TRUE False Questions for SS - Tài liệu tham khảo | Đại học Hoa Sen

TRUE/FALSE QUESTIONS
1.01 Sophisticated communications technologies have made little impact on our daily lives.
1.02 As an individual, you are likely to spend most of your working life employed in an "information" job.
1.03 One of the least important characteristics of the "communications" era is the rapid change
associated with mass production of information.
1.04 Becoming and staying competent in an information age is an ongoing process requiring lifelong learning.
1.07 Researchers generally agree on definitions of communication competency.
1.11 Competency is both an intrapersonal and interpersonal impression.
1.12 Creative problem solving among diverse groups of people who often share little common
information is not usually a problem in organizations.
1.14 Individual values of members of the organization are not important to organizational culture.
1.15 Excellence in organizational problem solving is nothing more than the management of large volumes of facts.
1.17 Communication competency has evolved to the point where researchers finally agree on its definition.
1.18 Individuals form impressions of self-competence while making judgments about the competency of others.
1.20 Human communication is an attempt to share realities with others.
1.21 Most people engaged in interpersonal communication in organizations share common experiences.
1.22 An individual is either a message source or a message receiver.
1.23 Message encoding is the process of formulating messages choosing content and symbols to convey meaning.
1.24 Decoding is the symbolic attempt to transfer meaning; it is the signal that serves as a stimulus for a receiver.
1.25 Sources send messages consisting of auditory, visual, olfactory, gustatory, or tactile stimuli
in any combination of these five senses.
1.26 The channel is the medium through which the message is transmitted.
2.01 The Functional tradition helps us understand organizational communication by describing
what messages do and how they move through organizations.
2.02 Communication functions described in the Functional tradition are organizing, change, and regulation.
2.03 Communication structure described in the Functional tradition consists of networks,
channels, direction, load, and distortion.
2.04 In the Functional tradition, information processing is seen as the primary function of
organizational communication systems.
2.05 Individual units within the organization or suprasystem are known as subsystems.
2.06 The relationship between external environment information and internal information
processing is not important for organizational communication systems.
2.07 Information in the external environment which is processed by the organization is
commonly known as output communication.
2.08 When information enters the organization, the communication system begins a process
known as throughput, or the transforming and changing of input information for internal organizational use.
2.09 Messages to the external environment from within the organization are known as input communication.
2.10 Open systems continually take in new information, transform that information, and give
information back to the environment.
2.11 Closed systems are characterized by good input communication.
2.12 Organizing messages establish the rules and regulations of a particular environment.
2.13 Policy manuals, employee handbooks, orientation training, newsletters, and a variety of
other sources convey information about how the organization expects to work and what it
requires of its members. These messages are examples of relationship messages.
2.14 Organizing messages define and clarify tasks, develop work instructions, and evaluate task accomplishment.
2.15 The adequacy and effectiveness of organizing messages cannot be evaluated.
2.16 The relationship function of organizational communication helps individuals define their
roles and assess the compatibility of individual and organizational goals.
2.17 Relationship communication contributes to individuals' identification with an organization
or to a sense of belonging in their work environment.
2.18 Integrative and relationship functions of organizational communication are significantly different.
3.01 Three men Frederick Taylor, Henri Fayol, and Max Weber were largely responsible for
developing the major concepts of the Scientific Management approach.
3.02 Frederick Taylor held workers responsible for devising the scientific method of work.
3.03 Weber introduced the time and motion study to industrial society.
3.04 Henri Fayol is credited with the first known attempt to describe broad principles of management.
3.05 Taylor described the first known reference to horizontal communication when he advised
using the "gang plank" in specific types of situations.
3.06 Fayol's five basic activities of management are planning, organizing, commanding, coordinating, and controlling.
3.07 Max Weber is frequently referred to as the father of bureaucracy.
3.08 Traditional authority, according to Weber, is associated with specific characteristics of the person exerting authority.
3.09 Charismatic authority, according to Weber, is based on the specific characteristics of the person exerting authority.
3.10 Bureaucratic authority, according to Weber, was to rest on formalized rules, regulations, and
procedures that made authority "rational legal".
3.11 Bureaucratic authority, according to Weber, represented the ideal for organizations.
3.12 Communication, from the Scientific Management point of view, was to be a tool of
management designed to facilitate task completion and, as such, was to operate as one of many organizational variables.
