Coopanimart: Evaluation report and analysis of the experiment conducted by Occitanie en scène

C o o pA n i m A r t

Lessons learned

2021•2023

Evaluation report and analysis of the experiment conducted• Towards a methodology to develop physical, digital and ethical cooperation skills in the cultural sector•

Erasmus+

Enriching lives, opening minds.

INDEX Introduction

Collective intelligence ................................................................................................ 5 Context and objectives ............................................................................................... 7

Activities, methodology and results

Project activities and methodology............................................................................. 11 Project Outcomes and Results ................................................................................... 12

Co-creating, testing, transmitting

Phase 1 - Design Workshops ...................................................................................... 15 Phase 2 - Peer Learning Groups ................................................................................. 16 Phase 3 - Local Application........................................................................................ 16 What are hackathons?............................................................................................... 17 What are peer learning groups?................................................................................. 17

Innovative Methods

Developing a Culture of Cooperation

Collaborative Tools for Communication ...................................................................... 25 The Pros and Cons of the Project’s Approach with Collaborative Tools ........................... 26

6 training modules

Strategic Planning ................................................................................................... 27 Resilience .............................................................................................................. 27 Relationship Management......................................................................................... 28 Working together .................................................................................................... 28 Sustainable Cultural Entrepreneurship ........................................................................ 29 Networking / In-Out ................................................................................................ 29

Key "Lessons Learned and Recommendations"

Reflections on Cooperation Arrangements .................................................................. 31 Implications of the Lessons Learned ........................................................................... 32

INTRODUCTION Coopanimart began as an effort to enhance intercultural collaboration by fostering a culture of innovation in the cultural sector. Its goal was to strengthen cooperation and collective action to address contemporary challenges, with a focus on developing skills related to cooperation. A key aspect was encouraging the use of digital tools to create new ways of thinking and working together. The project is a collaborative work experience aimed at building a network around cooperation methods and collaboration tools. It emphasizes developing adaptability, agility, and leadership skills in collaborative projects through innovative digital tools and leadership methods. Throughout its existence, Coopanimart has represented a pursuit of training practices and specific skills. It promotes cooperative leadership techniques, collaborative tools, cooperative management, and collective intelligence. This approach has benefited from numerous engagements and interactions with culture and training professionals.

Our focus is on CoopAnimArt as a process. This report aims to summarize our achievements, organize and highlight our learnings, and share the knowledge, methodologies, and processes that have enabled the creation of tools facilitating cooperation. We extend our heartfelt thanks to all participants, researchers, trainers, and testers. Their contributions have transformed an idea on paper into a tangible support program, including an online platform, a board game, and a video, each now set to evolve independently. "The key to developing the sensitivity and skills needed for intercultural communication lies first and foremost in the way in which each person views cultural differences." Bennett "If two people meet and exchange a dollar, they both leave with a dollar. If the same people meet and exchange one idea, they both leave with (at least) two ideas." Thomas Jefferson

Collective intelligence Collective intelligence refers to the enhanced intelligence that a group achieves through teamwork and communication. This means that the group’s collective output or success is significantly higher than what individual members could have achieved working separately. The development of collective intelligence occurs within a defined space, which acts like a boundary, similar to a cell’s membrane. This space can be physical, social, or psychological, and it holds the information and energies necessary to realize the group’s potential. The membrane serves a dual purpose: it focuses the group’s efforts on a shared goal and vision while also allowing for diversity and creativity. The active and quality participation of each member is crucial for the emergence of collective intelligence. The 4 rules of collective intelligence • Rule n°1: the people in the group are the right people. • Rule n°2: what happens is what could happen In other words, the ideas, decisions and actions to be taken that emerge from the group are the best that could have been produced in the conditions and context in which they were produced. • Rule n°3: ideas belong to no-one… ...and the group, which seizes them, transcends them and transforms them to generate new ideas in a logic of 1+1 = 3 and more. • Rule n°4: when it starts, it starts and when it’s finished, it’s finished.

"Cooperation is key to a thriving arts ecosystem. By supporting each other and sharing knowledge, we expand the possibilities for creativity and expression."

