"Bad Apples" can negatively influence the performance of teams.
The researcher set out to determine if "one person in the workplace could ruin a workplace. Not just disrupt the way people get along... but could one person actually lower productivity. Does one bad apple spoil the bunch?"
In his research on "bad apple behaviors," Will Felps, a management professor, identified "three personality types, three types of behavior that seem to hurt group dynamics and group performance."
According to Felps, they are:
"Someone who is a real jerk, who attacks or insults others."
"Someone who's a slacker, who does less than they can."
"Someone who's a depressive pessimist."
If your team or group includes one of these types, "there's a good chance that they might spoil the barrel."
Over the years, research has found that groups dominate individuals. "There's tons of research going back decades demonstrating that people conform to group values and norms."
But in his research, Felps found just the opposite.
"Invariably, groups that had [the bad apple] would perform worse. And this despite the fact that were people in some groups that were very talented, very smart, very likeable."
In his studies, Phelps found that the bad apple's behavior "had a profound effect," with the bad apple's group "performing 30 to 40 percent worse than groups without a bad apple."
On teams with the bad apple, "people would argue and fight, and they would not share their relevant information, they would communicate less."
Even worse, team members would begin to take on the bad apple's characteristics. When the bad apple was a jerk, other team members would begin acting like a jerk. When he was a slacker, they began to slack, too, and so forth.
And they wouldn't act this way just in response to the bad apple. They'd act this way to each other in "sort of a spillover effect."
If you're a veteran coach or manager, you've likely seen this in teams or groups you've worked with. Based on my experience, it's absolutely true. A bad apple really can spoil the bunch.
12.24.2008
CHUCK KNOX
Chuck Knox was an NFL head coach for more than 20 years with the Rams, Bills, and Seahawks, leading his teams to seven division titles.
In the book "The Game-Makers," he outlined his "principles of coaching," which I've listed here:
Inspire learning: "Create within the player a desire to do what is demanded, regardless of what technique is being taught. Enthusiasm is a must."
Concentration: "Learning [a sport] is not a matter of intelligence. It's a question of concentration. Any... player can learn if a coach gets him to concentrate and when a coach finds the secret of how that's done, he'll be a great coach."
Belief: "Knox... teaches with conviction. A player must understand the depth of that conviction." According to Coach Knox, "My... coaches have got to believe strongly in what they teach. Every great moment in the history of mankind occurred because someone had a belief."
Evaluate: A coach should be "totally honest with himself in what he sees. Looking at the scoreboard is one way, but not enough." According to Coach Knox, it's necessary to "look beyond that scoreboard and see that all the things the players are taught are being performed in a game that way. If I spent time in practice teaching a certain technique and then looked at the game films and saw the technique not being followed, I must be doing a damn poor job of teaching. Or maybe the technique is wrong and I should stick with what the player is doing in the game."
Never forget the basics: A game plan is only of value if a team is "fundamentally sound enough to execute it."
Sell skill: As is the case with all sports, "football is a skill game and all its elements -- blocking, tackling, catching the ball -- are skills that can be improved upon. The improvement must come from concentration on the basic fundamentals. The individual improvement will have a collective effect."
Don't demonstrate: "It is scientifically wrong... for a coach to demonstrate a technique to a player. Most of the time, the technique you're trying to demonstrate doesn't come out as you picture it in your mind." Instead, Coach Knox recommends using a player to demonstrate, making "sure that he did everything the way I wanted it done. Then everyone could follow a perfect model."
Teach, don't holler: "Enthusiasm is great and should be distinguished from ranting and raving. If mistakes are made, the teaching process is the only answer. A player won't understand what he's being taught if all he gets is hollering."
Said Coach Knox, "Take those factors, add the key element of communication, and that is my idea of how you can improve a player. But communication is the key. You must reduce an action to its simplest components, then hammer at it with repetition."
In the book "The Game-Makers," he outlined his "principles of coaching," which I've listed here:
Inspire learning: "Create within the player a desire to do what is demanded, regardless of what technique is being taught. Enthusiasm is a must."
Concentration: "Learning [a sport] is not a matter of intelligence. It's a question of concentration. Any... player can learn if a coach gets him to concentrate and when a coach finds the secret of how that's done, he'll be a great coach."
