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Question: Jenny has just been offered an exciting position as CEO for a company called audio enterprises. The chairman of the board mark smith of audio enterprises called Jenny to offer her the position as CEO of his troubled audio equipment manufacturing organization.

The first question Jenny asked was: "will the board give me the autonomy I need to turn this company around?" The answer was "yes!" and so Jenny accepted. Audio enterprises problems were so severe that the board was desperate for change and ready to give Jenny support she needed to save the organisation. Jenny signed on for her new position. She felt excited for her that she will finally have the autonomy to try out her theories about an empowered workforce?

To turn the company around Jenny knew that her cost cutting was needed but what would this mean for productivity and empowerment? She found it interesting that management wages were well above industry average, yet productivity did not reflect this . Workers on the front line and upper management at audio enterprises were also divided into groups but cooperation at all levels was needed to achieve a turnaround. As her first task as the new CEO, Jenny would set up a meeting to ask her eight managers to take serious paycut with these pay cuts , 30 fort line workers could receive marginally sky higher wages which Jenny anticipates will boost their productivity. Jenny is hoping that with the promise of bonuses to share when things start to improve, that management would be incentivized to work harder to reap these rewards, though she fears good managers might leave. She will need to send a strong message to the entire organization that they rise or fall together. Jenny also knows that everyone will be looking at her own salary as an indication of whether she walks her talk.

Jenny has a feeling that the next twelve months would be complete hell, with long hours. Bitter resistance from her managers and no guarantee of success. She will have little time for her family and will also have to give up her commitment to volunteering at the local community food bank. She wonders what might happen when she fails?. Many influences on audio enterprise are beyond her control and the organisation is in trouble . Jenny is torn while she believes she can turn things around, what will she discover when she gets inside, and what if the board undermines her? . Doesn't she owe it to herself and her managers to be compensated at the highest possible level for the stress and risk they will be enduring for the next twelve months?

What is Jenny's ethical dilemma ?

Identify two key stakeholders and explain the possible short term and long term consequences of jennys decision for this key stakeholder?

Analyse what Jenny would do if she used the utilitarian view of ethics?

Analyse what Jenny would do if she used the moral rights perceptive?

Analyse what Jenny would do if she used the justice perceptive

The Reserve Bank is the central bank of New Zealand and a unique entity. Due to its exclusive status, it is not therefore afforded the recruitment opportunities available to organisations in more prolific industries. In addition, the average lifetime of staff members is more than nine years, resulting in a significant potential loss of knowledge on departure. Consequently, the Bank has identified knowledge loss as a high risk within the organisation. In response to this risk, an extensive knowledge management program has been initiated that now spans a five-year period.

The nature of the work of the Reserve Bank was such that it required a range of specialist skill sets that were not readily available within New Zealand. This was mainly due to the fact that each country has only one central bank, and therefore does not have a large pool of individuals with the specialist skill sets, such as macro-economics and banking supervision, that are required. Consequently, recruitment of staff was effectively limited to a global pool of specifically skilled labour drawn from central banks around the world. In addition to the scarcity of skill sets, the average length of service at the Reserve

During this time, staff members accumulated an extensive knowledge of the Bank and its operations, resulting in a very high exposure to loss of knowledge on the departure of key staff. As a consequence of this exposure and of the "rightsizing" program that the Bank was then undergoing, the Bank recognised that it needed to take action to minimise the risk of knowledge loss. Although the NZRB was one of the first to recognise the significance of these issues, other central banks such as the Bank of Canada have also expanded their research programs to include the issues of talent and knowledge sharing (Bank of Canada, 2002).

In 1999, with the combination of national and local drivers, that the Bank developed a corporate vision that focussed on knowledge management as a key component. The vision was led by the then deputy governor, whose involvement signified the high level of importance that the Bank attributed to knowledge management. This was an important first step and allowed the Bank's vision to permeate the organisation, providing staff with a needed sense of purpose that transcended everyday activities (Gold, Malhotra, & Segars, 2001). The Bank's new corporate vision prompted the required changes within the organisation (Kanter, Stein, & Jick, 1992). In this case, the vision encapsulated the contribution that knowledge-based value creation can make (Earl, 2001).

