Industrial and Organizational Psychology Studies

Abstract Introduction
Over the past few decades, assessment centers have become a popular method of assessing behavior for recruitment, recognition, & development around the world (Krause, Rossberger, Dowdeswell, Venter, Joubert, 2011; Lowry, 1997; Thornton & Byham, 1982). This popularity can be attributed to several factors, including; Multiple methods used in assessment centers have been shown to have little adverse effect & to be able to predict a variety of performance measures (Thornton & Rupp, 2006), to have high predictive validity coefficients ranging from 0.37 to 0.52 (Gaugler, Rosenthal, Thornton & Bentson, 1987; Rupp Thornton & Gibbons, 2008; Thornton & Gibbons, 2009), to demonstrate high criterion-related validity (Schmitt, Gooding, Noe & Kirsch, 1984) while also having content validity (Gaugler, Rosenthal, Thornton, & Bentson, 1987; Iles, 1992). In addition, simulations, which are an essential part of assessment centers, are more accurate in assessing candidates’ job situations & conditions (Lievens & Schollaert, 2011; Thornton & Rupp, 2006). Although assessment centers are usually costly in terms of time, effort, & money, their excellent predictive validity & other strengths make them worthwhile (Krause, et al., 2006). Accordingly, there is general agreement that assessment center ratings predict job-relevant measures such as job performance or educational success (Hermelin, Lievens & Robertson, 2007; Sackett, Shewach, & Keiser, 2017). Undoubtedly, the use of the results of the ratings of applicants in the assessment center is acceptable when the collected data have adequate reliability & validity. Without an acceptable level of reliability, the question of the validity & appropriateness of the ratings is limited. On the other hand, without validity, the results of the assessment cannot be used (Whetzel, & Wheaton, 2007). Regardless of the purpose for which an assessment center is designed, evidence supporting validity in the main constructs measured is always relevant & meaningful (Thornton, Rupp, & Hoffman, 2015). Of course, it is generally assumed that content validity, criterion validity, & construct validity & their estimation are related to each other, & it can be logically assumed that the existence of two of them necessarily proves the third (Arthur, Woehr, & Maldegen, 2000). Therefore, if a center has content validity & criterion validity, it can be logically assumed that this center also has construct validity. Although research has shown the content & criterion validity of assessment centers, the results regarding the construct validity of assessment centers have been less promising (Thornton, & Mueller-Hanson, 2004; Lievens & Christiansen, 2012; Jackson, Michaelides, Dewberry, Nelson, & Stephens, 2022). Accordingly, some researchers have focused on a variety of methodological approaches to address the construct validity problem of assessment centers. However, these efforts have failed to address the construct validity problem of assessment centers. Some researchers have suggested eliminating dimensions from assessment center studies & focusing only on exercises (Jackson, Barney, Stillman, & Kirkley, 2007; Neidig, & Neidig, 1984; Dewberry, 2024). Such a view is probably unacceptable because it contradicts the main purpose of assessment centers, which is to measure the position of assessees on various dimensions required for job performance (Bowler, & Woehr, 2006, 2009). According to some researchers, the lack of clear separation of sources of variance has led to the wandering of efforts to assess the construct validity of assessment centers. To establish construct validity, both convergent & discriminant validity are required (Campbell, & Fiske, 1959). Convergent validity is observed when scores on the same construct are consistent despite the use of different measurement methods (e.g., different raters, multiple measures, etc.) (Kraiger & Teachout, 1990; Marcoulides, 1989). Discriminant validity is observed when individuals are differentially rated on different trait measures of the measure (Kraiger & Teachout, 1990). Generalizability theory provides a way to examine both types of convergent/discriminant validity(Kraiger & Teachout, 1990 & Winfred, Woehr, & Maldegen, 2000). The main objective of this study was to use generalizability theory to examine the reliability & convergent/diagnostic validity of ratings from a government organization's assessment center.
 
