Instantly, the hashtag #CurtSchilling became a flashpoint for debate about the issue on Twitter. Thousands of users deployed the hashtag over the following 24 hours, either criticizing Schilling for his homophobia, or castigating ESPN for political correctness. Capturing 10,000 of those hashtags revealed fascinating findings.
Posts from the ‘Industry issues’ Category
NASSM and the Aspen Institute Announce Partnership
by Dr. Brianna Newland, Chair, NASSM Marketing & Communications Committee
The new NASSM strategic plan calls for NASSM to build alliances and partnerships with other organizations that share similar foci and goals. One of the first to have been completed is a partnership with the Aspen Institute’s Sports and Society Program. You may recall, that Tom Farrey, who heads that program, was the keynote speaker at our recent conference in Denver. As a journalist, Mr. Farrey’s contributions as an ESPN reporter have been thought-provoking and innovative. His book, Game On, numerous articles, and work at the Aspen Institute have explored sport and societal issues and have been used by universities and organizations alike to shape strategy around issues facing sport, especially youth sport. As such, Mr. Farrey founded the Aspen Institute’s Sport and Society program to assemble the industry’s top thought leaders to shape future policy around sport.
The mission of the Aspen Institute’s Sports and Society Program is to “convene leaders, foster dialogue, and inspire solutions that help sport serve the public interest, with a focus on the development of healthy children and communities.” An aim of the program is to provide a venue for thought leaders to explore strategies on a range of issues. One such issue is the state of youth sport. In 2013, the program launched Project Play, a multi-year and stage initiative to develop sport for all and inspire lifetime play for our community’s children. Several key leaders have participated in events and a series of roundtables led to the January 2015 publication entitled, Sport for All, Play for Life: A Playbook to Get Every Kid in the Game
On January 25, the Aspen Institute will kick off a new quarterly “Future of Sports Conversation Series.” The first in the series is the “Future of Football: Reimagining the Game’s Pipeline.” Speakers in this discussion include Chris Borland, former San Francisco 49er linebacker, and Dr. Robert Cantu, co-founder of the CTE Center at Boston University, among others. For more details and to RSVP, click here.
NASSM and the Aspen Institute have agreed to find ways to work together and to promote each other’s work. Both parties expect this relationship to be of substantial benefit not merely to NASSM, but also to the development of the sport industry. As Dr. Laurence Chalip, NASSM President recently noted, “Project Play has become the most significant policy initiative for sport development that the United States has seen in many years. It demonstrates the leadership that the Aspen Institute and its Sports & Society Program have taken in our field. The partnership we have formed will be good for NASSM, good for our members, and very good for sport.”
The NASSM Blog would like to introduce the ‘debate blog.’ The following is a call for unity among sport industry and sport educators. We welcome your thoughts and comments! And, please, if you have an idea for a ‘debate post’, please contact us!
A Call for Unity: Sport Educators & the Sport Industry
The most abundant positions with professional sports teams are in usually in sales. Sadly, the majority of sport management graduates hired into sales positions FAIL to make it through their first year.* They fail as the direct result of their own actions, however, several are almost predisposed to fail because their sport management programs didn’t adequately prepare them for a sales career.
This is evident in the resumes that hiring managers like me receive, the interviews we conduct, and the actions of some of the sport management students we hire…and ultimately fire.
Recruiting sport management students can be challenging because many are not educated in the art of selling, nor are they provided many opportunities to experience selling or learn from people that sell sports for a living. This lack of a foundation leads students to apply for positions they aren’t suited or prepared for and teams to hire on perceived abilities instead of proven experience. In the end, these students fail to achieve their dream of a career in this incredible industry, the teams lose the time, money, and effort spent on recruiting and training, and the reputations of academic institutions are tarnished.
So how do we, educators and industry practitioners, come together to address this?
There are a multitude of ways but one of the best places to start is with better communication.
