Product Lifecycle Management (PLM) is a way for manufacturing companies to counter the challenge of managing product information through its lifecycle. Change management is often overlooked during PLM implementations. This can lead to project failure and negative consequences for organizations. Additionally, one shortcoming of change management in PLM implementation is not considering individual commitment to change. Therefore, this case study’s purpose was to explore how change management can increase end-user commitment and thereby contribute to improved PLM implementations. This was investigated by performing a qualitative case study of Dassault Systèmes and their PLM implementation project at four different customer organizations: Saab Dynamics, Jaguar Land Rover, Scania, and Ericsson. Sixteen individuals involved in the PLM projects, evenly distributed between Dassault Systèmes’ employees and customer representatives, were interviewed. The collected data was analyzed using a theoretical framework based on change management and commitment. The study identified four key areas of change management for increasing end-user commitment during PLM implementation: (1) vision, (2) top management, (3) training, and (4) individual treatment. An overview of the suggested recommendations within each area is: (1) a specific vision and a sense of urgency should be created and communicated; (2) top management, including the CEO, should be committed to the project and communicate to the end-users; (3) training should be continuous, adapted to the end-users and include other purposes that teaching about the PLM tool; and (4) different end-users should be managed differently and be included in implementation project. These conclusions contribute to the research field of PLM implementation by improving the understanding of how change management can increase the end-users’ commitment in PLM implementation projects. / Product Lifecycle Management (PLM) är ett sätt för tillverkande företag att möta sina utmaningar med att hantera produktinformation genom produktens livscykel. Förändringsledning förbises ofta under PLM-implementationer. Detta kan leda till misslyckade projekt och negativa konsekvenser för organisationer. En ytterligare brist i förändringsledningen inom PLM-implementationer är att inte ta hänsyn till individuellt engagemang till förändring. Därför var den här fallstudiens syfte att utforska hur förändringsledning kan öka slutanvändarnas engagemang och därigenom bidra till förbättrade PLM-implementationer. Detta undersöktes genom att utföra en kvalitativ fallstudie av Dassault Systèmes och deras PLM-implementationsprojekt hos fyra olika kundorganisationer: Saab Dynamics, Jaguar Land Rover, Scania och Ericsson. Sexton individer som var involverade i PLM-projekten, jämnt fördelade mellan Dassault Systèmes-anställda och kundrepresentanter, intervjuades. De insamlade uppgifterna analyserades med hjälp av ett teoretiskt ramverk baserat på förändringsledning och engagemang. Studien identifierade fyra viktiga områden inom förändringsledning för att öka slutanvändarens engagemang under PLM-implementationer: (1) vision, (2) företagets ledning, (3) utbildning och (4) individuell behandling. En översikt över de föreslagna rekommendationerna inom varje område är: (1) en specifik vision och en känsla av brådska bör skapas och kommuniceras; (2) företagets ledning, inklusive VD:n, bör vara engagerad i projektet och kommunicera till slutanvändarna; (3) utbildningen bör vara kontinuerlig, anpassad till slutanvändarna och inkludera andra syften än att lära ut PLM-verktyget; (4) olika slutanvändare bör hanteras annorlunda och inkluderas i implementationsprojektet. Dessa slutsatser bidrar till forskningen inom PLM-implementationer genom att förbättra förståelsen för hur förändringsledning kan öka slutanvändarnas engagemang i PLM-implementationsprojekt.

