11 Things Small Business and Fire Departments Should Have In Common

My dad was a 32-yr career firefighter, retiring as an Assistant Chief for a moderately sized, full-time department that had about 10 stations throughout the city. I recall a childhood time when my siblings and I were vising him at the firehouse. When the alarm sounded, he abruptly pointed to the wall, and said

“Stand right there ’til someone comes for you.”

Immediately, 10 doors (5 front, 5 rear) open, the intercom is announcing location and status, and people are hustling from every direction Twenty seconds later, the building is open, empty and quiet. One of the dispatchers invited us into his area while our mother scrambled to come pick us up.

As a small business owner, I believe some of my Dad’s Fire Department practices could help Small Business when it comes to putting out fires. Here are 11 things Small Business and Fire Departments should have in common.

Fire Departments

  • The Facility is well cared for. There are assignments (often seniority based) for sweeping/moping, washing/waxing, cooking, dishes, janitorial, supply maintenance, inventory and more. Rookies get the grunt jobs, but everybody has assignments and responsibilities with accountability.
  • Saving time is paramount.Vehicles are always facing the door for quick departure. Driver doors are left opened. Boots and pants are kept close to the truck (or the bed) and set for the firefighter to step into the boots and pull up the pants. Coats and helmets are on the truck to be added en route. When the bell rings, things happen and seconds count.
  • Equipment is organized and ready. Hoses have been carefully cleaned, inspected and rolled, and tools have been cleaned and stored so everyone knows where they are. Tire pressures, water levels and fuel have all been checked and readiedEfficient access is essential.
  • Skill sets are in place for lots of contingencies (types of fires, whether people are at risk, etc). Sometimes things don’t go the way they’re supposed to.
  • Practice, practice, practice. They practice driving through the streets (need to know every street, location of every fire hydrant), practice moving through smoke and fire, climb ladders, spray water, use the tools, lots of speed tests, inspections and homework. Ready to perform.
  • Group and Individual Goals plus Assignments are clearly defined, understood and bought into. There is no discussion about who gets to shoot the water cannon or hook up the hoses. They already know who is primary and secondary in hose control or who is going up the ladder first. Avoid unnecessary drama.
  • Coordination, Collaboration and Communication are essential. Control the traffic lights, mobilize police, roll the ambulance if needed or in doubt, notify the hospital and street departments, hold the trains, and get the business owner on the line. My dad always said, “We’ll be there in under 90 seconds”.
  • The Chain of Command is absolute. On a fire fun, the police are in support mode. Everyone has expertise and input, but primary is to trust and obey, for there’s no other way.
  • The only pic I have of my dad at a fire and he is there in street clothes. As the Asst off-duty Chief, he’s there getting his hands dirty.

    Firefighters know who they work for and will sacrifice to serve. When someone calls 911, firefighters will do what firefighters did on 9/11.

  • No firefighter is ever left behind.Period.
  • When the gig is over, get ready for the next one. The trip back to the firehouse can be exhausting, but some things can’t wait until tomorrow.

————————————————–

Small Business

  • The Facility is well cared for. What does your work area look like at the end of a day? Are there water bottles, messy desks, stacks of mail and reports? Unless you have a fantastic janitorial staff, make assignments. Delegate. What is your expectation for facility cleanliness and functionality?
  • Saving time is paramount. When it is time to start, is everything ready? Is there an agenda, task list or to-do list for the day?
  • Equipment is organized and ready. Desks are clean, waste baskets empty, floors swept, restrooms supplied, light bulbs in, etc? When that important phone call comes in, you don’t want to have to spend time getting ready to handle it.
  • Skill sets are in place for contingencies. Have you cross trained employees so that you can still function if the secretary, receptionist or warehouse manager are out sick or otherwise unavailable? Can you still answer phones, respond to emails, texts, faxes or social media messages, know where to find records when needed to answer a customer call or complaint, load or unload the truck and know where to place or retrieve product?
  • Practice, practice, practice. Schools have monthly fire drills even though there hasn’t been a school fire-related death in over 60 years. They also practice tornado drills and, increasingly, active shooter drills. Hopefully they never encounter any of those, but if they do — they have a better chance survival because they practiced. Having a list of procedures or contingencies is good, but nothing is better than practice. Practice your cross-trained assignments.
  • Are Group and Individual Goals plus Assignments clearly defined, understood and bought into? When a fire fighter makes a mistake on scene, someone can die. Business is not usually life and death, but do your order fulfillment personnel understand what happens when they make mistakes?

