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1 | |
Which best defines the term system as used in small group discussion? |
| | A) | a theory that explains how members in groups interrelate |
| | B) | the mechanistic aspect of small group components |
| | C) | a set of relationships among interdependent, interacting components and forces |
| | D) | all of the above |
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2 | |
When thinking about the small group as a system, what is the key component that connects all of the system's relevant parts? |
| | A) | communication |
| | B) | interdependence |
| | C) | nonsummativity |
| | D) | none of the above |
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3 | |
When a new baby enters a household, every family member is affected. This is an example of: |
| | A) | multiple causation |
| | B) | nonsummativity |
| | C) | small group communication |
| | D) | interdependence |
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4 | |
In a given group, the leadership is shared—one member possesses expertise and another member coordinates decision-making democratically. The result is the group's success in a given goal. This is an example of: |
| | A) | general systems theory |
| | B) | multiple causation |
| | C) | nonsummativity |
| | D) | interdependence |
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5 | |
A basketball team that performs much more competitively than the abilities of each individual player is an example of: |
| | A) | synergistic relationships |
| | B) | negative nonsummativity |
| | C) | positive nonsummativity |
| | D) | intrasummativity |
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6 | |
Properties of individual members of a group such as their skills, expertise, attitudes, gender, and ethnicity are referred to as: |
| | A) | variables |
| | B) | system-level variables |
| | C) | individual-level variables |
| | D) | all of the above |
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7 | |
System-level variables are: |
| | A) | characteristics of the group as a whole, including preexisting societal and cultural norms, the degree of cohesiveness, and procedures the group uses. |
| | B) | properties of individual members of a group such as their skills, expertise, attitudes, gender, and ethnicity |
| | C) | components from which a small group is formed and that it uses to do its work |
| | D) | how a group transforms inputs into final products |
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8 | |
The three broad categories of system variables are: |
| | A) | input, throughput, and feedback |
| | B) | individual, system, and multi-level |
| | C) | input, output, and feedback |
| | D) | input, throughput, and output |
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9 | |
The group's members, the reasons for the group's formation, resources, and environmental conditions are examples of ___________ variables: |
| | A) | output |
| | B) | input |
| | C) | throughput |
| | D) | feedback |
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10 | |
A group's rules, the procedures it follows, its leadership, and communication among members are: |
| | A) | input variables |
| | B) | throughput variables |
| | C) | output variables |
| | D) | feedback |
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11 | |
The church board example discussed in the text is an example of what type of group? |
| | A) | small group |
| | B) | primary group |
| | C) | secondary group |
| | D) | both a primary and secondary group |
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12 | |
Feedback is: |
| | A) | the setting in which the group exists |
| | B) | open system characteristics |
| | C) | closed system characteristics |
| | D) | information that helps the system determine whether or not it needs to make adjustments to reach its goals |
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13 | |
A major strength of small groups is the sense of belonging that members create and act upon. This is referred to as: |
| | A) | communication dynamics |
| | B) | environmental influences |
| | C) | environment fluidity |
| | D) | commitment |
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14 | |
Which of the following describes the reciprocal relationship between a group and its environment? |
| | A) | Members, because they belong to other groups, create situations in which they often communicate between groups. |
| | B) | Groups frequently have to coordinate their actions with other groups within the same parent organization. |
| | C) | Frequently, internal and external communication occurs about how group goals should be interpreted, the extent of group's authority, and the existence of support. |
| | D) | all of the above |
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15 | |
A group in which its members come from different organizations and form a temporary alliance in order to attain a particular purpose is called a: |
| | A) | decision-making group |
| | B) | traditional group |
| | C) | collaborating group |
| | D) | virtual group |
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16 | |
A classroom group that receives information from the instructor, other classmates, friends outside class, and media or news sources is an example of a(n): |
| | A) | closed system |
| | B) | open system |
| | C) | collaborating group |
| | D) | virtual group |
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17 | |
A group's boundary spanner: |
| | A) | initiates transactions to import or export needed resources such as information or support for a group |
| | B) | responds to initiatives by outsiders |
| | C) | initiates changes in the membership of the group |
| | D) | all of the above |
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18 | |
A member of a group who monitors for outside support of the group and who brings in information from the environment is serving what function of a boundary spanner? |
| | A) | task coordinator |
| | B) | scout |
| | C) | guard |
| | D) | ambassador |
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19 | |
Which are input characteristics that are effective in problem-solving groups? |
| | A) | Members share basic values and beliefs about the purpose of the group and each other. |
| | B) | The number of members is small enough for all to be active participants and perceptually aware of each other and large enough to supply a variety of knowledge and competencies. |
| | C) | The group's purpose is understood and accepted by all members. |
| | D) | all of the above |
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20 | |
Members are skilled at expressing themselves interpersonally and are considerate of other members of a group. This is an example of an effective: |
| | A) | throughput variable |
| | B) | input variable |
| | C) | output variable |
| | D) | environmental support |
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