Management and Educational Perspective

Abstract The overall objective of this research was to discover and present a framework for organizational capability in the context of strategic changes with an emphasis on the territory of the technical and vocational organization of the country. This research was a development with a qualitative approach and a case study research method in terms of its purpose. The research participants were 15 experts in leadership and change in educational systems, especially the technical and vocational education system, selected using a purposive sampling method of the criterion type, taking into account the theoretical saturation issue. Data collection was carried out through semi-structured interviews. Data analysis was carried out using the content analysis method and using MAXQDA 2020 software. The results of the research showed that the organizational capability framework consisted of four dimensions (coherence, effectiveness, responsiveness, and desirable external image), each of which includes related components. In order to validate the data, the opinions of some participants as well as experts in the field of educational management and higher education were used, and for the transferability of the findings, the test-retest method was used. Accordingly, the reliability coefficient was obtained as 0.87, which indicates that the research had high reliability. The results of the research can be used as a guide for the actions of educational system managers in the theoretical and operational fields.
Introduction
Complicated and rapid environmental changes force organizations to continuously redefine their internal capacities for survival, growth, and competition, or, in other words, to empower their pillars and structure in the face of strategic changes. Therefore, organizational capability is considered one of the key factors for success in complex and changing conditions of the strategic environment. These capabilities include a set of competencies, abilities, and resources that enable organizations to exploit opportunities arising from environmental changes, manage threats, and achieve sustainable competitive advantage (Martínez-Peláez et al., 2023). Organizational capabilities, based on a set of skills, resources, and processes, are considered to be the basis for developing strategic tools to adapt to environmental changes and exploit emerging opportunities (Rengkung, 2022). These capabilities help the organization not only manage changes, but also use them as a driver for innovation and an opportunity for growth (Barney et al., 2024). In fact, organizational capability, as one of the most important factors for the success of organizations in facing environmental challenges, refers to the ability of the organization to identify, maintain and exploit its resources and capabilities to achieve strategic goals (Teece et al., 2016). Therefore, organizations with high capability can quickly adapt to changes, produce high-quality products and create competitive advantages (Pratono, 2024). Research shows that organizational capabilities are becoming more important in the face of strategic changes. Organizations that have the ability to create coordination between human resources, new technologies and organizational strategies can better adapt to changing conditions and show higher performance (Zhang & Chen, 2024). Strategic changes within and outside the organization, as a necessity in today's business environment, require a deep understanding of the dimensions and components of organizational capability. These changes can include changes in organizational structure, culture, technology, or macro strategies (Henry, 2021). In this regard, identifying and strengthening the dimensions of organizational capability can help organizations successfully implement these changes. Organizational capability is a multidimensional and fruitful area that can be examined from various aspects, especially in educational and skill-based organizations. Paying attention to the topic of organizational capability in educational organizations is significant because, according to Badami, Jahanian & Mohammadi Nezhad Gangi (2025), paying attention to the quality of performance, excellence, and organizational capability in educational organizations is of particular importance due to their mission in training specialized human resources for society. Accordingly, the present study aims to identify the dimensions and components of organizational capability in the context of strategic changes and seeks to answer the question: what dimensions and components explain the organizational capability of the country's technical and vocational organization in the face of strategic changes?
Theoretical Framework
Organizational Capability
Organizational capability, as one of the key concepts in strategic management, has attracted the attention of many researchers and managers in recent decades. This concept refers to a set of capabilities, knowledge, skills, processes, and resources that enable organizations to sustainably achieve competitive advantage and adapt in the face of environmental changes (Rengkung, 2022). These capabilities include technical, human, and structural aspects and directly affect the performance of the organization (Abdurrahman et al., 2024). According to Barney et al. (1991), organizational capabilities include areas such as innovation, organizational learning, human resources, and leadership that can help organizations respond appropriately to environmental changes and enhance their strategic successes (Ferreira et al., 2021).
Various dimensions of organizational capability have been considered, such as the ability to learn, the ability to create and apply new knowledge in order to develop innovation in processes and products, flexibility, strategic agility based on the speed of response to changes, knowledge management, and the power of external cooperation (Gomes et al., 2022). In a general view, organizational capability can be assessed in the quantity and quality of three major assets in the organization; human capital, including the knowledge, skills, and abilities of employees, which are vital for increasing performance and advancing innovation in the organization (Liu et al., 2020).
