Turning Goals Into Results For Your Orchestra

For many of us, the New Year is synonymous with resolutions and new beginnings.  The start to this school year for me was, in short, rough; it was difficult to balance all of the different elements, keep my program from remaining stagnant, and continuing to think and teach creatively.  However, completely on accident, I rediscovered the article by Jim Collins that I'd come across and read several months ago that unexpectedly reignited my motivation, creativity, and through process for goal setting.

Several months ago, I picked up a book entitled Turning Goals Into Results, The Power of Catalytic Mechanisms (found here) at an airport bookstore on my way back from a conference.  I'm not exactly sure why I was drawn to Jim Collins' article at all (as it is completely different than my usual topics for "light reading"), but within my 2-ish hours en route, I read the article, annotated it fully, and was left pondering some of the major points discussed within.

Of course, this article was in no way directed at education specifically, much less music education, but I thought that the business and managerial points made were interesting and important points for developing and running a successful program and encouraging students.

Collins defines catalytic mechanisms to be "...a simple yet extremely powerful managerial tool that helps organizations turn goals into results."  He expands on the thought by saying that "catalytic mechanisms are the crucial link between objectives and performance" to turn goals into results. 

In addition, Collins also explains that successful catalytic mechanisms have 5 distinct characteristics: 

1. Produces desired results in unpredictable ways.

2. Distributes power for the benefit of the overall system, often to the great discomfort of those who traditionally hold power

3. Has "teeth"

4. Ejects viruses

5. Produces an ongoing effect

How Collins' Ideas Can Apply To Orchestra 

In my own orchestral interpretation, I interpreted a catalytic mechanism as processes or systems set in place to get desired results for one's program.  These can (and arguably should) be crafted with the consideration of both short and long term goals in order best develop a program over spans of time.  

A few examples of the avenues I began to brainstorm are listed below, but so many more things can be added or taken away to this list based one one's program needs! 

• Short-Term (This year): 
• System for daily technique practice 
• System for daily/weekly theory incorporation into lessons 
• Method for incorporating more writing/creating activities 
• How to get students to perform solo/small chamber groups in front of audiences that wouldn't typically hear or see them perform. 
• Schedule to best maximize grading and administrative work
• Schedule & system to increase parent/administration/community communication

• Long-Term (Future years):
• Another level or class option built into your daily schedule
• Creating officer positions for your orchestra program 
• Expansion of program to include sub-groups, such as a specialized chamber group, harp ensemble, or world music/non-Western ensembles 
• Incorporating supplemental instruction to multiple orchestra levels 
• Classroom organization to maximize instruction space and storage

Now, in his article, Collins goes into great depth to outline and explain "a few general principles that support the process of building catalytic mechanisms effectively."  Below, I've outlined his main points in terms of an orchestra or orchestral program. 

As the new school semester begins, I look forward to using Collins' ideas and points to assist me in creating new, effective, and productive systems for my orchestra program!  

How would you apply Collins' points to your own program?  Do you have any goals for your program that you have, or would like to, develop a catalytic mechanism for?  

Happy New Year, Savvy String-ers!  May the rest of your year be fruitful!