ABSTRACT

Emotion is the “how” of NASPAA competencies related to leading and managing in a culturally-conscious manner. In this article, we describe the role of emotion in public service and we detail the mechanism by which emotion fosters a collective mind-set for effective public service leadership and cultural literacy. We indicate specifically where emotive competencies could be integrated into the foundational skills demanded of all graduates of accredited programs. We further argue that they should be integrated into MPA core curricula. This normative argument captures the ethics of emotional labor: To graduate students from MPA programs without emotive capacities is to leave them poorly equipped for the practice of public service and to do so would be unethical. To demonstrate what is possible in public affairs education, we turn to an example from the Government of India Civil Service Competency Dictionary for a framework of emotive competencies in human resource management.

摘要

情感是 NASPAA 与以文化意识的方式领导和管理相关的能力的“方式”。在本文中，我们描述了情感在公共服务中的作用，并详细介绍了情感为有效的公共服务领导和文化素养培养集体心态的机制。我们特别指出了在哪些方面可以将情感能力整合到所有获得认可课程的毕业生所需的基础技能中。我们进一步认为，它们应该被整合到 MPA 的核心课程中。这个规范性的论点抓住了情绪劳动的伦理：对于 MPA 项目的研究生，没有情绪能力使他们无法为公共服务实践做好准备，这样做是不道德的。为了展示公共事务教育的可能性，我们转向印度政府公务员能力词典中的一个示例，该示例用于构建人力资源管理中的情感能力框架。