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CHAPTER 2

MASTERING INTERPERSONAL COMMUNICATION

Multiple Choice

  1. Teams
  2. are two or more people working together.
  3. share a common goal.
  4. are important in the workplace.
  5. all of the above

ANSWER: d. These are all characteristics of a team.

DIFFICULTY: easy; PAGE: 28; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. Effective teams do all of the following except
  2. have a clear sense of purpose.
  3. reach decisions by consensus.
  4. think creatively.
  5. all of the above

ANSWER: d. These are all characteristics of effective teams.

DIFFICULTY: moderate; PAGE: 28; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. Identify the item listed below that is not an advantage of employees working in teams to help organizations succeed.
  2. increased information and knowledge
  3. increased groupthink among members
  4. higher performance levels
  5. increased diversity of views

ANSWER: b. Groupthink leads to poor decisions and ill-advised actions and can even induce people to act unethically.

DIFFICULTY: easy; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. Teams can increase performance levels by
  2. unleashing greater creativity.
  3. generating energy among participants.
  4. helping employees solve complex problems.
  5. all of the above

ANSWER: d. All of these are ways that teamwork can increase performance.

DIFFICULTY: moderate; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. Teams tend to be ineffective when there is/are
  2. hidden agendas.
  3. groupthink.
  4. high coordination costs.
  5. all of the above

ANSWER: d. All of these hinder team effectiveness.

DIFFICULTY: moderate; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. ______occurs when peer pressure causes team members to withhold contrary or unpopular opinions.
  2. Free riding
  3. A hidden agenda
  4. Collaboration
  5. Groupthink

ANSWER: d. This is the definition of groupthink.

DIFFICULTY: easy; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. When a team member does not contribute his or her fair share to the group’s activities, the team member is often called a/an
  2. non-participant.
  3. free rider.
  4. ineffective team player.
  5. a person with a hidden agenda.

ANSWER: b. This is the definition of a free rider.

DIFFICULTY: easy; PAGE: 29; OBJECTIVE 1; TYPE: concept; AACSB: Communication

  1. ______can lead teams to make decisions that are worse than the ones the team members might have made individually.
  2. Diversity of views
  3. Increased performance levels
  4. Groupthink
  5. Effective teamwork

ANSWER: c. When belonging to a team is more important to members than making the right decision, that team may develop what is termed “groupthink.”

DIFFICULTY: moderate; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. Hidden agendas affect teams when team members
  2. do not contribute their fair share.
  3. have private motives that affect the group’s interaction.
  4. place greater value on belonging to a team than making right decisions.
  5. read one another’s nonverbal messages.

ANSWER: b. Some team members can have private motives that affect the group’s interaction.

DIFFICULTY: moderate; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. The key to productive meetings is careful planning of
  2. purpose, participants, time, facilities, and agenda.
  3. ethics, purpose, location, and agenda.
  4. purpose, participants, location, and protocol.
  5. ethics, purpose, rules of order, and location.

ANSWER: a. Only “a” offers the listing stated on pages 32–33.

DIFFICULTY: moderate; PAGE: 29; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. When it comes to using a mobile phone in the workplace,
  2. employers understand that you may have to answer it at any time.
  3. you should use features such as custom ringtones to express your personality.
  4. some executives have banned their use in meetings.
  5. none of the above

ANSWER: c. Mobile phones can cause serious disruption on the job.

DIFFICULTY: easy; PAGE: 31; OBJECTIVE: 2; TYPE: concept; AACSB: Communication

  1. Organizational communication can be achieved most effectively through group meetings
  2. always
  3. when group dialogue stays between the team leader and individual
  4. when memos and individual conversations won’t accomplish your goals
  5. only when an organization has expert communicators

ANSWER: c. Often times, you can achieve your purpose most effectively with a phone call, a private conversation or through a memo.

DIFFICULTY: easy; PAGE: 32; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. The two main types of meetings are
  2. informational and decision-making.
  3. problem and solution.
  4. analytical and comprehensive.
  5. focused and free-form.

ANSWER: a. Most meetings are either informational or decision-making.

DIFFICULTY: moderate; PAGE: 32; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. When selecting participants for a decision-making meeting, you should include
  2. everyone who might possibly have any connection to the topic at hand.
  3. only the senior level workers on the project.
  4. only those people whose presence is essential.
  5. as many people as you can fit in the room where the meeting will be.

