Role Stress, Potential Role Stressors, Organisational Dynamics, MS-26


Explain the reasons for role stress. Identify the potential role stressors in your organization or an organization you are familiar with. Briefly describe the organization you are referring to.

Derived from the Latin word "stringers" stress was popularly used in the seventeenth century to mean hardship, strain adversity or affliction. It was used In the eighteenth and nineteenth centuries to denote force, pressure, strain or strong effort with reference to an object or person. The term stress has been approached in at least four different ways. Firstly, as the stimulus or external force acting on the organism, secondly as the response or changes in physiological function; thirdly, as an interaction between an external force and the resistance opposed to it, as in biology; and finally, as a comprehensive phenomenon encompassing all the three.

The modern world, which is said to be a world of achievements is also a world of stress one finds stress everywhere, whether it be a family, a business organisaiton / enterprise or any other social or economic organisation. Role stress is distinction from organisation stress. From the point of view of an individual, the Role systems are important - Role space and Role set.

Role Space: - Each individual occupies and plays several roles. Role space can be defined as "the dynamic interrelationship both between the self and the various roles an individual occupies, and amongst these roles". Role Set: - It is the pattern of relationship between the role being considered and other roles.
Types of Organisational Role Stress

Inter-Role Distance (IRD): - It is experienced when there is a conflict between organisational
and non-organisational roles.
o    Role Stagnation: - This kind of stress is the result of the gap between the demand to
outgrow a previous role and to occupy a new role effectively.
o    Role Expectation Conflict - It is generated by different expectations by different
significant persons about the same role; and the role occupant's ambivalence as to whom
to please.
o    Role Erosion: - It is the role occupant's feeling that some functions which should properly
belong to his / her role are transferred to / or performed by some other role.
o    Role overload: - When the role occupant feels that these are too many expectations from
the significant roles in his /her role set, he / she experiences role overload.
o    Role Isolation: - It refers to the psychological distance between the occupant's role and
other roles in the same role set.
o    Personal Inadequacy. - It arises when the role occupant feels that he / she does not
have the necessary spills and training for effectively performing the expected functions.
• Self-Role Distance: - When the role a person occupies goes against his / her self-concept, then he / she feels self-role distance type of stress.

Managing Stress


Each individual needs a moderate amount of stress or be alert and capable of functioning. Given that presence of more or less stress in inevitable, many researchers sought to find what could be done to counteract stress so as to prevent its negative consequences. There basically two ways of managing stress: -
(1)     What an Organisation can do? Undertaking Stress Audit: - It is a four-stage OD intervention designed to minimize and mitigate in the organisation.   At first stage, data are generated on Stress Tolerance Limited (STL) factors as also organisational role stress factors. The second stage includes a study of interrelationships between the factors. At stage three, more data, specially qualitative data are obtained by interviews and other methods to get a first - hand feel of stresses and stress effects in the organisation the final stage is to suggest to the organisation what type of remedial measures will help them overcome the stress effects.

Use Scientific Input: - Dissemination of information on how to face the stressors within the
organisation & outside is useful.
Check with company doctors: - Doctors act as a valuable resource to their organisation
members for coping with identified stresses.
Spread the message: - the importance of regular habits of work, leisure, proper diet,
exercises and mental peace should be emphasized at the organisation level.

(2) What an Individual can do? When individuals experience stress, they adopt ways of dealing with its as they cannot remain in a continual state of tension. Effective coping strategies are 'approach' strategies, which confront the problem of stress as a challenge, and increase the capability of dealing with it. Ineffective strategies are 'escape' or 'avoidance' strategies, which reduce the feeling of stress.
Social and emotional support available to the person helps him or her to effectively cope with stress. Approach or effective strategies of coping include efforts to increase physical and mental preparedness for coping, creative diversion for emotional enrichment, and strategies of dealing with the basic problems causing stress, and collaborative work to solve such problems.

The effective management of stress involves directing stress for productive purposes, preparing role occupants to understand the nature of stress, helping them to understand their strengths and usual styles, and equipping them to develop approach strategies for coping with stress.

Sociological Approach to Alienation, Feeling Alienated, Organisational Dynamics, MS-26


Discuss the sociological approach to alienation. Have you or any of your associates ever felt alienated from your own self or others? Prepare a chart of those feelings and analyse them.

"Alienation, as most generally used in social science, denotes an estrangement or separation between parts or the whole of the personality and significant aspects of the world of experience. (1) Within this general denotation the term may refer to (a) an objective state of estrangement or separation; (b) the state of feeling of the estranged personality; (c) a motivational state tending towards estrangement. (2) The separation denoted by the term may be between (a) the self and the objective world; (b) the self and aspects of the self that have become separated and placed against the self, e. g. alienated labour; (c) the self and the self."

This definition furnishes a whole row of modalities of alienation but with the personality invariably the subject. However, this interpretation is far from all-embracing. When, for instance, Marxian sociologists speak of the alienation of the worker from the means of production they have in mind not the individual but a whole social class. Frequently the "focus" of alienation is one or another social group (the alienation of an ethnic minority from the rest of society, the alienation of the intelligentsia from the masses, etc.), and even mankind as a whole. However, the discussion of the problems of a separate individual that stem from the specific features of his personal private existence is far from being the same thing as discussion of the problems of a specific social group, problems which derive from the group's social status, or, finally, discussion of the problems of human life generally.

Marvin Scotte divides the categories of alienation into four groups: alienation from values, from norms, from roles and from facilities. Some existentialists, to escape the inclusion of a priori ontological conditions, furnish a formal definition of alienation as "exclusion of a certain possibility" - which is not defined. With many American sociologists alienation denotes a conflict between the aims of culture and the means of their realization which prevents the individual from taking part in socio-cultural activity. Thus, according to Keniston, alienated people are those "who reject what they see as the dominant values, roles and institutions of their society."