Method
To study generalizability, data on 340 managers, who were rated on a 9-point scale (1 to 9) based on five competency dimensions (planning, leadership, problem recognition, innovation, & decision-making) by six raters using different methods (group exercise, group discussion, interview, & questionnaire), were extracted from the organization's Manager Competency Database & analyzed based on a completely randomized crossed design with 5 dimensions (D), 6 methods (E), & 340 managers (P) using the EduG program (Cardinet, Johnson, & Pini, 2010). In the present study, variability due to individuals does not contribute to the formation of error variance because individuals are the objects being measured & are expected to appear differently; therefore, a sufficiently large variance component for individuals indicates convergent validity (Kraiger & Teachout, 1990; Marcoulides, 1989), & the degree of consistency in the ratings of managers by different raters provides evidence of discriminant validity (Kraiger & Teachout, 1990).
 
Results
The variance component estimates showed that the main effect of dimensions accounted for 13.4% of the variance. This is evidence that performance varies across individuals in terms of the dimensions measured. While the value attributed to raters (methods) is about 0.3%, indicating that ratings made by raters vary very little across measurement methods (group exercises, interviews). The highest percentage of variance in the main effects belonged to the individual factor, so that this effect accounted for 29% of the total variance, which indicates that a high proportion of the variance in ratings is due to differences between individuals in terms of the competencies measured in this design. In other words, it can be said that the center's evaluators generally acted differently in evaluating managers in terms of the competencies measured & rated their performance differently, or that managers were different in terms of the competency under study. Since in this study, managers constitute the object of measurement & not the error, such variability is desirable. Finally, a little more than 36% of the total variance is related to the residual or address. That is, the proportion of variance that is accounted for by the three-way interaction of individuals, raters (methods), & dimensions, or other systematic or unsystematic sources of variability that are not measured in this design. Therefore, there are other important sources of variance that are not accounted for by differences between managers, differences between raters (methods), differences between dimensions, or their two-way interaction, & are considered undesirable in this design. In accordance with the convergent-diagnostic validity approach using the components of generalizability theory (Kraiger & Teachout, 1990; Marcoulides, 1989; Winfred, et al., 2000), examination of the estimated variance components for the main effects & interaction effects yielded a relatively clear pattern in support of the validity of the ratings of the studied dimensions. The main effect related to dimensions accounted for a relatively high percentage of the total variance. This indicates that performance varies along the dimensions under study; also, the interaction effect between dimensions & individuals explained slightly more than 15% of the total variance. The variance associated with this interaction indicates the extent to which individuals' performance is segregated & different along the dimensions. This component essentially indicates the discriminant validity across dimensions; therefore, performance along the dimensions has a relatively high variability; That is, as expected, the ratings well reflect the latent individual differences in the dimensions under study (evidence of diagnostic validity). Also, the findings showed that 29% of the variance in the total ratings is due to the main effect of individuals. This effect indicates that the evaluators acted differentially in evaluating the performance of the evaluation center managers.
 
Discussion
According to the findings, the differential variance estimate (0.44) is much higher than the sum of the relative error variances (0.11) or the sum of the absolute error variances (0.16) of the instrumental aspects. Also, the values of the two relative & absolute G coefficients were obtained as 0.80 & 0.73, respectively. The value of the relative coefficient is around the conventional value of 0.8 (Cardinnet, 2010). Based on this coefficient, 80% of the observed variance in the average ratings is attributed to the true score & 20% is related to the interaction between individuals × dimensions × rater & unspecified aspects that reduce the accuracy of individual results; therefore, in general, the rating methods & measurement accuracy with this number of measurement dimensions & method/rater are relatively satisfactory & can provide a reliable rating of individuals' performance.

Abstract Introduction
One of the reasons for the differences in individual behavior in various environments, including the workplace, is related to personality traits. Therefore, it seems that by examining the personality traits of individuals, we can gain some insight into their range of behaviors within the organization, and based on this information, make adjustments in interactions, expectations, and approaches towards these individuals. In fact, the usefulness of assessing personality dimensions in the workplace is linked to predicting behaviors that may be significant for organizational effectiveness or adaptability to organizational life. The aim of this research is to examine the impact of personality traits on organizational commitment and job performance of employees.
 
