Leadership is defined as the process of influencing individuals to achieve a common goal. Leaders provide vision and direction to an organization, while managers focus on tasks like scheduling and organizing. Leaders can be appointed or emerge from within a group. Approaches to studying leadership include traits, behaviors, situations, and interactions between leaders and followers. Effective leadership depends on both personal characteristics and situational factors. Coaching behaviors have consequences for athlete satisfaction, team cohesion, and performance.
This document discusses leadership in sport. It defines leadership and distinguishes between leaders and managers. Leaders provide vision and direction while managers focus on organization and logistics. Leaders can be appointed or emerge naturally from a group. Effective leaders ensure goals are met and group needs are satisfied. Approaches to studying leadership include traits, behaviors, situations, and their interactions. The multidimensional model of sport leadership proposes that leader effectiveness depends on athlete and situational characteristics. Research shows that coaching style influences outcomes like satisfaction, cohesion, motivation and performance. Developing leadership in athletes through sport can provide skills, work ethic, people skills and tactical knowledge. Situational factors also impact which leadership styles are most effective.
This document discusses group and team dynamics in sports. It covers theories of group development including linear, cyclical, and pendular perspectives. It describes the importance of group structure including roles, norms, and modifying norms. It discusses creating effective team climate through social support, proximity, distinctiveness, and fairness. It also covers individual and team performance, social loafing, enhancing peer relationships and desire for group success. Finally, it discusses transition and disengagement for teams.
This document discusses leadership in sport. It defines leadership and distinguishes between leaders and managers. Leaders provide vision and direction while managers focus on organization and logistics. Leaders can be appointed or emerge naturally from a group. Effective leaders ensure goals are met and group needs are satisfied. Approaches to studying leadership include traits, behaviors, situations, and their interactions. The multidimensional model of sport leadership proposes that leader effectiveness depends on athlete and situational characteristics. Research shows that coaching style influences outcomes like athlete satisfaction, team cohesion, and performance. Developing high skill, work ethic, relationships, and knowledge are outcomes of athlete leadership development through sport.
This document discusses competition and cooperation. It defines competition as a social process where performance is compared to others, while cooperation is evaluated based on collective group achievement. Psychological studies show that competition can increase motivation but also lead to aggression, while cooperation generally produces better results. Whether competition is good or bad depends on the social environment. The document provides guidelines for balancing competitive and cooperative efforts, such as incorporating both into games and focusing on group goals to reduce rivalry.
Here is an analysis of a principal I worked with using the factors of transformational leadership:
The principal displayed idealized influence through being a role model who built trust. She was honest, ethical and led by example with integrity. Followers respected her principles and values.
She provided inspirational motivation by communicating high expectations and using symbols to focus efforts on student achievement. She helped staff believe in their ability to succeed and meet challenging goals.
The principal stimulated intellectual curiosity by encouraging innovation and creativity. She supported new ideas and questioned assumptions to address problems from different perspectives.
She paid attention to individual needs through mentoring and coaching. The principal knew staff members personally and supported their development, growth and desires for advancement.
This presentation discusses coaching ethics and ethical dilemmas. It begins with defining coaching ethics and ethical dilemmas. An example of a sports medicine ethical dilemma is presented where a semi-pro athlete suffers a serious concussion and wants to continue playing despite medical advice. The presentation explores factors and issues in the dilemma, possible solutions, and reflects on how coaches can apply ethics to dilemmas and develop their coaching philosophy.
This document discusses leadership and followership. It defines leadership as a process where an individual influences others towards a common goal. Leadership increases performance, productivity and profitability. Followers are partners with leaders in shaping goals and purposes. Research shows teams outperform individuals by providing complementary roles. The document then discusses various leadership styles, traits, qualities and challenges. It emphasizes that good leaders are both ethical and effective.
The document discusses key concepts related to group behavior in organizations. It defines what a group is and describes different types of groups like functional, cross-functional, project, and virtual groups. It explains the typical stages of group development from forming to storming, norming, and performing. Important group concepts discussed include roles, norms, status, cohesiveness, communication roles, decision-making styles, and conflict resolution methods.
This document discusses leadership in sport. It defines leadership and distinguishes between leaders and managers. Leaders provide vision and direction while managers focus on organization and logistics. Leaders can be appointed or emerge naturally from a group. Effective leaders ensure goals are met and group needs are satisfied. Approaches to studying leadership include traits, behaviors, situations, and their interactions. The multidimensional model of sport leadership proposes that leader effectiveness depends on athlete and situational characteristics. Research shows that coaching style influences outcomes like satisfaction, cohesion, motivation and performance. Developing leadership in athletes through sport can provide skills, work ethic, people skills and tactical knowledge. Situational factors also impact which leadership styles are most effective.
