Gyorgy Hajnal and Katarina Staronova
The purpose of this article is to examine whether the incentivizing type of performance appraisal (typical of New Public Management) has indeed been superseded by a post-New…
Abstract
Purpose
The purpose of this article is to examine whether the incentivizing type of performance appraisal (typical of New Public Management) has indeed been superseded by a post-New Public Management (NPM), developmental type of performance appraisal in European Civil Services.
Design/methodology/approach
The literature review lead to a unidimensional, twofold typology: incentivizing (NPM) and developmental (post-NPM) performance appraisal. The empirical basis of the research is two surveys conducted among top civil servants in 18 European countries.
Findings
First, there are crucial discrepancies between performance appraisal systems in contemporary European central government administrations and current theorizing on performance appraisal. Contrary to our expectations developed on the basis of the latter, “developmental” and “incentivizing” do not seem to be two distinct types of performance appraisal; rather, they are two independent dimensions, defining altogether four different types of performance appraisal systems.
Practical implications
The authors results give orientation to policymakers and public service managers to engage in designing or applying performance appraisal systems, in particular by identifying assailable presumptions underlying many present-time reform trends.
Social implications
Citizens and communities are direct stakeholders in the development of public service performance appraisal both as possible or actual employees of public service organizations and as recipients of public services.
Originality/value
The paper proposes a new fourfold typology of performance appraisal systems: incentivizing, developmental, symbolic and want-it-all.
Details
Keywords
The chapter questions the low demand for scholarly (scientific research) competence of civil servants through identifying practical and transformative uses of scientific knowledge…
Abstract
Purpose
The chapter questions the low demand for scholarly (scientific research) competence of civil servants through identifying practical and transformative uses of scientific knowledge in professionals’ practice, thus arguing for a particular type of scholarly competence in professional degree programs.
Design/methodoloy/approach
The chapter conceptually develops a theory of practitioners’ knowing in action that reframes use of scientific knowledge as part of practical inquiry.
Findings
The chapter formulates the notion of extended ‘scientific temper’ to open up spaces for reflection in the context of everyday professional practice and avoid the pitfalls of technical rationality. It argues for an ontological – as opposed to mere epistemological – dimension of knowing in action. It suggests that changes in practitioners’ stance in line with the extended ‘scientific temper’ enable specific uses of scientific knowledge and help achieve aims of emancipation and transformation.
Practical implications
The chapter sketches a list of scholarly competencies and principles of didactics of training scholarly competence of civil servants in line with the notion of extended ‘scientific temper’ and post-structuralist paradigms in science.
Originality/value
The chapter’s value lies in reconceptualising the use of scientific knowledge in relation to everyday professional practice in public administration.