Summary and Further Research
This Action Research project explored how to motivate and empower Small Group Chapel (SGC) student leaders at a Christian university to more effectively implement the Office of Spiritual Formation's (OSF) vision and mission. The research utilized a two-cycle action research approach, integrating the Expectancy Theory of Motivation (ETM) and the Impact Cycle of instructional coaching model.
Cycle 1: Building Understanding and Motivation
Cycle 1 focused on understanding student leader perspectives and enhancing their motivation. Data collection included an initial survey, an online training module on SGCs and the OSF's vision/mission, a focus group discussion, and observations of SGC sessions. The survey revealed a gap between student leaders’ understanding of the OSF's goals and their SGC activities. The training module, informed by the ETM, aimed to bridge this gap by clarifying the connection between leaders' efforts and the desired outcomes aligned with the OSF's vision.
Analysis of data from the focus group and observations demonstrated increased motivation among leaders following the training. Leaders' comments like "I feel like I have a reason to keep leading..." supported Vroom's (1964) notion that a clear link between effort and desired outcomes enhances motivation.
Cycle 2: Implementing Change Through Instructional Coaching
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Cycle 2 employed the Impact Cycle of the instructional coaching model to support leaders in implementing changes within their SGCs. Three leaders participated in one-on-one coaching sessions. Each cycle followed the Impact Cycle's phases: Identify, Learn, and Improve.
The "Identify" phase involved pre-observation meetings to understand each SGC's unique context and develop personalized observation protocols. Observations in the "Learn" phase provided data for reflection and identification of areas for improvement. Leaders then actively participated in strategy development, fostering ownership of the chosen approaches during the first post-observation meetings.
The "Improve" phase involved implementing the strategies, followed by second post-observation meetings to analyze the impact and refine the approaches as needed. This iterative process ensured continuous improvement aligned with leader goals and the OSF's vision.
Conclusion and Future Research
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The Action Research project's findings suggest that the combined use of ETM and the Impact Cycle can effectively motivate and empower SGC leaders. Leaders demonstrated increased understanding, motivation, and ability to implement the OSF's vision after participating in the research cycles.
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Future Directions
Based on the findings of this study, future research could explore the long-term sustainability of the implemented instructional coaching program. Additionally, investigating the impact of the program on student and SGC leaders’ engagement and overall SGC effectiveness would provide valuable insights. Exploring strategies to address intrinsic motivation needs, acknowledged as a limitation of ETM, could further enhance the training module's effectiveness during vision casting and goal-setting planned conferences.
This action research project contributes to the understanding of how coaching interventions, informed by motivational theory and a structured Instructional coaching framework (IC), may empower student leaders and enhance their effectiveness in translating organizational vision and mission into tangible actions. By fostering a vision and mission-oriented environment and equipping leaders with the necessary tools and motivation, any program may hold significant potential for small-group leadership development and organizational success.
This project paves the way for further exploration. Future research could:
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Incorporate longitudinal studies: A longer-term perspective would reveal the project’s lasting impact on leader development, student engagement within SGCs, and SGC alignment with the OSF's vision.
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Expand data collection methods: Including surveys throughout the project could offer a more comprehensive understanding of the project’s impact on leader knowledge, motivation, and self-efficacy.
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Explore peer coaching: Peer coaching sessions could foster knowledge sharing and collaboration among leaders, potentially enhancing the project's reach and effectiveness.
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Disseminate research findings: Sharing findings with a wider audience (e.g., other universities) could promote best practices in empowering student leaders within faith-based institutions.
By continuing this research journey, we can further empower SGC leaders to create vibrant communities that nurture spiritual growth and align with the core values of the university or their organization.
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References
Refer
Knight, J. (2018). Better conversations: Coaching ourselves and each other to be more credible, caring, and connected. Corwin Press.
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.
Knight, J., Ryschon Knight, J., & Carlson, C. (2018). The reflection guide to the impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.
Knight, J. (2021). The definitive guide to instructional coaching: Seven factors for success. ASCD.
Knight, J., & Sweeney, D. (2020). The better conversations video series. Corwin Press.
Knight, J., Hoffman, A., Harris, M., & Thomas, S. (2020). The instructional playbook: The missing link for translating research into practice. ASCD.
Vroom, V. H. (1964). Work and motivation. Wiley.
Vroom, V. H. (2016). Expectancy theory: The effects of expectations on performance. Wiley.
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