A Study of Accountability in Two Organizational Learning Frameworks: Why Accountability for Learning is Critical

• Date: 01 September 2017
• DOI: http://doi.org/10.1111/emre.12112
• Author: Thomas Colledge,Neil Turner,David Baxter
• Published date: 01 September 2017

A Study of Accountability in Two

Organizational Learning Frameworks: Why

Accountability for Learning is Critical

DAVID BAXTER,

1

THOMAS COLLEDGE

2

and NEIL TURNER

2

1

Southampton Business School, Southampton University, Southampton, United Kingdom

2

School of Management, Cranfield University, Cranfield, United Kingdom

In this paper we examine the complex relationship between accountability and organizational learning through a

case study with theUK Royal Air Force(RAF). Accountability is a complexand contradictory construct thathas both

positive and negative implications for organizational learning. Within the same organization we observed positive

effects of accountability in one organizational learningsystem, and negative effects of accountability in another.This

case study adds to the organizational learning and accountability literatures, showing that accountability to

hierarchy, rather than preventing learning, can actually promote effectivelearning, making it more likely that people

will report problems quickly and accurately and take follow-up action. This only applies if the learning objectives

align with the broader accountability framework, and if reporting on failures will enhance individual reputation. If

not, then people will tend to avoid reporting negative events in order to avoid punishment and reputation damage.

Accountability to hierarchy is only negative if it conflicts with the learning objectives.

Keywords: organizational learning; accountability; repertory grid; public sector; defense; Royal Air Force

Introduction

The Nimrod Reviewwas presented to the UK government

in 2009 as ‘an independent review into the broader issues

surrounding the loss of the RAF Nimrod MR2 aircraft

XV230 in Afghanistan in 2006’(Haddon-Cave, 2009:

1). As a result of this review, named individuals in the

RAF are now held legally accountable for issues of air

safety. Whilst proposing stronger accountability as a

solution, the Nimrod Review discusses both the potential

benefits of accountability as a component of an effective

safety culture and the potential problems posed by

accountability that might lead to failure to report on

critical issues where accountability is to hierarchy instead

of expertise. The relationship between learning and

accountability is complex and requires further analysis.

Accountabilityis a prominent topic in the publicsector,

heralded as a key principle of democratic governance

(Schillemans et al., 2013) intended to ensure that public

money is used responsibly, and to prevent the abuse of

power. Public sector agencies are subject to a very high

degree of scrutiny and accountability (Rashman et al.,

2009), and measures to ensure accountability have

significantly increased in recent years (Greiling and

Halachmi, 2013b). Accountability is almost universally

held to be desirable. Critical issues remain contested,

though, such as how best to achieve it (Roberts, 2002)

and even precisely what it means (Bovens, 2010).

Accountabilityis highly problematic in practice(Messner,

2009) because it has ‘multiple and conflicting meanings’

(Sinclair, 1995:219) and is characterised by contradiction

(Joannides, 2012). Amongst these contradictions, one of

the puzzles of accountability is its popularity, ‘given an

empirical track record that documents how supposedly

accountability-enhancing measures lead to gaming,

cheating and slacking, and a decline in moral

responsibility and/or intrinsic motivation’(Busuioc and

Lodge, 2016: 248).

The complexity that accountability presents also

applies to Organizational Learning, where the expected

effect of accountability is m ixed. From a learning

perspective ‘accountability is a tool to make governments

effective in delivering on their promises’(Bovens et al.,

2008: 225). Accountability is said to enable effective

organizational learning, specifically when defined in

Correspondence: David Baxter, Southampton Business School,

Southampton University, SO17 1BJ, United Kingdom. E-mail:

d.baxter@southampton.ac.uk

European Management Review, Vol. 14, 319–332, (2017)

DOI: 10.1111/emre.12112

©2017 European Academy of Management