1. PIA 2501 HRD: Training and Education for Development

2. The “Chicken and Egg” Question Human Resource Development versus Economic and Social Change Which comes first?

3. Thus the Issue: (Since 1976)

4. 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

6. Human Resource Development Recruitment Discipline/Termination Motivation Education and Training

7. Of these Recruitment The Only Game in Town

8. Recruitment: Three Models Patronage and Political Appointments vs. Representation vs. Education (merit) Recruitment By what standards?

10. Recruitment Representation vs. merit  Problem of the visible positions and the use of language  Professional Services: foreign service, military, police, technical- professional cadres each represent a separate set of issues

11. The Debate

12. Representation “Representative Bureaucracy” Affirmative Action Ethnic Arithmetic “Africanization” or Malaysianization”

13. 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

14. Recruitment: Representation-merit vs. representation, continued There are both political and economic demands made during and after a transition

15. Recruitment Political, Merit and Representation Issues are all legitimate The key issue: Can bureaucratic structures be used to promote socio- economic change and if so how should they be trained What is the legitimate role for political set aside jobs (Schedule Two in U.S.)

16. Patronage, But…

17. 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?

18. Shift of Focus

19. HRD: The Transformation Motivation: Theory x vs. Theory y

20. Motivation  Theory X:  Basic Needs: Money  Time in Motion  Frederick Taylor, Taylorism and Scientific Management

21. Frederick W. Taylor and the Hawthorne Factory Floor

22. Motivation Theory Y Hawthorne Experiments- Chicago Need to feel Human and part of social system Consulting, Sensitivity Training, “Suggestion Boxes”

23. Maslov’s Hierarchy of Needs (Theory z) First Level: Survival Needs--poverty culture and political uncertainty- Violation of the social contract Second level: Non-economic motivations- Social and egocentric Third Level: Self-actualization Ego- highest level

24. Maslow’s Hierarchy of Needs Abraham Maslow The Full Hierarchy

25. HRD Focus: Training vs. Education Education: Pre-Service  Basic Education  Higher Education Training: In-Service

27. Higher Education: The Great Faith Leap

28. Training vs. Education Pedagogy- Childhood Learning Andragogy- Adult Centered Learning as Training Knowledge vs. Skills

29. Differences: Child to Adult

30. Terms Human Resource Development  Social Development  Health  Education  Communities and Networks

32. Terms Management Development  Long term disjointed learning process  Individual absorbs education and training through out his/her career  Overseas, University Education and Training Courses

33. Professional Education Models Public Management and Non-Profit Management follow Business School Models

34. Terms Management Education  Classroom orient education  Focus on cognitive learning and knowledge acquisition  Not immediately applicable

36. Terms Management Training  Skills oriented  Job-Specific and organizationally related  Aimed at increasing individual’s ability to do his or her job

38. Training Methods Designer Training vs. Off the shelf Facilitator vs. Trainer Participatory vs. Lectures

40. Approaches to Training Formal Training  Lectures  Case Studies  Simulation

42. Approaches to Training On-the job Training  Coaching  Mentoring  Job Rotation

44. Learning Cycle Concrete Experiences Observation And Reflection Active Experimentation Abstract Generalization

45. 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

46. Approaches to Training Action Training/Organizational Development (OD)  Field Analysis  Process Observation  Problem Diagnosis

47. Field Agents and Training

48. Approaches to Training Non-Formal Training  Support Groups  Professional Associations  Study Circles  Travel and site Visits

49. Sources of Training International Institutes and Universities Local Universities Government Institutes Private Institutes Regional Institutes/Third Country Training

51. Graduate School of Public and International Affairs

52. Problems International Boondoggles Local Universities- Educate rather than train The NIPA (National Institute of Public Administration) Problem- Dead End

54. Problems Bridging Training- Limited Nuts and Bolts and Tunnel Vision Paper Collection Bounded Knowledge

56. 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

57. 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

58. Human Resource Development Project vs. program management planning  Implementation, institutional capacity and assessment  Focus of HRD Efforts

59. 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

60. Problems Expatriate Consultants- Lack Knowledge All trainers- Rote Training, Off the Shelf Ethnocentric Skills (U.S. or U.K.) dominate Francophone or Spanish- Secondary

61. Human Resource Development: Who Pays International Involvement: Scholarships, Training, Institutional Development Part of Donor Activities: Technical Assistance and Training

62. Books of the Week Albert Memmi, Colonizer, Colonized Daniel Bergner, In the Land of Magic Soldiers

63. Albert Memmi and Daniel Bergner

64. Oprah’s Book of the Week? Discussion of Books

65. PIA 2501 TEN MINUTE BREAK

66. Supplementary Material HRD/Training

67. 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

68. 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

69. Temptations of “Bridging” Training Extent to which the administrative culture reflects a high degree of paternalism One needs flexible people, with flexible minds

70. Temptations of Bridging Training The new administrators in Transitional states First vs. second generation: The bridging generation can block the next generations

71. Problem of Bounded Knowledge The Concept Need for gradual retirement of existing Administrators and a staggered bridge

72. Problem of Bounded Knowledge The time factor  Professional and technical skills and "the art of management" Administrative culture  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

73. Education and Training: Education:  Entry Requirements The MPA style degree?  The role of University programs

74. 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

75. 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)

76. 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

77. 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

78. 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)

79. The Transformation Management Systems: Definitions and Types  Routine administration  Praetorian administration  Scaffolding Administration  Development mobilization  Administration non-routine

80. Human Resource Development, Development Management, Planning and Policy The nature of the state decision- making process: planning (and = Planning vs. budgets)  Privatization--administration and contracts  Deconcentration vs devolution national vs. local National Regional Local

81. Human Resource Development- Issue 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

82. 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

83. 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

84. 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

85. 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?