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首页> 外文期刊>The International Journal of Productivity and performance management >Four facets of learning in performance measurement
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Four facets of learning in performance measurement

机译：绩效评估中的四个学习方面

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摘要

Purpose - The purpose of this paper is to contribute to a better understanding of the role of learning in performance measurement. Design/methodology/approach - The authors develop a theoretical framework combining workplace learning theory with purposes of performance measurement. The authors 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, the authors discuss the results and the possible implications for using the 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. The authors 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 - The authors 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, the authors provide a more nuanced discussion about the process of learning in performance measurement, which may provide a basis for further research and scholarly attention.
机译：目的-本文的目的是帮助人们更好地了解学习在绩效评估中的作用。设计/方法/方法-作者开发了一个将工作场所学习理论与绩效评估目的相结合的理论框架。作者通过从包含范围广泛的不同绩效评估活动的上下文中确定的案例中确定关键事件，以经验方式详细阐述了此框架。最后，作者讨论了使用理论框架的结果和可能的含义，以便更好地了解有关绩效评估设计的学习方面。调查结果-工作场所学习理论对绩效评估机制如何支持控制或改进目的提供了更深入的了解。作者提出了一个试探性的学习框架，作为绩效衡量的驱动力，并确定了学习的四个方面：生殖学习，规则学习，目标学习和创造性学习。研究的局限性/意义-实验材料仅限于医疗保健背景，需要进行进一步的研究以验证在其他情况下的发现。实际意义-作者认为，所有管理者都必须考虑哪种学习环境和哪种学习成果最能为其组织的利益服务。有目的性和精心设计的组织安排和学习环境更有可能诱发预期的学习成果。原创性/价值-“绩效评估”和“工作场所学习”领域之间的先前联系通常缺乏学习概念的任何更深层次的概念化或问题化。在本文中，作者对绩效评估中的学习过程进行了更为细致的讨论，这可能为进一步的研究和学术关注提供基础。

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