team member, says, “Building on Antonia’s idea, I think we could . . .” Jane is fulfilling the ________ role in the team.
Answer: d
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
52) Maya asked her team, “are we ready to make a decision on this?” Maya is taking on the ________ role.
Answer: b
Diff: 2
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
53) A team’s development of accurate and common knowledge and beliefs about how the work gets done is called
Answer: b
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
54) Evidence suggests that individual personalities play a part in how effective teams are. It has been found that mixing both conscientious and not-so conscientious members
Answer: b
Diff: 2
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
55) SCENARIO 5-4
You have been promoted to supervisor of a work team in your department. You remember from your OB course that high-performing teams are noted for the high-level of trust members have in one another. You also remember that researchers identified five dimensions that help build one’s trustworthiness. In order to achieve high performance, you choose to focus on building trust among team members.
Referring to SCENARIO 5-4, one way in which you decide to build trust within your work team is by a. encouraging members to practise quantitative analysis.
Answer: d
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
56) SCENARIO 5-4
You have been promoted to supervisor of a work team in your department. You remember from your OB course that high-performing teams are noted for the high-level of trust members have in one another. You also remember that researchers identified five dimensions that help build one’s trustworthiness. In order to achieve high performance, you choose to focus on building trust among team members.
Referring to SCENARIO 5-4, you find that one member of the team is unpredictable, unreliable, and says one thing but does another. Which dimension of trust does she need to improve on?a. integrity
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
57) A new employee in your department is cautious and apprehensive when he first meets and interacts with other employees. In particular, he seems rather private and aloof to some. Which dimension of trust will others in the department likely assume that he is lacking in?
Answer: b
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
58) Dawn has come to you for good advice on how to manage her sales team. She realizes that not all sales team members have the necessary skills to be effective team players. You suggest that Dawn
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 5-3 How do we create effective teams?
59) Group diversity in work teams provides the strongest advantage when teams are working on
Answer: e
Diff: 2
Type: MC
Skill: Recall
Objective: 5-3 How do we create effective teams?
60) SCENARIO 5-5
Claude is an executive member of his university’s standing committee on employment equity. Since most members of the committee live in different cities, they use teleconferencing, videoconferencing, and email to conduct their meetings.
Referring to SCENARIO 5-5, the committee Claude serves on would be considered a a. networked team.
Answer: c
Diff: 2
Type: MC
Skill: Applied
Objective: 5-4 How do virtual teams work?
61) SCENARIO 5-5
Claude is an executive member of his university’s standing committee on employment equity. Since most members of the committee live in different cities, they use teleconferencing, videoconferencing, and email to conduct their meetings.
Referring to SCENARIO 5-5, one advantage associated with such an arrangement is a. decreased efficiency.
Answer: e
Diff: 3
Type: MC
Skill: Applied
Objective: 5-4 How do virtual teams work?
62) Lee has come to you for some advice on ensuring that the virtual team she is managing is functioning effectively. You suggest that Lee
Answer: e
Diff: 3
Type: MC
Skill: Applied
Objective: 5-4 How do virtual teams work?
63) Virtual teams are best described as
Answer: c
Diff: 2
Type: MC
Skill: Recall
Objective: 5-4 How do virtual teams work?
64) Evidence suggests that
Answer: b
Diff: 1
Type: MC
Skill: Recall
Objective: 5-5 Are teams always the answer?
65) Phillip wants to determine whether the task is better suited for an individual or a team assignment. Which question will best help Phillip solve this dilemma?
Answer: a
Diff: 3
Type: MC
Skill: Applied
Objective: 5-5 Are teams always the answer?
66) A group could be co-workers, friends meeting for lunch, or people standing at a bus stop.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-1 What are teams and groups?
67) While not all groups are teams, all teams can be considered groups.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-1 What are teams and groups?
68) Management has found that teams are more flexible and responsive to changing events than are traditional departments or other forms of permanent groupings.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-1 What are teams and groups?
69) SCENARIO 5-6
Your work team is newly formed and you are interested in understanding the various stages it might go through in its development so that you can be of help. Members of your team did not know one another prior to this work assignment. The project will likely last for several years.
Referring to SCENARIO 5-6, the first stage of the group’s development is called norming.a. True
Answer: b
Diff: 2
Type: TF
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
70) SCENARIO 5-6
Your work team is newly formed and you are interested in understanding the various stages it might go through in its development so that you can be of help. Members of your team did not know one another prior to this work assignment. The project will likely last for several years.
