TEAM UOP

Dealing with Difficult Situations

Senior Sports Welfare & Safeguarding Officer

ZOE MONK

AIMS AND OBJECTIVES

• Expectations of committee members and how to be a supportive and effective leader
• Understand the power your role holds
• Understand your communication style with your DISC profile
• Reducing the opportunity for difficult situations to arise
• Helping you plan to deal with difficult situations

LEADERSHIP - Committee Expectations

Ability to Inspire Others

[it’s not who you are…it’s what you do]

Approachable & Listens

[being present and honest]

Demonstrates Best Practice

[doing the right thing]

Motivational

[bringing people together]

Ambassador

[uphold the organisation’s vision]

Reflective

[building your self awareness]

Role Model

[with respectable values]

UOP SPORT CHARTER

UOP Sport Charter - 4 values

• Be Safe
• Be Person Centred
• Be an Advocate
• Be Responsible

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You are fostering a sports club during your committee role…the decisions you make this year, impact the club for the next 5-10 years.

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Doing your role well isn’t about doing more - it’s about doing the right behaviours consistently.

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If every decision reflects safety, inclusion, advocacy and responsibility, your club will align fully with the UOP Sport Charter.

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POSITION OF TRUST

As a Committee member, you are a leader & are in a Position of Trust. You have:

• High levels of trust, influence, power and authority
• A community (Team UOP) who trust and respect you

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Abuse of power – a situation where a leader exploits a position of power in relation to a student so as to apply pressure in a way which:

• May result in a student doing something, or refraining from doing something, that they may not have otherwise done

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Expectations from the University, as someone in a Position of Trust:

• Follow all policies and procedures relating to your role
• Behave in a way that doesn’t bring the University into disrepute, avoiding any behaviour that manipulates your position or that could exploit or harm students
• Share information with Sport and Recreation (and the wider University) relating to wellbeing concerns for students, students showing inappropriate behaviour and misconduct, sports club cultures and other sports workforce members showing inappropriate behaviour
• Create environments where students can thrive under your leadership

What Team UOP difficult situations have you been part of or witnessed?

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I’VE GOT THE POWER

Expert Power is the influence you have because you know more than someone else.

Committee members and returning members know the traditions, the social norms, the inside jokes, and how things ‘usually’ work. New members don’t.

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Referent Power comes from people liking you, admiring you, or wanting to fit in with you. They’ll copy your behaviour, even if they’re uncomfortable with it.

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Positional Power comes from your role, your title gives you authority, whether you use it or not.

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Coercive Power is the ability to punish or exclude - formally or informally. Even if you don’t intend to coerce anyone, if someone feels they can’t say no, coercion is happening.

EXAMPLES

Club Captain

• Positional Power - Official authority over players and team culture
• Referent Power - Highly admired; members want your approval
• Expert Power - Knows traditions, tactics, and club history
• Coercive Power - Controls playing time and can socially exclude

Engagement Officer

• Positional Power - Responsible for social activities bringing the club together
• Expert Power - Knows all the traditions and ‘how things are done’
• Referent Power - Often popular and influential
• Coercive Power - Can control access to events, pressure participation through themes, social status or exclusion

New Club Members

• Very little power & rely heavily on referent power from returning members
• Vulnerable to coercive pressure (even subtle forms)
• Motivated by expert power (inclusion, belonging)

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How does power impact on difficult situations?

DISC

What Word(s) Best Describe You?

Dominance

Influence

Steadiness

Conscientious

https://www.truity.com/test/disc-personality-test

S+R Staff DISC Profiles

Paul he/him

Director of Sport

Rachel she/her

Senior Sports Performance & Partnerships Officer

Zoe she/her

Senior Sports Welfare & Safeguarding Officer

Tom he/him

Sports Administrator (BUCS)

Sarah she/her

Sports Development Manager

Qurry she/her

(Pronounced Cue-Rhee)

Sports Safety & Welfare Officer

Rhianna she/her

Sports Administrator

Louise she/her

Sports Development Coordinator

Charlotte she/her

Head of Sport

Jordan she/her

Sports Development Officer

I

S

S

C

I

D

D

C

S

D

C

S

C

S

I

S

I

S

I

S

HOW ASSERTIVE ARE YOU?

DISC and Language

Different DISC styles may naturally lean toward different language patterns:

• D – may sound directive without meaning to
• I – may centre their own ideas (“I want”)
• S – may avoid collaborative language to not impose
• C – may sound impersonal or distancing

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Goal:

Use your DISC awareness to adapt your language so everyone feels included.

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Let’s look at your responses on Padlet…

SEPARATING INTENTION FROM IMPACT

Intention - something that you want or plan to do

Impact - the effect that something has on a person or situation

REACTION vs RESPONSE

Let’s look at your responses on Padlet…

DE-ESCALATING TECHNIQUES

1. Move to a private area
2. Be empathetic and non-judgmental
3. Respect personal space
4. Keep your tone and body language neutral
5. Avoid overreacting
6. Focus on the thoughts behind the feelings
7. Ignore challenging questions
8. Set boundaries
9. Choose boundaries wisely
10. Allow silence

USING BEER - COMMITTEE EXAMPLE

B: Behaviour - Media Officer hasn’t been posting content as agreed

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E: Effect - Members aren’t receiving vital information, your club isn’t showing it’s engagement in a Team UoP campaign & people are asking you what’s happening

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E: Expectation - Social media is used for informing, education, promotion & engagement, work collaboratively to meet the need of the task/role

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R: Result - Explore what's going on for them? Can they meet expectations to have an impact on the club, share information, give a good experience. Is your expectation realistic? Are they capable? Exploring support needed or change in expectations/task/time frame, seek support from S+R when there is no more you can do in the situation

USING BEER - CLUB MEMBER EXAMPLE

B: Behaviour - A club member is upset/frustrated/angry that they didn’t get into the team they trialled for

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E: Effect - Impact on the club member, coach, committee, team members (and friends)

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E: Expectation - Teams are fairly picked, in consultation with coaches, information is clearly given on criteria for each team, the scoring system for trials, development pathway opportunities

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R: Result - Explore what their expectation was, are there feedback areas for you/the process, be clear and concise with the decision making process for each team, allow them to be upset, given them the opportunity to speak to S+R when there is no more you can do in the situation

Moving forward….

What can you do to reduce difficult situations happening?

What did you find useful within this workshop? Think about your:

• DISC profile
• Communication
• Language
• Body language
• Tone
• Active listening skills
• Self reflection and self awareness
• Responsibility as a leader

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IN SUMMARY

• Learning to be assertive takes time, use your power intentionally

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• Being able to stay calm and de-escalate takes practise

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• Responses keep things calm, reactions escalate and can make things personally

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• Developing your self awareness is crucial - knowing yourself is one of the best investments you’ll make

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• Don’t be afraid to ask for help - use the Team UOP Working Together Form

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• Learn to understand your DISC profile & reflect on situations

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INFORMATION AND KNOWLEDGE FROM YOU = CLARITY AND UNDERSTANDING FOR OTHERS