جستجوی مقالات مرتبط با کلیدواژه « خودتوسعه ای » در نشریات گروه « مدیریت »

The present study was conducted with the aim to analysis neuro-cognitive self-development of leaders from the perspective of academic leaders and neuro-cognitive specialists. The research method was qualitative and for this purpose semi-structured interviews were used to collect data. The study population was academic leaders and neuro-cognitive specialists of public universities in Tehran, 15 of whom were selected by snowball sampling method as a sample based on the theoretical saturation rule. Findings led to the identification of seven dimensions and 44 components. The first dimension is neurological self-development competencies and the second dimension is cognitive self-development competencies that academic leaders are expected to develop. The third dimension is the cognitive profile and the fourth dimension is the brain network, which is considered to be the basis of cognitive and neural competencies. The fifth dimension is the new strategies and the sixth dimension is the classical strategies of neuro-cognitive self-development with the help of which leaders can engage in neuro-cognitive self-development. Finally, the seventh dimension includes the neuro-cognitive context that will provide a suitable basis for the neuro-cognitive self-development of academic leaders.

 This research is aimed at identifying the pattern of antecedents and results of leadership self-development in organizations. Most organizations believe that a well-trained workforce is the key to success. Over the past century, training and development has evolved under the influence of changes in the nature of work, and professionals have made increasing demands on their ability to deal with uncertainty, adapt quickly to new information, and solve increasingly complex problems. The future requires a culture of continuous learning. 21st century learners must learn intrapersonal skills such as learning strategies to be able to determine and direct their own learning content. Formal learning programs are not only costly but also time-consuming, while informal learning programs reduce costs and save time. Also, it seems that employees who voluntarily participate in training activities have more learning than mandatory trainings, as a result, the focus on self-development as an alternative to formal trainings is increasing. Leaders as the tip of the arrow in the advancement of organizations must be able to quickly adapt to the rapid changes that occur in the demands of customers and the global economy. One of the approaches that today has many fans among various organizations and researches for the development of leadership capacity is leadership self-development.
In the present research, the method of Meta-synthesis has been used. Therefore, the research approach is qualitative and its method is Meta-synthesis research. n this research, it was done through its various stages, namely setting the research question, systematic study of literature, selection of suitable researches, extracting information from researches, analysis and combination of findings, quality control of findings and presentation of findings. In this research, the statistical population of the research includes researches and studies conducted in the period of 1970 to 2021 in the field of  leadership self-development with the keywords self-development / self-directed learning / leadership development / leadership self-improvement / leadership self-help / distance learning / self-leadership development /Self-directed development/Self-directed leadership in databases (SID; Noormags; Magiran; Ganj; CIVILICA; Sciencedirect; DOAJ; scopus; ProQuest; Jstore; EBSCOhost; sage; Wiley; Springer; Emerald; PubMed; ERIC; Semantic Scholar & Google Scholar) were collected and a total of 2995 studies were selected and analyzed. Among the examined studies, after several stages of screening, 131 study units were selected and examined based on the review of the title, abstract and content of the research respectively. In conducting this screening, CASP helped a lot to check the quality of researches. . Related sources were coded by open, central and selective three-step coding. In order to check the quality of coding, reliability, verifiability and reliability were used for the findings, and Cohen's kappa coefficient for agreement between evaluators was obtained as 0.72.
  The identified antecedents for leadership self-development were classified into three categories: 1. Individual factors (including 19 components), 2. Organizational factors (including 5 components) and 3. Environmental factors (including 2 components). Also, the results and consequences identified for leadership self-development include two categories: 1. Individual results (including 8 components) and 2. Organizational results (including 7 components).
Despite the studies that have been conducted in the field of leadership self-development, there is still no comprehensive model of the antecedents that are required for the implementation of leadership self-development and the results obtained from this implementation. For this reason, it was decided to review and combine past studies in a systematic review and provide a model that is more comprehensive and complete than the models presented for the antecedents and results of leadership self-development. By knowing the results obtained from this research, various organizations can get acquainted with the factors that are needed for leadership self-development in addition to recognizing the benefits of leadership self-development; When recruiting and promoting leaders, organizations can consider the individual factors required for leadership self-development as one of the criteria for recruitment and promotion, and the environmental and organizational factors required for leadership self-development in order to achieve results. They provided leadership self-development for the individual and the organization.

This research aims to present a model of leaders' self-development based on the synthesis of past research. The research method is qualitativeand it's kind of a synthesis. The statistical population of the study includes researches and studies conducted in the period 1970-2020 in the field of self-development leadership 2890 that after various stages of elimination and reduction, 61 research samples were selected. Related resources were coded by three-step open, axial, and selective coding. Reliability, validity and credibility of the findings were used to evaluate the quality of coding, and the Kappa coefficient of coefficient for agreement between the evaluators was 0.75. According to the findings of this study, the model of leaders' self-development process is that self-development factors through one of a variety of self-development (structured, guided or individual) and using one of self-development mechanisms (self-leadership, self-management, self-regulation and self-directed learning) shapes the process of leaders' self-development.

