Management Process and Organization Behavior – MB0022

MBA - SEM 1 Assignment – Set 1

Q1. Explain the managerial roles and managerial skills.

Answer:-

Managerial Roles
Henry Mintzberg is known worldwide for his theories on business and
management. One of his most popular theories is Managerial roles. These roles
define behaviors and traits that certain managers possess. He identified ten
different roles, separated into three categories as follows:
1. Informational roles
2. Decision roles
3. Interpersonal roles

1. Informational Roles:
This involves the role of assimilating and disseminating information as and
when required. The following are the main sub-roles:
• The first information processing role is a monitor. A monitor gathers
external as well as internal information relevant to the organization.
• A disseminator brings external views to the workplace and transmits
factual and value based information to subordinates.
• The final information processing role is a spokesperson. A
spokesperson informs and lobbies for the company. He provides key
stakeholders informed about performance.

2. Decisional Roles:
It involves the roles of decision making. This role can also be sub-divided in to
the following:
• Entrepreneur role. This is someone who designs and initiates change
in an organization to improve organizational performance.
• Disturbance handlers, who deals with unexpected disturbances to the
organization and taking corrective actions to cope with adverse
situation.
• Resource allocators, who keeps track and allocating human, physical
and monetary resources and authorizes their use.
• The final role Mintzberg described is a negotiator. A negotiator
participates in negotiations with people, trade unions and outside
organizations or any other stakeholders.

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3. Interpersonal Roles:

This role involves activity with people working in the organization. This is a
supportive role for informational and decisional roles. Interpersonal roles
can be categorized under 3 sub-headings:

• The first interpersonal role is a figurehead. A figurehead is a

ceremonial and symbolic role and performs social, inspirational, and
ceremonial duties.
• The next role is leadership. This role is one of the most important
roles for managers who lead the organization in terms of recruiting,
providing proper work atmosphere and motivating the employees
etc...
• The final interpersonal role is a liaison. A liaison is the center for
information and communication networks, and maintains external
contacts to gather information and public relations activities.

Managerial Skills:
A manager's job is varied and complex. Managers need certain skills to
perform the duties and activities associated with being a manager. Robert L.
Katz identified that managers needed three essential skills. These are technical
skills, human skills and conceptual skills.
• Technical skills include knowledge of and proficiency in a certain
specialized field, such as engineering, computers, financial and
managerial accounting, or manufacturing. These skills are more
important at lower levels of management since these managers are
dealing directly with employees doing the organization's work. Technical
skills can be developed through vocational and on-the-job training
programs.
• Human skills involve the ability to work well with other people both
individually and in a group. Because managers deal directly with people,
this skill is crucial! Managers with good human skills are able to get the
best out of their people. They know how to communicate, motivate,
lead, and inspire enthusiasm and trust. These skills are equally
important at all levels of management. People who are proficient in
technical skill, but not with interpersonal skills, may face difficultly to
manage their subordinates.
• Conceptual skills are the skills managers must have to think and
conceptualize about abstract and complex situations. Using these skills
managers must be able to see the organization as a whole, understand
the relationship among various subunits, and visualize how the
organization fits into its broader environment. These skills are most
important at top level management. Examples of situations that require
conceptual skills include the passage of laws that affect hiring patterns
in an organization, a competitor's change in marketing strategy etc.

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In today's demanding and dynamic workplace, employees who are invaluable
to an organization must be willing to constantly upgrade their skills and take
on extra work outside their own specific job areas. There is no doubt that skills
will continue to be an important way of describing what a manager does

Q2. Describe the contemporary work cohort.

The notion of "generation" as a way of understanding differences between age

groups is widespread in society today. Members of a generation are linked
through shared life experiences which create a bond tying members together
in what has been termed "cohorts". Thus generational cohorts are groups of
individuals who were born during the same time period and who experienced
similar events during their formative years. These common life experiences
create cohesiveness in values, attitudes and beliefs that result in a social
character distinct to each generational cohort that are formed through
socialization and remain relatively stable throughout the cohort's lifetime.

