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(Monday, June 5- 2:30- 4:40 p.m.)


Good afternoon. Our first speaker today is Royce Flippin, who is the director of athletics at HIT


The best definition of development that I've seen is actually the product of a Boston-area consulting group who says, "development is a process of building five professional qualities. First, is to build a sense of identity to give the individuals who work with you a sense of who they are in their work and who we are in our work. How good are we? A sense of reality for that person versus the self-conning that we all do about the sense of ourselves at times. Secondly, it's building the quality of character; work values, professional ethics and how we tilt when we're tested. Third and fourth are both analytic and operational capabilities. The ability to do something. Fifthly is confidence. This is a crucial quality and really fuels effective action and development. Development is a process of building a sense of identity, character, analytic and operational capability and confidence."

This same consulting firm has indicated that they believe there are six crucial elements in this development process of those five personal qualities. The first is risk taking. That is the frequency of venturing into uncertainty versus playing it safe. How do help our people venture into uncertainty versus the natural inclination to play it safe. What kind of pressure or lack of pressure do we give our people to take those kinds of risks and to gain the confidence that comes with it.

The second crucial element is collaboration with others. Of course, that goes hand-in-hand with caring for others, gaining trust from others, deriving pleasure from working with others, encouraging the views of others and communicating with others. All of that is part of the ability to weave some kind of valid consensus among a group you might be working with. The end result of all that is what we call the development of leaderships, instincts and leadership skills. So, secondly in the development process, the crucial element is collaboration with others. Create environments where your people have to go through those processes and begin to gain the confidence of working with each. Teach them to care about others versus the tendency of thinking about oneself.

The third crucial element is support level; yours for your people. Don't expect your own confidence to be supported by your people. It doesn't work that way. Your support for your people is the third crucial element of the development process.

A fourth crucial element is high standards. If a person you are working with tends to be sleazy, slippery, manipulative, or if you're that way in the development process of your people, they'll know it. Somehow development for them will be inhibited by lack of trust in you. High standards have to be present as an element in the development process.

Fifthly and sixthly are two qualities that we often talk about being developed through athletics and here's a chance to prove it. Fifth is intensity of effort, the persistence factor. How much do you require your people to really follow through on something? How quickly do you take it from them and say I'll finish it off and make it somehow better versus helping them become more and more persistent with their own effort.

And finally, the issue of competition. I'm talking now with yourself versus the tendency to cut up other people. It's the old Army ad, "be the best that you can be." So, I'm talking about six crucial elements in the development of the five professional personal qualities that I just mentioned. They have to be present in the development process. One, a risk taking environment; two, collaboration with others; three, support levels: yours for them; four, high standards versus mediocre; five, intensity of effort: the persistence factor; six, the encouragement of competition with yourself to be the best that you can be. All six of those are on-going daily concerns in every situation invol~ing your people.

Obviously, we as managers have much to do to build these five qualities and to weave throughout the building those six elements. People don't always develop because so much is required of individuals, supervisors and of the partnership between the two. It's hard work. It takes patience. It takes flexibility. If you want it to be neat and tidy, forget it. The least opportune times, invariably, will be the times most important weeding through the six elements to develop people, so you've got to be conscious all the time and not just when it's convenient for you.

Both parties have to buy in. It's truly a partnership in development. It's truly a mutual commitment I have seven rules to achieve those five, using those six. The first is, care more about your people than yourself. I didn't say it was going to be easy. That's not an easy thing to say. You can't fake it. But, rule number one is to care about your people. If you will, look at it as inverting the job pyramid to a plo' where your people are pulling a plow along and you're behind helping them on the same level.

Rule number two is to begin the partnership with the hiring process. All of the people who work with follow this pattern of hiring. First, make sure the hire makes sense for the applicant. Start the fact tha you really care about your people preparing the way for development later on, by really making sure that the application and the hire makes sense for them. What is the clarity of their search? Why should they be her

Secondly, how does all that make sense for the department? Our women's basketball coach needed some kind of part-time opportunity to find out what it was like to run a program. We had just that opportunity f her. We hired her because it made so much sense. In her first year, she was our conference coach of the year. So far, for her, that pattern is working and it made sense for her.

