# If I throw a ball in the air, is the acceleration ever zero, even if just for a small fraction of a.

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Question

```If I throw a ball in the air, is the acceleration ever zero, even if just for a small fraction of a second when it goes from upward to downward? I understand at this point the velocity is zero, but does this also apply to acceleration?
```

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# A sample of99distances has a mean of24feet and a median of24.5feet. Unfor-tunately, it has just been

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Question

```A sample of99distances has a mean of24feet and a median of24.5feet. Unfor-tunately, it has just been discovered that an observation which was erroneouslyrecorded as â€œ30â€ actually had a value of â€œ35â€. If we make this correction to thedata, then:A. The mean remains the same, but the median is increased.B. The mean and median remain the same.C. The median remains the same, but the mean is increased.D. The mean and median are both increased
```

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# 2. How do the accelerations of the ball at the three points compare? A. aA

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Question

```2. How do the accelerations of the ball at the three points compare?
A. aAB.aA=bB=cC
C.aCD.aA=aCE.aB3. using same picture: Which of the arrows best represents the velocity vector at point C?
a. (an arrow pointed upward to the right (northeast)
b. (an arrow pointed right east)
c. an arrow pointed down (south)
d.an arrow pointed down to the right (south east)
e. an arrow pointed up to left (north west)
```

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# A flywheel connected to a punching machine has to supply energy of 400 Nm while running at a mean… Description

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Question

`A flywheel connected to a punching machine has to supply energy of 400 Nm while running at a mean angular speed of 20 rad/s. If the total fluctuation of speed is not to exceed Â±2%, the mass moment of inertia of the flywheel in kg-m2 is (A) 25 (B) 50 (C) 100 (D) 125`

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# A Coast Guard ship is traveling at a constant velocity of 4.20 m/s, due east, relative to the water.

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Question

```A Coast Guard ship is traveling at a constant velocity of 4.20 m/s, due east, relative to the water. On his radar screen the navigator detects an object that is moving at a constant velocity of . The object is located at at a distance of 2310 m with respect to the ship, in a direction of 32.0 degrees south of east. Six minutes later, he notes that the object's position relative to the ship has changed to 1120 m, 57 degrees south of west. What are the magnitude and direction of the velocity of the object relative to the water? Express the direction as an angle with respect to due west.
```

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# Private corporations and government bodies in India are in some kind of a symbiotic embrace: the…

