![March.[117]
The commencement and end of the annual inundations in
each river depend upon the mean time of the beginning, and on the
duration of the rains in the latitudes traversed by its affluents. The
periods of the floods in such rivers as run towards the equator are
different from those flowing in an opposite direction; and as the rise
requires time to travel, it happens at regular but different periods in
various parts of the same river, if very long. The height to which the
water rises in the annual floods depends upon the nature of the
country, but it is wonderfully constant in each individual river where
the course is long; for the inequality in the quantity of rain in a
district drained by any of its affluents is imperceptible in the general
flood, and thus the quantity of water carried down is a measure of
the mean humidity of the whole country comprised in its basin from
year to year. By the admirable arrangement of these periodical
inundations the fresh soil of the mountains, borne down by the
water, enriches countries far remote from their source. The waters
from the high lands designated as the Mountains of the Moon, and
of Abyssinia, have fertilized the banks of the Nile through a distance
of 2500 miles for thousands of years.
When rivers rise in mountains, water communication between
them in the upper parts of their course is impossible; but when they
descend to the plains, or rise in the low lands, the boundaries
between the countries drained by them become low, and the
different systems may be united by canals. It sometimes happens in
extensive and very level plains, that the tributaries of the principal
streams either unite or are connected by a natural canal, by which a
communication is formed between the two basins—a circumstance
advantageous to the navigation and commerce of both, especially
where the junction takes place far inland, as on the Orinoco and
Amazons in the interior of South America. The Rio Negro, one of the
largest affluents of the latter, is united to the Upper Orinoco in the
plains of Esmeralda by the Cassiquiare—a stream as large as the
Rhine, with a velocity of 12 feet in a second. Baron Humboldt
observes that the Orinoco, sending a branch to the Amazons, is, with
regard to distance, as if the Rhine should send one to the Seine or](https://image.slidesharecdn.com/4370-250527054639-83b01571/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-2nd-Edition-Kinicki-Test-Bank-37-320.jpg)
![canals have rendered them beneficial to the country. Italy is less
favoured in her rivers, which only admit vessels of small burthen;
those on the north are by much the most important, especially the
Po and its tributaries, which by canals connect Venice and Milan with
various fertile provinces of Northern Italy but whatever advantages
nature has afforded to the Italian states have been improved by able
engineers, both in ancient and modern times.
The application of the science of hydraulics to rivers took its rise in
Northern Italy, which has been carried to such perfection in some
points, that China is the only country which can vie with it in the
practice of irrigation. The lock on canals was in use in Lombardy as
early as the 13th century, and in the end of the 15th it was applied
to two canals which unite the Ticino to the Adda, by that great artist
and philosopher Leonardo da Vinci: about the same time he
introduced the use of the lock into France.[118]
Various circumstances combine to make the British rivers more
useful than many others of greater magnitude. The larger streams
are not encumbered with rocks or rapids; they all run into branches
of the Atlantic; the tides flow up their channels to a considerable
distance; and above all, though short in their course, they end in
wide estuaries and sounds, capable of containing whole navies—a
circumstance that gives an importance to streams otherwise
insignificant, when compared with the great rivers of either the old
or new continent.
The Thames, whose basin is only 5027 square miles, and whose
length is but 240 miles, of which, however, 204 are navigable,
spreads its influence over the remotest parts of the earth; its depth
is sufficient to admit large vessels even up to London, and
throughout its navigable course a continued forest of masts display
the flags of every nation: its banks, which are in a state of perfect
cultivation, are the seat of the highest civilization, moral and
political. Local circumstances have undoubtedly been favourable to
this superior development, but the earnest and energetic
temperament of the Saxon races has rendered the advantages of
their position available. The same may be said of other rivers in the](https://image.slidesharecdn.com/4370-250527054639-83b01571/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-2nd-Edition-Kinicki-Test-Bank-40-320.jpg)
![joins the Nile in 18° N. latitude, the northern limit of the tropical
rains.
The Abyssinian rivers in the early part of their course are little
more than muddy brooks in the dry season, but during the rains
they inundate the plains. They break from the table-lands through
fissures in the rocky surface, which are at first only a few yards
wide, but gradually increase to several miles; the streams form
cataracts from 80 to more than 100 feet high, and then continue to
descend by a succession of falls and rapids, which decrease in height
as they go northwards to join the main stream. The Takkazie takes
its name of “The Terrible” from the impetuosity with which it rushes
through the chasms and over the precipices of the mountains.
A peculiarity of most of the principal affluents of the Nile is their
spiral course, so that, after having formed a curve of greater or less
extent, generally round insulated mountain masses, they return
upon themselves at a short distance from their sources. It is by no
means improbable that the head stream of the Nile itself takes a
spiral course round a lofty mountain mass, similar to the snow-clad
mountains of Sámien and Káffa.[119]
From the Takkazie down to the Mediterranean, a distance of 1200
miles, the Nile does not receive a single brook. The first part of that
course is interrupted by cataracts, from the geological structure of
the Nubian desert, which consists of a succession of broad sterile
terraces, separated by ranges of rocks running east and west. Over
these the Nile falls in nine or ten cataracts, the last of which is at Es-
Souan (Syene), where it enters Egypt. Most of them are only rapids,
where each successive fall of water is not a foot high. That they
were higher at a former period has recently been ascertained by Dr.
Lepsius, the very intelligent traveller sent by the King of Prussia at
the head of a mission to explore that country. He found a series of
inscriptions on the rocks at Sennaar, marking the height of the Nile
at different periods; and it appears from these, that in that country
the bed of the river had been 30 feet higher than it is now.
Fifteen miles below Cairo, and at 90 miles from the sea, the Nile is
divided into two branches, of which one, running in a northerly](https://image.slidesharecdn.com/4370-250527054639-83b01571/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-2nd-Edition-Kinicki-Test-Bank-45-320.jpg)
![the Kong Mountains, at the distance 1000 miles in a straight line
from its source; and having threaded them, it flows across the low
lands into the Gulf of Guinea, a course of 2300 miles. In the plains
of Soudan it receives many very large affluents from the high land of
Senegambia on the west, and the Tchadda on the east—a navigable
river larger than itself, probably the outlet of the great lake Tchad,
which drains the high land of Komri, designated by the ancients as
the Mountains of the Moon, and falls into it a little below Fundah,
after a course of some hundred miles: thus, the Niger probably
affords an uninterrupted water-communication from the Atlantic to
the heart of Africa.[120]
Long before leaving the plains of Soudan it
becomes a noble river with a smooth stream, gliding at the rate of
from 5 to 8 miles an hour, varying in breadth from 1 to 8 miles. Its
banks are studded with densely populous towns and villages, groves
of palm-trees, and cultivated fields.
This great river divides into three branches near the head of a
delta which is equal in area to Ireland, intersected by navigable
branches of the principal stream in every direction. The soil is rich
mould, and the vegetation so rank that the trees seem to grow out
of the water. The Nun, which is the principal or central branch, flows
into the sea near Cape Formosa, and is that which the brothers
Lander descended. There are, however, six rivers which run into the
Bight of Benin, all communicating with the Niger, and with one
another. The old Calabar is the most eastern; it rises in the high land
of Calbongos, and is united to the Niger by a natural canal. The
Niger, throughout its long winding course, lies entirely within the
tropic of Cancer, and is consequently subject to periodical
inundations, which reach their greatest height in August, about 40 or
50 days after the summer solstice. The plains of Soudan are then
covered with water and crowded by boats. These fertile regions are
inaccessible to Europeans from the pernicious climate, and
dangerous from the savage condition of many of the tribes.
The coast of Guinea, west from the Niger, is watered by many
streams, of no great magnitude, from the Kong Mountains. The
table-land of Senegambia is the origin of the Rio Grande, the](https://image.slidesharecdn.com/4370-250527054639-83b01571/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-2nd-Edition-Kinicki-Test-Bank-48-320.jpg)
![CHAPTER XVIII.
Asiatic Rivers—Euphrates and Tigris—River Systems South of the
Himalaya—Chinese Rivers—Siberian Rivers.
The only river system of importance in Western Asia is that of the
Euphrates and Tigris. In the basin of these celebrated streams,
containing an area of 230,000 square miles, immense mounds of
earth, in a desolate plain, point out the sites of some of the most
celebrated cities of antiquity—of Nineveh and Babylon. Innumerable
remains and inscriptions, the records of times very remote, have
been discovered by adventurous travellers, and bear testimony to
the truth of some of the most interesting pages of history. The
Euphrates, and its affluent the Merad-Chaï (supposed to be the
stream forded, as the Euphrates, by the Ten Thousand in their
retreat), rise in the heart of Armenia, and, after running 1800 miles
on the table-land to 38° 41ʹ of north latitude, they join the northern
branch of the Euphrates, which rises in the Gheul Mountains, near
Erzeroum. The whole river then descends in rapids through the
Taurus chain, north of Romkala, to the plains of Mesopotamia.
