Brett Fenton Archives – Martial Arts Media™ | Marketing For Martial Arts Schools With George Fourie

119 – How To Run 70 Martial Arts Classes Per Week And Only Teach 6

August 18, 2021 by George Fourie Leave a Comment

Brett Fenton recently got married, went on 2 honeymoon vacations, and returned to his martial arts school with more students signed up. We discussed the ‘Instructor Team Blueprint’ that made this possible.

IN THIS EPISODE:

Creating a value-based culture in your martial arts school
How to build an instructor team that runs like clockwork without you
The method to spot and develop high-potential instructors
Why investing in instructor training helps ensure your school's success
Do this when instructors clash with your culture
And more

*Need help growing your martial arts school? Learn More Here.

TRANSCRIPTION

To create a team that can also be exciting and informative and follow your values and your culture onto that mat space is so important, because then you can be your best as well, not just on the floor but off the floor, where you can problem-solve for parents and students off the mat, because that's just as important as what they're learning on the mat. The moment I switched over to that way of thinking, it all started to change.

GEORGE: Good day. George here. Welcome to the Martial Arts Media Business Podcast. Today I've got a repeat guest with me. Really happy to have Brett Fenton back. Good day, Brett.

BRETT: Hey, George. Good to be back on the podcast again.

GEORGE: The last time we spoke, things were different, right? We were just lockdowns moving in and out, and we were talking about virtual gradings, a few epic things of what you're doing. If anybody wants to backtrack on that, Episode 98, but today I want to talk about something else.

I chat to Brett every week in our Partners group, in our coaching calls, and Brett's always got a ton of value to share. One thing that's come up is Brett runs about 70 classes per week at Red Dragon Martial Arts, and is only teaching six.

I want to get down to the number one question school owners always ask me is, “How do we get more instructors? How do we go about that process?” I want to, on your behalf, pick Brett's brain today and just get all the insights on how that's going about.

Brett, just a quick intro for those that haven't listened to the previous podcasts. Just give a quick roundup on your background, where you're based, what you guys do and so forth.

BRETT: Absolutely, George. I've been doing martial arts pretty much all my life, but I got really serious in my late teens. Got started doing Wing Chun Kung Fu, Jow Ga Kung Fu and some Tai Chi, and started teaching classes. As I think most of us do, it's just you're the standout student in the class and so you get thrown up at the front to run warm-ups, and then all of a sudden you're good at that, so then you start teaching classes.

I was doing that in the early '90s, had my first school in '94, and then I started Red Dragon Martial Arts in '97. We're about to hit 24 years of running classes. That's changed, obviously, from the small community hall where we had 20 students to now we're over 400 students. We only had two classes a week. Now we have 70 classes a week, and we have two training rooms, a gym, a full-time professional facility, and an instructor team of over 20.

Yeah, as you said, I only run six of those classes at best on any given week. I love running classes. I love teaching classes. I teach probably more private lessons than I teach classes. I'll probably do between 10 and 20 private lessons a week. That's where I try to add more value to our teaching staff, I suppose, in that element. I'm teaching the instructors or our elite athletes.

Yeah, it's about I was that instructor that basically taught classes for free, was pulled off the bench for no reason other than I was good, and I wanted to come up with a better way of doing it. I've been lucky enough over the last few years to hang out and pick the brains of some of the best people in the world, like Dave Kovar, Roland Osborne, those kinds of guys, and just learn as much as I can. Fred DePalma is another one.

They're my mentors, and this is my variation and version of that that works well in my school, so yeah. That's what we're going to probably chat about today.

GEORGE: Yeah, perfect. You've implemented that really well, just by your lifestyle. I mean, let's talk about that, right, because a couple of months ago you got married. Congratulations.

BRETT: Thank you.

GEORGE: You were able to completely switch off, completely switch off, and go on a honeymoon. I think you had two honeymoons, didn't you?

BRETT: Well, we'll get to that. Yes.

GEORGE: Right. For the purpose of this, you were able to take a break, leave things over to your team, go on a holiday, get back with a school that has grown and retained its students. How do you go about that? Where do you start going from, it's a one-man show, and obviously you grow a team, but you could actually have the confidence and faith in your team that you can take that complete step back?

BRETT: Absolutely. I still remember. It doesn't happen as much these days, but up until 10 years ago, I couldn't even leave the floor without the parents going, “Oh, the class doesn't run as well without you. You're the superstar instructor. We are paying for you.”

I think all instructors, particularly school owners, feel that pain, that they can't even have a day off. They come in sick, eyes hanging out of their head. They're exhausted.

My retort, I suppose, to customers and parents alike, would be to say to them, “If I teach less classes, when I'm on that floor, I'm fresh. I'm invigorated. I'm excited. I love being there.” If I'm on there for …

I was teaching 40 classes a week at one stage 10 years ago, just because I needed to be on the floor and I didn't have a team that was capable without me, but there were days where I wasn't a great instructor. I was cranky. I was exhausted. I was burnt out. They're not getting the best of you when you like that.

Yeah, as you said, I just got married about three months ago. We went to Tasmania, spent two weeks in isolation with no reception. Everything went smoothly, came back, was back for about two weeks, and then I took my wife away for her 50th birthday in the Whitsundays on our yacht, and we didn't have any reception there either for a week.

Loved the ability to do that, and know that my team is looking after their baby as much as it is my baby, because they love the place. They're invested in it. They've grown up there. It's really important to know who to pick when it comes to that, so that you have that peace of mind when you go away and have some days off, let alone if you're sick or unwell.

Because I see too many martial arts schools out there closing their doors for the day because the instructor's sick, and you just can't do that and be professional at the same time.

GEORGE: Yeah, cool. I liked what you said, that they take care of their baby as much as yours. Before we get into the biggest obstacles and how school owners have got to make this transition, I'd like to talk about culture. How did you install that culture?

Before we get to that, we've got a really great download for you, for something that's going to really help you on choosing the right instructor, what ethics and characteristics you've really got to look out for. I'll mention how you can grab that, but let's chat about culture. How did you go about installing that culture within your team?

BRETT: No worries. A number of years back, we actually went through a bit of a slump with our culture. Had a few changes, a few instructors left, and it happened. In business for 25 years, there are going to be shifts in culture, particularly when I change direction and I see a way of changing. It's always going to happen, and we've had that happen probably five different times over 25 years.

It can be just as simple as we're adding a new program, or we decided we want to go from being a small-town community hall to having our own facility. There were people that didn't like that idea. They thought that, no, that's not martial arts. Then going from that to having multiple rooms with air conditioning, that's like, “Well, now that's not martial arts.” To some of your instructors, that's like you're turning into a gym.

We had a lot of obstacles to overcome, to keep growing and going in the direction that I thought that the school needed to go in, but also where I thought the majority of my students deserve to have their school go in. I'm always looking out for them to have the best facilities, the best instruction that they can have, but that doesn't come without its challenges.

Basically, we sat down with an expert that is an expert in culture, and I'm lucky enough that my wife's also a culture manager. She works in the culture industry in her business. She, along with one of my best friends, Matt … he lives in Canberra and he's big on culture there … they came together and we created these value systems for our school, that are unbreakable rules that we run our business by and run our school by.

Then they were up on the wall in massive posters, so things like we believe … and they're all belief statements. “We believe that everybody has the opportunity to become a black belt, not just the athletes,” so things like that. “We believe that nobody should blow another person's candle out.”

We have all these belief systems, and they're everywhere throughout our school. That tells everyone, “This is what we believe in.” I'm also a massive Simon Sinek fan, and he's obviously worldwide. He gets brought into businesses to help with culture. I've listened to all of his podcasts, his interviews, his books, his TED Talks, you name it.

