THEATHLETICDIRECTOR’SPERCEPTIONSOFSTRATEGIESEFFECTIVEINBUILDINGASTRONGORGANIZATIONALCULTURE

RobertAndrewSteele

AthesissubmittedtothefacultyoftheUniversityofNorthCarolinaatChapelHillinpartialfulfillmentoftherequirementsforthedegreeofMasterofArtsintheDepartmentof

ExerciseandSportScience(SportAdministration).

ChapelHill2016

Approvedby:

CoyteCooper

RobertMalekoff

JohnBrunner

ii

©2016RobertAndrewSteeleALLRIGHTSRESERVED

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ABSTRACT

RobertAndrewSteele:TheAthleticDirector’sPerceptionsOfStrategiesEffectiveInBuildingAStrongOrganizationalCulture(UnderthedirectionofCoyteCooper)

Thisstudywasdesignedtorevealtheathleticdirector’sperceptionsofstrategies

effectiveinbuildingastrongorganizationalculturewithinintercollegiateathletics.

Researchquestionsfocusedonthosespecificeffectivestrategies,howtheyare

implementedateachinstitution,andthepersonaldevelopmentoftheathleticdirector.

Fourstrategieswerediscoveredusinginterviewresearchwitheachparticipant.Thesix

participantswereKathyBeauregard(WesternMichiganUniversity),MorganBurke

(PurdueUniversity),BubbaCunningham(UniversityofNorthCarolina–ChapelHill),John

Currie(KansasStateUniversity),IanMcCaw(BaylorUniversity),andMichaelO’Brien

(UniversityofToledo).EachparticipantservesastheathleticdirectoratanNCAADivision

IFBSinstitutionandhasdemonstratedadministrativeexcellencewithinintercollegiate

athleticsduringtheirtenureasanathleticdirector.Theinterviewsproducedkeytrendsfor

effectivestrategiesandpersonaldevelopmentbehaviors.Thefindingsfromthisstudy

provideuniqueperspectivesandaidpreviousresearchonorganizationalculturein

intercollegiateathletics.

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TABLEOFCONTENTS

LISTOFTABLES.....................................................................................................................................................vii

CHAPTER1:INTRODUCTION..............................................................................................................................1

Introduction............................................................................................................................................................................1

StatementofPurpose.........................................................................................................................................................4

ResearchQuestions.............................................................................................................................................................4

Hypotheses..............................................................................................................................................................................4

DefinitionofTerms..............................................................................................................................................................5

Assumptions...........................................................................................................................................................................5

Delimitations..........................................................................................................................................................................6

Limitations..............................................................................................................................................................................6

SignificanceofStudy...........................................................................................................................................................6

CHAPTER2:LITERATUREREVIEW.................................................................................................................7

TransformationalLeadershipinIntercollegiateAthletics.................................................................................7

LeadershipStudiesinIntercollegiateAthletics.......................................................................................................9

OrganizationalCultureinIntercollegiateAthletics............................................................................................12

CHAPTER3:METHODOLOGY...........................................................................................................................16

Subjects..................................................................................................................................................................................16

InstrumentationandDataCollection.......................................................................................................................18

DataAnalysis.......................................................................................................................................................................19

CHAPTER4:FINDINGS........................................................................................................................................21

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ParticipantBackgroundInformation........................................................................................................................21

KathyBeauregard........................................................................................................................................................22

MorganBurke................................................................................................................................................................23

BubbaCunningham.....................................................................................................................................................24

JohnCurrie......................................................................................................................................................................24

IanMcCaw.......................................................................................................................................................................25

MichaelO’Brien.............................................................................................................................................................26

EffectiveStrategies...........................................................................................................................................................27

DevelopingStaff............................................................................................................................................................28

CommunicatingEffectively......................................................................................................................................30

SettingGoalsandObjectives...................................................................................................................................31

EnhancingtheUniversityandCommunity.......................................................................................................33

OtherEffectiveStrategies.........................................................................................................................................34

PersonalDevelopment....................................................................................................................................................35

PeopleSkills....................................................................................................................................................................36

ContinualLearning......................................................................................................................................................36

PersonalMissionandGoals.....................................................................................................................................37

CHAPTER5:DISCUSSIONANDCONCLUSION...........................................................................................39

EffectiveStrategies...........................................................................................................................................................39

DevelopingStaff............................................................................................................................................................41

CommunicatingEffectively......................................................................................................................................43

SettingGoalsandObjectives...................................................................................................................................44

EnhancingtheUniversityandCommunity.......................................................................................................45

Conclusion............................................................................................................................................................................47

FutureResearch............................................................................................................................................................48

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REFERENCES...........................................................................................................................................................49

vii

LISTOFTABLES

Table1–ParticipantInformation..................................................................................................................27

Table2–EffectiveStrategies............................................................................................................................28

Table3–PersonalDevelopment....................................................................................................................35

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CHAPTER1:INTRODUCTION

Introduction

Inanever-changingworldofintercollegiateathletics,athleticdepartmentsrequire

aneffectiveleadertochallengeandinspirefellowadministrators,staff,coachesand

student-athletes.Thedesireforeffectiveleadershipbringswithitchallengesasturnover

seemstohappenoften,leavingholesatoptheorganizationalstructure(Smith,2015).As

newathleticdirectorsstepintovacanciesaroundthecountry,inevitableresponsibilityto

makeanimpactforthebettercomewiththosenewroles,butwhatdoesthatlooklike?

Howdotheseathleticdirectors,labeledbymanyasleaders,implementreformtomoldthe

organizationintotheirownmodelofeffectiveness?DaveO’Brien,awriterwithCollege

SportsBusinessNews,offersaninterestingtakeonhowleadersinfluencetheir

organizations.“Leaderspassionatelybelievethattheycanmakeadifference.Theyenvision

thefuture,creatinganidealanduniqueimageofwhattheorganizationcanbecome.

Throughtheirmagnetismandquietpersuasion,leadersenlistothersintheirdreams.They

breathelifeintotheirvisionsandgetpeopletoseeexcitingpossibilitiesforthefuture”

(O'Brien,2011,para.7).

Therearemanyprinciplesandidealsthatareperceivedaseffectiveleadership

strategiesandwaystoimplementcultureintoanorganizationthroughoutadministrators,

staff,andothersclosetointercollegiateathletics(Belzer,2013;Burns,2014;Jansen,2013;

O'Brien,2011).RichardBaddour,formerathleticdirectorattheUniversityofNorth

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Carolina-ChapelHill,focusedontwoprincipleswhenaskedabouttransitioningintoanew

athleticdirectorrole,“Romewasn’tbuiltinaday”and“Somethinggoodhappenedbefore

yougotthere”(personalcommunication,October13,2015).Itcantaketimetomake

adjustmentswhilerealizingtherewerealsoproductivestaffmembersdrivingthe

organizationtoaccomplishendgoals.

JeffJansen(2013)discussesavarietyofconceptsinhisarticle,“The11Attributesof

EffectiveAthleticDirectors.”Oneofthekeyattributesheemphasizesishavingavisionfor

theprogram.Inorderforathleticdirectorstobeeffectiveforthosearoundthem,they

needtobeabletodevelopandcommunicateavisionfortheprogram.Forexample,one

athleticdirectorcreatedthisvisionandgoalfortheirathleticdepartment:“Tobeoneofthe

nation’sTop25overallathleticprogramsasrankedbytheDirectors’Cup,andgraduateat

least75percentoftheirstudent-athletes”(Jansen,2013,para.1).Althoughitmightbe

challengingfortherespectiveschool,itprovidesthoseinathleticswithaspecificgoaland

visiontostriveforgreatnessandexcellence(Jansen,2013).Tofurtherelaborateonthe

ideaofvision,JimPhillips,NorthwesternUniversity’sathleticdirector,talksaboutthesteps

hetooktoimplementhisvisionintotheathleticdepartment.Thekeywasaccountability.

Phillipssays:

WhenIfirstgottoNorthwestern,withinthefirst3monthsIhadindividualmeetings

witheverysingleoneofthemorethan170staffmembersinthedepartmentatthe

time,evenourjanitorsandgroundskeepers.IaskedeachofthemtocreateaSWOT

analysisofourathleticsdepartmentfromtheirprospective,aswellasaone-page

sheettellingmeanythingandeverythingtheywantedmetoknowaboutthem.I

definitelyreceivedsomefunnylooks,butitalsomadethemrealizethatIcared

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aboutwhattheythoughtfromdayone.Eachyear,I’llmeetwiththemagainandthey

arenowrequiredtocometomewith5individualgoalsand5unitgoals,forwhich

theywillbejudgedon.(Belzer,2013,para.7)

Phillipsfirstshowedeveryonethathevaluedtheirinputandperspectiveswhichin

turnenablessupport.Then,hecreatedthesenseofaccountabilitybyhavinghisstaff

developgoals.Thegoalsthenalloweveryonetofocusonthevisionbeingcreatedwithin

Northwestern’sathleticdepartment.

InanarticlediscussingthesuccessoftheUniversityofOregonanditsathletic

director,RobMullens,twosenioradministratorsdiscussakeyqualitythathasmade

Mullenssuccessful(Burns,2014).LisaPetersen,seniorassociateathleticdirectorand

seniorwomanadministrator,hasbeenwithMullensfor20-plusyearsatdifferent

universities.Someofhistopqualitiesshesaysare“maintainingaclearvision,

accountability…andIalwaystrustthatheislookingatthebigpicture”(Burns,2014,para.

2-3).CraigPintens,seniorassociateathleticdirectorformarketing/publicrelationssays,

“Robhastremendousvisionforwherewewanttogo,whetherit’sacademically,

athleticallyorinthecommunity.Heimpartsthatvisionandreallyallowspeoplewhowork

heretotakeforththatvisionandmakeithappen”(Burns,2014,para.4).Mullensaddsto

thearticlebyreferencingthisvisionandculturehehascreated,“ThethingthatI’mmost

proudof,though,istheculturethatwe’vebeenabletobuildhere.Thecultureofeverybody

buyingin.Thecultureofcommitment.Thecultureofexcellence”(Burns,2014,para.15).

Withafewapproachesalreadypresented,takingadeeperlookintothisaspectof

intercollegiateathleticswillprovidesomeinsightintowhatathleticdirectorsperceiveto

beeffectivestrategiesthathelpbuildastrongorganizationalculture.

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StatementofPurpose

Thepurposeofthestudyistoidentifythestrategiesthatareeffectiveinbuildinga

strongorganizationalcultureamongathleticdirectorswhohavedemonstrated

administrativeexcellence.TheathleticdirectorswillbefromNCAADivisionIFBS

institutionsandwillbedeterminedtohavedemonstratedadministrativeexcellencebased

onbeingawardedtheNACDA“UnderArmourADoftheYearAward”atsomepointintheir

career(UnderArmourADoftheYearAward,2014).