One of the most effective practices I put into place was to bring in a salesperson to talk to our order fulfillment crew and explain to them what happens to his customer, his income and even their jobs when orders go out with too many errors.

  • Coordination, Collaboration and Communication are essential. You have administration, management, office and warehouse staff….do all the appropriate people know what you are doing? Do you?
  • The Chain of Command is absolute. Everybody needs to be on the same team, but there can only be one coach. Encourage and welcome input, but make sure the team understands that once a decision happens, debate ends and action begins.
  • Employees know who they work for and will sacrifice to serve. If they won’t go above and beyond for you, then you have a different problem. Strive to instill pride and earn loyalty.
  • No customer is ever left behind. Period.
  • When the gig is over, get ready for the next one.

Meticulously planning and preparing for, and then efficiently and effectively fighting “fires” is something both fire fighters and small business owners should be good at. Business should be ready, but not always “putting out fires”.

The purpose of THIS post is to encourage you to be READY and SET so that when the alarm rings, you are prepared to GO!

Thanks for reading,
JohnGardner@VirtualMusicOffice.com

I wrote a tribute to my Dad, the firefighter, and included description and picture from the worst fire he ever fought…. the Beverly Hills Supper Club fire of 1977 that took the lives of 165 people, including my high school clarinet teacher. I also talk about his Fire Chief experience with accusations and responses to sexism and racism. Read more…. 

 

11 Things Small Business and Fire Departments Should Have In Common Read More »

A lesson for American students from my Korean exchange student

Several years ago, I was asked to work with a Korean exchange student (He never referred to his country as “South” Korean). Three significant memories:
 
1) He got out of the car and came running to the HU lobby, instrument already assembled. I asked him why. “I’ve been practicing and don’t want to lose any of my lesson time assembling my clarinet.”
 
2. The first time I pointed out a mistake (and most of you know I am almost always going to find something, right?) be begins to profusely apologize and promise me he will never do that again.
 
3. At the end of the lesson, I asked him to put his instrument away. “I’m going to finger through my assignment in the car and then practice as soon as I get home, so no use taking apart.”
 
At the end of our time, he presented me with a “Dan So”, a personally drawn fingering chart — and a note. I have never been able to produce a sound.
“Dan So”, a Korean flute with hand-drawn fingering by an exchange student.

A lesson for American students from my Korean exchange student Read More »

Helping students get private instruction and/or better instruments

Beginning instruments are designed for beginners. The bores on some of the brass instruments are smaller because of the lesser air capacity the 6th grader has. Keys on mass-produced woodwinds are designed to survive some falls and mistreatment.

Once a student gets to high school, they’ve been playing that beginning instrument for three or more years and, especially if they show potential, I start to encourage them to step up because at some point it will become the instrument itself holding them back.

My first two experiences involved siblings. I was out of college and teaching band when my youngest sister was in high school band. She needed a new trumpet and I was able to get one for her through the instrument dealer I worked with. My brother got to play my Selmer clarinet when I had moved to Buffet.

Not all my attempts were successful. When I approached one farmer-papa about a new clarinet, his question was,

“Isn’t that the clarinet you told us to buy?”

He had also challenged me when I said I wanted to spend 1-1 time with his daughter in individual instruction.

“Aren’t you the teacher?”, he asked. “Then why don’t you find a way to teach her without me paying extra money for you to do your job.”

He eventually became a very supportive father and band parent.

One high school clarinetist was really good. She was studying with me and was at the point where she needed better equipment. And, knowing her father’s job, I was confident finances were not a problem. I tried the “puppy dog close”.

I learned the “puppy dog close” in sales training. The idea is that you go to the pet store and the store owner offers to let you take a puppy home for the evening with the ability to bring it back the next day. The puppy never comes back.

This is before I was on staff at the high school, but I had a good relationship with the music store in Fort Wayne. I went and asked if I could borrow a Buffet R-13 (top-of-the-line) clarinet with the idea that I could bring it back in two days if I did not sell it for them. They reluctantly agreed.

The next day I was in the band room as students came in for rehearsal. I called that girl over, handed her the new clarinet and asked her to try it out during rehearsal. As expected, she was amazed at the difference. I asked her to take it home for the evening (along with the price tag) and bring it back the next day if she decided not to keep it. She walked in the next day with a check for payment in full. No commission for me.

