Performance management and well-being: a close look at the changing nature of the UK higher education workplace
研究英国高校中绩效管理与学术人员幸福感的关系，发现指令性绩效管理（强调目标和指标）与幸福感负相关，而赋能性绩效管理（强调参与、沟通和发展）与幸福感正相关，且工作体验（工作需求、控制感、管理支持）起中介作用。
The relationship between HRM and well-being has received a significant amount of research attention; however, results are still contested. Our study addresses this phenomenon in the Higher Education sector. We specifically investigate the association between performance management and the perceived well-being of academic staff. Our research finds that the application of a directive performance management approach, underpinned by agency theory ideas as evidenced by a high reliance on performance measures and targets, is negatively related to academics’ well-being (i.e. the more it is used, the worse people feel). In contrast, an enabling performance management approach, based on the learnings of stewardship theory, emphasising staff involvement, communication and development, is positively related to academics’ well-being. We also find the positive relationship between enabling practices and well-being is mediated by how academics experience their work (i.e. their perceptions of job demands, job control and management support). These results indicate that current trends to intensify the use of directive performance management can have consequences on the energy and health of academics, which may influence their motivation and willingness to stay in the profession. This research suggests that an enabling approach to managing performance in this context, may have more positive effects.