ResearchQuestions

[RQ1]-Whatstrategiesdotheseathleticdirectorsperceiveasbeingeffectivein

buildingastrongorganizationalculture?

[RQ2]–Howdotheseathleticdirectorsimplementthesestrategieswithintheirown

athleticdepartment?

[RQ3]–Whatdotheseathleticdirectorsdo,personally,tocreatetheirownvisionand

proactivebehavior?Dotheydevelopcertaingoals?Missionstatements?Values?

Hypotheses

For[RQ1]and[RQ2],itwillbedeterminedthatathleticdirectorswhohave

demonstratedadministrativeexcellencewillhaveemployedspecificstrategiesthatleadto

astrongorganizationalculture.Thosestrategiesinclude:creatingamissionfortheathletic

department,developinganorganizedstrategicplan,establishingclearshort-termandlong-

termobjectivesfortheoveralldepartmentandeachunitwithinthedepartment,and

encouragingathleticstaffmemberstocreatetheirowngoalsandmakingsuretheyare

reachingthem.For[RQ3],itwillbedeterminedthattherewillalsobepersonalstrategies

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thattheseathleticdirectorsfollow:creatingshort-termandlong-termgoals,developinga

missionstatement,andestablishingcorevalues.

DefinitionofTerms

• FootballBowlSubdivision(FBS)–thehighestdivisionoftheNCAA.

• NationalCollegiateAthleticAssociation(NCAA)–avoluntary,non-profit,and

membership-drivenorganizationthatiscomprisedofcollegesanduniversities.Itis

thegoverningbodyofintercollegiateathleticcompetitionthatregulatesthe

institutions,conferences,organizationsandindividuals.

• NationalAssociationofCollegiateDirectorsofAthletics(NACDA)–thelargest

associationofcollegiateathleticsadministratorsthatprovideseducational

opportunitiesandnetworkingexperiencesforthoseintheprofessionofathletic

administration.

• Strategy–idealsorconceptsusedtoachieveacommongoal

• Organizationalculture-asystemofsharedassumptions,values,andbeliefs,which

determineshowpeopleintheorganizationoperate

• Vision–abilitytosetgoalsanddevelopabigpictureperspective

Assumptions

• Athleticdirectorsinterviewedarehonestinresponses

• Athleticdirectorschosenarerepresentativeoftheoverallgroupofathleticdirectors

whohavedemonstratedadministrativeexcellence

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Delimitations

• Limitingtopeoplewhohavewonthe“UnderArmourADoftheYear”award,since

theawardisusedasthecriteriaforthisresearchbutdoesnotguaranteetheseare

theonlyathleticdirectorswhodemonstrateadministrativeexcellence

• Limitingtoasampleofsixpeople

• Limitingtoathleticdirectorswithinthe“Power5”

Limitations

• Mightnotberepresentativeofallathleticdirectorsinintercollegiateathletics

SignificanceofStudy

Withintercollegiateathleticsconstantlychanging,itisimportantthatNCAADivision

Iathleticdirectorsfindavisionandcultureuniquetothem,andfindwaystoinspirethose

aroundthemtosupportit.Therehasbeenresearchdonewithathleticdepartmentstaff

andcoachesprovidinginformationontheeffectivenessofathleticdirectors,andalso

researchdonewithathleticdirectors,athleticdepartmentstaffandcoachesproviding

informationoneffectiveleadershipstyles(Andrew,Kim,Todd,&Stoll,2011;Burton&

Peachey,2009;Doherty,1997;Doherty&Danylchuk,1996;Kent&Chelladurai,2001;Kim,

Magnusen,Andrew,&Stoll,2012).However,perspectiveislackingfromtheathletic

director’s/practitioner’spointofview.Thisstudyaimstoidentifytheperceivedeffective

strategiesthatathleticdirectorsareusingtoimplementastrongorganizationalcultureand

visionwithintheirathleticdepartments,fromtheirownperspective.Thefindingsinthis

studywillhelpotherathleticdirectorsandadministratorsdevelopstrategiestoimplement

theirathleticdepartmentcultureorbeeffectiveleaderswhowilldevelopandmaintaina

productiveorganizationalculture.

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CHAPTER2:LITERATUREREVIEW

TransformationalLeadershipinIntercollegiateAthletics

Inordertounderstandandassesstheculturewithinanathleticdepartment,the

leadershipmustbeexamined.Doherty(1997)states,“Leadershipisconsidereda

significantdeterminantofmanagerialeffectivenessinanyorganizationalcontext”(p.275).

Whilemanydifferentleaders–universitypresidents,athleticdirectors,coaches,boosters,

etc.-mightemergethroughoutanathleticdepartment,theathleticdirectorshavebeen

designatedastheformalleaders.Schroeder(2010)explained,“thosewithleadershipare

capableofnegotiatingandmanagingtheculturalbalancebetweentheinstitution,

department,andexternalenvironment,”anditistheresponsibilityoftheseathletic

directorsinleadershiptodeterminetheathleticdepartmentculture(p.105).

Theabilitiesoftheseathleticdirectorstoleadareevaluatedbasedondifferent

leadershipstyles.Althoughtherearemanyleadershiptheoriesthatexist,whenitcomesto

researchwithinsport,therehavebeendecadesofresearchdonesurroundingtheideasof

transformationalandtransactionalleadershipanditsrelationshiptotheorganizational

culture(Judge&Piccolo,2004;Kim,Magnusen,Andrew,&Stoll,2012).J.M.Burnswas“the

firstscholartoconceptualizetransformationalandtransactionalleadership”(Burton&

Peachey,2009,p.246).Burns(1978)definestransformationalleadershipasaprocessin

which"leadersandfollowersraiseoneanothertohigherlevelsofmoralityandmotivation"

(p.20).AccordingtoBurns’view,leaderswithtransformationalqualitiesprovidea

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purposethatrecognizesfollower’sneedsovershort-termgoals(Burton&Peachey,2009),

whichcausesthefollowerstorecognizetheneedsoftheleader,aswell(Judge&Piccolo,

2004;Kuhnert&Lewis,1987).Ontheotherside,transactionalleadershipisseenasan

exchangeofresourceswhereleadersgivesomethinginreturnforachievingtheirdesires

(Burton&Peachey,2009;Kuhnert&Lewis,1987),whichoffersmoreofa“causeand

effect”perspective(Sinclair,Harper,&Segrave,2014,p.34).

Transformationalleaders,whichisconsideredthenewleadershipapproach

(Bryman,1992),influencethoseworkingfortheleadertoacceptthevisionofthe

organization,exhaustmoreeffortforthesakeofhigherneeds,andexceedperformance

expectations(Doherty,1997).AsHickman(1997)describesit,transformationalleadership

can“createandsustainacontextforbuildinghumancapacitybyidentifyingand

developingcorevaluesandunifyingpurpose,liberatinghumanpotentialandgenerating

increasedcapacity,developingleadershipandeffectivefollowership,utilizinginteraction-

focusedorganizationaldesign,andbuildinginterconnectedness”(p.2).

Fromthere,Bass(1985)developedhisbehavioralmodeloftransformationaland

transactionalleadershiptheorybasedontheinitialconceptualizationofBurns(Doherty,

1997).Bass(1985)identifiedtransformationalleadershipintofourcharacteristics:1)

individualizedconsideration,2)intellectualstimulation,3)inspirationalleadership,and4)

idealizedinfluence.Individualizedconsiderationreferstotreatingeachmemberofthe

organizationbasedontheirownneedsandabilities;intellectualstimulationisunderstood

asaleader’sabilitytopromoteintelligenceandencouragemembersoftheorganizationto

stretchtheirlimitsofthinking;inspirationalleadershipdescribesaleader’sabilityto

conveyexpectationsandcreateacommonpurpose;idealizedinfluenceiswherethe

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followersbelieveandtrustthevisionthattheleaderpromotes(Bass,1985;Burton&

Peachey,2009;Doherty,1997;Kim,Magnusen,Andrew,&Stoll,2012).Therehavebeen

changestothesecharacteristicsovertime,basedoninsufficientevidencethatthereisa

significantdistinctionbetweenthelasttwocomponents,thusincreasinglycreatingasingle

charismaticleadershipcharacteristicinstead(Avolio,Bass,&Jung,1999;Choi,Sagas,Park,

&Cunnigham,2007;Kent&Chelladurai,2001).

Throughoutthepast,manyresearchershaveexplainedwhattheybelievetobethe

mosteffectivecharacteristicsandstylesofleadership.Itseemsthatleaderscanfallinto

categoriesoftransformationalortransactionalleaders,ortheymightevenexhibitqualities

frombothstyles.Thisbackgroundprovidesagreatunderstandingofhowothersperceive

thatathleticdirectorsmanageandcreateaculturewithintheirathleticdepartments.

However,itseemsthatanimportantvoicecouldaddgreatvaluetothisconversation.Ifthe

mosteffectivestrategiesaregoingtobediscussed,whynotasktheleadersthemselves?

Theathleticdirectorscanaddanew,uniqueperspectiveonwhattheybelievetobethe

mosteffectivestrategiesincreatingastrongorganizationalculture.

LeadershipStudiesinIntercollegiateAthletics

Whileonlyahandfulofsport-basedstudiesthathavebeendonetoexaminethe

effectivenessofathleticdirectorsandtheirtransformationalleadershipstylesinrelationto

organizationalcommitment,therearesomecommonthemesamongthestudiesthathave

beenconducted.SomeofthesestudieshaveincludedDivisionIIIathleticdirectors,lower

leveladministrators,athleticdepartmentstaff,andevencoaches(Andrew,Kim,Todd,&

Stoll,2011;Burton&Peachey,2009;Doherty,1997;Doherty&Danylchuk,1996;Kent&

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Chelladurai,2001;Kim,Magnusen,Andrew,&Stoll,2012).However,moststudiesexamine

thisideafromthesubordinates’viewofleadershipstyleeffectingtheorganization.

Whenathleticdirectorswereincludedinthestudiesoftransformationalleadership,

NCAADivisionIIIathleticdirectorswereused.Theyweregivenmultiplevignettesofother

athleticdirectorsexhibitingqualitiesoftransformationalleadershipversustransactional

leadership,thosethatexhibitedtransformationalleadershipwerepreferredandfavoredin

areasof“satisfactionwiththeleader”and“extraeffortstimulatedbytheleader”(Burton&

Peachey,2009,p.253),whichwasconsistentwithotherresearchinsportmanagement

(Choi,Sagas,Park,&Cunnigham,2007;Doherty&Danylchuk,1996).However,unlike

previousfindingsinsportmanagement,“transformationalleadershipwasnotevaluated

morefavorablythantransactionalleadershiponleadereffectiveness,”andperhapscould

beviewedasequallyfavorableinachievingpositiveorganizationaloutcomesin

intercollegiateathletics(Burton&Peachey,2009).

