Ch04 Communication Within Groups.docx

Group Theory and Group Skills Exams Chapter 4: Communication Within Groups 1. Group communication is defined as a. Exchange of words among group members b. Sending and receiving messages with the intent of influencing group members’ behavior c. Verbal behavior perceived by other group members as meaningful message d. A linear sequence of sending and receiving verbal and nonverbal messages in order to achieve group goals 2. Communication is effective to the extent a. The receivers interpret the message the same way the sender meant it b. The receivers are willing to follow the sender’s request c. The sender and the receivers are in agreement about the topic in question d. The receiver has good listening skills 3. Developing a theory of group communication is difficult because of a. The high number of dyadic interactions b. The lack of appropriate statistical procedures c. The complexity of multiperson communication d. The intermingling of senders and receivers 4. On campus, Joan walks by Paul and greets him with a smile and a “How are you?” Paul starts to describe his health, only to see that Joan is already a block away. Which one of the seven basic elements of communication was not appropriate in this situation? a. Channel b. Decoding c. Encoding d. Sender’s intentions 5. The 6-year old Calvin really likes Susie but as he is shy and embarrassed, he just throws snowballs at her so as to express his feelings. Susie is really upset by the snowball attack. Which one of the seven basic elements of communication was not appropriate in this situation? a. Channel b. Decoding c. Encoding d. Noise 6. Encoding means that a. The sender translates her ideas, feelings into a message comprehensible for the receiver b. The receiver tries to get at the true meaning of the message the sender sent as part of his communicative intent c. There are elements in the channel that make the message difficult to comprehend d. The sender decides to express her ideas and feelings 7. Which of the following is not an example for noise? a. The guest lecturer’s heavy accent b. The difference in the sender’s and the receiver’s background knowledge c. Loud music played at a concert d. A mother using complicated language with her 4-year-old 8. In the group communication process, channel refers to a. The perception of nonverbal messages b. The way incongruent verbal and nonverbal messages get encoded c. The means of sending a message to the other person d. The place where communication occurs 9. The process of understanding of the message is called a. Decoding b. Encoding c. Transmission d. Channel 10. When describing communication, noise is defined as any element that a. Enhances the sender’s frame of reference b. Modifies the receivers’ frame of reference c. Occurs in the channel d. Hinders effective communication 11. The following are all examples of noise in the communication process except one. Which one? a. Annoying mannerisms of the sender b. Credibility of the sender c. Traffic noise d. Past experiences of the receiver making him suspicious of the sender’s suggestions 12. Jamie and Ira are talking about a TV show at a loud party. Ira is telling her how interesting the last episode was. It turns out Jamie really dislikes that show. Noise in this case refers to a. The noise at the party b. Jamie’s attitude toward the TV show c. Ira’s way of speaking d. A and B e. A and C f. B and C g. None of the above 13. Henry and Moya are talking about a TV show over dinner at a quiet restaurant. Henry is telling her how interesting the last episode was. It turns out Moya really dislikes that show. Noise in this case is present in the a. Channel b. Sender c. Receiver d. Transmission e. Message 14. Which of the following is an effective way of sending your message? a. “Most people would support this cause and so should we” b. “All experts agree that running is very healthy, so our group should join this marathon” c. “I feel that we should support this cause and run the marathon” d. “This charity needs to be supported” 15. An effective sender will a. Evaluate the other person’s behavior accurately b. Make the verbal and nonverbal messages congruent c. Provide feedback on the clarity of the message d. Send the same message only once 16. Sender credibility refers to a. How trustworthy the receiver perceives the sender b. How trustworthy most people perceive the sender c. How trustworthy the sender perceives himself/herself d. The sender’s objective trustworthiness 17. Sender credibility depends on all of the factors listed below EXCEPT one. Which one? a. Friendliness and warmth b. Dynamism c. Expertise d. Self-confidence 18. Pete has enough money to buy a new PC. He goes into a store and asks a salesperson about different brands. The salesperson says that their most expensive model is the best and that’s the one that Pete would need if he wants to succeed in college. Pete is not sure whether he should trust her advice because of the salesperson’s a. Credibility b. Expertise c. Dynamism d. Warmth and friendliness 19. Gonzo, a 13-year old boy often makes up stories and tells them as truth. His friends know that about him, but they don’t mind. Yesterday, a pair of sneakers went missing from the locker room. Gonzo actually saw a boy take them, and when he told the others about what he saw, they did not believe him because, in the eyes of his peers, Gonzo a. Is not warm and friendly enough b. Does not seem credible c. Does not have relevant expertise on the topic