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Question

```Private corporations and government bodies in India are in some kind of a symbiotic embrace: the former feeds off the latter to become even stronger while enervating the latter. The massive concessions and subsidies the state and central governments offer private mining in India have enabled these corporations to assume such mammoth proportions, they have begun to resemble a parallel government in the mining areas. And these corporations duly act to assume this new role thrust upon them, something akin to â€˜White manâ€™s burdenâ€™ of the colonial era. Like in the colonial era, naked self-interest is portrayed as universal social responsibility.
Their social responsibility takes myriad forms. Sometimes they directly fund armed counter-insurgency to quell peoplesâ€™ revolt, e.g. the funding of Salwa Judum by steel companies Tata and Essar, as noted even by a report of the ministry of rural development. Salwa Judum was directly involved in forced eviction and burning of nearly 700 villages in Dantewada district, Chattisgarh between 2005 and 2007. By various estimates, this act displaced nearly 30% of the population of the district, destroying their habitat and means of livelihood. Salwa Judum has also been implicated in multiple cases of rapes and murders. The Supreme Court ordered the state government to disband Salwa Judum and rehabilitate the villages. As things stand, none of these orders have been acted upon and no member of the organization or their sponsors in the state government or the corporate sector have been brought to justice, even as thousands arrested on charges of practicing or supporting violence against the state languish in jails and await judicial trials. Tata is one of companies that have sponsored commercials to highlight their investment in social programs in India.
Corporations do not just move to fill the vacuum created by the stateâ€™s abdication of social responsibilities in the neoliberal era, they in fact help create that vacuum. And it is a vacuum in which notions like social entitlements are things of the past. Surely, socially disadvantaged groups such as the tribal communities of Dantewada district, subject to displacement destroying their social cohesion, constant threat, and subjugation cannot so easily demand social entitlements. They find themselves at the mercy and the goodwill of government and corporate bodies, the very organizations largely responsible for their present plight.
In the neoliberal era, a reference to social responsibility is it by government bodies or the corporate sector, is the name of generalized charity offered to the victims of the past (or impending) assault. This charity, which might take the form, for instance, of the expansion of public distribution system in Chhatisgarh by the government or Vedanta funding universities [8] and hospitals, also serves to divide the ranks of potential dissenters.
Corporate social responsibility is a deliberate ploy to counter, fragment, control, and re-channel peoplesâ€™ resistance, against corporate takeover of community resources, by means other than direct violence or its explicit threat. At one level, it is a business investment to pacify a section of middle class, civil society, and state bureaucracy which tends to sympathize with peoplesâ€™ cause against resource plunder. At another level, it is partial usurpation of essential functions of the state to embed corporate practices deeper into the structure of the society. It should be noted that all the social acts being portrayed in the Vedanta advertisement are traditional functions of the state: education, health services, mid-day meals scheme for children, etc. It should not be forgotten that so long as corporates act as, and are perceived as, outsiders plundering resources, their social base remains extremely narrow. Their expulsion from a region evokes euphoria and not a sense of lose. However, once they become guardians of essential social functions, they ensure their longevity in the region. In other word, they achieve the status of a corporation that is too-big-to-fail, the ultimate aim in the corporate world. In perpetuity, they expect, and gain the favour of, governments of different political hues to bestow them with favorable laws, direct subsidies, and other forms of largess. Vedanta CSR initiatives towards bringing socio-economic independence in rural women have extended its reach. The formation of Self Help Groups has been very successful in uniting and bringing together these women who come from different families and backgrounds. Each woman in given a professional training in the village itself as per interest and potential and further linked to banks for financial security. Today, Vedanta CSR has been able to develop and organize 2100 Self Help Groups where whom about 30,000 women are associated. These groups have been formed by Vedanta Group companies - Hindustan Zinc, BALCO, Vedanta Aluminium, Sterlite Industries and VAL, Lanjigarh.
QUESTION:-
Â· Write about Women Entrepreneurship programme started in Vedanta?
Â· What is a Vedanta CSR initiative towards bringing socio-economic independence in rural women?
Â· Highlight the case onDantewada district of Chattisgarh between 2005 and 2007.
Â·
Identify the sustainable strategy of CSR programme in Vedanta Corporate social responsibility
```

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# A crate of 50.0 kg mass containing new physics textbooks is dragged by enthusiastic physics students

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Question

```A crate of 50.0 kg mass containing new physics textbooks is dragged by enthusiastic physics students a distance of 30.0 m along a 25o incline to a physics lab. The students maintain a constant pull of magnitude 250 N applied to the crate by means of a rope parallel to the incline.
a. Calculate the work done by each force on the crate. Ignore friction.
WA = A delta(x) cos (0) = (250 N)(30.0m) = 7500 J
Ww = (mg) ?delta(x) cos (theta) = (50.0 kg)(9.81 m/s2)(30.0m)cos (115) = -6219 J
Wn = n delta(x) cos (90) = 0```

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# HOW TO USE THIS GUIDE Dear CalUniversity Student/learner: This Study Guide is intended to facilitate

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Question

