Module 2: Task 5b - 'Codes of Practice in the Place of Work'

In my previous post, I touched on the ethics I think apply within my place of work/professional workplace, I managed to acquire a copy of the rules and regulations that I adhere to in relation to my work.

As an employee, I must comply with the company’s non-disclosure agreement of sensitive/exclusive information. So I am afraid I cannot publish the exact documents on here. However, I can still write about them and state how my assumptions differ from these actual documents.

I found that there is in fact an innumerable quantity of rules and regulations that apply within my professional workplace which include codes of conduct and ethics but to name a few. The main reason for this is because my workplace isn't governed by just one organisation. It is rather difficult to break down the complexity of the organisation without causing too much confusion.

Firstly, there are the vast number of international maritime legislation’s and laws that are in place that I legally have to abide by. I also must adhere to the policies and procedures under the Corporation (owners of the company who own the ship), the policies and procedures under the company. At sea, I must also abide by the 'Captain's Standing Orders' (a set of rules set by the current captain of the ship for all crew members, this can differ from captain to captain). Not forgetting the policies and procedures of the production company (agency who provides the production shows for the ship) with whom I am originally contracted by.
To be able to write and reflect upon every point would take the commitment of many hours. So I have decided to write a brief reflection upon my findings.

In retrospect, I believe that I had touched on several key points of ethics that apply to my workplace. However, it is apparent that I have missed off a significant amount in my previous post. Unsurprisingly there is a lot of emphasis on the safety and well-being of not only yourself but also the fellow crew members and the passengers. Conduct, is another key topic stated within the rules and regulations. With the cruise ship industry being almost directly linked within the hotel industry, providing quality service to it's clients (in this case passengers) is a key part of the success of the company. Now I could continue to elaborate and suggest that in my working environment, I am not only representing myself as a professional, but also representing the external company who provide the shows - As well as the company and organisation belonging to the ship.

The main difference between my assumptions in my previous post and the rules and regulations I have to hand is the detail, forethought and consideration. There seems to be no stone left unturned. There is a policy to cover almost any given situation, one way or another.  I wasn't surprised to find that the key element behind the majority of the rules and regulations is conduct, discipline and health and safety. But within this impressive set of rules and regulations was a disciplined attitude to ethics within the workplace and a zero tolerance for unethical practice. I would like to have a similar approach with the preparation for my professional inquiry.

Last but not least there is a key element of ethics in my area of work that I did not mention in previous post in my assumptions. That is the element of ethics in regards to performing. I briefly wrote about this in my post when studying through module one. There is a professional etiquette between the performers on stage together. And this is still relevant in my professional environment today.

Below is an extract from my post in 'Module 1: Task -2d ' Inquiry'.


How do you decide the appropriate ethical response in a given situation? To what extent are disciplinary responses different to that you might expect more generally in society? 

In the performing arts industry, working in physical contact with another professional is considered the norm. As a male dancer, performing sophisticated lifts with a partner is not an uncommon practice. On occasion, in order to execute some of the lifts, I have to place my holds on various different parts of the partners body, some of which can appear to be quite intimate. However there is always a mutual, professional understanding that what is being done is necessary in order to successfully achieve the end result for the benefit of the choreography and eventually the audience. Placing your hold in an intimate location, in a general environment, quite understandably, would not be deemed appropriate and would not be acceptable without prior consent. 


Now that I have a better understanding of the ethics in my workplace, I feel that I could benefit from reviewing task '5a' again. This should help me to understand and identify the key areas of ethics whilst planning my practitioner inquiry. - Just as the 'Module 2 Handbook' advises that “[I] must ensure to adhere to sound ethical practice in carrying out the actions themselves... it is also good to consider the broader ethical implications attached to the research or inquiry.”

Module 2: Task 5a - Professional Ethics

The ethics that may apply within my place of work/professional workplace. 

I should think that there are many elements to ethics that apply within my place of work.
The initial points of ethics that spring to mind when I think of my workplace are:

Working for a large Maritime Corporation I have to consider the non-disclosure agreements where a staff member is not permitted to release sensitive/private/exclusive information to the public in relation to how the company conducts it’s business. I shall have to be very considerate and take great caution in wording my findings in the work place so that I do not breach this contractual agreement.


Secondly, some of the questions relating to my line of inquiry that I may present to my fellow colleagues may naturally ‘create’ assumptions that I have an opinion on their work. I shall have to be considerate when presenting my questions so that this is not the case and so that the interviewees feel comfortable throughout my conduct of research.

There are numerous codes of practice and regulations that guide the setting in the workplace. (Almost too many to list.) However, here are a few that spring to mind:

• No walking on the stage without shoes.
• Staff member must know the locations of fire escapes, manual call points and fire extinguishers.
• Always report an incident or even potential problem to a member of staff. 
• Staff members must not operate any automation unless authorised to do so.
• Zero tolerance policy to violence or abuse. 
• Fire escapes must remain accessible at all times.
• Members of staff are to be punctual to work at all times. 
• Members of staff are to complete ILO (times sheet) daily.

Reflection

We can see quite easily from the several bullet points that many of the codes of practice/regulations are inclined towards safety in the workplace.  The other points that make reference to punctuality and conduct for example, hint at discipline within the working environment. It is safe to say that discipline and safety compliment each other very well. Without either of them, I would imagine there to be a much higher rate of incidents/accidents within the workplace. Perhaps I could add discipline in the workplace to an area of research for my line of inquiry?

Module 2: Task 4d - 'Reviewing of Literature'

I have recently commenced my contract at sea. It’s taken me a few days to settle in, so I apologise to those who have been awaiting responses from me on the comments on my blog posts.

Having already created an online SIG, I have also put some effort into creating an SIG here on board the ship. Being at sea, I have a lot more access to communicating with people physically than maintaining efficient levels of communication on my online SIG using the Internet.

Although away and with limited access to the Internet and other resources, I have managed to search out and identify three significant important pieces of information relating to my inquiry interests. I have reviewed the pieces of information below.

