Where I am in the process of my inquiry (Entry 3)

 Professional Artefact

My artefact has emerged from the information that has been produced as a result of my inquiry. I have started to work on it and am really excited about the end product. When speaking to my student adviser P.Nottingham about my artefact, she mentioned that this task really allowed me to be creative.

I am creating a booklet to advise arts organisations how they can use delegation to promote productivity. Knowledge from prior module on ethical code of conduct will be applied. The skills that will be fostered in this booklet are the ability to compile information to benefit workers and the experience of skills gained from creating a booklet. This booklet benefits arts managers wishing to delegate and their subordinates. The self-benefit for me is that I will have tangible evidence that I can later use to market myself as an arts manager.

The format will be an A5 booklet using photos, charts, statistics and data gathered during inquiry. I have been researching various booklets, looking at how they present text, data and images and whom is the information geared at. My booklet is for arts organisations therefore the layout I use can be colourful and artistic as a pose to overly formal.

I am still in the construction stage, so the information provided is subject to change.

Title: Delegation for success.

Brief: How to use delegation to promote productivity in an arts organisation.

Chapters

• The need for delegation
• What good delegation can achieve
• Examples of bad delegation
• Examples of good delegation

 Knowledge from inquiry that will be imputed:

• A manager should be patient when delegating.
• A manager should attempt to communicate well and be open to answering questions.
• A manager should be able to provide the tools for their subordinates to delegate or know where to direct them.
• A manager should not condemn their subordinate for making a mistake.
• A manager should be responsible for delegated task.
• A manager should set a clear time frame and provide objectives.
• A manger should not see the failure of a task as a negative, but rather an opportunity for learning.
• A manager should monitor their subordinate but let the subordinate know it’s in a supportive nature rather than a lack of trust.
• A manager should adopt a participative style of delegation, as it appears to be the best way for subordinates to feel better a measure of control and undertake tasks in arts organisation.
• A manager should assess their subordinates strengths and weakness before delegating a task.
• A manager should empower their subordinate.

Where I am in the process of my inquiry (Entry 2)

14/11/11

Gathering data for my inquiry was a useful learning process. I discovered that by explaining my topic to N.McGowan, N.Less, P.Nottingham and M.Iles in a group discussion at campus sessions allowed me to analyse the choices being made about conducting my inquiry.  Students were able to ask me questions regarding my inquiry and offer their opinions based on their experiences. This process was valuable as it offered me different perspectives from my own.

Individuals on BAPP directed me to information that related to my inquiry which proved to be of great assistance. When researching data, there seemed to be vast amounts about how to delegate in an organisation, but very little about delegation specifically in the arts sector. This was the primary reason why I chose my inquiry topic. I was aware that it would benefit me and others within the arts.

The strategy I used for acquiring secondary data was surfing Google search bar. I searched online archives of arts organisations, web sites and arts related newspapers and journals.  I also had access to Middlesex university library and online library facilities.  Another tool I used to gain data for my inquiry was an interview process.

The availability of individuals involved in the interview process resulted in my inquiry slowing down momentum. It was a challenge coordinating a time for some of the participants to be interviewed due to the hectic nature of their job. Prior to the interview I was aware of this and put the contingency measure of informing two additional individuals that they may be required for my investigation.

In my inquiry I wanted to compare, contrast and validate results from a team of two individuals (manager and their subordinate) from a private, public and volunteer arts sector. When creating a contingency plan there was a scenario that I was unprepared for. One was that possibility that if a manager was unavailable, I may have had to find another manager AND their subordinate from a different organisation within in their specific sector to interview. Fortunately I did not have to resort to a contingency plan.

When conducting one-on-one interviews, candidates were privy to viewing the questions that I was going to ask prior to interview. This proved to be useful as it gave them a longer period to formulate their opinions.  If conducting interviews again I would prefer to do them all in person as I had to re start two interviews conducted via web cam due to bad audio and Internet connection cutting out. I also believe that in person an interviewer can build a relationship with their interviewee, making the interviewee feel more comfortable enabling a free flow of information.