"Collaboration is crucial for addressing challenges and fostering innovation."

"A horizontal, consensus-based teamwork between equal partners for a common goal, with an open conversation about individual needs and motivations."

"Cooperation and collaboration are concepts in which individuals or groups collaborate, but their approaches differ slightly."

CONTEXT AND OBJECTIVES The performing arts sector in Europe is facing significant challenges including economic instability, organizational limitations, and a need for more professional expertise. These organizations often struggle with limited resources and high competition, highlighting the need for support in collaborative efforts to boost the sector’s infrastructure. Professionals in this field frequently face unstable careers, job uncertainty, and a lack of clear paths for long-term career advancement. There’s a pressing need for further training in key areas like teamwork, joint action, and organizational creativity. Currently, the sector struggles with adapting to change and collectively addressing shared issues, resulting in its economic and social contributions not reaching their full potential. To address these issues, this project is dedicated to developing and testing innovative training approaches. These methods focus on enhancing peer collaboration, networking, and digital cooperation skills, aiming to directly confront and resolve these systemic challenges.

The main objectives are to: • Design and prototype a training system based on cooperation skills, using an experimental and participatory approach with strong beneficiary involvement. • Facilitate networking and dissemination of these new methods through educational hackathons, peer learning groups, local workshops and dissemination events. • Create an open access toolkit with resources and training materials to enable adoption by other organizations. • Catalyze a culture of cooperation and collective action in the performing arts. Enhancing professional capabilities both personally and organizationally holds the key to invigorating the performing arts scene in Europe with increased dynamism, competitive edge, and stability. The ultimate goal of this project is to foster greater agility and resilience within the sector, along with an enhanced ability for innovation and collaborative problem-solving. Initial interviews conducted at the project’s onset helped us fine-tune our understanding of the sector’s needs for the prototype development. These discussions were pivotal in gaining deeper insights into the cooperation practices and habits of professionals, as well as a more nuanced comprehension of the varying contexts and operational dynamics of cultural ecosystems across different geographical regions.

The project was co-developed by six European partners: • ARTEMREDE ARTEMREDE (2005) is a project of cultural cooperation currently gathering 18 members, including 17 Portuguese municipalities, that promotes the interaction between cities of different scales. ARTEMREDE focuses on the specific needs of territories throughsupport for artistic creation, network cultural programming, qualification, training, and design of strategies for cultural mediation. The heart of its activity is the development of artistic projects with local communities at their core. • MOSAIC CULTURE & CREATIVITY MOSAIC’s main goal centers on advancing, empowering, and enhancing the abilities of cultural and creative organizations in Greece. This includes fostering audience growth and increasing the outward reach of these entities. Additionally, MOSAIC focuses on analyzing and tracking the Cultural and Creative Sector’s impact on local development, the economy, and social unity. The initiative promotes Cultural and Social Innovation and Creative Entrepreneurship by aiding and advising creative businesses and start-ups. It also plays a pivotal role in developing local, regional, and international collaborations, and in establishing innovative networking and cooperative methods among creative professionals, businesses, and the public. • OCCITANIE EN SCÈNE Occitanie en scène plays a crucial role in the growth of the performing arts in its region, actively launching initiatives and forging networks across a vibrant and varied landscape. It acts as a vital link between cultural entities and public policy decision-makers,

aiming to nurture creativity and artistic endeavors. The organization is dedicated to establishing and maintaining long-standing relationships both within France and on a global scale, with a vision of creating a flourishing artistic community. Focusing on identifying and nurturing daring and innovative projects, Occitanie en scène’s robust promotional strategies enable artists to engage with broader audiences for extended periods, both locally and internationally. The organization is keenly attentive to the needs of professionals, aiding in the structuring of artistic fields that transcend traditional genre boundaries. It plays an instrumental role in stimulating local cultural growth, initiating discussions, providing information, restoring, and enhancing the value of artistic pursuits. • SÍN ARTS CENTRE SÍN Arts Centre’s core mission is to establish a nurturing environment through its production house, grounded in a creative and open mindset. This setting ensures that all participants feel like valued and equal collaborators. The Centre actively engages with artists throughout their creative journey, partnering in the production of their works and other projects, and jointly fostering their career development. Collaborations ex tend to both local and international partners, enhancing the sharing and growth of collective knowledge. Through these efforts, SÍN Arts Centre contributes significantly to cultivating and advancing critical thinking within their community. Founded in 2009 and based in Budapest, SÍN is a contemporary performing arts pro duction house, equipped with four spacious dance studios, providing artists with a conducive space for both their creative exploration and professional development.

