Improving Consistency in Performance Measurement System Design

Inhaltsverzeichnis

1. Frontmatter

2. Chapter 1. Affecting Organizational Behavior Through Performance Measurement Systems

   Robinson Salazar Rua

   Abstract

   Performance measurement systems are never neutral to individuals and organizations. They are used to align people’s interests to organizational goals. However, an inconsistent design with respect to the system of rules and the selection of measures to assess performance might be an important source of dysfunctional behaviors. This chapter illustrates basic concepts from the fields of performance management and behavioral distortions such as inputs, outputs, outcomes, and gaming behaviors. In addition, it discusses the advantages and disadvantages of using indicators to support decision-making. Finally, it examines the emergence of behavioral distortions in public schools and provides general recommendations to deal with such distortions.

3. Chapter 2. Implementing Performance Measurement Systems to Hold Public Schools Accountable for Educational Quality

   Robinson Salazar Rua

   Abstract

   Holding public schools accountable for student achievement has attracted increasing attention in the last few decades. In particular, current education reforms have encouraged the use of test-based accountability systems as a mechanism to enhance both transparency and the quality of education. This has been the result of acknowledging the effects of public education in different socio-economic domains. This chapter describes the use of performance measurement systems to gauge school outcomes and makes a distinction between assessment and evaluation. Likewise, it provides the reader with a historical background on the administration of standardized tests and, posteriorly, explains how the Colombian public school system works. The discussions conclude by detailing common criticisms associated with the school measures.

4. Chapter 3. Exploring the Conceptual Roots of Outcome-Oriented Performance Measurement Systems

   Robinson Salazar Rua

   Abstract

   Evaluating the success of a policy through the achievement of a set of outputs, and through the execution of administrative procedures—coming from political intents at the top of a bureaucratic structure—is far from realistic. In fact, assuming a straightforward link between policy design and policy implementation may generate significant dysfunctions in performance management. This is why the design of performance measurement systems should consider the organizational context. This chapter explores the theoretical background of outcome-oriented performance measurement systems and integrates the design of control systems with the theory of street-level bureaucracy, intending to highlight the importance of street-level workers for the achievement of community outcomes such as educational quality and civic-mindedness.

5. Chapter 4. Using Dynamic Performance Management to Outline Outcome-Oriented Performance Measurement Systems in Public Schools

   Robinson Salazar Rua

   Abstract

   An inconsistent design of test-based accountability systems may provoke the emergence of dysfunctional behaviors, which in turn may jeopardize school outcomes. In this chapter, the case of the Colombian public schools has been analyzed to frame behavioral distortions associated with performance measurement systems. This case study illustrates how an excessive focus on improving test scores has caused narrowing of the school curricula. In particular, dynamic performance management (DPM) has been used to foster a shift from an output to an outcome-based view in performance management in order to mitigate the emergence of dysfunctional behaviors and pursue sustainable results in the long term. To this end, a causal loop diagram, a DPM chart, and a simulation model have been built and discussed.

6. Chapter 5. Extending the System Boundaries to Enhance School Performance

   Robinson Salazar Rua

   Abstract

   Boundary spanning initiatives are central to public education. They support an extension of the system boundaries by taking into account the socio-economic context where public schools operate and promote stakeholder collaboration. In addition, they recognize the relevant role of those people responsible for linking the organization they represent with its environment and enabling information exchange out of the institutional borders. This chapter advocates the adoption of an “outside-in” view of policymaking—through dynamic performance management—in order to consistently align organizational outputs with community outcomes and promote a shared system view among different societal actors. Therefore, common goods are identified and analyzed by means of a DPM chart, with the purpose of increasing the effectiveness of current education policies. The discussions end by detailing the contributions to the body of knowledge and research limitations.

7. Backmatter