The following post is an excerpt from Frank’s bestselling book-The Soft Science of Tennis
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Creating an Exceptional Culture
Mr. Martinez is the tennis operations manager at Big Sky Country Club. A short time ago, he hired Richard as their new tennis director. Richard played college ball, graduated with a highly regarded tennis management degree and his resume checked all the boxes. On the technical side, Richard was microscopically detailed. He could spot a student’s opposing force vectors on their serve six courts away. He was adept at video analysis, organizing compass draws, teaching stroke fundamentals and eager to oversee the clubs racket stringing service. On paper, Richard was a good fit for a Country Club.
Sadly, within weeks, Richard turned out to be a nightmare. While he had tennis business knowledge, he possessed no interpersonal communication skills. Richard’s interactions with members and co-workers were so poor; it led to his termination just one month into the job. Let’s look into why Richard was let go so soon from Big Sky Country Club.
Richard had a pompous demeanor toward everyone all the time. When adult members would ask for his assistance, he would respond with a loud, disrespectful sigh. When Mrs. Jones asked him to fill in with the ladies league for 15-20 minutes until Helen arrived, Richard shook his head in disgust and said, “My hitting rate is the same as my lesson rate. For me to go on court, it’s $120.00 an hour!” Richard even drew complaints from the parents of the junior program because he would scold the children if they smiled and laughed in their beginner’s clinic. Richard was a taskmaster, and to him, clinics were to work and not to play.
The clubs co-workers were also scared of Richard. His pessimistic problem-oriented view of his job made him uncomfortable to be around. The clubs assistant pros reported that he would consistently complain about the facility and the management staff directly to the members. His negative verbal and nonverbal communication reaped havoc throughout the club.
Richard was also incompetent at the most essential interpersonal communication skill: listening. For example, one Friday afternoon, Mr. Martinez, the club manager, handed two rackets to Richard and told him that he had assured junior club member, Joey, that both his rackets would be strung by Saturday morning at 8:00 am. He could pick them up on his way out-of-town to the tournament. Although Richard was looking at Mr. Martinez as he took Joey’s rackets from him, Richard wasn’t listening. His focus was on a tennis match on the pro-shop television.
So Joey and his dad stopped in Saturday morning, and his rackets sat unstrung in the pro-shop. The members were obviously upset, and Mr. Martinez was furious with Richard. Mr. Martinez addressed Richard about why they were not strung, and he snapped: “You didn’t tell me to string them yesterday!”
After multiple “red flags,” Mr. Martinez had no choice but to put Richard on probation. Richards’s lack of interpersonal communication skills continued to disrupt the clubs optimistic culture. Richard didn’t possess the ability to problem solve, adapt, correct issues or even care to attempt to fit into the clubs corporate guidelines. The final straw was when a member came into the pro-shop and complained that his children are no longer enjoying the clinics and they are considering going elsewhere for lessons. Richard took it personally, called the member an idiot, and instigated a shouting match, “If you want Mikey and Lauren to learn the correct strokes, let me do my job! If you want them to be hackers…then go! I don’t care!”
Richard’s lack of communication skills instigated his firing. He couldn’t apply appropriate decision making, empathy, analyze options or come up with win-win solutions. It was his way or the highway- period. Insulting the members prompted Richard’s demise. The members quit the club and Richard lost his job.
Interpersonal Communication
If technical knowledge is the science of teaching, interpersonal communication is the art of teaching. Interpersonal communication characterizes the interaction that takes place between two or more people. In the coaching world, gaining an understanding of the sports biomechanics is important, but mastering communication is essential. Is your athlete being nurtured interpersonal skills? The following is a laundry list of interpersonal communication skills that facilitate success in tennis and in life.
Accountable, Accuracy, Adaptability, Adept, Alertness, Ambition, Amiability, Analytical, Articulate, Assertive, Attentiveness, Business-like, Capable, Caring, Competence, Confidence, Conscientiousness, Considerate, Consistency, Cooperation, Creative, Critical Thinking, Dedication, Dependability, Detail Oriented, Determination, Diplomatic, Efficiency, Empathy, Encouraging, Energy, Enterprising, Ethical, Experienced, Flexibility, Hardworking, Helpfulness, Honesty, Imaginative, Independent, Industriousness, Influential, Innovation, Insightful, Intuitive, Leadership, Logical Thinking, Loyal, Management, Motivation, Nonverbal Communication, Optimism, Organizational, Passion, Patience, Perceptive, Positive, Practical, Problem Solving, Productive, Professional, Progressive, Punctual, Rational, Realistic, Reflective, Reliable, Resourceful, Respectful, Responsible, Sense Of Humor, Sincere, Sociable, Teachable, Teaching, Teamwork, Technical Literacy, Tolerance, Trustworthy, Understanding, Verbal Communication, Versatility, Visionary, Work Ethic…Whew!
Without a doubt, any parent or coach would love to have their athletes possess these personal skills.
Excellence begins with a positive culture both at home and at the club. In our sport, invested athletes don’t search out places like “Allen’s Average Tennis Academy” or “Mike’s Mundane Monday Night Clinic.” On a conscious level, parents and athletes seek excellent technical knowledge. On the subconscious level, they pursue meaningful interpersonal relationships.
The culture I recommend is solution-oriented versus problem-oriented. Athletes are much more likely to flourish in a solution orientated environment. Coaches that provide a solution-based program are teaching lasting life skills.
A Great Replacement Tip:
Occasionally trade in the old school, pre-hit stretching routine with an upbeat dance-off. Turn up the tunes and watch athletes laugh their guts out while they dynamically stretch their bodies. Trust me, even if they arrive tired, stressed or negative, as they let go, they’ll dance their worries away, and you’ll have 25 kids with 25 huge smiles!
A positive mindset is a precursor to a meaningful session. Parents, the preceding replacement solution also works wonders at home as a way to motivate the family to seek optimism.
“An exceptional culture creates the positive attitude and mindset that promotes growth strategies, which in turn sustains excellence in competition.”
It’s important to note that despite the student’s inherent athletic ability, level of play or commitment to the game, each student deserves the same sports science data, focus, and energy as a high performer. In fact, providing a rich culture of mentoring is precisely how average performers blossom into the high-performance category.
Over the past few years, I conducted an informal study on the culture of tennis facilities throughout my travels around the world. I came to some very predictable conclusions:
The programs with a positive culture were monitored and often reviewed by the owners. They were optimistic by design, and as a result, they achieved thriving, positive environments. They attracted top players organically via their triumphant athletes and their satisfied parents. They also acquired disgruntled clients from the negative cultured programs. As a result, the programs with a positive culture retained athletes up to three times as long as their problem-oriented rivals.
The programs with a problem-oriented drill Sargent culture struggled to keep coaches, to keep students, and to pay the rent. As a result, they had to partake in serious recruiting, sales, and marketing to just to keep their doors open.
