Module 1 –Introduction to Managing Sports & Events.docx

Module 1 –
Introduction to Managing Sports & Events
SES 465
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Developed by: E. Hope Shupp, MA, MS
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After reviewing these slides, you should be able to:
Describe career opportunities in sport management
Describe a sport & event manager’s responsibilities
Define the four management functions
Explain the interpersonal, informational and decisional roles of
management
Diagram the hierarchy of management skills
Describe general, functional, and project managers
Explain how skills and functions differ by management level.
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Objectives
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What Is Sport Management?
Sport management is a multidisciplinary field that integrates the
sport industry and management.
- Management positions like: college athletics,
professional teams, fitness centers, recreation centers, coaching,
officiating, marketing, youth organizations, and sporting goods
manufacturing and retailing.
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Examples of Careers in the Sport IndustrySport
broadcastingRecreation management Sporting goods
manufacturers Managing in professional leagues Athletic
directors (ADs) Stadium and arena managementSport marketing
agencies Players’ agents
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Size of Sport Industry

One estimate states that the sport industry is a $350 to $400
billion a year industry.
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“Successful retail operations depend on merchandising and
marketing skills.”
(Lussier/Kimball/Sport Management, 3rd Edition, 2013, by
Human Kinetics, page 4)
“…and jobs mean opportunities in management, because good
managers are crucial if sport organizations are to retain and
motivate the kind of employees who will make their programs
thrive.”
(Lussier/Kimball/Sport Management, 3rd Edition, 2013, by
Human Kinetics, page 4)
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Sport & Event Industry
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New Professional Leagues Offer Career OpportunitiesNew
leagues such as the AFL and AFL2 (Arena Football), AAFL
(All-American Football League) and MLL (Major League

Lacrosse) offer internship and career
opportunities.Teamworkonline.com is a good website for
learning all about the new leagues and teams and opportunities
in internships and careers.
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Sport & Event Manager’s Responsibilities
Sport & event manager is responsible for achieving the sport
organization’s objectives through efficient and effective use of
resources. Human ResourcesFinancial ResourcesPhysical
ResourcesInformational Resources
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Sport Manager’s ResponsibilitiesHuman resources – aim to
recruit and hire the best people available. It is people who come
up with the creative ideas and technologies to improve the use
of the other three resources.
(2) Financial resources – a budget provides the amount of
financial resources you have available to achieve your
objectives.
(3) Physical resources – managers are responsible for keeping
equipment in working condition and for making sure that
materials and suppliers are readily available.
(4) Informational resources – need to know which suppliers will
get required materials the fastest and cheapest.

Time-Out Question #1
Categorize the resources used by one of your present or past
coaches or managers.
Submit on Canvas after the watching the YouTube video by
providing two complete sentences for full credit.
(refer to page 8 in Lussier/Kimball/Sport Management, 3rd
Edition, 2013, by Human Kinetics textbook)
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Take a moment…
*Pause the PowerPoint
Complete the Time-Out Question #1This week one of the
assignments is to complete the Time-Out Questions for a grade.
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What does it take to be a successful manager?
Performance is a measure of how well managers achieve

organizational objectives.
Three most important traits of successful managers, according
to the results of a Gallup poll: integrity, industriousness and
ability to get along with people
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Managers are responsible for meeting these objectives and are
evaluated on how well they meet them. This means that
managers must marshal their available resources effectively,
efficiently and creatively.
Three traits of successful
managersIntegrityIndustriousnessAbility to get along with
people
The Gallup survey is located in Lussier/Kimball/Sport
Management, 3rd Edition, 2013, by Human Kinetics textbook on
page 10. This will be a weekly assignment for our module.
Effective Sport & Event Managers
Effective sport managers use their skills to conceptualize
solutions and business strategies all the time—after all, that is
what managers do.
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Other traits of successful managers
Other traits include:
Business knowledge intelligence
Leadership ability
Education
Sound judgement
Ability to communicate flexibility
Ability to plan and set objectives
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Managers who fail…
Tend to have the following:
Limited viewpoint
Unable to understand others
Do not work well with others
Indecisive
Lack initiative
Do not assume responsibility
Lack integrity
Lack ability to change
Reluctant to think independently
Can‘t solve problems
Too strong of a desire to be popular
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Think about a coach and a manager you know and explain what
makes them good managers or poor ones. In what ways are they
alike? In what ways do they differ? Give examples to support
your conclusions.
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Management Skills
5 Management Skills:Technical skills People skills
Communication skills Conceptual skills Decision-making
skills
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Figure 1.1
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5 Management Skills
(1) Technical skills – ability to use and methods and techniques
to perform a task.
(2) People skills – ability to work well with people.

(3) Communication skills – ability to get your ideas across
clearly and effectively.
(4) Conceptual skills – ability to understand abstract ideas
(5) Decision-making skills – ability to select alternatives to
solve problems.
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Think about a coach and a manager you know and list the
management skills they use on the job. Be specific and try to
identify each of the five skills discussed here.
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NASSMThe North American Society for Sport Management
(NASSM) is the major professional association for college and
university academics in sport management. Much of the
scholarly research in sport management is published in
NASSM’s Journal of Sport Management.
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NASSM’S website
www.nassm.com
Topics of Interest to NASSM MembersSport marketingFuture
directions in sport managementEmployment
perspectivesManagement competenciesLeadershipSport
lawPersonnel managementFacility managementOrganizational
managementFund raisingConflict resolution
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Important Traits for Managers
Professor Edwin Ghiselli identified six traits of managers
(ranked by importance):
Supervisory ability
Need for occupational achievement
Intelligence
Decisiveness
Self-assurance
Initiative
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The number one trait is supervisory ability which require
planning, organizing, leading and controlling skills.

Four Management Functions Planning Organizing Leading
Controlling
These management functions need to work as a system.
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Rd 4 Management Functions
Planning – process of setting objectives and determining in
advance exactly how the objectives will be met
Organizing – process of delegating and coordinating tasks and
resources to achieve objectives
Leading – influencing employees to work toward achieving
objectives
Controlling – process of establishing and implementing
mechanisms to ensure that the organization achieves its
objectives.
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Management Functions as a System

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Using the coach and manager you’ve analyzed in previous
Time-outs, give examples of how they perform each of the four
management functions.
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Management Roles
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Figure 1.3
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Managers play the interpersonal role when they act as
figureheads, leaders, and liaisons.

Managers play the informational role when they act as monitors,
disseminators and spoke persons.
Managers play the decisional role when they act as
entrepreneurs, disturbance handler, resource allocator, and
negotiator.
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Using the coach and manager you’ve analyzed in previous
Time-outs, give examples of how they perform their
management roles.
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How do managers differ?
Three levels of Management:
Top managers
Middle managers
First line managers
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Three levels of managementTop managers have a greater need
for conceptual and decision-making skills.
(2) Middle managers need a balance of all skills.
(3) First line managers need better technical skills.
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Think about a sport organization you are familiar with and
identify the levels of management in the organization by level
and title. Does this organization use all three levels? Why or
why not?
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Types of ManagersGeneralFunctionalProject
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Types of ManagersGeneral managers supervise the activities of
several departments or units.
Functional managers supervise related activities such as
marketing , operations, finance and human resources
management.
Project managers coordinate employees and other resources
across several functional departments to accomplish a specific
task.
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Which type of manger have you worked for? Write a job
description for this person and categorize the tasks he or she
performs by function.
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Managing for-profit and not-for-profit
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Conclusion
After reviewing these slides, you should be able to:Describe
career opportunities in sport managementDescribe a sport &
event manager’s responsibilitiesDefine the four management
functionsExplain the interpersonal, informational and decisional
roles of managementDiagram the hierarchy of management
skillsDescribe general, functional, and project managersExplain
how skills and functions differ by management level.
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Primary ResourceApplied Sport Management Skills,3rd Edition,
Lussier & Kimball, 2013, by Human Kinetics.
Secondary ResourceContemporary Sport Management, 5th
Edition, Pedersen & Thibalt, 2014, by Human Kinetics.
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Reference Information
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Name:
SES 465 - LAB #2B
Date:
Complete the following Skill-Builder Exercises during the LAB
session. Then submit the completed work by either taking a
picture or scanning the pages. Make sure to post the
document on Canvas to receive points for attendance and
participation in the weekly LAB session.
*Note points will be deducted if the assignment is not
submitted before the weekly module information is due on
Thursday before 11:59 PM.
(located on page 54-56 in your textbook)
Skill-Builder 2.2: Cultural Diversity Awareness
Procedure 1 (4-6 minutes)
You and your classmates will share your international
experience and nationalities. Start with people who have lived
in another country, then move to those who have visited another
country, and follow with discussion of nationality (e.g., I am
half French and Irish but have never been to either country).
The instructor or a recorder will write the countries on the
board until several countries and nationalities are listed or the
time is up.
You and your classmates will share your knowledge of cultural
differences between the country in which the course is being

taught and those listed on the board. This is a good opportunity
for international students and those who have visited other
countries to share their experiences. For example, in Spain,
most people have a 2-hour lunch break and go home for a big
meal and may take a nap. In Japan, people expect to receive and
give gifts. You may also discuss cultural differences within the
country.Wrap-Up
Take a few minutes to write your answers to the following
questions: What did I learn from this experience? How will I
use this knowledge?
What I learned from hearing people’s experience from different
countries is that we all have our differences and similarities. It
is important to be aware of people’s culture because of their
different believes and values. When starting a business, this
places a major role on its locations, target population and type
of service that you will provide to your clients.
Information gathered from the Textbook Applied Sport
Management Skills