Rule number three is to always look for better opportunities for your staff either internal or exteN Externally, recognize when they're ready, encourage their applications, use it as an opportunity to review good they are and why. Be aggressive about writing and calling on recommendations. Discuss interview strategies with them and techniques where it's appropriate and de-brief on interview trips. In the last ti years, we have four coaches who have gone on to better positions in Division I. All four were very differ~ in their nature, but all, in fact, took a lot of involvement by us. One is our part-time coach of men's diving, who went full-time to Harvard. One was our director of crew, who went full-time to Cal-Berkeley. One is our women's coach in soccer who we spent a lot of time talking to about what made sense for her. She's now the head coach of women's soccer at Columbia. One is our head coach for tennis who came from Division I to us to figure out his life. After three years, he knew he wanted to be back in Division I. I nowat Notre Dame. In all four of those cases, we are pleased that they found where they should be because want to be known as a place where people have opportunity and where people aren't trapped.

Internally, it's a little different story. It requires equal concentration. Hire from within whenever you can. Prove you really have confidence in your people. Take risks with new opportunities thai might come up. Recognize when it makes sense for them to have an opportunity within your department. We I through a very interesting and highly-successful switch of two senior officers. One, from operations to senior financial and the other, from financial business manager to operations. It was a long process. Bo' were very effective in what they were doing. In both cases, they are very grateful for that swap, but it 1 really in the spirit of developments and enrichments and risk-taking because we didn't know how it would tl out. We proceeded and we are very pleased that we did.

We also had our director of crew that went to Cal-Berkeley go in August. It gave us three weeks. W, debated long and hard whether to bring in somebody all trained and set to run a crew from outside or to tr work it out internally within our own family. We decided to make someone director of crew who had no prev experience whatsoever, but he seemed to be the kind of person who would weave a family spirit and a competitive environment and support we wanted. There was a lot of opposition to that. It would be more obvious to go with someone with a bigger name. We went internally with our own family and it's worked out very effectively.

Rule number four is to believe in and conduct annual reviews, evaluations or discussions. Don't f4 them. Many of us do. Use them as an opportunity to listen. Use them as an opportunity to dig deeply il the past year. Find out what people are struggling with. Find out how their confidence is, because the result is the answer to those discussions in the partnership and development that you create with that pI for the coming year. If, in fact, those discussions have been with the trust and intimacy of depth they should be.

I have a handout available on the six-part annual reviewand it truly encourages depth of discussion it initiates dialogue. It allows their agenda, not yours, to dominate. This yearly review form encourage their agenda and your understanding and your support. That's really what development is all about.

Rule number five is whatever the dollar pool for increase is, always base your increase on merits. pool approach is to assume five percent. An average evaluation would be one percent below that and below average would be about 2.5 percent. Above average would be 5.5 percent, slightly above the overall pool a outstanding would be about seven percent, plus or minus. The pool is an average, so to allow enough room outstanding merit people, you have to drop below for average. With a five percent pool, our average would four percent.

Our criteria for our merit evaluation are six areas. One, how do they handle formal responsibilitj two, how are the people with direct responsibility to them handled; three, how is their outreach and how effective and creative is it beyond their direct people management responsibilities; fourth, the interest issue of growth potential; fifth, is the special dimension. Everyone has one. Look for it. Recognize j sixth, is the overall value to the department. You can give those a zero to seven rating, if you want. divide by six and have a nice neat percentage.

The process is to involve senior leadership in these discussions. We had one very interesting process in the last three years. One of our head senior coaches and a very effective coach was in partnership with me and I wanted to get the rest of the department to recognize that his abilities were as strong as I thought they were. There were very valid reasons why the rest of the department didn't rank him as highly as I did. He understood that. We had a three-year process which ended this year, and he is now ranked as one of the three highest coaches we had. In effect, our partnership worked in his development. All aspects of that three-year partnership were favorable for him.

Rule number six is to be willing to accept and work with failure or deviant behavior. We've all had it with sexual harrassment situations, alcoholism, and mid-life crises and others. My advise to this group in the issue of development is that anything that is easy for you to give up on with your people, don't. We have successful development examples from all three of those areas of struggling behavior. We still have some who are struggling, but I would say a general rule under that wor~ing and accepting the failure, is to strengthen the weakest because they have the most potential.

