Module 1: Task 3b / Reader 3 / Reflection / The Professional Network

Unit 1: Task 3b / Reader 3 / Reflection

The Professional Network

Prior to analysing ‘Reader 3’, I had a brief understanding of the Professional Network and how it would apply to me as a Professional Practitioner. I am continuously using this Network as part of my everyday life on a professional and personal basis. Within my area of practice I currently interact with a diverse group of people. Examples of these are, parents, students, teachers, directors or choreographers, colleagues, friends and Agents. My Professional Network is predominately associated within the performing arts industry. The aim of my association, interaction within this network is to gain a variety of tools:

- Extend my contacts and create a rapport with directors, producers and choreographers who will hopefully call for me to attend a casting.(Leading to professional work)

- Listen to the advice given by my tutors, now associates who work at Urdang or within Performing Arts Institutions (they have professional credits and experience of working professionally within the industry) they continue to be my mentors and I value their opinions which intern broadens my knowledge.

After graduating from The Academy and embarking upon professional work I have realised that in many scenarios the phrase, ‘who you know’ is more dominant than ‘what you know’. Building a secure relationship with musical creatives, directors and performers within the industry can increase your chance of employment. Looking outwards, I can appreciate that these creatives tend to offer work to a performers who are familiar to them (possibly worked with them before). There may already be a level of rapport which has gained a degree of trust and commitment. However, this concept makes it increasingly difficult for newly qualified performers to establish their way into the Industry.

‘A work related community held together by either close working affiliation or more distant but common interests and needs’

Many industries use networking as a tool to promote their business and maintain a good reputation with their clients and associates. Professional Networking is a network focused on professional goals. A strong network is created when you feel you have a good connection with people. Along with ‘who you know’, ‘who knows you’ is incredibly important within my professional practice. It is paramount to maintain and portray an excellent reputation which can reflect on your character, aptitude and reliability.

There is a combination of different networks within my Industry, examples of these are:

DISTANT: Associates that you may use to hire a venue for teaching or rehearsing. Members of the general public who have seen me perform or read about a production that I have been involved in.

CLOSE WORKING: teachers, students, parents or cast members working within the same company as myself. Students that I teach and parents that I talk to.

INFORMAL & DISTRIBUTED: Fellow Practitioners that I remain in contact with intermittently. These groups of people may include fellow graduates who are working around the country/world, students that I have once taught, adjudicators and teachers that have seen me perform.

I strongly believe that it’s important to maintain and broaden my relationships within the Professional Network. A variety of connections can have a huge impact on my career that is why it is vital that I monitor my social media profiles, constantly trying to convey a friendly but professional profile.

Below are examples that have been described as key theories/concepts in ‘Reader 3’.

Concept 1: COOPERATION

The ‘GAME THEORY‘ was created by a group of mathematicians observing problems within areas such as sociology, international relations, biology and economics. Robert Axelrod, who originated from political science, highlighted the importance of the reflection of cooperation within a group situation. Axelrod expressed the effectiveness of gaining your ultimate benefit from others, then to ‘defect’ and abandon the link or connection within that network. This concept can be clearly identified throughout the entertainment game, ‘The Prisoners’ Dilemma’.

You can view this game by clicking on this link:

Serendip.brynmawr.edu/playground/pd.html

‘The Prisoners’ Dilemma’ is a very simplistic model, which is studied frequently by disciplines such as biology, sociology and public policy and uses the ‘tit for tat’ method. It is a ‘’non-sum-zero’’ game, meaning ‘ the best strategy for a given player is often one that increases the payoff to one’s partner as well. ‘The Prisoners’ Dilemma’ involves strategies and ideas from Robert Axelrod’s, The Evolution of Cooperation (Basic Books, NY, 1984).

Within this interactive game we can identify either random selection or a forming pattern as the game progresses. Robert Axelrod expresses that the identification of patterns produce more effective results.

Personally I disagree with Axelrod’s statement, ‘Cooperate until maximum benefit, then defect’. I agree that we should gain knowledge and contacts through networking with different social groups. Mutual sharing can benefit both parties extending everyone’s contacts and practices. However, I do not agree with the concept of using someone for personal gain and then to disregard them. This practice is not ethical.