Whistle- Blowing Self Assessment for SES 465 Lab 2. To be
completed in Class.
99
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5
5
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5
2
3
5
5
5
5
1

5
5
3
5
5
5
5
O
O
O
O
O
O
O
O
O
O
o
o
W
O
O
W
O
W
W
O

Self-Assessment Whistle-Blowing continued
1.
Whenever I observed an unethical behavior and did not reports
was because in my opinion it was not as harmful and it didn’t
harm others. I never have actually blown the whistle to one of
the unethical behaviors I have observed.
If I was a manager and I knew one of my employees were
behaving unethically I would take action to enforce compliance
with organization’s code of ethics. If one of my employees are
acting unethical it affects business.
From item 1 through 3, people committing the unethical
behavior are harming themselves because they are not learning
and they are taking credit from someone else’s work. In reality,
no one benefits from it because
I consider 14, 18, and 19 the three most unethical behaviors and
most serious because you are affecting the team’s economy. In
the act of these behaviors the entire team is harmed

2.
Name:
SES 465 - LAB #2B
Date:
*Note points will be deducted if the assignment is not
submitted before the weekly module information is due on
Skill-Builder 2.2: Cultural Diversity Awareness
You and your classmates will share your international
experience and nationalities. Start with people who have lived
in another country, then move to those who have visited another

country, and follow with discussion of nationality (e.g., I am
half French and Irish but have never been to either country).
The instructor or a recorder will write the countries on the
board until several countries and nationalities are listed or the
time is up.
You and your classmates will share your knowledge of cultural
differences between the country in which the course is being
taught and those listed on the board. This is a good opportunity
for international students and those who have visited other
countries to share their experiences. For example, in Spain,
most people have a 2-hour lunch break and go home for a big
meal and may take a nap. In Japan, people expect to receive and
give gifts. You may also discuss cultural differences within the
country.Wrap-Up
questions: What did I learn from this experience? How will I
use this knowledge?
What I learned from hearing people’s experience from different
countries is that we all have our differences and similarities. It
is important to be aware of people’s culture because of their
different believes and values. When starting a business, this
places a major role on its locations, target population and type
of service that you will provide to your clients.
Management Skills

Whistle- Blowing Self Assessment for SES 465 Lab 2. To be
completed in Class.
99
3
4
4
5
5
3
5

2
3
5
5
5
5
1
5
5
3
5
5
5
5
O
O
O
O
O
O
O
O
O
O
o
o
W
O
O
W

O
W
W
O
Self-Assessment Whistle-Blowing continued
1.
From item 1 through 3, people committing the unethical
behavior are harming themselves because they are not learning
and they are taking credit from someone else’s work. In reality,
no one benefits from it because
I consider 14, 18, and 19 the three most unethical behaviors and
most serious because you are affecting the team’s economy. In
the act of these behaviors the entire team is harmedbb

2.
SES 465 - LAB #5A
Date:
Skill-Builder 5.2: Delegating
Objective
To develop your ability to delegate
Preparation
Review the chapter material on delegating, and then familiarize
yourself with the following scenarios.
Scenario 1
Camp counselor Grace: You are the head camp counselor at
your college's training camp for left-handed, right-footed male
and female cheerleaders. You have your hands full with these
all-star wannabes, and you can't do everything.
Think of some tasks you can delegate to Mandy that will help
these kids develop a cool, new style that works with their
inherent lack of grace.
Camp counselor Mandy: You're new this year, and you've been
stuck with the few good dancers in camp (who don't need any
help) -but you really want to show that you can make something
out of the wrong shoes (so to speak) .
Scenario 2

Sally: You manage Golfers Go for It, a retail store that sells to
the local golf set and is trying to move into the tennis market.
Your favorite task is scheduling your sales clerks. You go to
great lengths to accommodate everyone's requirements so you're
"one happy crew," but it's taking more and more of your time.
Your bosses have suggested that you delegate this task (you
can't imagine why) to your assistant manager, Hector.
Hector has never done any scheduling, but he appears willing
and ready to take on the one task you really pride yourself on.
Also, you've been reading this very useful book on sport
management and are thinking that maybe its chapter 5,
"Organizing and Delegating Work, " has some pointers about
delegating that you could use-especially the discussion on
managers' fear of being shown up.
Now you're thinking it's very possible you've been hiding
behind the 'Tm too busy" excuse to avoid developing some new
sales initiatives that might really make the new tennis section a
go. With these issues in mind, use the planning sheet on page
150 to plan how you will delegate staff scheduling to Hector.
Hector: You see this as an opportunity to streamline the system,
but you also don't want to rock the boat.
Scenario 3
Seema: You and your two roommates, who are all-star athletes,
are looking for two more roommates. Your name is on the rental
lease, and you 've handled this pesky task in the past, but you're
really swamped this quarter with the Little League softball team
you've been coaching in your free time.
None of you can cook, but you all like to eat and are getting
tired of takeout. Maybe the new roommates could teach you
some things about cooking, or maybe they'll take over the
cooking if you wash the dishes.
Your rental house, the Castle, is the coolest and cheapest one
near campus, so you expect a lot of calls.

Plan how you will delegate this task to your roommates.
· Sara, the basketball star, is pretty shy, but
· Kate, the soccer forward, tends to procrastinate. You need two
new renters in 2 weeks, or the three of you will have to make up
the difference in the rent.
Sara: You know you've got to get over this shy business
sometime, or you'll never make a good coach.
Kate: You see yourself as a successful international event
planner but don't know how to get in gear.
In-Class Application
Break into groups of three or four. Take turns being the
delegator and the "delegatee" with each scenario.
Those of you not doing the role-play will observe the delegating
process and provide an independent critique that might improve
results.
Wrap-Up
Take a few minutes and write your answers to the following
questions:
What did I learn from this experience?
What I learned from this experience is that shadowing has many
ups and down because the person that is shadowing is learning
about the task but is really not participating. A week may be too
long for shadowing. Delegating tasks to someone else gives
them the opportunity to prove themselves but it easier said then
done. You might delegate someone to do a task that they are not
a particular fan of. You have to find a way to make it fair for
both the delegator and delegate. Sometimes you have be tough
on them because they might not find reasoning on why you are

assigning them a task.
How will I use this knowledge?
I will use this knowledge to know whenever the time comes that
I need to delegate responsibility to someone. It is important that
I explain to the delegatee why I am choosing her or him so they
understand why they are given a new responsibility or position.
At the end of the day is for the benefit of the company. It is
important to tell them that you trust them to be able to get the
task done because they have proven themselves or because it is
something that really needs to be done.
As a class, discuss student responses.
SES 465 - LAB #5
Complete the self-assessment 5.1 on Management Traits.
Then submit your results for a participation and LAB grade.
(located on page 148 in your textbook)
100
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90
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90
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50
100
90
100

What are your 2 highest priorities?
· My top two priorities are family and professionalism. I agree
with this 100%. This is how I was born and raised to be.
Are you making the maximum efforts in these areas to achieve
the level of success you want?
· I believe I am making a lot of effort in these areas, family and
professionalism, to achieve the level of success I want but I
believe I can do more.
What can you do to change? (at least 2 sentences for full
credit!)
I realized that I do not give priority to the areas of social and
community. It does not mean that I do not enjoy being with
other it is just the fact that I know that majority of people are
temporary. My close groups of friends consist of only one, my
sister. My parents and her are the only one I can trust to the
fullest. I do have to put more effort on being more involve in
the community. I do volunteer here and there in the animal
shelter but it is because I love dogs. I do not feel the same way
about humans. I think I will be more involve in the community
if I can combine it with something soccer related.
Turn in on Canvas for full credit.
SES 465 - LAB #1B
Name: _Antonella_______________ Date: __________

picture or scanning the pages. Make sure to post the document
on Canvas to receive points for attendance and participation in
the Module LAB session.
*Note points will be deducted if the assignment is not submitted
before the weekly module information is due on Thursday
before 11:59 PM.
What I learned from these exercises is the difference
managements skills that leaders should apply to be a great
leader. I was also able to apply this knowledge with real life
experience with pass managers and was able to detect what they
were good at and what they were failing to do to be considered
a great leader.
After experiencing a good and bad boss, I believe that the
difference between good and poor managers are their ability to
communicate, lead, and build trust with the people who are
working with them.
Did not monitor his employees
Clearly told everyone’s role and made sure they followed
instructions
Not a great role model
Lead by example
Planned sessions last minute
Planned ahead training sessions
Poor goals
Great goal strategies
Came up with creative solutions
Bad decision making
Did not listen to others
Great listener and showed empathy
Did not know what she was doing
Very good training and very smart