The purpose of this study was to develop a self-development model for academic leaders. The research method was qualitative and meta-synthesis and to confirm the model interviews were used. The research population consisted of 2670 scientific papers (including articles, books, dissertations and work reports), from which 70 were selected as sample. The research population in the interview section were experts in academic leadership at public universities in Tehran, 13 of whom were selected through purposeful sampling. A meta-synthesis questionnaire and a structured interview were used to collect data. In order to validate the research findings, the critical tool of Glynn (2006) and the structured process of writing and analyzing the findings were used. The meta-synthesis findings led to the identification of five key dimensions of self-development of academic leaders including individual and organizational contextual factors of self-development, self-development process and strategies, and ultimately self-development achievements, which were also confirmed in the interviews. Finally, self-development models of academic leaders were designed in five key dimensions, 24 components and 49 sub-components.

The purpose of this study was to providing SEM of leadership self-development for University of Tehran managers. Accordingly, the present study has focused on the self-development of academic leadership. For this purpose, descriptive-correlation method was used. Structural equation modeling and LISREL software were used to analyzed. The statistical population of the study included 524 university managers of Tehran University. In order to collect the research sample by using proportional stratified sampling method, 217 university managers were selected using Morgan table. The purpose of this study was to study the managers of departments, deputies and heads of faculties, general, deputies and president of universities. A researcher-made questionnaire with reliability (α = 0.97) was used to collect data, which evaluated 56 components in 112 questions. The results of SEM showed that individual contextual factors (γ = 0.97) influenced the self-development process of academic leaders. The self-development process (β = 0.92) also influenced the self-development strategies. Strategies also influenced self-development achievements (β = 0.91). However, in the present study, organizational context factors (γ = 0.09) did not influence the process of academic leaders' self-development, although in many studies the role of organizational contextual factors as an organizational readiness for self-development has been effective.

This study aims at explaining the mediating role of self-development on the relationship between self-awareness and job performance. The research method was descriptive and correlational which was followed with SEM analysis method. The research population was comprised of the 2200 staff of the public schools in the district one of Shahr-e Ray. Using Cochran sampling formula and stratified random sampling method, 150 valid questionnaires were collected. The self-awareness questionnaire of Moghimi with the reliability rate of α= 0/85, the self-development questionnaire of Abili and Mazari with the reliability rate of α= 0/87, and the job performance questionnaire of Byrne et al (2005) and Conway with the reliability rate of α = 0/87 were used to collect data. The test of the research model showed that it fitted the data. So self-awareness (γ=0/76) has an impact on self-development, and self-development on job performance (β=0/57).  Also, self-awareness withthe mediation of self-development has an impact on job performance (γ=0/38). Finally, self-awareness has a direct impact on job performance (γ=0/49). In summary, self-awareness will bring about better job performance due to its impact on self-development.

The purpose of this study was to identify self-development support theories of human resources. The research method was qualitative and cross-sectional. The research sample consisted of technical-scientific documents (articles, books, thesis and dissertations) found in more than 1000 documents and finally, a sample of 40 documents was analyzed. Adapted worksheets by Khanifar and Moslemi (2017) were used for data collection. The qualitative research results identified 14 self-development support theories and identified more than 55 key components at concept level and three general support theory groups. Finally, based on these findings, practical and research suggestions are presented.

This study aimed to explain mediating role of self-development on the relationship between transformational leadership and human capital agility. The research method was descriptive and correlational and data analysis method was SEM. The population study were 640 teachers of district1 at Tehran city that with stratified sampling by proportional allocation, 224 of them were selected. For data collection used of transformational leadership (Bass and Avilio, 2000), self-development (Abili and mazari, 2014) and human capital agility (Sherehiy, 2008) questionnaires respectively with reliability 0/94, 0/92 and 0/9 that their content validity were confirmed. Check the status of the variables showed that transformational leadership (4/45), self-development (4/20) and agility of human capital (3/85) is higher than average. Structural equation modeling showed the model is fitted to the data, accordingly transformational leadership have directly impact on self-development (γ=0/23) and with mediation of SD on human capital agility (β=0/08). Also, SD have directly impact on HCA (β=0/33) have impact. Finally, transformational leadership have not directly impact on human capital agility.

Rapid and impressive developments in technology and scientific area in a short-time lead the employees’ job skills and knowledge to be old. Organizations are always faced increasing pressure for reducing financial expenses along with the necessity of the employees’ educational programs. This causes many attentions to self-development programs. This study aims to Design and Explain self-development Human Resource model. The current study is a descriptive-survey study in which 949 nurses are selected as the sample. Data was analyzed by path analysis technique. Due to the results, the nurses’ self – development behavior is influenced by some variables including Islamic attitude toward work, self – efficacy, job motivation, age, gender and educational degree while organizational factors influences the intensity of the relationship. It seems that managers and supervisors can play a main role in the employees’ learning and self- developing through clear and obvious support of employees, preparing time, information, accompaniment, resource and rewards.