PIA 2501
HRD: Training and
Education for
Development
The “Chicken and Egg”
Question

Human Resource Development
versus Economic and Social Change

Which comes first?
Thus the Issue: (Since 1976)
Which Comes First?
The Administrative Challenge/capacity

It is very hard to change public
sector structures or NGO focus

NGOs are easier but

It takes five years to educate a
manager
Human Resource
Development

Recruitment

Discipline/Termination

Motivation

Education and Training
Of these Recruitment

The Only
Game in
Town
Recruitment: Three Models

Patronage and Political
Appointments vs.

Representation vs.

Education (merit) Recruitment
 By
what standards?
Recruitment

Representation vs. merit

Problem of the visible positions and
the use of language

Professional Services: foreign
service, military, police, technicalprofessional cadres each represent a
separate set of issues
The Debate
Representation

“Representative Bureaucracy”

Affirmative Action

Ethnic Arithmetic

“Africanization” or Malaysianization”
The Transformation

Affirmative Action and the
Representation Model

Active vs. Passive change

Inducements to move people to the
private sector

Contracting Out as an inducement
model
Recruitment:

Representation-merit vs. representation,
continued

There are both political and economic
demands made during and after a
transition
Recruitment

Political, Merit and Representation
Issues are all legitimate

The key issue: Can bureaucratic
structures be used to promote socioeconomic change and if so how should
they be trained

What is the legitimate role for political
set aside jobs (Schedule Two in U.S.)
Patronage, But…
HRD: The Transformation

(1) Issues of discipline, termination



The life sinecure and problems of dead wood
(2) The role of participation in the HRD Development
process: Self-discipline

Public and private sector professional
associations, political parties, and trade unions

Grass Roots and Bottom Up Planning
3) The public vs. the NGO and the private sectors:
who wins the HRD struggle?

Shift of
Focus
HRD: The Transformation
Motivation:
Theory x vs. Theory y
Motivation

Theory X:

Basic Needs: Money

Time in Motion

Frederick Taylor, Taylorism and
Scientific Management
Frederick W. Taylor and the
Hawthorne Factory Floor
Motivation

Theory Y

Hawthorne Experiments- Chicago

Need to feel Human and part of
social system

Consulting, Sensitivity Training,
“Suggestion Boxes”
Maslov’s Hierarchy of Needs (Theory z)
First Level: Survival Needs--poverty
culture and political uncertaintyViolation of the social contract
Second level: Non-economic
motivations- Social and egocentric
Third Level: Self-actualization Egohighest level
Maslow’s Hierarchy of Needs


Abraham Maslow
The Full Hierarchy
HRD Focus: Training vs.
Education


Education: Pre-Service

Basic Education

Higher Education
Training: In-Service
Higher Education:
The Great Faith Leap
Training vs. Education

Pedagogy- Childhood Learning

Andragogy- Adult Centered
Learning as Training

Knowledge vs. Skills
Differences: Child to Adult
Terms

Human Resource Development

Social Development

Health

Education

Communities and Networks
Terms

Management Development

Long term disjointed learning process

Individual absorbs education and
training through out his/her career

Overseas, University Education and
Training Courses
Professional Education
Models

Public
Management
and
Non-Profit
Management
follow
Business
School Models
Terms

Management Education

Classroom orient education

Focus on cognitive learning and
knowledge acquisition

Not immediately applicable
Terms

Management Training

Skills oriented

Job-Specific and organizationally
related

Aimed at increasing individual’s ability
to do his or her job
Training Methods

Designer Training vs. Off the shelf

Facilitator vs. Trainer

Participatory vs. Lectures
Approaches to Training

Formal Training

Lectures

Case Studies

Simulation
Approaches to Training

On-the job Training

Coaching

Mentoring

Job Rotation
Learning Cycle
Active
Experimentation
Concrete
Experiences
Abstract Generalization
Observation
And
Reflection
On-the Job
Behavioral Influences
Physical
-climate
-office
-Food
Personal
Characteristics
-Intelligence
-Culture
Biological, etc
Environmental
And Interpersonal
-Colleagues
-Superiors
-Subordinates, etc.
Behavior
Characteristics
Social
-Educational
-Ideology
-Social and Religious
Norms
Approaches to Training

Action Training/Organizational
Development (OD)

Field Analysis

Process Observation

Problem Diagnosis
Field Agents and Training
Approaches to Training

Non-Formal Training

Support Groups

Professional Associations

Study Circles

Travel and site Visits
Sources of Training

International Institutes and Universities

Local Universities

Government Institutes

Private Institutes

Regional Institutes/Third Country Training
Graduate School of Public and
International Affairs
Problems

International Boondoggles

Local Universities- Educate rather
than train

The NIPA (National Institute of
Public Administration) ProblemDead End
Problems

Bridging Training- Limited

Nuts and Bolts and Tunnel Vision

Paper Collection

Bounded Knowledge
The Transformation

Human Resource development
planning: The Importance of a
BASE LINE planning

Rule of Thumb: The Wider the
target the less precise the planning
Base Line Planning