Rule number seven, and last, is to plan every day on how you're going to use five most urgent people situations as development tools. With all of the other things you do about strategies to create projects to do and problems to solve. Everyday, think through how you're going to develop the five most urgent people situations you have.

Your people situations may not be linked to strategies, projects or problems. They may just be relevant to the person, but either way, everyday, think of the five most urgent in terms of development. If you are a manager truly committed to your people, truly caring more about them than yourself, then those five people situations will transcend all other agendas. I think they should, but I didn't say it was going to be easy. How much do you care about managing? How much do you care about staff development and their success?


Do you have any questions of Royce? I have one, myself. Would you tell us how your tool was developed for annual evaluation and who was involved?


The review was developed through discussions at staff meetings of the vice president group we work with. It was taken further by discussions with individual staff members within our department, one on one, as well as staff in general. We passed it out for responses and finely shaped something that we felt was effective for everyone. The pool was developed by us from ideas that a manager from HIT had used. We discussed with our people internally. We liked it and it made sense.


I want to introduce Judy Sweet. She is the director of athletics at the University of California at San Diego. We know her a little bit better as the secretary-treasurer of the NCAA. Of course, she is one of your NACDA Executive Committee members. If I had to select Judy's strength, it is her ability to sort through rhetoric and verbiage and to make a situation absolutely crystal clear. I have depended upon her for that for the last five years. With that thought in mind, Judy will be presenting some thoughts about campus student-athlete councils.


Thank you, Jen. That puts a lot of pressure on me and I hope I don't let you down. Before I talk about student-athlete councils, I'd like to share with you how pleased I am at the discussion that just took place in regard to staff evaluation. When AI Van Wie and Bill McHenry and I met as NACDA Executive Committee members to try to come up with some ideas on sessions for Division III, the overriding philosophy that directed our decisions was that we can help each other. I believe the discussion which just took place is an example of how we can help each other. We all deal with similar situations on our campuses. We all have found solutions and we can always learn from solutions that others have found on their campuses. I hope that as we continue the program and as we plan for future programs, the kind of discussion that just took place will continue both in formal settings such as this one and when we have an opportunity to informally dialogue.

One of the areas that we identified that might be of help to Division III member institutions is developing communication, not just with our staff, but also with our student-athletes. I was enthusiastic about taking this topic since we've only had a student-athletes council for two years on our campus. In that two-year period, I can honestly say that my work with the athletes council has been one of the most positive parts of my job responsibility. I'm also delighted to have an opportunity to speak to the athletes council because there are two people in the room today who I have learned from and this gives me an opportunity to publicly thank them. Both of them were a part of a management review team that came to our campus two to three years ago. Royce was one of them and Mary Jean Mulvaney was the other one. In the process of their doing a review on our campus, one of the things they pointed out was that there seemed to be a gap in the student-athletes really understanding what the administration, within the athletic department and the administration on campus, was trying to do for them. As a result, it became one of our priority goals to bridge that gap and we saw the athletes council as a way of doing that.

It's been an interesting history as the athletes council has developed on our campus. There was enthusiasm from the athletes to be a part of a forum where they could have direct contact with the administration. That contact has not been limited just to the athletic administration, but to other administrators on campus as well.

The structure of the committee initially was one of the administration giving direction to the athlet council. I spent the first year of the athletes council history setting up agendas based on what we were hearing from the student-athletes and sending out reminders about the meetings. We were meeting about once month. As the year progressed, the student-athletes were asking for more frequent meetings and the student-athletes were starting to assume the kind of responsibility that we wanted in making it their organization. Not that it should be our organization, but theirs, in which we would interact with them. A result, after one year, we had a Steering Committee which was the administrative arm of the committee. It a committee of volunteers. We've started to wean the students from the oversight of the athletics administration and we're getting close to the point where they will become more independent in determining their direction and agenda.

In the first year, they established what they felt to be important goals. I think it represents some what Royce was talking about. We need to pay attention to how we interact with our staff. That's showing that we care. Student-athletes needed to know directly that we cared about them. So, the goals they established included the following: enhance communication at all levels, increase awareness of the athletj program, promote team activities, develop mutual team support and community support, generate increased funding, improve facilities and plan for expansion, establish alumni relations, provide social events for athletes and have fun. One that they didn't identify that has been most satisfying to me is that of leadership development that has taken place within the athletes council.