• SMART IDEA SMART IDEA is an SME dedicated to coaching and fostering entrepreneurship. The company has a track record of assisting numerous artists in establishing and launching their businesses, tailoring these efforts to align with their unique interests. The team behind SMART IDEA brings extensive experience in the field of edu cation, including the design of training courses and curricula, implementation of self-evaluation techniques, development of educational software, and managing large-scale educational projects throughout the Balkans under the CARDS and IPA programs. In this project, SMART IDEA’s relevant expertise lies in conducting thor ough needs assessments in terms of skills, creating educational content, developing training courses, establish ing online learning systems, and performing internal evaluations.

• SYNTHESIS CENTER FOR RESEARCH AND EDUCATION Cyprus’ leader in social entrepreneurship and social innovation. Synthesis creates and implements research and educational projects with a social impact (particularly in the fields of social inclusion, employment, entrepreneurship, migrant integration and sustainable development) and manages "Hub Nicosia", a pioneering social innovation hub which houses and supports organizations, entrepreneurs and enterprises with social or environmental mission. Synthesis provides mentoring and support to children and adolescents who are at risk of early school leaving. In addition, Synthesis provides support for teachers and schools to develop programs that can help pupils acquire life and entrepreneurial skills and also provides non-formal education to youths and adults.

ACTIVITIES, METHODOLOGY AND RESULTS Project activities and methodology The project uses an experimental and co-creative approach to design and test a new cooperation training system. The main activities include: • Educational Hackathons: Intensive collaborative workshops bringing together partner teams, experts and beneficiaries to rapidly prototype concepts and training materials. Four hackathons are organized in different partner countries. • Peer Learning Groups: Multi-day training sessions focused on testing training

concepts with small groups of learners. Sessions combine face-to-face and online learning - four meetings are held in partner countries in rotation. • Local workshops: Practical coaching sessions in each country to further disseminate learning, anchored by local partner approaches. • Knowledge Transfer: Developing knowledge based on experience and facilitating transmission means taking action on training processes, work organization and collective dynamics which promote cooperation. Skills transfer sessions have been organized to build upon and disseminate the skills, knowledge and knowhow acquired. This multi-pronged approach allows iterative development of the training system through action research, testing and improvement. The combination of intensive collaborative design sessions, peer-to-peer learning in small groups, localized dissemination and dissemination activities, aims to foster deeper engagement and ownership by partners and beneficiaries. 11

Project Outcomes and Results The project has achieved significant results and impacts in line with its objectives of strengthening cooperation skills and collective capacities in the European performing arts sector. Tangible outputs include: • Four educational hackathons were organized in Greece, Cyprus, France and Hungary, involving seven partner organizations and between 5 and 10 local experts and beneficiaries. • Four multi-day peer learning group meetings were held in Slovenia, Hungary, Portugal and France, delivering the full training program to around 50 learners.

• Local dissemination workshops were organized in six partner countries, reaching over 50 additional beneficiaries.

• A complete training kit and a set of open-access teaching resources published under a Creative Commons license. • A board game to invite working groups to think through their current status and determine areas of development towards a more sustainable operation. • A documentary video recounting the progress of the project. • Three national dissemination conferences were held in Hungary, France and Portugal, bringing together a total of 300 participants.