Belief: "Knox... teaches with conviction. A player must understand the depth of that conviction." According to Coach Knox, "My... coaches have got to believe strongly in what they teach. Every great moment in the history of mankind occurred because someone had a belief."
Evaluate: A coach should be "totally honest with himself in what he sees. Looking at the scoreboard is one way, but not enough." According to Coach Knox, it's necessary to "look beyond that scoreboard and see that all the things the players are taught are being performed in a game that way. If I spent time in practice teaching a certain technique and then looked at the game films and saw the technique not being followed, I must be doing a damn poor job of teaching. Or maybe the technique is wrong and I should stick with what the player is doing in the game."
Never forget the basics: A game plan is only of value if a team is "fundamentally sound enough to execute it."
Sell skill: As is the case with all sports, "football is a skill game and all its elements -- blocking, tackling, catching the ball -- are skills that can be improved upon. The improvement must come from concentration on the basic fundamentals. The individual improvement will have a collective effect."
Don't demonstrate: "It is scientifically wrong... for a coach to demonstrate a technique to a player. Most of the time, the technique you're trying to demonstrate doesn't come out as you picture it in your mind." Instead, Coach Knox recommends using a player to demonstrate, making "sure that he did everything the way I wanted it done. Then everyone could follow a perfect model."
Teach, don't holler: "Enthusiasm is great and should be distinguished from ranting and raving. If mistakes are made, the teaching process is the only answer. A player won't understand what he's being taught if all he gets is hollering."
Said Coach Knox, "Take those factors, add the key element of communication, and that is my idea of how you can improve a player. But communication is the key. You must reduce an action to its simplest components, then hammer at it with repetition."
TIM DUNCAN
Minnesota Timberwolves coach Kevin McHale contends that, among the NBA's current big men, Duncan is "by far the best.'' And much of his success, argues McHale, has to do with Duncan's basketball IQ.
"He's smart. He doesn't run around. No wasted energy. Things I'm trying to get our guys to do -- basketball's a game of read-and-react. Especially with young guys, they want to 'run' the offense. But the offense doesn't score -- the read inside the offense does. Things happen, Tim just stands there and goes [McHale very slowly looks left, very slowly looks right]. Then he moves into the open spot.
Believe it or not, that's how everybody played. You didn't run on top of each other. You gave everybody space. He's different because, right now, for whatever reason -- either how the game is taught or how the young guys play in AAU or whatever -- it's, 'We're going to go as fast as we can, run around as fast as we possibly can.'
He just takes his time and lets the defense make mistakes.''
Duncan, a 10-time All-Star and two-time league MVP, is the first to admit that he's not a flashy, super-athletic player who's going to make SportsCenter highlights very often.
"I'm not a quick guy. I've never been the most athletic guy. I'm not as quick, I don't jump as high, all that stuff. So it has taken a conscious decision about playing harder, positioning better, getting to spots, getting your feet set, giving yourself another half second to react to something, things like that. If I can slow it down, take my time and go to my own strengths, I can neutralize a lot of what people are able to do against me. You try to make people react to you more than you react to people. When you can do that, you're the one in control. You know what's going on and everyone else has to figure it out on the fly. I try to base my game around that. That's how I've always played.''
"He's smart. He doesn't run around. No wasted energy. Things I'm trying to get our guys to do -- basketball's a game of read-and-react. Especially with young guys, they want to 'run' the offense. But the offense doesn't score -- the read inside the offense does. Things happen, Tim just stands there and goes [McHale very slowly looks left, very slowly looks right]. Then he moves into the open spot.
Believe it or not, that's how everybody played. You didn't run on top of each other. You gave everybody space. He's different because, right now, for whatever reason -- either how the game is taught or how the young guys play in AAU or whatever -- it's, 'We're going to go as fast as we can, run around as fast as we possibly can.'
He just takes his time and lets the defense make mistakes.''
Duncan, a 10-time All-Star and two-time league MVP, is the first to admit that he's not a flashy, super-athletic player who's going to make SportsCenter highlights very often.