Method
Since the aim of this research was to examine the relationship between variables, it is considered fundamental in nature and, due to its characteristics, it is of descriptive-correlational type. In this study, the Big Five personality traits are regarded as the independent variables, while organizational commitment and job performance are considered as the dependent variables. The statistical population for this research included the employees of Yasooj University, from which a sample of 103 individuals was selected using the convenience sampling method, based on the table by Krejcie & Morgan.
Results
Findings showed that personality traits have significant relationships with organizational commitment and job performance. In a more detailed analysis, it was found that the personality traits of conscientiousness and extraversion have positive and significant relationships with employees' job performance. When examining the impact of personality traits on three types of organizational commitment (Affective, continuous, and normative), it was observed that extraversion and agreeableness have positive and significant relationship with employees' Affective commitment. Additionally, conscientiousness showed a positive and significant relationship, while neuroticism exhibited a negative and significant relationship with continuous commitment. Finally, conscientiousness also demonstrated a positive and significant relationship with normative commitment.
 
Discussion
Based on the results of this study, it can be stated that personality traits are determining factors in organizational commitment and job performance. Therefore, it is expected that the organization incorporates personality and its characteristics into planning at various levels, such as recruitment, rewards and punishments, approach, and expectations from employees, to achieve its goals more effectively.

Abstract Introduction
In today’s dynamic and competitive organizational environments, employees’ ability to engage in voluntary and innovative behaviors such as change-oriented organizational citizenship behavior (CH-OCB) is critical to organizational effectiveness. This study aimed to investigate the effect of individual-focused transformational leadership on ch-ocb through the mediating role of job crafting and the moderating role of employee resilience. By exploring these mechanisms, the research provides deeper insights into how leaders can foster adaptive and proactive behaviors that drive organizational change and innovation.
 
Method
This is an applied and correlational research. The statistical population consisted of 2,487 employees of a petrochemical company located in Mahshahr, Iran, in 2024. Based on Morgan's sampling table, 250 participants were randomly selected, with valid data obtained from 247 respondents. Data collection instruments included the Multifactor Leadership Questionnaire (MLQ; Avolio & Bass, 1995) to measure transformational leadership, the Job Crafting Scale (Tims et al., 2012), the Resilience subscale from the Psychological Capital Questionnaire (PCQ; Luthans et al., 2007), and Choi’s (2007) Change-Oriented OCB Scale. Structural equation modeling (SEM) using AMOS and moderation analyses via the PROCESS macro in SPSS were applied to examine the proposed relationships. To ensure ethical compliance, this study adhered to established research guidelines. Participation was voluntary, and all respondents provided informed consent before completing the questionnaires. Confidentiality and anonymity were strictly maintained, with no personally identifiable information collected. The research objectives and procedures were clearly explained to participants, and they were assured of their right to withdraw without consequences. Data were used solely for academic purposes, and findings were reported in aggregate form to prevent individual identification. The study protocol was reviewed to minimize any potential psychological or professional risks to participants. Additionally, necessary approvals were obtained from the relevant organizational authorities before data collection.
 
Results
The findings revealed that Individual-focused Transformational Leadership had significant positive direct effect on Job Crafting (β = 0.42, p‌<‌0.001) and Change-Oriented OCB (β = 0.25, p < 0.001). Furthermore, Job Crafting significantly predicted Ch-OCB (β = 0.35, p < 0.001) and acted as a mediator in the relationship between leadership and Ch-OCB (indirect effect β = 0.15). Additionally, Employee Resilience significantly moderated the relationship between Transformational Leadership and Ch-OCB (interaction β = 0.15, p = 0.013), such that the impact of leadership on Ch-OCB was stronger for employees with higher resilience. The moderated mediation analysis further confirmed that the indirect effect of leadership on Ch-OCB through Job Crafting was enhanced by Employee Resilience (Index of Moderated Mediation = 0.10, p = 0.013). Model fit indices (e.g., CFI = 0.944, RMSEA = 0.061) confirmed a good fit for the proposed conceptual model.
 
Discussion
The results suggested that Individual-focused Transformational Leadership fosters employees’ voluntary and innovative behaviors by activating internal mechanisms such as job crafting and leveraging personal psychological resources like resilience. Organizations that aim to promote change-oriented citizenship behavior should invest in transformational leadership development, while also designing systems that enhance employee resilience and encourage proactive job crafting. These findings offer valuable insights for human resource professionals and organizational leaders seeking to strengthen adaptive, creative, and change-ready workforces in dynamic environments

Abstract Introduction
The workforce is the most valuable knowledge capital of an organization, and improving human performance is the most critical step in enhancing an organization’s efficiency. Employees engage in work for various reasons, including fulfilling basic needs, earning income, maintaining psychological and physical activity, social interactions, competence, and self-esteem. However, negative interactions between working conditions and employees can lead to psychological and behavioral issues, such as fatigue, reduced quality of life, absenteeism, burnout, and decreased job performance. Considering these challenges, the present study examines the relationship between psycho-social workplace factors and job performance in employees of the medical equipment industry.
 