For me, culture is the number one thing as far as I'm concerned. It doesn't matter what you teach. It doesn't matter if you're doing martial arts, gymnastics, or dance. I don't care. If your culture is not right, you'll never grow and you'll never have harmony inside there, and you'll never have a day off because you'll be having to micromanage your team all the time.

I don't micromanage my team. I actually sit in this office, where I am now. I spend most of my time in this office, even when the classes are running, and I pop out, just have chats to the parents if I get a message on my watch or my phone.

I don't teach classes. I've got cameras right above me, where I am right now. There's 12 cameras. I can look up there and see how it's all going if I really want to, but at the end of the day, I trust my team.

They are well-trained. We do monthly training sessions where we go through any of the issues we had during the last month. We've noted it all, we fix it all and we move on.

We listen to our feedback from our students and our parents, so yeah, it's all important. It's an ongoing process that doesn't happen overnight, but yeah, it has to happen.

GEORGE: All right, perfect. You're installing the beliefs. That's very known amongst the culture within the students, so that helps. Now, how does this transition over when you start trying to spot the talent and seeing, all right, well, who's the next instructor? How does it go from being a student to transitioning someone and inviting them to become an instructor?

BRETT: Very important, George, in the fact that I think we already do it the day we have people come in and do a trial class. We're very big on not just accepting everybody as a student. They have to have pretty much the same, I suppose, values that we have anyway. It doesn't matter.

If you come in and you go, “Oh, I'm a 10-time world champion,” and you've got a bad attitude, I'm probably not going to accept you as a student. I'll go, “Mate, just go down the road, or go to the AIS or wherever you need to go to feed that ego.”

I'm looking for people that are like-minded to us, have the same values or want the same values, and want to train hard. They want to enjoy their training. They want to be nice to everybody. They're not there for their own selfish reasons all the time. It's pretty much from the day they walk in for their trial. We're almost pre-editing the instructor team by that.

Then that leads us down the path to maybe a month or two in and we see people that are training really hard, everybody gravitates towards them, their personality is infectious, and that's a big thing. My instructor team, it's always on personality first, and then skill and talent is way, way down the track, because you can't teach personality. You literally can get someone who's very technical and very skilled and can put an entire class to sleep, because they get down that rabbit hole of technical stuff.

You get someone who's personable, who's what we like to call Disney, so they're very exciting. Everybody loves to be around them. They can teach people opening letters and that would be an exciting class. It doesn't matter what they're teaching, which makes it easy because you can get them when they're only six to twelve months down the track, teaching how to kick something or how to punch something, or how to hold a kick shield or how to do one technique, but the way they teach it will be amazing.

That's our number one, I suppose, way of wading through all of the student body to find the diamonds in the rough. We do that from personality first, and then we teach them the skills, not just the martial art skills but the teaching skills, which is so important, how to pass on your knowledge.

GEORGE: Why Disney?

BRETT: I think Disney has been doing it for nearly a hundred years, and they've always improved on what they've done. In the industry all over the world, managers and business owners from all over the world actually go to Disney's, their college, where they learn how to do staff management, how they get to present and perform at an elite level. I often say to our instructors that when we're out there teaching, we're not just passing on knowledge. Every parent and every kid that's watching us, we're performing at the same time. How we perform in front of them will keep them engaged.

I think back to when I was in school. The number-ones, the teachers that always got the information across to me best, were the ones that engaged me very well. We want our instructors to be very engaging, very likable and very knowledgeable, obviously.

We have to make sure that we start with them being likable, because nobody's going to listen to them if they're not. They're just going to switch off. It doesn't matter how skilled they are. Yeah, Disney does it best, I think, and they still do it to this day, running a course on that, so very, very useful to learn.

GEORGE: All right, perfect. We're about to go with this. I want to make this episode super practical. Now, full disclosure, Brett and I worked together on a course. It's called The Instructor Team Blueprint. I'll talk more about that, but really what I want to do in this episode is I want to extract some things from the course that were really useful, but I think that can make the most impact from the get-go.

I think the number one question that always comes up in our group is how do you go about finding the right instructors or inviting them, how does that process go. I want to dive a bit more into that.

Then as a gift with this episode, if you download the actual transcript, we'll include the Character Traits to Clarify, which is basically a list of what character traits you're looking for and how you go about finding that in the instructor that you want. To bring that back to here, let's talk about spotting the talent.

You mentioned you plant the seed from the get-go. How does it go from there? How do you get people on board your team and take it from there?

BRETT: No worries, George. First thing is obviously, spotting the talent, to go up to them and say, “You're really skilled at this skill. You'd make a really good instructor one day.” If you see them naturally just going over and helping other people, that's a very key indicator, but just by someone who's at the school, they don't miss classes. When they grade, they grade at a really high level. They're highly personable, so they're that Disney.

Once you start to see that, that's when you can approach them and say, “Listen, I think further down the track, you'd become a really good instructor. Have you ever thought about becoming one?”

If they say, “No, I hadn't, but that's pretty cool,” you go, “Well, we do instructor training once a month. You're more than welcome to come along and have a look at it and see if you enjoy it. If you do, you can come to that until such time as you feel that you're confident enough to start helping us out,” and then just giving them small roles as they go. It might be, “Do you want to come in once a week and help with our three-to-six-year-old class,” or our seven-to-12-year-old class or our adult class, whichever one they like.

Then from there, it just grows. It's, again, growing their ability to stand in front of an audience, their ability to have confidence in their knowledge. Because even though they may present really well in a grading, when they come to teach somebody else, they may find that they get too nervous, they can't talk.

We need to teach them the skills of doing that. We do mock classes when we do our instructor training to help people get through their anxiety when it comes to teaching, if they struggle. A lot of our instructors, funnily enough, have a lot of anxiety, and this is one of the best things for them, because they learn to cope with their anxiety.

They learn the tools to use, whether it's the breathing tools, mindset drills, things like that. It just makes them even better martial artists, because now they're not worried all the time. They can stand up in front of an audience, be in class, and present. They take that out into the real world as well, and it makes them better out there, whether they're working or just in their personal life.

GEORGE: All right. Just backtracking, you've invited them, they come to instructor training. How does it progress from that point?

BRETT: With our adults, they'll just basically go up into our advanced rank. When they get to an advanced rank, they can start assisting in classes if they've been doing the instructor training. Because we don't want anyone assisting until they've been through our instructor training, because they don't know the correct language to use. They don't know the correct way to correct.

They might just go up to a kid and just go, “That's terrible, fix it.” That could be the day that that poor kid's come in and he's having a hard day as it is. Then you've had this assistant come in for his very first class, has no idea what your culture is on the floor when it comes to teaching, and that kid's now, “I don't want to train anymore,” and he leaves. You can lose students quickly that way.

We want to make sure that all of our assistant instructors know what to say, how to say it. They are empathetic as well as being personable. For our junior instructors, we have what we call Black Belt Club. They go into that after they get to an intermediate belt.

That means that they can come out and they can show other kids how to do things like push-ups, how they can hold pads and kick shields. They can direct them. They can help set up the floor, but again, they still come to our instructor training, because we don't want them, again, using the wrong terminology, using the wrong communication skills.

We can have 10-year-olds out there doing that. We have some really good 8-to-10-year-olds that will help. They'll be partners in our jiu jitsu program, where it's so hard for a three-to-six-year-old sometimes to partner up with another kid, because they just don't understand roleplaying and taking turns. We usually put them with one of our juniors and they do the techniques on them, and then that makes it a lot easier. You get through a class a lot faster and at a higher level.