The Tigris rises in the mountains to the N. and W. of Dyarbekir,
and after receiving several tributaries from the high lands of
Kurdistan, it pierces the Taurus range about 100 miles above Mosul,
from whence it descends in a tortuous course through the plain of
ancient Assyria, receiving many streams from the Tyari mountains,
inhabited by the Nestorian Christians, and, farther south, from those
of Luristan. The country through which it flows is rich in cornfields,
date-groves, and forest-trees.[121]
Near to the city of Bagdad the](https://image.slidesharecdn.com/4370-250527054639-83b01571/85/Organizational-Behavior-A-Practical-Problem-Solving-Approach-2nd-Edition-Kinicki-Test-Bank-50-320.jpg)
Organizational Behavior A Practical Problem Solving Approach 2nd Edition Kinicki Test Bank
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- 5. 8-1 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 08 Test Bank True / False Questions 1. Groups share norms and have goals. TRUE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Feedback: We define a group as (1) two or more freely interacting individuals who (2) share norms and (3) goals and (4) have a common identity. 2. According to Schein, a crowd is merely a large group. FALSE AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Feedback: It is useful to distinguish the group from a crowd or organization. Here is how organizational psychologist E. H. Schein helps make the distinction clear: The size of a group is . . . limited by the possibilities of mutual interaction and mutual awareness. Mere aggregates of people do not fit this definition because they do not interact and do not perceive themselves to be a group even if they are aware of each other as, for instance, a crowd on a street corner watching some event. 3. The members of the management faculty in the business school go out at the end of the semester to a local restaurant for dinner and socializing. They are both a formal and informal group. TRUE AACSB: Analytical Thinking AACSB: Teamwork Blooms: Understand Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Feedback: Formal and informal groups often overlap, such as when a team of corporate auditors heads for the tennis courts after work. 4. It is clear from research that personal friendship helps organizational productivity. FALSE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Feedback: The desirability of overlapping formal and informal groups is debatable. Some managers firmly believe personal friendship fosters productive teamwork on the job, while others view such relationships as a serious threat to productivity. 5. A norm is a set of expected behaviors for a particular position. FALSE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Social Norms Feedback: A norm is an attitude, opinion, feeling, or action—shared by two or more people—that guides behavior. A role is a set of expected behaviors
- 6. 8-2 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. for a particular position. 6. A group role is a set of expected behaviors for members of the group as a whole. TRUE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Feedback: A role is a set of expected behaviors for a particular position, and a group role is a set of expected behaviors for members of the group as a whole. 7. Norms only emerge on their own in group situations; they are not consciously formed. FALSE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Social Norms Feedback: Norms either emerge on their own, over time, or as a more conscious effort. 8. Teams are a cornerstone of work life in today’s organizations. TRUE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Feedback: Besides being a central component of the Organizing Framework, teams are a cornerstone of work life. 9. In a true team, leadership must be shared. TRUE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Feedback: A group becomes a team when certain criteria are met, including that leadership becomes a shared activity. 10. All work groups progress through the stages of group development to become effective teams. FALSE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Feedback: Teams are task groups that have matured to the performing stage. Because of conflicts due to power, authority, and unstable interpersonal relations, many work groups never qualify as a real team. The essence of a team is common commitment. Without it, groups perform as individuals. With it, they become a powerful unit of collective performance. 11. Research has clearly indicated that self-managed teams perform better than traditional work groups. FALSE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium
- 7. 8-3 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Self-Managed Teams Feedback: Research on the effectiveness of self-managed teams from the 1990s and 2000s showed mixed results. 12. One effective use of virtual teams is in brainstorming ideas or solutions to problems. TRUE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Virtual Team Feedback: The vast majority of organizations (72 percent) that use virtual teams indicate that brainstorming ideas or solutions to problems is the most successful task for such teams. 13. The lack of face-to-face contact actually helps virtual teams to establish strong cohesion. FALSE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Virtual Team Feedback: Compared to traditional face-to-face teams, it is more difficult to establish team cohesion, work satisfaction, trust, cooperative behavior, and commitment to team goals. Researchers and consultants are consistent about one aspect of virtual teams-there is no substitute for face-to-face contact. 14. Trust of character is known as contractual trust. TRUE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. Topic: Trust Feedback: Contractual trust is trust of character. 15. Organizations with the most effective teams typically use hybrid rewards that reward and recognize both individual and team performance. TRUE AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-05 List the characteristics of an effective team. Topic: Reward Power Feedback: Organizations that foster the greatest collaboration and most effective teams typically use hybrid rewards and recognize both individual and team performance. Multiple Choice Questions 16. ________ are powerful forms of social control that influence group and member behavior. A. Group and team cohesiveness B. Common identities C. Outcomes D. Group roles and norms E. Cross-functional rules AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation
- 8. 8-4 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Team Building Feedback: Group roles and norms are the means by which expectations are communicated to groups and their members. They are powerful forms of social control that influence group and member behavior. 17. ______ groups are assigned by organizations or managers, while _______ groups form when the members’ purpose of getting together is friendship or a common interest. A. Organizational; individual B. Departmental; divisional C. Formal; informal D. Focus; interest E. Task; maintenance AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Formal Group Feedback: A formal group is assigned by organizations or their managers to accomplish specific goals. An informal group exists when the members’ overriding purpose of getting together is friendship or a common interest. 18. Which of the following is an organizational function of a group? A. fulfill the need for affiliation B. reduce anxieties C. build self-esteem D. coordinate interdepartmental efforts E. provide an opportunity to test perceptions of social reality AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Group Functioning Feedback: According to Table 8.1, coordinating interdepartmental efforts is one organizational function of a group. 19. Which of the following is an individual function of a group? A. coordinate interdepartmental efforts B. satisfy the person’s need for affiliation. C. implement complex decisions D. socialize newcomers E. accomplish complex, interdependent tasks AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Group Functioning Feedback: Providing a problem-solving mechanism for personal and interpersonal problems is an individual function of a formal group (see Table 8.1). 20. Formal groups perform two basic functions: __________ and __________. A. personal; interpersonal B. organizational; individual C. task; maintenance D. roles; norms E. forming; adjourning
- 9. 8-5 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Feedback: Researchers point out that formal groups fulfill two basic functions: organizational and individual (see Table 8.1). 21. Groups transform individuals into functioning organizational members communicating and enforcing ______ expectations. A. role B. identity C. formal D. behavioral E. competency AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Group Functioning Feedback: Groups transform individuals into functioning organizational members through subtle yet powerful social forces. These social forces, in effect, turn “I” into “we” and “me” into “us.” Group influence weaves individuals into the organization’s social fabric by communicating and enforcing both role expectations and norms. That is, group members positively reinforce those who adhere to roles and norms with friendship and acceptance. 22. What is the difference between formal and informal groups? A. Informal teams get together socially; formal teams do not. B. The purpose of a formal group is for friends to get together at a regularly schedule time. C. An informal group is assigned by an organization or its managers to accomplish a specific purpose. D. An informal group is a committee whose members share a common goal. E. A formal group is assigned by an organization or its managers to accomplish specific goals. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Formal Group Feedback: A formal group is assigned by an organization or its managers to accomplish specific goals. Such groups often have labels: work group, team, committee, or task force. An informal group exists when the members’ overriding purpose in getting together is friendship or a common interest. 23. Which of the following statements about groups is not true? A. People who do not conform to group roles are given high status by the group. B. People often play multiple roles in their lives. C. Both task and maintenance roles are important to group effectiveness. D. Leaders can help groups function effectively by stepping in to perform roles the group has not undertaken on its own. E. Individuals frequently play more than one role in a group. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Group Functioning Feedback: Group members positively reinforce those who adhere to current roles and norms with friendship and acceptance. On the other hand, nonconformists experience criticism and even ostracism or rejection by group members. 24. A person who clarifies key issues for a group has taken on the role of A. evaluator. B. initiator.
- 10. 8-6 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C. information seeker/giver. D. elaborator. E. orienter. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Topic: Task Roles Feedback: According to Table 8.2, Task and Maintenance Roles, an information seeker/giver clarifies key issues. 25. Meghan is a member of a group that raises money for a homeless shelter. She feels that the group spends too much time arguing the merits of different fundraisers and needs to make a decision. She calls for a vote at today’s meeting. Meghan has taken on the role of A. energizer. B. evaluator. C. elaborator. D. initiator. E. recorder. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Group Functioning Feedback: According to Table 8.2, Task and Maintenance Roles, someone who prods the group to move along or to accomplish more is an energizer. 26. Which of the following is not a task role? A. encourager B. energizer C. recorder D. elaborator E. information seeker/giver AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Topic: Task Roles Feedback: According to Table 8.2, Task and Maintenance Roles, encourager is a maintenance role, not a task role. 27. Claire takes on the role of ______; she tends to mediate conflict through humor. A. follower B. gatekeeper C. commentator D. harmonizer E. compromiser AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Feedback: According to Table 8.2, Task and Maintenance Roles, the harmonizer mediates conflict through reconciliation or humor.
- 11. 8-7 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 28. A follower is a person who A. does not contribute to the group. B. always listens to the team leader. C. mediates conflict through reconciliation. D. serves as a passive audience. E. evaluates group processes. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Topic: Task Roles Feedback: The follower serves as a passive audience, according to Table 8.2, Task and Maintenance Roles. 29. Which of the following is not a group maintenance role? A. someone who clarifies pertinent values B. someone who mediates conflict through reconciliation or humor C. someone who serves as a passive audience D. someone who evaluates the quality of group processes E. someone who helps resolve conflict by meeting others halfway AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Topic: Task Roles Feedback: Table 8.2, Task and Maintenance Roles, identifies group maintenance roles as: encourager, harmonizer, compromiser, gatekeeper, standard setter, commentator, and follower. 30. The team is generating a lot of ideas on how to approach the management case study problem. Everyone seems to have a plan. Joe stands up and says, “I will make a list on the board of all of our ideas.” Joe is acting as A. orienter. B. energizer. C. elaborator. D. coordinator. E. recorder. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Topic: Task Roles Feedback: According to Table 8.2, Task and Maintenance Roles, a person in the coordinator role will pull together ideas and suggestions. 31. The ______ keeps the group headed toward its stated goals. A. evaluator B. orienter C. compromiser D. encourager E. coordinator AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium
- 12. 8-8 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Topic: Task Roles Feedback: According to Table 8.2, Task and Maintenance Roles, a person in the orienter role will keep the group headed toward its stated goals. 32. Kelly is a member of the community service group of her sorority. Traditionally, they pick a charity and run one fundraiser. Kelly suggests a new approach. In addition to the charity work, she wants to establish a new goal—that the members mentor inner city children. Kelly is acting as A. energizer. B. coordinator. C. procedural technician. D. information seeker. E. initiator. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Topic: Task Roles Feedback: According to Table 8.2, Tasks and Maintenance Roles, the initiator suggests new goals or ideas. 33. A person in the encourager role will A. foster group solidarity by accepting and praising various points of view. B. encourage all group members to participate. C. serve as a passive audience. D. mediate conflict through reconciliation or humor. E. evaluate the quality of group processes. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Feedback: Table 8.2 indicates the encourager fosters group solidarity by accepting and praising various points of view. 34. A person in the ______ role will encourage all group members to participate. A. compromiser B. gatekeeper C. commentator D. encourager E. harmonizer AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Feedback: According to Table 8.2, the gatekeeper encourages all group members to participate. 35. A commentator will record and comment on group processes/dynamics, while a(n) _____ will evaluate the quality of group processes. A. orienter B. evaluator C. encourager D. compromiser E. standard setter AACSB: Knowledge Application
- 13. 8-9 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Feedback: Table 8.2 identifies the standard setter role as someone who evaluates the quality of group processes. 36. Which three roles are especially important to groups? A. energizer, harmonizer, gatekeeper B. initiator, orienter, energizer C. coordinator, procedural technician, gatekeeper D. compromiser, commentator, evaluator E. opinion seeker/giver, standard setter, initiator AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Task Roles Feedback: The task roles of initiator, orienter, and energizer are especially important because they are goal-directed roles. 37. Lana is frustrated with her OB project group. She frequently asks: “What’s the problem with our group? We don’t seem to be getting anywhere.” This is a(n) ____ function. A. peripheral B. informal C. task D. maintenance E. formal AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Task Roles Feedback: Task roles enable the work group to define, clarify, and pursue a common purpose. 38. Which of the following statements about norms is not true? A. Norms are shared phenomena and may apply to the group, team, or organizational level. B. Norms are typically written down and discussed openly by groups. C. Norms clarify behavioral expectations. D. Norms help group members avoid being embarrassed. E. Norms clarify central values and unique identity of a group. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Group Functioning Feedback: Although norms are typically unwritten and seldom discussed openly, they have a powerful influence on group and organizational behavior. 39. Group members tend to be uncertain and anxious about such unknowns as their roles, the people in charge, and the group’s goals during the _____ stage. A. forming B. storming C. norming D. performing E. conforming
- 14. 8-10 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Forming Feedback: Figure 8.3, Tuckman’s five-stage model of group development, identifies forming as the “ice breaking” or first stage of group development. 40. Which of the following statements is not true about group development? A. Tuckman’s theory of group development stages has been strongly supported by empirical testing. B. All the stages of group development are not necessarily of the same duration. C. Effective groups and teams go through a maturation process. D. All the stages of group development are not necessarily of the same intensity. E. The storming stage may be particularly long, depending on the goal clarity and commitment and maturity of members. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Feedback: Tuckman’s theory has not withstood rigorous empirical testing. 41. Carol takes over as CEO of Sandstorm Jeans, a company on the verge of bankruptcy. She institutes radical changes and eliminates 35 percent of the positions. Even after this, the remaining employees resist her ideas. This represent the ____ stage; it is a time of testing. A. norming B. conforming C. forming D. performing E. storming AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Feedback: During the storming stage, individuals test the leader’s policies and assumptions as they try to decide how they fit into the power structure. 42. Phil is part of a newly formed work group. He has been introduced to all the group members, but he still feels like he cannot trust them. The group has not yet chosen a leader, and Phil feels unsure about his exact role within the group. According to Tuckman’s five-stage model of group development, which of the following stages is Phil’s group currently in? A. norming B. forming C. storming D. performing E. adjourning AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 2 Medium Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Feedback: Phil’s group is currently in the forming stage of group development. The forming stage of group is known as the ice-breaking stage. During this stage group members tend to be uncertain and anxious about such things as their roles, who is in charge, and the group’s goals.
