An integrated planning, learning and innovation system in the decentralized public sector; a Norwegian perspective
Notice bibliographique
Résumé
ABSTRACTInnovation is doing things in new ways. Innovation involves changes in thinking, products, processes and organization. Many innovations in the public sector occur randomly as a reaction to crises or scandals, or when new leaders desire to show that they are capable. The problem with these innovations is that the public sector does not increase capacity to engage in continuous innovation. Therefore, there is a need to develop a system of innovation in the public sector. In this paper we set out three hypotheses: (1) the public sector does not build capacity to engage in continuous innovation; (2) the main cause of this is lack of accountability for outcomes; (3) reforms inspired by New Public Management (NPM) make it possible and necessary to create an integrated planning, learning and innovation system. In literature about planning systems, planning, evaluation and learning are connected, and the design of functional systems that contribute to connect planning and evaluation are regarded as essential to stimulate learning and innovation in both organizations and societies. Municipalities in Norway have implemented a planning system with institutional, strategic, tactical and operational planning and learning that has a potential to stimulate learning and innovation. We find that this system can be innovative if the practice becomes more communicative and network-based. Communicative innovation demands focus on the outcome of public sector production, and public sector units need to collaborate in order to fulfill societal needs and public sector values and missions. However, the influence of New Public Management reforms in the public sector is still very strong and public sector units are very output focused and self-centered. Lack of outcome accountability is a system failure and an obstacle in the process of stimulating innovative capacity in the public sector.Keywords: Planning, innovation, learning, public sectorPublic sector innovationInventions are not innovation, but to exploit inventions in a successful way in practice is innovation. Innovation involves changes in thinking, products, processes and organization. Changes count as innovations when they are new for the implementer, but not necessarily new to other businesses (Nelson and Rosenberg, 1993). Innovation in the public sector has two purposes. The first is to contribute to changes in thinking, products, processes and organization in the public sector and the second purpose is to contribute to innovation in the private and voluntary sectors. Innovation in the public sector is, according to Teigen (2007: 15), about three main themes: (1) the production of goods and services, (2) the organization of the sector and (3) policy process and government. Thus, innovation in a municipality is about production of goods and services within their area of responsibility. The municipalities in Norway are strongly involved in the welfare state production. Their responsibility for schools, kindergartens, and health care consumes a large portion of their budgets and is in need of systematic innovation. In addition, a municipality is a member of a region and is expected to contribute, together with other organizations, to innovations in society in terms of production, organization and policy. Consequently, the concept of learning organizations and learning regions becomes important in understanding municipal innovation.Many innovations in the public sector occur randomly as a reaction to crises or scandals, or when new leaders desire to show that they are capable. The problem with these changes is that the public sector does not build up a capacity to engage in continuous innovation. There is therefore a need to develop a system for innovation in the public sector. This systematic innovation work needs a management and control system where one learns from one's own experience and thus can be better able to meet new challenges. Learning and innovation can thus be viewed as a process in which actors try to find new ways to better realize their values, fulfill their interests and satisfy their needs. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,004 | 0,009 |
| Communication savante | 0,008 | 0,005 |
| Science ouverte | 0,002 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».