Too Rich to Learn -- When Action Researchers Work against Senior Management and Their Use of Performance Management

Autor/inn/en	Antonsen, Yngve; Thunberg, Odd Arne; Tiller, Tom
Titel	Too Rich to Learn -- When Action Researchers Work against Senior Management and Their Use of Performance Management
Quelle	In: Educational Action Research, 30 (2022) 1, S.140-157 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1805635
Schlagwörter	Action Research; Finance Occupations; Institutional Administration; Educational Researchers; Foreign Countries; Barriers; Cooperation; Power Structure; Organizational Communication; Performance Based Assessment; Norway + Suchen Sie Ihr Suchwort? Projektforschung; Finanzbuchhalter; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Ausland; Co-operation; Kooperation; Leistungsermittlung; Norwegen
Abstract	We analyse and self-reflect on an action research project conducted in a financial organisation twelve years ago. The research question was: What are the challenges of initiating an action research project in a financial organisation with top-down control that uses the Balanced Scorecard? The data came from action learning seminars with line managers, observations, interviews, and meetings in a Norwegian bank (Bank) with approximately 800 employees. The data were analysed using thematic analysis. This study's findings indicate that performance management and top-down senior management control may unintentionally hinder the possibilities for proceeding with action research projects. The researchers lacked open communication with senior management about the purpose of the project, and the managers who participated in the action learning found it difficult to explain to colleagues and senior management what they learned from the processes. Action research did not fit with the Bank's strategic use of performance management. The project may have increased the stress on the line managers as we identified problems without providing the opportunity to make real changes in their organisation. As a result, we determined that action researchers should be cautious in initiating action research without concrete support, active participation and 'common ground' dialogues with senior management. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01