Then once they've been doing that up to about the age of 14, we then put them into our junior instructor program. That will be, like say in our Kung Fu, it would be our SWAT team. In our Extreme, it's our X team. In our jiu jitsu, it's our Sub Club, so we have a variety of different levels.

Then that means that they can actually take a group on their own, so they have a group of kids. Usually when they first start, it will be the white belts, because they're easy to teach. They're keen for knowledge. They look up to these kids, and basically build their skills out on the floor while they're still doing their instructor training every month.

Once we get up to an adult, they can then go up to Senior Instructor level. Whether they're being paid or not, it's up to them. If they are being paid, though, we don't start them until they're 14 years of age. They must be volunteering first, to basically make sure that they are part of our culture on the floor as an instructor, not just there for the money.

GEORGE: Yeah, cool. Funny enough, we just spoke a bit about this on our Partners Power Hour call earlier, but let's talk about money and compensation, because that's another question that comes up. How do you compensate instructors? When do you start paying, when do you not pay, or is it different for everyone? How do you go about that? Obviously, taking into consideration we've got an international audience, so we'll leave the Australia terms out, but just in a general concept.

BRETT: It depends on the student. It's, again, coming down to knowing what your student's goals are. Why are they teaching, at the end of the day? For some of our instructors, they've been teaching for 10 years. They don't want a dime. They actually find it insulting. It's an insult if they get paid, because we can't actually pay them what they're worth. If I've got a lawyer who wants to teach class, I can't pay him $200 an hour to teach my class. He's not going to give up his job. He just loves doing it, because it makes him feel valued.

There's a lot of value in contributing back into the school as an instructor. I did it for a good 15 years before even seeing a dime, but I love it. It was my apprenticeship, I always call it, in instructing. For some people, that's all they want, and they'll teach one class, maybe two classes a week. There's no expectation for them to teach, but they love it and they do it. Sometimes it's for decades.

Then you've got the instructors that go, “You know what, I'd rather do this than do a normal job. I don't want to do a normal job. I want to do this.” Whether they're coming out of high school, they're in their late teens, and they go, “I want to do this,” then we talk about them going down that pathway of becoming a qualified instructor, being paid.

I've got one instructor that's been here for 10 years, and he's been paid more in the last 10 years than any of our other instructors, just because he is a superstar. He could ask me to go anywhere all over the world, back when we could fly places. I'd go, “Sure, just make sure you get back here in a couple of weeks.” He's that valuable.

Then I've got instructors that were six-year-olds that are now 20-year-olds and they don't want to have a normal job, so they're getting paid as well. It really depends on what their goals are and where they see their future. If they just want to teach one class a week or two classes a week, and they love teaching and they don't want to be remunerated, that's fine, we don't pay them, but we give them so many other bonuses. We give them stuff, like they get uniforms, they get gifts all the time.

If I think they deserve something, I'll take them out to dinner, you name it. We just make sure that they feel special. It's one of those things. They need to feel valued, more so than the financial side of it. That's why a lot of people volunteer in the first place, it's that value that they feel for their contribution. We don't want to undermine that.

GEORGE: Perfect. Sometimes paid, sometimes not, just depends on the person. We were discussing, as you mentioned as well, it's important that you can't pay a lawyer $200 an hour, type of thing. You've got to have the balance. Obviously, if you've got to pay someone, that you pay them something that's valued, but also not an insult. For those people, it might be better for them to have the social norm of just being able to contribute and be valued in a different way.

BRETT: Absolutely. They may also get paid really well in their job, but where they are, they don't have that esteem. They're not put up on a pedestal. They might be like a mechanic, who earns 50 bucks an hour but nobody even talks to him. Then all of a sudden he's out on the floor and he's a black belt, and everybody is listening to every word that he says. You can't buy that.

That's just pure pride that he loves, and you couldn't pay him for it. Think about it. Most of our instructors paid to be in that position. They paid fees to get to that position, like I did when I was training. Yeah, we just want to make sure that they feel valued and that we appreciate everything they do, and that they are held in esteem with their student base.

GEORGE: Just interesting, let's flip the tables quickly. What happens when it goes not to plan and you get the instructor that is not aligned with the beliefs, or they were aligned with the beliefs but the ego is growing with the position, or they're just getting off track or something happens in their life and it derails them, and they start to separate the alignment where you and the club are going versus on their journey? How do you deal with that type of conflict?

BRETT: Oh, there's obviously a number of ways that people do deal with it. Like a lot of school owners, I'm sure that I've had it happen to me so many times over the years. It just becomes part and parcel. Students leave, instructors leave. It's just what happens. There's a few ways you can deal with it. You can be obviously nasty about it and just kick them out. You can force them out by taking away their shifts or whatever, or you can just have someone come in and take over their class.

I like to do it from another way and go, “Okay, what do I need to do? Obviously I don't want you here, because you're not good for our culture.” I can either get them to come back on board with our culture, which is Plan A. Plan B is to then go, “How can I help you to go out and do your own thing?”

Whether that's going and teaching for somebody else, because it usually is only around the instructor that has their own opinions on how it should happen. They're not in line with my opinions or the school owner's opinions. Then there's going to be that fraction happening inside the classes all the time.

That person probably needs to go and run their own school. Then you go down the pathway of, okay, “Well, which way would you like to do it? Would you like to do it with my support? Would you like to do it as our branding, without our branding, or do you just want to just go and do your own thing?” You give them some avenues to go down.

We've had ones that have gone just down their own way and not wanted any help whatsoever. We've had some that have gone with help. Yeah, at the end of the day, you're looking at their future still, like you would any other instructor. If it doesn't align with the direction we're going in, that's okay, because we can't all go down the same path.

We want to try and make it as amiable as possible. I don't want to have them out there being competition, as they say. I'd like them to be on the same page as us and looking out for each other. I'm still great friends with all my instructors of 30-plus years. I had to do the same thing at some stage to them. I had to go out on my own, but I did it respectfully, because I saw a different pathway that I wanted to go down. I was respectful, and I'm still in contact with them and I still train with them, and I still get them to come in and guest-instruct and all that stuff happens.

Yeah, it's understanding where you've come from and then understanding where you want to go. I understand that from my perspective and their perspective. I think that takes a little bit of empathy, to understand it from the other person's perspective. It's not the wrong thing to do, they've just got a different direction they want to go in, and so we help them.

GEORGE: Yeah, totally. Because that is a concern that a lot of school owners mention, if you don't want to get someone on board, you make them the star of the school, and they decide they're too entrepreneurial and they want to open up their own school. The intention was just to grab what they can, and they make a run for it. What you're saying is you're just approaching that with a bit more of an empathetic approach, and you want to make sure you instill those values and that there is an open path that people can leave.

BRETT: Yeah, absolutely. Yeah, because I've been down the pathway. I've had instructors just leave and not tell me, and then go and open up in opposition. I think as long-term instructors, we've all had that happen. That's just because we didn't read the warning signs early enough. That's part of growing.

We often talk about in the industry, if you get a black belt, it doesn't mean to say you're an instructor. Then after you've been instructing for say a good 10 years, you'd probably have been a black belt instructor if you'd been doing it properly. Then after you've owned your school probably for 20 years, maybe now you're a black belt school owner.

You try to look at it in that vein, that you've got to be improving your skills as an instructor, but then also as a school owner and then as a business owner. They're all skills that you need to be growing. Part of growing as a business owner is understanding that your staff will want to leave at some stage, like students want to leave, and that you've got to find an amicable way of making that happen, so that if they need to come back to you for help later on, there's a doorway for them to come through.