Referring to SCENARIO 5-6, the norming stage is one in which close relationships develop and the group demonstrates cohesiveness.a. True
Answer: a
Diff: 2
Type: TF
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
71) SCENARIO 5-6
Your work team is newly formed and you are interested in understanding the various stages it might go through in its development so that you can be of help. Members of your team did not know one another prior to this work assignment. The project will likely last for several years.
Referring to SCENARIO 5-6, during the performing stage, the structure of the group is fully functional and accepted by the group members.a. True
Answer: a
Diff: 2
Type: TF
Skill: Applied
Objective: 5-2 Do groups and teams go through stages while they work?
72) The five-stage model of group development ignores the organizational context of work. For example, a study of a cockpit crew found that three pilots who did not know one another became a high-performing team within 10 minutes.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
73) The stages of group development must occur sequentially, and will never occur simultaneously.
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
74) According to the punctuated-equilibrium model, once a group’s direction is set, it is re-examined frequently in the first half of the group’s life and is likely to be altered.
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
75) The punctuated-equilibrium model characterizes groups as exhibiting long periods of inertia interspersed with brief revolutionary changes triggered primarily by members’ awareness of time and deadlines.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
76) An effective team will spend time building credibility with important players in other parts of the organization and developing internal relationships, rather than developing key outside relationships.
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
77) The five-stage model of group development comprises the first meeting, Phase 1, transition, Phase 2, and completion.
Answer: b
Diff: 2
Type: TF
Skill: Recall
Objective: 5-2 Do groups and teams go through stages while they work?
78) Members who rely too much on the leader and do not carry out their responsibilities can harm their team.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
79) Teams experience two types of cohesiveness: socio-emotional and instrumental.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
80) All team members must engage in social loafing to develop team cohesiveness and function effectively.
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
81) Sometimes coaches are more effective in leading teams than are leaders.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
82) Social loafing occurs equally often in teams and in individual work.
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
83) When people who usually like to work alone are added to a team, there is a direct and immediate increase in team efficiency.
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
84) The sense of togetherness that develops when individuals derive emotional satisfaction from group participation is called instrumental cohesiveness.
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
85) Effective teams show reflexivity, meaning that they reflect on and adjust their master plan when necessary.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
86) Teams that have been successful raise their beliefs about future success which, in turn, motivates them to work harder.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
87) A team charter is the list of tasks assigned to each team member.
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
88) Tori often noticed that the virtual team that she was a member of had difficulty bonding. This is typical of such teams.
Answer: a
Diff: 2
Type: TF
Skill: Applied
Objective: 5-3 How do we create effective teams?
89) The ideal group size depends on the type of task being completed.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
90) Proper leadership can improve productivity and cohesiveness on diverse teams.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
91) Conflict in teams is always destructive.
Answer: b
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
92) Evidence indicates that teams (such as self-managed teams) do not always need a leader.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
93) Team conflict can be reduced by developing multiple alternatives on issues.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
94) When her team experienced conflict while making a tough decision, Carrie often resorted to using humour as an effective way to reduce the conflict. This was an appropriate technique for Carrie to use.
Answer: a
Diff: 2
Type: TF
Skill: Applied
Objective: 5-3 How do we create effective teams?
95) The heterogeneity of teams refers to their diversity.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
96) For a team to perform effectively, team members must possess three types of skills: technical expertise; problem-solving and decision-making skills; and interpersonal skills.
Answer: a
Diff: 2
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
97) Leaders can help teams achieve team efficacy by helping the team to achieve small successes and by providing skills training.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-3 How do we create effective teams?
98) Paraverbal cues are absent in virtual teams.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-4 How do virtual teams work?
99) Now that teams have become more common in the workplace, research proves that they are useful for all tasks in an organization.
Answer: b
Diff: 2
Type: TF
Skill: Applied
Objective: 5-5 Are teams always the answer?
100) Tori has noticed that the members of the virtual team she works with are having difficulty bonding. This is typical of such teams.
Answer: a
Diff: 2
Type: TF
Skill: Applied
Objective: 5-4 How do virtual teams work?
101) Simple tasks that do not require diverse input are probably better left to individuals.
Answer: a
Diff: 1
Type: TF
Skill: Recall
Objective: 5-5 Are teams always the answer?
102) Explain how groups are different from teams, in detail and with examples. Also explain why teams have become an essential part of the way businesses operate, with specific examples to support your views.
Suggested answer:
-The main difference is the mutual accountability of team members for their common goal; whereas group members tend to be accountable for their own goals.
