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Representative Governance

November 11, 2014

A man in a hot air balloon, realizing he was lost, lowered the balloon to shout to a fellow on the ground: “The wind’s blown me off course. Can you tell me where I am?” 

The man on the ground replied, “Sure. You’re hovering about 90 feet over this wheat field.” 

The balloonist yelled, “You must be an engineer.”

“I am,” the man replied. “How did you know?” 

“Well, everything you told me is technically correct but of absolutely no use.” 

The engineer retorted, “You’re an executive, right?” 

“How did you know?” the balloonist responded. 

“Well, you were drifting in no particular direction before you asked for my help, and you’re still lost; but now it’s my fault.”

In addition to making me chuckle, that story reminds me that the world is very likely a much richer place when it has both bird’s-eye and on-the-ground perspectives. It is certainly true that our understanding of issues and answers in school sport is better when both views are voiced.

This reasoning is the basis for inviting any representative of a member school to serve on the MHSAA’s governing body, the Representative Council. Unlike many other states, seats at the MHSAA’s table are not limited to superintendents or to principals.

Throughout most of the MHSAA’s history, there has been a nearly equal balance of superintendents, principals, athletic directors and others on the 19-member Representative Council. However, in recent years the balance has shifted decidedly toward athletic directors, as superintendents have become increasingly occupied with keeping school districts afloat financially and principals are increasingly consumed with demonstrating improving student test scores.

The MHSAA’s Constitution provides for an election system that assures good diversity of school size and location on the Representative Council. The Constitution also provides for an appointment process that is intended to improve gender and minority membership on the Council. That provision is also being used to recruit superintendents and principals back to our table. We need policymakers who see things with a wide angle view as much as we need policymakers who see the daily details of school sports up close.

Rocket Science

January 5, 2015

I have always been fascinated by space exploration and in awe of all that is required and must go right to send a space vehicle atop a multi-stage booster rocket from a moving object like Earth, and land it softly on another moving object like the moon or Mars or most recently a massive rock, after a journey of many months and millions of miles. How can people figure that stuff out?
There cannot be a problem of school sports that is more complicated than those of space exploration, except for one feature – which is that our problems deal with people, who are far less predictable and dependable than the laws of physics.
Making matters worse is that we are working with people in a competitive arena, and in an emotional setting, where the objectivity which characterizes the scientific method of rocket scientists is generally if not universally absent.
As long as potential problem-solvers view potential solutions through the lens of what does or does not benefit them in terms of competitive edge, our efforts to make good changes will never launch or, if launched, will miss the target.