International Journal of Economy, Management and Social Sciences, 3(1) January 2014, Pages: 118-129

TI Journals

International Journal of Economy, Management and Social Sciences

ISSN
2306-7276

www.tijournals.com

Analyzing the Existing Thinking Status among the Employees of

Tehran Province Education Organization Based on the
Comprehensive Strategic Thinking Model
Ali Reza Mirakhori *1, Mohammad Reza Daraei 2, Yashar Salamzadeh 3
1

MBA, Department of Management, Payame Noor University, Tehran, Iran.

Assistant Professor, Department of Management, Payame Noor University, PO BOX 19395-3697, Tehran, Iran.
3
PhD in Human Resources Management, Tehran, Iran.
2

AR TIC LE INF O

AB STR AC T

Keywords:

Nowadays, organizations need a process for an accurate and reasonable decision-making as well as
appropriate perception and understanding of the related issues and events in order to develop their
employees' perceptions and understandings. This approach is called "Strategic Thinking". Thus,
this research aims to analyze the existing thinking status among the employees of Tehran Province
Education Organization based upon the Comprehensive Strategic Thinking Model which is a
model in alliance with the conditions and features of Iran. The research has been carried out by the
survey method using a research-made questionnaire. The statistical population contains all the
employees of the aforesaid Education Organization which have been chosen randomly. For this
reason, 19 hypotheses were defined and the findings revealed that the proportion of the existing
thinking model among the employees of the Education Organization on the basis of the
Comprehensive Strategic Thinking Model was higher than the average extent; meanwhile, the
meaningful difference among the employees was only observed on "age" from the variables of
"gender", "marital status", "age", "work experience", and "academic level". In addition, the
importance rate of the components in comparison with their related performance level together
with the gap between these two indices were analyzed and it was observed that there were the most
and the least gap in the components entitled "Future Vision" and "Analysis Power" respectively.

Thinking
Comprehensive strategic thinking model
Tehran province education organization
Evaluation matrix of the importance/performance

201x Int. j. econ. manag. soc. sci. All rights reserved for TI Journals.

1.

Introduction

Since the organizations are not encountered with the stable environment at present, they face with the huge challenges in their decisionmaking process. So, having an appropriate perception and understanding in order to make accurate and reasonable decisions are very
important in such a situation. It should be noted that the term "thinking" means how to think and it will create fruitful effects in
encountering with the life's daily events for someone (a scientist, a researcher, a manager, a clerk, etc. and even an ordinary man or woman)
who thinks. The driving agent for decision-making at the organizations can be fulfilled by the employees and managers in different levels
and according to the priorities. Therefore, having employees and managers with high competencies in appropriate perception and
understanding of the problems will have a specific and strategic importance for the organizations. To attain this, the organizations utilize a
process named Strategic Thinking in order to enable their employees and managers to think appropriately and also make accurate decisions
for their organization. In fact, the staff must make decisions which are suitable for solving the current conditions in their organization. The
decisions must also base an infrastructure for strategic measures in order to attain success in the current changeable environment. On the
other hand, the decisions must cause the staff to find something that the competitors may not understand and also are able to solve the
problems that their organization will probably encounter with.
Due to the importance, nature, and position that the Education Organization does have in Iran, it is considered as one of the most important
organizations that its activities will strongly have some effects on the society and thus, the employees and managers who work in the
aforesaid organization must have high competency for appropriate understanding and perception of the problems and also are able to meet
the current and future requirements of the country. For this reason, this study aims to analyze the existing thinking status among the
employees of Tehran Province Education Organization

2.

Literature Review

The strategic thinking has been originated from the early twentieth century, but its maturity refers to the development of techniques and
strategic management tools from 1960 to 1990. (Allio, 2006) The word "strategic thinking" is so generally being used nowadays that there's
a threat for changing its real meaning in the near future. Many people who utilize the word are not able to define it completely. Most of
time, the term "strategic thinking" have been used to address all kind of thinking about strategy instead of inferring a special case of
* Corresponding author.
Email address: A.R.Mirakhori@Gmail.com

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 3(1) January 2014

thinking that possesses particular features. (Liedtka, 1998) Therefore, we should confess that there's no obvious definition for strategic
thinking (Tavakoli & Lawton, 2005), but some definitions for strategic thinking have been presented in Table 1.
Table 1. Some definitions of strategic thinking

Defined by (Year)
Stumpf (1989)

Definition (Reference)
Identifying different ways for people to attain their chosen objectives and determining what actions are
needed to get them into the position they want to be in. (Stumpf, 1989, p. 31)