The first piece of literature that I found was the work of Shelly J. Correll and Stephen Bernard, titled, ‘Biased Estimators? Comparing Status and Statistical Theories of Gender Discrimination’ which I discovered whilst reading the book ‘Social Psychology of the Workplace’ (2006), written by Shane R. Thye and Edward J. Lawler. Surprisingly, in the latter section of this book, I found several pieces of information significant in relation to my line of inquiry. Particularly, what was written about ‘the importance of commitment and effort.’
 “In fact, it is easy to imagine situations where employers might rely more heavily on anticipations of effort/commitment than ability/competence. For example, when a job requires sufficiently low skill such that most potential employees have the requisite ability, effort anticipations will likely be the basis for forming relative performance expectations.” (Correll. Bernard.)
Upon reading this, it caused me to dedicate some time to think about how I should approach my analysis of observations should I choose to use it as a tool for my inquiry. For example, this could be in relation to taking a decision whether or not a member of my team is producing high quality work due to the difficulty of skill they are executing or the amount of effort/commitment they are putting in.

The second piece of literature that I came across was the work of Jerald M. Jellison, PHD, from the book ‘Managing the Dynamics of Change’ (2006). There were many interesting points from this book that I found interesting. Especially the point stated in the chapter; ‘Putting the J-Curve to work’. Where Jerald wrote,
“Where performance drops to the level of the negative benchmark, there are two basic options. One possibility is to simply abandon the new initiative entirely. Or the poor performance may trigger a dispassionate and comprehensive reevaluation of whether to commit more resources or to consider other alternatives.” When putting this writing in context with my work place. I can relate it to previous experiences, which could be used to prove Jellison’s point. For example, the shows that my fellow cast members and I perform are scored out of 100 using CSQ’s (customer service questionnaires) that are filled in by the passengers. As a department, we have a minimum target score of 85 out of 100 to achieve by the end of the cruise. Should the cast not score high enough, this often will cause a dissatisfaction amongst my fellow cast members and often result in them committing more energy and effort in their work during the following cruise in order to boost the scores once again.

Thirdly was the work of Frederick Herzberg in his book titled ‘One More Time: How do you Motivate Employees?’ (1987). I found this piece of literature to be equally as interesting as the work mentioned above. Herzberg writes of a term/formula he coined calls KITA (Kick in the...) and its variations. It was useful to see how Herzberg presented his findings through research. (Using text, diagrams and graphs to support his points.) Not only that, the work of Herzberg has given me several ideas of tools that I could use for research when conducting my inquiry.

There are many other pieces of information that I have come across whilst researching into my line of inquiry. It is safe to say that there is a lot of relevant information available in relation to the topical area of my line of inquiry. But I cannot seem to find any works that directly answer the latest development of my inquiry question. This gives me more reason to continue working with this line of inquiry.

I shall continue to research different pieces of literature, to aid the continual development of my line of enquiry. For I believe that the more research I conduct during the development of my inquiry, the more I can take into consideration the information discovered whilst planning my inquiry.

Module 2: Task 4c - Developing my Questions with my Professional Community

I thought it would be both interesting and beneficial towards developing my questions for inquiry by presenting them to an industry professional outside of the industry of my own. I had the opportunity to present my questions to a professional working in the Financial Technology industry, who holds a similar managerial/team leading role to me. With the view that I could learn, identify any key pieces of information that could help develop my questions for inquiry from each of his responses.

• What are the distinct outcomes of using positive criticism and negative criticism in the workplace?

“It depends on the person and how they take criticism. Some people need negative feedback to be pushed. Sometimes they need a clear message so that they 'get it'. - And that they get the right pressure to get the stuff done. But then there are other types, especially when they are not confident (like 'juniors'), who definitely need positive criticism, otherwise they will give up. I, personally, am someone who will always try to spin it in a positive way.”

• How does my own personality affect the quality of work output in my fellow cast members?

“I always have a can-do attitude, I think it animates people in my team to think outside of the box. Where as other people may say they can’t do certain things, I will always try and be creative to find a way to solve a problem. I always try to put myself in the person’s shoes who will receive the work. And I will always challenge myself and I am never satisfied with my work and I will always keep improving my work. I believe that there are always improvements to do. I don’t believe that there is something is perfect. And I produce a better quality of work for it. And I believe it rubs off on my team in a positive way.”

• How does the atmosphere in my working environment affect work output?

“A lot. It puts you in a completely different mindset. For example, If you’re positive about something, you are always driven to find a solution about a problem. I hate negativity and that definitely affects the work. Negativity in the workplace doesn’t push you not does it produce the best results because you’re not motivated or driven and because you already have the mindset that it won’t work already.’

• Is there any correlation between the standard of work ethics and age/place of training etc?

“It’s definitely the geography. Certain ways of how you’ve been brought up have an effect on the quality of work. It definitely has an influence on ambition and confidence. I think young people these days are worse because they don’t have as much respect because of how they get raised these days. So they might be quite hard to manage. The gap between very intelligent kids and non intelligent kids is getting wider.”

• What causes complacency in the workspace? (What is the main cause)

“In the area in what I’m in. It’s definitely in the success of selling the software, so as soon as you think that your software is wining the competition, you think that you don’t need to carry preparing and pushing and perfecting the software anymore. But you must treat every client with the same thoroughness. There may come a point where you may lose a contract, and then you’ll be in trouble.”

• Does being amicable with your co-workers produce better work compared to the work of non-amicable co-worker?

“Yes, it does produce better work because in some tasks where you may need help, they are often more willing to squeeze in the extra time to help you or try and find a compromise. If you are friendly with them, they are often more willing to help you. In the area we are, communication is the key. If you don’t have a friendly environment you can potentially lose out on other knowledge because you won’t feel like sharing information.”

• What is the optimum method to teach a group of with different learning styles?

