公共事業管理外文翻譯(編輯修改稿)

　

【文章內容簡介】 sis, public anizations and graduate schools of public administration need to understand the changing nature of public service. The new public service is shaped by blurring of the lines between sectors, developing trends toward changing sectors during one?s career, worker preference for jobs that provide flexibility and an opportunity for growth, and the new types of skills required for public sector employees and managers. This greater uncertainty and job movement will make it increasingly difficult for the government to hold on to its talent and prevent agencies from building the kind of expertise needed for an effective public service. According to Light, higher pay and aggressive recruitment alone will not solve government?s problem。 it must also offer challenging work, flexible anizations, and broader career paths. He suggests a variety of steps for the government to bee petitive. First, agencies need to develop new recruitment programs more appropriate for today?s workforce. Second, agencies need to create new entry points for replacing people in mid and toplevel jobs. Instead of reserving the vast majority of promotions for internal candidates, government must open the career paths to outside petition. Third, the government must recognize career development and job enrichment as an ongoing anizational obligation. Its utility is demonstrated by a case study (Kim, 2020) of the Nevada Operations office of the Department of Energy (DOE) that shows a statistically significant relationship between a supervisor?s support of career development and high levels of job satisfaction. To respond to challenges of this new responsiveness to employee development, the DOE introduced Individual Development Planning (IDP) in 1999. Supervisors were required to ensure that employees were provided the opportunity to have training plans that were subject to annual review and revision to ensure that these plans directly benefited the mission and employee development objectives. Developing Executive and Supervisory Talent In a study conducted by Huddleston (1999), the presidential award recipient members of the SES (Senior Executive Service) identified several leadership skills necessary for toplevel executives. They pointed out four qualities of outstanding senior leaders: (1) strategic vision, (2) ability to motivate others, (3) ethic of hard work, and (4) integrity. Effective senior executives emphasize the importance of articulating a vision, setting goals, having a performance orientation, and understanding what these concepts mean for the success of their agencies. These are monsense approaches to them rather than management fads. For example, Huddleston writes that Thomas Billy, of the US Department of Agriculture (USDA),stated that his strategic vision was to ensure that “the food Americans eat will pose no risk (p. 5).” He argues that while this may sound redundant at first, it gets the agency thinking about designing regulations and developing technologies to get there. Others attributed their success to nothing more than hard work. “You can?t be successful as an 85 per center,” says Paul Chistolini,GSA (p. 6). Current leadership selection practices in the federal government are pletely at odds with the new leader petencies, that is, flexibility adaptability, accountability, strategic thinking, vision, and customer service, needed today and in the future. Supervisors are concerned that their agencies do not have selection standards and are inconsistent in the skills they seek for supervisory positions. This lack of consistency means that supervisory petencies and performance management skills may not be evaluated as thoroughly as needed. For example, performance management petency including measuring performance, monitoring performance, developing employees, rating performance, and rewarding good work are not assessed or measured in prospective leaders (OPM, 2020a). The job of leadership development rests both with the existing senior leaders and the anizations. Katter (1993, p. 139) argues that an environment that is supportive of the time and effort to grow leaders needs to be cultivated in anizations to fill the current leadership void. Blunt (2020a) suggests that launching a successful leadership development program is driven by five imperatives. First, the visibility of the number of managers and senior leaders who will retire in the next five years provides a succession imperative. Second, the decision to establish a leader development program is a strategic imperative and should be reflected in official strategic plans submitted with the annual budget. Third, the current dissatisfaction with anizational performance from external sources, ., the GAO,Congress, the OMB, and the public should provide a performance imperative to focus on developing leaders. Fourth, the changing landscape for performance requires a change in the type of leaders being developed。 this is the petency imperative. Fifth, the anization champion imperative requires senior leaders willing to take the initiative to promote and sustain leadership development programs. Taken together, these offer anizations a beginning point for launching leadership development programs. Longitudinal research conducted by Center for Creative Leadership places leader learning in four broad categories: challenging job assignments, learning from others? examples, hardships and setbacks, and education and training. Similarly, senior leaders can develop a new generation of leaders by serving as an exemplar, a mentor, and a coach, or anizations can create programs that would use such a learning model (Blunt, 2020b). Research provides evidence that a positive relationship exists between supervisory characteristics and levels of job satisfaction. Oldham and Cummings (1996) found that employees produced the most creative outes