Donna Frost

Chapter 7 240 their own assumptions and to work differently the next time. Taking a professional artistry view of mistakes and complaints creates conditions for everyone involved to be seen as persons, taken seriously and have the chance to grow. Strategies that were helpful in creating themore supportive alternatives Within the CCCI we were focused on understanding the professional artistry within our own practice situations and the ways we could facilitate its development. We were not studying how to change our contexts or influence policy, for example. We did become more aware, however, of the influence we had in both smaller and larger ways. The strategies that we found helpful in creating more supportive alternatives in our contexts were things that we could do either for ourselves or for others, as individuals and, in the end, collectively. Firstly, in both the RNI and NPI we were engaged in creating communities of like- minded individuals. Being a member of an inquiry group was supportive in and of itself. However, we did not see each other particularly often. Helpful for experiencing support on a daily basis was finding like-minded people within our work contexts, even if it was only one other person. This was pertinent particularly for the elements of work culture (row 1 ) and professional support (row 3 ) in Table 7 . 2 . Secondly, being a role model in practice and making aspects of our own artistry explicit were helpful in a number of ways. It helped us gain insight into our own expertise, provided professional support for others, meant that we were paying regular attention to aspects of professional artistry in practice and began seeing professional artistry as permeating our being instead of residing only in our actions (rows 2 , 3 , 4 and 5 in Table 7 . 2 ). In a similar way, helping others, where possible, to understand and articulate their own professional artistry played a role in creating conducive conditions for others to experience professional support (row 3 ), come to understand their own expertise (row 2 ) and perhaps to be part of a workplace culture in which professional artistry was valued (row 1 ). Finally, we experienced embedding critical and creative exploration and critique as transformative in every phase of the inquiry. Even if beginning in low keyways, such as discussed in the previous sections, engaging non-cognitive ways of knowing lead to new insights and contributed to removing hurdles and tackling challenges in all five of the areas listed in Table 7 . 2 .