- 15. 8-11 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 43. Which of the following statements is true about Tuckman’s five-stage model of group development? A. Tuckman’s five-stage model of group development has limited practical application. B. The five stages are not necessarily of the same duration or intensity. C. The five stages of group development represent the punctuated equilibrium model. D. The five stages model establishes periods of stable functioning until an event causes a dramatic change in norms, roles, and/or objectives. E. The five stage model includes forming, storming, elaborating, evaluating and energizing. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Feedback: The five stages are not necessarily of the same duration or intensity. For instance, the storming stage may be practically nonexistent or painfully long, depending on the goal clarity, commitment, and maturity of the members. 44. As a manager, Laurel has established a new work group to tackle a particular project. She has introduced all the members to each other and the group has elected a leader. However, lately Laurel has noticed that some group members are procrastinating on their duties. Two cliques have formed within the group and they are frequently arguing with and challenging the group leader’s opinions. Which of the following stages of group development process is Laurel observing? A. storming B. forming C. performing D. norming E. adjourning AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Storming Feedback: Laurel is observing the storming stage of group development here. The storming stage of the group development process is a time of testing. Individuals test the leader’s policies and assumptions as they try to determine how they fit into the power structure. Subgroups take shape, and subtle forms of rebellion, such as procrastination, occur. 45. In which stage of the group development process do group members resolve their power struggles so that something can be accomplished? A. forming B. storming C. norming D. conforming E. performing AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Feedback: Groups that make it through storming and into the norming stage generally do so because a respected member, other than the leader, challenges the group to resolve its power struggles so something can be accomplished. 46. A feeling of team spirit is sometimes experienced during the _______ stage because members believe they have found their proper roles. Group cohesiveness, defined as the “we feeling” that binds members of a group together, is the principal by-product of Stage 3. A. forming B. storming C. norming D. conforming
- 16. 8-12 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. E. performing AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Feedback: Group cohesiveness, defined as the “we feeling” that binds members of a group together, is the principal by-product of the norming stage. 47. Tracy has been part of a work group for some weeks now. She has slowly become well-acquainted with the other members and even made some new friends. Although in the beginning there were a few arguments and fights, they were resolved with time and Tracy feels a definite sense of team spirit that gets her excited about work. According to Tuckman’s five-stage model of group development, which of the following stages is Tracy’s group experiencing? A. norming B. storming C. performing D. adjourning E. forming AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Feedback: Tracy’s group is in the norming stage of group development. During the norming stage of group development, questions about authority and power are resolved through unemotional, matter-of-fact group discussion. A feeling of team spirit is experienced because members believe they have found their proper roles. 48. The ____ stage is often characterized by a climate of open communication, strong cooperation, and lots of helping behavior. Cohesiveness and personal commitment to group goals help the group achieve more than could any one individual acting alone A. forming B. storming C. norming D. conforming E. performing AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Performing Feedback: Activity during the performing stage is focused on solving task problems. 49. Jeff says _____. He is performing a task role. A. “What are we trying to accomplish and how fast can we do it?” B. “Let’s hear from those who oppose this plan.” C. “You two agree more than you realize.” D. “Bill, we haven’t heard from you yet. What do you think?” E. “Karen, you make a very good point.” AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Task Roles
- 17. 8-13 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Feedback: Task roles enable the work group to define, clarify, and pursue a common purpose. 50. As part of a work team in his office, it is Larry’s job to make photocopies of relevant materials and hand them out to the team members during meetings. Which of the following task roles is Larry performing in his work team? A. coordinator B. orienter C. evaluator D. procedural technician E. recorder AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Task Roles Feedback: Larry is performing the role of a procedural technician. The procedural technician performs routine duties (e.g., handing out materials or rearranging seats). 51. During a group meeting, Nadia comments, _____. She is performing a maintenance role. A. “What is the real issue here? We don’t seem to be going anywhere.” B. “Let’s accept and praise the various points of view.” C. “We can do this. We’ve met difficult goals before.” D. “Last week we decided to table this agenda item. Are we ready to address it again?” E. “A goal of 150 per week sounds reasonable.” AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Feedback: A group member who accepts and praises the various points of view is performing a maintenance role. Maintenance roles foster supportive and constructive interpersonal relationships. In short, task roles keep the group on track while maintenance roles keep the group together (Table 8.2). 52. During group meetings, Patty feels that everyone should have their say whenever the group makes an important decision. She makes sure that every group member gets the chance to put forth his or her own ideas during the meeting. Which of the following maintenance roles is Patty performing? A. harmonizer B. encourage C. compromiser D. standard setter E. gatekeeper AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Feedback: Patty is performing the role of a gatekeeper. Maintenance roles foster supportive and constructive interpersonal relationships. The gatekeeper encourages all group members to participate. 53. As part of a work group, Bob’s main job is to resolve conflicts between other group members. Whenever there is an argument, he tries to figure out a solution that benefits both parties, or he quickly defuses the tension with some jokes. Which of the following roles is Bob performing within his work group? A. coordinator B. orienter C. evaluator D. energizer E. harmonizer
- 18. 8-14 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles Feedback: Bob is performing the role of a harmonizer within his work group. Maintenance roles foster supportive and constructive interpersonal relationships. A harmonizer mediates conflict through reconciliation or humor. 54. A ________ is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable. A. formal group B. informal group C. mature group D. team E. virtual team AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building Feedback: A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable. 55. In a study of executives from 300 companies, the most desirable soft skill named was A. interpersonal skills. B. social skills. C. managerial skills. D. teamwork. E. functional knowledge of business. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Feedback: Executives from 300 companies indicated that teamwork was the single most desirable soft skill (64 percent of executives). 56. Harriet is an active member of the large Freshman Orientation board. There are five separate teams on this board, and they all want Harriet as a member because she is good at keeping the team on track. Which of the following behaviors does Harriet exhibit? A. She helps plan and organize work; monitors progress; and provides constructive feedback. B. She communicates effectively, listens to teammates, and accepts feedback. C. She expects the team to succeed and cares that they produce high quality work. D. She possesses the necessary knowledge, skills, and abilities to contribute meaningfully to the team. E. She submits complete and accurate work. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building Feedback: As someone who keeps the team on track, Harriet helps plan and organize work; monitors progress; and provides constructive feedback. 57. Teams are task groups that have matured to the _____ stage. A. forming B. storming
- 19. 8-15 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. C. norming D. performing E. adjourning AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Five-Stage Group Development Model Topic: Team Building Feedback: Teams are task groups that have matured to the performing stage. 58. Norman is elected president of the debate club. He is known as a team player. That means that Norman is A. committed, collaborative, and competent. B. committed, controlled, and collaborative. C. controlled, capable, and content. D. committed, capable, and competent. E. committed, capable, and consistent. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building Feedback: The 3 Cs of team players are committed, collaborative, and competent. 59. What has been shown by research to reduce social loafing? A. providing group rewards B. allowing groups to choose their own members C. providing hybrid rewards D. choosing group membership based on personality type E. using an autocratic leadership style AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building Feedback: Hybrid rewards—those that include team and individual components—reduce social loafing and improve information sharing. 60. Sean is questioning his team’s effectiveness. He asks himself “Is the group performing less than, equal to, or greater than the sum of its parts?” Once he thinks this through, he recognizes that two people are not contributing at all. What can be done to guard against social loafing? A. Use hybrid rewards. B. Assure equity of effort among group members. C. Increase group size. D. Hold both individuals and the group accountable. E. Hold individuals accountable. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building Feedback: Ways to combat social loafing include: 1. Limit group size. 2. Assure equity of effort.
- 20. 8-16 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 3. Hold people accountable. 4. Use hybrid rewards. 61. In a self-managed team A. management retains the planning, scheduling, and monitoring activities, but allows teams to staff themselves. B. leadership is centralized. C. there is no accountability. D. managers are entirely absent from team processes. E. leadership responsibilities often shift as members step up. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Self-Managed Teams Feedback: Leadership responsibilities often are shared and shift as the demands on the team change and members step up. 62. _________ teams are created with members from different disciplines within an organization, such as finance, operations, and R&D. A. High extraversion B. High introversion C. Self-managed D. Virtual E. Cross-functional AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Cross-Functional Teams Feedback: Cross-functional teams are created with members from different disciplines within an organization, such as finance, operations, and R&D. 63. Sarah and Bill were recently hired at the local manufacturing plant. Before being hired, they were interviewed by the team members with whom they were going to work. The team contained members from various areas of the manufacturing process. As part of the training process, Sarah and Bill met the other team members a number of times, and learned how to perform several administrative tasks, including scheduling work assignments for the team. Sarah and Bill’s new team is an example of a(n) ______ team. A. project B. advisor C. virtual D. self-managed E. centralized AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Self-Managed Teams Feedback: Sarah and Bill’s team is an example of a self-managed team. Self-managed teams are defined as groups of workers who are given administrative oversight for their task domains. Administrative oversight involves delegated activities such as planning, scheduling, monitoring, and staffing. These are chores normally performed by managers. In short, employees in these unique work groups act as their own supervisor. 64. XYZ Inc. brings together specialists from production, marketing, and finance from around the world, and gives each such team the power to make its own decisions. This implies that the firm is creating a(n) _____ team. A. centralized B. cross-functional C. authoritarian D. dependent E. parallel
- 21. 8-17 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Cross-Functional Teams Feedback: Cross-functionalism occurs when specialists from different areas are put on the same team. XYZ Inc. is creating a cross-functional team as it brings together specialists from production, marketing, and finance from around the world. 65. Michele is a freelancer who works with a publishing company on an editorial team. She resides in Connecticut, while the company is based in Illinois. Michele attends team meetings via Skype and is in constant email contact. This is an example of a(n) ____ team. A. internet B. intranet C. virtual D. cross-functional E. self-managing AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Virtual Team Feedback: Virtual teams work together over time and distance via electronic media to combine effort and achieve common goals. 66. Which of the following is not a benefit of virtual teams? A. easier to establish team cohesion B. reduced real estate costs C. reduced work-life conflicts for employees D. improved brainstorming E. ability to share knowledge of diverse markets AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Virtual Team Feedback: Virtual teams and distributed workers present many potential benefits: reduced real estate costs (limited or no office space); ability to leverage diverse knowledge, skills, and experience across geography and time (e.g., one doesn’t have to have an SAP expertise in every office); ability to share knowledge of diverse markets; and reduced commuting and travel expenses. 67. ______ is a reciprocal belief that another person will consider how their intentions and behaviors will affect you. A. Justice B. Ethics C. Trust D. Integrity E. Compassion AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. Feedback: Trust is a reciprocal belief that another person will consider how their intentions and behaviors will affect you. 68. Linda wants to leave her company. No one ever seems to do what they say they will do. In addition, her manager’s expectations seem to change from one day to the next. Linda is missing A. contractual trust.
