PIA 2501 F rom Planning to Human Resources- Part I HRD: Training and Education for Development

Danielle’s Discussion

Prelude: Millennium Development Goals VIDEO

Discussion: How Realistic?

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

Patronage, But…

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.)

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”

Maslow’s Hierarchy of Needs Abraham Maslow The Full Hierarchy

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

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

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

Higher Education: The Great Faith Leap

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

The Politics of Education?

PIA 2501 TEN MINUTE BREAK

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

Coaching or Mentoring?

Learning Cycle Concrete Experiences Observation And Reflection Active Experimentation Abstract Generalization

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) 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 Key to Impact Assessment

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

During the Cold War

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

Training for Development

Books of the Week. V.S. Naipaul, Among the Believers Jim Mayfield, Go to the People  China vs. Indonesia  Believers, Unbelievers Secular vs. Religious Views of the World

From the University of Utah to Iraq Jim Mayfield

V.S. Naipaul

Week Nine: Where Do We Stand?