Because if they leave under bad terms, then they don't feel like there is a doorway, or there usually isn't because it's not amicable. I've been down that path many times, and would have preferred it not to be that way, but these days I'm a lot better on that. That just comes from experience. The only true way of getting it is to go through it.

GEORGE: Exactly, yeah. I like Ross Cameron‘s philosophy. He calls it the bus, you know. Everyone's on the bus, they get on the bus, and sometimes they jump off the bus. You help them get from one place to the next. It's their time to hop off the bus and go do their own thing.

BRETT: Yep. You can't get upset about it. You helped them in their journey to where they got to. The fact that people will stay for 5, 10, 15, 20 years is crazy, that they want to stay that long. That means you've done something right.

Rather than looking at it from the point of what I did wrong for them to leave, you've got to look at it from the perspective of that you did something right for a very long period of time, and then learned from it. That's what we're always trying to do. I'm definitely trying to do that all the time. Perfect at it, not, but I'm always trying to improve the way I do it.

GEORGE: Awesome. We wanted to include a couple of things and resources you could use from this episode. If you go to the website, if you're listening to this, martialartsmedia.com/119. That's where all the resources for this episode are going to look.

As I mentioned earlier, Brett and I, we spent some time, and my job was to extract everything out of Brett's mind and help him put together a program that covers the Instructor Team Blueprint in six steps.

We've gone from the team skill plan, how to assess how many instructors you're going to need and fulfilling those positions, spotting the right talent, systemizing the training accordingly, running the instructor training boot camp, how to do that, rewards and recognition, payments and a whole bunch of other things. From what we just discussed … and, Brett, I'm about to put you on the spot here, forgive me.

BRETT: That's okay.

GEORGE: When you download the transcript of this podcast, we've included the Character Trait Clarifier. It's basically a list of what you're looking for as in work ethic, popularity, their passion, communication, leadership skills. Just going through a process of how to basically score people, score your students, and see if they've got the right attributes and right values and the right character traits to become an instructor.

Putting you on the spot, Brett, just talking, it reminded me of how people find it hard to get people to transition from student to instructor and how that process goes. You've got something called the Instructor Letter of Offer.

BRETT: Yep.

GEORGE: Do you mind telling us about that? Then I'm going to ask if you wouldn't mind including it.

BRETT: Okay. No worries. Absolutely. I can definitely include that. I'll send it through to you. It basically is a formal letter that we would send out to an instructor that's maybe even been doing the instructor training. They've come in, maybe done one session, and we've gone, “You know what? We think that they would be the right fit.”

It can be a teenager, it can be an adult, it doesn't matter. It can be even a kid, if you really want to start your junior instructor team that way.

Just the formal part of it just states everything that you expect of them, that you've found that they would be the right fit, that they have the necessary skills as far as their personality goes and they fit the culture. It's really important that they understand what they're in for, that it's an important role, that's it's not just being plucked off the floor and put up on the front of the class, which obviously, we still do that to this day. We have instructors, but we don't pick on anyone that doesn't do instructor training, but you have to start somewhere.

I remember getting plucked off and just put on the front of the stage and, “Here you go, run a warm-up.” There's a better way to do it. During class, walk around, find the right people. Find if they're interested, invite them to the first session. If after that they seem interested, they do a really good job, then you can send them the offer to join our instructor training squad and go from there. You can have levels of that.

You can write the letter for, “We'd like you to become a junior instructor,” or we'd like you to become an assistant instructor, a senior instructor. You can basically format it to suit whatever your needs are.

Just the sheer fact of getting something in the post that's formally saying that we want you in our team, that's a pretty proud moment for most people. Rather than just coming up and slapping them on the back and going, “Hey, you want to be an instructor?” It's a big difference in the mindset then. It just shows how much we think about these things. It's professional.

GEORGE: Perfect. All right. Thanks for that. We'll include that with the transcript, and as a bonus, what we'll extract is just, with the Character Trait Clarifier, there's a snippet in Module 2 of how we went about that and how you go about working with that. I'll get our video editor to just edit, give you that snippet so that you know how to work through the worksheet and you know how to go through the PDF.

Other than that, Brett, thanks so much. I mean, if you've got anything to add about the Instructor Team Blueprint.

Just for reference, if you want to grab the course, you can go to martialartsmedia.com/courses and just look for The Instructor Team Blueprint. It's up there. It's really a good value for the amount of knowledge and work that's gone into it. Yeah, it's a really good value. Brett, have you got anything to add on that, about the program?

BRETT: I think that I wish it would have been around 20-something years ago when I was first teaching classes, and I had to travel all over the world to do that and then bring instructors from overseas to here. It's just been one of those things, that I know all of us long-term school owners wish we had more information back when we did, but now we do.

It's just a combination of 25, 30 years of teaching and all the things that I did incorrectly and correctly, fined-tuned into a nice, easy-to-learn-and-use course that I think would suit anybody that's trying to grow their school and not want to be at their school 24/7, teaching every single class 'til they're 85.

I don't want to retire. This is my retirement. When I'm at my school, I like being here, but I would hate to think that I'd be like my instructor, who is in his seventies, and if he's not at the school, it's closed. I don't want to be that. I want to be able to take time off. I want to be able to be unwell and not have to get up and go to my class and teach. Thank God I didn't have to worry about COVID.

Even to the point where my team is so proficient that when we did lockdown last week, I taught no classes. They were so good. They teach it all. It was amazing. I just go here. There's Zoom, off you go.

They just report back to me how it went, so it's perfect. It allows you to have a life. It allows you to have your family. It allows you to do other things, and it allows you to really enjoy your martial arts again and enjoy your school, rather than being stressed out about it all the time. Yeah, it costs you a bit of money to pay a really good team, but it's worth it in the long run, for sure.

GEORGE: Awesome. Cool, Brett. Thanks so much. Great having you back on again, and we'll chat again next week.

BRETT: See you soon, absolutely.

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I'm working closely with a group of martial arts school owners this month. If you'd like to work with me to help you grow your martial arts school, message me with the word ‘Case Study'.

3. Work with me and my team privately.

If you would like to work with me and my team to scale your school to the next level, then message me with the word ‘private'… tell me a little about your business and what you would like to work on together and I'll get you all the details.

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98 – Brett Fenton – Evaluating Your Martial Arts Life & Transitioning To Virtual Gradings

May 19, 2020 by George Fourie Leave a Comment

Lifelong martial artist Brett Fenton talks about taking action fast, navigating through obstacles and transitioning to virtual gradings.

.IN THIS EPISODE, YOU WILL LEARN:

How Brett navigated his martial arts business through the pandemic
Evaluating if it’s your time to throw in the towel
The steps Brett took to pivot his business successfully
How Brett's agile leadership helped his team to adapt the right mindset
Brett's recovery plan
And more

*Need help growing your martial arts school? Learn More Here.

TRANSCRIPTION

It is a great time to evaluate where you sat as far as life goes. So you can go, “Do I really love doing martial arts? Do I love teaching? Do I love turning up and doing all of this?” Here's the perfect opportunity for some people in the world to go, “You know what, I'm gonna actually jump out of this, because it's not actually something I enjoy doing anymore.”

But for me, it actually made me assess the other way and go. “I love this so much, I've got to keep this going. I will turn over every rock to find a way to make this keep happening.”

GEORGE: Hey everyone, this is George Fourie from martialartsmedia.com and welcome to another Martial Arts Media business podcast. So I have with me today something that I speak to quite regularly within our Partners program. Great martial artist, great school owner, Brett Fenton from Red Dragon Martial Arts. How are you doing today Brett?

BRETT: I'm awesome George, thanks for having me on your podcast.

GEORGE: Thank you. And so a little bit of an insight: this is round two, but round one.