Instudiesdonewithotherathleticadministratorsandathleticdepartmentstaff,

transformationalleadershipimprovedthecommitmentoftheoverallorganizationand

leader.WhenKentandChelladurai(2001),studiedthird-tieremployees,whichwere

belowmiddlemanagement,theyfoundthatcharismaticleadership“hadalmostan

exclusiveinfluenceonmember’sorganizationalcommitment”(Kent&Chelladurai,2001,p.

152).Membersoftheathleticdepartmentgeneratedthefaithandrespectfortheathletic

director,therepresentativeoftheentireorganization,whichwererelatedtoorganizational

commitment(Kent&Chelladurai,2001).ThesefindingsweresimilarwithAndrew,Kim,

Todd,andStoll(2011)whostudiedthetransformationalleadership’simpactonthe

employees’jobsatisfactionandlevelofcommitment.Eventhoughtheleadershipstyledid

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improvetheorganization,therewasastrongerimpactoncommitmenttotheathletic

director(Andrew,Kim,Todd,&Stoll,2011).Kim,Magnusen,Andrew,andStoll(2012)also

foundthattransformationalleadershipimpactedcommitmenttoboththeathleticdirector

andathleticdepartment.Whenusingthedifferentcharacterisitcsoftransformational

leadership–indivudalizedconsideration,intellectualstimulation,andcharismatic

leadership–allhadasignificanteffectonsports’employeescommitmenttowardtheir

athleticdirector.Asforthesignificanteffectoncommitmenttotheathleticdepartment,all

butone–charismaticleadership–influencedtheemployees.Ifthecharimaticleaderistoo

pronounced,employeescouldbecomedependentupontheleaderandlosesightofthe

overarchinggoalsofthedepartment(Kim,Magnusen,Andrew,&Stoll,2012).

Coacheshavealsobeenincludedinthestudiesoftransformationalleadership.

Ontariouniversitycoacheswereaskedtoratetheabilitiesoftheirathleticdirectorsand

assistantathleticdirectorsontheeffectsofvariousleadercharacteristicsandbehavior

(Doherty,1997;Doherty&Danylchuk,1996).Theydescribedtheirathleticadministrators

topredominantlymaintainprofilesoftransformationalleaders.Therewerefoundtobe

strong,positiverelationshipsbetweentransformationalleadershipofadministratorsand

perceptionofeffectivenessbythecoaches,particularlyintheareasofindividualized

considerationandcharisma(Doherty,1997;Doherty&Danylchuk,1996).

Thesestudiesrevealthattransformationalleadershipcanbeeffectivein

establishingastrong,positiveorganization.Theemployeesthataresubordinatetothe

leaderoftencommittotheleaderandtheorganizationbasedonatransformational

leadershipstyleandcharacteristics.Thisresearchisimportanttoprovideaframework

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whendeterminingwhattheathleticdirectorsthemselveswillperceivetobeeffectivein

creatingastrongorganizationalcommitmentandculture.

OrganizationalCultureinIntercollegiateAthletics

Asintercollegiateathleticdepartmentsarebecomingmoreandmorediversedueto

thedifferencesamongadministrators,staffandcoaches,thereisonecommoncorethat

pointsthembacktothemissionandvalues.Theorganizationalculturealignseachentity

towardsthecommonorganizationalgoalpresentedbytheleadersofthedepartment

(Southall,Wells,&Nagel,2005).

OrganizationalculturewasbasicallydefinedbySchein(1996)as,“thesetofshared,

taken-for-grantedimplicitassumptionsthatagroupholdsandthatdetermineshowit

perceives,thinksabout,andreactstoitsvariousenvironments”(p.236).Okumus(2003)

defineditas,“thesharedunderstandingofemployeesabouthowtheydothingswithinan

organization”(p.876).Theorganizationalculturecouldevenbecharacterizedashavinga

multi-layeredconceptwithbothexternalandinternalelements(Rousseau,1990).While

therearemanywaystodefinewhattheorganizationalcultureactuallyis,itisstill

commonlyacceptedthatthedevelopmentoftheorganizationalcultureiscreatedand

influencedbytheleader,andfurther,developmentofleadersisimpactedbythecultureof

theorganization(Bass&Avolio,1993;Burton&Peachey,2014;Schein,1992;Schein,

2004).

Beforetheorganizationalcultureinathleticdepartmentscanbedeveloped,itis

importanttoexaminehowtheseprinciplespertainedfirsttohighereducationingeneral.

TheculturewithinAmericanhighereducationisdistinctivelystructured,revealing

differencesfromallsimilarorganizationsintheworld(Duderstadt,2000;Schroeder,

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2010).Manydifferentframeworkshavebeenconstructedovertimetoformfivemain

featuresthathelpdefinetheAmericanuniversityculture:accountingoftheinstitutional

history;internalenvironment;subculturescreatedbystudents,facultyandstaff;entitiesin

theexternalenvironment;andleadership.Accountingoftheinstitutionalhistoryrefersto

thebackgroundoftheuniversityandhowithasdevelopedovertimetolaythefoundation

formanyvalues.Theinternalenvironmentismadeupofthemissionoftheuniversityand

theacademicprogramasaproductofthatmission.Thevarioussubcultureshavetheability

toenhance,changeorhurttheoverallculture.Numerousexternalenvironments,like

alumni,accreditationbodiesandmediaoutlets,canultimatelychangetheprinciplesthat

makeuptheuniversity.Theleadershipoftheuniversitycanaffectthosementionedbefore

orbeaneffectoftheculture(Berquist,1992;Kuh&Whitt,1988;Rhoads&Tierney,1992;

Schroeder,2010;Tierney,1988;Tierney,2008).Whilealloftheseideasprovideagood

foundationforcultureinhighereducation,itisdifficulttopresenttheseallasfactforthe

intercollegiateathleticdepartmentmodelthatisuniqueinnatureandstructure.

Inordertodefinethevaryingorganizationalculturesofathleticdepartmentsacross

thecountry,therehavebeenafewessentialconceptsdiscussedamongthelittleresearch

thathasbeendone.Theelements,suchasinstitutionalculture,externalenvironment,

internalenvironment,andleadershipandpower,andtheinteractionoftheseelementswill

helpformauniqueathleticdepartmentculture(Schroeder,2010).First,theinstitutional

cultureisdevelopedbyitsmission,academicandadmissionstandards,institutional

control,nationalorganization,andconferenceaffiliation,allofwhichprovidescultural

parametersfortheathleticdepartment(Robles,2009;Schroeder,2010;Ward&Hux,

2008).Second,theexternalenvironmentisanotherbuildingblockfortheathletic

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departmentculture.Stakeholders,suchasfansandboosters,post-seasonorganizations

andprofessionalleagues,canalterthevaluesalongwiththelargeamountsofmedia

coverage,whichprovidesfinancialrewardstotopperformers(Duderstadt,2000;Noll,

2004;Schroeder,2010).Governingbodies,liketheNCAAandconferences,areother

externalfactorsthatconstrainthecultures(Southall,Wells,&Nagel,2005;Southall&

Nagel,2003).Third,thehistory,missionandsubculturethatderivefromtheinstitutional

culturemoldtheathleticdepartmentcultureasinternalenvironmentalfactors.Institutions

withsuccessfulathletictraditionsandhistoriescaninfluenceagreatdeal(Schroeder,

2010).Fourth,theleadershipandpoweroftheathleticdepartmenthastheabilityto

manipulateandmanageeachofthepreviousitemsindividually,andthenhowtheelements

interact.Fifth,andfinally,astheseelementsinteract,theyproducetensionamongstaff

memberswithdifferingpersonalvalues,theinstitutionandexternalpullinother

directionsandaleadertomanagethechangethroughoutitall.Intheend,thereisthe

developmentofauniqueathleticdepartmentculturetodrivetheorganization(Schroeder,

2010).

Inreviewingtheorganizationalcultureregardingthevisionandcultureofthe

athleticdirectors,therearesomespecificcharacteristicsthatcanbeusedforeachbasedon

paststudies.Forculture,influenceoftheleadercanbeseeninemployeeswhoworkin

organization.Also,thecultureimpactscommitment,performance,andproductivity.

Finally,itprovidesarevisionofsharedassumptionsandvalues.Then,intermsofthe

athleticdirector’svision,thefollowers’frameofreferenceorthinkingischangedsothat

theyseenewopportunitiesthatwerenotnoticedbefore.Also,followersareinspiredto

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reachtheirpotentialinthecontextoftheworkthatneedstobedonetoachievethe

organization’svisionandmission(Givens,2008).

Whenitcomestointercollegiateathletics,Bailey(2007)determinedthat“takingthe

pulseofanorganizationalculturewithinathleticsisagoodwaytotrackculture

developmentovertimeanduseittomeettheexternaldemandsofanathletics

environmentanddevelopintoachampionshipculture”(p.116).

Theresearchdiscussedaboverepresentstheperspectivesofdifferentlevelsof

administratorsandcoachesontheleadershipofathleticdirectors,alongwiththe

organizationalcultureinintercollegiateathletics.Thefutureresearchwillconnectthese

ideaswiththeactualperceptionsoftheathleticdirectors,themselves,andprovideaunique

viewpointintowhatstrategiesareperceivedtobeeffectiveinbuildingastrong

organizationalculture.

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CHAPTER3:METHODOLOGY

Thepurposeofthestudyistoidentifythestrategiesthatareeffectiveinbuildinga

strongorganizationalcultureamongAthleticDirectorswhohavedemonstrated

administrativeexcellence.Thischapterwilloutlinethemethodsusedtoconductthisstudy.

Subjects

ThetargetpopulationforthisstudywasNCAADivisionIFBSathleticdirectorswho

havedemonstratedadministrativeexcellenceintheirrolesasleadersofanorganization.

Morespecifically,theathleticdirectorsweredeterminedtohavedemonstrated

administrativeexcellencebasedonbeingawardedtheNationalAssociationofCollegiate

DirectorsofAthletics’“UnderArmourADoftheYearAward”atleastonceduringtheir

careerasanathleticdirector.Theawardisinits18thyearand“recognizesathletic

directorswhohaveshownadministrativeexcellencewiththecampusand/orcollege

communityforthecurrentacademicyear”(UnderArmourADoftheYearAward,2014).In

ordertobeeligiblefortheaward,theathleticdirectormustbenominatedbyanother

NACDA-memberathleticdirector,collegeoruniversitypresident,orconference

commissionerandmeetthefollowingcriteria:

• BeaNACDAmember.

• Haveservedasanathleticsdirectorforaminimumoffive(5)consecutiveacademic

years(July1-June30).