One of the accomplishments that they themselves have identified over the past two years has been the enhanced communication. The athletes themselves were responsible for putting in place a letter-awards syst We are a fairly young university. Our first graduating class was in 1969, so we don't have a long history tradition and we've utilized the athletes to help us establish some traditions. We felt that the letter-al program was one that was for the athletes and who better to determine who the recipients should be than thE athletes themselves. This has met great success in being received by the athletes and the coaches.

Another tradition they put in place for us which was lacking, was the establishment of a fight song. One of the athletes council member had contact with somebody very creative and musically inclined. We now have a fight song.

They have also addressed the format of our annual year-end awards dinner. This dinner involves all of our varsity intercollegiate sports and the athletes council has been very much involved in determining the appropriate format for that dinner should be. It's not the traditional approach to awards dinners. ] usually takes on more of a feeling of a picnic. It's been outdoors for the last four or five years and because of the sunny weather we always enjoy in Southern California, we never have to worry about rain or cast conditions. As part of the program, several of the teams participate in a team talent contest. We : a lot about their creativity. It's an opportunity for the teams to interact with each other and to enjoy talents and spirt of other teams.

The athletes council has been involved with an awareness of campus politics and getting more involved campus committees. They have been involved on committees dealing with facilities development. They have become more cognizant of the associated students process. They have been involved in the lobbying, the appropriate budget committees on campus and that has been a very successful tool. Not only in helping the student-athletes become more aware of what politics go into budget decisions, but making budget committee members more aware of what the student-athletes concerns are about their participation in the program and level of support.

They have become involved in overall promotions for each other. That's been a real key success stor) This past year, we had a very creative steering committee and one of the ideas they came up with was hav~ buddy-system. Teams tend to feel neglected, so they established and matched up teams based on teams in ses and out of season. The buddy teams would do special things for the other teams to recognize where they wel in the season, any uplifting of spirits they might need, any words of encouragement prior to their getting close to special competitions. That's worked very effectively.

They also established what's in its second year of existence as a promotion mechanism, a fair which focuses on the various athletic teams. We call it Tritonfest. A triton is our school mascot. A triton 11 sea god. It is not a trident which is a three-pronged fork that sometimes you see the triton holding. We be one of the only collegiate teams in the country that has the nickname of Tritons. Tritonfest allows fol each team to have a booth as a way of promoting their sport. They have tried to tie in some sports-relatec skill that's special to their particular sport and make it a carnival atmosphere to allow for the program to be one that's enjoyed by everybody on campus. Hopefully, each year it will get bigger and better. They see it as a way of everyone joining together collectively to try to promote the overall athletic program.

In an effort to provide for more social activities, they initiated a fall and winter send-off which was an opportunity for the non-fall participating teams to provide a social atmosphere to recognize the fall sports teams. For those teams that were going on to post-season competition, they provided them with a word of encouragement before they went off to competition. They did that both in the fall and in the winter. In the spring, the focus is on the annual end-of-the-year awards dinner.

In summary, my hope is that I've provided a framework for you to consider some options. If you don't have an athletes council in place, I would suggest that you think about the value of such a program.

Secondly, I hope that I've provided some information for those of you who might have one in place that may help you to expand your program. Thirdly, I'm hopeful that you might be able to give us some input on things that are working on your campus that would help us to develop an even more successful athletes council.

Thank you very much.


Do they have a budget?


They really don't have a formal budget at this point in time. One of their goals is to establish a formal budget and Tritonfest last year was budgeted from whatever creative efforts we could come up with internally through the athletic budget. This year, their goal was to make it self-supporting and it was. It was a break-even proposition. Future years, their goal is to make that profit-producing so that will generate some extra money for them.


Can you describe your selection process?


We left it, initially, to the coaches and how they wanted to approach it with their teams. In some instances, team captains were asked by the coach to be the athletes council representative. In some cases, the coach asked for volunteers. The coaches appointed somebody whom they felt would be effective in that position. What's revolved is a recommendation from the athletes council members. We had initially started with one representative from each team and what they feel is the best approach is to have two representatives from each team. One person could serve as a back-up, should one person not be able to attend. Hopefully, both would be able to attend. The message we were hearing is that at this point in time, there is still some question on the credibility of the whole athletes council. By having two people who can speak to the team, takes a little bit of the pressure of the one person in explaining everything that's going on. It also allows for a sharing of responsibility.

