Performance measurement: Some conceptual issues

Measures of how well a system is operating are clearly of interest to a wide range of users, from organizational researchers to system managers. The current literatures in such areas as “performance measurement, ” “organizational effectiveness, ” and the like show little consistency in their definitions of terms or in their methods for generating measures. The present paper attempts a clarification of these issues in the form of a conceptual minimalist position which requires only three basic definitions, and leaves, as far as possible, all remaining issues open to empirical investigation.We first review the literature on “organizational effectiveness” contrasting the organizational goals and systems paradigms, and note the lack of either theoretical or empirical convergence between the two. An examination of the nature of effectiveness statements suggests that this failure of convergence flows mainly from the different criterion sets generated by the two paradigms — and, importantly, that one should not expect convergence on a single measure or set of measures which uniquely define how well a system is performing. One's view of how well a given system is performing is a function of where one stands (either theoretically or in relationship to the system), and pursuit of the one true set of performance measures is a futile exercise. Instead, we propose to redirect attention to the identification of the various individuals and groups (“constituencies”) with an interest in system performance, and to the investigation of those items of system relevant information (their “performance measure sets”) which do, in fact, change their evaluations of how well the system is performing. This perspective will, we hope, redirect effort from futile theoretical debate to empirical investigations of what measures are used, by whom, and to what effect, in specific settings.     

REPRESENTING GANGS IN THE NEWS: MEDIA CONSTRUCTIONS OF CRIMINAL GANGS

This research, based on a content analysis of 4,445 newspaper articles, examines the images that emerge from stories of criminal gangs and societys responses to them. Eight recurrent themes were identifed. It was discovered that articles devoted to the coverage of gang crimes were outnumbered by stories dealing with various community responses. Articles reporting the results of scientifc research on gangs constituted the smallest category. The results are discussed in light of their importance in the construction of social problems discourse and the maintenance of symbolic power and social control.     

SOCIAL STATUS,ADOLESCENT BEHAVIOR,AND EDUCATIONAL ATTAINMENT

Education has long been recognized as an institution that plays a prominent role in the reproduction of social class. Children from socially advantaged backgrounds tend to achieve higher educational outcomes than children from more disadvantaged backgrounds. In this study, data from the National Longitudinal Study of Adolescent Health (Add Health) were utilized to better understand the relationship between social advantage, high school educational achievements, adolescent behaviors, and educational attainment. It was found that individuals from socially advantaged backgrounds had greater high school educational achievements and were less likely to engage in problematic adolescent behaviors, and that these behaviors were, in fact, related to educational attainment. The socially advantaged did have greater levels of educational attainment. Most significantly, it was apparent that the socially advantaged were more likely to overcome low high school educational achievements and problematic adolescent behaviors to achieve higher levels of post-high school educational attainment. The implications of these findings are discussed.     

Prevention of Elder Mistreatment in Nursing Homes: Competencies for Direct-Care Staff

Existing training on elder mistreatment in nursing homes focuses on detection and reporting of abuse, with little training specifically targeted toward prevention of mistreatment before it occurs. We used qualitative interviews with nursing home staff, policy makers, and related professionals to identify training needs. Based on participant accounts, we drafted a number of competencies essential for caregiver training to prevent mistreatment in nursing homes. Competencies include those dealing with definitions and policies, risks for mistreatment, communication and respect in relationships with residents, and development of a cooperative work environment. Competencies are discussed along with illustrative examples, and implications for practice and policy are addressed.