Gyroscopic Management, A New Approach : Joop Vinke MA

gyroscopic management,
a new approach…
A study about new competences

and
a contemporary didactical approach for managers,
leading to increased strategic value of managers in
organizations in the Netherlands and Romania.
Joop Vinke MA
[2010]
Table of content
Abstract.................................................................................................................................................3
1.1 Introduction...............................................................................................................................5
1.2 Preliminary Literature Review and theoretical framework........................................................6
Changes in HR Management and Quality Management................................................................6
From administrating to added value..............................................................................................7
Explanation of the three phases....................................................................................................7
1.3 Vision on the state of the education and training for positions in HRQM in Romania and the
Netherlands.........................................................................................................................................10
1.4 General state of the education for positons in HRQM in Romania and The Netherlands........11
1.4.1 Romania...........................................................................................................................11
Structure of the higher education system in Romania.................................................................12
1.4.2 the Netherlands...............................................................................................................13
1.5 State of the Art in education of HR and QM in Europe............................................................18
1.5.1 The need FOR new competencies....................................................................................18
1.5.2 The study programme HRQM..........................................................................................20
1.5.3 The difference between the “HR” and the “P”.................................................................21
1.5.4 International Business Awareness....................................................................................25
1.5.5 A change in didactical approach......................................................................................28
1.5.6 From self management to gyroscopic management........................................................29
1.5.7 The gyroscope in educational and professional contexts................................................31
1.5.8 The use of “improv” in education and training................................................................33
1.5.9 own experience with higher education in HRM and quality management......................34
List of used literature...........................................................................................................................39
Appendices..........................................................................................................................................43
I List of publications and presentations of J. Vinke................................................................44
II Diagram of the Dutch Education System.............................................................................47
08/12/2021 2
Gyroscopic Management
ABSTRACT
This paper describes a currently used approach in education and training of business students
in higher education in The Netherlands. It describes if this approach also will be suitable to use
in Romania and with what adaptations it can lead to an added strategic value for management
of non-profit organizations, both in the Netherlands and Romania.
In this paper, I will describe the necessity and suitability of the use of new competences for
managers and a (different) approach in training and education of these managers. Beside this, I
believe that this will contribute to organizations to improve their future management style and
strategic focus.
In separate parts of this paper, I start with describing the developments in Human Resource
(HR) and Quality (Q) management in 2000 – 2010. I base this on literature research and my own
experiences in positions as HR Manager in several organizations, and in my current position as
Senior lecturer HRQM at Arnhem Business School (ABS), HAN University for Applied Science in
Arnhem, the Netherlands.
During my professional work experience and studies, I developed a theoretical and practical
“HRQM model”. This is an integrated model for HRM and Quality Management. 1
The vision and approach behind this model is part of a specific (international) HRQM Bachelor
study programme at Arnhem Business School. This four-year study programme (BBA) in
Business and Management Studies started in 2007, and is taught in the English language. During
their study programme, students are confronting a specific training and didactical approach
with characteristics as self-reliance, self-study, Socratic dialogue, ethical and “gyroscopic”
management.
The didactical approach in the HRQM study programme has a clear vision and mission, which in
short becomes clear in three so-called “one-liners”, used for the study programme:
“You can’t manage what you can’t describe.”
“Don’t try to motivate people, just try to reward their motives.”
“Practise what you preach.”
In this paper, I will further explain this approach.
I also have used use this approach during guest seminars and workshops in different countries.
Such as France, Germany, Russia, Bulgaria, Romania, Lithuania and Hungary. At various
international Universities, I have experienced many differences in didactical and professional
approaches and perceptions in teaching Management Studies in higher education. I have also
noticed a need for more, and better (strategic) focused management styles 2 in many
organizations can be in all these countries.
1
First published in an article, written together with F. Vonk in 2007: See http://www.frankvonk.femplaza.nl/Publicaties
%20HAN/Joop%20Vinke%20-%20Frank%20Vonk.pdf
2
With strategic focus, I mean a focus of the strategy, employees and management on the vision, mission and goals of the
organization. It is the understanding of the feedback mechanism that delivers organizational performance. These mechanisms
are the “structure” through which an organization carries out its strategy.
08/12/2021 3
To make a start in the very broad professional field, I decided to focus for this paper; on a target
group, that primary consists of (new) managers (Students and alumni). A choice I make based
on earlier research. I strongly believe that after this theoretical study further research can be
done to come to formulate advices and recommendations for organizations.
To prove that this paper is not only based on a theoretical approach, I also will use own work
experience in business and education and the experience of students, alumni, lecturers from the
higher education and managers from the professional field of management.
This paper will represent the start of longitudinal research on the position of training and
educating new managers for organisations. Its outcomes can be of added value for the
organizations. I consider that it will influence the current approach in training and education of
new and current managers due to the experienced value adding it will have...
In the professional field of HRQM there is still no research done on the possibility if a different
approach in education and training will lead to different competencies, like ”Intercultural
adaptability” and “International business awareness”, which, in my opinion can help to adapt to
the changing role of managers in international business and professional field. This paper
describes about a contemporary approach in which this possibility according to me can be
realised.
January 2011.
Joop Vinke
Zutphen, The Netherlands.
08/12/2021 4
1.1 INTRODUCTION
The idea for a PhD research started in 2008. It is a logical continuation on my work experiences
as HR manager in different organizations and it relates with my current function as senior
lecturer and coordinator of a study program at Arnhem Business School (ABS) of HAN
University in the Netherlands.
During the last years, I developed a new contemporary approach in lecturing and training
Human Resource (HR) and Quality Management (QM) in higher education in the Netherlands. I
consider that this approach can change the management style of the future managers.
Together with a group of lecturers of ABS, I practise this approach since 2005. Based on
experience and the progress of the current students and alumni, I strongly believe that this
approach is necessary to prepare business students that choose to study management, to enter
the professional field of (international) management.
As coordinator of a four year bachelor study programme (BBA) called “Human Resource and
Quality Management” (HRQM) at Arnhem Business School, HAN-University for applied science
in Arnhem, The Netherlands, I have formulated a vision and mission with a contemporary view
on the role for Human resource and Quality management when I made the study program for
this program in 2007. The didactical and training approach has a focus on increasing of the
strategic value of HRQM in organizations.
As senior lecturer, I also give workshops and training at Universities in different countries, in
which I use this specific approach, too. In the past years, I often experienced differences in
approach and perception of students and lecturers/ trainers in how to prepare the students in
bringing HR and QM as a strategic valued discipline to the organizations. In particular, in
Romania, Russia and Bulgaria.
For me, the assumptions about these differences and my experience in practicing the new
approach are the main reasons for this paper in which I question whether this approach in
education and training as use will be suitable for increasing the strategic value of managers.
08/12/2021 5
1.2 PRELIMINARY LITERATURE REVIEW AND THEORETICAL
FRAMEWORK
For a better insight, I give a review of my experience and expertise in the professional HR and
QM field that has lead to this research. I use a theoretical and conceptual framework based on
preliminary literature review and show how I have translated the experienced changes to a
theoretical and practical “HRQM-model”.
CHANGES IN HR MANAGEMENT AND QUALITY MANAGEMENT.
From the 1970’s, managers and other decision makers in organizations mainly focus on tangible
and measurable assets and financial resources. The role of the employees that work in the
departments for Personnel and Quality is mainly to support with so-called “back-office”
functions. Their activities are mainly focused on legislation requirements, payroll and personnel
data maintenance. In the last decades, this role is changing. 3 HR specialists, like Becker, Huselid
and Ulrich have mentioned this in many of their known publications.
Currently many managers talk about the importance of the “people” behind the organization’s
success and managers are beginning to embrace a new view and approach that we now know as
the “Human Capital approach”. Many of the given definitions of this approach of “Human Capital
“ consider the money spent on fostering innovation in the workforce as an “investment”. Becker
(1994) defines this as “activities that influence the future monetary and psychic income by
increasing the resources in people”. 4
This change is determining an ongoing “transformation” of the role of Human Resource and
Quality Management. In addition, it brings situational consequences for the needed
competencies for employees in this role.
3
Becker, B. E. Huselid, M. A, Ulrich, D `The HR Scorecard: Linking People, Strategy, and Performance`, 2001, Harvard
Business School Press
4
Human Capital, A Theoretical and Empirical Analysis, with Special Reference to education, Gary S Becker, 1994,
University of Chicago Press
08/12/2021 6
FROM ADMINISTRATING TO ADDED VALUE
When I draw this transformation from

Personnel and Quality management of the
3 last decennia to an integrated HRQM in
Player Business, in a visual way, (Figure 1.1) I can
divide this development in three main
categories.
Partner
These categories and phases explain not
2 Added value just the change in focus of the HR and QM
departments, but, even more important,
they also show the growing added value of
Policy and Polite the role that HRQM can have for the
completely organizational value.
1
Figure 1.1 Three functions for HRQM
EXPLANATION OF THE THREE PHASES
The “Policy and Polite” phase
After the 1960’s and 70’s the role of the employees that work in “Personnel” departments in
organizations became clearer. Due to legislated corporate responsibility for workforce practices
and worker safety the “personnel” functioned as department is established: the “Personnel
Administration”. These departments, often known as “PA” (Personnel Administration) or in
Dutch “PZ” (Personeelszaken) were also in many organizations seen as the “polite” department.
They coordinated social events, like company picnics and other outings; sending birthday notes
and flowers to employees, etc.
Separate, or in combination with the “Payroll Department”, many organizations established the
department primarily as responsible for managing personnel information, data and processes
and to ensure that organizations are compliant with employment legislation.
Employees of these departments serve as “controllers” and “administrators” to ensure that

employment practices and policies are adhered throughout the organizations. They develop the
policies, rules and regulations to ensure this. These departments, often known as “PA”
(Personnel Administration) or in Dutch “PZ” (Personeelszaken) are also in many organizations
seen as the “polite” department. They coordinate social events, like company picnics and other
outings, sending birthday notes and flowers to employees, etc. They act carefully through the
organization.
Based on own experiences I saw that in most cases, organizations gave little or no value to the
organizational and business impact of this “Personnel management”. At the same time in this
period, there was a start of the use of theory, models, methods and systems for controlling the
“quality” in the organization. Especially the influence coming from Japan was very important. 5
5
„The scope of Japanese influence in quality”, http://www.referenceforbusiness.com/small/Qu-Sm/Quality-Control.html
08/12/2021 7
The influence of Deming’s “fourteen points” 6 and the attention on the quality has led especially
in West Europe to the start of announcing special “Quality controllers” and “Quality inspectors”
in organizations.
Partner phase
As the globalization continues, competition between organizations in the international business

also does. “Downsizing” and “off shoring” drives organizations to operate at lower costs in order
to be more competitive.
Into the 1990s, the role of the “Personnel Administration” and “Personnel Department” in
organizations in West Europe begins to transform. There is more interest for the personnel in a
search for ways to lower the costs. The same interest grows for the “Quality control”.
In some cases, the special “Quality department”, as I experienced myself in my position as HR

manager, even integrated as part of the Personnel departments to get more control of the
quality aspects in personnel related processes (Health and Safety and the Quality of Labour).
From the USA particularly, the “Total Quality Management “(TQM)7 approach influences
organizations to begin with integrating this concept in training methods for tools and
instruments to improve the quality.8
Many of the Personnel Departments re-branded themselves in this period as “Human