Method
This research follows a descriptive-correlational design. The study population consisted of employees from medical equipment companies in Mashhad in 2024, with a sample of 120 employees selected through convenience sampling method. The participants included 76 males and 44 females, with an average age of 29.9 years. Job tenure varied among participants: 14 employees had less than one year of experience, 86 had between one and five years, and 20 had more than five years. Employees worked in different departments, including production (47.5%), quality control (25%), packaging (14.2%), and administration (13.3%). Job Performance Questionnaire (Hersey & Goldsmith, 2003), which assesses seven subscales (ability, clarity, support, incentive, evaluation, validity, and work environment). Copenhagen Psycho-Social Questionnaire (2019), measuring five dimensions: work demands, work organization and job contents, interpersonal relations and leadership, work-individual interface, and social capital. Data were analyzed using canonical correlation analysis in SPSS-27.
 
Results
The findings indicated a significant relationship between psycho-social workplace factors and job performance. The canonical correlation coefficient (R² = 0.80, F = 6.08, p < 0.0001) showed that 80% of the variance in job performance was explained by psycho-social workplace factors. The highest structural coefficients were observed for clarity (0.90) and social capital (0.87), indicating their substantial impact.Regression analysis identified work organization and job contents, social capital, and interpersonal relations and leadership as the most influential predictors of job performance subcomponents. Among them, social capital (β=0.63) had the strongest association with job performance.
 
Discussion
The results highlight the critical role of psycho-social workplace factors in shaping employees' job performance. The findings suggested that organizations should focus on enhancing social capital, work clarity, and leadership quality to improve performance. Additionally, workshops and interventions aimed at strengthening workplace support systems are recommended to promote employee well-being and efficiency.ر

Abstract Introduction
The aim of the present study was to identify the indicators of organizational creativity in school administrators in Bandar Mahshahr city with an intellectual capital approach.
 
Method
The research method was data-driven and exploratory in terms of purpose. The data collection instrument was interviews, in which 10 experts and specialists in this field collaborated. The analysis of the collected data was carried out in two descriptive and inferential methods through SPSS software.
 
Results
The results showed that the components of motivation, thinking style and initiative in the structural dimension had frequencies of 125, 135 and 257 respectively; the components of personality traits, competence and self-esteem in the human dimension had frequencies of 339, 340 and 286 respectively; the components of individual interactions, social processes and managers' effectiveness in the relational dimension had frequencies of 257, 309 and 327 respectively, with the highest frequency of mention by managers belonging to the competence component in the human dimension. Also, the components of organizational structure, organizational complexity, and organizational formation in the structural dimension had frequencies of 254, 198, and 214, respectively; the components of attracting efficient personnel, job satisfaction, and managers' knowledge in the human dimension had frequencies of 257, 243, and 159, respectively; the components of social behavior, organizational interactions, and the level of managers' attention in the relational dimension had frequencies of 312, 324, and 178, respectively, with the highest frequency of mention by managers belonging to the organizational interactions component in the relational dimension.
 
Discussion
Determining and prioritizing the intellectual and organizational creativity of managers based on intellectual capital can identify important areas that require change and manipulation and focus the manager's creativity improvement program on them. Therefore, it is recommended that this issue be continuously considered.

Abstract Introduction
Given the theoretical and research support, the present study aims to expand on previous research on factors affecting teachers' organizational commitment and gratitude. So far, research on modeling the structural equations of organizational commitment and gratitude based on basic psychological needs mediated by cognitive emotion regulation in teachers has not been studied comprehensively and by considering the unique role of each factor. Therefore, examining the role of these factors in teachers' organizational commitment and gratitude can be of considerable importance.
 
