COMM LEADERSHIP

1. The process for developing a shared vision statement is explored in Chapter 5 of the textbook and highlighted in figure 5.1 (p. 88).But as cited in our book: Having a vision but not communicating itisntmuch of an improvement over not having a vision at all (Cartwright & Baldwin 2007 p. 24 as cited in Scott 2014). So this question is about how we communicate a vision once it is developed. Cartwright and Baldwin (2007) as cited in our textbook elaborate on six key recommendations to communicate a vision. These can be found on p. 87 of our textbook.
Below you will find an attachment/link to three different vision statements from various sports organizations that are already being used. After choosingONEof those three vision statements your task is toexplain examples of how you would go about communicating that particular vision using 4 of the 6 recommendations on p. 87.
The 4 examples you choose should be explained clearly and in detail. For example if you chose to expand on being a visible ambassador to the organizations vision go beyond an obvious short response like being at events. For instance youd describe and outline how being a visible ambassador applies specifically to the vision statement you’ve chosen to work with in that particular organization.
SportsVisionStatements_Exam2.pdf
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Question 25pts
In Chapter 6 our textbook looks at complexity and problem solving within sports organizations. One recent case that stands out as a case study in this area is the disturbing events and allegations surrounding the Baylor Athletic Program and how they have impacted Baylor as an institution. What stands out here aside from the obvious concern about the people who have been victimized is the growing complexity and problem solving necessary in the Baylor Athletic organization (and one can argue overall university organization).
I believe one way to frame this to demonstrate your learning in this class through this example is by employing theBolmanand Deal (2008)multiframeperspective (see pp. 109-112) to what is happening at Baylor. I would like for you to use the 4 frames of reference described in the book to examine the Baylor case.More specifically please describe clearly and with sufficient detail how the Baylor leadership (Coaches/Athletic Organization/Administration) has emphasized or used each of these frames in their problem solving (or lack thereof)?
I am sure some of you have already followed this story as its been a major news story for quite some time. But here are few links that can be read or used to find more information about what has (and has allegedly) happened at Baylor. These resources should provide ample opportunities to find instances where the 4 frames of reference have been applied by leaders:
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Question 35pts
From what weve learned about leadership earlier in the course we know that leadership can come from those with legitimate/titled positions (e.g. coaches top administrators) and can emerge informally from anyone in the organization. Considering this in Chapter 7 a number of crisis leadership competencies are discussed. Many of these competencies are neatly summarized in Table 7.1 (p. 132) that includes descriptions of 11 competencies as well as examples of each.
In this problem what I would like for you to do is toprovide your own sports-specific example from either a personal or secondhand experience to 5 of these 11 competencies of your choice. In doing so please be sufficiently detailed so that: (1) it is clear that the example matches the competency and (2) so that it is clear the example you are using is from a true crisis. What I mean here is that your examples all clearly meet the criteria/characteristics of what a crisis is as discussed earlier in Chapter 7.
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Question 45pts
If your career after college involves any type of leadership in a sports organization you will most likely be responsible for or be asked to communicate important knowledge plans etc. to others in that organization. With that in mind this final question is meant to put you in the shoes of a trainer in a sports organization.
As a reference here is an example of a partial response I would put together for training in emotional intelligence for athletes so you get the point. Again to be clear I am seeking 5 skills and activities/lessons in this question. This is just an example.
Skill
Lesson
Pairs of trainees would sit together pretending to be teammates. The first person would read a complaint about a coach on the team. The other person would then have to describe back to their teammate what they perceive they are feeling to test how well theygaugedtheir emotions (so what you are saying is)
Trainees would write down a story or situation they experienced in the past where they had an amygdalahijack during a sports event and how it impacted their performance. They would then be asked to write a description about what skills they could use in a similar situation to avoid theamygdalahijack (controlled breathingreframing).
Trainees would describe a persontheyvemet or known that is really good about being empathetic. They would then write down 3 ideas they had to practice more empathy with teammates/coaches. They would then describe that person and share these ideas with the full group to promote sharing ideas.
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