From performance measurement to learning : a new source of government overload?
By: M. LEWIS, Jenny
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Contributor(s): TRIANTAFILLOU, Peter.
Material type: 
ArticlePublisher: London : Sage, Dec. 2012Online resources: Acesso International Review of Administrative Sciences 78, 4, p. 597-614Abstract: Over the last few decades accountability has accommodated an increasing number of different political, legal and administrative goals. This article focuses on the administrative aspect of accountability and explores the potential perils of a shift from performance measurement to learning. While this is inherently positive in its intentions, we argue that it might constitute a new source of government overload. We propose four explanations for why this may be so. First, a learning approach is more likely to supplement than replace performance management. Second, more rather than less data will be needed to comply with accountability requirements, because of the first point. Third, the costs of compliance are likely to increase because learning requires more participation and dialogue. Fourth, accountability as learning may generate a change for the sake of change mentality, creating further government overload. We conclude with some comments on limiting the undesirable consequences of such a move
Over the last few decades accountability has accommodated an increasing number of different political, legal and administrative goals. This article focuses on the administrative aspect of accountability and explores the potential perils of a shift from performance measurement to learning. While this is inherently positive in its intentions, we argue that it might constitute a new source of government overload. We propose four explanations for why this may be so. First, a learning approach is more likely to supplement than replace performance management. Second, more rather than less data will be needed to comply with accountability requirements, because of the first point. Third, the costs of compliance are likely to increase because learning requires more participation and dialogue. Fourth, accountability as learning may generate a change for the sake of change mentality, creating further government overload. We conclude with some comments on limiting the undesirable consequences of such a move
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