When engaging in controversial group discussions Deandre restates what the speaker said in his own words this active listening practice is called?

Reflective listening is a communication skill by which students can increase their understanding of other people’s ideas, issues, approaches and concerns within the group. It's a particularly useful skill for avoiding conflict within a group.

The following handout may help students practise reflective listening skills during group work.

Student handout

What is reflective listening?

Reflective listening appears deceptively easy, but it takes practice and skill to do well. In reflective listening, the listener tries to clarify and restate what the other person is saying.

The benefits of reflective listening are that it can:

Increase the listener's understanding of the other person
Help the other person clarify their thoughts
Reassure the other person that someone is willing to attend to their point of view and wants to help them express their thoughts.

What does reflective listening involve?

When practising reflective listening, you should:

Listen more than you talk.
Responding to what is personal in what's being said, rather than to impersonal, distant or abstract material.
Restate and clarify what the speaker has said; don't ask questions or say what you feel, believe or want.
Try to understand the feelings reflected in what the speaker is saying, not just the facts or ideas being presented.
Work to develop the best possible sense of the speaker's frame of reference while avoiding the temptation to respond from your own frame of reference.
Respond with acceptance and empathy, not with indifference, cold objectivity or false concern.

How do I know when I’m using reflective listening effectively?

To identify ways in which you could improve your reflective listening, ask yourself, did you:

Allow speakers to completely state their thoughts or opinions without interrupting?
Actively try to remember the important facts or points made by others?
Jot down any details or points raised by others?
Repeat back the gist of, or summarise, the points of view expressed?
Keep an open mind, even if I found the points made by others disagreeable?
Avoid being hostile towards views that differed from my own?
Express genuine interest in the conversation of others?

Adapted from R.F. Stein and S.N. Hurd (eds) (2000), Using Student Teams in the Classroom: A Faculty Guide, Bolton, MA: Anker Publishing Company, Inc., pp. 57–58; and D. Fisher, Communication in Organizations, St. Paul, MN: Jaico.

Communicating in Groups Applications and Skills 10Th Edition By Katherine Adams – Test Bank

Sample Questions

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Chapter 03

Communication Principles for Group Members

Multiple Choice Questions

1.(p.48–49)Symbols

A.limit us to the here and now.

B.are finite representations of objects.

C.are restricted to words.

D.have a direct relationship to that which they represent.

E.are things that arbitrarily stand for something else.

2.(p.48–53)Which wasNOT one of the communication characteristics discussed in Chapter 3?

A.Achieving understanding is primarily the responsibility of a speaker.

Face-to-face communication involves a transaction among the persons involved.

C.The symbolic nature of human communication

D.Shared meaning is the responsibility of all members.

Communication involves content and relationship dimensions.

3.(p.49–51)Transactional communication involves all of the followingEXCEPT

A.simultaneous communication.

B.multi-directional communication.

C.verbal and nonverbal messages.

D.linear message exchange.

E.interdependence between members.

4.(p.49)“Communication is personal” means that

A.each person has a unique style of speaking and writing.

B.words used during a discussion have some degree of different meanings for each groupmember.

C.group members mostly talk about themselves.

D.communication can only occur among people, not with inanimate objects or less complex organisms than humans.

E.there are no neutral words.

5.(p.48–49)Sterling tells Molly that her hair looks “bad,” meaning it as a compliment, but Molly interprets this as a put-down. This is one of the disadvantages of

A.meanings being shared exactly the same by everyone.

B.words being symbols, thus carrying different, arbitrary meanings for different people.

C.face-to-face communication.

D.trying to give out compliments.

E.small group conflict.

6.(p.51–53)The content dimension of a message deals with the _____ of a message, while the relational dimension of a message deals with the _____ of a message.

A.depth; breadth

B.nonverbal aspect; verbal aspect

C.what; how

D.all of the answers are correct.

E.none of the answers is correct.

7.(p.51–53)The instructor explained that the students did not perform well on the exam, but he did so in a very condescending tone, this refers to the _____ dimension of the message.

A.content

B.relational

C.personal

D.tonality

E.expressive

8.(p.53)Which is the most accurate statement about the terms “listening” and “hearing” when communicating in a group?

A.They mean the same thing.

B.Only “listening” involves interpreting.

C.”Hearing” is an active process; “listening” is passive.

D.Both involve responding overtly to the source.

E.Hearing requires concentrated, intentional listening.

9.(p.54–55)Listeners in a group who often give feedback about group goals and ways to achieve those goals are

A.content-oriented listeners.

