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PIA 2501
Training and Education for Development
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
Terms
Human Resource Development
Social Development
Health
Education
Terms Management Development
Long term disjointed learning process
Individual absorbs education and training through out his/her career
Overseas, University Education and Training Courses
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
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.
Social-Educational
-Ideology-Social and Religious
Norms
BehaviorCharacteristics
Approaches to Training
Action Training/Organizational Development (OD)
Field Analysis
Process Observation
Problem Diagnosis
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
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
Problems
Expatriate Consultants- Lack Knowledge
All trainers- Rote Training, Off the Shelf
Ethnocentric Skills (U.S. or U.K.) dominate
Francophone or Spanish- Secondary
PIA 2501
TEN MINUTE BREAK
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
Human Resource Development
Project vs. program management planning
Implementation, institutional capacity and assessment
Focus of HRD Efforts
Human Resource Development: Who Pays
International Involvement: Scholarships, Training, Institutional Development
Part of Donor Activities: Technical Assistance and Training
HRD: The Transformation
Motivation:
Theory x vs. Theory y
Motivation
Theory X:
Basic Needs: Money
Time in Motion
Frederick Taylor, Taylorism and Scientific Management
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
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 Redeux
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
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
Discussion:
Civil Service Training in Eritrea- Picard
Each group prepare a five minute critique
Break into groups 20-30 minutes