per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-051143127articleebrahim rajabpurE.rajabpour@pgu.ac.ir1Najme parsaeeNajme.parsaee76@gmail.com2Hamidreza Nematollahihr.nematollahi@ut.ac.ir3Associate Professor, Department of Business Administration, Faculty of Business and Economics, Persian Gulf University, Bushehr, IranMaster's degree, business management, strategic management, Persian Gulf University, Bushehr, Iran.Master's degree, Department of Leadership and Human Capital, Faculty of Management, University of Tehran, Tehran, Iran<p>The present study investigates the impact of career plateau on knowledge hiding, while emphasizing the mediating role of distrust and perceived organizational indifference among employees of Shiraz City municipalities. This study can be classified as quantitative research and also adopts a deductive approach in terms of research philosophy. The statistical population of this study is 212 employees from Shiraz Municipality. As for data collecting, a five-point Likert scale questionnaire was utilized to gather data. To assess the questionnaire's validity and reliability, the content validity method and Cronbach's alpha coefficient were used. Based on the findings, the values of Cronbach&rsquo;s alpha coefficients for the variables of career plateau, knowledge hiding, organizational distrust, and perceived organizational indifference were calculated as 0.930, 0.870, 0.906, and 0.886, respectively, all exceeding 0.7. The research hypotheses were tested using structural equation modeling as well as SPSS and PLS. The research findings showed that career plateau significantly impacts knowledge hiding, perceived organizational distrust, and perceived organizational indifference. Additionally, both perceived organizational distrust and perceived organizational indifference were found to have effects on knowledge hiding. Finally, based on the study's findings, guidelines have been recommended to senior managers of Shiraz Municipalities.</p>http://istd.saminatech.ir/Article/47546Career Plateau Knowledge Hiding Perceived Organizational Distrust Perceived Organizational Indifferenceper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-0511432847articleFahimeh Keshavarzifahimehkeshavarz@yahoo.com1Leila Shaterlailashateri@gmail.com2رحمت اله مرزوقیrmarzoghi@yahoo.com3mehdi mohammadim48r52@gmail.com4Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, IranPhD student, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, IranDepartment of Educational Sciences, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran<p>The aim of the present study was to identify and evaluate the effective factors on organizational soft skills training in industry based on the Halton model. This study was quantitative with regard to purpose, and it was applied and descriptive-survey in terms of method. The statistical population of the study included all trained employees, of which 232 people were selected as research samples using purposive and available sampling who were engaged in different positions in Jam Petrochemical Company. The research tool included the Learning Transfer Questionnaire (Waller, 2012), for which validity and reliability was confirmed using item analysis and Cronbach's alpha methods. The questionnaire was distributed among the individuals and the collected data were analyzed with one-sample t-tests and repeated measures analysis of variance using SPSS 21 software. The results of the study indicated that: 1- for comparing the average importance of individual factors affecting the lack of transfer of learning with the standard average, employees of Jam Petrochemical Company, respectively, considered the lack of positive individual results of transferring learning to the workplace, and the failure to fulfill their expectations of performance outcomes as the most important factors affecting their unwillingness to transfer learning to the real work environment. In the same vein, other factors did not show any significant effects on their unwillingness; 2- for comparing the average importance of educational factors affecting the lack of transfer of learning with the standard average, employees of Jam Petrochemical Company did not evaluate the validity of the content and the transfer plan as important factors in the lack of transfer of their learning from soft skills training courses to the workplace; 3- for comparing the average importance of organizational factors affecting the lack of transfer of learning with the standard average, employees of Jam Petrochemical Company considered the importance of lack of support from colleagues, lack of support from supervisors, and the opportunity to apply their learning in the real environment as factors affecting their unwillingness to transfer their learning to the real work environment; However, other factors did not have a significant effect on their unwillingness; <strong>4</strong>- there is no significant difference between the importance of the three factors of individual, educational, and organizational in the failure to transfer the learnings of soft skills training courses to the workplace.</p>http://istd.saminatech.ir/Article/47843organizational training learning transfer soft skills oil industryper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-0511434873articleSomayeh Khodaparastskhodaparast41@gmail.com1Kolsum Namiknami88@gmail.com2Mokhtar Zakerimokhtarzakeri365@gmail.com3Phd student in educational management, Islamic Azad University, Bandar Abbas branch, Bandar Abbas, IranDepartment of Educational Sciences, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran* Responsible author Department of Educational Sciences, Farhangian University, P.O. Box14665-889, Tehran, Iran <p>The present study was conducted with the purpose of identifying the dimensions, components, and developmental indicators of learner-based and comprehensive employee learning. This study was practical in terms of purpose and using a qualitative method. In this regard, identifying the dimensions, components, and developmental indicators of learner-based and comprehensive employee learning to improve the assigned tasks of employees could be considered as a positive and guiding action that, on the one hand, creates an individual satisfaction aspect and, on the other hand, plays a