A Study on status of Organizational Learning and targeted Organizational Forgetting from the Viewpoint of the Teachers

This study aims to investigate status of organizational learning and targeted organizational forgetting from the viewpoint of the high school teachers in Ardabil Province, using a descriptive correlational method. The population includes 582 second and third grade high school teachers in Ardabil Province, 225 of which were selected using Morgan & Krejcie table and multi-stage random sampling method. The subjects were asked to fill out the Chiva et al.’s (2007) organizational learning and Moshbeki et al.’s (2011) organizational forgetting questionnaires. The validity of the questionnaires was approved by the experts and professors, particularly faculty counselors and advisors. The reliability coefficient of the questionnaires using Cronbach’s alpha was 0.87 and 0.86, respectively. The information were then analyzed using descriptive statistical indexes(mean and statistical deviation), and inferential statistical methods (one sample t-test).The results of the study showed that dialogue is the only organizational learning aspect that has a significantly lower average than the conceptual average. The rest of the aspects are higher or lower than average, though that isn’t significant. The results generally showed that the average of organizational learning and targeted organizational forgetting is below average that is lower than conceptual average.