Chapter 18 – Management Control and Strategic Performance Measurement
18-6 Manipulating the Balanced Scorecard
This dilemma highlights the role of subjectivity and the necessity for ethical judgment in a
corporate environment where a reward system with multiple performance measures–such as the
balanced scorecard (BSC)–is used. The balanced scorecard includes a variety of nonfinancial
metrics–such as employee and customer survey results–as performance benchmarks for
evaluating managerial success and calculating employee bonuses. Advocates of the balanced
scorecard point out that such an approach motivates management to focus on long-term
performance rather than on short-term financial results. Its critics, however, stress the
subjectivity involved in choosing the specific nonfinancial metrics and the weights applied in
order to transform the variety of metrics into the single final number. This creates opportunities
for “game-playing,” and results in novel ethical dilemmas specifically applicable to management
accounting settings.
This case might be used in undergraduate and graduate courses in cost accounting, MBA
courses in management accounting, courses in business ethics, and IMA chapter continuing
educational programs. It presents professionals with a valuable opportunity to discuss a case that
doesn’t have an obvious “right” answer but instead has several potential solutions–none of
which are ideal. As such, the dilemma is useful not just for developing ethical judgment (i.e.,
reasoning about ethical issues) but also ethical sensitivity (i.e., recognition of ethical content in
work situations). This dilemma involves issues directly related to all four of the ethical standards
within IMA’s Statement of Ethical Professional Practice: competence, confidentiality, integrity,
and credibility.
Learning Objectives and Assignment Suggestions
Mary is faced with an ethical dilemma that pits her personal judgment against the wishes of her
immediate boss. This case offers an excellent opportunity for exploring the impact of
performance measurement and bonus systems on individual behavior. Usually thought of as a
method for assessing and rewarding actions, these systems often cause unwanted behavior and
generate serious ethical dilemmas. It’s critical that students (1) recognize the potentially
unintended consequences of the balanced scorecard or any performance measurement system
and (2) understand that the success of such methods is dependent upon the ethical behavior of the
individuals. The case requires that students first understand the mechanics of a performance
measurement system (the BSC) in order to recognize the potential abuses. Students must then
brainstorm all the possible solutions, identify the stakeholders, and analyze the consequences in
order to select their preferred solution. IMA’s Statement of Ethical Professional Practice are
used as a framework to evaluate the situation.
I. Learning Objective: Establishment of the facts
Students should understand the objectives of a performance measurement and bonus system and
recognize the positive and negative impacts of the system.
Suggested Questions:
1. Research the balanced scorecard method. What are the objectives of the method, its
advantages, and disadvantages? Why did IFS switch to the balanced scorecard? Was
this a good decision?
2. Analyze the choices of Karl and Michael in implementing the BSC. Are their
methods “right” or “wrong”? Defend your answer.