Communicative Skills

Purpose: One of the elements of success in each organization in achieving its goals is the competency of organization managers who can be effective in creating innovative behaviors. Therefore, the aim of this study is examination of the effects of the managers in training departments. Methodology: This paper has applied objective and descriptive-survey and correlational methodology. The statistical population of the study consisted of 355 managers of educational departments of Fars province universities. Using Morgan table, 185 people were selected by simple random sampling as case study. The data collection tool on dimensions of competency and entrepreneurial behavior was developed by a researcher-made questionnaire whose validity was measured by confirmatory factor analysis with factor load of more than 0.4 as well as face validity (expert approval) and reliability by Cronbach's alpha more than 0.7 (managers’ competency questionnaire with 0/93 and entrepreneurship behavior questionnaire with 0/87 validity). Findings: Data were analyzed by SPSS and PLS software. The composite validity amount, the extracted variance and factor load have been achieved based on modeling for elements of competency and entrepreneurship behaviors. Conclusion: The results of structural equation modeling showed that there is a meaningful relationship between dimensions of managers' competency including communicative skills, encouragement and innovation, leadership skills, applying professional positive capabilities, team empowerment and decision-making and entrepreneurial behavior.

Abdelaziz and Zehmi (2020) reported that “pictures, videos and PowerPoint presentations with interactive practice activities served as motivating and stimulating factors in delivering the lessons” (p.16). To examine other potentials of visual tools, we used animated educational GIFs (graphics interchange format) as the educational intervention based on strategies suggested by the computer-assisted nonlinear dynamic approach (CANDA) to test their efficacy in developing learners’ grammatical proficiency. To this end, mixed methods research was used to concurrently triangulate different strands of data on the effects of educational GIFs on grammatical proficiency among randomly sampled adolescent and adult participants. The interpretations were made based on methodological triangulation of QUAN + QUAL data and running one-way ANOAV. Pedagogical implication of the study confirms the efficacy of animated educational GIFs as a tool to enhance learners’ grammatical proficiency in mastering progressive tenses (present, past, and future).