Suchergebnisse

"Human Resource Management in Public Service: Paradoxes, Processes, and Problems offers provocative and thorough coverage of the complex issues faced by employees and managers in the public sector, including managing under tight budgets with increasing costs, hiring freezes, contracting out, and the politicization of the civil service. Continuing the award-winning tradition of previous editions, the authors encourage hands-on skill building and problem solving. The Seventh Edition includes new examples and case studies on COVID-19; equity and racial discord, organizational diversity, remote work, employee engagement and motivation, leadership development training, work-life balance, gender-based inequities, behavioral biases in appraisal, and unionization trends."--

AbstractThe increased use of information and communication technologies (ICTs) has triggered enormous innovation in the public sector and created positive public value at the managerial, delivery of services, and policy levels. However, these positive outcomes do not automatically accrue simply by adoption of ICTs as public leaders can fail to adopt relevant new ICTs, use them poorly, or use them in ways that actually diminish public value, which raises the question of the importance of e‐leadership. This article examines e‐leadership and innovation capacity at the individual public manager level and fills in some gaps about the practice and implementation of ICTs in the public sector. We explore eight research questions useful in theorizing about e‐leadership, develop constructs of e‐leadership, and describe the current development of e‐leadership. By comparing e‐leadership in two country settings (South Korea and the United States), we also overcome the limitations of the existing Western‐oriented studies about innovations in the public sector. In addition to the growth of e‐leadership use and requirements for a variety of competencies equivalent to, but separate from, traditional communication competences, we find that national cultures exert significant influence on the major constructs of e‐leadership, which implies that an effective e‐leadership strategy should consider cultural contexts seriously.

AbstractWhile many aspects of the dramatic shifts caused by digital government have made enormous progress, the leadership of those who serve the public via electronic means has yet to take a significant step forward. This article addresses three questions: How significant has e‐leadership become? What are the challenges in trying to create a more comprehensive model of defining and measuring e‐leadership? And, based on current knowledge, what skill and behavioral elements are candidates for a concrete e‐leadership model? The authors develop and test an original model that focuses on e‐leadership as a competence in virtual communications (i.e., the use of ICT‐mediated communications) and the digital opportunities and challenges that are created. The results provide strong support for the proposed model. The article concludes with a discussion of a future agenda for e‐leadership research that can be developed in a manner that is fruitful for theory and practitioners.

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students' perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.