Becoming Busy or Busy Becoming?
October 30, 2015
While I have served the MHSAA as an employee and several other organizations as a volunteer board member, I have gradually and probably too slowly learned to be more on the lookout for ways to help move these organizations from transactional to transformational business … from mundane and routine tasks that tread water to sea-change strategies that might cause an organization to alter its course.
I have tried to do this in different ways at different times with different organizations; but I was recently handed an idea that I think will work with almost every organization at almost any time. A speaker said, “Are we busy doing, or are we busy becoming?
That question captures the essential difference between transaction and transformation. If every board meeting and staff meeting and committee meeting would start with that question, and/or be used at the end of the meeting as the evaluation tool, the work would broaden in scope and deepen in impact. Little issues would give way to larger topics, and fascination with fads would give way to focus on future trends in our work or in society as a whole that could affect the enterprise in fundamental ways.
Are we busy doing things that will help us become not just a little but very much better at what we do? Are we striving to break down or through barriers that hold us back? Are we searching for fundamental changes not just in how we do things but how we see things? Are we enlarging our vision? Are we searching not just for new ways to do old things, but also to discover altogether new things to do that will cause us to become what our greatest aspirations desire?
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.