Frequently I meet people who do not share the same ethics or interests as me. I may not agree with their work practices or persona, but I will always try to remain mutual towards them and never ‘abandon’ the networking relationship. This concept is common within my practice as many performers create a ‘fake’ persona, in order to gain attention or to obtain information to be used to their advantage.

 Concept 2: AFFILIATION

‘A connection with a political party, or religion or with a larger organisation’

(The Cambridge Dictionary)

Affiliation is described as ‘a network of support that will help us when we are in need’ (Crisp & Turner 2007, p 266). Many practitioners within social psychology explore the reasoning for humans to engage and form ‘close relationships’ (Crisp & Turner), benefiting from affiliation. Homeostasis is one of the key factors of the affiliation theory, created by O’Conner & Rosenblood. They believe that everyone wants to create balanced relationships with each other however everyone needs affiliation within different circumstances, thus linking with the aspect of relative and preferred levels of social stimulation. Social psychologist, Geerte Hofstede, discusses that all cultures use a different level of preferred social interaction. This concept explains that this social, psychological perspective determines that we all have different levels in which we affiliate on a private or ‘culturally preferred level.

Throughout this theory, individuals such as Crisp & Turner, O’Conner and Rosenblood and Geerte Hofstede, emphasize that everyone participates in affiliation, whether it be socially or professionally. They also suggest that this concept will create a successful career.

‘The tendency to affiliate is something people have from early on in their lives. Larson, Csikszentmihalyi and Graef (1982) found that adolescents spent about 75 per cent of their waking time with other people’

(Affiliation and Attraction: Crisp & Turner)

Crisp and Turner’s article explains that the theory of affiliation has been used throughout our entire life time, even as children. We grow up communicating with family and friends and as we grow older and attend school, university and work our social networking expands and our interaction skills develop.

Even though ‘Reader 3’ does focus on the positive aspects of affiliation, Crisp and Turner discuss a more controversial approach to the theory.

‘We have a general tendency to seek out the company of others but there is always the possibility that we will not meet the criteria for attraction, and that we therefore will be rejected. As a result, seeking affiliation can be fraught by discomfort . Conversely if we cannot satisfy our affiliation needs, the absence of social interaction can also have a detrimental effect on people.’

(Affiliation and Attraction: Crisp & Turner)

Within this article Crisp and Turner also explain 2 other ways in which affiliation can affect someone negatively. For instance people may experience the negative feeling of anxiety or of being inadequate and not able to meet others expectations. These emotions can provoke loneliness and ostracise a person who’s social needs cannot be met. These examples are feelings that many people feel from time to time and can be provoked by the Affiliation concept.

After reading Crisp and Turner’s ‘Attraction and Affiliation’ my perspective on the theory of affiliation has changed dramatically. I originally thought this concept was a brilliant tool for social networking. However looking outwards, I hadn’t considered the negative consequences regarding this theory. Reflecting upon this article can identify that many people experience affiliation negatively. This can stimulate feelings of inequality, anxiety or loneliness. During our lifetime we will all experience these emotions but not to the extent where they will have a long term effect.

I graduated Urdang a month early to commence rehearsals for Seven Brides for Seven Brothers at Regents Park. Throughout the first month of my rehearsals my peers were preparing for their Graduation Showcase. During this time it was wonderful to be experiencing professional work, meeting new people and extending my contacts. However, I did feel distant from all of my fellow students who I have spent the past three years training with. I felt a sense of distance and found the transition into working life very hard to adapt to. Upon reflection I can now see that I was very lucky to have secured work before graduating. This production gained me my first professional credit and affiliation to a reputable agency.

Concept 3: THE THEORY OF CONNECTIVITY

CONNECTIVISM

‘Hypothesis of learning which emphasises the role of social and cultural context. In this sense, Connectivism proposes to see knowledge’s structure as a network and learning as a process of pattern recognition’

(Wikipedia)

Connectivism is classed a ‘Network Theory’ originating from computer science. This concept explains how networks learn and provide information for readers to observe and gain knowledge from. The traditional approach of transferring information from teacher to student, Connectivism believes that classrooms and the web should be filled with the information to observe and learn from. This theory emphasises the importance of interacting to learn.

