Team Development Trivia Quiz!

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.