The persistence of organizational performance problems the public services in Ghana: The perspective of societal culture
Bibliographic record
Abstract
Performance management (PM) has been one of the most profound initiatives of public services reforms in both developed and developing countries in the last three decades. Despite its acceptance as a tool to enhance efficiency, effectiveness, and accountability, many continue to question its efficacy to enhance organizational performance in public services. This is because organizational performance problems continue to persist in the sector. How then can this persistence of organizational performance problems be explained? For some scholars, the answer lies in examining the behaviour of employees and thus moving away from the instrumentality of PM. While this is laudable, what influences employees’ behaviours for them to engage in activities that make nonsense of the existence of PM has not been greatly articulated. In this paper, we attempt to contribute to this discussion by focusing on how societal culture influences behaviour, which in turn affects management of performance both internationaly and across cultures. We, therefore, argue that the inability of PM to effectively achieve its objectives is due to the high prevalence of informal societal culture that influences behaviours detrimental to rational performance PM in the public sector. We examine these behaviours from Hofstede’s four cultural dimensions with a focus on Ghana.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".