Policy Analysis Organisational Psychology
\nInstructions
\n\u2022 Australian English and Australian References \u2022 Help write my thesis – APA 7 Referencing \u2022 Using template provided to complete it \u2022 Policy for my case study attached also Assignment Overview: Organisations attempt to formalize their culture through distinct policies. These policies specify what employees are expected to do and how non-compliance is handled. Effective policies are living documents that must grow and adapt. While the core elements and the intent of a policy often remain the same, it can become difficult to capture the complexities of behavioural norms and customs and ensure consistent implementation of procedures and practices as the industry and the organisation adapts. In this assignment, you will review the organisational policy associated with your case study and identify how it could be improved. The marking criteria for this assignment can be found here.Download here. Your taskPreparationRequirementsFAQsArtificial IntelligenceHow to submit Assignment Instructions: Step 1: Find your associated policy Download and read through the policy that is associated with your case study. This should be the same case study underpinning your focus for Assignments 1 and 2. Case Study B – PolicyDownload Case Study B – Policy Step 2: Critique the policy Critique the policy by drawing on content and particularly psychological theory that you have learned during the topic. Questions to consider include: What does the policy cover? How does the policy support the organisational issue? Who should have input into the policy How could the policy be improved? Step 3: Complete the policy analysis template Complete the analysis using the provided template. Suggested word counts have been provided but it is at your discretion how detailed you choose to be in each section. You should include in-text citations where appropriate and a reference list at the end. Please use formal (third-person language). The word limit for this assignment is 1500 words (plus or minus 10% and minus the reference list). Policy analysis template Download Policy analysis template
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\nCase Study B
\nOrganisation: Bank Sinatra Problem: Motivating staff to return to the office full-time Background: One of Australia’s largest commercial banks, Bank Sinatra employs over 35,000 people, serves 3.1 million customers, and has branches in every Australian state and territory. In 2020, when the COVID-19 pandemic forced Australians into Iockdown, 98% of Bank Sinatra employees transitioned to work-from-home arrangements. Equipment was provided to each worker (according to their role requirements), team meetings were held via video conferencing apps and tracking software was implemented so managers and supervisors could monitor employee interaction with the online systems. In the three years since lockdowns began, Bank Sinatra’s profits have increased significantly. In addition, the most recent employee voice survey indicated a high level of engagement and satisfaction among employees, along with low levels of turnover intentions. In May 2023, the Chief Executive Officer of Bank Sinatra ordered that all employees return to a full-time office working arrangement from September 1, 2023. In a video message to all employees, the CEO argued that employees should be “trained and developed well” and that this is hard to do “when you don’t have a leader who’s beside you, listening to what’s going on the phones.” Following the announcement, employees from Bank Sinatra flooded social media platforms with complaints about the proposed return to office plan. Employees argued against the 5-day office work week, saying that:
\n\u2022 They felt more productive at home (aligning with a record increase in profits) \u2022 More time in the office means a loss of time and money savings (more commuting, more formal office attire required) \u2022 They are benefiting from greater work life balance (being able to set their own schedules) \u2022 Returning to the office signals a lack of trust on behalf of management At a town hall meeting, the proposed plan was put to a vote. Despite vocal opposition from some employees, the proposal passed 54 to 46. Recognising that a large proportion of employees are against the new working arrangements, the board has engaged a top consulting firm to devise a plan to motivate employees to return to the office full-time from September 1, 2023. Key Stakeholders: \u2022 Chief People and Culture Officer, Bank Sinatra \u2022 Chief Strategy and Innovation Officer, Bank Sinatra \u2022 Social Media Manager, Bank Sinatra \u2022 Employee, Bank Sinatra \u2022 Finance Sector Union Representative<\/p>\n
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\nPage 1 of 4
\nUncontrolled copy. Refer to the Department of Education Policy and Procedure Register at
\nhttps:\/\/ppr.qed.qld.gov.au\/pp\/flexible-work-arrangements-policy to ensure you have the most current version of this document.
\nFlexible work arrangements policy
\nVersion: 1.4 | Version effective: 15\/12\/2021
\nAudience
\nThis policy applies to all employees of the Department of Education (the department).
\nPurpose
\nThis policy outlines the department\u2019s commitment to providing options of flexible work arrangements to employees.
\nPolicy statement
\nThe department recognises that flexible work arrangements produce significant benefits for both employees and
\nthe department. The department provides opportunities for flexible work arrangements to employees for assistance
\nwith balancing the demands of professional and personal life, and to promote the value of diversity and inclusion in
\nthe workplace.
\nFlexible work agreements may include changes to the typical way an employee works, including the:
\n\uf0b7 employees working hours (e.g. changes to start and finish times) including working arrangements\/patterns
\nof work (e.g. job sharing)
\n\uf0b7 working locations (e.g. working from home or a different office)
\n\uf0b7 way an employee works (e.g. use of different equipment).
