Please answer all questions.
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1 | |
The ground rules for observing groups include: |
| | A) | Focus on key points. |
| | B) | Try to examine all aspects of how group members interact. |
| | C) | Make only positive comments. |
| | D) | Single out specific group members for criticism. |
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2 | |
When group members engage in "fishbowl" discussion |
| | A) | they write all their ideas on individual cards, put the cards in a bowl, and draw a card out of the bowl to decide which idea to discuss. |
| | B) | turns at talk are determined by going around the table to be sure everyone has a say on the topic. |
| | C) | people outside the group serve as observer-critics. |
| | D) | consensus and unanimity are the goals of the conversation. |
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3 | |
Examine the interaction diagram below. Which person in this group is talking the most?
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| | A) | A |
| | B) | B |
| | C) | C |
| | D) | D |
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4 | |
Based on the diagram in Question # 3, which person is talking the least in the group? |
| | A) | A |
| | B) | B |
| | C) | C |
| | D) | D |
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5 | |
In observing group communication, Bales's _____ interaction category includes requests for orientation, repetition, and clarification. |
| | A) | asks for information |
| | B) | gives suggestion |
| | C) | dramatizes |
| | D) | seems friendly |
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6 | |
The ____ category in Bales's group interaction scheme includes telling stories and jokes. |
| | A) | asks for information |
| | B) | gives suggestion |
| | C) | dramatizes |
| | D) | seems friendly |
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7 | |
When using the category system developed by Benne and Sheats, the observer would look for behaviors associated with gatekeeping, harmonizing, and releasing tension to identify _____ roles in groups. |
| | A) | self-centered |
| | B) | disruptive |
| | C) | social-emotional |
| | D) | task |
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8 | |
Behaviors such as energizing, orienting, initiating, and seeking information are associated with _____ roles in groups. |
| | A) | self-centered |
| | B) | disruptive |
| | C) | social-emotional |
| | D) | task |
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9 | |
SYMLOG, developed by Bales and his associates, describes group members' behaviors in three dimensions including: |
| | A) | evaluator versus critic. |
| | B) | friendly versus unfriendly. |
| | C) | information seeker versus information giver. |
| | D) | standard setter versus follower. |
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10 | |
In the Barnlund-Haiman Leadership Rating Scale, behaviors assessed in the influence in ____ category include clarifying communication and resolving conflict. |
| | A) | procedure |
| | B) | interpersonal relations |
| | C) | dominating |
| | D) | creative and critical thinking |
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11 | |
In the Barnlund-Haiman Leadership Rating Scale, behaviors assessed in the influence in ____ category include regulating participation and climate making. |
| | A) | procedure |
| | B) | interpersonal relations |
| | C) | dominating |
| | D) | creative and critical thinking |
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12 | |
The Brilhart problem-solving scale is particularly useful for |
| | A) | revealing the group's strengths and weaknesses from the member's viewpoints. |
| | B) | evaluating a group's cohesiveness. |
| | C) | groups employing the reflective thinking process. |
| | D) | identifying interaction patterns among group members. |
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13 | |
Seashore's evaluation form is best used for: |
| | A) | revealing the group's strengths and weaknesses from the member's viewpoints. |
| | B) | evaluating a group's cohesiveness. |
| | C) | groups employing the reflective thinking process. |
| | D) | identifying interaction patterns among group members. |
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14 | |
The Postmeeting Open-Ended Reaction Form is useful for |
| | A) | revealing the group's strengths and weaknesses from the member's viewpoints. |
| | B) | evaluating a group's cohesiveness. |
| | C) | groups employing the reflective thinking process. |
| | D) | identifying interaction patterns among group members. |
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15 | |
Brilhart's Postmeeting Reaction Questionnaire addresses issues such as the |
| | A) | different roles group members played. |
| | B) | procedures for implementing the final decision. |
| | C) | criteria for choosing a solution to the problem. |
| | D) | clarity of the discussion's goals. |
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16 | |
Observing a small group in a classroom setting is very similar to observing a group in the community or at work. |
| | A) | True |
| | B) | False |
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17 | |
The purpose of Bales's interaction category scheme is to identify how much people talk in a group. |
| | A) | True |
| | B) | False |
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18 | |
The special-interest pleader and self-confessor roles in groups cause major disruptions in a group's work. |
| | A) | True |
| | B) | False |
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19 | |
One problem with self-report measures in evaluating groups is that group members may report what they believe the person collecting the data wants to know rather than what the members actually think. |
| | A) | True |
| | B) | False |
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20 | |
The Brilhart postmeeting reaction questionnaire is useful for a group's outsider observer to complete. |
| | A) | True |
| | B) | False |
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2002 McGraw-Hill Higher Education