Zabriskie & Huellmantel

The prelude to designing an organizations future. (Pellegrino & Carbo, 2001, p. 376)
(1991)
Stacey (1992)
Designing actions on the basis of new learning. (Stacey, 1992, p. 105)
Emphasizes on synthesis, using intuition and creativity to create an integrated perspective of the
Mintzberg (1994)
enterprise. (Mintzberg, 1994b, p. 108).
Crafting strategic architecture based on creativity, exploration, and understanding of discontinuation of
Hamel & Prahalad (1994)
business. (Hamel & Prahalad, 1994)
The ability to learn from the environment while taking a broad point of view, is a defining characteristic
Goldsmith (1996)
of good management. (Goldsmith, 1996, p. 1437)
Raimond, (1996)
Strategy as intelligent machine and creative imagination. (Raimond, 1996, p. 210)
Strategic thinking is the way in which people in an organization think about, assess, view and create the
Kaufman, Oakley-Browne, future for themselves and their associates. It is more than responding to both day-to-day as well as longWatkins, & Leigh (2003)
term problems, opportunities and new realities; it is creating tomorrow. (Kaufman, Oakley-Browne,
Watkins, & Leigh, 2003, p. 40)
A way of solving strategic problems that combines a rational and convergent approach with creative and
Bonn (2005)
divergent thought processes. (Bonn, 2005, p. 337)
The collection, interpretation, generation, and evaluation of information and ideas that shape an
Hughes & Beatty (2005)
organizations sustainable competitive advantage. (Hughes & Beatty, 2005, p. 44)
Strategic thinking is the process of finding alternative ways of competing and providing customer value.
Abraham (2005)
In other words, strategic thinking can be defined as identifying alternative viable strategies or business
models that deliver customer value. (Abraham, 2005, p. 5)
Strategic thinking is a planning process aiming to create a strategy that is coherent, unifying, integrative
framework for decisions especially about direction of the business and resource utilization. It is
Baloch & Inam (2007)
conscious, explicit, and proactive and defines competitive domain for corporate strategic advantage over
its rivals. (Baloch & Inam, 2007, p. 3)
Strategic thinking is a process in which a person perceives, reflects, feels, realizes and acknowledges the
Jelenc (2008)
signs that impact the future of the firm, by giving them meaning and finally acting upon them by
accordingly shaping their impressions, perspective and behavior. (Jelenc, 2008, p. 29)
For more than one decade ago, the concept of strategic thinking in the field of strategic management has been considered by the researchers
and also many studies have been emphasized on the importance of having the capability of strategic thinking for managers. (Collins, Lowe
& Arnett, 2000) It should be addressed that the strategic thinking has become popular in order to modify the failures of the conventional
strategic planning and clarify it. (Liedtka, 1998) However, the reinforcement of the strategic thinking will cause presenting better strategies;
meanwhile, the managers who have the capability of strategic thinking, will be able to persuade other staff to find creative strategies for
their firm' success. (Mintzberg, 1994a) Thus, some famous models have been presented in this respect as shown in Table 2.
Table 2. Famous models and patterns in the field of strategic thinking

Model/ Pattern
Morrisey on
planning
Hybrid strategic
thinking
framework

Presenter(s)
George L.
Morrisey (1996)
Denis B. Kilroy
and Michael T.
McKinley (1997)

The elements of Jeanne M.

strategic thinking Liedtka (1998)
Strategy
innovation
pattern

Gary Hamel
(1998)

The pattern of
future options

Peter J.
Williamson
(1999)

Dual-level
Ingrid Bonn
pattern of
(2001)
strategic thinking

Description
In this model, the strategic thinking consists of four aspects that are value, mission, vision, and strategy.
(The Planning Process, 2003)
This model includes three steps that are Information and Possibilities, Alternative Business Strategy
Development, and Analysis and Evaluation. (Kilroy & McKinley, 1997)
Five major elements of Systems Perspective, Intent Focused, Intelligent Opportunism, Thinking
in Time, and Hypothesis Driven have been presented for strategic thinking in this model. (Liedtka,
1998)
Innovation has been declared as a basis for strategic thinking in this pattern so that five preconditions
have been stated in this respect that are New Voices, New Conversations, New Passions, New
Perspectives, and New Experiments. (Hamel, 1998)
The above-mentioned pattern contains four stages: Discovery of Hidden Limitations, Creating
Processes, Optimization of Alternatives, and A Set of Planning and Opportunism. (Williamson,
1999)
Bonn believed in strategic thinking as a dual-level (individual and organizational) approach. He declared
three main elements at the individual level that are: a holistic understanding of the organization and its
environment, creativity, and a vision for the future. He also addressed in two principles at the
organizational level as follows: foster ongoing strategic dialogue among the top team and take
advantage of the ingenuity and creativity of very individual employee. (Bonn, 2001)

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Table 2. Famous models and patterns in the field of strategic thinking (Continued)

Model/ Pattern

Presenter(s)

