Cycle 1 Data Summary

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Purpose Statement

To leverage/utilize the synergistic effects of the Expectancy theory and the Impact Cycle to provide comprehensive support and motivation to small group chapel (SGC)  student leaders so that they can implement the mission of the Student Life Chapel office. By incorporating the expectancy theoretical framework and instructional coaching practices, this research aims to empower SGC student leaders of Christian Universities with the necessary tools and inspiration to effectively translate the vision of the Student Life Chapel office into practical, transformative actions within their respective small chapel groups.

 

Research Questions

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

 

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

 

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

 

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.

 

Summary of Cycle 1

Throughout Cycle 1, my focus was on methodically progressing through various research activities aimed at revitalizing the spiritual leadership insight of Small Group Chapel (SGC) leaders within the broader framework of the Spiritual Formation Office's vision and mission. Initially, I initiated the cycle by distributing an email to potential participants, urging them to complete an online survey that sought their consent for research participation. This survey was pivotal in revealing the extent of student leaders’ comprehension regarding the vision and mission of the spiritual formation office, gathering both qualitative and quantitative data to lay a foundational understanding.

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Subsequently, I embarked on the implementation of my intervention, which involved distributing the succinct training module that I designed explicitly to equip SGC leaders with essential skills and knowledge imperative for their effectiveness in their roles. The module’s structured approach, delineated into distinct phases - Engage, Explore, Explain, Elaborate, Share, and Reflect - aimed to cultivate a profound understanding of SGC leadership responsibilities. Utilizing multimedia elements like video presentations, the training facilitated cognitive engagement, experiential learning, and reflective practice among participants, emphasizing the alignment of their actions within small group chapels to manifest the vision and mission of the spiritual formation office.

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Following two weeks of engagement with the training module, a focused group session followed, fostering in-depth discussions and qualitative feedback sessions with participants. This session gave insights into shifts in student leaders’ motivations, alterations in interactions within chapel groups, and the overarching impact of the training module on the chapel office’s vision implementation.

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Lastly, the subsequent week involved my visits to five different small group chapels, guided by an observation protocol. My observations delved into chapel activities’ alignment with the office’s vision, levels of engagement among group members, facilitation approaches employed by student leaders, and the resultant changes made. These observations provided crucial qualitative data, enriching the understanding of participant behaviors and strategies, thereby informing my direction for Cycle 2. The forthcoming cycle will involve instructional coaching and the use of an instructional playbook to refine strategies, focusing on enhancing the impact and addressing pertinent aspects highlighted during the observation phase.​​​​​​​​​
 

Data Collection

In Cycle 1, I collected various types of data to assess the impact of my research intervention. Primarily, I focused on gathering qualitative data, supplemented by specific quantitative insights obtained through the initial online survey. This survey aimed to gauge how well student leaders understood the vision and mission of the spiritual formation office, giving more clarity on areas for the research to address.

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Qualitative data that was acquired through the online survey gave a deeper understanding of the reality of the student leaders’ understanding of the vision and mission of the office of spiritual formation, whereas during the focused group session, I analyzed feedback on the intervention's impact, particularly the training module. Moreover, I gained more insights into student leaders' perspectives within small group chapels by examining their responses and reflections on Padlet. My visits to small group chapels, guided by a developed protocol, offered concrete data on translating the office's vision and mission into practice. These observations captured student leaders' alignment, engagement levels, and leadership approaches. This comprehensive approach allowed me to gain a well-rounded understanding of the impact of the research intervention and its contextual relevance, hence preparing me to strengthen the intervention in cycle 2.

 

Data Report/Analysis

The survey instrument facilitated a comprehensive comprehension of the SGC leaders' initial perceptions and foundational knowledge regarding SGCs, providing an essential baseline for evaluating their subsequent engagement and contributions within the context of the SF office's vision and objectives.​​​​​​​​​​​​​​

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At the onset of the research, I administered a survey tailored for Small Group Chapel (SGC) leaders, aimed at assessing their understanding of Small Group Chapels (SGCs), their alignment with the vision and mission of the Spiritual Formation (SF) office, and their confidence in actualizing this vision within their respective chapels. This survey primarily revolved around two key inquiries, centering on the participants' familiarity with SGCs and their understanding of the SF office’s vision and mission. Upon analyzing the responses pertaining to the participants' comprehension of SGCs, the data unveiled distinct distributions among the respondents. Notably, 47.6% of the leaders expressed a high level of familiarity with the essence and purpose of SGCs. In contrast, 42.9% reported possessing a moderate level of familiarity, while a smaller contingent, constituting 9.5% of the surveyed leaders, admitted to possessing only a basic understanding of SGCs.

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This survey served as an indispensable tool, offering a comprehensive snapshot of the initial perceptions and foundational knowledge of SGC leaders regarding SGCs. These findings provide a crucial baseline for evaluating their subsequent engagement and contributions within the broader framework of the SF office's vision and objectives.

Simultaneously, the absence of confidence in comprehending the operational mechanisms of Small Group Chapels (SGCs) is not surprising, considering that a substantial 95% of the surveyed leaders indicated a lack of prior training in SGC methodologies and effective leadership strategies within this context.

