Guidelines for organising the Sport Management and Leadership Training Programme

Guidelines

for organising the Sport Management and Leadership Training Programme

We must do more to bring women into sports leadership. We have seen what women can do on the ďƒželd of play. We need their intellect, energy and creativity in the administration and management of sport as well.

Thomas Bach, President of the International Olympic Committee

CONTENTS PREFACE ...................................................................................................................................................... 04 Gender balance in decision-making positions ...................................................................................... 05 FOREWORDS .......................................................................................................................................... 06 Commitment to good governance ......................................................................................................... 07 Taking action is critical to success ........................................................................................................... 08 Women do just as well as men when given the opportunity .................................................................. 09 Education is the cornerstone of any change ......................................................................................... 10 GENERAL INTRODUCTION ................................................................................................................. 12 The SUCCESS project ................................................................................................................................... 13 Purpose of guidelines for organisers .................................................................................................. 14 Governance and gender issues in sport organisations ....................................................................... 15 SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME ............................................. 16 Objectives of the training programme .................................................................................................. 17 Implementation of change ..................................................................................................................... 18 Creation of a learning community ........................................................................................................ 19 Tailored content ....................................................................................................................................... 20 Structure of the programme ................................................................................................................... 21 DELIVERY METHODOLOGY ................................................................................................................. 24 Teaching strategies ................................................................................................................................. 25 Good preparation is half the work ..................................................................................................... 26 Importance of group work .................................................................................................................... 27 Organisation of space for group work .................................................................................................... 29 Facilitation methodology ....................................................................................................................... 30 PARTICIPANTS ................................................................................................................................................ 32 Profile of participants and requirements ....................................................................................... 33 Skills and abilities of participants .......................................................................................................... 34 Procedure for the selection of participants ........................................................................................... 35 APPLYING THEORY IN PRACTICE ......................................................................................................... 36 Case study as a tool for change ........................................................................................................... 37 EVALUATION PROCEDURE .................................................................................................................. 38 Evaluation ...................................................................................................................................................... 39 BACK MATTERS ....................................................................................................................................... 42 Acknowledgements ..................................................................................................................................... 43 Acknowledgement of EU funding ......................................................................................................... 44 APPENDICIES ................................................................................................................................................. 46 Guidelines for writing a case study ......................................................................................................... 47 Template for a case study ...................................................................................................................... 48 Template for a Power Point presentation of the case study ................................................................ 51 The interview guide ................................................................................................................................. 58 CONTACT ...................................................................................................................................................... 98

PREFACE

4

PREFACE

Gender balance in decision-making positions This brochure marks the end of the European

implement and maintain a system of governance

project “Strengthening good governance in the

that supports gender balance in decision-making

European sport community by providing women

positions in sport organisations through strategic

with necessary competencies in order to support

actions, in particular, but not limited to, education

gender balance and equality in decision-making

and training programmes and mentoring systems

in sport structures” (SUCCESS) managed by the

for (future) female leaders.

Croatian Olympic Committee in close collaboration with National Olympic Committees from 5 other

Education is the step in the right direction towards

Member States. It ran for 24 months from 1 January

achieving gender balance and equality in decision-

2016 until 31 December 2017 and received funding

making in sport structures. A more comprehensive

from the Erasmus+ Programme of the European

approach is needed to tackle the underlying issues

Union1. Its aim was to contribute to the European

imbedded in the system where men use their male

overall aim of achieving a full gender balance in

networks to help them during their job search and

the representation in decision-making positions in

hiring process, or during election procedures for

sport governing bodies by 2020.

administrative positions.

This brochure provides practical guidelines to

The idea behind training programmes is twofold:

any organisation wishing to organise training

on one side, women will be better skilled and

programmes for (future) female leaders in sport

prepared for more demanding positions, and

organisations. It was developed to help leaders

on the other side, sport organisations – both

of National Olympic Committees and National

organisers and sending organisations – will raise

Federations to bring more women into management

their commitment to gender mainstreaming. If

and leadership roles.

the training methodology is applied properly, it will help women create networks that can support

The main purpose of the guidelines is to assist leaders

of

sport

organisations

to

them in the future.

develop,

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

1

PREFACE

5

FOREWORDS

6

FOREWORDS

Commitment to good governance Investing into bringing more women into management and leadership roles contributes to good governance.

Zlatko MateĹĄa, Ph.D. President of the Croatian Olympic Committee

The sport sector abounds with opportunities for

find ways to make the female voices at the decision-

administrative and leadership positions. However,

making levels heard by taking strategic actions,

the majority of top positions are taken by men, while

implementing leadership development trainings for

women

underrepresented,

women, fostering networking of women, supporting

especially in key leadership positions. Women who

the creation of learning communities of women in

made a notable progress in leadership in business

sport, and using any other means to ensure gender

corporations could serve as an example of what could

equality.

remain

significantly

be done in the sport sector.

Sport organisations need to continue to develop, Leaders within sport organisations and governing

implement and maintain a system of governance that

bodies play a major role in deciding how sport is

supports gender balance in decision-making positions

structured and who gets to participate. They have the

across associated organisations, and actively work to

decision-making power to influence and shape the

encourage and support the involvement of women

meaning of organised sport and all those involved.

in decision-making bodies to achieve an appropriate

It is the responsibility of the board to embrace good

gender balance.

governance and actively work to ensure an appropriate gender balance at board level and in management.

It is vital that sport organisations remain committed to the objective of minimum 40% of women and men

Board members should consider whether women

on executive boards and within the management

are

sport

of professional sport administrations and sport

organisation. If the number of women in top-level

governing bodies. The long-term goal should be closer

positions is still not corresponding to the rise in

to 50% as we should all be truly committed to gender

participation numbers of women in sport, they should

equality in sport.

adequately

represented

within

their

FOREWORDS

7

Taking action is critical to success It is unacceptable that gender inequality exists at this time and age.

Morana Paliković Gruden Vice President of the Croatian Olympic Committee

All national, European and international sport

involved in management and leadership roles in sport

governing bodies should develop and implement

organisations on all levels. We must be dedicated

strategic actions regarding gender equality in

to the principles of good governance and gender

decision making bodies including the development

equality until we have reached the objectives of having

of awareness programmes and support for projects

at least 40% of women on executive boards and at

to develop and maintain education and training

least that many in top management positions in sport

programmes and mentoring systems for future

organisations. But our end goal should be minimum

female leaders in formal and non-formal education.

50% in leadership to pave the way for the rest of them.

The objective of 40% of women on executive boards, committees and in the top management roles in

In the end, we should support women by enabling

sport administrations is an important step towards

them through education and mentoring systems in

gender equality. Sport organisations should strive

order to gain the knowledge and tools that will help

to reach gender equality on decision-making levels

them take positions that are still predominantly held

and educate both women and men to raise gender

by men and to simply have the same opportunities

awareness and commitment of sport leaders and

as men and be recognised as their equals.

decision-makers to gender mainstreaming.

The 3 Es convey the message for the future of One needs to understand how important it is for

women in sport leadership:

any sport organisation to benefit from the female

Education of women for top management roles;

energy, knowledge and experience. Educational

Education of women for leadership roles;

programmes are only one way to pour that energy

Education for both women and men about the

into sport. It is important to spread that work in local

impact of gender inequality on good governance

communities to increase the number of women

in sport.

8

FOREWORDS

Women do just as well as men when given the opportunity Prejudice is detrimental to organisational performance.

Josip ÄŒop Secretary General of the Croatian Olympic Committee

For a long time women were hired into positions

societies where women struggle with the same

with less power, less pay and fewer opportunities

prejudice towards other women as men do, and

for advancement. It was about time that they were

they are no more a friend to a fellow woman than

given the same opportunities as men. We are lucky

any man with skewed views of gender roles. It is

to live in times when we can work side-by-side and

essential for both men and women to be aware of

create a better future together.

the barriers to a more balanced representation, and to work together to minimise them.

Despite deeply rooted perceptions and gender stereotypes, women tend to fair well when given

Administrative leaders have the responsibility to use

more responsibilities within sport organisations.

all means to change the prevailing organisational

Some of them tend to do better than their male

culture.

counterparts. However, other people may struggle

perseverance and innovative approaches. We need

with prejudice which influences the organisational

to stay dedicated to our goals and keep finding

performance negatively. The way others perceive

new ways to support those who are overlooked

women in leadership roles is the reason why it

for promotion purely because of gender. Everyone

is important to work on awareness-raising with

plays a role in this process and we will all be held

both men and women when it comes to gender

accountable if this discussion remains the same for

stereotypes. It is especially true for patriarchal

another decade or two. The time to act is now.

It

is

a

slow

process

that

FOREWORDS

requires

9

Education is the cornerstone of any change Education is a slow process that makes a difference in the way we think and act and, ultimately, it changes our culture for the better.

Prof.dr. Thierry Zintz Member of the IOC Olympic Education Commission Education has never lost on its importance for the

I was lucky to be entrusted with a demanding but

advancement of humankind. It grew in knowledge

rewarding role of a director of the International

and progressed significantly during the 20th century

Olympic

which was marked by the struggle for gender

MEMOS. Teaching and learning from participants

equality. In the beginning of that same century, men

from all over the world and from a range of leading

shaped the future of the Olympic movement without

positions in sport organisations convinced me

women in mind. They were not seen as athletes,

even more of the importance of education and

and certainly not as leaders in any domain including

the influence of peers on one another through the

sports. Having in mind that we are talking about the

transfer of knowledge between them.

Committee’s

educational

programme

times of about a hundred years ago, we can see how much has changed since, especially in the area of

Taking into consideration the not yet quite equal

gender equality. However, we can’t be satisfied with

status of women in relation to the access of women

where we are because we are still not quite there yet.

to leadership and management roles in sport

Today women are recognized as equals to men at

organisations, there needs to be a stronger effort

least on a declarative level in all European countries.

made towards the education of women to help them

It is not yet reflected in positions of power in all walks

brush up their skills and make them an inevitable

of life, and sports, too. High-level meetings of leaders

and unavoidable factor when considering the rise of

of national sport organisations could be the best

leaders across the Olympic movement. Therefore, the

indicator of where we are right now when it comes to

idea behind the organisation of the Sport Management

female leaders in sport. Why are there so few women

and Leadership Training Programme is priceless and

in sport leadership? It is apparent that it is a complex

it needs to be supported and implemented by sport

issue that requires a systemic approach which will be

leaders around the world. Persistence and dedication

underlined in awareness-raising and education.

to education always bring results. Hopefully, the initiative will be recognized and appreciated as the

As a strong believer in a power of education and a

necessary step towards full gender equality in sport

life-long educator who worked with children, youth

leadership. The responsibility lies in each and every

and adults – including adults in key management

one of us to contribute to the process of achieving

and leadership roles within national, European and

gender equality as a crucial value in good governance

international sport organisations – my views of

of any organisation.

introduction of change through education remained an important part of everything I do.

10

FOREWORDS

FOREWORDS

11

GENERAL INTRODUCTION

12

GENERAL INTRODUCTION

The SUCCESS project

The Croatian Olympic Committee has developed the

Equality between women and men is a fundamental principle of the European Union. It is a common value of the European Union, and a necessary condition for the achievement of the European Union’s objectives of growth, employment and social cohesion.

project entitled “Strengthening good governance in the European sport community by providing women with necessary competencies in order to support gender balance and equality in decision-making in sport structures� (SUCCESS). The collaborative partnership of 6 National Olympic Committees from Croatia, Czech Republic, France, Italy, Lithuania and Slovakia worked towards the European overall aim of achieving a full gender balance in the representation in decision-making positions in sport governing bodies by 2020. The collaborative

as a lack of opportunities for women to participate

partnership was focused on developing a network

in education and training that can develop their

of National Olympic Committees that should

management and leadership skills.

serve as a platform for sustainable national sport management training programmes and mentoring

Partner

systems for future female leaders in sport, on

SUCCESS project to tackle those problems and

educating

support women in sport. One of the key activities

and

improving

their

competencies

the

organisations

project

was

have

the

implemented

Sport

the

in order to prepare them for more demanding

of

Management

positions in sport, and on promoting gender balance

and Leadership Training Programme. Besides

and raising gender awareness and commitment to

developing individual competencies of women in

gender mainstreaming for board members and

sport, the purpose of the Sport Management and

personnel in leading positions in sport.