On reflection if given more time, another inquiry tool I would use for this inquiry is observation. As a performer I am aware that I learn and retain a lot of information from visuals. I would also like a longer period of time to acquire a larger sample of participants so I could make more valid generalisations. This inquiry has made me want to analyse other managerial skills that are need for an arts manager.

Campus session 19/10/11

Professional Artefact and my thoughts.

Evidence of inquiry that may include various forms of media and text. The evidence may show the process/experience, the conclusion or both.

The first piece of advice that resonated for me was, the (PA)-Professional Artefact should work in conjunction with the inquiry. The PA should be clear, directly relating to inquiry. Students were made aware that when creating their PA; tendencies to wonder into a new subject area outside of inquiry should be avoided.

The PA provides students with an opportunity to express their work in a creative and personalised way. It allows students to have more control over the format of work they produce. Students were advised that the PA should not be dull and specifically target their professional audience.

I am still musing on a few ideas of how to present my PA. I thought it was beneficial listening to other students at the campus session expressing their ideas on how they intended to present their PA. My task will be, how to best display the various delegation strategies from three arts managers and how they effect labour productivity on their subordinates.

I plan to create a map or timeline demonstrating the process and the results of what I have found out in my inquiry. I have also thought about displaying this data as slides using power point. I think this would be visually stimulating for the professional audience I am targeting.

Where I am in process of my inquiry (Entry 1)

Photo:https://riverdalesecondgrade.wikispaces.com/--Math

 2/10/11

Blog entries showing where I am in the process will allow me to reflect on my inquiry and aid me to manage my time more effectively around my work schedule. I have reviewed feedback from my student advisor about my inquiry plan and have taken the feedback into consideration when moving forth in this module.

Title (working)

An inquiry into the role of delegation for an arts manager working in the arts. Is delegation necessary to improve labour productivity in an arts organisation? 

Order of activities

1. Research and analyse existing literature from articles and books.
2.  In-dept interviews of managers and their subordinates, from three London based arts organisations (6 individuals).
3. Analyse collected data.
4. Present findings.

I have made initial communication with three managers who I would like to interview for my inquiry. Also, I so explained to them briefly what my inquiry is about. They appear to be keen, but a date has not been confirmed for all the interviews. In addition, I am searching for another manager to interview as a contingency.

At present I am working on how to phrase questions so that they are specific for the interview process. This will hopefully allow the interviewee to provide quick direct answers in the time constraint. I am working on questions for the sample survey.

I have reviewed the ethical procedures for researchers from the last module. Consent forms have been printed for participants who are involved in my work based research project. I have spoken to my academic advisor about my inquiry and received feedback.

I am searching Lib guides and online mdx library for any literature and information pertaining to my inquiry. This information will define delegation and the purpose for it. I am researching the various job descriptions from online adverts that recruit arts managers. From the advertised job descriptions, I will analyse which of the tasks require delegation. This will allow me to identify the skills required to delegate effectively, enabling me to complete tasks in similar roles.

Critical Reflection and Summary: Digital Portfolio

 Developing professional questions

When developing questions that were relevant to my role as a dance teacher transitioning into an arts management, the objective of what the questions should achieve was clear (Appendix A). The developed questions should provide knowledge that would assist me to obtain work as an arts manager and to function productively in this role.

During the previous module when creating lines of inquiry that I might explore, I realised the initial developed question of “How to manage a team” was too broad for my professional inquiry. The inquiry questions that I finally selected had to be specific and relate to one professional sector. This term I created questions bearing that in mind. When whittling down the question “how to manage a team”, the idea of “roles and responsibilities” required from an arts manager immediately became the focus.

The BAPP SIG promotes the pooling of information. The construction of relationships with individuals on SIG is a skill that fostered social learning, which aided the development of my investigation (Appendix B). Participation in the BAPP Facebook SIG was crucial to the development of my inquiry. It allowed me to gain other opinions i.e. via posting a pilot survey, feedback and data developing my professional practice. I was able to discuss views about delegation within arts management i.e. who is responsible for delegated tasks? This was important as it helped to shape the questions that I will use in my inquiry (Appendix C).

On the arts management SIG page, Nicole Gedds asked the group “What they felt were the three most important skills a manager should have and continue to develop” (Gedds, N 2011). Answering this question allowed me to establish skills that are important and provided the opportunity for me to analyse the stances of other students on the matter. From Gedds question it became apparent that there are numerous roles, responsibilities and skills required from an arts manager. This made me aware that my inquiry still seemed to still be too broad.