“What I like when teaching, is learning by doing it. -I will always try to give people little tasks by asking them to complete an objective and tell them what the end goal is that I expect to achieve. And I will let the individuals solve the tasks how he thinks will suit him. That way they should be able to learn the way they feel comfortable to. But when necessary, I show them, step by step, how its done. I record it. So that they can always look back at it again.”

• How peoples attitudes in the workplace affect the quality levels of work?’

“A bad attitude can bring it down (quality of work) and destroy your whole team if you have someone who can’t be bothered or who isn’t pulling his weight. And it can be even more frustrating if the managers don’t see it. You also end up with a rubbish team spirit in the workplace if they think they are 'carrying one' in the team. The people who don’t contribute well do not help the workplace environment. But you need someone in the workplace who will be critical in the team to challenge a few things, and who brings a different view. If you have someone in the team who always questions aspects, you get better results and you can see things you didn’t notice before.

• Why do performers often continue to work through injuries instead of taking rest or recovery?

“Maybe they fear the team can’t do it without them. Maybe they fear potentially to let the team down if he doesn’t finish his work. Perhaps he doesn’t want to miss out or fall behind on work etc. Perhaps, even the fear of potentially being replaced.”

Reflection

There are several things that I can take from receiving the answers above. 

Primarily, one of the most surprising observations is realising the amount that I have learned just by reading the answers to my questions above. By reading and reflecting upon these answers given to me, I believe that I can now try to take on board all of the beneficial observations, methods, attitudes that I may not have been aware of or accustomed to and incorporate these in my professional practice. This will greatly benefit me in bettering myself as a professional.

This exercise has also made me aware of the key benefits of using tools/methods such as an interview or questionnaire to obtain useful information to aid the development of an inquiry when there is a need for accounts of personal opinions, views and experiences. 

Thirdly (and probably most importantly), is that upon discussion about the questions presented above, it was noticeable that several of the questions above were based on a similar area: The quality of work produced in my working environment. Nearly all of the questions above make an assumption that I am looking to find out ways that I can ensure high quality of work in the workplace. It is clearly a key area of interest for me. 

However there's more to think about here. I'm questioning myself whether this link/connection between my initial questions for inquiry is an assumption insinuating that I am dissatisfied with the quality of work being produced by my cast members and it is a result of respect and leadership issues and therefore base my inquiry on leadership. Or that I would benefit from basing my inquiry on what causes high quality work in the workplace. Inquiring the latter of the two could tackle many more issues in the workplace than that just of leadership.

What I feel I must do now is to retrace my steps. I shall take my findings upon this reflection as use it to construct a more carefully thought out question for inquiry that has a clear purpose and motive behind it. As always, for those reading my posts, please feel free to share your views, observations and opinions. 

Module 2: Task 4b - 'Developing my own Special Interest Group'

I am in the process of creating an online Special Interest Group (SIG). Having never hosted an SIG before, I am eager to discover how doing so will aid the development of my question for enquiry and to see what other benefits it brings. Once I have completed the process of setting up my SIG, I shall publish a post on my blog containing all the relevant information for my fellow BAPP students and other blog followers to join.

How does your SIG compare to other groups or communities that you are a part of in the workplace? 

I feel that in my online SIG I can discuss information that I wouldn't necessarily be able to discuss with the communities that I am part of in my workplace. (As some topics that would would be interesting for discussion could affect the work of my fellow cast members in some form or another.) The information that I would be presented with from groups or communities within my workplace would be specific to my area of work. Whereas information from my online SIG (which would be made up of Fellow BAPP students) would present information on a wider spectrum given the variety of work and experiences that they would contribute.  

How will you use your SIG? 

Having studied through Module 1, I understand and appreciate the significance and usefulness networking can have on developing my learning. Evidence of this can be seen in the text I wrote in my post 'Module 1: 'Task 3d - Critical questions and issues that emerge'. 

"I think sharing ideas and communicating with others constantly shifts my way of thinking, planning, and practice. A vast majority of what we learn is through communication, so it would be wrong to suggest that the sharing of ideas and communicating didn't affect my way of thinking. I believe that, generally speaking, we are all nurtured and encouraged to share ideas and to communicate. I have mentioned the term 'mutual inspiration' in previous posts. I believe that working with others can often help the improvement in quality of my work, frequently listening to and learning from other people's opinions and experiences can improve my creative insight and inspire me to persevere with my work. "

(http://gjswittering.blogspot.co.uk/2015/05/module-1-task-3d-critical-questions-and.html)

I shall use my SIG to aid the development of my question for inquiry by frequently posting questions or comments, photos, videos to stimulate ideas for discussion. I shall collect information from the opinions and responses made by the SIG members and use it for analysis for the development of my question for inquiry. I shall maintain communication with my SIG members as it will function not too dissimilar from a Social Networking group which thrives on communication.  

How will you evidence the shared practice within your own professional inquiry process?

In order to evidence the shared practice within my own professional inquiry process, I shall first of all archive the discussions and comments that are made. This way should there be any technical issues I should still have most of the information available to me. I shall then write about the topics and discussions raised within my SIG on my blog, using the opportunity to further reflect on how the SIG is aiding the development for my inquiry. 

Module 2: Task 4a - 'Developing Lines of Inquiry'

After a very busy summer and eventually returning briefly back to the UK, I am eagerly looking forward to progressing further into Module 2 and just as keen to uncover how studying through this module will further develop me as professional. I've recently decided to take on a contract where my role is that of Company Manager/Dance Captain which I hope will help me to carry out a lot of my research for my inquiry.

Initially, after reading through the Module Handbook, I thought that it would be rather difficult to think up and decide on a set of specific questions for inquiry immediately. Having to choose to research something that not only will benefit me as a professional in the workplace that I will be able to successfully carry out the tasks needed in order to do so, is something that I must give some thought to.

For some more inspiration, I referred back to what I had written on 'Task 2d'  of Module 1 to see what my lines of inquiry were then. Even though I was working on a different job back in May, I found that my lines of inquiry are similar or have similar links to the questions i'm putting forward for development now.