Leadership Training Programme was to create a

The most prominent barriers identified by the

European learning community of future female

partner organisations were the lack of networking

leaders in sport. Furthermore, participants were

opportunities for women in sport, perceptions

expected to transfer, apply and adapt theoretical

of women as less qualified than men and gender

principles to their own sport organisations and,

stereotyping that prevents women from being

consequently, establish themselves as leaders

hired into positions of more responsibility, as well

within their sport organisations.

GENERAL INTRODUCTION

13

Purpose of guidelines for organisers The purpose of these guidelines is to: Assist members of boards and top managers of

Provide practical guidance for organising the

sport organisations to develop, implement and

Sport Management and Leadership Training

maintain a system of governance that supports

Programmes or inspire decision-makers to use

gender balance in decision-making positions in

it as a model for the development of a similar

sport organisations.

training programme that fits the particular circumstances of their system of governance.

Encourage

members

of

boards

of

sport

organisations to promote gender equality and

Promote and raise awareness and commitment

actively work to attract an appropriate gender

to gender mainstreaming for members of

balance in management and leadership roles in

boards and personnel in leading positions in

sport organisations.

sport organisations.

Assist members of boards and top managers of sport organisations to develop and implement strategic actions, in particular, but not limited to, education and training programmes and mentoring systems for (future) female leaders in non-formal education in order to ensure that women are trained and educated for leadership positions.

14

GENERAL INTRODUCTION

Governance and gender issues in sport organisations Governance is “the framework and culture within

supervising

and

monitoring

organisational

which a sports body sets policy, delivers its

performance, and assessing and managing risks. They

strategic objectives, engages with stakeholders,

need to demonstrate transparency, accountability

monitors performance, evaluates and manages

and responsibility for the organisational decisions

risk and reports to its constituents on its activities

that they make. It is their responsibility to put in

and progress including the delivery of effective,

place effective systems and to make sure that

sustainable and proportionate sports policy and

the organisation complies with legal rules and

regulation2.”

procedures. The most challenging task of all is to act in the best interest of the organisation as a whole,

Governance is the way that an organisation develops

while putting aside any particular interests.

its strategic objectives, as well as the way that it achieves those objectives. The difference between

Among other things, good governance requires that

good and poor governance is manifested in the way

the board reflects the interest of all stakeholders.

that an organisation is led and managed.

Therefore, an appropriate gender balance at board

The board represents an essential component of

level and in management is required. However,

good governance in sport. Integrity is a requirement

women remain under-represented in positions of

for members of the board as they are the ones

power. Addressing this deficit plays an important

responsible for making organisational decisions,

role in improving governance in sport.

Target by 2020: Women and men have equal access to representation in all stages of the decision-making process.

European Commission’s Expert Group on Good Governance

2

The structures of the sports organisations themselves and the way they are organised and operate are not very often questioned. Furthermore, job search committees, or election committees, which normally consist of men, often use subjective evaluative criteria or profiles in which men will be seen as more qualified than women. In practice this means that men have used their male networks to help them during their job search and hiring process, or during election procedures for administrative positions.

Definition by the EU Expert Group on Good Governance.

GENERAL INTRODUCTION

15

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

16

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

Objectives of the training programme The main purpose of the training programme is

The following are specific objectives of the training

to prepare women for more demanding positions

programme:

in sport organisations, i.e. positions in governing

To provide women from National Olympic

bodies or top management.

Committees and National Federations, at midand senior-level positions, the opportunity to

The reason for organising the training programme

acquire knowledge and develop skills required

could be the lack of opportunity for women to

for the highest positions in sport organisations;

participate in similar programmes or targeted

To encourage women to aim for decision-

preparation

making positions within their organisations and

of

individuals

for

their

career

advancement.

within the organisations that are higher in their sport systems, e.g. European and international

The idea of including more women in decision-

sport organisations;

making positions in sport organisations is in line

Provide the opportunity for networking of

with the IOC strategy for women in sport i.e. 20%

women in sport;

of women in top management and governance.

Provide mentoring for participants during the

It also contributes to the European overall aim of

implementation of the training programme.

achieving a full gender balance in the representation in decision-making positions in sport governing

The Sport Management and Leadership Training

bodies by 2020.

Programme was designed for female participants – volunteers and paid staff – who hold high

These guidelines may serve as a tool for preparation

ranking positions at sport organisations. The Sport

and organisation of a training programme for

Management and Leadership Training Programme

women in sport or it can be used simply as an

aims to improve participants’ managerial and

inspiration for a different but equally valuable

leadership skills and prepare them for more

training programme for women in sport to be

demanding management and leadership roles.

developed according to the needs identified by the organisers. The main objectives are to help women

The Sport Management and Leadership Training

improve management and leadership skills, to build

Programme has two main purposes:

their confidence and to encourage them to stand

Implementation of change that may lead to

for elections for the highest positions on boards

more effective organisations; and

and in management within sport organisations on

Creation of a learning community of women in

national, European and international levels. The

sport that may contribute to good governance.

training programme also offers the opportunity for networking and transfer of knowledge.

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

17

Implementation of change Introduction of change depends on decision-

In spite of their increased participation in sports activities at various levels in different sectors, women remain underrepresented in the decision-making bodies of sporting institutions at local, national, European and global levels.

makers. Most of the time, the decision-makers will not be involved in the training programme – at least not all of them – leaving the participant with a difficult task of having to convince the others to embrace the idea. Therefore, we teach participants how to develop case studies that can be used to shape the idea, to develop it systematically, and to present it to decision-makers with a greater prospect for a positive outcome. The approach used to develop the case study is a problemoriented method.

The case study is a tool that can be used by participants to increase their chances of convincing decision-makers to accept their proposals and, ultimately, to introduce changes in their organisations.

The European Institute for Gender Equality

Participants may rely on the support of their mentors throughout the process of development of case studies. The role of a mentor is to ensure that participants are following a proper methodology for the development of case studies. However, a mentor should not influence participant’s views

Before

decision-makers,

and attitudes related to the identified problems and

case studies are presented to peers in the Sport

proposed solutions; rather to steer the participant

Management and Leadership Training Programme

to reach the optimal solution for the organisation

who than offer their insight and suggestions for

that operates under specific circumstances which

improvements of identified problems and proposed

are best known to the participant and to people

solutions to those problems.

directly involved in the work of the organisation.

18

the

presentation

to

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

Creation of a learning community Although

the

main

purpose

of

the

Sport

experience and expertise. This sharing is going to

Management and Leadership Training Programme

be crucial to developing the learning community

is to develop individual competences of women in

since discussions of what goes on in one sport

sport, another important objective of the training

organisation

programme is to create a learning community of

organisations to learn from their experience.

allow

those

from

other

sport

women from sport organisations. To achieve that, it is necessary to provide participants with a space

The training methodology enables participants

and a structure to be able to align around a shared

to create effective communities that are both

goal. They should share common academic goals

aspirational

and attitudes, and collaborate during and after the

connected through the learning community, as

training programme.

are their sport organisations and systems. Thus,

and

practical.

Participants

are

participants are enabled through the learning In order to accomplish that, participants should

community to share ideas, practices and results,

be given the opportunity to work together in small

and to learn from each other. By doing so, their

groups and share what is likely to be a wealth of

ability to achieve significant progress is improved.

Gender equality is not a women’s issue – it’s a basic human right of profound importance.

Thomas Bach, President of the International Olympic Committee

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

19

Tailored content The training programme is focused on key areas

be acquired. Therefore, an analysis of their training

of

strategic

needs should be carried out several months before

management, human resources, finance, marketing,

the beginning of the training programme. That

sport events) and leadership skills.

should ensure enough time to develop the tailor-

sport

management

(organising,

made training programme and recruit facilitators Participants should be asked to complete the self-

accordingly.

assessment test in order for the organiser to gain insight into the level of their competencies and to be

The literature needs to be chosen based on the

able to create a tailor-made content.

results of the identification of needs of participants.

Participants should read the literature on leadership

The content to be delivered to participants depends

and management in sport organisation, especially

solely on their needs i.e. on the level of knowledge

chapters or sections of books related to their needs.

that participants possess and the level that needs to

The theory should be reflected in case studies.

20

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

Structure of the programme The Sport Management and Leadership Training

personal situations. During that time, participants will

Programme should be implemented over a period of

continue learning by reading the teaching material

minimum 7 moths in two sessions of 7 days each. In

that should help them understand the key principles

total, 14 days are devoted to in-class work, involving

of managing their organisations. Before the next

a general presentation and discussion of each topic

session, participants will transfer, apply and adapt

and presentation of case studies, and the remaining

the principles to their own organisation by creating

time is devoted to distance-learning.

a presentation on sport management topics covered by the programme, and prepare two case studies on

During the first face-to-face session, discussion with

topics of their choice in relation to the topics of the

other learners in working groups while completing

programme. Also, participants will prepare a report

tasks and exercises will allow participants to learn

on the learning process to evaluate the impact of the

how the principles could be applied to their own

course on their organisation and themselves.

sport organisations.

During the second face-to-face session, participants The learning stage out-of-class gives participants

will give their presentations, and course deliverers

the opportunity to reflect upon what they have

and other participants will be involved in the

learned in the first session and to apply it to their

development and discussion of that work.

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

21

Table 1. Structure of the Sport Management and Leadership Training Programme Number of days

Type of learning

1

Management training3

Leadership training4

In-class Session 1

Welcome, opening and introduction Team building activities

Leadership Team leadership

1

In-class Session 1

Organising a sport organisation

Assertiveness Change leadership

1

In-class Session 1

Managing strategically

Flexibility Global perspective

1

In-class Session 1

Managing human resources

Organisational awareness Vision and strategic thinking

1

In-class Session 1

Managing finance

Analytical thinking Decision making

1

In-class Session 1

Managing marketing

Ethics and integrity Personal credibility

1

In-class Session 1

Organising a major sport event

Forward thinking Influencing others

30

Out-of-class Mentoring

Case study on organising a sport organisation

Leadership competencies should be reflected in the case study

30

Out-of-class Mentoring

Case study on managing strategically

Leadership competencies should be reflected in the case study

30

Out-of-class Mentoring

Case study on managing human resources

Leadership competencies should be reflected in the case study

30

Out-of-class Mentoring

Case study on managing finance

Leadership competencies should be reflected in the case study

30

Out-of-class Mentoring

Case study on managing marketing

Leadership competencies should be reflected in the case study

30

Out-of-class Mentoring

Case study on organising a major sport event

Leadership competencies should be reflected in the case study

1

In-class Session 2

Welcome, opening and introduction Team building activities

Leadership competencies should be reflected in the activities

1

In-class Session 2

Participants presenting their case studies on organising a sport organisation

Leadership competencies should be reflected in the case study

1

In-class Session 2

Participants presenting their case studies on managing strategically

Leadership competencies should be reflected in the case study

1

In-class Session 2

Participants presenting their case studies on managing human resources

Leadership competencies should be reflected in the case study

1

In-class Session 2

Participants presenting their case studies on managing finance

Leadership competencies should be reflected in the case study

1

In-class Session 2

Participants presenting their case studies on managing marketing

Leadership competencies should be reflected in the case study

1

In-class Session 2

Participants presenting their case studies on organising a major sport event

Leadership competencies should be reflected in the case study

Each area of management should be a part of the training regardless of the level of knowledge of participants. However, some areas – those that were identified as weaker during the identification of training needs – may take more time than others.

4 The topic will change according to the indicators based on the results of the interviews with candidates.

3

22

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

SPORT MANAGEMENT AND LEADERSHIP TRAINING PROGRAMME

23

DELIVERY METHODOLOGY

24

DELIVERY METHODOLOGY

Teaching strategies Teaching strategies are the way in which participants and

course

deliverers

interact.