-An example of a group is a department in an organization; each member works on his or her own goals that all support the departmental goal, and the final accountability lies with the manager who assigns tasks and goals. In a team, team members focus together on the same goal and are collectively held accountable for the work.
Answer:
– Teams might not have one formally designated leader. Instead, leadership moves from one member to another depending on his or her skills, and the task at hand.
– Goal setting in work groups tends to be imposed by or negotiated with outside managers. In teams, the goal is determined internally through discussion.
– In work groups, the performance of the members is evaluated by the formal leader of the group and the sponsor, usually a superior. In teams, performance evaluations are conducted by the members themselves as well.
– In teams, success is defined by the members’ aspirations, whereas in work groups this success is defined by the leader’s own aspirations.
– Accountability for results in work groups is held by the leader over the members. In teams, each member holds the other mutually accountable.
(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: 5-1 What are teams and groups?
103) Describe in detail the five stages of team/group development. Give specific examples for each stage. Explain how and why teams and groups may or may not proceed through these stages.
Suggested answer:
Answer:
– Stage I: Forming. Think about the first time you met with a new group that had been brought together to accomplish a task. Do you remember how some people seemed silent and others felt confused about the task you were to accomplish? Those feelings arise during the first stage of group development, known as forming. Forming is characterized by a great deal of uncertainty about the group’s purpose, structure, and leadership. Members are “testing the waters” to determine what types of behaviour are acceptable. This stage is complete when members have begun to think of themselves as part of a group.
– Stage II: Storming. Do you remember how some people in your group just did not seem to get along, and sometimes power struggles even emerged? These reactions are typical of the storming stage, which is one of intragroup conflict. Members accept the existence of the group, but resist the constraints that the group imposes on individuality. Furthermore, there is conflict over who will control the group. When this stage is complete, a relatively clear hierarchy of leadership will emerge within the group. Some groups never really emerge from the storming stage, or they move back and forth through storming and the other stages. A group that remains forever planted in the storming stage may have less ability to complete the task because of all the interpersonal problems.
– Stage III: Norming. Many groups resolve interpersonal conflict and reach the third stage, in which close relationships develop and the group demonstrates cohesiveness. There is now a strong sense of group identity and camaraderie. The group develops norms, acceptable standards of behaviour that are shared by the group’s members. All groups have established norms that tell members what they ought and ought not to do under certain circumstances. When agreed to and accepted by the group, norms act as a means of influencing the behaviour of group members with a minimum of external controls. This norming stage is complete when the group structure solidifies, and the group has assimilated a common set of expectations about what defines correct member behaviour.
– Stage IV: Performing. Next, and you may have noticed this in some of your own group interactions, some groups just seem to come together well and start to do their work. This fourth stage, when significant task progress is being made, is called performing. The structure at this point is fully functional and accepted. Group energy has moved from getting to know and understand one another to performing the task at hand.
– Stage V: Adjourning. For permanent work groups, performing is the last stage in their development. However, for temporary committees, teams, task forces, and similar groups that have a limited task to perform, there is an adjourning stage. In this stage, the group prepares to split up. High task performance is no longer the group’s top priority. Instead, attention is directed toward wrapping up activities. Group members’ responses vary at this stage. Some members are upbeat, basking in the group’s accomplishments. Others may be depressed over the loss of camaraderie and friendships gained during the work group’s life.
Diff: 3
Type: ES
Skill: General Concept
Objective: 5-2 Do groups and teams go through stages while they work?
104) Your supervisor has asked you to assess the effectiveness of all the divisional teams working within the organization. First, identify the key actions that can make a team ineffective. Then, identify the actions a manager or leader could take in order to ensure that trust and cohesiveness develop within the team.
Suggested answer:
Actions that can make a team ineffective:
Answer:
– Not sharing: Members refuse to share information.
– Overdependence on the leader: Members are unable to take action without leadership involvement.
– Failure to follow through on decisions: Members do not take action after decision making.
– Hidden conflict: Members deny that conflict exists, which causes tension.
– Not resolving conflict: Dysfunctional disagreements lead to a decrease in productivity and job satisfaction among members.
– Subgroups: The team breaks up into smaller groups that put their needs above those of the team as a whole.
Strategies to develop trust and cohesiveness within the team:
– Trust: Show integrity, speak the truth, display your competence, be consistent, express your loyalty to team members, be open to sharing ideas and information.
– Cohesiveness: Keep the group relatively small, strive for a favourable image, encourage interaction, emphasize the common characteristics of members, point out environmental threats, clarify the group’s goal, recognize every member’s contributions, remind members that they need one another.
