Values Trump Rules
November 19, 2013
The last two postings, which were about rules and rule-making, have quoted from how: Why HOW We Do Anything Means Everything by Dov Seidman. The book deserves at least this additional commentary.
Mr. Seidman posits that in the modern world of hyperconnectivity and transparency (which he describes in detail), there is no such thing as “private” behavior. It’s all public and, therefore, how we do things is more important than what we do.
He states that to stand out in a positive way, an enterprise must “outbehave” the competition. And he says, such behaviors do not follow rules, they flow from values.
This means, according to Seidman, that effective leadership in this environment will be less about coercion (rules) and more about inspiration (values). Leaders will spend less time talking about the carrots and sticks of managing people, and more time focusing on “values and missions worthy of their commitment.”
It’s a shift from “task-based jobs” to “values-based missions;” a transformation from “command and control” to “connect and collaborate” leadership. “It’s a move from exerting power over people to generating waves through them.”
Instead of talking about organizations that are too big to fail, Seidman says we will have organizations “that are too sustainable to fail, too principled to fail, and too good to fail.”
Culture of Excellence
October 20, 2015
What are the marks of excellence in a high school’s extracurricular activities program that set the most welcoming schools apart? What are they doing to create and perpetuate a culture of excellence in good behavior?
Our counterpart organization in the state of Washington invited the MHSAA and other state high school associations to consider these questions, and to offer examples which would help to recognize the best practices of schools that have a tradition of excellence in good behavior and a welcoming environment.
We discovered that our initial thoughts were like skipping stones on a pond. They barely skimmed the surface of this topic, and we quickly plunged more deeply than answers like comfortable venues, convenient parking, friendly signage, staff assigned to greet contest officials and visiting teams, and upbeat cheering sections.
We concluded that all of these welcoming attributes are the result of committed leadership that communicates clearly and consistently about the expectations of educational athletics, and these expectations are exceptional in how different they are than at every other level of sports.
What is abundant in these schools and scarce in less-welcoming schools is the appointment, and continued training and support, of a full-time athletic administrator who spends all day, every day on the interscholastic program.
And this athletic administrator provides ongoing training and support to coaches, as well as to team captains and other student leadership.
These are the schools where the MHSAA Coaches Advancement Program is provided time and time again to coaches. These are the schools where students have attended the MHSAA’s Team Captains Clinics, Sportsmanship Summits and Women in Sports Leadership Conferences. This is where the School Broadcast Program is providing events regularly and promoting the school proudly.
Simply put, these are schools where administrators are dedicated to creating a proper perspective of school-sponsored, student-centered sports, and spend time on this daily. They have gone beyond signs and slogans to the much more difficult (but more rewarding) work of nurturing better leaders out of coaches and athletes, individual by individual, week after week, season after season.