I was with a student and her family at solo festival. She had worked hard, but struggled in the performance. The mechanics of the instrument were messing her over. Afterward, in the hallway, dad asked me how I thought she did.

“She should get a Gold (she did), but she was fighting that instrument most of the way.”

The next day she had a new clarinet at school. Turns out, papa went to the music store table and bought her a step-up instrument on the spot.

A high school student was taking private lessons and her teacher told me on multiple occasions that her instrument was “crap”. My understanding in talking with the student was that there were some family financial difficulties.

Partly because of her finances, I found a doner and worked out a deal with her instructor to give her lessons for a year. When I called her in to tell her about it, I told her I wanted her to make sure the doner got his money’s worth. There were tears and a promise.

The teacher reinforced with me how incredibly prepared she was for her lessons, but still lamented about the quality of her horn.

I asked for a parent/student/teacher conference and met with them one day after school. I told the parental,

“She is an excellent musician. For financial reasons, we set up lessons for her for a year. She is doing an incredible job with those and her teacher stresses how she is the most prepared student he has had. But [she] needs a better instrument. I don’t know the details of your finances and I can’t tell you how to make it happen, but this girl needs [this]. The music store will work with you, but this needs to happen.”

There were more tears — and a new horn.

That student is now a Band Director.

There were other situations over the years where I was able to help coordinate or provide private lessons or to help a student get better equipment to work with.


Helping students get private instruction and/or better instruments Read More »

Pranking the band director

The director had been out for a few days, so I ran the rehearsals….and organized this prank. I wish I had zeroed on facial expressions. NOTE: No harm was done. Students exited one door, walked around and came back in another. We lost about 2-3 minutes of rehearsal. I wonder what it looked like on the CCTV monitors in the admin offices.

 

Pranking the band director Read More »

You know you’re getting older when

These have happened in the last few days, so it merits a post, imo.

YOU KNOW YOU’RE GETTING OLDER WHEN…..

— you realize that the clarinet you are using to demo for the student is older than the student’s mother who brought student to the lesson.
— a friend posts about being in a type of medical office of a type you’ve never heard. …. but then that friend’s friends are talking about their experiences with that type of doctor.
— you make a pot of coffee and forget to go back and get a cup.

You know you’re getting older when Read More »

Solo Contest Checklist

ratingI prepared this list for one of my woodwind students and modified it some to include other instruments. There are links within this article to other articles I’ve written about literature selection, accompanists and the judging scoresheet categories.

Pre-performance

The basics. Music, instrument. People have forgotten both.

Solo Part – ORIGINAL for judgeMeasures numbered. 

Have you paid your accompanist? Customary, usually following performance. More about respect, preparation and appreciation for your accompanist, click here.

BRASS.

Valve oil

WOODWINDS.

Backup reed – in case something happens to yours that day.

Mouthpiece cap – Keep on when moving – protects and looks professional.

PERCUSSION.

Backup sticks/mallets.

Arrive at the school/venue about an hour before your performance time. Find your performance room and then you can go to warm-up. Don’t over-practice. Just review your challenging spots. Your ensemble should run through the piece. Note that these warm-up rooms can be noisy.

Performance Room

Arrive at performance room before your time. You can go in ahead of time (or anytime) and listen to other performers. Most in Group 2 will be h/s. If your accompanist is late because of accompanying someone else, just explain that to the door person or judge.

Have the book opened to your solo when you present it to the judge.

If judge asks questions, answer politely (as you always are).

Sit or stand. Your choice. I prefer standing. Judge may want to see your fingers, so don’t put the music stand directly between you and the judge. Be able to make eye contact with your accompanist.

Do not start until the judge tells you to. He/she may be completing notes on the previous performer. If permission received, play tuning note with piano – last chance to check your reed.

Be prepared to introduce yourself, your school, and your piece (title/composer).

When you finish, especially if there is any applause, a slight bow is appropriate to acknowledge. Applause is the audience saying thank you — a bow is your thanking them for the applause. Recognize your accompanist.

You will not get your music immediately – probably after the performer who follows you. You will not get your scoresheet. Those go to your band director at the end of the day. 

The door monitor will write your rating on the wall schedule.

Performance categories (sheet may vary slightly)

A separate post with addition scoresheet categories ===> HERE.