17

• Beemployedinafull-timecapacityasthedirectorofathletics(notasanassociate,

assistantorseniorwomanadministrator)attheinstitutionlistedatthetimeof

nomination.

• Demonstrateacommitmenttohighereducationandstudent-athletes.

• Demonstratecontinuousteamwork,loyaltyandexcellence.

• Demonstrateacommitmenttocontinuingeducationfortheathleticsadministrative

staff.

• Demonstratetheabilitytoinspireindividualsorgroupstohighlevelsof

accomplishment.

• Demonstrateleadershipand/orsignificantoutreachforthebettermentofyouth

and/orthelocalcommunity.

• Showleadershipontheregionaland/ornationallevelsthroughservingon(1)

NACDAcommittees;(2)NCAA,NAIAorjunior/communitycollegecommittees;(3)

otherathleticscommittees(NACWAA,USOC,AAU,etc.).

• Havereceivedpreviousawardsforadministrativeexcellence.

• Ifanominatedathleticsdirector'sinstitutionisonprobation,he/sheisnoteligible

fortheADOYawarduntiltheinstitutionisremovedfromtheappropriategoverning

bodies'probation.

• Anydirectorofathleticswhomeetsallothercriteriafortheawardandwhohas

inheritedaprogramcurrentlyonprobationorisunderreviewforprobation(or

lackofinstitutionalcontrol),iseligibletoreceivetheaward,aslongasnoother

significantviolationshaveoccurredsincehis/herarrivalthatcontribute(d)tothe

aforementioned(UnderArmourADoftheYearAward,2014).

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Awardwinnersarechosenbyaselectioncommittee,andathleticdirectorswhomeetthe

abovecriteriamayonlywintheawardonceinthreeyears(UnderArmourADoftheYear

Award,2014).

Agroupofthirty-sixathleticdirectorsweredeterminedtohavewontheaward

withinthepasttenyears.Sixteenathleticdirectorswerechosenrandomlyandcontacted

viaemailtorequestparticipationinthisstudy.Aftertenbusinessdays,afollow-upemail

wassenttorequestfurtherparticipation.Atotalofsixathleticdirectorsrespondedand

participatedinthestudy.

InstrumentationandDataCollection

Thisstudywasconductedusinginterviewresearch.Theprocessofusingan

interviewinvolvedfacilitatingaconversationwithasubjectinordertoobtaininformation

neededforthisresearch.Thereasonthisdesignwasusedwastoproduceunique,detailed

qualitativedatabasedonindividualexperiencesandgainabetterunderstandinginthis

area.Theinterviewsweredonein-personoroverthephone,ifthesubjectwasnoteasily

accessible.Eachinterviewwasconfirmedwithmeetingplaceand/orcalltimetoensure

successfulcompletionoftheinterview.Theinterviewsweresemi-structuredwithsix

questionsguidingtheconversationbasedonthestudy’sresearchquestions.

Priortotheinterviewsquestionsbeingasked,eachinterviewbeganwithan

introduction,briefdescriptionofthestudy,andobtainingverbalconsentfromthe

participant.Then,basedonthereviewofliterature,thefollowingquestionswere

developedandasked:

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1)Whatstrategiesdoyouperceiveasbeingeffectiveinbuildingastrong

organizationalcultureinintercollegiateathletics?

2)Howhaveyouimplementedthesestrategieswithinyourownathletic

department?

3)Canyoudefinetheculturewithinyourathleticdepartment?

4)Whatarethechallengesyoufaceintryingtocreatethesetypesofenvironments?

5)Howwouldyoudefineaneffectiveathleticdirector?

6)Whatdoyoudo,personally,tocreateyourownvisionandproactivebehavior?

Doyoudevelopcertaingoals?Missionstatements?Values?

Therewerealsofollow-upquestionsasked,whichweredependentuponeach

interviewee’sresponsestothequestionsabove.Eachinterviewwasdifferentbasedonthe

differencesofthesubjectandmethodofinterview.Theinterviewswererecordedand

transcribedforfuturedataanalysis.

DataAnalysis

Afterinterviewingeachsubject,aprofilewascreatedbasedonbackground

informationprovidedintheinterview.Theprofilesconsistedoftheircurrentemployment

andathleticcareerhistory.Inordertoexaminethedatacollectedfromeachinterview,the

interviewwastranscribedfromtherecordingandnotestakenduringtheinterview.Each

interviewwasvalidatedwithmember-checking,asitwassentbacktotheintervieweefor

review.ThetranscribedinterviewswerethenanalyzedusingATLAS.ti,aqualitativedata

analysisandresearchsoftware.Theanalysisoftheinterviewsinvolvedcreatingmemos,

andthencodes,throughouteachindividualinterview.Then,usingthecodesthatwere

foundineachinterview,allinterviewswerecomparedtoexploreforcommonalities.Those

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commonalitieswereusedtoidentifyspecificthemesandtrendspresentamongthe

responsesofthesixsubjects.Oncethosethemesweredeveloped,theywereusedto

constructandorganizefindingsanddrawconclusionsaboutthedata,whichispresentedin

thefollowingchapter.

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CHAPTER4:FINDINGS

Thepurposeofthisstudywastoidentifythestrategiesthatareeffectiveinbuilding

astrongorganizationalcultureamongAthleticDirectorswhohavedemonstrated

administrativeexcellence.Inaddition,itwasimportanttolearnwhatathleticdirectorsdo,

personally,tocreatetheirproactivebehaviorandleadership.Thestudywascomprisedof

sixindividualsandusedqualitativeresearchbasedonsemi-structuredinterviewsto

identifythesestrategies,determinehowtheyimplementthemattheirrespective

institutions,andlearnaboutthepersonaldevelopmentofeachleader.Thefindingsfrom

theinterviewsarepresentedinthischapterbeginningwithbackgroundinformationon

eachparticipant.Therestofthischapterisdividedupbythekeythemesandtrendsof

effectivestrategiesandpersonaldevelopmentlearnedthroughthecodingoftheinterview

transcripts.Thethemeslistedwillserveasprimaryfindingsthatwillanswerthestudy’s

threeresearchquestions.Then,inchapter5,anin-depthdiscussionofthefindingsand

conclusionsfromthisresearchwillbeprovided.

ParticipantBackgroundInformation

Forthisstudy,thirty-sixindividualsmettheinitialrequirements.Ofthosethirty-six,

sixteenwerecontactedforparticipation.Sixparticipantsrespondedtoparticipate,with

onein-personinterviewandfivephoneinterviews.Therefore,theresponseratewas

37.5%.Semi-structuredinterviewswereconductedwithallsixindividualsproviding

uniqueresponsesandstoriesforthestudy.Eachparticipantgaveverbalconsenttouse

22

theirbackgroundandresponsesinthestudy.Therefore,belowarethebackgroundsofeach

participant,inalphabeticalorderbylastname.Mostoftheinformationprovidedwas

sharedduringtheactualinterviews,however,someadditionalresearchwasdoneto

enhancethepersonalinformation.SeeTable1forasummaryofparticipantinformation.

KathyBeauregard

KathyBeauregard(“Beauregard”)istheathleticdirectoratWesternMichigan

UniversityinKalamazoo,Michigan.AfterauniquecareerservinginathleticsatWestern

Michiganforthepastthirty-sixyears,shehasspentthelastnineteenyearsastheathletic

director.SheholdsthelongesttenureasathleticdirectorintheMid-AmericanConference

andisoneofeightfemaleathleticdirectorsintheFBS.Herathleticcareerstartedasthe

WesternMichigangymnasticscoach,apositioncreatedduetoaTitleIXlawsuit,following

graduationfromcollege.Whilecoachingsomeofherformerteammates,sheturneditintoa

championshipprogramandledtheteamfornineyears.Then,shemovedintoathletic

administrationfortheuniversityandservedfornineyearsasaseniorassociateathletic

director.UpondepartureofWesternMichigan’sformerathleticdirector,Beauregardwas

offeredtheheadposition,withoutajobsearch,leadinghertobetheathleticdirectorofthe

Broncos.Overthecourseofhercareer,BeauregardhasservedonmultipleNCAA

committees,inadditiontoherathleticdirectorduties.ShecurrentlyservesontheNCAA

DiversityandInclusionCommitteeandhasrepresentedherinstitutionasamemberofthe

NCAAChampionshipsCabinetandNCAAFootballBowlCertificationCommittee,aswellas

servingasthechairoftheNCAAOlympicSportsLiaisonCommitteefortwoyears.Shehas

receivedvariousawardsthroughouthercareerandseengreatsuccesswithinherathletic

departmentunderherleadership(KathyBeauregard-StaffDirectory,2016).

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Akeyaspectoftheinclusioncriteriaforthisstudyisthatparticipantsmusthave

wontheNationalAssociationofCollegiateDirectorsofAthletics’“UnderArmourADofthe

YearAward”atleastonceduringtheircareerasanathleticdirector.Beauregardwonthis

awardastheathleticdirectorofWesternMichiganfollowingthe2010-2011schoolyear

(UnderArmourADoftheYearAward,2014).TheinterviewwithBeauregardwas

conductedonMarch3,2016.

MorganBurke

MorganBurke(“Burke”)isthevicepresidentandathleticdirectoratPurdue

UniversityinWestLafayette,Indiana.Hisathleticcareerbeganasastudent-athlete

competinginthepoolfortheBoilermakers,althoughheclaimshewasabetterstudent

thanaswimmer.AftercompletingtwodegreesfromPurdueandgettingalawdegreefrom

JohnMarshallLawSchoolinChicago,BurkehadasuccessfulcareerwithInlandSteelCo.

climbingtheladderveryquickly.Whilethetransitionfromvicepresidentofhissteel

companytoathleticdirectorwas“happenstance”,hehasbeeninleadershipatPurduefor

twenty-twoyears,andissettoretireinJuly2017afteralong,successfulcareer.The

challengesandnewopportunitiesofathleticsarewhathavekepthimthere,alongwiththe

Purduebeinghisalmamater.Duringhistenure,Burkehasservedasthepastpresidentof

theDivision1AAthleticDirectorsAssociationandamemberoftheNCAALeadership

Council(MorganBurke-StaffDirectory,2016).

BurkereceivedtheNationalAssociationofCollegiateDirectorsofAthletics’“Under

ArmourADoftheYearAward”followingthe2009-2010year(UnderArmourADofthe

YearAward,2014).TheinterviewwithBurkewasconductedoverthephoneonFebruary

25,2016.

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BubbaCunningham

BubbaCunningham(“Cunningham”)currentlyservesastheathleticdirectorofthe

UniversityofNorthCarolina-ChapelHill(“UNC”)inChapelHill,NorthCarolina.Witha

careerinathleticslastingalmosttwentyyears,CunninghamhasbeenatUNCsince2011.

