Learning, Performance and Reward; Theory and Practice Revisited

Hdl Handle:
http://hdl.handle.net/10034/605438
Title:
Learning, Performance and Reward; Theory and Practice Revisited
Authors:
Rowland, Caroline A.; Hall, Roger D.
Abstract:
Purpose: This paper explores the extent to which organizational learning is recognised through performance management systems as contributing to organizational effectiveness and competitive advantage. Methodology: It reviews several pieces of research, employing a wide range of methods, including: content analysis of managers’ reflections; questionnaires completed by managers and mentors; a large scale survey involving ethnography, interviews and questionnaires and; analysis of documents from professional bodies and management delivery centres. Findings: Genuine integration of individual and organizational goals or transfer of learning from the individual to the organization is not evident. Few qualitative measures of organizational performance are employed. The impact of metrics such as IiP or EFQM on organizational effectiveness is nor discernible. Management Learning and Development is rarely measured even when it is encouraged by the organization. There is a clear divide between research, teaching and learning and, workplace practice. Performance management systems create perceptions of unreliability and inequity. Research implications: Espousing the value of learning and learning to learn, measuring them accurately and rewarding them with meaningful changes to working life can only improve organizational effectiveness. Research into the few organizations that have successfully embraced triple loop learning in their development of managers may offer a template for transformational learning to sustain competitive advantage. Originality: Management Development processes have been successful in developing individuals but less successful in achieving organizational development. This paper offers new insights into that gap and the omissions in the metrics by which performance is measured. Keywords: management learning, performance, reward, triple loop Article Classification: Viewpoint
Affiliation:
University of Chester
Citation:
Rowland, C. A., & Hall, R. D. (2014). Management Learning, Performance and Reward. Journal of Management Development, 33(4), 828-839. DOI: 10.1108/JMD-08-2012-0110
Publisher:
Emerald Publishing
Journal:
Journal of Management Development
Publication Date:
Nov-2014
URI:
http://hdl.handle.net/10034/605438
DOI:
10.1108/JMD-08-2012-0110
Additional Links:
http://www.emeraldinsight.com/doi/full/10.1108/JMD-08-2012-0110
Type:
Article
Language:
en
ISSN:
0262-1711
Appears in Collections:
Chester Business School

Full metadata record

DC FieldValue Language
dc.contributor.authorRowland, Caroline A.en
dc.contributor.authorHall, Roger D.en
dc.date.accessioned2016-04-15T09:12:31Zen
dc.date.available2016-04-15T09:12:31Zen
dc.date.issued2014-11en
dc.identifier.citationRowland, C. A., & Hall, R. D. (2014). Management Learning, Performance and Reward. Journal of Management Development, 33(4), 828-839. DOI: 10.1108/JMD-08-2012-0110en
dc.identifier.issn0262-1711en
dc.identifier.doi10.1108/JMD-08-2012-0110en
dc.identifier.urihttp://hdl.handle.net/10034/605438en
dc.description.abstractPurpose: This paper explores the extent to which organizational learning is recognised through performance management systems as contributing to organizational effectiveness and competitive advantage. Methodology: It reviews several pieces of research, employing a wide range of methods, including: content analysis of managers’ reflections; questionnaires completed by managers and mentors; a large scale survey involving ethnography, interviews and questionnaires and; analysis of documents from professional bodies and management delivery centres. Findings: Genuine integration of individual and organizational goals or transfer of learning from the individual to the organization is not evident. Few qualitative measures of organizational performance are employed. The impact of metrics such as IiP or EFQM on organizational effectiveness is nor discernible. Management Learning and Development is rarely measured even when it is encouraged by the organization. There is a clear divide between research, teaching and learning and, workplace practice. Performance management systems create perceptions of unreliability and inequity. Research implications: Espousing the value of learning and learning to learn, measuring them accurately and rewarding them with meaningful changes to working life can only improve organizational effectiveness. Research into the few organizations that have successfully embraced triple loop learning in their development of managers may offer a template for transformational learning to sustain competitive advantage. Originality: Management Development processes have been successful in developing individuals but less successful in achieving organizational development. This paper offers new insights into that gap and the omissions in the metrics by which performance is measured. Keywords: management learning, performance, reward, triple loop Article Classification: Viewpointen
dc.language.isoenen
dc.publisherEmerald Publishingen
dc.relation.urlhttp://www.emeraldinsight.com/doi/full/10.1108/JMD-08-2012-0110en
dc.subjectManagement learningen
dc.subjectPerformanceen
dc.subjectRewarden
dc.subjectTriple loop learningen
dc.titleLearning, Performance and Reward; Theory and Practice Revisiteden
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalJournal of Management Developmenten
dc.date.accepted2014-10en
or.grant.openaccessYesen
rioxxterms.funderxxen
rioxxterms.identifier.projectxxen
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2214-11-01en
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