```HOW TO USE THIS GUIDE
Dear CalUniversity Student/learner:
This Study Guide is intended to facilitate key learning points found in the textbook. Read this
guide as you go through each unit of your course. Reflect on the â€˜Ask Yourselfâ€™ questions as a TRA
(Transfer, Retention, and Application) method. The guide is organized as follows:
- An overview of learning objectives
- Key learning points of each chapter
- Weekly Discussion Questions
- Unit Case Analysis
- Mini Project
- Final Exam
- Week 6 Discussion Questions
- End of Course Survey
- Course Project
- Course Presentation
This guide is not a substitute for the textbook. The Summary at the end of each Chapter of the textbook
highlights the learning points for each chapter and must be read.
You must read the Syllabus and other documents posted in the Course Document folder of your Course
Room so you will understand how to maximize learning and earn the desired grade.
Please do not hesitate to contact your course instructor if you have any questions.
California InterContinental University
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Course Overview
MGT 616: Organizational Change &
Development Management System
Course Description:
This course covers organizational change through the lens of micro (individual-level)
organizational behavior. It identifies the pros and cons of perception, decision-making,
motivation, and diversity/individual differences. It covers analysis and development of
organizational theories, with emphasis on environmental dependencies, socio-technical systems,
structural design, and control of the performance of complex systems. Organizational changes such as
barriers to change, appropriateness of intervention strategies and techniques, organizational, and
evaluation of formal change programs will be covered. Finally, the course provides a diagnostic
approach for the students/learners to explore the nature and impact of change
Course Objectives:
? To provide various perspectives on organizational behavior and the principles of planned
change
? To provide insight into the knowledge and skills needed to practice organization development.
Learning Outcomes (LO):
At the end of the course, student/learners will be able to:
LO 1. Describe how organizational change is tied to strategic renewal and change implementation
LO 2. Explain steps in a process of change driven by growth and globalization
LO 3. Apply theories of effective change implementation.
LO 4. Describe techniques to decide on a change strategy
LO 5. Apply tools for achieving mutual engagement and shared diagnosis in a change process.
LO 6. Follow procedures for diagnosing the pattern of behavior within a top leadership team
LO 7. Explain phases of organization redesign
LO 8. Compare methods for managing virtual global teams for increased coordination
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LO 9. Describe people alignment strategies within an organizational change process.
LO 10. Explain how to use training to drive new behaviors.
LO 11. Compare strategies to reinforce new organizational behaviors.
LO 12. Define how organizational structure can change to support the new strategy.
LO 13. List effective practices for leading change.
LO 14. Describe how organizations can invest in leadership development.
LO 15. Examine organizational change strategies that support sustainability.
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UNIT ONE
Chapters & Learning Outcomes
The key points of the following chapters (see textbook) will be discussed in this Unit:
- Chapter One
Organizational Change Pages 2 to 23
- Chapter Two
Theories of Effective Change
Implementation Pages 24 to 50
UNIT ONE LEARNING OUTCOMES
This Unit meets the following learning outcomes:
LO 1. Describe how organizational change is tied to strategic renewal and change implementation
LO 2. Explain steps in a process of change driven by growth and globalization
LO 3. Apply theories of effective change implementation.
LO 4. Describe techniques to decide on a change strategy
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CHAPTER ONE
Organizational Change
KEY LEARNING POINTS
This chapter recognizes that organizations engage in a process of strategic renewal in order to
respond to changes in their competitive environment. But in order to make strategic renewal
work, leaders must find ways to alter the behavioral patterns of their employees through
involvement and participation.
INTRODUCTORY CASE: ORGANIZATIONAL CHANGE AT NOKIA (Page 2)
Review the case which illustrates that an organization cannot remain static if they want to continue
to succeed. Nokia, the worldâ€™s leading producer of cell phones, had experienced a dramatic drop in
the United States market share, from a high of 35% to 7%. In an attempt to repair the damage they
added Americans to their senior management team.
STRATEGIC RESPONSIVENESS (Page 3)
Four definitions of concepts are provided.
1. Change implementation: actions taken by organizational leaders in order to support strategic
renewal and maintain outstanding performance in a dynamic environment.
2. Strategic renewal: a change in an organizationâ€™s strategy involving some combination of new
products; services, new markets and a new business model.
3. Organizational capabilities: the collective talents and skills of a firmâ€™s employees.
4. Discontinuous change: large â€“scale, long-term reorientation of most or all of the central aspects
of organizational life.
All for of these concepts must be analyzed to improve the organizationâ€™s strategic responsiveness.