We'd like to involve our entire administrative staff, but recognizing that the Council has been so enthusiastic about having a lot of meetings, we've tried to have as many of us there as possible. There are times when about four of us will be there. I'm there on a regular basis. There are times when I might be the only administrator there. We feel that it's important that we give them our support and direct contact as often as possible.

We've tried to involve the coaches. At least once a quarter, we want them to attend a meeting. The coaches have not determined that as one of their higher priorities, but there are some better at attending than others. If it's a command performance, my signature is at the bottom of the invitation. I hope we can get beyond that point in the future.

Thank you for sharing your ideas and questions. I hope we can continue to learn from each other.


Thank you, Judy. I would like to introduce our final panelist. He is a gentleman I have known for some time, Curt Tong. He has an interesting background in that he has taught and administrated in the East and in the Midwest and now on the West Coast, so he's going to bring to us a geographic perspective. In presenting him to you, I would suggest that his strengths are his very great concern for the student-athlete and his ability to be both creative and willing to take a risk. His topic will be Division III, the philosophical division where budget talks.


Thank you, Jen. The term self-expression is apropos to all of us in Division III. Judy has spoken about her council which is an experience for young people to express themselves. Royce has spoken in other ways about the need for self-expression. This is what Division III is all about. We are the philosophicaJ division.

I would like to express a couple of things and move into these philosophical expressions in a way thl eventually relates to budget. Budget seems to be the underlying force behind what we do in our beautiful division. One of the difficulties that we face in Division III is that we spend an insufficient amount of time in the hiring process ascertaining that the people that we hire are acclimated or tuned-in to the philosophy of Division III. This poses quite a few problems. Royce spoke to this problem and mentioned tl importance of working this person in. We have to acclimate them fully with the philosophy that is ours.

One of the difficulties when we talk about our philosophical division is that we sometimes forget th; Policy decisions, procedural decisions and practice decisions fail to fall back on the underlying guidelin4 that being, the philosophy which is ours.

We just recently completed a search at Pomona College for a new men's basketball coach. I was interested in that whole process. I noted that in some 130 applications, 80 percent of all the applicants were from representatives of Division I. A little alarming, I thought. But, I'm not sure if people are trying to escape to Division III or whether many people are looking at Division III as a head coach as a stepping stone to further exploits in Division I.

One of the underwriting points of import that I find in all of the hiring processes is that the philosophical dimension that the hiree is bringing to the job is of vital importance to us. Some kind of background or understanding of what goes on in Division III is very important. It is a different world, after all, as all of you know.

Last year I was attending the women's tennis championships at Atlanta. While I was there I attended coaches meeting. It was interesting to note that one of the more interesting concerns of all of the coach, was how to expand upon the tournament. For those of you who have been involved in the division for any lei of time and are familiar with the tennis programs, you know that it wasn't too many years ago when the fin; in tennis was a weekend experience. It has expanded into an eight day affair which falls smack dab in the middle of exam period for many institutions.

I found that in trying to work with budget in programs necessitated a move towards a centralized I system. For 20 straight years at Pomona, our department had been over-budget in red ink. What surprisE me was that it took 20-years for our president to become alarmed about it. The fact of the matter is tl first move was to try to bring order to the budget system. I discovered if this were to happen, it wou: necessitate breaking down the 17 different systems that existed at the time. Seventeen different progrl that controlled 17 different segments of the budget. In the year prior to my arrival, the only aspect ( which the athletic director had control, was the ordering of office supplies. That was the segment of 1 budget that was, indeed, his responsibility.

The coaches carried the reins on the other large segments of the budget. It was an interesting p: I discovered that at least one team had chosen to take two trips by air. One trip was to St. Louis and New Orleans to play common opponents, of course. One trip took four days and the other took five days. cost money. To say that that particular segment of the budget was in red ink, would be an understatemel They were $6,000 over their particular segment. With no seeming concern for accountability in all of tl will come from somewhere.