Resources” departments” (HR) or “Personnel and Organization” departments (in Dutch: “P&O”)
in their effort to better align to the new “needs” of the organizations.
The HR and/or Quality Departments that want to integrate with the organizational strategy, still
struggle with the right way of doing this. This struggle is of course not strange; managers are
used and trained to making decisions based on tangible and measurable assets such as
revenues, results and supply chain9. Dessler (2004) explains that Human Resource and Quality
management and the value of employee relations and development to quality are in most cases
not tangible or measurable and therefore hard for executives to understand and to control.
As a result, many HR and Quality departments in organizations are still in this second phase –
trying to become the ‘business partner’ of the management. They rarely are consulted nor
included in organizational or strategic decisions. 10
Player phase
From the beginning of this new millennium, organizations are facing even faster changes in a
shorter span of time. There is a tremendous pressure on managers to create highly flexible and
6
Deming, W.E. 1982 & 1986, Out of the crisis: quality, productivity and competitive position , Cambridge University Press,
Cambridge.
7
http://www.hk5sa.com/tqm/tqmex/gurus.htm - TQM Gurus' Ideas.
8
Extract from “From Quality to Excellence”, publication of British Department of Trade and Industry, 2000, URN 00/1226
9
From “Attentional and Interpersonal Characteristics of Improvisation Professionals vs. Business Executives [What
Executives can learn from Improvisation Professionals] research by Randy Sabourin, Biz Improv Inc. and with Robin W.
Pratt, PhD, MBA Consulting Inc. BIZ improve Inc. 2008
10
Dessler, G., Human Resource Management, Prentice Hall; 10 edition, 2004
08/12/2021 8
innovative strategies to compete and increase profits and market share while decreasing the
cost.11
Managers not only have to ensure that they are delivering shareholder value; they also have to
prove that they deliver added value12 to the organizational profit.
Today’s organizations are realizing that, in order to achieve organizational objectives, as many
resources as possible have to be aimed on value-added activities, meaning to get the most out of
the human capital. Not only by saving costs, but more by investing and get return on
investments in people on a short and long term.
Boselie (2010) explains that organizations outsource the standardized back-office functions in
order to focus more on strategic and competitive activities. They are in need for innovations and
efficient and effective management of the workforce as key competitive advantages. At the same
time, they want to enhance the importance of Human Resource and Quality management. 13
One of the biggest problems in this almost contradicting approach of outsourcing and enhancing
is how to manage and measure the contribution of the organizational talents. Employees are
hard to compare with other points of leverage, such as financial capital, patents, products, state-
of-the art facilities and machinery, They are of course part those, but especially the contribution
of employees to quality is a very important and an influencing value for the output of the
organization, but is also hard to manage and to measure. Organizations struggle with “what” to
measure, and “how” to tie employee metrics to quality and organizational performance output.
The meaning of this paper is not to discuss the existing answers, but to focus more on the
measuring itself. Further, in this paper the author will discuss this.
These developments make clear that there is a need for big changes in the role and
competencies of HR and QM. It is not enough to stay in the role of “controller of the policy” and
being the “polite” group. It is even not enough anymore to become in the role of being ‘partner’
for the management as explained by Beatty, Huselid, and Schneier (2003). 14
The HRQM role needs to change, besides having the “controller” role and being the “business”
partner, there has to be a more focus on being a “player” in business. The role of “player” will be
explained further in this paper.
11
The Economist - Business Strategy, September 30, 2010
12
The use of the term “added value” can be explained in this statement as the financial difference between product value
based on price and material costs. It includes profit and labour costs. Less labour costs determines more profit.
13
Boselie, P. Strategic Human Resource Management, A balanced approach, Mc Graw-Hill, 2010 (reviewed by author J.
Vinke)
14
Beatty, R.W., Huselid, M.A., & Schneier, C.E, The New HR Metrics: Scoring on the Business Scorecard.
Organizational Dynamics, Vol. 32, No . 2, pp. 107-121, 2003, Elsevier Science Inc.
08/12/2021 9
1.3 VISION ON THE STATE OF THE EDUCATION AND TRAINING
FOR POSITIONS IN HRQM IN ROMANIA AND THE NETHERLANDS
The most important element that is able to change the role of HRQM in organizations is the new
manager of tomorrow. He or she can give HRQM that new role of “player”.
These new managers have to be trained and educated. Of course the change can also be reached
by training the existing managers, but there are, in my opinion, more chances to educate and
train the new coming managers; the managers of “tomorrow”.
Therefore the focus of this paper will not be on changing the role of the current managers, but
on the education and training of the new managers for the future; the students in higher
education that will get this role in the future.
For this paper, I have chosen to compare the higher education of management students in The
Netherlands and Romania and to give an insight in the current situation of the Romanian and
Dutch education and training of managers. I will give a more in-depth explanation of the higher
education in both countries. With this, I want to make clear the context in which a new approach
in education and training of new managers will help to change the role of HRQM to become a
“player” in business. My approach is based on the concept of “gyroscopic management” that I
have developed over the past years as an original and new integrative approach to managing
organizations.
In a conceptual way, this means, that the focus will be on the influence that this gyroscopic
management approach can and will have on the development of new managers to become
players in business.
08/12/2021 10
1.4 GENERAL STATE OF THE EDUCATION FOR POSITONS IN
HRQM IN ROMANIA AND THE NETHERLANDS
1.4.1 ROMANIA
Higher education has undergone many changes in Romania since 1990. Many private
institutions have opened their doors, especially in the capital city of Bucharest, due to the state-
run education system not being able to cope with the increased demand for education once
admission quotas were increased. State institutions also opened additional locations in other
cities. All institutions for junior engineers (institutul de subingineri) that had provided three-
year technical (teacher-training) programmes leading to the Diploma de Subinginer, were
awarded university status by the government.
Technical specializations, which were considered so important during the communist regime to
create an industrialized society, became less popular and a wider range of new specializations
appeared, including programmes in economics, sociology and philology.
Decentralization of education with greater autonomy for institutions was also a focus in the new
legislation, as were improvements to the quality of education. As a result, a new accreditation
body was established and new quality standards were applied. When the private institutions
opened their doors in the early nineties, legislation had not yet caught up. With the
establishment of the new quality assurance criteria in 2002, 14 private institutions were forced
to cease their activities, given that they were unable to comply with the accreditation
requirements.
Before the start of the Bologna Process in Romania, higher education was provided at
universities, institutes, academies and university colleges. Previously education had always
been strongly centralized, with standard curricula that placed a large emphasis on
memorization of facts. Creativity and problem solving were considered less relevant. Nowadays,
the principle of university autonomy is widespread and every university has its own University
Chart. The law states that everybody must have access to higher education that politics or
ideology must have no influence on education and that institutions need more autonomy and
must be able to choose their own programs, research activities, curricula and staff.
In 2009, higher education was provided by 56 state institutions and by 28 recognized and
accredited private institutions. The private institutions provide one third of all available higher
education, and focus particularly on professionally oriented programs in the fields of economy,
management, philology, theology and law. Private institutions are financed primarily through
tuition fees and funding by sponsors.
Higher education is unitary in character – one institution can provide both academic and
professional programs. Programs can be taken in various ways: full-time (invatamant de zi),
part-time (invatamant cu frecventa redusa), through daytime or evening classes (invatamant
seral) or via distance education (invatamant la distanta). Study programmes taken as evening
classes or distance education can take an extra year to complete.
Romanian higher education has four types of programmes:
short-term programs (invatamant universitar de scurta durata) that take three years to
complete, provided by university colleges;
08/12/2021 11
long-term programs, lasting four to six years (invatamant universitar de lunga durata);
various types of postgraduate programs, with short programs varying in length from one to two
years;
a three-to-five-year doctorate program.
As of the 2005/2006 academic year, higher education has been divided into the three stages of
Bachelor (180-240 ECTS), Master (90-120 ECTS) and Doctor (three to five years).
STRUCTURE OF THE HIGHER EDUCATION SYSTEM IN ROMANIA.15
International Recognition of Romanian Diplomas
Romania signed the Convention on the Recognition of Qualifications concerning Higher

Education in the European Region (Lisabon 1997), and at the same time, it is part of the Bologna
Process concerning the implementation of the common European Higher Education area.
Through commitments assumed at the European level, focused on quality assurance, credit
transfers and transparency of educational programs description, qualifications (diplomas)
obtained in the Romanian Higher Education ensured the academic and professional mobility of
the graduates all over the world.
Most Universities use the European Credit Transfer System (ECTS) in order to provide common
procedures to guarantee academic recognition of studies taken abroad. It provides a way of
measuring and comparing learning achievements, and transferring them from one institution to
another.
Current situation and content of the higher education in Romania 16
In an article in “University World news” (October 2008) Professor Paul Serban Agachi,
president of the academic council of Babes-Bolyai University in Cluj Napoca, and a member of a
team that crafted reforms, explains the current situation in Romania:
“Higher education in Romania has undergone huge changes in the past two decades, from a small
and stifled sector during the communist era to a competitive system with seven times more
students, more than 100 institutions, and burgeoning research. In 1989, Romania had dismal
higher education statistics: 600 students per 100,000 people. Since then there has been rapid
massification of higher education and today the country has 3,500 students per 100,000 people - a
six-fold increase.
While there used to be fewer than 20 universities, now there are more than 100 institutions - 49
public universities and the rest private colleges and universities. There are 700,000 students and
some 40,000 academics, many of whom were pulled in from other sectors.
Despite higher education's transformation and growth in the past decade, Romania has a way to
go before it can compete with Europe's most developed countries in terms of human capital.” "Our
15
Source: International Recognition Department 2009 Nuffic, The Hague http://www.nuffic.nl/international-
organizations/docs/diploma-recognition/country-modules/country-module-romania.pdf
16
http://www.universityworldnews.com/article.php?story=20081002151621497
08/12/2021 12
main problem is lack of qualified human resources," states Agachi. "And we are losing a lot of
skilled people to other countries in Europe that pay better."
Agachi also highlights problems in the private sector. "Many institutions are 'fake' rather than
real universities. They often do not have proper facilities, they are rooms in houses. Many focuses
on fashionable fields and are not concerned about quality." More encouragingly, he says, "lately
we have observed that the market is taking the value of qualifications into account. Employers
want graduates from good universities."
Finally, lack of investment was a serious problem for Romanian higher education. However, this
has turned around dramatically, with major injections of funding for the sector leading to the
30-fold increase in investment in higher education since 2001. On the other hand, this has
already again been heavily diminished from 2009 until now.
Concluding I can say that the higher education in Romania is, now, in my opinion still busy with
big changes. There is a will to improve and bring higher education on a level that can compete
with other higher education systems in Europe. As guest lecturer and as student at a University
in Timisoara, Romania, I am now experiencing the higher education in Romania myself and have
my own (subjective) impressions and conclusions. In my opinion, there are many opportunities
for the Romanian Higher Education to improve their whole system and educational style by a
focus on the relation between business, students and lecturers.
I think that the educational system in Romania can and will change in a way that will give added
value to management and in doing that, will come closer by the business. If the gyroscopic
management approach as mentioned before will be introduced in the Higher education in
Romania, it can be the start of a new approach. The current situation seems to me ideal because
of the fact that the generation of teachers and lecturers is changing and the willingness is bigger
than ever.
An evaluation and comparison of the diplomas given in Romania and The Netherlands can be
found in table 1.4.
1.4.2 THE NETHERLANDS
Higher education in the Netherlands offers two types of institutions: research universities
(“universiteiten”) and universities of applied sciences
(“hogescholen”)
The higher education system Research Universities

