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Midterm 2 Flashcards

1
Q

Facilitating well means you are

A

Communicating well

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2
Q

Communication is what kind of process

A

Continuous and people process

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3
Q

5 things that communication is affected by

A

Verbal / non verbal medium
Filter for the coach - attitude, past experience, motives for coaching
Filter for the participants - attitude, past experience, motives for participating
Power
One way communication

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4
Q

Communication involves

A

Listening and speaking

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5
Q

3 ways of effective communication

A

Being open
Communicate positively
Communicate clearly

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6
Q

How to be open? -2

A

Personalize discussion by repeating/contextualizing what they said - I see what you’re saying, make you’re aware of other people’s contributions
Two way communication by asking for and obtaining feedback

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7
Q

When go use one way communication?

A

Discipline and safety

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8
Q

How to communicate positively? - 6

A

Be courteous, tolerant, patient, constructive, and loyal - know your audience

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9
Q

How to communicate clearly?

A

Speak in a concise, amplified, all inclusive manner with proper body language

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10
Q

If you don’t communicate clearly …

A

Alternative outcomes of what you thought was clear - can also depends on the listener’s capacity to listen, filter and understand

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11
Q

If your listener didn’t hear you in the way you intended for them to hear you - how can you fix it?

A

Why did they misunderstand and how can we fix it?

Situational dependent

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12
Q

How do you form your group?

A

Criteria that you look for - what defines a group

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13
Q

What is a group? 1- 4

A

Any collection of people is thought of as a group

  1. Awareness and acknowledgement
  2. A group involves interaction
  3. Beliefs that membership will satisfy some need
  4. A group is more productive than its individual members
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14
Q

Participant vs functional groups

A

Functional groups are more important to us from a leadership perspective - we want one to have all 4 of those characteristics.
Participant groups don’t have a purpose, unaware that we are in one and lack common goal

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15
Q

Stages of group development

A

Tuckman (1965) identified these stages of development for groups - sports teams are influenced by a lot of other factors

  1. Forming - assessing situation, initial impression, uncertain stage
  2. Storming - conflict arises, struggle for leadership may occur
  3. Norming - trying to be more productive, bringing in diff things and working with them
  4. Performing - long term goals, team work, solutions, not all groups reach this stage or stay in this stage
  5. Adjourning and transforming - deforming and mourning - Tuckman and Jensen (1977) - successful completion of goals and prepare for disengagement
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16
Q

Role of leaders and facilitators in the process of group development

A

Trying to get the groups through these stages

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17
Q

Time for achieve group development

A

Varies

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18
Q

First follower principle

A

Leadership is over glorified, treat your first few followers as equals - be bold and follow a lone nut if they have a brilliant idea

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19
Q

Thoughts about followership - 4

A

Negative connotations
Can’t think for themselves - do what’s popular
Can’t lead - lacking skills and characteristics
Characteristics - social norms

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20
Q

Why would someone wanna be a follower

A

Good follower before they become a good leader

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21
Q

5 reasons of being a follower

A
  1. Fear of retribution
    - we dont want something negative to happen - so we dont lose our …
    - not a good reason to follow but opportunity to engage with others and change the social norm
    - if there’s a good person to be a captain
  2. Blind hope
    - idea/hope that something may happen from you engaging
  3. Faith in leader
    - see someone with power and believe that’s the person you want to participate with
    - someone with skills
  4. Intellectual agreement
    - agreeing with good ideas
  5. Buying the vision
    - you think they have a good idea
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22
Q

What do followers want?

A
  1. Participation must provide satisfaction
  2. They will participate at DIFFERENT LEVELS of INTENSITY - time
    - Csikszentmihalyi (1990) (chicks and Mahalia) - “flow” is a dynamic condition that people feel when they act with total involvement - engage followers, leaders are focussing on a different level of flow and method to get to it - emotional state
    3 - interaction with the environment
    - circumstances of the setting can include nice the follower’s behaviour - less engaged and satisfaction if they don’t like their group - affect other people
    - follower environment (physical and social) behavioural outcomes (satisfaction and intensity)
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23
Q

Follower types and critical thinking

A

Alienated and effective followers which have high critical thinking
Sheep and yes people have low critical thinking