Not infrequently this is crystallized to mean the conflict between the social role "given" to the individual and his own value orientations. In other words, alienation implies a conflict between the individual and society, against the background of the contradictory character of

the system of social culture itself. Finally, in socio-psychological researches alienation often denotes the inner conflict in the mind of the subject who feels incapable of realizing aims set. 10 Hence, one and the same term may denote the estrangement of the individual from human environment, the forced alienation from man of the products of his labor, the independence of power from the ruled and so on and so forth.
In what is alienation manifested?
The concrete answers this question are so varied that it is altogether impossible reduce them to a system. However, the main point is whether this is an objective, or subjective (psychological) phenomenon Marxists say the first, implying a tangible social process which exists regardless of the degree to which people take cognizant of it. Herbert Marcuse is of the same mind. He believes aliena-tion "has become entirely objective; the subject which is alienated is swallowed up by its alienated existence. There is only i dimension and it is everywhere and in all forms." n The fact; that people are unaware of their lack of liberty is precisely proof of the totality of alienation. In the eyes of other authors on the contrary, alienation is exclusively or primarily a psycho-logical phenomenon, and they are interested in the inner emo-tions of the individual. Thus, Melvin Seeman regards alienation exclusively "from the personal standpoint of the actor." 12 Aliena-tion in this case is expressed in the individual's feeling of his powerlessness, in feeling that his life is meaningless, and so on. All characterization of the objective situation engendering such emotions is deliberately eliminated, since these situations may vary. This psychological interpretation of alienation currently dominates in empirical sociology in the United States.
By what is alienation produced?
This falls into two question (a) Does the term imply a definite process or state? A process presumes that a quality, possibility, etc. was initially possessed and subsequently lost. The task, hence, is to elucidate how occurred (for instance how someone became estranged from the community or became disillusioned with certain values). Characterization of alienation as a state implies merely a description of the obtaining situation without indicating its origin. When, for instance, a Marxist says the worker is alienated from means of production he does not at all imply that the worker on possessed these means of production and then lost them, (b) What is the dynamic factor of alienation? Or, in other words, is the subject himself alienated from certain relations, norms and values or vice versa? The concept of alienation of the subject gives oriority to an analysis of the subject's attitude to the appropriate phenomenon, and this attitude explains his behavior. If relations, norms and values are seen as being alienated from the subject, it is external social conditions that emerge as the alienating factor and these are to be investigated.
What are the causes of alienation?

Answers differ radically. Some authors deduce alienation from overall conditions of human existence, others - from certain definite social factors such as private ownership, the social division of labor, or scientific and technical progress - while still others proceed from individual psychological factors, including neuroticism.

What ways and means exist for overcoming alienation?
The answer plainly stems from all that has been said before. If alienation derives from the overall conditions of human existence, there is no problem at all. If alienation has concrete social causes, it can be overcome only by changing the social conditions. Finally, if alienation is an individual psychological phenomenon, it is enough to alter the appropriate personal attitudes - by psychotherapy, for instance - to overcome it.

So, to sum up: when speaking of man's alienation and describing its symptoms, different authors mean totally different things. They differ not only in the answers, but even in the very approach to the problem.
The sociological conceptions of alienation distinctly betray different philosophical orientations. The empirico-positivist orientation views alienation primarily in the socio-psychological aspect. Authors are interested in one key issue. This is how concrete, clearly-defined social conditions affect the value orientations and attitudes of the individual, or of a social group in regard to their social functions. Their main concern is to reduce the concept of alienation to definite, empirically measurable parameters, which may become the subject of a socio-psychological study. Seeman, regarding alienation as the summation of the individual's emotions, divides it into five different modalities:
(1) powerlessness, when the individual believes his activity will fail to yield the results he seeks;
(2) meaninglessness, when the individual has no clear understanding of the events in which he takes part, when he does not know what he should believe in and why he should behave precisely in some fashion and not otherwise;
(3) normlessness or anomie, a situation in which the individual encounters contradictory role expectations and is compelled to behave in a socially unapproved fashion to achieve his purposes;
(4) isolation, that is, estrangement of the individual from the dominant aims and values of his society, and finally
(5) self-estrangement, which is the individual's estrangement from the self, the feeling that his own self and its abilities are something strange, are a means or implement.

Seeman's typology, which many students have accepted with one or another modification, is employed in the empirical investigation of socio-psychological processes as, for instance, the worker's attitude to his job, the degree of identification of personality with the social role, etc. However, in this case alienation describes not so much social situation as individual or group self-consciousness. Thus, alienation of labor is reduced to the conflict between the individual's value orientation and his occupational role. In the view of a group of American sociologists, "the compatibility of the individual's value orientations with the expectations of the work organization is one determinant of alienation from work."  In the light of Seeman's approach, Aldous Huxley's"happy robot," who is quite content with life as it is, because he has no individuality and easily yields to manipulation, must be considered as free from alienation. Alienation is viewed here "as the quality of personal experience which is the product of specific social conditions."  The subject of study is the consciousness of the individual, his attitude to his social role. This being the case, the social conditions themselves prove to be not an integrated system but rather a summation of separate elements.

Take, for instance, Robert Blauner's well-known book Alienation and Freedom. Blauner traces the way in which different social and technological conditions affect the worker's attitude to his job and factory; whether the worker feels free or dependent, satisfied or dissatisfied with his job, whether he looks at it as his own free activity or as a monotonous routine that he is forced to do. Following up Marx, Blauner maintains that work permitting autonomy, responsibility, social connection and self-actualization furthers the dignity of the individual, whereas work devoid of such features restricts his development and is therefore to be negatively valued. Blauner attempts, as he puts it, to reduce the idea of alienation, as framed in the early writings of Marx, to clear-cut empirical concepts.

However, in this "reduction" the concept of alienation is transformed to the point of unrecognizability. In Blauner's view "industrial powerlessness" incorporates four elements: first, the producer's alienation from ownership of the means of production and the finished products; second, the inability to influence general managerial policies; third, the lack of control over the conditions of employment, and, fourth, the lack of control over the immediate work process. However, of significance for the American worker, Blauner contends, are the last two points only, which directly bear upon his life. "The more general and abstract aspects of powerlessness" are of no concern to the worker since he has been accustomed to them. "Today, the average worker," Blauner comments, "no more desires to own his machines than modern soldiers their howitzers or government clerks their filing cabinets." 15 If viewed simply as observing definite sentiments, most likely Blauner is right. However, the very restriction of a worker's interests to immediate activity only is the product of capitalist relations which transform the human being into the simple agent of production. For Marx this aspect was cardinal, while the worker's empirical psychology was but a derivative. However, it is this that is missing in the psychological interpretation of alienation.
The question of the individual's attitude to work cannot be comprehended at all if we confine ourselves to the individual job relation only. Too much depends here on the worker's level of requirements which, in turn, depend on his social status, education, etc. Blauner's investigations have shown that the sharply negative job attitude which H. Swados, E. Chinoy and others observed in the case of automobile workers is not typical of most American workers. According to Blauner's data, from seventy-five to ninety per cent of American workers are on the whole satisfied even with routine repetitive work. 16 But this, as Blauner himself notes, is due mainly to an upbringing which induces the individual to rest content with little and not seek more. The individual's job attitude is a derivative of his other value orientations. Meanwhile, precisely the integrated character of the social structure as well as that of the individual fail to be reflected in the psychologico-analytical interpretation of alienation.

