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طراحی و تبیین مدل فراشایستگی‌های رهبری بر مبنای نظریۀ داده‌بنیاد | ||
| مدیریت دولتی | ||
| دوره 17، شماره 2، 1404، صفحه 543-568 اصل مقاله (573.06 K) | ||
| نوع مقاله: مقاله علمی پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/jipa.2024.378486.3581 | ||
| نویسندگان | ||
| محمد محمدی* 1؛ آذر کفاشپور2؛ فریبرز رحیم نیا2؛ علی شیرازی3 | ||
| 1استادیار، گروه مدیریت دولتی، دانشکده حقوق و علوم اداری، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران. | ||
| 2استاد، گروه مدیریت دولتی، دانشکده علوم اداری و اقتصادی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 3دانشیار، گروه مدیریت دولتی، دنشکده علوم اداری و اقتصادی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| چکیده | ||
| هدف: رهبران عضو حیات‌بخش سازمان هستند و برخورداری آن‌ها از شایستگی‌های لازم برای انجام وظایف و ایفای نقش‌های‌شان ضروری است. در این راستا، مدل‌های شایستگی با رویکرد تجویزی، بر آن شده‌اند تا مجموعه‌ای از شایستگی‌های رهبری را در قالب نیم‌رخ شایستگی‌ها شناسایی و معرفی کنند. به‌تازگی برخی از صاحب‌نظران با انتقاد به اینکه این مدل‌ها مدیران را در تشخیص و توسعۀ شایستگی‌های موردنیازشان منفعل و نابینا فرض می‌کنند، از اصطلاح فراشایستگی‌های رهبری سخن به میان آورده‌اند. فراشایستگی‌ها، هستۀ بنیادین سایر شایستگی‌ها هستند که به رهبران امکان کسب و توسعۀ سایر شایستگی‌های موردنیاز را می‌دهند. پیشینه‌های نظری و تجربی پژوهش نشان می‌دهد که به‌دلیل نو بودن موضوع، پژوهش‌های اندکی در این زمینه در سطح داخل و خارج انجام شده است و اندک مطالعات انجام شده نیز، فقط بر شناسایی انواع فراشایستگی‌های رهبری متمرکز شده‌اند و تصویری از پیشایندها، بسترها، راهبردها و پیامدهای آن ارائه نداده‌اند. با توجه به این ضرورت و خلأ نظری، پژوهش حاضر بر آن شد تا به ارائۀ مدلی در این زمینه که ابعاد مختلف آن را به تصویر می‌کشد، گامی در جهت شناخت بیشتر این برساخت بردارد. روش: این پژوهش، در چارچوب پارادایم تفسیرگرا به‌صورت کیفی انجام شده است. با توجه به کمبود نظریه در حوزۀ فراشایستگی‌ها، این پژوهش از راهبرد داده‌بنیاد و به‌منظور ارائه مدل جامع مشتمل بر پیشایندها، زمینه‌ها، راهبردها و پیامدها از رویکرد نظام‌مند بهره برده است. برای جمع‌آوری اطلاعات از مصاحبۀ عمیق نیمه‌ساختاریافته با ۱۱ نفر از خبرگان که با روش نمونه‌گیری هدفمند انتخاب شده بودند، استفاده شد. ارزیابی کیفیت داده‌های حاصل از مصاحبه، براساس معیارهای چهارگانه گوبا و لینکلن صورت گرفت. در نتیجۀ تحلیل متن مصاحبه‌ها، ۲۳۸ مفهوم اولیه شناسایی شدند که در قالب ۳۶ کد باز، ۱۳ کد محوری و ۶ بُعد طبقه‌بندی شدند. یافته‌ها: یافته‌های این پژوهش، به ارائۀ مدل فراشایستگی‌های رهبری متشکل از ۶ جزء منجر شد. در این مدل، نیروهای سه‌گانۀ نهادی (فشارهای محیطی، قانونی و هنجاری)، به‌عنوان عوامل علّی، حکمرانی نظام اداری به‌عنوان شرایط زمینه‌ای و منابع فردی به‌عنوان عوامل مداخله‌گر معرفی شدند. همچنین، سه دسته از فراشایستگی‌ها شامل شناختی، هیجانی و اخلاقی، به‌عنوان پدیدۀ محوری و هم‌سو با آن‌ها، سه دسته راهبرد شناسایی شدند که انتظار می‌رود پیامدهایی را در سطح فردی و سازمانی به همراه داشته باشند. نتیجه‌گیری: براساس یافته‌های حاصل از این مطالعه می‌توان نتیجه گرفت که برنامه‌های توسعۀ رهبران سازمان‌ها، باید به‌جای شایستگی‌ها، بر فراشایستگی‌ها متمرکز باشد. با بهره‌گیری از فراشایستگی‌های معرفی شده در مدل پیشنهادی و راهبردهای آن، رهبران قادر خواهند بود به نوع شایستگی‌های موردنیازشان و کسب و توسعۀ آن‌ها اشراف پیدا کنند و زمینۀ خودتوسعه‌ای را فراهم کنند. | ||
| کلیدواژه‌ها | ||
| رهبری؛ فراشایستگی؛ شایستگی؛ رهبران سازمان‌‌های اجرایی دولتی | ||
| عنوان مقاله [English] | ||
| Designing and Explanning the Model of Leadership Meta-Competencies based of Grounded Theory | ||
| نویسندگان [English] | ||
| Mohammad Mohammadi1؛ Azar Kaffashpoor2؛ Fariborz Rahimnia2؛ Ali Shirazi3 | ||
| 1Assistant Prof., Department of Public Administration, Faculty of Law and Administrative Sciences, Birjand Branch, Islamic Azad University, Birjand, Iran. | ||
