Identification of Psychological Factors Related to Succession: A Qualitative Study

Abstract

The purpose of this study was to investigate and explain the dimensions and psychological components of Successor Program in higher education. The present research is applied in terms of purpose and qualitative in term of method. The population of research was managers and full-time faculty members of the Islamic Azad University of Tehran. Data were collected using exploratory and semi-structured interview, which after 12 interviews, theoretical saturation was obtained. For analysis of data, the content analysis method was used. Reliability was achieved using the triangulation method at the appropriate level. Results indicated that the succession model consists of six main components including causal factors of succession, contextual factors of succession, intervention factors of succession, central phenomena, succession strategies and consequences of succession. These six main components were measured by 86 indicators. Consequently, all six variables were identified as psychological factors related to succession program in higher education. a study entitled moderating role of organizational commitment in the relationship between organizational learning and succession management (Case study: selected universities in Tehran)" that the organizational learning and organizational commitment have been the best predictors of succession management of managers and employees working in universities of Tehran. Further analysis showed that among the organizational learning dimensions, organizational culture, team learning and systematic thinking, and among organizational learning dimension, participative leadership, systematic thinking and competence development were the best predictors. evaluation, gap analysis, program evaluation, commitment, determining the framework model, identifying capable people, replacing qualified people and evaluating selected people. Findings indicate the need for a plan for succession training of higher education staff and also the need for commitment and attention of senior managers in providing the conditions for the implementation of succession planning such as informing employees about their current and future job responsibilities in educational institutions.