The more knowledgeable professors are on the ever-evolving roles and responsibilities in this industry, the better equipped they will be to prepare students for successful careers. First-hand knowledge is the best. To this point, there has been a pretty sizable effort in recent years of sales managers proactively seeking working-relationships with local educators…but we still have a long way to go. Our outreach will continue but we also encourage professors to contact us. It really can be as simple as picking up the phone or connecting on LinkedIn. Even sitting down for a cup of coffee can open up a new world of understanding and possibilities!
A fantastic development has been teams and sport management professors/programs collaborating to host one-day sales events (the Mount Union Sport Sales Workshop is widely regarded as one of the best). Over the past few seasons, my team (the Bucks) has implemented a one-day Sales Academy, a Night Sales program, a more robust internship program, and a couple of the sales managers now serve on advisory councils with local universities. Programs like these expose students to the sales cultures of professional sports teams and the chance to network with industry executives. They also allow professors to observe the inner-workings of a professional front office. Finally, they provide teams with the opportunity to find the next generation of sales superstars and leadership development experience for aspiring sales managers.
Better communication doesn’t have to result in large projects or events. At the very least, honest discussions will greatly reduce some of the common misconceptions that continue to be shared with students (one of the most prevalent being, “Sales is a good way to get your foot in the door”).
Other simple collaborations can include sales projects being integrated into curriculums and inviting sales reps and managers to be guest speakers. It was a guest speaker in one of my classes that ultimately paved the way for my career. I’ve also been very humbled to have a few people say that one of my guest lectures had the same effect on them. These experiences would not have been possible without educators and practitioners having solid relationships.
My fellow sales managers and I have the utmost respect for educators and the awesome responsibility you have in shaping the futures of your students and the entire industry. Thank you for what you do and we look forward to working with you soon!
The opinions expressed in this article are my own and may not reflect those of any organizations mentioned.
*I don’t have any industry data to support this statistic. The figure is taken directly from my 15+ years of experience in sales with two NBA teams, one NHL team, one WNBA team, one AHL team, one AFL team, and one NBA D-League (now the G-League) team. It’s also supported by some of my colleagues managing sales teams in the NFL, NHL, and NBA.
Let me start with 3 propositions.
Proposition 1: Sport Management (SM) programs – as with MBA programs – are not job-specific skills training mechanisms.
Proposition 2: SM programs have a responsibility to provide value to tuition-paying students, often related to expected future earnings potential.
Proposition 3: Industry has a responsibility to provide its workers with appropriate job-specific skills training to both support their employees’ career trajectory and increase their productivity in their current job.
None of these statements is specific to SM – indeed, higher education is dealing with this existential question as a whole – but applied fields are under particular scrutiny to meet these career-specific expectations. As academics, that can sometimes be a difficult proposition. We seek to ensure that our students are equipped with skills in critical and independent thinking, problem-solving acumen, the ability to find, synthesize, and communicate information, and to be intellectually flexible and work well with others. These skills allow them to learn other more specific training quickly and apply it in ways that contribute positively to the firm and society.
To exemplify where these skills are valuable, in consulting roles I have heard comments such as, “We know you have to be ethical in your profession, but we need your estimates to be higher,” and, “We’ll move forward with [that result we like], even though it’s probably spurious.” This is precisely what we want our students to avoid. In spite of the need for immediate action in a fast-paced business environment, a central part of our jobs as instructors is ensuring students know that making decisions with bad information can hurt your business. They should leave here as critical consumers of information.
By its nature, this foundational training is going to spend less time ensuring students know all the acronyms and jargon, proprietary sales operations processes, or be instant experts working specific sales software. Higher education will certainly not ingrain a “sell at all costs” culture in our students’ minds.
And so follows the indictment of our programs.
But is that the goal of higher education? If students leave our programs with the necessary skills to get an entry-level job, and no more, we have failed them miserably. Further, our student body ranges widely, and catering to this specific subset of our students would be an enormous disservice to the majority of them.
Academia certainly needs to think about the educational role it will play in society over the next 20 years. But criticism from industry often lacks an understanding of what faculty do on a daily basis, what universities expect them to do, or what challenges they face in getting students up to speed with many basic skills when they arrive on campus. There is also a need for accountability from industry with respect to training their own workforce, particularly as college graduates continue to be hired into short-term unpaid or extremely low paid positions that often skirt labor and minimum wage laws.