Description
This model declared the following six critical factors for attaining success in strategic thinking:
(Kaufman, Oakley-Browne, Watkins, & Leigh, 2003)
Factor 1- Move out of your comfort zone-today's paradigms-and use new and wider boundaries for
thinking, planning, doing, evaluating, and continuous improvement.
Roger Kaufman,
Factor 2- Differentiate between ends (what) and means (how).
Hugh OakleyThe pattern of
Factor 3- Use all three levels of planning and results (Mega/Outcomes; Macro/Outputs;
Browne, Ryan
critical success
Micro/Products).
Watkins and
factors
Factor 4- Prepare all objectives-including the Ideal Vision and mission-to include precise statements of
Doug Leigh
both where you headed, as well as the criteria for measuring when you have arrived. Develop Smarter
(2003)
Objectives.
Factor 5- Use an Ideal Vision (what kind of World. In measurable performance terms, we want for
tomorrow's child) as the underlying basis for planning and continuous improvement.
Factor 6- Defining need as a gap in results (not as insufficient levels of resources, means, or methods).
Bonn improved his dual-level pattern about strategic thinking by converting it to a multi-level pattern. In
fact, he added the group level for strategic thinking as well as the previous levels of individual and
Multi-level
organizational and named it as the existing dynamics inside a group of people. He declared system
Ingrid Bonn
pattern of
thinking, creativity, and vision at the individual level; and middle management involvement,
(2005)
strategic thinking
organic organization structure, and long-term qualitative performance criteria at the organizational
level; and finally job related diversity, task related conflict and relationship related conflict at the
group level. (Bonn, 2005)
This model contains the following nine steps: (Wootton & Horne, 2010)
Step 1- Gather strategic intelligence
Step 2- Assess strategic capability
Step 3- Create strategic knowledge
Nine-step model Simon Wootton
Step 4- Make strategic predictions
of strategic
and Terry Horne
Step 5- Develop strategic vision
thinking
(2010)
Step 6- Create strategic options
Step 7- Take strategic decisions
Step 8- Create and communicate market-led strategy
Step 9- Plan and manage projects to implement change
This model accepts the following thirteen major elements as essentials for strategic thinking:
(Mirakhori, Daraei, & Salamzadeh, 2013)
1. Creativity
2. Future Vision
Ali Reza
3. System Thinking
Mirakhori,
4. Futurism
Comprehensive Mohammad
5. Analysis Power
strategic thinking Reza Daraei and 6. Insight
model
Yashar
7. Intent Focus
Salamzadeh
8. Ability to be Experienced
(2013)
9. Knowledge in Time
10. Continuous Learning
11. Efficient Communications
12. Building Capability
13. Spiritual-Based Thinking
The Comprehensive Strategic Thinking Model does have more popularity and completeness among the famous models and patterns,
because it is not only compatible with Iranian conditions and features but also it contains other elements and components; meanwhile, the
presenters of the model have offered it after deep analysis of the current literature in the field of strategic thinking, Islam, and Iran.
Therefore, the organizations must benefit from thirteen key elements as shown in figure 1 for their strategic thinking based upon the
comprehensive strategic thinking model. In addition, the aforesaid model is the only model that focusing on the values and moral principles
has been considered as an important element in strategic thinking. (Mirakhori, Daraei, & Salamzadeh, 2013) Hence, the above-mentioned
model has been selected for analyzing the existing thinking status among the employees of Tehran Province Education Organization.

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 3(1) January 2014

Creativity
Future Vision
System Thinking
Futurism
Analysis Power
Insight
Intent Focus

Comprehensive strategic
thinking

Ability to be Experienced
Knowledge in Time
Continuous Learning
Efficient Communications
Building Capability
Spiritual-Based Thinking
Figure 1. Comprehensive Strategic Thinking Model (Mirakhori, Daraei, & Salamzadeh, 2013, p. 24)

3.

Research Hypotheses

Based on selecting the Comprehensive Strategic Thinking Model, the main and auxiliary hypotheses of the research for analyzing the
existing thinking status among the employees of Tehran Province Education Organization are as follows:
Main Hypothesis:
1.

The proportion rate of the existing thinking model among the employees of Tehran Province Education Organization
comparing with the Comprehensive Strategic Thinking Model is higher than the average extent.

Auxiliary Hypotheses:
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.

The rate of "Creativity" among the employees of Tehran Province Education Organization is higher than the average extent.
The importance rate of having "Future Vision" among the employees of Tehran Province Education Organization is higher
than the average extent.
The rate of "System Thinking" among the employees of Tehran Province Education Organization is higher than the average
extent.
The rate of "Futurism" among the employees of Tehran Province Education Organization is higher than the average extent.
The rate of "Analysis Power" among the employees of Tehran Province Education Organization is higher than the average
extent.
The rate of "Insight" among the employees of Tehran Province Education Organization is higher than the average extent.
The rate of "Intent Focus" among the employees of Tehran Province Education Organization is higher than the average
extent.
The rate of "Ability to be Experienced" among the employees of Tehran Province Education Organization is higher than the
average extent.
The rate of "Knowledge in Time" among the employees of Tehran Province Education Organization is higher than the
average extent.
The rate of "Continuous Learning" among the employees of Tehran Province Education Organization is higher than the
average extent.
The rate of "Efficient Communications" among the employees of Tehran Province Education Organization is higher than the
average extent.
The rate of "Building Capability" among the employees of Tehran Province Education Organization is higher than the
average extent.
The rate of "Spiritual-Based thinking" among the employees of Tehran Province Education Organization is higher than the
average extent.
There is a significant difference between the existing thinking model and the gender among the employees of Tehran
Province Education Organization.
There is a significant difference between the existing thinking model and the marital status among the employees of Tehran
Province Education Organization.

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17. There is a significant difference between the existing thinking model and the age among the employees of Tehran Province
Education Organization.
18. There is a significant difference between the existing thinking model and the work experience among the employees of
Tehran Province Education Organization.
19. There is a significant difference between the existing thinking model and the academic level among the employees of Tehran
Province Education Organization.

4.

