Identifying the Key Managerial Competencies in the Era of the Fourth Industrial Revolution (Case Study: Tehran Province Industry, Mining and Trade Organization)

per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-101245146articleIdentifying the Key Managerial Competencies in the Era of the Fourth Industrial Revolution (Case Study: Tehran Province Industry, Mining and Trade Organization)Fatemeh Karimi Jafarif.karimijafari@khatam.ac.ir1AbbasAli HajiKarimia.hajikarimi@khatam.ac.ir2Zahra Moradi Golriz z.moradigolriz@khatam.ac.ir3Assistant Professor, Department of Management, Faculty of Management and Finance, Khatam University, Tehran, Iran.Associate Professor, Department of Management, Faculty of Management and Finance, Khatam University, Tehran, IranMSc., Department of Management, Faculty of Management and Finance, Khatam University, Tehran, IranThe Fourth Industrial Revolution necessitates that managers reassess their approaches to supporting the adoption of digital technologies, managing an increasingly diverse workforce, and empowering employees. Managerial credibility in this new era should not rely solely on professional status or technical expertise but rather on the ability to effectively transfer managerial skills and adapt to dynamic digital contexts. The present study aims to identify the key managerial competencies required in the era of the Fourth Industrial Revolution, with a case study focusing on the Tehran Province Industry, Mining, and Trade Organization. The research is applied in terms of its outcome, developmental–exploratory in purpose, and qualitative in terms of data type. The study population comprised managers of the Tehran Province Industry, Mining, and Trade Organization, among whom 18 participants were selected through purposive and snowball sampling methods until theoretical saturation was achieved. To ensure the validity of the qualitative research instrument, expert opinions from academics and professors familiar with the subject area were utilized, and participants were consulted during data analysis and interpretation. Inter-coder reliability was employed to confirm the reliability of the interview data. Braun and Clarke’s six-phase thematic analysis method was used to analyze the qualitative data. The findings identified six core managerial competency categories for the Fourth Industrial Revolution era: personal, social, methodological, professional, technical, and managerial competencies, encompassing a total of 119 sub-competencies. The results highlight that the Fourth Industrial Revolution is a multifaceted phenomenon encompassing diverse technologies and requiring managers and organizations to cultivate a broad spectrum of competencies across functional and business domains. Managerial competencies are evolving toward the integration of digital tools and technologies within professional contexts—extending beyond digital proficiency to include the capacity to collaborate effectively and lead amid uncertainty in digital environments.http://istd.saminatech.ir/Article/49157competency model managers fourth industrial revolution thematic analysis.per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-1012454778articleThe Effect of Mentoring on Succession Planning and Organizational Learning: The Mediating Role of Employee Professional Development (Case Study: Potash Company)Manijeh Ahmadimanijehahmadi@gmail.com1Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payam Noor University, Tehran, Iran.Today, organizations, especially industrial organizations, recognize that investing in human resources is the cornerstone of sustainable success. In this context, managers facilitate succession planning through mentoring and organizational learning. Accordingly, the present study investigated the effect of mentoring on succession planning and organizational learning, with the mediating role of employee professional development in the Potash Complex. The present study was quantitative in terms of approach, an applied in terms of purpose, a descriptive and correlational in terms of data collection and method, and survey research in terms of implementation. The statistical population comprised all 550 employees of the Potash Complex, from which a random sample of 226 participants was selected. The data collection instruments included the Mentoring Questionnaire (Castro et al., 1993), the Succession Planning Questionnaire (Tabli et al., 2014), the Organizational Learning Questionnaire (Neff, 2001), and the Professional Development Questionnaire (Lang et al., 2015). The instruments’ validity was assessed through face and content validation, and their reliability was confirmed using Cronbach’s alpha coefficients (mentoring = 0.84; succession planning = 0.90; organizational learning = 0.91; employee professional development = 0.89). Descriptive statistics (frequency distribution tables and graphs) and inferential statistics (structural equation modeling using Amos software to test research hypotheses) were used to describe the findings. The results showed that mentoring had a positive and significant effect on succession planning (with a coefficient of 0.67), professional development of employees (with a coefficient