Ask yourself: Can you identify at least one change of strategic renewal occurring in an organization to
which you belong?
THE THREE FACES OF CHANGE (Page 5)
The book notes three different approaches to change.
1. Turnaround
2. Tools and techniques
3. Transformation
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Turnaround involves company assets and is used to improve short-term bottom-line
performance. It looks at a companyâ€™s assets and seeks to manage them in a new way in order to
stabilize cash flow, shore up the balance sheet and maximize shareholder wealth. The example
illustrating this concept involves MySpace. As the Theory into Practice summary states, â€œNot all
change is behavioral.â€
Techniques and tools focus on processes and is used to increase internal efficiencies. These
include organizational processes, mechanics and other interactions intended to produce a
product or service. Review Exhibit 1-2 Popular Change Tools and Techniques on page 6. This
summarize a number of change management tools and techniques including: total quality
management, Agile development, balanced scorecard, value-chain integration, lean and
considered design.
Transformation focuses on behaviors to enhance human capabilities. Transformation involves a
change intervention that directly targets the patterns of employee actions and interactions. It
helps describe how employees will work to meet the companyâ€™s strategy and to achieve and sustain
outstanding performances.
Review Exhibit 1-3 Three Faces of Change. It illustrates each type of change, t
While the three concepts can be applied separately, effective change efforts combine all three, the book
notes. Additional attention is provided for Transformation.
Ask yourself: Have you been part of a change process?
TRANSFORMATIONAL CHANGE (Page 7)
The collective enactment of the roles, responsibilities and relationships of employees â€“ that is, the
patterns of employee behavior within organizations constitutes the target of transformational change
efforts.
The Theory into Practice summary states: Transformational change seeks to create long-term,
sustainable alterations in employee behaviors.
Motivation refers to the degree to which employees are committed to the achievement of outstanding
performance both for themselves and for their company.
The Theory into Practice summary states: The way employees conduct themselves at work impacts the
bottom-line performance of the company.
Transformational change leverages the behavior of many employees by looking at the organizational
context in which they work.
Organizational context refers to the setting and circumstances in which employees work. Companies
call upon organizational culture and values, the behaviors of leaders as well as rules and procedures to
define a context that shapes employee conduct.
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Ask yourself: Consider smoking-cessation efforts as part of an organizational change effort. How
do they improve the bottom-line? What values is a company encouraging employees to assume?
EMPLOYEE PARTICIPATION AND RESISTANCE TO CHANGE (Page 10)
This section examines the sources of employee resistance to change and the ways in which
managers can overcome resistance. Resistance refers to actions overt or cover, exerted on
behalf of maintaining the status quo.
Why Employees resist change
Review Exhibit 1-4 Continuum of Individual Response to Change on page 10. The level of
resistance is strongest at the bottom of the continuum from aggressive resistance to the least
resistance having employee commitment to attain the goals of the change effort.
The Theory into Practice summary states: Employee resistance is not just a negative force to be
overcome, it also presents an opportunity to learn.
How managers can inadvertently fuel resistance during a change implementation
The book reinforces that there is not an certain type of individual who are more likely to resist change
than others. The primary determinant of employee reaction to change comes from how the process is
managed and the degree to which employees are allowed to participate in the process.
Review the checklist of employee resistance and possible sources of that resistance which is shared on
page 12.
When employee resistance is treated as a negative force to be overcome, management risks shutting
down the possibility they can learn from the resistance. Managers must stay open to receiving feedback
from the employees about the changes being considered.
There comes a point in the change process where employee resistance will need to be addressed and
overcome, this is discussed further in Chapter Two.
Employee Participation Builds Support for Change
Managers want to consider change management techniques for building support for the change effort.
Participation is the process of allowing employees a voice in the work-related decisions. Employees
develop a psychological ownership over the change outcome. This increases motivation to implement
change in order to achieve the desired goals.
New behaviors will not be sustainable if they have been prompted by manipulation or coercion.
Effective change encourages employee to find continually new and improved ways of applying their
better judgment.
Ask yourself: Have you ever been forced to change at work? How long did it last? Have you had a
manager who listened to employee ideas about the change? How was that different?
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The managerâ€™s challenge is to shape the organization context in such a way as to encourage
internal desire on a large number of employees to alter behaviors in ways consistent with the