3.13 Communication, from the Scientific Management perspective, was informal, with peer communication encouraged.
3.14 Management and workers are equally responsible for communication from the Scientific Management point of view.
3.15 The Scientific Management theorists believed communication was management's
responsibility and should flow primarily in a vertically downward direction.
3.16 The Scientific Management theorists viewed organizational culture as important for successful organizations.
3.17 The Human Behavior School shifts the emphasis from the structure of organizations, work
design, and measurement to the interactions of individuals, their motivations, and influence on organizational events.
3.18 The Human Behavior School focuses on the role of communication for developing organizational power.
3.20 The Hawthorne effect refers to the importance of physical working conditions for productivity.
3.21 The Hawthorne effect was the first documentation in industrial psychological research of
the importance of human interaction and morale for productivity.
3.27 Both Theory X and Theory Y assume that organizations have difficulty in using human resources.
3.33 Communication is more important to the Human Behavior theorists than to those writing
from the Scientific Management perspective.
3.34 Work groups are equally important in both the Scientific and Human Behavior perspectives.
3.35 Both Scientific Management and Human Behavior approaches have been criticized for their
failure to integrate organizational structure, technology, and people with the larger environment in which organizations exist.
4.01 The word value refers to the right or wrong of a particular action.
4.02 The word value refers to the relative worth of a quality or object.
4.03 A value is an organized system of attitudes.
4.04 We more likely make choices that support our value system than choices that will not.
4.05 Values are complex attitude sets with little specific relationship to behavior.
4.06 Value congruence refers to the similarities between individuals in an organization.
4.07 Part of the unique sense of a particular organization develops from the ethics held in
common by organizational members.
4.08 Values are part of the shared realities generated through organizational communication.
4.09 Organizational values are evidenced in thematic and tactical communication rules, stories, and myths.
4.21 Ethics are the standards by which behaviors are evaluated as to their morality their rightness or wrongness.
4.22 Values influence ethics but are not the same concept.
4.23 Ethical communication is truthful but does not necessarily stimulate consideration of all of the alternatives of choice.
4.24 There is disagreement about what constitutes ethical communication.
4.25 Ethical communication fosters conditions for growth and development.
4.26 As a guideline for ethical communication behavior, the habit of search refers to presenting
information as openly and fairly as possible and with concern for message distortion.
4.27 As a guideline for ethical communication behavior, the habit of respect for dissent refers to
exploring willingly the complexity of any issue or problem.
4.28 As a guideline for ethical communication behavior, the habit of search refers to exploring
willingly the complexity of any issue or problem.
5.01 An individual's organizational experiences result primarily from the specific organization in which he or she is employed
5.02 An individual's organizational experiences result from the attitudes, beliefs, preferences, and
abilities the individual brings to the organization, how the organization seeks to influence the
individual, and what types of organizational relationships the individual develops.
5.03 Organizational influences on individuals include organizational goals, culture, task
requirements, policies and procedures, and reward systems.
5.04 Organizational outcomes for individuals include personal needs, predispositions for
behavior, communication competencies, and skills.
5.05 An individual's relationship with his or her supervisor is one of the most important of the
primary communication experiences in organizational life.
5.06 The individual characteristics we possess can be described as our interpersonal experience.
5.07 Intrapersonal experiences that influence behavior can be described as motivation.
5.08 Abraham Maslow is famous for his Motivation-Hygiene theory.
5.09 According to Abraham Maslow, individuals focus attention on needs that are not met and
are motivated to seek satisfaction of those needs.
5.10 Safety and security needs, according to Maslow, are the basic body needs of food, sleep, sex, and survival.
5.11 According to Maslow, love and social belonging needs are met through family affiliations,
friendships, and a variety of peer groups that provide social support and affection.
5.12 Maslow described esteem and prestige needs as the belief that one has satisfied his or her full potential.
5.13 Maslow described esteem and prestige needs as the desire for self-respect and the respect of others.
5.14 Maslow described his concept of self-actualization as the belief that one has satisfied his or her full potential.
5.15 Maslow's theory implies it is motivational to communicate about needs that are reasonably well met.
5.16 Maslow's theory suggests that if communication behavior in the organization does not meet
the perceived needs of the individual, the individual will continue to seek need satisfaction.