CunninghamisinhistenthyearasaDivisionIathleticdirector,withpriorstopsasathletic

directoratTulsaUniversityforsixyearsandBallStateUniversityforthreeyears.Before

histimeatBallState,CunninghamworkedinathleticsatNotreDamefrom1988-2002and

spentthelatterhalfofthattermasanassociateathleticsdirector.HegraduatedfromNotre

Dameandwasamemberofthegolfteamforoneyear.Duringhistimeasanathletic

directoratUNC,CunninghamhasservedontheNCAADivisionIMen’sGolfCommittee,isa

memberofNACDA’sExecutiveCommittee,andbeenonvariousboards(Bubba

Cunningham-StaffDirectory,2016).

CunninghamwasawardedtheNationalAssociationofCollegiateDirectorsof

Athletics’“UnderArmourADoftheYearAward”duringhistimeasathleticdirectorof

Tulsafollowingthe2008-2009academicyear(UnderArmourADoftheYearAward,2014).

TheinterviewwithCunninghamwasconductedin-persononFebruary10,2016.

JohnCurrie

JohnCurrie(“Currie”)istheathleticdirectoratKansasStateUniversityin

Manhattan,Kansas.Hehasbeeninthiscurrentrolesince2009.Duringhisshorttimethere,

theathleticdepartmenthasexperiencedmanyathleticandacademicsaccomplishments

duetohisleadership.HehasservedaschairoftheBig12AD’sandbeenamemberofthe

NCAADivisionIAdministrativecabinet.HehasalsobeennamedtoSportsBusiness

Journal’s2011prestigiousFortyUnder40listofnationalsportsleaders,whichonlyone

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otherintercollegiateathleticdirectorshavebeennamedto.Curriehasbeeninathletics

since1993whenhestartedinathleticdevelopmentatWakeForestUniversity.Overthe

courseofhiscareer,hemovedbackandforthbetweenWakeForestandtheUniversityof

TennesseemultipletimesbeforeservingasExecutiveAssociateAthleticsDirectorat

TennesseepriortobeingnamedathleticdirectoratKansasState(JohnCurrie-Staff

Directory,2016).

CurriewasnamedtheNationalAssociationofCollegiateDirectorsofAthletics’

“UnderArmourADoftheYearAward”winnerfor2012-2013(UnderArmourADofthe

YearAward,2014).Currie’sinterviewwasconductedoverthephoneonFebruary22,

2016.

IanMcCaw

IanMcCaw(“McCaw”)currentlyservesastheathleticdirectoratBaylorUniversity

inWaco,Texas.Hisathleticcareerstartedasasportmanagementgraduatestudentfrom

theUniversityofMassachusetts–Amherst.Upongraduation,McCawreceivedhisfirst

athleticsjobattheUniversityofMaine,wherehespentfiveyears.Then,hewenttoTulane

Universityasaseniorassociateathleticdirectorforfiveyearsandevenactedasco-interim

athleticdirectorforsometimeduringthatspan.Fromthere,hereceivedhisfirstjobas

athleticdirectoratNortheasternUniversityfrom1997-2002.Thenhewentbacktothe

UniversityofMassachusettstobetheirathleticdirectorfrom2002-2003.In2003,hewas

namedtheathleticdirectoratBaylorandhasbeenthereforthirteenyears.With

extraordinarysuccessinacademics,athleticsandadministrationatBaylor,McCawhasalso

servedinvariouscapacitiesinintercollegiateathletics.HeiscurrentlyontheDivisionIA

AthleticsDirectorAssociationBoardofTrustees,isamemberoftheBig12televisionand

26

gamemanagementandofficiatingcommittees,andpreviouslyhasservedaschairofthe

NCAARecruitingandPersonnelIssuesCabinetandontheNationalAssociationof

CollegiateDirectorsofAthleticsExecutiveCommittee(IanMcCaw-StaffDirectory,2016).

McCawwasawardedtheNationalAssociationofCollegiateDirectorsofAthletics’

“UnderArmourADoftheYearAward”twiceinhiscareer,followingthe2011-2012and

2014-2015years(UnderArmourADoftheYearAward,2014).TheinterviewwithMcCaw

wasconductedoverthephoneonFebruary26,2016.

MichaelO’Brien

MichaelO’Brien(“O’Brien”)isthecurrentvicepresidentandathleticdirectoratthe

UniversityofToledoinToledo,Ohio.O’BrienstartedtenureasathleticdirectoratToledoin

2002andhasspentfourteenyearsshapingtheathleticprogramintooneofthebestinthe

Mid-AmericanConference.O’Brienhasbeenabuilderinallaspectsoffacilities,athletic

success,andacademicachievement.Inadditiontothoseduties,O’Brienisamemberofthe

NCAADivisionICouncilworkingontheCompetitionOversightCommittee,chairstheMAC

FootballCoachesCommittee,andhaspreviouslyservedasthechairoftheMid-American

ConferenceAthleticDirector’sCommitteeandwasamemberoftheNCAADivisionI

FootballIssuesCommittee.Hisathleticcareerstartedasabasketballcoachbutultimately

movedintoadministrationforprofessionaldevelopment.HisfirstjobwasatBallState

Universityforthreeyears.Then,O’BrienwenttotheUniversityofPittsburghasdirectorof

developmentforfouryears.HetookhisfirstathleticdirectorjobatLamarUniversityfor

fouryearsbeforegoingtoKansasStateasaseniorassociateathleticdirector.Fromthere,

O’BrienstartedhissecondstintasanathleticdirectoratToledowherehecurrentlyholds

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thesecondlongesttenureamongMACathleticdirectors(MichaelO'Brien-StaffDirectory,

2016).

O’BrienwontheNationalAssociationofCollegiateDirectorsofAthletics’“Under

ArmourADoftheYearAward”forthe2011-2012year(UnderArmourADoftheYear

Award,2014).TheinterviewwithO’BrienwasconductedoverthephoneonFebruary3,

2016.

Table1ParticipantInformation

Participant College Conference Years as AD Award Year(s)

Kathy Beauregard

Western Michigan University

Mid-American Conference 19 2010-2011

Morgan Burke Purdue University Big Ten Conference 22 2009-2010

Bubba Cunningham

University of North Carolina-Chapel Hill

Atlantic Coast Conference 13 2008-2009*

John Currie Kansas State University Big 12 Conference 7 2012-2013

Ian McCaw Baylor University Big 12 Conference 18 2011-2012, 2014-2015

Michael O’Brien University of Toledo Mid-American Conference 18 2011-2012

*AthleticDirector,UniversityofTulsa

EffectiveStrategies

Forthepurposeofthisstudy,“effectivestrategies”willrefertotheperceived

strategiesthatareeffectiveinbuildingastrongorganizationalculturethatweremost

discussedthroughouteachoftheinterviews.Eacheffectivestrategyissummarizedbelow.

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SeeTable2foracompletesummaryofthefindingswheren=thenumberofparticipants

thatdiscussedthatspecificstrategyintheirinterview.

Table2

EffectiveStrategies Strategies % n

DevelopingStaff 100.0% 6EnhancingtheUniversityandCommunity 100.0% 6SettingGoalsandObjectives 83.3% 5CommunicatingEffectively 66.7% 4ImplementingCodeofConduct

33.3%

2

DevelopingPersonalPhilosophy 16.7% 1

DevelopingStaff

Oneofthemostprominentstrategieseffectiveinbuildingastrongorganizational

cultureinathleticsisdevelopingthestaffandthoseworkingintheathleticdepartment.It

wastheonestrategythatwasconsistentacrossallparticipantsinsomeway(n=6,100%).

Fromhiring,enabling,delegating,aligning,supportingortraining,thestaffisoneofthe

primaryareasthathelpscreatethecultureandestablishitateachindividualinstitution,

startingwiththeathleticdirector.

Beauregardimmediatelydiscussestheideaofsurroundingyourselfwithgood

people,especiallythosewithstrongertalentsthantheathleticdirector.Thesenior

leadershipatWesternMichiganhasbeentogetherforovertwentyyears,makingforavery

29

uniquesituationthatfosterstheculturetheybelievein.WhenBeauregardishiring,she

doesnotusesearchfirms,sincesheknowsbestwhattheircultureislikeandhireswith

thosevaluesinmind.

Burkefocusesongettingtoknowpeopleandspendingalotoffacetimewiththem,

earlyon.Herecognizedthatpeoplewanttotalkandsharethingsthatareimportantto

themregardingathleticsoracademics.Thestaffmustbeengagedinwhatyouaretryingto

accomplishandsoittakestimetogetstaffalignment.Gettingthepeopleonboardiskey,

butonceyouhavethat,youcanachievethegoalsoftheorganization.

Cunninghamstartedimmediatelydevelopingandinvolvingthestaffwhenhetook

thepositionasathleticdirector.Theentiredepartmentwassurveyedtogaugetheissues,

challengesandsuccessesoftheathleticdepartment,andalmost100%responded.Staff

memberswerepridefulandloyaltothedepartment.Eachyear,thesecharacteristicsofthe

staff,includingconsistency,customerserviceandfocus,aremeasuredtoensuretheculture

iswhereitshouldbe.Inaddition,anonboardingprocesshasbeeninstitutedtoensurenew

employeesandhiresunderstandthevaluesandmissionoftheathleticdepartment.

Curriediscussedstartingfromtheinsideoutandmakingsurethecultureisunified

bymeetingonceamonthasanentiredepartment.Thestaffmustbeambassadorsforthe

departmentoutinthecommunity.Thisisdonebyintentionallygettingtheorganization

togetherandwalkingaroundinteractingwiththoseinthedepartment.Whenitcomes

downtoit,50%ofCurrie’stimeisspentwithrelationshipdevelopment,andthatincludes

hisstaff.

McCaw’stopprioritiesinvolvedevelopingthestaffthroughleadershiptraining,

professionaldevelopmentandteambuilding.Thereisalsoapersonnelplanthatfitswith

30

thedepartmentalcultureandthethingstheyaretryingtoaccomplish.Fromleadership

trainingsegmentsfortheseniorstaffonceaweektoprofessionaldevelopmentoncea

monthtocommunityserviceasawhole,thestaffisbeingdevelopedtostrengthenthe

culture.Then,incomingpersonnelishiredbasedonthreeC’s–character,competency,and

chemistry.Staffisapriorityforbuildingtheorganization’sculture.

O’Brienisanotherfirmbelieverinsurroundinghimselfwithagreatstaffand

encouragingteamworktodeveloptheathleticdepartmentculture.Fromthebeginning,the

executiveteamandotherstaffmetwithO’Brientodiscussthecurrentstate.Fromthere,

theculturecanbecreatedbyfocusingonhavingtherightpersonnelandgettingbuy-inby

lockingarmstoimproveathleticsatToledo.O’Brienunderstandsitisnotaoneperson

show.

