Posts Tagged ‘learning’

Good practice in performance management – systems, tools and culture

Saturday, August 28th, 2010

smartKPIs.com Performance Architect update 34/2010

Oftentimes I am asked for advice on how to do performance management right. A very relevant question, as it is easier to make mistakes in deploying performance management practices rather than to get it right. Clarifying terminology and understanding the context of each entity is important in designing good performance architecture that fits its environment and cultural dynamics. Still, I consider that there are at least three key pillars of good practice in performance management:

• An integrated performance management system

• The use of tools to support the organisational evolution

• A performance culture oriented towards learning, innovation and happiness

The choice of terms is the first step to understand the merits of an integrated performance management system:

  • Integrated = that harmoniously unifies separate elements into a cohesive whole
  • Performance Management = actively driving the purposeful achievement of desired outcomes
  • System = a whole composed of several integrated parts

These are powerful descriptive terms. Many organisations still use terms such as performance management framework, guidelines, rules and regulations, reporting. These are limited terms, flavourless and rigid. Calling it a system immediately raises questions regarding its components, their relationship and the interaction with the environment.

Integrated reflects a philosophical underpinning of such a system, that acts as a central nervous system for the organisation, being connected to all other systems and transferring key data related to the decision making process of the organisation. It acts as a power board, to which other systems such as budgeting, communications, quality management, production, supply chain, portfolio management are plugged in. As the backbone of the organisation, this system ensures organisational direction is followed, progress is monitored and the relevant information for decision making is communicated.

Integrated also reflects a unified approach to managing organisational, functional area and individual performance. These three levels traditionally employ independent performance management systems that in theory should talk to each other, but in practice more often than not, don’t. An integrated performance management system embodies elements from across levels, with subsystems at strategic, operational and individual level. The major difference is developing a unified performance architecture that clearly maps the integrated performance management system of the organisation, instead of trying to patch out and connect subsystems to each other.

The acknowledgement of the use of management tools is another important ingredient of a performance management journey. As humans it is in our nature to use tools to achieve desired outcomes: ploughs to farm land, trams for transport and musical instruments for playing music. In an organisational context we need tools in order to achieve more. The range of tools in performance management is very diverse, as tools in a business context relate more to conceptual tools and actions rather than physical objects:

  • Key Performance Indicators
  • Targets
  • Performance reports
  • Objectives
  • Strategy Map
  • Performance Scorecard
  • Operational Dashboard
  • Online performance portal
  • Desired State of Evolution
  • Initiatives
  • Performance reviews
  • Individual Performance Plans
  • KPI catalogue
  • Performance glossary
  • Performance architecture

Acknowledging such tools and building a taxonomy easy to communicate/understand is an essential step towards a clear and elegant approach to developing and deploying an integrated performance management system.

While the system and tools form contribute to the structure of the performance architecture, the organisational culture brings it to life. Organisations are live entities with their own identity largely influence by the people that work together under its banner. While traditionally organisations have been managed using command and control thinking, today more and more organisations adopt systems thinking or a blend between the two. More and more knowledge workers have to make decisions independently and frequently and traditional approaches to management are falling behind.

Today, the social contract oftentimes extends beyond the traditional principal – agent (employer – employee) relationship driven by productivity and salary compensation. Nurturing employees to become the best they can be is rewarding on both personal and professional levels. An employee with a fulfilling personal life is a happier person and this happiness tends to have a positive impact on the professional life. A more accomplished employee in a professional sense also tends to impact positively on organisational performance in certain conditions.

So organisations that don’t look at the relationship with employees only in the strict sense of the principal / agent relationship may be the ones that are better at nurturing a culture of performance. Actively nurturing the personal and professional development of employees creates an environment prone to learning and innovation, where creativity and improvement emerge organically.

Such an environment requires a rewiring of the pay-for-performance mentality to learn-for-performance mentality.

A shift from performance for growth and profit to performance for achievement and happiness.

From executing strategy to architecting performance.

Stay smart! Enjoy smartKPIs.com!

Aurel Brudan
Performance Architect,
www.smartKPIs.com

Walker, Rob 1992, “Rank Xerox – Management Revolution”, Long Range Planning, Vol. 25, No. 1, pp. 9 to 21

From performance management for control to performance management for learning

Saturday, July 17th, 2010

smartKPIs.com Performance Architect update 28/2010

The following is an excerpt from a conference paper presented at the 2009 Performance Measurement Association Conference in Dunedin, New Zealand. An edited version of the paper was published in the Measuring Business Excellence Journal in 2010 (vol. 14, No. 1), under the title: “Rediscovering performance management: Systems, learning and integration

Traditionally, organisational performance management has been concerned with control, by setting and monitoring achievement of targets at strategic, operational and individual levels. Measurement has its benefits as it provides valuable information and measuring in itself stimulates higher performance. The Hawthorn effect and the Westinghouse effect or “Observer’s paradox” (Cukor-Avila, 2000) demonstrate the delicate nature of the measuring process and the impact that measurement itself has on the results.

