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Change is inevitable due to organisations operating in a constantly changing environment marked by change and discontinuation. A major challenge for organisations is to obtain buy-in from employees. People generally resist change due to their past experiences of change which are often disjointed, posted with job losses, longer working hours, higher and cumulative stress levels, unethical practices and corporate failures. Perceptions of fairness, trust, and the magnitude to which the change has been conveyed, have been noted as some of the reasons why people resist organisational change. Essentially, people resist change when they think it will cause them to lose something of value to them. It is therefore important for organisations to have well-planned change programmes that make provision for creating buy-in. The purpose of this study was to investigate strategies that organisations can use to foster buy-in. For successful change, it is imperative that change agents find ways to empower employees in the process. Communication, and especially the articulation of the vision, plays a crucial role in creating buy-in. Leadership, the working environment, rewards and recognition interdependently contribute to fostering buy-in behaviours. The empirical study was conducted at the Port Elizabeth plant of Kraftfoods, a confectionery company. In 2010, Kraftfoods acquired Cadbury. This acquisition implied new management, production and process structures and procedures, as well as a restructuring of the employee complement in 2011. The empirical study was both qualitative and quantitative. Interviews were conducted with employees from the shop floor, as well as representatives from the trade union, a representative from human resources and a project manager responsible for transformation, to obtain more organisation-specific information about the transformation and the strategies which were used to create buy-in. For the empirical study, a survey with a questionnaire as the basic data collection tool was used. The survey was administered to 101 employees. The results revealed that the way the vision of the change is articulated and the empowerment of employees are main determinants of buy-in behaviour. It was therefore recommended that management should spend an equal amount of time selling the change as they spend planning the change program. Also management need to allow for more involvement in the design and even implimentation of the change program by change recipients.

Please read the abstract in the section 00front of this document / Thesis (DPhil (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

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Change management literature has not focused much on the role of individual characteristics in organizational changes. The present study examined the effect of trait-like motivational and emotional dispositions; and state-like personal resources within individuals on readiness for change. In the study, 161 Hong Kong employees completed an online questionnaire, which was designed to evaluate the employees’ perceived change efficacy in response to three scenarios (i.e. team restructuring, information system change, merger and acquisition) modified based on actual workplace change incidents as a measure of change readiness. Evidence suggested that individuals with learning goal orientation and positive affectivity particularly welcomed potential changes in their organizations. The relations were moderated by psychological capital, where change efficacy was significantly enhanced by Psychological Capital (PsyCap) for individuals with learning goal orientation and positive affectivity, implying the importance of this positive mental resource to changes at work. Further analyses on separate scenarios showed similar patterns as in the overall analyses, inferring robustness of the proposed model. Our findings shed light on employee selection; and on how strengthening employees’ PsyCap may heighten the chance of organizations undergoing changes to succeed. / 變革管理文獻並沒有太多關注員工的個人特質在組織變革上的影響。本研究目的為了解動機與情感傾向的個人特質和精神資源如何影響員工的組織變革知覺(readiness for change)。一百六十一名香港員工參與了是次研究並完成了網上問卷調查。本問卷設計用於評估員工就三種組織變革情景，即團隊架構重組、信息系統的變化和收購合併的改變效能感(perceived change efficacy)，從而量化員工的組織變革知覺。研究發現，擁有學習目標導向(Learning Goal Orientation)和正向情感(Positive Affectivity)的員工會比較接受組織上的變化。再者，心理資本(Psychological Capital)有效強化學習目標導向和正向情感與組織變革知覺的關係，這意味著精神資源在工作中的重要性。研究結果揭示組織或可從員工招聘和培訓方面增進組織變化的成功機會。 / Kwan, Po Lam Polly. / Thesis M.Phil. Chinese University of Hong Kong 2015. / Includes bibliographical references (leaves 33-38). / Abstracts also in Chinese. / Title from PDF title page (viewed on 14, September, 2016). / Detailed summary in vernacular field only.

by Chan Yin Lee, Maureen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 85-95). / Abstract also in Chinese. / TABLE OF CONTENTS --- p.ii / APPENDICES --- p.iii / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.v / ABSTRACT --- p.vi / Chapter / Chapter I. --- Introduction --- p.1 / Chapter II. --- Theory and hypotheses --- p.7 / Dispositional perspective - arguments and findings --- p.7 / Dispositional variables related to change orientation --- p.16 / Moderating effect of demographic characteristics - age and tenure --- p.24 / Change experience and receptivity to change --- p.29 / Chapter III. --- Research Method --- p.31 / Samples and procedures --- p.31 / Measures and instruments --- p.34 / Statistical power --- p.50 / Analysis strategy --- p.50 / Chapter IV. --- Results --- p.54 / "Means, standard deviation and correlation" --- p.55 / Regression results --- p.56 / Hypotheses testing results --- p.62 / Actual organizational change and change experience --- p.70 / Chapter V. --- Discussions --- p.72 / Limitations --- p.78 / Implications and future research --- p.80 / Conclusion --- p.83 / References --- p.85 / APPENDICES / Appendix A Frequency table of age --- p.96 / Appendix B Frequency table of industry tenure --- p.97 / Appendix C The questionnaire --- p.98 / Appendix D Standardized residual plot --- p.106 / Appendix E Normal probability plot: standardized residuals --- p.107

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This study examined the phenomenon of multiple and continuous change and the adjustments teachers made in response to the phenomenon. The research questions posed by this study are: 1. Is there a phenomenon of multiple and continuous change and if so how is it characterized by the participants? 2. Is there an effect of multiple and continuous change on the participants, if so, how do the participants adjust to the phenomenon and how can these adjustments be described? Methodologically, the strategy for this study was designed to allow for the generation of theory since multiple and continuous change has not been examined as a phenomenon. In-depth interviews were conducted with an "n" of five to allow for in-depth exploratory questioning and comparison and analysis of complex divergent data. The study utilized teachers' descriptions of their lived experience to provide working definitions of multiple and continuous change. Change is experienced as planned change, and change is experienced as unplanned change. Teachers also described paradoxes that characterize their work milieu. The paradoxes create unanswerable conundrums such as classroom versus school focus, depth versus breadth, commitment versus letting go and fidelity versus rigor. The phenomenon of multiple and continuous change provokes adjustments that are behavioral and attitudinal. These adjustments impact the instructional domain, professional domain and personal domain. The adjustments teachers made did not resemble targeted outcomes. Rather, the adjustments teachers made served as metaprescriptions to assist in the navigation of multiple and continuous change. The composite suggests that multiple and continuous change is complex, interactive and exponential. The behaviors and attitudes that the participants learn mitigate institutionalization of innovations and favor simple adjustments that make teaching more manageable under the circumstances but not necessarily more effective. The significance of this study is that change has been misunderstood because the perspective of the teacher has been overlooked. The misunderstanding of what comprises change disrupts and alters strategic planning. Change in schools is experienced as a phenomenon that is continuous. Administrators, change agents, and policy makers must readjust their thinking about change and develop a paradigm for school improvement that reflects the real world of schools.

Thesis (D. Litt. et Phil.)--University of South Africa, 1997.

Thesis (D. Litt. et Phil.)--University of South Africa, 1997.