CommunicatingEffectively

Communicationisanothereffectivestrategyinbuildingtheorganizationalculture,

whetheritiscommunicatingwiththestaff,universityorcommunity(n=4,66.7%).

ToBeauregard,communicationmustbeintactandstrategizedinallareasofthe

athleticdepartment,universityandcommunity.It’simportanttokeepeveryone’sgoalsand

objectivesattheforefrontofwhatthedepartmentisdoing.Throughthatcommunication

piece,italsohelpstheathleticdirectorsbealignedwiththepresidentanduniversity.

Burkecommunicatesthroughletterstothepresidentanduniversityatlarge

regardingathleticdepartmentachievementsandplansfortheupcomingyeartokeep

everyoneinformedregardingthecurrentobjectives.

Currieliststhatcommunicationisamongfivebasicprioritiesforeachday,but

emphasizesthatcommunicationisTHEmostimportantthingheisdoingdaily.Itisapart

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ofmakingeveryotheraspecteffective.Thisisachievedbydailynewsreleasestothepublic

andevenlettersfromthedeskoftheathleticdirectoroften,sometimesweekly,although

thereisnotasetschedule.Thedesireisforallofthestafftobeabletoeffectively

communicateaboutKansasStateathletics.Curriealsospenthisfirst60daysoncampus

meetingineverydean’soffice,thechiefofpoliceofficeandincoaches’officestofosterthe

communicationbetweenathleticsandtheuniversity.

AtBaylor,McCawwillusetheweeklyandmonthlystaffmeetingstodisseminate

informationandrevisitthedepartment’scorevaluestoensurethatallareawareofwhat’s

happening.Communicationskillsareessentialforhisroleinleadingtheathletic

department.

SettingGoalsandObjectives

Anothereffectivestrategyisimplementinggoals,annualobjectives,and/orstrategic

plansinanathleticdepartmenttobuildtheorganizationalculture(n=5,83.3%).

InorderforBurke’sathleticdepartmenttogetwheretheywanttobe,theymust

definethegoalstheyhopetoreach.Annualobjectives,thataremuchmoremetricdriven,

areseteveryyeartoassistinreachingthosegoalsasanathleticdepartment.Theremustbe

measurementslikerollingthree-yearplansthatareputtogetherforthedifferentareas

withintheorganization,andtheyarecreatedbythestaff,notBurke.Therearealso

performancereviewsforeachemployeewhichenablesthemtosetobjectivesfortheyear

tocomeandthenre-assessthroughouttomakesuretheyareaccomplishingthose

objectives.ForBurke,itisassimpleasPDCA–plan,do,checkandact.

ShortlyafterCunninghamarrivedtotheUniversityofNorthCarolinaatChapelHill,

ateamwasputtogethertoorganizeastrategicplanthatwouldguidetheorganization.

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Withtheresponsesfromtherestofthestaffaboutthestateofthedepartment,thestrategic

planwasimplementedbecauseitallowedtheathleticdepartmentto“Verbalizeyour

mission,yourvision,yourvalues,andthenallocateyourresourcesbasedonthatsetof

criteriayou’vedeveloped”(Cunningham,2016).Onceinplace,thedepartmentcouldwork

againsttheplanandmeasurethedepartmentalculturetoensurethattheycontinueto

moveforward,eventhoughtheyarealreadyverygood.

Currienotesthattheirstrategicplanboilsdowntothevisionandfivecoregoalsof

theathleticdepartment.Whiletheydohaveastrategicplan,theemphasisisontheirvision

of“beingamodelintercollegiateathleticprogram”andthoseobjectivesarelistedona

smallpocket-budgetcardtobecarriedaroundbyeachathleticdepartmentmember.

UponMcCaw’sarrivalatBaylor,astrategicplanwasformulatedandavisionwas

developedforthedirectionofathletics.Withinthatplanarefiveover-archinggoalsand

thenactionplansundereachforthedepartmenttofocuson.Eachtimethereisastaff

meeting,thosegoalsandvaluesarediscussedtomakesuretheypermeatethedepartment

andactasguidetomoveforward,whichMcCawdescribesthatBaylorhasbeenvery

effectiveindoingthat.

O’Briensetspecificgoalsfordifferentareaswithinthedepartmentfromfundraising

tomarketingtoticketsaleswhenhestarted.Overthecourseoftime,goalshavebeenset

thatfallunderthethreefoldcultureofacademics,socialandcompetition.Thoseitemsare

oftenmentionedbyO’Brien,eventoprospectivestudent-athletesandemployees,to

reiteratetheorganizationalculture.

33

EnhancingtheUniversityandCommunity

Intryingtoimplementastrongorganizationalculture,theseathleticdirectors(n=6,

100%)foundthatastrategythatiseffectiveisenhancingtheuniversityandcommunity

aroundthem.

Beauregardprioritizestheuniversityandcommunityinshapingandimplementing

WesternMichigan’sdepartmentalculture.Withrelationshipsandsupportofthepresidents

overthecourseofhercareerasathleticdirector,thereisanunderstandingthatathleticsis

thefrontporchoftheuniversity.Forthepasttwentyyears,oneoftheirprimaryevents

eachyearis“CommUniverCity,”aneventforthecommunityanduniversity,alongwiththe

firsthomefootballgame,thathosts15,000people.Theentireathleticdepartmentis

committedtothecommunityandcommunityservice.

Student-athletesunderBurkehavereallygotteninvolvedwithcommunityservice

andhavebegunorganizinginclusivelargeactivities.Forinstance,onMartinLutherKing

daythestudent-athletecouncilarrangedcommunityserviceactivitiesforallteams.

Cunninghamisafirmbelieverthatathleticsisdesignedtoenhancetheuniversity’s

educationprofile.Athleticsshouldplayaroleinbuildingasenseofcommunityandpride,

butitisnotthemostimportantthingtotheuniversity.Instillingthatintherestofthe

departmentandcampushelpsdefinesthecultureanddirectionoftheathleticorganization.

Currieprioritizesenhancingandcommunicatingwithalloftheirconstituents–

campus,communityandstate.Whenanymemberoftheirathleticstaffisoutinthe

community,eachisrecognizedasthefaceof“K-State”athletics.Thecommunityisengaged

throughCurrie’sdailynewsreportsandletters.Anotheraspectofcollegeathleticsisthatit

tendstosiloitselffromtheuniversityorcommunity.Curriesawtheimportanceof

34

integratingtheathleticdepartmentintocampus,andthefootballcoachhasbeenaleaderin

thisbyhostingadeanoftheschooloneachoneofhiscoach’sshowsoverthepasttwenty-

fiveyears.Thereneedstobeanimportanceonengagingacademicstaffandthecommunity

memberstoenhancetheculturewithinathletics,theuniversity,andcommunity.

WhileMcCawisfocusingoncreatinghisculture,hemakessuretoinvolve

communityserviceforallofthestaffandstudent-athletes.Thisinturngoesbackto

developinghisstaffandfocusingontheirvaluesasadepartment.

O’BrienwantstoemphasizethequalityofpeoplethattheUniversityofToledohas

bymakinghisstaffvisibleinthecommunity,regionallyandnationally.Itisthesepeople

thathelpgeneratethecultureandenhancethecommunityaroundthem.Theimageisalso

keyandthateveryoneseestheathleticdepartmentinvolvedoncampus.Itisapartnership

betweenathleticsandtheuniversity.

OtherEffectiveStrategies

Whilethestrategieslistedabovewerecommonamongstmostoftheparticipantsin

thestudy,therewereadditionalstrategiessharedbysomethatareperceivedtobe

effectiveinbuildingastrongorganizationalculture.

BeauregardandBurketalkofimplementingastudentcodeofconductattheir

respectiveuniversityasastrategythathasbeeneffectiveinshapingtheirathletic

department.Beauregardsaysthatstudent-athletesandstaffmembersintheathletic

departmentunderstandtherearerulestofollow.Twentyyearsago,theywereoneofthe

firstonestoplaceastaffmemberinchargeofenforcingtheirstringentcodeofconductto

makesureallweretreatedequallyandfairly.Itisaneducationalprocessthattheystickto.

UnderBurke’sleadership,thestudent-athletescreatedtheirowncodeofconductthatthey

35

couldbeproudofandusetoholdeachotheraccountable.Theywanttodosomethingright

thefirsttime.Apositivecodeofconductwasdevelopedandtheupperclassmenworkto

educatetheincomingfreshmen.Thereispridethatenhancesthecultureofathleticsat

Purdue.

Cunninghambelievesthemostimportantthinginbuildinganeffectivecultureis

beingconsistentwiththephilosophythatispersonaltotheathleticdirector.His

philosophy,valuesandpersonalmission,whichhedevelopedearlyonwhendecidingto

becomeanathleticdirector,arethingsthatwillalwaysdictatetheleadershipandcultureof

howtheathleticdepartmentwilloperate.

PersonalDevelopment

Forthepurposeofthisstudy,“personaldevelopment”willrefertothedifferent

thingseachparticipantdoestocreatetheirownproactivebehaviorandleadershipin

athleticsasdiscussedthroughouteachoftheinterviews.Eachpersonaldevelopmentitem

issummarizedbelow.SeeTable3foracompletesummaryofthefindingswheren=the

numberofparticipantsthatdiscussedthatspecificpersonaldevelopmentbehaviorintheir

interview.

Table3

PersonalDevelopment Item % n

PeopleSkills 100.0% 6ContinualLearning 66.7% 4PersonalMissionandGoals 66.7% 4

36

PeopleSkills

Inanefforttocontinuallydevelop,personally,theseathleticdirectors(n=6,100%)

putastrongemphasisonpeopleskills.Beauregardhasanopendoorpolicywithinher

departmentandalsospendstimeattendingpracticesandgames,talkingtocoachesand

listeningtostudent-athletes.Shesays,“youlearnalotthatwaybydoingit”(Beauregard,

2016).Burkeprideshimselfongettingtoknowasmanystudent-athletesandstaff

membersashecan,whilealsoattendingpracticesalmosteveryafternoonaroundthesame

time.Feelingthatheisapproachableisimportantandshowingthathecaresaboutthe

individual.Cunninghamspenttimeobservingothers,duringtheearlyyearsofhiscareer,to

determinehisownleadershipstyleandphilosophy.Currieexplainsthathewasblessedto

workforhighintegritypeoplethroughouthiscareer,whichhasleadtohisgrowth.He

focusedonsupportingthosearoundhim,andnowhisgoalistomakethepresident’slife

better.McCawtriesto“Spendagoodamountoftimenetworkingwithcolleagues”because

“youcancertainlylearnalotfromeachofthem”(McCaw,2016).O’Brienhasdeveloped

fromhavingmentorsandcreatingthemindsetwithinthedepartmenttofocuson

teamwork.Lockingarmswiththeteamaroundyouisimportantandalsolearningtobe

cohesiveacrosscampus.