"I'm not a quick guy. I've never been the most athletic guy. I'm not as quick, I don't jump as high, all that stuff. So it has taken a conscious decision about playing harder, positioning better, getting to spots, getting your feet set, giving yourself another half second to react to something, things like that. If I can slow it down, take my time and go to my own strengths, I can neutralize a lot of what people are able to do against me. You try to make people react to you more than you react to people. When you can do that, you're the one in control. You know what's going on and everyone else has to figure it out on the fly. I try to base my game around that. That's how I've always played.''
Paul Brown - Wisdom From An NFL Coach
There is a book titled "The Game-Makers," which is a series of interviews with eight top NFL coaches of the era about their philosophies.
The first chapter is devoted to the legendary Paul Brown, who emphasized the teaching aspect of coaching:
"A pro... coach is a teacher, no matter what. The players must learn. No matter what you teach, you must get people to want to learn. People think there are great mysteries attached to the game, but there are not. It comes down to fundamentals and they must be taught.
If we tell our players 'why' -- and I've always insisted on telling my players why, why we do everything we do, whether it's on or off the field -- they are more apt to accept it and get in the spirit."
"I've found that answering the 'why' has made me a better coach. It's not what you know but what your ball players know that counts. We make it as much like a classroom as possible, using all sorts of teaching aids, followed by practice on the field, followed by going over mistakes and improvements in the classroom.
The important thing is not what Don Shula knows or what any of my assistant coaches know. The important things is that we can transmit to the people we're responsible for. That's what coaching is... the ability to transmit information."
The first chapter is devoted to the legendary Paul Brown, who emphasized the teaching aspect of coaching:
"A pro... coach is a teacher, no matter what. The players must learn. No matter what you teach, you must get people to want to learn. People think there are great mysteries attached to the game, but there are not. It comes down to fundamentals and they must be taught.
If we tell our players 'why' -- and I've always insisted on telling my players why, why we do everything we do, whether it's on or off the field -- they are more apt to accept it and get in the spirit."
"I've found that answering the 'why' has made me a better coach. It's not what you know but what your ball players know that counts. We make it as much like a classroom as possible, using all sorts of teaching aids, followed by practice on the field, followed by going over mistakes and improvements in the classroom.
The important thing is not what Don Shula knows or what any of my assistant coaches know. The important things is that we can transmit to the people we're responsible for. That's what coaching is... the ability to transmit information."
12.07.2008
The Separating Factor Is Character
Former Cowboys coach Tom Landry talks about character in his book called "The Landry Legend."
Coach Landry talks about what he looked for in players as his teams improved:
"When I first started coaching I thought mostly of physical ability; quickness, agility, control, strength, and explosiveness."
Then, as we developed into a stronger team, character became more important. The character and competitiveness of a player become the more controlling factors."
"When you reach a championship level, what separates you is basically the character on your team. If you have enough character, it'll usually pull you out of tough situations."
Coach Landry talks about what he looked for in players as his teams improved:
"When I first started coaching I thought mostly of physical ability; quickness, agility, control, strength, and explosiveness."
Then, as we developed into a stronger team, character became more important. The character and competitiveness of a player become the more controlling factors."
"When you reach a championship level, what separates you is basically the character on your team. If you have enough character, it'll usually pull you out of tough situations."
NO DAYS OFF
When a team's best player -- the on-court leader and guy who touches the ball on every play -- is the hardest-working player who teammates respect things tend to go well.
Everyone else may get an off-day, but he doesn't. He's got to find time to come in and work and study and get his hands on the early part of the game plan as soon as possible. Once a player makes that part of his every-week routine and really commits to that, he'll help take the team to the next level.
Everyone else may get an off-day, but he doesn't. He's got to find time to come in and work and study and get his hands on the early part of the game plan as soon as possible. Once a player makes that part of his every-week routine and really commits to that, he'll help take the team to the next level.
MOODS ARE CONTAGIOUS
A study by Harvard and UC-San Diego found "when a person becomes happy, a friend living close by has a 25 percent higher chance of becoming happy themselves."
"Everyday interactions we have with other people are definitely contagious, in terms of happiness," says Nicholas Christakis, a professor at Harvard Medical School and an author of the study.
According to this article, "the study is impressive in showing that moods can be contagious."