d. May have ulterior motives 20. The key receiving skills are a. Negotiating for meaning, perception checking, practice b. Paraphrasing, taking the receiver’s perspective in interpreting the message, redundancy c. Paraphrasing, negotiating for meaning, perception checking d. Negotiating for meaning, practice, taking the receiver’s perspective in interpreting the message 21. The main obstacle to effective communication is that most people tend to a. Be evaluative b. Get defensive c. Avoid any indication of approval or disapproval d. Take too long to negotiate for the meaning of the message 22. Negotiating for the meaning of the message means that the a. Sender paraphrases the message in at least three ways to make sure the receiver understands it accurately b. Receiver tries to persuade the sender to communicate more clearly c. Sender and the receiver argue about the meaning of the words used in the message d. Receiver and sender keep paraphrasing the message till they agree on its meaning 23. Both Bales (1953) and Homans (1950) agree that groups need to a. Balance work on tasks and work on group development b. Primarily focus on goal achievement and adapting to their environment in order to survive c. Develop distinct socioemotional roles for each member of the group d. Apply promotive and counteractive functions 24. When analyzing group communication, we pay attention to three levels of interaction. These are the three levels EXCEPT one. Which one? a. The relative frequency and length of communication acts b. Patterns of triggering communication acts c. Depth of discussion d. Who communicates to whom 25. Gouron and Hirokawa define “counteractive” functions as communications that a. Obstruct the functioning of the group b. Prevent the group from making mistakes c. Keep everyone in the group actively participating d. Obstruct the functioning of the leader 26. The morale of a group tends to be higher if the communication network is a. A chain b. Circle or open c. Y-shaped or wheel-shaped d. Formal 27. When a group has to solve a complex task, he optimal communication network is a. A chain b. Circle or open c. Y-shaped or wheel-shaped d. Formal 28. Based on studies on communication networks, the group member who happens to occupy a central physical position in the communication network is likely to become a. The leader b. The scapegoat c. Efficient problem solver d. Less satisfied with the group’s performance 29. In one-way communication, a. The receivers are passive b. The senders are passive c. The sender is less frustrated than the receivers d. The dialogue is unsatisfactory for the receivers 30. In one-way communication with feedback, the function of feedback is a. To provide the sender information about what the receivers think of the message b. To inform the sender about how well the receivers understood the message c. To make the communication appear more democratic and inclusive d. To provide the receivers with an opportunity to influence decision making 31. In two-way communication _______________________, whereas in one-way communication with feedback ___________________. a. Both sending and receiving skills are needed; decision making is more time consuming b. There is no provision for reciprocal influence; decision making takes less time. c. Participation is distributed; the receivers negotiate for meaning but there is no way for mutual influence d. Effectiveness is determined by the clarity of message; the receivers negotiate for meaning but there is no way for mutual influence 32. An effect of authority hierarchy on two-way communication is that low-authority members tend to a. Communicate a lot with each other but not with higher-ups b. Speak inconsequentially c. Do most of the talking d. Be very open and frank in their remarks 33. Information and technological gatekeepers are a. Clinicians b. Moderators c. Pollsters d. Opinion leaders 34. In one-way communication, gatekeepers a. Apply the processes of leveling, sharpening and integration b. Negotiate for meaning with higher-ups c. Promote mutual influence among group members and the chairperson d. Interpret the message to group members 35. If there is no direct communication between persons, the following three processes will affect the message a. Leveling, integration and assimilation b. Sharpening, integration, assimilation c. Leveling, sharpening, assimilation d. Leveling, sharpening, integration 36. As the message gets passed on through several people, the amount of information contained in the message gets reduced, and the message itself gets shorter. This process is called: a. Assimilation b. Integration c. Leveling d. Sharpening 37. As the message gets passed on through several people, certain parts of the message get more dominant, whereas other parts will be left out. This process is called: a. Assimilation b. Integration c. Leveling d. Sharpening 38. As the message gets passed on through several people, the message changes to fit into the receivers’ frame of reference. This process is called: a. Assimilation b. Integration c. Leveling d. Sharpening 39. Communication between competing group members tends to be a. Constructive b. Defensive c. Effective d. Seen as a mutual problem 40. Based on Gibb’s (1961) study, which of the following type of behavior does NOT create defensive communication? a. Evaluation b. Neutrality c. Certainty d. Leadership 41. Group ecology is generated by the a. Temperature of the meeting place b. Self-disparaging humor used by group leaders c. Seating arrangement d. Various sources of stress such as noise 42. Which one of them is true for the effect of seating arrangements on group communication? a. People communicate more with those sitting across them than with those sitting next to them b. A formal seating arrangement induces feelings of stability and ease in group members c. People are aware of and recognize the importance of seating arrangements as reflective of the status of group members d. Easy eye contact is likely to lead to hostility. 