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Fayol (Andreina, Monica, James, Cameron)

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Fayol (Andreina, Monica, James, Cameron)

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Workplace stressors
Greatest issue is that employees are expected to handle issues themselves - employer actions are disingenuous or reinforce the view that the employee should manage themselves. Resilience programs implicitly tell workers that they are not good enough if they cannot handle workplace pressures/stress,
Part-time workers are put under particular stress - they are often expected to perform to the same volume and standards as full-time employees, and do so on their own time and by working under greater stress when they are at work.
Constant expectation to do more with less - efficiency dividends exemplify this in public service. Political and public expectations are increasing due to ongoing, regular and (probably) increased scrutiny of APS.
Technology has blurred lines between work and home life, and has diffused responsibility from managers (who previously might have been the only person with a work phone) to lower level staff. Some staff never turn off.

Disadvantages: illness and absenteeism, loss of corporate knowledge because employees leave or because work is performed by contractors.
Advantages: cost-saving (short-term because of the higher cost of turnover and contractors), competition between employees to perform produces short-term outcomes - but also leads to burnout and toxic workplace environments. Some employees find high-pressure environment and resilience empowering, but celebrating these people comes at the expense of devaluing the contribution of others and blaming them for failing to deliver under increasing pressures.

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Fayol (Andreina, Monica, James, Cameron)

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Fayol (Andreina, Monica, James, Cameron)

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Conditioning
Classical: risk-taking and failure - if managers offer support following failure and participate in learning processes, employees are satisfied with the outcome and encouraged to engage in risk. If managers do not offer support, then the employee associates risk with failure, and becomes risk averse.
Operant: example 1: providing feedback on a task, identifying what has been done well and what could be improved, indicating to the staff member how they could better perform aspects of the task.
Example 2: following training activities, employees deliver key learnings to the team. The team adopts these learnings and give positive reinforcement to the person identifying the value of the learning and their summary.
Punishment: managers with short tempers, take out frustrations on employees and make examples of them (typically by yelling). This affects others in the workplace, creating fear and uncertainty - staff are not encouraged to engage in productive behaviour but rather fear the retribution of the manager being dissatisfied with (often unclearly defined) behaviours.

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Classical Conditioning example:
Saying good morning to your manager so that they are more mindful of you and their responsibility towards you for the rest of the day.

Operant conditioning:
If you work in a team that is always under the pump to achieve a goal or report and you work overtime to get work down. Then you get praise from you manager for working overtime is positive reinforcement.

Punishment:
There was a division who acted unprofessionally during a christmas party and as a result where told that they would not be able to organise a christmas party next year. They would also have to donate all money raised for the cost of the christmas party to charity. Whilst other divisions would be able to organise christmas parties.  If you breach the APS code of conduct, there are punishments that vary in severity such as being demoted down to a lower level APS band, termination of employment etc. Example from the news was when an APS employee released financial information to a friend so they could do instead trading this resulted in there termination.

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Fayol (Andreina, Monica, James, Cameron)

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Fayol (Andreina, Monica, James, Cameron)

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Literature review
1. Scope was broadly (and in our view, poorly) defined. Dealt with what knowledge is, lessons learned process and mistakes made in these, and how organisations can adapt. Attempted to various sub-issues, and overall introduced too many ideas. First concept included a sales pitch - why knowledge is important - which did not add to the literature review or assist in defining the knowledge gap the article is seeking to fill or the work that it is seeking to do. Last concept was more tidily addressed by dividing into clear ideas and building on each.
2. There was no clearly articulated question for section 3.1. It appears to deal with key concepts underlying the article. We speculate that the question may have been, "How can organisations use lessons learned processes to formalise knowledge?"
3. Badly (Monica Holly, 25 May 2019). It does not help the reader to grapple with the concept. Established the concepts of organisational knowledge, lessons learned activities and how organisations can adapt - some attempt to combine these concepts.
4. No, because the objective is not defined and the structure does not assist the reader to understand the concepts or relationships between them.

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Literature review
1. They didn't do that good job of narrowing the scope of the article. They list and talk about a lot of authors and their research.  Found 3.1 section hard to follow, was not sure where the train of thought was going.

2.  The structure of the article followed as such:
1. How is knowledge managed though organisations.
2. What is organisation knowledge and its different types such as explicit and Tacit
3. Why is it important to manage knowledge.
4. Lessons learned process i.e. identification, dissemination and application.
5. How to store lessons learned i.e. through IT, but this has its downfalls and can not lead to effective lesson's learned.

Subheading would have been helpful to navigate structure. There is a lot of listing should be more concise to succient.

2. Research questionsfor 3.1:
Started broad with organisation knowledge and then narrowed down to lessons learned approach.
What are the theories of knowledge management that affect the lessons learned approach. What is the lessons learned process, what elements affect it and how it can be used effectively by organisations.

3. Has the sections that a literature should have, but there could have been a better synthesis of information. They started off with too broad of subject matter, should have drilled down to specific question earlier within the article. There was also a lack of linkages between different theories and how they contrast to each other. Was hard to see the overarching thought process behind the article. Lack of evaluation of strengths and weakness of the article.

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A3.
We are expected to do more with less resources and less time and the expectation to be always responsive during each day. Competing priorities and tasks are more of a factor as there are fewer resources allocated to each division and task.
As identifed in the conversation article, there is a rise in workplace burnout as individuals are being expected to absorb more pressure. The advantages for organsiations is that they can keep our aim to keep staffing levels low.  It would be good to control your emotions in situations where you are not in physical danger but then to switch them back on when you are in danger.

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A2.
Classical conditioning:
Stimulus related to a shared joke was used by a supervisor to help employee feel more comfortable with using the phone .
Operant conditioning:
You work overtime to complete a task.You recieve public praise and recognition from your boss which encourages you to work overtime again when required or when asked.

Reinforcement punishment:
Breaches of the APS code and different levels of punisment varying in severity from a warning to termination of employment.

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Literature review

They identified the problem statement.theyreviewed the literatures and found a gap and in the literature resulting in their research h question. The research question is "how can the lessons learnt concept illustrated in the Swiss cheese model be broadens beyond safety to meet the learning needs of the project organisations.

Q: how is section 3.1 structured?
A: it is structured by the various views established in ten literature. Also by identifying 3 key themes (identification, dissemination and application. Each of these themes are then explorers in more depth.  They note that IT is a critical element as well as infrastructure and human capital. For people without a maths background , the structure of the results was difficult to follow and understand. On the whole, literature review are uneccesarily difficult to find the point they are trying to convey. The answer to the question the author is trying to address is sometimes buried deep within the content of the literature review.