MODULE 2 CHALLENGE

Module 2: Challenge
Rick Powell
COED 6120 Management and Leadership in Sport
Ohio University
February 16, 2014

MOTIVATING FACTORS IN THE WORK ENVIRONMENT

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Strong principal to teacher relationships, professional and cordial teacher to teacher

relationships, teamwork, flexibility, and common goals are all concepts that come to mind when
analyzing the climate of my work environment. Other aspects of this climate include encouraged
and provided professional development, performance reviews, and regular sharing to problem
solving. Of course, this is superficial, or at least, not one hundred percent qualitative nor
quantitative. According to Clarks (2013) presentation of Herzbergs research, Hygienemust
be present in the job before motivators can be used to stimulate a person. (p. 11) Thus, there are
prominent barriers to the ability to motivate properly. The main culprit is the ever mounting
assumption that the public school teacher is either incapable or unwilling to educate and facilitate
his students appropriately. Having both intellect and integrity called into question damages such
dissatisfiers as status, job-security, mistrust and disrespect among peers, and even pervades
personal life in the way of fulfillment and pride. Typically, this barrier of motivation is outside
of my influence due to the fact most co-workers believe that this is the perception of state
bureaucracy. The attitude of colleagues, when polled is the feeling that no matter the time,
effort, innovation, and success they have its not good enough. With this, feelings of
frustration accrue and insecurity reigns. The movement to change is begrudged.
However, I think the climate is best described by what McGregor labels Theory Y.
Although not a complete parallel, many aspects of this model fit the makeup of my school.
Maxwell states, (1998), Never underestimate the power of building relationships with people
before you ask them to follow you. (p. 106) He goes on to say (1998), People dont care how
much you know until they know how much you care. (p. 107)

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How do you remove barriers that block motivation? Care. In my work climate, I see
continued support that educators are just that, educators. It is what we do and it seems natural.
Accolades and certificates of appreciation are presented for achievement. Public and also
discreet acknowledgements of innovative or creative teaching methods are given. Sometimes it
is just the mere verbal recognition of a task. It is the pat on the back and to let one know that he
or she is appreciated.
According to Maxwell (1998), Great leaders gain authority by giving it away. (p. 128)
Another need that must be met in a healthy work environment is the ability to professionally
grow, (Clark, 2013, p. 2) A leader must empower his teachers with the opportunity and control
to develop profession. My work environment allows for the progression of individuals to
enhance their education, professional status, and teaching field. This motivational tool not only
benefits the climate on a person to person level but also summative.

TEAM MOTIVATING FACTORS

To give an analytical view of the climate within my team a brief, informative survey was
conducted among the players. Athletes were asked to complete an anonymous survey with some
general questions concerning team rules, practice structure, expectations, commitment, and
finally, team and individual goals.
The results revealed that the players felt a comfort level with coaches in that mandates
and guidelines were in place, not to restrict, but to shape and mold responsibility. Practices seem
to run in a systematic yet upbeat and fast tempo manner to which players are constantly
challenged and avoiding stagnation. The perception of coaches expectations was vaguely
expressed: do our best, try all the time, etc. Player expectations ranged from individual

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achievements to actually what they could expect to see in a given practice. Team goals were
vague. To win, seemed to dominate the culture, but that response is an expectorant. Perhaps, a
more defined: to win the conference, or the state championship answer was anticipated. Most
athletes expressed a genuine rapport with the coaches and felt the coaches cared and were
concerned for the well-being on and off the playing field.
Within the framework of the aforementioned motivators all factors are within my control.
Rules and guidelines are prevalent but at a level that is not overbearing or constricting. In an
excerpt taken from, Andy Lopez, head coach of Florida, Kindall and Winkin (2000), write You
should discipline with the vision of making a particular player better or making the program
better. (p. 318) This motivational strategy is designed to enhance a players and teams
advanced not hinder. Rules and other disciplines are explained as methods of unification and
team building modifiers. Also, the role for each player is deemed as valuable piece to this
process. (Mageau and Vallerand, 2003, p. 898)
Practices are designed with each individual in mind. Daily assessments and expectations
are addressed before, during and after each practice session. This ensures practices are fresh,
pertinent, and beneficial. Each player helps set up drills, distribute equipment, and is heavily
involved. This sense of ownership helps all players to connect with the goals of the team.
(Beyer, 2007, p.1)
The level of expectation and commit to the program is displayed throughout the practice
but takes shape way before. One barrier to performance and motivation is a players background
or home life. Today, so many athletes come from volatile and broken homes. Commitment and
structure is foreign in their vocabulary. Small talks throughout the year, notes of encouragement
put on bulletin boards, and camp registrations all go toward mending this condition. This

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encourages and focuses the athlete on commitment. It allows them to understand that they
represent the program in and out of season. It gives them a safe haven that no matter what is
going on out there in the world, that here, in the confines of the field, they are safe, welcome, and
expected to do great things. (Beyer, 2007, p.1)
Another major barrier identified is the level of frustration a player experiences when a
skill isnt being accomplished. A prime example is a deflated player as he falls into a hitting
slump. My practice has always been: more drills, more instruction, more encouragement.
However, this doesnt always provide they remedy. There is a fine line that one must recognize
between over-coaching and not coaching enough. There have been times where a player will try
and make an adjustment in his swing because of my advice, and become confused. Or the
concentration is on the adjustment instead of a good swing, thus, the birth of a slump. When
teaching mechanics I must learn to focus on one thing at a time. (Kindall and Winkin, 2000,
p.77)
According to Clark (2007), people can be motivated by internal and external forces. Of
the external forces, factors such as danger, environment, and pressure from family may create
barriers that disengage the athlete from performing at a peak level. (p. 3) It is difficult, when
analyzing each individuals situation, to accept that a method of motivation is not feasible.
Developing a strong athlete-coach relationship is a major factor in motivation. Such motivating
deterrents as home life and family pressures do drastically effect a player but as stated before,
this need can be met in the realm of sport and encouragement. To my knowledge, every aspect of
motivation can be influenced in some small degree by a strong, caring, and ethical leader. As a
leader you have the power to influence motivation. (Clark, 2007, p. 1)

