سنتزپژوهی موانع انتقال یادگیری در آموزش‌های سازمانی؛ مقدمه‌ای برای برنامه‌ریزی آموزشی در سازمان

Objective: The aim of this study was to identify the barriers to the transfer of organizational learning with a synthesis research strategy and through a qualitative approach.
Methodology: The strategy of this research was synthesis and through a qualitative approach. The statistical population of the research included all the documents and documents available in the sources of Islamic World Reference Databases, Academic Jihad and Moghiran, Google Scholar and ScienceDirect. Sampling was purposeful and the sample included all available documents in the field of organizational training, organizational learning, transfer of organizational learning, barriers to transfer of organizational learning, skills training and in-service training. Collection of sources and documents continued until the data was theoretically saturated. Among the 247 studies received, 70 cases were selected based on the degree of agreement with the present study. The research tool was a checklist taken from articles related to keywords. Then the data analysis was done in an inductive way, and the recurring themes and factors were removed and the main and final obstacles were categorized and a general title was adopted for each category. Then the general headings were given to expert professors and they confirmed the authenticity of some categories and rejected others. The approved categories were included in a coherent manner and the reference of each category was mentioned in front of it
Results: The findings showed that the main obstacles to the transfer of organizational learning, respectively, include the lack of educational and managerial quality of instructors, the absence of a learning culture, the absence of transformative and supportive management, the large volume of job duties and their challenge, the lack of desirability of the quality of the content provided, unfavorable evaluation, lack of supervision or Improper monitoring of course efficiency, improper timing of courses and lack of preparation of the learner
Conclusions: According to the findings, it is suggested that the selection of teachers for the courses should be done in a specialized manner, that the educational and management policies and strategies should be based on the application of education from the beginning, and th
Objective: This study aimed to identify the barriers to the transfer of organizational learning using a synthesis research strategy within a qualitative framework.
Methodology: A synthesis research strategy guided this study, employing a qualitative approach. The statistical population consisted of documents sourced from the ISC Database, Magiran, Google Scholar, and ScienceDirect. Purposeful sampling was used, focusing on all accessible documents related to organizational training, organizational learning, transfer of organizational learning, barriers to learning transfer, skills training, and in-service training. Data collection continued until theoretical saturation was reached. Out of 247 initial studies, 70 were selected based on relevance to the study's objectives. A checklist developed from keyword-related articles served as the research tool. Data analysis followed an inductive process, with recurring themes and factors consolidated and categorized under general headings. These headings were then reviewed by expert faculty, who validated certain categories while suggesting modifications to others. Approved categories were organized coherently, with each category reference noted.
Results: Findings identified the primary obstacles to effective organizational learning transfer, including (1) insufficient educational and managerial qualifications of instructors, (2) absence of a learning culture, (3) lack of transformative and supportive management, (4) overwhelming and challenging job responsibilities, (5) inadequate quality of instructional content, (6) ineffective evaluation processes, (7) inadequate supervision or inefficient course monitoring, (8) poorly scheduled courses, and (9) insufficient learner preparation.
Conclusions: Based on the findings, it is recommended that course instructors be selected with a specialized focus, that educational and managerial policies be aligned with practical applications from the outset, and that points awarded solely for attendance and participation in training courses be reconsidered.
Innovation and Originality: For the first time, this research comprehensively identifies barriers to organizational learning transfer across various organizations, both domestically and internationally, through a synthesis research strategy.
at the points that are only related to the attendance and Participation in training courses should be removed.
Innovation and originality:  For the first time, the current research has identified all the barriers to the transfer of organizational learning in different organizations inside and outside the country comprehensively using a synthesis research strategy.