The

Sport

Management and Leadership Training Programme

2. Participants should be learning by doing.

Participants learn by working together on practical tasks assigned to them by facilitators.

uses the following teaching strategies:

1. Lecturing should be limited. Instead of giving

3. Group work is the most important teaching strategy

in

the

Sport

Management

and

out information to participants, facilitators

Leadership Training Programme. Most of the

should be creating understanding. Therefore,

activities should be carried out in small groups

the amount of lecturing should be limited to

of 4-8 participants.

maximum 20 minutes during the 3-hour session.

DELIVERY METHODOLOGY

25

Good preparation is half the work Preparation should be carried out carefully because

Preparation is time consuming and requires a great

it requires complex organisational and logistics

deal of attention to detail and organisational eort.

arrangements. Therefore, it is a crucial aspect

Everything needs to be ready before the beginning of

that may lead to success or failure of the Sport

the training programme. Deliverers and participants

Management and Leadership Training Programme.

need to be able to focus on the content of the

The preparatory checklist should include (the list is

training programme, and not on issues related to

not exhaustive):

poor preparation.

Objectives to be achieved by the end of the training programme;

Delivery of the training programme depends

Topics to be covered during

on good preparation. The size of the room and

the training programme;

placement of furniture should ensure conditions for

Number of participants to be involved;

group work and provide good environment to make

Use of space and logistics,

participants comfortable during the intense working

including selection of the venue and catering;

programme. The organiser should visit the venue

Adaptation of delivery methods

that will be used for training to make sure that it

and facilitation techniques;

is suitable for Sport Management and Leadership

Communication strategies;

Training Programme.

External experts to be invited; Training of trainers; Preparation of the programme and schedule; Definition of expected outcomes of each learning session.

26

DELIVERY METHODOLOGY

Importance of group work Delivery of the training programme involves

Group work allows participants to share good

participatory instruments that are used to stimulate

practices and experiences, to discuss different

the interaction between participants and open the

approaches to the same problem and to actively

dialogue among participants. The group work needs

contribute to the transfer of knowledge, which

to be structured (directed tasks) and facilitation

is supposed to increase their knowledge and

techniques prepared prior to the beginning of the

promote innovative approaches at work. Group

training programme. They will help participants

work creates an environment that contributes to a

to communicate and rationalise ideas, which

learning community of women in sport.

stimulates reflection and creativity on the task at hand or on the formulation of specific solutions to

Besides working in small groups, participants have

a problem discussed in a group, functional to the

the task of developing and presenting case studies

organisational context in which they emerge.

to other participants which contributes to sharing of good practices as well. In addition to that,

Group work is necessary for the creation of a

participants study the literature and learn how to

learning

work

implement change and ultimately manage and lead

together in small groups of up to 8 people,

their organisations more effectively. By presenting

they benefit from cooperative learning, and it

their case studies to participants, participants

enhances the total output of the learning process

actively contribute to a learning community of

in comparison to the learning done individually.

women in sport.

community.

When

participants

Creation of a learning community depends on a number of factors. It is not sufficient to apply a proper teaching methodology. Logistics play an equally important role. Poor logistical preparation may prevent the achievement of one of the main objectives of the Sport Management and Leadership Training Programme – creation of a learning community.

DELIVERY METHODOLOGY

27

The composition of groups should be prepared

where participants work together on a task assigned

before the beginning of the Sport Management

to them (min. 20 minutes), and presentation of

and Leadership Training Programme. The following

each group’s conclusions and recommendations to

should be kept in mind:

all participants (min. 5 minutes per group). In the

A different composition of groups should be

end, the facilitator opens and leads a discussion

prepared for each day.

followed by a recap of participants’ conclusions in

Participants should interact in group work with

connection to the theoretical concept presented in

as many different participants as possible.

the beginning.

Participants need to spend a day in the same group of participants in order to be able to get

The same pattern should be repeated throughout

to know them better. Moving them from one

the day until the identified training needs are

group to another for every group task (in a

covered. Usually, the day will consist of an average of

single day) will not give them sufficient time to

3-4 group works. It is important to reduce lecturing

get to know each other properly.

and to encourage application, sharing and transfer of knowledge.

A short introduction on theoretical concepts given by the facilitator (max. 20 minutes) should be

It is important to remember that group work contributes

followed by an assignment of tasks for group work

greatly to the creation of a learning community, and

(usually a question related to the theoretical concept

a simple mistake like an improper room set-up (e.g.

presented and its application in practice), group work

theatre, classroom) can be detrimental.

28

DELIVERY METHODOLOGY

Organisation of space for group work Considering the importance of group work for the

For example, a group of 48 participants would be

success of the Sport Management and Leadership

best divided in 8 groups of 6 participants. The size

Training Programme, this section will be dedicated

of the workshop room for such a group has to be

to the organisation of space. Organisation of

estimated in about 200 square metres and groups

interactive group work requires a flexible room

should be distributed so that they can see the main

where the chairs and tables for each working group

screen, are in line of sight between each other but

can be easily moved.

suďŹƒciently distant so as to hear each other when working. The room should be set up in a banquet

When working with a larger group of participants,

style with 8 round tables. There should be 6 chairs

organisers must set up a room in a way that

at each table. Chairs should be facing towards the

will allow participants to work in small groups

wall with the projection screen. On each table,

throughout the day. Small groups are limited to

there should be a large paper block (it is best to use

4-8 people. Depending on the total number of

the flipchart paper blocks), 6 coloured pens (one

participants, organisers have to set an adequate

marker pen per participant) and several blocks

number of tables in a banquet style with chairs

of removable self-adhesive paper notes. Group

facing towards the wall with the projection screen.

work can be carried out in that kind of a set-up.

Classroom or theatre set-up would be detrimental

For a group of less than 15 participants, the U-shape

to group work. The image below shows the ideal

room set-up is acceptable.

organisation of a space for group work.

DELIVERY METHODOLOGY

29

Facilitation methodology The facilitation methodology is a tool that helps a

Facilitators should use the approach that stimulates

deliverer of the training programme prepare for,

creativity and supports the development of ideas

facilitate, and assess a learning activity/process

among participants. They lead problem solving

and learning experience. It involves the following

sessions by using a group work method to gather

steps5:

the ideas of participants and create a shared

1. Define the key measurable outcomes.

2. Design and prepare for every activity.

3. Decide which strategies, processes,

mosaic of solutions, suggestions, strategies and recommendations that may lead to the design of new practices.

and tools are appropriate for each specific activity.

4. Pre-assess to determine participants’ readiness.

5. Set up each specific activity.

6. Release individuals/groups to pursue the activity.

7. Assess individual/group performances.

8. Provide constructive interventions based on process, not content.

9. Bring all the individuals and/or groups back together at the conclusion of the activity.

10. Provide closure with sharing of collective results.

11. Use various forms of assessment to

A session led by a facilitator consists of five parts:

1. Facilitator delivers a theoretical introduction which ends with a discussion question related to practical issues in sport organisations;

2. Participants work in small groups and lead an interactive discussion on questions prepared by the facilitator;

3. Participants write the ideas and proposals on a large paper that will be presented later to all participants;

4. Reporter from each group presents ideas of the group;

5. Facilitator summarises participants’ ideas and

provide feedback on how to improve

proposals – searching for points of

everone’s performance.

convergence, synergies, syntheses and new

12. Plan for follow-up activities.

proposals – and reflects on the theory presented in the opening of the session.

Facilitators empower participants. They need to remain neutral in discussions while challenging participants’ assumptions and helping them find important new insights. They also need to ask the difficult questions that lead to innovative thinking.

Facilitation methodology has a lot of potential to lead participants to successful learning outcomes.

By Peter Smith (Mathematics & Computer Science, St. Mary’s College, Emeritus) and Daniel K. Apple (President and Founder, Pacific Crest)

5

30

DELIVERY METHODOLOGY

The role of a facilitator is to lead a well-structured

that the facilitator is trained and well prepared to

discussion, support participants while they are

lead a session.

working in small groups by oering clarifications and answering questions related to methodology

The training of facilitators should be managed by

and expected outcomes, and support participants

a trainer who has the experience and knowledge

to reach conclusions and productive outcomes.

in organising educational programmes based on

Facilitators should be trained to use the facilitation

facilitation methodology. The trainer should train

methodology and able to handle conflicts between

a team of facilitators responsible for the delivery

participants

non-productive

of the Sport Management and Leadership Training

behaviour that impedes the learning process.

Programme. At times, experts may also be involved

Facilitators should observe each participant to

if their teaching methods and inputs are in line with

make sure that everyone is active and nobody is

the ethos of the training programme.

and

any

other

overly active at the expense of other participants’ involvement and productivity. It is important that

In conclusion, the delivery of the Sport Management

a facilitator remains neutral in discussion, while

and

steering participants to eective and productive

involve little teaching or lecturing. The primary role

ends. If the facilitator loses objectivity, participants

of the training deliverers is to facilitate the learning

may feel that he or she is imposing personal views

experience, rather than to tell participants what

and opinions onto a group. Also, if the facilitator is

the theory covers. The facilitation methodology

unable to manage group interaction well, the group

is essential in meeting the objectives of the Sport

may end up not meeting the expected outcomes of

Management and Leadership Training Programme

the learning process. Therefore, it is very important

and reaching its expected learning outcomes.

Leadership

Training

Programme

DELIVERY METHODOLOGY

should

31

PARTICIPANTS

32

PARTICIPANTS

Profile of participants and requirements Target group are women in sport organisations

Only exceptionally, participants may be women

who are identified as future leaders in sports by

who are already in decision-making positions at

their sport organisations.

the lower levels in sport organisations (less senior members of staff or volunteers who have

Participants need to meet the following basic

responsibility for managing projects in sport

minimum criteria:

organisations). Should such a participant attend

Work with a sport organisation (paid staff or

the Sport Management and Leadership Training

volunteer);

Programme, it is essential that their attendance

Be endorsed by that same sport organisation;

be fully supported by senior or executive staff.

Have a University degree or comparable

This is to ensure that the participant has the

professional experience; and

mandate to apply the training material to their

Have sufficient skills to effectively follow the

sport organisation situation, which is likely to

Sport Management and Leadership Training

bring about change in the organisation. If they

Programme.

are not able to do this, they will be unable to complete the training.

Participants have to fit one of the following descriptions:

Participants must attend both training sessions

Participants may be women in leadership

- 100% attendance is required - to be able to

positions in sport organisations (presidents,

complete the Sport Management and Leadership

board

or

Training Programme successfully. Participants will

directors). As individuals involved at a senior

need to develop a presentation on topics covered

level in the management of sport organisations,

by the Sport Management and Leadership Training

their expertise and experiences will contribute

Programme in relation to their organisations and

to the learning that can be gained from the

two case studies on topics chosen by participants.

members,

secretaries

general

Sport Management and Leadership Training Programme. Participants at this senior level will be able to complete the case study work and presentations that are a key part of the Sport Management

and

Leadership

Training

Programme.

PARTICIPANTS

33

Skills and abilities of participants The difference that may exist amongst participants

First,

which

outcomes

theoretical and practical principles of sport

is the participants’ level of competence in the

management and key managerial competences

management and leadership of sport organisations.

operating in sport organisations, has to be read

Thus, it is crucial to ensure that participants have a

before the course.

common language and the capacity to communicate

Second, participants must be involved in

efficiently with each other. Two complementary

the management and leadership of sport

options are used to address this challenge:

organisations, either as volunteers or paid

strongly

influences

learning

the

material

presenting

the

main

staff. Thus, there is common knowledge and experience on which an effective learning experience can be built.

34

PARTICIPANTS

Procedure for the selection of participants The procedure for the selection of participants is carried out in two rounds and 10 steps as outlined in Table 2. Including the preparation stage, selection procedure may take up to 4 months.

