Coaches Performance Evaluation - Research Paper Example

Coaches Performance Evaluation Appendix A This is an evaluation form based on the scores below. 1-Poor 3-Good 5-Excellent Coach Name Team Date Name of the Reviewer (Optional) Email Address of the Reviewer (Optional) Coach’s appearance: 1 2 3 4 5 Coach’s attitude towards the team: 1 2 3 4 5 Coach’s attitude towards individual players: 1 2 3 4 5 Coach’s attitude towards the parents: 1 2 3 4 5 Coach’s promptness: 1 2 3 4 5 Coach’s dependability: 1 2 3 4 5 Coach’s enthusiasm: 1 2 3 4 5 Coach’s knowledge of the sport: 1 2 3 4 5 Coach’s organization and preparedness for practice: 1 2 3 4 5 Coach’s organization and preparedness for games: 1 2 3 4 5 Coach’s leadership ability on and off field: 1 2 3 4 5 Coach’s communication ability with the players: 1 2 3 4 5 Coach’s communication with parents: 1 2 3 4 5 Coach’s communication with volunteers: 1 2 3 4 5 Would you return to this team or coach: yes no Is the coach recommendable: yes no Comments: Introduction Coaching involves complex activities. Performance review of the coaching staff is an extremely challenging task for the reviewer. Coaching requires competencies and adequate preparation which makes performance evaluation challenging. During the performance review, it is crucial for the coach to understand that the review is a method of assessing the coach’s contribution to the achievement of the sporting goals. Performance review is crucial because it provides information useful in making decisions on compensation or promotions. It gives the necessary feedback for enabling the improvement of the employee’s performance. Traditionally, the challenge in performance review has been on developing tools for measuring the coach’s performance. However, this perception has changed with research into performance reviews. This research has led to people understanding the review as a social activity and that it is an activity that requires extensive communication. Also, noteworthy is the developed understanding that performance evaluation targets the goals and environment that the institution exists (Green, 2009). As the director of the divisions IA intercollegiate sports program, it is my duty to design a performance evaluation form for all the athletes within the division. This form must have criteria for appraisal or evaluation of the head coach’s performance. Criteria for Evaluation During evaluation of head coaches, it is necessary to have objectives that guide the review through the process. This is because the evaluation identifies and discusses the skills and abilities of the coach. The evaluation objectives must focus on the performance of the coach in the roles assigned (Green, 2009). The evaluation serves in the creation of a plan for subsequent seasons and enables the coach work on weaknesses while building on the strengths. The evaluation ensures improvement in the performance of the athlete. Another objective of the evaluation is to assess the suitability of the coach in the achievement of the goals (Mercier, & Werthner, 2007). Previously, the criterion used in the coach’s evaluation was easy. Coach evaluation had its basis on the athlete performance; this relied on how well the athlete performed in the race. The race outcome could be affected by various factors including the athlete’s condition, the environment and the coach’s ability (Green, 2009). Currently, coach evaluation is based on the division’s needs, learning development, internal process management and financial controls. This criterion is based on performance indicators such as training, race or sport outcome, training program, security management and implementation of the training plan. In this evaluation, the coach will be evaluated on team performance, recruiting, practice and competition, team academic performance, budget management, professional growth and program development and fundraising (Mercier, & Werthner, 2007). Team performance; the coach must form, develop and maintain an athletic team that is competitive throughout the season. Team performance evaluation shall be based on the amount of resources available to the coaching program. These resources include operating budget, scholarship dollars, coach’s time base and competitiveness. Win-loss frequency will not be primarily used in the evaluation of the team performance (Green, 2009). Recruiting; the coach should recruit strong student athlete representatives drawn from wide geographical areas. They must show sound judgment in distributing athletically related aid such as financial aid. The recruited team should have the best discipline and be exemplary representatives of the region (Green, 2009). Practice and competition; the coaches must show ability in conduct and organization of effective coaching practices and competitiveness. This criterion requires demonstration of knowledge, technical skills, motivational skills, teaching ability, utilization of personnel and decision making abilities (Green, 2009). Team academic performance; the coaches must maintain the academic abilities of their student athletes through the provision of guidance. The coaches must guide the student athletes towards academic progress and ultimate completion of their college studies. The coaches should liaise with other teaching staff for academic progress of their student athletes (Green, 2009). Budget management; the coaches must comprehend the budget allocations and operate within the allocation. They coaches must be accountable for their expenditure. The coaches must liaise with the finance officer always in matters concerning budgetary allocations (Green, 2009). Professional growth; the coaches should stay up-to-date in all areas within their field. They should also strive to go to all professional meetings. The coaches can hold administrative duties. However, this should not interfere with the coaching duties and cannot be an excuse for underperforming (Green, 2009). Program development and fundraising; the coaches must develop support within the community and campus, with the eventual creation of booster clubs. The coaches must market their programs, increase their games attendance and participate or develop fundraising activities. The purpose of this is to increase scholarship and obtain finances for operating expenses (Green, 2009). The appraisal or evaluation system shall not focus much on the frequency of losses or wins, but rather on the substance of the team. The coach should be able to deliver the team to the semi-finals of the games they coach. The coach can be part of the teaching staff or administration as long as they have demonstrated talent in the game they want to coach. However, the coach should not use his/her administrative duties as an excuse for not achieving the goals as set out. If the coach does not attain a satisfactory evaluation, he/she stands to lose the coaching job (Mercier, & Werthner, 2007). Possible Bias in the Appraisal System Possible biases in the evaluation or appraisal of the coaches could be; halo effect, horn effect, first impression, lenience and central tendency. From the central tendency, the coach may get an average rating. The halo effect bases appraisal on the coach’s first positive impression. This may be deceiving. The horn effect may be based on a negative first impression from the coach. The first impression bias involves an overall fist impression that the coach portrays, while leniency depends on the rater’s values, standards, mental and physical make-up. This may lead to the lenient or strict ratings (Geller, 2010). The appraisal system shall include a graduated compensation plan. During the coach’s first year of employment, the coach will get a salary as agreed in the contract. However, subsequent years of performance will receive gradual salary increments based on how far the coach took the team in each season and the academic progression of the student athletes. Well performing student athletes, both athletically and academically, will attract an increment of 4% per annum. The coach shall also have healthcare and tuition reimbursement benefits awarded; covered with the division’s benefits plan. Performance will not be used as a condition for receiving benefits (Geller, 2010). Conclusion Performance evaluation is an extremely useful tool in assessing the competency of coaches. This tool highlights the coaches strengths and weaknesses and the student athletes academic progression. It is also necessary during appraisal of the coaches. It is crucial for the coaches to understand that the evaluation process is an assessment meant for gauging their competency, and they should take evaluation processes positively. Reference Geller, E. (2010). Sources of Bias in Performance Appraisal. Safety Performance Solutions. Page 1-5. Green, R. (2009). Performance Review and Periodic Evaluation: Coaching Faculty. Vol. 4. No. 1. Page 1-6. Mercier, R. & Werthner, P. (2007). Handbook on Performance Review of Coaches. Coaching Association of Canada. Page 2-23. Read More