Cette recherche vise à examiner les relations entre la perception que des membres du personnel enseignant ont des pratiques du leadership transformationnel de la direction d’école, du contexte scolaire et des conditions favorisant leur engagement à implanter le renouveau pédagogique dans leur école. Le schéma conceptuel et le questionnaire qui sous-tendent cette recherche sont une adaptation de ceux élaborés par Yu, Leithwood et Jantzi (2002). Le questionnaire a été complété par 31 membres du personnel enseignant de quatre écoles primaires montréalaises appartenant à des commissions scolaires anglophones et francophones. À partir de ces données, nous avons calculé des moyennes et nous avons comparé les écoles, à l’aide des tests Mann-Whitney, selon leur niveau d’implantation du renouveau pédagogique, leur niveau socioéconomique et la langue de la commission scolaire d’appartenance. De plus, pour compléter nos données quantitatives, nous avons repris quelques citations des entrevues faites auprès des directions de ces écoles que les professeurs du département d’Administration et fondements de l’éducation de l’Université de Montréal, qui font partie du Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD), ont effectuées dans le cadre d’une autre étude. Les comparaisons des écoles selon leur niveau d’implantation du renouveau pédagogique révèlent que le personnel enseignant des deux écoles en changement se distingue de celui des deux écoles peu engagées dans le changement sur un seul point majeur : il a évalué moins positivement le contexte scolaire, un résultat appuyé par les analyses non paramétriques. Il semble que, dans les écoles qui ont participé à notre étude, le fait de soutenir l’implantation du renouveau pédagogique serait associé à une évaluation plus faible du contexte scolaire ; la culture de l’école et l’environnement étant les conditions les plus touchées. Un autre résultat de cette recherche est le fait que les enseignantes de l’école favorisée ont évalué le contexte scolaire, notamment la culture, l’environnement et les stratégies pour le changement, moins positivement que les enseignantes des écoles défavorisées. Enfin, les comparaisons des écoles en fonction de la langue de la commission scolaire indiquent qu’il n’existe pas de différence significative dans les évaluations faites des trois variables, que les enseignantes travaillent dans une école appartenant à une commission scolaire anglophone ou francophone. Étant donné que l’échantillon d’enseignantes qui a participé à notre étude est modeste, les résultats de cette recherche ne peuvent pas être généralisés, cependant ils pourraient constituer une base pour des recherches ultérieures dans ce domaine. / This research aims at establishing the relationship between the manner in which members of the teaching staff perceive transformational leadership as practiced by their principals, the school context and the conditions favouring their own commitment to implement the pedagogical renewal in their schools. The conceptual model behind this research was drawn from the one developed by Yu, Leithwood and Jantzi (2002), as was the questionnaire used to collect the data. This questionnaire was completed by 31 teachers in four elementary Montreal schools affiliated either to the English-speaking or French-speaking school boards. Based on this data, averages were calculated then compared, by means of the Mann-Whitney tests, on the grounds of the different schools’ level of implementation of the pedagogical renewal, their socio-economic level and the language of the school board. In order to complement the quantitative data, some quotations were borrowed from interviews conducted with the principals of these schools by some professors of the Department of Educational Administration and Foundations of the Université de Montréal, as part of another study conducted by the Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD) (Research group on education in disadvantaged communities). Comparing the different schools according to the degree to which they have already implemented the educational renewal revealed that teachers belonging to the two schools undergoing change differed by one major point from those of the two schools where change was of less magnitude : their assessment of the school context was less positive, and this result was supported by the non-parametric analysis. Supporting the implementation of educational renewal in schools, at least as far as this study is concerned, appears to be associated with a lower evaluation of the school context, especially of the school culture and of the environment. Another result of this research was that teachers of the more privileged school assessed their school context, particularly with regards to school culture, environment and strategies for change, less positively than teachers of the disadvantaged schools. Finally, comparisons between the schools based on the language of the school board indicated no significant difference in the assessments of the three variables by the teachers of the English-speaking or the French-speaking school boards. Given the modest size of the sample of participating teachers, the results of this research can in no way be generalized. However, they might serve as basis for further research in the field.

