and Music

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essentially cover the hard and soft skills, both those already acquired and those that need
strengthening. The other categories (opportunities, threats), on the other hand, refer to the
possible applications of those skills and can help one to focus on their practical use in the
workplace.
Promotion
Although essential, a documented awareness of these achievements, experiences and skills is
still not sufficient. They must also be promoted. In other words, the young arts graduate must
make sure their potential employer notices them!
Given that the question of self-promotion, the writing of the resume or CV, etc. closely
intersects with the pages dedicated to these subjects in an earlier chapter, we will not repeat all
of this here, except to stress that promotion is not merely a matter of writing things down in the
most appropriate way in a CV (important though that is). One must be ready to draw attention
to those same skills in interviewing situations and to explain how they can be useful to the
specific employer in question. Different work situations, for example, will determine whether
it is more important to draw attention to one’s leadership skills (e.g. gained from teaching or
leading community activities) or to one’s organisation skills (e.g. gained from organisational
responsibilities). This naturally involves careful planning and assessment of each job
description.
Fortunately, both aspects – awareness and promotion – are now receiving attention at many
HEIs, which are realising that it is not sufficient just to organise the activities that broaden the
students’ skills (courses, project work and internships). They must also help students to engage
in self-promotion and present their “personal skills profiles”. As an example we can refer to the
short online tutor published by the University of Nottingham (Duncan n.d.), which invites the
student first to “think actively about skills gained through specific study activities” by keeping
a record – using a “skills checklist” – of each activity and the skills involved (ICT, oral and
written communication, group work, problem-solving, organisation and planning, flexibility,
etc.) before preparing he CV and personal profile.
Conclusion
As stated at the beginning of the chapter, and as we have observed from the wide range of
different approaches adopted by the different writers, the subject of skills – and of the soft skills
in particular – is a complex topic that is still in its infancy. Consequently, there are
understandable differences in definition, terminology and strategy. Moreover, we can expect
further developments in the near future, particularly with regard to the arts sector, which has
received much less attention than those of business, finance and healthcare. Nonetheless, there
is universal agreement that today’s arts graduates not only need these skills, but must also take
advantage of the opportunities offered. Their initiative is needed: to gain awareness (of the
skills acquired and those lacking); to identify the opportunities for strengthening and
broadening those skills (though voluntary work in schools and communities, unpaid backstage
work, holiday activities, part-time courses, etc.); and finally, to find effective methods of
promotion.
Guidance on all these matters can be gained, of course, but to a very great extent the
responsibility lies with the individual young graduate.