Intonation. Are you in tune with the piano? With each other (ensemble)? Do you have individual notes that are out of tune? Accuracy to printed pitches.

Tone. Resonance, clarity, control, focus, consistency, warmth.

Rhythm. Accuracy of note values, rest values, duration, pulse, steadiness, correctness of meter.

Technique. Facility, accuracy, articulation, fingerings.

Interpretation/Musicianship. Style, phrasing, tempo, dynamics, emotional involvement.

Performance factors. Choice of literature, appropriate appearance (related to performance), poise, posture, general conduct, mannerisms, facial expressions. Formal dress is not required, but jeans with holes and advertisement t-shirts will not only affect the appearance score, but also — judges can decide much about you before you play your first note. You are “on” from the time you take your performance position until you exit.


Did I forget anything? Let me know so I can improve this post for the next time. And note that rules per state are different… I tried to be generic in that regard.

Solo Contest Checklist Read More »

To and From School, Public Transportation and Walking the Rails

There were few times I ever got a ride to or from school other than band practices. Charlie C lived in the trailer park behind Rosedale pool and he had a car….or was allowed to drive his parents’ car. He would sometimes drive me. Mom would on rare occasions. 

For regular school days, Mom would give me bus money. There were no school buses available. The #6 Rosedale bus would stop at 45th and Glenn, just over the walking bridge next to Rosedale Baptist Church. That was about a 5-minute walk. I usually rode the bus to school in the morning, mostly because time was critical. 

Because she gave me bus money whether or not I rode, I would often walk home. What I did was possibly illegal, but I never got in trouble for it.

Holmes High School is between 25th & 26th streets, just across the street from a double pair of railroad tracks. Those same tracks passed about 8 houses up the street from my home. I didn’t get on the tracks at the school because they passed through a tunnel that I was told left no room on the sides, if there were trains on both tracks. 

So I would walk down to an overpass, behind a roller skating rink, and up a short, but steep dirt path to the track. There wasn’t a numbered street there, but I’m guessing I was on the tracks for about 20 city blocks. With a B&O (Baltimore and Ohio) yard just a mile or so south of my house and an L&N (Louisville and Nashville) office building and turn off just north, these were very active tracks. 

I was on railroad property but no one ever asked me to get off. I would often waive at the passing train engineer. When there were two trains, then I would walk on the heavy gravel areas alongside. Otherwise, I spent most of my time ON a rail. I would challenge myself to not lose balance from one street crossing to the next. I was very good at it, even when carrying a clarinet or saxophone case and some books. Backpacks were not a thing students used at that time.

Trains didn’t use their horns in the city (like they do now), but they had a dingy bell. The engines themselves were generally loud enough so I don’t think I was ever in danger of one sneaking up on me from behind. They didn’t move very quickly during this area either. The only surprise was an occasional train coming from a different direction and merging onto these tracks. There was one place where that could happen. 

I would get off the tracks at either the 42nd or 44th Street train crossings and walk the last block on sidewalks. 

This was the “DeCoursey Yard”, just out of sight from my house. It is where my Grandpa McCormack worked.

Between 8th and 12th grades at Homes, I probably walked those rails hundreds of times. 

To and From School, Public Transportation and Walking the Rails Read More »

Wait Longa, Move Fasa, Hit Harda

Horns UpWe had a Marching Band Drill Writer/Visual Tech who would use this instruction when talking about “horns up”. He wasn’t from Boston, but used that type of accent. Here is what he was talking about:

“Wait LONGA” means don’t rush it. Don’t move early. Wait until the last possible moment.

“Move FASA”. Once you move, move fast….like two film windows….. one you’re down, the next you’re up…. with very fast movement.

“Hit HARDA”. Without losing any teeth, stop the movement as if it hit something.

Wait Longa, Move Fasa, Hit Harda Read More »

Casual Retard – or Gradual Ritard

A lesson in Italian music termsI was rehearsing one of the concert bands on Pep Band music. One ensemble tended to lose tempo. To reinforce my point, I started them with a metronome — and then stop directing. After some time, I would restart the metronome. I described what they were doing:

“Sounds like a gradual ritard. You’re slowing down.”

No one in the ensemble said anything and I gave it no additional thought.

===================

But then, one of the building admins confronted me about a parent call. The parent was upset because the daughter came home telling him I said they were retarded.