This document discusses group and team dynamics in sports. It covers theories of group development including linear, cyclical, and pendular perspectives. It describes the importance of group structure including roles, norms, and modifying norms. It discusses creating effective team climate through social support, proximity, distinctiveness, and fairness. It also covers individual and team performance, social loafing, enhancing peer relationships and desire for group success. Finally, it discusses transition and disengagement for teams.
This document discusses leadership in sport. It defines leadership and distinguishes between leaders and managers. Leaders provide vision and direction while managers focus on organization and logistics. Leaders can be appointed or emerge naturally from a group. Effective leaders ensure goals are met and group needs are satisfied. Approaches to studying leadership include traits, behaviors, situations, and their interactions. The multidimensional model of sport leadership proposes that leader effectiveness depends on athlete and situational characteristics. Research shows that coaching style influences outcomes like athlete satisfaction, team cohesion, and performance. Developing high skill, work ethic, relationships, and knowledge are outcomes of athlete leadership development through sport.
This document discusses competition and cooperation. It defines competition as a social process where performance is compared to others, while cooperation is evaluated based on collective group achievement. Psychological studies show that competition can increase motivation but also lead to aggression, while cooperation generally produces better results. Whether competition is good or bad depends on the social environment. The document provides guidelines for balancing competitive and cooperative efforts, such as incorporating both into games and focusing on group goals to reduce rivalry.
Here is an analysis of a principal I worked with using the factors of transformational leadership:
The principal displayed idealized influence through being a role model who built trust. She was honest, ethical and led by example with integrity. Followers respected her principles and values.
She provided inspirational motivation by communicating high expectations and using symbols to focus efforts on student achievement. She helped staff believe in their ability to succeed and meet challenging goals.
The principal stimulated intellectual curiosity by encouraging innovation and creativity. She supported new ideas and questioned assumptions to address problems from different perspectives.
She paid attention to individual needs through mentoring and coaching. The principal knew staff members personally and supported their development, growth and desires for advancement.
This presentation discusses coaching ethics and ethical dilemmas. It begins with defining coaching ethics and ethical dilemmas. An example of a sports medicine ethical dilemma is presented where a semi-pro athlete suffers a serious concussion and wants to continue playing despite medical advice. The presentation explores factors and issues in the dilemma, possible solutions, and reflects on how coaches can apply ethics to dilemmas and develop their coaching philosophy.
This document discusses leadership and followership. It defines leadership as a process where an individual influences others towards a common goal. Leadership increases performance, productivity and profitability. Followers are partners with leaders in shaping goals and purposes. Research shows teams outperform individuals by providing complementary roles. The document then discusses various leadership styles, traits, qualities and challenges. It emphasizes that good leaders are both ethical and effective.
The document discusses key concepts related to group behavior in organizations. It defines what a group is and describes different types of groups like functional, cross-functional, project, and virtual groups. It explains the typical stages of group development from forming to storming, norming, and performing. Important group concepts discussed include roles, norms, status, cohesiveness, communication roles, decision-making styles, and conflict resolution methods.
The document discusses various theories of leadership behavior and its impact on leadership effectiveness. It covers the four-factor theory of leadership, contingency theory, path-goal theory, and how leader behaviors like self-sacrifice and consideration influence outcomes like employee satisfaction, grievances, and performance. Theories indicate that different leadership styles and behaviors are effective depending on the context and needs of followers.
This document discusses cultural control and diversity in organizations. It covers topics like cultural control, organizational socialization, ideology, diversity perspectives, and managing diversity. The key points are:
1) Organizational culture arises from complex forces and is difficult for managers to control directly, though they can influence values through vision statements and socialization.
2) Diversity increases alternative perspectives that can challenge dominant ideologies. As demographics change, organizational cultures must adapt.
3) Traditional diversity perspectives view it as a means to increase productivity, while newer approaches emphasize valuing all individuals and perspectives.
Group relationships can be understood from traditional, interpretive, and critical perspectives. The traditional perspective focuses on communication competence in groups and views groups as organizational subsystems like quality circles, focus groups, and task forces. The interpretive perspective sees groups as social constructs defined by permeable boundaries and interdependence with contexts. Groups develop norms that influence conformity and sense-making around values and decision-making. The critical perspective, like Giddens' structuration theory, sees social structures as both enabling and constraining human action in a reciprocal relationship.