Research Methodology
This research was a development with a qualitative approach and a case study in terms of purpose. The research participants (key informants) were 15 experts in leadership and change in educational systems, especially the technical and vocational education system, selected using a purposive sampling method of the criterion type, taking into account the theoretical saturation issue. Data collection was carried out through semi-structured interviews. Data analysis was carried out using thematic analysis method and MAXQDA 2020 software.
Research findings
In order to discover the framework of organizational capability in the context of strategic changes with an emphasis on the country's technical and vocational organization, interviews were conducted with experts and experienced in management, leadership and change in educational systems, especially skill organizations and people who, in addition to scientific abilities, had direct and indirect management experiences at the middle and senior levels of the country's technical and vocational education organization in the organization of the research area. While analyzing the interview text in detail, 20 related basic themes were identified and by categorizing similar basic themes in one category, 4 organizing themes were drawn, and finally a network of themes was drawn. The results of the study showed that the organizational capability framework in the context of strategic changes consisted of four dimensions: effectiveness, responsiveness, coherence, and desirable external image, each of which included related components. The effectiveness dimension included the components of internal effectiveness, external effectiveness, institutional effectiveness, effective activities, and correct performance of tasks. The responsiveness dimension included the components of responsiveness to the environment, responsiveness to internal conditions and needs, social responsibility, and attention to environmental conditions and needs. The coherence dimension included the components of conceptual coherence, operational coherence, social coherence, structural coherence, spiritual coherence, and emotional coherence. The desirable external image dimension included the components of environmental desirability, positive environmental evaluation, external acceptability, internal acceptability, and positive performance evaluation.
Conclusion
The results of the present study show that organizational capability in the field of technical and vocational education organization as a skill-oriented institution that trains specialized human resources and technology for society includes multiple dimensions of coherence, effectiveness, responsiveness, and a desirable external image. The dimensions affecting organizational capability are, in a way, the fulcrum of the technical and vocational organization as an open system so that it can achieve competitive advantage in dynamic and challenging environments in addition to maintaining meaningful survival. These dimensions jointly increase the organization's capacity to deal with strategic changes and achieve long-term goals. Various aspects of effectiveness, both internal in the sense of the quality of task performance and external in the sense of effective responsiveness to the environment, and then institutional effectiveness in the sense of realizing the organization's mission and desirability in the environment, are vital components of organizational capability. The findings of this study are in line with the results of studies by Brinia (2022); Zacharias (2021) confirms that organizational effectiveness is one of the key indicators of success in strategic change. Environmental responsiveness, which includes social responsibility and providing services that meet the needs of the environment, is another key theme identified in this study. This theme is consistent with El Idrissi et al.'s (2023) theories about latent capabilities, which show that an organization's responsiveness to the environment often results from latent capabilities that are activated in times of crisis. The various components of organizational cohesion resulting from the findings of the present study in the field of technical and vocational education show that desirable and optimal cohesion is achieved when the various elements of the organization, including human resources, physical resources, structure and processes, are compatible and coordinated with each other, and cohesion is objectively manifested both in conceptual and cognitive aspects and in operational aspects and professional relationships throughout the organization's structure. The final component of organizational capability, which is both a result of capability and an important factor in creating organizational capability, is the desired external image of the organization. Existing systems in the environment refer only to an organization that trusts it and has a suitable image of it. Therefore, the image that organizations leave in the environment with their health and output is very important and leads to organizational capability. However, the important point is that the coordination and alignment of the four main dimensions of organizational capability, namely coherence, effectiveness, responsiveness, and external image, requires attention to a key and important element called organizational leadership. Leadership, by creating a link between the system and its current and future environment and considering systemic requirements, can provide the correct arrangement of components together in a way that leads to improved coherence, effectiveness, and responsiveness of the system to the environment, and as a result, improved the external image of the organization in the environment, and taking advantage of the feedback effects of this important factor in strengthening and improving the level of the aforementioned three variables. Accordingly, it can be stated that effective leadership, by helping to improve the accountability, effectiveness, and coherence of the organization, along with the desired image they portray of the organization, provides the organization's capabilities inside and outside the organization.