After discussion with Tutor Paula Nottingham on Skype about my experiences as a dance teacher, the theme of delegation arose. It became clear that delegation was a skill, responsibility and a large part of management. I decided that choosing one management skill would enable me to have a more in-depth and valuable inquiry. The Skype conversation with P.Nottingham demonstrated that communication could stimulate ideas that nurture progressive learning.

Ethical considerations

(Appendix D)  This module focused on ethical considerations, allowing me to examine my current code of practice. The task permitted the two codes of practice that I adhered to, to be reflected upon. Examining the ethical procedures of my current role was foundation for ascertaining what additional knowledge needs to be acquired to work in the sector of arts management i.e. ethical standards.

A similarity the two codes of practices share is the necessity to adhere to ethical standards like legislation. This task was important as it re affirmed the importance of legislative ethics i.e. laws that protect individuals and safeguards children. This has made me aware of the reason relevant legal consent when dealing with adults and children should be gained before commencing an inquiry.

The course reader on professional ethics provided me with an awareness of research ethics and the protocol that should be adhered to when conducting an inquiry. These ethics pertain to a researcher being transparent about their intent, revealing the purpose of inquiry and not putting individuals in physical or mental harm. The information in this reader provided the guidelines for how to ethically conduct an interview and observation, which was required as part of a module task. The knowledge of how to conduct an interview will be used for my investigation.

Tools of inquiry

In the final part of the module I piloted four tools of professional inquiry. I was able to build upon the tool of reflection, which was studied in the last module. After reading a chapter entitled “Designing questionnaires” from the study skills handbook by Stella Cottrell a pilot survey (Appendix E) was conducted using survey monkey. This book issued by the University was helpful providing examples of well-structured quantitave and qualitive research questions.

(Appendix F)  Creating a survey on survey monkey was initially challenging. Once the rudiments of set up were completed, the survey seemed productive. The survey had the ability to quickly reach a large amount of individuals via the Internet.  Learning how to use this software will be vital for collecting inquiry information. The most significant theme that arose from the knowledge gained from the survey was the importance for a manager to have good communication skills. The survey also demonstrated the effect communication has on individuals that work under a manager.

I discovered a disadvantage of allowing survey anonymity was that follow up questions could not be asked, as individuals are unidentifiable. However, from personal experience, anonymity allows me to feel less inhibited when providing truthful answers. This will be considered when next creating a survey. If conducting the survey again, dividing the individuals that take part into two groups would be more valuable. One group would contain Arts Managers and the second group would contain individuals who work for Arts managers.  This would provide the perspective of individuals who delegate tasks versus individuals who perform delegated task.

This module I learned how to source and review literature for my inquiry. (Appendix G) By reviewing literature, knowledge was gained about delegation and arts management. The knowledge gained from the BAPP course reader highlighted the importance of using my own critical arguments when reviewing literature; this will test out the literatures validity. This technique will be used as part of my inquiry when collecting and evaluating data. I was also able to source data from other students who had posted links about arts management on Delicious (Appendix H). I was able to access links with information that I can easily refer back to when reviewing and findings.

This module has developed my professional practice. It has provided me with knowledge about research tools that are needed to conduct my own professional inquiry. It has taught me about ethics and the need for ethical considerations when working and conducting research. I believe I am now ready to commence a productive and beneficial inquiry.

6b continued

Interview via Skype

Merits:

• Cost effective
• Convenient
• Conversation in real time
• Face to face interaction
• Video conferencing, facilitate group interview

Limits:

• Impersonal
• Sound quality

When conducting an interview, I found it challenging to write down everything that my subject was saying and process my thoughts to ask follow up questions. I think this can be solved if I record the interview and then transcribing it after. I could also learn how to write in shorthand, as it would be beneficial. I would be able to refer to my notes and re visit questions base on information that the subject provided.

I found the skype interview to be productive, but I could not anylise body language as the camera was focusing on the subjects face. The WI Fi network the subject was using was not strong. I found myself repeating the questions to provide clarification.

