In this research, after an in-depth study of the exiting literature and experts’ judgments and views, the important criteria and measures for PROJECT manager’s communication have been identified and prioritized via AHP technique. In order to have a more exact consideration of the research, the model has been improved by DEMATEL technique. This reviewed analytic hierarchical process methodology provides the validity that meets the model’s claim. The effective criteria prioritized in this communication model using DEMATEL technique consist of conceptual skills, decision making skills, management skills, leadership skills, respect of ethical values, individual & team work skills, conversation skills, and writing skills. The findings of this research could play a pivotal role in increasing the awareness of the Iranian organizations’ managers, particularly PROJECT managers, towards accomplishing these criteria and improving the necessary skills according to the importance and priorities of these criteria.

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.

One of the most important issues in strategic management is enhancing employees’ motivation to contribute in the implementation of strategies; because they usually do not pay necessary attention to strategies. Accordingly, it is required to consider and calculate their roles in implementing strategies. In terms of employees’ role in the organization, they have managerial (goal setter) and/or non-managerial (non-goal setter) role. We are looking for a strategic performance measurement method to involve both roles. Since there was not a pervasive method in the literature to cover both roles properly, this research introduces a method that measures and calculates the strategic performance of employees based on two main parts: PROJECT EFFECTIVENESS (for managerial roles) and PROJECT efficiency (for non-managerial roles). This method tested on a sample of employees in Hormozgan Cement Company. Results show a significant difference between employees who participated and those who did not participate in implementation of strategies in their performance value. Achieved values are tangible and traceable; therefore, employees can have a proper sense and reaction to outputs of this method.

Sustainable development is a new field involving politics, culture, economy, trade and industry simultaneously, while supporting environment, coexistence with nature and equal human rights, and dealing with countries domestic and international affairs. Since in the field of clean environment, social skills development is an important element in creating a sustainable development, this paper compares the EFFECTIVENESS of PROJECT and non-PROJECT-based E-learning on the development of social skills along with sustainable development of Arak Payam Noor University students. The 750 number of E-learning students of Arak Payame Noor University is the research population. Among whom 30 are selected using the purposive sampling method. The Matson et al standard questionnaire is used for data collection. The validity of Matson’s standard questionnaire was confirmed in past researches. The reliability coefficient is calculated by the Cronbach's alpha alpha method. The reliability coefficient is calculated equal 0.86 in this method. In this paper, PROJECT and non-PROJECT-based E-learning students are studied in two separate groups. The average of two groups is compared using the paired samples (Coupled) of T-test. The calculations show that the results of the sustainable development of social skills of PROJECT and non-PROJECT-based E-learning students are significantly different.

Objective: The present study was conducted with the aim of effective school-based self-control skill training on increasing psychological hardiness and self-efficacy of male students of the first secondary level.Method: This research is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the present study included male students of the first secondary school in Qom city, 30 students were selected using the available sampling method and divided into two groups of 15 people completely randomly. Students in the experimental group participated in 8 sessions of the school-based self-control training program, and the control group did not receive training. Before and after the implementation of the intervention, both groups were evaluated using the psychological hardiness scale of Lang and Goulet (2003) and the self-efficacy scale of children and adolescents (SEQ-C). The data was analyzed using spss-22 software and through repeated measures analysis of variance test.Findings: The results showed that school-based self-control skill training has a significant effect on increasing students' psychological hardiness and self-efficacy (P<0.01). Conclusion: The findings of the present study indicated that school-based self-control skill training can be an effective intervention in increasing psychological hardiness and self-efficacy in students.

The present paper seeks to investigate the EFFECTIVENESS of teaching the PROJECT of hope on the promotion of subjective well-being of prisoners in need of help and correction. To this end, 32 prisoners were selected from prisoners in Qom central prison and were randomly divided into experiment group (16 prisoners) and control group (16 prisoners). They completed the scales of life satisfaction and subjective happiness. The criteria of input and output of this research include: 1-subjects being young; 2- having least literacy; 3-granted forgiveness or vacation at the end of prison; 4-not participating in the PROJECT of hope in prisons of the country. The hope PROJECT was implemented for experiment group. The covariance analysis of the data shows that teaching the PROJECT of hope is influential in increasing the constructs of subjective well-being such as life satisfaction and subjective happiness of prisoners, such that having moderated the scores of pretest between two groups after intervention, there was a significant difference in the factors of life satisfaction and subjective happiness (p=0.000). Furthermore, the PROJECT of hope increases life satisfaction and subjective happiness %60 and %48, respectively.