demands of the new change strategy.
TRIGGER EVENTS AND CHANGE (Page 14)
Trigger Events present a shift in the environment that precipitates a need for organizational
change, a need to alter the behavioral patterns of employees. They stir up feelings and emotions
that come to affect peopleâ€™s reactions to the change.
Ask yourself: How did the trigger events of the September 11, 2001 with the destruction of New
York Cityâ€™s World Trade Center twin towers affect how employees of airports behave? Can you
trace trigger events in your work organizationâ€™s history?
GOING GLOBAL AND THE REQUIREMENTS FOR ORGANIZATIONAL CHANGE (Page 14)
The text highlights several types of change involved with going global. These include:
? Outsourcing activities that had previously been performed in the home country.
? Seeking to enter new, non-domestic markets.
? Using non-domestic suppliers for raw materials.
? Forming strategic alliances with companies in other countries
? Locating research and development activities in many countries in order to better understand
the needs of a non-domestic market.
All efforts to go global will require organizational change.
Going global adds an extra variable to the change effort. Psychic distance is a measure of the
differences in culture, language, and the political-economic-legal infrastructure of countries that add to
the complexity of managing across national borders.
Review the Conclusion of Chapter One Organizational Change on Page 15.
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Activity
Week One Discussion Question (Chapter One):
The purpose of the discussion question is to allow you as the student/learner to demonstrate
your understanding of the chapterâ€™s key learning points and how you might apply them in given
situation. Participating in the discussion question forum provides you as the student/learners an
opportunity to compare your ideas to ideas from others in your class.
Instruction: Using the chapterâ€™s key learning points, provide your answer to the questions below.
What are the three approaches to organizational change? In what ways are they
different and in what ways do they overlap?
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CHAPTER TWO
Theories of Effective Change
Implementation
KEY LEARNING POINTS
INTRDUCTORY CASE: TURNAROUND AND TRANSFORMATION AT DUKE UNIVERSITY
CHILDRENâ€™S HOSPITAL (Page 25)
The case illustrates an effective change implementation at a university hospital using key
concepts in this chapter such as process-driven change and task alignment.
THEORIES OF CHANGE IMPLMENATION (Page 26)
Understanding effective change implementation requires understanding what levers can be appliedâ€”
diagnosis, cross-functional teams, measurement systemsâ€”and in what sequence.
Theory into Practice: Effective change involves both content (what is being changed) and process (how
the changes are being implemented).
Kurt Levinâ€™s Field Theory in Social Science
Kurt Levin is a noted social scientist from 1946 whose theories shape much of organization change
implementations. He noted two key variables to be considered:
1. Context plays a decisive role in shaping individual behaviors.
2. Creating is dissatisfaction with the status quo is the only way to motivate an individual to change
her pattern of behavior.
The text analyzes these two variables further.
Changing behaviors by changing context is shaped both by an individualâ€™s psychology and the group
setting in which she finds herself.
Lewin captured the concept in this formula:
B = f(P, E)
Behavior is a function of the person herself (P) and the environmental context (E) in which that person
operates. Person and context are interdependent variables shaping behavior.
The question Lewin addressed was: How can that context be change?
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Simply telling employees about a change will not make it happen.
The context of change needs to be influence by assigning positive value to breaking a social habit.
Norms are shared expectation of how group members ought to behave and come to be viewed
by group members as good things: standards to be cherished and upheld.
Theory into Practice: Telling employees why they need to change will not build motivation to
change; it is necessary, but not sufficient.
Creating Dissatisfaction with the staus quo is another significant step for change leaders.
Theory into Practice: Donâ€™t assume that poor organizational performance will create an urgent
nee
d to change within a company.
Lewinâ€™s explanation for this phenomenon is that the more people assign a positive value to
belonging to group membership and group norms, the greater the resistance will be on the part of
individual group members to alter those norms.
Theory into Practice: To break the â€œsocial habitsâ€ that support existing patterns of behaviors, start with
creating dissatisfaction, disequilibrium and discomfort.
Levwinâ€™s change model involves three stages:
1. Unfreezing
2. Moving
3. Refreezing
Unfreezing is the first stage in Lewinâ€™s change model in which group members become dissatisfied with
the status quo.
Moving is the second stage in Lewinâ€™s change model in which group members alter their pattern of
behavior.
Refreezing is the third and final stage in Lewinâ€™s change model in which group members institutionalize
the new patterns of behavior into a new status quo.
Lewinâ€™s contribution to change implementation.
Review Exhibit 2-1 Implementation of Lewinâ€™s Change Model on Page 30 for a summary of actions in
each of the three stages within the change model.