Organizations are finding that the generational cohorts in today's workplace,

(i.e. veterans, boomers, generation X and generation Next) expect
organizations to be committed to creating a workplace which facilitates the
inclusion of different social categories and enables everyone to contribute in
their own way to the business. Traditional organizational policies and practices
no longer meet the needs of these generational cohorts'. Therefore,
organizations are increasingly expected to meet these needs through
accommodation within organizational structures and through the development
of new strategies that recognize the different generational cohort's values,
attitudes and beliefs. A greater understanding of contemporary work cohort
differences will enable organizations to understand and minimize points of
conflict and expectation mismatches and create solutions that will meet the
needs of both employees and employers and to create a more productive and
motivated workforce.

Robbins (2003) has proposed Contemporary Work Cohort, in which the unique
value of different cohorts is that the U.S. workforce has been segmented by
the era they entered the workforce. Individuals’ values differ, but tend to
reflect the societal values of the period in which they grew up.

The cohorts and the respective values have been listed below:

1. Veterans: Workers who entered the workforce from the early 1940s
through the early 1960s.They exhibited the following value orientations
influenced by the Great Depression and World War II:

1. Believed in hard work.

2. Tended to be loyal to their employer.
3. Terminal values: Comfortable life and family security.
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 2. Boomers: Employees who entered the workforce during the 1960s
through the
Mid1980s belonged to this category. Their value orientations were:
1. Influenced heavily by John F. Kennedy, the civil rights and feminist
movements, the Beatles, the Vietnam War, and baby boom competition
2. Distrusted authority, but gave a high emphasis on achievement and
material success
3. Organizations that employed them were vehicles for their careers
4. Terminal values: sense of accomplishment and social recognition

4. Xers: began to enter the workforce from the mid1980s. They cherished
the following values:

1. Shaped by globalization, two career parents, MTV, AIDS, and

Computers.
2. Value flexibility, life options, and achievement of job satisfaction.
3. Family and relationships were important and enjoyed team oriented
Work.
4. Money was important, but would trade off for increased leisure time,
value, ethics.
5. Less willing to make personal sacrifices for employers than previous
generations.
6. Terminal values: true friendship, happiness, and pleasure.

4. Nexters: They are the most recent entrants into the workforce. These
workforce can be an enormous force for positive change and success in
their companies. If ignored, they will doubtless spend their brain cycles on
the job plotting how to make their own work lives better, not their
companies.
1. Grew up in prosperous times, have high expectation, believe in
themselves and confident in their ability to succeed
2. Never-ending search for ideal job; see nothing wrong with job-hopping
3. Seek financial success
4. Enjoy team work, but are highly self-reliant
5. Terminal values: freedom and comfortable life

Overall, if the Boomers and Xers accommodate the Nexters in the same
manner they expected from those generations before them, the organization
as a whole should do well. But the Senior Employees will still have a role in
mentoring and supervising employees, but they are finding that they must
"modernize" their communication and socialization skills so that their advice is
heard and valued by the Nexters.
While bottom-up management changes have occurred with previous
generations, for Nexters the bottom-up approach is an expected part of the
work routine. The key for organizations today is realizing that Generation Next
has finally started working for them. With this knowledge, managers and older
workers can decide how their organization will evolve with the arrival and
participation of the Nexters.
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Q3. Elaborate the issues related to culture and emotion.

Emotions are universal phenomena; however, they are affected by culture.

While some emotions are universal and are experienced in similar ways as a
reaction to similar events across all cultures, other emotions show considerable
cultural differences in their antecedent events, the way they are experienced,
the reactions they provoke and the way they are perceived by the surrounding
society.
There are two Views of Culture and Emotion:
Universality Emotions are part of human nature and in all cultures universally
the same set of basic emotions. Based on his cross-cultural research, Ekman
(1999) has found six emotions which are universally recognized and
applicable. They are as follows.