ANSWER: c. Only include those people who are essential to the project. You will waste anyone else’s time.

DIFFICULTY: moderate; PAGE: 32; OBJECTIVE: 3; TYPE: application; AACSB: Communication

  1. Morning meetings are generally more productive and should be used for:
  2. meetings in which information is shared with others.
  3. those times when large groups of people must meet.
  4. customer meetings.
  5. work sessions.

ANSWER: d. For work sessions, morning meetings are more productive.

DIFFICULTY: moderate; PAGE: 32; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. The key to productive meetings is careful planning of
  2. purpose.
  3. participants.
  4. facilities and agenda.
  5. all of the above

ANSWER: d. The key to productive meetings is careful planning of purpose, participants, facilities and agenda.

DIFFICULTY: moderate; PAGES: 32-33; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. The most common method for planning and running effective meetings is
  1. the SEC Standard’s of Ethics.
  2. parliamentary procedure.
  3. Robert’s Rules of Order.
  4. both b and c apply

ANSWER: d. Both “b” and “c” identify the valued method for planning and running effective meetings.

DIFFICULTY: moderate; PAGE: 33; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. An effective agenda answers which of the following questions?
  2. What do we need to do in this meeting to accomplish our goals?
  3. What issues will be of greatest importance to all the participants?
  4. What information must be available in order to discuss the issues?
  5. both a and b

ANSWER: d. “a” and “b” are two of the three key questions an effective meeting agenda answers.

DIFFICULTY: moderate; PAGE: 33; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. The best-known guide to parliamentary procedure is
  1. the SEC Standard’s of Ethics.
  2. Robert’s Rules of Order.
  3. the Business Code of Order.
  4. Iacoca’s Rules of Order.

ANSWER: b. Robert’s Rules of Order is the best-known guide to parliamentary procedure.

DIFFICULTY: moderate; PAGE: 33; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. Following parliamentary procedure
  2. is especially important with larger groups.
  3. can help maintain order in a group.
  4. requires that everyone is clear about the expectations.
  5. all of the above

ANSWER: d. These are all true of parliamentary procedure.

DIFFICULTY: moderate; PAGE: 33; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. Identify the one trait that does not characterize a responsible leader of a meeting.
  2. keeps the meeting on track
  3. paces the presentation and discussion
  4. encourages discussion from less vocal participants
  5. dominates the meeting

ANSWER: d. A responsible leader guides, mediates, probes, stimulates and summarizes, but most of all encourages others to contribute ideas.

DIFFICULTY: easy; PAGES: 33–34; OBJECTIVE: 3; TYPE: concept; AACSB: Communication, Reflective Thinking

  1. As a leader, if one person is dominating the meeting and not letting others contribute, you should
  2. ask that person to leave the meeting.
  3. ignore the situation but not invite that person to the next meeting.
  4. politely point out that time is limited and that others need to be heard from too.
  5. all of the above

ANSWER: c. Politely let someone who is talking too much know that others need to have time to contribute as well.

DIFFICULTY: moderate; PAGE: 34; OBJECTIVE: 3; TYPE: application; AACSB: Communication

  1. To close a meeting effectively you should
  2. summarize the group’s conclusions.
  3. list the actions to be taken.
  4. make sure all participants understand and agree on the outcome.
  5. all of the above

ANSWER: d. All of these steps will create an effective closing to a meeting.

DIFFICULTY: easy; PAGE: 34; OBJECTIVE: 3; TYPE: application; AACSB: Communication

  1. Minutes should be taken
  2. at every meeting.
  3. only at more formal meetings.
  4. only at smaller or more informal meetings.
  5. only when some members of the group cannot be present.

ANSWER: b. Minutes are needed for more formal meetings.

DIFFICULTY: moderate; PAGE: 34; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. Most of us listen
  2. very effectively since it is such an easy skill.
  3. very ineffectively, remembering about half of what we hear.
  4. better when we are tired.
  5. better when the subject matter is complex.

ANSWER: b. Most of us remember only about half of what we hear and of that we forget another half within 48 hours.

DIFFICULTY: easy; PAGE: 36; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Using one’s own values, beliefs, ideas, and expectations to assign meaning to sounds and words is called a(n) ______in the listening process.
  2. receiving
  3. evaluating
  4. decoding
  5. analyzing

ANSWER: c. Decoding is assigning meaning to words.