- 22. 8-18 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. B. trust of disclosure. C. trust of capability. D. trust of expertise. E. trust of justice. AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. Topic: Trust Feedback: Contractual trust is trust of character. 69. Communication trust is A. trust of character. B. trust of disclosure. C. trust of capability. D. trust of expertise. E. trust of justice. AACSB: Communication AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. Topic: Trust Feedback: Communication trust is trust of disclosure, i.e., how well people share information and tell the truth. 70. ______ trust addresses the question: “How effectively do people meet or perform their responsibilities and acknowledge other people’s skills and abilities?” A. Character B. Contractual C. Disclosure D. Competence E. Expertise AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. Topic: Trust Feedback: Competence trust is trust of capability. 71. Pietro is assigned to a team in his environmental science class. He is not comfortable with Sam, the team leader, but is not completely sure why. Which of the following behaviors would not build trust? A. if Sam demonstrates professionalism B. if Sam keeps information to himself C. if Sam is available and approachable D. if Sam gives credit and recognition to team members E. if Sam acts consistently AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. Topic: Trust Feedback: To build trust, a team leader should keep team members informed by explaining policies and decisions and providing accurate feedback.
- 23. 8-19 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 72. Which of the following is not a characteristic of high-performing teams? A. focusing on group dynamics B. shared responsibility C. having a common purpose D. open, honest communication E. rapid response AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-05 List the characteristics of an effective team. Topic: Team Building Feedback: The following are eight attributes of high-performance teams: participative leadership, shared responsibility, aligned on purpose, high communication, future focused, focused on task, creative talents, and rapid response. 73. Effective teams A. require minimal collaboration during the first and second stages of projects. B. accept that no changes are needed in response to demands put on the team. C. do not impose specific strategies and responsibilities. D. incorporate the right mix of skills and talents. E. do not restrict team member by imposing charter and processes. AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-05 List the characteristics of an effective team. Topic: Team Building Feedback: The 3 Cs of effective teams are: charters and strategies, composition, and capacity. These 3 Cs are at the team level, which contrasts with the 3 Cs of effective team players discussed earlier that focus on the individual or member level. 74. A(n) _______ helps guide behavior as well as avoid and overcome conflict. A. strategic plan B. agenda C. charter D. contract E. norm AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-05 List the characteristics of an effective team. Topic: Team Building Feedback: Team charters describe how the team will operate, such as processes for sharing information and decision making (teamwork). 75. _____ are deliberate plans that outline exactly what the team is to do, such as goal setting and defining roles. A. Charters B. Team performance strategies. C. Team adaptations D. Strategic plans E. Agendas AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 08-05 List the characteristics of an effective team. Topic: Team Building
- 24. 8-20 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Feedback: Team performance strategies are deliberate plans that outline what exactly the team is to do, such as goal setting and defining particular member roles, tasks, and responsibilities. 76. Recent research shows that in the forming and storming stages of team development, teams perform better when members exhibit which of the following personality traits? A. low level of openness B. high tolerance for uncertainty C. high level of extraversion D. low tolerance for uncertainty E. low level of agreeableness AACSB: Knowledge Application AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-05 List the characteristics of an effective team. Topic: Team Building Feedback: Recent research shows that in the early stages of team development (i.e., forming and storming) teams perform better when members have a high tolerance for uncertainty (a personality trait). 77. Teams with high levels of ______ and ______ deal with task conflict better than those without these characteristics. A. extraversion; need for power B. need for power; agreeableness C. openness; emotional stability D. need for affiliation; openness E. need for achievement; extraversion AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 3 Hard Learning Objective: 08-05 List the characteristics of an effective team. Topic: Team Building Feedback: Team research shows that teams with members who possess high levels of openness and emotional stability deal with task conflict better than those without these characteristics. 78. Veronica just accepted a job at QuizBiz. She left a large company that offered big bonuses for salespersons who exceeded their quotas. At QuizBiz, the individual bonuses are smaller, but there are team rewards as well. This is known as a _____ reward system. A. team B. project C. hybrid D. distributive E. discretionar AACSB: Analytical Thinking AACSB: Teamwork Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-05 List the characteristics of an effective team. Topic: Reward Power Feedback: Organizations that foster the greatest collaboration and assemble the most effective teams typically use hybrid reward systems that recognize both individual and team performance. Essay Questions 79. Eight years ago, ABC Co. started out with 5 employees. Everyone was friends; they worked together, socialized together, and shared personal problems. The company has done well and now has 42 employees, divided into 4 departments. The atmosphere in the company has changed. Although the original employees still socialize, different types of groups are emerging. Describe the different types of groups that can emerge as companies grow. What purposes do each of these groups serve?
- 25. 8-21 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. A group is two or more freely interacting individuals who share norms and goals and have a common identity. A group is distinguished from a crowd or organization by the potential for mutual interaction and mutual awareness. Two types of groups in organizations are formal and informal groups. A formal group is assigned by organizations or their managers to accomplish specific goals. An informal group exists when the members’ overriding purpose of getting together is friendship or common interest. Managers need to understand both types of groups because (1) formal groups fulfill organizational functions and thus affect organizational performance, and (2) informal groups may both enhance and inhibit group productivity. AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Group Functioning 80. Identify a group of which you are a member. It can be a work group, a class project team, a social organization, etc. Now answer the following questions: 1. What stage of development is that group in today? 2. What are the individual and group issues facing the group during this stage of development? 3. How can these issues be addressed? The five stages are: Stage 1: Forming During the ice-breaking forming stage, group members tend to be uncertain and anxious about such unknowns as their roles, the people in charge, and the group’s goals. Mutual trust is low, and there is a good deal of holding back to see who takes charge and how. Some research shows that conflict among group members is actually beneficial during this stage. For instance, early conflict in product development teams can boost creativity. However, the results can also be quite different. For example, in the life-and-death situations sometimes faced by surgical teams and airline cockpit crews, the uncertainty inherent in the early stages of development (forming and storming) can be dangerous. Stage 2: Storming The storming stage is a time of testing. Individuals test the leader’s policies and assumptions as they try to decide how they fit into the power structure. Subgroups may form and resist the current direction of a leader or another subgroup. In fact, some management experts say the reason many new CEOs don’t survive is that they never get beyond the storming stage. Many groups stall in Stage 2 because of the way the use of power and politics can erupt into open rebellion. Stage 3: Norming Groups that make it through Stage 2 generally do so because a respected member, other than the leader, challenges the group to resolve its power struggles so work can be accomplished. Questions about authority and power are best resolved through unemotional, matter-of-fact group discussion. A feeling of team spirit is sometimes experienced during this stage because members believe they have found their proper roles. Group cohesiveness, defined as the “we feeling” that binds members of a group together, is the principal by-product of Stage 3. Stage 4: Performing Activity during this vital stage is focused on solving task problems, as contributors get their work done without hampering others. This stage is often characterized by a climate of open communication, strong cooperation, and lots of helping behavior. Conflicts and job boundary disputes are handled constructively and efficiently. Cohesiveness and personal commitment to group goals help the group achieve more than could any one individual acting alone. Stage 5: Adjourning The group’s work is done; it is time to move on to other things. The return to independence can be eased by rituals such as parties and award ceremonies celebrating the end and new beginnings. During the adjourning stage, leaders need to emphasize valuable lessons learned. AACSB: Analytical Thinking AACSB: Teamwork Blooms: Understand Difficulty: 3 Hard Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model Topic: Formal Group 81. Identify the organizational and individual functions of formal groups in organizations. Think of a formal group that you belong to. Describe how being a member fulfills two organizational functions and two individual functions. Use specific examples. According to Table 8.1, Formal Groups Fulfill Organizational and Individual Functions, the organizational functions of formal groups in organizations are: 1. Accomplish complex, interdependent tasks that are beyond the capabilities of individuals.
- 26. 8-22 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 2. Generate new or creative ideas and solutions. 3. Coordinate interdepartmental efforts. 4. Provide a problem-solving mechanism for complex problems requiring varied information and assessments. 5. Implement complex decisions. 6. Socialize and train newcomers. The individual functions of formal groups in organizations are: 1. Satisfy the individual’s need for affiliation. 2. Develop, enhance, and confirm the individual’s self-esteem and sense of identity. 3. Give individuals an opportunity to test and share their perceptions of social reality. 4. Reduce the individual’s anxieties and feeling of insecurity and powerlessness. 5. Provide a problem-solving mechanism for personal interpersonal problems. AACSB: Analytical Thinking AACSB: Teamwork Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Formal Group 82. Pablo has decided to start a soccer team at his school. He has been playing soccer for many years and is looking forward to being part of a team again. Once sign-ups are completed, he calls a team meeting. Pablo is not very forceful or outspoken, and nothing is accomplished at the meeting. Everyone just sits around and chats with each other. What problem does this signify and how can it be overcome? First, you need to establish rapport. • Take time for all members to introduce themselves, including name, background, specific strengths. • Develop a shared understanding of the task by brainstorming. • Ensure each member has an opportunity to speak and make suggestions. • Develop an agenda and a timeline. • Nominate someone to act as the manager or leader, either for that team meeting or for the term of the project. • Exchange names and contact details, including email addresses and phone numbers. • Decide on jobs or sub-tasks for each member. This can result in a version of a team charter that detail members’ mutual expectations about how the team will operate, allocate resources, resolve conflict, and meet its commitments. This process may include identifying member strengths, setting goals, agreeing on processes for communication and decision making, and deciding how to measure and use contributions from members. Team charters help guide behavior as well as avoid and overcome conflict. AACSB: Analytical Thinking AACSB: Teamwork Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Team Building 83. Identify at least four group task roles, and describe the function each serves in a group. Provide an example of each from your own experience. Task roles enable the work group to define, clarify, and pursue a common purpose. In short, task roles keep the group on track. • An initiator suggests new goals or ideas. • The information seeker/giver clarifies key issues. • An opinion seeker/giver clarifies pertinent values. • The elaborator promotes greater understanding through examples or exploration of implication. • The coordinator pulls together ideas and suggestions. • An orienter keeps the group headed toward its stated goals(s). • The evaluator role tests the group’s accomplishments with various criteria such as logic and practicality. • The energizer prods the group to move along or to accomplish more. • A procedural technician performs routine duties (e.g., handing out materials or rearranging seats). • The recorder performs a “group memory” function by documenting discussion and outcomes. AACSB: Analytical Thinking AACSB: Teamwork Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Task Roles