24
Q

Follower types and types of participators

A

Alienated and sheep followers are passive participators

Effective and yes people are active participators

25
Sheep follower
Not as productive, do whatever you tell them to do
26
Low critical thinking participants
Find inspiration from leaders and followers to help them - intensity varies between sheep vs yes
27
Alienated
Not 100% in, wrong reason, less motivated to engage
28
Most valued participants
Effective participants
29
Group characteristics - 5
All groups possess certain characteristics 1. Group cohesion -final goals - important as you’re more likely to be satisfied 2. Group morale - help of hinder, closely linked to group norms 3. Group norms - expectation of one another in a group 4. Group structure - extent to which power and authority are retained by members at the top of the group - centralization - power in 1 location (top) - at the lower levels of the group - decentralization - power shared 5. Group productivity - group that disappoints dont wanna be part of the group again, may be brought back strictly for social aspect Participation when two groups come together.
30
Centralization example
Coach/staff then team, power in one place at the top
31
Centralization/decentralization of group size
Larger vs smaller
32
Centralization/decentralization of group goal
Immediate and demanding vs casual and long range
33
Centralization/decentralization of group dispersion
Wider vs narrower
34
Centralization/decentralization of group formal structure/complexity
Complex vs simple
35
Centralization/decentralization group formal structure clarity
Unclear vs clear
36
Follower’s interaction with the environment
Circumstances of the setting can influence their behaviour - if you dont like your group you will be less engaged, less satisfied, and negatively affect other people Followers goes into the environment (physical and social) which goes into behavioural outcomes (satisfaction and intensity) which feeds back into the environment esp the social aspect
37
Decentralization example
Power spread out and away from the top - players make decisions
38
Group productivity
Important for satisfaction and success, minimum could negatively affect other aspects of the group
39
Identical leadership behaviour from men and women can
Be interpreted differently because of gender stereotyping
40
Leadership behaviour can affect
Follower perceptions which is back and forth between individual, group, and organizational outcomes
41
Stereotypes - 2
Influence what we think, comes from our experiences
42
Behaviours as males and females
Interpreted differently
43
Gender based stereotypes
Expected interpersonal behaviour Types of roles/ jobs best suited for me and women based on sexual habits - females are more guarded in who they mate with
44
Hopkins vs Price Waterhouse
Gender stereotyping law suit - Woman sued price Waterhouse as she was denied partnership because she didnt act the way she was supposed to as a woman - she won but they think there is a lack of confidence
45
Leadership styles of men and women (Eagly, and Johannesburg - Schmidt, 2001) Consequences
Women face greater barriers to become leaders - they are more cooperative and collaborative and more oriented to enhancing others’ self worth Men are described to be more assertive, controlling, aggressive, ambitious and competitive Potential for bias, influence preemptively by name, followership qualities and how we behave as leaders
46
Title VI and VII of 1964 civil rights act
Both did not cover discrimination by gender or all employees -> title 9 covered any federal funded ed programs and employees Many more opportunities for women and reached their potential
47
What did title 9 do for sport? - 5
In institutions, participation for gender had to equal Avg # of sports offered went from 5.6 to 9 Soccer roster size went from 22- 307 Participation rates jumped 1981 to 2009 female participation went up 173% and males went up 40% Since 1981 2790M and 4085F teams added and 2542 and 1748 teams dropped - male sports suffered a loss of programs
48
What did title 9 do for coaching - 4
More than 1000 new head coaching positions created but 75% went to men Avg % women headcoaching women decreased from 90-48to42% Women hold 61% of the paid coaching positions for women’s teams Less than 2% women HC men - almost all in combined sports (i.e. T&F, swimming)
49
Canadian inter university sport - usport - 200/5 who gets all the funding by the govt and follow the rules
Gender policy - all | - min 40% must go to each gender - doesnt take into account the number of actual participants - only an assumption
50
% of m and f full time student and participation opportunities at Canadian unis - roster vs full time
F have a smaller set of roster (44%) but they rep more than 50% of the pop Opposite for males Males have a greater opportunity, every 3 roster for males there’s 2 for females
51
Goods news for CN funding participation
431m and 425f - roster positions 56%m and 44%f
52
Bad news for CN funding leadership -3
19%HC and 17% athletic director held by F Male coaches of female teams of both gender segregated and co-ed teams are both much higher than female coaches of male teams 20% F coaches in olympics
53
Leadership development questions to ask - 3
How we lead - why? Relationship between follower and leader, what happens? Characteristics of a good leader Can we all be good leaders?
54
Commitment continuum
Resistant - not bought in Reluctant - wait and see Existent - go through the motions Compliant - do what you’re told Committed - self-motivated, go the extra mile Compelled - no matter what, find a way to reach your goals
55
Leader and the commitment continuum
How much you want to give as a leader - you want to compel them
56
A leader is best
When people barely know that he exists Not so good when ppl obey and acclaim him Talks little, when his work is done and aim fulfilled, they will say - we did this ourselves
57
Fail to honour people and
They will fail to honour you

Leadership Development (2 decks)

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