Cultural Analysis of the University of Michigan’s Men’s Soccer Program
Dwight Bibbs, Sarah Brenner, LaTara Chaney, Suzanne Lavelle
Steven McMahon, Isaac Rosner, Davis Trosin, Katherine Williams
SM 332 – 002
Thursday, December 6, 2012
Table of Contents
Background of the Michigan Soccer Program…………………………………………………3
Overview of Analysis…………………………………………………………………………….4
Data Collection Methods………………………………………………………………………...5
Complete Observers…………………………...... ………………………………………..5
Observer-Participant Method…………………………...... …………………………...…5
Transition, Growth, and Discipline…………………………...... …………………………...…6
Transition …………………………...... …………………………...………….………….6
Growth. …………………………...... …………………………...…………….………....7
Discipline…………………………...... …………………………………...... …………...7
Trust, Dedication, and Teamwork …………………………...... ……………………………...8
Trust…………………………...... ………….……………………………...... ………..8
Dedication………………………...... ………….……………………………...... 9
Teamwork………………………...... ………….……………………………...... ………10
Support and Sustenance………………………...... ………….……………………………...... 13
Support………………………...... ………….……………………………...... …………13
Sustenance………………………...... ………….……………………………...... ……...17
Conclusion………………………...... ………….……………………………...... ……...... 19
Works Cited ………………………...... ………….……………………………...... ……...... 22
Appendix 1………………………...... ………….……………………………...... ……...... 23
Appendix 2………………………...... ………….……………………………...... ……...... 24
Appendix 3………………………...... ………….……………………………...... ……...... 25
Appendix 4………………………...... ………….……………………………...... ……...... 26
Appendix 5………………………...... ………….……………………………...... ……...... 27
Background of the Michigan Soccer Program
The University of Michigan men's soccer teamwas first introduced on campus as a varsity sport during the 2000-2001 season. Although it does not have a specific or stated mission statement on its website, the program’s existence as a part of the University of Michigan athletic department can speak to its mission to be an elite and winning program that creates a rich and storied athletics tradition. Much like the other varsity sports at U of M, the program has proven itself to be a winning program with an overall record of 133-99-23.
Two coaches have headed the men’s soccer program: Steve Burns and Chaka Daley. Under Coach Burns’ tenure, 2000-2011, the Wolverines won one Big Ten Conference Title, received four NCAA Tournament Invitations, and made it to the Final Four in 2010. With a new head coach, Chaka Daley, implemented, the team held an overall record, for the season of 2012, of 11-10-1, and made it to the second round of the NCAA Tournament.
In 2010, the soccer program welcomed a new part of the organization, a student organized group called the Michigan Ultras. The Ultras is a group of avid soccer enthusiasts who come to support the Wolverines both at home and at away games. Armed with drums, flags, and loud voices The Ultras have become an indispensible and unique part of the soccer program, considered of equal importance as the players and coaches. Also in 2010, the program took a giant step to increase the soccer program’s professionalism and presence on campus by constructing the new soccer stadium. The University of Michigan Soccer Stadium (U-M Soccer Stadium) has increased seating from 1,000 to 2,200.
Under the Direction of Coach Daley, assistant coaches Ian Gordona and Tommy McMenemy, volunteer assistant coach JhojanObando, and program assistant Tim Weaver, the soccer program aims to build a successful and winning program. Other important support staff who work to make the program operate efficiently include Paul Neidermire, event manager, Paul Dunlop, facility manager, Jake Stocker, marketing assistant, marketing interns, event and volunteer staff.
Overview of Analysis
Culture exists throughout the world, and is constructed differently depending on the people, places, things, and ideas that compose it. According to the authors of Organizational Behavior: Improving Performance and Commitment in the Workplace, culture is defined as “the shared values, beliefs, motives, identities, and interpretations that result from common experiences of members of a society and are transmitted across generations” (Colquitt, Lepine, & Wesson, 2013). Culture exists at the very core of all organizations, and it is important to understand an organization’s culture in order to truly get a sense of the values and ideals that permeate the organization. Specifically, organizational culture refers to “the shared social knowledge within an organization regarding the rules, norms, and values that shape the attitudes and behaviors of its employees” (Colquitt et al., 2013). A cultural analysis can be conducted on an organization in order to investigate and unveil the various facets of culture that are either superficially or deeply rooted in its members, and such an analysis allows leaders to examine the culture to ensure its cohesion with the mission of their organization.