BRETT: Correct.

GEORGE: So we actually did a podcast… Well, it would be a good six months ago?

BRETT: Yeah, absolutely.

GEORGE: Yeah. And I had my laptop stolen unfortunately and there were two files that did not upload into the cloud. And one of them was Brett’s podcast. So it's been a long time in the making. Lots of change in the world, but here we are.

BRETT: Absolutely, a bit of a different environment now.

GEORGE: Exactly. So we can chat a bit about that, but first up, just for anyone who doesn't know who you are, just give us a bit of a roundup: who you are, what you do and a bit of your background.

BRETT: Absolutely, thanks George. I’m a lifetime martial artist. I've been training since I was a kid, and jumped around different styles depending on which family member taught it to me, or friend. Didn't have a lot of money as a kid, so I latched on to anyone that looked that knew any martial arts and basically got it for free as a kid. Moved to Brisbane in the late 80s and basically started training with my still sifu Tom Lowe for the last 30 years.

I trained with him in Wing Chun, Jow Ga Kung Fu, Wu Style Tai Chi funnily enough, because he thought I was an angry young teenager that needed some calming down, so he taught me that. Later on, taught me crucial lion and dragon dancing, so I did all the whole Chinese culture, immersed myself in their culture for a very long time.

Lived over near Sunnybank for a long time as well, then obviously went down the route of when the UFC came out, MMA, Brazilian jiu-jitsu with John Will. Trained and traveled overseas a lot, started with the extreme martial arts in the mid to late 90s and 2000s and started bringing that out, probably late 2000s started teaching that, and Kali and Escrima with Ray Floro.

So just basically, just gone on this journey of trying to find the very best martial arts to suit me. And funnily enough along the way, a lot of other people that I've taught have gone, “That's cool, I want to learn it.”

And so now we have over 400 students. We run nearly 100 classes a week, full-time facility with multiple rooms. But we started in 97’ in a community hall, so we've done the usual kind of thing for most professional martial arts instructors. Community hall to full-time school over about 23 years. And that's pretty much my story, so that's all I keep doing today.

GEORGE: Perfect. So you were mentioning you were on this search for the perfect martial arts for you. Now, knowing, working with you from my perspective, you're a guy that sort of, you just jump in head-on into different directions and you're pretty quick to take action. But also get in front of, you know, what is going on with whatever you take on. So for you that you've done all these styles and all of these different things, what’s the sort of martial arts that resonates with you the most?

BRETT: Yeah, I get asked that question quite a lot, especially by my students here, which is my favorite. They always go, “Sifu. what's your favorite style?” I go, “It's like asking which is your favorite child; depends on the day and the time.” So depends on which one is upsetting you the most. I like… again, I still train, I love my kung-fu because I grew up in the Bruce Lee era, so for me it's still a big part of who I am.

But I also love the nuances and the complexities of the Brazilian jiu-jitsu. I was only just watching UFC yesterday and just watching two high-level jiu-jitsu guys in a cage, throwing crazy control, like twisters and stuff in an octagon. And that was exciting. So I still find that exciting, I love hanging out with, chatting with my coaches like John Will, he's like, he's a wealth of knowledge that I love to just chat to all the time. And so just that kind of stuff is really exciting.

I love blades, I had my first knife when I was six years old and I've got a collection, probably not as good as Ray Flores’ collection, but I have a pretty good collection of knives that have been given to me over the years by students or family and friends. So I've always loved any kind of bladed weapon. So yeah, at the end of the day, I'm fully immersed in it. I gave up being a top-level sportsman in tennis, cricket, volleyball to just pursue martial arts and that was hard, as like a 20 to 22 year old, I could have gone down there.

Martial arts was just such a pull to me that I went… I preferred myself as far as the martial arts goes, preferred myself as a person when I was doing martial arts than I did as an athlete in other sports and stuff. So I went down that road fairly early on as a young adult male and it's paid off, because this is all I do for a living now.

GEORGE: Got it. So, a quick backstory on how you transitioned to where you’re at with your school and everything and then we can take on a bit more of a conversation just on current matters, the current climate and how you plan on getting through that. So what was the… You stepped into martial arts: what was the transition for you going into school owner? You mentioned, from the school hall, etc. Elaborate a bit more on that.

BRETT: Yep. So I started with my sifu at the moment in 1989. Started doing Wing Chun and then later on, about a year or so later Jow Ga Kung Fu and then Tai Chi. Early on, he probably recognized that I had a passion for passing on knowledge. I probably did it just organically with my classmates. Like, when I saw someone having an issue with learning something, I would always go over and help them.

And so it was very early on that I found myself up the front doing the warmups, probably within a year or so and then after that running small group classes. And we actually had a very big martial art school for the time back in the early 90s, ten schools, like all satellite schools around Brisbane, running one or two nights a week in community halls with hundreds of students.

And so for me, I was like “Wow, this is amazing.” I would literally drive from one school, I'd finish teaching – this is probably like 1992, I would finish teach at our Indooroopilly headquarters at 7:30 or whatever and then I’d drive into the city, the YMCA in the city and teach a class there 8:30, finish at 9:30 and then probably head out to Jindalee All sports and do a white session.

And so for me, six – seven days a week of martial arts training and weight training and fitness training was not, I didn't think of it as anything special, I was just completely wrapped up in the whole thing. So that led me to running my own school in 94’. Like, one of his branches, was quite successful at that. Then I moved up towards the Sunshine Coast and I've made my school in 1997 and we've been running that one ever since. It obviously has evolved and grown since then.

GEORGE: Gotcha, okay. So quite the story. Now, I mean things have dramatically changed obviously, talking depending on when you listen to this podcast, but I think it's important to just address the current situation of where things are at. Because I think anyone in the world has never faced anything like now and some people have obviously, you know, really felt the pressure.

And also not, you know, kind of waited in freeze mode and didn't take any action. And others have really sort of embraced the change as much as possible, you know, to really get through this pandemic that we're facing right now. So walk me through just how's it been for you and what have you done to navigate through this?

BRETT: Absolutely, thanks George. One of the biggest things I think was that I noticed it is a great time to evaluate where you sat as far as life goes. You can go, “Do I really love doing martial arts? Do I love teaching? Do I love turning up and doing all of this?”

Here's the perfect opportunity for some people in the world to go, “You know what, I'm gonna actually jump out of this, because it's not actually something I enjoy doing anymore.” But for me, it actually made me assess the other way and go. “I love this so much, I've got to keep this going. I will turn over every rock to find a way to make this keep happening.”

We started on March 23rd, we were given information, which was a week ahead of what I thought the schedule was going to be and when we were going to be told to basically close down physical training. So I know that I was chatting with you, leading up to that, saying we're gonna set up Zoom classes and we already were thinking that way and overnight it happened.

And so within 24 hours, I had to go from being on this side of the camera, where I would sit and have conversations with you and the Partners and I was the person watching, I was being the viewer most of the time, to actually steering the ship on the other side of Zoom. And so 24 hours of educating myself from how Zoom worked, creating like breakout rooms and doing all that and we were up and running the very next night with our full Zoom classes, with everything still running, same timetable.

For me, I reveled in that excitement. I like being challenged, I like being out of my comfort zone. I sometimes get stressed out by doing it and I know that meditating is good for that and I do do that every day, but I get excited when there's… when it's kind of like ice skating. I found that very exciting and challenging. Stressful, but exciting. So for me, I was a lot for that I and I still am.

Like, I'm always thinking ahead a week or two ahead, going “Alright, this is what we're gonna do over the next couple of weeks.” and I'm already planning, it goes into my calendar, these are the things I need to do. And I know that you see on a Monday, when you ask every single Monday in Partners, “What's your plan?” So I already know what it is, so I just type it straight in. So I already know what my plan is for the week. And I go ahead and execute. And that's what I do.