Turn Around Management, Applying Turn Around Management, Managing Change in Organisations, MS-25


What is turn around management? Explain in detail how turn around management can be applied in your organisation or an organisation you are familiar with. Describe the organisation you are referring to.

Turn around is when weak company is acquired it is rapidly subjected to turnaround management. Also when a sound and profitable company has been purchased, it is subjected to some form of turnaround management, to realize the synergies so as to increase profits and shareholders value which goes with a major acquisitions. Peripheral noncore activities are often sold out to concentrate on the organisation core business to enable the comany to increase its market share. Turnaround is also confused with the downsizing are restructuring downsizing might be part of a turnaround plan, it does not, by itself, constitute around a turnaround downsizing cannot guarantee a sick company survival and prosperity. The term turaround management primarily refers to companies or other organisations in distress. Organisations are normally sick when measured on different criteria. They often display life threating symptoms and the urgent need for restoring them to health through a whole battery of inteventions-both hard and soft. Arpi and mejke defined turnaround management as the systematic and rapid implementation of a range of measure to correct a seriously unprofitable situatios. It might include dealing with a financial disaster or measure to avoid the highly likely occurrence of such a disaster.

Turnaround management includes an element of crisis management. In medical parlance the term company needing turaround management has usually reached a highly crucial and dicisive moment in its life, which could either be for better or for worse. The trnaround management usually reached a highly crucial and decisive moments in its life, which could either be for better or for worse. The turnaround management is simply there to make sure that the turning point it for the better. Turnaround activities are also triggered by acquisitions, mergers and privatization. The activities most commonly initiated of late are.

(a) When a smaller company has been acquired.
(b) When two companies in the the same industry are merged.
(c) When a state hold company just been privatized.

The turnaround management can be applied in my organistion and the organisation which I refer are as following :

There is a broad spectrum of turnaround situations, which might occue. The anture situations, which might occur. The nature and urgency of the situation in often influenced by certain key parameters which include.
(a)     the ownership structure of the company.
(b)    The urgency of the crisais.
(c)     Whether the company must be radically cost reduced.
(d)    the management team presently in place.
(e)     whether the turnaround manager would be the long term CEO or not.
(f)     whether he is assisted by other or not
(g)    the degree of freedom given to him.
(h)    the time available to decide on priorities and actions.
(i)     the suitability of networks and tools used.
(j)     whether it is a trading company or services or manufacturing company.
(k)      which industry it represents.
(1)       The product structure
(m)     the size in market share.
(n)      reputation of the company.
(o)      the competitor profile and position.

Step involved in turnaround management.
(i)       Discussions before accepting the turnaround assignment is extremely important.
(ii)      If the distressed company is not in the middle of a life and death fight.
(iii)     The annual reports.
(iv)     Accounting on other published material on the organization can be scanned through
for a good insight.
(v)      Establishing numerical benchmarks based on performance standard,
(vi)     Cash is the first concern,
(vii)    Cash flow.
(viii)   Projections for the next one year,
(ix)     Learning by systematically following a cross functional trail for business re engineering becomes crucial,
(x)      Business missions.
(xi)     Blueprint for the future company would be arrived at based on the work done,
(xii)    Future core business, one or more mission statements with a target description and strategy document. The action plans are also spell out in the process,
(xiii)   Gaining acceptance. Formal approval,
(xiv)   Turnaround plans fall in the next steps,
(xv)    Implementating the plan,
(xvi)   Designed bluepring with a full approval,
(xvii) The implementation phase would have a capable CEO a well designed blueprint with a full approval.
(xviii) Monitoring
(xix)   Monitoring the action plans are also spelt out in the process.
Inaddition to these factors and parameters influencing the fturnaround situation organisations usually experience situations which could be described as given below :
(a)      Many turnaround managers would be their homework first in a situation which faces an immediate cash crisis.
(b)      There is no time for extensive homework.
(c)      An unprofitable subsidiary may also lead to a turnaround situations (SBUs) are keenly looked tfor turnaround situations before implementing any strategic changes in the company.
(d)      Organisations also face situations where cost cutting and downsizing va volume
improving or marging improving marketing solutions arise in the company. Cost cutting is not the way to improve the profits, new profit.
(e)      Leadership crisis is one of the often repeated kinds of turnaround that organisation.
(f)      Existing turnaround literature is very scare. The practice could be traced t the US. European turnaround also reflects a distinct turnaroud situation.

Implementation of change, Important factors for Implementation of change, Managing Change in Organisations, MS-25


Discuss the model for implementation of change in your organisation or any organisation you are familiar with. Identify and explain the factors that are important for it. Briefly describe the organisation you are referring to. 

Models for implementation of change in my organisation or any organisation we are familiar with :

(i)     Consultant: A consultant or a team of consultant usually comes from outside by they can also be insiders. The consultants's role is that of experts, who have both knowledge and experience in the field in which change is proposed. There are some advantages in having outside consultants for some time. The internal personas, even though they may have the necessary expertise are likely to be inabited to havew their own perception of the problem. Alos, they may be resteained by the internal personas, even though they may have the necessary expertiese. Therefore even organisation with a very high quiality of expertise in a particular field invite outside consultants for sometime. The following functions are performed by the consultant.
(i)    Implating Function.
(ii)   Transcending Function.
(iii)   Alternatives generating function.
(iv)    Process faciliteis function.
(v)   Shock absorbing function.
(vi)  Resource sharing function.
(vii) Resource building function.
(viii)    Self-liquidating function.

The organisation should have the capacity to assimialte the influence and expertise of the outside consultant and necessary preparation should be made to makr use of the consultanrt in the organisation it is important that continuous communication is maintained by the consultant at all stages of the change process.
(i) Internal resource reasons
(ii) Support of the community
(iii) Linkage with consultants
(iv) Stabilisation of the role,
(v) Professional development,
(vi) Implementation team,
(vii) Collaboration building function,
(viii) Gate-keeping function.
(ix)   Reviewing function.
(x)    Policy formulating function.

The factors that are important for it and the organisation which I will refer is as following :
(a) Support of the community
(b) Linkage with consultants.
(c) Stabilisation of the role.
(d) Professional development.
(e) Implementation Team.
(f) Collaboration building function.
(g) Gate-keeping function.
(h) Reviewing function
(i) Policy Implementor
(j) World Politiecs
(k) Technological changes.
(1) Globalisation and government policies.
(m) Governemtn plicies.


Role of a change agents also plays important roles in this :
(a) Role of external change agent.
(b) Internal consultant
(c) Internal support to external consultant.
(d) Community activities.
(5) Role of leader
(6) Role of organisational mangement
(7) Evolving plicy and legitimising change.
(8) Institutionalising change.

