Team Development Trivia Quiz!
Trying to motivate one person to do something may be a little easier than trying to motivate people in a group. When the group dynamic sets in, there is an array of techniques, you can use to ensure that you get the desired results from a group activity. Take up the trivia quiz below and see what you know about team development.
- 1.
In which of Tuckman's Group Development Stages do members resolve status conflicts and learn to work as a cohesive team?
- A.
Performing
- B.
Storming
- C.
Adjourning
- D.
Norming
- E.
Forming
Correct Answer
D. NormingExplanation
In the norming stage of Tuckman's Group Development Stages, members resolve status conflicts and learn to work as a cohesive team. This stage is characterized by increased cooperation, collaboration, and trust among team members. It is during this stage that individuals start to understand and appreciate each other's strengths and differences, leading to the development of a shared identity and a sense of unity within the team.Rate this question:
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- 2.
In which of Tuckman's Group Development Stages are members socially cautious and overly polite?
- A.
Adjourning
- B.
Forming
- C.
Performing
- D.
Norming
- E.
Storming
Correct Answer
B. FormingExplanation
During the forming stage of Tuckman's Group Development Model, members are socially cautious and overly polite. This is because they are just getting to know each other and establishing initial relationships. They may feel uncertain and hesitant, so they tend to be polite and cautious in their interactions. This stage is characterized by a focus on building trust and establishing roles within the group.Rate this question:
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- 3.
You have just joined a newly formed group responsible for developing a recycling program for your community. At first, group members are somewhat uncomfortable working with strangers. Which of Tuckman's stages of group development is your group experiencing?
- A.
Norming
- B.
Storming
- C.
Forming
- D.
Performing
- E.
Reforming
Correct Answer
C. FormingExplanation
The group is experiencing the forming stage of Tuckman's stages of group development. This stage is characterized by members coming together, getting to know each other, and establishing initial roles and responsibilities. In this stage, there may be some discomfort and uncertainty as the group members are still getting accustomed to working with strangers.Rate this question:
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- 4.
Which is the correct order for Tuckman's 5 group development stages?
- A.
Forming, storming, norming, performing, adjourning
- B.
Forming, norming, performing, storming, adjourning
- C.
Norming, forming, storming, performing, adjourning
- D.
Norming, storming, performing, forming, adjourning
- E.
Storming, norming, forming, performing, adjourning
Correct Answer
A. Forming, storming, norming, performing, adjourningExplanation
The correct order for Tuckman's 5 group development stages is forming, storming, norming, performing, adjourning. This model describes the stages that a group goes through as they develop and work together. In the forming stage, the group comes together and establishes their goals and roles. Then, in the storming stage, conflicts and disagreements may arise as members assert themselves. In the norming stage, the group establishes norms and expectations for behavior. The performing stage is when the group is working effectively and achieving their goals. Finally, in the adjourning stage, the group disbands or moves on to other projects.Rate this question:
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- 5.
Because most members of a new group want to create a good first impression, they tend to be overly polite with one another during their initial meetings. They don't interrupt one another and avoid expressing strong opinions. These behaviors are characteristic of
- A.
Dialectic tension.
- B.
Primary tension.
- C.
Secondary tension.
- D.
Tertiary tension.
- E.
Assimilation tension.
Correct Answer
B. Primary tension.Explanation
The given scenario describes the behavior of new group members during their initial meetings. The fact that they don't interrupt each other and avoid expressing strong opinions indicates that they are being overly polite and cautious. This aligns with the concept of primary tension, which refers to the initial discomfort and awkwardness experienced by group members as they get to know each other and establish social norms.Rate this question:
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- 6.
Ernest Bormann's description of primary tension resembles Tuckman's _________stage of group development.
- A.
Forming
- B.
Storming
- C.
Norming
- D.
Performing
- E.
Adjourning
Correct Answer
A. FormingExplanation
Ernest Bormann's description of primary tension resembles Tuckman's forming stage of group development. In both concepts, there is a focus on the initial stage of a group coming together and forming. Primary tension, as described by Bormann, refers to the discomfort and anxiety experienced by group members when they first come together and interact. This aligns with Tuckman's forming stage, where individuals are getting acquainted, establishing roles, and trying to understand the group's purpose. Both concepts highlight the early phase of group development and the challenges that arise during this stage.Rate this question:
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- 7.