Further, industry sales professionals need to communicate to faculty not only that sales skills are needed, but what they are and why they will allow our students to meet future career development and advancement goals. Most faculty view education as a public good with a duty to prepare students to leave here with the skills to make positive societal contributions. Tie the profession to values it creates not just for your firm, but for others, too.
Without a quality sales pitch of the what and the why, faculty will likely continue to view sales as the art of convincing people to buy what they did not want in the first place: an activity rife with welfare loss and societal waste. We as faculty are of course quite familiar with the importance of revenue generation in the survival of a business. Many of us study how business structures and product characteristics drive revenue, and others study the psychology or economics of business in ways closely related to strategy and CRM through analysis of complex consumer data.
Most faculty in our programs are also social scientists, and therefore will be skeptical of the societal value of sales as traditionally viewed. I suspect this is not the version of sales you do, nor is it what you want our graduates to do. Rather, salespeople can indeed be a valuable resource in finding useful solutions to problems, and leading clients to these solutions using the tools available to them. Faculty have some work to do in communicating the value that some of our courses and programs provide to these goals. In particular, we need to be clear how these skills are more valuable in the face of technological innovation that changes what the most valuable specific skillsets are.
On the other hand, many departments are increasingly resource deprived. Industry professionals should understand the demands upon faculty that include research and other service, and be proactive in offering resources to create workshops and other opportunities on college campuses without treating them just as an easy way to find cheap labor. Industry would also be well served to increase investment in their own workforce, have some patience with very specific skill development, and find ways to take advantage of skills our students do gain while they are here. I suspect their ability to solve problems facing the sales team will surprise you as they grow comfortable with the basic tools of the trade.
Dr. Kihl discusses the reasons for hosting leaders from different Twin Cities sport organizations, which included learning about the challenges they encounter in this respective sport market, forecast opportunities, and explore potential research collaborations to address specific areas of concern.
The Inclusion of Negotiation in Sports Management Courses
By George J. Siedel, Williamson Family Professor of Business Administration, University of Michigan
I teach negotiation at the Ross School of Business at the University of Michigan. I have also taught negotiation in Ross programs for athletic directors, and have received requests from sports management and other professors to use my materials in their courses. In response to these requests, I have developed a package that includes: (1) a Teaching Note, (2) two roles, and (3) slides for your use in class. I am sharing these materials with NASSM members and other educators interested in negotiation here.
These materials are based on an exercise called “The House on Elm Street.” I used this exercise in the program for athletic directors, and it can be integrated into any sports management course or seminar.
The exercise involves a transaction that everyone can relate to—the sale of a house. The twist in the exercise is that unknown to the seller, the buyer is a secret agent representing a large multinational company. Each student receives a short (two-page) role as either the buyer or seller and they negotiate for 30 minutes, followed by an instructor-led debriefing.
The exercise is designed to achieve several learning goals. For example, students will learn how to:
- understand the different types of negotiations;
- prepare for negotiations using a negotiation analysis that includes a reservation price, most likely outcome, stretch goal, and zone of the potential agreement;
- recognize and decide ethical issues;
- develop and use their negotiating power through the concept of BATNA; and
- create value in a manner that benefits both sides.
The Teaching Note is divided into three sections. Section I explains how to set up the negotiation exercise. Section II provides a script for debriefing the exercise. The script includes copies of slides that I use in class during my own debriefing of the exercise. Section III, the final section, discusses a document titled “Self-Assessment and Feedback for the Other Side” that students can use to evaluate their negotiation skills and develop a plan for skill improvement. This plan could be used as an assignment. The negotiation, debriefing, and assessments combine to provide a powerful learning experience. As one student commented:
What a great learning experience! [I had] the chance to test and evaluate myself outside the work environment. I find myself in business negotiations and discussions on a daily basis. Yet the ability to get feedback and actually debrief a negotiation is really powerful! I considered myself rather self-actualized, but some interesting things came to light in the class discussions. I know that if I make a concerted effort to work on [my areas for improvement] it will certainly serve me well in my career—both now and in the future.
