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, technical-professional
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 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.)
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 uncertainty-Violation of the
social contract

Second level: Non-economic motivations-

Social and egocentric

Third Level: Self-actualization Ego-highest

level
Maslow’s Hierarchy of Needs
 The Full Hierarchy
 Abraham Maslow
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 Concrete
Experimentation Experiences

Abstract Generalization

Observation
And
Reflection
On-the Job
Behavioral Influences

Physical
-climate
-office
-Food

Personal
Environmental Social
Characteristics
And Interpersonal -Educational
-Intelligence
-Colleagues -Ideology
-Culture
-Superiors -Social and Religious
Biological, etc
-Subordinates, etc. Norms

Behavior
Characteristics
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) Problem-
Dead 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
 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
 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 decision-

making process: planning (and =
Planning vs. budgets)
 Privatization--administration and contracts
 Deconcentration vs devolution national vs.
local
 National
 Regional
 Local
 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
 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?