Causation
Ali Mahdi
Abstract
The logic of national planning and development, akin to many countries worldwide, necessitates a consistent focus on the training of managers as a strategic, practical, and highly influential factor in national development. This focus encompasses a wide range of education, empowerment, excellence, and ...
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The logic of national planning and development, akin to many countries worldwide, necessitates a consistent focus on the training of managers as a strategic, practical, and highly influential factor in national development. This focus encompasses a wide range of education, empowerment, excellence, and enhancement initiatives, with an emphasis on the community of managers within the country. Undoubtedly, what significantly contributes to the improvement and further empowerment of managers is the quality of their training and the planning of their educational programs. Therefore, the core foundation of this process—managerial training—must be given due attention. Assessing the quality of managerial training in the public sector is a critical issue, as its systemic impact extends to other managerial and executive sectors of the country. Given the significance of this matter, the present study, which is applied in its objective, descriptive and exploratory in its examination of variables, and survey-based in its methodology, investigates the quality of public sector managerial training. Utilizing a broad dataset derived from targeted questionnaires and the opinions of 96 experts and practitioners in the field, the study explores the subject across four domains: functional, processual, structural, and systemic perspectives. The findings, analyzed through SPSS software, reveal that the primary challenges identified within these four domains are as follows:Weak realization of objectives and inadequate application of managerial training systems in practice, Deficient processes for developing and deepening managerial skills, Frequent changes in organizational roles and positions without regard to competency, and Insufficient review and reform of educational system regulations.
