Case Study-Crew team essay

With his repressions knowledge in psychology, Coach P. Was clearly aware of the importance of psychological health in obtaining success. In fact, Coach p. Invited an expert to train the members of the V boat to improve their mental skills (Snood & People, 2004, p. 7). 2. High performance in relation to problem-solving and analyzing issues Coach P. Tried his best to identify the problem after he found out that the V boat always lost to the JP boat. For example, Coach P. Spent a lot of time on analyzing why even Varsity’s top rowers were always slower than the JP team members (Snood & People, 2004, p. ). With his mixture of ace experiences and data analysis, Coach P. Finally discovered that the problem was caused by the eight top rowers. He tried his best to solve the problem. First, he actively sought ways to improve the V boat members’ mental performances (p. 7). Also, he considered many possibilities that could result in such a confusing situation (p. 8). Then Coach P cautiously observed the two boat rowers’ performances and analyzed the differences between those two after every practice and race. 3.

High performances of focusing on results Coach P was very aware of the steps that help the crew team to award the Hampton, and he made specific, measurable standards of excellence for the team exercise. For example, Coach p scheduled the measurable standards for excellent individual rowing skills (p. 5). He conducted a series of “seat racing’ to rank rowers from top to bottom (p. 5). Also, Coach P encouraged suggestions for improvement and innovative approaches for the team’s conditioning activities (p. 8).

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In this respect, think Coach P performed very well in opening the door to alternative methods for the final goal. Weaknesses 1. Poor performance of interpersonal communications Coach P lacked interpersonal skills. According to Zinger and Folkway (2009), the omission will lead to this flaw (p. 156). Coach P failed to construct a feedback meeting that receives and gives suggestions to improve the team. For example, the emails from varsity boat members showed the terrible relationship among those top eight rowers.

Coach P should have taken strategies to fix it (p. 7-8). Also, Coach P did not present a persuasive communication with trust and self-reflection in the V boat meeting. 2. Poor performance of correctly judging direction to improvement Coach P focused on the wrong direction in developing his training plan. Coach P thought the reason why the V boat rowers were losing was because they lacked mental training or conditioning exercising. Therefore, he found helpers to improve the V boat members’ skills. Unfortunately, none of the training plans worked.

In fact, the real reason for their loss was because there was no team leader in the varsity and there were many team disrupter. JP boat members won every time because there was greater cooperation with each other, which Varsity did not have. Coach P did not emphasize this point. 3. No culture for encouraging collaboration and trust in West Point Coach P id not promote collaboration in the whole crew because he continually divided the team into two and made them race against each other. As Zinger and Folkway argue (2009), competition among internal members will have adverse effects on the membership (p. 54). Coach P set the competition between two boats and, naturally, did not give any sign of JP boat’s winning or any sign of Varsity’s losing. In this respect, it was easy for the two Varsity teams to lose trust with each other. Recommendations think the best strategy is to improve the performance of the Varsity boat’s members. I observed that the Varsity members did not have enough trust in each other. Compared to the Varsity boat’s members, the JP boat’s members had more positive relationships. The people of the JP boat encouraged and trusted each other.

Contain Lully, they optimized the relationship and promoted the whole competence. Therefore, I think Coach p should consider the matter of trust and relationship in the Varsity team and use coaching conversation to fix it According to Zinger and Stinted (201 0), will make some recommendations for concrete steps Coach P should take into account in the future development. Suppose there is a communication crisis in which one of the rowers, Jim, has the “great personality’ and it annoys most of the rowers in the West Point. Almost every member of Varsity finds it hard to communicate with him.

Suppose one of the rowers, Eric, is in the same boat with Jim and has an extremely negative relationship with Jim. Coach p will take a coaching conversation with Jim individually. I suggest that Coach P start with Jims self-reflection on his competencies and organizational needs. Based on that, Coach p could guide Jim to recognize the problem of his communication and the negative consequence if Jim refuses to change. In this respect, Coach P could lead Jim to build personal relationships and correct his self-awareness. 1 .