in the Netherlands also
includes a third branch, with Research universities include general universities, universities
a relatively small number of
specializing in engineering and agriculture, and the Open
students, known as
"internationaal University. They are primarily responsible for offering scientific
onderwijs"(IO), or research-oriented programmes (Wetenschappelijk onderwijs;
international education. “WO”).
Courses are in English and
last from a few weeks to two Dutch research universities provide education and conduct
years.
research in a wide range of disciplines: language and culture,
behaviour and society, economics, law, management and
business, medical and health sciences, natural sciences,
engineering, and agriculture.
08/12/2021 13
Universities of applied sciences
Universities of applied sciences include general institutions as well as institutions specializing in

one of the seven so called “HBO” (Dutch: “Hoger beroeps onderwijs”) sectors: agriculture,
engineering and technology, economics and business administration, health care, fine and
performing arts, education (teacher training), and social welfare.
HBO’s are primarily responsible for offering programmes of higher professional education,
which prepare students for particular professions. These tend to be more practically oriented
than programmes offered by research universities.
In addition to lectures, seminars, projects and independent study, students are required to
complete an internship or work placement in an organization, which normally takes up part of
the third year of study, as well as a final project or a major paper for an organization
(graduation assignment) in the fourth year.
Three-cycle system
Since September 2002, the higher education system in the Netherlands is organized around the
three-cycle degree system consisting of Bachelor, Master, and PhD degrees.
At the same time, the ECTS credit system became a way of quantifying periods of study. The
higher education system continues to be a binary system, however, with a distinction between
research-oriented education and professional higher education.
The focus of degree programmes determines both the number of credits required to complete
the programme and the degree that is awarded. A “WO” bachelor programme requires the
completion of 180 credits (3 years) and graduates obtain the degree Bachelor of Arts or
Bachelor of Science (BA/BSc), depending on the discipline.
An “HBO” bachelor programme requires the completion of 240 credits (4 years), and graduates
obtain a degree indicating the field of study (for example, Bachelor of Engineering, (B. Eng.), or
Bachelor of Business Administrating, (B.B.A)). The old title (pre-2002) appropriate to the
discipline in question (BC., Ing.) and may still be used.
Both institutions offer “WO” Master programmes that in most cases require the completion of
60 or 120 credits (1 or 2 years). Some programmes require 90 (1, 5 years) or more than 120
credits17.
In engineering, agriculture, mathematics and the natural sciences, 120 credits are always
required. Graduates obtain the degree of Master of Arts or Master of Science (MA/MSc). The old
title (pre-2002) appropriate to the discipline in question (Drs., Mr., and Ir.) and may still be
used.
An “HBO” Master’s programme requires the completion of 60 to 120 credits and graduates
obtain a degree indicating the field of study (for example, Master of Social Work, MSW).
The third cycle of higher education, leading to a doctor’s degree, will be offered only by research
universities.
All research universities in the Netherlands are entitled to award the country’s highest
academic degree, the doctoral, which entitles a person to use the title doctor, abbreviated to Dr.
17
Degree programmes in dentistry (300 credits) and medicine and veterinary medicine (360 credits) is offered as integrated
programmes until approximately 2007-2008. Programmes in pharmacy will continue to require completion of 360 credits,
divided into a bachelors and a master phase (3 + 3 years).
08/12/2021 14
The process by which a doctorate is obtained is referred to as the”promotion”. The doctorate is
primarily a research degree, for which a dissertation based on original research must be written
and publicly defended. The minimum amount of time required to complete a doctorate is four
years.
Requirements for admission to higher education
For access to “WO” bachelor’s programmes, students are required to have a VWO diploma or to
have completed the first year (60 credits) of an “HBO” programme. The minimum access
requirement for HBO is either a HAVO diploma or a level-4 MBO diploma. The VWO diploma
also grants access to HBO.
For access to both types of higher education, students are required to have completed at least
one of the subject clusters that can fulfil the requirements for the higher education programme
in question. A quota, or “numerus fixus”, applies for access to certain programmes, primarily in
the health sector, and places are allocated using a weighted lottery.
Potential students older than 21 years of age who do not possess one of the qualifications
mentioned above can qualify for access to higher education based on an entrance examination
and assessment. The only access requirement for the Open University is that applicants be at
least 18 years of age.
For access to all master’s programmes, a bachelor’s degree in one or more specified disciplines
is required, in some cases in combination with other requirements. Graduates with an HBO
bachelor’s degree may have to complete additional requirements for access to a WO master’s
degree programme.
Credit system and grading
Workload is measured in credits (study points). Since 2002, a student’s workload is measured
in ECTS credits. According to Dutch law, one credit represents 28 hours of work and 60 credits
represent one year of full-time study.
The grading system has been the same for several decades: the scale is from 1 (very poor) to 10
(outstanding). The lowest passing grade is 6 (5.5 or more); a 9 is seldom given and a 10
extremely rare, and grades 1-3 are hardly ever used.
Accreditation and quality assurance
A guaranteed standard of higher education is maintained through a national system of legal

regulation and quality assurance. The Ministry of Education, Culture, and Science is responsible
for legislation pertaining to education. Responsibility for accreditation lies with the
Netherlands-Flemish Accreditation Organization (NVAO). According to the section of the Dutch
Higher Education Act dealing with the accreditation of higher education, all degree programmes
offered by research universities and universities of applied sciences will be evaluated according
to established criteria, and programmes that meet those criteria will be accredited: i.e.
recognized for a period of six years.
Only accredited programmes will be eligible for government funding, and students will receive
financial aid and graduate with a recognized degree only when enrolled in, or after having
completed, an accredited degree programme. Accredited programmes are listed in the Central
Register of Higher Education Study Programmes (CROHO) and the information will of course be
available to the public. The NVAO reviewed all study programmes before 2010.
08/12/2021 15
Besides the accreditation of degree programmes, the Netherlands has a system by which the
Ministry of Education, Culture, and Science recognizes higher education institutions by
conferring on them the status of either “bekostigd” (funded) or “aangewezen” (approved).
“Funded,” indicates that the institution is financed by the government.
“Approved,” indicates that the institution does not receive funds from the government and has to
rely on its own sources of funding.
Regardless whether a degree programme is offered by a ‘funded’ or an ‘approved’ institution, it

must be accredited and registered in CROHO to be considered recognized. According to
legislation regarding accreditation, institutions are required to write on degree certificates the
date that the degree programme in question got the accreditation.
Because accreditation is an ongoing process, it will be important that people who review Dutch
degrees make sure that a programme was accredited at the time the degree was awarded. Once
accredited, the validity of the accreditation of that particular degree is of course permanent.
(For a diagram of the Dutch high education system see appendix II)
Dutch universities are collectively placed in 2010 as fifth on the ranking of the Times Higher
Education (THE)18 World University Rankings, with only the United States, Great Britain,
Germany and Canada listed higher. Based on the size of the population, The Netherlands are
placed second after Canada. The ranking (published on 16 September 2010) further indicates
that the Netherlands score highly in the field of research, with six Dutch universities among the
best 100.
Concluding I think that in the comparison concerning Higher Education in both countries can be
evaluated in the table below19:
Table 1.4 Evaluation chart Romania – The Netherlands
Foreign degree or qualification Evaluation
Diploma de Bacalaureat HAVO diploma
Certificat de absolvire a liceului at least four years of HAVO
Diploma de absolvire a scolii profesionale/ Diploma de MBO diploma (qualification level 1 or 2)

absolvire a scoli de ucenici
Certificat de absolvire a scolii post-liceale MBO diploma (qualification level 3 or 4)
Diploma de absolvire three years of HBO
(University college)
Diploma de Licenta (at least) a WO Bachelor’s degree
(five to six years)
Diploma de Licenta HBO Bachelor’s degree or two years of WO
18
http://www.timeshighereducation.co.uk/world-university-rankings/
19
Source: International Recognition Department 2009 Nuffic, The Hague http://www.nuffic.nl/international-
organizations/docs/diploma-recognition/country-modules/country-module-romania.pdf
08/12/2021 16
(four years)
Diploma de Licenta three years of HBO or one year of WO
(three years)
Diploma de Studii aprofundate WO or HBO Bachelor’s degree
(one to three semesters)
Diploma de studii academice postuniversitare WO or HBO Master’s degree
(two to four semesters)
Diploma de Master WO or HBO Master’s degree
(one to two years)
Diploma de studii postuniversitare de specializare WO or HBO Master’s degree
(at least one year)
Certificat de Absolvire WO or HBO Master’s degree
(cursuri de perfectionare postuniversitare)
08/12/2021 17
1.5 STATE OF THE ART IN EDUCATION OF HR AND QM IN
EUROPE
1.5.1 THE NEED FOR NEW COMPETENCIES.
Most of the studies nowadays in HR management and in Quality management in higher

education in Western and Central Europe still have a strong focus, in my opinion, on the first
and sometimes the second phase as mentioned in model 1.2. They are educating and training
students in being the “controller of the policies” and sometimes on trying to be a “partner” in
business for the management.
Like any other business manager, HR and Quality managers also have to prove now and in the
future that they are of adding value for organizations. “HRM” and “Quality” issues is no longer
the exclusive province of Personnel and Quality managers, controllers, and inspectors that are
distant from strategic decision making and whose contribution to the bottom line often goes
unrecognized.20 The added value of HRQM in firms lies in its ability to manage the delicate,
balance between coordinated systems and sensitivity to global and local needs, including
cultural differences, in a way that align with both business needs and senior management
philosophy. 21
The new HR and Quality managers and HR consultants for the coming years will have to be
“partners” and “players” in the business who will help to drive and steer the human resource
and quality in the organizations. They will have to deal with strategies in a focus to align with
the corporate goals and objectives. The HR function is realigning itself in response to this
process of cross-function globalization (building new alliances with these functions) creating
new activity streams and new roles and skills required of the HR function (Sparrow, Brewster
and Harris, 2004).
More than ever, they have to be “entrepreneurs” and “players” that will find new ways to
measure, describe and implement performance drivers and, in that way influence the success of
a strategic focus on the objectives of the organizations.
Therefore, in my opinion, the education and training in higher education for HR and QM plays
an important role to create new and modern HRQM and has to focus on this role.
Resuming this, I believe that we have to prepare the new HRQM managers in higher education
on their new role to be a “player” and entrepreneur in business. Beside that of course they still
need to e the “policy maker & controller” and “partner” for the management.
Dave Ulrich and Dick Beaty 22 already mentioned this in an article in the “Human Resource
Management” in winter 2001. After deeper study of this article I believe that both authors in
20
Sparrow, Paul, R., Brewster, C., and Harris, H. (2004), ‘Globalizing Human Resource Management’, London, Routledge
21
Sparrow, Paul, R., (2006) ‘Globalization of HR at function level: Exploring the issues through International Recruitment,
Selection and Assessment Process, working papers, Cornell University.
22
Ulrich, M , Beaty,D. From Partners to Players: Extending the HR Playing Field. in “Human Resource
Management”, Winter 2001, Vol. 40, No. 4, Pp. 293–307, 2001 John Wiley & Sons,
08/12/2021 18
their article are more focused on the before mentioned “HR” part of the employee (see next
chapter and fig. 1.2) and their aim in this article is to make this part more visible and
measurable. I already explained that in my opinion, this does not count for the “Person” part of
the employee and therefore I think that the dividing in those two parts HR and P, which I will
give in the next chapter, could give another and more complete view on the “player” role for
managers.
Mintzberg also mentions again the several roles for managers in his book “Managing” (2009) 23.
He explains again the 10 roles he earlier published24. More than Ulrich and Beaty, Mintzberg
talks about the role for the manager as “person”, although Mintzberg not assumes what an (in)
effective or (none) successful manager entails. He also neglects the relationship between
managerial behaviour and organizational effectiveness. He takes a 'neutral' position on the
managerial role omitting influences such as ownership and power. Identified contingency
factors explain differences in the make-up of managerial work.
23
Mintzberg, H. “Managing”, Berrett-Koehler Publishers, San Fransisco, 2009
24
http://www.provenmodels.com/88/ten-managerial-roles/henry-mintzberg/
08/12/2021 19
1.5.2 THE STUDY PROGRAMME HRQM
Some of the answers on the new approach of changing the role of HRQM have, in my opinion,
already been given in the international study programme “HRQM” (Human Resource and
Quality Management) at Arnhem Business School, HAN University in The Netherlands.
Added to the Dutch Bachelor Study programme called “Business and Management Studies”, this
specific international study programme is completely given in English and offers, beside the
basic competencies according to the Dubliner descriptors 25 two additional and important
competencies in the programme:
“International Business Awareness”
and
“Intercultural Adaptability”.
Both competencies already have proven to be extra needed competencies in the approach to get
the new managers on the level of being ‘players” and entrepreneurs in business. Both
competences strongly relate to each other and find within this study programme their base in
two visions.
“You can’t manage things that you can’t describe”26.
Management of the contribution of employees in an organization to the quality and profit of the
organization are known as “intangible” issues. Therefore, looking at the quote of P. Norton
above, it might even be “impossible” to manage them. If this is the case and if it is not possible to
“manage things that you can’t describe”, another view, or perspective needs to give a possibility
for the management of parts of Human Resource and Quality.
To get this in a new perspective and view of an employee I will attempt to visualise this in fig 1.2
in which I divide the employee into a “person” and a “human resource” in one.
The “person” (P) in this view is separated from the “human resource” (HR). This way of
visualizing makes it, better possible to develop systems and strategies that can make both in a
separated way “visible” and therefore more measurable and manageable. (See fig 1.2)
25
See: http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf
And http://www.hbo-raad.nl/images/stories/competenties/competentieprofiel%20mer%202008.pdf
26
Quote by D.P. Norton in `The HR Scorecard: Linking People, Strategy, and Performance`, Brian E. Becker, Mark A.
Huselid, Dave Ulrich, 2001, Harvard Business School Press
08/12/2021 20
Fig 1.2. Visualization of an employee in two aspects, “human resource” (HR) and “ person”
(P) related with the three phases in HRQM role. (J.Vinke 2009)
This given PHASE 1 and 2