For those who've been in a locker room and have seen how one player's bad mood can negatively affect a team, these findings aren't particularly surprising.
The good news is, as coaches have sensed for a long time, having players on your roster who are "good guys" -- people who are optimistic with good attitudes (i.e., "happy") -- are likely to have a genuine impact on your team.
"Everyday interactions we have with other people are definitely contagious, in terms of happiness," says Nicholas Christakis, a professor at Harvard Medical School and an author of the study.
According to this article, "the study is impressive in showing that moods can be contagious."
For those who've been in a locker room and have seen how one player's bad mood can negatively affect a team, these findings aren't particularly surprising.
The good news is, as coaches have sensed for a long time, having players on your roster who are "good guys" -- people who are optimistic with good attitudes (i.e., "happy") -- are likely to have a genuine impact on your team.
PET PEEVES. . .
Fouling in the backcourt.
Not stepping back on rebounds after free throws when we are the inside (defensive) team.
Bending over to pick up a ball instead of diving on the floor.
Attempting to dribble a loose ball up instead of securing it first.
Using the bounce pass to pass to a player with no defender in between them.
Offensive players not using the jump stop off the dribble in the paint.
Saving a ball that's going out of bounds to the opponent under opponent’s basket.
Not making a 100% commitment to sprint back on defense.
Standing and watching when a shot is taken.
When an offensive player doesn't square up and face his basket.
Not going after an offensive rebound.
Taking a shot and not following the shot.
Dribbling balls when a coach is talking.
Correcting a player in a drill or explaining something to them, and then having other players make the same mistake because they did not listen.
Failing to stop the ball on defense.
Watching a player sulk or make an excuse after making a mistake or turning the ball over instead of hustling back for defense.
Screening air instead of bodies.
A player who pulls the shirt out of his pants when he comes off the floor or when he fouls out.
Turning your back to the basketball when your on defense.
Following a steal with a turnover.
Not feeding the low post when they are open.
Rebounding or catching a pass with only one hand.
Jump pass.
Leaving your feet on defense.
Not communicating on the defensive end of the floor. A few simple words can make a big difference.
A player attempting to inbounds the ball directly under their basket.
When a player catches the ball and instantly puts it above their head or when he throws it right back out to the point without looking at the block to see if post is open.
When a sub (8-12) enters a game and immediately shoots the ball without using any of the team concepts that we are stressing.
A post man dribbling in the paint after he's gotten an offensive rebound.
Disrespectful or negative body language.
Failing to acknowledge a great pass from a teammate.
Blaming the officials for losses.
Coming off the floor and going to the opposite end of the bench when there are unoccupied chairs left between him and his teammates.
No making eye contact with the coach during time outs.
Coaches who yell at the officials the entire game.
Not reversing the ball.
When a player begins his dribble and does not go anywhere or do anything.
A big who wants to play guard.
Reaching/fouling on a dead ball player. Why reach in when you have him stopped?
One-dimensional players. Those, who when their outside shot isn't falling, rather than penetrating to make something happen, simply keep shooting from the outside or stop shooting altogether.
Not stepping back on rebounds after free throws when we are the inside (defensive) team.
Bending over to pick up a ball instead of diving on the floor.
Attempting to dribble a loose ball up instead of securing it first.
Using the bounce pass to pass to a player with no defender in between them.
Offensive players not using the jump stop off the dribble in the paint.
Saving a ball that's going out of bounds to the opponent under opponent’s basket.
Not making a 100% commitment to sprint back on defense.
Standing and watching when a shot is taken.
When an offensive player doesn't square up and face his basket.
Not going after an offensive rebound.
Taking a shot and not following the shot.
Dribbling balls when a coach is talking.
Correcting a player in a drill or explaining something to them, and then having other players make the same mistake because they did not listen.
Failing to stop the ball on defense.
Watching a player sulk or make an excuse after making a mistake or turning the ball over instead of hustling back for defense.
Screening air instead of bodies.
A player who pulls the shirt out of his pants when he comes off the floor or when he fouls out.
Turning your back to the basketball when your on defense.
Following a steal with a turnover.
Not feeding the low post when they are open.
Rebounding or catching a pass with only one hand.