This document discusses different leadership styles including intellectual, autocratic, democratic, charismatic, transformational, and transactional leadership. It also discusses theories of leadership including the trait theory, managerial grid theory, and situational leadership model. The group members for this project are Himani, Jaskirat, and Harleen.
Groups can be formal or informal, and consist of two or more individuals interacting to achieve goals. Formal groups include command, task, and committee groups defined by an organization's structure, while informal groups like friendships and interest groups are created by mutual consent. Groups develop over five stages from forming to adjourning. They have properties like roles that define expected behaviors, norms setting rules for behavior, and status representing esteem. Group behavior refers to the observable attitudes, feelings, and thoughts of a collection of people, guided by rules to develop cooperation and leadership skills while bringing benefits like constructive decision making and generating peace.
Ob i - foundations of group behavior-workteams-organizational stressShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
The document discusses groups and teams in organizational settings. It defines groups as two or more individuals interacting to accomplish a common goal, while teams have interdependent members fully committed to achieving shared goals. Groups and teams share characteristics like structure and roles. Key differences are that teams have complementary skills, collaborative cultures, and synergistic performance exceeding members' individual contributions. The stages of group development are forming, storming, norming, performing, and adjourning. Group cohesion and norms influence member behavior. Strategies to increase cohesion include clarifying goals and increasing interaction.
The document discusses three major theories of leadership behavior: the Ohio State studies, University of Michigan studies, and the Managerial Grid model. The Ohio State and Michigan studies identified two dimensions of leadership behavior: task-oriented and relationship-oriented. Relationship-oriented behaviors focus on trust, participation, and support, while task-oriented behaviors emphasize goal-setting and direction. The Managerial Grid identifies five leadership styles based on concern for production and people, ranging from indifferent to team leadership. Team leadership, with high concern for both tasks and relationships, is considered the most effective style.
The document discusses the influence of different leadership styles of principals on student academic achievement. It describes the autocratic, laissez-faire, and democratic leadership styles. The autocratic style negatively impacts achievement because it is harshly detested by teachers and students. The laissez-faire style has little influence as tasks are left to teachers without follow up. In contrast, the democratic style positively influences achievement as it motivates teachers through support, teamwork and participation in decision making.
1. Healthcare workers must function as team members and work with diverse groups, as quality care depends on the ability to collaborate.
2. Formal and informal leadership roles are assumed within healthcare teams. Effective leaders organize discussions, delegate tasks, and maintain a positive outlook.
3. When team members do not work together effectively, patient care suffers. Teams require consensus-building and consideration of all members' perspectives to be productive.
The document discusses key concepts relating to groups and group behavior. It defines groups and describes different types of groups. It then covers five properties of groups: roles, norms, status, size, and cohesiveness. For each property, it provides details on how they impact and influence group behavior. It also discusses models of group development and decision-making techniques used by groups.
The document discusses the shift in a leader's role from boss to partner and coach. It describes four leadership styles that vary in direction and support provided: directing, coaching, supporting, and delegating. Coaching is characterized by high direction and support, where the leader explains decisions, solicits input, provides feedback, and directs tasks while considering the individual's input.
Visionary leaders cultivate and communicate a shared vision, act with moral purpose to empower followers and raise them to higher levels, and foster resonance by valuing others and creating a positive environment where sustainable change can occur through developing new hierarchies and leadership within. Excellent schools have strong cultures with clear purposes that engage inhabitants in decision-making without self-interest, and leaders consistently call on teachers to do right things that prioritize values over self-interest.
Development of my personal leadership model in the context of the current healthcare environment. Part of the requirements of the Doctor of Leadership (DEL) Program at the University of Charleston School of Business.
Mba i ob u 3.3 foundations of group behaviorRai University
This document provides an overview of key concepts relating to group behavior and dynamics in organizational settings. It defines groups and different types of groups. It then covers five stages of group development, how roles change over time, how norms and status influence behavior, the impact of group size, and the benefits and drawbacks of cohesive groups. The document also contrasts individual versus group decision making, and evaluates different types of meeting groups.
This document summarizes key concepts about group behavior from a chapter in an organizational behavior textbook. It defines groups and different types of groups, examines the five stages of group development and five properties of groups including roles, norms, status, size, and cohesiveness. It also discusses how norms and status can influence individual behavior within groups and contrasts the strengths and weaknesses of group decision-making versus individual decision-making. Finally, it evaluates evidence on cultural differences in groups and the effects of diversity on group performance and decision-making.