I conducted the interview using some of the same questions used previously in my survey. The subject articulated that a manager should delegate when establishing a task needs completion. The candidate then went on to express that a manager should not wait until the task becomes overwhelming to then pass the responsibility to staff, as this can be “very frustrating.”

I will carry out one on one interviews (in person) as part of my inquiry as this proves to be a great way of obtaining information. Conducting interviews via Skype permits me to hold an interview from any location once I have an Internet connection.

Observation

Merits:

• You can establish how people act as a pose to how they say they act.

Limits:

• Time consuming

When carrying out an observation I became aware that the subject may have been reacting to my presence, so I feel I was unable to gain a truthful result. I believe if I had come back to observe subject numerous times, subject would possible get use to my presence and act less uncharastically. I think this reveals the advantages of being an inside researcher or carrying out an observation covertly.

As part of my inquiry I hope to anylise how tasks get completed and how employees feel about delegation. Observation will be used as a tool to assist me analyse body language, as I believe this constitutes as valuable information. As part of my inquiry I will be looking at actions and re actions of arts managers and staff.

Focus group

Merits:

• Group opinions
• Healthy debate

Limits”

• Organising people into one location for a specific time
• Conversation drifting off topic if group not chaired

I was able to conduct a controversial focus group with a subject who though all funding for performing arts courses should be abolished due to government cuts. Others in the group provided valid points challenging this statement. For example, the arts bring in tourists and create revenue.

I made in my objective to stay neutral when facilitating the focus group.

I found it a challenge to mediate and maintain control over the focus group, as the conversation was high strung and flowing rapidly. Once again I tried to write down information, but realise that the use of audio and visual recording aids were really imperative for reviewing what was transpiring.

I found it a challenge to steer the topic into the direction that I thought would answer the questions that I needed answering about arts management. It proved vital for me to orchestrate the group debate so all individuals had the opportunity to add input and conclusions could be reached. I thought this was a great example of me showing managerial skills.

Delicious

I have created an account using Delicious. I am still learning how the site works, but from first appearances it seems to be a very quick way of saving and sharing links. The set up and process of bookmarking links was quite simple. I will have to go back and check security and public accessibility settings. Please find my link below. If you have a Delicious account feel free to leave the URL in the comment box below.

http://www.delicious.com/NicholasNorman

Literature review

Arts Management

While looking for secondary sources of information to assist with my inquiry about arts management and delegation, I came across a book called  “Arts Management” (2010) by Author and Lecturer D.Chong. Chong seeks to define arts management by providing excerpts from Dan Martin and Megan Matthews. These exerts are informative, defining skills and responsibilities required in Arts management.

“The application of the five traditional management functions – planning, organizing, staffing, supervising, and controlling – to the facilitation of the production of the performing or visual arts and the presentation of the artists’ work to audiences.” (D.Martin, Shafritz 1998:128. International Encyclopedia of Public Policy and Administration.)

Martin equates the facilitation of the specific management functions listed to results in the advancement of an Arts production, showcasing artist’s work. I think controlling as a function is an interesting theory that I would like to further investigate as part of my inquiry about delegation, where a measure of control is relinquished In order to achieve tasks.

Previously when thinking about arts management,  I placed a large emphasis on the management and the business aspect. Matthews describes arts management as “an exciting field that allows people to combine business, artistic and organizational skills with activities that make a difference in the lives of individuals and communities.”(M.Matthews, 2006: Module 1), Matthews explains that Arts management is a combination of organisational skills, but artistic skills also play a role in arts management. Matthews’s statement reminds me that artistic skills need to be equally considered, as Arts Management is a combination of various skills.

The similarity Martin and Matthew both have when describing arts management is the requirement for an arts manager to have the ability to organise. I believe arts managers are not only responsible for organising themselves but also the subordinates they manage.

Your Skills

This is an online article from the organisation “Prospects”. The article has been produced to offer performing arts graduates online career advice. Saundre Hughes writes the article discussing a range of skills that are acquired from a performing arts course. I thought this provided the opportunity to reflect upon skills I have acquired from my last course, comparing them with the skill that are required for arts management.