Two factors are extremely important in institutional change. They are :
(i)     The chantges effort or the new approaches have helped in enhanching performance and
(ii)    The initiative stated by the management team is taken forward by the successive
management,
(iii)   Scanning the environment:
• Market/Customers.
• Share holders.
• Technology
• Economy
• Social trends
• Those who make change happen
• Those who react to change.
• Those who wonder when change has happend.

Skills required for the role of implementation of change.
•       A sensor of the business environment.
•       Vertical to horizontal functioning.
•       Leadership at all levels.
•       Refreeze change
• providing support to sustain in embed.
• Change.
• Implementing change.
• Managing trasition.
• Incremental change for improvement.
• Communicating effetively.
• Developing awareness
• Winning confidence.
• Stirring the environmental
• Psychological discomfort.
• Developing visionary
• Leadership.
• Creating shared vision.
• Predicting.
• Managing resistance
• Mobilising commitment
• Developing process of change
• Promoting culture.
• Managers as a catalyst.
• shorter time-frame horizon.

Change Agent, Task to perform as Change Agent, Managing Change in Organisations, MS-25

List out the skills required for the role of a change agent. Describe yourself as a change agent and the tasks you perform as a change agent in your organisation or an organisation you are familiar with. Briefly describe the organisation you are referring to.

Change is not single event, it takes time to plan for change for change, try new practices and incorporate new programs effectively. Change is a process, which progress ones a period of time. Whilst change itself always carries with it improbability, the process of change should be managed by an effective plan, unambiguous rules, processes, protocol and system. Educational researchers have defined change agent for organisartions and individuals as :

(i) Change can enegize, act as a catalyst.
(ii) Build a sense of community.
(iii) Process of change may not be embraced by all.
(iv) Conflicts are a natural part of the change process.
(v) Involvement in the change process is individualistic and ultimately the responsibility of
each person with in the organisation, (vi) When individuals have clearly defined goals and expectations along with an understanding that the change can be effective, success and more acceptance of the
change process can occur.

Reasons for the change agent:
(i) Technological Advanchement the new technologies basically CRM, e-business and knowledge management technology is now considered as a strategic tools, an automation tool in the past. This necessitates upgrading of the existing skill sets of employees change as well. The advancement in the information technology requires organisations to.

(ii) Be able to develop an IT strategy that fully supports and enables the business strategy to develop and grow.

(iii) Listen to business needs and traslate them into technology requirements.

(iv) Make the common database availabel to all in customer service management.

(v) Use easy access to a knowledge management approach and technology to turn individual knowledge into comnpany wide knowledge speedily and effectively.

Following are ones about what three was most agreement.
• Regards organisations as open socio technical systems that must constantly adapt in an integrated way in order to improve cutomer service.
• Adopt a process-oriented process view of how the business operates.
• Unlearn part habits of thinking and adopt new ways.
• Encourage greates team working in which each members has multiple skills.

The process to manage the change :
Implementation of the above processes bring large scale organisational changes which must be managed properly employees must strive to appraise the situation so as to identity major barriers and evolve strategies to deal with the new situation. Implementing the change process is as immense as the challenge of creating innovative business process solutions but change brings destruction as wel. Incorporation of both these hard and soft skills will help to win widespread support for process changes and methodologies to execute the solution effectively.

As a change agent in my organisation or an organisation I am referring to. (i) Sensitivity Training : Sensitivity Training refers toi a method of changing behaviour through unstructured group interface T-groups aim at the following :
• Understanding one's own behaviour and how one's behaviour affets others
• Understanding why people behave the way they do.
• Encouraging ont to try out new ways of interacting with people and receiving
feedback.
• Understanding group processes.
• Developing tolerance for other people's behaviour.

(ii) The formal group Diagnostic Meeting: The formal group diagnostic meeting allows a group to be its own in order to identify its strengths and problem areas. It accourages every group member to contribute and generate ideas. The data collected during the meeting serves the foundation for future actions.

(iii) Team Building Activities : A team is a group of individuals who tend to work interdependently to satisfy organisational as well as their own individual objectives teams as different from other gorups by
(1) Participative leadership.
(2) Shared responsibility.
(3) Aligned on purpose.
(4) High communication
(5) Future Focussed
(6) Task Focussed
(7) Creative Talents
(8) Rapid response

In my organisation I have to assess the team empowerment. Think of a team that have been member of in a work setting. Respond to each statement beelow by indicating the degree to which agree or diagree with it in terms of the team.
(i) Potency items
(ii) Meaningfulness items
(iii) Autonomy items,
(iv) impact items.


Techniques and exercise used in team building :
(i) Role Analysis Technique (RAT)
(ii) Role Negotiation Technique.
(iii) Interdependency Exercise.
(iv) Appreciative Inquiry
(v) Responsibility charting
(vi) Visioning.
(vii) Perocess consultation : Feedback to groups during process analysis or regular work time, feedback to individuals after meetings or after data gathering,
(viii) Coaching or counselling of individuals,
(ix) Rertaining to group membership,
(x) Communication or interaction Patterns,
(xi) Agenda review and testing procedures,
(xii) Meeting devoted to interpersonal processand allocation at work.

Diagnostic Methodologies, Factors Consideration for diagnosis, Managing Change in Organisations, Ms-25

Briefly discuss different diagnostic methodologies. In your opinion, what factors should be taken into consideration for diagnosis? Substantiate your opinion by citing suitable examples. 

Organisational sucess depens on adapting to external change both for inputs and outputs that are valued by customers (;internal and external). The main elements in the model and their key subcomponents are.

(i) Input (or Resources)
(ii)Outputs
(iii)Technology
(iv)Environment
(v)The general environment
(vi)Goals and strategies
(vii)Behaviour and processes
(viii)Culture
(ix)Structure.

The models contains seveal important ideas for diagnosis :
(i) External conditions influence the flow of input (resources), internal operations and the reception of outputs : Internal operations by showing a broken, permeable boundary around the organisation. The external feedback loop depicts for example, reduced demand for the products.
(ii)Organization use many of their products, services and ideas as input to organizational maintenance or growth: A computer firm uses its own machines and software, a university employs some of its doctoral students as instructors.
(iii)Organisations are influenced by their members as well as their environment: Change can also occur incrementally and almost imperceptibly as people reinterpret their jobs and their work environments.
(iv) The eight system elements and their sub-components are interrelated and influence one another : developments with one elements, such as technology, can have consequences for other elements. Even links between elements need not be obvious or intended- for exmple, the acquisition of new computer networking and job descriptions.
(v) Organizatona re constantly changing: Reactive change occurs in response to internal or external problems. Incremental changes do not alter the main features of the system elements.
(vi) Any level or units within an organization can be viewed as a system : Model is applied to a division or even a single operating within the organisation will the focal unit's entire task environment.
(vii)Sveral important ideas for diagnosis : Several important ideas considered to be one of the most straightforward and easy to use system models. Under time constraints or when organisational participants have no prior nowledge of the concept of open systems.
(1)       Strategy : Strategy are goals and strategies clear and agreed upon they fit our reasources and environment.
(2)       Relationships : Cooperation among interdependent role players. Constructive resolution of conflicts.
(3)       Leadership: Does someone keep the boxes in balance, adapt to the environemtn.
(4)       Structures : How do me divide the work.
(5)       Helpful mechanism are coordinating tehcnologies, like planning, budgeting and controlling adequate.
(6)       Rewards : Rewards allocated fairly and equitably. Do important tasks have incentives.
(7)       Porras's stream Analysis : Organisationa diagnosis and planned change and is known as stream analysis 