Table 2. Selection procedure Step

Activity

Documents

Prepared by

Completed by

ROUND 1 1

2

Publication of the Call for Proposals of Candidates Call for Proposals of Candidates

Organiser

Brochure about the training programme

Organiser

Form Proposal of Candidates

Organiser

Form Letter of Support to the Candidate

Organiser

Sport organisations

Self-assessment test

Organiser

Candidates

Administrative check Analysis of documentation submitted by sport organisations

3

Organiser

Notification of selection results in the 1st round Letter of notification of selection results in the 1st round

6

Organiser

Decision on selection of candidates in the 1st round Decision on selection of candidates in the 1st round

5

Organiser

Analysis of self-assessment test results Assessment of training needs

4

Sport organisations

Organiser

Invitation for an interview to candidates who were selected in the 1st round Invitation for an interview

Organiser

ROUND 2 7

8

Conducting individual interviews with candidates selected in the 1st round Interview guide

Organiser

Interview questionnaire

Organiser

Candidates

Analysis of interview results Assessment of candidates’ competencies

9

Decision on selection of participants

10

Notification of final selection results

Decision on selection of participants Letter of notification of selection results in the final round

Organiser Organiser Organiser

PARTICIPANTS

35

APPLYING THEORY IN PRACTICE

36

APPLYING THEORY IN PRACTICE

Case study as a tool for change Participants

of

the

Sport

Management

and

Leadership Training Programme should transfer,

The Case is the “real life” situation. The Case Study is the analysis of this situation.

apply and adapt theoretical principles to their own sport organisations by creating a case study.

The organiser may use the templates for case studies

Mentoring system should support participants in

to help participants prepare their presentations

developing their case studies and promote synergy.

and write case studies.

According to the Monash University6, there are two different approaches to case studies:

the Sport Management and Leadership Training Programme in a way that participants have

1. The analytical approach; and 2. The problem-oriented method.

sufficient amount of time between sessions to prepare case studies. It is recommended to plan

The case study is examined in order to try and understand what has happened and why.

The organiser needs to plan the programme of

It is

not necessary to identify problems or suggest solutions. The case study is analysed to identify the major problems that exist and to suggest solutions to these problems. The Sport Management and Leadership Training Programme focuses on the

at least a month for the preparation of each Power Point presentation of a case study, and two months for the preparation of each written case study. Participants who follow the deadlines will have no problem completing the tasks. However, every participant needs to have the support of the mentor.

problem-oriented method.

A successful case study analyses a real-life situation where existing problems need to be solved. It should: Relate the theory to a practical situation; for example, apply the ideas and knowledge discussed during group work to the practical situation at hand in the case study.

Identify the problems.

Select the major problems in the case.

Suggest solutions to these major problems.

Recommend the best solution to be implemented.

Detail how this solution should be implemented.

6

Source: https://www.monash.edu/rlo/quick-study-guides/writing-a-case-study#text APPLYING THEORY IN PRACTICE

37

EVALUATION PROCEDURE

38

EVALUATION PROCEDURE

Evaluation

As part of the programme, participants must

The

organiser

should

evaluate the impact of the Sport Management

evaluation forms:

prepare

the

following

and Leadership Training Programme on their

Evaluation of the training session by participant

organisation

Evaluation of the training programme

and

themselves

through

the

development of a report on the learning process,

by participant

which should be presented and discussed at the

Evaluation of the training programme

end of the second training session. In addition,

by participant’s organisation

participants should complete an anonymous final internal evaluation questionnaire related to the

The content of the evaluation forms can be

content, teaching methods and material of the Sport

developed by the organiser of the Sport Management

Management and Leadership Training Programme.

and Leadership Training Programme depending on specificities of the training programme and/ or participants. The content should follow the commonly used questions for evaluation of training programmes.

EVALUATION OF THE TRAINING PROGRAMME BY PARTICIPANT Training programme objectives Was participant informed properly about the training programme objectives?

Were the training programme objectives relevant?

Training content Were the training methods relevant?

Training methods Was the participant satisfied with facilities, transport, food and accommodation?

Relevance of the training to current activities within the organisation Was the training relevant to participant’s current activities in the organisation?

Did participant receive adequate support from own organisation?

Were the training activities relevant to her role in the organisation?

Was the training effective in influencing her management/leadership behaviour?

EVALUATION PROCEDURE

39

EVALUATION OF THE TRAINING SESSION BY PARTICIPANT Session contents Was the participant properly informed about the session objectives?

Were the objectives of the session relevant to participant?

Were the topics presented during lectures relevant to participant?

Did facilitators adapt the content to participants?

Was the reading material relevant?

Overall, is the participant satisfied with the quality of the content?

Training methods Was the participant satisfied with a daily programme?

Was the participant satisfied with opportunities for discussion?

Was the participant satisfied with the composition of working groups?

Was the participant satisfied with facilitation of group work?

Was the participant satisfied with the individual follow-up by their mentor?

Was the participant satisfied with participants’ involvement?

Was the participant satisfied with the quality of training methods?

Physical conditions Was the participant satisfied with travel arrangements?

Was the participant satisfied with classrooms (appropriate for group work)?

Was the participant satisfied with the quality of accommodation?

Was the participant satisfied with the quality of food?

Overall, was the participant satisfied with physical conditions?

Overall satisfaction Did the session correspond to participant’s expectations?

Will the session be of practical help in participant’s professional life?

40

EVALUATION PROCEDURE

EVALUATION OF THE TRAINING PROGRAMME

BY PARTICIPANT’S ORGANISATION Training objectives Did the training objectives correspond to the need of the organisation?

In general, were the training objectives relevant to the organisation?

Participant and training organisers Was the organisation informed properly about the training objectives?

Did the organisation carry out an internal selection procedure for candidates?

Was the organisation in constant communication with the organiser during the application process?

Was the organisation informed about the selection results by organisers?

Impact on the organisation (short term) Was the organisation required to make adjustments during the training?

Did the organisation provide support to its participant?

Did participant’s case studies make a contribution to the running of the organisation?

Did the training have an impact on the organisation in a way that they have made some improvements in management practices?

Impact on the organisation (long term) Did the training have an impact on the competency of the participant?

Did the training have an impact on the global improvement of the internal functioning of the organisation?

Did the training have an impact on relations with partners?

Impact on participant: Changes in knowledge, skills, aptitude, opinions Did the organisation notice the increase in understanding of sport management by participant?

Did the organisation notice the increase in participant’s motivation to implement good practices in the organisation?

Did the organisation notice the increase in participant’s ability to lead the organisation in a positive direction?

Changes in behaviour or action that result from participant’s new knowledge Did the organisation notice the increase in adoption of participant’s recommendations related to the introduction of change in the organisation?

Overall satisfaction with the training Did the training correspond to the needs of the organisation?

EVALUATION PROCEDURE

41

BACK MATTERS

42

BACK MATTERS

Acknowledgements

The Croatian Olympic Committee implemented

A range of experts in the field of management and

the SUCCESS project in cooperation with National

leadership contributed to the quality of the delivery

Olympic Committees of Czech Republic, France,

of the 1st Sport Management and Leadership

Italy, Lithuania and Slovakia. Partner organisations

Training Programme. They facilitated the learning

worked together on the organisation of the trial

process of participants during the 1st training

run of the Sport Management and Leadership

session.

Training Programme for future female leaders in sport which lasted for 8 months with two in-class

At the end of the SUCCESS project, the conference

training sessions for participants. Each National

on sport governance and women in leadership was

Olympic Committee selected 8 participants from

organised with some of the best European experts

own country and provided them with a mentor who

on gender equality and educators of sport leaders.

helped them complete the training.

Educational programmes of the IOC Olympic A group of 48 women participated in the 1st

Solidarity were the inspiration behind the idea of

edition of the Sport Management and Leadership

the Sport Management and Leadership Training

Training Programme. During the training, they

Programme. Those educational programmes had a

had the opportunity to learn from their peers and

major impact on sport administrators and leaders

create networks with women from other sport

around the world, and they were the perfect

organisations in Europe. Participants developed

example of what can be accomplished through

case studies to help improve the eďŹƒciency of their

education. The objective was to build on that

organisations and promote themselves as leaders

work and contribute to good governance in the

of change. They have presented their case studies to

Olympic movement by creating a new educational

participants to share knowledge and inspire others

programme for future female leaders in sport

with their own unique ideas about improvements

that can be replicated by any interested sport

in governance of sport organisations.

organisation.

BACK MATTERS

43

Acknowledgement of EU funding The implementation of the SUCCESS project was co-funded by the European Union’s programme Erasmus+ Sport. Without that support, the SUCCESS project and the Sport Management and Leadership Training

Programme

would

not

have

been

implemented. The Croatian Olympic Committee would like to thank the Education, Audiovisual and Culture Executive Agency of the European Commission on their recognition of the value of education and promotion of female leaders in sport that were made possible by giving support to the SUCCESS project.

Disclaimer The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

44

BACK MATTERS

BACK MATTERS

45

APPENDICIES

46

APPENDICIES

Guidelines for writing a case study Content of a case study

A successful case study analyses a real-life situation where existing problems need to be solved. It

All case studies should be written in accordance

should:

with these guidelines. The suggested word count

Relate the theory to a practical situation;

for case studies is 3000 words. All case studies

for example, apply the ideas and knowledge

should be submitted to the mentor.

discussed in the Sport Management and Leadership Training Programme to the practical

Case studies should include a title page, brief

situation at hand in the case study.

introduction, case presentation, case discussion,

Identify the problems.

and references. Author name, credentials, role,

Select the major problems in the case.

place of employment, mailing address, and e-mail

Suggest solutions to these major problems.

address should be listed on the title page.

Recommend the best solution to be implemented.

Detail how this solution should

Case study submission format

be implemented.

Create the case study as a Word document.

IMPORTANT NOTE Type of case study The type of approach used to develop the case study is a problem-oriented method. The case study is analysed to identify the major problems that exist

The Case is the “real life� situation.

The Case Study is the analysis of this situation.

and to suggest solutions to these problems.

APPENDICIES

47

Template for a case study Use the template by replacing the text in brackets <……..> with your text.

<Title of the case study, e.g. “Organising the Croatian Basketball Federation”, “Managing Strategically in the Croatian Cycling Federation”, “Managing Human Resources in the French Handball Federation”, “Managing Finance in the Lithuanian Football Federation”>

Author: <First and last name> <Position in the sport organisation> <Name of the sport organisation>

Contact: <Author’s mailing address: Street_and_Number, Post_Code, City, Country > <Author’s e-mail address>

Mentor: <First and last name> <Name of the sport organisation>

Date of submission: <DD/MM/YYYY>

48

APPENDICIES

Summary

Describe the sport organisation, e.g. history (founding date), main goals, key stakeholders,

<Summary has approx. 350 words. It will be

size of the organisation (membership and

published publicly to inform the reader about

affiliations), etc.;

participant’s work. In this section, provide the

Describe the national sport system and the

following information:

position of your sport organisation in it;

Outline the purpose of the case study.

Location of the sport organisation.>

Describe the field of research – this is usually an overview of the sport organisation.

Findings

Outline the issues and findings of the case study without the specific details.

<Identify the problems found in the case. Each

Identify the theory that will be used.

analysis of a problem should be supported

Here, the reader should be able to get a clear

by facts given in the case together with the

picture of the essential contents of the study.

relevant theory and concepts presented in the

Note any assumptions made (you may not

Sport Management and Leadership Training

have all the information you’d like so some

Programme. Here, it is important to search for the

assumptions may be necessary, e.g. “It has

underlying problems; for example, political conflict

been assumed that…”, “Assuming that it

may be only a symptom of the underlying problem

takes…”).>

of inadequate policies and practices within the organisation.

Introduction/Background

This section is often divided into sub-sections, one for each problem.

