asgar nakhostin goldost

This study's purpose is to structural model factors affecting organizational forgetfulness. The type of research is applied in terms of purpose and descriptive in terms of how data is collected. The statistical population of this study is all employees of the Department of Education and Human Resources of the Ministry of Industry, Mines and Trade along with the affiliated organizations of the Ministry in the whole country, 385 people. It was obtained that a class was randomly selected. The research measurement tool was a questionnaire that validity and reliability were confirmed by different methods. Data analysis was performed using the factor analysis method and SPSS and Smartpls software. The results showed that individual, and organizational factors (human resource management, change leadership, technology, strategy, culture building, and organizational structure) and environmental factors (competition and stakeholders) have an effect on organizational forgetfulness. Applying these indicators in organizational forgetfulness and increasing organizational knowledge can be considered a positive point in organizational excellence. Therefore, when employees are aware of the consequences of organizational forgetfulness, they will welcome the organization's solutions in this regard.

This research was conducted with the aim of comparing the effectiveness of brainstorming and TRIZ training on students' academic engagement and academic buoyancy. The research method was semi-experimental with a pre-test-post-test design with two experimental groups. The statistical population of the research included 750 male students of the second year secondary schools in Garmy city in the academic year of 2022-2023, of which 30 were selected by available sampling and after obtaining the inclusion criteria, they were divided into two groups 15 Test subjects 1 and 2 were placed. The instrument used in this research was the Reeve 's academic engagement scale, academic buoyancy scale of Dehghanizadeh and Hossein Chari. Brainstorming training program during 6 sessions of 90 minutes for the experimental group 1 and the TRIZ program during 6 sessions of 90 minutes for the experimental group 2 were implemented by the teachers. Data analysis was done using univariate analysis of covariance in SPSS program. The results showed that there was no significant difference between the post-test scores of academic engagement of the groups (P<0.05), but a significant difference between the scores of the academic buoyancy post-test of the groups (F=6.658, P=0.016). The academic buoyancy scores of TRIZ training group have increased more compared to the brainstorming training group, as a result, TRIZ training has been more effective in improving academic buoyancy compared to brainstorming training. In general, according to the findings of the research, the TRIZ method is superior to the brainstorming method in increasing the academic buoyancy of students, and if teachers are trying to improve the academic vitality of students, they can achieve this goal faster and better by implementing the TRIZ teaching method.