Framework of the coach conversation Steps . Frame the conversation (5 minutes) Identify the behavior or issue to discuss. (1 minutes) Coach P: Hey,Jim, I am wondering if you have a few minutes to discuss your competencies for developing? Jim: Sure. Coach P: would like to know how you think your most competencies. Jim: Okay. Coach: Before we starting, is there anything you are not clear? Jim: NO. Coach: Okay, will give you relative feedbacks based on what you say if you need. Determine the purpose or outcomes of the conversation.

Coach P: After we finish this talk, I hope you could have a right position to look into yourself and an appropriate way to deal with your relationship with your team members. Is that okay? Agree on the process for the conversation (3 minutes) Coach p: Here is how I thought we could proceed: 1) You start from your self-reflection about your advantages and disadvantages. 2) You identify the best competencies you think is very critical for you in the current stage. 3) Identify the skills you are best interest in developing. ) Identify where the overlap you think your best advantages and the team’s needs. ) I will give my impression on you and my picture of the team’s needs. If you have any question for any of what I say, you can point it out, and we can discuss it. 6) By examining your competencies, we may find the right position for your role in the team. And you may know the appropriate way to be with your team members. Step 2. Understand the Current State (15-20 minutes) Understand the gouache’s point of view. (10 minutes) In this part, the coach will listen carefully and give an appropriate reflection n emotion to the coaches.

The coach will ask some Open-Ended questions to gain continually the new insight and understand the situation that the coaches describes. First, one of the key points here is being a good listener. As Batista (2015) proposes that there is a full attention to contribution when the coach listens to the coaches and coach will understand more the gouache’s situation. Then, the second key is open-ended questions. As the Us in 2014 comments that with open-ended questions, the coach can hold a dynamic situation and move out the static environment that command-and- control leadership.

For example, Coach P needs listen to Jim well and pay attention to his emotional expression in words, body gestures and so on. After Jim finish, Coach could grab one typical thing that Jim mentioned giving appropriate feedbacks. Then ask another open-ended question related to that typical thing. Also, Coach P. Could take strategies to step further to the corn of the conversation and help Jim to notice the differences between what he thought and what the reality was. Determine the consequences of continuing on the current path. 5 minutes) Once the coach finds any need that the coaches needs to make a change, the coach should highlight the consequence if the coaches will not do any change. As Folkway argues people will not want to change unless they find there is a need to change (Zinger & Stinted, 2010, p. 115). Here is an example: Coach P: understand what you said, and I feel you were a little bit frustrated about that relationship with your partners. I am not sure if I feel the same thing as you did, but maybe you can tell me if the current situation is affecting your feelings and inspirations during the practice.

Or maybe you can explain specifically what you have impacted from that situation. Offer the coach’s perspective, if appropriate. 5 minutes) When the previous steps did not bring the important aspect that negative relationship between Jim and his team members to the conversation, Coach P could bring some question to the conversation and help Jim to sense the point of relationship. Step 3. Explore the Desired State (1 0 minutes) understand the vision for success. (2 minutes) Coach P: What would you like to see happen to the team competition?

What would be the ideal characteristics or personality the team’s candidate has? Set goals and Performance expectations. Coach P: Regarding what you said and reflection, what are the particular goal o think you can achieve in the performance change? Explore alternative paths of action. Coach P: What might be alternative behaviors you want to improve? How about keeping the favorable attitude to encourage every member of the team within 12 hours? Explore possible barriers or resistance.

After Jim proposes his goal or performance change at a regular time, Coach P could give a timely feedback. Then he could lead Jim to think about the possible difficulties during the action plan and the possible solutions to overcome. Step 4. Lay Out a Success Plan (10 minutes) Develop and agree on an action plan and timeliness. Coach P: Well, can you explain what the next step you will take? Jim: I think I need courage to break the ice and start the conversation with other members. Coach P: It sounds you will make it. So, what the topic you will bring to the ice break?