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Arrange the following characteristics of stages of group development in the increasing order: (A) Members begin to resolve differences and clarify the purpose of the group and the roles of group members. (B) It includes recognition for participation and achievement. (C) Members are highly task-oriented and there is unity in the group. (D) Conflicts start arising due to the differences of opinion among members. (E) Members are moderately eager, have positive expectations, anxious about why they are there, and who other members are Choose the correct answer from the options given below:

Arrange the following characteristics of stages of group development in the increasing order: (A) Members begin to resolve differences and clarify the purpose of the group and the roles of group members. (B) It includes recognition for participation and achievement. (C) Members are highly task-oriented and there is unity in the group. (D) Conflicts start arising due to the differences of opinion among members. (E) Members are moderately eager, have positive expectations, anxious about why they are there, and who other members are Choose the correct answer from the options given below: Correct Answer (E), (D), (A), (C), (B)

The correct answer is (E), (D), (A), (C), (B)

Key Points Group Development:

Group development is the process through which mem newly established work teams get to know their co-bers ofworkers, define their roles and responsibilities, and develop the task work and collaboration skills needed to coordinate their efforts and operate effectively as a group.

Important Points Stages of Group Development:

  1. Members are moderately eager, have positive expectations, anxious about why they are there, and who other members are.
  2. Conflicts start arising due to the differences of opinion among members.
  3. Members begin to resolve differences and clarify the purpose of the group and the roles of group members.
  4. Members are highly task-oriented and there is unity in the group.
  5. It includes recognition for participation and achievement.