Initial Questions for Inquiry.

Written below are the questions I had initially thought up, with the aim of developing them for professional inquiry to benefit my work, the work of my fellow colleagues and other industry professionals.

• What are the distinct outcomes of using positive criticism and negative criticism in my workplace?

Whether or not it be a matter of respect, I find that occasionally using 'negative criticism' to get a message across and obtain better standard of work from my cast members will achieve greater success than using 'encouragement'. It may be useful to find out why this is often the case? Perhaps by doing so, I may discover other vital pieces of information that I could benefit from which would better me as a professional. 

• How does my own personality affect the quality of work output in my fellow cast members?

As I am now in the job role of Company Manager/Dance Captain in my cast, I am in the position where I am in effect in charge of managing the cast. It could be beneficial to research this with the view to discovering ways that I could better myself as a 'team leader' and better the quality of work produced by my cast. 

• How does the atmosphere in my working environment affect work output?

I'm of the opinion that atmosphere in the workplace has an effect on the work produced. Perhaps researching into this would eventually provide information that would be of use to produce a continual higher quality level of work?

• Is there any correlation between the standard of work ethics and the age/place of training of the members of my cast?

Recently I have seen distinct differences in the standard of work ethics and the standard of work of my cast members. It could be useful to find out if the age and location of where my cast members trained has any correlation with the standard of work ethics.  

• What is the main cause of complacency in my workspace?

When you have been doing more or less the same job for two years in a row, it is understandable that complacency may kick in. However uncovering what the main causes of complacency are in the workplace may lead to finding out methods in which to combat this.

• Does being amicable with your co-workers produce better work compared to the working with a non-amicable co-worker?

This question may seem like it calls for a straight forward answer, but does it? Not being amicable doesn't necessarily mean not being co-operative. 

• What is the optimum method to teach a group of with different learning styles?

We can take from the knowledge developed from working through Module 1, that in one room with a group of people in, there will always be a variety of people accustomed to different learning styles. As everyone has a different learning style, it can prove difficult to be able to teach a group of people efficiently and effectively. I could take the views of my fellow cast members and use them to create a modal answer which would improve the way I teach my cast as a whole.

• How peoples attitudes in my workplace affect the quality levels of work?

There are many different characters/personalities in the workplace, and it seems apparent that attitudes have a a knock on effect to another. For example I often notice that if one member of the team isn't working hard, another member of the team will follow suit and so on. Perhaps researching into this will be beneficial for me and even other managers or team leaders who want to ensure continual high level quality work from their team members/employees. 

• What are some of the experiences of how performers often continue to work through injuries instead of taking rest or recovery?

This is not an uncommon practice in this industry. However, in my work place I come across this all too often. (I, myself, am guilty of this.)  Colleague's will injure themselves, however have the urgency to try and disregard it and continue on working. It would be very interesting to uncover the reasons behind this. 

Reflections - After group Skype conversation with Adesola.

After presenting a couple of my questions in the group Skype conversation hosted by Adesola, I found that several of my questions that I had initially considered useful for research, written as they were above, were not actually feasible for its practically when taking into account what will be needed for undertaking the research. Looking in forethought, if I had chosen to use some of the questions written as they are above, I would have found myself struggling to cope with the monstrous amount of research necessary to achieve something that may not end up resulting in what I had first envisioned.

Some other points raised from the conversation that I found very beneficial and eye opening to me were, when reading my question to myself, ask what assumptions I am making to myself? As in to say 'how much is this question is me making an observation rather than me wanting to find out more of...'. I.e. a couple of my questions talk about the effects different factors have on the quality of work produced by my cast members. - Does this question assume that I am dissatisfied with the quality of work currently being produce by my cast members or that I am generally keen to find out what the factors do to quality of work produced. The objective is not to just collect evidence to back my opinions but to ask a question of something I want to find more of. This, I found very interesting and I shall definitely be incorporating this point when developing my questions further.

Following on, another point was to take a step back from the assumption and to see if I can see any links between what I am questioning. Doing so could help identify any gaps or key information that you have missed out.

And lastly, not forgetting that what results from the inquiry is to be useful in my practice in the end.

 My next step will be to take on board the points raised from the Skype session with Adesola and alter my questions accordingly to achieve a question that will achieve the best results from inquiry.
I shall be continue to use Reader 4, to help me further develop my questions and present them to my peers to aid the development. Perhaps I would also benefit from expanding my research by not only presenting to questions to members of my workplace but to other people in the industry, people who used to, but are no longer involved in the industry and people who are currently in training - awaiting to commence life as an industry professional. 

I would love to know what any of your views or opinions are of my possible questions listed above?
Do they relate to any of your questions for inquiry?
Have you come across any other research on these topics for enquiry?
Or if there is anything else you would like to comment or share, please feel free to write me a comment in the comment box. 

Module 1: Task 3d - Critical questions and issues that emerge

Do some very specific ideas emerge about your networking and sources? Does

your engagement to date seem appropriate? Limited? Focused? Planned?

Unplanned?

I think that my levels of engagement in my networks are appropriate. However, after studying Module 1, I now know that there is much more that I could do with the networks that I have already established. Learning of the different concepts of networking has made me more aware of what it is that I have been unknowingly doing in the past which, looking back, must have limited me in part in my career and professional development. I am now able to understand how I can learn by utilising my networks in different ways and think about applying the concepts. I am aware that I could be more focused when it comes to networking, as it is most probable that I would achieve more success by doing so, which is hopefully something I expect to become much better at as I learn and develop throughout this course.

Are your ideas, position or concerns shared by others within and/or beyond your

professional area of work?

The ratio between work available and the number of people seeking employment in my professional area is very low. There are many people seeking to fill the same position. Therefore, it wouldn't be too bold to suggest that a lot of people are likely to share the same or similar ideas on how to obtain any given role. One of my concerns is that given the government's budget cuts to the arts, will these cuts cause so much strain on the industry that the amount of work available will decrease, making it even harder for professionals to find employment? 