Cette recherche vise à examiner les relations entre la perception que des membres du personnel enseignant ont des pratiques du leadership transformationnel de la direction d’école, du contexte scolaire et des conditions favorisant leur engagement à implanter le renouveau pédagogique dans leur école. Le schéma conceptuel et le questionnaire qui sous-tendent cette recherche sont une adaptation de ceux élaborés par Yu, Leithwood et Jantzi (2002). Le questionnaire a été complété par 31 membres du personnel enseignant de quatre écoles primaires montréalaises appartenant à des commissions scolaires anglophones et francophones. À partir de ces données, nous avons calculé des moyennes et nous avons comparé les écoles, à l’aide des tests Mann-Whitney, selon leur niveau d’implantation du renouveau pédagogique, leur niveau socioéconomique et la langue de la commission scolaire d’appartenance. De plus, pour compléter nos données quantitatives, nous avons repris quelques citations des entrevues faites auprès des directions de ces écoles que les professeurs du département d’Administration et fondements de l’éducation de l’Université de Montréal, qui font partie du Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD), ont effectuées dans le cadre d’une autre étude. Les comparaisons des écoles selon leur niveau d’implantation du renouveau pédagogique révèlent que le personnel enseignant des deux écoles en changement se distingue de celui des deux écoles peu engagées dans le changement sur un seul point majeur : il a évalué moins positivement le contexte scolaire, un résultat appuyé par les analyses non paramétriques. Il semble que, dans les écoles qui ont participé à notre étude, le fait de soutenir l’implantation du renouveau pédagogique serait associé à une évaluation plus faible du contexte scolaire ; la culture de l’école et l’environnement étant les conditions les plus touchées. Un autre résultat de cette recherche est le fait que les enseignantes de l’école favorisée ont évalué le contexte scolaire, notamment la culture, l’environnement et les stratégies pour le changement, moins positivement que les enseignantes des écoles défavorisées. Enfin, les comparaisons des écoles en fonction de la langue de la commission scolaire indiquent qu’il n’existe pas de différence significative dans les évaluations faites des trois variables, que les enseignantes travaillent dans une école appartenant à une commission scolaire anglophone ou francophone. Étant donné que l’échantillon d’enseignantes qui a participé à notre étude est modeste, les résultats de cette recherche ne peuvent pas être généralisés, cependant ils pourraient constituer une base pour des recherches ultérieures dans ce domaine. / This research aims at establishing the relationship between the manner in which members of the teaching staff perceive transformational leadership as practiced by their principals, the school context and the conditions favouring their own commitment to implement the pedagogical renewal in their schools. The conceptual model behind this research was drawn from the one developed by Yu, Leithwood and Jantzi (2002), as was the questionnaire used to collect the data. This questionnaire was completed by 31 teachers in four elementary Montreal schools affiliated either to the English-speaking or French-speaking school boards. Based on this data, averages were calculated then compared, by means of the Mann-Whitney tests, on the grounds of the different schools’ level of implementation of the pedagogical renewal, their socio-economic level and the language of the school board. In order to complement the quantitative data, some quotations were borrowed from interviews conducted with the principals of these schools by some professors of the Department of Educational Administration and Foundations of the Université de Montréal, as part of another study conducted by the Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD) (Research group on education in disadvantaged communities). Comparing the different schools according to the degree to which they have already implemented the educational renewal revealed that teachers belonging to the two schools undergoing change differed by one major point from those of the two schools where change was of less magnitude : their assessment of the school context was less positive, and this result was supported by the non-parametric analysis. Supporting the implementation of educational renewal in schools, at least as far as this study is concerned, appears to be associated with a lower evaluation of the school context, especially of the school culture and of the environment. Another result of this research was that teachers of the more privileged school assessed their school context, particularly with regards to school culture, environment and strategies for change, less positively than teachers of the disadvantaged schools. Finally, comparisons between the schools based on the language of the school board indicated no significant difference in the assessments of the three variables by the teachers of the English-speaking or the French-speaking school boards. Given the modest size of the sample of participating teachers, the results of this research can in no way be generalized. However, they might serve as basis for further research in the field.