Method
The present research design was descriptive-correlational. The statistical population included all teachers of primary, middle and high schools, and conservatories, as well as educational staff of departments in the academic year 1401-1402... out of 15348 teachers. The statistical sample of the research included 423 teachers (314 women and 109 men) selected using the Morgan table as a convenient sampling method. The instrument used included the McCullough et al.'s Gratitude Questionnaire (2002), the Dessie et al.'s Basic Psychological Needs Scale (2001), the Garnevsky and Kraij Cognitive Emotion Regulation Questionnaire (2006), and the Allen and Meyer Organizational Commitment Scale (1990). Descriptive indices, Pearson correlation coefficient, structural equation modeling, and bootstrap test were used to analyze the data using AMOS and SPSS version 24 software.
Results
The results showed that the basic need for autonomy with standard coefficients of -0.31 (p<0.01) and -0.16 (p < 0.05) affects maladaptive and adaptive cognitive emotion regulation, respectively. The basic need for competence with standard coefficients of -0.20 (p<0.01) and -0.26 (p<0.01) affects maladaptive and adaptive cognitive emotion regulation, respectively. The basic need for relatedness also affects adaptive cognitive regulation with a standard coefficient of 0.14 (p < 0.05). Maladaptive cognitive emotion regulation with standard coefficients of -0.26 (p<0.01) and -0.12 (p<0.05) affects gratitude and organizational commitment, respectively. Cognitive emotion regulation adaptively affects gratitude and organizational commitment with standard coefficients of 0.30 (p<0.01) and 0.24 (p<0.01), respectively. Finally, the effect of organizational commitment on gratitude has a standard coefficient of 0.23 (p <0.01). The results of the present study confirmed the role of basic psychological needs and cognitive emotion regulation in predicting organizational commitment and gratitude of teachers. Therefore, it is necessary to pay attention to the role of basic psychological needs and cognitive emotion regulation factors in order to increase organizational commitment and gratitude.
 
Discussion
The results of the present study showed that basic psychological needs and cognitive emotion regulation play a significant role in teachers' organizational commitment and gratitude. The findings of this study should be interpreted within the framework of its limitations. Finally, based on the findings of the present study, it can be suggested that providing teachers with conditions in which basic psychological needs are considered can be effective in promoting adaptive cognitive emotion regulation and, consequently, increasing organizational commitment and gratitude.

Abstract Introduction
Today, the important role of work in various aspects of individual, family and social life is clear. The present study aimed to Investigate the relationship between personality dimensions, job resilience and job self-management in employees of Mashhad Municipality.
 
Method
The research method was descriptive and a type of correlational study. The statistical population of all employees of the Mashhad Municipality in the second half of 2023 was 420 people, of whom 220 were selected based on the Morgan table using the available sampling method. The research instruments were the personality type questionnaire (Myers Briggs, 2005), job resilience (Liu, 2003) and self-management skills (Hawthorne and Neck, 2002). The research data were analyzed by multiple regression analysis and Pearson correlation coefficient using SPSS version 26 software.
 
Results
The findings showed that there is a positive and significant relationship between personality dimensions and job resilience and job self-management.
Discussion
Based on this, it can be concluded that the personality dimensions of extraversion, sensing, rationality, judgment, and consideration increase job resilience, and the personality dimensions of emotionality decrease job self-management.

Abstract Introduction
Rapid environmental changes and developments have increased the level of complexity and ambiguity and have faced the management of organizations with serious challenges. The foundation of changes and transformations is based on innovation, creativity and newness. A learning organization is one where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. While innovation is broadly seen as an essential component of competitiveness, embedded in the organizational structure, process, productus and services with in a factory. A learning organization and an innovation organization, while related, have distinct focuses. A learning organization emphasizes continuous learning and adaptation within the organization. An innovative organization focuses on developing and implementing new ideas, products, or services. Essentially, a learning organization creates the environment for innovation to flourish. The present research was carried out with the aim of investigating the relationship of organizational learning with organizational innovation: A case study of a Food Industry Company. As mentioned so many scholars discuss about learning organization notion but its concept still covered with blur, so a deep contemplation is needed to be done. Theory of Marsick and Watkinns (1996) is used in this project as one one of the important theory for improvement of organization. Also there is a question about the factors influencing the learning organization. Organizational learning has been considered as a driver and one of the factors affecting organizational innovation. Investigating the relationship between organizational learning and innovation and how this relationship affects performance are among the factors that have attracted the attention of researchers over the past few years. Most past research has only examined the direct, and one-way relationship between the impact of organizational learning on innovation and has neglected the relationship between the two, while considering the dynamic environment in which organizations operate, the slightest change in one system has an impact on other systems within the organization. Studies conducted on the fourth generation industrial transformation, past research, and industry barriers in Khuzestan province and Ahvaz city of Iran showed that there are problems between organizational innovation and organizational learning. The present study attempts to examine the relationship between the two.
 
