Module 6 - Dr. Reams PDF

Preview

Summary

Dr. Reams...

Description

Readings ● Chapter 13 ○ Diversity Defined ■ Personal characteristics can be: ● Primary: ethnicity, gender, nationality, ability ● Secondary: marital status, educational level, value, beliefs ○ Dimensions of Diversity ■ Characteristics can be observable or less visible ■ Less visible attributes:education, technical abilities, tenure in the organization ■ Hopkins categorized group characteristics ● Ethnographic: nationality, religion, language ● Demographic: gender, age, place of residence ● Status: social, economic, educational background ● Sexual orientation ■ Three categories of diversity (Jehn,Northcraft, Neale) ● Informational diversity ○ Differences in knowledge bases and perspectives that members bring to the group ● Social category diversity ○ Membership is specific social categories such as race and gender ● Value diversity ○ Members of a workgroup differ in terms of what they think the group’s real task, goal or target should be ■ I specialized training and education and experiences with specific task contingencies may lead to functional diversity ■ Micro perspective ● Individual component ■ Macro perspective ● Looks at the mixture ■ Pg. 331 example ○ Differences versus Deficits ■ Differences are not deficits ■ Marketers have long known that a market is not uniform. That is a market can be subdivided into segments based on specific characteristics such as gender, age, and education; hence the terms marketing segmentation and niche marketing ○ Benefits of Managing Diversity ■ These diverse groups bring many talents and perspectives relevant to organizational processes ■ Effective management diversity is based on capitalizing on these diverse talents and perspectives

■ ■

○

○

○

Effective marketing strategy: selling to increasingly diverse consumers Diverse workforce provides public relations values for the organization, and a well managed diverse workforce enhances the reputation of the organization with is potential customers ■ Problem solving is enhanced by diverse background Cost of Managing Diversity ■ Costs may arise from increased absenteeism and turnover because of employee dissatisfaction ■ Costs relate to monetary and material resources of the organization ■ Discomfort experienced by members of a diverse team and the resistance of members to understanding and appreciating different perspectives Perspectives on managing diversity ■ Affirmative action: government policy aimed at eliminating the discriminating effects of managerial policies and practices that preclude equal employment opportunities ■ Valuing diversity: ● Genuinely accepting diversity as a given ● Recognizing the advantages of a diverse workforce ● Clearly understanding that benefits of diversity can be derived only through appropriate managerial practices ● Valuing diversity and effectively managing it begin with a clear understanding of what diversity means and what implications it has for the organization and the people in it ■ Managing diversity: the organizational interventions that fall within the realm of this label focus on ensuring that the variety of talents and perspectives that already exist within an organization are well utilized ■ Diversity competency: process of learning that leads to an ability to effectively respond to the challenges and opportunities posed by the presence of social cultural diversity in a defined social system Options for Handling Diversity ■ Option 1: either the number and variability of elements in the mixture are increased or diversity is excluded by minimizing the variability in the elements of the mixture ■ Option 2 (Deny): decision makers refuse to acknowledge differences among people thus there is less tolerance for gender or racial groupings ■ Assimilate: attempt to minimize diversity by insisting that the diverse elements conform to the dominant norms ■ Suppress: may acknowledge and accept gender or racial difference outside the organization but not in the workplace ■ Isolate: segregation ■ Tolerate: acknowledge gender and racial differences, perhaps because of affirmative action regulations ● Room for everyone