The findings of the present study confirm that the country's technical and vocational education organization can achieve capabilities when it is able to develop indicators based on coherence, effectiveness, accountability, and external image, and gain the power to interact effectively with the strategic and changing environment more than other competitors. The organization's capabilities lead to an intelligent understanding of the needs and requirements of the present and future environment, and this awareness leads to the design of efficient strategies to respond appropriately and timely to these requirements. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The present study was conducted with the aim of designing a personnel training model for Maskan Bank with a learning organization approach. This research was applicable-developmental in terms of its purpose, and was conducted with a qualitative approach of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific experts, managers and vice-presidents of Maskan Bank) as key informants, selected by purposive sampling and snowball method considering theoretical saturation. The data collection tool included semi-structured interviews with participants and document study. For data analysis, Atride-Sterling's (2001) three-stage coding was used utilizing MaxQDA software. After analyzing the data, the network of the themes of the staff training of Maskan Bank with the learning organization approach was formulated with 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the staff training process included needs assessment and goal setting, training planning, training implementation, and evaluation. In general, it can be said that considering the learning organization in training employees in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated.
Introduction
Training is included as one of the sub-categories of staff development and promotion in the human resource development model in an organization. Therefore, one of the basic measures that make organizations efficient is the continuous development of human capital through training. In fact, training and development are the main conditions for the progress and success of any organization and contribute to competitiveness in a competitive environment (Noe, 2019). Therefore, the strategic position and importance of education in the survival and development of the organization is undeniable (Islampanah & Alvani, 2017); because through education, are the job needs of employees met and the need of employees to acquire new skills and knowledge is possible (Nazari Daulatabad & Gholami Chenaristan, 2023); and in this regard, Nzimakwe & Utete (2024) have considered the education and learning of employees in a learning organization the reason of employee performance increasing.
However, in the banking system as one of the parts of the competitive business environment, its successful growth depends on the learning organization; and commercial banks need trained and efficient employees (Lameck, 2022) to deal with the challenges of modern business. Nonetheless, it must be said that the quality of banking depends on the level of education and learning of its employees (Alavi Sang Cheshme, 2018). Undoubtedly, the most specialized and main prerequisites for training are, first of all, the development of a suitable training model, which, if not properly developed and implemented, will have undesirable effects on other training processes. Therefore, one of the leading issues for training managers is the issue of achieving a suitable training model for employees, which, according to research history, has not been researched as much in this area as in other banks such as; National Bank, Tejarat, Sepah and other banks. This issue therefore poses the most important question for the leading study, which is: what is the training model for Maskan Bank personnel with a learning organization approach?
Theoretical Framework
Human Resource Training with a Learning Organization Approach
Today, training is recognized as a tool through which organizations strengthen and improve their human assets as sustainable capital (Mohsen, 2020). Whenever the issue of poor employee performance is raised, the issue of providing employee training has been in the spotlight (Nzimakwe & Utete, 2024). Therefore, employee training is a pre-planned study of an organization with the aim of learning and developing the competencies, skills, knowledge and behavior of employees in their daily operations at the level required by the organization (Parent-Lamarche et al, 2023). With these theoretical considerations, learning organizations are a phenomenon whose pioneer founders are Schon and Argiris who proposed this issue in 1950. Following this, another expert named Senge in 1990, adapting the theories of Schon and Argiris to make it clearer and more practical, presented new principles about learning in organizations. His theory, entitled “The Fifth Discipline”, which introduced the learning organization as an organizational format relevant to the growing economic environment, was welcomed. He believed that the learning organization is actually a transition from a “mechanical” view of organizations to an organic, fluid view, requiring rapid and adaptive change in order to survive (Gronhaug & Stone, 2012). In Senge’s 1990 model, the learning organization has five general principles or components, which are: personal mastery, mental models, shared vision, team learning, and a systematic approach. Each of these components provides a vital direction to the organizational structure that is able to truly learn; to continuously expand its capacity to realize the highest aspirations and desires (Senge, 2009). In the present study, an attempt has been made to consider the main and fundamental model of the learning organization in developing the employee training model and to examine the relationships between its dimensions and components with employee training in order to discuss a system of integration of the dimensions of the learning organization and employee training and to clarify the systematic view that Senge referred to as the fifth discipline.
