Leadership Requirements in the 21st Century : the Perceptions of Canadian Private Sector Leaders
Notice bibliographique
Résumé
Problem. Since 1995, with the realization that by 2005 more than 61% of executives in the senior ranks of the Canadian Public Service would be eligible for retirement (La Releve, 1998), the need to recruit and develop competent leaders has become a matter of urgent attention. Method. Public sector leaders were surveyed by mail-in questionnaires as to their ratings of a set of leadership competencies. Analogue research for private sector leaders, conducted by a colleague, was incorporated for some analysis. A stratified sample of the general public was also surveyed by telephone regarding a subset of the same competencies. Results. Public sector leaders perceived a shift in importance for the following competencies: cosmopolitan/world view, vision, teamwork, ability to learn, teaching skills, negotiation, interpersonal skills, ethics, entrepreneurial skills, problem solving, initiative, and stamina from 20 years ago to the 21st century; however, they rated business/technical and organizational as decreasing in importance. Public sector leaders identified globalization, technology, diversity, and downsizing as important influences on the required leadership competencies for the 21st century. Public sector leaders rated problem solving, ability to learn, initiative, teaching, ethics, and organizational skills lower than the general population. Public sector leaders rated cosmopolitan/world view as more important than did the general population. When public and private sector leaders' data were combined, public sector leaders rated significantly larger shifts in importance for vision, entrepreneurial skills, and negotiating. Public and private sector leaders ranked the top five competencies of vision, communication, teamwork, cosmopolitan/world view and ability to learn similarly. The general public identified the ability to learn as the top-ranked competency. Conclusions. The results o f this study inform leadership training and development opportunities for current public sector managers as they plan for the future. This study suggests that public sector leaders perceive significant changes are needed in future leadership competencies. In considering the top five ranked future leadership competencies for the public sector leaders, vision, communication, team work, cosmopolitan/world view, and ability to learn, a compelling story can be told about future leadership and the emphasis on future and relational clusters of competencies for leaders.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».