<Introduction should outline the reasons for the work being carried out. This should include:

This section states the main problem which needs

Why the work is being carried out, e.g. to

to be resolved. Previous attempts at solution that

address a particular problem, to deliver a

failed can also be addressed here.>

strategic aim of the department or institution, etc.;

Discussion

Scope of the work; Contextual information - background

<Summarise the major problem/s.

information to help the reader to understand the environment in which the work was carried out;

APPENDICIES

49

Identify alternative solutions to this/these major

6. Recommendations

problem/s (there is likely to be more than one solution per problem).

<Choose which of the alternative solutions should be adopted.

Briefly

outline

each

alternative

solution

and

Briefly justify your choice explaining how it will

then evaluate it in terms of its advantages and

solve the major problem/s.

disadvantages.

This should be written in a forceful style as this section is intended to be persuasive.

There is no need to refer to theory or coursework

Here integration of theory and coursework is

here.>

appropriate.>

Conclusion

7. Implementation

<Sum up the main points from the findings and

<Explain what should be done, by whom and by

discussion.

when.

If appropriate, include a rough estimate of costs

The conclusion should include:

(both financial and time).>

Analysis of the benefits (or otherwise) that have been realised as a result of the work taking

8. References

place, including some assessment of how the improvements have been measured;

<Make sure all references are cited correctly.

An assessment of the cost of the work involved

Write links to relevant documents.>

â&#x20AC;&#x201C; this need not include capital costs but some estimates of staďŹ&#x20AC; time would be of benefit;

9. Appendices (if any)

If the benefits have been recognised either within the institution or externally, the nature

<Attach any original data that relates to the study

of that recognition should be included (this can

but which would have interrupted the flow of the

include quotes from a stakeholder on the

main body.>

improvement).

Details of any lessons learned as a result of carrying out the work.>

50

APPENDICIES

Template for a Power Point presentation of the case study

APPENDICIES

51

52

APPENDICIES

APPENDICIES

53

54

APPENDICIES

APPENDICIES

55

56

APPENDICIES

APPENDICIES

57

The interview guide Objectives

The interview describes the general competencies and behaviours required for successful performance

This interview guide should help select participants

as a leader in a sport organisation. The behavioural

of the Sport Management and Leadership Training

interview questions included in this guide have been

Programme by conducting behavioural interviews

developed to elicit information about a candidate’s

with candidates.

past experiences that relate to the behaviours required to successfully perform as a leader in a

As a tool, the interview shall assist the person that

sport organisation. Descriptions of successful and

has to make a decision on selection of candidates.

non-responsive behavioural indicators are included to help assess the candidate’s responses.

The interview shall provide the following indicators: Does

the

candidate

have

the

necessary

Semi-structured interview

competencies to successfully complete the Sport Management and Leadership Training

A semi-structured interview is a qualitative method

Programme?

of inquiry that combines a pre-determined set of

Does the candidate have the right work ethic

open questions (questions that prompt discussion)

and attitude?

with the opportunity for the interviewer to explore

Does the candidate have the leadership potential?

particular themes or responses further.

Specific objectives can be seen from the structure

A

semi-structured

interview

does

of the interview.

respondents to a set of pre-determined answers (unlike a structured questionnaire).

Behavioural interview Behavioural-based interviewing is based on the concept that the best predictor of a candidate’s future performance is his or her past performance.

Therefore, behavioural interview questions are built around specific incidents that have happened rather than hypothetical situations. The interviewer asks the candidate to describe what they have actually done rather than what they would do in a ‘what if’ situation.

58

APPENDICIES

not

limit

Characteristics of semi-structured interviews

During that time, the interviewer shall do the following tasks: Review the candidate’s application and resume.

The interviewer and respondents engage in a

Review the critical competencies and the

formal interview.

successful

The interviewer develops and uses an ‘interview

demonstrate each competency.

guide’. This is a list of questions and topics that

Identify the general competencies that will be

need to be covered during the conversation in a

asked about as part of the interview. One way

particular order.

to decide which competencies to include in the

The interviewer follows the guide, but is able to

interview is to consider the competencies that

follow topical trajectories in the conversation

are required to successfully perform the most

that may stray from the guide when he/she

critical duties of a leader in a sport organisation.

feels this is appropriate.

Identify the set of questions which will be asked

behavioural

indicators

that

during the interview process. The interviewers

Protocol

do not need to include all of the questions for each competency. It is recommended to

The protocol for a semi-structured interview is

choose one question for each competency,

simple. The entire process is improvised and

and to ask a follow-up question only if unable

conversational, while key points and answers are

to make an assessment based on a single

recorded on a form designed to evaluate and sort

question/response. Be careful to choose the

answers. This gives the person being interviewed

right questions by taking into consideration the

a chance to give a lot of good information, while

position of candidate in sport organisation (paid

making the entire process seem more like a normal

staff or volunteer, manager or board member).

conversation than a question session.

Make a copy of the interview guide for each interviewer to use to take notes on each

Before the interview

candidate to be interviewed.

Plan to conduct interviews individually. Plan 60-

The interviewer has to be well prepared in order to

90 minutes per person/interview.

conduct the interview successfully. The preparation

On the interview form for each candidate each

will take at least several hours per candidate/

interviewer should fill in the following information:

interview.

The interview information (i.e. candidate name, interviewer name, interview date, position) The education and experience from the candidate’s application (during the interview, notes can be added based on what the candidate shares about their education and experience).

APPENDICIES

59

The interview setting

Inform the candidate that notes will be taken throughout the interview.

The interview should take place in a comfortable

Ask the candidate if he/she has any questions

environment.

before beginning.

Interviews should be held in a quiet, non-

Begin the formal interview by briefly reviewing

threatening, and private place.

the candidate’s education and experience.

Seating arrangements should be the same for

Clarify any questions about the candidates

all candidates.

education

The interview room and facilities must be

necessary (i.e. fill in gaps).

accessible to candidates with disabilities.

Use the guidelines to take notes and assess the

There should be a separate area for those

candidates – exceptional performance in the

waiting to be interviewed.

interview or performance in the interview that

Individuals who have been interviewed should

does not meet expectations must be indicated

not be allowed to communicate with those

in the notes section of the interview guide for a

waiting to be interviewed.

particular question and competency.

Interviews should be scheduled far enough in

At the end of the interview, the interviewer

advance to provide adequate preparation time

should ask, “Is there anything else you would

for the interviewer.

like us to know?” and provide the candidate

All candidates should be allotted the same

with an opportunity to ask questions. The

amount of interview time.

interviewer should then thank and excuse the

and

work

experience

that

are

candidate.

Conducting the interview

After the interview

Welcome the candidate in a warm and friendly manner.

Thank

the

After completing each interview, interviewers candidate

for

her

interest

in

should complete the Overall Candidate Rating. After

participating in the Sport Management and

all interviews are completed, check references,

Leadership Training Programme and for coming

check applications and candidacy letter; make

to the interview.

selection decision.

Briefly describe the Sport Management and Leadership Training Programme requirements

Structure of the interview

and obligations of participants.

Explain the interview process in a standardized

It is important to remember that a qualitative

way.

interview

is

not

the

same

as

delivering

a

questionnaire face-to-face. It rather uses openended questions to prompt respondents to think, express values and provide answers in their words.

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APPENDICIES

LEADERSHIP COMPETENCIES CLUSTER ................................................................................................ 64 1. Team Leadership Questions ................................................................................................................. 64 Team Leadership: The ability to effectively manage and guide group efforts.

This includes providing the appropriate level of feedback concerning group progress. .................. 64 2. Leadership Questions ............................................................................................................................ 66 Leadership: The ability to influence actions and opinions of others in a desired direction, and to exhibit judgement in leading others to worthwhile objectives. .............................. 66 3. Perseverance and Commitment to Task Questions ........................................................................... 68 Perseverance and Commitment to Task: The ability to start and persist with specific courses of action while exhibiting high motivation and a sense of urgency; willing to commit to long hours of work and make personal sacrifices in order to reach goals. ...................................................... 68 4. Assertiveness Questions ....................................................................................................................... 70 Assertiveness: The ability to maturely express one’s feelings and opinions in spite of disagreement; accurately communicate to others regardless of their status or position. .............. 70 CREATING ORGANISATIONAL TRANSFORMATION CLUSTER ............................................................... 72 5. Change Leadership Questions ............................................................................................................ 72 Change Leadership: The ability to manage, lead, and enable the process of change and transition while helping others to deal with their effects. ............................................. 72 6. Flexibility Questions ............................................................................................................................... 74 Flexibility: The ability to adapt to and work with a variety of situations, individuals and groups.

The ability to be open to different and new ways of doing things. The willingness to modify one’s preferred way of doing things. ............................................................................................................... 74 7. Global Perspective Questions .............................................................................................................. 76 Global Perspective: The ability to recognize and address issues that are outside of the local perspective. The ability to view issues without any pre-set biases or limitations.

The ability to see the – big picture ............................................................................................................. 76 8. Organisational Awareness Questions ................................................................................................. 78 Organisational Awareness: The ability to understand the workings, structure, and culture of the organisation as well as the political, social, and economic issues affecting the organisation. ........ 78 9. Vision and Strategic Thinking Questions ............................................................................................ 80 Vision and Strategic Thinking: The ability to support, promote, and ensure alignment with the organisation's vision and values. The ability to understand how an organisation must change in light of internal and external trends and influences. .............................................................................. 80

APPENDICIES

61

MAXIMIZING PERFORMANCE RESULTS CLUSTER ........................................................................... 82 10. Analytical Thinking Questions ........................................................................................................... 82 Analytical Thinking: The ability to approach a problem by using a logical, systematic, sequential approach. ........................................................................................................................82 11. Decision Making Questions ...........................................................................................................84 Decision Making: The ability to make decisions and solve problems involving varied levels of complexity, ambiguity, and risk. ...................................................................................................... 84 12. Forward Thinking Questions .............................................................................................................. 86 Forward Thinking: The ability to anticipate the implications and consequences of situations and take appropriate action to be prepared for possible contingencies. ............................................ 86 BUILDING TRUST AND ACCOUNTABILITY CLUSTER ................................................................................ 88 13. Ethics and Integrity Questions .......................................................................................................... 88 Ethics and Integrity: The degree of trustworthiness and ethical behaviour of an individual with consideration for the knowledge one has of the impact and consequences when making a decision or taking action. ..................................................................................................................... 88 14. Personal Credibility Questions ......................................................................................................... 90 Personal Credibility: Demonstrating concern that one be perceived as responsible, reliable, and trustworthy. ........................................................................................................................................ 90 BUILDING COALITIONS CLUSTER ......................................................................................................... 92 15. Influencing Others Questions ................................................................................................... 92 Influencing Others: The ability to gain othersâ&#x20AC;&#x2122; support for ideas, proposals, projects, and solutions. ............................................................................................................................................. 92

62

APPENDICIES

Interview form Candidate’s name: Interviewer’s name: Interview date: Position: EDUCATION AND EXPERIENCE Education:

Experience:

APPENDICIES

63

Behavioural interview questions LEADERSHIP COMPETENCIES CLUSTER

As a leader within an organisation, one must often initiate projects which cross organisational

1. Team Leadership Questions

boundaries or have multi-departmental impact.

Tell us about a situation where you initiated such

Team Leadership: The ability to effectively manage and guide group efforts. This includes providing the appropriate level of feedback concerning group progress.

a project and what steps you took to ensure the project’s success.

What was the situation?

What actions did you take?

What were the biggest challenges and how did you overcome them?

What steps did you take to achieve a positive outcome?

How did the group or team effort ultimately turn out?