visualization of the
Policy
Personnel Management employees in the
above H(uman) R(esource) VALUE figure is based on my
own research, work
HR Measurable, Partner experience and a
Managerial
P combination of the
literature P in the “Michigan
27 Intangible Player
model” “Stakeholder”
by Fombrun, Tiche
and ADDED Devanna (also called
P(erson)
the “Hard Employee VALUE HRM model”), the
“Harvard PHASE 3 HRM model “28, and
the HR&Q management “British HRM model”
as developed by
Guest.29 I especially focused in all the mentioned models on the differences between the P and
the HR and the tangible and intangible parts of HRM and put this in a visual way into the figure
1.2.
1.5.3 THE DIFFERENCE BETWEEN THE “HR” AND THE “P”
The “P(erson)” beside the “H(uman) R(esource)”, is the part of the employee that has all the
abilities to deliver the important added value in the ‘value chain”30 of an organization.
It is clear that the aspect, called the “person” behind the resource or “tool” is the most important
‘stakeholder’, who, if well taken care of in a right way, can and will increase the contribution
(the value) to the organization.
Of course, there are many definitions given about managing. The most common ones relate to
the French term “management” or “the art of conducting, directing” and from Latin “manu
agree,” “to lead by the hand”). This characterizes the process of leading and directing all or part
of an organization through the deployment and manipulation of resources (human, financial,
material, intellectual or intangible), but in my opinion the “managing” of stakeholders or
persons is in fact a strange approach. There are many books written about the differences
between leadership, leading and management. To mention just Henri Mintzberg, Robert Quin
and Robert G Greenleaf (Servant leadership) have very interesting views in my opinion about
management. I strongly tend more and more to a quote by Henry Mintzberg:
“I would prefer a style of management that can be called “engaging”. Such people believe that
their purpose is to leave behind stronger organizations, not just higher share prices” 31
27
“Strategic Human Resource Management”, Fombrun, Tichy and Devanna, 1984
28
Beer et al (Managing Human Assets by Michael Beer, Richard E. Walton, Bert A. Spector, 1984)
29
Human Resource Management in a Business Context, 3rd Edition, 2007; Alan Price; Thomson Learning
30
The value chain also known as value chain analysis based on a concept from business management, first described by
Michael Porter in 1985, “Competitive Advantage: Creating and Sustaining Superior Performance” Harvard Business
Review.
31
Mintzberg, H, “Mangers, not MBA’s”, a hard look at the soft practice of managing and management development,
Prentice Hall, 2004
08/12/2021 21
This makes clear for me the balancing part that management cares within it. As mentioned
stakeholders and persons are no resources in my definition, they cannot be seen as HR and need
different approaches and ways of dealing. They have to be “taken care of” or we have to “mind
about them”. According to me, that is not “managing” them.
Human resource management on the other hand can be about managing when it concerns the
other aspect of the employee, the “human resource”, the “HR”.
The HR aspect
To make sure that I am not talking about the person, I want to express that if it is more efficient
or effective to let the function be done by a machine this would always be better and preferable
then by a human. It will make it easier and less complicated to deal with.
In this way defined, the “HR” part of the employees in fig 1.2 can be seen as just a tool, needed
in the whole process to let the organization run, and
that only can be produced by a human. Moreover, a The author has defined “Human
manageable source can be used to achieve the goals of the resource” here as
organization. It can be managed within the different
existing HRM models with the use of the so-called “HR “The necessary “tool”, needed in
instruments”. the whole process to let the
organization run, and that only
The P aspect can be produced by a human”.
As explained before the separate “P” part of an employee in

the model is the visualized “person” within the employee
that can give the extra and needed value to the “HR”. The “person” is the aspect that can
stimulate, reward and is motivated or not. This aspect has the competencies 32 to perform the job
or functions with his or her skills, knowledge, and attitude. These skills, knowledge and
especially the attitude are the drivers that can lead to added value for the “HR” part and
therefore for the organizations. In the visualized model, there is a difference in measuring the
outcome. It is clear that the value of the HR is measurable in output by calculating and making
use all the HR instruments like selection, recruiting, job descriptions, performance indicators
etc. However, the output given by the “P”, like satisfaction, motivation, will, responsibility is not
clear measurable.
In my opinion, in the visualization given in fig 1.2 can also a connection been found and the
relation with the management of quality within the organization.
The same difference between the P and HR part as made in HRM can therefore be made
concerning quality. Quality is also measurable.
32
“Set of skills, related knowledge and attributes that allow an individual to perform a task or an activity within a specific
function or job.” definition given by United Nations, Industrial development Organization, Human Resource Management
Branch, 2002
08/12/2021 22
When it comes to measuring the quality of a product as objective, it is possible to use the
existing models and definitions as given in the known Total Quality Management, like ISO,
EFQM, Six Sigma, etc...
When it comes to the perception of the “ISO 8402 [ISO, 1986] defines quality as “the totality
of features and characteristics of a product or service
stakeholders, the standards, and the
that bears on its ability to meet a stated or implied
measurability there again is the same need”.
problem coming up as in the HRM. The
“P” aspect is again involved and not [Crosby, 1979] defines quality as “conformance to
requirement”.
measurable!
[Juran, 1988] defines quality as “fitness for use”.
Japanese companies found the old definition of