Related Questions

Read the passage carefully and select the best answer to each question out of the given four alternatives.
Public opinion may be passive and false or active and real. It is claimed in theory that all governments are ultimately based on the opinion or sanction of the governed. But we find that in practice the people's rights are often trodden down and tyranny and oppression are allowed to continue. The government does it not because the people want it to do so but because they are too idle, too uneducated and too disunited or timid to oppose the govern ment. Such public opinion is passive and false and not an active verdict. But when we find people alert, intelligent and determined to let the government know their will, when they want to exercise actively their voice in the management of their country, we have an instance of true or active public opinion. True public opinion is formed by and expressed through the press, the platform, political parties and educational institutions. These have sacred duties to perform, duties on which depends the ultimate good of the entire community. The press today wields a tremendous influence, So it should support the causes and move ments and condemn the wrong one's and thus teach people to form correct opinion. A free and fair press ventilates the grievances of the public. Thus a healthy relationship develops between the people and the government through out an unbiased press. Political parties also help to create and regulate opinions. No less important part is played by the educational Institutions which train the minds of the young people who will be the citizens of tomorrow. It has been said that modern Germany and China have been made by their universities. It is necessary that the young and the growing minds should imbibe the spirit of fellow-feeling, the spirit of tolerance, the habit of compromise, and show due regard for the feelings and opinion of others without which a democratic society cannot function, let alone succeed. When there is true awakening of the people, we shall have the real and conscious public opinion. And justice will reign on earth and truly will the voice of the people be the voice of God.
Who among the following has tremendous influence in forming the true public opinion?
Read the passage carefully and select the best answer to each question out of the given four alternatives.
Public opinion may be passive and false or active and real. It is claimed in theory that all governments are ultimately based on the opinion or sanction of the governed. But we find that in practice the people's rights are often trodden down and tyranny and oppression are allowed to continue. The government does it not because the people want it to do so but because they are too idle, too uneducated and too disunited or timid to oppose the govern ment. Such public opinion is passive and false and not an active verdict. But when we find people alert, intelligent and determined to let the government know their will, when they want to exercise actively their voice in the management of their country, we have an instance of true or active public opinion. True public opinion is formed by and expressed through the press, the platform, political parties and educational institutions. These have sacred duties to perform, duties on which depends the ultimate good of the entire community. The press today wields a tremendous influence, So it should support the causes and move ments and condemn the wrong one's and thus teach people to form correct opinion. A free and fair press ventilates the grievances of the public. Thus a healthy relationship develops between the people and the government through out an unbiased press. Political parties also help to create and regulate opinions. No less important part is played by the educational Institutions which train the minds of the young people who will be the citizens of tomorrow. It has been said that modern Germany and China have been made by their universities. It is necessary that the young and the growing minds should imbibe the spirit of fellow-feeling, the spirit of tolerance, the habit of compromise, and show due regard for the feelings and opinion of others without which a democratic society cannot function, let alone succeed. When there is true awakening of the people, we shall have the real and conscious public opinion. And justice will reign on earth and truly will the voice of the people be the voice of God.
According to the passage, which of the following is needed from the people to have true or active public opinion? 1. Alertness
2. Determination
3. Intelligence
4. Raising their voice
Read the passage carefully and select the best answer to each question out of the given four alternatives.
Public opinion may be passive and false or active and real. It is claimed in theory that all governments are ultimately based on the opinion or sanction of the governed. But we find that in practice the people's rights are often trodden down and tyranny and oppression are allowed to continue. The government does it not because the people want it to do so but because they are too idle, too uneducated and too disunited or timid to oppose the govern ment. Such public opinion is passive and false and not an active verdict. But when we find people alert, intelligent and determined to let the government know their will, when they want to exercise actively their voice in the management of their country, we have an instance of true or active public opinion. True public opinion is formed by and expressed through the press, the platform, political parties and educational institutions. These have sacred duties to perform, duties on which depends the ultimate good of the entire community. The press today wields a tremendous influence, So it should support the causes and move ments and condemn the wrong one's and thus teach people to form correct opinion. A free and fair press ventilates the grievances of the public. Thus a healthy relationship develops between the people and the government through out an unbiased press. Political parties also help to create and regulate opinions. No less important part is played by the educational Institutions which train the minds of the young people who will be the citizens of tomorrow. It has been said that modern Germany and China have been made by their universities. It is necessary that the young and the growing minds should imbibe the spirit of fellow-feeling, the spirit of tolerance, the habit of compromise, and show due regard for the feelings and opinion of others without which a democratic society cannot function, let alone succeed. When there is true awakening of the people, we shall have the real and conscious public opinion. And justice will reign on earth and truly will the voice of the people be the voice of God.
Which of the following is not the reason for the oppression caused to general public by the running government in the country?
Read the passage carefully and select the best answer to each question out of the given four alternatives.
Public opinion may be passive and false or active and real. It is claimed in theory that all governments are ultimately based on the opinion or sanction of the governed. But we find that in practice the people's rights are often trodden down and tyranny and oppression are allowed to continue. The government does it not because the people want it to do so but because they are too idle, too uneducated and too disunited or timid to oppose the govern ment. Such public opinion is passive and false and not an active verdict. But when we find people alert, intelligent and determined to let the government know their will, when they want to exercise actively their voice in the management of their country, we have an instance of true or active public opinion. True public opinion is formed by and expressed through the press, the platform, political parties and educational institutions. These have sacred duties to perform, duties on which depends the ultimate good of the entire community. The press today wields a tremendous influence, So it should support the causes and move ments and condemn the wrong one's and thus teach people to form correct opinion. A free and fair press ventilates the grievances of the public. Thus a healthy relationship develops between the people and the government through out an unbiased press. Political parties also help to create and regulate opinions. No less important part is played by the educational Institutions which train the minds of the young people who will be the citizens of tomorrow. It has been said that modern Germany and China have been made by their universities. It is necessary that the young and the growing minds should imbibe the spirit of fellow-feeling, the spirit of tolerance, the habit of compromise, and show due regard for the feelings and opinion of others without which a democratic society cannot function, let alone succeed. When there is true awakening of the people, we shall have the real and conscious public opinion. And justice will reign on earth and truly will the voice of the people be the voice of God.