Does sharing ideas and communicating with others shift your thinking, planning

or practice?

I think sharing ideas and communicating with others constantly shifts my way of thinking, planning, and practice. A vast majority of what we learn is through communication, so it would be wrong to suggest that the sharing of ideas and communicating didn't affect my way of thinking. I believe that, generally speaking, we are all nurtured and encouraged to share ideas and to communicate. I have mentioned the term 'mutual inspiration' in previous posts. I believe that working with others can often help the improvement in quality of my work, frequently listening to and learning from other people's opinions and experiences can improve my creative insight and inspire me to persevere with my work. 

Does critical reflection help you decide what really matters and the actions to

take?

Yes, I believe it does. I think that critical reflection enables us to knowingly learn from our experiences rather than just letting the experience be a memory. Since working on this module, I have been actively reflecting considerably more than before. It helps me to extract a lot more information from my experiences, including other perspectives beyond what is obvious, causing me to think and to look at things in a different way which, in turn, helps me to make wiser, more educated decisions on what actions to take. 

To what extent do concepts and theories assist you in thinking about your

professional networking in different ways? And do these different ways of thinking

have some purpose for you?

Concepts and theories have most definitely enlightened me on the value of networking and the different forms in which we do it. Learning about these concepts has certainly made an impact on increasing the efficiency of my networking. I now think to use relevant concepts of networking, both online and in real-life situations. I understand that I always managed to network successfully, I just didn't recognise how I was doing it. Now that I can identify this, I can be far more effective with my efforts.

Are you left thinking differently prior to this part of the module? And if so, how?

At the beginning of this module, I think that I was very set in my way of doing things. It wasn't until I tried out and discovered the different methods of journal writing that I really became more open to doing something in a different way to the way I was accustomed to doing it. Now, I definitely appreciate the importance of networking, not necessarily just when applied to my profession but when applied to my life in general, too. I am appreciative of the fact that studying this module has enabled me to develop my learning skills and has improved my professional development. 

Module 1: Task 3c - Sources of Information

Important Sources of Information.

One of my favourite hobbies is to carry out research. I could almost consider it as an addiction. I love discovering new facts and pieces of seemingly unimportant information to make use of in the future. There are many different sources which I use to gather my information. Currently, the five most important sources for me, I consider to be:

The Internet

The Internet is arguably my most important source of information. I imagine that this is where the majority of new information that I acquire comes from. The Internet is home to millions of constantly growing pools of information on almost any given topic accessible via many different forms of digital media. It is also time-efficient, with information arriving at ultra-high speeds, making trips to the library seem like an absurdity. Websites such as Google, Wikipedia and Youtube are notable examples that deliver innumerable amounts of free information for Internet users located all around the World.

Word of Mouth 

I still consider word of mouth to be a very important source. I appreciate that I am not the World's best researcher and that I could miss valuable pieces of information. This is why talking to other people in my profession in similar circumstance can be very beneficial, as I know that they are spending time conducting their own research, too. Not only can the people I engage in conversation with provide me with information, they can also benefit me by giving me their opinions and reflections on the information they are sharing with me.

Television

After accumulating hundreds of hours in my childhood and adolescent life of watching television, I can vouch that it was, and still is, an important source of information. There are 24-hour news channels that provide constant updates of news all around the globe, so that we can always stay up-to-date with current affairs. Breakfast shows and late-night entertainment shows often include live interviews with artistes and celebrities from our profession, giving us insights on their experiences, recent work and, occasionally, advice. In addition, documentaries covering a wide variety of topics are often broadcast, providing alternative views to already well-known conceptions.

Newspapers/Books

Although much of the information I obtain is in digital format, I still like to have some information presented to me on paper. I still buy and use books such as encyclopaedias and other literature for reference on specialised topics. Newspapers such as the Evening Standard and The Metro are often available in the vicinity of tube stations or on board buses. These newspapers are freely available to us and can be picked up during our commutes adding value to the busy lifestyle that we live. Newspapers and books can succeed where mobile technology fails, for example, in underground stations and other locations where there is no phone signal or connection to the Internet.

Mobile Phone

As per my earlier post, I view the mobile phone as one of the most essential tools for instantly obtaining information. Courtesy of the Internet, all of the above is accessible through the use of today's smart phones. Not only do you have access to the worldwide web, you are also able to contact others directly in real-time, using standard GSM services to obtain word-of-mouth information, watch television and even view digital copies of newspapers or books (E-books). The best thing about it is that it is truly portable and that I have the power to do all of this using a small item stored in my pocket.

Module 1: Task 3b - Theories relating to networking

Concepts of the Professional Network

Cooperation

Cooperation is a term used to describe a theory in which the phenomenon of whether to cooperate or not is examined. Perhaps the best known example of this is the Game Theory, a game in which, players are rewarded or not depending on whether they choose to cooperate or not. Cooperation, here, is a means of studying strategic decision making.

This sounds rather academic but the phenomenon can be found in a number of different aspects of everyday life. Take, for example, wild animals living in groups. They stay within the group and enjoy the nurture and protection afforded by the group until such time that they no longer need the support and leave the group to go their own way. We can even see this in human family behaviour where adolescents stay with their parents until the urge to feel independent becomes overpowering. As American political scientist, Robert Axelrod wrote, "Cooperating fully with others until you reach a point of maximum benefit, and then to 'defect". (1984)

Cooperating with someone until he is no longer of any use to me is something that I don't think I have knowingly done. I liken Cooperation and the Game Theory to the difference between usage and 'abusage'. I know that in my profession, people have done very well from 'using' other people and then when they have attained what they wanted, 'defecting'. I regard this as a natural cycle in life with each generation of performers at first using the network (cooperating), then abusing the network (defecting), then being used in turn by the next generation.

