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Four facets of learning in performance measurement
Linköping University, Department of Management and Engineering, Logistics & Quality Management. Linköping University, Faculty of Science & Engineering.ORCID iD: 0000-0002-5702-4885
Linköping University, Department of Management and Engineering, Logistics & Quality Management. Linköping University, Faculty of Science & Engineering. Linköping University, HELIX Competence Centre.ORCID iD: 0000-0003-4730-5453
Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.ORCID iD: 0000-0002-0041-9624
Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
2018 (English)In: International Journal of Productivity and Performance Management, ISSN 1741-0401, E-ISSN 1758-6658, Vol. 67, no 9, p. 1608-1624Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this study is to contribute to a better understanding of the role of learning in performance measurement. Design/methodology/approach – We develop a theoretical framework combining workplace learning theory with purposes of performance measurement. We elaborate this framework empirically by identifying critical incidents from a case set within a context containing a broad range of different performance measurement activities. Finally, we discuss the results and the possible implications for using our theoretical framework in order to better understand facets of learning regarding the design of performance measurement. Findings – Workplace learning theory provides a deeper understanding of how the mechanisms of performance measurements support control or improvement purposes. We propose a tentative framework for learning as a driver for performance measurement and four facets of learning are identified: reproductive, rule-oriented, goal-oriented and creative learning. Research limitations/implications – The empirical material is limited to the healthcare context and further studies are needed in order to validate the findings in other settings. Practical implications – We argue that all managers must consider what kind of learning environment and what kind of learning outcomes best serve the interests of their organisation. Purposeful and carefully designed organisational arrangements and learning environments are more likely to induce intended learning outcomes. Originality/value –Previous connections between the fields of ‘performance measurement’ and ‘workplace learning’ often lack any deeper conceptualisations or problematisations of the concept of learning. In this paper, we provide a more nuanced discussion about the process of learning in performance measurement, which may provide a basis for further research and scholarly attention.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2018. Vol. 67, no 9, p. 1608-1624
Keywords [en]
Performance measurement, workplace learning, control, improvement, adaptive learning, developmental learning.
National Category
Production Engineering, Human Work Science and Ergonomics
Identifiers
URN: urn:nbn:se:liu:diva-152037DOI: 10.1108/IJPPM-11-2017-0320OAI: oai:DiVA.org:liu-152037DiVA, id: diva2:1256476
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2018-11-28Bibliographically approved

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Martin, JasonElg, MattiasWallo, AndreasKock, Henrik

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