5.80 Employees tend to distort upward information, saying what they think will please their supervisors.
5.81 Employees tend to pass accurate information to their supervisors even if it reflects negatively on themselves.
5.82 Upward communication distortion is less likely to occur if the employee has advancement aspirations.
5.83 Research reports that trust is a major factor supporting accuracy in upward communication.
5.84 Trust in a supervisor is an important factor for open, upward communication.
5.85 Peer relationships are an important part of an individual's organizational experiences.
5.86 Relationships with peers are primarily task-oriented.
5.87 Peers are important for providing integration, or a sense of belonging, in organizational life.
5.88 Listening and hearing are the same thing.
5.89 Listening and hearing are physiological processes.
5.90 Everyone listening to the same message receives the same message.
6.01 A union is a formal organizational group.
6.03 Groups only serve task goals concerns.
6.04 Idea generation, problem solving, conflict, decision making, and compromise are
communication processes that occur as a group matures.
6.05 The effectiveness of group interactions is not directly related to the effectiveness of group outcomes.
6.06 Norms are rules that dictate expected behavior in a group.
6.07 The development of shared realities and the culture of an organization are organizational communication processes.
6.08 We are least comfortable in groups where group goals and personal goals are compatible.
6.09 Groups are formed to fulfill organizational needs, but the underlying assumption is that
individual efforts can exceed the efforts of numbers in completing tasks.
6.10The culture of an organization communicates which groups are prestigious and which are not.
6.11Compatibility between group members is attractive to prospective members.
6.12 People in organizations are attracted to groups where there are more competitive than cooperative behaviors.
6.13 Primary work teams are ad hoc groups which are designed to work on nonorganizational goals.
6.17 When entering an organization, a person usually is placed in their primary work team.
6.18 Research and design of products and processes are uses for a project team.
6.19 Project teams have the same traditions as long-standing work teams.
6.20 The formation of project teams helps to keep an organization current in response to changing markets.
6.21 Recent research regarding project teams indicated that during the initial stages of formation,
high-performance work teams had high opinions of peers and did not place much value on technical expertise.
6.23 In a group, being able to communicate well with others is not as important as personal expertise.
6.24 It is more important to focus on the issues of the group rather than a person's status in the group.
7.01 Leadership and management are essentially the same.
7.02 Leadership takes place through communication.
7.03 Managers fulfill specifically defined roles designed to facilitate work to support organizational goals.
7.04 Early leadership theories assumed that great leaders were developed through trainingin the ability for leadership.
7.05 The approach to the study of leadership which focuses on the specific characteristics of
great leaders is known as the style approach.
7.06 The style approach to studying leadership emphasizes the importance of a range of general
approaches leaders use to influence goal achievement.
7.10 Dispersed leadership is characterized by leaders attempting to develop leadership in others.
7.11 Dispersed leadership is also known as Super leadership.
7.14 An information society requires leadership from diverse organizational positions, not just from managers.
7.15 Research does not clearly relate the importance of communication competence to overall managerial effectiveness.
7.16 Autocratic leadership strategies are used by leaders who seek to have followers implement
decisions with little or no follower input.
7.17 Participative strategies for leadership are based on a belief that others are competent, will
participate, and, therefore, really do not need leadership.
7.18 Transactional leadership requires leaders to motivate followers by personal example,
through appeals to higher level needs, and by the establishment of a vision.
7.19 Empowerment requires leaders to give employees the maximum amount of power to do a job as they see fit.
7.20 Employee empowerment focuses on managerial behaviors such as monitoring performance,
improving work methods, processing suggestions, and facilitating implementation of the suggestions.
7.21 Transformational leaders have a willingness to make and tolerate mistakes.
7.22 Leadership includes understanding cultural orientation in order to help in decision
making, problem solving, and conflict management.
7.32 Managers are expected to be leaders, although not all managers exhibit leadership behavior.
7.33 Researchers are only now beginning to study leadership, although no one has yet come up
with a definition of what a leader does.
7.34 The newest theories of effective leadership suggest that leaders possess innate traits which make them effective.
7.35 The laissez-faire leader is really an example of a non-leader.
7.40 A leader can be trusted and not liked at the same time.
7.44 Effective leaders use principled leadership behaviors to address task and procedural
responsibilities but not interpersonal concerns.