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BOOK EVALUATION: THE 21 IRREFUTABLE LAWS OF LEADERSHIP BY JOHN MAXWELL

Every chapter in this book has left its influence on me both as a person and as a leader
because it has tied the two together. While each law could be discussed at length I have selected
a few that stands out the most to me. They are the Law of Influence, the Law of Connection, and
the Law of Buy-In.
According to Maxwell (1998), Leadership is influence nothing more, nothing less.
This truth has made a profound already on the way I look at my day to day communications with
my players. To lead is to influence and if you influence someone, you have the ability to get
them to move in a positive direction a direction in which you want them to go. In this second
law of leadership Maxwell states that leading and managing are not the same. Managers
continue in the direction they inherited or that was passed down to them but they have no real
way of making a difference, a change. Leaders get people to move. This move is in a new,
positive direction that spawns growth. (Maxwell, 1998, p. 14) In quoting Harry A. Overstreet,
Maxwell writes (1998), The very essence of all power to influence lies in getting the other
person to participate. (p. 18) If a leader cannot motivate his people they will not follow.
(Maxwell, 1998, p.18) At the heart of every teacher and coach is the need for students and
athletes to buy into what he is selling. I could have all the techniques of baseball down to an art,
know every situation, be able to dissect swings, and analyze pitchers, but if I cannot
communicate it, if I cannot get my players to believe in it, if I cannot get them to follow me, then
this law of influence defines me as a manager and not a leader. Maxwell often using this famous
quote (1998), He who thinks he leads, but has no followers, is only taking a walk. (p. 20) This
will serve as a check for me to make sure that when I am leading a team, that I take the time to
know my team and to see that they are close behind.

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Another law that Maxwell defines that stands out to me is The Law of Connection.
According to Maxwell (1998), You cant move people to action unless you first move them with
emotion. The heart comes before the head. (p. 101) This law of connecting is with both the
team and the individual athlete. It is simply taking the time to know each player as a vital part of
the team and also to know him as an individual that has a life outside the realm of sports. This
again is building and sustaining relationship with my team. This thought has inspired me to
spend more time trying to understand the why they have chosen to play the sport of baseball.
In turn this will help in my ability to motivate and encourage each player.
Maxwell tells a story that General Schwarzkopf, on Christmas in 1990, went through the
troops as they were eating dinner, took the time to sit with them, eat with them and talk with
them. He goes on to say that he did this for four straight hours. Maxwell calls this, one of the
most effective ways to connect. It is slowly walking through the crowd. (Maxwell, 1998, p.
107) I will use this technique to better connect with my players. This will become a practice of
mine: to interact more directly during practice not just as an authority figure but to genuinely
talk and discuss with them; to check on their school work more (I work thirty miles away at a
different school district) perhaps set up a study time if needed before practices, and to reward
them for small feats accomplished. Connecting with each player will help me be a more
effective motivator.
The Law of Buy-In is another chapter that has made a huge impact. At first reading, I
didnt get it. My assumption is that you sell the program, and based on that the community,
players, and parents will buy-in. However, as I reread the chapter and made the applications in
my own experiences things became quite clear. I understand that I could be in charge of what the
players want but if they do not get along with me, I become a barrier for motivation. Maxwell

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writes explaining this (1998), People want to go along with people they get along with. (p.
147) He continues (1998), When followers dont like they leader but they do like the vision,
they still look for another leader. (p. 148) So I question myself, Have I given my athletes a
reason to buy into me. Not buy into my program but do they buy into me as a credible person
and leader? I understand that a reputation came with me as I entered into this new program.
However, those laurels alone will not hold up unless bona fide relationship and communications
are established. The ability to get my players to buy into my program rests squarely on the fact
that they must buy into me as a leader that can be trusted into taking them in the right direction.
Chapter by chapter, law by law the same recurring theme kept invading my mind as I
read this impactful book: person to person relationships. The essence of being a leader is
founded upon your ability to relate with your people.

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References
Maxwell, John (1998). The 21 irrefutable laws of leadership. Follow them and people will follow
you. Nashville, TN: Thomas Nelson Publishers.

Mageau, Genevieve A. and Vallerand, Robert J. (2003). The coach-athlete relationship: a

motivational model. Journal of Sports Sciences, 21, 883-904.

Kendall, Jerry and Winkin, John (2000). The baseball coaching bible. Champaign, IL: Human
Kinetics Publishers, Inc.

Clark, Don (2013). Leadership and human behavior. Retrieved from

http://www.nwlink.com/~donclark/leader/leadhb.html

Clark, Don (2013). Motivation and drive. Retrieved from

http://www.nwlink.com/~donclark/ leader/leadmot.html

Beyer, Charlie (2007). Motivating your athletes throughout the season. Retrieved from:
https://blackboard.ohio.edu/bbcswebdav/pid-3842080-dt-content-rid18878616_1/courses/COED_6120_1002_LEC_SPRG_2013-14/Learning
%20Modules/Module%202%20-%20Motivation%20%2811%2015%20%2012%201%29%20Motivating%20Your%20Athletes%20Throughout%20the
%20Season/Motivating%20Your%20Athletes%20Throughout%20the%20Season.pdf