Assessing the Relevance of Change Management Strategy in Moroccan Public Sector Reform
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
This study examines the challenges and strategies in implementing change within Moroccan public institutions, with a particular focus on civil servants’ roles in reform success. Data were collected from 172 participants across key ministries involved in the Administrative Reform Plan (2018–2021). The research evaluates strategies for addressing resistance, fostering engagement, and managing transitions effectively, providing a nuanced understanding of how organizational changes are received and managed. To enhance the depth of analysis, this paper incorporates a comparative perspective, examining change management approaches in public reforms conducted in France and Canada. This comparison offers valuable insights into best practices and innovative solutions for managing reforms in diverse administrative and cultural contexts. The findings reveal the critical importance of adopting comprehensive and inclusive strategies that address structural and human challenges, ensuring that reforms are both effective and sustainable. By integrating empirical data with international benchmarks, this study contributes significantly to the discourse on public sector transformation and offers practical recommendations for policymakers navigating the complexities of change.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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