I think scheduling is one very definite concern that we must all take into consideration in brin! about a centralized budget system. I instituted bringing the entire budget under the director's contr< To say this was met with glee is a mis-statement. It wasn't. It was not easy at first. What was impc was to underscore the word need. We operated from what I call a need-based budget. I asked every coa< sit down with me at the conclusion of their respective seasons and spend time reviewing their sport, tl performance in that sport and to review their needs for the upcoming season. I would work out their nt myself, putting some things out for bid, ordering other things, drawing a line on some purchases where a line was necessary.

I also discovered that at least one team had two full sets of brand-new uniforms sitting on the : the equipment room that had been there for eight years. They were brand-new and never used. Outdated in style, but on the shelf. They were totally forgotten. Expenses were in a state of chaos.

One of the definite concerns that has come about in recent years as far as budget is concerned is whole matter of the national championships. I have been accused of being opposed to national champions] I am not. I am an advocate of the national championships, but I would like to see them brought into SOl of an order that is more conducive to the philosophy that we hold in Division III. It poses such an ef budget. Especially when the teams win on one particular weekend, then you go for another weekend, etc. For those of us who live in California, weekends begin on Wednesday. For us to get anywhere, it means with the time differences, leaving on Wednesday to be able to playa Friday night and Saturday game. If you win, you come back and go again. Somehow, we need to address this in our division. On philosophical grounds, if not on budgetary grounds.

I wanted to speak about the underlying tenets of Division III. Most of all, these programs should be inclusive. We do not bring a budget under some kind of individual direction. If we don't bring a budget under the control and the guidelines established by the director and if we don't have a centralized system, those programs that pay the penalty for that are very often the physical education programs, the intramural programs, the outdoor education programs, the recreation programs and the club programs at the school. The interests of the intercollegiate sports take over. Again, if we will check in with our philosophical base, what sets us apart from the Division I and Division II people, is that our function is working with an entire student body. In whatever interests area they might have; whether we are working with this person in beginning badminton class or whether we are working with a star quarterback on the football team, we are working with a full range of ability levels within our institutions.

I'm sure that all of you could probably speak to those particular days when you started off with a morning class in swimming and moved on quickly to a Student Affairs Committee meeting as a faculty representative. Then, you met with a couple of parents of a student-athlete applicant and then, putting a practice schedule together for the afternoon and then holding that practice in the afternoon. You then run off in the evening and supervise an intramural contest. This is the world of Division III. It's just a little bit of this and a little bit of that.

If we are to allow all of that to occur, it's very important that we bring the budget under some kind of control. I have always admired one of our staff who is our teacher of dance. She is the only person on our staff who does not coach a team. I like to kid with the this lady a lot and she has a great sense of humor. She always reminds us at staff meetings in reporting about her program is to point out that we always win. If you ask her about a dance performance on a particular Friday evening, we won. It's important for us to remember that. We are working with the entire student body, whether they be in dance or the stars of soccer, we're working with all of them.

The Division III budget almost always must be accounted for. It cannot be fairly accounted for when it is put in the hands of lots of other people. Some of whom don't fully understand or appreciate the importance of the entire program. It requires the one person who overs~es it all to be able to give direction to the budget.

Where a coach is responsible for fund raising and that doesn't occur at some of our institutions, it is understandable that he or she be afforded the responsibility to arrange his or her own budget. My sense is that more and more institutions in our division are getting away from coaches in the fund raising business.

For those who aren't, I would certainly hope they would try to because this steals from the student the time that coaches need to spend with them. The monetary matters should be left primarily to a director.

Our concerns in Division III should be living within this very beautiful philosophy which is ours and sometimes we tend to forget that. Only in that way can we insure that all of our programs receive the kind of attention and our students receive the attention they need and deserve. This is what we're all about.

I would like to wrap up today with the words from a song called, npass it On.n There are some words in this song I want to share with you; nonce you've experienced it, you spread the word to everyone. You want to pass it on.n We, in Division III, should not apologize for being small or being different. This is what we are all about and we need to pass that on.


Just a quick wrap-up. I'd like to thank Royce for his very comprehensive approach to staff development and I'm going to struggle to work harder on liking my coaches better than myself. I'd like to thank Judy on your discussion on the formation of athletes councils. Thank you, Curt, on your Division III philosophy and for alerting us to the possibility of a six-week tennis tournament.

Thank you all and we'll see you again tomorrow.