Research Methodology
The present study was a fundamental and exploratory study and; in terms of data collection, a qualitative study of the type of content analysis. The target population consists of academic experts in the field of educational management and banking. The research participants were 16 executive experts (subject-specific managers and vice-presidents of Maskan Bank) as key informants, selected through the purposive sampling method and the snowball method, taking into account the theoretical saturation issue. The data collection tool included semi-structured interviews with participants and document study.
Research findings
MAXQDA2018 software was used to analyze the data. The findings indicate that the Maskan Bank personnel training model with a learning organization approach has 36 concepts (basic themes), 9 organizing themes, and 2 comprehensive themes of understanding formulation. The research findings showed that the characteristics of the learning organization included personal capabilities and abilities, systemic thinking, shared vision, mental patterns and models, and team learning; and the employee training process included needs assessment and goal setting, educational planning, training implementation, and evaluation. In summary, it can be said that considering the learning organization in employee training in the form of a comprehensive and inclusive model, the improvement of the quality of staff training and the acquisition of competitive advantage could be anticipated.
Conclusion
The present study was conducted with the aim of presenting a model for training personnel at Maskan Bank with a learning organization approach. The results of this study are consistent with the findings of Gharib Navaz (2019), Hamidi et al, (2023), Atiku et al., (2022), Najafpour et al, (2020), Damirchi et al, (2020), and Sembera (2016).
In line with these findings, Nzimakwe & Utete (2024) have acknowledged that employee training is considered as the main and central driving force for effective and efficient job performance. In their opinion, today, in the human resource development model of every organization, training is considered as one of the sub-categories of employee development and promotion. Also, it should be said that employee training and development is a strategic action at the individual level that makes the individual valuable, at the organizational level improves and develops the organization, and at the national level leads to increased productivity and subsequent results (Noe, 2019). With this theoretical perspective, and in accordance with the findings, Gharib Navaz (2019) has acknowledged that the learning organization approach is effective in employee training by referring to the main categories of effective training with the learning organization approach and the interactive role of this approach to the core of training in the organization. Also Hamidi et al, (2023) has acknowledged that employee training with the knowledge and learning management approach is considered a major part of every job, and meanwhile, employees learn from each other and teach others, and the knowledge needs of employees and the organization can be successfully met. In this regard, in another study, Sembera (2016) has acknowledged in a study in the banking industry in Uganda that knowledge management and organizational learning work better than organizational training in gaining competitive advantage (cited in Hamidi et al, 2023). With these interpretations, from the participants' point of view, if the employee training process is integrated with the characteristics of a learning organization, it will help Maskan Bank in its development goals; therefore, the professional development of employees with their personal capabilities and abilities should be integrated in the form of team learning, and individual learning may be effective for an individual, but team learning with a shared perspective and systemic thinking is more effective and leads to individual and team productivity. It is suggested that, considering the importance of teachers' influence on students and considering that knowledge and skills can be acquired, learned, and transferred, it is necessary to seriously discuss and examine the characteristics and methods of training teachers in order to develop and improve their competence, so that more justified principles and programs can be developed for training competent teachers who are up-to-date and compatible with rapid developments.
Based on the explanation of the results obtained, the following suggestions are presented:
1- Banks, especially Maskan Bank, need to train their employees with a learning organization approach in order to overcome complex environmental conditions due to their environmental and local conditions.
2- One of the ways for banks to excel over other competitive and commercial organizations is to pay attention to continuous and comprehensive learning, and the learning organization approach with its dimensions can help create a competitive advantage.
3- Paying attention to the dimensions of the learning organization in training Maskan Bank personnel, including; common ideals, attention to individual capabilities, consideration of systemic thinking and mental models in employee learning with a view to team learning can motivate employees. Acknowledgments The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript. Conflicts of Interest The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work. Data Availability Statement The data supporting the findings of this study are available from the corresponding author upon reasonable request. AI Use Statement The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript. Funding The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript. Ethics Approval All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.