Management Skills 1 | Page
SES 465 - LAB #1A
Name: ________________________ Date: __________
the Module LAB session.
before it is due.
Jobs after college? What are your roles in school? What
degrees?
Not being confident to speak out
How to be an effective leader, problem solving, and apply what
I learn into the real world
What I learned from this exercise is that people have different
ways of learning names. I also realized that in a group there are
two leaders that were the ones making the conversations and
trying to get the assignment done, while the rest were followers
that still collaborated.
Management Skills 2 | Page
SES 465
Week 2 –

Sport and Event Industry
1
1
Objectives
After studying this learning module, you should be able to:
1. Describe the five components of the internal environment
2. Explain the two primary principles of total quality
management
3. Explain how factors in the external environmental affect the
internal business
environment
4. State the differences between domestic, international and
multinational
environment
5. List the lowest and highest risk ways to take a business
global
6. Explain the stakeholders approach to ethics
7. Discuss the four levels of social responsibility in business
2

2
Internal Environment
The organization’s internal environment includes the
factors within its boundaries that affect its performance:
Management
Mission
Resources
Systems process
Structure
3
Figure 2.1
3
Mission
The organization’s mission is its purpose or
reason for being.
- For example, consider the YMCA mission: To put
Christian principles into practice through programs
that build healthy spirit, mind, and body for all.
- Have you ever experienced the mission at your

local YMCA?
4
4
Stakeholders:
Employees
Alumni
Fans
Shareholders
Customers
Suppliers
Government
Mission (continued)
5
Stakeholders – people whose interests are affected by
organizational behavior
5
6

A mission can also be defined as the outcome that the
organization strives to attain. The
other internal environmental factors include: management,
resources, systems process,
and structure at the means the organization uses to achieve its
ends.
6
State the mission of a sport organization. Does it
differ in any way from the missions of other types
of organizations?
providing two
complete sentences for full credit.
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Organizational Resources
Human

Financial
Physical
Informational
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Human Resources
Human resources—the organization’s workforce—
are responsible for achieving the organization’s
mission and objectives.
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Systems Process
Systems process is the method used
to transform inputs into outputs.
Inputs
Transformation
Outputs
Feedback

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Figure 2.3
Systems process – method used to transform inputs into outputs.
(1) Inputs – provide the organization with operating necessities
- Example: At the YMCA, the primary input is the labor of
thousands of employees who
provide services to Y members.
(2) Transformation processes – input must be transformed into
outputs.
- Example: At the YMCA, employees work (input) to provide
services (transformation) such
as
fitness instruction, after-school sport programs, and database
management to members.
(3) Outputs – different levels of satisfaction experienced by
each member.
- Example: At the YMCA, the desired output is that all members
experience
improvements in spirit, mind, and body.
(4) Feedback – ensures that the inputs and transformation
process produce the desired results
(outputs), and it can lead to innovation.
- Example: YMCA members are asked to complete satisfaction
surveys on the services

they receive.
10
Describe the systems process for an organization
you have worked for or a team you have played on.
providing two
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Structure
The structure may be organized as departments:
Finance
Marketing
Production
Personnel

Each department affects the organization as a whole, and each
department affects every other department.
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Quality
Customers assess the quality of an organization’s
outputs by comparing what they require (or want)
from the product to their actual use of, or
experience with, the product or service.
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Customer Value
Customer value is the benefit(s) that customers
obtain if they buy a product or service.
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Value and Quality
Example –

When the authors bought tickets to a New York
Yankees–Anaheim Angels game, we did so
because we expected to watch a high-quality
game. This included the expectation that star
players such as Alex Rodriguez and Albert
Pujols would be playing with their teams.
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Total Quality Management (TQM)
Total quality management is the process through which
everyone
in the organization focuses on the customer in order to
continually improve product value.
2 primary principles of TQM
(1) To deliver customer value
(2) To continually improve the system and its processes
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External Environment
The external environment includes factors
outside the boundaries of the organization that

affect its performance.
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Nine Factors in the
1. Competition
2. Suppliers
3. Workforce
4. Customers
5. Shareholders
6. Society
7. Technology
8. Economy
9. Governments
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1. Competition - Organizations must compete with their
competitors for
customers.
2. Suppliers - Effective managers recognize that suppliers are a
key factor in
their success and develop close working relationships with
them.
3. Workforce - An organization’s employees have a direct
impact on its
performance.

4. Customers - Without customers, organizations cannot exist.
5. Shareholders - Shareholders are the owners of corporations
because they
have purchased a share (stock) in the corporation.
6. Society - Society expects businesses to be socially
responsible and ethical.
7. Technology - Today, computers are a major part of every
firm’s systems
process.
8. Economy - When business activity is slow, fewer fans attend
games at the
stadium.
9. Governments - The difference between the door opening to
opportunity and
the door closing on it is often determined by the support of
local government.
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Give an example of how one sport firm’s
competitors have affected the firm’s performance.
providing two

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Give an example of how technology has affected
several different sport organizations.
providing two
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Types of Managers
Reactive managers make changes only when
forced to by external factors.
Responsive managers prepare for change that
they predict will come about.
Interactive managers believe they can create a
significant part of their future and thereby control

how it will affect their organization.
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Global Sport
To help coordinate global sport, the International Sport
Management Alliance
includes the North American Society for Sport Management
(NASSM,
discussed in chapter 1), the European Association for Sport
Management, the
Sport Management Association of Australia & New Zealand, the
Fédération
International de Football Association (FIFA), and the IOC.
Multinational Corporation (MNC)
- You might never start your own global business, but you might
become an
international manager.
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Select a sport-oriented business and identify as
many of the global practices as you can.
providing two
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Global Sourcing
The difference between domestic managers and
global managers is where they look for the best
deal on inputs and where they think inputs can
be most advantageously transformed into
outputs.
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Importing and Exporting
U.S. retailers must import Adidas
(based in Germany) sneakers in
order to sell them. With exporting,
domestic firms sell their products to
foreign buyers. Companies like
Spalding export their products to
almost every country in the world.
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Licensing
Under a licensing agreement, one company
allows another to use its intellectual assets, such
as brand name, trademarks, technology,
patents, or copyrights. For a fee, Disney allows
companies around the world to make products
using the ESPN brand, and so do professional
sport teams.
28
28
Contracting

With global contract manufacturing, a company
has a foreign firm manufacture the goods but it
retains the marketing process. Nike uses this
approach because it doesn’t own any
manufacturing facilities.
29
29
Joint Venture
A joint venture is created when firms share ownership
(partnership) of a new enterprise. For example, Dentsu
of Japan announced the launch of a Football Media
Service (soccer). The service is a joint venture with
Infront Sports & Media.
Infront handles the distribution of Asian broadcast rights
to all FIFA events between 2007 and 2014.
30
30
Direct Investment
Direct investment occurs when a company builds or
purchases operating facilities (subsidiaries) in a foreign
country.
In 1991, to globalize American football, the NFL

developed the NFL Europe subsidiary. The NFL
assigned players for development purposes to the six
teams in the league. The league did produce players for
the NFL, including Jon Kitna and Kurt Warner.
However, on June 29, 2007, the NFL owners decided
investing more money in NFL Europe was not worth the
few advantages of keeping the league afloat.
31
31
Risks in Global Sport Management
Four issues:
(1) Large global corporations are using developing countries
workforce to
manufacture sportswear and sports equipment
(2) Increase in number of athletes whose country of birth and
origin are no
longer a limitation to where the athlete plays and completes
(3) Role of extremely large global organizations such as FIFA,
IOC, and NBA in
organizing sports worldwide.
(4) Students of sport management should understand how
globalization will
affect their careers
32

32
Ethics in Sports
There is no shortage of unethical behavior in sports. Some
examples:
The International Olympic Committee was corrupt in the
bidding process for the 2002 Salt Lake City Olympic
Games.
A charge of doping against Floyd Landis during the
2006 Tour de France stripped Landis of his victory.
San Francisco Giants’ home run king, Barry Bonds,
never received full credit for his accomplishments
because of all the allegations that he used steroids to
improve his performance.
33
33
Codes of Ethics
Codes of ethics (also called codes of conduct)
state the importance of conducting business in
an ethical manner and provide guidelines for
ethical behavior.
34
34

NASO’s Code of Conduct
for Sports Officials
1. Officials shall bear a great responsibility for engendering
public confidence in
sports.
2. Officials shall be free of obligation to any interest other than
the impartial and
fair judging of sports competitions.
3. Officials shall hold and maintain the basic tenets of
officiating, which include
history, integrity, neutrality, respect, sensitivity,
professionalism, discretion,
and tactfulness.
4. Officials shall master both rules of the game and mechanics
necessary to
enforce the rules and shall exercise authority in an impartial,
firm, and
controlled manner.
5. Officials shall uphold the honor and dignity of the profession
in all interactions
with student-athletes, coaches, school administrators,
colleagues, and the
public.
Reprinted, by permission, from NASO.
35
35

36
NASO’s Code of Conduct
for Sports Officials (continued)
6. Officials shall display and execute superior communication
skills, both verbal
and nonverbal.
7. Officials shall recognize that anything that may lead to a
conflict of interest,
either real or apparent, must be avoided. Gifts, favors, special
treatment,
privileges, employment, or a personal relationship with a school
or team that
can compromise the perceived impartiality of officiating must
be avoided.
8. Officials shall prepare themselves both physically and
mentally, shall dress
neatly and appropriately, and shall comport themselves in a
manner consistent
with the high standards of the profession.
9. Officials shall not be party to actions designed to unfairly
limit or restrain access
to officiating, officiating assignments, or association
membership. This includes
selection for positions of leadership based on economic factors,
race, creed,
color, age, sex, physical handicap, country, or national origin.