DIFFICULTY: moderate; PAGE: 37; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. All of the following are elements in the listening process except
  2. decoding.
  3. remembering.
  4. focusing.
  5. evaluating.
ANSWER: c. Focusing is not an element in the listening process.

DIFFICULTY: difficult; PAGES: 37; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Which listeners interrupts whenever they don’t understand?
  2. effective listeners
  3. ineffective listeners
  4. empathic listeners
  5. surface listeners

ANSWER: b. Ineffective listeners interrupt whenever they disagree or don’t understand.

DIFFICULTY: easy; PAGE: 37; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Which listener listens passively?
  2. the effective listener
  3. the ineffective listener
  4. the empathic listener
  5. the surface listener

ANSWER: b. The ineffective listener listens passively.

DIFFICULTY: moderate; PAGE: 37; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Which listener adjusts his/her listening style to the situation?
  2. the effective listener
  3. the ineffective listener
  4. the uninterested listener
  5. the surface listener

ANSWER: a. The effective listener engages in content, critical, or empathic listening according to the situation.

DIFFICULTY: easy; PAGE: 37; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Which listener listens actively?
  2. the effective listener
  3. the ineffective listener
  4. the uninterested listener
  5. the surface listener

ANSWER: a. The effective listener engages the speaker by listening actively.

DIFFICULTY: easy; PAGE: 37; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Which listener resists giving nonverbal feedback to the speaker?
  2. the effective listener
  3. the ineffective listener
  4. the reluctant listener
  5. the surface listener

ANSWER: b. The ineffective listener does not provide nonverbal feedback.

DIFFICULTY: moderate; PAGE: 37; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Effective listeners engage in all of the following except
  2. making eye contact with the speaker.
  3. giving the speaker nonverbal cues.
  4. interrupting when they disagree.
  5. looking for opportunities to learn.

ANSWER: c. Table 2.2 lists actions of effective listeners.

DIFFICULTY: difficult; PAGE 37; OBJECTIVE: 5; TYPE: application; AACSB: Communication

  1. Ineffective listeners engage in all of the following activities, except:
  2. not taking notes.
  3. allowing their mind to wander.
  4. being judgmental and becoming distracted by stylistic differences.
  5. making distinctions between main points and supporting details.

ANSWER: d. See Table 2.2 for a list of actions of ineffective listeners.

DIFFICULTY: difficult; PAGE: 37; OBJECTIVE 5; TYPE: application; AACSB: Communication

  1. Which of the following is not a barrier to effective listening?
  2. lack of common ground
  3. focusing on the content of the message
  4. prejudgment
  5. listening selectively

ANSWER: b. Effective listeners overlook stylistic differences and focus on the speaker’s message.

DIFFICULTY: easy; PAGES: 37-38; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. In selective listening, listeners
  2. distort the message by tuning out anything that doesn’t confirm their assumptions.
  3. tend to take control of the conversation.
  4. tune out until they hear something that gets their attention.
  5. all of the above

ANSWER: c. Selective listeners let their attention wander. They remember what they think the speaker said.

DIFFICULTY: moderate; PAGE: 38; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Which of the following is not a trait of good listening?
  2. making frequent eye contact
  3. not interrupting the speaker
  4. taking no notes
  5. mentally paraphrasing the speaker’s ideas

ANSWER: c. Effective listeners take careful and complete notes.

DIFFICULTY: easy; PAGE: 38; OBJECTIVE: 5; TYPE: application; AACSB: Communication

  1. Listeners who engage in selective perception
  2. focus on the speaker’s appearance.
  3. mold messages to fit what they already believe about the subject.
  4. let their attention wander.
  5. do all of the above

ANSWER: b. Selective perception involves molding a speaker’s message to fit what the listener already believes about the subject.

DIFFICULTY: moderate; PAGE: 38; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. In part, poor listening is caused because
  2. people think faster than they speak.
  3. people are uninterested in the subject matter.
  4. people are unable to think originally.
  5. all of the above

ANSWER: a. People’s minds tend to wander because they can think faster than they speak.

DIFFICULTY: moderate; PAGE: 38; OBJECTIVE: 5; TYPE: concept; AACSB: Communication

  1. Which of the following is not a form of nonverbal communication?
  2. education
  3. gesture and posture
  4. vocal characteristics
  5. touching behavior

ANSWER: a. All of these items but “a” are forms of nonverbal communication.

