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The purpose of the study is to identify factors  that does not originate directly from the training program and how to implement it, but included in the two following categories of “organization environment” and “meta-organizational factors” affecting the training application in the organization. The findings of the study were obtained using qualitative research and case study method. The research analysis unit was Ferdowsi University of Mashhad in 2014. To collect data, 34 people were considered for the population, including 13 managers, 12 faculty members and 9 employees. The research instrument was open interview and semi-structured interview. Results showed that factors affecting the training application in university following factors related to organization environment include eight factors: climate of application of Education, Supervisor and Peer Support, outcome of application, Providing a appropriate substrate, Encourage to work,Organization Culture, Occupation Guarantee and Organization Demandsand meta-organizational factors are 3 factor: Expectations of society, Social status and the rapid development of science and technology. Considering these factors could help organizations to achieve the goal of “Application of Training”, that is the perennial concerns of managers and main factor to assess the effectiveness of education.

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In- service professional development activities seem to be of much significance to teachers who face challenges in teaching or teaching related issues such assessment and curriculum development. Despite the rich literature review of teachers' professional development, in-service professional development needs of EFL teachers have not been assessed yet. The present study aimed at developing and validating an in-service professional development needs scale for EFL teachers. In doing so, a mixed research method was used.  In the qualitative phase, the professional development needs were explored through interviewing with 20 EFL teachers who were selected through purposive sampling. In the quantitative phase, the professional development scale was submitted to 220 teachers. Data were analyzed through running exploratory factor analysis and Cronbach's alpha. Results showed that extracted professional development needs were reduced to four main areas: a) teaching, communication skills and assessment, b) educational psychology and technology, c) material development, and d) language and meta-language skills. The findings can be used by language schools and educational centers to provide EFL teachers with the most urgent professional development needs.