- 27. 8-23 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 84. Identify at least four group maintenance roles, and describe the function each serves in a group. Provide one example of each from your own experience. Maintenance roles foster supportive and constructive interpersonal relationships. In short, maintenance roles keep the group together. • The encourager fosters group solidarity by accepting and praising various points of view. • The harmonizer mediates conflict through reconciliation or humor. • A compromiser helps resolve conflict by meeting others “halfway.” • Gatekeepers encourage all group members to participate. • The standard setter evaluates the quality of group processes. • Commentators record and comment on group processes/dynamics. • A follower serves as a passive audience. AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Remember Difficulty: 2 Medium Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. Topic: Maintenance Roles 85. ONLINEX is a large technology company, on its way to competing with Yahoo and AOL. ONLINEX acknowledges that its success is primarily due to the performance of its project teams. Unfortunately, project team members have increasingly missed project due dates and customers have complained about the company’s products and services. Sallie Masterson, the vice president of human resources, is investigating the use of teams within the company. The CEO is very concerned and has asked Sallie to develop a plan to improve the performance of the company’s teams. Most teams are cross-functional and are composed of vary diverse employees with different values and needs. Many employees also work virtually. Some employees want to work at the company due to its promotional opportunities while others desire the novelty and autonomy associated with work tasks. Once employees are hired, they experience a short orientation that focuses on human resource policies and procedures and the company’s mentoring program. There is no formal training regarding group/team dynamics. Most teams rely on work product produced by other teams. This makes the teams interdependent and prone to conflict. Teams do not have shared goals and team leaders often report to different managers, making collaboration and cooperation a bit more difficult to achieve. The company tries to hire people who have teaming skills and a learning goal orientation. The company’s CEO recently held a town-hall meeting to discuss industry competition and to extol the need for more effective teamwork in order to remain competitive. Some employees left the meeting feeling good about the CEO and the company’s vision whereas others were more cynical. These latter employees complained about the lack of team-based rewards and poor hiring. More senior employees find some of the newly hired Millennials to be offensive and ill-prepared to work within the company culture. Sallie is staying late at work trying to come up with a plan of attack. Should she conduct an employee survey, hold town-hall meetings or focus groups, talk to customers, or implement team training? Use the 3-Step Problem-Solving Approach and the Organizing Framework to address this situation. To address this situation, you need to: Step 1: Define the problem. Remember that a problem is a gap between a desired and current state. For example, what does ONLINEX want to do with their teams? How will this impact task performance and customer satisfaction? Step 2: Identify causes of the problem. Why is each of these a cause? Focus on group/team dynamics. Step 3: Make your recommendations for solving the problem. Consider whether you want to resolve it, solve it, or dissolve it. Which recommendation is desirable and feasible? AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 3 Hard Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building
- 28. 8-24 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. 86. Describe the group development process, listing the stages in order and discussing what goes on in each. Now, think of a team to which you belonged that did function effectively. Where in the development process did things break down? What happened? How could it have been fixed? Groups and teams go through a maturation process. Bruce Tuckman formulated the most popular group development process with five stages-forming, storming, norming, performing, and adjourning. • Stage 1: Forming. During this ice-breaking stage, group members tend to be uncertain and anxious about such things as their roles, the people in charge, and the group’s goals. • Stage 2: Storming is a time of testing. Individuals test the leader’s policies and assumptions as they try to determine how they fit into the power structure. Subgroups take shape, and subtle forms of rebellion, such as procrastination, occur. • Stage 3: Norming. The group resolves its power struggles. A feeling of team spirit is sometimes experienced during this stage because members believe they have found their proper roles. Group cohesiveness, defined as the “we feeling” that binds members of a group together is the principal by-product of Stage 3. • Stage 4: Performing. Activity during this vital stage is focused on solving task problems. This stage is often characterized by a climate of open communication, strong cooperation, and lots of helping behavior. • Stage 5: Adjourning. The work is done; it is time to move on to other things. The return to independence can be eased by rituals celebrating “the end” and “new beginnings.” Understanding this process will enable you to more effectively manage individual- and group-level outcomes in the Integrative Framework, and perform more successfully in work and school groups. AACSB: Analytical Thinking AACSB: Teamwork Blooms: Understand Difficulty: 3 Hard Learning Objective: 08-02 Differentiate between formal and informal groups. Topic: Five-Stage Group Development Model 87. What are the differences between “groups” and “teams”? Can you think of a situation in which a group serves a purpose becoming a team? A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable. A group becomes a team when the following criteria are met: (1) Leadership becomes a shared activity. (2) Accountability shifts from strictly individual to both individual and collective. (3) The group develops its own purpose or mission. (4) Problem solving becomes a way of life, not a part-time activity. (5) Effectiveness is measured by the group’s collective outcomes and products. Teams are groups that have matured to the performing stage. AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 3 Hard Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. 88. Think of an effective team player—hopefully, yourself! What competencies do you exhibit? Give specific examples of each. Table 8.5, identifies the common teamwork competencies: 1. Contributes to the team’s work 2. Constructively interacts with team members 3. Keeps team on track 4. Expects quality work 5. Possesses relevant knowledge, skills, and abilities (KSAs) for team’s responsibilities AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 3 Hard Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building 89. The AnswerU group is a team of customer service advisors within the marketing department at Debarque that supports baby food products. The team, made up of parents and healthcare professionals, had recently undergone considerable changes. The coming year will bring more challenges as new, procedures, product launches, and training plans are put in place. It is important that the team gets help to deal with these changes in a positive way and is encouraged to become a more of a self-managing team. Describe what team building is and how it can help the AnswerU group. Team building is a catchall term for a host of techniques aimed at improving the internal functioning of work groups. Team building workshops strive
- 29. 8-25 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. for greater cooperation, better communication, and less dysfunctional conflict. Team builders prefer active versus passive learning. Three fundamental elements are recommended: clear objectives, validation, and performance information. You want to make sure that participants understand their roles and that of their teammates. The emphasis would be to ensure that teamwork and communication improve. To become a self-managed team, employees should develop administrative oversight over their work domains. Administrative oversight consists of activities such as planning, scheduling, monitoring, and staffing. These are normally performed by managers, but in self-managed teams employees act as their own supervisors. Self-managed teams have a defined purpose and their duration can vary, along with the level of member commitment. AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building 90. Wang joins MicroTech, a small startup technology company. His mission is to set up effective project teams quickly. What steps can Wang take to accelerate the development of these teams? Why is each step important? Six actions can help accelerate the development of a team: 1. Break the ice. 2. Don’t reinvent the wheel. 3. Communicate a purpose and a plan. 4. Play to strengths. 5. Clarify decision making. 6. Information is essential—make it flow. AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 3 Hard Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. Topic: Team Building 91. Elias works for Joe’s Landscaping Service. Joe promises that he will get employees new mowers this season; the old ones are always breaking down. Joe takes his family on a cross-country vacation while his home is being renovated. When Elias asks about the mowers, Joe says the company doesn’t have enough money this season. Elias no longer trusts Joe. What type of trust has Joe violated? What are the implications for Elias’s relationship with Joe? Trust is a reciprocal belief that another person will consider how his or her intentions and behaviors will affect the other. Contractual trust is trust of character. Managers can build trust by following these behaviors: communication, support, respect, fairness, predictability, and competence. AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 3 Hard Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. Topic: Trust 92. How can a manager rebuild trust, once it is lost? Can you think of a time when you lost trust in someone? How was it rebuilt? Figure 8.7 describes a popular approach to trust repair. The Reina Seven-Step Model for Rebuilding Trust includes these steps: 1. Acknowledge what caused trust to be compromised. 2. Allow feelings and emotions to be discussed, constructively. 3. Get and give support to others in the process. 4. Reframe the experience and shift from being a victim to taking a look at options and choices. 5. Take responsibility. Ask, “What did I do or not do that caused this to happen?” 6. Forgive yourself and others. 7. Let go and move on. AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand
- 30. 8-26 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Difficulty: 3 Hard Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. 93. Discuss the 3 Cs of effective teams. How do these relate to the 3 Cs of effective team players? The 3 Cs of effective teams are charters and strategies, composition, and capacity. Team charters describe how the team will operate, such as processes for sharing information and decision making (teamwork). Teams should also create and implement team performance strategies, which are deliberate plans that outline what exactly the team is to do, such as goal setting and defining particular member roles, tasks, and responsibilities. Team composition is a term that describes the collection of jobs, personalities, knowledge, skills, abilities, and experience of team members. Teams perform better when members have a high tolerance for uncertainty. Teams with members who possess high levels of openness or emotional stability deal with task conflict better than those without these composition characteristics. Team adaptive capacity (i.e., adaptability) is important to meet changing demands and to effectively transition members in and out. The 3 Cs of effective team players are committed, collaborative and competent. These are the bare minimum to be considered a team player. Effective team players don’t just feel the three Cs—they display them. AACSB: Analytical Thinking AACSB: Knowledge Application AACSB: Teamwork Blooms: Understand Difficulty: 2 Medium Learning Objective: 08-05 List the characteristics of an effective team. Topic: Team Building Category # of Questions AACSB: Analytical Thinking 42 AACSB: Communication 1 AACSB: Knowledge Application 63 AACSB: Teamwork 93 Accessibility: Keyboard Navigation 77 Blooms: Apply 10 Blooms: Remember 48 Blooms: Understand 35 Difficulty: 1 Easy 27 Difficulty: 2 Medium 48 Difficulty: 3 Hard 18 Learning Objective: 08-01 Describe the four criteria that define a group and the multiple functions it serves. 40 Learning Objective: 08-02 Differentiate between formal and informal groups. 13 Learning Objective: 08-03 Describe the characteristics of effective team players and team building and the impact this knowledge has on individual performance in teams. 24 Learning Objective: 08-04 Explain the ways in which trust can be built and repaired to allow for effective performance. 8 Learning Objective: 08-05 List the characteristics of an effective team. 9 Topic: Cross-Functional Teams 2 Topic: Five-Stage Group Development Model 10 Topic: Formal Group 4 Topic: Forming 1 Topic: Group Functioning 7 Topic: Maintenance Roles 15 Topic: Performing 1 Topic: Reward Power 2 Topic: Self-Managed Teams 3 Topic: Social Norms 2 Topic: Storming 1 Topic: Task Roles 12 Topic: Team Building 19 Topic: Trust 6 Topic: Virtual Team 4
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- 32. numberless springs and lakes of it surround some parts of the Caspian Sea. It is found in immense quantities in various parts of the world.
