Les facteurs contributifs au leadership du Greffier dans la fonction publique du Canada<sup>1</sup>
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Sommaire: Le titre de Greffier du Conseil privé s'accompagne maintenant d'aurres titres et responsabilités. Plusieurs personnalités différentes ont rempli ces responsabilités. Le leadership du Greffier s'exerce sur une variété de personnages politiques et administratifs de premier plan et dans des circonstances souvent paradoxales: il faut savoir implanter les changements tout en protégeant les conventions constitutionnelles. Cet article veut démontrer que la pratique de ce leadership ne peut être ramenée à la seule maîtrise des techniques relationnelles fournies par l'évolution des approches en leadership. Celles‐ci ne sont pas muruellement exclusives mais se complètent. Le dosage des approches dépend d'abord de l'évolution de la fonction et de ses défis, ce qui renvoie à l'approche des compétences. Enfin, l'article montrera que trois autres facteurs ont influencé la.pratique du leadership: le style de gestion du titulaire, sa reputation et le contexte specifique de l'exercice du leadership (soit la dualité des fonctions, les titulaires au sommet et la concurrence des autres acteurs politiques: chef de cabinet, autres ministres et conseillers spéciaux). L'article comporte quatre parties: le concept de leadership appliqué au secteur public; l'évolution du Bureau du Conseil privé et des fonctions du Greffier; les fondements et instruments du leadership et les facteurs de contexte; et la performance en matière de leadership. Abstract: The title of clerk of the Privy Council now includes several other roles and responsibilities. These responsibilities are fulfilled by several different individuals. Included within the clerk's leadership, sometimes in circumstances that are paradoxical, are a variety of leading political and administrative figures; it is, therefore, essential for the clerk to implement the needed changes while also protecting the conventions of the Constitution. This article seeks to demonstrate that the practice of this type of leadership goes beyond the simple mastery of relational techniques provided by the evolution of leadership approaches. These are complementary rather than mutually exclusive. The particular blend of leadership approaches depends first on the evolution of duty and its challenges, which relates back to the skills approach. Finally, the article will demonstrate that three other factors influence the practice of leadership: the management style of the incumbent; his or her reputation; and the specific context in which the leadership is practised (i.e., the duality of functions and incumbents at the highest level and the competition from the other political actors—chief of staff, other ministers and special advisers). The article has four parts: the concept of leadership as applied to the public sector; the evolution of the PCO and the duties of the clerk; the fundamentals and instruments of leadership and the contextual factors; and the performance of leadership.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it