Fig. quality “the degree of conformance to a standard” too 1.3
narrow and consequently have started to use a new
definition of quality as “user satisfaction” [Wayne,
1983].
Some definitions of Quality
Of course, readers will state here that satisfaction can be measured by surveys and translated to
percentages in which it is clear how high or low the level of satisfaction is. Mintzberg calls this
“MBA = Management by analysis” 33 . He also explains further: “Management is not a science
and no profession it is a practise!
In a practise according to Mintzberg the only way of measuring is by doing and finding out. The
employee, consumer, distributor etc. that perceives the quality of a product or service is also the
one that gives the added value to the product, service, or process.
In most of the existing definitions by some Quality gurus, the use of “valuing” words makes clear
how important the perspective of the in fig 1.2 visualised (P) is. This counts not only for the
consumer, but also for the employee who delivers the quality
As other example, I can give the definition of quality given by the American Society for Quality
(ASQ):
"Quality denotes an excellence in goods and services, especially to the degree they conform to
requirements and satisfy customers”34
Quality models and systems are also parts of the whole system in the organization to reach the
objectives.
We can manage and measure them with figures and tools. Again, here the added value can be
delivered by the person part of the employee. The “P” behind the “HR” in this case can also make
the difference in quality. The person can be satisfied and defines the requirements... not the HR...
This brings me to the conclusion that the role of HR and Q management as a discipline has to
move much closer to the strategic part of the management in organizations. HR and Quality
management are, as I mentioned before, some of the important strategic disciplines in the
business.
As author, I have to make clear for the reader that in my opinion that the use of this term HRQM
is a conscious choice. I am not referring to the management of persons or people. Related to the
before mentioned quote of Norton “You cannot manage things that you cannot describe”. I think
it is not possible for me to describe “people” or the “person” (P) part of the employees. HRQM
means that the management of the measurable parts and making use and being engaged in the
immeasurable part of the employees.
33
Mintzberg, H, “Mangers, not MBA’s”, a hard look at the soft practice of managing and management development,
Prentice Hall, 2004
34
http://asq.org/knowledge-center/
08/12/2021 23
It needs a place in the whole system of the organization, not based on an approach or
management style of an individual manager. It will be the most effective if we place it in a way of
systems thinking35. Systems thinking approach is different from traditional analyses. Instead of
focussing on the separating of the individual pieces and elements systems thinking focuses on
how the things interact with the other parts of the system. 36 All parts then connect and can
influence the strategic focus. Instead of analysing in a deductive way, it gives opportunities to
explore in a creative way and see the total overview.
One of the interesting effects of dividing HR from the P in my visualized view is the relation with
“diversity management”37 and, therefore, the relation with the international and intercultural
orientation of organizations and business. (See description of competence “Intercultural
adaptability” on page 31)
Nowadays it is necessary for almost every manager to think, look, and act international. This
needs legitimizing of the strategic HRQM role in international settings in which the international
market constantly influences the local situations. (International Business Awareness)
35
Midgley, G. (Ed.) (2003). Systems thinking. London: Sage.
36
http://www.thinking.net/Systems_Thinking/systems_thinking.html
37
“Diversity management is a tool for capturing the diversity dividend. Diversity management focuses on managing the
difference within an organization’s workforce, capitalising on the benefits of diversity and minimising workplace
challenges”, from : “Engaging Senior Managers; a business model for diversity management”, publication of Australian
Centre for International Business / DIMIA, 2001.
08/12/2021 24
1.5.4 INTERNATIONAL BUSINESS AWARENESS
The competence of business awareness requires making sense and use of the intercultural
settings. Boselie (2010) explains that knowledge of specific international business
characteristics extremely important is in order to guarantee and achieve best practice business
results. Strong consideration has to be given to specific in-country requirements for
professional meetings and organizations to be a success. The awareness does not only consist of
the knowledge. It also includes the feeling, sensing and
listening.38 The author defines international
Business awareness as:
The need of the competence of “(international) “The ability to be aware by feeling,
business awareness” is therefore a very important sensing and listening and to translate
issue. By integrating HR and QM in one approach to that in a way of communicating that
HRQM and by dividing the employee in “HR” and “P” is as effectively in international
makes it, in my opinion, possible to measure different markets as in the own domestic
market"
parts in different ways. This includes the measuring of
the P and the HR.
In this way, it is possible to increase the business awareness and make complementary methods
to the existing theories, systems and methods that are used to measure the “HR” part, as for
example in the ‘Balanced Scorecard’ by Kaplan and Norton (1992) 39.
Becker, Huselid, and Ulrich have done this already partly in their HR scorecard 40 in 2001. Mark
Huselid (2005) did this together with Becker and Beatty, again with their workforce card 41. In
addition, even more up to date with their “differentiated workforce” 42 model, which they
published in 2009. In all these models and approaches, the authors try to make a clear
difference between the way of measuring and the management of the “things you can’t
describe”. In the opinion of the author, they still “try”. Mostly by quantifying and measuring in
other ways and with different approaches. Instead of measuring results, the authors are more
oriented on measuring progress. The author will not give a further explanation in this paper.
“Don’t try to motivate people, just try to reward their motives!”43 (Intercultural adaptability)
38
Boselie, P. “Strategic Human Resource Management”, McGrawHill, 2010 (reviewed by J.Vinke)
39
The Balanced Scorecard: Translating Strategy into Action (Hardcover), Robert S. Kaplan , David P. Norton , Harvard
College,1996
40
The HR Scorecard: Linking People, Strategy, and Performance`, Brian E. Becker, Mark A. Huselid, Dave Ulrich, 2001,
Harvard Business School Press
41
“The Workforce Scorecard: Managing Human Capital to Execute Strategy”. Mark A. Huselid, Brian E. Becker, and
Richard W. Beatty. Boston, MA: Harvard Business School Press, 2005
42
Published by Harvard Business School Press in 2009
43
Title of the MA Managing Human Resources dissertation by J. Vinke 2002
08/12/2021 25
The international business offers various possibilities for intercultural settings. This requires
more than only insight capabilities, skills and analytic tools from the manager than created in
the past and into today. It requires a new ability from managers to interpret and use the
intercultural settings in a sufficient way. The
challenge in this is to combine these requirements Intercultural adaptability is defined
with HR and Quality management to develop new by the author as:
and important competencies such as “Intercultural
adaptability”44. “The sensitivity related with the
awareness to recognize,
understand, and work effectively
Based on this additional competence, HR and Quality
across cultural differences.”
managers can better help to make value-creating
management decisions about investments and
divestitures in their professional field.
Kim (1999) was the one of the first who used the
term of “intercultural adaptability”. He explains the need for this competence as following:
“Globalization has led to an increased frequency of intercultural interactions. In the past years,
there has been a big movement of people across the globe, resulting in a greater number of
multicultural and multilingual societies around the world.” 45
The new competences International Business Awareness and Intercultural adaptability needs in
the education and training of new managers a translation to a way of ‘system thinking’ 46.
This will give them the possibility as managers in the professional field to make clear to
employees what their own “share” and value is in the value creation for the organization where
they are working in.
This opens the possibility to give answers in the form of rewarding the motive(s) of the
employee to participate in the organization. This rewarding of the motive is one of the
important “P”- parts that can be given by the manager and that will lead to more added value to
the organization.
This before mentioned conclusion is based on an applied research that I have done in 2001
during the “International year of the volunteer”. In this research, I searched for the reason for
unpaid employees to participate in volunteer organizations. 47
One of the important hypotheses of this research was that (unpaid) employees often participate
for their own motives. Those motives are quite different.
When organizations try to recognize these motives for participation as a ‘performance power’ in
the ‘chain of value’ of the organization, it becomes obvious how important it is to make them
visible and measurable.
44
A term from Kim, Y. Y. (1991). Intercultural communication competence: A systems-theoretic view. In S. Ting-Toomey
& F. Korzenny (Eds.) Cross-cultural interpersonal communication, 268. Newbury Park: Sage Publications.
45
Kim, Y. Y. (1991). Intercultural communication competence: A systems theoretic view. In S. Ting-Toomey & F.
Korzenny (Eds.) Cross-cultural interpersonal communication (pp. 259-275). Newbury Park: Sage Publications
46
“A school of thought that focuses on recognizing the interconnections between the parts of a system and
synthesizing them into a unified view of the whole.” http://www.thesystemsthinker.com/tstglossary.html
47
“Don’t try to motivate your people, just try to reward their motives”, research SOZ 2001, MA dissertation, J. Vinke,
2002
08/12/2021 26
By a way of ‘system thinking’, employees can get a clear insight of their own share in the value
creation of the organization. This can and will provide an answer to their motives; it specifically
gives them satisfaction and therefore a powerful ‘reward’. That is one of the reasons why I used
in that research a combination of motives in function,
as presented by the scientists Clary and Snyder. 48
“Systems thinking”, is a school
My belief in the necessity of giving attention to this of thought that focuses on
important “performance power” as the motive was the recognizing the interconnections
reason for using this sorting in the research. between the parts of a system
and synthesizing them into a
The motive is one of the more important values in the unified view of the whole.
chain of values that forms the organization.
Employees do not only want to be ‘motivated’ by external stimulators like financial rewards or
attention by others. By giving attention to the delivered “performance power”, they will receive
the incentive in employing their own (intrinsic) creation of value. Doing so will create a new
reward system, in particular for organizations using volunteers.
During this research, I used the method of the HR-scorecard published by Huselid, Becker and
Ulrich (2001). In this method and approach, the authors defined an ‘HR structure’. This
structure depends on the use of HR-instruments as ‘possible-makers’ for creating value. With
the introduction of this HR-structure, I gave an answer to the problem of the volunteer
organization. (See research paper)
This might seem as a simple conclusion, but it was not only a matter of changing strategy and
structure, it also asked for a large cultural change within the organization.
Making a ‘chain of value’ for the organization, introducing, and implementing a system of HR-
instruments as so called “possible makers” and creators for the performance power turned out
be a great contribution to this. With this research, I proved that attention to the motive of the
employee is giving a surplus value to human resource and quality management. On one side, it
proved that the modern human resource management has implementation possibilities in
organizations utilizing volunteers.
What is more important, it showed that these organizations have some special insights that are
able to give those opportunities for increasing the use of the ‘human capital’.
The implementation of the conclusions and recommendations of this research in 2002 has led to
changes in that organization. In the outcome, it became clear that most of the volunteers were
not doing work that was rewarding their motive for participating in the organization. By
changing jobs and functions among the volunteers, the organization succeeded to face the crisis
they were struggling with and is now known as an excellent volunteer organization in the
Netherlands.
If there is a form of rewarding for the motive of the person to participate in that organization, it
will bring the most ideal rewarding system in that precise organization; the satisfaction of the
“P” part and, therefore, the powerful ‘reward’ of the individual motive” 49.
48
Clary, E.G., Snyder, M.A., Functional analysis of altruism and pro-social behaviour, in: Clark, M.S. (red.), Pro-social
behaviour, London: Sage, 1991.
49
See: “Don’t try to motivate your people, just try to reward their motives”, research paper, MA dissertation by J. Vinke,
2002
08/12/2021 27
These new views do lead to different and new indicators in the way of “measuring” and
rewarding motives. For instant, the individual motives of participants in education and training
of HR and Quality managers are not often used as reward. This new approach can be influenced
and made possible, by the use of HRQM instruments in combination with a new way of
education and training.
That is why new HRQM managers must know that the “motive” of the employee is one of the
most important performance drivers in the value chain of the organization, to satisfy them and
to make them contribute to the organizations. “People have an innate, biologically founded need
for rewards or attentions”50
1.5.5 A CHANGE IN DIDACTICAL APPROACH
A couple of years ago Arnhem Business School integrated separated some disciplines like HRM,
Quality Management, Communication and Business Ethics in common lectures. The reason for
this integration was a start to look for a new approach within aforementioned new view and
combination with a ‘systems-thinking’ style.
By integrating these disciplines, I translated the research I did before into an approach where
each activity of each student is also a ‘creation of value’, as long as it is part of their total chain of
study. This “value chain” has a base from the research in the volunteer organization and relates
to my position at that moment in of Arnhem Business School. Besides being HRM manager at
the University, I was also part-time lecturer HRM. In this position, I developed a vision and
practical approach in which for me the student and his motives became a very important value
in the total system of creating values for the student’s own study. (In this case, I mean the
students own system of values and not the value chain of the school as organization)
By visualizing the ‘performance powers’ and making them visible and “measurable” with
progress-indicators, lecturers are able to make clear to the students and themselves that and
how each student is the “creator of value” for their own study.
A further and more in-depth description of this approach can be found in several publication
made by F. Vonk and me as members of the Research Group “Human Communication
Development” with Associate Professor Dr. Els van der Pool of Arnhem Business School
Arnhem, The Netherlands.
The publications, “Motivation, culture, and ethics”, “Gyroscopic management”, and “Gliding
gyroscopes” describe the development and translation from a didactical approach toward self-
management to gyroscopic management. The articles can be found on a website 51.
In these articles, I describe the fact that as a Senior lecturer in higher education I have
experienced that education is in a constant process of change: the forces in society demand that
I develop more flexible learning routes and environments, which are defined both by the
student and by the professional field of HRQM.
Both “consumers” ask for specific, tailor-made education, making it necessary for me to take a
step back from traditional forms of education, in which my focus used to be on transferring
knowledge, towards new forms where it is more important for me to facilitate what students
want to learn.
50
cf. Maslow’s pyramid, self-actualization, or Kohlberg’s description of moral development
51
www.frankvonk.femplaza.nl/Artikelen%20en%20wetenschappelijke%20publicaties/Gyroscopic%20Self
%20management.pdf”
08/12/2021 28
1.5.6 FROM SELF MANAGEMENT TO GYROSCOPIC MANAGEMENT
The developments towards a more demand driven education are continuously being nourished
and boosted by a coherent system of stimuli, moving individuals like my students and me to
action. Influences from government, business and other stakeholders aim to show the demand
of the business from the new managers. Professional advisory committees (PAC) advise
Universities about new developments and participate in building new courses and disciplines.
Business and governments give financial stimuli.
This coherent but rather complex system I translated together with my colleagues into making
use of a metaphor - a gyroscope52, - by which I refer to constantly changing contexts and
contacts, in which the “self”, the “I” that I have become by nature and nurture, need to find
stability after regular collisions with other “gyroscopes”- my colleagues, students, friends, etc. A
stability that enables me to perform on a high(er) level in my professional context.
The focus of this approach is to put students on the track of what we as lecturers call
“gyroscopic (self) management”. In the system of stimuli, we concentrate mainly on
interdependent areas of expertise, traditionally represented by subjects in the educational field.
As example, I will take four disciplines: Culture, Communication, Ethics, and HRM 53 . These in
traditional education separated disciplines come together in me as the acting subject in the form
of a coherent system, whenever I have to make autonomous decisions, not controlled by outside
forces
Through an integrative approach, the different aspects get and create benefit to make these
decisions. The different aspects or educational subjects and even professional fields are
separable. However, this separation always creates an artificial and, therefore, awkward
situation: in my professional environment, the fields are not distinguishable but they are
performing in my profession as a process.
Ideally, the different subjects integrate, forming a coherent system and enabling me to perform
on my academic level in my chosen profession. It is as if the different aspects form components
of a gyroscope (me), that, once having been given a swing, starts getting in motion (me
performing in my profession), gathers momentum, and by doing that it automatically creates its
individual equilibrium.
Figure 1.3: A gyroscope (cf. Google)
The gyroscope can be observed from a distance but, when in