36
NASO’s Code of Conduct for
Sports Officials (continued)
10. Officials shall be punctual and professional in the
fulfillment of all contractual
obligations.
11. Officials shall work with each other and their governing
bodies in a
constructive and cooperative manner.
12. Officials shall resist every temptation and outside pressure
to use their
position as an official to benefit themselves.
13. Officials shall never participate in any form of illegal
gambling on sports
contests, may never gamble on any sporting even in which they
have either
direct or indirect involvement, and may never gamble on events
involving high
school athletics.
14. Officials shall no make false or misleading statements
regarding their
qualifications, rating, credentials, experience, training, or
competence.
15. Officials shall accept responsibility for all actions taken.

37
37
Examine a recent scandal in the sport industry,
preferably a local one, and identify which decisions
led to unethical behavior and why.
providing two
38
38
Social Responsibility
Social responsibility is the conscious effort to operate
in a manner that creates a win–win situation for all
stakeholders.
Examples: Boston Red Sox top-level managers and star
players work with the Dana-Farber Cancer Institute to
help children, and Indianapolis Colts players work with
kids through other organizations. Nike works to improve

conditions for factory workers in an Indonesian athletic
shoe factory.
39
39
Four Levels of Social Responsibility
1. Social obstruction: Managers
behave unethically and illegally.
2. Social obligation: Managers meet
only the minimum legal
requirements.
3. Social reaction: Managers
respond to societal requests.
4. Social involvement: Managers
voluntarily initiate socially
responsible acts.
40
40
Social Obstruction
Bruce Pearl, head basketball coach at the
University of Tennessee, was fired in March of
2011 for recruiting violations. Pearl admitted

lying to NCAA investigators when they were
looking into possible recruiting violations
committed by the Tennessee coaching staff.
41
41
Social Reaction
For example, each year a local sporting goods
store, Sports Stuff, and other retailers give
merchandise to the Holy Cross Athletic
Association. The athletic association raffles off
the merchandise to raise money for its sport
teams.
42
42
Social Involvement
The NFL is an active participant with the United
Way and has aired many commercials showing
players working with children at United Way–
supported agencies.
43
43

Socially Responsible Coaches
and Managers
Paul “Bear” Bryant, former football coach at the
University of Alabama, said, “We have the
opportunity to teach intangible lessons to our
players that will be priceless to them in future
years. We are in a position to teach these young
people intrinsic values that cannot be learned at
home, school, or any place outside of the athletic
field.”
44
44
Select a sport organization and identify its level of
social responsibility for a current issue.
providing two
45
45

Conclusion
46
After reviewing these slides, you should be able to:
1. Describe the five components of the internal environment
2. Explain the two primary principles of total quality
management
3. Explain how factors in the external environmental affect the
internal business
environment
4. State the differences between domestic, international and
multinational
environment
5. List the lowest and highest risk ways to take a business
global
6. Explain the stakeholders approach to ethics
7. Discuss the four levels of social responsibility in business
46
47

• Primary Resource
– Applied Sport Management Skills,3rd
Edition, Lussier & Kimball, 2013, by
Human Kinetics.
• Secondary Resource
– Contemporary Sport Management, 5th
Edition, Pedersen & Thibalt, 2014, by
Human Kinetics.
47
1
Week 5 – Working Smart
1
SES 465
Objectives
1. Explain how flat organizations and tall organizations differ

2. Describe liaisons, integrators, and boundary roles
3. Differentiate between formal and informal authority
4. Explain the four levels of authority
5. Describe the relationship between line and staff authority
6. Describe organization charts
7. Explain how internal departmentalization and external
departmentalization differ
8. State the similarities and differences between matrix and
divisional departmentalization
9. Explain how job simplification and job expansion differ
10. Describe the job characteristics model and what it is used
for
11. Set priorities
12. Delegate
2
2
3
Organizing

Organizing is the second function of management,
defined in chapter 1 as the process of delegating
and coordinating tasks and resources to achieve
objectives.
3
4
Managers Organize Four Resources
• Human
• Physical
• Financial
• Informational
4
5
Aspects of Organizing an Organization
• Unity of command and direction
• Chain of command
• Span of management (flat and tall organizations)
• Division of labor (specialization)
• Coordination
• Delegation
• Flexibility

• Departmentalization
• Integration
5
• Unity of command and direction – each employee reports to
only one boss
• Chain of command – also known as the scalar principle is the
clear line of authority from the
organization’s top to its bottom.
• Span of management (flat and tall organizations) - Deals with
how many employees report
directly to a manager
• Division of labor (specialization) – when jobs are organized
by specialty – for example,
accountants work in the accounting department, sales reps work
in the marketing department, and
football players are on the offensive or defensive squad.
• Coordination – about departments and individuals in an
organization working together to
accomplish strategic and operational objectives for its
environment.
• Delegation – assigning responsibility and authority from
accomplishing objectives.
• Flexibility – understanding that there are often exceptions to
the rule
• Departmentalization – grouping of related activities into work
units

• Integration – coordinating department activities
(Differentiation – organizing work groups into
departments)
6
6
Follow the chain of command from your present position (or a
past
one) to the top of your organization. Identify anyone who
reported to
you and to whom you reported; list that person’s title, that
person’s
boss’s title, and so on, all the way to the top manager.
providing two
Edition, 2013, by Human Kinetics
textbook)
7
7

Span of Management
Span of management (also called the span of
control) has to do with how many employees
report directly to a manager.
Typically, lower-level managers have a wider
span of control (monitor more employees) than
do higher-level managers.
8
8
9
9
Flat Versus Tall Organizations
• Flat organizations have fewer layers of
management with wide spans of control.
• Tall organizations have many layers of
management with narrow spans of control.
10
10

Think about a current boss or coach and describe his or her span
of
control. Describe your own span of control if you are a manager
or
coach. How many levels of management exist in your
organization,
and would you characterize it as flat or tall?
providing two
textbook)
11
11
Troubles Organizing the USOC
• Norman Blake of insurance giant USF&G was hired to
reorganize the
U.S. Olympic Committee (USOC). Blake’s position was that the
USOC
is “too hierarchical and too bureaucratic,” which facilitated
giving
money to Olympic sports without enough accountability.

• His solution? Flatten the USOC, move away from its
management-by-
committee style, and start paying for performance.
• Blake lasted only 9 months in the position of CEO of the
USOC. His
reason for leaving so quickly was a lack of support from the
governing
bodies of the sports. In retrospect Blake felt he might have fired
staff
too quickly and was too fast to implement his pay-for-
performance
(i.e., winning medals) strategy.
12
12
Division of Labor
• Division of labor occurs when jobs are organized by
specialty: Accountants work in the accounting
department, sales reps work in the marketing
department, and football players are on the offensive or
defensive squad.
• The MLB American League has specialized batting and
pitching with its designated hitter.
• Managers usually perform less specialized functions as
they move up the management ladder.
13

13
14
Coordination
Coordination must be undertaken with the goal of
meeting the needs of the members of the
organization. They can be members of a fitness
center, fans at an event, or student-athletes in a
school.
14
Coordination (continued)
• Coordination is about departments and
individuals in an organization working together to
accomplish strategic and operational objectives
for its environment.
• Coordinating across jobs and departments
requires systems-based analysis and conceptual
skills.
15
15
16

Responsibility and Authority
• Responsibility is one’s obligation to achieve
objectives by performing required activities.
• Authority is the right to make decisions, issue
orders, and use resources.
16
17
Delegation and Flexibility
• Delegation involves assigning responsibility and
authority for accomplishing objectives.
• Flexibility involves understanding that there are
often exceptions to the rule.
17
Is your organization flexible? Explain why or why not
providing two

textbook)
18
18
19
19
20
Levels of Authority
• Informing authority
• Recommending authority
• Reporting authority
• Full authority
20
• Levels of authority – known as informing authority
• Informing authority – team members can inform their leader of
possible
alternatives.
• Recommending authority – team members generate alternative

actions,
analyze them, and recommend action
• Reporting authority – each person in the group has the
authority to select a
course of action and carry it out
• Full authority – your boss may be coming to you for advise –
you now have
deep expertise in some area, and she trusts your judgement
implicitly.
Think about a task you do routinely for your company or team
and
describe your level of authority for this task in detail.
providing two
textbook)
21
21
22

Types of Authority
• Line and Staff Authority
• Centralized and Decentralized Authority
14
Line and staff authority
• Line – responsibility to make decisions and issue orders down
the chain of command
• Staff – responsibility to advise and assist other personnel.
Centralized and Decentralized Authority
• Centralized – important decisions are made by top managers
• Decentralized – important decisions are made by middle and
first level managers
Line Versus Staff Authority
• Line authority is the responsibility to make decisions
and issue orders down the chain of command.
Operations and marketing are usually line departments,
but some organizations also organize financial activities
as line departments.
• Staff authority is the responsibility to advise and assist
other personnel. Human resources (HR), public
relations, and management information systems are
almost always staff departments.