  

A pilot survey I conducted and group SIG discussion has led me to believe that communication skills are very important for an arts manager. Hughes suggests communication skills are also a sought after by various employers. This points that skills developed from learning performance arts are transferable into various professions.

Hughes advises performers to identify what skills they lack, examining how they can improve their profile so that they can market themselves. This offers the theory that an individuals should establish what skills they lack before trying to learn new skills.

The writer also mentions performers having the ability to deal with critic and learn from it. I believe this is a skill a performer continually developed in the classroom and on the job. When a performer is audition and performing in front of an audience, they are under constant being critic.

Organistional skills are listed as a skills acquired from studying performing arts. This is a skill that Dan Martin and Megan Matthews describe as a requirement for arts management (Chong, D. 2010)

The Art of Delegation

G.Blair believes the purpose of delegation is to “enable someone else to do the job for you”. He describes delegation as a “dynamic tool for motivating and training” a team to become aware of their potential, resulting in their development of skills and knowledge. The description given by the writer provides a theory that delegation can be rewarding for not just a manager, but also a team.

G.Blair writes, in order for a staff or team to do your job, as a manager you must ensure:

• they know what you want
• they have the authority to achieve it
• they know how to do it.

Individuals performing delegated tasks should be able to come to a manager for knowledge. If a manager does not have adequate knowledge, the manager should know where to direct the individual for knowledge so task can be completed.

The author also states that delegation can only work if the individual being delegated to has access to appropriate knowledge to complete a task. This includes any information that a manager has privy to for the task completion. If information is crucial, enabling a manager to perform a task, it is equally crucial for the individual who will be expected to act on be-half of the manager.

G.Blair expresses that when delegating a task, it is important that both parties are in agreement about the objectives and standards that the task will be judged by.

As a manager when training the individuals you manage to apply the same principles as you would when performing a task, enables them to exercise “your control on your behalf”.

I am in agreement with the writer as I too believe a manager needs to informed individuals in a team how decisions are made, allowing individuals to observe managers choices. In the Performing Arts field from personal experience in my practice, when working in collaboration with another organisation for a limited period and having temporary control over their team, how will this principle apply? I.e., theatres and event spaces often use their own staff and security team. How do you effectively delegate control to individuals that have not been trained under your administration?

The writer says with the appropriate monitoring, mistakes can be recognised before they have a chance be detrimental. If not, the responsibility for failure of task lies with the manager as they decide in what way and how to task was delegated. When delegating a gradual is advised as individuals may feel overwhelmed if presented with a task that appears daunting. This has the potential resulting in an incomplete task and rendering the individual demotivated. A gradual process is advised as it is better to “build-up gradually; first a small task leading to a little development, then another small task which builds upon the first”. This continuous development should result in the completion on the task. “Each task delegated should have enough complexity to stretch that member of staff - but only a little.”

My understanding of what the writer is trying to convey is the importance of Managers motivating and stimulating workers without overwhelming them. I am skeptical about some of the theories presented. The writer appears to be on the cusp of empowerment and mollycoddling. I believe a worker’s inventive to perform the required task is their salary. There is an idiom that springs to mind “different strokes for different folks”, meaning some individuals are self motivate with the drive not to quit until task is complete.

What I have learnt from this article is successful the “successful art of delegation” depends on the working relationship a manager has with a team they manage. Effective delegation can be linked to having good judgment. I believe good judgment comes from experience and can only be accessed by the outcome.

Bibliography:

Blair, G, “The art of Delegation” Available:

http://www.see.ed.ac.uk/~gerard/Management/art5.html [Accessed 15th April 2011]

Chong, D.  (2010) “Arts Management”, 2^nd ed, Routledge: London.

  

Hughes, S. (2009) “Your Skills” Available:

http://www.prospects.ac.uk/options_performing_arts_your_skills.htm [Accessed 15th April 2011]

Pilot Survey

Survey

Merits

• Online capability of reaching a large mass of people quickly.
• Free to create a survey with a maximum of 10 questions.
• Easy step-by-step guided set up guide.
• Website calculates percentages and data for user.
• Survey is cost effective as no raw materials are used.
• Ability for participant to completing survey from various location with accessible Internet
• I was able to post a direct link to my survey on my face book page, SIG and instant messenger status.
• SurveyMonkey enables user to collect qualitative and quantitative data
• Boxes provided participants an opportunity to comment.
• Multi choice and drop boxes enabled user to give one click response

Limits

• By allowing anonymity I could not pin point individuals that made comments that I would like to ask follow up questions.
• Some questions were skipped
• I was not able to get an equal male to female perspective
• I was not able to identify who was a manager or worked in a supervisory role and who did not.
• I was not able to identify who worked in the Arts and who did not.