‘Learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising novel, messy, obtrusive, recurring events…’

(George Seimens: A Learning Theory for the Digital Age)

Even though we are in an age where we use computers regularly, behaviourism, cognitivism and constructivism were commonly used in the past within the creation of instructional environments. This article focuses on the importance of learning and using technology and the internet to do so. Seimens compares past and present frequently to highlight the major developments and improvements made between knowledge and learning. Seimen states that ‘the amount of knowledge in the world has doubled in the past ten years and is doubling every 18 months according to the American Society of Training and Documentation’. This statement expresses the development of our learning capacity and also how technology and networking has taken an active part within this improvement.

Driscoll defines learning as ‘a persistent change in human performance or performance potential… (Which) must come about as a result of the learner’s experience and interaction with the world’. I strongly agree with Driscoll’s statement as we learn from every situation or experience we encounter. As both a student and teacher I learn by watching, listening and interacting with people. These interactions are ongoing in all that we do and say. I think that this concept links to ‘Web 2.0’, relating to the importance of social networking being a key tool for gaining and sharing knowledge. Upon reflection I feel that the internet is a vital tool to be using as a Professional Practitioner. It is highly effective when used to promote my profile, research information and to contact other practitioners.

In conjunction with social networking it is physical interaction that will lead to work within the industry that I practice. It is very rare that employment would be offered without attending an audition or interview. When teaching most parents or students may view your profile and snippets of your class on-line but will still want to experience my teaching skills within the class itself.

Concept 4: THEORY OF CONNECTIVITY

SOCIAL CONSTRUCTIONISM

‘A theory of knowledge in sociology and communication theory that examines the development of jointly constructed understandings of the world’

(Wikipedia)

Social Constructionism is a key tool that expresses that human’s experiences can have an impact in their overall social interaction. The knowledge of the world is exclusive to everyone however our overall understanding of our industry and general knowledge is of our making. There are no limits regarding our knowledge, personally I believe we need the motivation, confidence and required resources to expand our knowledge. This theory refers to professional networks and networking as it connects to a larger social process in relation to previous theories.

Concept 5: THEORY OF CONNECTIVITY

COMMUNITIES OF PRACTICE

‘A group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly. This definition reflects the fundamentally social nature of human learning’

(Wenger Trayner)

The term ‘Situated Learning’ was created by Lave and Wenger (1991), who suggested that learning was a ‘process of engagement in social relationships rather than a process of acquisition of knowledge as an individual’ (Reader 3). These practitioners use these features:

·         They are social

·         They are informal

·         They are often connected with specific social groups

We may not realise it, but we are all participants of this concept within a working environment, this can be directly or indirectly. Within my profession the whole production team would be part of a ‘Community of Practice’. Various professionals will work together to produce a polished production. Examples of different practitioners working together would be the performers, dressers, sound and lighting crew, directors, musicians, front of house staff and of course the audience. They all specialise in their chosen field, interacting with each other but not necessarily sharing their skills. It is like a finely tuned engine that has lots of components working together to work effectively.

Within the past people believed that learning was an individual task and that it ‘has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching’ (Wenger). Throughout the 80’s and 90’s Jean Lave and Etienne Wenger, researchers from two completely different backgrounds, created the theory ‘Situated Learning’, meaning that learning involved a purpose of engagement through a community of practice.

Etienne Wenger describes his concept as:

‘Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.’

(Wenger circa 2007)

These communities can vary from being a formal, named organisation or a more informal, fluid and general group of people. Therefore a community of practice differs from a community of interest of geographical community as it recognises a shared practice. Jean Lave and Etienne Wenger have developed an understanding of the nature of learning within communities of practice, and how knowledge is generated allows educators to think a little differently about the groups, networks and associations with which they are involved.

Concept 6: ETHICAL CONSIDERATION FOR NETWORKING

During the 21^st Century social networking has become a tool that is used worldwide. Development of technology and accessibility to its users has been a key factor. I personally think that the idea of building and developing more useful and online communities has a great benefit to learning and developing new skills. Looking outwards, further expansion of the internet may come with the additional threat of unethical practices. An example of this is what is referred to as ‘The Dark Web’, this is an area of the internet that is very hard to police. It opens up to a community of users to promote unethical practices such as fraud and terrorism.