Flipping Lectures to Team Meetings

Classical music administrators don’t attend ‘Lectures’ in the workplace.

They participate in, and lead Team Meetings.

So why are we preparing these future leaders in a hierarchical training model where they rarely lead a team or a meeting?

The higher education experience for our future leaders is all about being told what to do, how to fit in and how to comply.

When are they ever required to really be IN CHARGE?

Never.

And what happens when they graduate, enter the workforce or create their own projects and have never been IN CHARGE?

They’re fearful and unable to contribute effectively..

“I had been a part of several meetings and AGMs in the past, and had actually been asked if I’d chair a meeting earlier this year and simply explained I wasn’t comfortable nor did I know how. “

So that’s why I’m flipping all of my college teaching from Lectures (one way communication, I’m in charge) to Team Meetings (360o communication, they’re in charge).

BUILDING THE TRIBE

There’s a tribe of early career classical music administrators who are meeting to network, learn and grow and I’ve been fortunate to work with them.

Recently, I asked what professional development they needed.

Interpersonal communication was their highest priority (19%) followed by conflict management (18%) and managing a team (15%).

See the bottom of this article for a pie chart to show you the exact breakdown.

For context, this cohort are almost exclusively Bachelor of Music graduates from a traditional conservatory training model who are forging careers in arts management.

DESIGNING FOR THEIR NEEDS

In the second half of the academic year, I teach a Music Internship subject for students in their final year of the Bachelor of Music degree. These are the future members of the early classical music administrators tribe.

This week was the last class and I decided to go rogue and hold a Team Meeting.

My teaching is always student centred, challenging students to be responsible for their own learning — but this was going even further and asking them to lead the learning process for the session.

One student “volunteer” was briefed so that they could welcome and acknowledge everyone, brief the scribe, start the meeting, communicate the schedule, call for feedback and manage the time.

Here’s what they said about the experience:

“I was invited to lead the class in a mock staff meeting… This was an exciting opportunity to fill a gap in my knowledge in front of peers I was comfortable in front of. I was a little concerned when Susan asked if I would lead the meeting and scared I’d embarrass myself. The actual meeting was really fun however and both the class and Susan were very supportive in guiding me through the meeting. It forced me to be aware of how clear you had to be in order to run a punctual, professional meeting and how important it was to be confident in your actions. While I don’t think I’m quite ready to take over any meetings just yet, if asked to again, I think this experience has equipped me with the knowledge to comfortably chair a meeting.”

HELP THEM RAISE THEIR HAND

In order to reimagine our sector, whether that’s higher education, orchestras, opera companies or venues — we need a tribe who are willing to raise their hand, speak up and break the cycle of trying to fit in with everyone else.

A tribe who will challenge.

YOUR CHALLENGE

How can you hand the baton to your early career leaders?

What’s the smallest, quickest, easiest action you can take to allow them to step forward and lead?

How do you create a safe space so they can tell you what they need, so they are prepared and can succeed?

CAN I HELP?

I would love to have a conversation, to listen to the challenges and opportunities to develop your early career leaders and help you see what I see.

Here’s that pie chart (n=31)