- 33. RIVERS. Rivers have had a greater influence on the location and fortunes of the human race than almost any other physical cause, and, since their velocity has been overcome by steam navigation, they have become the highway of the nations. They frequently rise in lakes, which they unite with the sea; in other instances they spring from small elevations in the plains, from perennial sources in the mountains, alpine lakes, melted snow and glaciers; but the everlasting storehouses of the mightiest floods are the ice-clad mountains of table-lands. Rivers are constantly increased, in descending the mountains and traversing the plains, by tributaries, till at last they flow into the ocean, their ultimate destination and remote origin. “All rivers run into the sea, yet the sea is not full,” because it gives in evaporation an equivalent for what it receives. The Atlantic, the Arctic, and the Pacific Oceans are directly or indirectly the recipients of all the rivers, therefore their basins are bounded by the principal watersheds of the continents; for the basin of a sea or ocean does not mean only the bed actually occupied by the water, but comprehends also all the land drained by the rivers which fall into it, and is bounded by an imaginary line passing through all their sources. These lines generally run through the elevated parts of a country that divide the streams which flow in one direction from those that flow in another. But the watershed does not coincide, in all cases, with mountain-crests of great elevation, as the mere convexity of a plain is often sufficient to throw the streams into different directions. From the peculiar structure of the high land and mountain-chains, by far the greater number of important rivers on the globe flow into the ocean in an easterly direction, those which flow to the south and
- 34. north being the next in size, while those that flow in a westerly direction are small and unimportant. The course of all rivers is changed when they pass from one geological formation to another, or by dislocations of the strata: the sudden deviations in their directions are generally owing to these circumstances. None of the European rivers flowing directly into the Atlantic exceed the fourth or fifth magnitude, except the Rhine; the rest of the principal streams come to it indirectly through the Baltic, the Black Sea, and the Mediterranean. It nevertheless receives nearly half the waters of the old continent, and almost all the new, because the Andes and Rocky Mountains, which form the watershed of the American continent, lie along its western side, and the rivers which rise on the western slope of the Alleghanies are tributaries to the Mississippi, which comes indirectly into the Atlantic by the Gulf of Mexico. The Arctic Ocean drains the high northern latitudes of America, and receives those magnificent Siberian rivers that originate in the Altaï range from the Steppe of the Kerghis to the extremity of Kamtchatka, as well as the very inferior streams of North European Russia. The running waters of the rest of the world flow into the Pacific. The Caspian and Lake Aral are mere salt-water lakes, which receive rivers but emit none. However, nearly one-half of all the running water in Europe falls into the Black Sea and the Caspian. Mountain-torrents gradually lose velocity in their descent to the low lands by friction, and when they enter the plains their course becomes still more gentle, and their depths greater. A slope of one foot in 200 prevents a river from being navigable, and a greater inclination forms a rapid or cataract. The speed, however, does not depend entirely upon the slope, but also upon the height of the source of the river, and the pressure of the body of water in the upper part of its course; consequently, under the same circumstances, large rivers run faster than small, but in each individual stream the velocity is perpetually varying with the form of the banks, the winding of the course, and the changes in the width
- 35. of the channel. The Rhone, one of the most rapid European rivers, has a declivity of one foot in 2620, and flows at the rate of 120 feet in a minute; the sluggish rivers in Flanders have only one-half that velocity. The Danube, the Tigris, and the Indus are among the most rapid of the large rivers. In flat countries rivers are generally more meandering, and thus they afford a greater amount of irrigation; the windings of the Vistula are nearly equal to nine-tenths of its direct course from its source to its mouth. When one river falls into another, the depth and velocity are increased, but not always proportionally to the width of the channel, which sometimes even becomes less, as at the junction of the Ohio with the Mississippi. When the angle of junction is very obtuse, and the velocity of the tributary stream great, it sometimes forces the water of its primary to recede a short distance. The Arve, swollen by a freshet, occasionally drives the water of the Rhone back into the Lake of Geneva; and it once happened that the force was so great as to make the mill-wheels revolve in a contrary direction. Streams sometimes suddenly vanish, and after flowing underground to some distance reappear at the surface, as in Derbyshire. Instances have occurred of rivers suddenly stopping in their course for some hours, and leaving their channels dry. On the 26th of November, 1838, the water failed so completely in the Clyde, Nith, and Teviot, that the mills were stopped eight hours in the lower part of their streams. The cause was the coincidence of a gale of wind and a strong frost, which congealed the water near their sources. Exactly the contrary happens in the Siberian rivers, which flow from south to north over so many hundreds of miles; the upper parts are thawed, while the lower are still frozen, and the water, not finding an outlet, inundates the country. The alluvial soil carried down by streams is gradually deposited as their velocity diminishes; and if they are subject to inundations, and the coast flat, it forms deltas at their mouths; there they generally divide into branches, which often join again, or are united by transverse channels, so that a labyrinth of streams and islands is formed. Deltas are sometimes found in the interior of the continents
- 36. at the junction of rivers, exactly similar to those on the ocean, though less extensive: deltas are said to be maritime, lacustrine, or fluviatile, according as the stream that forms them falls into the sea, a lake, or another river. Tides flow up rivers to a great distance, and to a height far above the level of the sea: the tide is perceptible in the river of the Amazons 576 miles from its mouth, and it ascends 255 miles in the Orinoco. In the temperate zones rivers are subject to floods from autumnal rains, and the melting of the snow, especially on mountain-ranges. The Po, for example, spreads desolation far and wide over the plains of Lombardy; but these torrents are as variable in their recurrence and extent as the climate which produces them. The inundations of the rivers in the torrid zone, on the contrary, occur with a regularity peculiar to a region in which meteoric phenomena are uniform in all their changes. These floods are due to the periodical rains, which, in tropical countries, follow the cessation of the trade-winds after the vernal equinox and at the turn of the monsoons, and are thus dependent on the declination of the sun, the immediate cause of all these variations. The melting of the snow no doubt adds greatly to the floods of the tropical rivers which rise in high mountain-chains, but it is only an accessory circumstance; for although the snow- water from the Himalaya swells the streams considerably before the rains begin, yet the principal effect is owing to the latter, as the southern face of the Himalaya is not beyond the influence of the monsoon, and the consequent periodical rains, which besides prevail all over the plains of India traversed by the great rivers and their tributaries. Under like circumstances, the floods of rivers, whose sources have the same latitude, take place at the same season; but the periods of the inundations of rivers on one side of the equator are exactly the contrary of what they are in rivers on the other side of it, on account of the declination of the sun. The flood in the Orinoco is at its greatest height in the month of August, while that of the river of the Amazons, south of the equinoctial line, is at its greatest elevation in
- 37. March.[117] The commencement and end of the annual inundations in each river depend upon the mean time of the beginning, and on the duration of the rains in the latitudes traversed by its affluents. The periods of the floods in such rivers as run towards the equator are different from those flowing in an opposite direction; and as the rise requires time to travel, it happens at regular but different periods in various parts of the same river, if very long. The height to which the water rises in the annual floods depends upon the nature of the country, but it is wonderfully constant in each individual river where the course is long; for the inequality in the quantity of rain in a district drained by any of its affluents is imperceptible in the general flood, and thus the quantity of water carried down is a measure of the mean humidity of the whole country comprised in its basin from year to year. By the admirable arrangement of these periodical inundations the fresh soil of the mountains, borne down by the water, enriches countries far remote from their source. The waters from the high lands designated as the Mountains of the Moon, and of Abyssinia, have fertilized the banks of the Nile through a distance of 2500 miles for thousands of years. When rivers rise in mountains, water communication between them in the upper parts of their course is impossible; but when they descend to the plains, or rise in the low lands, the boundaries between the countries drained by them become low, and the different systems may be united by canals. It sometimes happens in extensive and very level plains, that the tributaries of the principal streams either unite or are connected by a natural canal, by which a communication is formed between the two basins—a circumstance advantageous to the navigation and commerce of both, especially where the junction takes place far inland, as on the Orinoco and Amazons in the interior of South America. The Rio Negro, one of the largest affluents of the latter, is united to the Upper Orinoco in the plains of Esmeralda by the Cassiquiare—a stream as large as the Rhine, with a velocity of 12 feet in a second. Baron Humboldt observes that the Orinoco, sending a branch to the Amazons, is, with regard to distance, as if the Rhine should send one to the Seine or
- 38. Loire. At some future period this junction will be of great importance. These bifurcations are frequent in the deltas of rivers, but very rare in the interior of continents. The Mahamuddy and Godavery, in Hindostan, seem to have something of the kind; and there are several instances in the great rivers of the Indo-Chinese peninsula. The hydraulic system of Europe is eminently favourable to inland navigation, small as the rivers are in comparison with those in other parts of the world; but the flatness of the great plain, and the lowness of its watershed, are very favourable to the construction of canals. In the west, however, the Alps and German mountains divide the waters that flow to the Atlantic on one side, and to the Mediterranean and Black Sea on the other; but in the eastern parts of Europe the division of the waters is merely a more elevated ridge of the plain itself, for in all plains such undulations exist, though often imperceptible to the eye. This watershed begins on the northern declivity of the Carpathian Mountains, about the 23d meridian, in a low range of hills running between the sources of the Dnieper and the tributaries of the Vistula, from whence it winds in a tortuous course along the plain to the Valdai table-land, which is its highest point, 1200 feet above the sea; it then declines northward towards Onega, about the 60th parallel, and lastly turns in a very serpentine line to the sources of the Kama in the Ural mountains near the 62d degree of north latitude. The waters north of this line run into the Baltic and White Sea, and, on the south of it, into the Black Sea and the Caspian. Thus, Europe is divided into two principal hydraulic systems; but since the basin of a river comprehends all the plains and valleys drained by it and its tributaries from its source to the sea, each country is subdivided into as many natural divisions or basins as it has primary rivers, and these generally comprise all the rich and habitable parts of the earth, and are the principal centres of civilization, or are capable of becoming so. The streams to the north of the general watershed are very numerous; those to the south are of greater magnitude. The
- 39. systems of the Volga and Danube are the most extensive in Europe; the former has a basin comprising 640,000 square miles, and is navigable throughout the greater part of its course of 1900 miles. It rises in a small lake on the slopes of the Valdai table-land, 550 feet above the level of the ocean, and falls into the Caspian, which is 83 feet 7 inches below the level of the Black Sea, so that it has a fall of 633 feet in a course of more than 2400 miles. It carries to the Caspian one-seventh of all the river-water of Europe. Danube drains 300,000 square miles, and receives 60 navigable tributaries. Its quantity of water is nearly as much as that of all the rivers that empty themselves into the Black Sea taken together. Its direct course is 900 miles, its meandering line is 2400. It rises in the Black Forest at an elevation of 2850 feet above the level of the sea, so that it has considerable velocity, which, as well as rocks and rapids, impedes its navigation in many places, but it is navigable downwards, through Austria, for 600 miles, to New Orsova, from whence it flows in a gentle current to the Black Sea. The commercial importance of these two rivers is much increased by their flowing into inland seas. By canals between the Volga and the rivers north of the watershed, the Baltic and White Seas are connected with the Black Sea and the Caspian; and the Baltic and Black Sea are also connected by a canal between the Don and the Dnieper. Altogether, the water system of Russia is the most extensive in Europe. The whole of Holland is a collection of deltoid islands, formed by the Rhine, the Meuse, and the Scheldt—a structure very favourable to commerce, and which has facilitated an extensive internal navigation. The Mediterranean is already connected with the North Sea by the canal which runs from the Rhone to the Rhine; and this noble system, extended over the whole of France by 7591 miles of inland navigation, has conduced mainly to the improved state of that great country. Many navigable streams rise in the Spanish mountains; of these the Tagus has depth enough for the largest ships as high as Lisbon. Its actual course is 480 miles, but its direct line much less. In point of magnitude, however, the Spanish rivers are of inferior order, but
- 40. canals have rendered them beneficial to the country. Italy is less favoured in her rivers, which only admit vessels of small burthen; those on the north are by much the most important, especially the Po and its tributaries, which by canals connect Venice and Milan with various fertile provinces of Northern Italy but whatever advantages nature has afforded to the Italian states have been improved by able engineers, both in ancient and modern times. The application of the science of hydraulics to rivers took its rise in Northern Italy, which has been carried to such perfection in some points, that China is the only country which can vie with it in the practice of irrigation. The lock on canals was in use in Lombardy as early as the 13th century, and in the end of the 15th it was applied to two canals which unite the Ticino to the Adda, by that great artist and philosopher Leonardo da Vinci: about the same time he introduced the use of the lock into France.[118] Various circumstances combine to make the British rivers more useful than many others of greater magnitude. The larger streams are not encumbered with rocks or rapids; they all run into branches of the Atlantic; the tides flow up their channels to a considerable distance; and above all, though short in their course, they end in wide estuaries and sounds, capable of containing whole navies—a circumstance that gives an importance to streams otherwise insignificant, when compared with the great rivers of either the old or new continent. The Thames, whose basin is only 5027 square miles, and whose length is but 240 miles, of which, however, 204 are navigable, spreads its influence over the remotest parts of the earth; its depth is sufficient to admit large vessels even up to London, and throughout its navigable course a continued forest of masts display the flags of every nation: its banks, which are in a state of perfect cultivation, are the seat of the highest civilization, moral and political. Local circumstances have undoubtedly been favourable to this superior development, but the earnest and energetic temperament of the Saxon races has rendered the advantages of their position available. The same may be said of other rivers in the
- 41. British islands, where commercial enterprise and activity vie with that on the Thames. There are 2790 miles of canal in Britain, and, including rivers, 5430 miles of inland navigation, which, in comparison with the size of the country, is very great; it is even said that no part of England is more than 15 miles distant from water communication. On the whole, Europe is fortunate with regard to its water systems, and its inhabitants are for the most part alive to the bounties which Providence has bestowed.
