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- A.Having a war room
- B.Using a tight matrix
- C.Being a good communication blocker
- D.Being a communication expeditor
- E.Holding effective meetings
- A.Project archives, formal acceptance, and lessons learned
- B.Change requests, project records, and lessons learned
- C.Lessons learned, performance reports, and change requests
- D.Communication management plans, change requests, and project archives
- E.None of the above
- A.Be as brief as possible and emphasize the practicality of his or her ideas
- B.Provide options, including the pros and cons
- C.Stress the relationships between his or her proposals and the people concerned
- D.Remain patient if the other person goes off on tangents
- E.Speak as quickly as possible to ensure that all the information is conveyed
- A.Reduced productivity
- B.Increased hostility
- C.Low morale
- D.Increased conflict
- E.Increased stress
- A.Mimic the content of the message
- B.Probe, then content, then advise
- C.Evaluate the content, then advise
- D.Rephrase the content and reflect the feeling
- E.None of the above
- A.Ensure that all communication is clear and understood
- B.Speak or write as he or she would like to be spoken or written to
- C.Have the project team prepare a project communication plan
- D.Ensure that team members have the information needed to do their work
- E.Ensure that team members have the tools available to facilitate
- A.Group oppression
- B.Groupspeak
- C.Groupthought
- D.Groupthought
- E.Groupgrope
- A.Stakeholder analysis
- B.Communication skills
- C.Information retrieval systems
- D.None of the above
- A.Sponsor
- B.Customer
- C.Performing organization
- D.Senior management
- E.None of the above
- A.Bring everyone together frequently for meetings
- B.Conduct informal audioconference meetings regularly
- C.Hold a project kickoff meeting
- D.Set up an electronic yearbook that lists each team member’s accomplishments and background
- E.All the above
