Cycle 1 -Overview

 Research Questions 

1. To what extent does the implementation of the Expectancy Theory and the Impact Cycle affect the motivation and leadership skills of small chapel student leaders?

2. How does the intervention impact the alignment between the Student Life Chapel office's vision and its practical implementation within small chapel groups?

3. What challenges and opportunities are encountered in the process of motivating and empowering student leaders in this context?

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Target Audience

The target audience for this research consists of 10-12 student leaders within small chapel groups at a Christian University, specifically those affiliated with the Student Life Spiritual Formation/Chapel office. These student leaders are crucial for achieving alignment between the university's vision and the actions taken within small chapel groups.

 

​​​​​​​​​​​​​​​​​​Implementation Process

The implementation process involves a structured short training module designed to empower Small Group Chapel (SGC) leaders at the Christian University. The implementation process for empowering Small Group Chapel (SGC) leaders at ACU is a well-structured training module that draws on the synergistic application of the Expectancy Theory and the Impact Cycle. This module is thoughtfully organized into distinct phases, each tailored to enhance the understanding of the vision and mission of the Spiritual formation office and motivation of SGC leaders while fostering alignment with the university's spiritual vision.

 

In the initial phase, participants undergo a self-assessment, allowing them to identify their strengths and areas for growth. This introspective exercise is aligned with the Expectancy Theory, which posits that individuals are motivated when they believe their efforts will lead to a desired outcome (Lumen Learning, 2020). By understanding their own abilities, SGC leaders become more invested in the training process, as they can see how it relates to their personal and professional development (Filipova, 2022).

 

The next phase of the training engages participants in interactive activities centered around the vision of the Chapel office and spiritual formation activities. This hands-on approach integrates aspects of the Expectancy Theory, which emphasizes the importance of an individual's belief in their capability to perform a task (Bandura, 1997). As SGC leaders gain practical experience and hone their skills in guiding spiritual growth, they also build confidence in their ability to impact their chapel groups positively.

 

Exploration of the principles of gathering and the vision of the Chapel & Spiritual Formation office constitutes another critical phase. Here, the Expectancy Theory plays a pivotal role by emphasizing the importance of clear goals and the belief that achieving those goals is possible (Gyepi-Garbrah, Preko & Mohammed, 2023). Participants are encouraged to understand the broader vision of the university’s spiritual formation office and how their roles within SGCs contribute to this vision. The Expectancy Theory motivates them by highlighting the significance of their work and the attainability of aligning their actions with the Chapel office's vision (Latham & Pinder, 2011).

 

The creation of programs and visions for SGCs represents an opportunity for SGC leaders to apply their learning. This phase serves as an intersection of the Expectancy Theory and the Impact Cycle. Expectancy Theory continues to drive motivation by emphasizing the connection between effort and desired outcomes. 

 

The module concludes with a reflection and goal-setting stage. The Impact Cycle takes center stage at this point, focusing on the identification of gaps between current performance and desired outcomes. SGC leaders are guided and given tailored responses by using the impact cycle to set measurable and achievable goals that align with the university's spiritual formation office’s vision (Knight & Carlson, 2018). By providing tailored feedback and opportunities for self-assessment, the Impact Cycle guides SGC leaders in making necessary adjustments and setting new goals for continuous improvement (Knight, 2018).

 

In sum,  the Expectancy Theory and the Impact Cycle are integrated and utilized within the training module to ensure that SGC leaders are not only motivated but also equipped with the skills and commitment needed to excel in their roles. This synergetic approach fosters transformative leadership, aligning SGC actions with the university's spiritual formation office mission and vision.

 

Assessment/Evaluation

Data for assessment and evaluation will be collected through various instruments:

Surveys: A tailored pre-survey will be administered to participants, covering demographic information, chapel engagement, perceptions of vision, motivation, and expectations, leadership and support, coaching and training, vision clarity and communication, barriers and challenges, and role expectations and clarity. This survey results will provide quantitative data and insights into the participants' perspectives.

 

Focused group

 The research will include a focused group discussion with the participants to gain in-depth qualitative insights. These discussions with open-ended questions will explore shifts in motivation level and leadership focused on the vision, changes in interactions with chapel group members, and the broader impact of the research intervention and changes that will be made in Cycle 2.

 

Observations

Meticulous observations using an observation protocol will be conducted during chapel activities, focusing on alignment with the Chapel office's vision, engagement, participation levels among group members, and the facilitation and leadership approaches employed by student leaders. These observations will provide qualitative data, enriching the understanding of participant behaviors and strategies and noting things that need to be addressed in cycle 2 using the instructional playbook of the impact cycle.

 

Field Notes: Observational data will be meticulously documented in dedicated field observation notes, ensuring a comprehensive record of participants' behaviors, strategies, and interactions during chapel activities.

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 References

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Bandura, A. (1997). Self-efficacy: The exercise of control. Worth Publishers.

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Fatehi, K., Choi, J. (2019). International business management: Succeeding in a culturally diverse world (2nd ed.). Springer, Cham. https://doi.org/10.1007/978-3-319-96622-9_5

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Filipova, A.A. (2022). Expectancy theory in organizations. In Farazmand, A. (eds.), Global encyclopedia of public administration, public policy, and governance. Springer, Cham. https://doi.org/10.1007/978-3-030-66252-3_3002

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Gyepi-Garbrah, T., Preko, A., Mohammed, I., & Mohammed, I. (2023). Using goal-setting theory and expectancy theory to understand career goal implementation in the hospitality industry. Journal of Hospitality, Leisure, Sport & Tourism Education, 32. https://doi.org/10.1016/j.jhlste.2023.100425

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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.

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Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.

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 Knight, J. (2018). Better conversations: Coaching ourselves and each other to be more credible, caring, and connected. Corwin Press.

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Knight, J. (2021). The definitive guide to instructional coaching: Seven factors for success. ASCD.

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Knight, J., Hoffman, A., Harris, M., & Thomas, S. (2020). The instructional playbook: The missing link for translating research into practice. ASCD.

 Knight, J., & Sweeney, D. (2020). The better conversations video series. Corwin Press.

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Kurt, S. (2022, December 8). Expectancy theory of motivation. Education Library. https://educationlibrary.org/expectancy-theory-of-motivation/​

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Latham, G. P., & Pinder, C. C. (2011). Work motivation: History, theory, research, and practice. Sage Publications.

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 Lee, H.-W. (2019). Moderators of the motivational effects of performance management: A comprehensive exploration based on expectancy theory. Public Personnel Management, 48(1), 27–55. https://doi.org/10.1177/0091026018783003

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Lumen Learning. (2020). Process-based theories. Motivating employees. https://courses.lumenlearning.com/wmopen-introductiontobusiness/chapter/process-based-theories/

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 Vroom, V. H. (1964). Work and motivation. Wiley.

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 Vroom, V. H. (2016). Expectancy theory: The effects of expectations on performance. Wiley.

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Zboja, J. J., Jackson, R. W., & Grimes-Rose, M. (2020). An expectancy theory perspective of volunteerism: The roles of powerlessness, attitude toward charitable organizations, and attitude toward helping others. International Review on Public and Nonprofit Marketing, 17, 493-507.

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