Outside View
October 4, 2011
Steve Jobs’ departure from Apple and then his death on Oct. 5 has caused just about every newspaper and business and technology magazine and online newsletter to provide its take on what Jobs meant to Apple, and to the world we live in.
Among the analyses I’ve read that could be most helpful to those in leadership of school sports is that of Cliff Kuang, before Jobs' death, in the October 2011 issue of Fast Company. In “What Steve Jobs Can Still Teach Us,” Kuang comments on Jobs’ “ability to see a company from the outside, rather than inside as a line manager.”
Over his career, observes Kuang, “He (Jobs) became less enamored of tech for tech’s sake. He blossomed into a user-experience savant.” He took the “outside view of a user.” Ultimately for Jobs, “usability was more important than capability.”
I suspect it would do us all well to take the same approach to school sports at the local and state levels; that is, to keep thinking about how the programs appear from the outside. How they appear to the end-user.
It’s all well and good that our rules are correct in their philosophy; but if they don’t make sense to end-users or don’t work in practical application, we may have problems. Same is true for our events, and for our technology.
It is impossible to expect complete understanding of all the policies and procedures of school sports or to avoid all controversy when the competing interests of partisans are involved as is the case in athletics. Remembering, therefore, that the task is not to please but to serve is a necessary mindset, because service in this work often means saying “No” or citing violations and requiring forfeits.
But even as we do these necessary but unpleasant things, which we know in advance will not be universally understood and supported, it is good to be mindful of how it all looks from the outside. It is most important that those in the necessary positions of doing these things be professional and consistent, with a steadfast commitment to apply policies and procedures uniformly. When people view the organization from the outside, even if they don’t fully understand or agree with a decision, they must see that each rule is applied identically to every school, without favoritism, and that rules are not just made up as we go along to relieve a pressure point or grease a squeaky wheel.
By The Book
January 16, 2018
The Michigan High School Athletic Association is unfairly criticized by the uninformed for inconsistently administering the Transfer Rule.
That some students are eligible and others not after a change of school enrollment is the result of 15 stated and necessary exceptions within the Transfer Rule that can cause some students to be immediately eligible while others have to wait about one semester before they become eligible to participate for their new school. The rule, as written, with 15 pretty cut-and-dried exceptions, is consistently applied.
Some students have their ineligibility extended from one semester to two because an athletic-motivated transfer was alleged by the student’s previous school and confirmed by the MHSAA, OR because one of the listed athletic-related links was found to be present by the MHSAA without any school needing to make a written allegation of an athletic-motivated transfer. Some students have their eligibility extended further – up to four years – because they transferred as a result of undue influence (athletic recruitment).
So, if you read that one student transferred without any loss of eligibility, and another transfer lost one semester of eligibility, and another lost two semesters of eligibility, and another student lost even more, it is a function of the specific rules involved and their application to the specific facts of the different students’ situations.
It’s not bias, but the book (the Handbook that all member schools adopted); it’s not favoritism but how the rule applies to the facts of each case.