significant role in the development and improvement of the organization. Participants in the qualitative part were selected from experienced practitioners, specialists, and experts in the field of management and educational managers based on a purposeful method which was continued until theoretical saturation was reached. Then a qualitative model was presented by using the content analysis technique and based on semi-structured interviews with 22 experts in the field. The results of open and axial coding led to the extraction of 9 dimensions (including: 1. management mechanisms, 2. environmental dynamics, 3. training potential 4. individual factors, 5. organizational factors, 6. responsive organization, 7. learning transfer, 8. cultural contexts, and 9. learning transfer culture) which consisted of 25 components and 131 concepts. The findings of this study can provide deep insight for senior decision makers and managers of companies and organizations, and could play an effective role in facilitating learner-based and comprehensive employee learning toward the productivity of organizations and companies.</p>http://istd.saminatech.ir/Article/47817learner-based learning inclusive-centered learning comprehensive learningper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-0511437497articlehamed hosseini zarrabihamed.zarrabi@gmail.com1Morteza Rezaeizadehmorteza.rezaeizadeh@ul.ie2َalimohamad razeghialimohamadrazeghi@gmail.com3Assistant Professor, Department of Entrepreneurship Development, Faculty of Entrepreneurship, University of Tehran, Tehran, IranAssistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.PhD student in Organizational Behavior, Faculty of Management, Kharazmi University, Tehran, Iran.<p>Examination of mentoring effectiveness in organizations as a semi-formal, personalized, and costly has been constantly mention as a challenge. This study seeks to identify the criteria and factors affecting the success of organizational mentoring sessions. To this aim, the managers who had experience attending mentoring sessions as mentees were interviewed. These managers were selected through purposeful snowball sampling as the research sample and the research instrument included a semi-structured and phenomenological interview. In addition, researchers&rsquo; self-review and intercoder agreement were applied to confirm the acceptability and validity of the research. After conducting the interviews, coding was carried out using thematic analysis. According to the findings of this research, eight criteria including mentor's professional experience, the mentor's subject matter and expertise, effective questioning, the mentor's empathy, attention to the mentee's characteristics, transparency in the relationship between the mentor and mentee, the mentor's reliability, and the applicability of the mentor's solutions were identified and discussed as factors affecting the success of organizational mentoring. These criteria could ne applied for evaluating and enhancing the effectiveness of organizational mentoring sessions. However, the significant point was that all of these factors were related to the mentors, and the mentees did not consider any factors related to themselves for the effectiveness of the mentoring process.</p>http://istd.saminatech.ir/Article/43927mentoring effectiveness evaluation mentor accountabilityper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-05114398126articlekamran malekpourmalekpour.k92@gmail.com1zahra taghdirizahra_taghdiri@yahoo.com2PhD in Higher Education Management, Faculty of Management, Kharazmi University, Tehran, IranMaster of Educational Management, Faculty of Psychology and Educational Sciences, Al-Zahra University, Tehran, Iran<p>The implementation of the innovative microlearning approach in organizations is of particular importance, as it rapidly enhances employees' capabilities through the delivery of small, targeted, and timely training sessions, helping organizations adapt to fast environmental and technological changes. The purpose of the present study was to identify the factors influencing the implementation of microlearning in organizations. This research is developmental in nature, and its data collection method is qualitative, utilizing a thematic analysis approach. Participants in this study included professors in the fields of educational sciences and human resource management, as well as experts and managers in organizational learning and training. Using purposive sampling, 35 individuals were selected as the research sample. The research data were collected through semi-structured interviews and analyzed using a three-stage coding strategy. Based on the results, 308 basic themes, 49 organizing themes, and 6 overarching themes were identified and categorized. These findings revealed that the factors for implementing microlearning in organizations include needs analysis, content design and development, use of technology, management and support, promotion and cultural development of microlearning, and adaptability and flexibility. Given these results, it is recommended that experts and managers working in organizational training and industry pay attention to the identified factors in this research.</p>http://istd.saminatech.ir/Article/47902Microlearning Implementation Promotion and Cultural Development of Microlearningper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-051143127143articleBABAK JAHANGIRI KHOONSARIBabak6498@yahoo.com1alireza mohammadinezhad ganjiaganji33@yahoo.com2Mojgan Abdollahimabdollahi49@gmail.com3رمضان جهانیانRamezan.jahanian@gmail.com4Associate Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran E_Mail: aganji33@Yahoo.ComAssistant Professor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, IranProfessor, Department of Educational Sciences, Karaj Branch, Islamic Azad University, Karaj, Iran<p>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&mdash;recognized as a key leadership dimension that can foster creativity and strategic innovation within organizations&mdash;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&mdash;open, axial, and selective&mdash;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.</p>http://istd.saminatech.ir/Article/49625Semi-structured interview coding managerial growth leadership development automotive industry