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Archive: 2014-2015 Leadership Questionnaire

This was the leadership questionnaire I submitted May of 2014 to apply for Woodwind Captain and Flute Section Leader for the 2014-2015 marching season. I’m actually super proud of this piece and want to share it with anyone interested. My favorite sections especially are numbers 3 and 5. Keep in mind I wrote this after Scheherazade, when Danza de la Rosa didn’t even exist yet.

Name: Vincent Lee

Office/s I am seeking: Woodwind Captain, Flute Section Leader, and VP Admin

 

VRHS Officer Questionnaire

  1. In your opinion, what are the strengths of the Vista Ridge Band Program?
One of the luxuries the Vista Ridge Band enjoys the most is the exceptional quality of musicianship. We are fortunate to have extremely capable staff and teachers at both the middle and high school levels that have trained excellent musicians that strive for and expect the best. In addition, the band displays the most unity when it possesses a common, well-communicated goal. This can especially be seen from our previous season, in which we had one distinct and very clear goal: Be selected for the State Marching Contest. By communicating that goal broadly towards all members of the program and using it as the primary driving force of motivation, we were much more unified in our efforts than those of previous years (2012 and prior), in which our ultimate purpose for crafting and perfecting a marching show was more ambiguous.

 

  1. What are the opportunities for improvement for the Vista Ridge Band Program?
The achievements of the previous season have the potential to leave some members complacent; the hours of hard work and dedication put into a production are easily forgotten in the face of awards, medals, and trophies. We must not forget that “Excellence is not an act, but a habit”, and must continue to develop our skills to be even better and better, paving the way for a stronger, even more successful future.

 

  1. What are some possible solutions to address the opportunities described above?
While not solutions specifically for the aforementioned opportunities, the points below are my specific observations of the operation of the marching band and how they can be improved

 

  1. Communication of day-to-day goals on both the band level and section level – The directors have improved drastically in this department this past season with daily communication of field rehearsal goals, and the leadership team should follow suit. Each leader should set individual expectations for their section for the short-term and monitor individual progress, giving praise and advice as necessary (e.g. “This week I want everyone to focus on their __ technique!”).
 
  1. Refrainment from negativity during difficult times – Again, this has been greatly improved in the passing season. However, some negativity still remains whenever we encounter a particularly tricky section of the show, or make simple mistakes repeatedly. Instead of being irritated and negative, directors, students, and leaders alike should all realize that we are being harsh only because we expect the very best from ourselves (“I know you can do better” is a highly effective line). By reorienting negativity using understanding and empathy, we can use it as a positive catalyst to boost us forward in our endeavours.
 
  1. Increased autonomy of the leadership team – Many of the high-level bands we often see as our own role models have fairly autonomous leadership teams, capable of deliberating and deciding certain issues without fear of the idea being denied by a director. The directors should trust the team to make effective decisions, while also being detailed in explanation of any rejections of the team's proposals, while the team should hold it to themselves to put the interests of the program first and foremost. In addition, drum majors should play a larger role in the running and management of rehearsal rather than serving as simply conductors.
 
  1. Decrease ambiguity on the field – Partially related to the above item. Many of us, at one time or another, have been “called out” for talking on the field. As a student, I can testify that the overwhelming majority of speech on the field is related to the development of the marching show and marching technique, but reaches the directors’ ears as merely mumbling, interfering noise, which can be highly irritating both to the directors and to the students when they are reprimanded seemingly for attempting to help.
 

I propose that every few (3-5) reps, the directors allow the leaders 1 minute to accept questions from their section and provide feedback. At all others times except water breaks, all people on the field (even leaders), save the staff and drum majors, should remain silent. By consolidating all talking into a predefined time, unknowing frustration from the staff, as well as confusion and frustration from the band, can be greatly reduced.

 

  1. After a VERY successful year, how do we keep it going?
As discussed already in Section 1, we need to have and maintain a very clear, very broadly communicated goal. As such, here follows a series of goals, both abstract and specific, that can be applied to the upcoming season.
  1. To learn and develop our show objectively, with the end goal in mind.
  2. Solid end goal: Be selected to perform at BOA San Antonio Finals Competition through placement in top 14 at preliminaries.
  3. Solid interim goal: Place in the top 3-4 at the Westlake Marching Contest, Place near the top 10 of BOA Austin
  4. To not be defeated by our failures, but instead maintain our passion and use it to further our learning
  5. Eliminate negativity through logic and dedication
  6. Develop our show to its fullest potential, leaving no what-ifs behind us as we move on. Too much work goes into marching shows for us to waste. We owe it to our leaders, parents, anyone that has ever had hopes for us to work our hardest to ensure their efforts were not in vain.
  7. Allow the leadership team more autonomy to truly act in the name of the band they represent
 
  1. The quality I respect most in a leader is:
I most respect a leader that can build.

In our world of marching band, destruction is seldom a positive thing. As leaders we should always be looking for ways to build others up, build ourselves up, and build the program itself up.

