An investigation into psychological stress detection and management in organisations operating in project and construction management

AbstractWhile psychologists remain divided whether ‘workplace stress’ is caused by workplace experiences or other factors, it's commonly accepted that, regardless of cause, people experiencing stress can demonstrate decreased workplace performance. From a human performance and productivity perspective, from whence stress arises is somewhat irrelevant–the relevant fact is that it's far more important to have systems and procedures in place to contribute to avoidance of undue work environment- caused stress. It is also important to identify when an employee is exhibiting signs of stress than it is to focus only on remedial measures for when stress effects have already taken their toll on a person. Many organisations engage external service providers to deal with management of stress effects on people. It has not been clear how many organisations engaged in construction or project management address workplace environment as a potential causal factor in stress as part of organisational risk management. This paper focuses more on what leading construction and project management organisations are doing (and according to benchmark practice, should be doing) to address the matter of stress impacts on employees from a three phase perspective–environmental stressors, management training to identify early signs of stress, and managing employee stress when it is clearly affecting performance. The paper also proposes an approach by which organisations in construction and project management can become more effective in this three phase approach to stress management in the workplace, based on a pilot study which is the basis of more in-depth research currently under way at Bond University

Innovation in project management education - let’s get serious!

More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development