Designing a Leadership Development Training Program Model for Managers Based on a Growth Approach in Iran’s Automotive Industry
Subject Areas :
BABAK JAHANGIRI KHOONSARI
1
*
,
alireza mohammadinezhad ganji
2
,
Mojgan Abdollahi
3
,
رمضان جهانیان
4
1 -
2 - Associate Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran E_Mail: aganji33@Yahoo.Com
3 - Assistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran
4 - Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran
Keywords: Semi-structured interview, coding, managerial growth, leadership development, automotive industry,
Abstract :
In the dynamic and turbulent environment of the automotive industry, leadership development based on a growth approach is considered a key driver of organizational success. This study aims to design a leadership development training program model for managers grounded in the growth approach. In the realm of organizations, management is one of the most influential factors affecting societies. Effective leadership and management are regarded as prerequisites for improving quality within organizations and are seen as the cornerstone of organizational success and employee achievement. In today's volatile and rapidly changing environments, the survival of organizations necessitates continuous organizational transformation, both behaviorally and structurally. This study seeks to present an overview of transformational leadership—recognized as a key leadership dimension that can foster creativity and strategic innovation within organizations—by emphasizing the role of leadership in enhancing innovation. To achieve this objective, experts in the automotive industry holding master's and doctoral degrees at the senior management level were selected as the target population. The research was conducted through the analysis of 14 semi-structured interviews with senior managers in the automotive sector. The data were analyzed in three coding stages—open, axial, and selective—using MAXQDA software. The final model consists of six core components: causal conditions, contextual conditions, strategies, intervening conditions, consequences, and the central phenomenon. Key strategies identified include mentoring, conducting situation-based workshops, and leadership style analysis. This model represents the first localized framework that integrates precise training needs assessments with organizational requirements in the automotive industry.
ستراوس، ا. کربین، ج. (1998). مبانی پژوهش کیفی: فنون و مراحل تولید نظریه زمینه¬ای (ترجمه ابراهیم افشار، 1401). تهران: نشر نی.
حسین¬پور، م. مهدی، ی. مهرعلی¬زاده، ی. (1401). ارائه الگوی توسعه رهبری آموزشی مدیران مراکز آموزش عالی استان فارس در راستای فرهنگ سازمانی و شایسته¬سالاری. سبک زندگی اسلامی با محوریت سلامت. 6. 236-250.
دراکر، پ. واس، د. اونکن، و. (1395). مدیریت خود، (ترجمه شیرین رفیعی). تهران: انتشارات آموخته.
رنجبر، ح. سلیمانی، ن. شفیع زاده، ح. (1399). الگوی فرآیندی توسعه مهارت های رهبران آموزشی: پژوهشی کیفی. فصلنامه علمی مدیریت مدرسه. 3(8)، 484-508.
ستوده، م. مدرسی، م. (1400). طراحی برنامه آموزشی کارآفرینی برای کودکان پیش دبستانی در ایران. پایان نامه کارشناسی ارشد. دانشگاه سمنان. پردیس علوم انسانی.
سرچهانی، زهرا. نصیری، فخرالسادات. (1396). تدوین الگوی بالندگی مدیران مدارس ابتدایی استان فارس، پایان نامه دکتری تخصصی. دانشگاه بوعلی سینا.
شهبازی، ا. شاه محمدی، م. (1401). تدوین الگوی برای بالندگی مدیران نظام آموزش عالی از راه دور (مورد مطالعه: دانشگاه پیام نور). فصلنامه کارافن. 21 (2). 81-97.
لطیفی، س. امیرتیموری. م. رشیدی، ح. (1392). اثربخشی الگوی طراحی آموزشی نمایش اجزاء در مقایسه با آموزش سنتی در میزان دستیابی به اهداف سطح یادآوری و کاربرد در درس برنامه‌نویسی. پایان نامه کارشناسی ارشد. دانشگاه علامه طباطبائی.
Ababneh, R. I. (2016). Successful Leadership Component’s: A Qualitative Approach. The 2016 WEI International Academic Conference Proceedings.