■

○

○

○

○

Build relationships: with acceptance and understanding of diversity, managers try to cultivate positive relationships and harmony among members of the diverse workforce with a view to enhancing productivity and effectiveness of the organization as a whole ■ Foster mutual adaptation: every diverse element makes some changes in order to adapt to true organizational and task requirements and thereby achieve common objectives ● Advanced ● Endorses diversity Conceptual Frameworks of diversity in sport ■ Three forms of organizations in which diversity is differentially managed ● Monocultural ○ Emphasize one culture and expect the employees of different cultural backgrounds to adapt to the dominant culture ○ Changing in order to accommodate the increasing diversity in the workforce ● Multicultural ○ All cultural backgrounds are valued and accommodated for ■ Culture of similarity: characterized by the values and assumptions of parochialism, ethnocentrism, rigidity, task orientation and intolerance of ambiguity ■ Culture of diversity: flexibility, people orientation, a high degree of respect for differences, tolerance for ambiguity ■ Noncompliance regulations relating to diversity ■ Compliance to all existing regulations with a view to avoid litigation ■ Reactive strategy: any problem arising out of diversity in workplace is immediately addressed and solved ■ Proactive strategy where diversity is defined more broadly than race and gender and is valued to a greater extent Competence as the Cornerstone ■ Competency must be a primary consideration in managing diversity ■ Seek competence first, keep an open mind, pursue a mix of members and rely on job performance related data ■ Emphasize current competency to carry out job ■ Ex. pg. 347 Forms of Diversity ■ Surface level diversity: observable differences (symbolic) ■ Deep level diversity: non observable differences (substantive) Diversity Management Strategies ■ A sport manager must first be aware of the existence of diversity, acknowledge openly and accept it with all its opportunities and obstacles ■ Managing diversity includes two distinct strategies:

●

●

○

●

Accomodation ○ Permitting and facilitating the symbolic expression of behavioral preferences of diverse individuals Activation ○ Process of deliberately bringing divergent perspectives to bear on a task or project

Task Factors ■ Ex. pg. 351 ■ Simplicity and complexity of tasks ● Task complexity: difficult and multifaceted tasks where the environment is not stable and information is lacking ■ Task interdependence ● Relatively independent tasks involving little or not interaction with others, the effects of diversity will be neutralized except in the case of symbolic expressions ○ Time Factor ■ Given some time, members develop a better understanding of the other psychological features or deep level differences and similarities Chapter 14 ○ Individual, Unit, and Organizational Level Performance ■ There are three major categories to be considered in the evaluation stage: performances at the individual, unit, organizational levels ■ Ex. pg. 360 ■ Performance appraisal: assessment or evaluation of the work of individual employees ● Purpose: developmental purpose where by which managers appraise individual performance, identify S and W, discuss with individual any areas where improvements can be made and determine how to overcome the barriers ○ Evaluative purpose where by which the performances of all employees are appraised on some common and standard criteria and then compared with each other ■ Several reason for the lack of correspondence between employee level performance and unit or organizational level performance ● Unit or organizational level goals may have been too high or inappropriate in the first place ● The environment may have changed since the inception of the plan in that new fitness enterprise has opened nearby and is attracting would be customers ● Chosen activities for the promotional campaign were inappropriate or because there was poor coordination among the employees involved in the promotion ■ Organizational units and programs

●

■

■

■

■

■

■

■

Very often each of the units in an organization is created to carry out a specific set of activities ● Whenever we speak of the effectiveness of a unit, we really mean whether that unit’s assigned activities are carried out according to specifications and whether those activities achieve the objectives they were designed to achieve Programs Defined ● Programs focus on outcomes usually change or improvement and use project outputs to deliver the benefits the program was designed to achieve ● It is also conventional for the group of activities associated with a program to be assigned to one unit or department rather than being spread across different units ● Another element common to all programs is that some resources are allocated to a given program ● Program budgeting: certain dollar amount is allocated Planning and Programming ● The objectives of a program are narrow, with limited number of activities, and that a program is usually targeted toward a specific client group Programs vs. Projects ● Program: set of activities carried out on a continuing basis ● The process involves assembling a temporary project team that works to create a defined output ● What distinguishes a project from a program is that the project is carried out for the first time without any prior intention to continue in the coming years Public and Nonprofit Programs ● These types of public and nonprofit programs are often aimed at improving the conditions of targeted groups and thereby benefiting the society at large ● Ex. pg. 363 Programs in the Commercial/Profit Sector ● Sponsorship: acquisition of rights to affiliate or directly associate with a product or event for the purpose of deriving benefits related to that affiliation or association Programs in small organization ● Just as important for small business ● The efforts and funding that go into such a program may be much smaller than in the programs of larger organizations ● Could have larger funds Programs from a systems perspective ● Ex. pg. 365