1. Anger: - It is an emotional state that may range from minor irritation to

intense rage. The physical effects of anger include increased heart rate, blood
pressure, and levels of adrenaline and noradrenalin. Some view anger as part
of the fight or flight brain response to the perceived threat of pain. Anger
becomes the predominant feeling behaviorally, cognitively and physiologically
when a person makes the conscious choice to take action to immediately stop
the threatening behavior of another outside force. The English term originally
comes from the term anger of Old Norse language. Anger can lead to many
things physically and mentally.
2. Fear: - It is an emotional response to threats and danger. It is a basic
survival mechanism occurring in response to a specific stimulus, such as pain
or the threat of pain. Psychologists John B. Watson, Robert Plutchik, and Paul
Ekman have suggested that fear is one of a small set of basic or innate
emotions. This set also includes such emotions as joy, sadness, and anger.
Fear should be distinguished from the related emotional state of anxiety, which
typically occurs without any external threat. Additionally, fear is related to the
specific behaviors of escape and avoidance, whereas anxiety is the result of
threats which are perceived to be uncontrollable or unavoidable.
3. Sadness: - It is an emotion characterized by feelings of disadvantage, loss,
and helplessness. When sad, people often become quiet, less energetic, and
withdrawn. Sadness is considered to be the opposite of happiness, and is
similar to the emotions of sorrow, grief, misery, and melancholy. The
philosopher Baruch Spinoza defined sadness as the "transfer of a person from
a large perfection to a smaller one." Sadness can be viewed as a temporary
lowering of mood, whereas depression is characterized by a persistent and
intense lowered mood, as well as disruption to one's ability to function in day
to day matters.
4. Happiness: - It is a state of mind or feeling such as contentment,
satisfaction, pleasure, or joy. A variety of philosophical, religious, psychological
and biological approaches have been taken to defining happiness and
identifying its sources.
Philosophers and religious thinkers have often defined happiness in terms of
living a good life, or flourishing, rather than simply as an emotion. Happiness
in this older sense was used to translate the Greek Eudemonia, and is still
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used in virtue ethics. In everyday speech today, however, terms such as well-
being or quality of life are usually used to signify the classical meaning, and
happiness is reserved for the felt experience or experiences that philosophers
historically called pleasure.
5. Disgust: - It is an emotion that is typically associated with things that are
perceived as unclean, inedible, infectious, or in some way offending. For
example; "I am disgusted with the hurtful things that you are saying." or "I am
disgusted with your behavior." In The Expression of the Emotions in Man and
Animals, Charles Darwin wrote that disgust refers to something revolting.
Disgust is experienced primarily in relation to the sense of taste (either
perceived or imagined), and secondarily to anything which causes a similar
feeling by sense of smell, touch, or vision. Disgust is one of the basic emotions
of Robert Plutchik's theory of emotions. It invokes a characteristic facial
expression, one of Paul Ekman's six universal facial expressions of emotion.
Unlike the emotions of fear, anger, and sadness, disgust is associated with a
decrease in heart rate.
6. Surprise: - It is a brief emotional state that is the result of experiencing an
unexpected relevant event. Surprise can have any valence; that is, it can be
neutral, pleasant, or unpleasant accordingly, some would not categorize
surprise in itself as an emotion.
Surprise is expressed in the face by the following features:
• Eyebrows that are raised so they become curved and high.
• Stretched skin below the eyebrows.
• Horizontal wrinkles across the forehead.
• Open eyelids: the upper lid is raised and the lower lid is drawn down,
often exposing the white sclera above and below the iris.
• Dropped jaw so that the lips and teeth are parted, with no tension
around the mouth.
Spontaneous, involuntary surprise is often expressed for only a fraction of a
second. It may be followed immediately by the emotion of fear, joy or
confusion. The intensity of the surprise is associated with how much the jaw
drops, but the mouth may not open at all in some cases. The raising of the
eyebrows, at least momentarily, is the most distinctive and predictable sign of
surprise.
Cultural specificity - Human beings are like a tabula rasa (clean tablet) on
which society writes its script. In other words, culture and traditions,
normative patterns and value orientations are responsible for not only our
personality development, but also appropriate social and emotional
development. This makes us functional entities in society. Each culture has a
unique set of emotions and emotional responses; the emotions shown in a
particular culture reflects the norms, values, practices, and language of that
culture .
Alexithymia - emotional disorder
Some people have difficulty in expressing their emotions and understanding
the emotions of others. Psychologists call this alexithymia. People who suffer
from alexithymia rarely cry and are often seen by others as bland and cold.
Their own feelings make them uncomfortable, and they are not able to
discriminate among their different emotions. People, suffering from

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alexithymia, may be effective performers in jobs where little or no emotional
labor. Alexithymic symptoms may be seen in people who experience:
1. Posttraumatic stress disorder
2. Certain brain injuries
3. Eating disorders (i.e., bulimia, anorexia, or binge-eating disorder)
4. Substance use dependence
5. Depression
6. Other mental health conditions

Relationship of gender with emotion

A number of research findings supports the view that women are more
emotional than men (e.g., Broverman, Vogel, Broverman, Clarkson, &
Rosenkrantz, 1972; Widiger & Settle, 1987). Women are assumed to
experience more frequent and intense emotions, whereas men are assumed to
be emotionally inexpressive and to have less intense emotional experiences.
However, researchers have argued that the stereotype of men as unemotional
is more accurate for adult targets than for child targets because males learn to
control their emotions as they get older (Fabes and Martin, 1991). Likewise,
women and men may experience happiness in a similar way, but women have
been taught that they can strongly express the emotion of happiness, whereas
men have been taught to control it. The impact of socialization practices
accumulate over time, and, thus, these stereotypes are likely to apply more
strongly to adult populations.