of 0.63), and on organizational learning (with a coefficient of 0.52). Furthermore, the effect of professional development of employees on succession planning (with a coefficient of 0.45) and on organizational learning (with a coefficient of 0.32) was confirmed. On the other hand, the mediating effect of professional development of employees on the relationship between mentoring and succession planning was also confirmed with a coefficient of 0.297 and in the relationship between mentoring and organizational learning with a coefficient of 0.279.http://istd.saminatech.ir/Article/49377mentoring employee professional development organizational learning succession planning potash complex.per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-10124579106articleIdentifying and Prioritizing Human Resource Development Needs Based on Human Resource Wellness ManagementShahab Moradimoradishahab@yahoo.com1Hassan Zareei Matinmatin@ut.ac.ir2reza tahmasbirtahmasebi@ut.ac.ir3 Nahid Naderibenin.naderi.b@ut.ac.ir4PhD student in Human Resource Management, Aras International Campus, University of TehranUniversity of TehranUniversity of TehranUniversity of TehranThe present study seeks to identify and prioritize the factors influencing human resource development through happiness management in the Printing and Publishing Company of the National Bank of Iran, with an emphasis on controlling and preventive factors. In terms of methodology, the research employed a mixed exploratory approach. In the first phase, a meta-synthesis method was utilized, considered as a qualitative method. In the second phase, a survey method was applied to examine and validate the identified factors and construct the final model. This involved a survey of experts in the form of forming focus groups and questionnaires. The study corpus comprised documented studies related to employee misconduct in organizations, and the second statistical population was the company's experts in the field of human resource management. Through Application of seven stages of meta-synthesis, a six-layer conceptual model was developed, and each layer included concepts and topics, encompassing 29 components. As a result, the main dimensions affecting the control and prevention of employee misconduct and organizational happiness were determined: strategic and political factors, human resource development, individual development, management, participation, and environment. The proposed conceptual provides a foundation for future research on guidance, management, and employee behavior in order to offer executive strategies and policies for officials and policymakers of organizations and institutions involved in controlling and preventing employee misconduct.http://istd.saminatech.ir/Article/50438dimensions prevention organizational vitality National Bank of Iran Printing and Publishing Company factors controlper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-101245107139articleKey Requirements for Developing Managerial Competencies: A Systematic Review and Qualitative Content Analysis with an Emphasis on Practical Applications in Human Resource Training and DevelopmentMohammad Ahmadiahmadi22f@gmail.com1مرتضی کرمیm.karami@um.ac.ir2Razvan Hosseingholizadehrhgholizadeh@um.ac.ir3Department of Educational Management and Human Resource Development, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Mashhad, IranCurriculum Studies and Instruction, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Mashhad, IranDepartment of Educational Management and Human Resource Development, Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Mashhad, IranThe development of managerial competencies represents a cornerstone of organizational success and a maintaining sustainable competitive advantage. However, many managerial training and development initiatives have failed to achieve their anticipated effectiveness, largely due to the lack of comprehensive and systematic understanding of the critical prerequisites underlying this process. This present study aimed to identify the fundamental requirements for developing managerial competencies through a systematic documentary review combined with qualitative content analysis. A systematic search was conducted across major academic databases – including Google Scholar, Web of Science, Scopus, and Emerald – covering period from 2015 to 2025, focusing exclusively on English-language articles with full accessibility. Out of 2,027 initially identified articles, following rigorous screening and quality assessment procedures, 113 relevant sources were selected for final analysis. The findings revealed that effective development of managerial competencies necessitates concentration upon several cardinal requirements, including strategic leadership aligned with organizational macro-objectives, designing and implementing continuous learning program cycles, utilizing innovative pedagogical methodologies such as simulation, coaching, and mentoring, cultivating an organizational learning culture, supporting individual and professional managerial development, facilitating knowledge management and experience transfer, strengthening adaptive capacity to environmental changes, and focusing on