The main step in stream analysis are diagnosis of organisational problems.
The main steps in stream analysis are diaganosis of organisational problems. Construction of the diagnostic model then progresses to identifications of core problems that cause of affect symptoms and problems throughout the system. These core problems then become tarets for planned change efforts. Action planning and management of planned change focus on the four stream listed above.

The factos which should be taken into consideration for diagnosis is follows.
(i)     Team Intervention.
(ii)    The family Group Diagnostic Meeting.
(iii)   The family Group Team-Building Meeting.
(iv)   Role focusses interventions.

The role analysis process includes :
(i) Activity Analysis.
(ii) Preparation.
(iii) Mission statement of the focal role
(iv) Expectations of the role set members.
(v) Expectation of the focal role.
(vi) Consolidation of expectation.

We should keep some consideration for diagnosis such as :
(1)    Increasing the interaction and communication among the groups.
(2) Identifying a common enemy (another group that both groups dislike, which beings the
groups closer together.
(3) Finding a superordinate goal (a goal that both groups desire to achieve but that neither
can achieve without mutual support.
(4) Relating the members of the groups and instuting some forms of training.
(5) Organization mirror interventions.
(6) Job design adn work place design.
(7) Provides feedback, good work/rest schedules.
(8) Job Enlargement, Job rotation, job enrichment.
(9) Work design (Job engineering)
(10) Task variety
(11) Work Breaks/Rest Breaks
(12) Allowance for an anjustment period.
(13) Provide Training.
(14) Vary mental activities.

Process-based Change, Restructuring, Managing Change in Organisations, MS-25


Briefly discuss the reasons for the process-based change. Enumerate your experience about the change process that your organisation or an organisation you are familiar with which has undergone a large-scale restructuring programme.

Change is a process, which progress over a period of time. Whilst change itself always carries with it improbability, the process of change should be managed by an effetive plan, unambiguous rules, processes, protocol and system. Educational researches have defined the change process for both organisations and individuals as :
•        Change is not a single event, it takes time to plan for change, try new practices, and incorporate new programs effectively.
•        Change can energize, act as a catalysts and build a sense of community.
•       The process of change may not be empraced at all conflicts are a natural part of the change process.
•        Change begins with the individuals and will not be manifested in organisation until individuals believe in the change and understand the reason which promted change.
•        Involvement in the change process is individualistic and ultimately the responsibility of each person within the organisation.
•        When individuals have cleased defined goals and expectation along with an understanding that the change can be effective, success and more acceptance of the change process can occur.
Reasons for the process change : (i)     Reengineering:
•        Fundamental rethinking
•        Redical redesign
•       Process
•        Deamatic Improvement
•        Measures
•        Return Risk
(ii) Process:
• Activities
• Customers
• Measusres
• Work ordering
• Time
• Space
• Beginning
• Ending
• Inputs
• Outputs
• Structure
• Action
• Baseline

Reegineering and organisational change :


Indicates the important attached in the BPR paradign to deep and redical change. BPR involves the total creative rethinking of one or more of a company's business processes. The process of reengineering itself has no fixed rules identified common themes found in reengineered process. Some of these include.

Several Jobs are combined into one :
Work normally performed by a number of specialists in different functional departments can now be performed by one individual or team. Through shared databases and decision support systems this generalist had access to all the required information and expert systems make a sound decisions.
Workers make real decisions :
They have full grasp of the entire process and can tak responsibility if a customer is dissatified. Creativity, ability to work independently and a sense of responsibility are required attributes of this new worker. Managers act more as coaches than bean counters."
Work is performed where it makes the most sense :
A product development development team, for example, instead of being spread out over multiple locations and departments is now under one roof or group. When a team member makes design changes those changes are immediately propagated to other team members for review.
Checks and controls are reduced, reconciliation and the associated over-head is minimized:
For example in the case of ford motor company invoices are no longer reconcilied with what is shipped because a shipment is not received unless it agrees with the orginal invoice. Further, suppliers are not paid until their parts are actually used in production, thus forcing the supplier to deliver, quality and to be in tune with ford's production schedules.
A case manager provides a single point of contact:
When a customer calls with a complaint, one person is responsible and takes ownership for the resolution of tht complaint. BPR involves significant organisation change and that managing the change process must therefore be critical to the success of such undertaking with all its major implications.
Cultural Change :
Many of the BPR writers of commentators address the cultural illues in more than one way. The social scientists, see culture, or at least the neglect of people, as an inhibitor to effective implementation of BPR.
Changing Role of Empployees :
Reengineering alos needs change in the behavior of employees, their mindset, attitudes etc. BPR change their behaviour and are self managed. They also advocate for empowering staff, encouraging team working and developing a communications programme.
Changing Role of Leaders :
Despite a reduction in managerial layers there is still a role for leaders.
Our experience about the change process that our organisation with which has undergone a large-scale restructuring programme. I will stress more on TQM because if the quality is good then management also works. Any quality approach used by an organzation must be treated as an organisation change success in implementing TQM and receiving a return on investment depends upon understanding positioning and managing and managing TWM as a large-scale organisation change. TQM does impact management. TQM is an organisational strategy with accompanying techniques that deliver quality products and/or services to customers. TQM is also defined as "an integrated organisational approach : TQM methods which need large-scale organizational changes : (i) Desing of Experiments (DoE) (ii) Purpose
(iii)   Quality Function Deployment (QFD) (iv)    Just in Time (JIT) (v)    Zero Defects (vi)    Concurrent Engineering (CE)
ISO 9000 series were developed by international organisation for standardisation (ISO) a specilised international agency for standerdisation composed of the national standard of 91 countries in the year 1987. It ensures consistent quality for customers ISO 9000 certifications indicates that a company perform a minimum level of quality.
(a)     Management responsibility.
(b)     Quality System.
(c)     Contract review
(d)     Design control
(e)     Document contorl
(f)     Process control
(g)     Quality records
(h)    Internal quality audits
(i)     Training
(j)      Servicing
(k)     Statistical techniques

Organisational Culture, Organisational Examples, Managing Change in Organisations, MS-25

What is organisational culture? Describe how organisational culture change takes place by citing organisational examples. Briefly describe the organisation you are referring to.