Ernest Bormann's description of _________ resembles Tuckman's forming stage of group development.
- A.
A. secondary tension
- B.
B. primary tension
- C.
C. the norming stage
- D.
The performing stage
- E.
The adjourning stage
Correct Answer
B. B. primary tensionExplanation
Ernest Bormann's description of primary tension resembles Tuckman's forming stage of group development. Primary tension refers to the initial discomfort and unease that group members may experience when they first come together. This stage in group development is characterized by uncertainty, anxiety, and a lack of cohesion. Similarly, the forming stage in Tuckman's model is also marked by the formation of relationships, the establishment of group norms and goals, and a certain level of discomfort as individuals try to understand their roles and responsibilities within the group. Both primary tension and the forming stage highlight the initial challenges and uncertainties that groups face as they begin to work together.Rate this question:
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- 8.
In which of Carolyn Anderson's group socialization stages do members adjust to group expectations, assume needed roles, and balance their personal goals with the group's goals?
- A.
Antecedent phase
- B.
Anticipatory phase
- C.
Encounter phrase
- D.
assimilation phase
- E.
Exit phase
Correct Answer
C. Encounter pHraseExplanation
In Carolyn Anderson's group socialization stages, the encounter phase is where members adjust to group expectations, assume needed roles, and balance their personal goals with the group's goals. This is the stage where individuals come together and start to interact with each other, becoming familiar with the group dynamics and norms. It is during this phase that members begin to understand their responsibilities within the group and align their personal objectives with the collective goals of the group.Rate this question:
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- 9.
In which of Carolyn Anderson's group socialization stages do members become fully integrated into the group's culture?
- A.
Antecedent phase
- B.
Anticipatory phase
- C.
Encounter phrase
- D.
Assimilation phase
- E.
Exit phase
Correct Answer
D. Assimilation pHaseExplanation
The assimilation phase in Carolyn Anderson's group socialization stages is when members become fully integrated into the group's culture. During this phase, individuals adopt the values, norms, and behaviors of the group and feel a sense of belonging. They no longer feel like outsiders and have successfully assimilated into the group. This phase is crucial for the development of group cohesion and unity.Rate this question:
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- 10.
According to Locke and Latham's Goal Theory, all of the following criteria are critical for developing effective group goals EXCEPT
- A.
The goals are specific.
- B.
The goals are accepted by members.
- C.
The goals are simple and easy to achieve.
- D.
The goals are set by members and the group.
- E.
The goals allow for member growth.
Correct Answer
C. The goals are simple and easy to achieve.Explanation
Locke and Latham's Goal Theory states that effective group goals should be specific, accepted by members, set by members and the group, and allow for member growth. However, the goals being simple and easy to achieve is not a critical criterion for developing effective group goals according to this theory. This means that the goals can be challenging and require effort from the group members in order to be effective.Rate this question:
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- 11.
_________ occur when members' private goals conflict with the group's common goals and represent what people really want rather than what they say they want.
- A.
The storming stage
- B.
Hidden agendas
- C.
Primary tension
- D.
Tertiary tension
- E.
Implicit norms
Correct Answer
B. Hidden agendasExplanation
Hidden agendas occur when members' private goals conflict with the group's common goals and represent what people really want rather than what they say they want. This means that individuals may have personal motivations or desires that are not openly expressed or shared with the group. These hidden agendas can create tension and conflict within the group as members may work towards their own goals rather than the group's objectives. It is important to address and manage hidden agendas in order to promote open communication and collaboration within the group.Rate this question:
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- 12.
All of the following statements are true about hidden agendas EXCEPT
- A.
Hidden agendas exist in most groups.
- B.
Hidden agendas occur when there is poor group leadership.
- C.
Hidden agendas disrupt the flow of communication.
- D.
Hidden agendas should be discussed and dealt with by the group.
- E.