The document discusses various aspects of group behavior and decision making in organizations. It defines formal and informal groups, and explores reasons why people join groups like security, status, and goal achievement. It examines models of group development including forming, storming, norming, performing and adjourning. It also discusses factors like roles, norms, status, size and cohesiveness that influence group dynamics and decision making processes. Different techniques for group decision making are compared in terms of their effectiveness.
Groups form when two or more people come together around shared goals. Groups can be either formal, with established rules and hierarchies, or informal, consisting of personal relationships. People join groups for reasons like security, affiliation, power to achieve goals, self-esteem, and status. Effective groups develop norms, roles, cohesion, and ways to make decisions together. Studying group behavior provides insights into how relationships form and how to organize, lead, and develop groups.
The document discusses the classification and structure of joints in the human body. It describes three main types of joints: synarthroses which are immovable; amphiarthroses which allow slight movement; and diarthroses which are freely movable. Diarthroses, also called synovial joints, are comprised of articular cartilage, an articular capsule filled with synovial fluid, and associated bursae. Six types of synovial joints are described.
The document discusses creating assessments in physical education. It covers domains of learning including cognitive, motor, and affective. It also discusses the principles of fair, valid, reliable, and objective assessments. The document provides examples for each principle and instructs teachers to divide into groups to create assessments for skills like shooting a basketball based on the principles discussed.
The document discusses various theories of leadership behavior and its impact on leadership effectiveness. It covers the four-factor theory of leadership, contingency theory, path-goal theory, and how leader behaviors like self-sacrifice and consideration influence outcomes like employee satisfaction, grievances, and performance. Theories indicate that different leadership styles and behaviors are effective depending on the context and needs of followers.
This document discusses cultural control and diversity in organizations. It covers topics like cultural control, organizational socialization, ideology, diversity perspectives, and managing diversity. The key points are:
1) Organizational culture arises from complex forces and is difficult for managers to control directly, though they can influence values through vision statements and socialization.
2) Diversity increases alternative perspectives that can challenge dominant ideologies. As demographics change, organizational cultures must adapt.
3) Traditional diversity perspectives view it as a means to increase productivity, while newer approaches emphasize valuing all individuals and perspectives.
Group relationships can be understood from traditional, interpretive, and critical perspectives. The traditional perspective focuses on communication competence in groups and views groups as organizational subsystems like quality circles, focus groups, and task forces. The interpretive perspective sees groups as social constructs defined by permeable boundaries and interdependence with contexts. Groups develop norms that influence conformity and sense-making around values and decision-making. The critical perspective, like Giddens' structuration theory, sees social structures as both enabling and constraining human action in a reciprocal relationship.
This document discusses different leadership styles including intellectual, autocratic, democratic, charismatic, transformational, and transactional leadership. It also discusses theories of leadership including the trait theory, managerial grid theory, and situational leadership model. The group members for this project are Himani, Jaskirat, and Harleen.
Groups can be formal or informal, and consist of two or more individuals interacting to achieve goals. Formal groups include command, task, and committee groups defined by an organization's structure, while informal groups like friendships and interest groups are created by mutual consent. Groups develop over five stages from forming to adjourning. They have properties like roles that define expected behaviors, norms setting rules for behavior, and status representing esteem. Group behavior refers to the observable attitudes, feelings, and thoughts of a collection of people, guided by rules to develop cooperation and leadership skills while bringing benefits like constructive decision making and generating peace.
Ob i - foundations of group behavior-workteams-organizational stressShivkumar Menon
Organizational Behavior I as part of the XLRI VIL Syllabus
The areas captured are relevant in today's context at the workplace. The concepts and applications delve on people, organization, structure and how behavior of employees and leaders in organizations bring efficiency and effectivity.
The document discusses groups and teams in organizational settings. It defines groups as two or more individuals interacting to accomplish a common goal, while teams have interdependent members fully committed to achieving shared goals. Groups and teams share characteristics like structure and roles. Key differences are that teams have complementary skills, collaborative cultures, and synergistic performance exceeding members' individual contributions. The stages of group development are forming, storming, norming, performing, and adjourning. Group cohesion and norms influence member behavior. Strategies to increase cohesion include clarifying goals and increasing interaction.
The document discusses three major theories of leadership behavior: the Ohio State studies, University of Michigan studies, and the Managerial Grid model. The Ohio State and Michigan studies identified two dimensions of leadership behavior: task-oriented and relationship-oriented. Relationship-oriented behaviors focus on trust, participation, and support, while task-oriented behaviors emphasize goal-setting and direction. The Managerial Grid identifies five leadership styles based on concern for production and people, ranging from indifferent to team leadership. Team leadership, with high concern for both tasks and relationships, is considered the most effective style.
