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| 1 | |
Effective strategies for avoiding "mechanical" listening include all of the following EXCEPT: |
| | A) | Make a list of your questions in advance and listen for the answers during the conversation. |
| | B) | Learn a few facts about the speaker (family, background, education, etc.) in advance, so he or she will seem more like a specific person during the conversation, and less like a generic speaker. |
| | C) | At the end of the conversation, check your understanding with the speaker. |
| | D) | During or immediately after the conversation, write down the key points discussed. |
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| 2 | |
Which of the following is NOT an active listening technique? |
| | A) | Paraphrase what you just heard. |
| | B) | Ask for more information or clarification. |
| | C) | Be quiet and allow the speaker to talk. |
| | D) | Identify the feelings you think you hear. |
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| 3 | |
If people in a group do not seem willing to disagree, the group could be experiencing groupthink. Techniques to counteract groupthink include all of the following EXCEPT: |
| | A) | Stop worrying and recognize that your group's avoidance of conflict is an admirable. |
| | B) | Search for additional alternatives. |
| | C) | Protect everyone's right to disagree. |
| | D) | Test assumptions against those of a broader range of people. |
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| 4 | |
Negative roles and actions that hurt the group's product and process include all of the following EXCEPT: |
| | A) | Blocking. |
| | B) | Dominating. |
| | C) | Clowning. |
| | D) | Solving interpersonal problems. |
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| 5 | |
Effective groups balance three kinds of leadership, which parallel the three group dimensions. Which of the following is NOT one of the three types of leadership? |
| | A) | Informational leaders generate and evaluate ideas and text. |
| | B) | Interpersonal leaders monitor the group's process, check people's feelings, and resolve conflicts. |
| | C) | Procedural leaders set the agenda, make sure that everyone knows what is due for the next meeting, communicate with absent members, and check that assignments are carried out. |
| | D) | Evaluating leaders compare the group's processes and products to established standards and goals. |
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| 6 | |
Positive roles and actions that help the group achieve its task include all of the following EXCEPT: |
| | A) | Encouraging participation. |
| | B) | Relieving tensions. |
| | C) | Ignoring feelings. |
| | D) | Listening actively. |
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| 7 | |
The standard agenda is a seven-step process for solving problems. Which of the following is NOT a step in this process? |
| | A) | Gather information. |
| | B) | Involve a senior manager. |
| | C) | Establish criteria. |
| | D) | Understand what the group has to deliver. |
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| 8 | |
Suppose you were listening in on four student teams discussing the strategy for researching a project. You hear the following comments. Which would indicate the most successful team? |
| | A) | Team 1: "Sure, that approach is as good as any other. Let's agree on that." |
| | B) | Team 2: "I don't know where you've done research before, but that's not the way we do it at this school." |
| | C) | Team 3: "Yes, that's an idea. We could also approach the research this way." |
| | D) | Team 4: "That approach would take far too much time. We'd risk missing the deadline." |
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| 9 | |
A study showed that successful student groups did all of the following EXCEPT: |
| | A) | Made decisions together. |
| | B) | Got the majority of group members to work actively on the project. |
| | C) | Socialized together frequently outside the project meetings. |
| | D) | Voiced disagreement and discussed alternatives. |
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| 10 | |
During a meeting, Fabrizio explodes at the other members of the team: "You think my ideas are worth less just because English is not my first language. I have two advanced degrees in economics. I know more about the subject of this report we're writing than most of you do." Which response shows the most effective approach to resolving the conflict? |
| | A) | "Are you saying you feel we're prejudiced against you because of your English?" |
| | B) | "Your ideas just don't make sense to me, even if they were explained in perfect English." |
| | C) | "No one is questioning your education, Fabrizio." |
| | D) | "We're sorry. Could you try explaining that idea again?" |
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| 11 | |
To reduce the number of conflicts in a group, do all of the following EXCEPT: |
| | A) | Determine which members of the group would make poor leaders and avoid giving them leadership tasks. |
| | B) | Make responsibilities and ground rules clear in the beginning. |
| | C) | Discuss problems as they arise. |
| | D) | Realize that group members are not responsible for each other's happiness. |
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| 12 | |
When you're arranging a meeting that has more than one purpose (for example, brainstorming, sharing information and making a decision), you should |
| | A) | Schedule a separate meeting for each purpose. |
| | B) | Select the most important purpose and start the meeting with that. Move the other purposes down the agenda to a section called "If time permits." |
| | C) | Make each purpose explicit. |
| | D) | Ask the chair in advance how he or she would like to deal with the multiple purposes. |
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| 13 | |
Planning the agenda is the foundation of a good meeting. A good agenda indicates all of the following EXCEPT: |
| | A) | Background information from past meetings. |
| | B) | Whether each item is presented for information, for discussion, or for a decision. |
| | C) | The amount of time allotted for each item. |
| | D) | The person who is sponsoring or introducing each item. |
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| 14 | |
If different authors have prepared separate sections of a collaborative writing project, the best approach to blending their work into a uniform final document is to |
| | A) | Plan the organization, format and style before anyone begins to write. |
| | B) | Have everyone write the executive summary together, but have each different author take the lead for revising and finalizing his or her section. |
| | C) | It depends on whether the deadline or a uniform document is the most important priority. |
| | D) | Leave each author's section as it is, but make clear in the introduction that a different person worked on each section so all readers will know what to expect. |
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| 15 | |
Group strategies for producing the best collaborative writing include all of the following EXCEPT: |
| | A) | Involving all group members in the process. |
| | B) | Having one clear leader. |
| | C) | Soothing hurt feelings within the group. |
| | D) | Viewing revisions positively. |
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