Is Orchestra like School?

I was chatting the other day with a school teacher who told me that parents were a huge issue in his school. The prospect of having to face parents was viewed with some trepidation. It is part of the job but a part of the job that must be endured and hopefully survived. Tom felt that this approach on the part of many of his teacher collegues was failing to recognise the potential in this interaction for increasing understanding, building trust and solving problems. His own experience was that by talking openly with the people who understand the children best, and listening to what they had to say a mutual respect emerged, which led to a much more positive environment in the classroom.

It seems to me that an orchestra management can often see musicians as a problem to be dealt with rather than an opportunity to learn. Inevitably there is a wealth of experience within the orchestra which is untapped as a resource. A musician it seems must know his place within the orchestra and not step outside his role as player of his instrument. Just as the parents of the children know their child in a way that a teacher never will, the musicians have a perspective and experience of their field that may be seen as a threat to those who manage, or as an opportunity. I am sure every manager out there feels he taps in to that potential, but how may musicians feel that this is genuinely the case? In these days of inclusivity, certain boxes may be ticked, but musicians will have a good sense of what is really going on. The report to the board room may be that management has a listening ear, and values the opinion of the orchestra members. Board members, chief executives, how do you find out for real if this is the case, or are you in any case happy with the ‘stay in your box’ approach?