Theoretical_assumptions_underlying_the_performance_paradigm_of_human_resource_development

Theoretical_assumptions_underlying_the_performance_paradigm_of_human_resource_development

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1、HRDI5:2(2002),pp.199–215TheoreticalassumptionsunderlyingtheperformanceparadigmofhumanresourcedevelopmentElwoodF.HoltonIIILouisanaStateUniversityAbstract:TheperformanceparadigmofHRDhasbeensharplycriticizedrecently.However,manyofthecriticismsreectrathe

2、rgrossmisunderstandingsthatsteminpartfromthelackofdefinitionandexplicationofthecoretheoreticalassumptionsoftheperformanceparadigm.Thisarticleproposesadenitionandelevencoreassumptions.Someofthecriticismsoftheperformanceparadigmarerefutedandspecificmyt

3、hsaddressed.Keywords:performance,HRD,performance-basedHRD,theoryThefieldofhumanresourcedevelopmenthasbeencharacterizedbyavarietyofdenitions(Weinberger1998)andperspectives.Since1995therehasbeenanintensedebateintheUSresearchliteraturearoundthe‘learning

4、’versusthe‘performance’paradigmsofHRD(Swanson1995a,1995b;WatkinsandMarsick1995).ThishasoccurredinspiteofthefactthatUShumanresourcedevelopmentpracticehasbeenfoundtobeincreasinglyfocusedonperformanceoutcomesanddevelopingsystemstosupporthighperformance(

5、BassiandVanBuren1999).ThisdebateisnotjustanacademicexercisebecauseitreflectstwofundamentallydifferentparadigmsofHRDthatcanaffecteverythingfromhowuniversitycurriculaaredesignedtohoworganizationspracticeHRD.InthisdebatetheperformanceparadigmofHRDhascom

6、eunderincreasingcriticism,someofwhichreectsmisconceptionsaboutthebasictenetsofperformance-basedHRD.Forexample,BarrieandPace(1998)argueforamoreeducationalapproachtoHRDmanifestedthroughanorganizationallearningapproach.Theyarealsoparticularlycriticaloft

7、heperformanceparadigmasitisfocusedontheindividual:Performanceconsistsofthedemonstrationofspecicbehaviorsdesignedtoaccomplishspecictasksandproducespecicoutcomes(Swanson&Gradous,1986).Improvementsinperformanceareusuallyachievedthroughbehavioralcontrola

8、ndconditioning.Indeed,performancemaybechangedorimprovedthroughmethodsthatallowforverylittleifanywillingnessandvoluntarinessonthepartoftheperformers.Infact,behavioralperformancemaybeenhanceddecidedlybyprocessesthatallowforminimalornorationalimprovemen

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