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FILLING THE LEADERSHIP
VOID: DEVELOPING
EFFECTIVE TEAM LEADERS
Damon Burton -- University of Idaho
Cougar Coaches’ Brown Bag Seminar
LEADERSHIP DEFINED
• Leadership – is knowing how to
chart a course and give others
direction by having a vision of
what can be and then creating a
social and psychological team
culture that allows that vision to
be translated into reality.
HOW DO LEADERSHIP AND
MANAGEMENT DIFFER?
• Management – consists of performing
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such managerial functions as planning,
organizing, staffing and recruiting,
scheduling, budgeting and public
relations.
Leadership – is determining the direction
a team will pursue and then marshalling
the resources within the organization to
attain that vision and make it a reality.
INTERPERSONAL NATURE
OF LEADERSHIP IN SPORT
• According to Tom Peters and Nancy Austin in A
Passion for Excellence, “Coaching is face-to-face
leadership that pulls together people with diverse
backgrounds, talents, experiences and interest,
encourages them to step up to responsibility and
continued achievement, and treats them as full-scale
partners and contributors. Coaching is not about
memorizing techniques or devising the perfect game
plan. It is about really paying attention to people—
really believing them, really caring about them,
really involving them” (1985, p. 326).
TRANSFORMATIVE
LEADERSHIP DEFINED
• Identifying team needs and adjusting one’s
behavior to build trust and a common identity
that will help the team achieve its goals by
empowering staff and players so that they . . .
 are more likely to feel they are making a
difference and contributing to team goals,
 learn new skills that enhance their physical and
psychological performance, and
 experience more enjoyment from participation.
Leader’s
Qualities
Situational
Factors
Effective
Leadership
Follower
Qualities
Leadership
Styles
GREAT-MAN THEORY
OF LEADERSHIP
• Research has failed to find any set of
personality criteria that great leaders
have in common.
• Great leaders have a variety of
personalities, styles, and strategies.
• The secret seems to be to match the
qualities of the leaders with the needs of
that sport and competitive situation.
PREFERRED QUALITIES OF
EFFECTIVE LEADERS
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unintelligent . . . . . . . . . . . . . . . . . . . . . . . intelligent
assertive . . . . . . . . . . . . . . . . . . . . . . . . . . . passive
self-confident . . . . . . . . . . . . . . . . . . . . . . . diffident
persuasive . . . . . . . . . . . . . . . . . . . . . . unpersuasive
rigid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . flexible
intrinsically motivated . . . . extrinsically motivated
externally controlled . . . . . . . internally controlled
high awareness . . . . . . . . . . . . . . . . . low awareness
optimistic . . . . . . . . . . . . . . . . . . . . . . . . pessimistic
motivated to succeed . . . motivated to avoid failure
EFFECTIVE LEADERS ARE
GREAT COMMUNICATORS
• Leaders are highly empathic so that they
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understand how others think and feel.
Leaders see listening as the foundation of
effective communication.
Leaders are flexible and can use a variety of
strategies to get their point across.
Leaders use “active listening” skills to
ensure understanding.
OTHER QUALITIES OF
EFFECTIVE LEADERS
• They act like leaders not one of the boys.
• They are not only problem-solvers, but
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problem-finders.
They develop trust in others by being reliable.
The have self-control.
They constantly strive to develop and improve
their own skills.
They help others feel good about themselves.
They are flexible and pragmatic.
QUESTIONS ABOUT
LEADERSHIP QUALITIES
• Do team leaders have to be highly skilled?
• Do leaders have to play extensively?
• Do leaders have to be upper class members?
• Do leaders have to be vocal?
• Do leaders have to be in formal leadership
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positions?
Do teams need different types of leaders? If so,
what are they?
Leader’s
Qualities
Situational
Factors
Effective
Leadership
Follower
Qualities
Leadership
Styles
TYPES OF
LEADERSHIP STYLES
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Democratic (John Wooden)
athlete-centered
cooperative style
process-oriented
communication emphasized
time intensive
empowers followers
high commitment.
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Autocratic (Bob Knight)
win-centered
command style
product-oriented
sends messages only
conserves time
manipulates followers
less commitment.
LEADERSHIP STYLE
CONTINUUM
developing
team rules
planning last
second shot
democratic
autocratic
Leader’s
Qualities
Situational
Factors
Effective
Leadership
Follower
Qualities
Leadership
Styles
MULTIDIMENSIONAL
MODEL OF LEADERSHIP
• Team confidence and performance
are determined by three factors
 actual behaviors exhibited by the
leader,
 the type of leader behavior preferred
by the team, and
 the type of leader behavior appropriate
for the situation.
SITUATIONAL FACTORS
IMPACTING LEADERSHIP
• team versus individual sports,
• players’ skill level,
• players’ sport experience,
• size of team,
• previous leadership experience,
• available time, and
• number and ability of assistants.
Leader’s
Qualities
Situational
Factors
Effective
Leadership
Follower
Qualities
Leadership
Styles
FOLLOWER
CHARACTERISTICS
• receptivity of players,
• need for structure,
• level of independence,
• commitment to team goals, and
• knowledge and skill of players.
DEVELOPING AN EFFECTIVE
TEAM CULTURE
• Team Culture – is the way things are done on a
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team--the social architecture that builds the
climate for success.
Team culture is about developing a winning
attitude, instilling commitment, inculcating
pride, and building team spirit.
Team culture is concerned with how rewards
are given, communication patterns, practice
procedures, game protocols, acceptable
attitudes about winning and losing, dress codes,
team mottos, and on-going traditions.
LEADERSHIP ROLE IN
HAWTHORNE EFFECTS
When leaders . . .
• showed interest in each
member’s achievement.
• demonstrated pride in the
accomplishments of the
group.
• helped the group work
together,
• regularly posted
performance feedback, and
• consulted workers before
changes were made.
Team members . . .
• took pride in their own
achievement,
• felt satisfaction from the
interest shown towards
their work,
• did not feel pressured to
change, and
• developed a sense of
confidence and candor.
LEE IACOCCA’S THREE
CULTURE-BUILDING STEPS
• build commitment,
• reward competence, and
• maintain consistency.
HOW COACHES CAN BUILD
COMMITMENT
• involve players in defining team goals,
• recognize that team goals must be
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compatible with individual goals,
give players responsibilities that they can
handle successfully,
demonstrate superior skills and
knowledge about your sport, and
treat each player with respect.
HOW COACHES CAN
REWARD COMPETENCE
• take time to notice superior
performance,
• reward it promptly,
• reward excellent performance and
effort, not outcomes that are beyond
athletes’ control, and
• teach players to reward each other.
HOW COACHES CAN
MAINTAIN CONSISTENCY
• develop a sound coaching
philosophy,
• take a long-term rather than a shortterm perspective, and
• stick with a well-thought-out plan
when adversity occurs
DEVELOPING A LEARNING
CLIMATE ON YOUR TEAM . . .
• is based on the belief that performers can
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continue to learn, grow and improve
throughout their career,
places higher priority on process rather
than product,
motivates athletes to set higher goals,
stimulates higher, more consistent effort, &
promotes greater persistence in the face of
failure and adversity.
FINAL LEADERSHIP ISSUES
• recruit for leadership,
• develop a leadership pool,
• develop a peer leadership mentoring
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program,
can’t wait until players are seniors to start
developing leadership qualities, and
allow each athlete to lead in their own way.