enhancing core managerial and leadership competencies. These prerequisites collectively provide a integrated, dynamic, and measurable framework for designing and implementing managerial development programs. The findings underscore the pivotal role of educational innovation, continuous learning, and knowledge management, offering practical guidance for enhancing managerial development initiatives.http://istd.saminatech.ir/Article/50636key requirements development of managerial competencies systematic review qualitative content analysis human resource training and development.per Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-101245140170articleIdentifying the Professional Qualifications of Curriculum Consultants for Working in Elementary Schools Kurosh Fathi Vajargahkouroshfathi2@gmail.com1Fateme Yadegarifatemeh.yadegari2014@gmail.com2Professor of Curriculum Studies, Shahid Beheshti UniversityMaster's student in curriculum planning at Shahid Beheshti UniversityIn contemporary education systems, curriculum consultants play a critical role in enhancing the quality of teaching and learning at the elementary level. Despite the significance of this role, previous research indicates persistent challenges in the professional competencies of consultants and the problems they are able to solve. This study aims to present a synthesis of existing research on the identification of curriculum consultants’ professional competencies, as well as the problems and challenges they encounter in elementary schools. To achieve this objective, a systematic synthesis was conducted by reviewing Persian and English studies published within the past 10 years. Relevant studies were identified using keywords such as curriculum consultation, curriculum planning consultants, and curriculum design consultation and 21 studies were selected and analyzed based on Petticrew and Roberts’ six-step synthesis model. The synthesis study identified five dimensions comprising 21 components: (1) curriculum design and development (6 components), (2) teacher support and professional development (6 components), (3) instructional strategies (2 components), (4) support and coordination (5 components), and (5) assessment and evaluation (2 components). The challenges faced by curriculum consultants were categorized into five dimensions encompassing 10 components (2 per dimension). The findings provide a foundation for designing training programs, improving professional standards, and strengthening the role of curriculum consultants in improving the quality of education in elementary schools. The study underscores the significance of professional development and capacity enhancement for curriculum consultants to effectively address the complex demands of educational environments.http://istd.saminatech.ir/Article/50465synthesis study professional competencies elementary education curriculum consultants curriculum consultationper Iranian Society for Training and Development (ISTD)فصلنامه آموزش و توسعه منابع انسانی2423-32772476-64882025-101245171194articleImprovement Scenarios for Employee Empowerment in Fourth-Generation Universities: An Integrated Meta-Synthesis and IPA-G-FGAHP ApproachAmirhosein okhraviokhravi@gonabad.ac.ir1Ali Zandanbaranzand23769@gmail.com2Department of Management, University of Gonabad, Gonabad, IranEmpowered employees constitute a fundamental pillar in achieving the goals of fourth-generation universities. The purpose of this study was to identify and analyze improvement scenarios for employee empowerment within these institutions. From a purpose perspective, the research was applied, and methodologically it adopted a mixed qualitative–quantitative approach. In the qualitative phase, a meta-synthesis approach was adopted to identify 59 related studies, of which 24 were selected for in-depth analysis following a rigorous screening process. In the quantitative phase, the finalized empowerment indicators were evaluated by nine senior and middle managers of the studied university. Data were analyzed using the integrated IPA–G–FGAHP model. The analysis identified 14 key indicators distributed across three dimensions: individual, group, and organizational. The results revealed that attitude, delegation of authority, organizational relationships, and commitment ranked highest in terms of improvement priority. Model outcomes revealed that these indicators exhibited the largest weighted gaps and the greatest potential for enhancement. In contract, indicators such as competence and job challenge were positioned in the fourth quadrant of the matrix, indicating no immediate need for intervention. Overall, the findings highlight that achieving fourth-generation universities necessitates a focused effort on strengthening employee empowerment in attitudinal, relational, and organizational commitment dimensions. Moreover, the results underscore that cultivating a culture of trust, implementing targeted training, and adopting a participative leadership style can effectively facilitate progress toward realizing the goals of fourth-generation universities.http://istd.saminatech.ir/Article/50006employee empowerment fourth-generation university meta-synthesis FGAHP improvement scenario.