motion, it is difficult, if not impossible, to observe the
separate fields in the system. In order to observe or analyse
the different fields, I have to stop the gyroscope and by doing
that I destroy my equilibrium. This creates the awkward
situation I am referring to.
52
A gyroscope is a device for measuring or maintaining orientation, based on the principle of conservation of angular
momentum. In physics this is also known as gyroscopic inertia or rigidity in space. The essence of the device is a spinning
wheel on an axle. The device, once spinning, tends to resist changes to its orientation due to the angular momentum of the
wheel. (Source:http://en.wikipedia.org/wiki/Gyroscope ).
53
In this publication HR is regarded as the so called “human source”, that is the specific input in an organization, that can
only be performed by humans, in other words: the added value that a person brings in an organization.
08/12/2021 29
This last is, according to me, the “standard” situation in traditional education. Interdisciplinary
work is difficult to organize, since professionals have their expertise and are more often than
not reluctant to share their expertise with so-called “laymen”. Education is still largely
organized in separate disciplines, creating non-life-like situations. The objective with gyroscopic
management is to create situations that are as much as possible like the professional field. They
have to be like real life, or better yet, use real life situations, professional products, and
processes. This is, according to me, not the same as making use of cases, however good the
intentions for that might be.
In traditional education, therefore, the halo-effect 54 in which when knowledge or skills obtained
in certain disciplines has positive influence on knowledge and skills in other disciplines, is, in
my opinion and experience, minimal!
In interacting with other people, the other individual gyroscopes, each with own balance, the
gyroscopes collide and each individual has to find a new balance. This process of interaction and
change in finding an inner balance represents the learning process: my initial frustration
occurring when I do not comprehend what is going on, gradually makes my way to
understanding. Kolb55 (1984) already describes parts of this process in his famous book
“Experimental learning”
This process is usually regarded as a gradual development from a state of confusion towards full
understanding. According to the scientists Siegel and Sapru (2010) real learning takes place in
short, sometimes even violent, bursts 56, between which the change can be quite sudden and
aggressive even. In the explanation, we call this a form of serendipity57
This is, according to me, important because in professional education I want to prepare students
for their profession, and as we have seen this performance in a profession requires an
integrated approach.
The current educational system is not sufficiently equipped to facilitate individual students in
their study career towards certain professional profiles. More and more often the student
makes the own choices in that, and expects the educational organization to be flexible enough to
go along with this.
In this, the student is looking for a reward for motives. It is in the student's interest to get
prepared for the future professional career in the best way possible 58. Moreover, I feel that the
student may expect the organization to facilitate in that process. Education can only be
motivating if it satisfies the individual needs that students and future employees have. The
education therefore needs to focus more on satisfying, or rather intrinsically rewarding the
54
“The extension of an overall impression of a person (or one particular outstanding trait) to influence the total judgment of
that person. The effect is to evaluate an individual high on many traits because of a belief that the individual is high on one
trait.” definition by E L Thorndike, in "A Constant Error on Psychological Rating', Journal of Applied Psychology, vol. IV
(1920), 25-29
55
Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall
56
Siegel, A., Sapru, H.N, Essential Neuroscience, Lippincott Williams & Wilkins, 2010
57
Serendipity: to make discoveries, by accident and sagacity, of things not in quest of. The word serendipity has come from
an old Persian fairy tale and was coined by Horace Walpole. As given by W.S. Lewis, ed., Horace Walpole's
Correspondence, Yale edition, in the book by Theodore G. Remer, Ed.: Serendipity and the Three Princes, from the
Peregrinaggio of 1557, Edited, with an Introduction and Notes, by Theodore G. Remer, Preface by W.S. Lewis. University
of Oklahoma Press, 1965. LCC 65-10112.
58
And that is, according to me, not meant to be the best way for the institution, but the best way for the student!
08/12/2021 30
student’s motives, instead of extrinsically trying to motivate students through supply-oriented
education.
1.5.7 THE GYROSCOPE IN EDUCATIONAL AND PROFESSIONAL CONTEXTS
I believe that more attention is necessary to the skills and competencies of all stakeholders,
teachers, lecturers, trainers etc. in the education of the new managers. It is important what they
put in.
In preparing trainings or lectures, in contacts with people in the professional field, and in my
own position in my own organization, I develop the skills and competencies, in my process
called “gyroscopic self management”. This form of self-management contains three important
elements:
The realisation that the decisions I make are also motivated by the way I was culturally formed;
There is an added economic value of my decisions for the organization I work for;
This realisation should be implemented in concrete actions in the organization, and this can be
done in different ways.
In practice, I see that students after their education, experience a lack of foundation for making
critical decisions and for dealing with the consequences of these decisions. However, they are
mostly well acquainted with the necessary knowledge and partly with the skills.
According to Lutz (2003) Attitude, skills or competencies such as the ability to take initiative
and a certain amount of “guts”, communicative skills, or cultural consciousness appear to be
more crucial than knowing which instruments are available to realise the change in the
organization!59
Traditional education offers models and instruments that are usually from the perspective of
the differences in the disciplines. Often this leads to disregarding or forgetting that it is
necessary to create halo-effects. Alternatively - to stay in the mentioned “gyroscope” metaphor-,
to give the gyroscope its initial “swing”.
In that way there is no creation of a changing but stable equilibrium; a professional performing
well on a high level in his professional field. This can only be reached if the student is colliding
with other gyroscopes. In that way they can find themselves in a situation in which they are
forced to find a new balance and this is a process that keeps repeating itself.
I do not pretend to be able to give the answers to ethical, cultural, communicative or Human
Resource oriented problems, but this didactical approach creates opportunities in which
students are forced to constant find a new balance for themselves. I as lecturer do that by
facilitating opportunities that allow them to learn.
That this does not always take place in a secure environment is probably obvious. If I want to
prepare students as well as possible for their future professional career, I do that the best when
I create the situations and atmosphere that reflects this professional field.
This field is not a secure environment, especially from the point of view of business students. To
re-create this business environment with its perils, culturally and personally I as lecturer do
59
Lutz, R. A. “Guts: 8 laws of business from one of the most innovative business leaders of our time”, John
Wily & Sons, Hoboken, NJ. 2003.
08/12/2021 31
things the students do not expect, especially when there are forced to (ethical) decisions at
stake.
I do get their gyroscopes to start. In addition, my experience as lecturer is that that makes them
understand that imbalance in itself is not a bad thing. That change can be a positive process, and
this constantly finding new balance, in relationship with all the other gyroscopes around us, can
be an exhilarating experience60.
”Explicit rewards, then, can be an effective way to kill off our creativity.”
This quote from T. Amabile61 makes clear the connection between our internal drive, and
"intrinsic motivation" as she calls it, and our creative efforts. She continues:
“If intrinsic motivation is high, if we are passionate about what we are doing, creativity will flow.
External expectations and rewards can kill intrinsic motivation and thus kill creativity. When
intrinsic motivation drops off, so does our willingness to explore new avenues and different
ideas, […].This means that in order to stay motivated and execute an intersectional idea, […] we
must be careful of explicit, external rewards.
This description of the new didactical approach makes clear that it can lead to added value to
the students for their study and at the same time to the professional field, they will be working
in as well.
The core of the study programme stays focused on the requirements for the professional
business field. The extra in this approach is the new “value creation” for this professional field in
the future from the entrepreneurial student.
In this way, HRQM students prove their readiness with a “Practise what you preach” approach.
Their study and their way of being ’taught’ is based on this and at the end of the study HRQM
graduates are the “new” managers that are ready and better equipped to face the upcoming
HRQM professional field! Part of further research will be on the results that the education in this
way have brought to HRQM alumni in their careers and what their added value is for the
business.
1.5.8 THE USE OF “IMPROV” IN EDUCATION AND TRAINING
Another important element in the new approach in education and training relates with the
problematic of a multidisciplinary discipline called “Training Personal Management” (TPM),
which represents a whole business philosophy that is again centred on the statement: “You
cannot manage something that you do cannot describe.”
This training is a constant effort for the participants to describe/define themselves and the
others in a social or business context. From the underlying statement, it is clear that the skills
acquired through this training are mostly needed in management. As earlier explained in this
paper modern HRM theories accept that the employee has two “selves” – the human resource
(HR) and the person (P). While it is more or less easier to deal with the HR part (“easier” means
there are thousands of books on HRM coming every year), the P(ersonal) is still a mystery for
both theoreticians and practicians. This training deals with the “P”.
60
(Johansson, p. 138) The Medici Effect. Breakthrough Insights at the Intersection of Ideas, Concepts, and Cultures. Frans
Johansson: Boston: Harvard Business School Press 2004
61
Amabile, T. M. (1998). "How to Kill Creativity." Harvard Business Review (September-October 1998)): 76-87.
08/12/2021 32
The overall goal of this discipline is raising awareness, i.e. answering some specific questions:
“Am I aware of my own behaviour? Or the others’ behaviour, or the response it induces?”; “Do I
have the ability to detect and accept my own weaknesses?”; “How do I deal with the unexpected;
Do I accept it or do I block it?”
The training in personal management provides answers to such questions through a

combination of game-like case studies and theatre sports games.
The last years this training I further integrated and developed in the HRQM study programme of
ABS. It more and more addresses the need for a more streamlined set of methods of managing
the “P”.
What is Theatre sport?
Keith Johnstone made up “Theatre sports” in 1976. He came up with the original idea already in
the 1960’s when he was watching a wrestling match. Johnstone wrote about this visit to the
wrestling game the following:
“The exaltation among the spectators was something I longed for, but did not get, from 'straight'
theatre. Sometimes the performers would lie on the canvas and hug each other for minute after
minute while the crowd yelled insults and witticisms. Our Royal Court audiences were like
“Theatre sports”
are verbal or
non-verbal acts of
communication
based on
improvisation
08/12/2021 33
whipped dogs in comparison - probably because once an event is categorized as 'cultural' it
becomes a mine-field in which your opinion can damn you.”62
Together with two colleague directors (John Dexter en William Gaskill), he was fantasizing
about replacing the wrestlers with so-called “improv” actors.
“.... This planted the seed of Theatre-sports, but the discussion was academic since every word
and gesture on the public stage had to be okayed ahead of time by the Lord Chamberlain, a
Palace official who gutted plays. In reality, 'he' was a pack of ex guard's officers. I had have paid
one to sit at the side of the stage and blow a whistle when anything untoward occurred, but the
spectators would have chased him out of the Theatre.”
Due to the heavy censorship at that moment (the Licensing Act of 1737) in England, everything
had to be approved by the censor (Lord Chamberlain),
“Although public improvisation was forbidden, my improvisers were soon doing whatever they
liked on the public stage (once a week at the Cochrane Theatre, for example). I was giving
comedy classes in public and the Lord Chamberlain turned a blind-eye, not quite knowing how
to ban a teacher from teaching. But a competition between teams of improvisers could not be
seen as 'educational', so Theatre sports was just a way to liven up my acting classes until I tried
it in Canada. We went public at the Secret Impro Theatre in a basement at the University of
Calgary and the Canadians roared and cheered as if they were watching ice-hockey.”
Only when Johnstone moved to Calgary in Canada, he got the freedom and space to develop
Theatre sports as a technique. First in the “Secret Impro Theatre” of the Calgary University and
later the Loose Moose theatre.
Almost everywhere where Johstone went people were getting enthusiastic about it. More and
more groups started training theatre sports. Now, over 30 years after the start, Theatre sports is
practiced and played all over the world. In addition, the principles and exercises are now used
in trainings all over the world.
The philosophy behind this theatre sports I combined with the principles of the gyroscopic
management and practise it during the lectures. Besides that, the games and plays I also make
part of the lectures and trainings.
1.5.9 OWN EXPERIENCE WITH HIGHER EDUCATION IN HRM AND QUALITY