\nPrinciples
\n\uf0b7 All employees have a right to request flexible working arrangements
\n\uf0b7 The department will give fair and reasonable consideration to all requests for flexible work arrangements,
\nand respond to the employee in a timely manner
\n\uf0b7 Flexible work agreements will be reviewed regularly to ensure they continue to meet the department\u2019s
\noperational requirements and the needs of the employee.
\nPage 2 of 4
\nUncontrolled copy. Refer to the Department of Education Policy and Procedure Register at
\nhttps:\/\/ppr.qed.qld.gov.au\/pp\/flexible-work-arrangements-policy to ensure you have the most current version of this document.
\nRequirements
\nAll employees
\n\uf0b7 Make all requests for flexible work arrangements in writing, providing information about the arrangements
\nrequested and the reasons for the request, in sufficient detail to allow the employer to make a decision
\n\uf0b7 Identify specific requirements and discuss individually with their manager, principal or supervisor potential
\narrangements which would address those requirements
\n\uf0b7 Provide all relevant details when requesting or reviewing a flexible work arrangement and provide timely
\nupdates to their manager about changes that may impact the flexible work arrangement.
\nAdditional requirements for Managers, Principals and Supervisors
\n\uf0b7 Encourage work practices and processes that enable flexibility for employees while ensuring operational
\nneeds are met and service delivery is maintained
\n\uf0b7 Actively work with employees to find solutions to requests for flexible working arrangements where possible
\n\uf0b7 Ensure all applications for flexible work arrangements are assessed fairly and reasonably, taking into
\naccount the reason for the request and any associated legislative, industrial and procedural requirements.
\nEnsure due consideration is given to:
\no the operational requirements of the work unit
\no the health and safety of the employee particularly when the arrangements include adjustments to work
\nlocation
\no how the employee will continue to be actively engaged in work unit activities including team meetings
\nand access to ongoing professional development
\no managing cyber security risks.
\n\uf0b7 Ensure any decision to grant the request in part or subject to conditions, or refuse the request, is only made
\non reasonable grounds
\n\uf0b7 Ensure all employees who have applied for flexible work arrangements are provided with a written decision
\nabout their request within 21 days, including reasons for the decision where the application is granted only
\nin part, subject to conditions or is refused
\n\uf0b7 Ensure flexible work agreements specify the conditions of the arrangement, including the period of time the
\nflexible work arrangement will be in place
\n\uf0b7 Treat staff accessing flexible work arrangements fairly in selection processes and when accessing
\nprofessional development opportunities
\n\uf0b7 Seek advice from Human Resources whenever necessary in relation to implementing or approving a
\nrequest for flexible work arrangements
\n\uf0b7 When necessary, confirm any associated costs (e.g. technology required for working from home) have
\nsufficient funding and are allocated to the appropriate cost centre
\n\uf0b7 Regularly review and manage approved flexible work arrangements in order to maintain consistent
\noutcomes and results and to ensure the arrangements continue to meet the operational requirements of the
\nwork unit.
\nPage 3 of 4
\nUncontrolled copy. Refer to the Department of Education Policy and Procedure Register at
\nhttps:\/\/ppr.qed.qld.gov.au\/pp\/flexible-work-arrangements-policy to ensure you have the most current version of this document.
\nDefinitions
\nTerm Definition
\nEmployee
\nAny person employed by the department to work in a state educational facility or
\ncorporate support role in a permanent, temporary or casual capacity.
\nLegislation
\n\uf0b7 Industrial Relations Act 2016 (Qld)
\n\uf0b7 Public Service Act 2008 (Qld)
\n\uf0b7 Human Rights Act 2019 (Qld)
\n\uf0b7 Appeals Directive (03\/17)
\n\uf0b7 Department of Education Cleaners’ Certified Agreement 2018
\n\uf0b7 Department of Education Teacher Aides’ Certified Agreement 2018
\n\uf0b7 Leave without Salary Credited as Service (Directive 01\/19)
\n\uf0b7 Paid Parental Leave (Directive 17\/18)
\n\uf0b7 Queensland Public Service Officers and Other Employees Award – State 2015
\n\uf0b7 Recognition of Previous Service and Employment Directive (12\/18)
\n\uf0b7 Department of Education Certified Agreement 2019
\n\uf0b7 Teaching in State Education Award – State 2016
\nDelegations\/Authorisations
\n\uf0b7 Nil
\nPolicies and procedures in this group
\n\uf0b7 Flexible work arrangements procedure
\nSupporting information for this policy
\n\uf0b7 Nil
\nOther resources
\n\uf0b7 Leave policy
\n\uf0b7 Diversity and inclusion policy
\n\uf0b7 Supporting employees affected by domestic and family violence policy (DoE employees only)
\nPage 4 of 4
\nUncontrolled copy. Refer to the Department of Education Policy and Procedure Register at
\nhttps:\/\/ppr.qed.qld.gov.au\/pp\/flexible-work-arrangements-policy to ensure you have the most current version of this document.
