Read the three descriptions below of organizational change projects. Use any of the models of or approaches to organizational change described in this chapter to analyze the situations. Example 1 The director of the training department decided to implement an online system for tracking different projects that trainers were working on. Management wanted to use reports from the system for two reasons: first, to prove to senior executives that more trainers were needed, and second, to measure the productivity of thetrainers. Trainers were asked to log in to the system every week to describe the project, estimate how long it was anticipated to take, and update current progress on the project. Many employees were angry at having their work monitored so closely, and many believed that it was an attempt by management to determine which trainers were unproductive and could be laid off. Trainers responded by dividing projects into subprojects, and they began adding those subprojects into the system to demonstrate that they had more work to do than their colleagues. When three or four colleagues would collaborate on a project, each entered the work separately, making it appear that multiple projects were being worked on even though all entries referred to the same project. Eventually the system was shut down because it was not providing accurate information about the status of the department’s workload. Example 2

Committed to a “strengths-based” approach to education, one middle school principal announced that all students should have an opportunity to learn in a way that reflected their own learning styles. In an unprecedented move, she asked that all teachers reexamine their curricula to find ways to implement the new philosophy. This took teachers by surprise in a school that generally had a traditional and conservative approach to instruction. Many teachers at the school were unfamiliar with this approach, and no training was provided except for a brief overview given by the principal herself. Some teachers were reluctant to try what they termed “fringe” and “untested” techniques, while others felt that the approach was inconsistent with their personal teaching philosophy. Still others felt that the investment of time to do curriculum revisions would not be worth it. No teacher brought these concerns out into the open for fear of engaging in conflict with the principal. Teachers who did adopt the new method found that students appreciated the changes. Parents who found out about the approach began to complain to the principal that not enough classic “reading, writing, and arithmetic” work was being done in the classroom. Example 3

Owners of a block of condominium units in a suburban city were struggling to find buyers for units in a building that had recently been completed. Market research from the owners, which was supported by statistics from the city planning department, indicated that new, younger residents to the city could not afford the sales price and that they preferred rental units as well. Owners petitioned the city to change one of the condominium buildings to an apartment building. In addition, to take advantage of government incentives, they wanted to make it the city’s first affordable housing complex. At the city council meeting, residents who lived close to the building complained that they did not want “low income” housing in the city. Some argued that rental units would eventually become “run down” by careless short-term residents. Other citizens supported the proposal’s attempt to bring a diverse energy to the city that would become popular with local artists and students. The city council decided to convene a task force to study the city’s policies and practices with respect to affordable housing. Current and prospective residents came together in a series of forums sponsored by the city to agree on a plan that had the support of both groups.