Methodology

This study has been carried out by the survey method using the questionnaire tool. The statistical population of the research contains all the
employees of Tehran Province Education Organization. For statistical population, simple random sampling has been utilized so that the
number of 162 people from all the employees of the aforesaid Education Organization (280 people) have been selected using sample size
tables based on Krejcie and Morgan's formula (1970). It should be mentioned that 150 questionnaires were completed after distributing all
the questionnaires among the considered sample size so that the response rate of 0.92 was obtained which is highly acceptable.
Data gathering in this study was fulfilled by research-made questionnaire in order to analyze the existing thinking status of the employees
of Tehran Province Education Organization based upon the Comprehensive Strategic Thinking Model. The questionnaire contains two
parts so that the first part includes five demographic questions (gender, marital status, age, work experience, and academic level) and the
second part incorporates 52 specialized questions. The specialized questions measure Tehran Province Education Organization from the
aspect of having components for the Comprehensive Strategic Thinking Model together with the research hypotheses. The questionnaire
also has been distributed both among the staff of the Education Organization and among the experts in order to obtain the importance rate
of each component of the model, meanwhile, the results from the questionnaire distribution among the staff which shows the performance
level in the components would be possible to be analyzed with the importance rate of the components. The validity of the questionnaire has
been approved based on content validity method using library studies, accurate analysis of theoretical foundations, and having consultant
with the experts. For analyzing the reliability of the questionnaire, a pre-test was carried out on a sample containing 50 people and data was
gathered as well. Then, Cronbach's Alpha of 0.984 was obtained by the SPSS Software and since the amount of Alpha was greater than 0.7,
the reliability of the questionnaire can be approved.
Subsequently, the gathered data was analyzed using the SPSS and Excel Software in order to survey the research hypotheses and provide
Performance/Importance Evaluation Matrixes and finally present the results as descriptive and inferential statistics.

5.

Result

Descriptive statistics

The descriptive statistics of the responders to the questionnaire have been presented in Table 3.
Table 3. Descriptive Statistics of the Responders

Item
Gender

Marital status

Age

Work experience

Academic level

Group
Male
Female
Total
Married
single
Total
Less than 30
30-35
35-40
40-45
45-50
More than 50
Total
Less than 5
5-10
10-15
15-20
20-25
More than 25
Total
Diploma
Higher Diploma
Bachelor
Master
PhD
Total

Frequency
103
47
150
134
16
150
12
44
36
34
17
7
150
13
16
31
30
37
23
150
11
13
89
35
2
150

Percentage
68.7
31.3
100
89.3
10.7
100
8
29.3
24
22.7
11.3
4.7
100
8.7
10.7
20.7
20
24.7
15.3
100
7.3
8.7
59.3
23.3
1.3
100

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 3(1) January 2014

Inferential statistics

After presenting the descriptive statistics, the research hypotheses and statistical tests have been taken into consideration, but prior this step,
the data status from the aspect of being normal or abnormal have been surveyed. It should be noted that when the sample is big (greater
than 30), the Central Limit Theorem assures that parameter tests can be used even if the population is not normal. Considering this subject
and since 150 questionnaires have been gathered from the statistical population, the analysis has been performed based upon the normal
distribution of the data. Thus, One-Sample T-Test with the amount of 3 (Test Value = 3) and confidence interval of 95% (standard error of
5%) have been utilized for the first 14 hypotheses which are considered higher than the average extent. For hypotheses 14 and 15 which
analyze the meaningful difference in two groups of responders, T-Test with two single samples have been used and for hypotheses 17, 18,
and 19 that measure the meaningful difference in more than two groups of responders, F-Test, i.e., One-way Analysis of Variance or
ANOVA have been utilized.

Surveying the first 14 hypotheses These hypotheses are defined in the format of statistical hypotheses as follows:
H0 : 3
H1 : 3

It's not higher than the average extent

It's higher than the average extent

The reference number 3 has been selected to show that any amounts greater than 3 meant a figure which was higher than the average extent,
because number 3 in the questionnaire described the expression "not agree, not disagree" so that number 4 represented the expression
"agree" and number 5 showed "completely agree", meanwhile, number 2 represented "disagree" and number 1 revealed "completely
disagree". The results of One-Sample T-Test for the first 14 hypotheses have been shown in Tables 4 and 5.
Table 4. Descriptive statistics of One-Sample T-Test for the first 14 hypotheses

N
150
150
150
150
150
150
150
150
150
150
150
150
150
150

Current Thinking Model

Creativity
Future Vision
System Thinking
Futurism
Analysis Power
Insight
Intent Focus
Ability to be Experienced
Knowledge in Time
Continuous Learning
Efficient Communications
Building Capability
Spiritual-Based Thinking

Mean
3.5559
3.5450
3.4383
3.4817
3.5617
3.5500
3.4850
3.8200
3.6750
3.3450
3.5133
3.5517
3.4517
3.8083

Std. Deviation
.74177
.89932
1.00081
.81826
.84640
.87134
.92333
.75924
.77273
.88408
.87508
.83510
.89024
.89668

Std. Error Mean

.06057
.07343
.08172
.06681
.06911
.07114
.07539
.06199
.06309
.07219
.07145
.06819
.07269
.07321

