In contemporary modern business environments, management has turned into one of the controversial issues among the academic researchers and administrative authorities. The awareness of many organizations about management DEVELOPMENT activities in their attempt to promote the competitive advantages of their business is on the increase. By developing the COMPETENCIES of their current and potential future managers, these organizations are to promote their competitive capabilities in the business environment.In this paper, first we would explain the concept, goals and the modern typology of management DEVELOPMENT, and then we would attempt to study and discuss about the COMPETENCIES, activities, strategies and approaches to the management DEVELOPMENT.

This research aimed to update training and DEVELOPMENT managers’ duty, responsibilities, create a pathway to recognize their top COMPETENCIES and plan training and developing courses. and to achieve the goals of this qualitative study, the researcher conducted a 3 days Dacum workshop containing a group of 14 Iranian training and DEVELOPMENT experts and managers with about 10 year experiences. After the Dacum workshop, a group of top attendees (including 2 managers and 2 experts) were selected to classify the identified COMPETENCIES during workshop in a meeting. The following COMPETENCIES were identified:General COMPETENCIES: Personality and Moral competency, Perceptual competency, Seeking excellence, Interpersonal competency.Special COMPETENCIES: Technical competency, Organizational competency, Business competency, Leadership, Performance management, Strategic thinking, Decision making.

The current research was conducted with the aim of identifying the employment COMPETENCIES of educational graduates from the perspective of view of employers. This research was applied in terms of purpose and was among the qualitative researches of Grounded Theory type. The participants of this research included 24 employers in the field of educational (interviewers for the Education recruitment exam, directors of non-state educational institutes, directors and recruitment officers of non-state schools, directors of kindergartens and preschools) in Birjand city. Data were collected using semi-structured interview and analyzed by Strauss and Corbin method and using MAXQDA-2020 software. In order to validate the research, two methods of member control and peer review or feedback were used. Consecutive review and comparison of data resulted in the extraction of 28 categories and 6 themes. Data analysis led to the formation of a sub-theory. The model shows that the focal variable is the process of education and teaching skills. The focal variable, under the influence of contextual and intermediate conditions, leads to the formation of the strategies of "being a lifelong learner", "research skills", "planning skills", "classroom skills and classroom management", "purposefulness" and "problem solving skills". became Finally, "increasing employability" was the consequence of this process.

A Cluster DEVELOPMENT Agent (CDA) according to his specific roles and tasks in different stages of cluster DEVELOPMENT process – which includes 5 different stages based on UNIDO cluster DEVELOPMENT model, namely: cluster selection, CDA selection, diagnostic study, vision building and action planning, implementation and finally monitoring and evaluation – requires a different set of COMPETENCIES in each stage. This study examines COMPETENCIES which are of the most important and also critical prerequisites for the success of the cluster DEVELOPMENT project. Accordingly, investigating the trustworthiness of the CDA from the perspective of cluster stakeholders, as well as his ability to create and enhance the level of trust between cluster members, is the main subject of this research. In fact, the main goal of this research is identifying COMPETENCIES that increase the trustworthiness of the CDA and develop the level of trust within the cluster. In this qualitative study with a narrative approach, using profound and semi-structured interviews with 16 cluster developers and six cluster stakeholders, the COMPETENCIES were identified and determined. These COMPETENCIES include the ability to: sensitizing stakeholders, create partnerships, persuasion, and finally creating added value.

Cluster DEVELOPMENT agent (CDA) is a person or a group who has a central leading role and critical function in all stages of cluster DEVELOPMENT process. CDA as an important agent of change, has full authority in executing the cluster DEVELOPMENT project, where he has a leading and facilitating role throughout the cluster developing path. Therefore, it could be claimed that the success of the cluster DEVELOPMENT project directly depends on the CDA's COMPETENCIES. CDA's COMPETENCIES could be divided into two different categories: general and process-based COMPETENCIES. General COMPETENCIES refer to a set of knowledge, skills and traits which a CDA is expected to possess at all stages of cluster DEVELOPMENT process in order to illustrate an appropriate performance. The current study aims to identify CDAs’ general COMPETENCIES in Iranian industrial clusters. This exploratory study has been done implementing qualitative narrative interviews with a sample of 15 CDAs who were purposefully selected and participated in the study. The interviews had been continued till when the theoretical saturation has been granted. Findings of the current study highlighted the CDA's general COMPETENCIES as following: Negotiation and bargaining skill, Administrative skills, Professional ethics observance, Effective social networking skill, Influencing and persuasion skills, Institutionalizing skill, feedback giving and acceptance skills, role modeling and benchmarking skills, the teaching-learning skills, problem-based decision-making, information and cluster advertising skills. These findings are discussed and their implementations are outlined in the paper.

Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control group design) the participants of the study were randomly assigned to treatment (12) and control (12) groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental group after gamified training indicated that all the participants in the experimental group were satisfied with the gamified training course.