 

Builders are the leaders that constantly empathize and reassure students in their sections, even the weaker or insecure ones, rather than ridiculing or neglecting them. By doing this, inspiration is planted within these students: it provides affirmation that all the effort that they invested is being noticed – and that it will make a difference. It ultimately fuels passion, a crucial component of excellence in our marching band. Builders are also not afraid to be strict sometimes, when they understand that their strictness will ultimately build up stronger students.

 

Builders are the leaders that never cease to improve themselves. It is easy, once a position is obtained, to simply slack and let ourselves stagnate, but true leaders never, ever consider themselves “good enough.” They constantly look for ways to better themselves, in order to better the students and the program they serve.

 

Most importantly, a true leader builds the program. Their every action as a leader is in the service and benefit of the advancement of the program as a whole. They are able to see the sometimes-invisible benefits of work, even when immediate gratification is painfully absent. They trust that all their hard work, though they themselves may not reap the awards, is going towards the betterment of the program. Thus, true leaders always care no matter how old they are, freshman or senior, because they love to contribute to the program and to the building of something far greater than themselves.

 

 

  1. The quality I respect least in a leader is:
I least respect egotistical and conceited “leaders”, the ones that destroy. This is often a result of the complacency described above that was acquired at the same time the position was acquired. They often neglect to build themselves up any more, and contribute negatively towards their section by spreading insults and other negative words about program, show, or person alike. This has an effect which is essentially the opposite of what is described above. Students begin to lose confidence, passion, and trust in their program: they are not built up. Furthermore, these negative attributes potentially harm the integrity of the program as a whole; because incoming freshmen look to their leaders on guidance for behavior, they potentially will acquire the same negative habits, causing a long-term decline in the program. Thus, these destroying “leaders” hurt the program on the long-run as well.

 

  1. What I fear most about being a leader:
As a returning applicant to the Vista Ridge Leadership Team, many of my initial fears about inadequacy have been quelled. I do not fear the position, but rather continue to hold myself accountable for providing a high-standard role model from which my students can learn and improve themselves while continuing to improve my own weaknesses in order to prevent their transmission to the leaders of the program’s future.

 

  1. What I am most excited about being a leader:
Most candidates entering the leadership process have one main drive: passion. It is our passion for the program and its improvement that spurs us to step forward and lead others. It brings me joy whenever I see others inspired to love marching band and growing individually, and I am glad to be part of their building process of growth. In addition, I am truly excited for the possibilities of achievement available to us this upcoming season. Bolstered by our successes of the previous season, it is more realistic than ever to set BOA San Antonio Finals as a solid end goal.

 

  1. Once marching season is over, how can I still be an effective leader?
There is still a discontinuity in terms of energy, motivation, and relative achievement level between the marching band and concert bands. If the above-discussed ideas relating to leadership autonomy (make sure each section is accountable for their parts, giving feedback, etc., just like in marching band) and a clear end goal are implemented, I believe our concert programs can make strides similar to that our marching band has this year.

 

  1. The five most important traits of an effective leader:
    1. Patient – An effective leader and teacher cannot be short-tempered. Losing temper and allowing emotions to spill over chaotically not only is a bad example for others, but also deters students and prospective members, tarnishing the image of the activity.
    2. Humble – I highly value the humility of a leader. While it is important to have respectable abilities and confidence, it is important to not be drowned in complacency and pride. The first purpose of a leader is to serve those being led. Doing this requires that we listen carefully, empathize thoughtfully, and react humbly.
    3. Communicative – Proper communication skills are vital to every leader. Without those, it is difficult to coordinate with colleagues, superiors, as well as students. This can lead to a loss of control in logistics and organizations, making progress, in rehearsal or otherwise, difficult.
    4. Respectful – A leader must know what issues are within our realm of control. Following instructions set by our own leaders is a must; by respecting people and their opinions, we can gain valuable knowledge that can be applied not only to the program, but to ourselves as well to improve as leaders.
    5. Analytical and Cooperative – While the above skills are crucial, a leader must also be adept in deconstructing and analyzing many things, including performances, rehearsals, logistics, and the plans of other leaders and directors. When the team as a whole combines its brainpower in cooperation, not conflict, it will achieve maximum efficiency and performance.
Thank you for your time! Sorry for the wall ;p