This thesis enhances our undertanding of the intricate relationship between communication, change management, and organizational change, offering practical insights and theoretical advancements for the field. This thesis investigates the role of communication and change management during organizational change through a comprehensive case study conducted in an Indonesian telecommunication company. The research aims to explore the facilitative function of change management in driving organizational change and to identify the critical success factors associated with the change. The research adopts a quantitative research approach supplemented by secondary data analysis. A structured survey questionnaire employing a 5-point Likert scale is employed to collect primary quantitative data. The findings of the study reveal that communication plays a pivotal role in fostering the readiness forchange, commitment, and essential behavioral aspects required for successful organizational change. Specifically, communication exhibits a direct correlation with the desired behavioral outcomes encompassing compliance, cooperation, and championing. The contributions of this research are twofold. Firstly, it offers valuable recommendations for strategic interventions and decision-making aimed at enabling the successful implementation of organizational change within the telecommunication company under study. Secondly, it presents an innovative conceptual framework that elucidates the direct impact of communication on the requisite change-oriented behaviors. This thesis significantly contributes to the existing body of knowledge by advancing our understanding ofthe intricate interplay between communication, change management, and organizational change. The insights derived from this study hold practical implications for practitioners and offer theoretical advancements for the academic field. / Denna uppsats undersöker rollen för kommunikation och förändringshantering under organisationsförändring genom en omfattande fallstudie genomförd i ett indonesiskt telekommunikationsföretag. Syftet med forskningen är att utforska den facilitativa funktionen hos förändringshanteringen vid genomförandet av en organisatorisk förändring samt att identifiera de kritiska framgångsfaktorerna för förändringen. Arbetet använder sig av en kvantitativ forskningsansats kompletterad med sekundärdataanalys. En strukturerad enkätundersökning som använder en 5-gradig Likert-skala används för att samla in primär kvantitativ data. Studiens resultat avslöjar att kommunikation spelar en avgörande roll för att främja beredskap förförändring, engagemang och de väsentliga beteendemässiga aspekterna som krävs för en framgångsrik organisatorisk förändring. Specifikt visar kommunikationen en direkt koppling till de önskade beteendemässiga utfallen som omfattar efterlevnad, samarbete och förespråkande. Bidragen från denna forskning är tvåfaldiga. För det första erbjuder den värdefulla rekommendationer för strategiska interventioner och beslutsfattande som syftar till att möjliggöra ett framgångsrikt genomförande av organisationsförändring inom det undersökta telekommunikationsföretaget. För det andra presenterar den en innovativ konceptuell ram som belyser den direkta påverkan av kommunikation på de nödvändiga förändringsinriktade beteendena. Denna uppsats bidrar betydligt till den befintliga kunskapsbasen genom att främja vår förståelse för det komplexa samspelet mellan kommunikation, förändringshantering och organisationsförändring. Insikterna från denna studie har praktiska implikationer för yrkesverksamma och erbjuder teoretiska framsteg inom det akademiska fältet.

The study set out to assess the impact of organisational restructuring (OR), the independent variable on organisational behaviour (OB), the dependent variable, in private and public sector organisations as well as state-owned enterprises (SOEs) in South Africa. OB, for the purposes of this study, consists of turnover intention, resistance to change, commitment to change and job security. It further aimed to evaluate whether the various types and magnitude of OR impact on employees in the different sectors. OR was delineated into three factors, that being Restructuring (Type), Restructuring (Leadership) and Restructuring (Frequency), before being further regressed into sub-factors, that being Restructuring (Type_Count), Restructuring (Leadership_Count) and Restructuring (Frequency_Count), for the purposes of using it as categorical variables and indexing it. The study assessed whether effective change management (ECM) mediated the relationship between OR and OB, across sectors. ECM is underpinned by effective change management processes, leader-member exchange (LMX) and perceived organisational support (POS). Finally, it aimed to assess whether employees’ psychological capital (PC), comprised of self-efficacy, hope, optimism and resilience, moderated the relationship between ECM and OB. The study found that OR does, indeed, impact on the OB of employees in different sectors. It has also confirmed the mediating role of ECM and that PC moderated the relationship between ECM and OB. The study assessed whether effective change management (ECM) mediated the relationship between OR and OB, across sectors. ECM is underpinned by effective change management processes, leader-member exchange (LMX) and perceived organisational support (POS). Finally, it aimed to assess whether employees’ psychological capital (PC), comprised of self-efficacy, hope, optimism and resilience, moderated the relationship between ECM and OB. The study found that OR does, indeed, impact on the OB of employees in different sectors. It has also confirmed the mediating role of ECM and that PC moderated the relationship between ECM and OB. The study found that the unidimensional construct, effective change management, coupled with PC, another unidimensional construct, has indeed been able attenuate the impact of OR on OB. In the case of this study, it was primarily the employees of large organisations, such as SOEs, which are affected, while employees of private and public organisations were also affected. Recommendations to organisational leaders and practitioners are provided, with the aim of assisting with the successful implementation of organisational change and restructuring initiatives, while at the same time reducing the impact thereof on the organisational behaviour of employees / Business Management / DBL (Business Leadership)