Universities and publishers typically charge $3.00 or $4.00 per student for use of roles like the ones in the package I have provided. To encourage you to develop your students’ negotiation skills, I am permitting the use of these materials free of charge. I hope that instructors find them useful. Please email me your feedback and suggestions for improvement. Thank you.
The McCormack Case Collection: Bringing Industry-Relevant Issues into the Classroom
By Will Norton, UMass Amherst
As many of us involved in sport management are aware, any practical knowledge that students can gain in the classroom will only better prepare them for their future careers in sport. While this knowledge is frequently obtained from experiential learning projects, it can also be acquired from case studies that encourage critical thinking and address ‘real world’ issues that sport entities have faced.
Sport management educators have utilized case studies as course assignments for years, valuing how they push students to apply what they have learned in the classroom to a practical scenario. Oftentimes though, the case studies we use are dated. The problem with dated case studies, of course, is that students will be best prepared to enter the sport industry by understanding the nature of the way things work today. And in today’s fast-paced world, today seems to become yesterday even quicker.
With this in mind, the McCormack Center for Sport Research & Education (MCSRE) created McCormackCenter.com, a digital education resource housing sport management case studies and other collaborative learning opportunities from across the industry. The vision is for this collection to be sourced from a collective of academics with valuable networks and experiences within the industry; thus, the endeavor will serve to diversify the in-class experience of students and pull back the curtain on issues otherwise inaccessible to the future leaders of the sport management industry. The website launched on July 1st and was constructed with careful consideration of the evolving digital landscape impacting educators and consequently, students. The online hub will focus initially on providing relevant, timely, and professionally developed case studies spanning a variety of disciplines and available for educators and students.
The McCormack Case Collection will span academic topic areas that mirror the curriculums of many of the leading sport management programs, in an effort to further develop management case offerings specific to the world of sport business. Each case study in the collection will come with a teaching note for instructors and tap into real-time industry trends, promoting case content that is structured from a ‘real world’ issue or challenge and retrofitted for the classroom.
In addition to providing educators and students with relevant and timely content to learn from, the case study collection also serves as a means to blur the boundary between academia and industry by leveraging what is happening in practice to educate students. Commenting on the collection, Dr. Janet Fink, Professor and Chair of the McCormack Department of Sport Management, stated, “Mark McCormack (founder of IMG) would undoubtedly embrace this collection of case studies, each one designed to place future managers of the sports industry in real-world scenarios and challenge them to apply common sense, strategic business insights, and critical thinking to arrive at smart recommendations and solutions.”
Recognizing the value in incorporating the wide-ranging knowledge and expertise of sport management educators and practitioners across the world, case development is not limited to McCormack faculty. Any and all professors, lecturers, adjuncts, or practitioners who wish to contribute a professionally researched and edited case study and teaching note are invited to do so. Case authors to date include faculty from the University of San Francisco, UMass Amherst, Rutgers University, and Griffith University (Australia). The reach of each individual writer will be shared in the spirit of learning from critical case analysis.
The initial case launch, consisting of nine case studies, is available for Fall 2017 curriculum adoption. The cases cover a range of topics, including sport marketing, sponsorship, governance, law, economics, finance, ethics, and diversity. Events and organizations included in the initial case studies include the Olympic Games, Super Bowl 50, and FIFA. Author payment per case ranges depending on the length, rigor and assigned price point of the case. Any questions regarding potential case study submissions can be emailed to the Director of MCSRE, Will Norton at firstname.lastname@example.org.