MANAGEMENT
As mentioned before, my work experience as senior lecturer during guest lectures in different
European countries is an important reason for this research. Some of my most important
experiences were during guest lectures at universities in Russia, Bulgaria, Hungary, and
Romania.
I will focus on some of the experiences that I had in Romania:
University of West Timisoara.
62
Johnstone, K., “Impro: Improvisation and the Theatre”, Methuen Drama, London, 1981
08/12/2021 34
My experience on the University of West Timisoara is build on giving guest lectures, workshops
and following lectures in Management of colleague lecturers. The experiences are the same as I
had in other countries. Moreover, as being myself a PhD student at this University, I experienced
that most of the lectures are given in the “traditional” way - the teacher reads the lecture and
the student makes notes -. There is mostly no interaction between student and teacher. There is
no integration of HRM and Quality management and the
education aims at developing the theoretical knowledge Definition professional:
A person that is formally certified by a
of management and HRM. There is no real competence professional body of belonging to a
focused approach and the students are, in my opinion specific profession by virtue of having
not trained to be professionals. completed a required course of studies
and/or practice. And whose competence
I also gave some guest lectures in this University and it can usually be measured against an
established set of standards.
became clear to me that the practical didactical
approach I used was very different from the one used by Used work definition from
the lecturers of the University. businessdictionary.com
Most of the students and lecturers of the University http://www.businessdictionary.com/defi

nition/professional.html
experienced this again as new and different. The
interactive part and the self-reliance for students were
again new and, according to some, not fitting in the
educational system and their own didactical approach.
In talks and interviews with Romanian lecturers, students and staff, I experienced that, again
not only the new approach, creates the problem. Most of the time, lecturers in higher education
in Romania have had no training in this new way of thinking. The importance of HR and QM in
higher education in the Universities I have been visiting as student and lecturer is on a different
level as in the Netherlands. Besides that, I experienced in the University that they do not use the
English language during lectures and many teachers do not speak the language well enough to
teach in another language then Romanian. Of course, it can be discussed if English is the
language of the international business, but in my opinion, it is part of a competence that
international managers need.
University in Cluj-Napoca.
During some guest lectures and a management game in the University in Cluj-Napoca in
Romania, I experienced also the same as in Timisoara. Although in this University, although in
this University (Babes Bolyai University) some lectures are given completely in the English
language.
Other experiences.
During other visits, workshops and lectures in countries like Russia Lithuania, Hungary, etc. I
gain also many experiences in which became clear that the approach, I used is in many cases
again are different from the ones used in the various Universities. Especially the use of drama,
improv, interactive games, and the special Socratic approach turned out to be of a big difference.
Most of the teachers that experienced this approach are enthusiastic. Some of them use now
elements in their own lectures, sometimes with or without success. The main reason for this
lays in the fact that it is different than most teachers are trained and it needs a change in
thinking and mindset of the teacher. I called that the “practice what you preach”- approach
Changes in HR and Quality management.
Other experiences I gained in all those countries are the big changes in HR and Quality
management in business and organizations. In interviews with (HR) managers, they mentioned
08/12/2021 35
many problems related with that. Most frequent problem, mentioned were the lack of seeing
the added value that HR and Q management has in the organization. The focus on seeing people
as costs instead of investment. Also mentioned were the rapid changes in business and the
changing role for HR and Quality.
Two researchers, Hideki Takei and Yuichi Ito63 from The Centre for Advanced Business Studies,
City University Europe/VSM, in the Slovakia Republic mentioned these problems quite clear in a
case study they did in former East European countries in March 2007.
In their research, they interviewed middle to upper middle managers in enterprises with the
use of open-end questions.
In the questions, they asked participants to describe problems causing operational and
organizational inefficiency. Subsequently, they asked them to define causes of the problems,
characteristics of bad bosses and additional comments on the related issues. After collecting the
questionnaires, they held open discussions with the participants to clarify meanings of answers
and comments.
The researchers experienced from the respondents three distinctive success factors for HRM
based on approximately 80% of all valid answers and comments.
The three factors were:
 Fairness and clear structures and rules (37%),

 Cares, understandings and recognitions (20%); and
 Frequent and two-way communications (20%).
They mention in their report that managers could observe strong desire for self-esteem and job
satisfaction in their organizations. “..... Especially, they sought for prides, status, and feels of
achievement and contribution. We found also that such desire seemed to be satisfied not only with
monetary compensations but also with non-monetary rewards such as positions, titles,
reputations, formal recognitions, and respects in their organizations. Along with such desire, there
were many opinions expressing importance of long-term employment through better job security
and attractive career path in their organizations.” 64
These conclusions, as mentioned by the researchers, are the same I experienced in interviews
with managers during and after conferences. The conclusion of both researchers I would like to
mention in short:
“Companies should consider two valued success factors as inefficient universal platforms which
must be respected in human resource treatments:
1. fairness and clear structures and rules, and
2. frequent and two-way communications.
63
Human Resource Management and Governance in the Central and Eastern Europe - Case studies
in Bulgaria and Slovak Republic-, Hideki Takei and Yuichi Ito, 2007, Policy and Governance
Working Paper Series No.119
64
see 33
08/12/2021 36
The platforms should have established transparent governance structure with clear and formal
rules. In addition to the efficient governance structure, it must have effective two-way
communications flows, which support all members. (…) in Romania, companies should build
company community type of organizations by focusing more on recognitions, status, honour, pride,
job security, long-term employment and internal promotions in organizations.”
After reading several studies, published in the Romanian Comparative Management Review
from, The Bucharest Academy of Economic Studies, Romania I also recognized the influence on
the “frequent and two-way communication” as mentioned by the two researchers. In particular
the “managerial” culture in the organization.
One of the researchers, (NĂ STASE 2009)65 mentions this in a clear statement:
“In leading the organizations, managers need a clear strategy, based on attractive vision that
reflects the strong beliefs and values of its components and that is able to meet the stakeholders’
demands. There is a strong connection between the managerial vision and managerial culture that
will be reflected in the way that its functions are performed and, finally, in the organization’s
evolution.”
These conclusions and recommendations of their case study make clear the importance of the
new HRQM vision with the business approach I mentioned before.
In my opinion, the approach that I mention in this study gives an answer to the conclusion and
recommendation of the before mentioned researchers.
It is necessary for (new) managers to become the “players” in the business - the new Romanian
HRQ managers. It will influence the managerial culture a lot in a positive way.
I am convinced that, with this approach, the new managers (students from the higher
education) will get more chance in the international business. It will help them to adapt to the
changing role of managers and it will improve the international educational systems and
contemporary didactical approach in both The Netherlands and Romania.
Of more interest that is important is the added value that the outcome of this study will have for
organizations and the changes in management styles.
The new style in education can lead to improvement of the management styles in organisations.
It can give to the organizations a strategic focus. Moreover, it can give managers a “player” role.
In that way, answering the need for more aligned management of the “human capital” in the
organization.
LIST OF USED LITERATURE
Books
Allen, K. R., “Launching new ventures”, an entrepreneurial approach”, Houghton Mifflin

Company, Boston, 2009
65
Nästase, M, “Understanding the managerial culture”, 2009 Review of International Comparative Management,
The Bucharest Academy of Economic Studies, Romania Volume 10, Issue 2, May ,
08/12/2021 37
Beatty, R.W., Huselid, M.A., & Schneier, C.E, The New HR Metrics: Scoring on the Business
Scorecard. Organizational Dynamics, Vol. 32, No. 2, pp. 107-121, 2003, Elsevier Science Inc.
Becker, B. E. Huselid,M. A., Urich, D `The HR Scorecard: Linking People, Strategy, and
Performance`, 2001, Harvard Business School Press
Beer et al , “Managing Human Assets” by Michael Beer, Richard E. Walton, Bert A. Spector, 1984)
Bianco, Lo., Crozet. J.C. and Liddicoat, A.J. (eds) (1999) "Striving for the third place: Intercultural
competence through language education." Canberra, Language Australia.
Boselie, P. “Strategic Human Resource Management”, McGraw-Hill, 2010 (reviewed by J.Vinke)
Brooks, A.C., “Social entrepreneurship, A modern approach to Social Ventrue Creation”, Pearson
International Edition, 2009
Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research,
London: Falmer Press.
Clary, E.G., Snyder, M.A., Functional analysis of altruism and pro-social behaviour, in: Clark, M.S.
(red.), Pro-social behaviour, London: Sage, 1991
Deming, W.E. 1982 & 1986, Out of the crisis: quality, productivity and competitive position ,
Cambridge University Press, Cambridge
Dessler, G., Human Resource Management, Prentice Hall; 10 edition, 2004
Drucker, P., “Post capitalist Society”, Butterworth-Heinemann, Oxford, 2003
Fombrun, Tichy and Devanna, “Strategic Human Resource Management”, 1984
Johnstone, K., “Impro: Improvisation and the Theatre”, Methuen Drama, London, 1981
Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall
Kemmis, S. and McTaggart, R. (eds) (1988) The Action Research Planner, 3rd ed., Victoria: Deakin
University Press
Lewis, D., “The management of Non-Governmental Development Organizations”, Routledge,

2007
Lewis, W.S ed., Horace Walpole's Correspondence, Yale edition, in the book by Theodore G.
Remer, Ed.: Serendipity and the Three Princes, from the Peregrinaggio of 1557, Edited, with an
Introduction and Notes, by Theodore G. Remer, Preface by W.S. Lewis. University of Oklahoma
Press, 1965. LCC 65-10112
McNiff, J. with Whitehead, J. (2002) Action Research: Principles and Practice, 2nd ed., London:
Routledge.
Mintzberg, H., “Managers not MBA’s”, Prentice Hall, 2004
Nä stase, M, “Understanding the managerial culture”, 2009 Review of International Comparative

Management, The Bucharest Academy of Economic Studies, Romania Volume 10, Issue 2, May ,
Noffke, S. (1997). "Professional, personal, and political dimensions of action research." "Review
of Research in Education," 22, 305-343.
08/12/2021 38
Osborne, S. P., “The third sector in Europe”, Routledge, 2008
Price, A, “Human Resource Management in a Business Context”, 3rd Edition, Thomson Learning
2007
Schö n, D.A. (1991) `The Reflective Practitioner: How Professionals Think in Action`, Arena (new
Ed edition).
Siegel, A., Sapru, H.N, Essential Neuroscience, Lippincott Williams & Wilkins, 2010
Sparrow, Paul, R., Brewster, C., and Harris, H. (2004), ‘Globalizing Human Resource
Management’, London, Routledge
Sparrow, Paul, R., (2006) ‘Globalization of HR at function level: Exploring the issues through
International Recruitment, Selection and Assessment Process, working papers, Cornell
University.
Stokes, D., Wilsn, N., Mador, M., “Entrepreneurship”, Cengaga Learning, EMEA, 2010
Vinke, J. “Don’t try to motivate your people, just try to reward their motives”, research “SOZ”
2001, MA dissertation, J. Vinke, 2002
Used other literature
The concise encyclopaedia of economics, Human Capital. by Gary S. Becker

http://www.econlib.org/library/Enc/HumanCapital.html
“Don’t try to motivate your people, just try to reward their motives”, research SOZ 2001, MA
dissertation, J. Vinke, 2002
http://www.frankvonk.femplaza.nl/Artikelen%20en%20wetenschappelijke%20publicaties/Gyroscopic
%20Self%20management.pdf
http://www.frankvonk.femplaza.nl/Publicaties%20HAN/Joop%20Vinke%20-%20Frank%20Vonk.pdf
Definition “The value chain” based on a concept from business management, by Michael Porter
in 1985, “Competitive Advantage: Creating and Sustaining Superior Performance” Harvard
Business Review.
Definition “Set of skills, related knowledge and attributes that allow an individual to perform a
task or an activity within a specific function or job.” given by United Nations, Industrial
development Organization, Human Resource Management Branch, 2002
http://www.economist.com/business/displaystory.cfm?story_id=8781427;
http://www.economist.com/world/europe/displaystory.cfm?story_id=8492549;
http://www.realinstitutoelcano.org/analisis/1088.asp;
http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/ECAEXT/ROMANIAEXTN/0,,men
uPK:275159~pagePK:141159~piPK:141110~theSitePK:275154,00.html
Human Resource Management and Governance in the Central and Eastern Europe - Case studies
in Bulgaria and Slovak Republic-, Hideki Takei and Yuichi Ito, 2007, Policy and Governance
Working Paper Series No.119
08/12/2021 39
Ministry of Education and Research Romania,
http://www.eracareers.ro/ro_rmp/docs/Higher_Edu_2006.pdf;
Google Definitions - Human capital ; - The concise encyclopaedia of economics, Human Capital. by
Gary S. Becker http://www.econlib.org/library/Enc/HumanCapital.html
http://www.hk5sa.com/tqm/tqmex/gurus.htm - TQM Gurus' Ideas.
Extract from “From Quality to Excellence”, publication of British Department of Trade and
Industry, 2000, URN 00/1226
From “Attentional and Interpersonal Characteristics of Improvisation Professionals vs. Business

