Document Type : Original Article
Authors
1
Researcher Assistant, Faculty of Humanities, Department of Management, Islamic Azad University, Bojnourd Branch, Bojnourd, Iran. yazdaniziarat.m@semnan.ac.ir
2
Master's Degree in Public Administration - Human Resource Development, Islamic Azad University, Bojnurd Branch, Bojnourd, Iran. A.Rouhani@iau.ir
Abstract
EXTENDED ABSTRACT
Background and Objectives: Agile performance management, characterized by continuous feedback, dynamic goal-setting, and procedural transparency, is increasingly vital for public organizations seeking efficiency and innovation. Administrative innovation—implementing new ideas, processes, and structures—is critical in supportive organizations such as the Imam Khomeini Relief Committee. However, the mechanisms linking agile performance management to administrative innovation remain underexplored in Iranian public-sector contexts, particularly in supportive organizations. This study aims to investigate the direct and indirect effects of agile performance management on administrative innovation, examining the mediating roles of learning agility and employee participation.
Materials and Methods: This applied, descriptive-correlational study targeted 150 employees of the Imam Khomeini Relief Committee in Bojnourd City. Using a census method, 130 valid questionnaires were analyzed. Instruments included standardized scales for agile performance management (Ravichandran, 2018), administrative innovation (Jiménez-Jiménez & Sanz-Valle, 2008), learning agility (Gravett & Caldwell, 2016), and employee participation (Salanova & Schaufeli, 2008), all rated on a 5-point Likert scale. Reliability (Cronbach’s α > 0.76; CR > 0.86) and validity were confirmed. Data were analyzed using Structural Equation Modeling with Smart PLS 3. Model fit indices (GOF = 0.600; R² = 0.371) indicated acceptable fit.
Results: All seven research hypotheses were supported. The strongest direct effect was employee participation on administrative innovation (β = 0.542), followed by learning agility (β = 0.436). Significant direct effects were also found for agile performance management on learning agility (β = 0.471), employee participation (β = 0.370), and administrative innovation (β = 0.367). Bootstrapping confirmed significant indirect effects through learning agility (β = 0.205) and employee participation (β = 0.200). The total effect was 0.772, with total indirect effect of 0.405. Partial mediation was supported (combined VAF = 52.5%).
Conclusion: Agile performance management enhances administrative innovation both directly and indirectly by bolstering learning agility and employee participation. These findings fill a research gap in the Iranian public-sector context and align with organizational agility, job engagement, and organizational learning theories. Practically, managers should design continuous feedback systems, foster a learning culture, empower employees through participative decision-making, and implement integrated learning–participation interventions. Despite limitations such as the cross-sectional design and single public-sector sample, future longitudinal and comparative studies across diverse organizations are recommended to enhance generalizability.
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