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APPENDICIES

Competency: Team Leadership

Successful Behavioural Indicators (Validated)

Sets team structure

Has approved the team charter

Organizes, leads, and facilitates team activities

Has set the expectations for the team

Did not indicate that they have set the expectations for the team

Promotes team cooperation

Has authorized funding and resources for the team

Did not indicate that they have authorized funding and resources for the team

Encourages participation

Has served as the executive sponsor for the team

Did not indicate that they have served as the executive sponsor for the team

Has served as a champion for the team to senior management and stakeholders

Did not indicate that they have served as a champion for the team to senior management and stakeholders

Has cleared obstacles cross-functionally

Did not indicate that they have cleared obstacles cross functionally

Has ensured that the team’s vision remained clear

Did not indicate that they have ensured that the team’s vision remained clear

Has created an environment that promoted teamwork and respect

Did not indicate that they have created an environment that promoted teamwork and respect

Has maintained regular contact with the team to assist them in adapting to any changes in direction or to facilitate overcoming obstacles

Did not indicate that they have maintained regular contact with the team to assist them in adapting to any changes in direction or to facilitate overcoming obstacles

Has recognized the team’s efforts and showed appreciation

Did not indicate that they have recognized the team’s efforts and showed appreciation

Has celebrated successes

Did not indicate that they have celebrated successes

Non-Responsive Behavioural Indicators Did not indicate that they have approved the team charter

OVERALL RATING FOR Team Leadership Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

65

2. Leadership Questions

Communications

and

leadership

go

hand

in

hand. Give an example of a time when your

Leadership: The ability to influence actions and opinions of others in a desired direction, and to exhibit judgement in leading others to worthwhile objectives.

communication skills were powerful enough to enable you to influence the way others thought or acted, even in a very diďŹ&#x192;cult situation.

What was the situation?

What did you do?

What was the result?

Give an example of how you have used your own

Give an example of a time when you used facts and

personal qualities and appeals to lead others.

reason to persuade another person to take action.

What was the situation?

Be specific.

What did you do?

What did you do?

What was the outcome?

What was the outcome?

Were you satisfied with the results, why and why not??

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APPENDICIES

Competency: Leadership

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Influences the actions of others in a desired direction

Has fostered an environment that encouraged feedback from internal and external sources

Did not indicate that they have fostered an environment that encouraged feedback from internal and external sources

Exhibits judgement in leading others to worthwhile objectives

Has clearly communicated sensitive and difficult information using the appropriate communication style for the audience

Did not indicate that they have clearly communicated sensitive and difficult information using the appropriate communication style for the audience

Gives feedback and is respective to feedback

Has effectively persuaded and influenced others

Did not indicate that they have effectively persuaded and influenced others

Uses a variety of methods to convey information

Has clearly conveyed sensitive, complex, urgent or highly visible issues in simple terms that could be easily understood by the audience

Did not indicate that they have clearly conveyed sensitive, complex, urgent or highly visible issues in simple terms that could be easily understood by the audience

Makes others feel respected and heard

Has been aware of the impact of one’s position within the organisation when communicating with others

Did not indicate that they have been aware of the impact of one’s position within the organisation when communicating with others

Has ensured safe communication environment and created trust

Did not indicate that they have ensured a safe communication environment and created trust

Successful

Exceptional (Notes Required)

OVERALL RATING FOR Leadership Did Not Meet (Notes Required)

Notes

APPENDICIES

67

3. Perseverance and Commitment to Task Questions

Getting the job done may necessitate unusual persistence or dedication to results, especially when faced with obstacles or distractions. Tell me

Perseverance and Commitment to Task: The ability to start and persist with specific courses of action while exhibiting high motivation and a sense of urgency; willing to commit to long hours of work and make personal sacrifices in order to reach goals.

about a time in which you were able to be very persistent in order to reach goals. Be specific.

What was the situation?

What did you do?

What factors did you consider?

What was the outcome?

We all recognize that being successful takes more than luck. Hard work is necessary in order to achieve. Tell me about a time when you had to

We all have to make decisions on the job about

work very hard to reach your goals and be specific

the delicate balance between personal and work

about what you achieved.

objectives. Give an example of a time when you

What was the situation?

had diďŹ&#x192;culty balancing your personal and work

What did you do?

objectives.

What have you achieved?

What was the situation?

What did you do?

Tell me about a time when you were able to provide

What factors did you consider?

your own motivation to produce even though you

What was the outcome?

were working alone. What were the circumstances of the situation and how did you manage to motivate yourself?

What was the situation?

What did you do?

What was the outcome?

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APPENDICIES

Competency: Perseverance and Commitment to Task

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Displays perseverance in difficult situations and

Has the ability to balance personal and work objectives without compromising values or dignity

Did not display the ability to balance personal and work objectives without compromising values or dignity

Displays the ability to start and persist with specific courses of action

Has made personal sacrifices to reach a work objective

Did not make personal sacrifices to reach a work objective

Exhibits high motivation and a sense of urgency

Has the ability to balance all objectives to her satisfaction

Did not balance all objectives to her satisfaction

Indicates willingness to commit to long hours of work and make personal sacrifice to reach goals

Has made an uncompromising commitment to goal, as shown by long hours of work

Did not make an uncompromising commitment to goal, as shown by long hours of work

Has make an unusual commitment in order to reach an objective, reflecting both high effort and accomplishment

Did not make an unusual commitment in order to reach an objective, reflecting both high effort and accomplishment

Has a performance strategy, which enhances alertness, productivity or efficiency

Did not display self-directed effort but kept to a routine response to work demands

commitment to task

Did not indicate the existence of a performance strategy, which enhances alertness, productivity or efficiency OVERALL RATING FOR Perseverance and Commitment to Task Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

69

4. Assertiveness Questions

Describe a time when you had to sell an idea to your boss, authority figure, or technical expert.

Assertiveness: The ability to maturely express one’s feelings and opinions in spite of disagreement; accurately communicate to others regardless of their status or position.

What was the situation?

What did you do?

What was the outcome?

Describe a time when you communicated something unpleasant or difficult to say to your manager or work team. How did you assert yourself?

What was the situation?

Some of the best business ideas come from an

What did you do?

individual’s ability to challenge others’ ways of

What was the outcome?

thinking in a mature way. Tell me about a time when you were successful in challenging others’ ideas.

What was the situation?

Give an example of a time when you had to be assertive in giving directions to others.

What did you do?

What was the situation?

What was the outcome?

What did you do?

What does this say about your ability to be

What was the outcome?

assertive?

Tell us about a time when your job required you to It is realistic to say that no job is completely free

say, maturely, how you really felt about a situation.

of conflict. Tell me about a time when you were

What did you say and how did you say it?

able to express your opinions maturely in spite of

What was the situation?

disagreements or objections.

What did you do?

What was the situation?

What was the outcome?

What did you do?

What was the outcome?

Sometimes it is important to disagree with others, particularly your boss or team members, in order

Some situations require us to express ideas/

to keep a mistake from being made. Tell us about a

opinions in a very tactful and careful way. Tell me

time when you were willing to disagree with another

about a time when you were successful with this

person in order to build a positive outcome.

particular skill.

What was the situation?

What did you do?

What did you do?

What was the outcome?

What was the outcome?

70

What was the situation?

APPENDICIES

Competency: Assertiveness

Displays the ability to maturely express one’s feelings in spite of disagreement

Accurately communicates to others regardless of their status or position

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Has challenged the other person’s ideas honestly, persistently and tactfully

Did not challenge the other person’s ideas honestly, persistently and tactfully – indicates aggression, anger, abuse or withdrawal, dependency, submissiveness

Has been able to directly state an opinion without having been abusive, harsh, apologetic or defensive

Did not directly state an opinion without having been abusive, harsh, apologetic or defensive – indicates an emotional expression of opinion or failure to express an opinion to avoid conflict

Has communicated with clarity and directness, and without evidence of negative feelings

Did not communicate with clarity and directness, and without evidence of negative feelings; expresses negative feelings such as aggression or withdrawal, which interfered with effective communication

Has been able to express fact or opinion on a sensitive or important issue in an accurate and tactful manner

Did not express fact or opinion on a sensitive or important issue in an accurate and tactful manner – indicates avoidance of an issue, passive aggression, and/or aggressive or tactless presentation

Has given firm, clear direction, perhaps with concern for another’s feelings

Did not give firm, clear direction, did not show concern for another’s feelings – indicates emotional reaction such as anger or anxiety

Has presented a feeling honestly and tactfully

Did not present a feeling honestly and tactfully – indicates a negative feeling such as anger, fear, anxiety or depression that interfered with mature communications

Has been able to disagree tactfully and in a timely fashion, balancing the need to communicate an opinion or information with respect

Did not indicate the ability to disagree tactfully and in a timely fashion, balancing the need to communicate an opinion or information with respect – indicates avoidance of disagreement or tactless presentation

OVERALL RATING FOR Assertiveness Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

71

CREATING ORGANISATIONAL TRANSFORMATION CLUSTER

Sometimes it is essential that we break out of the routine, standardized ways of doing things in order to accomplish the goals of the organisation.

5. Change Leadership Questions

Provide us with an example of a time when you identified that the organisation needed to make a

Change Leadership: The ability to manage, lead, and enable the process of change and transition while helping others to deal with their eďŹ&#x20AC;ects.

significant change, and tell us how you prepared the organisation and the employees for that change.

How did you identify the need for change?

What were the impacts of the change?

What did you do?

Who did you involve in the change process?

What challenges did you face and how did you address them?

What was the result?

Were you satisfied with the result, why or why not?

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APPENDICIES

Competency: Change Leadership Develops new approaches

Successful Behavioural Indicators (Validated) Has created a culture of change and innovation within the organisation

Non-Responsive Behavioural Indicators Did not indicate that they have created a culture of change and innovation within the organisation

Identifies better, faster or less expensive ways to do things

Has aligned change efforts with the vision and strategic goals of the organisation

Did not indicate that they have aligned change efforts with the vision and strategic goals of the organisation

Encourages others to value the potential benefits of change and to effectively adapt to change

Has facilitated the management team’s efforts to overcome obstacles

Did not indicate that they have facilitated the management team’s efforts to overcome obstacles

Has encouraged internal and external partnerships and collaborations for organisational improvements

Did not indicate that they have encouraged internal and external partnerships and collaborations for organisational improvements

Has provided access or opportunity to resources to support change efforts

Did not indicate that they have provided access or opportunity to resources to support change efforts

Has demonstrated an understanding of

Did not indicate that they have

when it is time for the organisation to change and what the organisational and global impacts and consequences of change will be

demonstrated an understanding of when it is time for the organisation to change and what the organisational and global impacts and consequences of change will be

Has created the vision for change

Did not indicate that they have created the vision for change

Has articulated the benefits and consequences of change to all impacted internal and external parties

Did not indicate that they have articulated the benefits and consequences of change to all impacted internal and external parties

Has supported the organisational change agents throughout the change process

Did not indicate that they have supported the organisational change agents throughout the change process

OVERALL RATING FOR Change Leadership Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

73

6. Flexibility Questions

There are many internal and external factors that can impact an organisation’s key actions. Give us

Flexibility: The ability to adapt to and work with a variety of situations, individuals and groups.

The ability to be open to different and new ways of doing things.

The willingness to modify one’s preferred way of doing things.

specific example of what you have done when the organisation’s priorities changed quickly.

What was the situation?

What did you do?

What was the outcome or result?

Describe a situation where the initial approach was unsuccessful. What did you do to ultimately ensure a successful outcome?

Give a specific example of how you have helped

What was the situation?

create an environment where different perspectives

What did you do?

are valued, encouraged and supported.

What obstacles and challenges did you face?

What was the situation?

What was the result?

What did you do?

What was the outcome?

Tell us about a specific time when you were given new information that affected a decision that you

There are many jobs that require creative or

had already made.

innovative thinking. Give us a specific example

What was the situation?

of what you have done to encourage innovation

What did you do?

in order to accomplish the strategic goals and

What was the result?

objectives of your organisation.

What was the situation?

What did you do?

What was the outcome?

