رهبری به‌مثابه فرایند یادگیری: چارچوبی تلفیقی برای توسعه رهبران مبتنی بر بازاندیشی، معنا و حکمت عملی

سکینه رستگار مقدم ابراهیمیان

نویسندگان

سکینه رستگار مقدم ابراهیمیان استادیار، گروه الهیات، دانشگاه فرهنگیان، تهران، ایران https://orcid.org/0009-0007-2032-4060

کلمات کلیدی:

توسعه رهبری, یادگیری رهبری, بازاندیشی, معناسازی, حکمت عملی, انتقال یادگیری

چکیده

هدف پژوهش حاضر تدوین و آزمون یک چارچوب تلفیقی برای تبیین توسعه رهبران با درک رهبری به‌مثابه فرایند یادگیری و با تأکید بر نقش بازاندیشی، معناسازی، حکمت عملی و انتقال یادگیری به کنش بود. پژوهش با طرح آمیخته اکتشافی متوالی در شهر تهران انجام شد. در مرحله کیفی، 24 نفر از اعضای هیئت علمی، مدیران ارشد و میانی و متخصصان توسعه رهبری با نمونه‌گیری هدفمند انتخاب شدند و داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته گردآوری و با تحلیل مضمون انعکاسی و مقایسه مستمر تحلیل شدند. در مرحله کمی، 384 مدیر از سازمان‌های دولتی، عمومی و خصوصی تهران با روش نمونه‌گیری چندمرحله‌ای بررسی شدند. ابزار پژوهش، پرسشنامه محقق‌ساخته مبتنی بر یافته‌های کیفی بود و روایی و پایایی آن با تحلیل عاملی تأییدی، آلفای کرونباخ، پایایی ترکیبی، میانگین واریانس استخراج‌شده و HTMT ارزیابی شد. برای آزمون مدل نیز از مدل‌سازی معادلات ساختاری و بوت‌استرپ با 5000 بازنمونه استفاده شد. تجربه‌های توسعه‌ای اثر مثبت و معنی‌داری بر بازاندیشی داشتند (β=0.61، p<0.001). بازاندیشی بر معناسازی (β=0.53، p<0.001) و حکمت عملی (β=0.29، p<0.001) اثر مثبت داشت. معناسازی نیز حکمت عملی (β=0.47، p<0.001) و انتقال یادگیری به کنش (β=0.21، p<0.001) را پیش‌بینی کرد. حکمت عملی بر انتقال یادگیری به کنش اثر معنی‌دار داشت (β=0.58، p<0.001) و انتقال یادگیری قوی‌ترین پیش‌بین توسعه رهبری بود (β=0.63، p<0.001). اثر مستقیم تجربه‌های توسعه‌ای بر توسعه رهبری معنی‌دار نبود (β=0.08، p=0.051)، در حالی که اثر زنجیره‌ای تجربه از مسیر بازاندیشی، معناسازی، حکمت عملی و انتقال یادگیری معنی‌دار بود (β=0.11، p<0.001). مدل نهایی 61.4 درصد از واریانس توسعه رهبری را تبیین کرد. توسعه رهبری بیش از آنکه پیامد مستقیم انباشت تجربه باشد، حاصل پردازش بازاندیشانه تجربه، معناسازی، شکل‌گیری حکمت عملی و تبدیل یادگیری به کنش است؛ بنابراین، برنامه‌های توسعه رهبران باید از آموزش صرف مهارت فراتر رفته و بر ایجاد چرخه‌های مستمر تجربه، بازاندیشی، معنا، قضاوت و عمل تمرکز کنند.

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