Tackling the Performance Regime Paradox

A Problem‐Solving Approach Engages Professional Goal‐Based Learning

Datos Bibliográficos

ID6364997
AutoresDonald P Moynihan (0000-0003-4097-6908, Georgetown University, autor de correspondencia), Martin Baekgaard (0000-0001-6683-396X, Aarhus University, autor de correspondencia), Mads Leth Jakobsen (0000-0001-8923-3502, VIVE - The Danish Center for Social Science Research, autor de correspondencia)
Año2019
Volumen80
Número6
Páginas1001-1010
Fecha de publicación2019-12-30
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPublic Administration Review (JOURNAL)
Identificadores de la revistaISSN: 0033-3352 • E-ISSN: 1540-6210
EditorialWiley (PUBLISHER • GB)
DOI10.1111/puar.13142
OpenAlexW2998099885
IdiomaEN
Citas recibidas13
Referencias citadas53

Public performance regimes are bedeviled by a paradox: they must engage the specialized knowledge of professionals who often perceive those very regimes as a threat to their autonomy. The authors use a mixed‐method analysis of performance management in Danish hospitals, with separate data for managers and frontline professionals, to offer two insights into this challenge. First, the study shows that managerial behavior—in the form of performance information use—matters to the way frontline professionals engage in goal‐based learning. Second, it shows that the way managers use performance data matters. When managers use data in ways that reinforce the perception of performance management as an externally imposed tool of control, professionals withdraw effort. However, when managers use data in ways that solve organizational problems, professionals engage in goal‐based learning. The threat to professional values that performance regimes pose can therefore be mitigated by managers using data in ways that complements those values

Economics · Epistemology · Management science · Mathematical economics · Sociology · Computer Science · Evaluation and Performance Assessment · Human Resource Development and Performance Evaluation · Organizational Learning and Leadership · Philosophy · Psychology