I asked if the Admin had a quote of what I was accused of saying. She pulls out a piece of paper reads;

“Sounds like a casual retard slowing down.”

Admin instructed not to confront the student, but to talk to the band.

===================

Following is my followup with the band…

One of the agenda items on the board was “music term of the day” and next to it was:

Ritardando
Ritard.
Rit.

I asked the ensemble what those three terms mean.

Numerous correct answers.

Then I asked them to think back to the pep band music rehearsal last Tuesday — and I asked them what the overall group’s problem was (especially) that day…..

[We were slowing down]

Good answer.

Then, I shared the quote I was accused of saying…..

“I didn’t record myself, and I don’t think I said the word casual because that just doesn’t sound like something I would say. But let’s go with that for now. If I used any form of those three terms in the context of last week’s rehearsal, what do you think I was saying?”

[That we were slowing down.]

Good answer.

Now, let me tell you what I absolutely didn’t say — and would NEVER say….. I was NOT calling you retarded.

[Collective eye roll and OMG kinda responses.]

One four-year ensemble member, said….

“You would never say that.”

We went on to talk about what should have happened….. That if/when I said something that an individual thought was offensive, out of line, or even unclear — that this individual should come and talk to ME first.

[Collective yes nods.]

And that if your parent needs to call someone, who do you think they should call FIRST?

Good answer.

Then…we went on into rehearsal. I responded to the Admin the results of our conversation. Admin calls the father to explain Italian music terms.

The parent apologized, the daughter spent the next four years maturing as a productive ensemble member, and as far as I could tell, a respectable supporter.

Casual Retard – or Gradual Ritard Read More »

5 Considerations to Making a leap of Faith

Leap of faithby John Gardner

This graphic illustrates a scenario we all face, individually, in business, in school as well as in music ensembles. Most of us, at least once, have been to the edge, looked down, looked across and pondered the possibilities. It is easy to say you want to get better, but how do you make that leap to the other side?

Realize that not everyone WANTS to get to the other side.

Many are satisfied with the way things are, represented by this marching band member attitude:

I am okay where I am. I am not last chair, I can play my part reasonably well, I can pass the playing test. I see those people on the other side…..so much pressure, so much work, and for what? Band is a good social group. It is a good place to find a date, to make friends, to feel connected. I enjoy the bus rides, the longer the better. The band parent provided food at competitions is good and I like the freedom during the down time to hang with my friends and watch some other bands.

You are, after all, standing on solid ground. It is safe where you are. You KNOW where you are and are in your comfort zone. You look over the edge and see danger. You could fall, you could fail. You could get hurt.

WANT it….with everything that is within you.

You hear the musician who plays the more difficult solo or watch the marching band put on a crowd cheering performance. You see the elation at the award ceremony and YOU WANT THAT.

In “The Return of the Jedi”, as Luke Skywalker finally stands before his ultimate enemy, the Emperor says to the young Jedi who is viewing and considering his weapon,

You want this, don’t you?

Know that small, safe, baby steps won’t make it.

If you stand on the edge, look down and take a step, you will fall. The gap is wider than that and will require a running start LEAP.

Practice and Prepare to Perform!

Olympians don’t just show up at the games. Basketball players spend hours behind the scenes practicing boring free throws and doing exhausting repetitive fundamentals up and down the floor. The ice skater doesn’t decide at the start of the performance that a quad would be a good idea.

There is no short cut to success. You must be willing to pay the price.

The ice skater going for the quad is literally a “leap of faith”. There is never a guarantee of success, but repetitive practice, falling down, getting hurt, figuring out what went wrong and working harder to get better…..are necessary ingredients to establish confidence and competence to make the jump. A phrase I have used in rehearsals,

Like the ice skater who misses the quad, missing notes (steps, sets) in performance can hurt.

A good cartoon by Tone Deaf Comics illustrates part of this idea.

One more time

Commit to go….and then GO!

No more standing at the edge. No more looking down. No more considering the consequences of failure. Back up, focus on the other side, set your mind and then RUN hard at the edge. When the Israelites were crossing the river Jordan, the waters did not part until the priests feet touched the water, the point at which they demonstrated both faith and commitment (Joshua 3:14).

Once you commit to go, you have to “go all out”. Know where you’re going, practice and prepare, commit and go.

 

 

leap-of-faith-2

5 Considerations to Making a leap of Faith Read More »