It was a group consensus to conduct a cultural analysis focused on the University of Michigan men's soccer program. In order to conduct the analysis, this group researched information about the history of the program, observed game-day rituals and operations, and interviewed key members of the program to allow the group to determine the values, norms, and beliefs that permeate throughout the organization. Throughout this report, the reader will be provided with an overview of the analysis by identifying important background information and describing the group’s methods of analysis. Three main themes, that have been deemed prevalent to the program’s organization culture of behavior, will be explained followed by recommendations on how to strengthen the culture of the program even further.
Data Collection Methods
Complete Observers
In order to conduct the analysis, thegroup took on a few different approaches. First, the members of the group acted as complete observers, in which the group observed the culture of the program without direct interaction with its members. On October 27th, the group attended a home game vs. Valparaiso. The group arrived an hour prior to game time in order to observe the pregame rituals. The group diffused amongst the student section with the Ultras and in the parent and regular fan section in order to experience the game from multiple perspectives. The reasoning for beginning with this method of observation was to increase the objectivity of the data collection in order to reduce the likelihood of beingprematurely influenced by organization members who might cloud our judgment.
Observer-Participant Method
The “Observer-Participant Method” was demonstrated through group member Sarah Brenner shadowing the event manager, Paul Neidermire, on October 30th. Sarah arrived two hours prior to the Michigan vs. Detroit soccer game in order to see all of the pregame rituals involved and stayed throughout the game to observe other details involved with running the game. This observation method was used in order to increase the validity of our observations through interaction with the members themselves. It also enabled the group to become aware of some of the smaller tasks involved in game day preparation that would not have been able to be observed without access into the organization.
Once the group was able to identify some overall themes through observations, multiple interviews were conducted with the intent to dig deeper into the values, rituals, and motivations that exist throughout the program. Those interviewed consisted of Coach Daley, players Malcolm Miller and Ezekiel Harris, Paul Neidermire, Nate Hoff, Jake Stocker, and various members of the event and volunteerstaff.
Transition, Growth, and Discipline
Transition
The soccer program experienced the process of substitution when Coach Daley was hired as the new head coach in the winter of 2011. Substitution is a change in which one item of meaning is exchanged for another (Colquitt et al., 2013). The Athletic Department identified a need for a new direction for the Michigan Men’s Soccer Program. The program has only had one coach since the transition from a club sport to a Division I sport, and an experienced coach was necessary to successfully execute that transition. Coach Daley, the former professional soccer star and successful 12 year head coach at Providence College, attempted to transfer the program into his new policies and reform changes, the outcome was not as expected.
The initial results were the loss of seven players who, apparently, could not or would not conform to Coach Daley’s renewed set of standards. The seven players that left the program viewed Coach Daley’s presence as a disadvantage to the program. It can be assumed that the players might have been emotionally and mentally attached to the old coaching staff and their way of doing things. Leaving the organization may have been an overreaction, but also a responsible decision for the benefit of team if they were unable to adapt to the new changes. Coach Daley did not view this as a loss, but as a welcomed opportunity to further implement his strategy to rebuild the program and create standards of excellence that are synonymous with the goals of the athletic department.
Growth
When Coach Daley first arrived on campus, he immediately instituted new and specific standards for his player and coaching staff; winning attitude and mentality, strong work ethic, healthy competition, professionalism, transparency, growth, accountability, ownership, humility, unity, and conflict resolution. These values are also reflective of Coach Daley’s own self-standards. Coaches, who have emerged as leaders and are effective leaders, have the open mentality to experience and high extraversion – Coach Daley has adopted an open-door policy with his players and his staff. Coach Daley is in constant contact with everyone via face-to-face, emailing, and text. Coach Daley sends his players encouraging text messages throughout the day. Open Door Policies encourage constant communication, discussion, feedback, etc. Coach Daley will have ability to know important information in a timely fashion, resolve issues or concerns raised by his staff or players, and welcome input from his staff and players.
Discipline
Effective and emerging leaders have high general cognitive behavior. Coach Daley immediately recognized the programs’ weaknesses and began internally shaping the program. Coach Daley has completed about 90% of his program goals in only his first year of coaching. Emerging and effective leaders have high self-confidence. Coach Daley demands to know about every conflict that arises in his organization. Because he implemented a set of standards at the beginning of the season, he is confident in allowing his players and staff to resolve the issues on their own. Emerging and effective leaders have high energy levels. Coach Daley coached the season with a serious leg injury. Coach Daley had a cast on his leg and walked with crutches, however, that did not stop him from physically becoming involved in coaching his team on the field.