ContinualLearning

Anotherwaytodeveloppersonallyandprofessionallyistocontinuallylearnin

differentareas(n=4,66.7%).Beauregardsharesthatshetakespartintheprofessional

developmentwithinthebusinessbyattendingNACDAandservingoncommitteesand

councilsfortheNCAA.Uniquely,shefocusesprimarilyoninteractivelearningand

communication.Shespendstimestudyingpressconferencesfromthecorporateworld,

37

whilealsoreviewingandlearningfromherownspeechesandinterviews.Burkestates,

“Youcanneverstoplearning.You’vegottoread”(Burke,2016).Whilehedoesnotputaset

standardforhowmuchhereads,itisthecontinualdesiretolearnthatisessential.For

Cunningham,readingissomethingthathehasdevelopedtodoovertimeasawaytolearn

andgrow,althoughhewasnotmuchofareaderwhenhegraduatedfromcollege.McCawis

abigbelieverinreadingleadershipbooksasawaytogrowandchallengehimself,

professionally.Inadditiontothat,healsotriestocontinuallylearnbyattending

professionaldevelopmentopportunities,likeNACDA,tomakesureheisexposinghimself

to“Understandthecuttingedgefromaprofessionalstandpoint”(McCaw,2016).

PersonalMissionandGoals

Forsome,continuingtodevelopprofessionallyandpersonallymeansdevelopinga

personalmissionand/orgoals(n=4,66.7%).Cunninghamspenttimeobservingthepeople

heworkedwithinathleticsandconsideringhisleadershipstyletodetermineaphilosophy

thatfithim,personally,whichisavalue-basedphilosophy.Hesays,“Ivalueeducation.I

valueathleticopportunities.Thereareamillionwaystogetthere,butIdonotdeviateoff

thosefundamentalvalues”(Cunningham,2016).Alongwithhisphilosophy,hemadealist

ofgoalsin1995ofthingshewantedtoparticipateinandspectateeverytenyearsuntilhe

wassixty-fiveyearsold.Itisshockingtohimhowmanyhavecometofruition.Healsodoes

annualplansforhimselfandfamily.Curriehasgrownbyfocusingontheimmediatejobat

handandbeingsequentialinhisgoals.Tohim,thenextstepwasthemainemphasis.

McCawhasapersonalmissionstatementforhimself,whichissomethingthatheholds

himselfto.Alongwiththat,hecreateda“Statementofrolesandgoals”tocategorizeall

aspectsofhislife(McCaw,2016).Withthatinmind,hehassetobjectivesthatwill

38

continuallymovehiminapositivedirection.O’Brienlooksbackonhowhisparentstreated

otherswithrespecttodevelophisownpersonalphilosophy,“Youtreatpeoplehowyou

wanttobetreated”(O'BrienD.,2011).

39

CHAPTER5:DISCUSSIONANDCONCLUSION

Inordertogainabetterunderstandingoftheeffectivestrategiesinbuildinga

strongorganizationalcultureinintercollegiateathletics,theinterviewsweredoneto

gatheruniqueperceptionsandinformationfromthesixparticipantsthatcouldnotbe

gatheredotherwisefrompreviousresearch.Ultimately,thedataandfindingsfromthe

interviewswereusedtoanswertheresearchquestionsandaccomplishthepurposeofthis

study.Toreiterate,theresearchquestionsareasfollows:

[RQ1]-Whatstrategiesdotheseathleticdirectorsperceiveasbeingeffectivein

buildingastrongorganizationalculture?

[RQ2]–Howdotheseathleticdirectorsimplementthesestrategieswithintheirown

athleticdepartment?

[RQ3]–Whatdotheseathleticdirectorsdo,personally,tocreatetheirownvisionand

proactivebehavior?Dotheydevelopcertaingoals?Missionstatements?Values?

Thischapterwillbeusedtobuildonthekeyfindings,presentedinthepreviouschapter,

andassistinfurtheransweringtheresearchquestionslistedabovebydiscussingfurther

detailsfromtheinterviewsalongwiththeliteraturereviewedinchapter2.

EffectiveStrategies

Beforegettingintothespecificstrategies,abriefreviewoftheleadershiptheories

andpastathleticorganizationalculturefoundationareimportanttodiscussinorderto

determinehowthesestrategiesrelatetothepastresearch.Astheleadersofthe

40

organizationssharedtheirperspectivesonhowtheyimplementtheirculture,theyclearly

haveinfluenceindictatingthedirectionitwillgo.Itiscommonlyacceptedthatthe

organizationalcultureiscreatedandinfluencedbytheleader(Bass&Avolio,1993;Burton

&Peachey,2014;Schein,1992;Schein,2004).Theseleaderscanfallundertwotypesof

leadershipdiscussedearlier,transformationalandtransactional,orevenbeacombination.

Regardless,thisisgenerallyhowotherswillperceivetheathleticdirectorandactasa

result.Thetransformationalleaderswillraisethosemembersaroundthem,andvice-versa,

to“higherlevelsofmoralityandmotivation”(BurnsJ.M.,1978,p.20).Leadersrecognize

theneedsoftheirstaffovershort-termgoals,whichcausesthestafftoaccepttheleader’s

visionandperformbeyondexpectation,thuscreatingastrongculture(Burton&Peachey,

2009;Doherty,1997;Judge&Piccolo,2004;Kuhnert&Lewis,1987).Ontheotherhand,

transactionalleadershipoffersacauseandeffectperspectivewhereastheleadersareseen

asexchangingresourcesinreturnforachievingthedesiresofthestaff(Burton&Peachey,

2009;Kuhnert&Lewis,1987;Sinclair,Harper,&Segrave,2014).Bothtypeshaveproven

tobeeffectiveinpriorsportresearchindifferentareasofsatisfactionwiththeleader,

effortstimulatedbytheleader,leadereffectivenessandachievingpositiveorganizational

outcomeswhenitcomestotheathleticorganization(Burton&Peachey,2009;Choi,Sagas,

Park,&Cunnigham,2007;Doherty&Danylchuk,1996).Theathleticdirectorsinthisstudy

determinedthatinordertoimplementtheirculture,theyhadtodeveloptheirstaff,

communicateeffectively,setgoalsandobjectives,andenhancetheuniversityand

communitythroughtheirleadership.

Asorganizationalculturevariesacrossmanyathleticdepartments,thereareafew

essentialconceptsthatexplainhowtheseculturesaredeveloped.Institutionalcultureis

41

createdbythemission,standards,controlandaffiliationsoftheuniversitytoset

parameters(Robles,2009;Schroeder,2010;Ward&Hux,2008).Thestakeholders,fans,

boosters,governingbodiesliketheNCAAandathleticconferences,andmediacanprovide

anexternalenvironmentfortheculture(Duderstadt,2000;Noll,2004;Schroeder,2010;

Southall,Wells,&Nagel,2005;Southall&Nagel,2003).Theinternalenvironmentisbased

offoftheinstitutionalcultureandshapestheathleticorganizationbasedonthehistory,

missionandathletictraditions.Theleadershipandpowerhastheabilitytomanipulateand

managetheinteractionofalloftheseelements.Whenallofthesethingscometogether,it

createsauniqueathleticdepartmentculturewithstaffandaleadertomanageitall

(Schroeder,2010).Implementingtheculturewilltakeplaceinmanydifferentwaysbut

sometrendsdiscoveredinchapterfourshowsomeuniqueperspectivesfromthe

viewpointoftheathleticdirector.

DevelopingStaff

Oneofthestrongesttrendsinimplementingthecultureisdevelopingthestaff.

Manyoftheathleticdirectorsdiscussedthisideainvariousways.BeauregardandO’Brien

hadplannedtosurroundthemselveswithagreatstafffromthebeginningandhavebeen

abletokeepthatstaffinplace.Additionally,forBeauregard,shehasevenbeenabletokeep

herseniorleadershipteamtogetherfortwentyyearsatWesternMichigan.Findingwaysto

focusonthedevelopmentofthestaffasprofessionalsandleadersthroughweeklyor

monthlymeetingshasbeenessentialforMcCawandCurrie,whoevendevotes50%ofhis

timetodoingso.Burkesaysthatyoumustaligntheorganizationthroughfacetime,sothat

peopleunderstandwheretheorganizationisgoingandwhatitisallabout.Itisatthat

pointthatthegoalsoftheorganization,orculture,canbeachieved.Cunninghamwastedno

42

timehearingfromthestaff,uponhisarrival,toseewhatkindofculturetheyhadandhow

theywantedittochangemovingforward.Asatransformationalleader,theathletic

directormustfindwaystounifytheorganizationthrough“liberatinghumanpotential,

developingeffectivefollowership,andbuildinginterconnectedness”(Hickman,1997,p.2).

OneofthebaseideasofleadershipintheBass(1985)ideaoftransformationalleadership,

istreatingeachmemberoftheorganizationbasedontheirownneedsandabilities,which

isknownasindividualizedconsideration.Doingthathelpsdevelopthestaff,whenyou

includethemintheprocesseslikeCunninghamdidandspendtimegettingtoknowthemas

Burkefoundtobeeffective.Whencoacheswerestudied,itwasdeterminedthattheideaof

individualizedconsiderationledtostrong,positiverelationshipsandeffectivenessbetween

thecoachesandadministrators(Doherty,1997;Doherty&Danylchuk,1996).Asthe

organizationalcultureisestablishedandaffectedbytheleadershipandstaff,itisthe

responsibilityoftheathleticdirectortomanageallofthosedifferingpersonalvaluesand

developthememberstoseethevisionanddrivetheorganization(Berquist,1992;Kuh&

Whitt,1988;Rhoads&Tierney,1992;Schroeder,2010;Tierney,1988;Tierney,2008).In

additiontodevelopingthestaffaroundtheleader,theparticipantsexplainedthatthey

wereabletopersonallydevelopandgrowthroughfurtheringtheirpeopleskillsand

continuallylearning.Bytalkingwithstaff,workingwithgoodpeople,emphasizing

teamwork,gettingtoknoweveryoneinthedepartment(includingstudent-athletes),

reading,attendingprofessionaldevelopmentconferenceslikeNACDA,theathleticdirector

coulddeveloptheirownqualitiestomakethemaneffectiveleaderandshapethecultureof

theorganization.

43

CommunicatingEffectively

Communicatingtotheathleticdepartment,universityandcommunitycanbevitalin

implementingaculture.UnderBass’(1985)modeloftransformationalleadership,a

categoryofinspirationalleadershipwasoneofthecharacteristicsanditcorneredonthe

leader’sabilitytoconveyexpectationsandpromotethevisionoftheorganization(Bass,

1985;Burton&Peachey,2009;Doherty,1997;Kim,Magnusen,Andrew,&Stoll,2012).