B.people-oriented listeners.

C.focused listeners.

D.action-oriented listeners.

E.time-oriented listeners.

10.(p.55)A listener who prefers information from perceived credible sources and is drawn to analyzingthe information she or he hears is called a(n)

A.content-oriented listener.

B.people-oriented listener.

C.focused listener.

D.action-oriented listener.

E.time-oriented listener.

11.(p.55)When engaging in controversial group discussions, Deandre restates what the speaker before him said in his own words. This active listening practice is called

A.analyzing.

B.proselytizing.

C.paraphrasing.

D.restating.

E.functioning.

12.(p.57)A person who pretends to be listening while thinking about something else is engaged in

A.mind assaulting.

B.focusing on irrelevancies.

C.silent arguing.

D.pseudolistening.

E.sidetracking.

13.(p.53)Listening is a process that includes

A.perceiving and responding.

B.hearing, recognizing, feeling, and responding.

C.hearing, altering, perspective taking, and responding.

D.recognizing, perceiving, and encoding.

E.perceiving, interpreting, and responding.

14.(p.53)Which of the following is a major factor that influences what words and actions mean to us?

A.gender

B.age

C.learning style

D.sexual orientation

E.all of the answers are correct.

15.(p.54–55)Fong is a very task-focused listener, but sometimes Sally feels like he doesn’t care about any of the group members. This illustrates which type of listening style?

A.action-oriented listeners

B.people-oriented listeners

C.content-oriented listeners

D.time-oriented listeners

E.task-focused listeners

Fill in the Blank Questions

16.(p.49)Transactional implies that members create mutual _____ for what words and concepts mean.

understanding

17.(p.51–53)The content dimension of a message involves the message’s ideas or the _____ of the message, while the relational dimension of a message is _____ the message is expressed.

what; how

18.(p.54)Listeners who focus on how their listening behaviors impact relationships are _____ listeners.

people-oriented

19.(p.55)_____ listeners enjoy analyzing the things they hear.

Content-oriented

20.(p.55–56)A time-oriented listener values _____ and is focused on efficient discussion.

time

21.(p.53) _____ is a four-step process that begins with perceiving a message, then interpreting it, deciding what it means, and finally responding to it.

Listening

22.(p.55)Sometimes a(n)_____ listener can seem overly critical.

content-oriented

23.(p.57)When you interpret a speaker’s behavior using your own cultural rules you are _____.

assuming meaning

24.(p.57)When a group member appears to be listening but is thinking about something else, she or he is _____.

pseudolistening

25.(p.59) _____ takes many forms, like e-mail and chat room discussions.

Computer-mediated communication

True/False Questions

26.(p.48)All words are symbols.

TRUE

27.(p.49–50)While engaged in discussion, members of a small group are simultaneously senders and receivers of information.

TRUE

28.(p.49–50)Face–to–face communication is like a tennis game, with interaction going one way, then the other.

FALSE

29.(p.51)Making communication productive in a group meeting is the responsibility of the group’s leader rather than of all the members.

FALSE

30.(p.54)People–oriented listeners can attend too much to others’ moods and get distracted from the group’s task.

TRUE

31.(p.57)Sidetracking during a conversation is appropriate if you become bored with the speaker.

FALSE

32.(p.53)“Hearing” and “listening” mean the same thing.

FALSE

33.(p.54–55)Action–oriented listeners are most concerned with timemanagement in a group.

FALSE

34.(p.55)Accurate paraphrasing is a good sign of active listening.

TRUE

35.(p.55)Active listening tends to reduce the amount of time it takes to discuss an issue.

FALSE

Essay Questions

36.(p.48–53)We use communication to refer to the transactional process in which people simultaneously create, interpret, and negotiate shared meaning through their interaction. Name the five major characteristic and give an example of how each may occur in a small group.

Answers will vary.

37.(p.48–53)Explain what is unique about describing a process as “transactional.”

Answers will vary.

38.(p.51–53)Give one example of something said or done by a group member recently in a group you belong to. Identify the content dimension of the behavior and the relationship dimension of the same behavior.

Answers will vary.

39.(p.53–56)First, explain “listening” and “active listening.” Second, give one example of active listening.

Answers will vary.

40.(p.53)Explain the difference between hearing and listening. Why is it important to listento fellow members of a small group?

Answers will vary.

41.(p.54–55)List and explain the four listening preferences and give an example of each.

Answers will vary.

42.(p.54–56)Identify one advantage and one disadvantage of each of the listening preferences.

Answers will vary.