Executives [What Executives can learn from Improvisation Professionals]research by Randy
Sabourin, Biz Improv Inc. and with Robin W. Pratt, PhD, MBA Consulting Inc. BIZ improve Inc.
2008
(Johansson, p. 138) The Medici Effect. Breakthrough Insights at the Intersection of Ideas,
Concepts, and Cultures. Frans Johansson: Boston: Harvard Business School Press 2004
Amabile, T. M. (1998). "How to Kill Creativity." Harvard Business Review 76(5Â (September-
October 1998)): 76-87
http://www.universityworldnews.com/article.php?story=20081002151621497
Crozet, C., Lo Bianco, J., & Liddicoat, A.J. (1999). Intercultural Competence: from Language Policy
to Language Education. In Crozet, C., Lo Bianco, J., & Liddicoat, A.J. (Eds.). Striving for the third
place: Intercultural competence through language education, pp. 1-20. Geelong: Australian
National Languages and Literacy Institute, Deakin University.
http://www.thesystemsthinker.com/tstglossary.html - Systemthinking “A school of thought that

focuses on recognizing the interconnections between the parts of a system and synthesizing
them into a unified view of the whole.”
Maslow’s pyramid, self-actualization, or Kohlberg’s description of moral development as

mentioned in “Handbook of Moral Behavior and Development”. Volume: 1. Contributors:
William M. Kurtines - editor, Jacob L. Gewirtz - editor. Publisher: Lawrence Erlbaum Associates.
Place of Publication: Hillsdale, NJ.,1991.
http://www.nuffic.nl/international-organizations/docs/diploma-recognition/country-modules/country-
module-romania.pdf
APPENDICES
I List of publications and presentations of J. Vinke
II Diagram of the Dutch Education System
08/12/2021 40
I LIST OF PUBLICATIONS AND PRESENTATIONS OF J. VINKE
Publications,
`Do not try to motivate people, just try to reward their motives`, J. Vinke, Winner HR Talent
Trophy , The Netherlands, 2002
“Denken over ethisch zelfmanagement”, 2006, J. Vinke, F. Vonk, E.v.d. Pool, lectoraat Human
Communication Development, HAN University, Arnhem
“Kleur bekennen, gyroscopic management”, 2006, J. Vinke, F. Vonk, lectoraat Human

Communication Development, HAN University, Arnhem
"Do not try to motivate your people; just try to reward their motives" J. Vinke, F. Vonk, in:
“Investments in Human Resources: The Quest for competitive advantage”. Vilnius 2006
`Motivation, Culture & Ethics’ in "Beliefs, Attitudes and Intercultural Interaction and
Communication", workshop seminar`, J. Vinke, F. Vonk, T. Sterk; SIETAR UK Conference
September 2006, London, Middlesex University Business School
“HRQM and colliding gyroscopes: An alternative way of looking at value creation in

organizations”; J. Vinke / F. Vonk in "New trends and tendencies in HRM – East meets west”. Pecs,
Hungary, 2008
“A new didactical approach in HRM” in “The significance of the education in the improvement of
HRM within EU”, 4th Int. academic conference, IUC, Dobrich, Bulgaria, November 2009
All publication can be found on the following website: http://www.frankvonk.femplaza.nl/
Keynote speaker and guest lectures
Campus Cleve, Kleeve, Germany, “European Young Leadership Seminar”, Seminar I. 2005- 2006,
Seminar II 2006-2007 and Seminar III 2007-2008 http://www.campus-cleve.de/
Modul IV - Schlü sselqualifikationen (Soft Skills) und interkulturelles

Management (Fü hrung im dynamischen Umfeld mit Soft Skills)– J. Vinke; seminar:
"Interkulturelles Human Resource Management" Seminar – J.Vinke October 2007
Rouen School of Management (IFI), “Mobbing and Harassment on the workplace” Rouen,
France- November 2005,
University Pecs – Hungary April 2005. “Ethical management”
Fachhochschule Gelsenkirchen, Bocholt Germany, October 2005, “Mobbing”
International College Albena (ICA), Dobrich, Bulgaria, November 2005, work conference;
keynote speech “Mobbing on the workplace in Europe”
Vilnius law and Business College (VLBC), Vilnius, Lithuania, February 2006; keynote speech;
“Motivation and rewarding people” work conference
08/12/2021 41
Vilnius Gediminas Technical University (VGTU), Vilnius, Lithuania, February 2006, guest lecture
“Business Ethics and HRM”
`Motivation, Culture & Ethics` , keynote speech on workshop seminar` with F. Vonk, T. Sterk,
SIETAR UK Conference September 2006, London, Middlesex University Business School
ICA –Dobrich, Bulgaria, work conference “HRM in Europe”, December 2006.
Guest lectures on college in International HRM and Business Ethics to IBMS students and
training “Interactive teaching” to lecturers of ICA
ICA-Dobrich, Bulgaria, trainer of three-days “management simulation “ on HRQM with students

of IBMS-ICA., April 2007.
Campus Cleve, Kleve, Germany, “European Young Leadership Seminar”, Modul IV -

Schlü sselqualifikationen (Soft Skills) und interkulturelles Management (Fü hrung im
dynamischen Umfeld mit Soft Skills)– J. Vinke; Seminar I. 2005- 2006, Seminar II 2006-2007
and Seminar III 2007-2008
Keynote speaker on workshop “HR and QM“…Be the trend- don’t watch it” Arnhem OKO
workshop, The Netherlands April 2007
"Interkulturelles Human Resource Management" Seminar Kleve- Germany– J. Vinke October

2007
Guest lectures on Chelyabinsk State University, Chelyabinsk, Russia in 2007 and 2008
Keynote speaker on Work conference “HRM in Russia”, Chelyabinsk, Russia 2007.
Guest lecturer in “Modern HRM” on University Pecs, Hungary 2008
Keynote speaker and member round table on international conference 4 th international

Academic Conference, “The significance of the education in the improvement of HRM in the EU”
Dobrich, Bulgaria, November 2008.
Guest lecturer Summerschool in University Babes- Bolyai, Cluj- Napoca Romania, September
2008.
Guest lecturer HRM and coordinator Management simulation at university Babes – Boliay, Cluj-
Napoca, Romania. April 2009
Guest lecturer, speaker and trainer of staff University South Federation of Russia, Taganrog,
Russia, June 2009.
Organizer and trainer of IP Erasmus Summer school in Dobirch, Bulgaria, August 2009
Guest lectures at CSU (Chelyabinsk State University) in Chelyabinsk, Russia in November 2009
and May 2010
Guest lecturer at Fachhochschule Gelsenkirchen, Germany, January 2010
Organizer and trainer exchange-week and management game for students of ABS and WUT at
the West University in Timisoara 2010, May 2010
Organizer and trainer of Summer school CSU 2010, Chelyabinsk, Russia, July 2010
08/12/2021 42
Member of editorial board of “European Journal of Tourism Research”,
http://www.unwro.org/isispress/journals/wjejtr/index.html
08/12/2021 43
II DIAGRAM OF THE DUTCH EDUCATION SYSTEM
08/12/2021 44

Gyroscopic Management, A New Approach : Joop Vinke MA

Cargado por

Información del documento

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Gyroscopic Management, A New Approach : Joop Vinke MA

Cargado por

Copyright:

Formatos disponibles

gyroscopic management,

A study about new competences

“You can’t manage what you can’t describe.”

“Don’t try to motivate people, just try to reward their motives.”

“Practise what you preach.”

In this paper, I will further explain this approach.

Zutphen, The Netherlands.

CHANGES IN HR MANAGEMENT AND QUALITY MANAGEMENT.

When I draw this transformation from

Figure 1.1 Three functions for HRQM

EXPLANATION OF THE THREE PHASES

The “Policy and Polite” phase

Employees of these departments serve as “controllers” and “administrators” to ensure that

As the globalization continues, competition between organizations in the international business

In some cases, the special “Quality department”, as I experienced myself in my position as HR

Many of the Personnel Departments re-branded themselves in this period as “Human

Romanian higher education has four types of programmes:

a three-to-five-year doctorate program.

STRUCTURE OF THE HIGHER EDUCATION SYSTEM IN ROMANIA.15

International Recognition of Romanian Diplomas

Romania signed the Convention on the Recognition of Qualifications concerning Higher

Current situation and content of the higher education in Romania 16

1.4.2 THE NETHERLANDS

The higher education system Research Universities

Universities of applied sciences include general institutions as well as institutions specializing in

Requirements for admission to higher education

Credit system and grading

Accreditation and quality assurance

A guaranteed standard of higher education is maintained through a national system of legal

“Funded,” indicates that the institution is financed by the government.

Regardless whether a degree programme is offered by a ‘funded’ or an ‘approved’ institution, it

Table 1.4 Evaluation chart Romania – The Netherlands

Foreign degree or qualification Evaluation

Diploma de Bacalaureat HAVO diploma

Certificat de absolvire a liceului at least four years of HAVO

Diploma de absolvire a scolii profesionale/ Diploma de MBO diploma (qualification level 1 or 2)

Certificat de absolvire a scolii post-liceale MBO diploma (qualification level 3 or 4)

Diploma de absolvire three years of HBO

Diploma de Licenta (at least) a WO Bachelor’s degree

(five to six years)

Diploma de Licenta HBO Bachelor’s degree or two years of WO

Diploma de Licenta three years of HBO or one year of WO

Diploma de Studii aprofundate WO or HBO Bachelor’s degree

(one to three semesters)

Diploma de studii academice postuniversitare WO or HBO Master’s degree

(two to four semesters)

Diploma de Master WO or HBO Master’s degree

(one to two years)

Diploma de studii postuniversitare de specializare WO or HBO Master’s degree

(at least one year)

Certificat de Absolvire WO or HBO Master’s degree

(cursuri de perfectionare postuniversitare)

1.5.1 THE NEED FOR NEW COMPETENCIES.

Most of the studies nowadays in HR management and in Quality management in higher

“International Business Awareness”

“You can’t manage things that you can’t describe”26.

This given PHASE 1 and 2

1.5.3 THE DIFFERENCE BETWEEN THE “HR” AND THE “P”

As explained before the separate “P” part of an employee in

Japanese companies found the old definition of

Some definitions of Quality

1.5.5 A CHANGE IN DIDACTICAL APPROACH

Figure 1.3: A gyroscope (cf. Google)