In the TED Talk, “Itay Talgam: Lead like the great conductors,” Talgam uses video clips of orchestra conductors to teach about leadership. The way he describes the conductor-orchestra relationships being like leader-follower relationships in an organization is fascinating. He describes the podium he uses for conducting as his “office cubicle” to give listeners a way to understand that conducting an orchestra is work and that conductors are leading a group of followers, the musicians. He explains that until a conductor brings order, there is just noise, which becomes music as musicians work in harmony (Talgam, 2009). This brings to mind bringing chaos to order, which our textbook described as a function of management. “Management was created as a way to reduce chaos in organizations, to make them run more effectively and efficiently” (Northouse, 2018). Talgam’s ideas about the conductors and orchestras align with some leadership behaviors and styles.
Talgam shows a conductor who is very happy and relates it to senior management being curious why someone would be so happy at work. In the example of the happy conductor, Talgam explains that the happiness is joy — joy in enabling other stories to be heard. The conductor’s telling a story, the musicians are telling a story, and the audience joins in clapping, telling their own stories (Talgam, 2009). I think this can be connected to a leader who experiences joy while watching their vision carried out. The leader has a goal to reach and the followers do their best work to ensure the goal is met. And the organization, much like the audience, is able to benefit from the goal being met. As Talgam expresses, it’s not about the conductor (the leader), it’s about the group effort that accomplishes something purposeful for the good of the whole.
Another conductor is commanding and clear with his instruction. Too much so, as his orchestra said he was just using them as instruments and not allowing them to develop as musicians (Talgam, 2009). With his clear and commanding instructions, his leadership style involved more directive behaviors than supportive behaviors (Northouse, 2018). He felt responsible to make sure the music was perfect (goals met), no matter what. This attitude was damaging to his orchestra (team).
One conductor sent a strong message to the orchestra that it was important to “play by the book.” It was not so much about each musician or the conductor telling their own stories, only the story in the book should be told. Telling the book’s story was the goal (Talgam, 2009). This could be representative of high-directive-low-supportive behaviors, in which “a leader gives instructions about what and how goals are to be achieved by the followers and then supervises carefully” (Northouse, 2018, p. 96).
Talgam shows another conductor who conducts with his eyes closed who Talgam described as not wanting to give the orchestra clear instruction, because it would keep the ensemble from listening to each other, which is needed for an orchestra. To give the orchestra clear instruction would be “the worst damage he could do. There was no instruction given for when to stop of start playing. First players needed to figure out what to do and move forward when they felt led to do so (Talgam, 2009). This is representative of a low supportive-low directive style of leading. “After the group agrees on what it is to do, this style lets followers take responsibility for getting the job done the way they see fit” (Northouse, 2018, p. 97).
The sixth conductor was enjoying being in control, but in a unique way. He thought there should be a process and content created in order to have meaning. But Talgam’s teacher, Lenny Bernstein, taught him that everything started from the meaning. And the meaning of the music was pain, which showed on the conductor’s face (Talgam, 2009). The conductor was affected by the music of the followers as he led them. Process “emphasizes that leadership is not a linear, one-way event, but rather an interactive one” (Northouse, 2018, p. 5).
The last conductor used only facial expressions to conduct, which led me to consider path-goal theory (Northouse, 2018). This conductor must have removed all obstacles from his orchestra being able to perform — and he knew it. He knew there was nothing to impede their success, because as their leader he made sure they were equipped to overcome and perform brilliantly. His job was to oversee their success and enjoy it.
Each conductor shown by Talgam had their own unique style of conducting and leading the orchestra. This is much like leaders in an organization having their own unique leadership style and way that they interact with their followers. It also made me consider leadership traits and whether or not they are innate, and the debate about it. This same debate could happen in relation to the conductors? Do the conductors draw from their innate capabilities as artists? Or are they conducting based on what they learned works best for them and their followers? Are they conducting from artistic traits? Or are they conducting from a process they’ve developed?
In any case, the correlations between the conductors as leaders and the orchestra as followers were eye-opening and brought a new perspective for understanding leadership.
Cynde Puckett | MSLD 511 | Dr. Douglas | April 24, 2021 | Reflection Blog Assignment
References
Northouse, P. G. (2018). Leadership: Theory and Practice 8th ed. Thousand Oaks: SAGE Publishing.
Talgam, I. [TED]. (2009, Oct. 21). Itay Talgam: Lead like the great conductors. [Video]. YouTube. https://www.youtube.com/watch?v=R9g3Q-qvtss
Cynde Puckett-Valenti 