My Reflection on Meeting this Outcome

My first artifact, Executive Summary of HCC Football, demonstrates my ability to identify

organizational and procedural problems within a football program, evaluate them, and develop a
plan to improve the overall performance of a collegiate football program. When organizational
strategy changes; structures, roles, and functions should be realigned with the new objectives
(Corkindale, 2011, p. 1). Each year, specific and measureable criteria for what a scholarship
athlete should be is given to each coach on the football staff and discussed at length; however,
these criteria are not applied when offers are being made. The solution to this problem is for
recruiting coaches to compile a list of qualified scholarship athletes from their assigned
recruiting areas, have each position coach evaluate the players they will coach, pass them on to
the coordinators on each side of the ball, and then have the head coach make the final
determination as to who will be offered a scholarship to play for HCC. In addition to being more
selective of incoming players; existing players need to be given more attention to facilitate their
development. The ability to recognize high-potential talent builds an organizations
competitive advantage for the future and allows an organization to fill mission-critical roles
(UNC Executive Development, 2015, p.1). The mission critical roles within Hutchinson
Community Colleges football program are the individual positions that are being filled through
player development and recruiting. The factors that have been identified as vital to the success
of a player on the HCC football team are sound, and will result in championships if they are
followed when scholarships are offered each year. As a student-athlete matures, they are able to
make daily decisions that allow them to be more successful in the classroom and on the football
field. Focusing on people and improving existing processes will translate into both conference

and national championships for the school; and as a result, increase the caliber of individual the
program is able to recruit and develop and increase revenue for everyone involved.

My second artifact, Executive Summary of Interventions, demonstrates my ability to implement

change at the individual, team, and organizational level. Executing effective interventions on the
individual, team, and organizational levels will help a football program navigate through large
scale transition more effectively by identifying and reducing resistance to the change. Efforts to
manage change using a one-size-fits-all approach are doomed to failure for the simple reason that
peoples brains are hard-wired differently (Schwartz, 2012, p.1). The goal of the team
intervention is to employ a problem-solving approach to team building that helps established
work groups identify and address obstacles and constraints to high performance (Barner, 2006,
p. 48). The organizational intervention will require that leadership reflect a common goal and
vision for the company, and be able to effectively embed the philosophy in the entire
organization. Resistance to a change of this magnitude is unavoidable; however, by executing
focused interventions the organization can reduce resistance and increase ownership in the
change. In order for this to happen changes at all levels of the organization will have to be
implemented to ensure that the transition is as smooth as possible. Resistance to this change is
unavoidable; however, by intervening at the individual, team and organizational levels the
amount of resistance about the resources that will be required and how much their lives will
changed can be managed throughout the process. At the individual level it is important to gather
feedback from members of the organization by utilizing diagnostic instruments and assessments
in the areas such as conflict style, leadership style, work preferences, learning style, work
aptitudes, and more (Anderson, 2015, p. 211). The advantage of using these instruments is that

it allows the organization to introduce language and other concepts to members of the
organization without presenting a high level of threat to them, and assists in the identification of
resistance to the proposed change. Coaching employees at all levels, with the goal of helping
them improve in specific areas, will help them successfully navigate the change as their goals
begin to align with those of the organization. During this process it will be important to develop
mentoring programs to help shorten learning tracks, speed up managerial advancement, and
build the next generation of leaders (Stone, 2004, p. ix). Implementing peer reviews at this time
will ensure continuous feedback; and as a result, allow the organization to address resistance in a
more efficient and effective manner. The goal of the team intervention is to employ a problemsolving approach to team building that helps established groups identify and address obstacles
and constraints to high performance (Barner, 2006, p. 48). It is important to explain any
changes in current job responsibilities, team restructuring, or work assignments. Once these
decisions have been made it is going to be necessary to negotiate with individuals that are
resistant to the changes in their organizational responsibilities. The team intervention will
require the investment of various resources to facilitate individual meetings with managers, team
leaders, and individuals. As a result of this process, organizational teams can be created or realigned to maximize the different skill sets that employees bring to the organization. In order for
any change to be successful, leaders of the organization must reflect a common understanding
and shared commitment to the strategies, plans, and goals of the organization (Anderson, 2015,
p. 319). It is important to understand that members of the organization feel a strong sense of
loyalty and belonging to the way they have been doing business in the past; and as a result, will
feel a certain sense of loss when the organization goes through a large scale organizational
change. Organizations consist of complex networks of agents who each play an important role

in determining the outcomes of an intervention (Nielsen, 2013, p. 283). Once these groups have
been established, it is necessary to communicate strategies, changes to the organizational vision
and direction, and changes to pre-existing organizational structure.

