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.