Culture should be reserved for the deeper level of basic assumptions and beliefs that are shared by members of an organization. The culture of the factory is its customary and traditional way of thinking and of doing things, culture in this sense convers a wide range of behavioure the methods of production, job skills and technical knowledge attitudes towards discipline and punishment the customers and habits of managerial behaviour, the objectives of the concern, its way of doing business the methods of payment, the values placed on different types of work beliefs in domocratic living and joint consultation and the less conscious conventions and taboos. The making of relationships, is governed by the extent to which the individuals concerned have each absorbed the culture of individual for handling his relationships and on which has depends for making his way among, and with, other members and groups change are expressed through three main areas the market itself, the technology to meet market demand competitively the organization of resources and the enterprise to achieve success.

Types of change :

(a) Organizationl Culture Organizational Structure.
(b) Market-Led issues
Customer market orientation New productrs Reduction to core Internationalize Quality emphasis.
(c) People issuesCommunication/Participation.
People matters
Reward Development
Emphasis on training and development
New work practices
Teams/group/task forces.
(d) Technology
(e) Entreprenencial Creative
Innovation Entrepreneueship
(f) Economics
Costing culting Staff reductions Productivity
(g) Crises change: Change is basically required to meet danger or toavoid impending disaster

Corporate change cannot be achieved by one man alone, and even the active support of all the managers in a company is no more than the first crucial step. It means touching the organisation on actually exists. It does not exist in balance sheets, building or computers seeking to improve results do something about the organisational structure and culture issues together head the types of change recorded in the as heidge data. Organization is a matter of structuring the way in which resources are brough and kept together in order to achieve objectives. These resource include people, places, money, materials, machines and so on for a number of tese may actually be neded in any particular type of change organisation and culture modification is not on the resources themselve not on people as individuals, but on the way in which they are interlined and mobilized, where the resoures are positioned how coordination is ensured and the resources include people, places, money material, machines and so on, for the number of these may actually be needed in any particular type of change.

(i) The market, quzlity and change
(ii) People and change
(iii) Taining and development.
(iv) Involvement
(v) Qualit and improvement circles
(vi) Technology
(vii) Imgination
(viii) Managing the beforemath
(ix) Looking Back from the future.
(x) Creting the future.

The organisation which I refer to is that the importance of organizations for man and society can hardly be once-estimated from the life to death one or other organisation plays a role in the life of the individual and impact on societies nations and communities, be it political, religions, culture, eductional, Judicial, economic indurtrial or sport organisations etc, organisation is the vehicle through which groups, collectives and individuals, work to achieve their goals, aima and objectives in my organisation the movement of people from a current state to a defined state, different improved and desired new state through a set of planned and integrated interventions. The organisational culture could one of the key ingredients in determine effectiveness and efficiency in understanding benchmarking in becoming a world-class business and organisation.

The Factors that influenced our organisational culture is

  • History and ownershilp.
  • Size
  • Technology
  • Leadership and Mission.
  • Stories.
  • Routines.
  • Rituals
  • Symbols
  • Control System
  • Power Structures.

Organisational strctures who reports to whoim on a formal basis and who have an informal relaationships. Who makes the decisions, who influences the decisions how when. Higher level of work motivation and performance among organisational members relative to previously established standards, organisational effectiveness with repect to human resource management.

Discipline, Disciplinary Action Procedure, Measures to improve Discipline, Employee Relations, MS-24


Define Discipline.  Describe the disciplinary action procedure which has taken place in your organization or any organization you are familiar with. Suggest measures to improve it.

Discipline: Counseling or other employment action (including imposition of sanctions) undertaken to correct or modify unacceptable job performance or behavior to acceptable standards. Disciplinary measures authorized to be imposed upon staff employees including an oral or written reprimand, suspension without pay (not to exceed 10% of the gross amount payable for any payroll period) or dismissal from employment.

Process of Disciplinary
Disciplinary action generally begins with the witnessing by a Public Safety officer, a University Housing staff member, another student, or a faculty/staff member of conduct which appears to violate the standards expected of Central students. In such cases, a report is prepared describing pertinent facts and the names of persons involved. An individual wishing to report an incident should contact an official in either the Department of University Housing, Public Safety, or the Student Affairs Office, depending on whether the incident occurred in the University Housing system or elsewhere on campus. If the incident is deemed sufficiently serious and a representative of the appropriate office considers the report to indicate probable violation of University regulations, a decision is made to initiate the disciplinary process.

In such cases, a written charge is sent to the student(s) involved. The charge requests the student(s) to appear at a hearing in order to hear the evidence against him/her (them) and to offer explanatory and clarifying information as is considered appropriate. The hearing officer or body will then render a prompt decision, including the action taken, in cases where violations have been found to occur.

A clear and effective disciplinary policy offers many benefits, including:
•     Clear guidelines for employee behavior. A straightforward, easy to understand disciplinary policy will tell your employees what you expect of them and what conduct you will not tolerate. Enforcing the policy in a uniform manner will show your employees that you take these rules seriously.
•     Employee morale. It's true that the employee you discipline is not likely to enjoy a morale boost, but the rest of your workforce will. Other employees do not like to see a co-worker getting away with poor, unproductive behavior while they work thanklessly at their jobs. And if a problem employee is allowed to misbehave without suffering any consequences, others in the workforce will soon realize that they can get away with slacking off too.
•     Protection against employee lawsuits. If you clearly inform your employees of the consequences of poor behavior and enforce your policy fairly, you will buy yourself some insurance in future disputes. It will be more difficult for an employee to argue that his or her termination was unjustified if you can show that you told your employees what conduct would result in discipline, and that this particular employee had been subject to prior disciplinary action.

Writing a Disciplinary Policy

The trick to writing an effective disciplinary policy is to give your employees clear notice of the consequences of poor behavior without locking yourself into following one course of action in every situation. For example, even though you may generally follow a policy of progressive discipline (in which a first offense is met with a verbal warning, a second offense with a written warning, and so on), you want to reserve the right to immediately fire an employee who really acts badly. And you will also want to avoid any hint of a promise that employees will not be fired unless they engage in specified misconduct - you may find that your employees dream up bad acts you never considered, or that you have to fire employees for reasons entirely separate from their performance (an economic downturn or plant closing, for example).
Once you know that an employee has violated a company rule, you will have to dispense some of that discipline promised in your policy.