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APPENDICIES

Competency: Flexibility

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Sees the merits of perspectives other than their own

Has encouraged opportunities to discuss topics where there were divergent points of view

Did not indicate that they have encouraged opportunities to discuss topics where there were divergent points of view

Demonstrates openness to new organisational structures, procedures and technology

Has asked probing questions to understand other viewpoints before responding to them

Did not indicate that they have asked probing questions to understand other viewpoints before responding to them

Switches to different strategy when an initially selected one is unsuccessful

Has created an organisational culture where differing viewpoints were valued

Did not indicate that they have created an organisational culture where differing viewpoints were valued

Demonstrates willingness to modify a strongly held position in the face of contrary evidence

Has championed innovation and the integration of technology into the organisation

Did not indicate that they have championed innovation and the integration of technology into the organisation

Has established an environment that encouraged and supported new organisational structures, changes in procedures and other innovative solutions to enhance the organisation’s ability to meet its strategic goals and objectives

Did not indicate that they have established an environment that encouraged and supported new organisational structures, changes in procedures and other innovative solutions to enhance the organisation’s ability to meet its strategic goals and objectives

Has demonstrated an understanding that many internal and external factors (legislative, media, budget, etc.) can impact an organisation’s key actions

Did not indicate that they have demonstrated an understanding that many internal and external factors (legislative, media, budget, etc.) can impact an organisation’s key actions

Has effectively adapted to the changing environment while taking appropriate risks and continuing to meet strategic goals and objectives

Did not indicate that they have effectively adapted to the changing environment while taking appropriate risks and continuing to meet strategic goals and objectives

Has successfully adjusted one’s initial approach to an issue to overcome obstacles and achieve results

Did not indicate that they have successfully adjusted one’s initial approach to an issue to overcome obstacles and achieve results

Has based decisions on relevant data Has displayed a willingness to change position if data dictates the need to change

Did not indicate that they have based decisions on relevant data Did not indicate that they have displayed a willingness to change position if data dictates the need to change

OVERALL RATING FOR Flexibility Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

75

7. Global Perspective Questions

Maintaining an awareness of external trends and issues can assist in the development of a more

Global Perspective: The ability to recognize and address issues that are outside of the local perspective.

The ability to view issues without any pre-set biases or limitations.

The ability to see the – big picture.

effective organisation. Tell us about a specific example of a time where your awareness of external trends or issues impacted organisational policies and culture.

What was the situation?

What did you do?

What was the outcome or result?

What was the impact to the organisation?

Tell us about a time when you used your knowledge of cultural, economic and political issues to develop

Describe a time when you had to develop a unique

a strategy to meet the organisation’s strategic goals

strategy to meet the competing needs of various

and objectives.

external stakeholders.

What was the situation?

What was the situation?

What did you do?

What did you do?

What was the result?

What challenges did you face and how did you

What challenges did you face and how did you

overcome them?

overcome them?

What was the outcome or result?

What was the outcome?

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APPENDICIES

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

and objectives

Has maintained a professional awareness of cultural, economic and political issues

Did not indicate that they have maintained a professional awareness of cultural, economic and political issues

Negotiates departmental interests to mitigate external influences

Has identified and articulated external global threats and opportunities

Did not indicate that they have identified and articulated external global threats and opportunities

Partners with external stakeholders and others that have shared purpose or program impact

Has driven policy formulation of organisational culture based on the global environment

Did not indicate that they have driven policy formulation of organisational culture based on the global environment

Has been cognizant of department’s interests and goals

Did not indicate that they have been cognizant of department’s interests and goals

Has understood and recognized motives of external parties and influences

Did not indicate that they have understood and recognized motives of external parties and influences

Competency: Global Perspective Demonstrates a knowledge of external issues impacting organisational goals

Has utilized effective communication skills and persuasion to represent

Did not indicate that they have utilized effective communication skills and

departmental interests

persuasion to represent departmental interests

Has understood who the external stakeholders were and established effective partnerships and lines of communication

Did not indicate that they have understood who the external stakeholders were and established effective partnerships and lines of communication

Has been aware of the organisation’s impact on the stakeholders

Did not indicate that they have been aware of the organisation’s impact on the stakeholders

Has developed strategies to collaboratively work with stakeholders

Did not indicate that they have developed strategies to collaboratively work with stakeholders

OVERALL RATING FOR Global Perspective Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

77

8. Organisational Awareness Questions

Maintaining an awareness of trends and issues is important to the ongoing success of an organisation.

Tell us about the specific steps you have taken

Organisational Awareness: The ability to understand the workings, structure, and culture of the organisation as well as the political, social, and economic issues aďŹ&#x20AC;ecting the organisation.

to stay informed of trends that may impact your organisation.

What did you do?

What was the outcome or result?

What was the impact to the organisation?

In diďŹ&#x192;cult fiscal times, there is often pressure to do more with less. Sometimes we can be under so much

Tell us about the specific process you have used

pressure that core values of the organisation can

to ensure that your daily business operations

be overlooked. Give us a specific example of a time

were aligned with the strategic objectives of the

when you demonstrated the core organisational

organisation.

values despite significant pressure to complete an

What did you do?

What was the result?

assignment or achieve an objective.

What was the situation?

What did you do?

Give us a specific example of a time when you had

What challenges did you face and how did you

to communicate a major department strategic goal

overcome them?

or objective to internal and external stakeholders.

What was the result?

What was the situation?

What was your role?

Tell us about a sensitive or complex business

What did you do?

problem that you resolved. How did you utilize

What was the outcome?

your understanding of the organisationâ&#x20AC;&#x2122;s structure and culture to solve the problem?

What was the problem?

What did you do?

What was the result?

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APPENDICIES

Competency: Organisational Awareness

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Understands purpose/ service of organisation

Has demonstrated an understanding of the strategic goals and objectives of the organisation and implemented them into daily operations

Did not indicate that they have demonstrated an understanding of the strategic goals and objectives of the organisation and implemented them into daily operations

Keeps current with issues with future impact

Has considered the organisation’s strategic goals and objectives when making decisions

Did not indicate that they have considered the organisation’s strategic goals and objectives when making decisions

Understands and effectively works within organisation structure, polices and culture

Has successfully represented the organisation in various internal and external settings

Did not indicate that they have successfully represented the organisation in various internal and external settings

Has demonstrated an understanding of the major concerns of the organisation by keeping open communication with staff, managers, and other executives

Did not indicate that they have demonstrated an understanding of the major concerns of the organisation by keeping open communication with staff, managers, and other executives

Has stayed informed of issues and trends by building networks with stakeholders and professional organisations

Did not indicate that they have stayed informed of issues and trends by building networks with stakeholders and professional organisations

Has tracked legislative trends

Did not indicate that they have tracked legislative trends

Has embraced and modelled the values of the organisation

Did not indicate that they have embraced and modelled the values of the organisation

Has demonstrated an understanding of the organisation’s culture and how to effectively achieve the strategic goals and objectives

Did not indicate that they have demonstrated an understanding of the organisation’s culture and how to effectively achieve the strategic goals and objectives

OVERALL RATING FOR Organisational Awareness Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

79

9. Vision and Strategic Thinking Questions

Describe a time when you had to persuade others to incorporate the broad organisational vision and strategic plan into their daily work.

Vision and Strategic Thinking: The ability to support, promote, and ensure alignment with the organisationâ&#x20AC;&#x2122;s vision and values.

The ability to understand how an organisation must change in light of internal and external trends and influences.

What was the situation?

What did you do?

What was the outcome?

Give us an example of a time when you aligned organisational business plans and resources in order to achieve the strategic goals and objectives of the organisation.

What was the situation?

What did you do?

Tell us about a time when you had to develop or

What was the outcome?

adjust organisation strategic goals or objectives to accommodate a change to the organisationâ&#x20AC;&#x2122;s

To successfully lead an organisation into the

broader vision.

future, a leader must be able to create and share

What was the situation?

a vision that inspires people to follow. In your past

What was your role?

experience, what specific steps have you taken to

What did you do?

successfully create a vision for an organisation, and

What was the outcome?

how did you make sure that the entire organisation had a common understanding of the vision and was aligned to meet the vision.

What was the situation?

What steps did you take?

What was the outcome?

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APPENDICIES

Competency: Vision and Strategic Thinking

Successful Behavioural Indicators (Validated) Has established or adjusted the

Communicates the big picture

department’s strategic plan, goals and objectives to align with global changes, organisational changes, or input from key stakeholders

Non-Responsive Behavioural Indicators Did not indicate that they have established or adjusted the department’s strategic plan, goals and objectives to align with global changes, organisational changes, or input from key stakeholders

Expresses vision to others

Has initiated the implementation of the vision and strategic plan

Did not indicate that they have initiated the implementation of the vision and strategic plan

Influences others to translate vision into action

Has initiated regular discussions of the vision and strategic plan with the management team

Did not indicate that they have initiated regular discussions of the vision and strategic plan with the management team

Has ensured that there is a clear ―line of sight between tactical business plans and the organisation’s strategic plan

Did not indicate that they have ensured that there is a clear ―line of sight between tactical business plans and the organisation’s strategic plan

Has established an environment where individuals are recognized for putting the strategic vision into action

Did not indicate that they have established an environment where individuals are recognized for putting the strategic vision into action

OVERALL RATING FOR Vision and Strategic Thinking Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

81

MAXIMIZING PERFORMANCE RESULTS CLUSTER

Give us an example of a time when you used your fact-finding skills to gain information needed to solve a problem.

10. Analytical Thinking Questions

How did you analyze the information you gathered?

Analytical Thinking: The ability to approach a problem by using a logical, systematic, sequential approach.

How did you use the information to solve the problem?

Describe a time when you anticipated a potential highly sensitive problem that was significant to the organisation and its stakeholders, and developed

Describe a situation in which you were able to clearly

preventive measures.

frame a sensitive problem, identify and collect the

What was the potential problem?

necessary data, and make recommendations for

How did you identify the potential problem?

solving the problem.

What was the potential impact on the

What was the problem?

organisation?

Who was impacted by the problem?

What was the potential impact to the

What factors or variables did you consider?

stakeholders?

What did you do?

What did you do?

How did you evaluate your options?

What was the outcome?

What was the outcome?

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Competency: Analytical Thinking

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Identifies causes for problems

Has identified causes for highly sensitive problems which may affect the organisation, other departments and/or outside stakeholders

Did not indicate that they have identified causes for highly sensitive problems which may affect the organisation, other departments and/or outside stakeholders

Approaches problems by breaking them down

Has considered politics, socio-economics, media interest, policy impact, cross organisational impact, risk and legal implications when breaking down highly sensitive and complex problems

Did not indicate that they have considered politics, socioeconomics, media interest, policy impact, cross organisational impact, risk and legal implications when breaking down highly sensitive and complex problems

Weighs priorities

Has considered politics, socio-economics, media interest, policy impact, cross organisational impact, risk and legal implications when delegating highly sensitive and complex problems

Did not indicate that they have considered politics, socioeconomics, media interest, policy impact, cross organisational impact, risk and legal implications when delegating highly sensitive and complex problems

Recognizes actions and underlying issues

Has synthesized information provided by the management team and stakeholders

Did not indicate that they have synthesized information provided by the management team and stakeholders

Has asked effective probing questions

Did not indicate that they have asked effective probing questions

Has considered the strategic goals and objectives of the organisation when setting key priorities

Did not indicate that they have considered the strategic goals and objectives of the organisation when setting key priorities

Has anticipated highly sensitive organisational key actions (policy changes, legislative changes) and recognized underlying issues and the impacts to the organisation and stakeholders

Did not indicate that they have anticipated highly sensitive organisational key actions (policy changes, legislative changes) and recognized underlying issues and the impacts to the organisation and stakeholders

OVERALL RATING FOR Analytical Thinking Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

83

11. Decision Making Questions

Give us an example of a time when you led a unique eďŹ&#x20AC;ort to improve services provided by your sport

Decision Making: The ability to make decisions and solve problems involving varied levels of complexity, ambiguity, and risk.

organisation.

What was the situation?

What was your role?

What did you do?

What was the outcome?

Tell us about an experience in which you had a

Tell us about a time when you made a bad decision.

limited amount of time to make a mission critical

What was the situation?

or politically sensitive decision with significant

What was the impact of the decision?

organisational impact.

How did you determine the impact of the decision?

What was the decision?

What did you do to correct or mitigate the

How did you go about making it?

impact of the bad decision?