The document discusses the influence of different leadership styles of principals on student academic achievement. It describes the autocratic, laissez-faire, and democratic leadership styles. The autocratic style negatively impacts achievement because it is harshly detested by teachers and students. The laissez-faire style has little influence as tasks are left to teachers without follow up. In contrast, the democratic style positively influences achievement as it motivates teachers through support, teamwork and participation in decision making.
1. Healthcare workers must function as team members and work with diverse groups, as quality care depends on the ability to collaborate.
2. Formal and informal leadership roles are assumed within healthcare teams. Effective leaders organize discussions, delegate tasks, and maintain a positive outlook.
3. When team members do not work together effectively, patient care suffers. Teams require consensus-building and consideration of all members' perspectives to be productive.
The document discusses key concepts relating to groups and group behavior. It defines groups and describes different types of groups. It then covers five properties of groups: roles, norms, status, size, and cohesiveness. For each property, it provides details on how they impact and influence group behavior. It also discusses models of group development and decision-making techniques used by groups.
The document discusses the shift in a leader's role from boss to partner and coach. It describes four leadership styles that vary in direction and support provided: directing, coaching, supporting, and delegating. Coaching is characterized by high direction and support, where the leader explains decisions, solicits input, provides feedback, and directs tasks while considering the individual's input.
Visionary leaders cultivate and communicate a shared vision, act with moral purpose to empower followers and raise them to higher levels, and foster resonance by valuing others and creating a positive environment where sustainable change can occur through developing new hierarchies and leadership within. Excellent schools have strong cultures with clear purposes that engage inhabitants in decision-making without self-interest, and leaders consistently call on teachers to do right things that prioritize values over self-interest.
Development of my personal leadership model in the context of the current healthcare environment. Part of the requirements of the Doctor of Leadership (DEL) Program at the University of Charleston School of Business.
Mba i ob u 3.3 foundations of group behaviorRai University
This document provides an overview of key concepts relating to group behavior and dynamics in organizational settings. It defines groups and different types of groups. It then covers five stages of group development, how roles change over time, how norms and status influence behavior, the impact of group size, and the benefits and drawbacks of cohesive groups. The document also contrasts individual versus group decision making, and evaluates different types of meeting groups.
This document summarizes key concepts about group behavior from a chapter in an organizational behavior textbook. It defines groups and different types of groups, examines the five stages of group development and five properties of groups including roles, norms, status, size, and cohesiveness. It also discusses how norms and status can influence individual behavior within groups and contrasts the strengths and weaknesses of group decision-making versus individual decision-making. Finally, it evaluates evidence on cultural differences in groups and the effects of diversity on group performance and decision-making.
The document discusses various aspects of group behavior and decision making in organizations. It defines formal and informal groups, and explores reasons why people join groups like security, status, and goal achievement. It examines models of group development including forming, storming, norming, performing and adjourning. It also discusses factors like roles, norms, status, size and cohesiveness that influence group dynamics and decision making processes. Different techniques for group decision making are compared in terms of their effectiveness.
Groups form when two or more people come together around shared goals. Groups can be either formal, with established rules and hierarchies, or informal, consisting of personal relationships. People join groups for reasons like security, affiliation, power to achieve goals, self-esteem, and status. Effective groups develop norms, roles, cohesion, and ways to make decisions together. Studying group behavior provides insights into how relationships form and how to organize, lead, and develop groups.
The document discusses the classification and structure of joints in the human body. It describes three main types of joints: synarthroses which are immovable; amphiarthroses which allow slight movement; and diarthroses which are freely movable. Diarthroses, also called synovial joints, are comprised of articular cartilage, an articular capsule filled with synovial fluid, and associated bursae. Six types of synovial joints are described.
The document discusses creating assessments in physical education. It covers domains of learning including cognitive, motor, and affective. It also discusses the principles of fair, valid, reliable, and objective assessments. The document provides examples for each principle and instructs teachers to divide into groups to create assessments for skills like shooting a basketball based on the principles discussed.
The document summarizes preliminary results from 580 survey responses, including breakdowns by gender, athlete status, year in school, and moral reasoning scores. Key findings include:
- Athletes had lower moral reasoning scores than non-athletes.
- Females, juniors, and seniors tended to have higher moral reasoning scores overall.
- Freshman and sophomore scores were comparable to high school students from 15 years ago, supporting the theory of extended adolescence in college students.
- Further qualitative interviews are planned to explore the relationship between sport, moral development, and major of study.
1) The study surveyed over 500 college students to examine moral reasoning using the HBVCI and DIT-2 instruments.