Gil Fried, Professor, University of New Haven
The Bureau of Justice Statistics has indicated that more than 7% of violent attacks occur in parking facilities (Fickes, 2016). Whether tailgating, assaults or other issues, facility managers need to more proactively manage risks in parking lots. There are a number of liability cases where spectators have recovered for their injuries in a parking lot outside a stadium. In a recent case, a San Francisco Giant’s fan was attacked in the parking lot of the Los Angeles Dodgers. The game was a highly spirited opening game of the season between the two rivals. Mr. Stow was viciously attacked after the game when heading towards his car by some intoxicated thugs. The case drew significant media attention and resulted in a $13 million verdict against the Dodgers’ prior owner (Fried, 2015).
Over the past couple years, the number of incidents occurring in stadium and arena parking lots has dramatically increased in the United States. Some recent examples include:
- In August 2011 two men were shot and wounded in the Candlestick Park parking lot after a preseason night football game (Goldfine, 2011).
- In 2013, Jonathan Denver, 24, was fatally stabbed in a fight outside AT&T Park in San Francisco after a game between the Giants and the Los Angeles Dodgers (Gomez and Melvin, 2013).
- In December 2013, in the same parking lot, a man died during a confrontation during the Chiefs’ game against the Denver Broncos. (Associated Press, 2014).
- Several weeks’ later at least three people were stabbed in a parking lot at the Denver Broncos’ stadium after a night game, allegedly stemming from a fight over a near fender-bender (ESPN 2013).
- Another fan, was shot in the head in Lot 10 outside AT&T Stadium around an hour and a half after the Dallas Cowboys lost to the New England Patriots. The shooting in 2015 was disturbing for a number of reasons, one being that the shooter was being encouraged by others to shoot (Hensley, 2015).
These examples show that fights or confrontations in a parking lot are not so unusual. Whenever there are numerous people moving around, excited or upset about a game’s outcome, possibly intoxicated, and faced with the prospects of waiting for up to an hour or more to exit a parking lot…tempers can be high. That is why any crowd management, risk management, or security plan needs to analyze conditions outside a stadium or arena as much as inside.
Some strategies to help reduce the risk of threats in parking lots include:
- Using crime prevention through environmental design (CPTED) process to improve the line of sight, remove trees/bushes, buildings and other obstructions that makes it more difficult to see what is going on in the parking lot.
- Appropriate lighting is needed to minimize dark areas and improve visibility.
- Training all those who will work in the parking area to serve as eyes and ears to address all violations of policies, interact with fans to make sure they know there is a security presence, spot disturbances and intervene as quickly as possible, monitoring as much at the end of the game as at the start of the game, and watch for vandalism/theft issues as examples.
- Having enough people patrolling the lots in various vehicles such as on foot, bikes, golf carts, and other vehicles to effectively maneuver around vehicles and people.
- Have at least one elevated viewing platform for police or security if the lot is large enough to warrant such a structure.
- Have enough high-resolution CCTV positioned to effectively monitor the parking lot and record any disturbances.
- Schedule a pre-season meeting with all parties (officials, police, security, etc..) to get everyone on the same page, and have regular debriefings to discuss what is going right as well as what steps can be taken to correct any potential problems.
- Communicate safety strategies with fans through fliers, scoreboard, public address, and other means.
- Some parking facilities are experimenting with parking lots dedicated to families and women to help provide a safer environment (Mosebar, 2015).
There can be no guarantee that a facility will be 100% safe. If there have been past instances of assaults, crimes, etc… then a facility is on notice that such actions can occur. That is where facilities can face significant liability. Thus, sport facilities need to monitor what is going on in their parking lots and undertake some of the strategies mentioned above to reduce the chance of future assaults and possible liability. There is no magic formula as to what needs to be done, but the more strategies that are used and that can be proven, the better defense a facility can have if they get sued.
Bearman v. University of Notre Dame (453 N.E.2d 1196 (1983).
Fickes, M. (2016, September). 9 keys to building security. Buildings, 30-34.
Fried, G. (2015). Lessons from Stow. Connecticut Lawyer 26 (3) 18-20.
Goldfine, S. (2011). Security burns brighter at Candlestick Park. Security Sales & Integration 33 (12) 40-44.
Mosebar, J. 92015). Parking spaces. Security-Today 19 (9) 75-77.