Method
The research method of this study was correlational research. The statistical population in this study included managers and employees of the food industry company under study who were working in this company in 2023. Two standard questionnaires were used to collect data, one being the Watkins and Marsick organizational learning questionnaire (1996) and the other the Gunday et al. organizational innovation questionnaire (2011). These questionnaires were distributed among the managers and employees of the food industry company under study and information was collected. The data obtained were analyzed using Kolmogorov-Smirnov tests, Pearson correlation, and simultaneous regression using SPSS version 26 software.
 
Results
The research findings showed that the correlation between organizational learning and organizational innovation was r=0.37. Also, the analysis of the regression results using the simultaneous method indicated that the organizational learning subscales simultaneously predicted organizational innovation by a factor of R =0.49 and R²=0.24. This means that 24% of the variance of the organizational innovation variable is explained by the organizational learning variables.
 
Discussion
There is a mutual relationship between organizational learning and organizational innovation. Organizational learning implies two things: 1- Awareness of the need for different levels of learning 2- Knowledge storage in the organization. Individuals learn as agents of the organization, and whatever each individual learns is stored in the organization's memory. With the growth of changes and developments in today's diverse world and the updating of human knowledge, organizations must be able to better and faster coordinate with the changes in their surroundings, adapt to these changes, and expand their activities. Organizational learning has increasingly received attention among organizations that are interested in increasing competitive advantage, innovation, and effectiveness.  In short, organizational learning not only creates a suitable platform for innovation, but also increases the innovation capacity in the organization and helps improve the overall performance of the organization.In conclusion, it is suggested that other issues in this field be examined, including: 1. Investigating the effect of the introduction of new products and organizational innovation in the organization on the motivation to improve the level of knowledge in managers and employees. 2. Investigating the effect of organizational factors on improving the level of learning in organizations. 3. Investigating the effect of using new technologies such as artificial intelligence, and big data on the development of organizational learning. 4. Investigating the methods of using the knowledge of suppliers and customers to increase organizational learning. 5. Investigating and identifying new delearning strategies to improve individual and organizational learning methods among employees and managers.

Abstract Introduction
The present study aimed to examine the impact of interpersonal skills and organizational commitment on knowledge absorption capacity in the Southeast Water Production and Transmission Operation Company.
 
Method
This research is applied in nature and was designed as a cross-sectional descriptive-survey study. The statistical population included 527 employees of the Southeast Water Production and Transmission Operation Company affiliated with the Ministry of Energy, and data were collected through standardized questionnaires.
 
Results
The structural equation modeling results indicated that interpersonal skills have a positive and significant effect on knowledge absorption with a path coefficient of 0.11 and directly affect knowledge sharing with a coefficient of 0.368. Organizational commitment also contributes to increasing knowledge sharing with a coefficient of 0.642; however, its direct effect on knowledge absorption (coefficient 0.094) is relatively weak and mainly operates through the mediating role of knowledge sharing (indirect path coefficient of 0.117). Knowledge sharing, as a mediating variable, plays a key role in enhancing knowledge absorption capacity with a path coefficient of 0.452. The model’s coefficient of determination (R²) for knowledge absorption was 0.914, indicating a very high explanatory power. Model fit indices, including χ²/df=1.89, CFI=0.934, TLI=0.904, and RMSEA=0.041, demonstrate the model’s good validity.
 
Discussion
These findings highlight the importance of developing communication skills, increasing organizational commitment, and strengthening a culture of knowledge sharing to enhance knowledge absorption capacity in organizations.

Abstract Introduction
The workplace is an important platform for social, economic progress, and especially the mental and physical health of employees. Mental health disorders and job stress cause personal harm and reduce organizational efficiency. Stress is imposed on employees in various ways; as a result, if a lot of work stress is imposed, it will undoubtedly affect the physical and mental health of the individuals, which in turn has a destructive effect on both the individual's motivation and performance in the organization and the quality of his or her family life.
 