My third artifact, Meaning and Impact of Leader-Follower Theory, demonstrates my ability to

identify groups and maximize the potential of the players I interact with each day. The leaderfollower theory focuses on the interactions between those who lead, and those choose to follow.
Effective leaders must be able to identify the individual and group cultures that exist in the
workplace, and utilize appropriate leadership styles to maximize the production and satisfaction
of their followers. In order for the leader-follower relationship to function effectively, all parties
involved must believe in each other, the organization, and the vision of the collective group. In
order for there to be an effective leader-follower relationship, all parties involved must be aware
of their role in the relationship, and be willing to fill that role in a manner that best serves any
given situation. In a college football environment, leaders and followers will emerge if they feel
the freedom to express their ideas and suggestions without the fear of punishment. Through my
experiences as a college football coach, I have found that leaders are much more effective if they
have a relationship built on trust and open communication with those who follow them. As a
result of truly getting to know all members of an organization, the leader is able to identify the
various cultures and structures in place; and therefore, identify the best leadership styles to
utilize. Some subordinates will respond to a directive leadership style, which clarifies
performance expectations and assigns tasks (Schriesheim, 1978). In my profession, I must be
very clear about what is expected from the coaches and players I am responsible for, and assign
specific tasks that need to be completed in a timely fashion. In contrast; there are times when the

intended result is better if I vaguely describe what needs to be accomplished, and let them
develop the process on their own. Regardless of the method used, it is important that I instill a
sense of confidence and belonging if the entire team is to reach the goals that have been set. One
of the first things a follower will identify is, by what means did the person in authority gain their
power? The followers perception of the leaders authority is just as important as the leaders
perception of their own power. Simply stated, if the leader thinks they are better than their
subordinate, the chances of a highly effective leader-follower relationship emerging decrease.
As a result of this interdependent relationship, leadership can be seen as a group effort, which
assists in directing activity, decision-making, goal-setting, communicating, adjudicating conflict,
and maintaining the enterprise (Hollander & Webb, 1955; Kouzes & Posner, 1987). As a result
of this shared power, the leader and follower can have an impact on the performance of each
other, instead of the leader being the only person of influence. An effective strategic vision is
clear, compelling, and communicated in a way that motivates and inspires a broadly shared sense
of organizational direction and purpose (Dess & Picken, 2000). In order for someone to be a
great leader, they must first be a great servant (Dess & Picken, 2000). As the leader of the
defensive unit of Hutchinson Community College, I believe it is essential for my players and
coaches to see my willingness to do whatever it takes for our team to be successful. This does
not diminish my role as the leader. In contrast, it helps build trust and accountability among the
team; and as a result, the players are willing to give more of themselves for the greater good of
the team. In addition to the increase in physical commitment to the team, players and coaches
become more open to the ideas of sharing information and making suggestions. According to
Dess & Picken (2000), there are five elements that must be addressed if this type of relationship
is to exist. First, the gathering and sharing of information must become a part of the daily

culture. Second, everyone in the organization must be involved, regardless of their pay grade.
Third information gathered must be focused on what is relevant to the organization. Next, there
must be a process implemented that ensures information is collected, processed, and
communicated in an accurate and timely fashion. Finally, every member of the organization
needs to be motivated to participate in the new culture of information gathering and
communication.

