Resilience in emergency management: Learning from COVID-19 in oil and gas platforms

Resilient performance in building maintenance: A macro-cognition perspective during sudden breakdowns

Building maintenance encompasses multiple tightly inter-connected agents (e.g., technicians, occupants, supervisors, and equipment). Variable working conditions and limited resources may affect the safety and sustainability of the activities. Although recent studies have explored how complex systems can perform resilient behavior in facing the complexity of everyday activities, the factors that effectively contribute to resilient performance are still paired with limited empirical evidence. We studied the performance of the maintenance team during sudden breakdowns of air-conditioning devices in a large university campus, using the Functional Resonance Analysis Method (FRAM). A FRAM diagram containing 30 functions was organized including six macro-cognitive functions (expertise, sensemaking, communication, coordination, collaboration, and adaptation/improvisation), examining their role in anticipating, and responding to emergencies, and eight functional units that are directly impacted by disturbances were analyzed in more detail. Results indicate that macro-cognitive functions can greatly impact the functionality of the maintenance team in pursuit of their goals. Moreover, we noted those macro-cognitive functions here analyzed depend on each other to produce resilient performance.

Conceptualising learning from resilient performance: A scoping literature review

Resilient performance is a crucial characteristic of complex socio-technical systems, enabling them to sustain essential functionality during changing or stressful conditions. Resilience Engineering (RE), a sub-field of safety research, focuses on this perspective of resilience. RE emphasises its "cornerstone model", presenting the RE system goals of "anticipating, monitoring, responding and learning". The cornerstone of learning remains fragmented and undertheorized in the existing literature. This paper aims to enrich RE research and its practical implications by developing a nuanced and comprehensive understanding of the role of learning from resilient performance. To achieve this aim, a scoping literature review was conducted to assess how learning is conceptualised in the RE literature and the theoretical foundations on which previous work rest. The main findings show that RE researchers view learning as the process of understanding the system, sharing knowledge, and re-designing system properties. The application of established learning theories is limited. This paper contributes to research by proposing an organisational process for the RE cornerstone of learning, paving the way for deeper discussions in future studies about learning from resilient performance within complex socio-technical systems.

Sociotechnical system design to support disaster intervention development teams

Teams are critical in developing effective responses to various disasters and crises. This study defines a new type of response team: a disaster intervention development team, charged with rapidly developing emergent and innovative interventions to aid disaster response. In this case study, we analyzed the SHIELD Enterprise, a disaster intervention development team that developed and deployed a diagnostic testing system for community surveillance and diagnosis to respond to the COVID-19 infectious disease outbreak. We conducted interviews with 27 team members to identify the work system barriers and facilitators they experienced and to analyze the influence on team performance to inform sociotechnical system design for future teams. We identified 215 barriers and 238 facilitators, which we inductively categorized into eight overarching groups, i.e., categories, that included ambiguity, team processes, technology, design and project requirements, knowledge and expertise, organization, task work and environment. Our findings led to eight sociotechnical system design principles to support future disaster intervention development teams.