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| Section | Weight | Objectives |
|---|---|---|
| Performance Evaluation | ~17% | - Evaluation systems and methods
|
| Leadership | ~17% | - Leadership theories and styles
|
| Group Development | ~17% | - Group formation and stages
|
| Teams and Team Building | ~17% | - Team types and effectiveness
|
| Behavioral Influences | ~17% | - Individual behavior drivers
|
| Organizational Culture | ~17% | - Culture definition and components
|
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NEW QUESTION # 23
What is an aspect of cross-functional teams that makes them difficult to manage?
Answer: D
Explanation:
Cross-functional teams are composed of employees from about the same hierarchical level but from different work areas-such as marketing, finance, and production-who come together to accomplish a task. While these teams are highly effective for coordinating complex projects and solving problems that require diverse perspectives, they are notoriously difficult to manage in the early stages.
The primary challenge is thatit takes time to build trust and teamworkamong people with different backgrounds, experiences, and perspectives. Each member comes from a different functional "culture" with its own jargon, priorities, and ways of looking at a problem. For example, a member from the engineering department might prioritize technical perfection, while a member from the marketing department might prioritize speed to market. These differing perspectives can lead to conflict and misunderstandings during the initial stages of group development. Furthermore, because members have primary loyalties to their home departments, creating a sense of "team identity" takes significant effort from the leader. Leaders of cross- functional teams must spend considerable time facilitating communication, resolving interpersonal conflicts, and aligning the various functional goals into a single project vision. Until a baseline of mutual trust is established, the team may struggle with "silo" thinking, where members protect their own department's interests rather than working toward the team's collective goal. Only after the team moves through the
"storming" phase of development and builds trust can it begin to leverage its diverse skills for high performance.
NEW QUESTION # 24
A coach encourages a person to run two miles in ten minutes and provides the person a stopwatch to check periodically. The person completes the run in 9.8 minutes. Considering the goal-setting theory of motivation, which two factors explain why the person achieved the goal?
Answer: B
Explanation:
Edwin Locke'sGoal-Setting Theorysuggests that specific and difficult goals, with feedback, lead to higher performance. The theory identifies several key components that drive motivation. First isSpecificity. In this case, the coach did not just say "run fast"; they set a specific target of "two miles in ten minutes". Specific goals act as an internal stimulus, providing a clear sense of what needs to be done and how much effort is required.
Image of Goal-Setting Theory of Motivation
The second critical factor isFeedback. By providing a stopwatch, the coach allowed the runner to monitor their own progress. Feedback helps individuals identify discrepancies between what they have done and what they want to do; it guides behavior and motivates the individual to adjust their effort level to meet the goal.
While "challenge" is also a part of the theory (as difficult goals lead to higher performance), the presence of the stopwatch specifically addresses the feedback mechanism, and the clear time-distance parameters address specificity. Therefore, the combination of a clearly defined target (specificity) and the ability to track progress (feedback) are the primary drivers for the runner achieving the 9.8-minute result.
NEW QUESTION # 25
What is the impact of high group cohesiveness and well-defined performance norms on the productivity of a team?
Answer: C
Explanation:
The interaction between cohesiveness and performance norms is a critical concept in Organizational Behavior. As shown in the research regarding group dynamics,the productivity of the team will improve significantlywhen both cohesiveness and performance norms are high. Cohesiveness provides the social
"glue" that keeps the team together, while performance norms provide the "direction" by establishing clear expectations for effort, output, and quality.
When these two factors coincide, the group becomes a powerful force; members motivate one another to meet the high standards they have collectively accepted. This is the "ideal" state for any work team. If cohesiveness is high but performance norms are low, the group is unified but unproductive. If cohesiveness is low but norms are high, productivity improves only slightly because members lack the social bond to sustain high- level collaboration. Therefore, the combination of a strong bond and high standards yields the most significant productivity gains.
NEW QUESTION # 26
A team was assigned a project. Halfway through the project, however, it became obvious that the team was failing to meet expectations. Management had made sure that individuals assigned to the team had strong technical expertise as well as problem-solving and decision-making skills. However, other abilities for effective teamwork were overlooked. Which ability necessary for team members was overlooked?
Answer: B
Explanation:
To perform effectively, a team requires three different types of skills. First, it needs people with technical expertise to perform the task at hand. Second, it needs people with problem-solving and decision-making skills to be able to identify problems, generate alternatives, and make competent choices. Finally, and perhaps most importantly for group cohesion, a team needs people with stronginterpersonal skills. Interpersonal skills include effective listening, feedback, and conflict resolution.
In the scenario provided, the team had the "hard" skills (technical and analytical) but lacked the "soft" skills required to navigate the social complexities of working as a unit. Without interpersonal skills, a team may have the smartest individuals but still fail because they cannot communicate effectively or resolve the inevitable friction that arises during a long-term project. While "propensity for social loafing" is a behavior to avoid, and "authoritarian personality" is often a hindrance, the foundational "ability" cited in organizational behavior literature as a prerequisite for team success alongside technical and problem-solving skills is interpersonal competence.
NEW QUESTION # 27
Which characteristic describes an advantage of a virtual team as compared with other types of teams?
Answer: A
Explanation:
Virtual teams use computer technology to unite physically dispersed members in order to achieve a common goal. The defining advantage of virtual teams is their ability to overcome the constraints of time and space, allowingpeople to work together who might otherwise not be able to collaborateon a work task. This is particularly beneficial for global organizations that need to pull together the best experts regardless of where they are located in the world.
Image of virtual team collaboration
However, virtual teams face unique challenges compared to face-to-face teams. Because they rely on electronic communication, they often suffer from a lack of nonverbal cues (like body language and tone of voice), which makes communication less rich and more prone to misunderstanding. Consequently, virtual teams often report lower levels of satisfaction with the interaction process and may take longer to build trust and rapport (refuting options B and D). To be effective, managers of virtual teams must ensure that the team has the right technology, that progress is closely monitored, and that efforts are made to create "social presence" through occasional video calls or face-to-face meetings to build the trust that forms more naturally in traditional office settings. Despite these hurdles, the strategic benefit of accessing diverse talent from across the globe makes the virtual team an essential tool in the modern organizational landscape.
NEW QUESTION # 28
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