DIFFICULTY: easy; PAGES: 39-40; OBJECTIVE: 6; TYPE: concept; AACSB: Communication

  1. Which of the following is not an example of nonverbal communication?
  2. British listeners staring at the speaker and blinking their eyes to indicate understanding.
  3. An American leaving a telephone voice message.
  4. Germans tossing their head back to call someone to come closer.
  5. A Greek nodding slightly upward to signal “no.”

ANSWER: b. A telephone message is an example of verbal communication.

DIFFICULTY: difficulty; PAGE: 39-40; OBJECTIVE: 6; TYPE: application; AACSB: Communication, Reflective Thinking

  1. Identify the one item that is not a valid claim concerning touching behavior.
  2. conveys warmth, comfort, and reassurance
  3. accepted norms for touching behavior vary
  4. is governed by varying cultural customs
  5. all of the above

ANSWER: d. All of these statements are true of touching behavior.

DIFFICULTY: easy; PAGE: 40; OBJECTIVE: 6; TYPE: concept; AACSB: Communication

  1. Identify the one item that is not a method for improving your nonverbal communication.
  2. pay close attention to your vocal characteristics
  3. expect business professionals to share the same attitudes toward time
  4. maintain the eye contact your audience expects
  5. use touch only when appropriate

ANSWER: b. Be aware of varying attitudes toward time among different cultures.

DIFFICULTY: easy; PAGE: 40; OBJECTIVE: 6; TYPE: concept; AACSB: Communication, Reflective Thinking

True/False

  1. _____ Effective teams have a clear sense of purpose.

ANSWER: True. As well as having a clear sense of purpose, effective teams communicate openly and honestly, reach decisions by consensus, think creatively, remain focused, and resolve conflict effectively.

DIFFICULTY: moderate; PAGE: 28; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

45._____ Teams can contribute to higher performance levels by improving employees’ productivity and creativity.

ANSWER: True. Successful teams improve productivity, creativity, and employee involvement.

DIFFICULTY: easy; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. _____ While working in teams is productive for the individual, the group effort is less creative than an individual effort.

ANSWER: False. Working in teams can unleash vast amounts of creativity and energy in workers who share a sense of purpose and mutual accountability.

DIFFICULTY: moderate; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. _____ Groupthink leads team members to withhold contrary or unpopular opinions.

ANSWER: True. Groupthink can result in decisions that are worse than the ones team members might have made individually.

DIFFICULTY: easy; PAGE: 29; OBJECTIVE: 1; TYPE: concept; AACSB: Communication

  1. _____ A weak handshake reveals a great deal about one’s professionalism.

ANSWER: True. It is important to shake hands in a manner that creates a positive impression.

DIFFICULTY: easy; PAGE: 31; OBJECTIVE: 6; TYPE: concept; AACSB: Communication

  1. _____ Most companies now allow their employees to use mobile phones in meetings.

ANSWER: False. Many executives have banned the use of mobile phones in meetings.

DIFFICULTY: easy; PAGES: 31; OBJECTIVE: 2; TYPE: concept; AACSB: Communication, Technology

  1. _____ When conducting business over a meal, you should wait to bring out business papers until after the entrée plates have been removed.

ANSWER: True. This is the correct time to do so.

DIFFICULTY: moderate; PAGE: 32; OBJECTIVE: 2; TYPE: concept; AACSB: Communication

  1. _____ In business, small-group meetings are almost always productive.

ANSWER: False. Managers report that little more than half of their meetings are actually productive.

DIFFICULTY: moderate; PAGE: 32; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. _____ Some managers report that a little more than half of their meetings were actually productive and that a quarter of them could have been handled by a phone call or memo.

ANSWER: True. Some managers report that a little more than half of their meetings were actually productive and that a quarter of them could have been handled by a phone call or a memo.

DIFFICULTY: easy; PAGE: 32; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. _____ You can always achieve the purpose of organizational communication most effectively through group meetings.

ANSWER: False. Sometimes memos and individual conversations achieve communication goals.

DIFFICULTY: easy; PAGE: 32; OBJECTIVE: 3; TYPE: concept; AACSB: Communication

  1. _____ If a meeting is purely for informational purposes and one person will be doing most of the talking, you can include a relatively large group.

ANSWER: True. Problem-solving meetings or those for the purpose of developing a plan or reaching a decision are best limited to six to twelve people.