- 42. AFRICAN RIVERS. In Africa the tropical climate and the extremes of aridity and moisture give a totally different character to its rivers. The most southerly part is comparatively destitute of them, and those that do exist are of inferior size, except the Gariep, or Orange River, which has a long course on the table-land, but is nowhere navigable. From the eastern edge of the table-land of South Africa, which is very abrupt, rise all those rivers which flow across the plains of Mozambique and Zanguebar to the Indian Ocean. Of these, the Zambesi, or Quillimane, is probably the largest: it is said to have a course of 900 miles, and to be navigable during the rains for 200 or 300 miles from its mouth. The Ozay, not far south of the equator, is also believed to be of great extent, and the Juba, more to the north; all these streams have little water at their mouths during the dry season, but in the rainy season they are navigable. Some of those still farther north do not reach the sea at all times of the year, but end in lakes and marshes, as the Haines and Hawash. The first, after coming to within a small distance of the Indian Ocean, runs southward parallel to the coast, and falls into a very large and deep lake about a degree north of the equator. Between the Hawash and the Straits of Bab-el-Mandeb there is no river of any note. In many parts of the coast, near the rivers, grain ripens all the year, yielding from 80 to 150 fold, and every eastern vegetable production might be raised. The Hawash runs through a low desert country inhabited by the Dankali Beduins: that river is the recipient of the waters which come from the eastern declivity of the table-land of Abyssinia, while the Nile receives those of the counter slope. The part of the table-land between the 18th parallel of south latitude and the equator is the origin from whence the waters flow to the Atlantic on one hand, and to the Mediterranean on the other. Those which go to the Atlantic rise south of Lake N’yassi, chiefly in a ridge of no great elevation which runs from S.W. to N.E. to the west
- 43. of the dominions of the Cambeze, and, after falling in cascades and rapids through the chains that border the table-land on the west, fertilize the luxuriant maritime plains of Benguela, Congo, Angola, and Loando. The Zaire, or Congo, by much the largest of these, is navigable for 140 miles, where the ascent of the tide is stopped by cataracts. The lower course of this river is 5 or 6 miles broad, full of islands, and 160 fathoms deep at its mouth. Its upper course, like that of most of these rivers, is unknown; the greater number are fordable on the table-land, but, from the abrupt descent of the high country to the maritime plains, none of them afford access to the interior of South Africa. The mountainous edge of the table-land, with its terminal projections, Senegambia and Abyssinia, which separate the northern from the southern deserts, are the principal source of running water in Africa. Various rivers have their origin in these mountainous regions, of which the Nile and the Niger yield in size only to some of the great Asiatic and American rivers. In importance and historical interest the Nile is inferior to none. Two large rivers unite their streams to form the Nile—the Bahr-el- Abiad, or White Nile, and the Bahr-el-Azrek, or Blue Nile; but the latter is so far inferior to the Bahr-el-Abiad that it may almost be regarded as a tributary. The main stream has never been ascended by any traveller above 4° 42ʹ 42ʺ north latitude, where a ledge of gneiss crossing it arrested the progress of the second expedition sent by the Viceroy of Egypt to discover its source. Bahr-el-Abiad, or the true Nile, is supposed, from the report of the natives, to rise, under the name of the Tubiri, at a comparatively small distance from the sea, in the country of Mono Moézi, which is a continuation of the high plateau of Abyssinia, situate to the north of the great Lake Zambéze, or N’yassi. The natives say that it flows from the lake itself; at all events it seems to be pretty certain that its origin is in the mountainous or hilly country of Mono Moézi, a word which in all the languages of that part of Africa signifies the Moon: hence, the Nile has been said, since the days of Ptolemy, to rise in the Mountains of the Moon. Amidst many windings it takes a general
- 44. direction towards the N.E. to the 14th northern parallel, whence it follows the same course till its junction near Khartum with the Blue Nile in the plains of Sennaar. The Shoaberri and Godjeb, the chief affluents of the White Nile, come from the east; the former makes a great circuit round the country of Berri before it falls into the Nile, and the Godjeb, which has its origin in the great forest already mentioned, in the Galla country, south of Abyssinia, makes a similar spiral détour round Kaffa, and under the name of Subat joins the Nile, which it enlarges to nearly double its size. The Abyssinian branch of the Nile, known as the Bahr-el-Azrek, or Blue River, rises under the name of the Dedhesa in the Galla country, south of Abyssinia, about 73 miles west of Sokka, the capital of Enarea. It springs from a swampy meadow in the same elevated plains where the Godjeb and other affluents of the White Nile originate, and after a completely spiral course, in which it separates the kingdoms of Guma and Enarea, it maintains a general north- westerly direction till it joins the White Nile at Khartum. Of the many tributaries to the Blue River, the Abái, the Nile of Bruce, is the greatest and most celebrated. Its sources are in a swampy meadow near Mount Giesk, in the district of Sákkata, from whence it takes a circular direction round the peninsula of Gojam, passing through Lake Dembea, and receiving many affluents from the mountain- chain that forms the cone of the peninsula, and at last falls into the Dedhesa or Bahr-el-Azrek, in about 11° N. latitude. From that point no stream of any consequence joins either the Blue River, or the united streams of the Blue and White Rivers, till 160 miles below their confluence, where the Atbarah, or Takkazie, falls into it. This river, which is the principal tributary of the Nile, is formed by two branches. The Takkazie rises in the mountains of Lasta, near Lalíbata, one of the most celebrated places in Abyssinia, remarkable for its churches hewn out of the living rock, and the Tselari, which springs from Mount Biála, the northern extremity of the high land of Lasta, which divides the head waters of the two branches. The united stream, after winding like the other rivers of this country,
- 45. joins the Nile in 18° N. latitude, the northern limit of the tropical rains. The Abyssinian rivers in the early part of their course are little more than muddy brooks in the dry season, but during the rains they inundate the plains. They break from the table-lands through fissures in the rocky surface, which are at first only a few yards wide, but gradually increase to several miles; the streams form cataracts from 80 to more than 100 feet high, and then continue to descend by a succession of falls and rapids, which decrease in height as they go northwards to join the main stream. The Takkazie takes its name of “The Terrible” from the impetuosity with which it rushes through the chasms and over the precipices of the mountains. A peculiarity of most of the principal affluents of the Nile is their spiral course, so that, after having formed a curve of greater or less extent, generally round insulated mountain masses, they return upon themselves at a short distance from their sources. It is by no means improbable that the head stream of the Nile itself takes a spiral course round a lofty mountain mass, similar to the snow-clad mountains of Sámien and Káffa.[119] From the Takkazie down to the Mediterranean, a distance of 1200 miles, the Nile does not receive a single brook. The first part of that course is interrupted by cataracts, from the geological structure of the Nubian desert, which consists of a succession of broad sterile terraces, separated by ranges of rocks running east and west. Over these the Nile falls in nine or ten cataracts, the last of which is at Es- Souan (Syene), where it enters Egypt. Most of them are only rapids, where each successive fall of water is not a foot high. That they were higher at a former period has recently been ascertained by Dr. Lepsius, the very intelligent traveller sent by the King of Prussia at the head of a mission to explore that country. He found a series of inscriptions on the rocks at Sennaar, marking the height of the Nile at different periods; and it appears from these, that in that country the bed of the river had been 30 feet higher than it is now. Fifteen miles below Cairo, and at 90 miles from the sea, the Nile is divided into two branches, of which one, running in a northerly
- 46. direction, enters the Mediterranean below Rosetta; the other, cutting Lower Egypt into two nearly equal parts, enters the sea above Damietta, so that the delta between these two places has a sea- coast of 187 miles. The fall from the great cataract to the sea is two inches in a mile. The basin of the Nile, occupying an area of 500,000 square miles, has an uncommon form: it is wide in Ethiopia and Nubia, but for the greater part of a winding course of 2750 miles it is merely a verdant line of the softest beauty, suddenly and strongly contrasted with the dreary waste of the Red Desert. Extending from the equatorial far into the temperate zone, its aspect is less varied than might have been expected on account of the parched and showerless country it passes through. Nevertheless, from the great elevation of the origin of the river, the upper part has a perpetual spring, though within a few degrees of the equator. At the foot of the table-land of Abyssinia the country is covered with dense tropical jungles, while the rest of the valley is rich soil, the detritus of the mountains for thousands of years. As the mean velocity of the Nile, when not in flood, is about two miles and a half an hour, a particle of water would take twenty-two days and a half to descend from the junction of the Takkazie to the sea; hence, the retardation of the annual inundations of the Nile in its course is a peculiarity of this river, owing to some unknown cause towards its origin which affects the whole stream. In Abyssinia and Sennaar the river begins to swell in April, yet the flood is not sensible at Cairo till towards the summer solstice; it then continues to rise about a hundred days, and remains at its greatest height till the middle of October, when it begins to subside, and arrives at its lowest point in April and May. The height of the flood in Upper Egypt varies from 30 to 35 feet; at Cairo it is 23, and in the northern part of the delta only 4 feet. Anubis, or Sirius, the Dog-star, was worshipped by the Egyptians, from its supposed influence on the rising of the Nile. According to Champollion, their calendar commenced when the heliacal rising of that star coincided with the summer solstice—the time at which the
- 47. Nile began to swell at Cairo. Now this coincidence made the nearest approach to accuracy 3291 years before the Christian era; and as the rising of the river still takes place precisely at the same time and in the same manner, it follows that the heat and periodical rains in Upper Ethiopia have not varied for 5000 years. In the time of Hipparchus, the summer solstice was in the sign of Leo, and probably about that period the flowing of the fountains from the mouths of lions of basalt and granite was adopted as emblematical of the pouring forth of the floods of the Nile. The emblem is still common in Rome, though its origin is probably forgotten, and the signs of the Zodiac have moved backwards more than 30°. The two greatest African rivers, the Nile and the Niger, are dissimilar in almost every circumstance; the Nile, discharging for ages into a sea, the centre of commerce and civilization, has been renowned by the earliest historians, sacred and profane, for the exuberant fertility of its banks, and for the learning and wisdom of their inhabitants, who have left magnificent and imperishable monuments of their genius and power. Egypt was for ages the seat of science, and by the Red Sea it had intercourse with the most highly cultivated nations of the east from time immemorial. The Niger, on the contrary, though its rival in magnitude, and running through a country glowing with all the brilliancy of tropical vegetation, has ever been inhabited by barbarous or semi-barbarous nations; and its course till lately was little known, as its source still is. In early ages, before the Pillars of Hercules had been passed, and indeed long afterwards, the Atlantic coast of Africa was an unknown region, and thus the flowing of the Niger into that lonely ocean kept the natives in their original rude state. Such are the effects of local circumstances on the intellectual advancement of man. The sources of the Niger, Joliba, or Quorra, are supposed to be on the northern side of the Kong Mountains, in the country of Bambarra, more than 1600 feet above the level of the sea. From thence it runs north, and, after passing through Lake Debo, makes a wide circuit in the plains of Soudan to Timbuctoo through eight or nine degrees of latitude: then bending round, it again approaches
- 48. the Kong Mountains, at the distance 1000 miles in a straight line from its source; and having threaded them, it flows across the low lands into the Gulf of Guinea, a course of 2300 miles. In the plains of Soudan it receives many very large affluents from the high land of Senegambia on the west, and the Tchadda on the east—a navigable river larger than itself, probably the outlet of the great lake Tchad, which drains the high land of Komri, designated by the ancients as the Mountains of the Moon, and falls into it a little below Fundah, after a course of some hundred miles: thus, the Niger probably affords an uninterrupted water-communication from the Atlantic to the heart of Africa.[120] Long before leaving the plains of Soudan it becomes a noble river with a smooth stream, gliding at the rate of from 5 to 8 miles an hour, varying in breadth from 1 to 8 miles. Its banks are studded with densely populous towns and villages, groves of palm-trees, and cultivated fields. This great river divides into three branches near the head of a delta which is equal in area to Ireland, intersected by navigable branches of the principal stream in every direction. The soil is rich mould, and the vegetation so rank that the trees seem to grow out of the water. The Nun, which is the principal or central branch, flows into the sea near Cape Formosa, and is that which the brothers Lander descended. There are, however, six rivers which run into the Bight of Benin, all communicating with the Niger, and with one another. The old Calabar is the most eastern; it rises in the high land of Calbongos, and is united to the Niger by a natural canal. The Niger, throughout its long winding course, lies entirely within the tropic of Cancer, and is consequently subject to periodical inundations, which reach their greatest height in August, about 40 or 50 days after the summer solstice. The plains of Soudan are then covered with water and crowded by boats. These fertile regions are inaccessible to Europeans from the pernicious climate, and dangerous from the savage condition of many of the tribes. The coast of Guinea, west from the Niger, is watered by many streams, of no great magnitude, from the Kong Mountains. The table-land of Senegambia is the origin of the Rio Grande, the
- 49. Gambia, the Senegal, and others of great size; and also of many of an inferior order that fertilize the luxuriant maritime plains on the Atlantic. Their navigable course is cut short by a semicircular chain of mountains which forms the boundary of the high land, through which they thread their way in rapids and cataracts. The Gambia rises in Foula Toro, and after a course of about 600 miles enters the Atlantic by many branches connected by natural channels, supposed at one time to be separate rivers. The Senegal, the largest river in this part of Africa, is 850 miles long. It receives many tributaries in the upper part of its course, and the lower is full of islands. It drains two lakes, has several tributaries, and is united to the basin of the Gambia by the river Neriko.
