Gender (Dis)Similarity in Mentorship Among Intercollegiate Coaches: Implications for Leader Development

2020 ◽  
pp. 1-9
Author(s):  
Moe Machida-Kosuga
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Leader Development ◽  
Gender Composition ◽  
Head Coaches ◽  
Head Coach ◽  
Female Head ◽  
Assistant Coaches ◽  
Assistant Coach

Mentoring has been identified as an important antecedent for coaches’ professional and leadership development. I examined how the gender composition of head coach and assistant coach mentorship moderates the relationship between the quality of mentorship and assistant coaches’ leadership skills. The participants were 239 pairs of assistant and head coaches in U.S. college sports. The assistant coaches assessed the quality of mentorship with their head coaches, while the head coaches assessed their assistant coaches’ leadership skills. Mentorship quality was generally related to assistant coaches’ leadership skills, yet the relationships were positive and significant for dyads that involve female head coaches and not significant for dyads that involve male head coaches. The results indicate that gender composition may need to be considered in increasing the effectiveness of coaches’ mentorship. The findings inform the current practices in the implementation of mentoring for coaches’ leader development.

Cross-Domain Relationships with Assistant and Head Coaches: Comparing Levels and Correlates

2016 ◽  
Vol 3 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Cheryl P. Stuntz
Keyword(s):  
Female Athletes ◽  
Collegiate Athletes ◽  
Head Coaches ◽  
Sport Commitment ◽  
Female Head ◽  
Assistant Coaches ◽  
Cross Domain ◽  
Sport Type ◽  
Male Head ◽  
Assistant Coach

Cross-domain relationships (CDRs) involve coaches knowing and caring about aspects of athletes’ lives beyond the sport context (e.g., family, school, relationships). Purposes of the current study included (a) comparing athletes’ levels of cross-domain relationships with head and assistant coaches, (b) evaluating gender, roster size, and sport type as correlates of CDRs with head and assistant coaches, and (c) examining relationships between CDRs with head and assistant coaches and motivational variables. Collegiate athletes (N = 294, 139 male, 155 female) completed surveys assessing study constructs. Results indicated that levels of CDRs with head coaches and assistant coaches did not differ. Male athletes had stronger CDRs with head coaches than female athletes did. While female athletes with female head coaches had moderate levels of CDRs with head coaches regardless of assistant coach gender, female athletes with male head coaches had stronger CDRs with head coaches when the assistant coach was female than when the assistant coach was male. Stronger CDRs with head coaches were related to greater perceived competence, enjoyment, and sport commitment, while CDRs with assistant coaches were not related. Findings suggest that researchers should not assume that CDRs with assistant and head coaches are similarly related to athletes’ motivational outcomes.

Head Coaches’ Perceptions on the Roles, Selection, and Development of the Assistant Coach

2014 ◽  
Vol 1 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Scott Rathwell ◽  
Gordon A. Bloom ◽  
Todd M. Loughead
Keyword(s):  
Head Coaches ◽  
Skill Sets ◽  
Roles And Responsibilities ◽  
Football Coaches ◽  
Assistant Coaches ◽  
Sources Of Knowledge ◽  
External Sources ◽  
And Behaviors ◽  
Assistant Coach ◽  
External Sources Of Knowledge

The purpose of the study was to gain an in-depth understanding of the characteristics head coaches looked for when hiring their head assistant coach, the main roles and responsibilities assigned to assistants, and the techniques and behaviors used to develop them. Data were obtained through interviews with six accomplished Canadian University head football coaches. Results indicated head coaches hired loyal assistants who possessed extensive football knowledge that complimented their own skill sets. Once hired, head coaches had their assistant coaches help them with recruiting, managing a major team unit, and developing athletes. They helped advance their assistants’ careers through personal mentorships which included exposure to external sources of knowledge such as football camps and coaching conferences. These results represent one of the first empirical accounts of head coaches’ perceptions on hiring and developing head assistant coaches.

scholarly journals Are Women Coached by Women More Likely to Become Sport Coaches? Head Coach Gender and Female Collegiate Athletes’ Entry into the Coaching Profession

2019 ◽  
Vol 27 (2) ◽  
pp. 85-93 ◽  
Author(s):  
Matea Wasend ◽  
Nicole M. LaVoi
Keyword(s):  
Role Models ◽  
Female Athletes ◽  
Collegiate Athletes ◽  
Division I ◽  
Head Coaches ◽  
Head Coach ◽  
Entry Rate ◽  
Basketball Players ◽  
Female Head ◽  
Female Collegiate Athletes

A plethora of research on barriers facing women in the coaching profession exists, but less attention has been devoted to female student-athletes’ transition into coaching. Some research suggests that female athletes who are coached by women are more likely to become coaches. In the present study, existing research is extended by examining the relationship between collegiate female basketball players’ post-playing career behavior and the gender of their collegiate head coach. Two research questions are addressed: (1) Are female collegiate Division-I basketball players who are coached by female head coaches more likely to enter the coaching profession than athletes who are coached by men? And; (2) If female basketball players do enter coaching, are those who were coached by women more likely to persist in coaching? Collegiate head coach gender did not emerge as a significant predictor of athletes’ likelihood to enter coaching, but logistic regression indicated that athletes who did enter coaching were 4.1-times more likely to stay in coaching if they had a female head coach. This study extends the scarce and outdated body of research on the potential salience of same-sex coaching role models for female athletes and provides baseline data on collegiate athletes’ entry rate into coaching, lending support to advocacy aimed at reversing the current stagnation of women in the sport coaching profession.