Macro-planning- Country Wide
Sectoral Planning-single sector, eg.
agriculture
Functional Planning- engineers
Sub-national Planning- local level
Institutional planning or
organizational- single unit
Skills analysis- focus on individual
Human Resource
Development

Project vs. program management
planning

Implementation, institutional capacity
and assessment

Focus of HRD Efforts
Human Resource Development,
Development Management, Planning
and Policy

The Focus of Education

Public administration vs. development
administration


Potential for development administration
The role of NGOs and PVOs social
movements, unions and cooperatives
Problems

Expatriate Consultants- Lack Knowledge

All trainers- Rote Training, Off the Shelf

Ethnocentric Skills (U.S. or U.K.)
dominate

Francophone or Spanish- Secondary
Human Resource Development:
Who Pays

International Involvement:
Scholarships, Training, Institutional
Development

Part of Donor Activities: Technical
Assistance and Training
Books of the Week

Albert Memmi, Colonizer, Colonized

Daniel Bergner, In the Land of
Magic Soldiers
Albert Memmi and Daniel
Bergner
Oprah’s Book of the Week?

Discussion of Books
PIA 2501

TEN MINUTE BREAK
Supplementary Material

HRD/Training
Education and Training:
Knowledge Base

The problem of: bounded knowledge no
short cuts to education

The key to the short-term experience:
designer training

Organizational Development

Public Sector Higher Education System
Temptations of “Bridging”
Training

Short 3-6 Week Training Program,
in-country or overseas

Can substitute for the Experience of
a University Education

Training best focused on skills not
complex systems and knowledge
Temptations of “Bridging”
Training

Extent to which the administrative
culture reflects a high degree of
paternalism

One needs flexible people, with
flexible minds
Temptations of Bridging
Training

The new administrators in
Transitional states

First vs. second generation: The
bridging generation can block the
next generations
Problem of Bounded
Knowledge

The Concept

Need for gradual retirement of
existing Administrators and a
staggered bridge
Problem of Bounded Knowledge
 The time factor


Administrative culture


Professional and technical skills and
"the art of management"
Issue of debate and discussion within
the public service (problem of
conformity)
Criticism of tunnel vision

Mentality of the old nuts and bolts
mechanisms within the context of a
centralized state
Education and Training:

Education:

Entry Requirements The MPA style
degree?

The role of University programs
Education and Training

The Prospects and Limits of training:
Problems of management skills



Basic Techniques and Processes (e.g.
Computers and Quantitative Skills)
How much Consciousness Raising?
Development Management vs.
Management Development


The debate over Human Resource
Development
Chicken and Egg Redux
Education and Training:

Education in Public Management,
Personnel, Financial Management,
Management Information Systems
(Masters Degree as a Professional Degree)





Public Policy Analysis and Issue Areas
Public Administration
Political Institutions and Processes
Macro and Micro Economics
Development Policy and Management
(NGOs)
Training and Education

The role of overseas training and
education: Problems of technical
assistance




Role of donors and the policy process
Donor provision of planners and
administrators
The attractiveness of Bridging
Training
The Brain Drain Issue
Human Resource Development
Background


The Problem Nature of the “promote
socio-economic change
bureaucracy” Can it?
Legacy: The nature of the stratified
Civil Service
Segregated or class based systems
 Elitist
 Generalist, legal or technical
 Extractive?
 Law and Order

Human Resource Development

Role of the state in economic
development




Nature of the mixed economy
Management of public corporations
Role of regulation trust busting
Reputation of the African economic
model

Asian, European and Latin American
comparisons (South Africa as a NIC)
The Transformation

Management Systems: Definitions
and Types





Routine administration
Praetorian administration
Scaffolding Administration
Development mobilization
Administration

non-routine
Human Resource Development,
Development Management, Planning
and Policy

The nature of the state decisionmaking process: planning (and =
Planning vs. budgets)


Privatization--administration and
contracts
Deconcentration vs devolution national
vs. local



National
Regional
Local
Human Resource DevelopmentIssue

Institutional Development, The
Weberian model- Fit of existing
institutions for development



Mass of Regulations, routines and the
hierarchy: SOPs
Absence of judgment, discretion and
creativity
How suitable for Development
Human Resource Development
Background

The civil service "spirit”; problems
of morale

Pattern of indigenization, localization
and equal access

Replacement of long service, old
regime or expatriates with
inexperienced, untrained, often
"clerical" assistants or politicos with no
professional skills
Human Resource Development
Background

The civil service "spirit”; problems of
morale

Role of the graduates

Issue of equating authority with age

Experience vs. the young's feeling of blockage
from rapid promotion next generation of
University
Sensitivity to Expatriates

Sensitivity to continuing influence of foreign
“expatriates” in technical assistance and
international organizations

Symbols of Colonialism or Dependence

Expatriate mentality and tendency to outside of
the formal chain of command
Human Resource Development
Background Issues

Negative image of Government Administration
 Need to shift from law and order
administration to development values

Willingness to accept non-governmental and
civil society organizations

Question:
 Use of bureaucracy development to mobilize
people for economic change and provide for
socio-activist, "organic" civil service, not a
hierarchical, mechanistic one?