جستجوی مقالات مرتبط با کلیدواژه « competency » در نشریات گروه « علوم اجتماعی »

The goal of this research is to present the competency model of public relations managers of Iran’s metropolitan municipalities. The research is fundamental in purpose and qualitative in data collection. It was done with grounded theory approach and Glaser’s emerging design. The target population included public relations managers, mayors and university experts 11 of whom were identified through purposeful sampling and semi-structured interviews were conducted with them. The data analysis was, also, performed using Depoy and Gitlin’s (2005) method. The reliability of interviews was checked in two modes: researcher release (92.9) and release by coder (79.3). The validity of the interviews was, also, verified by three methods of long-term involvement, questioning the colleagues and approval of the people under study. The competencies of public relations managers in metropolitan municipalities were identified in the form of eight main competencies including knowledge-related and methodical competency, professional ethics, media skills, managerial skills, meta-organizational interactions, organizational knowledge, varied thinking skill, and attitudinal skills. The first one is knowledge-related competency which signifies the features and knowledge of the public relations managers about basic and fundamental knowledge to authenticate the responsibility of management in the public relations sector. The data analysis results showed that managerial competencies including managerial skills, meta-organizational interactions, organizational knowledge, varied thinking skill, and attitudinal skills are more important for a successful public relations manager. Due to the fact that the identified competencies through data of this study are comprehensive and the issues and activities of public relations managers of the municipalities in metropolitans are similar to each other, the results of this study are practical for the public relations managers of the municipalities of other metropolitans, as well.

The purpose of this study was to analyze, rank and evaluate the competency components of the departments of Islamic Azad University.

The present study was applied in terms of purpose and mixed (exploratory) in terms of data collection. The present study population consisted of all department heads of Islamic Azad University, Science and Research Branch in the academic year of 1997-98, and 201 people were selected using stepwise cluster sampling. To compile the components, review of documents as well as semi-structured interviews have been used as data collection tools. To analyze the findings, content analysis method was used by categorization method. Also, in order to comprehensively identify the main and sub-components of competency of managers of educational groups, 48 ​​study units in the field of competence components of managers were randomly selected and studied, and also semi-structured interviews with 10 people. Competency experts and department heads were selected and purposefully selected.

The results showed that the competencies of department heads include three main parts of managerial, social and personal competencies and 9 main components of perceptual, leadership, decision making, executive, communication, teamwork, people management, characteristics are personality and moral characteristics. Ranking and determining the importance of each component and subcomponent using AHP method. The ranking coefficients of the components are ranked in order of: managerial competencies (leadership, 0.388; perceptual, 0.268; executive, 0.210 and decision-making, 0.134), social competencies (management) Individuals, 0.445; communication, 0.294 and teamwork, 0.261), and individual competencies (personality traits, 0.703 and moral characteristics, 0.297) were identified. Also, with Demetel method, the criteria of managerial competence and social competence are the effective components and individual competence of the criterion is effective.

Trying to work with the inside of others to replace them with a different competition; Creating cohesion among the members of the educational group, accepting the responsibility of growth and excellence of activities in the group and supporting all of them; Creating a safe and acceptable environment for information with faculty members; Availability for faculty members There are examples of necessary rumors.

This article studies the cultural agility of managers of Islamic Azad universities in Guilan province in individual areas, management of cultural diversity and executive management from the perspective of university administrators and faculty members.

The research is a practical and quantitative approach. The statistical population included all faculty members and faculty members of the universities of Guilan province, which were selected by stratified random sampling method. Descriptive statistics and inferential statistics were used to analyze the data.

1. There is a significant difference between the present situation and the desirable situation of cultural agility of university administrators. 2. There are significant differences between the three dimensions of cultural agility of university administrators, then the executive management's desirability of university administrators.

Developing policies and programs for training cultural agility of university administrators can help fill this gap.

The purpose of this study was to develop a conceptual model for the competence of high school principals in Tehran province. This qualitative research was carried out using a strategy based on the grounded theory. In this regard, using a targeted approach and theoretical saturation criterion, semi-structured interviews with 17 people (7 faculty members specialized in the field of educational management, 5 educational staff managers in Tehran province and 5 school principals) was applied. To obtain validity and reliability of the data, two methods of reviewing participants and non-participant experts were used. The results of the data analysis in three stages, open coding, theoretical coding and selective coding, represent 17 general categories. This paper analyzed the findings of the study in the paradigmatic model including: causal conditions ( the need for continuous improvement, material and spiritual support (Incentives), changes in knowledge and occupation), the main phenomenon (required knowledge, attitudes, and skills), strategies (development centers , providing direct training, implicit training (experimental), context ( collaborative work , supportive atmosphere, decentralized structure), intervening conditions (policy, rules and regulations of facilitator / barrier) and outcomes (improvement of learning quality, organizational development, professional development).