2) Results showed that students majoring in sport science or who were current athletes scored significantly lower on both instruments compared to other majors.
3) Specifically, sport science/athletes scored in the mid-50s on the HBVCI, reflecting a junior high level of moral reasoning focused on self-interest. Their DIT-2 scores were also lower and focused more on personal interests versus post-conventional reasoning.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
1) Various theories of leadership are discussed including trait, social learning, and interactional approaches. Effective leadership emerges from both innate abilities and learned skills.
2) Two main leadership styles are described - autocratic which focuses on tasks, and democratic which focuses on relationships. A laissez-faire style is also mentioned.
3) Chelladurai's multidimensional model of sport leadership identifies antecedents that influence leader behavior including situational characteristics, leader characteristics, and group member characteristics. It also describes required, actual, and preferred behaviors.
1) The document discusses various approaches to leadership in sports, including trait-based approaches, behavioral approaches, and models focusing on coaches, athletes, and relationships.
2) It examines tools for assessing coach and athlete leadership, such as the Leadership Scale for Sports and Multifactor Leadership Questionnaire.
3) The document also covers characteristics of effective athlete leadership, and notes that developing leadership skills is important for enhancing individual and team performance in sports.
There are different theories of leadership, including trait, behavioral, contingency, and emerging approaches. Trait theories attempt to identify consistent traits of leaders but have had limited success. Behavioral theories focus on identifying critical leadership behaviors that can be taught. Contingency theories emphasize that effective leadership depends on matching the leader's style to situational factors. Emerging approaches include charismatic, visionary, transformational, and team leadership. Effective leadership requires skills like communication, trust-building, and adapting style to employee and situational needs.
Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential."
This document outlines a leadership training session that covers:
- Definitions of leadership and why it is important
- Common traits and skills of effective leaders according to various theories
- Key leadership theories including functional, behavioral, situational, transformational
- The main responsibilities of a team leader in guiding team members, setting objectives and structure, and focusing on performance
- The differences between responsibility and accountability, and how a leader's authority is tied to their accountability
- Exercises for participants to reflect on leadership examples, traits of admired leaders, and authority issues they have faced
- Developing an action plan to improve one's own leadership skills and strengths
The document discusses motivation in sports. It defines motivation and its components of direction and intensity. It explores various approaches to understanding motivation, including personal, trait-centered, and situation-centered views. An interactional view is presented where motivation is determined by the interaction between situational and trait factors. Major motives for sport participation are improving skills, having fun, and developing fitness. Intrinsic and extrinsic motivation are compared, and guidelines for building motivation are outlined. Finally, several theories of achievement motivation are listed.
This document discusses various theories and concepts related to leadership. It begins by defining a leader and leadership, and distinguishing between leaders and managers. It then covers historically important early studies on leadership from Ohio State, Michigan, and Iowa. The document outlines several traditional theories of leadership including great man theory, trait theory, and contingency theory. It also summarizes modern theories like transformational, transactional, and authentic leadership. Finally, it discusses different leadership styles, substitutes for leadership, and approaches to developing effective leaders.
This document outlines an agenda for a leadership skills session. It will discuss definitions of leadership, key leadership theories, traits and skills of effective leaders, and the roles and responsibilities of team leaders. Participants will do exercises to identify leadership traits they admire, discuss examples of strong/weak leadership, and examine a team leader job description. It will also cover situational leadership theory, ethical leadership, improving leadership skills, and performing a self-assessment to develop a leadership action plan.
My Ethics paper had a main focus on Sports Management and transitioning to coaching and learning techniques. I want to know more within the coaching field, because this is what I want to do in the future, but before jumping in I needed to know the bases first, which this paper helped me find those key platforms.
This document outlines the objectives and content of a leadership training session. The session will cover definitions of leadership, key leadership theories and traits, and the roles and responsibilities of a team leader. Participants will engage in group exercises to identify leadership traits they admire in others and the responsibilities of a team leader role. The session will also discuss the differences between accountability, responsibility, and authority as they relate to a team leader position. Participants will be guided in developing a personal action plan to improve their own leadership skills and abilities.
This document discusses various theories and styles of leadership. It covers:
1) Different leadership styles including autocratic, bureaucratic, democratic, and laissez-faire.
2) Theories of leadership such as the Great Man theory, behavioral theories, and two-dimensional theories.
3) Frameworks for leadership including Tannenbaum and Schmidt's continuum of leadership styles and Likert's system of management.
4) Key aspects of leadership like developing vision, building teams, communicating goals, and motivating followers.
