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The purpose of the present study was to identify the dimensions of self-development of university employees and their relationship with the learning agility of Tehran University employees on the campus of the social and behavioral sciences. It is an exploratory mixed method study. In the qualitative part, meta-composition was used, and with the aid of Sandelowski and Barroso’s (2007) model, 60 related scientific research documents were analyzed from among 410 titles, and more than 410 open codes were identified. In 2021–2022 there were 197 members of the social and behavioral sciences campus research community at Tehran University. 127 individuals from seven faculties were selected by straightforward random sampling. In the qualitative part, the composite form was utilized, whereas in the quantitative part, the self-development and learning agility questionnaire created by the researcher was used. The findings reveal the existence of four dimensions, namely psychological, behavioral, affective, and moral self-development. Using Lisrel8.8 software, a self-developed measurement model was created with the aid of structural modeling, demonstrating the model’s excellent fit with the data. Learning agility has a correlation coefficient of 0.72 with self-development. Employee learning agility was significantly related to psychological self-development with a coefficient of 0.72, emotional self-development with a coefficient of 0.63, behavioral self-development with a coefficient of 0.67, and moral self-development with a coefficient of 0.59. In general, it is possible to assert that self-development consists of four essential dimensions, and that all of these dimensions have a positive and significant relationship with the learning agility of employees.

Abstract This study aimed to study the application of cognitive science in management. The research method was qualitative and meta-synthesis. The research population comprises all of the more than 2000 scientific-technical documents found in 8 internal scientific databases and 10 external scientific databases. Out of these articles, after subject review, abstracts and contents were finally selected and analyzed for 63 articles. Open coding analysis method was used in two levels of concepts and categories for qualitative analysis. Based on the analysis, three groups of applications of cognitive science in management were identified, each of which included subdivisions. The first group is the application of cognitive science to management functions including leadership, decision making, planning, supervision and cognitive control. The second group has been applying the cognitive sciences in various management styles including neuro-leadership, rational-brain leadership, wise and self-directed leadership and self-management. The third group deals with the application of cognitive science in various areas of management including cognitive management and cognitive business management.

The aim of this study was to investigate the effect of self-development on job performance of University of Science and Culture employees. The research was an applied research based on goal and in terms of study type was quantitative and from the methodological view, was descriptive-correlational. The statistical population included 110 formal and contract staff of the University of Science and Culture at 2020-2021 that using stratified sampling method with proportional allocation, 86 of them were selected as the sample. To collect data from the two self-developed questionnaires of Abili and Mazari (2014) with a reliability of 0.92 and job performance with a reliability of 0.90, used, which is a combination of two questionnaires of Byrne et al (2005) and Conway (1999) is obtained. Examination of the research model showed that it fits well with the data. The results showed that self-development with a coefficient of 0.41 had an effect on employees' job performance. Also, self-development has had an effect on task performance with a coefficient of 0.30 and on field performance with a coefficient of 0.15. Also, the effect of four components of self-development on job performance was evaluated, which self-regulation and self-leadership with a coefficient of 0.17 and 0.28, respectively, had an effect on job performance. The hypothesis of the effect of self-management and self-directed learning components on job performance was rejected in this study.

The present study aims to explain the psychological self-developmental process of academic leaders. The method of this research is qualitativeand a kind of meta-synthesis. The research population consisted of all the related sources about 2670 sources. First, 250 sources were selected based on abstract. Then, 67 sources were selected based on the content, which eventually analyzed 58 sources as related resources by coding in three levels of proposition (code), concept, and category. In order to verify the quality of data, validity and reliability have been provided.The results showed that the psychological self-developmental process consists of eight key components that 4 steps were psychological that consist of: 1) Self-thinking and self-actualization, 2) self-knowledge and self-awareness, 3) self-motivation, 4) self-initiation, and the next 4 steps were psychological-managerial such as 5) selection of self-development methods(structured, guided and individual) 6) applying self-development mechanisms (self-leadership, self-management, self-regulation, self-directed learning, 7) self-development evaluating and monitoring (self-control, self-monitoring and self-evaluation), and finally, responsibility and accountability to self-development activates (self- responsibility, self-commitment and self-accountability( that in this research, psychological dimensions of academic leadership have been emphasized.

This study aims to provide a learning organization SEM and the application of done at Tehran University. The research method is descriptive-correlational and analytical method was SEM. The population was University of Tehran staffs on the number of 2730 people. Sample size by using Cochran sampling formula and simple random sampling, were selected 243 people. To collect data, a questionnaire based on the model of Peter Senge (1990) designed by reliability (94/0 = α). Also evaluated and approved content and construct validity. For data analysis, Kolmogorov-Smirnov structural equation modeling, and one-sample t-test, was used. The results showed that the learning organization model has been fitted to the data. Accordingly, the individual features of the paradigm (γ =0/24) and systematic approach (γ =0/52) been effective. Systematic approach to the common cause (β=0/51) and collective learning (β=0/44) and shared vision have also had an impact on collective learning (β=0/17) has had impact. Finally, mental models based on shared vision and collective learning as well as individual features common cause whatsoever. The results showed that the application of learning organization and all aspects of its application in the target population, below the average and only mental patterns was middle.

The present study aimed to explain the role of human resources excellence strategies on staff organizational commitment in saipa Aotomotive Manufacturing Company. The research method was descriptive- correlation of SEM. Based on Cochran sampling formula and by using multiple- stage cluster sampling method, 155 employees were selected as the reaserch sample. For data collection, the reaserchers used human resource excellence stralegies questionnaire with the reliability of α=0.94 and Allen and Meyer’s organizational commitment questionnaire (1991) with reliability of α=0.81. The data were analyzed through Kolmogorov- Smirnov test, one- sample t-test, Pearson correlation, Stepwise regression, SEM, analysis of variance, and post hoc tests. The results showed that human resource excellence strategies were significantly lower than average and employees’ organizational commitment was significantly higher than average. The structural equation modeling indicated that the research model is relatively well fitted with the data; thus, human resources excellence strategies with path coefficient of γ=0.58 have an impact on organizational commitment, but human resource leadership does not affect organizational commitment. Finally, one-way variance analysis and Dunnett t3 post hoc test showed that the state of human resource excellenence strategies was not different in different parts of the company, but there was a difference between the organizational commitment of the personnel of health and safety management department and human resoueces management department.

This study aimed to explain the role of self-leadership and self-management on human capital of Ministry of C.L and S.W. The research method was descriptive and correlational and data analysis metod was SEM that Using Cochran's sampling formula that Sample size was determined 306 personnel by simple random sampling. Self-leadership and self-management of Abili and Mazari (2014) with reliability (α =0/94) and human capital questionnaire of Naderi (2011) with reliability (α=0/95) were used. Results showed that that self-leadership, self-management and human capital of Personnel higher than the average and self- self-leadership (r=0/49) self-management(r=0/48) had a significant positive correlation with human capital of Personnel (p