Q4. Discuss the assumptions of Douglas Mc Gregor (Theory X and

Theory Y).

Theory X and Theory Y are theories of human motivation, created and

developed by Douglas Mc Gregor at the MIT Sloan School of Management that
have been used in human resource management, organizational behavior,
organizational communication, and organizational development. They describe
two very different attitudes toward workforce motivation. McGregor felt that
companies followed either one or the other approach. He also thought that the
key to connecting self-actualization with work is determined by the managerial
trust of subordinates.

Douglas McGregor, criticized both the classical and human relations schools as
inadequate for the realities of the workplace. He believed that the assumptions
underlying both schools represented a negative view of human nature and that
another approach to management based on an entirely different set of
assumptions was needed. McGregor laid out his ideas in his classic 1957 article
"The Human Side of Enterprise" and the 1960 book of the same name, in
which he introduced what came to be called the new humanism.

Theory X:
McGregor argued that the conventional approach to managing was based on
three major propositions, which he called Theory X:

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 1. Management is responsible for organizing the elements of productive
enterprise-money, materials, equipment, and people-in the interests of
economic ends.
2. With respect to people, this is a process of directing their efforts,
motivating them, controlling their actions, and modifying their behavior
to fit the needs of the organization.
3. Without this active intervention by management, people would be
passive-even resistant-to organizational needs. They must therefore be
persuaded, rewarded, punished, and controlled. Their activities must be
directed. Management's task was thus simply getting things done
through other people.

According to McGregor, these tenets of management are based on less explicit

assumptions about human nature. The first of these assumptions is that
individuals do not like to work and will avoid it if possible. A further
assumption is that human beings do not want responsibility and desire explicit
direction. Additionally, individuals are assumed to put their individual concerns
above that of the organization for which they work and to resist change,
valuing security more than other considerations at work. Finally, human beings
are assumed to be easily manipulated and controlled.

McGregor called the first style of management "hard" and identified its
methods as close supervision, tight controls, and coercion. The hard style of
management led to restriction of output, mutual distrust, unionism, and even
sabotage. He called the second style of management "soft" and identified its
methods as permissiveness and need satisfaction. McGregor suggested that
the soft style of management often led to managers' failure to perform their
managerial role and employees often take advantage by demanding more but
performing at lower levels.

According to McGregor, neither the hard style nor the soft styles of
management were sufficient to motivate employees. Thus, he proposed a
different set of assumptions about human nature as it pertains to the
workplace.

Theory Y:

According to McGregor, neither the hard style nor the soft styles of
management were sufficient to motivate employees. Thus, he proposed a
different set of assumptions about human nature as it pertains to the
workplace. McGregor put forth these assumptions, which he believed could
lead to more effective management of people in the organization, under the
rubric of Theory Y. The major propositions of Theory Y include the following:
1. Management is responsible for organizing the elements of productive
enterprise-money, materials, equipment, and people in the interests of
economic ends.
2. People are not by nature passive or resistant to organizational needs.
They have become so as a result of experience in organizations.

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 3. The motivation, potential for development, capacity for assuming
responsibility, and readiness to direct behavior toward organizational
goals are all present in people-management does not put them there. It
is a responsibility of management to make it possible for people to
recognize and develop these human characteristics for themselves.
4. The essential task of management is to arrange organizational
conditions and methods of operation so that people can achieve their
own goals by directing their efforts toward organizational objectives.
Thus, Theory Y has at its core the assumption that the physical and mental
effort involved in work is natural and that individuals actively seek to engage
in work. It also assumes that close supervision and the threat of punishment
are not the only means or even the best means for inducing employees to
exert productive effort. Instead, if given the opportunity, employees will
display self-motivation to put forth the effort necessary to achieve the
organization's goals. Thus, avoiding responsibility is not an inherent quality of
human nature; individuals will actually seek it out under the proper conditions.
Theory Y also assumes that the ability to be innovative and creative exists
among a large, rather than a small segment of the population. Finally, it
assumes that rather than valuing security above all other rewards associated
with work, individuals desire rewards that satisfy their self-esteem and self-
actualization needs.

