Beware of assumptions
One dangerous leadership pitfall is leading by assumption.
When we lead by assumption, we imagine that 1) the way we see the world is accurate and 2) everyone else sees it that way too. This can result in missed communications, misunderstandings, loss of connection, and decline in trust. Unfortunately, we see these play out regularly in the musical world.
Here are five assumptions we may be making as conductors:
1) We assume musicians we lead can read our minds. It's common for conductors to get frustrated when we don't get what we want. Before assuming they miraculously just know, we can reflect: Have we explicitly asked for what we want? Have we actually communicated with clear instructions and/or effective gestures? If not, we can't expect them to read our minds and know - let alone execute it.
2) We assume that the goal is for everyone to conform to one pre-existing (our) interpretation. An orchestra consists of diverse musicians, each with their unique skills and creative minds. Assuming that every musician should conform to a fixed, external interpretation neglects the wealth of creative potential within the ensemble. We can welcome input from musicians, recognizing that their individual perspectives can enhance the overall interpretation - often in the most unexpected ways.
3) We assume that a musician's only need is to be playing music. We can be unaware that some musicians may be driven by a specific passion or priority - such as a particular composer or style, personal growth, outreach, certain hobbies, or interpersonal connections. We can challenge the assumption that all musicians are solely motivated by the desire to play music. Understanding each musician's motivations and providing opportunities to satisfy them can lead to a more motivated and engaged orchestra.
4) We assume that things are going well if nobody has spoken up. When we believe things are going well, we don't solicit feedback. We can miss opportunities to improve as conductors and leaders, as well as opportunities to help the group improve. Encouraging musicians to provide feedback regularly can create a more collaborative and growth-oriented approach.
5) We assume that subpar performance is due to skill deficiency. When someone performs poorly, we think "they just can't do it." We rarely first consider what other problems may be present that impact their ability to perform at their best. Can we improve those conditions for them? It's unfortunate that we think primarily in this fixed mindset. It's how our artistic processes work. This may be efficient and feel safe, but these assumptions limit our potential to achieve even greater heights.
Which of these assumptions might you hold? What would you need to challenge them?
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