My fourth artifact, A Leadership Strategy-to-Performance Gap Analysis of the Southwestern

College Football Team, demonstrates my ability to identify if the goals, objectives, and vision of
a football program are being effectively communicated to the players by the coaching staff.
Changing the culture in a program that had been decimated by failure and fighting from within
was a difficult battle that had to be fought if the program was to move forward. This analysis
focused on the Southwestern College football teams organizational structure, leadership styles,
and the effectiveness of the strategies being implemented. It is the responsibility of the coach to
take responsibility for the behaviors that are being reinforced, punished, or ignored in an
organization (Barker, 2003). As the leader of the defensive side of the ball, it was my
responsibility to get the most out of my coaches and players. During my 13 years of coaching
college football, I have observed that coaches who walk around with a smile on their face and
demonstrate passion for their jobs have an uplifting effect on others (Gallo, 2008). As a result of
experiencing this type of leadership, I have focused my attention on creating a positive
atmosphere for my players and coaches. Those who witness my style of coaching would
consider it a charismatic style of leadership. As a charismatic leader, I try to transform the
needs, values, preferences, and aspirations of my followers from self-interests to collective

interests (Shamir, House, & Arthur, 1993). This style of leadership is extremely effective with
my players because they know I am well prepared and am looking out for their best interest.
This style of leadership requires that I clearly illustrate the importance of the hard work they
give, and how it relates to our ultimate goal of winning championships. In addition, I believe it
is imperative that I ask for their opinions in matters that concern them. The members of the
coaching staff would classify me as a democratic leader because I delegate responsibilities to
them and encourage them to use their imagination and present diversified thoughts. As a result
of this type of leadership, those who have worked with me feel comfortable bringing issues to
my attention that they may not want to take to the head coach. Positive motivation lets the
players I coach know whether or not the course of action they are pursuing is in fact
accomplishing the desired results and, therefore, whether or not a change in plans and strategy is
needed (Scanlan, 1981). By focusing on motivation, instead of scheme, I am able to get the most
out of the players I coach and enjoy success on the field of play.

My fifth artifact, Resume, clearly demonstrates my core competencies, as they pertain to

coaching collegiate football, and chronicles my 13 years of professional experience as a
collegiate football coach. Since enrolling in the MSL program at Southwestern College, I have
been hired at Fort Hays State University as the defensive coordinator, and Hutchinson
Community College as the assistant head coach and defensive coordinator. My success in the
college football profession can be attributed to my communication and relationship-building
skills and strong track record of exceeding goals and expectations in highly competitive
environments.

My sixth artifact, Hutchinson Community College Professional Biography, accentuates my

success during my time as the assistant head coach and defensive coordinator of the Hutchinson
Community College Football team. This artifact chronicles the year by year success I have been
a part of as the leader of the defensive unit, and demonstrates my ability to develop athletes into
All Conference and All American players before moving on to four year colleges and
universities.

My Future Learning Goals as Related to this Outcome:

The artifacts and reflection above demonstrate that I am an excellent candidate for advancement in my
field. In order to continue to develop into the best leader I can be, which will help me secure a position as
a head football coach, assistant coach at the NCAA Division I level, or a defensive coordinator position at
the NCAA Division I or II level, I must continue to grow as a leader. By earning my Master of Science in
Leadership degree from Southwestern College I will be qualified to interview for positions I was not able
to pursue before this accomplishment. In addition to earning my Masters Degree, I will begin to embark
on professional development trips around the country to visit with NCAA Division I football staffs to
increase my knowledge and enlarge my professional network. By doing so, I hope to build relationships
that will help me further my career and achieve the professional goals I have set. Gaining knowledge
from individuals and groups within my profession will be extremely helpful; however, it is imperative
that I continue to grow by studying others who have succeeded in my field. As a result; I will read the
following books in an effort to grow intellectually and as a leader:
1. Do You Love Football?! Winning with Heart, Passion, & Not Much Sleep by Jon Gruden with
Vic Carucci
2. Sidelined: Overcoming Odds through Unity, Passion, and Perseverance by Chuck Pagano and
Bruce A. Tollner
3. Quiet Strength by Tony Dungy with Nathan Whitaker

4. The Purpose Driven Life: What on Earth am I Here For? by Rick Warren
The first three resources are written by head football coaches that have been extremely successful at the
highest level in the sport of football, and will offer insight into what is required for me to be a highly
effective head football coach and leader. The fourth resource will help me to focus on my spiritual
growth and develop a focus as to what my ultimate purpose is as a leader of young men.