Sometimes, cooperating in this way isn't always to everyone's taste, as I can think of instances where people use false hoods or insincerity to do what is known as 'playing the game'. An example of this could be when people brown nose others they do not like in order to gain some advantage one way or another.  

Affiliation

Affiliation is a concept of social psychology. It's purpose is to find out why we humans "form close relationships". It apparently provides us with "a network of support that will help us when we are in need" (Crisp & Turner, 2007). Homeostasis, (O'Connor & Rosenblood, 1996) the principle theory of affiliation, affirms that our demand for affiliation may differ from one person to another. However, we all, as human beings, require it in some form or another.

A far simpler way to understand affiliation is to ask "why we are social creatures in the first place (Crisp & Turner, 2007). They claim that the reason why we human beings seek others and form close relationships is because it is instinctive, helping us to survive by supplying a network to help when we are in need. "Homeostasis is the idea that people control their level of contact with others to keep it stable and as close as possible to a desired level" (Crisp & Turner, 2007).

Affiliation doesn't always have positive aspects. We are not always able to get what we want and because we all have a need for affiliation, failing to attain our desired levels of social interaction can sometimes have a "detrimental effect on people" (Crisp & Turner, 2007) such as disheartening, loneliness and social anxiety.

I can relate this to my profession by referring back to my claim that people in my profession understand the significance of using networking to achieve success. In order to expand their network, they need to socially engage or affiliate with whomever can assist them in their progression/survival in the industry, for example, engaging or making contact with the likes of a choreographer or casting director. If they do not get a reply or, in other words, if they cannot achieve the social contact they need to succeed, after a while it is possible to become disheartened. This isn't helped by the apparent 'second life' requirement to keep up appearances that social media has created, which constantly informs us all of how well we are doing in our lives and with our careers.

Social Constructionism

My understanding is that Social Constructionism is a theory that knowledge and many aspects of the world around us are not in fact real as we know them to be, but only exist because we give them reality ('construct' them) through social agreement. For example, money is in effect just paper or metal, however we socially constructed it's value in today's society.

To link this to networking, if we subscribe to the view that 'through our interactions, we can make meanings', this, in turn, should explain how we attach value and form the identity of our networks. So, we can acknowledge from this theory that what we receive through social interactions, results in how we view or value our network. This is why other people consider some things to be better than others. For example, if there are two people interacting in the same network, one of them may value the network differently or higher than the other, should one of them have had more frequent or higher-quality social interactions than the other.

I have to be perfectly honest here and say that I have never thought of spending time thinking about my networks in this way. To me, it is pretty obvious that people will value things differently, depending on how they experience them. That is not to say that I haven't learned anything from this theory. I am becoming increasingly aware that networks can be of different values to different people in different circumstances, as witnessed by members of my profession who critically reflection on their experiences in different ways and come up with different opinions.

Connectivism

Connectivism is the theory of how we learn by connecting through social networks and can also be linked to Network Theory, which uses technology. In principle, according to the theory of connectivism, "learning rests with a diversity of opinions" (Siemens 2004), by the process of connecting information sources through social networks. It thrives on the "nurturing and maintaining [of] connections" (2004) for continual learning, providing learners with up to date "knowledge of their field".

In layman's terms, the simplest way to describe this concept is by stating that it is a theory of how we learn through social networks. It succeeds in a similar way to how Web 2.0 does, through user, or in this case, learner interaction, which creates a constant flow of information which allows continual learning one way or another.

I would agree that learning through connectivism is a useful skill/tool that we use on a daily basis without realising it. I can think of many instances in my professional life where this theory would apply, but I do not think it is something that should require us human beings to stop and think about applying. I am of the belief that learning through our social environments, be they living, digital or spiritual, is a natural, instinctive process, as we are all social beings intended to learn through nature and nurture. That being said, I appreciate that connectivism is a valid theory relating to this way of learning.

Communities of Practice

Communities of practice is a term used to explain learning as the result of engagement in cooperative or social relationships rather than a process of acquisition of knowledge as an individual. Lave and Wenger (1991) suggest learning can stem from situations of co-participation describing it as 'situated learning'.

My understanding of communities of practice is that it is, instead of singularly seeking an answer for yourself, finding other people in your chosen area of interest to discover the information/answers you are looking for by collectively sharing, as a community, what you already know. The social union and combined knowledge should, in effect, bring more than just an interchange of information but learn through being included in a co-operative that everybody can benefit from.

"Rather than learning by replicating the performances of others or by acquiring knowledge transmitted in instruction, we suggest that learning occurs through centripetal participation in the learning curriculum of the ambient community." (Lave and Wenger 1991.)

I accept that the communities of practice is a very valid form or learning through networking. I can certainly see its value when applied to my profession. It makes me aware of the fact that I can benefit from learning by engaging with others in my networks rather than seeking out the information myself.

Ethical Considerations for Networking

Even though a lot of our modern day networks are dependant on the Internet and the use of Web 2.0, the above concepts of social networking, both real-life and online, are fundamentally the same. We can say that all the issues and ethical considerations that engaging with others through social network websites present apply just the same to real-life social networking, too. We still have to consider our etiquette, our reputation, the publishing of digital media and the release of sensitive information whilst remaining aware of the many negative factors that social networking brings.  


REFERENCES

'Essential Social Psychology' - R. J. Crisp, R. N. Turner (2007)
'A Learning Theory for the Digital Age' - G. Siemens (2004)
'Chapter 4: Legitimate peripheral participation in communities in practice' - J. Lave, E. Wenger (1991)

Module 1: Task 3a - Current Networks

I consider networking to be part of my every day life. Even without intentionally doing so, I find myself networking. I am always thinking of my future self, and what it is I can do to ensure continual progression in my career. There are many different ways and tools that I use to engage in my professional network. 

For me, word of mouth is an important tool for networking. I always try to keep in touch with my friends within the industry because I know that they, more likely than not, will have been investing their own time in researching and networking, too. They sometimes provide me with information that I have not come across or even provide me with answers to questions that I have gathered. 