3.20 All-Weather Case: Revising a “Goodwill Disaster” Erin is preparing for an orientation program for a new batch of product engineers joining All-Weather. Mostly mechanical or industrial engineers, these fresh college recruits are bright, as Erin knows, having been thoroughly involved in their selection, but they are also green, especially in their knowledge of customer expectations or market requirements for All-Weather’s products. Recently, in a meeting with the vice president of manufacturing, the VP told her, “I want these young engineers to see our products in homes or offices. They have sat in lecture halls a lot, listening to one boring speech after another.” “We’ll organize a field visit,” Erin replied, thanking the vice president for his help with the orientation program. After returning to her office, she asks Rudy, the executive reporting to her, to discuss the orientation program with her. Rudy asks Erin if Kioni might join them. “Why not?” answers Erin, as she enters her office. “Rudy, the vice president of manufacturing wants new product engineers to go on a field visit to see our products in homes or offices,” Erin says. “Where do you think we might send them?” “Huh. This man only wants to increase our work. He should be thankful that—” Rudy begins to say, but Erin waves him to stop. “That’s not how we think in this department, is it?” Erin says, sharply. “Why don’t you coordinate with marketing and decide where we could send these engineers? Take Kioni’s help; I know she is excited for the orientation program to begin.” “Okey-dokey,” Rudy replies, half-throwing his arms up in the air as if to indicate that the whole idea befuddles him. Erin is by now used to Rudy’s antics. Ignoring his gesture, she says, “Also draft a letter to someone requesting this visit.” Then, gathering her notes, she leaves for a meeting with Doug, Miguel, and Caleb to discuss the department’s action plan for the next quarter. Around five in the evening when she returns to her office, she finds a typed sheet on her table along with a post-it note signed by Rudy. It’s a letter Rudy drafted addressed to a local art gallery that recently installed All- Weather’s doors and windows. The letter reads: Dear Mr. Mason, Executive Director, Iconic Art Gallery, St. Paul, MN You must be glad that you chose All-Weather’s energy efficient bow windows, horizontal sliders, and fiberglass doors for your art gallery. As everyone who is anyone knows, we offer the finest quality wood, vinyl, aluminum, steel, and fiberglass composite windows and doors you can find in the US of A. As you also know, our customer service representatives are ready to assist you 24/7 (and more!) with any installation or maintenance needs you may have (even if it’s your responsibility or fault, I might add). After doing so much for an important customer such as you, we have a small favor to ask of you, which we’re sure you will not deny us. We just hired some new engineers who will join our manufacturing division to continue to make the fine products that we make. Unfortunately, they have never seen how our finished products look outside or inside actual homes or offices. (On a personal note, I confess I don’t know what they can learn from one visit to a home or an office.) Our VP (Manufacturing), an asset to All-Weather, says that we should send these engineers out on a field visit. And he should know, shouldn’t he, being the VP and all? That is why I’m writing to you (the pleasure is mine, though). These fresh minds need exposure to actual conditions in actual markets. We think that if they visit your art gallery, they will see how our products are helping you get results your art gallery could never dream of before. If you don’t believe me, take a peek inside your exhibits room, whose space seems to have expanded thanks to our bow window that you have installed. I myself remember what a cramped-looking room it was before. No, I’m not asking you to share your admission fees with us, though free exhibition tickets wouldn’t hurt (I’m kidding, sir). Also, you should perhaps buy more windows and doors from us (and attract more visitors as a result!). Also, don’t forget to mention us favorably to your patrons. Oh, and by the way, will you please let us know the day and time suitable to you when we might send those engineers to your art gallery? Our orientation program begins in three weeks time. Looking forward to your prompt acceptance of our request (with or without free exhibition tickets). Sincerely, Erin (Manager-HR) As Erin finishes reading the letter, controlling herself from hyperventilating, she concludes, once again, that she needs to talk to Doug about Rudy. “This guy simply does not get it. Either he hates his job or his communication skills are terrible. Or maybe it’s both,” she says out loud, knowing that everyone in the office had left. Then, Erin thinks of Kioni. Might she be able to revise Rudy’s draft? Erin is loaded with work related to the orientation program and can really use help. She wonders if Kioni assisted Rudy in drafting the letter. The next morning, Erin asks Kioni if she has seen the draft. “No,” Kioni replies, “Rudy left soon after we started brainstorming, saying that he would take care of the rest.” Erin asks Kioni to revise Rudy’s draft. Questions / tasks to consider: Based on your reading of Chapter 3, complete the following tasks: • List problems in Rudy’s draft. • Prepare another list of things that Kioni could do to improve the draft. Be specific in your suggestions. For instance, it’s insufficient to say “more you-attitude” or “more politeness.” Point to places in the draft where these strategies might be useful. Also, rephrase relevant sentences or paragraphs for more youattitude or more politeness, whichever is the case. • What is the primary purpose of the letter? The secondary purpose? • Revise Rudy’s draft for Kioni.

1.Determine how expose to more social experience(experience with social groups such as soccer team)change/improvement the way young children (4-7yr) use social categories for inductive inference.Please support this statement with 3 previous findings. (approx 700words)
2. Is there any other factors apart from social experience? If yes what is it? (approx 300 words)
…….