23
23
Identify several line and staff positions in your company or
team.
State whether they are general or specialist staff postions.
providing two
textbook)
24
24
Centralized Versus
Decentralized Authority
• With centralized authority, important decisions
are made by top managers. With decentralized
authority, important decisions are made by
middle- and first-level managers.
• Which type of authority works best? There is no

simple answer. Authority is a continuum, and
most organizations function as a blend of
centralized and decentralized authority.
25
25
What type of authority is most prevalent in your firm or team?
Are
there reasons that make this choice appropriate in this
environment? Or is it not as effective as it could be? Explain.
providing two
textbook)
26
26
27
Organizational Design

An organization chart lays out the organization’s
management hierarchy and departments and their
working relationships.
• It shows the level of management hierarchy,
chain of command, division and type of work,
and departments.
14
Four Major Aspects of Organizations
• Level of management hierarchy
• Chain of command
• Division and type of work
• Departmentalization
28
• Level of management hierarchy – board of regrets and
president are the top two levels
of management; the vice presidents are middle-level
management; and department
managers, such as athletic facilities managers are first-level
management
•Chain of command – see visual
•Division and type of work – chart divides the university by
“product” by indicating
different academic areas such as health sciences and graduate

programs
•Departmentalization – grouping of related activities into work
units
28
29
29
30
30
31
31
Draw a simple organization chart for your company or team.
Identify
the type of departmentalization and staff positions used.
providing two

textbook)
32
32
Job Design
Job design is the process of combining the tasks
that each employee is responsible for completing.
The following slide summarizes the types of job
designs and the job characteristics model.
33
33
34
Options in Job Design
• Job simplification makes jobs more specialized and
efficient by eliminating, combining, or changing the
order of tasks.
• Job expansion makes jobs less specialized.
– Job rotation
– Job enlargement

– Job enrichment
(continued)
34
35
Options in Job Design (continued)
• Work teams: jobs are designed for teams, not
individuals.
– Integrated
– Self-managed
• The job characteristics model provides a conceptual
framework for designing enriched jobs.
– Core job dimensions
– Critical psychological states
– Performance and work outcomes
– Employee growth: need strength
35
Describe how you would simplify job at your firm or company.
Specificity whether you are eliminating, combining or changing
the
sequence of tasks.

providing two
textbook)
36
36
Describe how you would expand a job at your company or team.
Specify whether you are using job rotation, job enlargement, or
job
enrichment.
providing two
textbook)
37
37

Describe how your firm uses – or could use – work teams.
Indicate
whether the teams are integrated or self-managed.
providing two
textbook)
38
38
Organizing Yourself
Setting priorities involves asking three
questions:
1. Do I need to be personally involved?
2. Is the task my responsibility or will it affect
the performance or finances of my
department?
3. Is quick action needed?
39
39

40
40
Make a copy of figure 5.7 and use it to list three to five tasks
you
must complete in the near future and prioritize them.
providing two
textbook)
41
41
Delegating Work
1. Explain why you are delegating the task and
the reasons you chose this person to do the
work.
2. Clearly define responsibility, the person’s

scope of authority, and the deadline.
3. Plan the task.
4. Establish control checkpoints and hold
employees accountable.
42
42
43
43
Think about a situation at work where you believe the manager
isn’t
delegating enough. Identify the obstacle preventing the manager
from delegating and list the flags that told you he or she isn’t
delegating enough.
providing two
textbook)

44
44
Think about a manager or coach for whom you have worked or
played and analyze how well he or she delegates. Which steps
did
your manager or coach do well, and which steps could he or she
do
better?
providing two
textbook)
45
45
Conclusion
46

1. Explain how flat organizations and tall organizations differ
2. Describe liaisons, integrators, and boundary roles
3. Differentiate between formal and informal authority
4. Explain the four levels of authority
5. Describe the relationship between line and staff authority
6. Describe organization charts
7. Explain how internal departmentalization and external
departmentalization differ
8. State the similarities and differences between matrix and
divisional departmentalization
9. Explain how job simplification and job expansion differ
10. Describe the job characteristics model and what it is used
for
11. Set priorities
12. Delegate
46
47
• Primary Resource

– Applied Sport Management Skills,3rd
Edition, Lussier & Kimball, 2013, by
Human Kinetics.
• Secondary Resource
– Contemporary Sport Management, 5th
Edition, Pedersen & Thibalt, 2014, by
Human Kinetics.
47
SES 465 - LAB #4A
Name:
Date:
session.
Then submit the completed work by either taking a picture or
scanning the pages. Make sure to post the document on Canvas
to receive points for attendance and participation in the weekly
LAB session.
before the weekly module information is due on Tuesday or
(located on page 120 – 124 in your textbook)
Skill-Builder 4.1 : Writing Objectives

Objective
To develop your ability to write effective objectivesPreparation
You will analyze and rewrite several ineffective objectives and
then write nine new objectives.Part 1
Analyze the following objectives. First, note the missing
components and the criteria that haven't been met. Then rewrite
the objective so that it meets all "must" criteria. Make sure that
your rewrites contain the four parts noted in the text (infinitive,
action verb, result, and target date).
1. “To improve our company image by year end 2015”
What does it want to improve specifically? How do they know if
they have improved? They need comparison of past and future
company image opinions through surveys and ratings
Criteria missing: --------------------------
Improved objective: -------------------------
To improve our customers satisfaction rating by 20% by the end
of 2015 by improving customer service
2.
To increase the number of fans by 10°/o
By when and how will that goal be met. They may include by
increasing their marketing.
Criteria missing: ---------------------------
To increase the number of fans by 30% by the end of the season
by increasing marketing through social media.
Improved objective: --------------------------
3. To increase profits during 2015

How will they meet profit and by how much?
Criteria missing: ---------------------------
Improved objective: _________________________
To increase profit by 20% by the end of 2015 by raising
services prices and improving the quality of the service
Management Skills
SES 465 - LAB #4
Name:
Date: --------
4. To sell 5% more hot dogs and 2%more soda at the baseball
game on June 13, 2015
Criteria missing:
How will they meet that and how they are going to increase
their traffic.
---------------------------
To sell 5% more hot dogs and 2% more soda at the baseball
game on June 13, 2015 by increasing customer traffic by
changing the location of stand to a more populated area.

Improved objective: _
Part 2
Write three educational, personal, and career objectives that you
want to accomplish. Your objectives can be as short-term as
something you want to accomplish next week or as iong- term
as 20 years from now. Be sure your objectives meet the criteria
given in the text for effective objectives.
Educational Objectives
Earn a 4.0 GPA by the end of this semester by turning in all
assignment on time.
Graduate in May by finishing the semester with all A’s
Get accepted to the sport psychology graduate program at Barry
by applying and maintaining my GPA
1.
2.
3.
Personal Objectives
Work out 3 to 4 times a week between my classes
Maintain body weight by eating healthy and exercising 3 to 4
times a week

Improve my well-being my meditating at night and gratitude in
the morning
1.
2.
3.
Career Objectives
To get five new clients by the end of March by being more
active on social media and reaching out to parents.
Own a soccer facility by 2024 by building up my clientele and
saving money.
Have my own private sport psychology practice by 2025 by
getting all the certificates and licenses needed, and saving
money.
1.
2.
3.
Turn these in on Canvas for credit for Lab and participation.