The survey produced was valuable. I discovered what other individuals thought were important skill or quality that a manager should possess. The questions asked will also be useful for my profession practice and towards my professional inquiry

As the pilot survey focuses on “what makes a good manager”, it was distributed to individuals in either managerial or supervisory positions and individuals that work for a manager. If repeated, I think it would be beneficial for me to focus on the Arts Sector as it relates closer to my professional practice. I would also split the survey into two for Arts managers and people who work under a manager In the Arts. I believe this could gain clearer statistics.

A box was provided with follow up questions so that individuals had the opportunity to add additional comments, allowing them to elaborate on further. From the boxes I discovered communication was the most prevalent skill that re occurred when participants wrote about management. Organisation was another prevalent word the re-occurred when individuals were asked how their manager could improve.

I am less hesitant to give my opinion when remaining anonymous, so I did not make it mandatory for individuals to reveal their identity on the survey. I believed this would create a free flow of information. The disadvantage of this decision was that I could not ask further individual follow up questions from comments I found interesting.  This could possibly be solved by not asking the participants about a company or individual they are directly affiliated to.

Sample survey results from 30 individuals:

10-Male

19-Female

01-Unknown

53.3% individuals working in a managerial or supervisory role.

60% individuals working in the Arts.

When individuals were asked to rank qualities and skills for a manager in order of most important too least important (Communication, job commitment, ability to delegate tasks, problem-solving skills, empathy with co-workers):

The majority (66.7%) ranked Communication as the most important quality or skill for a manager and  (50.0%) ranked Empathy with co-workers as the least important.

When individuals were asked in regard to your manager how important is the following (Manager Feedback, Manager interest in personal development, being comfortable sharing opinion with manager, praise and respect):

48.3% individuals thought respect was important for a manager to have

27.6% individuals thought praise from a manager is not important

When asked if individuals perform better at work if they have a good working relationship with their manager:

51.7% individuals strongly agreed

3.4% individuals disagreed

When asked if individuals are likely to achieve more if they are satisfied with the working relation ship they have with their manager:

55.2% individuals strongly agree

3.4% individuals disagree

In the survey I also asked individuals to comment making suggestions on how their manager or supervisor could improve at their role and communication seemed to be the most prevalent word used.

What is most significant to me in this survey is the importance of having good communication skills as a manager and the effect communication has on individuals that are being managed. 

6A-Pilot survey and pilot interview.

I have created a pilot survey using the website www.surveymonkey.com. 

I would like to find out "What makes a good manager?" 

I would be grateful if you could spare a few minutes of your time and complete this survey. It is aimed at various individuals, especially those who work in The Arts sector as employees or employers.

Survey link: http://www.surveymonkey.com/s/Q6CNTX8

It was a challenge setting up the online survey because I was unfamiliar with how the system operates. It is currently operational. Creating a survey will be beneficial in recording data and next time when creating a survey on surveymonkey it should be less time consuming.

I am also in the process of conducting a pilot interview with a manager who works in an Arts organisation and will report my findings.  

Road to Manage-ment.

I began my training as a dancer and later made preparations into acquiring the necessary skills to become a singer and actor.

During the latter part of my college education, a large amount of graduating performers from the college year above auditioned for performance jobs.  It became apparent that a limited amount of jobs were available due to the influx of numerous candidates applying. The opportunity to become a student teacher was presented to me. I accepted the position realising this opportunity would provide financial income in the eventuality that immediate performance work could not be obtained after graduating.

