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The aim of the study is to investigate how employees' unwillingness to change is influenced by demographic factors (age, gender, and educational attainment). Employees at car dealerships in the eThekwini region of South Africa make up the statistical population of this study. The means of data collection was by administration of questionnaires distributed across 170 employees from selected dealership automobiles. Cronbach's Alpha was used to compute and confirm the questionnaire's reliability, while factor analysis and the KMO index were used to authenticate its validity. The results demonstrate employees' resistance to change in the cognitive rigidity dimension to be significantly influenced by the mean of the variables in the two groups of men and women. Employee resistance to change in the cognitive rigidity construct is unaffected by age, and employees with better educational backgrounds displayed less cognitive resistance than those with lesser educational backgrounds. The tenure of employment also indicated that those with more years of tenure showed less resistance compared to those with lesser years of the tenure at the organisation. The study suggests that these insights are valuable for organisations seeking to improve their change management practices by considering demographic factors as means to understand change is increasingly essential and promises more successful change efforts in the future.

This study investigated responsible leadership influence on readiness for change in a South African state-owned enterprise. A quantitative research approach was used to conduct a cross-sectional study with a stratified random sample of employees in a South African state-owned enterprise. Participants completed the Responsible Leadership Scale (RLS) and the Readiness for Change Scale (RTCS). Standardised multiple regression analysis was used to analyse the influence of responsible leadership on readiness for change. The results showed that responsible leadership relates positively and significantly to readiness for change. Furthermore, responsible leadership influences willingness to change. This study emphasises the important role of responsible leadership in readiness for change. In addition, understanding the influence of responsible leadership on readiness for change can provide insight into the inner motives that drive teachers in difficult situations. The study can serve as a basis to increase staff readiness for change.