GEORGE: Yeah. Personally, I think entrepreneurs were made for this. I mean, you know, that's what we do right? We solve problems. Interesting that you mentioned, you know, where a lot of people jump ship. Maybe it was just the easy way out. I think it also, it really… like you were saying, it really makes you think deeper.

Like, am I… Is this what I really want? And I think that's where, you know, if people have been following their niche or, you know, trying to make money in an industry or something. And you didn't have that gut check before you started it, you were just hoping to make financial gains, which is – hey, it's, obviously, that's okay as well, because that's what, you know, people do in business.

But it's a good time to reevaluate and really sit back and think, “Okay, well is this what I really want?” And then how to go from that. Now, how did you say to see this playing out? I guess, you know, at the time of recording this, where you're at in Queensland there's been some restrictions left. I know in Perth we can… there's already gyms or training outside, restriction of up to ten people, that's moving over I think next week. So what's the plan for you? Where do you see this evolving?

BRETT: Absolutely. One of the things that I've noticed like, we've got a week and then we go to having ten people in an outdoor space, so we can do I suppose boot camps, or outdoor classes. The biggest issue for us is that mostly our classes are at night and it's winter, so once we hit five o'clock, it's going to be too dark to do classes. So in fairness to everyone that trains in our school, we can't fit everyone into their classes. We'll get the three to six year olds done and then everyone else wouldn't be able to.

So we're going to continue to run our Zoom classes, but we're bringing our instructor team now into the school, because up until now we've only been allowed to have two people in the building. And when we run two floors, three instructors to a floor, it's a little bit hard to do that. But now we can do that, we have multiple cameras, multiple laptops going, multiple TVs going.

And that'll allow us to use our breakout rooms to break everyone into small classes. It'll actually be probably easier, because they'd actually be able to verbally tell each other when they need to move people from one breakout room to another. At the moment, we'd be messaging each other, “Can you move such and such over to me, I'm teaching them to do this,” and I have to sit there and pretty much just be a DJ, so it's… my job on Monday, Wednesday, Friday classes is, I'm DJing the whole Zoom classes and I'm shuffling people around.

It's an interesting time and I saw in the U.S. just the other day, someone's… because they've lifted restrictions now a little bit there. And they said, we're not doing Zoom gradings now, we're not doing our virtual grading. We're gonna do them in person and there was actually quite a bit of backlash about that, because people aren't ready for such a quick change.

And so it's, we're gonna keep our gradings going this weekend. We've got Friday, Saturday, Sunday scheduled for 50-plus gratings. They're all private one-on-one gradings that I'm doing and because – again, we can't change people quickly.

Like, I know I can change quickly because obviously we've got that entrepreneurial kind of spirit thing going on, but for most people it's gonna take a leading of a month to see any kind of changes and we have to plan that for them and slowly bring them up to the boil. And so having them watch Zoom classes while we're teaching back in the school starts to build that familiarity with the students, to see the school again, they start getting excited about doing it.

We started booking in our Calendly bookings, started on Saturday. So straight away, as soon as that notice went through from our Premier, I created calendars for all of our classes to allow ten people to come in from June. So June 12th, we are allowed to have 20 people in the building and so that basically means ten people in each room.

And so we've done our booking for an entire timetable and I literally on Saturday night, watched my phone do two hundred and something emails while people booked in for their classes. So they're excited and it gives them a month to get themselves sorted out. We've got to set up all of our stations for sanitary stations, signage, all of that stuff. We've got to get our processes in place so that we are above and beyond the call of duty as far as what we implement when June 12 comes along. We want to make sure that we're one of the… I suppose the spearheads of that and we showcase how to do this the right way. So it's very important.

GEORGE: Yeah totally. I mean, there's so much that goes into it, right? I mean, if you ever thought your processes were in place, now your processes just change after every premiere announcement.

BRETT: Yeah.

GEORGE: It's new systems, it's new things. You know, interesting things that I see, I think where a lot of guys might find it challenging, where people just shut shop and thought that everything would go back to normal. Well, I know about you, but I sincerely doubt that… you were just mentioning that, I mean, there's been this whole behavior. People have adapted their behavior. You know, there was shock and there was fear, there's all this and… yep, things are gonna slowly return back to normal, but what is that?

Does that mean 100% physical classes? Does that mean a bit of a hybrid and a balance of, there's online and there's physical. And how do you see this playing up? Another thing that I want to really ask you is how are you managing with your team throughout this? Because I know you've got a large team and how are you managing them and getting them to have this right mindset with all the changes? I know that's two questions, but…

BRETT: Yes, that's okay no worries. So again, it's one of those things, you've got to go slowly. I think that we're lucky, we've been reasonably lucky in Australia that they've given us plenty of lead-in time and they've planned this fairly well. There's no knee-jerk reactions, which is good because people don't react well to that. They don't like…

We saw when they released a little bit of the rope and allowed people to go shopping – it was literally Boxing Day sales every day for the last two weeks since they did that. So people have gone… They've been cooped up for so long now, they're exploding.

So we're trying to make sure that we're very, we're over communicating with all of our students to make sure that they understand that there is a limit of how many people can come in and if you do not book in, you'll still be doing the online classes. We're going to give them both and my idea is to keep doing that even beyond like, let's say six – twelve months to still be running that system.

Because we have students that have been on the spectrum ADD, DHD, Autism, doesn't matter, Asperger's, where they don't like being around people, but they love martial arts and they love the benefits of martial arts. And so they will be able to still do it from home with Zoom. The hardest part is to train the staff and the instructors to not just focus on the class, the physical class they’re teaching and the physical students they’re teaching, but also to focus on the ones that are up on the TV doing the Zoom class.

And so like, we've got massive TVs that are going up in each room, where they'll be able to look up and just see who's up there training. And it's just about teaching them to not forget about them. They've had to undergo a very big learning curve and most of them aren't entrepreneurial. Some of them are, they do their own little side gigs as well, but to most this is overwhelming most of the time to them.

So some of my team haven't been out to teach online classes, because they don't like looking at themselves on a camera, they don't like being in that environment and so basically, we've put them into hibernation. We keep contact with them, make sure they're okay, but I've already spoken to one and as soon as we can go back, we're gonna actually up, we're gonna start doing Sunday classes and we expect it to be quiet, so she's the perfect person for that because it'll introduce her back into normal classes and she'll just do the set there Sunday classes and give her a row back in the school without putting her under too much pressure.

And again, most of our instructors are old students. They've all gone through from white belt to black belt, they're homegrown and so we treat them still like they're our students as far as the way we kind of bring them into new situations like we were experiencing at the moment, but slowly doing it is I think the key.

GEORGE: Cool. So what's the situation that you actually navigated someone through that? Because that obviously brings up a lot of beliefs and you know… I guess block for people where they go, “Hang on, I just don't feel comfortable being in front of the camera.” You know, for some people that might just be that introverted personality and they’re just never gonna be that.

You know, we’re all different and that's all good but what's their situation, that you actually manage to navigate someone past that and just say, “Hey look, well…”It's kind of just like having a conversation, it's not a Hollywood show, you know? It's like you’re doing a normal class, but you've just got this screen in front of you. Did you manage to navigate past that? Was there anybody in your staff that they were struggling with that, but you managed to push them past that point?

BRETT: Well, we've had obviously with our team, they've gone through a gamut of emotions. For a lot of them, their first biggest worry was, I’m going to lose my job, so a lot of our instructors not just work for me, they work for other businesses. And on that day, the other ones shut them down and they went, “No, we can't keep going.” I kept going even though we were like, they were teaching from their living rooms, or their bedrooms, or their garages.