7.45 Discursive approaches to leadership focus less on individuals and more on communication
interactions than other leadership approaches.
7.46 Discursive approaches to leadership focus on talk, text, and underlying assumptions which are discourses of power.
7.47 Discursive approaches to leadership suggest power structures, often hidden, contribute to how leadership is enacted.
8.01 Decision making and problem solving are essentially the same process.
8.02 Decision making is the process of choosing from among several alternatives, while
problem solving is a multistage process for moving an issue, situation, or state from an
undesirable to a more desirable condition.
8.03 Organizational culture, decision/problem issues, technical and communication
competencies all influence decision-making methods and problem-solving processes.
8.04 Organizational and individual problem solving reflect cultural values.
8.05 Problem solving includes decision making but is a more complex process.
8.06 Decision making and problem solving are not as important as leadership for effective organizations.
8.07 Decision making and problem solving are essentially communication processes.
8.08 The consensus method for group problem solving and decision making is rare and may take
more time than the other methods unless considerable agreement existed at the beginning of the process.
8.09 The consensus method requires everyone in the group to completely agree.
8.10 Since societies "train" members to accept and adhere to particular values, organizational
culture is an important consideration for effective decision making and problem solving.
8.11 The very activity of organizing can be described as synonymous with the decision making process.
8.14 A task barrier to problem solving would be an inadequate description of the problem.
8.15 A procedural barrier to problem-solving would-be role ambiguity.
8.16 An interpersonal barrier to problem solving would be self-centered or ego-centered behavior.
8.17 The Decision Tree process approaches decision making with a set of questions designed to
determine the scope of participation necessary for a given decision.
9.01Conflict can be described as a process that occurs when individuals, small groups, or
organizations perceive or experience frustration in attaining goals and concerns.
9.02 Conflict can occur in any organizational setting where there are two or more competing responses to a single event.
9.03 The context of the conflict is important but does not influence the conflict symptoms, behaviors, and outcomes.
9.04 Intrapersonal conflict is readily observable through overt behaviors.
9.05 Daily organizational life is filled with conflicts in a variety of contexts.
9.06 The complex interactions of both individual and group perceptions, emotions, behaviors,
and outcomes can be viewed as a process we call a conflict episode.
9.07 Latent conflict refers to underlying conditions in organizations and individual relationships
that have the potential for conflict.
9.08 Latent conflict conditions almost always continue to manifest conflict.
9.09 When individuals or groups become aware differences exist, we describe that stage of the
conflict episode as felt conflict.
9.10 Felt conflict is the emotional impact the perception of conflict has on potential conflict participants.
9.11 The manifest conflict stage is our emotional reaction to perceived differences.
9.12 The manifest conflict stage consists of conflicting behaviors, problem solving, open
aggression, covert action, or numerous other possibilities.
9.13 Emotional labor jobs require regulated emotions because they entail voice or face contact
with the public, require workers to produce certain reactions to customers, and are regulated by
employers who control the emotional activities of their workers.
9.14 The conditions and causes of conflict described in the text are not responsible for the rise of
incivility, aggression, and violence in the workplace.
9.15 The conflict aftermath is a result of the complex interactions of latent conditions, perceived
conflict, felt conflict, and manifest conflict.
9.16 The conflict aftermath influences our satisfaction with a particular conflict but has little
influence on future interactions among conflicting parties.
9.17 Orientations or predispositions for conflict are the balances individuals try to make between
satisfying their personal needs and satisfying their personal goals.
9.18 Conflict styles frequently are described as five basic orientations based on the balance
between satisfying individual needs/goals and the satisfying of the needs/goals of others in the conflict.
9.19 Individuals preferring the avoidance conflict style are unlikely to pursue their own
goals/needs or to support relationships during conflict.
9.20 The individual who prefers the competitive conflict style approaches conflict by
emphasizing personal goals/needs while considering the opinions or needs of others in the conflict.
9.21 Compromisers prefer to balance people concerns with task issues.
9.22 Compromise is almost always an appropriate style choice.
9.23 Collaboration is the most frequently used conflict style and is the theoretical ideal.
9.24 Organizations that encourage dissent during decision making generally experience more
productive conflict than organizations that do not.
9.25 Deception contributes to the potential for organizational conflict.