- 50. CHAPTER XVIII. Asiatic Rivers—Euphrates and Tigris—River Systems South of the Himalaya—Chinese Rivers—Siberian Rivers. The only river system of importance in Western Asia is that of the Euphrates and Tigris. In the basin of these celebrated streams, containing an area of 230,000 square miles, immense mounds of earth, in a desolate plain, point out the sites of some of the most celebrated cities of antiquity—of Nineveh and Babylon. Innumerable remains and inscriptions, the records of times very remote, have been discovered by adventurous travellers, and bear testimony to the truth of some of the most interesting pages of history. The Euphrates, and its affluent the Merad-Chaï (supposed to be the stream forded, as the Euphrates, by the Ten Thousand in their retreat), rise in the heart of Armenia, and, after running 1800 miles on the table-land to 38° 41ʹ of north latitude, they join the northern branch of the Euphrates, which rises in the Gheul Mountains, near Erzeroum. The whole river then descends in rapids through the Taurus chain, north of Romkala, to the plains of Mesopotamia. The Tigris rises in the mountains to the N. and W. of Dyarbekir, and after receiving several tributaries from the high lands of Kurdistan, it pierces the Taurus range about 100 miles above Mosul, from whence it descends in a tortuous course through the plain of ancient Assyria, receiving many streams from the Tyari mountains, inhabited by the Nestorian Christians, and, farther south, from those of Luristan. The country through which it flows is rich in cornfields, date-groves, and forest-trees.[121] Near to the city of Bagdad the
- 51. Tigris and Euphrates approach to within 12 miles, where they were once connected by two great canals. From this point they run nearly parallel for more than 100 miles, encircling the plain of Babylon or Southern Mesopotamia—the modern Irak-Arabi. The two rivers unite at Korna, and form one stream, which, under the name of Shat-el- Arab, runs for 150 miles before it falls into the Persian Gulf. The banks of the Tigris and Euphrates, once the seat of an extensive population, and of art, civilization, and industry, are now nearly deserted, covered with brushwood and grass, dependent on the rains alone for that luxuriant vegetation which, under an admirable system of irrigation, formerly covered them. Excepting the large centres of population, Bagdad and Mosul, the inhabitants consist of nomade Kurdish tribes. What remains of civilization has taken refuge in the mountains, where the few traces of primitive and most ancient Christianity, under the misapplied denomination of Nestorian Christians, are to be found in the Tyari range. The floods of the rivers are very regular in their period; beginning in March, they attain their greatest height in June. The Persian Gulf may be navigated by steam all the year, the Euphrates only eight months; it might, however, afford easy intercourse with eastern Asia, as it did in former times. The distance from Aleppo to Bombay by the Euphrates is 2870 miles, of which 2700, from Bir to Bombay, are by water; in the time of Queen Elizabeth this was the common route to India, and a fleet was then kept at Bir, expressly for that navigation. Six rivers of the first magnitude descend from the southern side of the table-land of eastern Asia and its mountain barriers, all different in origin, direction, and character, while they convey to the ocean a greater volume of water than all the rivers of the rest of the continent conjointly. Of these, the Indus, the double system of the Ganges, and Brahmapootra, and the three parallel rivers in the Indo- Chinese peninsula, water the plains of southern Asia; the great system of rivers that descend from the eastern terraces of the table- land irrigates the fertile lands of China; and lastly, the Siberian
- 52. rivers, not inferior to any in magnitude, carry the waters of the Altaï and northern slope of the table-land to the Arctic Ocean. The hard-fought battles and splendid victories recently achieved by British valour over a bold and well-disciplined foe have added to the historical interest of the Indus and its tributary streams, now the boundaries of our Asiatic territories. The sources of the Indus were only ascertained in 1812; the Ladak, the largest branch of the Indus, has its origin in the snowy mountains of Karakorum; and the Shyook, which is the smaller stream, rises in the Kentese or Gangri range, a ridge parallel to the Himalaya, which extends along the table-land of Tibet, north and west of the sacred lake of Mánasarowar. These two streams join north-west of Ladak and form the Indus; the Sutlej, its principal tributary, springs from the lake of Rakas Tal, which communicates with that of Mánasarowar, both situated in a valley between the Himalaya and Gangri chain at the great elevation of 15,200 feet. These rivers, fed by streams of melted snow from the northern side of the Himalaya, both flow westward along the extensive longitudinal valley of western Tibet. The Sutlej breaks through the Himalaya about the 75th meridian, and traverses the whole breadth of the chain, in frightful chasms and clefts in the rocks, to the plains of the Punjab; the Indus, after continuing its course on the table-land through several degrees of longitude farther, descends near the junction of the Himalaya and the Hindoo Coosh, west of the valley of Cashmere, to the same plain. Three tributaries—the Jelum or Hydaspes, the Chenab or Acescines, and the Ravee or Hydraötes, all superior to the Rhone in size—flow from the southern face of the Himalaya, and with the Sutlej (the ancient Hyphasis) join the Indus before it reaches Mittun; hence the name Punjab, “the plain of the five rivers,” now one of the most valuable countries in the East. From Mittun to the ocean, the Indus, like the Nile, does not receive a single accessary, from the same cause—the sterility of the country through which it passes. The Cabul river, which rises near Guzni, and is joined by a larger affluent from the southern declivities of the Hindoo Coosh, flows through picturesque and dangerous defiles, and
- 53. joins the Indus at the town of Attock, and is the only tributary of any magnitude that comes from the west. The Indus is not favourable to navigation: for 70 miles after it leaves the mountains the descent in a boat is dangerous, and it is only navigable for steam-vessels of small draught of water; yet, from the fertility of the Punjab, and the near approach of its basin to that of the Ganges at the foot of the mountains, it must ultimately be a valuable acquisition, and the more especially because it commands the principal roads between Persia and India, one through Cabul and Peshawer, and the other from Herat through Candahar. The delta of the Indus, formerly celebrated for its civilization, has long been a desert; but from the luxuriance of the soil, and the change of political circumstances, it may again resume its pristine aspect. It is 60 miles long, and presents a face of 120 miles to the sea at the Gulf of Oman, where the river empties itself by many mouths, of which only three or four are navigable: one only can be entered by vessels of 50 tons, and all are liable to change. The tide ascends them with extraordinary rapidity for 75 miles, and so great is the quantity of mud carried by it, and the absorbing violence of the eddies, that a vessel wrecked on the coast was buried in sand and mud in two tides. The annual floods begin with the melting of the snow in the Himalaya in the end of April, come to their height in July, and end in September. The length of this river is 1500 miles, and it drains an area of 400,000 square miles. The second group of South Indian rivers, and one of the greatest, is the double system of the Ganges and Brahmapootra. These two rivers, though wide apart at their courses, have their sources little removed from each other, on opposite sides of the central ridge of the Himalaya, and which, converging to a common delta, constitute one of the most important groups on the globe. Mr. Alexander Elliot, of the Body Guard in Bengal, son of Admiral Elliot, with his friends, are the first who have accomplished the arduous expedition to the sources of the Ganges. The river flows at once in a very rapid stream not less than 40 yards across, from a huge cave in a perpendicular wall of ice at the distance of about
- 54. three marches from the Temple of Gungoo-tree, to which the pilgrims resort. Mr. Elliot says, “The view from the glacier was perfectly amazing; beautiful or magnificent is no word for it,—it was really quite astonishing. If you could fancy a bird’s-eye of all the mountains in the world in one cluster, and every one of them covered with snow, it would hardly give you an idea of the sight which presented itself.” Many streams from the southern face of the Himalaya unite at Hurdwar to form the great body of the river. It flows from thence in a south-easterly direction through the plains of Bengal, receiving in its course the tribute of 19 or 20 rivers, of which 12 are larger than the Rhine. About 220 miles in a direct line from the Bay of Bengal, into which the Ganges flows, the innumerable channels and branches into which it splits form an intricate maze over a delta twice as large as that of the Nile. The Brahmapootra, a river equal in the volume of its waters to the Ganges, may be considered as the continuation of the Dzangho Tchou or river of Lassa, which rises near the sources of the Sutlej and the Indus, in long. 82° E. After watering the great longitudinal valley of eastern Tibet, it makes a sudden bend to the south in long. 90° E., cutting through the Himalaya chain, as the Indus does at its opposite extremity between Iskasdo and Attock; after which it receives several tributaries from the northern mountains of the Birman empire; but very little is known of this part of its basin. The upper part of the Brahmapootra is parallel to the Himalaya chain, until it enters Upper Assam, where, passing through the sacred pool of Brahma-Koond, it receives the name which it bears in the lower part of its course—Brahmapootra, the “off-spring of Brahma:” the natives call it the Lahit, Sanscrit for the “Red River.” In Upper Assam, through which it winds 500 miles, and forms some extensive channel islands, it receives six very considerable accessories, of which the origin is unknown, though some are supposed to come from the table-land of Tibet. They are only navigable in the plains, but vessels of considerable burthen ascend the parent stream as far as Sundiva. Before it enters the plains of Bengal, below Goyalpara, the
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