Hidden agendas do not cause problems in a group.
Correct Answer
B. Hidden agendas occur when there is poor group leadership.Explanation
Hidden agendas occur regardless of the quality of group leadership. It is a phenomenon where individuals within a group have personal motives or goals that they do not openly express. These hidden agendas can disrupt the flow of communication and cause problems within the group. Therefore, the statement "Hidden agendas occur when there is poor group leadership" is not true.Rate this question:
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- 13.
. Implicit norms are
- A.
Easy to recognize.
- B.
Quickly apparent to new members.
- C.
Rarely discussed by members.
- D.
Imposed by an outside authority.
- E.
Disruptive of the group process.
Correct Answer
C. Rarely discussed by members.Explanation
Implicit norms are rarely discussed by members because they are unwritten and understood rules or expectations within a group that are often taken for granted. These norms are usually established over time through repeated behaviors and interactions, and members of the group conform to them without explicitly discussing or addressing them. Discussing implicit norms can be unnecessary as they are already understood by the group, and bringing them up may disrupt the group process or create tension.Rate this question:
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- 14.
Which of the following examples depicts an explicit norm?
- A.
Group members have learned to leave the seat nearest the door for their leader.
- B.
Within a few days after work together in a newly formed committee, members begin using one another's first names.
- C.
Ralph has begun bringing extra copies of the group's agenda to the meeting for members who have forgotten theirs
- D.
Everyone abides by the "be on time; be out on time" rule set on the first day of the group meetings.
- E.
After getting the "evil eye" from several members, Ruthie stops checking her BlackBerry during meetings.
Correct Answer
D. Everyone abides by the "be on time; be out on time" rule set on the first day of the group meetings.Explanation
The correct answer is "Everyone abides by the 'be on time; be out on time' rule set on the first day of the group meetings." This example depicts an explicit norm because it is a clearly stated and agreed-upon rule that all group members follow. The norm of being on time and ending meetings on time was established from the beginning and is explicitly understood by everyone in the group.Rate this question:
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- 15.
Which of the following examples depicts an implicit norm?
- A.
As specified in the group's bylaws, members use parliamentary procedure when the group debates a motion.
- B.
Even though members know one another's names, everyone wears their company-issued nametags to meetings.
- C.
Members take their turn—in alphabetical order—taking minutes at every meeting.
- D.
Members have learned that because meetings usually begin fifteen minutes later than scheduled, they can arrive a little late.
- E.
Members agree that no one should be allowed to consult their BlackBerries during a meeting without permission.
Correct Answer
D. Members have learned that because meetings usually begin fifteen minutes later than scheduled, they can arrive a little late.Explanation
The given example depicts an implicit norm because it is a behavior that has become accepted and understood by the members of the group, even though it is not explicitly stated or written in any rules or bylaws. The fact that members have learned that meetings usually start late and can arrive a little late implies that this behavior has become the norm within the group.Rate this question:
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- 16.
Your group has discussed and decided that members will take turns recording and typing the minutes from each meeting. A(n) _______________ has been established.
- A.
Conforming norm
- B.
Implicit norm
- C.
Deviant norm
- D.
Explicit norm
- E.
Inclusion norm
Correct Answer
D. Explicit normExplanation
An explicit norm has been established because the group has openly discussed and agreed upon the practice of taking turns recording and typing the minutes from each meeting. This means that the expectation for members to follow this specific behavior is clearly communicated and understood by everyone in the group.Rate this question:
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- 17.
Whenever your department has a staff meeting, the supervisor always sits at the head of the table. Group members know they should not take the seat at the head of the table even though they have not been told to avoid that seat. A(n)_______________ is operating in the group.
- A.
A. conforming norm
- B.
B. implicit norm
- C.
C. deviant norm
- D.
D. explicit norm
- E.
E. inclusion norm
Correct Answer
B. B. implicit normExplanation
The group members know they should not take the seat at the head of the table even though they have not been told to avoid that seat. This suggests that there is an unspoken expectation or understanding within the group that the supervisor always sits at the head of the table. This unspoken expectation or understanding is known as an implicit norm.Rate this question:
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- 18.