Thiswouldthenpromotetheculturethroughcommunication.Overtime,thosetwo

categorieswerecombinedtocreateacategoryofcharismaticleadership,sincetherelacked

asignificantdistinctionbetweenthetwo(Avolio,Bass,&Jung,1999;Choi,Sagas,Park,&

Cunnigham,2007;Kent&Chelladurai,2001).Whenastudywasdoneonthird-tier

employeesinathletics,KentandChelladurai(2001)foundthattheideaofcharismatic

leadershiphadanexclusiveinfluenceonthemember’scommitmenttotheorganization.

Communicatingexpectationsandvisionsbroughtaboutacceptingthevisionsoftheathletic

directorandcreatingtheculturetheyaretryingtoimplement.Theathleticdirectorsinthis

studyexplainedthatthecommunicationwiththestaff,universityandcommunityiskeyto

developingtheirculture.CurriedescribesitasTHEmostimportantthingheisdoingona

dailybasis.Burkeusescommunication,throughletters,toinformthepresidentand

universityofthedepartmentgoalsandobjectivessothatallknowthestateofthe

organization.Beauregardisstrategizingthecommunicationinallareasofthedepartment,

universityandcommunity.Then,McCaw(2016)disseminatesinformationthroughweekly

meetings,sincehebelieves“Communicationskillsareessential.”Sincetheinstitutional

environment,externalenvironment,andmembersoftheorganizationarebuildingblocks

forathleticculture,thecommunicationwiththeseareasisaprimaryeffectivestrategyin

44

buildingastrongorganizationalculture(Duderstadt,2000;Noll,2004;Robles,2009;

Schroeder,2010;Southall&Nagel,2003;Southall,Wells,&Nagel,2005;Ward&Hux,

2008).

SettingGoalsandObjectives

Almostalloftheparticipantsdiscussedsettinggoalsandobjectivesinsomewayas

aneffectivestrategytoimplementingtheirculture.Theyalsohadpersonalmissions,

philosophiesandgoalsthattheycreatedforthemselvesthatwouldultimatelyhelpshape

theculturetheydesiredandhowitwouldbeimplementedinthedepartment.Presentedby

theleaderofthedepartment,theorganizationalcultureandgoalshelpaligntheentity

(Southall,Wells,&Nagel,2005).Burke(2016)reinforcesthisideaimmediatelywhenasked

ofeffectivestrategies,“Ithinkyouneedtoaligntheorganizationbehindwhatyou’retrying

tocreate.”AtPurdue,hedoesthisthoughannualobjectivesandperformancereview

managementthataremetricdriven.Eachmembermustsetgoalsandobjectivesforthe

year,andthenrevisitthemtoremainontrackwiththeorganization’soverallmission,

visionandculture.Thisideacanalsobeachievedthroughastrategicplan,somethingthat

mostathleticdepartmentshave.UnderBaylor’sstrategicplan,McCawdescribesthatthere

isavisionandcommongoalswithunderlyingactionplanstosteertheorganization

forward,andithasbeeneffective.Currieplacesthesegoalsandobjectivesonpocketcards

tooftenremindhisstaffontheoverallmissiontheyaretryingtoachieve,simply

reinforcingtheculturetheywantdaily.Settingthesegoals,objectivesandplansallowsthe

leaderandathleticdepartmenttomeasurewheretheyare.Essentially,“Takingthepulseof

anorganizationalculturewithinathleticsisagoodwaytotrackculturedevelopmentover

timeanduseittomeettheexternaldemandsofanathleticsenvironmentanddevelopinto

45

achampionshipculture”(Bailey,2007,p.116).Cunninghamfindsthatafterdevelopingthe

strategicplanearlyon,whichincludedthestaffandtheirdesiresforculture,they“created

mission,vision,values,objectives,measurables”andhavebeenabletoworkagainstthose

sinceitwaslaunchedin2012(Cunningham,2016).Now,“Throughaseriesofsurveyswe

cantellwhetherwearegettingbetterorworseincertainareasrelevanttoour

departmentalculture.Wedooneannualsurveyofcorporateculture”(Cunningham,2016).

Burkeisalsodoingthisthroughannualobjectivesandrollingthree-yearplans.Setting

goalsandobjectiveshelpsshapethecultureandkeepeveryoneontracktowardsachieving

it.Evenwhenthedepartmentmightbereallygood,theycanstillmakesuretheyare

progressing.

EnhancingtheUniversityandCommunity

Twoofthefivebuildingblocksinorganizationalcultureforhighereducationrefers

tohowthecultureisshapedbytheuniversityandcommunity.Theinternalenvironment,

missionoftheuniversityandacademicprograms,andnumerousexternalenvironments,

likealumniandmedia,canaffecttheprinciplesthatmakeuptheuniversityculture(Avolio,

Bass,&Jung,1999;Choi,Sagas,Park,&Cunnigham,2007;Kent&Chelladurai,2001).

Whenitspecificallypertainstoshapingtheathleticculture,threeoutoffiveelements

presentedinpastresearchrelatetothecommunityanduniversity.Theinstitutionalculture

andinternalenvironmentprovideparameterstomoldathleticsandinfluencebasedon

mission,traditionsandhistory.Then,theexternalenvironmentprovidesinfluencefrom

theoutsideduetoalumni,organizationsandmedia,whichcanresultinprovidingfinances

(Duderstadt,2000;Noll,2004;Robles,2009;Schroeder,2010;Southall&Nagel,2003;

Southall,Wells,&Nagel,2005;Ward&Hux,2008).Therefore,theathleticdepartments

46

needtofindwaystoenhancetheuniversityandcommunityaroundthemtocreateand

furtherestablishtheirculture.Allparticipantsinthestudyrecognizedthisasanimportant

strategyforbuildingastrongorganizationalculture.AsCunningham(2016)shared,“I

firmlybelieveathleticsshouldenhancetheuniversity,andtheathleticdepartmentis

somethingthatisawaytobuildasenseofcommunity,asenseofpride,butitisnotthe

mostimportantthingtotheuniversity.”WithBeauregard’s(2016)exampleof

“CommUniverCity,”thereisevidencetosupportthatandthefactthatathleticeventsare

the“frontporchoftheuniversity.”Throughthisevent,15,000membersofthecommunity

areabletocometogetherpriortoafootballgame,andithasbeensuccessfulforover

twentyyearsnow.Communityserviceisanotherwaytoenhancetheconstituentsaround

thedepartment.Ithasbecomeasignificantconceptforthestaffandstudent-athletesat

PurdueandBaylortothepointwherethestudent-athleteshavetakenontheresponsibility

toorganizelargeeventsthatincludeallstudent-athletesandmembersofthestaff.Itisa

wayforteambuildingwithinthedepartmenttoupholdtheculture,butalsoenhancesthe

community.Imageisalsokey,whenitcomestohowO’Brien’sstaffisviewed,andhewants

themtobeknownasfirst-classinthecommunity.TodothatatKansasState,Currie

implementedaplanduringhisfirst60daysonthejobtogetintotheofficesofeverydean

oncampus.Bydoingso,hewasabletounderstandtheuniversityfromadifferent

viewpoint.Formanyoftheacademicstaffmembersanduniversityofficials,itwasthefirst

timeanathleticdirectorhadsetfootintheiroffice.Curriediscussedthetypicalmindsetis

toinviteprofessorstopracticeandshowthemathleticfacilities,butrarelydoathletic

administratorsandcoachesvisittheacademicside.Curriehastakenadifferentapproach

toenhancingtheuniversityandcommunitybytakingathleticstotheuniversity.The

47

athleticdepartmentneedstobeinvolvedinvariousaspectsoftheuniversityand

communitysothatitcanenhancethoseareastofurthershapeitsstrongorganizational

culture.

Conclusion

Asintercollegiateathleticsevolves,collegesanduniversitieswillcontinuetoseek

leadersabletoimplementastrongorganizationalculture.Forsomeathleticdirectorswho

havebeeninthesamedepartment,itisaboutfindingwaystoadaptwiththenew

generationofstudent-athletesandyoungprofessionalstocontinuallymoveforward

towardsachampionshipculture.Thisstudyprovidedsomekeystrategiesthatareeffective

inbuildingastrongorganizationalculturefromleaderswhohavedemonstrated

administrativeexcellenceandtheabilitytodoso.Someofthemhavemadeacareerinone

department,whileothershavemovedtoasmanyasthreedifferentinstitutionsasan

athleticdirector.However,manyofthemseemtoagreeonfourimportantstrategies:

developingstaff,communicatingeffectively,settinggoalsandobjectives,andenhancingthe

universityandcommunity.Notallofthesethingswillbedoneexactlythesame,aseach

athleticdirectoranddepartmentwillimplementthesestrategiesdifferently,butthey

provideaframeworkthatotherscanfollow.Inadditiontothesestrategies,theseleadersin

athleticsfindwaystopersonallyandprofessionallydevelopthroughworkingonpeople

skills,continuingtolearn,andsettingpersonalmissionsandgoals.Thegoalsofthisstudy

wereaccomplishedbydeterminingwhatstrategieswereperceivedtobeeffective,how

athleticdirectorsareimplementingthemwithintheirownathleticdepartment,andwhat

athleticdirectorsdo,personally,tocreatetheirownvisionandproactivebehavior.Inan

areawherethereisminimalresearchonorganizationalculturefromanathletic

48

perspective,thisstudyactedasanopportunitytoconductfurtherresearchstudies.Those

ideasarelistedbelow.

FutureResearch

Thisstudyprovidedagoodframeworkforfutureresearch.Aseachathletic

departmentisunique,thisstudycouldbefurtheredbyincludingmoreathleticdirectors

withintheNCAADivisionIFBS.Whilethiswouldtakemoretimeandresources,itwould

provideadditionaluniqueexperiencesandstrategiesthatarebelievedtobeeffectivein

buildingastrongorganizationalculture.Inaddition,thisstudystrictlyfocusedonDivisionI

FBS,soitispossiblethatthesestrategiesarenoteffectiveforathleticdepartmentsinother

divisions.SoincludingathleticdirectorsfromDivision1FCS,DivisionII,DivisionIII,NAIA,

etc.couldprovidesomedifferingresults.Additionally,onecouldstudythecomparisonsor

contrastsofthestrategiesamongthedifferentdivisions,orevenfootballvs.non-football

schools.Inanattempttogainawholepictureperspective,acasestudyapproachcouldbe

takentoincludesurveysorinterviewsfromstaffmemberswithintheorganizationto

determineifthefindingsaresimilar,andwhetherornotthestaffperceivesthesestrategies

tobeeffective.Hearingdirectlyfromtheathleticdirectorsinthisstudyaddedunique

perspectivestothepreviousresearchandsetsthestageformoredatatobecollectedfrom

thoseinapositionofleadership.

49

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