43. Group leaders who are effective at reducing tension and encouraging member participation tend to use a. Subordinate-targeted disparaging humor b. Superior-targeted disparaging humor c. Both subordinate-targeted and superior-targeted disparaging humor d. Self-disparaging humor TRUE OR FALSE 44. In effective group communication, there is always a clearly defined sequence of sending and receiving messages. 45. Lisping is a noise in the channel. 46. Dyadic analysis of communication is a good way to study group communication. 47. Your credibility as a sender is partly determined by your motives and your trustworthiness. 48. A principle barrier to effective communication is the human tendency to judge and evaluate. 49. Ideally, a person will understand the message and evaluate it at the same time. 50. According to Bales’ (1962) equilibrium theory, effective groups focus mainly on task completion. 51. Homans and Bales agree that groups need to take care of both the task and the socioemotional well-being of the group. 52. According to Gouran and Hirokawa (1996), effective decision making serves three functions: promotive functions, counteractive functions, and balancing actions. 53. Centralized communication networks are more efficient than decentralized ones when the task is simple and is focused on information collection. 54. The morale of a group with decentralized communication network is higher than the morale of a group with a centralized network. 55. Group members in fringe positions are just as satisfied with the group as members in central positions. 56. In one-way with feedback communication, group members are given the chance to provide feedback and influence decisions. 57. In two-way communication, each group member has a chance to initiate messages. 58. Low-authority group members tend to address their messages to high authority figures, and not to other low-authority group members. 59. A gatekeeper is one who protects high-authority members from low-authority members. 60. Sharpening is when someone retains some points of the information as high points, while most of the message is forgotten. 61. Cooperators tend to perceive the intentions and actions of group members more accurately than competitors. 62. The more formal the seating arrangement of a meeting, the more anxious group members are likely to feel. SHORT ANSWER QUESTIONS 63. Define effective group communication 64. Describe what noise is in the communication process. Give an example for noise in the sender, receiver and channel 65. List and briefly discuss five guidelines discussed in your book for sending messages effectively 66. Briefly discuss what sender credibility is, and the factors affecting it 67. List and briefly discuss the three receiving skills 68. List and briefly discuss the three levels of interaction that we can analyze 69. Discuss the difference between centralized and decentralized communication networks, and their effects on group efficiency 70. Compare and contrast one-way communication, one-way communication with feedback, and two-way communication using the criteria of group leader and group member satisfaction, and efficiency 71. Discuss the relevance of gatekeepers in one-way communication 72. Discuss how sharpening, leveling, and assimilation affect communication when a message gets passed through several people 73. Discuss how competitive and cooperative groups differ in their communication 74. Discuss three of the physical factors that affect communication within a group Chapter 4: Communication Within Groups B A C B C A C C A D B D C C B A D A B C A D A C B B B A A B C B D D C C D A B D C A D FALSE TRUE FALSE TRUE TRUE FALSE FALSE TRUE FALSE TRUE TRUE FALSE FALSE TRUE TRUE FALSE TRUE TRUE TRUE Additional Exercises for Chapter 4: Communication Within Groups Liepz and Bounz The following exercise is based on the same principle as the mystery exercise. Use the same procedures, observation tasks, and discussion tasks as used in the mystery exercise. Use six group members (including one observer). The solution is on page 563 in the Appendix. Each of the following pieces of information is to be placed on a card. The cards are randomly distributed among the five group members. It is 5 liepz from Farmland to Parker. It is 8 liepz from Parker to Selma. It is 9 liepz from Selma to Muncie. A liepz is 10 bounz. A liepz is a way of measuring distance. There are 4 bounz in a mile. A hobz is 10 skibz. A skibz is 10 jumpz. A jumpz is a way of measuring time. There are 4 jumpz in an hour. A hobz is a way of measuring time. A skibz is a way of measuring time. David jogs from Farmland to Parker at the rate of 25 liepz per jumpz. David jogs from Parker to Selma at the rate of 20 liepz per jumpz. David jogs from Selma to Muncie at the rate of 15 liepz per jumpz. Briefing Sheet Assume that liepz and bounz are new ways of measuring distance and that hobz, skibz, and jumpz represent a new way of measuring time. David jogs from Farmland through Parker and Selma to Muncie. The