Syfte: Komplexa, offentliga organisationer genomgår ständigt organisationsförändring och det enda som är bestående är just förändring. Vi har valt att studera hur ledare hanterar medarbetare som inte tycker om att, eller vill, förändras då det är en vanlig situation enligt våra egna erfarenheter. Studien har genomförts för att utveckla forskningen inom området för hur ledare kan hantera sina medarbetares förändringsmotstånd inför en organisationsförändring. Syftet är att skapa förståelse för hur ett individanpassat stöd kan hjälpa ledaren att reducera medarbetarens kognitiva, känslomässiga samt medvetna förändringsmotstånd inför en organisationsförändring. Metod: Vi har använt en kvalitativ metod med semistrukturerade intervjuer för att samla in data. Den empiriska informationen analyserades därefter genom tematiska nätverk och presenterades som ett gemensamt empiriskt och analytiskt kapitel. Resultat & slutsats: De resultat vi funnit tyder starkt på att individanpassat stöd från ledarens sida har en inverkan på medarbetares förändringsmotstånd samt att de allra flesta medarbetarna har någon form av motstånd. Vidare fann vi inga belägg för att individanpassat stöd endast tillhör det transformella ledarskapet, utan vi påstår att detta stöd finns inom flera ledarskapsstilar. Förslag till fortsatt forskning: Vi anser att vår studie bör göras om i samma kontext, men med fler respondenter, för att på så sätt se om samma resultat framkommer samt att ha möjlighet att öka tillförlitligheten av våra resultat. Uppsatsens bidrag: Vårt teoretiska bidrag består av en djupare förståelse i hur ledare använder sig av individanpassat stöd samt hur det påverkar medarbetare med förändringsmotstånd. Vårt praktiska bidrag ger våra respondenter och andra chefer inom Gävle Kommun en tankeställare i hur förändring bör hanteras samt råd som kan användas vid framtida organisationsförändringar. / Aim: Complex, public sectors go through constant organizational change and nothing endures but change. We have chosen to investigate how leaders deal with followers’ who do not like or want to change though this is common according to our own experiences. The study has been completed to contribute to science within the subject of how leaders reduce their followers’ resistance to change in the initial stage of an organizational change. The aim is to create an understanding in how an individualized support can help the leader to reduce followers’ cognitive, emotional and intentional RTC in the initial stage of an organizational change. Method: We have used a qualitative method and semi-structured interviews to gather our data. The empirical information was analyzed through theme networks and was presented as an empirical and analyzing chapter all together. Result & Conclusions: The results we found do confirm the most of our research questions including that individualized support used by the leader does have an effect on followers’ resistance to change as well as that most employees have some kind of resistance to change. Although we did not find any proof of individualized support only being a part of the transformational leadership. Instead, we think that this kind of support will be found in several leadership styles. Suggestions for future research: We believe that our study shall be done all over again within the same context but with more respondents and in that way see if there result will be the same. This would according to us also increase the reliability. Contribution of the thesis: Our theoretical contribution includes a deeper understanding of how leaders use individualized support together with the effect on employees with RTC. Our hands-on contribution gives our interviewees and other leaders within the public sector an eye-opener of how change should be handled in future coming organizational change.

Bakgrund: Amning är fördelaktigt för både mor och barn och en positiv amningsstart kan gynna fortsatt amning. De senaste decennierna har amningsfrekvensen i Sverige sjunkit. Amning är ingen medfödd förmåga utan en process som måste läras in av både mor och barn. Ett professionellt stöd av personal under vistelsen på BB kan ge en god förutsättning för fortsatt amning. Syfte: Att undersöka förstagångsmammors upplevelse av professionellt amningsstöd på BB. Metod: Datamaterialet samlades in genom frågeformulär med en öppen fråga och analyserades genom kvalitativ innehållsanalys med induktiv ansats. 16 kvinnor ingick i studien. Resultat: Kvinnorna beskrev vikten av att bli sedda som unika individer under amningsrådgivningen. Den information och det stöd de fick från personalen skulle vara individanpassat för att kvinnorna skulle känna sig sedda. Studiens resultat presenteras i två kategorier: Att bli sedd som en unik individ vid professionellt amningsstöd samt Hur det professionella stödet erbjuds har betydelse för amningsstarten. Dessa kategorier bildar tillsammans temat: Individanpassat professionellt amningsstöd leder till att förstagångsmammor upplever trygghet i amningssituationen. Konklusion: Förstagångsmammor som av personalen på BB får individanpassat professionellt amningsstöd upplever sig trygga i amningssituationen och i rollen som nyblivna mammor. / Background: Breastfeeding is beneficial for mother and child. A positive lactation start may benefit breastfeeding. In recent decades breastfeeding rates in Sweden have fallen. Breastfeeding is not an innate ability but a process that must be learned by both mother and child. Professional support from the staff during the stay at maternity ward can provide a prerequisite for continued breastfeeding. Aim: To investigate first-time mothers experience of professional breastfeeding support in maternity ward. Method: Data was collected through questionnaires with an open question and analyzed by qualitative content analysis with inductive approach. 16 women participated. Results: The women described the importance of being seen as unique individuals during breastfeeding. The information and support they received from staff would be individualized to make them feel confirmed. The results of the study are presented in two categories: Being seen as unique individual in professional breastfeeding support and how the professional support offered is important for breastfeeding. These categories together form the theme: Personalized professional breastfeeding support causes first-time mothers to experience safety in the breastfeeding situation. Conclusion: First-time mothers who from the staff at maternity ward receive individualized professional breastfeeding support feel safe when breastfeeding and in the role of new mothers.

Using a qualitative case study method, this study sought to understand parents’ perceptions of the implementation of inclusive education that their learning disabled children experienced at independent schools when compared to the guidelines for implementing inclusive education as provided for by the Department of Education’s Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011. In line with universal human rights movements and South African law, the inclusion of learners with learning disabilities or learning barriers into mainstream classrooms is necessary to enable them to succeed. South Africa adopted a policy of Inclusive Education in 2001 with the policy document, ‘The Education White Paper 6 on Inclusive Education’. This document paved the way for new approaches to teaching, learning and assessment. To achieve the intentions of the Department of Education (DoE) the Department of Basic Education has published numerous guidelines for addressing inclusion in the classroom. This research focused on the most recent guideline entitled ‘Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011’ by focusing on curriculum differentiation and accommodation for learners with learning difficulties Independent schools maintain that they are not obliged to follow the DoE’s policy documents and guidelines because they are independent. The question is, do they have their own protocols in place to replace those of the DoE? However, the argument is that independent schools should be held accountable for the effective learning support of learners in their schools that experience barriers to learning by having the same or similar policies and guidelines as those of the DoE. The researcher used the guidelines provided by the DoE as a benchmark for the implementation of support measures in inclusive education to study the practices and specific support offered to learners experiencing learning problems in independent schools. The research revealed that the absence of explicit guidelines at independent schools creates uncertainty among parents. The researcher concluded that when independent schools do not deliver the anticipated appropriate support, parents are powerless to demand more effective support for their children. The opinion of the parents was that the implementation of inclusive education at independent schools can be advanced by the adoption of guidelines that are similar to those in use at public schools. / Inclusive Education / M. Ed. (Inclusive Education)