43.(p.57)List the six habits of poor listeners and give an example of each.

Answers will vary.

44.(p.59–60)Explain computer-mediated communication (CMC). What might be some advantages and disadvantages of utilizing this tool? Connect your answer to the five characteristics of communication.

Answers will vary.

45.(p.59–60)Describe how your group has used technology to communicate. Explain the type of technology and how your group has used the technology. Then identify two ways in which that technology has helped communication and two ways you think you could improve when using that technology.

Answers will vary.

Chapter 05

Becoming a Group

Multiple Choice Questions

(p. 86–87)Verbal and nonverbal communication among members creates group norms and climate.This is representative of which of the following theories? A. group cohesion
B. structuration
C. facilitation D. incorporation
E. communicative obedience

(p. 86) Group A’s members have interacted with various groups throughout their lives, and they all know how to act in a group.This most closely represents which characteristic of structuration?
A. Group members don’t come to a group with a clean slate. B.Groups are constantly recreating themselves. C. No law forces group members to follow rules. D. Group members can say and do as they please.
E. None of the answers is correct.

(p. 87)The first key issue that a group must address is the management of which two concerns? A. introductions and conclusions B. assignment breakdown and grading policies C. meeting dates and times
D. social tensions and moving from one stage of development to another

E. boundaries and rules

(p. 88)_____ tension is when group members experience anxiety that arises from meeting new members.
Primary B.Task C. Secondary D. Tertiary
E. Uncertainty

(p. 88)Some group members are arguing for three different recommendations the committee might make. They are probably experiencing _____ tension. A. primary
B. secondary
C. tertiary D. role
E. uncertainty

(p. 88)Which of the following is a kind of social tension that is similar to stage fright?
A. primary B. secondary C. tertiary D. role
E. uncertainty

(p. 88)Two group members are arguing over leadership responsibilities. Theyare probably experiencing which of the following tensions? A. primary B. secondary
C. tertiary
D. role
E. uncertainty

(p. 90)Which of the following is the best method a leader can use to reduce tertiary tensions in a group? A.Deal with it indirectly. B. Rely on any type of humor. C. Use a vote to settle the issue.
D. Confront the members, pointing out how their power struggle is hurting the group.

E. Drop out of the group because you can only suffer from so much ego-centered, time-wasting behavior.

(p. 92)In the model of group development, Tuckman identifies _____ as the final stage in group development.
forming B.storming C. norming D. performing
E. adjourning

(p. 94–95)The _____ stage of socialization involves becoming part of a group and developing expectations about it.
A. antecedent
B. anticipatory C. encounter D. assimilation
E. exit

(p. 94–95)Another stage of socialization in a group is called the _____ stage, and this is where expectations and reality meet. A. antecedent B. anticipatory
C. encounter
D. assimilation
E. exit

(p. 94–95)A group member who has had serious problems with past groups is probably in which of the following stages of group socialization?
A. antecedent B. anticipatory C. encounter D. assimilation
E. exit

(p. 97)A group member is suggesting how to accomplish a task.This behavior would be classified as a(n)_____ role. A. hidden agenda B. individual C. maintenance
D. task

E. formal

(p. 97)Tobias says, “Let’s begin with the first item on the agenda.” Tobias is engaging in
A. initiating. B. clarifying. C. supporting. D. information seeking.
E. harmonizing.

(p. 100)The major difference between rules and norms is that A. rules are enforced by peer pressure, norms by leaders. B. norms are written, rules are not. C. norms are created by individuals, rules by groups. D. rules are about what shouldhappen; norms are about what should not happen.
E. rules are more formal and are often written.

(p. 101)Which of the following is NOT a way in which a group norm is set? A. behaviors that occur early in the development of the group B. through explicit statements
C. Robert’s Rules of Order
D. through critical events
E. from general culture

(p. 101)When members of a newly appointed tuition committee first met, they addressed each other by title and family name (e.g., “Dr. Einfatt”). They continued to do so throughout the life of the committee. This is an example of a group norm established by A. explicit statements.
B. primacy.
C. latency. D. reference to a general cultural norm.
E. a critical incident.

(p. 104)According to your textbook, what is/are the best way(s) of dealing with a deviant member of a group?
Try to persuade the deviant member to conform.
B. Build solidarity among the members against the deviant.
Members could ignore and isolate the deviant.
D.All of the answers are correct.
E. None of the answers is correct.

(p. 108)Which of the following is characteristic ofhighly task-cohesive groups? A. Members understand and accept tasks. B. Members are committed to completing tasks. C. Members may be excited about a task. D. Members are motivated to accomplish a task.
E. All of the answers are correct.

