Evaluation of human resource development knowledge outcomes: learning boundaries, mental models and boundary objects

This paper argues that the stated learning outcomes emphasis of current human resource development evaluation systems may be limiting the effective changes of behaviour they are aimed to achieve. Using the ‘learning boundary’ concept which scopes individual ability to comprehend, distil and incorporate new ideas and novel work methodologies for future application, we suggest that the learning boundaries which develop in an organisation, or in any sub-group within the organisation, indicate the nested learning processes of the prevailing mental models of the employees. The argument is made that the prevailing focus upon boundary objects designed to measure outcomes in terms of skills development and concrete changes to job aptitude can reduce the range of outcome possibilities. New boundary objects need to be developed which will stretch learning boundaries and enable additional peripheral learning which is just as important for performance enhancement, creativity and organisational learning.