Auditions can present valuable opportunities to meet new people within my industry. Often, the people that I meet at the auditions come from many different parts of the World and are at many different stages in their career. On engaging in conversations, it is clear to see that almost everyone has a story to tell and I nearly always come away having learned something new or picked up some useful information. 

These day's, the Internet has been one of the most useful tools for networking. The growth of Web 2.0 now means that networking is possible from the comfort of your own home or anywhere in the World as long as you have a connection to the Internet. 

As per my previous post on this subject, there are many different Web 2.0 sites that I currently use. One of my favourites is Facebook. I find the site to be very useful because it presents me with the opportunity to connect to and interact with millions of different people all around the globe. Its powerful search engines make it very easy to identify someone with a specific area of interest or work. In this case, it would be my industry. 

Facebook offers numerous different services. I have access to user profile pages, on which I can easily post information and communicate using any form of digital media. I can also privately contact users, as Facebook has the capability to function similarly to E-mail, along with allowing the creation of social groups, pages, events and many other features with the ability to promote them.

One of the many groups that I am a member of on Facebook is often talked about, 'The Hustle!' It's members actively share advice and information regarding upcoming jobs and auditions, as well as offering to help with other opportunities and services. Since I last wrote about 'The Hustle!', it's membership has grown to 23,312. These are almost entirely made up of performing arts industry professionals, including vocalists, dancers, musicians, models, photographers and teachers, to name a few.

There are also online agencies and other casting websites that I use, such as 'Dancers Pro', 'Spotlight', 'Let it Cast' and even 'Star Now', to provide a few examples. They are beneficial because not only do they provide information on current castings, they can also provide a platform for employers to get in touch and communicate with the artist/performer. 

Although the E-mail technology has been around a long while now, it is still a perfectly acceptable means of contacting people. I always have my E-mail browsers open when using the laptop and I always leave my 'pop3 push messages' service working on my smartphone, so that I am always notified of an incoming message, one way or another. Best not forget that the conventional postal service is still an acceptable way for contacting people such as agents, who frequently require hard copies of photos, CVs and contracts.

With today's technological advancements in mobile services, I consider myself very lucky to be able to access nearly all of my networking tools from the smart-phone in my pocket. Not only can I receive incoming calls and messages, as long as I have access to the Internet, I can also access my E-mails, log in to most of my Web 2.0 sites, visit online casting agencies and other websites that I use. It is a quick and efficient tool, one perfectly geared up for networking. 

I am also a member of the Musicians Union. This is a trade union which focuses on the careers of musicians. Trade unions such as the Musicians Union and Equity provide support to those in the industry. Not only do they help to resolve issues and give career or legal advice, they also provide the opportunity for members to inter-connect and communicate with each other.

There are many different ways of networking in my industry that are used by established practitioners. I am a firm believer that if you wish to engage in specific social circles, you must first immerse yourself in the environment. Because the industry has changed so much in recent years, this could now be perceived by some as being outdated. Nevertheless, I still consider London to be the top social hub for people within the performing arts industry. Being at the right place at the right time has benefitted many people in the past with their careers. In London, I know that there are still a lot of places that I could benefit from if they were to be added to my social haunts. 

Although I use many technologies for social networking, there are still other Web 2.0. tools available that I could, but do not, use often enough for professional purposes. There are many industry professionals who are very successful at using Twitter and Instagram, for example, as other tools for professional networking purposes. These sites are also well suited for generating publicity, as posts can be made more open to the general public by the use of '#tags' or hashtags, which could definitely be used as a means of marketing oneself.

Upon reflecting on the make-up of my current networks, I am able to recognise some of the motives and the reasons why other professionals in the industry would want to do the same. The importance of engaging in networking is not to be understated. Amongst many, I think the often-heard saying "It's not what you know, it's who you know" is a good example of how people perceive the way of achieving success in the industry. I think many people appreciate the efficiency of using these networking tools, as it is neither time-consuming nor costly to engage or interact with others and do many of the things listed above. 

My ideal network could be compared with existing networks. It would be continually growing, constructed of reliable sources drawn from my areas of interest and well-established industry professionals. My network would allow me to engage with the other members across multiple platforms, and allow interaction through written, verbal and visual media. It would include a free pool of information to be verified by the very people who use the information, resulting in giving the information a high reliability score. 

In my view, it would be too costly and time-consuming to develop my ideal network myself. Understanding the way Web 2.0 works, the issue would not only be in developing the network but putting in the work to get the people I want involved. Realistically, what I could do is manipulate the networks that I already have, using and focusing them on functioning the same or as close as possible to my ideal network. 

Moving my residential address to London could prove to be beneficial. Immersing myself in the environment of my industry would most likely help focus my social groups in the areas I wish to engage with and make me more available for short-notice opportunities. When it comes to communicating with people verbally, I know that I may benefit from the practice, which may result in me speaking with more confidence and conviction. So, with the aim of developing my conversational skills, I would try to ensure that I networked more on a face-to-face basis. As for what I don't know, I am not in a position say... as I don't know what I don't know. This is the reason why I shall continue networking. 

Module 1: Task 2d - Inquiry

What in your daily practice gets you really enthusiastic to find out more about? Whom do you admire who also works with what makes you enthusiastic?

I am very enthusiastic about music. I enjoy searching for new music to listen, play, dance, choreograph and work out to. Not only do I use music for my own enjoyment, I use music to stimulate new ideas and to motivate me during exercise at the gym. I find that driving sounds within music motivate me to continue to perform the strenuous movements which I would normally find difficult to do without. There has been much research into to the psychology behind this,  research which provides evidence that listening to music during exercise can alter the way the brain interprets how we feel whilst exercising. This includes the way we interpret pain and fatigue, often elevating levels of arousal, mood and perceived effort. A leading psychology expert on exercise to music wrote in one of his publications that "[Music]... can be used as a legal stimulant or as a sedative prior to or during competition, it is known as pre-task music". Dr Costas Karageorghis (et al 2010). So, in other words, it is the equivalent of a legal, performance-enhancing drug. 