Jump pass.
Leaving your feet on defense.
Not communicating on the defensive end of the floor. A few simple words can make a big difference.
A player attempting to inbounds the ball directly under their basket.
When a player catches the ball and instantly puts it above their head or when he throws it right back out to the point without looking at the block to see if post is open.
When a sub (8-12) enters a game and immediately shoots the ball without using any of the team concepts that we are stressing.
A post man dribbling in the paint after he's gotten an offensive rebound.
Disrespectful or negative body language.
Failing to acknowledge a great pass from a teammate.
Blaming the officials for losses.
Coming off the floor and going to the opposite end of the bench when there are unoccupied chairs left between him and his teammates.
No making eye contact with the coach during time outs.
Coaches who yell at the officials the entire game.
Not reversing the ball.
When a player begins his dribble and does not go anywhere or do anything.
A big who wants to play guard.
Reaching/fouling on a dead ball player. Why reach in when you have him stopped?
One-dimensional players. Those, who when their outside shot isn't falling, rather than penetrating to make something happen, simply keep shooting from the outside or stop shooting altogether.
TRUTH HURTS
Kevin Garnett really let Glen Davis and some of the other Boston non-starters have it the other night.
KG was upset that the Celtics' 25-point lead over Portland had dwindled to 13 points after the starters came out.
Said Garnett:
"Davis just has to understand his role and not come outside of it."
As ESPN analyst Jeff Van Gundy put it during the game, KG's reaction to the poor play of the subs was a matter of "truth telling."
"If Doc Rivers is always the one having to tell the truth, you will not be a championship team. Kevin Garnett risked being a 'truth-teller' -- maybe at the expense of a friendship. I respect that about Kevin Garnett. Sometime the truth hurts but it will help make your team better."
KG was upset that the Celtics' 25-point lead over Portland had dwindled to 13 points after the starters came out.
Said Garnett:
"Davis just has to understand his role and not come outside of it."
As ESPN analyst Jeff Van Gundy put it during the game, KG's reaction to the poor play of the subs was a matter of "truth telling."
"If Doc Rivers is always the one having to tell the truth, you will not be a championship team. Kevin Garnett risked being a 'truth-teller' -- maybe at the expense of a friendship. I respect that about Kevin Garnett. Sometime the truth hurts but it will help make your team better."
11.24.2008
CHRIS BOSH
The combination of playing on the U.S. Olympic team and maturity have helped change Chris Bosh for the better.
According to the Toronto Raptors head coach Sam Mitchell:
"His practices are unbelievable, unbelievable. In the past, Chris would come in and do just enough. Now, everything, every possession, every play is 100 percent all out.
I used to tell him all the time, the difference between Kevin Garnett and 97 percent of the league is Kevin played like he practiced. And Chris is getting it, I think the light came on. I can't remember one play that he's taken off in the pre-season, not one. Not one time when he was supposed to run and get to a spot has he not done it. I think he's realizing just how good he really is and how much better he can become.
Says Bosh:
"I've grown mentally as a player over this past summer and everything. Being in that Olympic environment broadened my perspective a little bit, and I started thinking more. That's what we've been talking about a lot in the past, he (Mitchell) is always telling me how I need to be a better practice player, make sure I push the guys and push myself to get better in practice. I really took that to heart and I'm really taking advantage of each day."
According to the Toronto Raptors head coach Sam Mitchell:
"His practices are unbelievable, unbelievable. In the past, Chris would come in and do just enough. Now, everything, every possession, every play is 100 percent all out.
I used to tell him all the time, the difference between Kevin Garnett and 97 percent of the league is Kevin played like he practiced. And Chris is getting it, I think the light came on. I can't remember one play that he's taken off in the pre-season, not one. Not one time when he was supposed to run and get to a spot has he not done it. I think he's realizing just how good he really is and how much better he can become.
Says Bosh:
"I've grown mentally as a player over this past summer and everything. Being in that Olympic environment broadened my perspective a little bit, and I started thinking more. That's what we've been talking about a lot in the past, he (Mitchell) is always telling me how I need to be a better practice player, make sure I push the guys and push myself to get better in practice. I really took that to heart and I'm really taking advantage of each day."
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