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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.”

High-Performing Programs

July 10, 2018

(This blog first appeared on MHSAA.com June 28, 2011, and was printed in the September/October 2006 MHSAA Bulletin, and in Lasting Impressions, which appears in the MHSAA's online Library.)

A study of 10 academically-oriented after-school programs in New York City funded by the After-School Corporation may provide some unintended guidance for interscholastic athletic programs.

Prepared in November 2005 by Policy Studies Associates, Inc. for the After-School Corporation and Southwest Educational Development Laboratory with support from the U.S. Department of Education, the report “Shared Features of High Performing After-School Programs” identifies the following characteristics of high performing after-school programs:

  • A broad array of enrichment opportunities. 
  • Opportunities for skill building and mastery. 
  • Intentional relationship building. 
  • A strong, experienced leader/manager supported by a trained and supervised staff. 
  • The administrative, fiscal and professional development support of the sponsoring organization.

While competitive junior high/middle school and high school sports were not the subject of this study, here’s what I think these findings could mean for school sports:

  • Interscholastic athletic programs should provide a wide variety of opportunities appealing to a diverse group of students.

  • Interscholastic athletic programs should provide competitive opportunities for the highly skilled as well as learning opportunities for the less skilled so they too might progress to higher levels of competency, or just enjoy the fun, friends and fitness of school sports.

  • Teamwork, sportsmanship and leadership should be outcomes as intentional as development of skills of the sport and strategies of contests.

  • A full-time athletic administrator is essential, and it is imperative this person have authority to train and supervise staff and hold them accountable for performance consistent with the best practices of educational athletics.

  • School boards and their administrators must provide sound policies and procedures, adequate financial support and opportunities for continuing education for the athletic director and every coach.

All in all, a pretty good blueprint for school sports in Michigan.