Management Skills
Name:
Indicate how well each statement describes your behavior by
placing a number from 1 to 5 on the line before the statement.
Describes me
Ones not describe me
5
4
3
2
1
1. _____ I have a specific end result to accomplish whenever I
start a project of any kind.
2
3
5
5
4

5
5
5
4
4
5
4
5
3
3
3
2. _____ When setting objectives, I state only the end result to
be accomplished; I don't specify how the result will be
accomplished.
3. _____ I have specific and measurable objectives; for
example, I know the specific grade I want to earn in this course.
4. _____ I set objectives that are difficult but achievable.
5. _____ I set deadlines when I have something I need to
accomplish, and I meet the deadlines.
6. _____ I have a long-term goal (what I will be doing in 3-5
years) and short-term objectives to get me there.
7. ____ I have written objectives stating what I want to
accomplish.
8. _____ I know my strengths and weaknesses, am aware of
threats, and seek opportunities.
9. _____ I analyze a problem and alternative actions, rather than

immediately jumping right in with a solution.
10. _____ I spend most of my day doing what I plan to do,
rather than dealing with emergencies and trying to get
organized.
11. _____ I use a calendar, appointment book, or some form of
to-do list.
12. _____ I ask others for advice.
13. _____ I follow appropriate policies, procedures, and rules.
14. _____ I develop contingency plans in case my plans do not
work out as I expect.
15. ______I implement my plans and determine whether I have
met my objectives.
Add up the numbers you assigned to the statements to see where
you fall on the following continuum.
Effective planner
Ineffective planner
75
65
45
35
25
15
Don't be too disappointed if your score isn't as high as you
would like. All of these items are characteristics of effective
planning. Review the items that did not characterize you. After
studying this chapter and doing the exercises, you can improve
your planning skills.
Management Skills

Diversity Strategy 1: Allow people from all ethnicity
background to be part of the program
Diversity Strategy 2: Have employees of different background
and make them feel welcome. Accept people differences and
listen to their opinions even though they might contrast mine
because since they have a different background and experience
they might actually be familiar with a particular subject
compare to me.
Diversity Strategy: I will specify that I am willing to give
holiday breaks to those who celebrate holidays of other culture
and religions.
Diversi
ty Strategy 1:
Allow people from all
ethnicity
ba
ckground to be part of the program
Diversity St
rategy 2:
Have employe
es of different b
ack
ground and make them feel welcome.
Accept
p
eople di

fferences and listen to their opinion
s
even tho
ugh they m
ight
c
ontrast mine because since they
have a different
background and experience the
y might actually be familiar
with a particular subject
compare to me
.
Diversit
y St
r
ategy:
I will specif
y that
I am willing to give holiday breaks
to
those who celebrate holidays
of other culture and religions.
Diversity Strategy 1: Allow people from all ethnicity
background to be part of the program
Diversity Strategy 2: Have employees of different background
and make them feel welcome. Accept
people differences and listen to their opinions even though they
might contrast mine because since they
have a different background and experience they might actually
be familiar with a particular subject

compare to me.
Diversity Strategy: I will specify that I am willing to give
holiday breaks to those who celebrate holidays
of other culture and religions.
SES 465 – Reflective Assignment #1
Due: Tuesday 1/22/18 before 9:30 am
Topic: Write about a sport or exercise related moment(s)
(either playing a sport or watching the event/activity) that has
encouraged you to study your current major at Barry University.
Instructions:Worth 50 points - Corrections and re-writing maybe
required to earn a passing grade if the quality of the Reflective
Writing Assignment falls below a grade of "C".
· Complete a 1 – 1 ½ pages assignment (points deducted if the
assignment is not the required length).
· It must include an introduction (2-3 sentences) and conclusion
paragraph (2-3 sentences)
· Needs to have at least one supporting paragraph (3 - 4
sentences)
· Must be completed in either Microsoft Word or a notepad
software (so comments and corrections can be done easily).
Please note that MAC .pages files will not work!!
· Font & size: Ariel 11 or Times New Roman 11
· Line spacing: 1.5 or double spaced will be accepted
· Margins: 1" all around
· Grading will be based on structure, grammar, etc. (refer to the
Grading Rubric from the syllabus located on the next page )
· 2 points extra will be earned for an assignment handed in on
time.
Example Essay:
What has encouraged me to study ___________________ major

offered in Sport and Exercise Science Department at Barry
University? (add 2-3 supporting sentences)
The first moment of encouragement was __________________.
(add 2-3 supporting sentences about this moment).
The second moment of encouragement was
___________________. (add 2-3 supporting sentences about
this moment).
In conclusion, _____________ major will help me with
_____________. (add 2-3 supporting sentences about this
moment).
Reflective Writing Assignment is worth 25 points
Exemplary
4 points
Proficient
3 points
Emerging
2 points
Beginning
1 point
POINTS
EARNED
Ideas & Content
Main theme
Supporting Details

• Exceptionally clear, focused, engaging with relevant, strong
supporting detail
• Evident main idea with some support which may be general or
limited
• Purpose and main idea may be unclear and cluttered by
irrelevant detail
• Lacks central idea; development is minimal or non-existent
Organization
Structure
Introduction
Conclusion
Assignment
requirements
• Effectively organized in logical and creative manner with the
required length (#pages)
• Creative and engaging intro and conclusion
• Organization is appropriate, but conventional with less than
required length (# pages)
• Attempt at introduction and conclusion
• Lack of structure; disorganized and hard to follow without
enough length (# pages)
• Missing or weak intro and conclusion
• Lack of coherence; confusing; and short on the required page
limit
• No identifiable introduction or conclusion
Voice
Personality
Sense of audience

• Expressive, engaging, sincere
• Strong sense of audience
• Shows emotion: humor, honesty, suspense or life
• Evident commitment to topic
• Inconsistent or dull personality
• Writing tends to be flat or stiff
• Little or no hint of writer behind words
• Writing is lifeless
• No hint of the writer
Word Choice
Precision
Effectiveness
Imagery
• Precise, carefully chosen
• Strong, fresh, vivid images
• Language is functional and appropriate
• Descriptions may be overdone at times
• Monotonous, often repetitious, sometimes inappropriate
• Limited range of words
• Some vocabulary misused
Sentence Fluency
Rhythm, Flow
Variety
• High degree of craftsmanship
• Effective variation in sentence patterns

• Generally in control
• Lack variety in length and structure
• Often choppy
• Monotonous sentence patterns
• Frequent run-on sentences
• Difficult to follow or read aloud
• Disjointed, confusing, rambling
Grammar
Age Appropriate Spelling Punctuation Grammar
• Exceptionally strong control of standard conventions of
writing
• Control of most writing conventions; occasional errors with
high risks
• Frequent significant errors may impede readability
• Numerous errors distract the reader and make the text difficult
to read
Completion of Assignment
• Submitted on time (1 point)
• Submitted on time (1 point)
• Submitted 1 day late (half point)
• Submitted more than 1 day late (zero points)
Total Points Earned

Revisions: In order to be an effective student and professional
in your chosen major, you need to be able to express your
thoughts clearly in a written manner. This means revisions
might be required to ensure the correct information is being
expressed in a positive manner.
- Corrections and re-writing maybe required to earn a passing
grade if the quality of the Reflective Writing Assignment falls
below a grade of "C".
Writing Supports at Barry University
The writing lab information is located above the Weekly
Learning Modules on Canvas. This is a great opportunity to help
your writing and earn the highest grade possible on the
Reflective Writing Assignments.
3 | Page
Name:S 465 - LAB #2ADate:
*Note points will be deducted I f the assignment is not
submitted before the weekly module i nformation is due on
SKILL-BUILDER EXER CISES
Skill-Builder 2.1 : Analyzing Organizational Environment and

Management Practices
Objective
To develop your ability to analyze an organization's business
and management practices
Preparation
Select a sport or exercise organization, preferably one for which
you have worked or played, and answer the following questions.
You may need to contact people in. the organization to answer
some of the questions.Internal Environment
1. Identify the organization's top managers and briefly discuss
their leadership style.
Shery Wheelock is the president and CEO of Special Olympics
in Florida. Her style of leadership is authoritarian. Phil Nacci is
the volunteer manager and his style of leadership is
participative
2 . State the organization's mission.
To provide year-round sports training and competition in a
variety of Olympic-type sports for all children and adults with
intellectual disabilities, giving them continuing opportunities to
develop physical fitness, prepare for entry into school and
community programs, demonstrate courage, experience joy and
participate in the sharing of gifts, skills and friendships with
their families, other Special Olympics athletes and the
community.

3. Identify some of its major resources.
Some of the Special Olympics major resources are Kennedy
foundation, branding, MASC leadership, MIAA unified sports
coaches, and unified champion Schools Resources
4. Explain its systems process. Discuss how it maintains quality
and customer value.
Special Olympics maintains quality and customer value by
transforming lives through the joy of sport, every day
everywhere. They also inspire people in their communities and
elsewhere to open their hearts to a wider world of human talents
and potentials.
5. . Identify the organization's structure by listing its major
departments.
The special Olympics structure are legal, sports and
competition, leadership and education, Healthy athletes,

marketing and communication, project unify, strategic
properties, and regional growth.
As you answer the following questions, state how each external
factor affects the organization.
1. Identify the organization's target customers .
The Florida special Olympics target customers are their
athletes, families, partners, and sponsors.
Management Skills
Name:
SES 465 - LAB #2
Date:
2. Identify its major competitors. 3. Identify its major
suppliers.
The major suppliers for the Florida Special Olympics are their
partners which consist of Coca-Cola, Bank of America, ESPN,
Finish Line, Foundation Golisano, Hasbro, Ikea, Lions,
MetLife, Microsoft, NFL, and many more.
The Florida Special Olympics major competitors are other
special Olympics from different towns and states.
4. From what labor pool does the organization recruit most of
its workforce?
The labor pool that the Special Olympic gets most of their
workforce is from volunteers.