Ariratana , W., Sirisookslip, S., & Ngang, T. (2015). Development of Leadership Soft Skills Among Educational Administrators. Journal of Social and Behavioral Sciences, 186(20), 331-336.
Bizzell, Brad E. (2011). Professional development of school principals in the rural Appalachian region of Virginia. Educational Leadership and Policy Studies, Phd, Thises, Blacksburg, Virginia.
Cardno, C. & Youngs, H. (2013). Leadership Development for Experienced New Zealand Principals Perceptions of Effectiveness. Educational Management Administration & Leadership, 41(3), 256-271.
Hilliard, A, T. (2015). Evaluating the Principals’ Institute Leadership Development Program. Merit Research Journal of Business and Management (ISSN: 2408-7041) Vol. 3(4) pp. 034-039.
Hirsh, S. (2009). A new definition. JSD, 30(4), 10-16.
Hussin, S., & Al Abri, H. (2018). Professional development needs of school principals in the context of educational reform. International Journal of Educational Administration and Policy Studies, Vol. 7(4), pp. 90-97.
Joodaki , A., Mohammad khani, K., & Mohammad Davoudi, A. (2019). Presenting a Conceptual Model for Professional Development of High School Principals: Grounded Theory. Journal of School Administration, 7(2), 251-272.
Kamal, A., Mahmood, Z., & Ishraq, M. (2020). Impact of School Leadership on Students Personality Development. journal of Education& Social Research, 3(2), 42-49.
Kimber, R. (2017). Improving Teacher Quality National Partnership variation– Principal Professional Development Program (PPDP).
Klein ED and Bremm N (2020) Schulentwicklung im managerial gepra ¨gten System – Das Verha ¨ltnis von Schulleitung und Schulaufsicht in den USA. In: Klein ED and Bremm N (eds), Unterstu ¨tzung – Kooperation – Kontrolle: Zum Verha ¨ltnis von Schulaufsicht und Schulleitung in der Schulentwicklung. Wiesbaden:Springer VS, pp. 263 285.
Levina, E. Y., Yunusova, A. B., Fayzullina, A. R., Rassadin, S. V., Lotfullin, M. R., Nuriyeva, E. N., & Vlasova, V. K. (2015). Federal Public Administration Implementation in Vocational Education. Review of European Studies; Vol. 7, No. 4; Pp.98-104.
Liavali, J., Abili , K., Porkarimi , J., & Soltani Arabshahi , S. (2017). Providing a
Pattern of Professional Development of Clinical Department Chairs: A Case of State Universities of Medical Sciences in Tehran. Educ Strategy Med Science, 10(3), 202-218.
Murray, C. (2020). High School Principal’s Understanding of Instructional Leadership: An Grounded Theory Approach. Education. Calagary: University of Calagary.
Practice. Thousand Oaks. Thousand Oaks.
Piaw, c., & Lee, T. (2014). Factors of leadership skills of secondery school principals. 5th Confrence on Educational Science,University of Malaya. Kuala lampur: University of Malaya.
Reston, V. (2015). National Policy Board for Educational Administration Professional Standards for Educational Leaders. American Association of Colleges of Teacher Education, 3(11), 207-212.
Robert, K., Craig , A., Brierton, J., & Tomal, D. (2018). Superintendent Core Competencies of School Leadershipes. Lutheran Wducation Journal, 3(9), 33.
Roupnel , Servane., Natalie, Rinfret and Grenier , Jennifer ( 2019) Leadership Development: Three Programs that Maximize Learning over Time ,18: 2.
Sugrue, C. (2015). Principal Proffessional Learning: Sources of Sustenance? Unmasking School Leadership Journal, 7(25), 93-120.
Voogt, J. Laferrière, Therese, Breuleux, Alain, Itow, Rebecca C, Hickey, Daniel, T. & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, Instr Sci (2015) 43:259–282.
Zhang, P. & Ngi, F. F. (2020). “Analysis of knowledge sharing behaviour in construction teams in Hong Kong”, Construction Management and Economics, 30(7), pp. 557-57.