Trust, Dedication, and Teamwork
Trust
Although Coach Daley has only coached one full season at the University of Michigan, he has worked quickly in order to establish his role in the way that he envisions it. Through player interviews, this group has found that the previous regime didn’t maintain high standards for winning. Contrarily, Coach Daley expects his team to win, while simultaneously limiting his own authority as a head coach. Coach Daley states that he is a firm believer of team ownership; in other words, he wants the players to feel that the team is theirs rather than Coach Daley’s. Through promoting healthy internal competition, honesty, and humility to his players, Coach Daley successfully encourages team ownership. He believes that if his team can learn to work together, especially when faced with conflict, their propensity to grow on and off the field increases. Coach Daley claims that the more experience players have dealing with conflict themselves, the more they will learn to trust each other.
As this group conducted interviews, it became increasingly evident what an integral role trust plays in the success of this organization. Through the manifestation of team ownership, Coach Daley has effectively transformed the men’s soccer team into a network of trust. The emphasis placed on the idea that no one player is bigger than the entire team has been integral in building the players’ trust in Coach Daley. Coach Daley ensures that competition is healthy by clearly defining team roles, and placing a special importance on each role. Whether he is a starter or a reserve on the Orange Crush, each individual player is held accountable for performing the tasks their role requires.
The previous staff was unsuccessful in building this level of trust due to not holding high and demanding a superior level of excellence from the players. The fact that each player shares some responsibility on the team generates self-efficacy within each individual. Coach Daley mentioned that he communicates regularly with his players about their performance, psychologically empowering his team through constant confidence building. After a poor performance, Coach Daley stated that he often sends players words of encouragement. After good games, he praises individuals to acknowledge their exceptional play. These strategies have helped Coach Daley develop his players’ trust in him; consequently, his ability to motivate his team has increased.
Dedication
The dedication shown by Coach Daley is mirrored throughout the entire organization. Because of the high expectations he places on his team and organization, Coach Daley is able to demand maximum effort from each individual member. In order to meet these expectations, teammates learn that they have to not only trust their coach, but trust each other and combine that trust with a strong dedication to excellence. While the organization has increased their dedication to winning, fan support has improved as well. The Ultras have grown into a great support system for the men’s soccer program. They show up in large numbers to cheer on their team despite the game situation or weather conditions. Their increased support shows that the Ultras have realized the positive direction of the organization. In response, the players have shown appreciation for their support. The team realizes that the Ultras are there to improve the game experience for them. As a result, this shared dedication has resulted in positive relationships between the team and the Ultras, transforming them into an integral part of the men’s soccer program.
Because of the upperclassmen leadership within the organization, this level of dedication is a continuous expectation. Compared to those of the last regime, the upperclassmen under Coach Daley are much more aware that they have a responsibility to lead by example and help the rest of the team adapt to fit the culture of the organization. If new players can dedicate themselves to a winning mentality, the better chance the team has to succeed. The upperclassmen are depended on to make this mentality transition easier for younger players in order to quickly build team chemistry.
While the upperclassmen are depended on to instill the correct values in the younger players, the dynamic of the team has shifted in the sense that there isn’t a distinct hierarchy within the team. Junior Defender, Zeke Harris, attested that, “It's everyone's team and we all have the same goal of winning, so everyone can speak up if what they're saying is going to contribute to the team” (Harris and Malcom, Interview).This lack of hierarchy plays an essential role in increasing the levels of teamwork as each member must buy into the Teams’ values and take constructive criticism from others so long as it is used to make the Team as a whole better.
Teamwork
Based on observations of the team on game day and interviews with team members who have had experience in the organization, this group was able to examine not only the functions of the team, but also analyze the teams’ culture. A work team is considered to be permanent and requires a full commitment from the members (Colquitt et al., 2013). The men’s soccer team can be classified as a work team because it is permanent through the entire season as no new players are added to the twenty five-man roster.
The team is divided into two separate parts: the starters and the Orange Crush. The Orange Crush is identified on the field with highlighter orange colored pinnies worn over their game jersey. These players do not start the game, but are just as important as the eleven men on the field as they prepare the starters for each game in practice and in warm ups. Without the Orange Crush’s constant effort in hopes to fill a starting role, the starters would be at a disadvantage as the Orange Crush would not be motivated to prepare the starters for competition. However, the Orange Crush is widely acknowledged across the entire organization and through chants by the Ultras, their importance is made known at each and every game.
According to Malcolm Miller, junior forward on the team:
At the end of the day we want the best players on the field that give us a chance to win. If that starter is not you, you must do what you have to do to become that person or do what you have to do to make the starters better. Being a team player you want to win and buy into the team aspect. (Harris and Malcolm, Internview)
Miller’s comments reflect the psychological empowerment that each team member feels. Each has some belief that the work tasks that they complete in practice and in preparation for the game contribute to the larger goal of winning games. This sentiment improves the team’s ability to work as a group, in part because they have a high degree of goal interdependence.