Proceedings of The 7th World Conference on Social Sciences
Year: 2024
DOI:
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Enhancing Strategic Thinking Among Isfahan Sports Managers: A Comparative Analysis of Developmental Assessment Center and Bloom’s Cognitive Model-Based Training
Narges Sadat Mortazavi, Hamidreza Oreyzi , and Zohre Moosavi
ABSTRACT:
The study aimed to assess the efficacy of two different approaches, namely the Developmental Assessment Center and a training program based on Bloom’s cognitive model, in enhancing strategic thinking among sports managers in Isfahan. Using a quasi-experimental design, 36 sports and youth department managers were purposively sampled, adhering to the guidelines provided by Murphy & Myors (1999). The primary instruments utilized were simulation exercises, which encompassed basket simulations, leaderless group discussions, case studies, and oral presentations, alongside the strategic thinking questionnaire developed by Philip & Patricia (2001). Data analysis was conducted using the ANCOVA test. The findings indicated that there was no significant disparity between the dimension-based assessment center, the task-based assessment center, and training in terms of their effectiveness in improving strategic thinking among sports managers. However, Cohen’s effect size (d) revealed that the task-based assessment center had a more substantial impact on enhancing strategic thinking compared to the dimension-based assessment center and the training program. These results underscore the potential superiority of task-based approaches in fostering strategic thinking among sports managers. The study suggests that organizational training and development strategies in sports management contexts could benefit from prioritizing task-based assessment methods to enhance strategic thinking skills among managers. By incorporating task-based assessment centers into training programs, sports organizations may better equip their managers with the necessary skills to navigate complex strategic challenges effectively.
keywords: ANCOVA, Bloom’s cognitive model, Developmental Assessment Center quasi-experimental study