Which of the 4 categories of norms is operating in the following example? Your group makes decisions by majority rule. A(n) _______________ is operating in this circumstance.
- A.
A. status norm
- B.
B. interaction norm
- C.
C. achievement norm
- D.
D. procedural norm
- E.
E. inclusion norm
Correct Answer
D. D. procedural normExplanation
In this example, the group's decision-making process is based on majority rule. This means that the group follows a specific procedure or set of rules in order to reach a decision. The procedural norm is operating in this circumstance because it governs the way the group makes decisions.Rate this question:
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- 19.
Which of the 4 categories of norms is operating in the following example? Most group members defer to or agree with Tasha and Bill when they make a recommendation. A(n) _______________ is operating in this circumstance.
- A.
A. status norm
- B.
B. interaction norm
- C.
Achievement norm
- D.
Procedural norm
- E.
Inclusion norm
Correct Answer
A. A. status normExplanation
In this example, the category of norms that is operating is the status norm. This is because most group members defer to or agree with Tasha and Bill when they make a recommendation. This suggests that Tasha and Bill hold a higher status within the group, and their opinions carry more weight. Therefore, the group members are following the norm of deferring to those with higher status.Rate this question:
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- 20.
Stanley Milgram's classic experiment to find out whether people would obey commands to give "subjects" painful electric shocks demonstrated that
- A.
People are ruthless when making decisions about the welfare of strangers.
- B.
Pressure from an authority figure can outweigh individual judgment and morality.
- C.
People who know they're in experiments like to fool the researchers.
- D.
Inclusion and affection needs are strong in groups.
- E.
Group members are punished for violating norms.
Correct Answer
B. Pressure from an authority figure can outweigh individual judgment and morality.Explanation
Milgram's experiment showed that people are willing to obey commands to give painful electric shocks to others, even when it goes against their own judgment and morality. This suggests that the pressure from an authority figure can override individuals' personal beliefs and values, leading them to act ruthlessly towards the welfare of strangers.Rate this question:
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- 21.
In Philip Zimbardo's famous study, students were assigned the role of guard or prisoner in a realistic-looking prison in a Stanford University basement. The experiment was halted before its scheduled completion because
- A.
The students missed too many classes.
- B.
The "prisoners" rebelled and locked out the "guards."
- C.
The "guards" became abusive and the "prisoners" became passive and depressed.
- D.
The experimenters told the "guards" to give the "prisoners" electric shocks.
- E.
The "guards" enjoyed teasing and giving their "prisoner" buddies a hard time.
Correct Answer
C. The "guards" became abusive and the "prisoners" became passive and depressed.Explanation
In Philip Zimbardo's famous study, the students who were assigned the role of guards in the simulated prison environment became abusive towards the students who played the role of prisoners. This led to the prisoners becoming passive and depressed. This behavior demonstrated the power of situational factors in influencing individuals' behavior and the potential for abuse of power in certain situations.Rate this question:
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- 22.
Stanley Milgram (Yale University) and Philip Zimbardo (Stanford University) conducted famous experiments that demonstrated the
- A.
Pressure to conform to authority rule.
- B.
Desire of group members to get along with one another.
- C.
Important role of norms in group communication.
- D.
Rewards for compliance to norms.
- E.
Causes of unethical communication in groups.
Correct Answer
A. Pressure to conform to authority rule.Explanation
Stanley Milgram and Philip Zimbardo conducted famous experiments that demonstrated the pressure to conform to authority rule. In Milgram's experiment, participants were instructed to administer electric shocks to another person under the authority of an experimenter, even when they were uncomfortable doing so. This showed the powerful influence of authority figures on individuals' behavior. Zimbardo's Stanford Prison Experiment also highlighted the role of authority, as participants took on abusive roles when assigned the role of prison guards. These experiments shed light on how individuals are often willing to conform to authority, even if it goes against their own moral values.Rate this question:
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- 23.
Nonconformity
- A.
Will always undermine group performance.
- B.
Can improve group performance.
- C.
Occurs only when stubborn members are present.
- D.
Occurs under poor leadership.