What is important for the democratic society to function properly?
Read the passage carefully and choose the best answer to each question out of the four alternatives.
Doing an internship at the University of Lille in France, I almost always found myself stuck whenever I had to speak to non-Indians about India or on anything'Indian'. This was more because of the subtle differences in the way the French understood India in comparison to what I thought was 'Indian'. For instance, when I,or any Indian for that matter, say 'Hindi' is an Indian language, what it means is that it is one of the languages widely spoken in India. This need not be similar tothe understanding that the French would have when they hear of 'Hindi' as an Indian language. Because for them Hindi then becomes the only language spoken inIndia. This is a natural inference that the French, Germans, Italians and many other European nationals would tend to make, because that is generally how it is intheir own respective countries. The risk of such inappropriate generalisations made about 'Indian' is not restricted to language alone but also for India's landscape,cuisine, movies, music, climate, economic development and even political ideologies. The magnitude of diversity of one European country can be easily compared tothat of one of the Indian State, isn't it? Can they imagine that India is one country whose diversity can be equated to that of the entire European continent? Theonus is upon us to go ahead and clarify the nuances in 'Indianness' while we converse. But why should one do so? How does it even matter to clarify? Why do some French people think that Hindi is the only Indian language?
Read the passage carefully and choose the best answer to each question out of the four alternatives.
Doing an internship at the University of Lille in France, I almost always found myself stuck whenever I had to speak to non-Indians about India or on anything'Indian'. This was more because of the subtle differences in the way the French understood India in comparison to what I thought was 'Indian'. For instance, when I,or any Indian for that matter, say 'Hindi' is an Indian language, what it means is that it is one of the languages widely spoken in India. This need not be similar tothe understanding that the French would have when they hear of 'Hindi' as an Indian language. Because for them Hindi then becomes the only language spoken inIndia. This is a natural inference that the French, Germans, Italians and many other European nationals would tend to make, because that is generally how it is intheir own respective countries. The risk of such inappropriate generalisations made about 'Indian' is not restricted to language alone but also for India's landscape,cuisine, movies, music, climate, economic development and even political ideologies. The magnitude of diversity of one European country can be easily compared tothat of one of the Indian State, isn't it? Can they imagine that India is one country whose diversity can be equated to that of the entire European continent? Theonus is upon us to go ahead and clarify the nuances in 'Indianness' while we converse. But why should one do so? How does it even matter to clarify? The writer was working at a university in which country?
Read the passage carefully and choose the best answer to each question out of the four alternatives.
Doing an internship at the University of Lille in France, I almost always found myself stuck whenever I had to speak to non-Indians about India or on anything'Indian'. This was more because of the subtle differences in the way the French understood India in comparison to what I thought was 'Indian'. For instance, when I,or any Indian for that matter, say 'Hindi' is an Indian language, what it means is that it is one of the languages widely spoken in India. This need not be similar tothe understanding that the French would have when they hear of 'Hindi' as an Indian language. Because for them Hindi then becomes the only language spoken inIndia. This is a natural inference that the French, Germans, Italians and many other European nationals would tend to make, because that is generally how it is intheir own respective countries. The risk of such inappropriate generalisations made about 'Indian' is not restricted to language alone but also for India's landscape,cuisine, movies, music, climate, economic development and even political ideologies. The magnitude of diversity of one European country can be easily compared tothat of one of the Indian State, isn't it? Can they imagine that India is one country whose diversity can be equated to that of the entire European continent? Theonus is upon us to go ahead and clarify the nuances in 'Indianness' while we converse. But why should one do so? How does it even matter to clarify? What wrong with respect to India are the Europeans responsible for?
Read the passage carefully and choose the best answer to each question out of the four alternatives.
Doing an internship at the University of Lille in France, I almost always found myself stuck whenever I had to speak to non-Indians about India or on anything'Indian'. This was more because of the subtle differences in the way the French understood India in comparison to what I thought was 'Indian'. For instance, when I,or any Indian for that matter, say 'Hindi' is an Indian language, what it means is that it is one of the languages widely spoken in India. This need not be similar tothe understanding that the French would have when they hear of 'Hindi' as an Indian language. Because for them Hindi then becomes the only language spoken inIndia. This is a natural inference that the French, Germans, Italians and many other European nationals would tend to make, because that is generally how it is intheir own respective countries. The risk of such inappropriate generalisations made about 'Indian' is not restricted to language alone but also for India's landscape,cuisine, movies, music, climate, economic development and even political ideologies. The magnitude of diversity of one European country can be easily compared tothat of one of the Indian State, isn't it? Can they imagine that India is one country whose diversity can be equated to that of the entire European continent? Theonus is upon us to go ahead and clarify the nuances in 'Indianness' while we converse. But why should one do so? How does it even matter to clarify? According to the writer the responsibility of explaining the facts about India to Europeans rests with?
There are two sets given below in which Set I offers types of learner's characteristics and Set II gives their description. Match the two sets:   Set I (Learner’s   Characteristics)    Set II (Description) a. Academic Characteristics i. Learner encodes and decodes relevant messages correctly b. Social Characteristics ii. Learner selects different themes in his/her course when needed c. Emotional Characteristics iii. Learner works as a team member of the peers d. Cognitive Characteristics iv. Learner starts respecting the individual differences evident in likes and dislikes of members of his class Choose the correct answer from the following options:
Arrange the steps of succession planning in the correct sequence.
1. Define competencies required to perform roles.
2. With future orientation, assess people against criteria.
3. Identify roles for succession or replacement planning.
4. Develop employees to be ready for future key roles.
5. Identify pool of talent that can potentially perform highly in key roles.