5. Is the organization publicly held? If yes, on which stock
exchanges is it listed? If
no, who owns it?
The special Olympics are not publicly held. Eunice Kennedy
Shriver is the owner and founder.
6. Describe the ways in which the organization affects society
(at the local, state, and national levels) and also the ways in
which society affects it.
Special Olympics organization affects the society by changing
the public perceptions of the tasks people with intellectual
disabilities are capable of performing and their willingness to
support inclusion of children with intellectual disabilities into
mainstream classrooms. Society affects the special Olympics
through their belief or disbelief that people with disability are
capable of performing same things as those without disabilities.
The more people belief in that the more support the special
Olympics will have.
7. Describe some technologies that the organization and its
industry niche have used in the past, use now, and may use in
the future. Is the organization a technology leader?

Some technology that the Special Olympic uses are Azure, its
cloud computing platform, to overhaul the IT infrastructure that
Special Olympics uses to manage its games. Microsoft provides
copies of Office 365 to improve productivity and
communications. Special Olympics also use of DocuSign’s
technology in the registration process to get away of paper
hassles
8. Identify which governments affect the organization, and list
some major laws and regulations that it must abide by.
Some general rules are that all games must comply with sports
rules issued by the National Sports Governing Bodies all
athletes must be at least 8 years old, athletes must receive
participation ribbons, and world games should be conducted
only with SOI’s authorization.
9. Explain how the economy affects the organization .
The economy greatly affects the special Olympics. They heavily
depend on donors, foundations, partnership, and sponsors. If the
economy is down it will decrease the amount of funds and
resources they receive from other organizations that support
them

Globalization
1. Is the organization a domestic, an international, or a
multinational company? If it is international or multinational,
list and briefly describe (a) some of its global activities (e.g.,
import and export) and (b) some of its business practices (e.g.,
management style, strategy) .
The special Olympics is an international company that offers
30-plus Olympic-style individual and team sports that provide
meaningful training and competition opportunities for persons
with intellectual disabilities all over the world. The special
Olympics style of dealing and guiding their customers are
through the idea of “Revealing the champion in all of us” by
revealing, achieving, and sharing. Their main goal is to provide
an environment that inspirational, joyful, inclusive, determined,
courageous, and authentic.
Ethics
1. Does the organization have a formal code of ethics? If yes,
describe the code and how
it is used and disseminated to employees. If no, how does it
manage ethical issues?
The special Olympics have four different types of code of
ethics. There are ethics for athletes, volunteers, coaches, and
medical services. The code of conduct for Coaches (employees)

are respect for others, ensure a positive experience, act
professionally and take responsibility for own actions, quality
service to the athletes, and health and safety of athletes. It is
disseminated to employees through a contract of agreements.
They expect all coaches to honor sports and special Olympics.
The coaches’ style of coaching is shaped through this code of
conducts. Their style of leading is charismatics leadership.
Management Skills
SES 465 - LAB #2
Name: _____________________ Date:
_____________________
2. Does management lead by example? How are ethical
behaviors encouraged? How are the rules enforced?
The special Olympics management leads by example and by
proving clear rules of what is expected from everyone including
their customers. Ethical behaviors and rules are encouraged
through an agreement by contract and also my providing a
positive environment.
Social Responsibility

1. On which level of social responsibility does the organization
operate? Identify some of the things it does to be a good
corporate citizen.
The special Olympics social responsibility they operate on is
through the power of sports by encouraging and empowering
people with intellectual disabilities, promoting, acceptance for
all, and fostering communities of understanding and respect.
I n-Class Application
Choose one (10-30 minutes):
Break into groups of three to five members and present your
answers to the preceding questions.Wrap-Up
questions:
What did I learn from this experience? How will I use this
knowledge?
I learned many things by researching the special Olympics
organization. I learned many of their rules and expectations
from everyone that is involved. I also learned how the special
Olympics started. The founder realized that kids with
disabilities were often left out during sports. She did not like
that scene. She started doing camps in her backyard to empower
kids with disability through sports.
I will use the knowledge the that I learned through my research
by applying to the real world. It gave me a different perspective
on kids and people with disabilities. In a way, it opened my
eyes on what they are capable of doing.

SES 465 – Module 7A Lab
Name __________________________ Date:
__________________________________
Complete the necessary Skill-Builder Exercises During the LAB
the weekly LAB session.
before the weekly module information is due on Tuesday or
Skill-Builder 7.1: Selecting a Tennis Coach
Objective
To perform a job analysis and to develop your interviewing
skills
Preparation
You're in your first year as a high school athletic director, and
you have an opening for a tennis coach. Compensation, which is
competitive with other schools in the area, is set in the budget
and will be paid in one lump sum at the end of the season. You
don't have a recruiting budget, so you do some internal
recruiting and contact some athletic directors in your area to
spread the word about the opening.

Your efforts yield three candidates. Here are their
qualifications:
· Candidate A has taught history at your school for 10 years. He
also coached tennis for 2 years, but it has been 5 years since he
coached the team. You don't know why he stopped coaching or
how good a job he did. He never played competitive tennis.
However, someone told you he plays regularly and is pretty
good. You guess he's about 35 years old.
· Candidate B supervises the graveyard shift for a local
business. She has never coached before, but she was a star
player in high school and college. She still plays in local
tournaments, and you see her name in the paper now and then.
You guess she is about 25 years old.
· Candidate C has been a basketball coach and physical
education teacher at a nearby high school for the past 5 years.
She has a master's degree in physical education. You figure it
will take her 20 minutes to get to your school. She has never
coached tennis but did play high school tennis. She currently
plays tennis about once a week. You guess she is about 45 years
old.
Preparing for the Interviews
Follow the steps given in figure 7.4 on page 207. For step l,
there are no job descriptions and specifications. Because there
are only three candidates, you've decided to interview them all.
Break into groups of three and present the questions you
developed. As a group, critique the various lists and then use
the best questions to develop a PA form that you think best
serves this situation.
Now meet with another group and take turns using your master
list to interview the three "candidates" from the other group.
Allot no more than 15 minutes per interview (even though this

is unrealistic in a real-world setting). (Follow the steps outlined
in figure 7.5.) Observing members give feedback after each
interview.
Conduct informal, whole-class discussion of students' interview
questions.
Wrap-Up
questions:
What did I learn from this experience?
How will I use this knowledge?
Candidate A:
1. Why did you stop coaching 5 years ago?
2. How would you rate yourself as a coach?
Candidate B:
3. Why you never considered being a tennis coach?
Candidate C:
4. Do you think that your basketball coaching could transfer to
tennis coaching?
General Question
5. Why should I hire you? Why are you interested in this
position?
Reflection:
What I learned from this experience is how to come with good
question for an interview and how it feels to be in the position
of an interviewer. I will use this in the future when I will
interview potential candidates for my business.
SES 465

–
Module 7
A
Lab
Name __________________________
Date: __________________________________
Complete the
necessary
Skill
-
Builder Exercises
During
the LAB session. Then submit the
completed
work by either taking a picture or scanning the pages. Make
sure to post the document on Canvas to
receive points for attendance and participation in the weekly
LAB session.
before
the weekly module
information is due on
Tuesday or
Thursday
before 11:59 PM.
(
located on page 226

-
228 in your textbook)
Skill
-
Builder 7.1: Selecting a Tennis Coach
Objective
skills
Preparation
Yo
u're in your first year as a high school athletic director, and you
have an opening for a tennis
coach. Compensation, which is competitive with other schools
in the area, is set in the budget and
will be paid in one lump sum at the end of the season. You d
on't have a
recruiting budget, so you do
some internal recruiting and contact some athletic directors in
your area to spread the word about the
opening.
qualifications:
·
Candidate A has taught history at y
our school for 10 years. He also coached tennis for 2 years,

but it has been 5
years since he coached the team
. You don't know why he stopped coaching or
However, someone told you he
plays regularl
y and is pretty good. You guess he's about 35 years old.
·
Candidate B supervises the graveyard shift for a local business.
She has never coached before,
but she was a star player in high school and college. She still
plays in local tournaments, and
you
see her name in the paper now and then. You guess she is about
25 years old.
·
Candidate C has been a basketball coach and physical education
teacher at a nearby high school
for the past 5 years. She has a master's degree in physical
education. You figure it
will take her
20 minutes to get to your school. She has never coached tennis
but did play high school tennis.
She currently plays tennis about once a week. You guess she is
about 45 years old.
Follow the steps given in figure

7.4 on page
207.
For step l, there are no job descriptions and
specifications. Because there are only three candidates, you've
decided to interview them all.
In
-
Class Application
developed.
As a group, critique the
various lists and then use the best questions to develop a PA
form that you think best serves
this
situation.
Now meet with another group and take turns using yo
ur master list to interview the three
"candidates" from the other group. Allot no more than 15
minutes per interview (even though
this is unrealistic in a real
-
world setting). (Follow the steps outlined in figure 7.5.)
Observing
members give feedback after
each interview.
Conduct informal, whole
-
class discussion of students' interview questions.

