A Model of Learned Implementation

Abstract

The majority of the literature concerning the implementation of public policy assumes that public managers can carry out new policy initiatives regardless of the behavioural, cognitive or technical demands that the introduction of such policies may make upon them. There has been a tendency to assume that managers actually have the detailed technical knowledge by which to enact such new policies. The paper proposes that in effect, public managers have to learn a range of often new and detailed techniques in order to implement what are often ambiguous policy directives. Drawing on data gathered from the introduction of capital investment appraisal in the British National Health Service, a model of Learned Implementation is presented that describes one way in which public managers can learn to enact new policy initiatives. Using a mix of six organizational processes and variables, the model demonstrates how learning occurs and is used to solve the problems that are inherent in the introduction of new policy initiatives. The model further describes how the managers routinize these solutions into job tasks and procedures and hence a policy initiative is operationalized. The paper concludes with a discussion about the difficulties of predicting the operational consequences of new policy initiatives and raises questions about knowledge, ability and capability in the implementation of public policy.

Governance, Health Policy Implementation and the Added Value of Regionalization

“…That a recent issue of Public Administration was devoted to the topic illustrates the scope and relevance of these concerns (see Barrett 2004;Exworthy and Powell 2004;O'Toole 2004;Schofield 2004). Explanations of the problems afflicting policy implementation have long focused on the approach adopted -i.e., top-down (Sarbaugh-Thompson and Zald 1979) or bottom-up (Berman 1978;Hjern et al 1978).…”

“…Increasingly, research in this area (Aggeri 1999;Hall 1993;Sabatier and Jenkins-Smith 1993;Schofield 2004) supports placing greater emphasis on the role that knowledge plays in change processes (Touati et al , 2005. This emphasis gives rise to the cognitive model, which describes the role regional boards play in promoting learning.…”

The practice of settling and enacting strategic guidelines for climate adaptation in spatial planning: lessons from ten Swedish municipalities

“…Implementation involves interaction among actors with potentially diverging beliefs, perspectives, objectives, problem definitions, positions and strategies whose "comprehension, capability and willingness" of responding to the intervention is critical (Lipsky 1980;Lundqvist 1987;Jenkins-Smith and Sabatier 1994;Barrett 2004;Schofield 2004). This point to the importance of learning about the positions and perspectives of frontline practitioners in implementation (Clifford 2012;Healey 2009;Newman 2008;Barrett 2004;Schofield 2004).…”

“…To enhance knowledge of how the practical implementation of climate adaptation in spatial planning proceeds when standardized regulation and directives are formally in place, we take the positions of spatial planners as "frontline practitioners" supporting, implementing and maintaining reform in their every-day activities (Clifford 2012;Healey 2009;Newman 2008;Barrett 2004;Schofield 2004) as our starting-point. We hereby recognize the dependence on internal motivations for enacting change (O'Brien and Wolf 2010;Anguelovski and Carmin 2011).…”

Political Interconnection in the Operation of Digital Terrestrial Free-to- Air Television Broadcasting

“…Scholars in this stage (such as van Meter & Horn, 1975, p. 462-476;Sabatier & Mazmanian, 1980) view the issue of implementation being caused by problems such as uncertainty of policy aspect, bureaucratic issues, low level of implementer reliability, and influence of societal surroundings. Implementers tend to be viewed as neutral and act based on rationality (Schofield, 2004;Matland, 1995).…”