Method
The research method in this design is descriptive and correlational. It is also practical in terms of purpose. The statistical population included all employees of the Isfahan Oil Technical and Specialized Training Center, 220 people; The sampling method was simple random sampling and 136 people were selected based on the Krejci and Morgan table.
 
Results
According to the study and the analysis of the data obtained in this research there is a significant inverse relationship between the perceived job stress and employee motivation of Isfahan Oil Technical and Specialized Training Center in 2024 at the level of correlation coefficient (P<0.001). but there is no significant relationship in demographic variables (education, age, and work experience).
 
Discussion
The results of this study showed that job stress has a significant impact on employees' job motivation. Therefore, by considering this issue, methods can be provided to increase motivation and reduce employees' job stress. It seems that by improving working conditions (environmental ergonomics, adequate salaries, job security, career path, meritocracy, and a positive and supportive organizational culture), optimizing workload, and providing psychological support (appreciation and gratitude, support, counseling, and guidance), employees' job stress can be reduced, and their motivation can be increased with financial rewards, job promotions, and educational opportunities.
 

Abstract Introduction
Employee retention, especially in the private sector, is very challenging due to the inherent characteristics of this sector. Therefore, the present study was conducted with the aim of explaining the conceptual framework of factors affecting employee retention in private sector companies.
 
Method
This research is of mixed type and has been done in two qualitative and quantitative phases. In order to extract factors effective on employee retention, a qualitative research method with a content analysis approach was used, a Delphi method to screen the factors. Finally, confirmatory factor analysis was used to validate the framework. In the qualitative phase, the statistical population included experts in Zibasazan Kiana Company and university experts in the field of management. Using the purposeful sampling method and based on the principle of theoretical saturation, 20 interviews were conducted. Data analysis was done by content analysis method and 73 concepts were identified in the form of 4 factors. Then, using the Delphi technique, the panel members reached a consensus on 46 concepts in the form of 4 individual, organizational, occupational and environmental factors. In the quantitative phase, the statistical sample included 210 employees of Zibasazan Kiana Company.
 
Results
The results showed that the occupational factor with a factor loading of 0.834, the organizational factor
with a factor loading of 0.715, the individual factor with a factor loading of 0.646, and the environmental factor with a factor loading of 0.472 affect the retention of human resources in private sector companies.
 
Discussion
Employee retention is not influenced by just one factor, but many factors are involved. Therefore, continuous monitoring of factors affecting employee retention and attention to new motivators in employee retention is of great importance.

Abstract Introduction
This study aimed to investigate the lived experiences of Farhangian University applicants with a specific focus on the assessment centers and the specialized interview process involved in their admission. The significance of this research lies in the critical role that assessment processes play in selecting highly qualified teachers who are well-suited to educational roles. With growing demands for accuracy and fairness in such selection procedures, understanding the perceptions and experiences of candidates is essential to refine and improve the existing methods.
 
Method
The research employed a qualitative phenomenological approach to deeply explore the subjective experiences of participants. The study focused on applicants who participated in the admission process at Farhangian University, Shahid Bahonar Campus, South Khorasan Province. From this pool, 18 participants were selected purposefully based on specific criteria. Semi-structured interviews were conducted to collect rich and meaningful data. The validity of the interview questions was thoroughly assessed, ensuring their relevance and clarity. The data were analyzed using Smith's phenomenological model, which facilitated a systematic interpretation of participants' insights.
Results
The analysis of the interviews led to the extraction of 49 distinct codes. These findings were organized into four major themes and 11 sub-themes. The main themes included: experiences related to evaluators (evaluator expertise and professional ethics within the assessment environment), applicant-related experiences (peer interaction, competition, and academic background), tool- and activity-based experiences (group games, discussions, and psychological tests), and process-related experiences (logistics, execution timing, and physical environment). Each theme was further detailed with specific components.
 
Discussion
Evaluating the professional competencies of student teachers through the structured framework of assessment centers proves to be a significantly more effective and specialized approach than traditional interviews. This method ensures robust criteria for selecting qualified candidates. Moreover, it is crucial to incorporate additional tools, allocate extended evaluation periods, and involve highly trained and specialized personnel in the process. Such enhancements not only improve the accuracy and fairness of candidate selection but also contribute to fostering a higher standard of teacher training, ultimately benefiting the educational system as a whole.