Abstract The purpose of this research is to investigate the degree of penetration and dependence of factors affecting organizational forgetfulness using the interpretive structural modeling (ISM) approach. The type of research is applied in terms of purpose and descriptive-survey in terms of data collection. The statistical population of this research consisted of 10 experts and specialists in the fields of educational management, human resources, and organizational behavior, who were purposefully selected from among the experts. The research measurement tool was the ISM questionnaire. Data analysis was conducted using interpretive structural modeling, which is part of systems analysis and examines the interactions between system elements. Therefore, to identify the components, a review of past literature was conducted, and the model and findings were drawn using the six stages of interpretive structural modeling. The results led to the compilation of four levels for interpretive structural modeling. The first and most important level is related to the technology component, the second level is dedicated to culture building and human resources management components, the third level refers to the components of competition, stakeholder factors, employee characteristics, and strategy, and the fourth level includes the components of transformational leadership and organizational structure. Additionally, the most influential index in the influence-dependency matrix is the "technology" component, and the most dependent component is "transformational leadership." Therefore, it is suggested that the organization of industry, mining, and trade should act on their long-term plans in the field of organizational forgetfulness based on this perspective.
Introduction
What distinguishes the present era from other eras is the scientificization of organizations, societies, and individuals. The success of countries depends on their knowledge, and successful organizations are those that have knowledgeable employees (Hislop, Bosua, & Helms, 2018). However, the accumulation of knowledge without modification reduces its value, reminding managers that new knowledge cannot be acquired until old ways are forgotten and previous learning is abandoned (Mariano, Casey, & Olivera, 2018). Organizational forgetting is, in fact, a form of reverse learning where individuals accidentally or intentionally discard their previous learning and replace it with new learning (De Holan & Phillips, 2011). Organizational forgetting is defined as a process where an individual or organization discards knowledge or information that leads to the loss of something in order to make way for new, more effective responses (Alzahrani & Woollard, 2013). Some experts state that forgetting is a common, important, and vital phenomenon that may be accidental or intentional, and in both cases, it affects organizational performance and learning (Adcock, 2012). Forgetting at both organizational and individual levels increases the capabilities of individuals and organizations, enabling them to acquire new knowledge and insights (Aydin & Gormus, 2015). Over time, innovation and the replacement or forgetting of old knowledge is necessary to prevent futile activities at the individual and organizational levels, thus providing an opportunity to learn new knowledge. In fact, old knowledge hinders the learning of new knowledge (Barber, 2002). Forgetting must be accompanied by organizational learning and innovation so that the organization can dominate the market, produce better, and remain competitive (Birmingham, 2015).
Undoubtedly, creating desirable changes and achieving a desirable future in the field of humanities and management requires predicting the future by understanding the factors affecting changes in this field. Identifying value-creating areas in organizational management, estimating knowledge transfer spaces in the future, recognizing the needs of future users of humanities, and adapting in a timely manner to changes are only part of the requirements for understanding the future. Despite the importance of organizational forgetting in modern management, this issue has not been addressed so far, and conducting this research can help with the future management of organizations in this field. Therefore, with structural modeling, it is possible to create specific programs for managers and organizational employees in the future, which, by strengthening relevant factors, will improve organizational purposeful forgetting and reduce unconscious forgetting of useful knowledge, helping the rapid progress of the organization. For example, the organization of industry, mining, and trade is one of the key organizations in the country's economy and future. Improving the performance and progress of this organization can have a significant impact on the country's economy and people's lives. On the other hand, identifying the most influential and effective components in organizational forgetfulness, as well as identifying the components related to other components of organizational forgetfulness in industry, mining, and trade can help in realizing the short-term and long-term plans of this organization. Therefore, the main question of the research can be stated as follows: What is the interpretative structural model of the effective factors in organizational forgetting?
Theoretical Framework
Organizational Forgetting and Its Dimensions
Organizational forgetting, contrary to organizational learning which adds to the storage of organizational knowledge, causes the reduction and loss of organizational knowledge. From the perspective of de Holan and Phillips (2004), organizational forgetting is the voluntary or involuntary loss of organizational knowledge (Mashbaki & Rabia, 2009).
Past research suggests that some relatively distinct conceptualizations of forgetting have already been developed, and they approach forgetting in different ways (Casey & Olivera, 2011; de Holan, 2011). However, these concepts are largely theoretically unrelated and have not been empirically evaluated. These concepts are not related in the sense that there has been no attempt to create a single model or theory that would allow the derivation of hypotheses and propositions about how forgetting occurs or can be avoided. Instead, this field has diversified, with different concepts of forgetting (e.g., accidental, inadvertent, or intentional) existing alongside each other.