Conclusion
For McGregor, Theory X and Y are two different continua in themselves. Thus,
if a manager needs to apply Theory Y principles, that does not preclude him
from being a part of Theory X & Y. Theory X and Theory Y are still important
terms in the field of management and motivation. Recent studies have
questioned the rigidity of the model, but McGregor's X-Y Theory remains a
guiding principle of positive approaches to management, to organizational
development, and to improving organizational culture.

Q5. What is personal power – Explain different bases of personal

power?

Power is the ability to make things happen in the way an individual wants,
either by self or by the subordinates. The essence of power is control over the
behavior of others (French & Raven, 1962). Managers derive power from both
organizational and individual sources. These sources are called position power
and personal power, respectively. According to Robbins, Power is a function of
dependency.

Personal power resides in the individual and is independent of that individual's

position. .

Bases of Personal Power:

Three bases of personal power are:
1. Expertise,

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2. Rational persuasion,
3. Reference.

Expert power is the ability to control another person's behavior by virtue of

possessing knowledge, experience, or judgment that the other person lacks,
but needs. A subordinate obeys a supervisor possessing expert power because
the boss ordinarily knows more about what is to be done or how it is to be
done than does the subordinate. Expert power is relative, not absolute.
However the table may turn in case the subordinate has superior knowledge or
skills than his/ her boss. In this age of technology driven environments, the
second proposition holds true in many occasions where the boss is dependent
heavily on the juniors for technologically oriented support.

Rational persuasion is the ability to control another's behavior, since,

through the individual's efforts; the person accepts the desirability of an
offered goal and a viable way of achieving it. Rational persuasion involves both
explaining the desirability of expected outcomes and showing how specific
actions will achieve these outcomes.

Referent power is the ability to control another's behavior because the

person wants to identify with the power source. In this case, a subordinate
obeys the boss because he or she wants to behave, perceive, or believe as the
boss does. This obedience may occur, for example, because the subordinate
likes the boss personally and therefore tries to do things the way the boss
wants them done. In a sense, the subordinate attempts to avoid doing
anything that would interfere with the pleasing boss-subordinate relationship.
Follower ship is not based on what the subordinate will get for specific actions
or specific levels of performance, but on what the individual represents-a path
toward lucrative future prospects. Charismatic Power is an extension of
referent power stemming from an individual's personality and interpersonal
style. Others follow because they can articulate attractive visions, take
personal risks, demonstrate follower sensitivity, etc.

Q6. Write a short note on potential sources of stress?

While environmental factors are forces outside the organization, which may act
as potential sources of stress due to uncertainties and threats that they create
for any organization and its members, factors within organization can also act
as potential source of stress. Together or singly they may cause a tense and
volatile working environment which can cause stress for organizational
members because the inability of individuals to handle the pressures arising
out of these sources.

The following may be seen to be the potential sources of stress:

1. Environmental factors:
• Environmental uncertainty influences stress levels among employees in
an organization.
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 • Changes in the business cycle crate economic uncertainties.
• Political uncertainties can be stress inducing.
• Technological uncertainty can cause stress because new innovations can
make an employee's skills and experience obsolete in a very short
period of time.

2. Organizational factors:
• Pressures to avoid errors or complete tasks in a limited time period,
work overload, a demanding and insensitive boss, and unpleasant
coworkers are a few examples.
• Task demands are factors related to a person's job. They include the
design of the individual's job (autonomy, task variety, degree of
automation) working conditions, and the physical work layout.
• Role demands relate to pressures that are a function of the role an
individual plays in an organization.
a. Role conflicts create expectations that may be hard to reconcile or
satisfy.
b. Role overload is experienced when the employee is expected to do
more than time permits.
c. Role ambiguity is created when role expectations are not clearly
understood.
d. Interpersonal demands are pressures created by other employees.
e. Organizational structure defines the level of differentiation in the
organization, the degree of rules and regulations, and where
decisions are made. Excessive rules and lack of participation in
decisions might be potential sources of stress.
f. Individual factors:
g. These are factors in the employee's personal life. Primarily these
factors are family issues, personal economic problems, and inherent
personality characteristics.
h. Broken families, wrecked marriages and other family issues may
create stress at workplace as well.
i. Economic problems created by individuals overextending their
financial resources. Spending more than earnings stretches financial
positions, create debt situation leading to stress among individuals.
j. A significant individual factor influencing stress is a person's basic
dispositional nature. Over-suspicious anger and hostility increases a
person's stress and risk for heart disease. There individuals with high
level of mistrust for others also cause stress for themselves.
k. Stressors are additive- stress builds up.

