The Relationship of Learning and Performance Diagnosis at Different System Levels

Abstract

The importance of performance diagnosis to the success of performance improvement interventions is widely recognized. Yet, while research in the last decade has sought to distinguish between learning and performance improvement, the relationship between learning and performance diagnosis remains unexamined. It is important to examine this relationship because human resource development professionals are urged to develop expertise in performance diagnosis, and it should be clear whether they are supposed to learn better or something else. This paper examines learningad performance diagnosis, separately and in relation to each other, asthey function in organization systems. Using a three-levels of performance model, the relationship between learning and performance diagnosis are examined at the individual, process, and organizational levels.

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