This document discusses leadership skills and theories. It addresses what leadership is, identifies traits and skills of effective leaders, and examines key leadership theories like trait theory, behavioral theory, and transformational theory. It also discusses the roles and responsibilities of team leaders in the workplace, including guiding team members, setting objectives, and clarifying roles. The document emphasizes developing one's own leadership potential through self-assessment, getting feedback, and creating an action plan to improve skills.
Perception’S Of Leadership In The Sports Realmdonaldrbigelow
This document discusses perceptions of leadership in sports from the perspectives of athletes and coaches. It provides an overview of definitions of leadership and then outlines views on leadership from athletes, such as the traits they look for in a captain like working hard and leading by example. The document also discusses coaches' views, such as the importance of communication and preparing players. It concludes by noting that effective leadership is seen as vital for achievement and team cohesion in sports and is transferable to daily life.
This document discusses leadership and followership. It defines leadership as guiding others to achieve results, while followership involves being directed by a leader. The document outlines several theories of leadership, including trait, behavioral, contingency, and transformational theories. It also discusses leadership styles like autocratic, democratic, and laissez-faire. Overall, the document provides an overview of concepts and theories related to both leadership and followership.
The document discusses various leadership styles and theories. It describes the differences between leading and managing, sources of power in organizations, and traits of effective leaders. It also summarizes several leadership theories including path-goal theory, charismatic leadership, transformational leadership, and contingency theory. Key leadership styles discussed are supervisory, strategic, autocratic, democratic, and laissez-faire.
This document discusses theories of leadership in sports. It describes Chelladurai's theory of leadership, which identifies three categories of antecedents that influence a leader's behavior: situational factors, leader characteristics, and member characteristics. It also identifies three categories of leader behavior: actual behavior, preferred behavior, and required behavior. The interaction of these behaviors and antecedents is predicted to influence performance and satisfaction. A second theory, the Leadership Behavior in Sport (LBS) model, focuses on the perceptions of coaches and players and links specific coaching behaviors like praise and encouragement to positive player outcomes.
Leadership can be defined in several ways but generally refers to influencing and guiding others towards achieving group goals. An effective leader develops responsibility in subordinates, motivates employees, makes and implements decisions, uses authority for good of the organization, and handles groups well. There are different leadership styles such as autocratic, where the leader centralizes decision-making; participative, where the leader consults subordinates; and laissez-faire, where the leader delegates all authority. The most appropriate leadership style depends on forces within the manager, subordinates, and the situation.
This chapter discusses personality and its relationship to sport performance. It defines personality as the unique characteristics that make a person who they are, which can be understood through examining psychological core, typical responses, and role-related behavior. Several approaches to studying personality are described, including trait, situational, interactional, and phenomenological approaches. Research findings show some relationship between personality and performance, though no definitive profile exists. Cognitive strategies, like mental preparation and coping with adversity, differentiate more successful from less successful athletes.
This document discusses different models of leadership, including:
1. The traits model, which identifies four traits common in successful leaders: intelligence, maturity, inner motivation, and being employee-centered. However, the traits model does not consistently identify patterns among leaders.
2. The behavioral model, which focuses on what leaders do and how they achieve goals through task-centered relationships and being considerate of employees' goals.
3. The situational model by Hersey and Blanchard, which suggests leaders adjust their directive and supportive styles based on followers' ability and willingness to perform tasks. This allows leaders to tailor their style to the situation.
3. What Is Leadership?
Leadership is “the process whereby an individual
influences a group of individuals to achieve a
common goal”
(Northhouse, 2001, p. 3).
4. Leaders Versus Managers
A manager takes care of such things as scheduling,
budgeting, and organizing.
A leader provides vision and is more concerned with the
direction of an organization, including its goals and
objectives.
5. How Leaders Are Chosen
Appointed or prescribed leaders are individuals appointed
by some authority to a leadership position (e.g., health club
manager, coach, head athletic trainer).
Emergent leaders are individuals who emerge from a group
and take charge (e.g., captain of an intramural team,
student leader of an exercise class).
8. The Trait Approach
Key question: What personality characteristics are common in great
leaders?
Results: Leaders have a variety of personality characteristics. There is
no particular set of personality traits that make a leader successful.
9. The Behavioral Approach
Key question: What are the universal behaviors (not traits) of effective
leaders?
Leaders in nonsport settings: Successful leaders use both consideration
(focus on friendship, mutual trust, respect) and initiating (focus on rules,
goals, and objectives) structures.
(continued)
10. The Behavioral Approach
(continued)
Leaders in sport—instruction and demonstration :
Effective coaches focus on the positive while providing clear
feedback and technical instruction.