As a freelance performer a frequent issue that arises is being paid two to three months after a completed job.  Often companies and agencies that hire performers do not provide the exact date or time of pay. Due to this lack of information, unnecessary bank charges are incurred. This left me hesitant about making financial decisions and monetary transactions, despite being owed outstanding money.  Another issue is having to make contact with various individuals to follow up non-payment of wages, which can be physically draining. I recently discovered that some agencies that represent performers maintain a good relationship with their clients for future bookings by not aggressively pursuing money that is owed to the performers they represent.

Although I currently enjoy performing, well-paid performance jobs appear to be unavailable. In order to sustain a more lucrative and stable career, obtaining a job that provides regular pay and a contract that surpasses one year would be required. Moving from a performer to a performance teacher has been a natural progression and brought me closer to this goal. The ability to impart practical knowledge gained from performance, coupled with a theory of dance benefits students. The next step in the evolution of my career is managing adults of various ages and cultures, making a larger contribution to the Arts. 

Rationale for Award title

The award I seek as a result of doing this programme is BA (Hons) Professional Practice (Arts Management). I feel this is an appropriate title as my work so far on the BAPP programme pertains to the advancement of my professional practice.

In order to increase the probability of employment, a need to re invent myself became apparent. Transitioning into the current roles of Dance Teacher and Workshop Tutor has given me the knowledge to manage dance classes, workshops and shows, which allow me to maintain employment whilst not on stage performing. Currently I facilitate youth performance, showcasing student’s talent and dance progression to their peers, family and friends. I have prior knowledge of key management skills, i.e. I am responsible for organising rehearsals, student transportation and costumes for student shows.

I aspire to manage individuals of different ages, cultures and artists from various traditions. These individuals will have a range of styles, creative talents and skills within the diverse field of the Arts. Executing this BA (Hons) course will assist in this progression, improving my future employment prospects and opportunities. It will enable me to increase the chances of continuing to work in the performing arts sector for many years into the future. I am confident that this qualification is equipping me with the tools to discover more about arts management and elevate into more working roles of this nature. 

I am basing my inquiry on examining the role and responsibility of an arts manager, which will encompass functioning effectively in this role.

"arts management and delegation"

Code of Practice (Teacher) Part 2

 The Code of Conduct I operate under has been compiled by the organisation that currently employ me. It is mandatory to also familiarise myself with the policies and procedures of the schools the organisation position me in to teach dance.

Dance organisations mandatory Code of Practice for Dance Teachers

Expectations:

• Reliability
• Punctuality
• Professionalism
• Excellent delivery of classes
• Good Communication

Teacher’s responsibility:

• Creativity
• Class Registers- completed and handed in at the end of term for statistical purposes.
• Notify office immediately if problem arises
• Check emails daily and respond to requests within twenty-four hours
• Appropriately dressed for subject

Teachers Training Course 2010 Information Pack.

September 2010: Copyright Step into Dance

Organisations legal requirements:

• Copyright, Designs and Patents Act 1988

Schools Legal requirements:

• Children Act 1989
• 1996 Education Act
• Teaching and Higher Education Act 1998

As a social science researcher and dance teacher it is apparent that ethical standards must be followed while research is carried out. It is compulsory to adhere to the legislation of the country you are currently situated in while research is being conducted. These laws have been put in place to protect individuals.

Obtaining relevant consent when dealing with human subjects is essential. The responsibility to uphold integrity and not mislead an individual lies with both a teacher and social science researcher. Confidential information must always be guarded and kept safe.
(SRA. Ethical Guidelines, Dec 2003.)

PHOTO: www.nidirect.gov.uk/knowhow

As mentioned in a previous blog my interested in discovering qualities that are required for various Arts management roles. (Code of Practice Teacher)

The article below is from the UKP-ARTS organisation stating skills and qualities that are required to be an Arts Manager.

"Janet Summerton and Madeline Hutchins of Sussex University state that 'managing in any arts or cultural setting involves a number of key skills such as:

• making value judgements
• working with peers and public
• good personal management
• developing and monitoring plans
• prudent management of resources
• attending to the tasks and issues related to specific contexts and situations.

Like every successful manager in any type of business, Arts Managers need the confidence and acumen to run a flourishing enterprise, to plan and negotiate, take risks and make key decisions. They also need the skills to make and develop a huge variety of relationships with all kinds of people - staff, artists, performers, audiences, boards of management, funders, sponsors and - if there's money from the state - the tax-paying public and politicians as well."
(UKP-ARTS)

The skill of planning in order to be a successful manager stood out to me. This semester Middlesex University provides the opportunity for me to make an inquiry plan. The reader provided examples of how to structure a plan. I will also be investigating “what makes a good plan?”