The evaluation data illustrates the positive impact on the skills, attitudes and networks of the beneficiaries: • 85% of learners reported an improvement in their ability to cooperate. • 75% said they were more capable of undertaking collaborative initiatives. • Over 90% established new links that they could use for future partnerships. • Over 90% said they would adopt more participative approaches in their work. • Around 60% had already started to implement the lessons learned from the training through feedback. To comprehensively evaluate the long-term sustainability and expansion of these effects, ongoing longitudinal tracking is necessary. Initial findings, however, suggest that the project’s approach of involving participants and utilizing peer training is successful in fostering enhanced collaboration and releasing the potential for teamwork in the performing arts. Open-access resources and public events serve as effective channels for disseminating cooperative skills and mindsets to a broader segment of the performing arts community. In essence, the project’s hands-on and participatory approach exemplifies the kind of collaboration and networking it seeks to promote within the sector.

CO-CREATING, TESTING, TRANSMITTING Phase 1 - Design Workshops The first phase focused on the collaborative development of the training program and materials through intensive educational hackathons. Four 3-day hackathons were held in rotating partner countries, each with: • 5 to 7 project partners staff, • 3 to 5 local experts in relevant areas such as organizational development, leadership and collaboration tools. These diverse teams quickly prototyped concepts and training content through conceptual thinking exercises such as brainstorming, storyboarding, role-playing and consensus-building – the discussion synthesized partner expertise with the needs and perspectives of learners.

The teams produced training materials for several modules, including conflict management, feedback tools, meeting facilitation, workplace diversity and digital collaboration platforms. These materials were combined with presentations, worksheets, case studies, role-play scenarios and readings. The iterative design process of the hackathon quickly tested and refined the content based on team dynamics and feedback. The documents were compiled in a shared online workspace after each two-day session so that partners could continue development between hackathons.

Brainstorming or "brain storm" allows ideas to emerge and multiply, producing solutions from a single word or question.

Phase 2 - Peer Learning Groups The second phase organized multi-day peer learning groups to test the program designed with a cohort of performing arts professionals from partner countries. Four 3-day gatherings took place, each in a different partner location. In total, more than 50 different learners participated in the series of gatherings combined workshop days on the content of modular courses, led by rotating facilitator partners. The sessions provided practical exercises and role-plays for skills development. Peers shared professional challenges and case studies. Partners and learners provided real-time feedback on each module. In the evening, the facilitators refined and improved the content based on daily lessons. The ongoing remote collaboration between gatherings further improved the program.

Phase 3 - Local Application The third phase focused on the localized dissemination and implementation of the program in partner countries. Each partner identified five performing arts organizations and created tandems by associating its project staff with representatives from each organization. Tandems then organized a series of half-day workshops to help local entities implement the critical training modules. More than 50 professionals participated in partner countries. Participants were able to request customized follow-up coaching sessions to promote adoption of lessons learned within their teams and workflows, enabling broader reinforcement of skills within home organizations.

What are hackathons? A hackathon is an event where people collaborate to solve problems and build solutions, typically through computer programming and technology. Hackathons bring together a diverse mix of participants, including designers, developers, project managers, and subject matter experts. The format usually involves intensive sessions over 1-5 days where teams self-organize and rapidly prototype ideas or applications. Hackathons often focus on a specific theme, technology, or organization’s platform. Common focuses include mobile apps, software frameworks, open government, or a company’s API. Initially, attendees pitch ideas or join teams to work on a project. Teams leverage their diverse skills and expertise to turn ideas into prototypes, demos, or products by the end of the short timeframe. This quick delivery is enabled by intense work rhythms with informal meals and optional overnight on-site accommodation.

Hackathons frequently have a competitive element, with judges selecting winning teams to receive prizes from the organizers or sponsors. However, the collaborative, communal spirit and learning are often just as valuable for participants as the competition. The fast pace promotes out-of-the-box thinking, experimentation, and productive creativity fueled by the deadline. Hackathons can catalyze innovation and build solutions while fostering networking, learning, and community around shared interests.