Coaches versus peer leaders
Coaches exhibit mostly training and instruction and autocratic behavior.
Peer leaders display social support, positive feedback, and democratic
behavior.
(continued)
11. The Behavioral Approach
(continued)
Leaders in sport—reactive and spontaneous behaviors
CBAS (Coaching Behavior Assessment System)
Facilitating positive coaching behaviors (frequent use of
reinforcement and mistake-contingent encouragement) ensures
greater enjoyment, higher self-esteem, and lower dropout rates in
young athletes.
12. Behavioral Guidelines for
Coaches
On the basis of 25 years of research, Smoll and Smith (2001) provide some
guidelines for coaching young athletes:
Do provide reinforcement immediately after positive behaviors and reinforce
effort as much as results.
Do give encouragement and corrective instruction immediately after
mistakes. Emphasize what the athlete did well, not what the athlete did
poorly.
(continued)
13. Behavioral Guidelines for
Coaches (continued)
Don’t punish when athletes make a mistake. Fear of failure is reduced if you
work to reduce fear of punishment.
Don’t give corrective feedback in a hostile, demeaning, or harsh manner;
that is likely to increase frustration and build resentment.
Do maintain order by establishing clear expectations. Use positive
reinforcement to strengthen the correct behaviors rather than punishment of
incorrect behaviors.
(continued)
14. Behavioral Guidelines for
Coaches (continued)
Don’t get into the position of having to constantly nag or threaten athletes to
prevent chaos.
Do use encouragement selectively so that it is meaningful. Encourage effort
but don’t demand results.
Do provide technical instruction in a clear, concise manner and demonstrate
how to perform the skill whenever possible.
(continued)
15. The Situational Approach
Effective leadership is much more dependent on
characteristics of the situation than on the traits and
behaviors of the leaders in those situations.
Not widely endorsed by itself, but it was important in
facilitating our understanding of leadership because it
showed that situational features have a major influence on
leader success.
16. The Interactional Approach
Personal and situational factors need to be considered in order to understand
effective leadership.
Implications
No one set of characteristics ensures successful leaders (but
characteristics are important).
Effective leader styles or behaviors fit the specific situation.
Leadership styles can be changed.
(continued)
18. Cognitive–Mediational Model
of Sport Leadership
Coach leadership behaviors are a function of their own
personal characteristics, which are mediated by situational
factors and the meaning athletes attribute to those coaching
behaviors.
20. The Multidimensional Model
of Sport Leadership
Leader effectiveness in sport can vary depending on the
characteristics of the athletes and constraints of the
situation.
Optimal performance and satisfaction are achieved when a
leader’s required, preferred, and actual behaviors are
consistent.
23. Antecedents of Leadership
(continued)
Age and maturing
Older, more athletically mature athletes prefer coaches who are
more autocratic and socially supportive.
Preferences for training and instruction behavior decrease from
early to senior high school but increase again at the university level.
(continued)
24. Antecedents of Leadership
(continued)
Gender: Males prefer training and instructive behaviors and
an autocratic coaching style. Females prefer democratic
and participatory coaching that allows them to make
decisions.
Nationality: Cultural background may influence leadership
preferences (e.g., United States, Britain, Canada, Japan).
(continued)
25. Antecedents of Leadership
(continued)
Type of sport: Participants in highly interactive
sports (e.g., volleyball players) prefer an autocratic
style more than participants in coaching sports
(e.g., bowling) do.
(continued)
26. Antecedents of Leadership
(continued)
Psychological characteristics
Athletes with internal locus of control show a strong preference for
training and instruction, while athletes with external locus of control
prefer more autocratic behaviors.
Females high in trait anxiety prefer more positive and social support
behaviors than their counterparts with low trait anxiety.
28. Consequences of Leadership
(continued)
Satisfaction
Coach–athlete compatibility in decision style,
generous social support of the coach,
rewarding, and democratic decisions are
generally associated with higher satisfaction of
athletes.
Team sport athletes find positive coaching
behaviors even more important than individual
(continued)
sport athletes do.
29. Consequences of Leadership
(continued)
Cohesion
Coaches high in training and instruction, democratic behavior,
social support, and positive feedback and low in autocratic
behaviors have teams with greater cohesion.
Exercise leaders exhibiting more task-related behaviors and
providing task-specific reinforcement were associated with more
cohesive exercise groups.
(continued)
30. Consequences of Leadership
(continued)
Performance: Losing teams need more
social support from their leaders to
sustain motivation.
(continued)