Table 5. Statistics of One-Sample T-Test for the first 14 hypotheses

Test Value = 3

Current Thinking Model

Creativity
Future Vision
System Thinking
Futurism
Analysis Power
Insight
Intent Focus
Ability to be Experienced
Knowledge in Time
Continuous Learning
Efficient Communications
Building Capability
Spiritual-Based Thinking

df

Sig. (2-tailed)

Mean
Difference

9.179
7.422
5.364
7.209
8.127
7.731
6.433
13.228
10.699
4.779
7.185
8.091
6.214
11.041

149
149
149
149
149
149
149
149
149
149
149
149
149
149

.000
.000
.000
.000
.000
.000
.000
.000
.000
.000
.000
.000
.000
.000

.55590
.54500
.43833
.48167
.56167
.55000
.48500
.82000
.67500
.34500
.51333
.55167
.45167
.80833

95% Confidence Interval

of the Difference
Lower
Upper
.4362
.6756
.3999
.6901
.2769
.5998
.3496
.6137
.4251
.6982
.4094
.6906
.3360
.6340
.6975
.9425
.5503
.7997
.2024
.4876
.3721
.6545
.4169
.6864
.3080
.5953
.6637
.9530

Based on the results from Table 5, statistics of One-Sample T-Test for the 14 discussed hypotheses in the standard error level of 0.05 and
freedom degree of 149 is greater than the statistics of T in the mentioned table (1.96). Then, the obtained amount is not located in the
critical area and H0 is rejected but H1 is approved. However, the amount for statistical mean in all the hypotheses as shown in Table 4 is
higher than the assumed mean (test reference = 3). Hence, the proportion rate of the existing thinking model among the employees of
Tehran Province Education Organization with the Comprehensive Strategic Thinking Model and the rate of the following thirteen

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components is higher than the average extent: Creativity, Future Vision, System Thinking, Futurism, Analysis Power, Insight, Intent Focus,
Ability to be Experienced, Knowledge in Time, Continuous Learning, Efficient Communications, Building Capability, and Spiritual-Based
Thinking.

Surveying the hypotheses 15 and 16 These hypotheses are defined in the format of statistical hypotheses as follows:
H0 : 1 = 2
H1 : 1 2

There is not a significant difference

There is a significant difference

The results of T-Test with two single samples for the hypothesis 15 which surveys the responders based upon their gender (two groups
including men and women) has been shown in Tables 6 and 7.
Table 6. Group Statistics of T-Test with two single samples for the hypothesis 15

Gender
Male
Female

Current Thinking Model

N
103
47

Mean
3.5827
3.4971

Std. Deviation Std. Error Mean

.76287
.07517
.69758
.10175

Table 7. Independent Sample T-Test with two single samples for the hypothesis 15

Levene's Test
for Equality of
Variances

Equal variances
Current Thinking assumed
Model
Equal variances not
assumed

t-test for Equality of Means

Sig. (2-

Mean

Std. Error

tailed)

Difference

Difference

95% Confidence
Interval of the
Difference
Lower
Upper

Sig.

df

.558

.456

.654

148

.514

.08558

.13082

-.17295

.34410

.676

96.893

.500

.08558

.12651

-.16551

.33666

According to Table 7, in the first Test (Equality of Variances), the amount of 0.558 for F statistic and also the meaningfulness level of
0.456 indicate that it's not possible to reject equal variances assumed, because the meaningfulness level is more than 0.05. Based on the
second test (Equality of Means) which equal variances assumed, the meaningfulness level is 0.514 and since it is more than 0.05, then H0
can be confirmed. In other words, there is no meaningful difference among the employees of Tehran Province Education Organization
based on their gender.
The results of T-Test with two single samples for the hypothesis 16 which surveys the responders based upon their marital status (two
groups including single and married people) has been shown in Tables 6 and 7.
Table 8. Group Statistics of T-Test with two single samples for the hypothesis 16

Marital status
Married
Current thinking model
Unmarried

N
134
16

Mean
3.5851
3.3113

Std. Deviation Std. Error Mean

.73427
.06343
.78328
.19582

Table 9. Independent Sample T-Test with two single samples for hypothesis 16

Levene's Test
for Equality of
Variances

Current thinking
model

Equal variances
assumed
Equal variances not
assumed

t-test for Equality of Means

Sig.

df

.020

.887

1.400

148

1.330 18.290

95% Confidence
Interval of the
Difference
Lower
Upper

Sig. (2-

Mean

Std. Error

tailed)

Difference

Difference

.164

.27381

.19557

-.11267

.66028

.200

.27381

.20584

-.15815

.70576

According to Table 9, in the first Test (Equality of Variances), the amount of 0.020 for F statistic and also the meaningfulness level of
0.887 indicate that it's not possible to reject equal variances assumed, because the meaningfulness level is more than 0.05. Based on the
second test (Equality of Means) which equal variances assumed, the meaningfulness level is 0.164 and since it is more than 0.05, then H0

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 3(1) January 2014

can be confirmed. In other words, there is no meaningful difference among the employees of Tehran Province Education Organization
based on their marital status.