What are peer learning groups? Peer learning is a form of collaborative education that leverages the exchange of knowledge and skills between equals to foster development. It focuses on interaction and sharing between participants of similar status or experience levels rather than a traditional top-down teaching approach. 17

In practice, peer learning enables groups to learn together through activities like study groups, joint problem-solving, experience sharing, and practicing skills collaboratively. Rather than passively receiving instruction, participants actively contribute to each other’s ongoing growth through peer discussion, feedback, and modelling. Critical aspects of peer learning include reciprocal teaching and learning, sharing professional experiences and challenges relevant to the peer group, and jointly finding solutions. Practicing skills together in low-pressure settings allows for refinement and builds confidence. Peers also provide performance feedback and accountability. A peer learning format promotes inclusive participation, relationship building, and leveraging collective capabilities. It sees diverse perspectives as enriching learning. Peer support and motivation enable development along personal learning trajectories. While instruction or content typically requires educator guidance, the peer dynamic enhances engagement, knowledge retention and skill development through hands-on application and exchange. Ultimately, it aims to cultivate self-directed, lifelong learning habits through collaborative empowerment.

INNOVATIVE METHODS

The project’s use of educational hackathons and peer learning workshops represented innovative approaches to developing the cooperation skills curriculum and training performing arts professionals. The following sections elaborate on innovative methods deployed within these new training approaches: Co-Creation This method involved including beneficiaries and local professionals in designing the training curriculum during the hackathons. • Why it was important: by directly participating in the design process, learners helped ensure the curriculum met diverse needs across the performing arts field. This inclusive approach increased the relevance, utility, and adoption of the training. It empowered beneficiaries as partners in shaping the program outcomes.

Peer Learning The gatherings used peer exchange and group discussion to foster collaborative skills development. • Why it was important: peer learning enabled firsthand modelling of cooperation skills like seeking input, sharing knowledge, and building on ideas. Practicing skills together with peers provided a safe environment for trying new approaches. It aligned with the project’s focus on strengthening peer-to-peer collaborative capacity. Role Plays Workshops incorporated role-playing real-world scenarios to give learners low-stakes opportunities to practice applying new skills. • Why it was important: role plays allowed for the repetition and refinement of new collaborative behaviors through an experiential learning method. This hands-on technique increased learner confidence and comfort in cooperation skills.

Design Thinking Hackathons used creative processes like brainstorming and rapid prototyping to drive innovative curriculum development. • Why it was important: by taking a design thinking approach, the hackathons fostered out-of-the-box thinking, experimentation and early testing of training concepts.

This agile method helped create dynamic, engaging, and learner-centered program materials. This approach provided hands-on, experiential learning while empowering participants and democratizing the design process.

Results from these approaches Gathering face-to-face in the intensive hackathons and peer learning groups enabled more organic relationship development through small group work, role plays, and informal interactions. Building familiarity, trust and connections in person was crucial for fostering practical ongoing cooperation at distance between the sessions. Partners were able to leverage these strengthened relationships for remote curriculum refinement, knowledge exchange, and planning via digital tools. These virtual collaborations further reinforced the peer-to-peer connections, ensuring high engagement between the in-person events. Participants developed enhanced professional networks throughout different countries. It equipped them to sustain cooperation on future initiatives by drawing on these cross-border connections. The relationships and project learnings formed the basis for enhanced partnership, collaboration and collective action in the performing arts sector.

DEVELOPING A CULTURE OF COOPERATION

As an ad hoc partnership formed explicitly for this project, developing a culture of cooperation was critical for the partners’ success. This required intentional work to bridge cultural backgrounds, organizational types, and working styles. Key ways the partners built a cooperative work culture included: • Taking time to understand each partner’s unique context and approach through indepth introductions at project outset and continually making space for partners to share their organizational cultures,work processes, sector experience, and expertise. This helped partners gain fuller awareness of the different frameworks and styles everyone brought to the table.

• Establishing shared tools and ways of working by holding open dialogues about optimal collaboration methods and tools rather than having one partner’s preferred approach imposed on the group. Partners consciously co-designed their own “thirdway” cooperation structure, blending all their input to find maximum common ground. • Leveraging in-person gatherings to foster relationships and trust via team-building activities, informal interactions during meals/breaks, rotating small group work, and social time outside sessions. These in-person interactions enabled partners to find common ground and better understand different personalities and communication styles to favor virtual collaboration later on. 23

