| 1. |
- Di Baldassarre, Giuliano, et al.
(author)
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An integrative research framework to unravel the interplay of natural hazards and vulnerabilities
- 2018
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In: Earth's Future. - : John Wiley & Sons. - 2328-4277. ; 6:3, s. 305-310
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Journal article (peer-reviewed)abstract
- Climate change, globalization, urbanization, social isolation, and increased interconnectednessbetween physical, human, and technological systems pose major challenges to disaster risk reduction(DRR). Subsequently, economic losses caused by natural hazards are increasing in many regions of theworld, despite scientific progress, persistent policy action, and international cooperation. We argue thatthese dramatic figures call for novel scientific approaches and new types of data collection to integratethe two main approaches that still dominate the science underpinning DRR: the hazard paradigm and thevulnerability paradigm. Building from these two approaches, here we propose a research framework thatspecifies the scope of enquiry, concepts, and general relations among phenomena. We then discuss theessential steps to advance systematic empirical research and evidence-based DRR policy action.
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| 2. |
- Rydstedt Nyman, Monika, 1961-
(author)
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Collective Learning in Organizations – Opportunities and Constraints : Case Study of an Avalanche Blocking a Railway Line
- 2018
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In: Risk, Hazards & Crisis in Public Policy. - : John Wiley & Sons. - 1944-4079. ; 10:3, s. 332-359
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Journal article (peer-reviewed)abstract
- Damaged infrastructures cause costly delays and losses. In this study, a collective learning framework and the theory of loops of learning are applied to a case study to develop a conceptual model on how lessons learned may be put to more effective use. Structures for systematic learning from events may serve as important tools in proactive adaptation for a more resilient infrastructure in future. This article studies an avalanche blocking a railway and an adjacent road in northern Sweden, which involves several interdependencies of critical infrastructures and actors. To enhance resilience future risk assessment and SWOT analyses should include the effects from a changing climate on the vulnerabilities of interdependence among multiple stakeholders and infrastructures. Knowledge-sharing foremost resulted in single-loop learning, leading to incremental changes. Respondents expressed an understanding of the importance of double-loops feedback but sensed that they lacked incentives from top levels in the organization for future reporting of experiences. This lack of incentives may impede establishing collective memory. The findings of this study can be used to improve policy recommendations, and support building resilience through products of learning.
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| 3. |
- Rydstedt Nyman, Monika, 1961-
(author)
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Managing knowledge sharing of extreme weather induced impacts on land transport infrastructure : Case study of the Swedish Transport Administration
- 2016
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Licentiate thesis (other academic/artistic)abstract
- Extreme weather events and effects of climate change are threats to the transport sector’s functionality and safety. Risk management in this context implies a necessity to focus on the connection between near-term experiences and coping strategies on one hand, and long-term adaptation analyses on the other. How learning from past events and subsequent knowledge sharing can be adopted is a question that needs to be explored, discussed and tested. A systematic approach to lessons learned calls for measures of investigation, reporting, planning, implementation and evaluation. A qualitative case study approach was used in this thesis. In the first paper the practices of accident investigation in operation and maintenance were inventoried within the Swedish Transport Administration (STA). Three accident investigation methods were applied and tested on a cloudburst event, causing flooding in a railway tunnel in Sweden. In the second paper, semi-structured interviews, documents, and archival records were used as means for penetrating deeper into the attitudes and understanding of lessons learned concerning extreme weather events within a procured public-private partnership. The results of the two studies showed weak signals of feedback on lessons learned. Partly, these weak signals could be traced back to weak steering signals. Various obstacles impeded learning curves from lessons learned. The obstacles were of both hard and soft values, e.g. resources in time and equipment, systematic investigation methods, incentives for lessons learned, education and knowledge, values, norms and attitudes towards how and why identified problems should be solved. Successful knowledge sharing requires that close attention is paid to such obstacles and that an adaptive approach is adopted.
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| 4. |
- Rydstedt Nyman, Monika, 1961-
(author)
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MANUSCRIPT: Can Organizational Memory be Built?