Surveying the hypotheses 17, 18, and 19 These hypotheses are defined in the format of statistical hypotheses as follows:
H0 : 1 = 2 = 3 = 4 = 5 = 6
H1 : i j

There is not a significant difference

There is a significant difference

The results of ANOVA Test for hypothesis 17 which surveys the responders based on their age has been shown in Tables 10, 11, and 12.
(the ages have been categorized in six groups that are: less than 30, 30-35, 35-40, 40-45, 45-50, More than 50)
Table 10. Test of Homogeneity of Variances for the hypothesis 17

Levene Statistic
.711

df1
5

df2
144

Sig.
.616

Table 11. ANOVA Test for the hypothesis 17

Between Groups
Within Groups

Sum of Squares
6.256
75.726

df
5
144

Total

81.983

149

Mean Square
1.251
.526

F
2.379

Sig.
.042

Table 12. Multiple Comparisons for the hypothesis 17

LSD
Mean Difference
(I-J)
30-35
-.49898*
Less than 30
35-40
-.30235
40-45
-.74057*
45-50
-.46569
More than 50
-.56960
Less than 30
.49898*
30-35
35-40
.19663
40-45
-.24159
45-50
.03329
More than 50
-.07062
Less than 30
.30235
35-40
30-35
-.19663
40-45
-.43822*
45-50
-.16334
More than 50
-.26725
Less than 30
.74057*
40-45
30-35
.24159
35-40
.43822*
45-50
.27489
More than 50
.17098
Less than 30
.46569
45-50
30-35
-.03329
35-40
.16334
40-45
-.27489
More than 50
-.10391
Less than 30
.56960
More than 50
30-35
.07062
35-40
.26725
40-45
-.17098
45-50
.10391
*. The mean difference is significant at the 0.05 level.
(I) Age

(J) Age

Std.
Error
.23617
.24172
.24350
.27342
.34489
.23617
.16297
.16559
.20709
.29509
.24172
.16297
.17342
.21340
.29955
.24350
.16559
.17342
.21541
.30099
.27342
.20709
.21340
.21541
.32567
.34489
.29509
.29955
.30099
.32567

Sig.
.036
.213
.003
.091
.101
.036
.230
.147
.872
.811
.213
.230
.013
.445
.374
.003
.147
.013
.204
.571
.091
.872
.445
.204
.750
.101
.811
.374
.571
.750

95% Confidence Interval

Lower Bound Upper Bound
-.9658
-.0322
-.7801
.1754
-1.2219
-.2593
-1.0061
.0747
-1.2513
.1121
.0322
.9658
-.1255
.5188
-.5689
.0857
-.3760
.4426
-.6539
.5126
-.1754
.7801
-.5188
.1255
-.7810
-.0954
-.5851
.2585
-.8593
.3248
.2593
1.2219
-.0857
.5689
.0954
.7810
-.1509
.7007
-.4239
.7659
-.0747
1.0061
-.4426
.3760
-.2585
.5851
-.7007
.1509
-.7476
.5398
-.1121
1.2513
-.5126
.6539
-.3248
.8593
-.7659
.4239
-.5398
.7476

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According to Table 10, the Test of Homogeneity of Variances among the six age groups can be accepted due to the meaningfulness level of
0.616 which is greater than 0.05. In addition, based on Table 11 which shows the ANOVA Test, the meaningfulness level is 0.042 that is
less than 0.05, and therefore, H0 can be rejected. In other words, there is a meaningful difference among the employees of Tehran Province
Education Organization based on their age and this kind of difference may be observed between the age groups of "less than 30" and "3035" and "40-45" and also between "35-40" and "40-45", because their meaningfulness level is less than 0.05 based upon Table 12 which
reveals Fisher Least Significant Difference (Fisher LSD).
The results of ANOVA Test for the hypothesis 18 which surveys the responders based on their work experience has been shown in Tables
13 and 14. (the work experiences have been categorized in six groups that are: less than 5, 5-10, 10-15, 15-20, 20-25, More than 25)
Table 13. Test of Homogeneity of Variances for the hypothesis 18

Levene Statistic
1.244

df1
5

df2
144

Sig.
.292

Table 14. ANOVA Test for the hypothesis 18

Between Groups
Within Groups
Total

Sum of Squares
4.235
77.748
81.983

df
5
144
149

Mean Square
.847
.540

F
1.569

Sig.
.173

According to Table 13, the Test of Homogeneity of Variances among the six groups of work experiences can be accepted due to the
meaningfulness level of 0.292 which is greater than 0.05. In addition, based on Table 14 which shows the ANOVA Test, the
meaningfulness level is 0.173 that is greater than 0.05, and therefore, H0 can be accepted. In other words, there is no meaningful difference
among the employees of Tehran Province Education Organization based on their work experiences.
The results of ANOVA Test for the hypothesis 19 which surveys the responders based on their academic level has been shown in Tables 15
and 16 (the academic levels have been categorized in five groups that are: diploma, higher diploma, bachelor, master, PhD).
Table 15. Test of Homogeneity of Variances for the hypothesis 19

