The purpose of this investigation is to understand how the performance management system (PMS) was implemented and used in a government organization in Abu Dhabi and how the PMS was nestled with specific organizational rationalities and context. This case study used semi-structured interviews and documents and drew upon Ferreira and Otley’s (2009) PMS framework and the Broadbent and Laughlin’s (2009) conceptual model. The former framework was used to understand the functional characteristics and use of PMS in a specific organization and the later model facilitated the understanding of the organizational context and the underlying rationality with respect to PMS. The findings exhibit that the institutionalization of PMS is a slow learning process and needs support of the top management. Specifically, the PMS was implemented in phases spanning over a period of more than five years. There was no unified reward system specifically linked to performance in the PMS and incentives/rewards varied in different divisions. Once implemented at corporate and divisional levels, the PMS was being cascaded down to individual level, to align individual goals/objectives with organizational goals. The paper contributes to the understanding of implementation and operation of PMS within a specific context in Abu Dhabi. The PMS was guided by the context where communicative rationality was dominant and that resulted in the acceptance of PMS by most of the employees. However, the field insights suggest that the case organization needs to invest in the development of human resources to support the operation of PMS.

The purpose of this paper is to provide managers 1 an understanding about teachers' expectations from the schools. This research identifies key performance factors and their indicators that reflect the status of teachers' expectations from the schools. This paper's focus differs from previous studies of performance measurement of schools by explaining the expectations that teachers have from the schools' management. The dataset for this paper comprises of 16 semi-structured interviews of secondary school teachers, 13 teachers were from four different schools chosen purposively, while three teachers from three other schools were chosen on the basis of ease of accessibility and availability. The data was analysed using NVivo2 software. The data was codified into 54 codes, which were aggregated into four themes that led to the development of vignettes depicting each KPF. It was found that teachers of State secondary schools of New Zealand expect schools to perform on seven key performance factors. Teachers look forward to a collegial atmosphere at schools, where their goals and roles are clearly specified. They expect school's management system to be robust and meet the needs of teachers, parents and students. Teachers also expect support from management and a workload that is manageable. They want schools to be adequately resourced and last but not the least to be safe. This study focuses on 13 teachers working in seven different schools which may be reflective of the conditions in State secondary schools of New Zealand. However, the results cannot be generalised to all State secondary schools of New Zealand.