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Other publication (other academic/artistic)abstract
- Organizational memory has become a key concept for many actors in society who want to stress the importance of deliberate change and progress in an organization. In the review of 40 articles from 1995 until today have some aspects for opportunities and challenges on memory building been identified. Building memory in an organization involves many different factors and prerequisites, but aspects of functional learning processes are perhaps most important for organizational memory building. Some scholars argue that organizational memory is part of the culture and sustainability of an organization, while others argue that organizational memory cannot be built in practice. Others point to learning from normal daily activities, and others are seeing the good examples as means to build memory. Yet others point to changes in rules, procedures and even in regulations as essential to progress. Severity of events and trust are dominant factors for learning that can lead to memory building, since individuals are effected by the severity, and trust since bond between individuals mean that they sense that their experiences may be of significance for actions or change. Common notions are that memory building and learning are ongoing activities that may lead to efficiency. Memory building may have to be flexible and adaptive to fit organizations with different means and goals. Organizational memory can be of significance for future decisions. Decisions are and may become even more intertwined with other societal actors, and decisions may have effects on other operations in society. Future research could study issues related to events that have effects on society and on organizations that have different means and goals for addressing common problems and their solutions in terms of how memory building works after such events, e.g. natural hazards related disasters, where multiple actors, institutions and operations are affected.
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| 5. |
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| 6. |
- Rydstedt Nyman, Monika, 1961-
(author)
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Organizational Lessons Learned : Natural Hazards Affecting Critical Infrastructure
- 2018
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Artistic work (other academic/artistic)abstract
- This thesis focuses on an issue often presented as a solution – albeit a debated one – namely learning, specifically lessons learned from natural hazard events. Empirically, this thesis examines flooding and avalanches in a Swedish context, centering on systematic feedback mechanisms and learning from extreme events. Opportunities to and constraints affecting learning and knowledge sharing are discussed.The thesis comprises four papers, collectively contributing a description of aspects of learning and feedback in a case study setting of the Swedish Transport Administration (STA) [Trafikverket], and providing an understanding of the present level of knowledge and awareness of climate change related natural hazards, as well as how knowledge sharing may give incentives and understanding for change. The notion of social learning is that individuals, groups, and organizations (and ultimately society) can learn from one another in a context, i.e. fostering mutual change. The goal of learning and using feedback is to create an opportunity to address changes in a thoughtful and explicit manner. At the same time, there is an implicit idea that learning occurs automatically somehow, which is problematized on the basis of the cases in the articles.An interdisciplinary approach was adopted to obtain understanding of lessons learned related to natural hazards affecting critical infrastructure in Sweden. Interdiciplinarity refers to the use of theories from different research fields to achieve synergies in the search for explanations and useful understanding. The different objectives and aims of each paper have increased understanding of mechanisms related to aspects of feedback, learning and knowledge sharing after natural hazard impacts. Each paper also provides examples of opportunities and constraints to feedback mechanisms and learning in a collective context.
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| 7. |
- Rydstedt Nyman, Monika, 1961-, et al.
(author)
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Systematic Knowledge Sharing in a Natural Hazard Damage Context : How Organizational Borders Limit Lessons Learned
- 2017
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In: Risk, Hazards & Crisis in Public Policy. - : Wiley. - 1944-4079. ; 8:4, s. 356-380
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Journal article (peer-reviewed)abstract
- The aim of this paper is to increase knowledge about systematic lessons learning in a public-private partnership. Empirically, it focuses on road maintenance in Sweden where the Swedish Transport Administration (STA) is responsible for the state-owned infrastructure and tendered contractors carry out all maintenance. The tendering process stipulates that the stakeholders should enable learning and the knowledge transfer that is, by necessity, required for preventive purposes. Semi-structured interviews with project leaders from the STA and respondents from two tendering contractors of maintenance were used to investigate attitudes to and the understanding of sharing experiences and knowledge about damage caused by weather extremes and the relevance of climate change adaptation in their field. The analysis suggests that most of the respondents' experiences stay within their own organization, which creates parallel feedback loops, rather than becomes shared knowledge that could be used as lessons learned enhancing preventive work against future damage and loss. The analysis indicates imbalance in feedback of knowledge concerning weather extremes and their effects.
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