نشریه توسعه استعداد
پیاپی 1 (زمستان 1398)

Today, Talents is recognized as an important factor in gaining sustainable competitive advantages and maximizing organizational performance. Regarding the scientific and technological goals in development documents, Iran has emphasized on the education and development of job talents in order to meet the needs of the society and achieve the level of knowledge and skills of the workforce in accordance with international standards. Thus, the present study aimed to identify the factors affecting the development of the talent of aerospace engineering personnel of an organizational university in the workplace with a qualitative approach. The research sample Consisted of 15 experts and were selected by snowball sampling method. Semi-structured interviews were used to collect data which were later analyzed using the Thematic Analysis Strategy and MAXQDA software version 11. The validity and reliability of the data obtained from the interviews were re-coded and received feedback from the participants. Based on research findings, the factors influencing the development of Organizations talents were identified and categorized in three main component, including organizational, management and individual and 16 sub-components. The results of this research can be utilized as an effective model for the development of talent in organizations

The purpose of this study was Explorating and Validating the Talent Management’ Model in Academic Organizational Capacity. The research design was a sequential exploratory mixed method and research method in the qualitative sector Meta-synthesis. Data were extracted from 63 qualitative studies, which included 120 validated internal and external scientific databases and criteria for inclusion. After analyzing the data, 16 basic themes related to talent management were identified. Then, 16 basic themes were grouped into 4 first level organizing themes including human resource management, human resource competencies, student management, and job responsibilities of faculty members, and accordingly the themes network was drawn up. In the quantitative part, the research method was descriptive survey and the research variables included the dimensions of talent management. The statistical population in this section consisted of managers and heads of different departments of universities across the country who were selected as the research participants using purposeful sampling approach and key informants sampling method, 60 people were selected as research participants. The research instrument is a researcher-made scale of talent management model that is derived from the qualitative stages of the research. Confirmatory factor analysis, correlation of each item with total score and Cronbach's alpha were used for statistical analysis. The results showed that according to the respondents' viewpoints, the job responsibilities of the faculty members of Human Resources Management and Human Resources Competencies had the highest to the least explanatory power, respectively. It should be noted that student management does not explain talent management.

The managerial nurturing paradigm as one of the approaches to sustainable development alongside economic and social approaches has been considered by management science experts in recent years. The purpose of this study was to identify and explain the managerial factors and indicators of managerial development within the framework of the model. According to the exploratory approach of the research, the method of mixing was selected based on the priority of data collection, first the qualitative method and then the quantitative method. The statistical population consisted of 21 managers of cooperative banking and 429 managers of cooperative financial services. Purposeful sampling and structured interview information and questionnaire were collected. The validity of the study was determined by face validity and reliability by Cronbach's alpha coefficient and composite reliability. The findings showed that three factors and 27 managerial indices are necessary for managerial development. The results indicate that for nurturing managers with a managerial approach, the three-factor model of self-management, management of others and business management should be considered by the planners.

Understanding and managing the unique talent, capability and characteristics of leaders who guide employees to achieve organizational goals is so important; because the leadership style they adopt is based on their personal preferences and characteristics. The purpose of this study was to investigate the relationship between Myers-Briggs type indicator (MBTI) and transformational leadership style. The sample of this study was selected through simple random sampling from all the managers of the National Iranian Oil Company (NIOC) who participated in the talent management process in the assessment center, between 2011 and 2019, and finally, 1045 people were selected as the sample. The research method was descriptive and correlational and Myers-Briggs Type Indicator (MBTI) scores were used with transformational leadership scores in interview process and game group process for perform the required analyzes. Cronbach's alpha method were used to evaluate the reliability of instruments. Findings showed that Myers-Briggs types indicator had a significant relationship with transformational leadership style so that the more extroversion, thinking and intuitive scores, the higher the leadership score. As result can help to select, choose and training transformational leaders by identifying personality preferences and types.

The present research was conducted aiming to investigate the causal relation of cognitive empowerment with quality of work life and organizational socialization considering the mediating role of organizational learning among the employees of Urmia University, Urmia, Iran. With regard to the faculty of service, 123 employees were randomly selected via stratified sampling in proportion to the size of the faculty. To collect data, four standard questionnaires were used including Richard Walton's Quality of Work Life (QWL) scale (1973), The Organizational Socialization Inventory by Taormina (1997), Cognitive Elements of Empowerment by Thomas and Velthouse (1990), and Nief’s Organizational Learning (2001). Data were analyzed using Structural Equation Modeling (SEM) via PLS software. Data analysis indicated that quality of work life and organizational socialization had no direct or significant effect on cognitive empowerment. On the other hand, the direct effect of quality of work life and organizational socialization on organizational learning was significant; also, the indirect effect of quality of work life and organizational socialization on cognitive empowerment was significant. According to the obtained results, it is essential and effective to highlight the mediating role of organizational learning in the explanation, prediction, and enhancement of cognitive empowerment of employees in organizations

This study was conducted to design and validate the conceptual model of competence of high school principals in Tehran. For this purpose, a qualitative and quantitative mixed method was used. In the qualitative section, a purposive sample of 17 faculty members, department heads of the Ministry of Education, and some school principals who potentially had the most information about principals' competence were selected. Individuals' views were obtained through semi-structured interviews and open, axial and selective coding was used to analyze the data. The results of the analysis were extracted into 6 main categories including core phenomena, causal factors, contextual factors, interfering factors, strategies and outcomes, and 17 general categories that were addressed in the study. Based on the findings of the qualitative part, a researcher-made questionnaire was designed and was conducted to a sample of 336 secondary school principals in Tehran. Results in quantitative section showed that impact factor values in manager competency measurement model, causal factors- core phenomena (0.137); contextual factors- core phenomena (0.818); interfering factors-core phenomena (0.162); core phenomena- strategies (0.877) and strategies-outcomes (0.896) are desirable. On the other hand, the value of t corresponding to each coefficient is greater than its critical value (1.96) at the significant level of 0.05. Finally, the competency model consisted of factors and components affecting the competence of secondary school principals as a framework and practice guide for education practitioners to select principals.