Levene Statistic
.685

df1
4

df2
145

Sig.
.604

Table 16. ANOVA Test for the hypothesis 19

Between Groups
Within Groups
Total

Sum of Squares
3.950
78.032
81.983

df
4
145
149

Mean Square
.988
.538

F
1.835

Sig.
.125

According to Table 15, the Test of Homogeneity of Variances among the five groups of academic levels can be accepted due to the
meaningfulness level of 0.604 which is greater than 0.05. In addition, based on Table 16 which shows the ANOVA Test, the
meaningfulness level is 0.125 that is greater than 0.05, and therefore, H0 can be accepted. In other words, there is no meaningful difference
among the employees of Tehran Province Education Organization based upon their academic level.
After finishing the hypotheses tests, the results obtained for 19 hypotheses (including main and auxiliary hypotheses) have been presented
in Table 17.
Table 17. The results of the hypotheses test

Number hypothesis
1
2
3
4
5
6
7
8
9
10

Test result
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted
Accepted

Number hypothesis
11
12
13
14
15
16
17
18
19

Test result
Accepted
Accepted
Accepted
Accepted
Rejected
Rejected
Accepted
Rejected
Rejected

Surveying the important rate in comparison with the performance level The performance rate of employees based upon
the components of the Comprehensive Strategic Thinking Model was already presented in Table 4. The results obtained on

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 3(1) January 2014

the basis of the importance rate (conducting a poll by the experts) and the gap between the importance rate and the
performance level has been also presented in Table 18.
Table 18. The importance rate, the performance rate, and the gap between them

Model components
Creativity
Future Vision
System Thinking
Futurism
Analysis Power
Insight
Intent Focus
Ability to be Experienced
Knowledge in Time
Continuous Learning
Efficient Communications
Building Capability
Spiritual-Based Thinking

Performance rate
3.55
3.44
3.48
3.56
3.55
3.49
3.82
3.68
3.35
3.51
3.55
3.45
3.81

Importance rate
3.83
4.67
4
4.08
3.67
4.33
4
4.08
3.58
4.33
3.33
4.17
4.42

Gap
-0.28
-1.23
-0.52
-0.52
-0.12
-0.84
-0.18
-0.40
-0.23
-0.82
0.22
-0.72
-0.61

Based on the results of Table 18, the employees of the Education Organization have the most and the least performance level in "Intent
Focus" and "Knowledge in Time" respectively. According to the experts' opinions, the importance rate for "Future Vision" and "Efficient
Communications" have the highest and the lowest importance respectively. In addition, the most existing gap between the performance
level and the importance rate was observed in the component "Future Vision" and the least gap was observed in "Analysis Power". A fourroom matrix of the evaluation of importance/performance for the components of the Comprehensive Strategic Thinking Model has been
shown in Figure 2. The matrix is made of two vertical and horizontal axes representing the performance and the importance respectively,
and it reveals that the approach of Tehran Province Education Organization about one component is appropriate or inappropriate.

Figure 2. Evaluation Matrix of the importance/performance of the Comprehensive Strategic Thinking Model

6.

Discussion and Conclusions

Like any other organization, the Tehran Province Education Organization relies on its own human resources and the type of thinking
among them in order to attain its goals and activities, and thus, the analysis of the proportion rate of the thinking model among the
employees of the Tehran Province Education Organization with the Comprehensive Strategic Thinking Model was carried out in this study
and 19 hypotheses (including main and auxiliary assumptions) were defined which their results have been shown in Table 17.
According to the results obtained from the hypotheses tests, it was observed that the proportion rate for each of the following thirteen
components together with the existing thinking model among the employees of the Tehran Province Education Organization in comparison
with the Comprehensive Strategic Thinking Model was higher than the average: Creativity, Future Vision, System Thinking, Futurism,
Analysis Power, Insight, Intent Focus, Ability to be Experienced, Knowledge in Time, Continuous Learning, Efficient Communications,
Building Capability, and Spiritual-Based Thinking. In other words, their performance level has been higher than the average with a minor

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Int ernational Journal of Economy, Mana ge ment and Soci al Sci ences , 3(1) January 2014

difference (so that the mean amounts in all the components are from three to four). It should be mentioned that among the 13 components
of the Comprehensive Strategic Thinking Model, the employees of the Tehran Province Education Organization have obtained the most
and the least rate in "Intent Focus" and "Knowledge in Time" respectively comparing with the average extent. This thinking approach
among the employees of the Education Organization may be originated from the Fundamental Charter of Changes in the Education System
deployed among the employees in the past two years.
In addition, it was observed that there is no meaningful difference between the existing thinking model of the employees at the Tehran
Province Education Organization based upon the gender, marital status, work experience, and academic level; and the meaningful
difference was only observed in their ages. This indicates that there is a common and identical thinking among the employees of the Tehran
Province Education Organization which probably originates from the current culture among the mentioned staff.
The results from comparing the importance rate of the components and their performance level are as follows:

