Open Research Online The Open University’s repository of research publications and other research outputs The role of leadership in conducting orchestras Thesis How to cite: Logie, Nicholas (2012). The role of leadership in conducting orchestras. PhD thesis The Open University. For guidance on citations see FAQs. c 2012 The Author Version: Version of Record Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk The Role of Leadership in Conducting Orchestras by Nicholas Logie BA, MA (Open) A thesis submitted for Doctor of Philosophy Faculty of Arts (Music Department) – The Open University Date submitted: 30th September 2012 Email: [email protected] © Nicholas Logie Abstract This thesis examines the leadership role of the orchestral conductor. Conducting is one of the most visible manifestations of leadership in action. Because of this, references to conductor leadership can be found in literature on management and studies into organizational leadership as well as seminars aimed at corporate leadership. However, issues of leadership appear to form only a tangential part of conductor training and development. Compared to the in-depth study of musicianship and gestural technique, leadership appears to be a skill left to ‘on-the-job’ experience and with minimal reference to existing studies and understanding of leadership. In order to explore further the nature of the conductor’s leadership role, a survey of 31 aspiring conductors from eleven different countries forms the original research element of this thesis. The survey is comprised of seven open-ended questions and includes questions on the perceived relevance of leadership in conducting orchestras, role models, leadership metaphors from other disciplines, and exposure to issues of leadership during training. The survey material is analysed and then discussed with reference to established leadership theory. In addition, reference is made to the views of established conductors to be found in openly available interviews. The question that lies at the core of this thesis asks whether leadership skills are relevant to conducting orchestras. And, if so, are there ways in which aspiring conductors can be helped to assimilate these skills? In addition, the investigative nature of the literature review seeks to pull together all the strands of scholarship that find inspiration for other fields from the leadership role of the conductor. The conclusion proposes three elements to understanding conductor leadership: exploring personal authenticity, two theoretical leadership frameworks (conductor leadership continuum and modes of leadership) and practical suggestions for accelerating leadership experience including real-time mentoring and an increased emphasis on the direct interaction between student-conductor and orchestra. ii Contents Introduction 1 Part I – Literature Review 6 Chapter 1 – Research by organizational theorists into the interaction between conductor and orchestra 7 1.1 Transformational/transactional leadership and the ‘testing phase’ 7 1.2 Comparison between directive-charismatic and sympathetic leadership 11 1.3 Transformational leadership and group mood in orchestras 13 1.4 Auditive leadership 14 1.5 Conclusion to chapter 1 18 Chapter 2 – The use of the orchestra-conductor analogy in management literature 19 2.1 The structure of orchestras 19 2.2 The narrative of conductor leadership 21 2.3 Complexity in the orchestral environment 23 2.4 Balancing authority and expertise 24 2.5 Covert leadership 25 2.6 Behavioural, cognitive and social complexity 25 2.7 Leadership of creative people 28 2.8 Stress in the orchestral workplace 31 2.9 Personality and values 32 2.10 Conclusion to chapter 2 33 Chapter 3 – Conductors’ seminars for business people 35 3.1 Experiencing the internal workings of orchestras 36 3.2 The art of possibility 38 3.3 Conclusion to chapter 3 39 Chapter 4 – A sociological and psychological perspective on the interaction between conductor and orchestra 41 4.1 Dysfunctional aspects 41 4.2 Imago of power 44 4.3 The power of gesture 45 4.4 Werktreue 46 4.5 Delusional aspects of conducting 48 4.6 Orchestral mentality 50 4.7 The evolution of orchestral leadership 51 4.8 Charismatic leadership 52 4.9 Conductor as representative 53 4.10 Conclusion to chapter 4 54 iii Chapter 5 – Reference to leadership issues in conducting manuals 56 5.1 Is leadership a teachable skill? 56 5.2 The influence (or not) of leadership studies on conducting books 57 5.3 Conducting cannot be taught 60 5.4 Analysis of one representative conducting manual 62 5.5 References to leadership by conducting teachers 69 5.6 Best practice in conductor leadership 69 5.7 Leadership from the perspective of Kirill Kondrashin 74 5.8 Conclusion to chapter 5 79 Chapter 6 – Reference to leadership issues in published interviews with conductors 81 6.1 Innate ability to lead 82 6.2 Different views of leadership 85 6.3 Conclusion to chapter 6 87 PART II – Research Methodology 88 Chapter 7 – Limitations of research 88 Chapter 8 – Research methodology 92 8.1 Why aspiring conductors? 