| 2Prof., Department of Public Administration, Faculty of Administrative and Economic Sciences, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| 3ssociate Prof., Department of Public Administration, Faculty of Administrative and Economic Sciences, Ferdowsi University of Mashhad, Mashhad, Iran. | ||
| چکیده [English] | ||
| Objective Leaders are vital members of an organization, and it is essential for them to possess the necessary competencies to perform their functions and roles effectively. In this regard, competency models with a prescriptive approach have sought to identify and introduce a set of leadership competencies in the form of a competency portfolio. Recently, some theorists have criticized these models for assuming that managers are passive and unaware in identifying and developing their required competencies. As a result, they have introduced the concept of leadership meta-competencies. Meta-competencies are the foundational core of other competencies and enable leaders to acquire and develop the additional competencies they need. The theoretical and empirical background of the research indicates that, due to its novelty, limited research has been conducted in this field both domestically and internationally. Furthermore, the few existing studies have primarily focused on identifying the types of leadership meta-competencies, without offering a comprehensive understanding of their antecedents, contexts, strategies, and consequences. Given this necessity and the theoretical gap, the present study aimed to contribute to a deeper understanding of this construct by presenting a model that illustrates its various dimensions. Methods This research was conducted qualitatively within the framework of the interpretive paradigm. Given the lack of theory in the field of meta-competencies, a grounded theory strategy was employed, using a systematic approach to present a comprehensive model that includes antecedents, contexts, strategies, and consequences. In-depth, semi-structured interviews were conducted with 11 experts who were selected through purposive sampling. The quality of the data obtained from these interviews was assessed based on Guba and Lincoln’s four criteria. As a result of analyzing the interview transcripts, 238 primary concepts were identified, which were then categorized into 36 open codes, 13 axial codes, and 6 overarching dimensions. Results The findings of this study led to the presentation of a leadership meta-competency model consisting of six components. In this model, three institutional forces—including environmental, legal, and normative pressures—are introduced as causal factors, the governance of the administrative system is identified as a contextual condition, and individual resources are regarded as intervening factors. Additionally, three categories of meta-competencies—cognitive, emotional, and ethical—were identified as central phenomena. Alongside these, three types of strategies were identified, which are expected to lead to various outcomes at both individual and organizational levels. Conclusion Based on the findings of this study, it can be concluded that leadership development programs in organizations should focus on meta-competencies rather than solely on competencies. By leveraging the meta-competencies introduced in the proposed model and its associated strategies, leaders will be able to recognize the types of competencies they need, and how to acquire and develop them, thereby contributing to their own self-development. | ||
| کلیدواژه‌ها [English] | ||
| Leadership, Meta-competence, Competence, Leaders of public executive organizations | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 21 تعداد دریافت فایل اصل مقاله: 8 |
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