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Test: online portion B

True/False:

1. The quality and amount of group production is the responsibility of the group.
2. I am a member of the group.
3. The quality and amount of group production is my responsibility.
4. Goal-setting is a responsibility that I share. If true, explain how.
   - it’s a responsibility that I share because we set the goal as a group and I’m a member of the group. Therefore, it’s also my responsibility.
5. I have been instrumental in marshalling resources for the group. If true, explain how.
   -False
6. Members are more important to groups than leaders.
7. I am using this class to satisfy my individual and group-irrelevant needs. If true, on what basis can you earn a passing grade?
   - I’m using this class to satisfy my individual and group-irrelevant needs as in getting credits to graduate and to learn about leadership which is irrelevant to other students in the class. I earn a passing grade on fulfilling the requirements and work with my group. I do what I’m supposed to do.
8. To be a member in a group means I have to take on one or more roles.
9. If I am in a group, I am either a functional member or an un- or dys-functional member.
10. Our class/group has all the roles necessary to achieve optimum group growth and productivity. If true, explain. If false, which role(s) are we missing?
    -False. There is no indication on which roles are necessary to achieve optimum group growth and productivity, so I can’t answer true to this statement.  
11. Our class/group has not yet generated effective work on the problem of role-requiredness. If true, what role have you been playing? If false, what evidence – on the group level – supports your claim?
    -False. Each of us has a role in the class. Our roles change constantly in different settings. Based on the roles that each of us has, we have progress on our group project. We have generated effective work, isn’t it?
12. My role(s) in the class/group and different sub-group teams has changed depending on the stage of development. If false, why not, and what does having a static, unchanging role “do” to or for the group? If true, fill out the chart below.
    - what chart?
13. Improving the group’s quality of functioning requires diagnosing role requirements needed at the current stage of development.
14. I am unsure how to diagnose role requirements needed by my sub-group team. If true, what is your strategy for learning?
    -False.
15. I have role flexibility. If true, explain with three or more specific examples from class. If false, what are the adverse consequences to your teams and the class/group-as-a-whole?
    - I am a follower, procedural technician and group- observer and commentator. I am always the observer and follower. I chose to be a follower on the first day of class. I accept the ideas of others and observe the process since the first day of class. I helped out with the postings on the wikipage for my group. I also gave and comment the ideas that we had for our group project.
16. Developing role flexibility is an important objective of group member training. The three roles I flex among the most are: a)_procedural technician___, b)___follower_____, and c)___opinion giver___. My decision to flex is based upon: ____Based on which group I am in and people who I am working with__ (name at least two factors and give an actual example). when the class as a group to make decision I’m the follower and the observer because people’s ideas are similar. Therefore, I am usually agreeing. As to smaller group, I have a chance to express my opinions because group members may hold different values.
17. My personality and the role(s) I play in groups are the same thing.
18. I never find myself resisting the retraining required to be a functional group member. If true, are you saying you never experience tension or anxiety in the class/group? Explain. If false, how does your resistance tend to show itself in role behavior?
    - I experienced tension in the class/ group. I thought retraining to be a functional group member often exists naturally .
19. I am highly sensitive to criticism about my functional role in a group.
20. I will do anything possible to make sure everyone feels good, even if it means producing an inferior product.
21. I am sensitive to the operation of member roles in our class/group and in my sub-group teams.
22. I am aware of and conscious about my own proficiency in different functional roles.
23. I can identify several functional roles in any group.
24. I can match the roles required to the stage of development a group is in.
25. I can assess what role I can play best based on changing requirements for the group.

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