They kept going, I kept paying them for their classes and I tried to maintain as much normality for them and reassure them that we will get through this, looking to the future and saying that when we get through this, we're not going to change what we do now. This is just a different version of what we do.

And so 90% of our teams were teaching through this. And one actually seemed to prefer it, because the whole social distancing was doing her head in, trying to stop children from touching each other and just frustrated her. As soon as it went to the virtual environment, she didn’t have to worry about that, that was not a problem and an anxiety she had to experience anymore.

So that actually, it was like she was happy when it happened. So she's gonna have to prepare for the other side now as we come back in and whether that means that she still teaches from home via Zoom and she doesn't lose Zoom kids, that's fine. And we have that ability to have them teaching, if they're not happy to be in here and be around students because they're worried about it, they can still be able to teach because we'll still have students at home doing Zoom and so they'll be able to take care of the Zoom students.

And so again, I think it's about being flexible. It's about being able to like Evan, flow with the times and I think one of the things that I think everyone probably, particularly in the business world now will quantify, is that small businesses had an advantage because we've been known to like to chop and change directions quickly with the times, with whatever we were given.

We could change and adapt, whereas a lot of the big businesses fell over because they had certain systems and procedures. They ended up having to just kill their staff and here's why so many people are out of work. And it's from the big businesses, which I know like in Australia kind of mindset is, they're always considered safe. Like go work for a blue chip company, or a big business.

Who would want to work for Virgin at the moment? You wouldn't want to work for a lot of those big companies because they couldn't adapt. They’re just too big, they're like the Titanic. Whereas a lot of the small businesses, we can zig and zag and not feel that pain as much and also be able to connect with our staff and our team to make sure that they're feeling okay and navigate them through this minefield of emotions and turmoil that they could be experiencing.

But I think we've done really well, like I'm proud of my team. They've handled it really well and we're preparing now to go back into semi normal classes and then in another months’ time after that, so July, it should be mostly like we were before we went into lockdown. Hundred to a building, like this mostly social distancing, but I think this will play out till the end of the year. I think by Christmas we might be out actually to give a high five and hug some people.

GEORGE: Yeah, I mean, hats off to you, because I know you've just been on to it then, you know, everyday we checked. You've implemented this and you've jumped into a new direction, implemented new strategies and really taken it on. What are you excited about, coming in the next… I know, excitement for a lot of people when I ask that, they’re like…

BRETT: It’s fear.

GEORGE: What does that word mean? But I mean, if you really put the opportunity hat on and really look at it, “Okay, things have changed, things have shifted,” – what are you excited about in the next coming weeks?

BRETT: Well, again, I've tried to maintain, I actually turned one of my students who wanted to do an in-person grading and they don't want to do a Zoom one, it's not like a real grading. And I said, “Well you know, it's not the same as an in-person grading – it's different. It could actually potentially be better, because you're doing it one-on-one.” Now, it's gonna be a different feel, we may never get to do this again. This may be the only time in history where we do every single person in the school as a Zoom grading.

So like, and that's the truth, it basically may never happen again. So for me that's exciting. I've pulled out all stops to make this grading the most spectacular grading that they'll ever experience virtually, because it may never happen again. So I'm excited to do that like, literally from this Thursday, it’s Monday today, so from Thursday, from 7AM until about 7PM, Thursday, Friday, Saturday and Sunday, I am grading every thirty minutes and I know how exhausting that’s going to be.

But I also find that exciting and I'm a big fan like, I'm a… what do you call it, I’m a podcast savant. I just like, I just go and listen to podcasts 24/7. It’s my favorite thing, I don’t listen to radio, but that's what I listen to. And it used to be tapes in my car, then it was CDs, now it's podcasts.

And so I’ve always been a big fan of Tony Robbins, lucky enough to have done some training with him, done UPW and a few other things with him. And one of the things that he always talks about is to the professionals, like the professional athlete, or a professional entrepreneur: when they see something that could be scary, feel fearful, they look at the same thing and they look at it as excitement, because your body goes through exactly the same chemicals, endorphins, okay, the adrenaline. It's exactly the same thing as fear.

Like, if you looked at it side by side, okay, anyone that's ever fought in the ring, or competed in a jiu-jitsu tournament, or done MMA, or just been up in front of someone to do a grading, you've got two options: fear, which is, “Oh, I'm going to stuff this up,” or “I'm gonna get hurt,” or “I'm no good at this,” to exciting “Oh, I can’t wait, this is so cool.” Exactly the same experience, it's the outcome that's different.

And so for most martial artists, I think most should have done pretty well through this, if they've got that kind of background. They would have gone, “Wow this is exciting. This is just like another competition, this is another chance to to show my skill, to really challenge myself,” because I think if any industry was really prepared for this, it'd be the martial arts industry, because that's what we do.

We live for the challenge, that's what makes us different. Most normal people can't understand martial artists, they look at them and go, “Do you enjoy touching each other and checking each other out and…” – really? Because that's not normal behavior.

And so that's kind of set us I think apart from everybody else in the world who's freaking out and putting their head under the duna as Scomo likes to say. So yeah, and I think we're well prepared for that and for me, I'm excited to do it, literally, I'll be doing a 65 hour- 70 hour week, this week and 60 of those hours are in four days. That's like, it's insane, but I'm up for that. I love that stuff.

GEORGE: Yeah cool. So if you don’t mind, before we finish up and I think this would be really valuable for other school owners, can you walk us through what you are actually doing with your virtual grading? How's the day going to plan out, what have you done prior and how's the whole process going to roll out?

BRETT: Yep. So similar set up to what we would normally do with a grading and here's another thing, that's the one of the things that I'm looking at as positive coming out of the COVID-19 thing is that, we now have some new systems that we never had before. So everyone that ever wanted to have their curriculums online and available to their students and we're struggling with like, getting like, whether it's IT departments of your website, website developers to actually pull the trigger and do it – they all jumped to it the night this happened. Within two days you had all of the ability to do this.

And so that was a benefit, being able to schedule all of our gradings on Calendly. I know I can just look at my Calendly now and it is literally 200+ appointments long. It's just like this big list, but I know who's next and in all of my Zoom gradings, they all have their own unique code. All I have to do is click on there, then next I'll click and it brings me to the next Zoom invitation and I'm ready to grade them on my laptop right here, right where I am now, this is exactly where I'll be Thursday through to Sunday.

I will shift from one room to the other depending on the grading, and basically one of the other things I'm doing that's pretty cool is, we've over delivered, which I think is really important. So every student normally only gets a certificate and their belt; this time they’re getting a backpack with a certificate, their belt, a bumper sticker and a gift.

So there's probably $200 worth of value in there for a $50 grading. So they're gonna see that. We're also developing a virtual certificate that pops up on their screen saying “Congratulations, you've passed your virtual grading.” And that'll be branded, but it'll look really space-agey kinda like, very new looking, sparkly, I don't know.

Liam and the design team did that at our printers to do that, so he's designing that this week and everyone's coming in to pick up their backpacks. So every 15 minutes, they're picking up a backpack. We're videoing the whole process and we're going to do a video at the end where it basically just crunches it into a little, probably three-minute version, well they call those videos…

GEORGE: Time-lapse.

BRETT: Timelapse, that's it. Yeah, we're gonna do a time-lapse video from the four days to show it with a soundtrack behind it. So that's something cool. I'm also photographing myself this Wednesday in front of all the logos, so in front of the school like, we're all buzzy here with all the different uniforms that I wear for all the different styles.