The use of relevant headings within the body of your answer is encouraged.
Relevant Law: Do not write a detailed explanation of the law under the "Relevant Law".
Please provide only the 'key words' of the legal principle or rule from the case or
legislation which will be used in your 'application of law' and indicate the relevant case
names and Section numbers of the legislation correctly.
For example:
Issue 1: Does Van-Damme owe Tamara a duty of care?
Relevant law:
• Duty of care – reasonable foreseeability: Donoghue v Stevenson (or similar case)
Control/vulnerability test: Swain v Waverley Municipal Council
Issue 2: Has Van-Damme breached his duty of care to Tamara?
Relevant Law:
• Breach of duty of care: Sections 9(1)(a)(b)(c) Civil Liability Act 2003 (Qld)
• Three balancing factors: Sections 9(2)(a)(b)(c) – CLA
• Cases: Nova Mink Ltd v Canada Airlines; Wyong Shire Council v Shirt; Bolton v Stone
Writing the law in brief would help you to not go over the maximum word limit.
Application of law: Please remember that the most important part of your assignment is
the 'application of law to the facts' of the question. Make sure that you have discussed
ALL the relevant principles of law comprehensively in the 'application' part of the
answer.
Conclusion of your answer: Students may have 3 short conclusions –
Part (a) – one conclusion for negligence and one for Australian Consumer Law part of
your answer.
Part (b) – one conclusion for vicarious liability.
The assignment must demonstrate the presentation, writing and literacy skills. The
answers must be typed in Times New Roman font size 12.5 and double-spaced, should
have the student's name, student number and tutorial time clearly visible. Pages should
be numbered and stapled together (top left corner). Assignment cover need not be
attached. Assignments must be handed in ' hard copy' on Week 12 as stated above.
Late submission penalties will apply unless the student has an approved extension from
the Course Convenor. Assignments will not be accepted via email or fax. Students
should keep a copy of the assignment for themselves.
A detailed marking scheme will be available under the Assessment folder on
Learning@gu. Students should scrutinise the scheme before submitting their
assignment to ensure they have covered all relevant requirements.
Hypothetical Question
Tamara Brown is a former celebrity who is contacted by Channel B Ltd (Channel B) to
appear on their new TV series "Ice Dancing with the Fallen Stars". Tamara Smith signs
a contract with Channel B Ltd. which requires Tamara to "comply with all reasonable
instructions provided by the company or its employees".
The TV show involves 10 "celebrities" being paired with experienced figure skaters to
perform routines in an ice skating rink on television. The public and celebrity judges vote
for their favourite pair and the worse performing pair leave the show at the end of each
week until the final two pairs "skate off" during the show's finale. The winning celebrity
receives a $100,000 prize.
Tamara is paired up with former professional ice skater Van-Damme, two-time Olympic
individual figure skating champion from France who has coached professional skaters
around the world. Van-Damme is temporarily employed by Channel B for four months
for $60,000 monthly salary. Van-Damme's duties under the contract with Channel B
include: training Tamara in figure skating five days per week; devising the choreography
for the routine; performing on the show each Sunday night; and attending promotional
events. Both Tamara and Van-Damme agree to wear costumes provided by Channel B
while appearing on the show.
Like Tamara, Van-Damme is determined to "cash in" on the show's success. He
commences the manufacture and supply of the "French Flyer" in Australia, a lightweight
figure skate (roller boot) which is designed to improve speed through the air when
performing jumps. Unlike traditional skates (a leather boot and blade mounted to a hard
sole and heel with screws), the "French Flyer" uses a rubber sourced from Malaysia
rather than the hard sole and heel. The blade is then fused to the sole and heel with
special industrial glue. Van-Damme wants Tamara to wear the "French Flyer" for
maximum publicity.
Tamara and Van-Damme progress to the show's finale. The skates (which have a retail
price of $149.99) are released for sale during the final week of the show. Prior to the
skates' release, Tamara had been discussing with Van-Damme the possibility of doing
the first "double throw jump" on the show as she believes that this will enable them to
win the competition. The throw jump involves Van-Damme throwing Tamara into the air,
Tamara then completing a double spin before landing on her right foot with her back
facing the audience.
Van-Damme is uncomfortable with Tamara performing this jump as he does not believe
that Tamara has the ability or technique to do it. During TV advertising for the show,
Tamara says that she intends to perform the "double throw jump". Immediately after
viewing the TV advertisement, Dean Torvill, a celebrity judge on the show and former
professional skater, calls Tamara and warns her about the risks of performing the jump,
including serious ankle, knee and leg injuries. Dean says "you're doing OK, but you
need another one month of intense training at least before you can regularly perform the
double throw jump!"
Unperturbed Tamara makes an agreement with Van-Damme. She will wear the "French
Flyer" skates if they attempt the "double throw jump" during the show's finale. Van-
Damme reluctantly agrees. Tamara practises with the new skates during two half day
training sessions. Tamara and Van-Damme try the double throw jump eight times. On
four occasions Tamara is successful and on four occasions she either does not
complete a double spin or stumbles after completing a double spin. Van-Damme does
not inform Channel B that Tamara will be wearing the "French Flyer" skates during the
show's finale.
Tamara and Van-Damme attempt the double throw jump during the show's finale.
Unfortunately Tamara only completes one spin before her front left leg lands on the ice.
At that same time, the glue attaching the boot to the blade shatters, causing the blade to
rip through Tamara's foot and causing her to fall face first on the ice. She suffers a
broken ankle, a broken leg, laceration to her face and concussion as a result of the
incident. Testing of the skating boot worn by Tamara indicates that the glue used by
Van-Damme becomes extremely brittle if subjected to very low temperatures over an
extended period. Not surprisingly Tamara does not win "Ice Dancing with the Fallen
Stars" (albeit this incident generated international publicity and fantastic ratings for
Channel B). As a result of the incident, Tamara is unable to walk for 6 months and
cannot work. During this period she develops an online gambling habit and loses
$25,000 on Texas Holdem poker.
Required:
Advise Tamara (using ILAC) whether she can sue:
(a) Van-Damme under the tort of negligence and the Australian Consumer Law (Cth).
(13 marks)
(b) Channel B under the principles of vicarious liability. (2 marks)
In your answers, DO NOT discuss liability under the law of contract or sections 18-29 of
the Australian Consumer Law (Cth).

1. In what ways is context a powerful influence on the effectiveness of communication? Describe an instance in which situational or cultural context influenced one of your communication processes.

2. What are the benefits and drawbacks of oral and written communication? 10. What is the role of external communication? Why is it so important to companies?