Individual Readiness for Change in the Context of Enterprise Resource Planning Systems Implementation

The present study takes a bottom-up approach and investigates the organizational implications of ERP systems implementation in organizations. We adopt a likely point of view of employees and study the ERP integration process along 3 dimensions: people, processes, and information. In this manner we discover the ERP-specific sources of resistance that could affect negatively the deployment of the software. Then, we argue that a general set of beliefs shapes employees readiness to change to ERP use and provides the foundation for resistance or for adoptive behavior. We define the concept of readiness for change in the context of ERP and introduce a readiness for change assessment approach. Then, we test empirically the study hypotheses upon which the research model was build. The results obtained offer insights into factors that can improve the effectiveness of ERP implementation strategies and underline the importance of change management for the success of such projects

Principal change leadership competencies and teacher attitudes toward change: the mediating effects of teacher change beliefs

This study investigates the relationship between Principal Change Leadership Competencies, Teacher Change Beliefs and Teacher Attitudes toward Change. A total of 936 teachers from 47 High Performing Secondary Schools in Malaysia completed the survey. Structural equation modelling was applied to test the models. Firstly, the results showed that Principal Change Leadership Competencies was significantly related to Teacher Change Beliefs and implied that if school principals equipped themselves with sufficient Principal Change Leadership Competencies, Teacher Change Beliefs can certainly be enhanced. Secondly, Teacher Change Beliefs was significantly related to Teacher Attitudes toward Change whereby the stronger the Teacher Change Beliefs, the greater the enhancement of Teacher Attitudes toward Change. Thirdly, Teacher Change Beliefs was indeed a total mediator in the relationship of Principal Change Leadership Competencies and Teacher Attitudes toward Change. Put simply, via Teacher Change Beliefs, the impact of Principal Change Leadership Competencies on Teacher Attitudes toward Change was relatively strong as Teacher Change Beliefs greatly facilitated the influence of Principal Change Leadership Competencies on Teacher Attitudes toward Change. Thus, in-depth enhancing Teacher Change Beliefs is one of the effective ways to increase the likelihood of teachers to embrace change. Fourthly, Principal Change Leadership Competencies was more influential than teachers’ self-influence in enhancing Teacher Attitudes toward Change. Therefore, concerted effort must be given to prioritize the continuous development of principal change leadership in effective change management. The study encourages a fresh look at change leadership development and ultimately alters the traditional approach of school principals in managing change

A Case Study of a Financial Services Provider: Progressing Towards Applying Advanced Enterprise Engineering

This paper reports the findings of an empirical investigation of an organization that is progressing towards applying advanced enterprise engineering. Advanced enterprise engineering focuses on important aspects for strategic planning of an enterprise. The investigation adopts an interpretive case study approach and explores qualitative data on aspects of enterprise engineering in practice. The paper identifies various practices, which are prevalent in progressing organizations. This study suggests characteristics that describe the readiness of an organization to apply advanced enterprise engineering approaches. The originality of this study is its description of the organizational and sub-cultural context, communication issues, change approaches and identified challenges of an organization progressing towards applying advanced enterprise engineering. This case study analysis focuses on social aspects in a progressing organization

Teacher change beliefs: validating a scale with structural equation modelling

The objectives of the study were to validate a substantiated Teacher Change Beliefs Model (TCBM) and an instrument to identify critical components of teacher change beliefs (TCB) in Malaysian secondary schools. Five different pilot test approaches were applied to ensure the validity and reliability of the instrument. A total of 936 teachers from 47 high-performing secondary schools completed the survey. Structural equation modelling was applied to test the models. Exploratory factor analysis was employed to identify the underlying factors, whereas confirmatory factor analysis was applied to test the measurement models. The analysis yielded a three-factor TCBM: (1) discrepancy, (2) efficacy and (3) principal support. The results demonstrated a good fit of the model: normed χ2 = 3.156, Tucker-Lewis Fix Index = .987, Comparative Fix Index = .991 and Root Mean Square Error of Approximation = .048. The results also provided evidence for convergent validity, discriminant validity and construct reliability. The TCBM is an empirically tested model derived in a local Malaysian cultural education setting. It provides direction for practitioners in planning and designing training programmes of change management for school principals in the enhancement of TCB among teachers in schools. Besides, Teacher Change Beliefs Scale is a promising and welcome tool for both practitioners and researchers. With only nine items, it is easy to administer and not time-consumin