So far, research on organizational forgetting processes has focused on ideas of learning, replacement, neglect, rearrangement, or deletion. It is assumed that the concept of not learning or unlearning supports the goal of replacing old routines with new ones (Fiol & O'Connor, 2017; Reese, 2017; Starbuck, 2017; Tsang, 2017; Visser, 2017). Researchers believe that forgetting refers to the removal of routines that no longer serve the organization’s goals, allowing the 'installation' of new routines that support organizational objectives (Tsang, 2017).
Selective forgetting, ignorance, and awareness of not knowing (Roberts, 2013) means that individuals and teams within organizations actively decide to stop investing resources in storing a defined set of information. In this context, forgetting means temporarily suppressing irrelevant information. Voluntary forgetting (de Holan, 2011) facilitates change, particularly when current knowledge is perceived as a barrier or competitor to new knowledge. Rearranging information (de Holan, 2011) aims to abstract and generalize existing knowledge, freeing it from unnecessary details. If an organization wishes to reorganize, it must make decisions about future scenarios and contexts, as future contexts must be anticipated. Deletion (Akgün et al, 2006) as an organizational forgetting process means that an organization essentially discards old, useless, or even incorrect/false information. It can also mean the removal of information that has become irrelevant due to environmental changes or incorrect data.
Methodology
The research methodology was qualitative in nature, applied in terms of its goal, and descriptive-survey in terms of data collection. The participants of this study consisted of 10 experts and specialists in the fields of educational management (4 individuals), human resources (4 individuals), and organizational behavior (2 individuals), selected purposefully from among experts. The measurement tool used in the study was the Interpretive Structural Modeling (ISM) questionnaire. The ISM method inherently includes validity and reliability. The MICMAC software was also used for data analysis.
Findings
The results led to the identification of four levels in the interpretive structural modeling. The first and most important level pertains to the technology component. The second level includes the components of culture-building and human resources management. The third level refers to components such as competition, stakeholder factors, employee characteristics, and strategy. The fourth level includes the components of transformational leadership and organizational structure. Furthermore, the most influential component in the influence-dependency matrix was "technology," while the most dependent component was "transformational leadership." Therefore, it is suggested that the organization of industry, mining, and trade incorporate this perspective into their long-term plans regarding organizational forgetfulness.
Conclusion
This study aimed to examine the degree of penetration and dependence of factors affecting organizational forgetfulness using the interpretive structural modeling (ISM) approach. The findings of this research align with the results of studies by Mohammadpour & Kamalian (2017), Barati et al. (2019), Bahadori et al. (2018), Moqaddaei (2017), Harris et al. (2021), Bongso (2020), Agrawal et al. (2020), Shen et al. (2020), Blagov & Shcherban (2019), and Becker et al. (2010).
Based on the findings, the following suggestions are provided:

The results showed that the "technology" component is the most crucial and key component in organizational forgetfulness. Therefore, it is recommended that significant attention be given to utilizing "technology" for knowledge management and organizational forgetfulness in the industries of mining and trade. Using modern technologies in this area, as well as forming a strong human resources group to share knowledge using these technologies through organizational websites and specific platforms, is suggested.
The results also indicated that, after the "technology" component, the "human resources management and culture-building" component holds high importance. Therefore, it is recommended to employ capable and knowledgeable managers in the human resources field and use their expertise. Additionally, by organizing various courses and seminars, employees should be familiarized with the consequences of organizational forgetfulness. By holding these courses and involving different thinkers, a culture of adaptability and change can be institutionalized in the organization.

Acknowledgments
The authors gratefully acknowledge all individuals, institutions, and organizations that provided scientific, technical, administrative, or advisory support throughout this research and the preparation of this manuscript.
Conflicts of Interest
The authors declare that they have no financial or non-financial, personal, professional, or institutional conflicts of interest relevant to this work.
Data Availability Statement
The data supporting the findings of this study are available from the corresponding author upon reasonable request.
AI Use Statement
The authors declare that no generative artificial intelligence (AI) or AI-assisted technologies were used in the preparation, writing, or editing of this manuscript.
Funding
The authors declare that no funds, grants, or other financial support were received during the conduct of this research or the preparation of this manuscript.
Ethics Approval
All procedures performed in this study were conducted in accordance with the ethical standards of the responsible institutional and national research committee.