(p. 108)“Group drive” refers to A. motivation to belong to a group.
B. motivation to accomplish the group task.
C. motivation to gain power in a group. D. motivation of a group to increase its influence over the parent organization.
E. competition among groups in an organization.

Fill in the Blank Questions

(p. 88–90)_____ tension results from a struggle for greater power/status in a group.
Tertiary

(p. 88–90)Tension felt when members disagree about substantive issues is called _____ tension.
secondary

(p. 90)A norm that says members should tolerate _____ can help control the level of secondary and tertiary tensions among group members.
disagreement

(p. 91))The_____ model of group development describes typical stages in how groups develop.
two-phase

(p. 94–95)The _____ phase of socialization is characterized by full integration into the group.
assimilation

(p. 97)Task, maintenance, and _____ are the three broad categories of roles found in small groups.
individual

(p. 100)Informal and implicit standards of behaviorarecalled_____.
norms

(p. 100)Sometimesnormsare established by _____ statements that a leader or another member makes.
explicit

(p. 106)Group _____ refers to the psychological atmosphere and the interpersonal relationships within a group.
climate

(p. 107)_____ refers to the general belief that members can rely on each other.
Trust

(p. 108)A private, unstated goal that a member wants to achieve through a group and which is often harmful to group accomplishment is called a(n)_____ item.
hiddenagenda

(p. 108–109)_____ refers to the attachment group members feel toward each other.
Cohesiveness

(p. 109)The tendency not to thoroughly evaluate information is called _____.
groupthink

(p. 111)In establishing a supportive climate, _____ statements try to search honestly for the best solution.
problem orientation

(p. 109)In a _____ climate, members are inclined to try to control, manipulate, and criticize each other as persons.
defensive

True/False Questions

(p. 87)Task and socioemotional concerns surface at predictable periods in a group’s life.
TRUE

(p. 86)Structuration is the idea that group communication creates, maintains, and recreates a group’s norms.
TRUE

(p. 86)Even though members know how to behave within their culture, laws do not enforce this behavior.
TRUE

(p. 90)Humor is never an effective way to handle tension within a group.
FALSE

(p. 90)Technology makes managing task and socioemotional demands less complicated.
FALSE

(p. 92)Some models of group development have been more linear than others.
TRUE

(p. 94–95)In the assimilation stage of socialization, members of a group begin to work together.
TRUE

(p. 98–99)Individual roles work to maintain harmonious relationships among group members.
FALSE

(p. 99)Group members must reinforce each other’s roles if they are to become stable.
TRUE

(p. 96–97)Roles in small groups are primarily formal—such as electing a chair of the group.
FALSE

(p. 104)“Deviants” can be helpful to a group.
TRUE

(p. 108)Tony can always be counted on to complete assignments in his group.He has interpersonal trust.
TRUE

(p. 108–109)Task cohesiveness is less likely to produce groupthink than is interpersonal cohesiveness.
TRUE

(p. 111)Superiority statements pull rank on other members, which can only strengthen a group.
FALSE

(p. 110 & 112)Freedom of expression must be discouraged if a group is to get along.
FALSE

Essay Questions

(p. 88–91)Explain the different types of factors that give rise to primary, secondary, and tertiary tensions.

Answers will vary.

(p. 91)What is the best way to manage prolonged tertiary tension in a group?

Answers will vary.

53. (p. 94–95)Name the five stages of group socialization. Give examples of each stage.

Answers will vary.

(p. 103–104) A group finds that one member is highly deviant on an important issue or norm. In the order in which they are likely to occur, describe the steps the group will probably take until the member either conforms or the group gives up.

Answers will vary.

(p. 107–109)Two kinds of trust are essential for an open, productive climate when communicating in a group. Name these types and explain why each is important.

Answers will vary.

(p. 108)What is a “hidden agenda” item? When might a hidden agenda item be beneficial and harmful to a group?

Answers will vary.

(p. 109–110)What are the major differences between defensive and supportive group climates?

Answers will vary.

(p. 100–102)Give three examples each of group rules and group norms. What are the four common ways norms develop? Give an example of each.

Answers will vary.

(p. 110–112)Members need to pay attention to the ethics of their behavior, particularly as a group’s roles and norms develop. Patterns that form early in a group’s life guide their future interaction and can be hard to break. That is why it is critical for those patterns to be productive and to adhere to the highest standards of ethical behavior. Name the four suggestions in your textbook that support ethical group guidelines.

Answers will vary.