Developing relationships with artists, performers and Arts Managers is a skill that has also been fostered through SIG’S established on my current university course. The key is maintaining those relationships after course completion as there are numerous benefits of having a large professional network.

References:

http://www.legislation.gov.uk/ukpga/1998/30/section/5

http://www.ukperformingarts.co.uk/management/new_species.asp

http://lgdata.s3-website-us-east-1.amazonaws.com/docs/566/183513/BAPP_WBS_3835_Handbook.pdf

SRA. Ethical Guidelines, Dec 2003.

Code of Practice (Teacher)

As a dance teacher I have the opportunity to work with minors and adults. By listing the code of practice which guides my work setting allows me to compare the qualities that I posses with the qualities that are required from various Arts management role. I believe this will be a base to consolidate the qualities I have, with the qualities that I need to gain.

Code of Practice (Teacher)

• Equality
• Punctuality
• Appropriate attire
• Approachability
• Rationality
• Diplomacy
• Competence
• Patience
• Adhere to legislative requirements

When managing individuals it is important to be fair and inclusive. It is essential to lead by example. Punctuality can send a positive message that you are organised, active and ready to participate. By maintaining composure allows a teacher to be approachable with the ability to deal with problems rationally and with more clarity. It is important to team build when managing a group so individuals feel encouraged to achieve their full potential. Legal requirements must always be followed as they are put in place for the protection of teachers and for the safe guarding of other individuals.

Campus Session

On Monday’s campus session the group focused on Professional ethics and ethical issues regarding Professional Practice.

The group led by R.McGuinness began to first brainstorm upon what they thought was the definition of ethics. The words and phrases that emerged were “Rules, Morels, fair, just, good and bad, virtues and code of conduct

Ethical practice refers to the morels and principles of an individual and their code of conduct in their practice.

We discovered that the Greek translation of ethics was the word “ethos” which means character.

Rosemary highlighted the conflicting nature that a person can have between their work Ethos and their personal Ethos. Example, Pulitzer award winner Kevin Carter and his controversial photograph. His primary ethos as photojournalist was to capture and document an image not interfering with the subject. The subject was a malnourished child with a vulture lingered in the background.

http://www.time.com/time/magazine/article/0,9171,981431,00.html

What are good character traits?

 As a group we listed the individual values that we thought represented ourselves in our personal life, example “fair, kind and loyal”.  We then listed the values that we thought would be good in our Professional Practice, example “empathy, reliability, time management and confidence.

Theories about ethics.

 The group discussed various theories about ethics, which can be found in more detail in the course reader.

• Consequentialism- Outcome justifies the means.

• Deontology- A rational duty, moral obligation with no grey middle ground.

• Virtue ethics- Character of a person rather than the action they carry out.

Types of ethics

There are different types of ethics that apply to various professional practices. Some that were mentioned are

• -Legal ethics- Legislative.

• -Comparative ethics- Subject to change over time and geographical proximity.

A Professional Arts managing group was formed for the purpose of the session consisting of Joanna, Adeyinka-Burford, Nicole Geddes and I. The task we were given was to collaborate and produce some ideas developing a code of practice that would be ethical and present it to the other two groups.

Code of Practice for Performing Arts Management

• To insure equality for all employees. (Days off, Religious Holidays)
• To adhere to the legal requirements and policies (CRB, Data protection, safe guarding Minimum wage)
• To provide and create a safe environment to work and learn
• To provide and sustain opportunities
• Maintaining a professional operation
• Training (Health and safety
• Risk assessment
• To Maintain interpersonal skills
• To be responsible- development of the company ensuring guide lines are clearly outlines for company
• To maintain company ethos

From this task it became apparent that in a managerial role there is not only responsibility for self, but a large responsibility for the liability of other employees.

I came across this Sunday Times article on ethical types which proved interesting to read:

http://business.timesonline.co.uk/tol/business/career_and_jobs/article4902555.ece