Theory into Practice: In order to implement change, target group norms first and then focus on
individual behaviors.
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To create sustainable behavioral change, leader need to leverage working at the contextual group
norms level. This will motivate individuals to adapt to the new norms.
The book notes some weaknesses in Lewinâ€™s theories regarding group responses to a change
intervention process. It emphasized that the impact of context on behaviors and the requirement
to create disequilibrium in order to motivate behavioral changes continues to hold true.
Ask yourself: Is there a change you want your work group to consider? What dissatisfactions with
the status quo can you use to motive the change you desire?
ORGANIZATION DEVELOPMENT AND CHANGE IMPLEMENTATION (Page 30)
Organizational Development (OD) is an approach to organizational effectiveness that calls on the
fields of behavioral and social sciences to provide guidance to planned change efforts. OD offers
a complex and systemic perspective on how and why people behave and organizations operate.
OD provides instight into the process of changing peopleâ€™s behaviors and organizationâ€™s
operations.
Review Exhibit 2-2 Ten Perspectives of Organizational Development on Page 31. The exhibit shares
underlying assumptions about each of the perspective to help understand an effective change
implementation. Three insights (# 1, 6 and 8 within the Exhibit)are further developed within the
chapter.
1. Systems Perspective: Organizations are open systems.
Organizational effectiveness is best achieved when a state of fit or congruence exists between
various elements of an open system. Review Exhibit 2-3 A congruence Model of Effectiveness
on Page 32. This illustrates the interdependence of the various subpart involved in three major
categories of internal context, external environment and patterns of employee behavior to creat
organizational effectiveness.
Theory into Practice: Performance problems often reside in the hand-offs between employees,
between tasks, between functions, and between units; these are the problems to be targeted
first for change.
2. Organization serve multiple Stakeholders.
Multiple Stakeholder Perspective (MSP): Stakeholders are individuals or groups who lay
legitimate claim to the performance of the organization. An MSP argues that stakeholders
should be seen as citizens of the organization and their concerns and interests must be
Theory into Practice: If leaders are successful at aligning the interests of multiple
stakeholdersâ€”shareholders, employees, customers, suppliers, the host community and so
forthâ€”they can contribute to outstanding performance open communications
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3. Open Communications Perspective: Deal with Conflict through problem-solving,
openness and trust.
Conflict must be approached with an attitude of problem solving, openness and trust.
Also, try to create a sense of ownership and inclusion.
Theory into Practice: Donâ€™t shy away from conflict. As individuals articulate and
analyze differences, they can improve organizational effectiveness.
Theory into Practice: Be sure to create an inclusive change processâ€”one that builds
ownership of and commitment to the desired improvements.
Ask yourself: Which of the three perspectives appeals to you most for as a means for
implementing change?
Process-Driven Change Interventions
Change interventions can be content-driven or process-driven. The text documents characteristics of b
both methods and argues in favor of the strengths of process-driven change.
Across the past three decades content-driven change has received organizational attention. This is the
programmatic change in which specific programs customer relationship management (CRM), balanced
scorecard, and lean enterprise for example are used as the driver and centerpiece of implementation.
An alternative methodology of implementation is process-driven change. This is an approach to change
implementation that emphasizes the methods of conceiving, introducing and institutionalizing new
behaviors and uses content as a reinforce rather than a driver of new behaviors.
Content-driven changes are very popular in organizations because they are quick, simple and trendy but
they are rarely successful because they do not build motivation for change. As shown Exhibit 2-4
Characteristics of Change Programs on Page 35, content-driven change effort have five common
characteristics:
1. Serve as the initial centerpiece for launching and driving transformation throughout the
company or unit.
2. Are imposed by top management
3. Do not proceed from shared diagnosis.
4. Rely on standardized, off-the-shelf solutions.
5. Are imposed uniformly across the organization
Theory into Practice:
? There are no one-size-fits-all solutions to performance problems in your organization.
? Just because top leaders believe in the need for change doesnâ€™t mean that
that conclusion.```

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# In a class of 500 students. 200 have Economics, 200 have Mathematics and 150 have Statistics. Out of

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Question

```In a class of 500 students. 200 have Economics, 200 have Mathematics and 150 have Statistics. Out of them, 62 have both Economics and Mathematics, 120 have Mathematics and Statistics and, 58 have Economics and Statistics. Find the number of students who have all three?(a)190(b) 95(c) 310(d) 180
```

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