Perceptions of Health Care Executives on Leadership Development Skills for Residents After Participating in a Longitudinal Mentorship Program

2018 ◽  
Vol 34 (1) ◽  
pp. 80-86
Author(s):  
Neha Patel ◽  
Divya Vemuri ◽  
Rosemary Frasso ◽  
Jennifer S. Myers
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Leadership Skills ◽  
Health Care Executives ◽  
Health Care Leadership ◽  
Health Care Environment ◽  
Mentorship Program ◽  
Physician Leaders ◽  
Leadership Curriculum

Despite the fact that physicians are being asked to lead and enact change to improve a myriad of quality of care measures, there is little focus on leadership skills development during their training. One strategy to address this gap is to focus on trainees during graduate medical education, specifically those residents aspiring to careers as physician leaders in quality. The authors designed a leadership curriculum for self-selected residents who are pursuing a certificate in health care leadership in quality. Residents were surveyed and focus groups were conducted with health system executives who participated in the curriculum as part of an evaluation designed to inform improvements in the program and to provide guidance to others who direct physician leadership training programs. The findings support the need to invest in young physician leaders who are focused on quality with the ultimate goal of improving population health in the ever-changing health care environment.

scholarly journals A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team

2014 ◽  
Vol 28 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Ken Hodge ◽  
Graham Henry ◽  
Wayne Smith
Keyword(s):  
Motivational Climate ◽  
Head Coach ◽  
World Cup ◽  
Sports Teams ◽  
Dual Management ◽  
Assistant Coach ◽  
World Champion ◽  
Emotionally Intelligent ◽  
Depth Interviews

This case study focused on the New Zealand All Blacks rugby team during the period from 2004 to 2011, when Graham Henry (head coach) and Wayne Smith (assistant coach) coached and managed the team. More specifically, this case study examined the motivational climate created by this coaching group that culminated in winning the Rugby World Cup in 2011. In-depth interviews were completed with Henry and Smith in March 2012. A collaborative thematic content analysis revealed eight themes, regarding motivational issues and the motivational climate for the 2004–2011 All Blacks team: (i) critical turning point, (ii) flexible and evolving, (iii) dual-management model, (iv) “Better People Make Better All Blacks,” (v) responsibility, (vi) leadership, (vii) expectation of excellence, and (viii) team cohesion. These findings are discussed in light of autonomy-supportive coaching, emotionally intelligent coaching, and transformational leadership. Finally, practical recommendations are offered for coaches of elite sports teams.

Holistic Leader(ship) Development: An Integrative Process Model of Leader and Leadership Development

2021 ◽  
Author(s):  
H. Michael Schwartz ◽  
Pooja Khatija ◽  
Diana Bilimoria
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Organizational Support ◽  
Process Model ◽  
Leader Development ◽  
Leadership Capacity ◽  
Future Research ◽  
Organizational Contexts ◽  
Leader Identity ◽  
Capital Development

The question of how to efficiently, holistically, and successfully develop leaders has been the focus of scholars and practitioners for several decades. Embedding the process of leader development in organizational contexts allows participants to develop and apply leadership knowledge, skills, and identity awareness. Embeddedness facilitates the holistic integration of the interactive processes of leader development (which focuses on increasing the leadership capacity of an individual) and leadership development (which focuses on increasing the leadership capacity of an organization), which is referred to in this article as leader(ship) development (LD). Two sub-processes involved in LD (i.e., general and situational identity development and knowledge/skill/social capital development) and four mechanisms of embeddedness that facilitate holistic LD (i.e., leader identity integration, opportunities to learn and develop in the organization, organizational support and feedback, and helping relationships) will be described. A discussion on the ways by which management education pedagogy can integrate and facilitate embeddedness and provide guidance for future research will follow.

A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry

2021 ◽  
Author(s):  
C. Susan Howes ◽  
Robert W. Taylor
Keyword(s):  
Leadership Development ◽  
Oil And Gas ◽  
Leadership Skills ◽  
Development Program ◽  
Oil And Gas Industry ◽  
Emerging Leaders ◽  
Gas Industry ◽  
Competency Based ◽  
Leadership Development Program ◽  
Technical Professionals

Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-focused job descriptions that enumerate key soft skills needed in each leadership role and build on a sound foundation of technical competency. Bringing emerging leaders together as a group enhances their networking opportunities as they advance through the program; including experienced hires helps them become attuned to the company's management style. Learning opportunities can include face-to-face instruction, webinars, e-learning, online resources, exercises, business simulations, and coaching and mentoring. Building future leaders is key to succession planning. Introducing experienced hires to the leadership styles of the company ensures the successful integration of new talent into the team. A competency-based approach to assessing emerging leaders provides the roadmap for creating a deep bench of candidates for future roles in executive management. Experienced instructors and mentors are crucial to ensuring the leadership program delivery is aligned with the corporate mission, vision and values. The delivery of the leadership development program can be self-sustaining if program graduates and external expert facilitators are incorporated into the delivery of the program to future cohorts. Technical professionals progress through supervisory/management positions on their respective career ladders primarily by ‘learning on the job' rather than through formal training. This paper looks at differences between the current state of supervisory development and what professionals actually need in leadership skills. These are new skills needed for transitioning from supervisor/manager to an effective leader. New methods of digital delivery allow greater interaction between participants and instructors. Building an innovative leadership development program enhances the company's brand and attracts and retains top talent.

Social Change Model of Leadership Development: A 4-Year Program

2018 ◽  
Vol 4 (2) ◽  
pp. 138-147
Author(s):  
Deirdre P. Dixon ◽  
Ana Maia Wales ◽  
Julia R. Pennington ◽  
Shannon Calega
Keyword(s):  
Social Change ◽  
Leadership Development ◽  
Leadership Skills ◽  
Change Model ◽  
Leadership Program ◽  
Social Change Model ◽  
The Social ◽  
Leadership Experiences ◽  
20Th Anniversary ◽  
Personal Level

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.

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