Creativity: According to the matrix shown in Figure 2, it was observed that this component has located in the area which
indicates considering an appropriate approach for it. Also, the existing gap between the importance rate and the performance level
based upon Table 18 was fairly small and it means that the Tehran Province Education Organization has taken efficient measures
in this respect.
Future Vision: According to the matrix shown in Figure 2, it was observed that this component has located in the area which
indicates considering an appropriate approach for it. However, the existing gap between the importance rate and the performance
level based upon Table 18 was big and it means that the Tehran Province Education Organization must take special measures in
this respect in order to eliminate the mentioned gap.
System Thinking: According to the matrix shown in Figure 2, it was observed that this component has located in the area which
indicates considering an appropriate approach for it. In addition, the existing gap between the importance rate and the
performance level based on Table 18 reveals that the Tehran Province Education Organization has taken moderately suitable
measures in this respect; meanwhile special attention is still needed.
Futurism: According to the matrix shown in Figure 2, it was observed that this component has located in the area which
indicates considering an appropriate approach for it. Also, the existing gap between the importance rate and the performance level
based on Table 18 indicates that the Tehran Province Education Organization has taken moderately suitable measures in this
respect; meanwhile special attention is still needed.
Analysis Power: According to the matrix shown in Figure 2, it was observed that this component has located in the area which
indicates considering an appropriate approach for it. Also, the existing gap between the importance rate and the performance level
based on Table 18 was very small and it represents that the Tehran Province Education Organization has taken effective measures
in this respect.
Insight: According to the matrix shown in Figure 2, it was observed that this component has located in the area which indicates
considering an appropriate approach for it. However, the existing gap between the importance rate and the performance level
based upon Table 18 was big and it means that the Tehran Province Education Organization must take special measures in this
respect in order to eliminate the mentioned gap.
Intent Focus: According to the matrix shown in Figure 2, it was observed that this component has located in the area which
indicates considering an appropriate approach for it. Also, the existing gap between the importance rate and the performance level
based on Table 18 was small and it means that the Tehran Province Education Organization has taken effective measures in this
respect.
Ability to be experienced: According to the matrix shown in Figure 2, it was observed that this component has located in the
area which indicates considering an appropriate approach for it. In addition, the existing gap between the importance rate and the
performance level based on Table 18 indicates that the Tehran Province Education Organization has taken moderately suitable
measures in this respect; meanwhile special attention is still needed.
Knowledge in time: According to the matrix shown in Figure 2, it was observed that this component has located in the area
which indicates considering an appropriate approach for it. Also, the existing gap between the importance rate and the
performance level based on Table 18 was fairly small and it means that the Tehran Province Education Organization has taken
effective measures in this respect.
Continuous Learning: According to the matrix shown in Figure 2, it was observed that this component has located in the area
which indicates considering an appropriate approach for it. However, the existing gap between the importance rate and the
performance level based upon Table 18 was big and it means that the Tehran Province Education Organization must take special
measures in this respect in order to eliminate the mentioned gap.
Efficient Communications: According to the matrix shown in Figure 2, it was observed that this component has located in the
area which indicates considering an appropriate approach for it. However, the existing gap between the importance rate and the
performance level based upon Table 18 was positive and it means that the Tehran Province Education Organization has focused
more on performance level than importance rate. In other words, some capacities and potentials of the organization have been
consumed in some areas which have not been important for the organization.
Building Capacity: According to the matrix shown in Figure 2, it was observed that this component has located in the area which
indicates considering an appropriate approach for it. However, the existing gap between the importance rate and the performance
level based upon Table 18 was moderately big and it means that the Tehran Province Education Organization must take special
measures in this respect in order to eliminate the mentioned gap.
Spiritual-Based Thinking: According to the matrix shown in Figure 2, it was observed that this component has located in the
area which indicates considering an appropriate approach for it. However, the existing gap between the importance rate and the
performance level based upon Table 18 was fairly big and it means that the Tehran Province Education Organization must take
special measures in this respect in order to eliminate the mentioned gap.

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 3(1) January 2014

7.

Suggestions

According to the results which indicates that the thirteen components of the Comprehensive Strategic Thinking Model among the
employees of the Tehran Province Education Organization is higher than the average (with a small gap to the average) in one hand, and the
existing gap between the performance level and the importance rate in some components on the other, the following suggestions are
presented in order to reinforce and enhance the strategic thinking level among the employees and also prevent them falling such thinking
aspects considering that the means amounts were close to the average extent:

Increase in commitment and comprehensive support of general manager from creative people and initiative activities.
Increasing the measures by the Education Organization in order to create a common attitude among all the staff relating to the
Fundamental Charter of Changes in the Education System.
Considering the organization as a whole system which contains some related and connected parts.
Enhancing the empowerment of the managers and staff in having imagination toward the future of the National Education System
and adapting themselves for encountering with it.
Improving the understanding and analysis power of the managers and staff about their own measures in the Education System and
considering its probable difficulties at the society.
Enhancing the insight level of the managers and staff and giving them information on the current situation of the country and the
cultural invasion of our enemies.
Notice on the big goals included at the Fundamental Charter of Changes in the Education System in all measures, activities, and
decisions.
Creating appropriate conditions for documenting the experiences in order to utilize them in the future.
The assistance of managers to the staff in order to utilize their findings at work.
Equipping the organization with the world knowledge and technologies in the field of training and education issues.
Upgrading the quantitative and qualitative level of short term courses for the managers and staff of the Education Organization.
Optimal and targeted usage of the resources.
Improvement in decision-making structure at the organization based on creativity by considering the valued principles.
Taking into consideration the spiritual values and moral principles in all measures, activities, and decisions.

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