The first step after development of the corporate vision was for the Bank to develop a business case to move forward in developing a knowledge management program. Development of a business case for knowledge management is difficult given the seemingly intangible benefits and difficulty in quantifying or measuring the potential outcomes of initiatives. Although the Government vision and the national drivers arising from this were a key source of support for the Reserve Bank vision, they did not assist in the development of a direct business case for the undertaking of a knowledge management program. However, the Bank's status as a quasi-government department enabled it to leverage government interest in building the knowledge economy and positioning the public sector as the driver of the knowledge economy was of particular importance to the Bank. The Bank also emphasised its view that government departments should be showing leadership. By emphasising the importance of leadership from the public sector, the Bank was able to add significant weight to its own business case.

One of the most significant steps in the Bank's journey to knowledge management was the establishment of the Knowledge Services Group. This group, comprising staff from across the organisation, was charged with identifying the importance of knowledge management for the Bank and, subsequent to this, implementation and maintenance of organisational knowledge management practices. The Bank appointed Yogesh Anand to the role of chief information officer (CIO). His role was to head the Knowledge Services Group and take overall responsibility for the Group's combined areas of knowledge management, information management, and technology. A critical part of Anand's role was to take the knowledge management vision and understand what it meant for the Bank, to refine it, to elaborate it, and finally to replace theory with action.

From the outset, involvement in the knowledge management initiative came from all levels. The Bank's governor directly sponsored the initiative, and this top-level support was particularly helpful in communicating the importance of the initiative to all staff. A clear corporate vision (Kanter, Stein, & Jick, 1992; Nonaka & Takeuchi, 1995) and top-level support (Blackler, 1995; Nonaka & Konno, 1998) are widely acknowledged as fundamental to the development of a strong knowledge culture. At the same time, staff from the library and records management area as well as other parts of the Bank came together to form an informal, grassroots network. This network followed the growth of thinking on knowledge management theory and could be categorised as an early community of practice, defined as one of three key critical components of knowledge management (Cohen & Prusak, 2001). Other critical components were identified as the trust of the organisation's staff and the presence of appropriate social norms and organizational culture, both of which were confirmed by the experience of the Bank. Communities of practice have an important role to play in sharing learning and knowledge across an organisation (DiBella & Nevis, 1998), as evidenced within the Bank, where this informal network initiated brown-bag lunchtime sessions, where those interested in finding out more about knowledge management and how it would work in the Bank could meet and discuss the various issues. This group also helped to identify the barriers that existed in terms of knowledge sharing.

Case reference: Jennex, M.E. (2005). Case studies in knowledge management. Hershey Pa: Idea Group Pub.

1) In the above case study, identify at least two forms of Tacit Knowledge and two forms of Explicit Knowledge in use. Describe the different aspects of Knowledge Management (KM) at the Reserve Bank of New Zealand within a BTOPP framework (Benefits-Tool-Organization-People-Process). (10 marks)

2) Identify and explain at least one KM initiative that you would recommend for the organisation and describe how this initiative relates to each aspect of the Nonaka & Takeuchi model (or any other KM model). (10 marks)

NOTE: You are NOT required to include any diagram for answering this question [1:32 AM, 11/10/2021] Flo: Teams are essential in any job, and sometimes it may not go the way people in the group want to. According to the textbook, "team cohesiveness is defined as the extent to which members are attracted to the team and motivated to remain in it (Daft, 2017, pg 303)." For efficient members in the group should be highly motivated to stay because then the group relationship can get stronger. One factor that are can affect this team's cohesiveness is groupthink. Groupthink is defined as the "tendency when people in cohesive groups to suppress contrary opinions (Daft, 2017, pg 305)." For example, Brad Fitzgerald the creative director had one final slide which landed the deal with the client because the entire presentation was going downside until the last slide. However, according to Tyle Green, a brand strategist, no one knew there was a final slide (Daft, 2018, pg 321). The group only knew he was working on a tag for the last slide, and it was discussed with the group (Daft, 2018, pg 321). The group should know what is being presented because if any surprises come up, it can throw the entire team cohesiveness, which can irritate folks in the group. Another factor that affects team cohesiveness is relationship conflict. According to the textbook, relationship conflict is defined as "personal incompatibility that creates human tension and feelings of personal animosity among people (Daft, 2018, pg 312). " In a group having relationship conflict can affect the task at hand and stress to finish the upcoming jobs. In this team, there was a conflict between Brad Fitzgerald and Trish Rodrieck; Trish only realized a certain tension between her and Brad and which is never good in a group. This team had many issues even though the objective of the group was completed but there was poor team cohesiveness.

Add two scholarly articles to this. The sources should have real-life examples of team cohesiveness. And explain why. Also, use intext citations as well.