● ●

○

Resources: money, labor, inputs It is important to note that the definitions of a program cited so far highlight resources, activities, outputs ● The activities are the major tasks undertaken to achieve the goals of the program ● The outputs are the intended results of the program ■ Outputs and Impacts ● Addition to the direct outputs, programs may have impacts and effects beyond the intended outputs ● Ex. pg. 366 ■ Programs as social interventions ● Social intervention: organizations may initiate and execute programs for the benefit of society in general and a specific client group ● Profit oriented enterprises may initiate programs to encourage greater participation in sport and physical activity ● Can be commercial ■ Program Evaluation ● Program evaluation: systematic assessment of program results and to the extent feasible, systematic assessment of the extent to which the program causes those results ● Also a review and assessment of the adequacy of its objectives, its design and its results both intended and unintended ● Underlying theme in any program evaluation is to verify whether the program should exit at all given its cost relative to its impact on the public ● It may institute several programs to achieve this end such as ○ Financial aid; scholarships, grants, government financed sport schools and colleges to recruit top talents ■ Purposes of Program Evaluation ● Why program evaluation: accountability; improved performance, cost effectiveness; safety of participants, breadth of programs, accessibility of programs ■ Because many sport organization are third sector organizations funded by government agencies or by donations and memberships fees, they are accountable to those who provide the resources. ■ Also show which aspects of a program are weak and how even a successful program can be improved ■ Can identify the factors that may jeopardize the safety of the program participants ■ Verify if the programs are sufficiently broad to include many segments of the community Program profile

■

○

●

This is a description of the program that includes background information, the structure and processes of the program, and expected outcomes and impacts ■ Background information should outline: genesis of and reasons for creating the program, its scope and objectives, the population it serves or the market it targets ■ Program logic: interrelatedness among the objectives, activities, personnel, structure and expected outcomes of the program ■ Any inconsistencies in the logic of the program would suggest redesigning the program to eliminate the flaws ■ Focus of evaluation could be on whether the program was implemented as it was designed or whether the program achieved what it was supposed to achieve ■ Profile shows if the goals and objectives of the program are meaningful and attainable; the links between ends and means are strong; the cause-effect relationships within the program are sound Standards of Evaluation ■ Critical to decide on the standards by which a program will be judged to be effective ■ Meeting objectives: program by definition is intended to achieve certain objectives; its effectiveness can best be judged by the extent to which it meets the objectives ■ Standards set by experts: experts from among scholars and practitioners may decide that if a program is to be effective in achieving its stated purposes it must include certain processes and be structured in specific ways ■ Professional judgement: one or more professionals may be asked to determine whether a program is effective ■ Socio Economic evaluation: any judgement of the program’s effectiveness should consider whether the extensions of the facilities and services were related to the needs of all the different communities ■ Accessibility and safety: when a program is established for the benefit of the public or a segment of it, it is important that the program be accessible to all those who are entitled to its services ■ Client Satisfaction: this is the central argument offered by proponents of total quality management and service quality management ● Have argued that the success of intercollegiate athletics should be based on the satisfaction of athletes in various facets of their experience in athletics, mainly because the athletes are the prime beneficiaries or clients of intercollegiate athletics