SES 465 – Module 7A Lab
Name __________________________ Date:
__________________________________
Complete the necessary Skill-Builder Exercises During the LAB
session. Then submit the completed
work by either taking a picture or scanning the pages. Make
sure to post the document on Canvas to
receive points for attendance and participation in the weekly
LAB session.
before the weekly module
information is due on Tuesday or Thursday before 11:59 PM.
Skill-Builder 7.1: Selecting a Tennis Coach
Objective
skills
Preparation
You're in your first year as a high school athletic director, and
you have an opening for a tennis
coach. Compensation, which is competitive with other schools
in the area, is set in the budget and
will be paid in one lump sum at the end of the season. You don't
have a recruiting budget, so you do
some internal recruiting and contact some athletic directors in
your area to spread the word about the
opening.
qualifications:

He also coached tennis for 2 years,
but it has been 5 years since he coached the team. You don't
know why he stopped coaching or
However, someone told you he
plays regularly and is pretty good. You guess he's about 35
years old.
business. She has never coached before,
but she was a star player in high school and college. She still
plays in local tournaments, and
you see her name in the paper now and then. You guess she is
about 25 years old.
nd physical
education teacher at a nearby high school
for the past 5 years. She has a master's degree in physical
education. You figure it will take her
20 minutes to get to your school. She has never coached tennis
but did play high school tennis.
She currently plays tennis about once a week. You guess she is
about 45 years old.
Follow the steps given in figure 7.4 on page 207. For step l,
there are no job descriptions and
specifications. Because there are only three candidates, you've
decided to interview them all.
developed. As a group, critique the
various lists and then use the best questions to develop a PA
form that you think best serves
this situation.

Now meet with another group and take turns using your master
list to interview the three
"candidates" from the other group. Allot no more than 15
minutes per interview (even though
this is unrealistic in a real-world setting). (Follow the steps
outlined in figure 7.5.) Observing
members give feedback after each interview.
Conduct informal, whole-class discussion of students' interview
questions.
Power: People who are in power of telling people what to do
should not abuse it. Having good people skills is crucial gaining
power.
Politics: It is important to be political in order to be a
successful manager and for promotions.
Conflicts: To be successful manager, you have to practice
effective conflict resolution. Be style of conflict management is
collaborating and negotiation. All styles, even when negative,
must be used in different situations.
Stress: Having a some amount of stress is good because it
motivates us to get things done. Too much stress, decrease
performances. It has to be a medium amount of stress for best
performance
Power:
People
who are in power
of telling people what to
do should not abuse it.

Having good
people
skills is c
rucial
gaining p
ower.
Politics: It is important to be
political
in order
to
be a successful manager a
nd for promot
ions.
C
onflicts:
T
o be
successful
manager,
you have to
p
ractice
effective conflict resolution. Be
styl

e
of confl
ict
management is
collaborating and neg
otiation.
All styl
es, even when negative, must be used in
different
situations.
Stress: Having a
some
amount of stress is good
because it
motivates us
to ge
t things do
ne. Too
much
stress, decrease performance
s. I
t has to be a medium amount
of stress for best
performance

Power: People who are in power of telling people what to do
should not abuse it. Having good people
skills is crucial gaining power.
Politics: It is important to be political in order to be a
successful manager and for promotions.
Conflicts: To be successful manager, you have to practice
effective conflict resolution. Be style of conflict
management is collaborating and negotiation. All styles, even
when negative, must be used in different
situations.
Stress: Having a some amount of stress is good because it
motivates us to get things done. Too much
stress, decrease performances. It has to be a medium amount of
stress for best performance
Running head: SPORTS ETHICS 1
SPORTS ETHICS 2
Sports ethics - Case 8.2
Antonella Monrreal
Barry University

The dilemma/details
The situation at hand regards wrestling programs as part of
sports in high school. Illinois High School Association (IHSA)
is the recognized organization when it comes to high school
athletics in that state. It sets rules that act as the guideline
regarding participation, and it also supervises the participating
high schools to ensure that the rules and set regulations are
adhered to. M.C High is one of the schools in the state who
participate in wrestling, and they are known to have a great and
robust wrestling team. There are rules set by IHSA which states
that no school is allowed to take part in more than four parts.
M.C. High is reported to IHSA by a rival school mentioning that
they took part in five meets which were a violation of the set
laws. However, the bylaws regarding participation are not clear
when it comes to varsity and junior varsity wrestlers. On the
other hand, IHSA makes specific mention of varsity wrestlers in
their bylaws regarding the number of occasions a given team
must have participated in, to be considered eligible for a state
tournament.
The reported complain from M.C High’s rival team is
substantiated by IHSA, and the M. C. High wrestlers are banned
from participating in the tournament. What follows is that M.C.
High tries to persuade the IHSA that they had not violated the
rules as they had only sent the junior varsity wrestlers to the
fifth event. IHSA fails to consider their appeal and the school
appeals to the circuit court which reverses the decision made by
IHSA. The Appeal Court takes up the matter and rules in favor
of M.C. High. Later, the issue was taken to the highest court,

the State Supreme Court, which upheld the decision made by the
circuit court and the Appeal court of allowing M. C. High back
into the wrestling match. The reaction of the IHSA was
suspending and later terminating that year’s game. It is not clear
as to why the Illinois High School Association would fail to
follow the court ruling.
The ethical Maxims
There are a few scenarios in which moral reasoning can be
applied in this case. The first situation is where the rival school
reported M.C High. Categorically, the rival school might have
been following the set rules on the limits of the number of
meets. This can be considered as a right action as M.C High can
be deemed to be violating the set rules. Consequentially, the act
is seen as bad as it resulted in M.C High being barred from the
game. Additionally, the set rules seem to lack clarity and M.C
High have a basis for making their appeal. Considering the
maxim of existentialism, the rival school may have acted out of
competition as they felt that M.C High had a better team than
them. Such an act can be considered as inauthentic. Secondly,
it is ironical that IHSA bans M. C. High for not following the
set rules, and yet they fail to follow the directions given by
three courts. From the case, it is evident that other schools
would get a consideration whenever there was such a concern
but IHSA seemed to not plead with M. C. High. This shows that
IHSA is inauthentic in their dealings. Categorically, IHSA does
a wrong thing as it does not follow the court orders of allowing
M. C. High back into the game. Consequentially, the suspension
and cancellation of wrestling for a whole year is bad. All
schools do not participate, and different wrestlers who are
passionate about wrestling are affected.
Time –before, during and after
The games seem to have been going on well where all schools
involved in the tournament were following the rules set out by
Illinois High School Association. There seem to have been no
cases of schools participating in more than four parts. IHSA has
been the regulating agency for high school games. In February

1995, a report reached the ISHA that M. C High had finished
their fifth game and according to the rules, this was a
defilement. Therefore, they were banned from participating in
the game after which they tried to defend themselves by quoting
the bylaws and stating their interpretation. The IHSA stood
their grounds which forced M.C. High to appeal to the circuit
court which ruled in their favor. The matter was then sued in the
Appeal Court where the IHSA did not act, and the Supreme
Court was sort, and they also upheld the judgment of allowing
M.C High back into the game. After the whole situation, IHSA
did not act according to the decision reached by the three
courts. Instead, Illinois High School Association started by
suspending games during that year after which they canceled all
the matches for that year. One claim led to all schools having no
chance to participate in the tournament that year.
Extenuating circumstances
From this case, the special conditions are seen in the statement
of the bylaws. The bylaw 5.162 gives a general view about
participation. It does not clarify the participants. There is no
distinct difference given between varsity wrestlers and junior
varsity wrestlers. On the other hand, bylaws pertaining the
number of events only highlight about varsity wrestlers where
for a team to qualify for a game, varsity grade is compulsory.
IHSA should have considered these contradictions on
participation and number of games in the bylaws before
prohibiting M.C. High from the contest.
Judgment
Considering the categorical, consequential, and existentialism
ethical maxims, the Illinois High School Association was
wrong, inauthentic and did a bad thing. First, they failed to
honor the law, and it was the reason they had disqualified M.C
High from playing the game. They were unable to follow the
ruling from three courts. They claimed that M.C High had failed
to follow the rules and did not pursue it either. It is even more
saddening to notice that the bylaws set by IHSA were not as
accurate as they were often misunderstood. Secondly, failing to

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