PTG

[Bill Spurlock, RPT]

Hello all. I've read with interest some of the recent commentary on the Bill
Garlick letter, and the general discussion on "the current direction of PTG".
While I am not entirely sure what is meant by that phrase, I assume "current
direction" refers to our current educational programs, PACE program, support of
SPELLS, and possibly the Marketing program. I'd like to point out that these
activities are directly aimed at fulfilling the goals of the PTG Mission
Statement. It is also worth noting that the Marketing, Educational Goals, and
PACE initiatives were supported by overwhelming margins in council. What is our
current direction? It seems to me it is the same as it has always been espoused
to be: improved piano service, economic benefit to members, and support of
teachers and industry. The difference now is that our efforts are designed to be
effective, rather than just lip service.

DOES PTG SERVE THE NEEDS OF THE PROFESSIONAL TECHNICIAN? Responsible leadership
listens to the members and acts. In 1993, PTG's President took the initiative of
arranging a number of discussion groups at regional conferences, and PTG,
through the marketing program, conducted the first-ever comprehensive member
needs assessment survey. The response was much higher than average for such a
survey. Feedback from both sources (strong support for the marketing program,
desire for more in-home repair & regulation topics in the Journal, more new
convention classes, desire for a continuing education training program for
upgrading to RPT) directly shaped the "current direction of PTG." Find out what
the members want and give it to them . . . . what a concept!

THE PACE PROGRAM: Some seem to be saying that the PACE Journal articles are
beginner oriented material that take the focus away from experienced
technicians' needs. In reality, they cover the subject matter most technicians
deal with every day. And since we all work on pianos, and piano design is
largely stable, Journal articles of necessity will revisit the same general
topics continually. But clearly the methods, tools, and materials available to
us are constantly advancing, and reexamining fundamental skills in the Journal
upgrades the skills of every member willing to learn more. This is not just my
opinion. Through my business I talk to technicians all over the country daily,
and visit at least six seminars per year. I continually hear the same thing from
RPTs and Associates alike --"The PACE Program has really helped me." "I learned
a terrific new trick in that last Journal article." "Finally, I feel like PTG is
serving my needs." I often compare notes with RPTs from around the country who
present PACE Lessons at chapter and regional seminars, and invariably the same
subject arises spontaneously: it is a given that RPTs will nose around a PACE
lesson-in-progress, and soon after be seen taking notes and asking questions as
they discover a new facet of an old skill. Anyone who feels they have nothing to
learn from a PTG class or article is simply not paying attention. Not that
everyone must continue to advance their skills if they don't want to. But why
make it sound like others are wrong for wanting to learn more? Where is the
threat? On the contrary, education is fundamental to our mission and benefits
our entire profession. Wally Brooks put is best recently when he observed that
learning piano technology is like walking through a long tunnel. You think you
are near the end, when a colleague shows you something that opens up a door into
a new tunnel as long as the first.

"THERE IS NOTHING OF VALUE TO ME IN THE JOURNAL" This sentiment, in one form or
another, cries out for the obvious response, "Where is your article?" Journal
articles come from volunteers, they're not purchased from a catalog. And there
is never an oversupply of good material. If you feel a certain type of content
is missing, chip in and write it. And realize that material such as the PACE
articles do not appear in lieu of something else, but rather in addition to
other contributions. Nothing else is displaced to make way.

It may sound trite but it's nonetheless true that it's the teacher who learns
(and ultimately benefits) the most. Those who feel PTG is not benefitting them
might try contributing an article, a new class, or committee service. With the
new Tips and Q&A section in the Journal, anyone can easily contribute. A
paraphrase of Kennedy's statement comes to mind, "Ask not what PTG can do for
me, . . . ." There is nothing quite as tiresome as someone who tries to make
others responsible for his own happiness.

THE GARLICK DIATRIBE: I guess it's time someone pointed out what is being said
by a great many individuals in PTG: that Bill has done his reputation
considerable damage with this unfortunate document. It brings pain to those who
admire and respect him and now see him, to quote, "self-destructing." The letter
is undeniably bitter and self-contradictory. Nor is it useful, as it only
attacks without offering solutions. I know that a few have sympathized with it,
but as one who is in frequent contact with members and industry people all over
the country, I can honestly report that it is widely viewed with a mixture of
disgust and pity. The damage to Bill is only made worse by circulating it
further.

Bill Spurlock