Past Year Questions

PAST YEAR QUESTIONS
1. Describe the differences between single loop and double loop learning
and how these need to be considered in managing change. (Chap. 6
textbook)
2. Critically explain the THREE (3) different types of conversations that

reflect resistance to change, and how a change agent/team can
intervene to counter these. (Chap. 10 textbook)
3. Define ‘Appreciative Inquiry’ and explain how it can be used effectively in

managing change. (Chap. 7 & 8 textbook)
4. Discuss the relationship between readiness, capability and urgency when

managing a change. (Chap. 6 textbook)
5. Outline the differences between problem centric and dialogic models of
diagnosing change. (Chap. 7 & 8 textbook)
• Problem-centric – largely based on logical empiricism and positivism. This
orientation takes into account the relevance of the open systems perspective as a
starting point for the conduct of diagnosis (relates to Cartesian approach).
Conducts diagnosis by searching for and then logicaly verifying symptoms through
data gathering, measurement and experimentation. Attributing some symptoms to
some designated reason or cause, and then providing evidence to the effect that
the designated symptom-cause relationship is meaningful. Gap analysis may be
part of the problem centric approach.
• Dialogic – largely based on social construction. It is based on treating the
organization as a system of narratives that give meaning to the way members of
the organization come to co-construct the change around them. Processes are
regarded as more important than entities, and ‘becoming’ more important then
‘being’. A dialogic approach builds on Appreciative Inquiry – where the change
situation is framed as an opportunity.
• Glass half full (dialogic) vs glass half empty (problem centric).
6. Discuss THREE (3) reasons why resistance to change occurs and, with
reference to relevant concepts covered in the unit, how it can be
managed. (Chap. 10 textbook)
7. Describe the difference between cultural narrative and voice narrative.

(Chap. 4 textbook)
8. Distinguish between external and internal change agents. What factors

need to be considered when considering the choice between an external
or internal change agent? (Chap. 3 textbook)
9. Critically examine the role of social construction in the management of
resistance. (Chap. 10 & 11 textbook)
• Resistance is a function of ongoing background conversations
• Resistance is a socially constructed reality and the reality of resistance is constructed
through conversations
• Discuss first and second order reality
• Discuss types of conversations
10. Explain the difference between monologic and dialogic communication, and
what consensus may mean in each mode. (Chap. 11 textbook)
11. Can we lead an effective change effort without conversations? Elaborate
through an example of a workplace situation or a story based on your own
experience. (Chap. 11 textbook)
12. Distinguish between internal and external change agents, identifying the
problems and benefits associated with each as a change agent.
• Internal change agent – member of an organization who is charged with responsibility of
facilitating change and organizational development. Benefit: deep knowledge of
organisation’s processes to be in a position to provide meaningful advice on issues
affecting the change strategy. Problem – as directed by cultural narrative, not listening to
the voice narrative
• External change agent – a person (or small group of people) brought in from outside to
facilitate change. Usually specialists. Benefit: May be drawn on because not enough
staff within the business, someone from outside to take the heat for risky decisions,
Problems: wishing to emulate the success of a change elsewhere by using the same
consultants but little understanding of the particular context; preconceived ideas of
outcomes; not listening to the voice narrative
13.Why is ‘disconfirmation’ important in creating a state of readiness? (Chap.
6 textbook)
14.What is meant by the transmission model of communication, and what

role does it play in constructing change? (Chap. 11 textbook)
• Transmission model – message travels in uni-directional way between
sender and receiver; the form and content of message are determined
unidirectional flow – a view that is based on encoding followed by
decoding. Relates to top down model; cultural narrative. Constructs change
as Cartesian/objective and change as an objective phenomenon.
• Good response would draw the Figure 11.2 from text
Long Essay
1. Drawing on a variety of change management concepts and
considerations covered in this unit, critically evaluate the statement:
‘In a changing environment, you can’t give people empowerment;
people have to take it.’
2. Applying a variety of change management concepts and

considerations covered in this unit, critically evaluate the statement:
‘Effective change is the function of the successful management of
resistance combined with sound change agency and adequate
resourcing.’
1. Drawing on a variety of change management concepts and considerations covered in
this unit, critically evaluate the statement: ‘In a changing environment, you can’t give
people empowerment; people have to take it.’
Concepts to cover:
• Change agency
• Distinction between empowerment and participation;
• Participation is a relational concept used to describe perceived power; allows for shared
power (provided by the organization and shared with employees)
• Empowerment is a motivational concept; once given, it cannot be recalled; is the vehicle
by which responsibility and decision-making (and accountability) are passed on to staff
• Need for employees to feel Readiness;
• Prospective sensemaking
• Double loop learning – exploring alternative assumptions with a view of enhancing
capability
• Communication – dialogic; discursive vs recursive
• Levels of intervention
3. Use force-field theory to analyse the communication climate of a context familiar to you. In your
analysis, begin by characterising the dominant climate before identifying the resisting and promoting
forces and the role of social construction in shaping the communication climate.
• Establish the communication climate – is it transmission (monologic); social construction or dialogic?
• Transmission model – message travels in uni-directional way between sender and receiver;
• From a social construction perspective, as a method for enhancing readiness, force-field analysis can
be very effective for getting people to share their views in the identification of forces (diagnosis) and
getting them to share ways of tackling the presenting problem. The intimate knowledge people have
of their own setting and the nature of the job demands they encounter can become an important for
capturing issues and concerns. Providing a climate for people to share their knowledge of the setting
provides opportunity for linking issues and concerns on a cross-sectional basis, namely across more
than one level in the organization. At the same time, it can prove effective as a tool for enhancing
open communication (co-construction of change).
• Dialogic model - - requires a recursive and fully responsive interaction between addresser and address
• Force-field analysis involves people working individually or collectively to engage in problem-solving in
an effort to understand the magnitude and direction of forces that push and the forces that hinder.
• Force-field analysis - the simple idea is that in any organizational setting, there are forces (charges)
that push for change and forces (charges) that pull or act against it. The promoting forces represent
opportunities for organizing change. The resisting forces represent challenges that stand in the way of
capitalizing on issues or opportunities. Have they illustrated what the forces are in their context?
Long Essay
4. Describe the key components of a force-field analysis. Critically
discuss its potential for creating readiness at more than one
organisational level, and how storytelling can be used in
conjunction with force-field analysis to manage a change
process.

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PAST YEAR QUESTIONS

2. Critically explain the THREE (3) different types of conversations that

3. Define ‘Appreciative Inquiry’ and explain how it can be used effectively in

4. Discuss the relationship between readiness, capability and urgency when

7. Describe the difference between cultural narrative and voice narrative.

8. Distinguish between external and internal change agents. What factors

14.What is meant by the transmission model of communication, and what

2. Applying a variety of change management concepts and

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