Individual differences

Five individual difference variables moderate the relationship between potential

stressors and experienced stress:
a. Perception: Stress potential lies in an employee’s interpretation of a
potential stress conditions and his reaction to it.
b. Job experience: Experience on the job tends to be negatively related
to work stress.
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 c. Locus of control: Internals perceive their jobs to be less stressful than
do externals.
d. Self-efficacy: The confidence in one’s own abilities appears to
decrease stress.
e. Hostility: People who are quick in anger, maintain a persistently
hostile outlook.

===

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Case Study: MB0022

Maverick learning is involved in imparting under grate level education through

distance learning. It is working for around two decades. It is a immensely
popular education group whose students range from working professionals to
people residing in the remote area of the country.

Maverick learning decodes to introduce Technology enabled Learning with a

union to create virtual class room experience. Another reason is to needs its
pace with competitions and sustains them in the information communication
revolution.

It has been over a year that they are working on developing and implementing
the plan. It involves big amount of investments as well as more man power
with different skill sets. It is a tough challenge but to adopt this technological
change is mandatory for Maverick learning.

At different levels there are mixed reactionary towards the change. For old
academicians, it is difficult to catch up with the change and prepare the E-
content. Even at higher level there are financial constraints, which puts the
limitation for hiring more employees or outstanding the work.

In the academic covnail meeting most of the academicians say that preparing
e=content is duplication of work technology enabled learning is useless
because many students frame remote area cannot access it. They say
whatever requirements the learning consultants are putting before them
cannot be implemented.

Mr. Shantaram is leading the academics and he picks few people from the
team to coordinate the tasks related to academics. Within a month the
response improves, raising the number of logins by ten times.

Mr. Shantaram again calls a meeting of all academicians and shares the
interesting results. This time he also makes more teams and allocates
responsibility amongst the old academicians. He promises to hire two more
people to provide technical assistance. He also introduces some credit points to
recognize the efforts people make towards the enriching the e-content.

1. What kind of reactions towards change is seen in this case?

Change has become a constant in the corporate and business world.

When people are impacted upon by change that influences their own
team the process they go through psychologically can actually mirror
that of personal grief.

In this case, mixed reactions were occurred towards the change at

different levels. Old academicians resisted expressing it is difficult to
catch up with the change and prepare the E-content. Preparing e-
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 content is duplication of work and technology enabled learning is
useless. There were financial constraints due to the requirement of more
manpower with different skill sets, which was the expression of
resistance at higher level. All these reactions were part of shock/anger
and denial.

2. What steps are taken by Mr. Shantaram to drive the change

successfully?
Participation and involvement of people generally get more commitment
towards the changes. Also change agent can offer a range of supportive
measures to reduce the change. Mr. Shantaram(leading the academics)
adopted these technique in this case.
He picks few people from the team to coordinate the tasks related to
academics. Within a month, the response improves. Again he calls a
meeting of all academicians and shares the interesting results. He
makes more teams and allocates responsibility and involvement among
the old academicians.
He promises to hire two more people to provide technical assistance.
He introduces some credit points to recognize the efforts of the people
who involved in enriching the e-content.

3. What steps shall be taken to overcome resistance to change. Do you

find any examples in this case that illustrates taking steps to overcome
resistance.

Overcoming Resistance to Change:

Some approaches can be taken to reduce the resistance to change.
1. Education and Communication: Open communication and proper
education help employees to understand the significance of change
and its requirement. For that, proper initiative should be taken to
provide information.
2. Employee participation and involvement: If people are directly
involved in the change process, they generally get more committed
towards change.
3. Facilitation and support: Change agent can offer a range of
supportive measures and facilitation to reduce resistance.

In this case, the steps taken by Mr. Shantaram to overcome the resistance,
clearly illustrates the following approaches:
• Employee participation and involvement
• Facilitation and support.

===

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