PIA 2501 HRD Training and Education for Development

PIA 2501 HRD: Training and Education for Development

The “Chicken and Egg” Question n Human Resource Development versus Economic and Social Change n 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 n Recruitment n Discipline/Termination n Motivation n Education and Training

Of these Recruitment n The Only Game in Town

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

Recruitment n 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 n “Representative Bureaucracy” n Affirmative Action n Ethnic Arithmetic n “Africanization” or Malaysianization”

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

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

Patronage, But…

HRD: The Transformation n (1) Issues of discipline, termination ¡ n n 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?

n Shift of Focus

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

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

Frederick W. Taylor and the Hawthorne Factory Floor

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

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 Egohighest level

Maslow’s Hierarchy of Needs n n Abraham Maslow The Full Hierarchy

HRD Focus: Training vs. Education n n Education: Pre-Service ¡ Basic Education ¡ Higher Education Training: In-Service

Higher Education: The Great Faith Leap

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

Differences: Child to Adult

Terms n Human Resource Development ¡ Social Development ¡ Health ¡ Education ¡ Communities and Networks

Terms n 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 n Public Management and Non-Profit Management follow Business School Models

Terms n Management Education ¡ Classroom orient education ¡ Focus on cognitive learning and knowledge acquisition ¡ Not immediately applicable

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

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

Approaches to Training n Formal Training ¡ Lectures ¡ Case Studies ¡ Simulation

Approaches to Training n 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 n Action Training/Organizational Development (OD) ¡ Field Analysis ¡ Process Observation ¡ Problem Diagnosis

Field Agents and Training

Approaches to Training n Non-Formal Training ¡ Support Groups ¡ Professional Associations ¡ Study Circles ¡ Travel and site Visits

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

Graduate School of Public and International Affairs

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

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

The Transformation n Human Resource development planning: The Importance of a BASE LINE planning n 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 n Project vs. program management planning ¡ Implementation, institutional capacity and assessment ¡ Focus of HRD Efforts

Human Resource Development, Development Management, Planning and Policy n The Focus of Education n Public administration vs. development administration ¡ n Potential for development administration The role of NGOs and PVOs social movements, unions and cooperatives

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

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

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

Albert Memmi and Daniel Bergner

Oprah’s Book of the Week? n Discussion of Books

PIA 2501 n TEN MINUTE BREAK

Supplementary Material n 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 n Short 3 -6 Week Training Program, in -country or overseas n Can substitute for the Experience of a University Education n Training best focused on skills not complex systems and knowledge

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

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

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

Problem of Bounded Knowledge n The time factor ¡ n Administrative culture ¡ n 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: n 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 n n ¡ Basic Techniques and Processes (e. g. Computers and Quantitative Skills) How much Consciousness Raising? Development Management vs. Management Development n n The debate over Human Resource Development Chicken and Egg Redux

Education and Training: n 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 n 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 n n 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 n 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 n Asian, European and Latin American comparisons (South Africa as a NIC)

The Transformation n Management Systems: Definitions and Types ¡ ¡ ¡ Routine administration Praetorian administration Scaffolding Administration Development mobilization Administration n non-routine

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

Human Resource Development. Issue n 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 n 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 n The civil service "spirit”; problems of morale q Role of the graduates q Issue of equating authority with age q Experience vs. the young's feeling of blockage from rapid promotion next generation of University

Sensitivity to Expatriates n Sensitivity to continuing influence of foreign “expatriates” in technical assistance and international organizations n Symbols of Colonialism or Dependence n Expatriate mentality and tendency to outside of the formal chain of command

Human Resource Development Background Issues n Negative image of Government Administration ¡ Need to shift from law and order administration to development values n Willingness to accept non-governmental and civil society organizations n Question: ¡ Use of bureaucracy development to mobilize people for economic change and provide for socio-activist, "organic" civil service, not a hierarchical, mechanistic one?