At strategic level, senior management supported by management accountants and finance professionals focus their efforts in translating organisational objectives in quantifiable targets. These objectives and targets are delegated to functional areas for implementation. Compliance with set targets is checked on a regular basis. These strategic objectives are then aligned with operational objectives and individual performance objectives. However, empirical evidence shows that the focus on the measurement and control in the context of performance management has started to diminish in the 1990s, driven by the increase in popularity of the Balanced Scorecard (BSC), Knowledge Management and Systems Thinking. Even the BSC was first presented in 1992 as a measurement tool promoted by the management accounting school and having roots in the quality movement. However it evolved quickly to become a complete management system supporting strategy implementation as a core competency. As a performance management concept, the BSC enables not only measurement and control, but also communication and learning.

This shift is supported by proponents of the knowledge management/intellectual capital school of thought who argue that “the main problem with all measurement systems is that it is not possible to measure social phenomena with anything close to scientific accuracy” (Sveiby and Armstong, 2004). They invoke Heisenberg’s uncertainty principle to illustrate the inherent imprecision in measurement that exists even in “exact” sciences such as physics. The principle states that uncertainties, or imprecision, always turn up if one tries to measure the position and the momentum of a particle at the same time (Cassidy, 1993, 1998). Neils Bohr famously stated that “Accuracy and clarity of statement are mutually exclusive” (for further details see Pais, 1994).

Measurement for rewards leaves room for interpretation in the process of setting targets and measuring results and quite often leads to abuse. Using targets for control and linking the achievement of these targets to individual performance has the risk of staff members manipulating the system to their benefit and the expense of other teams and even the entire organisation.

The alternative proposed to measurement for control is measurement for learning, as illustrated by the table below:

Characteristic Measurement for control Measurement for learning
Measurement drivers Management Employees
Measures development Top-down commands Process-oriented bottom-up approach
Measurement role Measuring and managing work in functional activities. Measuring and managing the flow of work thought the system
Measurement focus Productivity output, targets, standards: related to budget Capability, variation: related to purpose
Results communication Restricted Open
Target driven by Budget/political aspirations Understanding achievement versus purpose
Follow-up to results Rewards, punishment and action to improve results Dialogue and improvement
Learning cycle Single loop Double loop learning
Link to rewards Link to individual rewards and recognition system Group rewards, based on improvement

Table: Measurement for control compared to measurement for learning, Brudan, 2010

A mechanistic view on performance management, focused on measures and targets in isolation, pay-for-performance, control and rhetoric leads frequently to unoptimized results. Opposed to this is a Systems Thinking based view on managing performance, that coupled with the emphasis on learning, highlight the need for an integrated approach to performance management. Effective performance management requires more than measuring and reporting in isolation, more than control and rewards. It requires an organic performance architecture, that values more performance management for learning is informed by a more humanistic performance philosophy.

Stay smart! Enjoy smartKPIs.com!

Aurel Brudan

Performance Architect,
www.smartKPIs.com

References

Brudan A.N. (2010) “Rediscovering performance management: systems, learning and integration”, Measuring Business Excellence, Vol. 14, No. 1, pp. 109-123.

Cassidy, D. (1993) “Uncertainty: The Life and Science of Werner Heisenberg”, W. H. Freeman, New York, pp. 226-246.

Cassidy, D. C. (1998) “Answer to the Question: When Did the Indeterminacy Principle Become the Uncertainty Principle?” American Journal of Physics, Nr. 66, pp. 278-279

Cukor-Avila, P. (2000) “Revisiting the Observer’s Paradox”, American Speech, Vol.75, Nr. 3 pp. 253-254.

Pais, A. (1994), “Niels Bohr’s Times: In Physics, Philosophy, and Polity”, Oxford University Press, Oxford, England, pp. 304-309.

Sveiby, K. E. and Armstrong C.(2004). “Learn to Measure to Learn!”, opening keynote address at the Intellectual Capital Congress Helsinki, 2 Sept 2004.

Walker, Rob 1992, “Rank Xerox – Management Revolution”, Long Range Planning, Vol. 25, No. 1, pp. 9 to 21

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