The New England Arts Project had its headquarters above an Italian restaurant in Portsmouth, New Hampshire. The project had five full-time employees, and during busy times of the year, particularly the month before Christmas, it hired as many as six parttime workers to type, address envelopes, and send out mailings. Although each of the five full-timers had a title and a formal job description, an observer would have had trouble telling their positions apart. Suzanne Clammer, for instance, was the executive director, the head of the office, but she could be found typing or licking envelopes just as often as Martin Welk, who had been working for less than a year as office coordinator, the lowest position in the projects hierarchy. Despite a constant sense of being a month behind, the office ran relatively smoothly. No outsider would have had a prayer of finding a mailing list or a budget in the office, but project employees knew where almost everything was, and after a quiet fall they did not mind having their small space packed with workers in November. But a number of the federal funding agencies on which the project relied began to grumble about the cost of the part-time workers, the amount of time the project spent handling routine paperwork, and the chaotic condition of its financial records. The pressure to make a radical change was on. Finally Martin Welk said it: "Maybe we should get a computer." To Welk, fresh out of college, where he had written his papers on a word processor, computers were just another tool to make a job easier. But his belief was not shared by the others in the office, the youngest, Sarah Dukie who had fifteen years more seniority than he. A computer would eat the projects mailing list, they said, destroying any chance of raising funds for the year. It would send the wrong things to the wrong people, insulting them and convincing them that the project had become another faceless organization that did not care. They swapped horror stories about computers that had charged them thousands of dollars for purchases they had never made or had assigned the same airplane seat to five people. "Well lose all control," Suzanne Clammer complained. She saw some kind of office automation as inevitable, yet she kept thinking she would probably quit before it came about. She liked hand-addressing mailings to arts patrons whom she had met, and she felt sure that the recipients contributed more because they recognized her neat blue printing. She remembered the agonies of typing class in high school and believed she was too old to take on something new and bound to be much more confusing. Two other employees, with whom she had worked for a decade, called her after work to ask if the prospect of a computer in the office meant they should be looking for other jobs. "I have enough trouble with English grammar," one of them wailed. "Ill never be able to learn computer language." One morning Clammer called Martin Welk into her office, shut the door, and asked him if he could recommend any computer consultants. She had read an article that explained how a company could waste thousands of dollars by adopting integrated office automation in the wrong way, and she figured the project would have to hire somebody for at least six months to get the new machines working and to teach the staff how to use them. Welk was pleased because Clammer evidently had accepted the idea of a computer in the office. But he also realized that as the resident authority on computers, he had a lot of work to do before they went shopping for machines.

1. Analyse the current situation in New England Arts Project in terms of human capital. Then, from an analytical perspective, answer the following questions: Explain the stages of Tuckmans model of group development and justify at which stage the staff of New England Arts Project currently is.

A. Explain the position in which the staff of the New England Arts Project have found themselves? (3 marks)

B. Define the cause of how this point has been reached and ONE (1) consequence that can be derived if Suzanne does not intervene and make a change. (4 marks)

C. Identify the formal team that you detect in New England Arts Project and justify your response. (5 marks)

D. Following the approaches of organizational change, explain how Suzanne could use Kurt Lewins approach, when deciding to change from the manual way of doing things to now using a computer to aid the processes in the office. (15 marks)

E. Explain TWO (2) sources that could cause the employees to resist the change that is coming to New England Arts Project. (6 marks) F. Assess ONE (1) impact of job dissatisfaction in New England Arts Project. (5 marks)

QUESTION 2 The staff has become restless since Welk said: Maybe we should get a computer. As an advisor, you must develop a plan for New England Arts Project with Suzanne:

A. Outline clearly, TWO (2) benefits of implementing the computer system in the office. (5 marks)

B. Summarize a type of goal that would increase the performance of these employees. (4 marks)

C. Describe fully, how Suzanne would use the six step rational decision making model, that you recommend when deciding to purchasing the new computer system. (30 marks)

D. Propose a series of FOUR (4) major actions chronologically to implement the new computer system in the office to ensure its effective use by the employees. (16 marks) (Total 55 marks)