Test Bank for Joining Together: Group Theory and Group Skills, 12th Edition

Chapter 2: Experiential Learning 1. In experiential learning, it is most important to a. Have many experiences b. Discuss experiences c. Read about experiences d. Reflect on experiences 2. Procedural learning is different from book learning in that procedural learning __________ than book learning. a. Relies more heavily on feedback b. Is based on acquiring larger chunks of information c. Emphasizes readily usable insights more d. Is more accepted in traditional school setting 3. In experiential learning, the responsibility of learning lies with a. The other participants b. The coordinator c. The exercise designer d. The learner 4. Group dynamics can only be understood by a. Reading books written by Kurt Lewin b. Using group skills c. Formulating correct action theories d. Anticipating what actions will lead to what consequences 5. In experiential learning, it is crucial to a. Accumulate a lot of experience b. Formulate the correct action theory right from the beginning c. Integrate experience with theory d. Avoid discussing your experience with people who are not versed in group dynamics 6. Action theory can be defined as a theory a. Used in research for group dynamics b. About action heroes and games c. About actions needed to achieve something d. That can be used to predict what action someone will take 7. When we do something automatically, without thinking, then our action theory is a. Anticipatory b. Flawed and in need of scrutiny c. Tacit, not expressed in words d. Perfect, and in no need of any modification 8. Action theories are created by a. Group dynamics scholars b. Group dynamics learners when engaging in experiential learning c. People with automatic behavior d. Everyone 9. The purpose of experiential learning is to a. Alter cognitive structures b. Modify attitudes c. Expand behavioral skills d. All of the above e. None of the above 10. Experiential learning may be defined as a sequence of a. Formulating an action theory, testing it, assessing it, reflecting on the experience and modifying the action theory b. Testing an action theory, reflecting on the experience, assessing it, formulating theory and then modifying it c. Assessing an action theory, reflecting on the experience, testing the theory and then modifying it d. Assessing an experience, reflecting on the action theory, testing the theory and then modifying it 11. Experiential learning will change the learner’s a. Action theories b. Attitudes and values c. Behavioral skills d. All of the above e. None of the above 12. Experiential learning relies heavily on a. Continuous refinement of the process b. Changing attitudes over time c. Facilitator/participant interaction d. Stimulus/touch learning 13. Both Hillary and James want to learn more about conflict resolution. James decides to go to a lecture series presented by the national expert on conflict resolution. Hillary joins a group where members experiment by role playing with various ways of resolving their conflicts. Based on what you know about experiential learning, whose learning will be more effective? a. James b. Hillary c. The same d. Not enough information 14. Which of the following is NOT one of the principles that experiential learning is based on? a. People believe more in knowledge given to them by experts than by what they discover themselves b. Learning is more effective when it is active, not passive c. It takes more than first-hand experience to generate valid knowledge d. It is easier to change in a group context than an individual one 15. A crucial difference between experiential learning and traditional lecture approach is that it is only in ___________ a. Experiential learning that the learner decides what aspect of the material to focus on b. Traditional lecture approach that the learner decides what aspect of the material to focus on c. Traditional lecture approach that the emphasis is on the value of knowledge d. Experiential learning that the emphasis is on the value of knowledge 16. Petra has known from early on that she wanted to become a teacher. She has always felt a strong affinity toward kids, and it has been important to her that children learn to love reading. She found out how she can become a licensed elementary school teacher, and took the required courses, which she found challenging and interesting. Upon graduation, she is likely to feel a. Psychological success b. Extrinsic motivation c. Awkwardness because she has to practice new skills d. Loss of control of her learning 17. The most important step in learning group skills is to a. Watch someone else perform the skill b. Practice the skill while getting feedback c. Read about how to do the skill d. Practice the skill in private 18. In order to acquire group skills efficiently, all of the following principles are important EXCEPT one. Which one? a. You need to understand why a certain skill is important and how you can apply it in your life b. Gauge how well you can apply a certain skill c. Get a friend to monitor your use of skill who is willing to criticize you and pinpoint any weaknesses d. Help others acquire the skill 19. The following are all benefits role playing offers EXCEPT one. Which one? Role playing allows you to a. Shed light onto how you would behave in a certain situation b. Get practice in skills necessary to manage a situation c. Get experience of authentic conflict resolution d. Identify effective and ineffective behavior 20. The experience you gain through role playing is likely to help you a. Hone your acting skills and further your acting career b. Modify your attitude and as a result, your future behavior c. Gain a more realistic level of aspiration in social setting d. Make up facts and experiences relevant to the circumstances 21. When conducting role plays there are