Siinviidatu leidis oma koha põhjusel, et otsustusprotsess on ühest küljest igapäevane, teisalt jälle alati väga eriline-spetsiifiline. Kui lisada veel soovimatute või ootamatute järelmite ning tehnoloogiaga kaasnevad aspektid, on tegemist kompleksse valdkonna ja juhtimiseks-elamiseks kriitiliste oskustega … mida sageli ei õpetata neile, kes õpivad.
Väga tõsine kontekst:
“The recent book on “Africa and the Fourth Industrial Revolution” by Everisto Benyera (2022) ends with the fatalistic conclusion that “the 4IR will either cure or kill Africa” and given the current global political and economic context, “it will be indeed a cure which will kill the patient, Africa” (Benyera, 2022: 155).” (Vries and Kroukamp, 2022, p. 1)
“The paper argues that university programs in Public Administration need to ensure a novel kind of training for future public officials and managers, and intellectuals in universities to enable them to take full advantage of the opportunities and to steer the challenges in such a way that negative unintended consequences are adequately tackled given contextual specifics and characteristics of the situation at hand.” (Vries and Kroukamp, 2022, p. 2)
“In 2022, the EU formulated eight basic principles to which all elements of the 4IR have to comply, i.e. protection of people’s rights, support of democracy, ensuring that all digital players act responsibly and safely, technology should unite instead of divide people, everyone should have access, technology is safe from illegal and harmful content, citizens should have control over their own data, and digital devices support sustainability and the green transition (#DigitalEU January 2022).” (Vries and Kroukamp, 2022, p. 2)
Mida oleks vaja, aga ei õpetata:
“If changing decision-making by high-tech firms, individuals, and corporations is central in the 4IR, the needed skills for public administrators and policy-makers concern the adaptation to these changes. Unfortunately, most programs in Public Administration have discarded the subject of ‘public decision-making’ from their curricula (Raadschelders and Whetsell, 2018)” (Vries and Kroukamp, 2022, p. 6)
“The effects of the 4IR on individual and corporate decision-making are already partly visible and will become more apparent in the near future. One only has to reflect on the use of smartphones, to understand the major impact new technologies have on culture and lifestyle, consumer behavior, and information-gathering by individuals.” (Vries and Kroukamp, 2022, p. 11)
Soovimatud tagajärjed või kõrval- või jääknähud tunduvad väga paljudele ametnikele veel raketiteadusena, kuigi R. Mertoni tekstid on varsti 100 aastat tagasi kirjutet.
“As Kuziemski and Misucara (2020:6) conclude that “These [developments] need to be supported by upskilling of bureaucrats who now need to be able to fully assess the intended and unintended consequences.”” (Vries and Kroukamp, 2022, p. 14)
“According to Nene (2018: 3), less than half of the municipal managers and chief financial officers nowadays employed in this country’s municipalities meet the minimum competency levels required to perform their functions, let alone the skills needed to manage and regulate the 4IR.” (Vries and Kroukamp, 2022, p. 16)
de Vries, M. S., & Kroukamp, H. (2022). Decision-making skills in the fourth industrial revolution. Teaching Public Administration, 1–19. https://doi.org/10.1177/01447394221119087