I am sure that there are many people, who are as equally enthusiastic about music as I am. 

Michael Grimm, my former guitar professor, is someone whom I admire, who also works with music. He, too, uses it for his own enjoyment and for stimulation purposes. Through music, he finds new ideas and many ways of motivating himself, developing creativity in his students and helping them to find an identity within their music. I consider him to be most fortunate that he is able to use music, something that he feels so passionate about, as a way of earning his living. After many years as my guitar professor, Michael has become one of my great friends whom I am able to discuss everything about music as an art form and as an industry. 

Possible ideas for further lines of enquiry:

How does music in our workplace environment affect the way we work and think? Is the use of music to control moods beneficial?

What is the relationship between enthusiasm and quality of work? Does a high level of enthusiasm always mean high quality work?

What gets you angry or makes you sad? Whom do you admire who shares your feelings or has found away to work around the sadness or anger?

Throughout our lives we find ourselves working with many different people from many different backgrounds. I love the variety that this brings and I love performing with them. However, I can not say that I am entirely in love with the industry. One thing that frustrates me is the common misconception or prejudice that those who work in the performing arts do not have a 'proper' job. After my performances, it is not uncommon to receive comments such as "when do you think you'll get a proper job, then?" or "do you ever think of getting a real job". Because this frustrates me, on every occasion I tell them that what I do is 'proper' and that it is how I earn my living. Unfortunately, the reply alone is not always sufficient to change their misconception.

Without sounding too rude, I often have to re-school them about the meaning of the very word 'profession'. I explain that a profession is any paid occupation and that it is very 'real' and that I do work hard for my living. Many forget that my fellow colleagues and I are, in fact, providing a service of entertainment and not giving up our own time for our own enjoyment.

Definition according to the Oxford English Dictionary:
"profession"

A paid occupation, especially one that involves prolonged training and a formal qualification:his chosen profession of teachinga barrister by profession

The name of any individual doesn't come to mind. Nevertheless, I have held many conversations with other people in my area of work who think the same as I do regarding this. I admire anyone working in the industry who holds the same or similar opinions and who attempt to rectify the common misconception.

Here are links to a couple of articles regarding a controversial incident where the Passport Office rejected a photo counterpart signing because the Passport Office staff did not consider 'acting' to be a proper job.

http://www.telegraph.co.uk/news/newstopics/howaboutthat/9116749/Acting-not-a-proper-job-says-Passport-Office.html

https://www.thestage.co.uk/news/2012/exclusive-outrage-as-passport-office-says-acting-is-not-a-proper-job/

Possible ideas for further lines of enquiry:

How does criticism affect the way that we work and react? Where does constructive observation end and unwelcome criticism start? 

Why can't the arts be accepted as a socially-credible profession? Who takes this decision?

What do you love about what you do? Who do you admire who also seems to love this or is an example of what you love?

There are many different things that I consider help to define what I love about what I do. These have matured and developed over the many years I have dedicated to training and even more dramatically so during my time working in the industry. Today, what I love the most is the enjoyment of working alongside other talented people. I enjoy interacting with other cast members, sharing the same enjoyment and having fun. (Sometimes hidden from the audience.)

An example of this can be seen in a video of the Australian tap group, 'Tap Dogs'. Where you can clearly see them interacting and having fun on stage (especially towards the end of the video). Should the embedding of the video not work, you can visit https://youtu.be/YDlkqJGCx-w .

Possible ideas for further lines of enquiry:

Does enjoyment of what you do enhance the perceived quality of your work? If not, what effect does it have?

Whilst in the process of creativity, how does working with others compare to working alone? How can we profit from mutual inspiration?

What do you feel you don’t understand? Whom do you admire who does seem to understand it or who has found a way of making not understanding it interesting or beautiful, or has asked the same questions as you? 

I do not understand why some people in my industry think so little of themselves that they agree to underprice themselves or even work for free. I understand that it can be difficult, initially, to obtain credentials to put on a CV. However, I am of the opinion that nobody should ever work for free unless for charity or by amicable agreement. Working for free affects those who use performing arts as their main source of income. It lowers the value of the work, thereby making it increasingly difficult to find financially-feasible employment. It is becoming a growing problem. I agree with the claim that "action is needed before working for free becomes so endemic that artists are forced out of the profession." Equity (2014). From the point of view of the employers, I do not blame them for trying to get artists to work for them for as little as possible as it would be better financially for them, however, I do not understand why performers succumb to this, even though it appears to be in their better interests to do so. I admire the members of the group 'The Hustle!' who banded together to help raise awareness of the implications of this practice.

Possible ideas for further lines of enquiry:

Can 'experience' be used as a substitute for salary? Is there any evidence that working for free ever results in meaningful employment?

How do you decide the appropriate ethical response in a given situation? To what extent are disciplinary responses different to that you might expect more generally in society? 

In the performing arts industry, working in physical contact with another professional is considered the norm. As a male dancer, performing sophisticated lifts with a partner is not an uncommon practice. On occasion, in order to execute some of the lifts, I have to place my holds on various different parts of the partners body, some of which can appear to be quite intimate. However there is always a mutual, professional understanding that what is being done is necessary in order to successfully achieve the end result for the benefit of the choreography and eventually the audience. Placing your hold in an intimate location, in a general environment, quite understandably, would not be deemed appropriate and would not be acceptable without prior consent.

Here is an example of a lift that demonstrates a situation discussed above:

Possible ideas for further lines of enquiry:

Do we, as artists/performers, sacrifice ethics for the benefit of creativity? If the audience isn't bothered, do we need to be?

REFERENCES:

Inside Sport Psychology - Costas Karageorghis, Peter Terry 2010

Funny Video TAP DOGS.mov - Youtube.com
ACE must tackle 'working for free' culture Equity says - Equity Feb 2010
Oxford English Dictionary