• Co-creating a comprehensive, structured system of digital cooperative tools for centralized communication, transparent document sharing with role-based permissions, centralized tracking of tasks and deadlines, and regular virtual progress reviews. This transparency kept all partners continuously aligned and in sync. • Actively seeking agreement and input from all partners on crucial directions and decisions through deliberative discussions, intentionally encouraging quieter members to share views, and even using collaborative decision-making techniques like the advice process. Patience and compromise were required at times when views were mixed. • Reviewing work styles, blind spots, and cultural factors during conflicts or challenges to determine appropriate cooperative solutions. This self-reflection and acknowledgement of differences prevented unproductive conflicts. • Celebrating successes collectively and sharing credit, to reinforce the cooperative spirit and show that every contribution mattered.

Through these efforts to bridge divides and nurture cooperative norms, the partners developed a collaborative culture that enabled them to work seamlessly across borders, sectors and organizations. While requiring an investment of time and intention, especially early on, the solid cooperative foundation allowed partners to collectively deliver on ambitious project goals in service of the European performing arts community. The relationships and mutual understanding built will facilitate future collaboration opportunities between the partners. This project provides a model for how multinational cross-sectoral partnerships can successfully develop shared cultures of cooperation through openness, inclusion, communication, and a commitment to the greater collective purpose.

Collaborative Tools for Communication When determining which platforms to use for communication and content management, the partners sought to prioritize open-source, selfhosted solutions whenever possible. This allowed maximal control over data privacy compared to commercial tools reliant on external servers. However, partners acknowledged that only certain organizations had the technical capabilities to install and maintain open-source software. Some partners also already used specific commercial platforms like Google Drive extensively in their daily operations. Therefore, the partners adopted a blended approach using both opensource self-hosted tools and widely used external platforms as needed to enable participation. The goal was to create a flexible, accessible suite of collaboration tools that balanced security, privacy, and usability for all partners. With this multi-faceted toolset, the partners aimed to improve transparency while retaining as much data oversight as their organizational constraints permitted. The project partners used the following critical digital tools to enable effective communication, transparency, and progress tracking : Digital communication • Email - Regular email updates and meeting summaries from the project coordinator informed all partners of plans and activities. • Zoom - Video conferencing software enabled remote meetings with screen sharing. • WhatsApp - An instant messaging app that facilitates casual check-ins between partners. While many projects use WhatsApp groups for instant communication, some partners suggested not to use this, since it can in-

trude on the privacy of people who do not want messages during non-office hours or weekends. In our project, we dropped the use of WhatsApp. Digital content organization • OwnCloud - is an open-source file-hosting server software that enables users to create cloud storage. It is selfhosted, meaning that users have complete control over their data and where it is stored. This contrasts with commercial cloud storage providers such as Dropbox and Google Drive, which store user data on their servers. • Google Drive - to share working documents with editing authorization for collaborative access. This was necessary because some of our partners used Google Drive as their primary tool for document storage and project management. While we prefer to use OwnCloud as our primary source for document storage, we recognize that not all of our partners are able or willing to make the switch. As a result, we need to be flexible and accommodate their needs. Partners contributed actively across these platforms to achieve alignment. Critical features like group messaging, collaborative editing, task management, and cloud storage improved transparency. Consistent usage drove a cooperative culture where all partners had visibility on progress and upcoming milestones. Discussion logs and project artefacts created valuable records to learn from. Ongoing virtual communication ensured that the momentum was maintained between in-person sessions.

The Pros and Cons of the Project’s Approach with Collaborative Tools The project’s blended model of using opensource and commercial collaboration platforms offered numerous benefits but posed some challenges. We took a nuanced approach to maximize the pros while mitigating the cons through ongoing adjustment and partner input. Pros

Cons

• Blending open source and commercial tools balanced security, privacy and accessibility for partners with varying capabilities. Opensource options like OwnCloud gave more control over data storage than external platforms.

• Maintaining an open-source platform on internal servers requires good technical skills and time to test solutions before offering them to the partners.

• Using some popular commercial tools like Google Drive avoided excluding partners reliant on those platforms. • Tools facilitating transparency, progress tracking, and knowledge sharing, which are crucial for cooperation. • Video conferencing supported productive remote meetings and rapport-building.