Diff: 3
Type: ES
Skill: Applied
Objective: 5-3 How do we create effective teams?
105) Explain the characteristics of a virtual team, and the various strategies a leader could implement to ensure the success of the virtual team. Give specific examples to support your answer.
Suggested answer:
Answer:
– Virtual team characteristics: They do not use face-to-face communication, but are still working toward a common goal; online collaboration is the method of interaction; they have become necessary due to globalization and as knowledge-based industries grow; they lack the use of paraverbal and nonverbal cues.
– Strategies to ensure the success of a virtual team: ensure that trust is established at the outset, or else it is very difficult to achieve; assigned roles to members, which helps them identify one another; ask members to share some personal information; encourage members to have a positive attitude; with team members, establish regular meeting times, set up firm rules, encourage social interaction online and off-line among members; give and receive feedback; consider using 360-degree feedback; provide an effective virtual workspace for members to communicate; publicize the team’s efforts throughout the organization; address feelings of isolation that members may have; ensure that members have a mix of technical and interpersonal skills; provide recognition; engage in spontaneous communication.
– See also From Concepts to Skills, “Conducting a Team Meeting Effectively.”
Diff: 3
Type: ES
Skill: General Concept
Objective: 5-4 How do virtual teams work?
106) How do you know if the work of your group would be better done in teams or by individuals? Explain, giving specific examples to support your answer.
Suggested answer:
Answer:
It has been suggested that three tests be applied to see if a team fits the situation:
– Can the work be done better by more than one person? Simple tasks that do not require diverse input are probably better left to individuals.
– Does the work create a common purpose or set of goals for the people in the group that is more than the sum of individual goals? For instance, the service departments of many new-car dealers have introduced teams that link customer service personnel, mechanics, parts specialists, and sales representatives. Such teams can better manage collective responsibility for ensuring that customers’ needs are properly met.
– Are the members of the group interdependent? Teams make sense where there is interdependence between tasks—where the success of the whole depends on the success of each one, and the success of each one depends on the success of the others. Soccer, for instance, is an obvious team sport because of the interdependence of the players. Swim teams, by contrast, are not really teams, but groups of individuals whose total performance is merely the sum of the individual performances. Others have outlined the conditions under which organizations would find teams more useful: “when work processes cut across functional lines; when speed is important (and complex relationships are involved); when the organization mirrors a complex, differentiated, and rapidly changing market environment; when innovation and learning have priority; and when the tasks that have to be done require online integration of highly interdependent performers.”
Diff: 3
Type: ES
Skill: General Concept
Objective: 5-5 Are teams always the answer?
107) Describe the four elements in the model of team effectiveness, giving specific examples for each element.
Suggested answer:
Answer:
– The four elements are: context, composition, work design, and process.
– Context: The team needs adequate resources, leadership and structure, trust, and performance evaluation/rewards.
– Composition: One must consider team member skills, personalities, roles, diversity, team size, and members’ preference for teamwork.
– Process: The team needs a common purpose, specific goals, belief in team efficacy, managed level of conflict, and mutual accountability.
– Work design: This element comprises autonomy, skill variety, task identity, and task significance.
NOTE: students may include here some characteristics of an effective team (from Exhibit 5-3), but the points made should fit clearly into the four categories in Exhibit 5-4.
(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: 5-3 How do we create effective teams?
108) Discuss in detail the importance of team leadership and how leaders must focus on building trust among team members. What types of roles could team leaders take on to help a team function effectively? Give specific examples to support your answer.
Suggested answer:
Answer:
– The role of team leaders is to create a real team rather than a team in name only; set a clear and meaningful direction for the team’s work; make sure that the structure will support effective working; ensure the team operates within supportive organizational context; and provide expert coaching.
– Actions that help build trust: integrity, competence, consistency, loyalty, and openness.
– Possible roles for team leaders: initiating, consensus testing, gatekeeping, encouraging (from Exhibit 5-6).
(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: 5-3 How do we create effective teams?
109) Describe the characteristics of an effective team and explain how each characteristic contributes to the functioning of a team as a whole. Give specific examples to support the definition of each characteristic.
Suggested answer:
Answer:
According to Exhibit 5-3:
– Clear purpose
– Informality
– Participation
– Listening
– Civilized disagreement
– Consensus decisions
– Open communication
– Clear rules and work assignments
– Shared leadership
– External relations
– Style diversity
– Self-assessment
(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: 5-3 How do we create effective teams?
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
