Information from my professional inquiry

Tasks performed by six interviewed individuals who work in arts organisations:

• Public sector organisation: Dance clubs, registers monitoring students attendance, chorographical assignments and performance routines resulting in an end of year performance.

• Volunteer sector organisation: annual written reports, newsletters, grants, action plans, meetings and various projects that benefit the organisation and youth.

• Private sector organisation: designing flyers, posters, newsletters and website. Admin work and events management resulting in events, lessons and workshops. 

Tasks I perform as a professional performing arts teacher

•  Lesson planning, register taking, monitoring students, writing end of term reports, teaching dance class and organising choreography for dance shows.

Some of the tasks that I perform in my professional practice are similar to the tasks performed in the three organisations. My professional inquiry has made me aware that I may need to learn new skills enabling me to apply for grants.

Creating a professional artefact has allowed me to develop my skills using Microsoft Excel when creating bar charts and grafts to represent statistics.

Creating slides for my oral presentation has allowed me to develop my Microsoft PowerPoint skills. I also believe that my oral presentation will give me the experience of presenting my work to a group of people. This is a skill that I can use when conducting meetings.

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.