• Limitations of external platforms meant relinquishing control over data privacy and security. • Requiring all partners to adopt new opensource tools involved a steep learning curve for some. • Relying on multiple platforms increased complexity compared to fewer tools. • Video call fatigue sometimes occurs after prolonged virtual sessions. Overall, the pros of blending tools included improved accessibility, flexibility, transparency, and communication, which are vital for project cooperation. The main cons centered around data control, platform limitations, and the complexities of multi-tool integration. Carefully weighing these key pros and cons throughout the process led to an optimal set of platforms that enhanced coordination and alignment across the diverse partnership.

6 TRAINING MODULES Strategic Planning

Resilience

• Familiarize with the idea and objectives of Strategic Planning.

• Increase Resilience Levels.

• Get a thorough insight into the steps of Strategic Planning. • Acquire tools and skills to manage Strategic Planning within a team.

• Understanding the Importance of Resilience in Collaborative Environments. • Creating and Delivering a Participatory Photography Project.

• Get a concise toolbox for a more sustainable, strategic operation of a team.

Relationship Management

Working together

• Develop trust within the team. • Encourage productive interactions within the team.

• Understand the benefits of collaboration for expanding creativity, innovation, and career opportunities.

• Foster commitment to team decisions and goals.

• Adopt a collaboration mindset that values mutual contribution over competition.

• Establish a culture of accountability within the team.

• Learn techniques for effective team communication, brainstorming, and project management.

• Shift the team’s focus towards achieving collective results.

• Gain firsthand experience collaborating on an artistic project as a team. • Build relationships with other artists to establish an ongoing peer support network.

Sustainable Cultural Entrepreneurship • What are the characteristics of a sustainable entrepreneur?

• What are the benefits of sustainable entrepreneurship? • How can people learn more about sustainable entrepreneurship?

• What motivates a sustainable entrepreneur? • What challenges does a sustainable entrepreneur face? • How can a sustainable entrepreneur create value for their business and the environment? • What role does innovation play in sustainable entrepreneurship? • How does technology impact sustainable entrepreneurship? • What strategies can a sustainable entrepreneur use for marketing their business? • How do social and environmental factors influence sustainable entrepreneurship?

Networking / In-Out • Identify different types of networks. • Identify how networks can be a leverage or their projects, organization and how to create/strengthen networks. • Identify different postures in networks: pro active / reactive / inactive / observer. • Identify differences between network and partnership, formal and informal networks. • Identify the specific role of networking in performing arts and in an international perspective.

KEY LESSONS LEARNED AND RECOMMENDATIONS Reflections on Cooperation Arrangements

Key lessons learned from the implementation of the project:

Smooth cooperation was vital to executing this complex, multi-partner project spanning different countries and sectors. While collaboration brings invaluable strengths, it also poses inherent challenges of alignment and teamwork across organizations with diverse structures, constraints, and cultures. Through concerted efforts, the partners developed arrangements and nurtured norms, enabling genuine joint progress.

• Consistent communication is crucial Maintaining open, frequent communication through regular meetings, shared documentation and informal check-ins enables alignment across partners. Setting up centralized platforms and communication channels from the outset ensures continuous contact as the project gets underway. Partners that communicate often build stronger interpersonal relationships and understandings that facilitate collaboration.

Our experience yielded essential insights into the ingredients for successful cooperation that could inform other global, cross-sector partnerships. Essential reflections centered on consistent communication, inclusive decision-making, shared ownership, customization to partner needs, transparency, relationship building, maintaining structure while allowing flexibility, addressing issues proactively and celebrating shared achievements. Transforming an ad-hoc association into a productive partnership requires a mindful approach. There is no perfect formula, but intention in specific areas can help create a positive outcome. Each reflection offers tangible guidance for smoothing collaboration, defusing conflicts, and unlocking synergies that make ambitious undertakings achievable.