Here are some guidelines to follow:
•     Don't procrastinate. Once you have determined that discipline is in order, set up a meeting with the employee right away. The sooner you place the employee on notice, the sooner he or she will be able to improve.
•     Keep it private. Schedule a meeting with your employee to discuss the problem, one on one. Make sure you can meet in a private place, away from eavesdropping co-workers and office gossip.
•     Be honest. Your natural tendency may be to accentuate the positive, but now is not the time to indulge it. The purpose of this meeting is to notice and improve poor behavior. You must tell the employee precisely what the problem is, what steps he or she must take to correct it, and the consequences of failing to do so.
•     Be respectful. Even bad news is best delivered with respect. Let your employee know that you want him or her to improve, and that you will help if you can. Set aside enough time for the meeting so that the employee will have an opportunity to respond. Make sure to listen to your employee's concerns; it may be that a performance problem is the result of a misunderstanding, or could be easily corrected if you work together.
•     Write it down. Document every disciplinary meeting, action or discussion with each of your employees, and place that record in the employee's personnel file. In the case of a written warning, give the employee a copy of the warning and ask him or her to sign it to acknowledge receipt. These records will help you later, if that employee decides to file a lawsuit.
•     Follow up. If you tell your employee that you must see improvement by a certain date, make sure to follow up. Check with your employee periodically to make sure everything is proceeding smoothly.
It is essential that all employees accept personal responsibility for maintaining high standards of conduct and job performance, including observance of WPI rules and policies. Violations of these standards will result in disciplinary action. Disciplinary action is considered a dimension of performance evaluation. It is a corrective process to help employees overcome work-related shortcomings, strengthen work performance and achieve success.

Supervisors are encouraged to discuss what is the appropriate course of action in a particular case with the Human Resources staff prior to taking any disciplinary action. The penalty may vary due to extenuating circumstances or prior violations and each case should be evaluated on its own set of circumstances.
In dealing with deficiencies in conduct and work performance, the University tries to be fair and consistent in its treatment of employees. Many factors are taken into consideration if it becomes necessary to discipline an employee, including the nature and seriousness of the offense, the employee's past record, the total impact on the employee's department and on the University, and any mitigating or aggravating circumstances. In general, discipline for employees is applied in progressive steps as follows:
1. Oral warning
2. Written warning
3. Final written warning, suspension and/or disciplinary probation
4. Termination of employment

This policy is not contractual in nature and does not constitute an agreement that any particular procedure or rule will apply. The nature of the offense and the particular circumstances determine whether or not all or any of the steps in the above sequence are followed. Disciplinary steps may be omitted, accelerated, or repeated as the University determines appropriate.

The purpose of disciplinary measures short of termination is corrective, to encourage employees to improve their conduct or performance so that they may continue their employment with the University. The University expects all employees to behave in a mature and responsible manner and to perform their jobs conscientiously, without the need of disciplinary action. These corrective disciplinary measures will not apply in the event of any offense that the University determines to warrant immediate termination of employment or in other circumstances when the University determines that corrective measures would be ineffectual or otherwise inappropriate.

Oral Warnings: If an employee is given an oral warning the employee is informed of the warning by his/her manager. The warning is also recorded by the manager in writing and the record is placed in the employee's personnel file.

Written Warnings: If an employee is issued a written warning or a final written warning, the manager will meet with the employee to discuss the disciplinary action and the employee will be asked to sign the warning. The employee's signature is only an acknowledgment that the employee has been informed of the warning; it does not indicate agreement with the warning. All written warnings are retained in the employee's file.


Disciplinary Probation: An employee may be placed on disciplinary probation for unsatisfactory performance or conduct. An employee placed on disciplinary probation will be given a written notice of probation, which generally provides an explanation of the reason for the action, the length of the probationary period and a plan of corrective action to be successfully completed during the period. The employee's manager will meet with the employee to discuss the terms of the disciplinary probation, and the employee will be asked to sign the notice of probation as an acknowledgement that the employee has been informed of the action. A copy of the notice is retained in the employee's personnel file.

At the conclusion of the probationary period, and from time to time during the period, as appropriate, the employee's manager will meet with the employee to review his/her progress.

An employee on disciplinary probation who does not show satisfactory improvement is subject to further disciplinary action at any time, up to and including termination of employment.

Investigative Suspension: A suspension from work may be appropriate when circumstances require an investigation and it does not appear practical or desirable or in the best interests of the University or of the employee for the employee to remain at work during that investigation. An investigative suspension is not itself a disciplinary measure. If, at the conclusion of the investigation, the investigative suspension is not converted to a disciplinary suspension or discharge, the employee will be reinstated and will be paid at his/her normal straight-time rate for all regularly scheduled work missed during the suspension.

Disciplinary Suspension: A disciplinary suspension is a suspension from work without pay for one or more days for a repeated or serious infraction of University rules or policies. A record of the suspension is retained in the employee's personnel file.

Misconduct During the Probation Period: The disciplinary action policy is not normally applied to new employees during the probationary period. Unsatisfactory performance or any infraction of University rules or policies or other misconduct during this period may result in immediate termination of employment. Probationary employees are not eligible to use the grievance procedure.

grievance resolution, grievance redressal procedure, advantages of formal mechanism of grievance redressal, Employee Relations, MS-24


Explain various approaches of grievance resolution. Describe the role of HR department in grievance redressal procedure in your organization or any organization you are familiar with. Discuss the advantages of formal mechanism of grievance redressal. Briefly describe the organization you are referring to.

Purposes of the Grievance Procedure:
The primary purposes of a grievance procedure are to: (1) channel conflict into an institutionalized mechanism for peaceful resolution; (2) facilitate communication between labor and management regarding problems that arise in a collective bargaining relationship; (3) enable employees to complain with dignity knowing that there is a system of appeals leading to an impartial decision-maker; and (4) enforce compliance with the terms and conditions negotiated by the parties.
Handling Employee Complaints: The following checklist is provided as guidance when an employee comes to you with a complaint:

CHECKLIST FOR HANDLING EMPLOYEE COMPLAINTS:
1.        PREREQUISITES:
A.    Know the contract.
B.    Make sure that meetings with employees to handle complaints are held in accordance with any
contract provisions that regulate the time and/or location for such meetings.
C.   Develop good listening and note taking skills.
D.   Be prepared to spend the time to get the evidence and testimony to support your case and to refute
management's case.
E.   Treat all employees fairly and consistently.
F.    Do not make judgments about the case to the employee or anyone else until you get the facts. G.   Keep good records of all transactions, oral and written, that occur from the time a complaint is
brought to you until the case is resolved in the grievance procedure or in arbitration. H.    Know who, when and how to ask for help.

