It is advisable that the sports administrators who venture to access the ASMC should have first undertaken the original course for sports administrators, which are still being offered by NOCs as a first step into the realm of managing OSOs.
Clearly, it is not possible to cover everything that in featured in the MOSO book and each NOC must determine precisely which sections are considered pertinent to its peculiar circumstance. However, it is necessary that when conducting the ASMC the NOC must endeavour to establish where there are gaps in the management of the respective OSOs, including itself. It must be clear to the directors of the course precisely what the gaps are. The next task is addressing these gaps and that may very well focus on defining an appropriate human resource development strategy that facilitates the inculcation of the requisite competencies of the organisation.
OSOs participating in the ASMC must create a training plan, which can be implemented to advance the organisation. This plan must be duly assessed by the Executive of each OSO and approved by the general membership.
Conducting the ASMC
The leader of the ASMC in an NOC is referred to as the Course Director. He/she is responsible for ensuring that the course is adequately prepared for and that it is conducted in a manner consistent with the standards expected by Olympic Solidarity.
The Course is actually conducted by facilitators whose role it is to engage the participants in active discussion of the different modules.
Facilitation is about encouraging participants to take responsibility for their own learning and sharing that lea
rning experience with others… Participants must be encouraged to take responsibility for their own learning. This means an end to the lecturing of participants in a classroom type setting. Facilitators must be competent at facilitating learning. They must be respectful of the ideas of all participants regardless of official academic qualifications and/or experience in sports administration.
Facilitators must find ways of unlocking the knowledge and experiences of participants for sharing amongst the learning community. They must strive to aid in the building of the image of the participant but never damage the image and pride of the individual.