PHILIP J. RUTLEDGE SEMINAR

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• PHILIP J. RUTLEDGE SEMINAR
• National Academy of Public Administration- Africa
  Working Group
• CONSTITUENCY FOR AFRICAS 2008
• RONALD H. BROWN AFRICAN AFFAIRS SERIES
• Leadership and Governance in Africa Developing
  High Performing Public Administrators to Manage
  Economic Growth and Social Prosperity
• 23rd September, 2008

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• Models for Conducting Senior Management
  Development Sessions in African Countries

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• Blue Wooldridge Fellow, National Academy of
  Public Administration and Professor, The L.
  Douglas Wilder School of Government and Public
  AffairsVIRGINIA COMMONWEALTH UNIVERSITYRichmond,
  VA 23284-2028 bwooldri_at_vcu.edu
• www.people.vcu.edu/bwooldri

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• Management training and development is an
  organized learning experience designed to enhance
  the ability of current or future managerial
  employees to achieve the desired levels of
  performance in specific jobs necessary in order
  for their organization to achieve its strategic
  mission (Wooldridge, 2004).

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• The Strategic Contingency Approach to Management
  Education and Training
• This approach suggests that the design of an
  effective educational/training experience to
  achieve the strategic mission of the client
  organization is a function of the learning
  objectives to be achieved and the learning styles
  of the student. (Wooldridge, 2004)

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• STEPS IN THE STRATEGIC-CONTINGENCY APPROACH TO
  INSTRUCTIONAL DESIGN
• Identify the activities needed to achieve the
  Strategic Mission of the organization
• Through job analysis and competency modeling
  identify specific job performances necessary to
  carry out these activities

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• Some excellent examples of the required
  competences of Senior-level Managers can be found
  in the UNDESA-IASIA publication
• Excellence and leadership in the public sector
  the role of education and training,
• Rosenbaum, Allan John-Mary Kauzya, Eds. (2007).

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• STEPS IN THE STRATEGIC-CONTINGENCY APPROACH TO
  INSTRUCTIONAL DESIGN
• (CONT)
• Determine the performance gap caused by a lack
  of competencies (See Mager Pipe)
• For those participants in 3, identify learners
  training needs
• Identify Participant Oriented Behavioral
  Learning Objectives

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• Sequence learning objectives
• Groups learning objectives into useful
  categorizes
• Paige and Martin (1983) have taken the
  instructional strategy/learning objective one
  step further. Many instructional strategies
  confront the trainee with possibilities of (1)
  revealing things about themselves to others that
  they would prefer left unknown, and (2) the risk
  of failure. An issue facing the trainer is the
  degree to which he/she can properly sequence such
  instructional methods into the overall
  educational experience. The author's model for
  sequencing training activities lists six
  different and frequently used approaches these
  are presented in a sequencing order according to
  (1) the behavioral requirements of the activity,
  (2) the learning domain(s) of the activity, and
  (3) the degree of personal risk associated with
  the activity.

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• Select appropriate learning strategies based on
  level and type of learning objectives
• Identify relevant learning styles
• Modify learning strategies to respond to learning
  styles or take corrective action to lessen
  deficiencies in strategies
• Implement learning strategies in an effective
  manner

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• EVALUATE RESULTS
• Participants reaction (happiness index)
• Participants learning
• Participants change in behavior
• Change in organizational performance
• Cost/Benefit ratios
• Improvement in the Quality of Life in community

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• If the Strategic-Contingency Model was applied to
  Senior-Level Managers in Africa today, I would
  suggest that some of the findings would suggest
  competencies are required in
• Managing the New Governance
• Performance Management
• Responding effectively to a diverse workforce and
  population
• Facilitating Social Equity
• The Development of Junior Staff

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• The Development of Junior Staff
• The UNDESA/IASIA Standards of Excellence states
  that
• criteria for evaluating excellence in public
  administration education and training should
  facilitate public sector performance through
  providing the highest quality of public servants.
  Furthermore, at this historical junction, the
  Task Force believes that the purpose of public
  administration education and training is to
  provide public administrators with the
  competencies and capacities to contribute to the
  improvement of the quality of life, especially
  for the most economically, socially, and
  politically disadvantaged members of society.

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• Therefore, in addition to general management
  practices, the Standards call for competencies
  in
• Improvement of Public Sector Processes
• - Development of high performing organizations
• - Management of networks and partnerships
• - The delivery of public goods and services
• - Management of projects and contracts
• - Supporting workforce diversity
• - Motivation and design of public sector
• organizations

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• Additional competencies are required in
• Leadership in the Public Sector
• - Creative and innovative problem solving
• - Leading institutional and organizational
  transformation
• - Conflict prevention and resolution strategies
• - Promoting equity in service delivery
• - Developing approaches to poverty alleviation
• - Promoting democratic institutional development
• - Public Sector Ethics

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• It will be the responsibility of Senior-Level
  Managers in Africa to ensure that their junior
  staff has these competencies.

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• References
• Bertucci, Guido (2007). "Strengthening Public
  Sector Capacity for Achieving Millennium
  Development Goals" in A. Rosenbaum J.-M.
  Kauzya, Eds. Excellence and Leadership in the
  Public Sector The Role of Education and
  Training. New York, United Nations Department of
  Economic and Social Affairs / International
  Association of Schools and Institutes of
  Administration pp.1-8.
• Charih, Mohamed, Jacques Bourgault, Daniel
  Maltais, Lucie Rouillard, (2007). "The
  Management Competencies of Senior Managers A
  Look at Some OECD Countries" in A. Rosenbaum
  J.-M. Kauzya, Eds. Excellence and Leadership in
  the Public Sector The Role of Education and
  Training. New York, United Nations Department of
  Economic and Social Affairs / International
  Association of Schools and Institutes of
  Administration pp.25-43.
• Rosenbaum, Allan John-Mary Kauzya, Eds. (2007)
  Excellence and leadership in the public sector
  the role of education and training. New York,
  United Nations Department of Economic and Social
  Affairs / International Association of Schools
  and Institutes of Administration.
• UNDESA/IASIA Standards of Excellence for
  Public Administration Education and Training
  http//www.sspa.it/index.php?p1533
• Wooldridge, Blue (2007) "High performing schools
  and institutes of administration the role of
  standards of excellence." in A. Rosenbaum
  J.-M. Kauzya, Eds. Excellence and Leadership in
  the Public Sector The Role of Education and
  Training. New York, United Nations Department of
  Economic and Social Affairs / International
  Association of Schools and Institutes of
  Administration pp.44-61.
• Wooldridge, B. (2004). Preparing public
  administrators for an era of globalization and
  decentralization A strategic-contingency
  approach. International Review of Administrative
  Sciences, 70 (2), 385-403.

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