task of your group is to determine how many jumpz the entire trip took. You will be given cards containing information related to the task of the group. You may share this information verbally, but do not show your cards to anyone. You have twenty minutes for the task. Answer to Liepz and Bounz Exercise: David jogged from Farmland to Muncie in one (5/5) jumpz. Group Observation Review the material in the preceding sections by taking the Patterns of Communication Observation Sheet in the textbook and observing at least two groups of which you are a member: one group in which there is a chairperson (such as a teacher) who dominates the meeting, and another group in which free and open discussions are held among members. Observe the communication patterns in both groups and compare them. Write a description of the communication patterns in each group and discuss them with other members of your class. Sitting in a Circle How a group sits has a great deal of influence on how its members communicate. This exercise focuses on the effects of sitting in a circle. The procedure for each group is to engage in three five-minute discussions. After each one, each member writes down several adjectives to describe his or her reactions to the discussion. A different position is to be used for each discussion: (1) a circle in which everyone’s back is to the center, (2) a circle with members face to face and a large rectangular table between them, and (3) a circle with members face to face and nothing between them. After the fifteen minutes of discussion, members compare their reactions to the three positions. What were the differences in feelings? Was there any difference in how productive the discussion was? What effects did the different positions have on the discussion? How was communication affected? The advantage of sitting close together in a circle with nothing between members is that their unobstructed view of one another increases their opportunities to receive and send nonverbal messages. This type of circular seating arrangement also encourages more equal participation because there is no podium or seat at the head of a table to suggest that a particular member should assume leadership. Norms and Communication The purpose of this exercise is to demonstrate how group norms affect communication among group members. The participating groups must be groups that have worked together for several hours. Patterns of Communication Observation Sheets found in the textbook are needed. Timetable Materials Activity Minutes Item Number Introduction to exercise  5 Discussion sheet 1 per member Briefing of observers  5 Observation sheet 1 per observer Groups make decision 20 Group processing 15 Whole class discussion 10 Conclusions and closure  5 1. Introduce the exercise as a structured experience in learning how group norms affect communication among group members. 2. Have each group select two observers. The observers need to construct four Patterns of Communication Observation Sheets, making the number of circles on the sheets equal to the number of members in the group they are observing. Explain the use of the observation sheet. 3. Give each group a copy of the briefing sheet and state that the groups have twenty minutes to discuss the topic. Give the signal to begin. 4. Group Processing: a. Ask the observers to report to their group. Groups are to discuss the communication pattern among their members and how it relates to the group norms they have been listing. b. Each group should also discuss how its members feel about the amount of their participation and how it could change group norms so as to gain more widespread participation and more effective communication among members. c. Each group should then revise its list of group norms in light of the discussion. 5. Have the groups share their conclusions in a general discussion. 6. Summarize what the group members have learned, relate it to relevant material in the chapter, and provide closure by complementing the groups on the quality of their work. Discussion Sheet: What Is A Group Norm? Norms develop in groups so that members will know how they are expected to behave and what is appropriate behavior. In some groups, members address one another by their last names; in other groups, first names are used. All groups have norms, and usually these norms are eventually followed without conscious thought. Norms can develop so that every member does the same thing (dressing formally for a group meeting) or something different (dressing differently for a group meeting). Norms are not built from scratch but develop from the values, expectations, and learned habits that the members bring with them when the group is first formed. Norms have powerful influences on communication in a group. Usually group members follow norms without question. This does not mean that norms do not change. Norms do change as expectations of appropriate member behavior change. What norms have developed in your group? Do you all sense where you are supposed to sit? Do you all sense who should be listened to and who should be ignored? Do you interrupt one another, or is politeness a group norm? Are jokes allowed, or is the tone of the group serious? Are certain topics permissible and others avoided? Is the emotional involvement of members high or low? In answering these questions you will become more conscious of the norms that are present in your group. Spend the next twenty minutes discussing your group norms and listing them on a sheet of paper.