Athletic Director Leader Behavior

○

○ ○

○ ○ ○

○ ○

○

http://ple.odu.edu/courses/201720/smgt775/uuid/465b8e179c8418e27067b8467 799d703cd89d186e13a393d47d79662534e50c2a1bd3432/_assets_/athletic_dire ctor_leader_behavior_and_organizational_effectiveness.pdf Terms defined page 2 The problems associated with the big business of intercollegiate sports suggest a need for more effective leadership at a time when there appears to be a leadership vacuum Where the ultimate decisions are made, should rest with each organization’s leader - the athletic director Problem: whether selected dimensions of the athletic leadership behavior would contribute significantly to the prediction or athletic organizational effectiveness Purpose of Study ■ Gain empirical evidence from which to promote a better understanding of collegiate athletic administrator leadership behavior as it relates to effectiveness of athletic organization ■ Test a multiple regression model for it s goodness of fit to the study's data to determine whether a selected set of leader behavior predictors and dependent measure of athletic organizational effectiveness were linearly related Subjects: 105 division one A AD and programs Summary of Findings ■ Highest rating was for consideration ■ Subordinate behavior were lower than those given by the athletic directors themselves indicating that ADs perceived their behavior more favorably than did their subordinates Discussion ■ Finding that initiating structure as perceived by the AD themselves was a significant contributor to the prediction of athletic organizational effectiveness ■ A contemporary leadership paradigm, the situation in athletic organizations is favorable to the extent that an autocratic behavior that predisposes the leader to task accomplishment is the most effective leadership behavior ■ Subordinate perceptions of leader behavior were not a significant contributor to the prediction of athletic organizational effectiveness ■ Associate and assistant AD may view their AD with more cynicism ■

Online Lecture ● The four managerial processes ○ (1)Planning ■ Identifying the sport/recreation organization’s desired goals ■ Selecting activities and programs to achieve those goals ○ (2)Organizing

■ ■

●

●

Grouping activities into meaningful units Establishing appropriate rules and regulations to govern and coordinate these units ○ (3)Leading ■ Motivating and influencing members toward meeting organizational goals ○ (4)Evaluating ■ Judging the organization and it units on the basis of their achievements ○ Major categories of performance evaluation ■ Individuals (performance appraisal) ● Performance appraisal:  formal, structured system for measuring, evaluating and influencing an employee’s job related attributes, behaviors, and outcomes ● Focus: discovering how productive the employee is and whether he/she can perform as or more effectively in the future ● Determine the extent to which the individual employee and his work group are contributing to the overall purpose of the sport organization ● Means of identifying employees who are not performing up to the required standard and either removing them from the organization, disciplining them or providing training to rectify their deficiencies. ■ unit/departmental (program evaluation) ■ Total organization (organizational effectiveness) Types of Evaluation Methods ○ Written feedback ■ The simplest way of appraising and employee’s performance ■ Person conducting the appraisal of documents analyzes the employee’s strengths and weakness and possible areas of improvement ■ Effectiveness depends on the writing ability ○ Critical Incidents ■ The sport organization’s manager documents notable or critical incidents and their attendant behaviors that characterize the employee’s performance ○ Rating Scale ■ Require that the individual doing the appraisal rate then employee’s score on a number of items related to his or her work ■ Behaviorally Anchored Rating Scales ● A ratings scale designed to reduce the bias and subjectivity often found in other types of rating scales. Combine elements of the critical incident approach and the rating scale method of appraisal ○ Paired Comparisons ■ Each employee is compared to every other employee in the work group. Basis for comparison is overall work performance Negative Performance Reviews

○ ○

●

●

●

Checklist How to deliver a negative performance review ■ Let the person know objectively what they are doing wrong ■ Unless you add objective facts then not enough energy, not a team player are too vague ■ Be fair, be honest, be objective ○ The Impact of Poor Performance on Employee Retention Unit/Department Assessments ○ Program evaluation is a review of goals and objectives of an individual unit and the according results ○ Common rationales for performing program performance assessments: accountability, credibility, improved performance, cost effectiveness, safety of participants, breadth of programs, accessibility of programs ○ Analyze ourselves as an organization and need to look for opportunities to improve ○ Cost benefit analysis needs to be conducted to determine how effective this particular program or department actually is Program P...