Professional and/or practice capability enhanced

Objective: Professional and/or practice capability to be enhanced

Outcome: Professional and/or practice capability is enhanced

Measure: Professional and/or practice capability enhanced

Short description

This outcome is about an individual’s capability to achieve better practice outcomes (in areas such as management, creative or production), leading to more efficient use of resources, increased productivity and the potential for practice leadership.

Full description and underpinning theory

Full description

This outcome is about the development of skills or knowledge that enhance the capacity of an individual to be effective in their profession or practice. This could result in an individual’s practice or profession becoming more meaningful, effectual and productive and could also lead to future employment opportunities. This outcome also contributes to improving the standards and effectiveness of a sector or industry within which the individual works.

Theory underpinning this outcome

In addition to artistic talent sufficient management skills are necessary for an artist to maintain a career (Bauer, Viola, & Strauss 2011). To develop or maintain their practice artists are required to operate as freelance or self-employed individuals. Thus, they are required to have the skills to operate a business such as accountancy, financial management and planning. Approximately 40% of artists in Australia report their skills as adequate or inadequate (Throsby & Petetskaya, 2017).

(This section is currently in development. Updates will be posted here as they are completed.)

Evidence that this outcome occurs

Dunphy (2011) reported that young people participating in a creative drama program learned English language skills that advanced their capacity to find paid employment.

(This section is currently in development. Updates will be posted here as they are completed.)

Activities and processes contributing to this outcome

Activities

Creating opportunities for education and skills development and volunteering are all activities that could contribute to this outcome. For example:

Creating education and trainingopportunities to provide beneficiaries with the knowledge and skills required to improve their ability to gain employment, work for themselves or enter volunteer positions (which may lead to future employment). Examples include:
- Project management training for community cultural development practitioners
- Proposal writing skills for visual and performing artists
- Finance and administration skills for people wanting to work for cultural organisations
- Dance skill development for mid-career dancers
- Business training for creatives
Developing and supporting opportunities for individuals/target groups to volunteer in cultural activities, such as festivals, theatre productions, heritage talks and walks and art and music classes in nursing homes. This helps participants gains skills and experience as well as expand their professional network.

Processes

(This section is currently in development. Updates will be posted here as they are completed.)

Evaluation measure

References

Bauer, C., Viola, K. & Strauss, C. (2011). Management skills for artists: “learning by doing”? International Journal of Cultural Policy 17(5), 626-644

Dunphy, K. (2011). Evaluating the Scared Cool project: Understanding peacemaking through creativity and personal development in Timor-Leste’, e-journal of UNESCO Observatory Multi-Disciplinary Research in the Arts, 2(2), 1-20. http://dro.deakin.edu.au/view/DU:30045068

Throsby, D & Petetskaya, K. (2017) Making Art Work: An Economic study of professional artists in Australia, Australia Council for the arts Retrieved from https://www.australiacouncil.gov.au/workspace/uploads/files/making-art-work-throsby-report-5a05106d0bb69.pdf

(This section is currently in development. Updates will be posted here as they are completed.)