• Honor all perspectives An inclusive approach that actively solicits diverse viewpoints and draws on partners’ unique expertise makes the process and outcomes richer. Taking the time to consider different angles before making significant decisions shows patience and prevents conflicts. Partners feel valued when their perspective matters and they have real influence. • Customize to needs Flexibility and willingness to tailor tools, timelines and communication to partners’ specific organizational needs and constraints encourages full engagement. Imposing standardized requirements requires considering different contexts to ensure participation. Accommodating partner differences makes cooperation sustainable.

• Transparency enables trust Open task tracking systems, accessible document sharing, and regular progress monitoring spur contribution and accountability while building trust and cohesion. When all partners have visibility into status and plans, they can coordinate seamlessly. • Nurture personal connections In-person gatherings enable people to relate on a more personal level through informal interactions, team building, and social time. This facilitates empathy, understanding, and camaraderie that carry over into remote work. Remote-only partnerships stunt relationships. • Maintain structure amid flexibility Following clear project plans, schedules, and protocols provides necessary direction while leaving room for organic enhancements and improvements. Too much rigidity quashes creativity and problem-solving. A structure without flexibility becomes a bureaucracy. • Address issues proactively Regular progress reviews quickly surface emerging challenges or differences so they can be resolved before escalating into problems that threaten cooperation. Partners should feel comfortable raising concerns and feel heard. Adaptability prevents disputes. In summary, the partners demonstrated that with care and commitment, diverse organizations can overcome differences to advance shared goals. While requiring transparency, patience, and compromise at times, the arrangement benefits far outweighed the costs. Through mutual learning and developing a custom collaboration framework, the partners generated more innovation, engagement, and im-

pact than any could have achieved alone. Their reflections underscore that cooperation is a capability requiring continuous nurturing. By actively fostering communication, inclusion, co-ownership, and adaptability, the partnership multiplies, making the collective impact greater than the isolated efforts of any individual member.

Implications of the Lessons Learned Our project brought together performing arts professionals from across Europe to start an ambitious exploration of how greater cooperation could strengthen their community. While they came from different countries, organizations and backgrounds, they all shared a passion for their arts and a desire to work together to meet common challenges. Initially, we needed a few attempts to align distinct perspectives or combine individual strengths. Further to this,the partners actively nurtured open communication, trust-building, and shared ownership of the process. Through face-to- face and online discussions, we moved beyond roles to relationships. Slowly but surely, "my idea" became "our idea" as we recognized the power of collective creativity. Week-long workshops modelling our collaborative behaviors made theoretical concepts more tangible and valuable. Even our participants see firsthand how cooperation multiplied outcomes while working in groups and can celebrate diverse voices inspired by a cooperative culture. Quite naturally, challenges emerged, requiring compromise and flexibility. However, the partners were empoweredo discuss obstacles and co-design solutions. More significant obstacles become minor through communication and careful planning of the next steps.

By the end of the project, their individual aspirations had expanded into a shared purpose - to pass along these cooperation skills that had unlocked so much potential through our learning modules and training. We know that no single solution could transform every system overnight. However, equipping organizations with the mindsets, empathy and experience required to sustain collaboration could have an impact reaching far beyond any single partner organization.

This project can become a seed, catalyzing new growth across the performing arts ecosystem. Its lessons took root in those eager to continue cultivating cooperation that nourishes careers, communities, and innovation. This collective spirit became an enduring reminder of what is possible when we come together. The underlying benefit lies in transferring knowledge that unlocks human potential to transform realities collectively.

"The general perception of the participants is that the project has succeeded in creating spaces for experimentation and learning, which are warm and safe for collective action. Its dual nature as a space for reflection and action that can lead to specific tools for improving the cultural ecosystem was also welcomed."

"The participants greatly appreciated the fact that the project was designed to be learningoriented and to raise awareness among them and the cultural sector as a whole."

Balanced Hardworking

Art

Convivial

Effective

Synergy

P.L.U.R.

Cooperation Prospect

Possibilities

Connector

Happy

Fun

Inspiring Game

Intensive

Openminded

Cooperate

Toolcreator

Open Process

Useful

Interesting

Collaboration

Insightful

Syngergy

Tryout Insights

Goal

Creative Cooperative

Ideas

Teamwork

www.coopanimart.eu

Erasmus+

Enriching lives, opening minds. The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.