Research

November 21, 2014

We freely admit that a state high school association is much better at running tournaments than conducting research. First as athletes and then as coaches, most of us got in the habit of processing information quickly and making fast decisions. Now as administrators, our member schools depend on us for quick answers because the contest our answer may affect is scheduled this week, or tomorrow, or tonight.

However, there is a small body of research that is unique to the MHSAA. Like our counterpoint organizations across the US, we keep the regular-season and postseason tournament records and we have the data for officials registrations, student participation and tournament attendance. Our uniqueness is in two areas.

First, the MHSAA has surveyed its member schools about participation fees (a.k.a., pay-for-play) every school year since 2003-04. This is the longest running survey and largest body of information on this topic anywhere. You can find all the results at MHSAA.com here.

Second, the MHSAA has surveyed middle school students three times – in 1997-98, 2001-02, and 2008-09 – and is doing so again this month, to assess what sports they are currently engaged in and are most interested in playing as high school students.

It is this survey that was partly responsible for the MHSAA’s addition of lacrosse and bowling tournaments in 2005 and 2006, the two most recent additions to the MHSAA postseason tournament schedule.

Leadership Communication

December 3, 2013

“We’ve got the weather,” the man said. And for years, my wife and I have wondered what he meant.

We had been walking in Dublin, Ireland and paused to photograph the huge wooden doors of an aging church building, when an elderly man on the sidewalk greeted us with those few words.

Did he mean the weather was bad because it was raining? Or, as we think more likely, was he saying the weather was good because it was a mild day with a gentle breeze and only a light rain?

My wife and I still recall that day in Dublin, that brief encounter, whenever we hear people make statements that could be interpreted in exactly opposite ways.

Speakers often say one thing and mean another, sometimes intentionally, sometimes innocently. Listeners often misinterpret what was stated because they had something different on their minds or expected something different to be said.

All of this and more adds to the difficulty of communicating effectively, whether between two people or within a team or organization.

Leadership communication attempts to minimize these misunderstandings; and an effective tactic for doing so is to have listeners restate what they believe they heard the leader say.

Communicating messages clearly and repetitiously is a leadership essential; but so is providing opportunities for others to repeat those messages. This leads not only to more precise communication, but also to more pervasive and powerful messages.