What factors did you consider?

Who did the decision impact?

Give us an example of a time when you received

What was the outcome/result of your decision?

new information that made you reconsider a

Were you satisfied with the result, why or why not?

decision you had already made.

What was the situation?

What did you do?

What was the outcome?

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APPENDICIES

Competency: Decision Making

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Makes critical and timely decisions

Has made effective mission critical and/or politically sensitive decisions with limited information under tight deadlines

Did not indicate that they have made effective mission critical and/or politically sensitive decisions with limited information under tight deadlines

Takes charge

Has made decisions by consensus, when appropriate

Did not indicate that they have made decisions by consensus, when appropriate

Supports appropriate risk

Has followed-up to determine results of decisions

Did not indicate that they have followed-up to determine results of decisions

Makes tough and appropriate decisions

Has kept well-informed of department policies, priorities and of internal and external factors in order to make decisions which may affect the organisation, other departments and/or outside stakeholders

Did not indicate that they have kept wellinformed of department policies, priorities and of internal and external factors in order to make decisions which may affect the organisation, other departments and/or outside stakeholders

Has encouraged and supported innovative ideas and approaches to improve services and/or deliverables

Did not indicate that they have encouraged and supported innovative ideas and approaches to improve services and/or deliverables

Has taken responsibility for decisions

Did not indicate that they have taken responsibility for decisions

Has exercised critical judgment with confidence in consideration of the range of impact to all affected parties

Did not indicate that they have exercised critical judgment with confidence in consideration of the range of impact to all affected parties

Has displayed a willingness to change approach if facts dictated the need to change

Did not indicate that they have displayed a willingness to change approach if facts dictated the need to change

OVERALL RATING FOR Decision Making Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

85

12. Forward Thinking Questions

Tell us about a time when you anticipated changes in the future which would impact your organisation

Forward Thinking: The ability to anticipate the implications and consequences of situations and take appropriate action to be prepared for possible contingencies.

and made changes to current responsibilities/ operations to meet future needs.

What was the situation?

What did you do?

What was the outcome?

Give us an example of a change you saw coming

Describe a time when you demonstrated the ability to think progressively and look beyond the present situation in order to develop a plan that led to future success.

What was the situation?

What did you do?

Who was involved?

What was the outcome?

86

APPENDICIES

and how you planned for that change.

What was the situation?

How did you anticipate the change?

What did you do?

What factors did you consider?

Who was involved?

What was the outcome?

Competency: Forward Thinking

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Anticipates problems and develops contingency plans

Has been able to see the big picture

Did not indicate that they have been able to see the big picture

Notices trends and develops plans to prepare for opportunities or problems

Has kept open lines of communication to anticipate problems

Did not indicate that they have kept open lines of communication to anticipate problems

Anticipates the consequences of situations and plans accordingly

Has collaboratively developed contingency plans and alternatives

Did not indicate that they have collaboratively developed contingency plans and alternatives

Anticipates how individuals and groups will react to situations and information and plans accordingly

Has anticipated continual changes in the environment (e.g., industry, workforce, political, etc.)

Did not indicate that they have anticipated continual changes in the environment (e.g., industry, workforce, political, etc.)

Has developed plans to prepare for opportunities or problems

Did not indicate that they have developed plans to prepare for opportunities or problems

Has planned for consequences of future actions

Did not indicate that they have planned for consequences of future actions

Has kept lines of communication open to develop and expand relationship with staff and stakeholders and instill trust

Did not indicate that they have kept lines of communication open to develop and expand relationship with staff and stakeholders and instill trust

Has demonstrated knowledge of the audience

Did not indicate that they have demonstrated knowledge of the audience

Has instilled confidence and trust in others

Did not indicate that they have instilled confidence and trust in others

Has discussed plans with staff and/or stakeholders as appropriate and made adjustments as necessary

Did not indicate that they have discussed plans with staff and/or stakeholders as appropriate and made adjustments as necessary

OVERALL RATING FOR Forward Thinking Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

87

BUILDING TRUST AND ACCOUNTABILITY CLUSTER 13. Ethics and Integrity Questions Ethics and Integrity: The degree of trustworthiness and ethical behaviour of an individual with consideration for the knowledge one has of the impact and consequences when making a decision or taking action.

and where there was a possibility of an adverse organisational, public, media and/or legislative reaction. How did you manage the situation?

What was the situation?

What did you do?

Who did you involve in the decision?

What factors did you consider?

What challenges did you face?

How did you overcome these challenges?

What was the result?

Were they satisfied with the result, why or why not?

Accountability and transparency are important values of an ethical leader. Give us a specific

Give us an example of a time when you created an environment of honesty, inclusion and respect for others.

What was the situation?

What did you do?

What challenges did you face?

How did you overcome these challenges?

What was the result?

Give us a specific example of a time when you had to make a sensitive business decision which challenged ethical and professional standards,

example of when you have demonstrated these values.

What was the situation?

What did you do?

What factors did you consider?

What was the outcome?

Give us a specific example of how you have ensured that the confidentiality of information and records is maintained in your organisation.

What did you do?

What was the outcome?

Were you satisfied with the outcome, why or why not?

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APPENDICIES

Competency: Ethics and Integrity

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Treats others with respect

Has established an environment where diďŹ&#x20AC;erent styles and approaches are

Did not indicate that they have established an environment where diďŹ&#x20AC;erent styles and approaches are valued

valued Takes responsibility

Has recognized the value of diverse opinions and approaches

Did not indicate that they have recognized the value of diverse opinions and approaches

Uses applicable professional standards and establishes procedures

Has established expectations for ethical behaviour in the workplace

Did not indicate that they have established expectations for ethical behaviour in the workplace

Identifies ethical dilemmas and takes action

Has held oneself and others accountable

Did not indicate that they have held oneself and others accountable

Anticipates and prevents breaches in confidentiality and security

Has recognized and valued ethical behaviour

Did not indicate that they have recognized and valued ethical behaviour

Has fostered an environment of openness and transparency

Did not indicate that they have fostered an environment of openness and transparency

Has ensured that a high level of professional standards, procedures and policies are adhered to throughout the organisation

Did not indicate that they have ensured that a high level of professional standards, procedures and policies are adhered to throughout the organisation

Has created an environment that consistently emphasized integrity and respect for people at all levels within and outside the organisation

Did not indicate that they have created an environment that consistently emphasized integrity and respect for people at all levels within and outside the organisation

Has developed confidentiality and security policies and guidelines and communicated them to the organisation

Did not indicate that they have developed confidentiality and security policies and guidelines and communicated them to the organisation

Has held the management team accountable for maintaining security and confidentiality

Did not indicate that they have held the management team accountable for maintaining security and confidentiality

OVERALL RATING FOR Ethics and Integrity Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

89

14. Personal Credibility Questions

Tell us about a time when a political directive impacted

Personal Credibility: Demonstrating concern that one be perceived as responsible, reliable, and trustworthy.

your

ability

to

meet

your

work

commitments to your stakeholders and your ability to meet your organisational strategic goals.

What was the situation?

What did you do?

What challenges did you face and how did you overcome them?

Give us a specific example of how you have created

What factors did you consider?

an environment where honest, open communication

What was the outcome?

is valued, encouraged and supported.

What did you do?

Give us a specific example of how you have

What was the outcome?

established a culture of respect throughout the organisation.

Tell us about a time when you assumed personal

What did you do?

accountability

What challenges did you face?

for

an

adverse

situation or event.

What was the situation?

What did you do?

What was the outcome?

90

APPENDICIES

organisational

How did you overcome the challenges?

What was the outcome?

Competency: Personal Credibility

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Displays honesty and is forthright with people

Has established a culture for honest, open communications throughout the organisation

Did not indicate that they have established a culture for honest, open communications throughout the organisation

Takes ownership

Has given credit to others for their contributions

Did not indicate that they have given credit to others for their contributions

Follows through on commitments

Has accepted responsibility for the organisational culture

Did not indicate that they have accepted responsibility for the organisational culture

Respects concerns shared by others

Has defended the organisation and staďŹ&#x20AC; in adverse situations

Did not indicate that they have defended the organisation and staďŹ&#x20AC; in adverse situations

Has personally accepted consequences for the organisation

Did not indicate that they have personally accepted consequences for the organisation

Has strived to meet commitments to internal and external stakeholders while maintaining a balance between organisational goals and political directives

Did not indicate that they have strived to meet commitments to internal and external stakeholders while maintaining a balance between organisational goals and political directives

Has established a culture of respect at all levels of the organisation

Did not indicate that they have established a culture of respect at all levels of the organisation

Has set expectations that diverse views are considered

Did not indicate that they have set expectations that diverse views are considered

Has coached others on the ability to respectfully express or listen to divergent viewpoints

Did not indicate that they have coached others on the ability to respectfully express or listen to divergent viewpoints

OVERALL RATING FOR Personal Credibility Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

91

BUILDING COALITIONS CLUSTER

Leaders are required to cooperate with others from across the organisation as well as with external

15. Influencing Others Questions

stakeholders. Tell us about a time you collaborated with others to achieve mutual goals and meet the

Influencing Others: The ability to gain others’ support for ideas, proposals, projects, and solutions.

organisation’s strategic goals and objectives.

What was the situation?

What did you do?

Who was involved?

What factors did you consider?

Give us a specific example of when you understood

What challenges did you face?

the concerns of others in order to reach a win-win

How did you overcome the challenges?

solution to a difficult or sensitive organisational

What was the outcome?

issue.

What was the situation?

Give us a specific example of the process you have

What did you do?

used to identify the potential outcomes or impacts

Who was involved?

of a major decision.

What factors did you consider?

What was the situation?

What challenges did you face?

What did you do?

How did you overcome the challenges?

Who was involved?

What was the outcome?

What factors did you consider?

What was the outcome?

Sometimes despite your best efforts, it is not

Were you satisfied with the outcome,

possible to reach an agreement with others on

why or why not?

a mutually acceptable resolution to a problem.

Describe a time when you found yourself in this situation and how you addressed it.

What was the situation?

What did you do?

Who was involved?

What factors did you consider?

What challenges did you face?

How did you overcome the challenges?

What was the outcome?

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APPENDICIES

Competency: Influencing Others

Successful Behavioural Indicators (Validated)

Non-Responsive Behavioural Indicators

Has used a collaborative approach in the decision making process which identified others’ most important concerns and sought a win-win solution

Did not indicate that they have used a collaborative approach in the decision making process which identified others’ most important concerns and sought a win-win solution

Demonstrates the ability to influence others

Has gained the support and buy-in of others by effectively articulating the organisation’s position and forming alliances

Did not indicate that they have gained the support and buy-in of others by effectively articulating the organisation’s position and forming alliances

Knows when to escalate issues

Has used good judgment to identify stalemates and when issues needed to be escalated

Did not indicate that they have used good judgment to identify stalemates and when issues needed to be escalated

Visualizes the final outcomes and ramifications

Has anticipated key objectives and potential resolutions

Did not indicate that they have anticipated key objectives and potential resolutions

Has considered potential unintended consequences of final outcomes and developed strategies to mitigate any negative consequences

Did not indicate that they have considered potential unintended consequences of final outcomes and developed strategies to mitigate any negative consequences

Employs a collaborative approach for decision making

OVERALL RATING FOR Influencing Others Did Not Meet (Notes Required)

Successful

Exceptional (Notes Required)

Notes

APPENDICIES

93

OVERALL CANDIDATE RATING (Notes required):

Did not meet requirements

Comments:

94

APPENDICIES

Successful

Exceptional

For further information: Croatian Olympic Committee EU Programmes Trg Krešimira Ćosića 11 10000 Zagreb Croatia Tel: +385 (0)1 3650 500 E-mail: alma.papic@hoo.hr Website: www.success-leadership.eu

Published by Croatian Olympic Committee Editor: Alma Papić Illustrations and photography: Michel d.o.o. / Istockphoto Photolithography and printing: Stega tisak d.o.o.

Printed in Croatia Edition 1, 2017