- E.
Occurs only in the storming stage.
Correct Answer
B. Can improve group performance.Explanation
The correct answer is "can improve group performance." Nonconformity can actually be beneficial for group performance as it encourages diverse perspectives, creativity, and innovation. When individuals bring different ideas and viewpoints to the table, it can lead to more effective problem-solving and decision-making processes. Nonconformity can also challenge groupthink and prevent the stagnation of ideas within a group. Therefore, embracing nonconformity can ultimately enhance the overall performance and outcomes of a group.Rate this question:
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- 24.
Which of the following strategies is recommended as an effective method for dealing with destructive nonconformity in groups?
- A.
Accept the member's disruptive behavior.
- B.
Confront the disruptive member and try to modify his or her behavior.
- C.
Exclude the disruptive member by ignoring his or her comments during the discussion.
- D.
All of the above
- E.
None of the above
Correct Answer
D. All of the aboveExplanation
The recommended strategy for dealing with destructive nonconformity in groups is to confront the disruptive member and try to modify his or her behavior. This approach involves addressing the disruptive behavior directly and attempting to find a resolution. However, it is also important to consider the option of excluding the disruptive member by ignoring his or her comments during the discussion. This can be a necessary step if the disruptive behavior continues despite attempts to modify it. Ultimately, accepting the member's disruptive behavior is not recommended as it can perpetuate a negative group dynamic.Rate this question:
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- 25.
Max was disturbed by the way in which group members interrupted one another during discussions. He could see that some of the quieter members were intimidated by this norm. Max decided that he would try to change the norm by continuing to talk right through an interruption in the hope that the members who usually interrupted would stop. What strategy was Max using to change group norms
- A.
The suggestions or actions of a high-status member
- B.
The suggestions of highly confident members
- C.
Group discussion and decision making
- D.
Direct criticism of other members
- E.
Continued interaction using a different behavior
Correct Answer
E. Continued interaction using a different behaviorExplanation
Max was using the strategy of continued interaction using a different behavior to change group norms. He noticed that group members were interrupting each other during discussions, which was intimidating for quieter members. In an attempt to change this norm, Max decided to continue talking right through an interruption, hoping that the interrupting members would eventually stop. This approach of consistently engaging in a different behavior, by not being deterred by interruptions, can help shift the group's norm and encourage more respectful and inclusive communication.Rate this question:
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- 26.
Which of the following characteristics was NOT one of the 8 characteristics that emerged in the Carl Larson and Frank LaFasto study that asked "What are the secrets of successful teams?"
- A.
Adherence to group norms
- B.
A clear, elevated goal
- C.
Competent team members
- D.
A collaborative climate
- E.
Principled leadership
Correct Answer
A. Adherence to group normsExplanation
The Carl Larson and Frank LaFasto study identified eight characteristics that contribute to the success of teams. These characteristics include a clear, elevated goal, competent team members, a collaborative climate, and principled leadership. Adherence to group norms is not one of the identified characteristics. This means that the study did not find adherence to group norms to be a significant factor in determining team success.Rate this question:
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- 27.
How do virtual groups differ from face-to-face groups during the storming stage of group development?
- A.
Technical problems and differences in members' technical expertise affect how members compete for high-status roles.
- B.
Member diversity complicates the establishment of norms.
- C.
Members must learn how to overcome technical roadblocks as they use different media to achieve a common goal.
- D.
Members may continue to interact using email even after the group has completed its task.
- E.
Some members will not respond well to technology.
Correct Answer
A. Technical problems and differences in members' technical expertise affect how members compete for high-status roles.Explanation
During the storming stage of group development, virtual groups may face technical problems and differences in members' technical expertise. This can affect how members compete for high-status roles within the group. In a face-to-face group, members may rely more on non-verbal cues and personal interactions to establish their status, while in virtual groups, technical competence and problem-solving skills become more important. Therefore, virtual groups may experience a different dynamic in terms of role competition compared to face-to-face groups during the storming stage.Rate this question:
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Mar 21, 2023Quiz Edited by
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Aug 02, 2012Quiz Created by
Sb0705
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