Designing and Explanning the Model of Leadership Meta-Competencies based of Grounded Theory

Document Type : Research Paper

Authors

1 Assistant Prof., Department of Public Administration, Faculty of Law and Administrative Sciences, Birjand Branch, Islamic Azad University, Birjand, Iran.

2 Prof., Department of Public Administration, Faculty of Administrative and Economic Sciences, Ferdowsi University of Mashhad, Mashhad, Iran.

3 ssociate Prof., Department of Public Administration, Faculty of Administrative and Economic Sciences, Ferdowsi University of Mashhad, Mashhad, Iran.

10.22059/jipa.2024.378486.3581

Abstract

Objective
Leaders are vital members of an organization, and it is essential for them to possess the necessary competencies to perform their functions and roles effectively. In this regard, competency models with a prescriptive approach have sought to identify and introduce a set of leadership competencies in the form of a competency portfolio. Recently, some theorists have criticized these models for assuming that managers are passive and unaware in identifying and developing their required competencies. As a result, they have introduced the concept of leadership meta-competencies. Meta-competencies are the foundational core of other competencies and enable leaders to acquire and develop the additional competencies they need. The theoretical and empirical background of the research indicates that, due to its novelty, limited research has been conducted in this field both domestically and internationally. Furthermore, the few existing studies have primarily focused on identifying the types of leadership meta-competencies, without offering a comprehensive understanding of their antecedents, contexts, strategies, and consequences. Given this necessity and the theoretical gap, the present study aimed to contribute to a deeper understanding of this construct by presenting a model that illustrates its various dimensions.
Methods
This research was conducted qualitatively within the framework of the interpretive paradigm. Given the lack of theory in the field of meta-competencies, a grounded theory strategy was employed, using a systematic approach to present a comprehensive model that includes antecedents, contexts, strategies, and consequences. In-depth, semi-structured interviews were conducted with 11 experts who were selected through purposive sampling. The quality of the data obtained from these interviews was assessed based on Guba and Lincoln’s four criteria. As a result of analyzing the interview transcripts, 238 primary concepts were identified, which were then categorized into 36 open codes, 13 axial codes, and 6 overarching dimensions.
Results
The findings of this study led to the presentation of a leadership meta-competency model consisting of six components. In this model, three institutional forces—including environmental, legal, and normative pressures—are introduced as causal factors, the governance of the administrative system is identified as a contextual condition, and individual resources are regarded as intervening factors. Additionally, three categories of meta-competencies—cognitive, emotional, and ethical—were identified as central phenomena. Alongside these, three types of strategies were identified, which are expected to lead to various outcomes at both individual and organizational levels.
Conclusion
Based on the findings of this study, it can be concluded that leadership development programs in organizations should focus on meta-competencies rather than solely on competencies. By leveraging the meta-competencies introduced in the proposed model and its associated strategies, leaders will be able to recognize the types of competencies they need, and how to acquire and develop them, thereby contributing to their own self-development.

Keywords

Main Subjects

References

 
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Journal of Public Administration
Volume 17, Issue 2
2025
Pages 543-568

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