Deck 14: Leading Task Groups

Question 1

Task groups in the schools can be led by

A) teachers.
B) school counselors.
C) students.
D) All of the above.

Answer 1

D

Question 2

Each of the following is an example of a task group EXCEPT

A) a children of divorce group.
B) a book club.
C) a study support team meeting.
D) a classroom guidance lesson.

Answer 2

A

Question 3

During initial meetings of task groups each of the following will probably happen EXCEPT

A) leaders and members make connections.
B) an introductory activity is used.
C) goals are set by the leader only.
D) goals are set by the leader and members.

Answer 3

C

Question 4

Icebreakers may be used in task groups with the goal of

A) introducing humor.
B) beginning to make connections.
C) setting the focus of the group.
D) All of the above.

Question 5

Icebreakers should be used in a task group

A) during initial meetings.
B) during working sessions.
C) when conflict is occurring.
D) during termination.

Question 6

Group process should be commented on in task groups when

A) group members are not participating.
B) a group member talks about the group process.
C) group members accomplish a task successfully and cooperatively.
D) All of the above.

Question 7

Which of the following is TRUE of ground rules in task groups?

A) Ground rules are the same for each task group.
B) Leaders may not decide some of the ground rules in advance.
C) Only members must agree on all of the ground rules.
D) Leaders and members together decide what ground rules will work best for the group.

Question 8

Which of the following would NOT be a ground rule in a task group?

A) Confidentiality will be broken if someone discloses harm to self or others.
B) Group members may vote members out of the group if they don't participate.
C) Attendance is mandatory.
D) A format for problem-solving will be followed.

Question 9

An agenda for a task group meeting should NOT include

A) pre-group training.
B) topics to be discussed for the meeting.
C) estimated time for each item of discussion.
D) framework to be used for discussion.

Question 10

Who decides the agenda for a task group meeting?

A) Leader
B) Members
C) Organizer
D) This depends on the type of task group.

Question 11

Who decides on the membership of the task group?

A) Membership is always voluntary.
B) The organizer of the group.
C) The original group members.
D) This depends on type of task group.

Question 12

Content in a task group is

A) what happens to help keep the group moving along.
B) the agenda set by the leader.
C) the task or goals of the group.
D) what happens to hinder the group from accomplishing its goals.

Question 13

Process in a task group is

A) the connection between group members.
B) the agenda set by the leader.
C) the task or goals of the group.
D) what happens to help the group accomplish its goals.

Question 14

What would be a useful comment by a task group leader if members are not very participatory at a particular meeting?

A) People seem quiet tonight. What's up?
B) There seems to be a lot of tension tonight. What caused it?
C) Let's go home early. No one seems to want to work.
D) Since no one is talking, let's go around the room and each member express an idea on how to solve this problem.

Question 15

Creativity

A) is not encouraged in task groups.
B) is often useful in specific tasks.
C) must be discussed in order for the group to move forward.
D) is useful in some groups and not in others.

Question 16

Task groups

A) are easier to lead because self-disclosure doesn't happen.
B) do not require training.
C) require different leadership skills than psychoeducational and counseling groups.
D) only happen in schools.

Question 17

Disagreement

A) doesn't occur in task groups.
B) occurs both verbally and nonverbally in task groups.
C) shouldn't occur if the leader is doing her job.
D) occurs in the initial stage, but then cooperation occurs.

Question 18

Which of the following is NOT true regarding the goals of a task group?

A) Goals should always be determined well before the first group meeting in order to avoid confusion.
B) Group members should have the opportunity to give input to group goals in order to internalize them.
C) Intrapersonal and interpersonal goals of members should be considered in addition to task goals.
D) Creativity and productivity in a group may be increased by asking members to identify their own goals and expectations prior to the first meeting.

Question 19

All of the following are recommendations for establishing an effective group structure EXCEPT

A) developing ground rules for discussion.
B) agreeing on a problem-solving structure.
C) developing an agenda or organizational structure for each meeting.
D) using a fun activity or icebreaker in each meeting.

Question 20

All of the following are appropriate uses of task groups EXCEPT

A) offering support to students who are going through a similar problem.
B) teaching a conflict-resolution lesson to a fourth grade class.
C) developing a school improvement plan.
D) running a student council.

Question 21

Task groups are more likely to fail when the leader

A) allows all members to participate in the development of group goals.
B) only uses activities when they contribute to a group process or content goal.
C) does not address conflict or resistance.
D) creates a group membership that is heterogeneous.

Question 22

Which of the following is NOT necessarily a characteristic of a successful task group?

A) A synergy of ideas occurs that may not have occurred individually.
B) All members understand and support the purpose of the group.
C) The task is accomplished more quickly than it would have been if done by individuals.
D) All members have a voice and are accepted for their individuality.

Question 23

Task group members should

A) volunteer for the group in order for it to be successful.
B) be as similar as possible in expertise in order to increase the quality of the outcome.
C) feel connected to the group and to the goals of the group in order for it to be successful.
D) be able to function more effectively with less structure imposed on their meetings.

Question 24

Which of the following is MOST consistent with the guidelines for leading effective task groups proposed in the chapter?

A) Work to establish connections and relationships between group members as well as connections to the group goal early in the life of the group.
B) Emphasize content over process in each meeting.
C) Establish the agenda for all group meetings prior to the first group meeting.
D) Comment on the group process when it is going well, but avoid talking about it directly if there is conflict or resistance.

Question 25

Task groups are different than other types of groups in schools because

A) group process issues are not relevant in task groups.
B) activities are used more frequently in task groups.
C) task groups should have clearly established goals and ground rules for participation.
D) group principles and processes are used to accomplish identified work goals in task groups.

Question 26

Guidelines for group member interactions

A) are not useful in groups with adults.
B) should be established when problems arise.
C) should allow for differences of opinion to arise.
D) should minimize differences of opinion.

Question 27

Which of the following is NOT true regarding agendas in task groups?

A) Agendas are essential to any task group meeting.
B) Agendas can inhibit creativity.
C) It is helpful to distribute agendas in advance.
D) Agendas are not necessary when the task group is a guidance lesson.

Question 28

Consider the chapter example. If you were taking over Mrs. Dean's book club, what would you change?

Question 29

What problem-solving framework would you use for a group of 7th grade students who are deciding on an ecology club project? Why? What structure would you provide to help guide them through it?

Question 30

The principal currently leads your school's Student Support Team (SST) meetings. The SST is not functioning well. Ordinarily, it is a gripe session and the principal often cancels the meetings or extends the meetings over the time allotted. He knows something is not working and has asked you to take over as convener. How would you structure the first meeting?

Question 31

Create guidelines and an outline for all middle school teachers who want to begin a book club.

Question 32

Create an outline for leading a problem-solving discussion on a topic of interest.

Question 33

Create a professional development workshop for teachers about how to use group process in their classroom lessons.

Question 34

What does group process refer to in the context of task groups, and why is it important?

Question 35

Discuss the role of group process in a high school peer mentor training program and how it could be important to the group's success.

Question 36

What is the role of activities in task groups, and how should the activities be used?

Question 37

How is leading a task group similar to, and different from, leading other types of groups in schools?

Question 38

Describe the group leader's role in establishing an effective structure for group meetings.

Question 39

You have been asked to lead a school committee in which members (all teachers) have been assigned by the principal and most are resentful about the extra work. What are important issues you would need to consider in planning for the group, and what would your agenda be for the first session?

Question 40

You have been asked to be the advisor for a high school service club, whose mission is to perform service to the local community. What are important issues you would need to consider in planning for the group, and what would your agenda be for the first session?