2.     INTERVIEW:
A.    Let the employee tell his/her story without interruption. Take notes. When the employee has
finished, ask, "Is there anything else you would like to add?"
B.    Review the employee's description of the case with him/her to make sure you have all the facts.
Make sure you get the answers to the questions who, what, when, where, why and how.
C.   Ask the employee for the names, addresses and telephone numbers of any witnesses. Then ask
the employee to tell you what he/she thinks each witness knows about the case. Record this
information. Try to clarify any uncertainties about what a witness is supposed to know.
D.   Ask the employee to give you all of the evidence he/she has concerning the case. Make copies so
that no information is lost
E.    Before the employee leaves, check one more time to make sure you have all the facts, names of witnesses and evidence.

3.        REVIEW:
A.    Refer to the grievance procedure in the contract to make sure the issue the employee has raised is
defined as a proper subject of a grievance. If you are uncertain, ask for help. If the issue is not a
proper subject of a grievance, the best thing to do is to tell the employee and explain how this
affects his/her case.
B.    Check to make sure that the procedural requirements set forth in the grievance procedure have
been complied with. Key considerations include:
Is the complaint timely?
Who should the employee and/or union representative meet with at the first step?
What information must be presented by both parties at tfirst step?
C.    Review the contract provisions alleged to have been violated to make sure they fit the issue described by the employee and that no provisions have been left out.
D.   Review the evidence. Go through all the documents the employee has given you. Make sure everything is dated and signed. Carefully check the content of each document to find out what it actually states, if this information pertains to the case and is timely. Check for inconsistencies in the documents and between the documents and the information the employee has given you. Make a list of all inconsistencies. Check to see if the documents contain the names of other potential witnesses that the employee did not mention and/or that might be called by management. Make a list of these persons and find out how to contact them.
E.    Find out is there is any other evidence, e.g., rules and regulations, past grievances and arbitration decisions, past practice, documents in the employee's personnel file that he/she may not have, etc., that have a bearing on the case as viewed by both the union and the employer. Request documents from the employer as appropriate, in a timely fashion and in writing.
F.    Match the evidence you have with the list of potential witnesses. Make a list of questions to ask each witness when you interview them. Be sure to include at the end of each list the questions, "Is there anything else you would like to add?" and "Do you know of any other witnesses?"
G.   Interview witnesses. Apply the guidelines as set forth in II. Also, carefully check the following things as you consider what witnesses state that they know about the case:
Does the witness have direct personal knowledge about what happened or is his/her knowledge based only on hearsay (i.e., second hand)?
Is the witness credible (i.e., able to give a reasonable explanation about the events, and an honest, accurate accounting even if this means revealing negative things about his/her record/conduct)?
Does the witness' statement confirm what the employee has said, or are there differences/inconsistencies?
Does the witness have any reason to be less than truthful in stating what he/she knows about the case?
If there is more than one witness who knows about a given event, note which ones would be best able to present clear testimony under the pressure of examination and cross-examination at an arbitration hearing.
Verify name, address, telephone, work shift and location.
4.        ANALYSIS:
A.   After you have thoroughly reviewed all of these matters, you may find that a complaint is not grievable/arbitrable or that the case lacks merit. One way to proceed is to explain your findings to the employee and ask if there is any additional information he/she has that might have a bearing on the case. If not, you should be guided by local or international union policy and perhaps by counsel, in determining how to handle this situation. Grievances lacking merit should be screened out to conserve a union's resources for other cases. This can be done by committee in consultation with an international representative or counsel. This determination should be made with care because unions have a legal duty to fairly represent all employees in the bargaining unit whether or not they are union members.
B.    Can you account for any inconsistencies in the case and, if so, how?
C.   Are there any mitigating circumstances that could explain the employee's behavior and thus lessen or remove any disciplinary action?
D.    Does the evidence and testimony the union has demonstrate one or all of the following:

Disparate treatment;
Arbitrary and capricious action; and/or
Discrimination.
E.   Are there any past practices which pertain to the case and, if so, how?
F.    Does the evidence and testimony the union has support the remedy requested or should some
modification be made in that remedy? G.   Do you have hard evidence and testimony based upon direct personal knowledge to support your case or is your case largely based upon circumstantial evidence? H.   Is the remedy requested reasonable or is it nonsensical, outside the scope of the employer's or of an arbitrator's authority to grant? Would it be impossible to implement even if granted, etc.?
I.     Is the contract provision(s) you are relying upon modified by more specific language in the provision or elsewhere in the contract?
J.    Where rules and regulations are concerned, have they been posted and given to employees, are they reasonable and have they been fairly, consistently and equitably enforced?
K.   What has been the outcome of other similarly situated cases? Does this information help or hurt your case? How?
L.    Once you have reviewed and analyzed all these considerations with respect to the union case, prepare a summary of what you think the employer's response will be and determine if you have a sound rebuttal for each of the points the employer could raise.

6. FILING:
Be sure to properly and timely complete the grievance form. This includes such items as: names; dates; signatures; clear and accurate statement of the complaint; contract clauses alleged to have been violated; and remedy requested.
This is a checklist, not a magic wand. It highlights key points to consider in handling employee complaints. This task is time consuming and requires the application of a number of skills. There are no real short cuts. If you take them, an employer will usually find them at some stage in the grievance procedure or in arbitration. The result may be very damaging involving not only loss of a case that might have been won, but also expenditures of time, other resources and credibility that a union can ill afford.


Handling Discipline and Discharge Cases:
In all likelihood, most of the grievances you handle will involve discipline or discharge. Since management is the party that took the action, (i.e., is the moving party) the BURDEN OF PROOF is on the employer to show that it has just cause for such action. This means that, in arbitration, management must go first in showing what evidence and testimony it has to support the action taken. A union then responds with the evidence and testimony it has in defense of the grievant and as rebuttal to the case presented by the employer. There are 7 commonly accepted tests for just cause. These are:
1. If a rule is alleged to have been violated, was that rule reasonable?
2. Was the grievant given adequate notice that the conduct complained about was improper?
3. Was the alleged offense sufficiently investigated?
4. Was the investigation fair?
5. Was the misconduct proved?
6.     Did the employee receive equal treatment with all others who have committed a similar offense? If not, were there any mitigating circumstances?
7.     Was the penalty appropriate for the offense committed?

Refer back to the Checklist for Handling Complaints to remind yourself of the type of information you must collect to support a complaint in a discipline or discharge case. Remember to find out: who; what; when; where; why; and how. Collect all of the evidence and interview witnesses, then review and analyze these in relation to the 7 tests listed above. This will give you an idea of the strength of support for the union's case. Remember, you must also consider what evidence and testimony management may be able to present and assess your case accordingly.

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