So we’ve got seven different martial arts styles in the school, so I'm going to be basically getting changed, doing a new photo with a plain background, with this background sorry. And then every single student when they grade, there's going to be a list inside their backpack of all the things they have to do so they have to take a photo of themselves with their new belt on, their new certificate with a plain background.

So like, white, yellow, as long as it’s not dark, nice clear background, then send the photo to me. I'll then superimpose that into the photo next to me on the wall back and then post that onto our Facebook page. And so it will be like they were there. So we're just going to make this virtual, because again, it's a virtual grading, so we can use Photoshop and make it look cool in a virtual world.

Like, you know, everyone's been loving the Zoom backgrounds that create their own, I've got a few, I’ve used the matrix dojo in one of my classes one day. Everyone over the age of 30 thought that was cool; everyone else was going…

GEORGE: What’s that?

BRETT: Yeah, exactly, they had no idea what it was. And again, it's about building hype and excitement around something that they may never ever experience ever again. And one of the things I've been talking to the parents is, that a lot of people under the age of 25 have never, ever, ever experienced any kind of thing like this, like any kind of hardship. they've been pretty cruisy for the last 25 years as far as the world economy, the way the world's gone, no big wars, it's been really good, okay? Since 9/11, it's been pretty cruisy. So this is really something that's bonded the whole world together, an experience that everyone's going through.

So let's make something out of it, let's come out of it and say “What did I get out of doing that? Did I get better about my relationships? Did I get better at learning new tools and skills? Or did I just watch Netflix for 12 hours a day?” So like what did you do with it? And so it'll be an interesting year, next year will be an interesting year to see what tools did people get and where did they take those tools.

Like for us, I want to go VR. I want to put VR goggles on students in the home environment, so they're part of this class that we run here. So if this leads us down the road to that, then I'm happy because I was already thinking about it two years ago as adding it to my already system. Because I’m a big fan of Gary Vaynerchuk and I’ve spent some time with him and he's keen to get VR up and running so I'm like, “Cool, I'll look into that at some stage.”

GEORGE: Yeah, totally agree with you. and that's the thing: if anybody thinks this is a phase, nope, it's just the stepping stone, because it's brought this… it's funny you know, I've been doing these Zoom webinars about three to five a week for a long time. And inviting anyone to a Zoom meeting was always a weird thing. This Sunday my two-year-old daughter was having a Zoom party.

BRETT: Yep.

GEORGE: Because that's what you can do. But it's brought a lot of these technology things, it's just accelerated the normality of it. And people just really had to step into it, so it was that or nothing. And now that everybody's so accustomed to it, it's definitely not going away. This is leading to the next thing and if you think of, I had a chat with someone about virtual reality the other day and she was showing me what they were doing in the automated mining industry.

And when I saw that, I was like “Oh, okay, this makes sense.” You know? It's taking objects and putting it in the lounge and you can walk around it… it's like a whole new experience. Now, yep martial arts: it's never gonna go away, the physicality of it. But I think the learning experience is definitely going to enhance in ways that we can't even comprehend right now.

BRETT: Yeah.

GEORGE: Yep, for all those thinking that we're just going back to normal – I’d relook at that perspective and really think of “Okay, well how are things gonna be different from here on and how are we going to embrace this.”

So yeah, there's so much good that's come from it. Yep, there's been a lot of hardship, you know, there’s been a lot of industries that are wiped out. There’s a lot of things that, you know, by no means are okay. But then there are the things that are okay, you know? I see people are friendlier, you know? When people see each other, you know, a lot of people are more… just friendlier greetings.

My teenage son that used to just skate has spent a lot more time at home. It's been really good for us, he's been doing a lot of work around the house which has been interesting for a 13 year old boy to be repainting the door and doing things. I mean, those are little things, right? But I think there’s just so much benefit to what's happened and…

BRETT: Mmm.

GEORGE: It's good to just sit back and reflect and think, “Right how am I gonna play my part in this next chapter moving forward?”

BRETT: Absolutely, absolutely. I think that humans have always been like… aren't very good at adapting to situations and then thriving in it. And so I'm sure back when Henry Ford was designing the first motor vehicle, everyone was like, “Yeah, that'll never exist,” like planes didn't exist and it was just… computers! I think back to when I was a kid: when I was 6 years old, not only did a computer not exist; the thought of one didn't exist.

And how fast technology has come in a very short period, what's the next 10 to 20 years going to look like in this space? And I think yeah, you gotta be open-minded enough to go, “Okay, I'm going to adapt to whatever comes that way and I'll try it.” And I think that again, as martial artists, we're usually pretty good at failing forward so we’re adapted, like learning to fail and then get back up and go again.

And so the last 2 or 3 months, it's been all about failing and learning, failing and learning. I had to reschedule my entire Zoom calendar because I did a Zoom code for every single class and that meant I got messages and notifications every day for every single class that came up. So I just went. “No, we have one place where we all go and then we'll go into breakout rooms.” And that took me about a week to realize that that was not a great idea, So yeah, but you learn, that's what it's all about.

GEORGE: Yeah, that's it. A simple thing that I did was, I actually just purchased one domain name and had one meeting link. And because I just got sick of going back and forth.

BRETT: Yep.

GEORGE: What was the meeting number, what was the ID. So just create one link, one domain name, forward it automatically. If anybody wants to meet you, just give them the domain name and now you've just got back-to-back meetings.

BRETT: Yeah, exactly, yeah. I learnt that really quickly. And again, love learning, so it's been fun. Challenging, but fun.

GEORGE: Awesome, that's it. Hey Brett, thanks being on the second time, actually nailing it this time. Perfect, thanks so much for being on. Thanks,it's always good to chat to you, because you're always on top of what's happening and you're always quick to implement and do things. If anybody wants to connect with you, what's the best way to do that?

BRETT: I'm on Facebook, Instagram, our website reddragon.com.au. Just easy enough, a Facebook message is the easiest one these days I think so. Just look me up on Facebook, it’s pretty easy to find people these days.

And yeah, just give me a shout out if you need any information or any help in any direction. I do a lot of mentoring for school owners, the smaller schools that want to try and go full-time, or they're having troubles with staff and how to train up instructors, I do a lot of work on that. So I'm always available, just hit me up. And yeah, my only thing would be, George, make sure you upload this one to the cloud, right after we finish.

GEORGE: I was thinking that just when you were saying that, just when I was giving props about how cool this episode was, I was thinking, hey I'm gonna make sure this one uploads to Google Drive – now.

BRETT: Absolutely, absolutely, because we’ve spoken in the past, I don't do retakes. The next time we interview, it will be different again. You could redo this one straight after, it would be different again.

GEORGE: Yeah, that’s cool.

BRETT: I’m not good at sticking to scripts.

GEORGE: Perfect, thanks so much for being on Brett.

BRETT: My pleasure!

GEORGE: I'll speak to you soon.

BRETT: All right, see you guys, bye.

GEORGE: Awesome. Thanks for listening. If you want to connect with other top and smart martial arts school owners, and have a chat about marketing, lead generation, what's working now, or just have a gentle rant about things that are happening in the industry, then I want to invite you to join our Facebook group.

It's a private Facebook group and in there, I share a lot of extra videos and downloads and worksheets – the things that are working for us when we help school owners grow and share a couple of video interviews and a bunch of cool extra resources.

So it's called the Martial Arts Media Business Community and an easy way to access it is, if you just go to the domain named martialartsmedia.group, so martialaartsmedia.group, g-r-o-u-p, there's no .Com or anything, martialartsmedia.group. That will take you straight there. Request to join and I will accept your invitation.

Thanks – I'll speak to you on the next episode – cheers!

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