92 8.2 Collecting data 94 8.3 Piloting stage of the survey 95 8.4 The survey 96 8.5 Survey as an effective medium for collecting research data 97 8.6 The researcher/respondent relationship 99 8.7 Data analysis 102 8.8 Report and feedback 103 8.9 Confidentiality 106 8.10 Methodology & Method 106 PART III – Analysis and discussion of responses to survey questions 110 Chapter 9 – Relevance 112 9.1 What is leadership? 114 9.2 Wider responsibilities 114 9.3 Management and leadership 116 9.4 Formal authority 117 9.5 The podium 121 9.6 Personal power 122 9.7 Trust 125 9.8 Leading through the music 126 9.9 The conductor as conduit 127 9.10 Conclusion to chapter 9 128 iv Chapter 10 – Role models and personality 131 10.1 Emulating 131 10.2 Authenticity 133 10.3 Carlos Kleiber 136 10.4 Kleiber on his role as leader 137 10.5 Kleiber on discipline 138 10.6 Kleiber on transcending the routine 139 10.7 Kleiber on risk taking 140 10.8 Innate ability 141 10.9 Gender 145 10.10 Conclusion to chapter 10 148 Chapter 11 – Metaphors and context 151 11.1 Limitations of metaphor 151 11.2 The use of metaphors of leadership 153 11.3 Metaphors of organization 157 11.4 Needs of the musicians 159 11.5 Context 161 11.6 The testing phase 164 11.7 Earning respect 167 11.8 Communication skills 169 11.9 Balance 170 11.10 Decision making 173 11.11 Transactional and transformational leadership 173 11.12 Getting on with the job 175 11.13 Connecting 177 11.14 Listening 179 11.15 Performance beyond expectation 181 11.16 Risk 182 11.17 Charisma 185 11.18 Old-school charisma 186 11.19 Conclusion to chapter 11 188 Chapter 12 – Training and experience 190 12.1 Leadership as a part of conductor training 190 12.2 Teachers with a strong sense of leadership 194 12.3 Jorma Panula’s conducting class 196 12.4 Interaktion 199 12.5 Learning through experience 202 12.6 Feedback and mentoring 204 12.7 Mentoring in practice: an interview with John Carewe 206 12.8 Non-conducting courses 210 12.9 Non-conducting experience 211 12.10 Books 215 12.11 Conclusion to chapter 12 218 v Chapter 13 – Conclusion 220 13.1 Exploring personal authenticity 221 13.2 Theoretical understanding of conductor-leadership 223 13.3 Practical suggestions for accelerating leadership experience 226 13.4 Further research 227 13.5 Strengths and limitations of this research 229 Appendix A Complete material from the survey of respondents 232 Responses to question 1 232 Responses to question 2 239 Responses to question 3 246 Responses to question 4 255 Responses to question 5 261 Responses to question 6 266 Responses to question 7 269 Appendix B Analysis of respondents 274 Appendix C Copy of conductor survey form 276 Appendix D Covering email sent with report to respondent conductors 278 Appendix E Chronological list of publications, films and radio interviews with established conductors 280 Appendix F Chronological list of conductor manuals 282 Appendix G Conductor aides-mémoire (lists) 286 Bibliography 291 Index for the thesis 302 Acknowledgements 308 Comment and feedback 308 vi Introduction This thesis examines the leadership role of the orchestral conductor. Conducting is one of the most visible manifestations of leadership in action. And whilst each conductor might bring their own unique style of leadership, the activity will almost always take place from one focal point, visible to all, in front of the orchestra. Even someone attending an orchestral concert for the first time immediately understands who is doing the leading. For this reason, the analogy of conductor and orchestra has played a small, but significant, role in studies on leadership in fields other than music. Since Peter Drucker first employed the analogy in the 1950s (1950, 80), writers, researchers and even conductors themselves have used the analogy to enhance people’s understanding of leadership in its many diverse forms. What is perhaps surprising, however, is that the study of leadership or, more specifically, leadership skills, appears to play little or no part in the training and development of conductors. The ability to interact effectively with orchestras appears to be something young conductors must gain through ‘experience’ – a kind of sink or swim approach – after they have left the nurturing stage of training. This thesis examines this problem by asking a number of questions: How relevant are leadership skills to conducting? How are these skills acquired? How can leadership theory inform these skills? My interest in the subject of leadership and conducting has grown out of my own experience as an orchestral musician and manager.