The Balanced Scorecard emerged in the early 1990s as a new management concept and was immediately embraced by both academics and corporate world (Denton 2005, de Wall 2003, and Bourne 2008). Since then, the potential of this new concept was recognized in various forms, receiving distinctions as the best theoretical framework in 1997 from the American Accounting Association (Norreklit, 2003), while the Harvard Business Review considered that the Balanced Scorecard was one of the most influential ideas of the twentieth century.
The Report on Government Services (RoGS) 2011realized by the Steering Committee for the Review of Government Service Provision (SCRGSP) offers a detailed perspective on how the Australian government informs improvements to the effectiveness and efficiency of government services.
Measuring the impact of learning is one of the biggest challenges for learning organizations due to its intangible and hard to quantify nature. Regardless of the key performance indicators used to measure the impact of learning programs, it is essential to ensure they convey meaning and value.
Performance management systems (PMS) represent information-based routines and procedures formally expressed that managers use to maintain or alter patterns in organizational activities (Simons, 2000). More and more organizations are implementing new and alternative performance management systems in order to obtain better results. These systems focus on reproducing financial and non-financial information that is relevant for decision making and managerial action. Some of the better known performance management systems are the Balanced Scorecard and the Performance Prism.
A recent interview conducted by Bruno Aziza, Director – Worldwide Strategy Lead – Business Intelligence at Microsoft with Dr. Robert Kaplan“Baker Foundation Professor” at Harvard Business School, co-creator of the Balanced Scorecard concept, reveals several interesting insights on the key enablers of strategy execution and organizational success.
