Teaching and Learning Activity: Suggested Solutions

Module: Business Management 130-1 (HBM130-1)

Week number (Date):
Units covered:
3 (14 March 2024)
Brevia, T; Vrba, M.; Botha, L.; Ngambi, H.C & Woermann,
M. 2020, Contemporary Management Principles, 2nd Ed,
Lansdowne: Juta.
Unit 4 (Chapter 5)

To enrich your learning experience at Boston even further, and to ensure that you are
exposed to a variety of resources in this module, announcements will be posted every
week containing additional materials or activities for you to work through.

It is important to note that these activities are neither compulsory nor weighted, but
that it will be to your advantage to participate. The purpose of the activities is to help
you better understand the content of your weekly unit/s of study, and it will assist in
creating insight and deeper meaning.

This Activity 3 is based on Unit 4 of the prescribed courseware for this module:

The suggested solution for this Activity is enclosed below.

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Instructions:
• Read Chapter 5 of your prescribed textbooks.
• Answer the questions below:

Question 1 [6 marks]

In your words, differentiate between reactive and planned change and provide an
example of each change. (3+3=6 marks)

Solutions: Unit 4, Chapter 5, page 128

Note: Allocate a maximum of four (6) marks for differentiating between reactive and
planned change. Allocate two (2) marks for citing the differences and and further one
mark for each relevant example. The examples provided merely serve as sample
answers. Discretion is advised as students' answers will vary.

Reactive change occurs in response to an external event or crisis that forces an

organisation to take action. ✓ This type of change is often unexpected and urgent, and
organisations must respond quickly to prevent negative consequences. ✓

For example, a sudden drop in sales. ✓

Planned change, on the other hand, is a deliberate and proactive effort to improve
organisational performance or adapt to changes in the environment. ✓ This type of
change is often part of a long-term strategy and is typically initiated and managed by
leaders within the organisation.✓

For example, adopting new technology to improve productivity. ✓

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The following Learning Outcome is assessed in this question:.
• Discuss the dimensions of change.

Question 2 [18 marks]

Read the fictitious scenario below and answer the question that follows:
Jenny has been working in the customer service department of a retail store for five
years. During her tenure, the store has used the same software system to manage
customer orders and complaints. However, the store’s management has recently
decided to upgrade to a new software system that promises to be more efficient and
user-friendly. Despite the benefits of the new system, Jenny is resistant to the change,
since she is comfortable with the existing system and has developed a routine that
works well for her.
Fictitious scenario*

2.1 Identify and discuss three (3) reasons why people like Jenny in organisations may be
resistant to change. (3x3=9 marks)

Solutions: Unit 4, Chapter 5, pages 130

Note to grader: Allocate one (1) mark for correctly identifying the reasons as to why Jenny
may be resistance to change. Allocate two (2) marks for correctly discussing the identified
method.

• Perceived threats to individual group interests. ✓ People’s perceptions that

they may have to give up something because of a change initiative may cause
them to resist change. ✓ If an individual or group of individuals perceive that a
change initiative may pose a threat to their interests, they will resist the change. ✓

• Misunderstanding and lack of trust. ✓ When management fails to convey the

implications, benefits and disadvantages of change initiatives to employees, it may

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 cause misunderstanding, confusion, rumours and eventually resistance to change.
✓ Similarly, if employees do not trust the management of their organisations, they

will resist attempts to implement change. ✓

• Low tolerance for change. ✓ The human fear of the unkown may cause
resistance to change. People fear that they will not be able to learn a new skill,
understand and operate a new information system or change their behaviour to
meet the challenges of a new job. They may feel that they cannot change soon
enough and are unable to change. ✓ A person may be reluctant to admit that a
previous decision or action was wrong, or succumb to pressure from peers to resist
change. ✓

The following Learning Outcome is assessed in this question:

• Expain why organisations and individuals resist change.

2.2 Identify and discuss three (3) methods Jenny’s supervisor can use to address her
resistance to the software system upgrade. (3x3=9 marks)

Solutions: Unit 4, Chapter 5, pages 131-132

Note to grader: Allocate one (1) mark for correctly identifying the method that can be used
to address Jenny’s resistance to change. Allocate two (2) marks for correctly discussing
the identified method.

• Education and communication: ✓ Precise communication of the extent and

consequences of a change initiative can eliminate the barriers of misinformation
about the logic and need for change. ✓ Education can take many forms, including
focus groups, information sessions, one-to-one discussions, or emails. ✓

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 • Participation and involvement: ✓ One of the most effective ways to get buy-in
and commitment to the change initiative is to allow the people affected by the
change initiative ✓ to participate in its design and implementation. ✓

• Facilitation and support: ✓ This method is effective when fear and anxiety are

the cause of resistance to change. ✓ It involves helping individuals by offering

them training, time off work, or emotional support. ✓

The following Learning Outcome is assessed in this question:

• Discuss the approaches to managing change.

[Total Marks: 24]

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