several guidelines the facilitator needs to follow. The following are all such guidelines except for one. Which one? a. Help participants get emotionally involved b. Facilitate a discussion with the participants after the role play is done c. De-role the participants after the role play has ended d. Make sure the participants are emotionally detached from the role they are playing 22. A competent group member is able to pay attention to both a. The content and the process of group work b. Observing the way the group works and the roles group members take on c. The feedback given and the principles of experiential learning d. The principles of experiential learning and effective role playing 23. To become a competent participant-observer, first you need to a. Observe b. Give and receive feedback c. Engage in modified behavior in next group meeting d. Reflect and set goals for improvement 24. Automaticity in observing group work can be developed through a. Feedback b. Objectivity c. Setting realistic goals for improvement d. Repetition 25. A major problem with observing group work by participants is a. Lack of improvement goals b. Lack of engagement in group work c. Lack of objectivity d. Trivial, meaningless feedback 26. The main purpose of group observation is to a. Improve the group functioning b. Critique the skills of individual group members c. Give participants practice in being an observer d. Give the observer power over the group 27. A possible question for observation procedure is a. How often is someone interrupting another group member? b. How should we celebrate group achievement? c. How can group members become good participant-observers? d. Which warm-up activity is the most effective in improving group cohesion? 28. Observation procedures are used to answer the question a. How can group members improve group processing? b. How often are certain events happening? c. How should the coordinator conduct the introduction? d. Why isn’t the group effective? 29. For a structured observation, the observer needs to a. Make sure all columns in the observation form are clearly labeled b. Define the behaviors to be observed c. Have great leadership skills d. Provide feedback to the coordinator 30. Accurate observation is the basis of effective a. Feedback b. Role playing c. Skill training d. Unanticipated learning outcomes 31. A typical training session includes all except a. A warm-up exercise b. Objectives of the session c. Individual negative feedback d. Discussion of the exercise conducted 32. When teaching group skills, the most important ethical question is a. How well the coordinator is able to resolve conflicts arising from interactions presented by the training b. How relevant the specified cognitive and behavioral changes are for the participants c. Whether the participants are prepared to learn the skills specified by the coordinator d. Whether the time allocated for the training fits the objectives of the training session 33. Which of the following is a valid guideline for conducting skill training sessions? The coordinator should a. Avoid asking participants about their feelings and reactions to the exercises b. Initiate and encourage confrontations between participants c. Respect participants’ freedom of choice d. Discuss participants’ personal information TRUE OR FALSE 34. People tend to accept principles that they have discovered themselves more than principles presented to them by others. 35. Harry has memorized and trained himself in the steps of constructive conflict resolution. Even though his action theory has not changed, it is likely that he will be effective in resolving conflicts as a result of his training. 36. When learning a new skill, it should be in a supportive environment. 37. The motivation to learn in experiential situations is primarily extrinsic. 38. For effective role playing, it is important that you have some good acting skills. 39. An effective and skilled group member is able to function both at the participant and the observer levels at the same time. 40. Feedback is based on the comparison between the actual and the ideal performance. 41. Evaluation is an integral part of a training session. 42. When teaching group skills, the most important ethical question is how important such cognitive and behavioral changes are for the participants. 43. In experiential learning, it is generally recommended that the participants are not made aware of the real goals of the exercise. 44. Both the coordinator and the participants should recognize that participation in an exercise is voluntary. 45. The coordinator should initiate confrontations between participants in order to promote personal growth. 46. The coordinator’s job is done when the training ends. SHORT ANSWER QUESTIONS 47. Explain the difference between procedural learning and memorization 48. What is an action theory? Why is it relevant when studying group dynamics? 49. What is experiential learning? Explain the connection between experiential learning and action theories 50. Describe the four-stage cycle of experiential learning 51. Explain the principles of experiential learning 52. Name and explain the four steps of skill development 53. What is role-playing and how is it useful? 54. What is involved in developing competence as a participant-observer? 55. What are observation procedures? Explain how to do a structured observation 56. Explain the purpose in giving feedback 57. What is involved in a typical skill-training session? Discuss briefly 58. Discuss the ethical guidelines pertinent to coordinating a skill-training session Experiential Learning 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. D A D B C C C D D A D A B A A A B C C B 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. D A A D C A A B B A C B C TRUE FALSE TRUE FALSE FLASE TRUE TRUE TRUE TRUE FALSE TRUE FALSE FALSE