\n\uf0b7 Hours of work, accrued time off, time off in lieu and timesheet arrangements for non-school based public
\nservants procedure
\n\uf0b7 Individual employee grievances procedure
\n\uf0b7 Flexible by design program (DoE employees only)
\n\uf0b7 Flexible work arrangements – Public Service Commission
\n\uf0b7 Telecommuters
\n\uf0b7 ‘We All Belong’ workforce diversity and inclusion framework (DoE employees only)
\nContact
\nDiversity, Culture and Engagement \u2013 Human Resources
\nEmail: weallbelong@qed.qld.gov.au
\nReview date
\n1\/02\/2022
\nSuperseded versions
\nPrevious seven years shown. Minor version updates not included.
\n1.0 Flexible work arrangements
\n2.0 Work-Life Balance procedure
\nCreative Commons licence
\nAttribution CC BY
\nRefer to the Creative Commons Australia site for further information<\/p>\n
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\nImproving Organisational Policies: A Case Study Analysis
\nIn today’s dynamic business environment, organizations strive to establish and maintain a culture that reflects their core values and objectives. One of the ways they achieve this is through organizational policies that define the expected behavior of employees and the consequences of non-compliance. However, these policies need to evolve and adapt to changing circumstances and industry trends. In this context, this article conducts a policy analysis of an organizational case study \u2013 Bank Sinatra’s policy regarding the return of employees to the office full-time.<\/p>\n
Introduction
\nBank Sinatra, one of Australia’s largest commercial banks, is the focal point of our analysis. The organization faced the challenge of motivating its employees to return to the office full-time after a successful transition to remote work during the COVID-19 pandemic. This case study provides an excellent opportunity to evaluate the existing policy and suggest improvements based on the principles of organizational psychology.<\/p>\n
Understanding the Policy
\nThe flexible work arrangements policy from the Department of Education serves as a reference for our analysis. This policy outlines the department’s commitment to providing flexible work options for employees, promoting diversity and inclusion, and balancing professional and personal life. It emphasizes the importance of considering employee requests fairly and reasonably, reviewing flexible work agreements regularly, and ensuring operational needs are met.<\/p>\n
Critique of Bank Sinatra’s Policy
\nPolicy Coverage: Bank Sinatra’s policy, as outlined in the case study, focuses primarily on the return to full-time office work. While this is a critical aspect, it lacks comprehensive coverage of other potential flexible work options, such as hybrid models or phased returns, which could better accommodate employees’ preferences.<\/p>\n
Psychological Support: The policy should incorporate elements of psychological support, acknowledging the emotional impact of the transition on employees. Providing resources for mental health and stress management could enhance the policy’s effectiveness.<\/p>\n
Input into Policy: The case study does not explicitly mention employee involvement in policy development. Inclusion of employees in decision-making processes can foster a sense of ownership and address their concerns effectively.<\/p>\n
Trust and Autonomy: The policy should recognize the importance of trust in remote work arrangements. Trusting employees to manage their time and deliver results can boost motivation and productivity.<\/p>\n
Recommendations
\nBased on the critique, several recommendations can enhance Bank Sinatra’s policy:<\/p>\n
Comprehensive Flexible Work Options: Expand the policy to include a range of flexible work options, such as hybrid models, part-time office work, or phased returns, allowing employees greater flexibility in their choices.<\/p>\n
Psychological Support: Integrate psychological support resources into the policy, providing guidance on managing stress, maintaining work-life balance, and seeking help when needed.<\/p>\n
Employee Input: Establish mechanisms for employees to contribute to policy development and decision-making processes, ensuring their voices are heard and considered.<\/p>\n
Trust and Autonomy: Emphasize trust and autonomy in the policy, recognizing that employees can deliver results regardless of their physical location.<\/p>\n
Conclusion
\nOrganizational policies play a crucial role in shaping workplace culture and behavior. Bank Sinatra’s challenge of motivating employees to return to the office full-time provides a valuable case study for policy analysis. By expanding the policy’s coverage, incorporating psychological support, involving employees, and emphasizing trust and autonomy, Bank Sinatra can create a more effective and employee-centric policy.<\/p>\n
References:<\/p>\n
Department of Education. (2021). Flexible work arrangements policy (Version 1.4). Retrieved from link.<\/p>\n","protected":false},"excerpt":{"rendered":"
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