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​Note: Figure 1 shows that 47.6% of the leaders have a high level of familiarity with the essence and purpose of SGCs, and 42.9% have a moderate level of familiarity, while  9.5% of the surveyed leaders showed a basic understanding of SGCs.

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Hence, as shown by Figure 1, the absence of confidence in comprehending the operational mechanisms of Small Group Chapels (SGCs) is not surprising, considering that a substantial 95% of the surveyed leaders indicated a lack of prior training in SGC methodologies and effective leadership strategies within this context.

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Furthermore, as shown by Figure 2, when prompted to articulate their definitions of SGCs, an average of 90% of respondents highlighted the purpose of SGCs in fostering both communities of shared interests while providing a platform for worship and facilitating spiritual development. Nonetheless, only 61.9% of these respondents held the belief that SGCs inherently promote spiritual growth, and a slightly higher percentage, standing at 76.2%, expressed confidence in their own spiritual development as leaders within this domain.

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The data's revelations as shown in Figure 3, are consistent with expectations, considering that a mere 9.5% of the leaders exhibited a comprehensive understanding of the vision and objectives of the Office of Spiritual Formation. Conversely, the majority of respondents failed to grasp the overarching objectives pursued by the Spiritual Formation office. Additionally, only 57.1% of the surveyed leaders perceived a correlation between the goals of SGCs and the broader vision and mission of the office. Moreover, only 45.25% of respondents believed that their endeavors directly contributed to the realization of the office's vision, while a lesser proportion, constituting 33.3%, incorporated the foundational principles outlined by the Office of Spiritual Formation into their leadership methodologies within SGCs. 

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After completing the survey, the participants subsequently received and completed a training module; participants engaged in reflective exercises via Padlet and convened in a focused group setting to share feedback on the module's impact on their comprehension of Small Group Chapels (SGCs) and the overarching vision of the Spiritual Formation (SF) office. Impressively, 98% of the leaders conveyed a heightened sense of encouragement upon reviewing the training material, underscoring the necessity of such guidance. They admitted to undertaking leadership roles without a comprehensive understanding of their responsibilities and the implications for SGCs within the context of the Spiritual Formation office's goals.

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A striking revelation emerged as 95% of the participants acknowledged the training as an eye-opening experience, shedding light on the disparity between their actions and the aligned objectives of the office they had committed to support. Consequently, a unanimous recommendation emerged: the imperative nature of mandating this training for all SGC leaders, as it serves as a catalyst for embracing the office's vision, aiding in planning, and aligning the goals of individual SGCs with the overarching vision of the Spiritual Formation office.

The unanimous endorsement of the training's efficacy surfaced as 100% of the participants found it instrumental, appreciating the inclusion of a planning template facilitating the integration of the Spiritual Formation office's vision into their SGC activities. The subsequent discussion unanimously reflected heightened motivation and renewed dedication among the leaders, fostering a collective commitment to effectuating meaningful impacts in the lives of those they lead.

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To culminate this phase, observations were conducted utilizing an observation protocol to monitor the integration of the Spiritual Formation office's principles into practical implementation. Impressively, 90% of the participants exhibited full integration of the gathering principles, utilization of the whole gospel narrative, and diverse approaches to nurturing intimate communities within their SGCs. These leaders initiated the utilization of the planning template from the training module, embracing a structured approach to align their SGCs with the vision and mission of the SF office. However, 5% voiced a need for additional time to transition and align their existing SGC structures and management with the vision and mission of the SF office, indicating a desire for further support and implementation guidance.

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Discussion/Insight

The data collected provides valuable insights into the impact of the intervention, specifically the training module, on the motivation and leadership of student leaders within Small Chapel groups. When considering the Expectancy Theory, the findings strongly support its applicability. Prior to the intervention, a significant portion of leaders exhibited limited familiarity with SGCs, the SF office's vision, and how their actions contributed to these objectives. However, a notable shift occurred following the intervention, with 98% expressing heightened encouragement and a clearer understanding of their roles. This indicates that by equipping leaders with the necessary training and aligning their actions with the office's vision, their motivation and confidence in their roles significantly increased, aligning with the tenets of the Expectancy Theory.

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The intervention, marked by the training module, evidently played a pivotal role in bridging the gap between the Student Life Chapel office's vision and its practical implementation within Small Chapel groups. Prior to the intervention, a lack of alignment was apparent, with only a fraction of leaders understanding the office's objectives and their relationship to SGCs. However, post-intervention, a resounding 100% appreciation of the training's helpfulness and the subsequent adoption of the planning template showcased a clear link between the office's vision and the planning and execution of activities within SGCs. This indicates a substantial positive impact of the intervention on aligning the office's vision with practical implementation, thereby reinforcing the alignment between the SF office’s vision and the activities that take place in SGCs. 

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Yet, within this context, challenges and opportunities are evident. Despite the overwhelmingly positive response to the intervention, a minor proportion (5%) highlighted the need for more time to align their SGC structures with the SF office's vision. This underscores the challenge of time constraints and the complexities involved in transitioning existing structures to align with new directives. However, this challenge also presents an opportunity for continuous support and guidance to aid in a smoother transition and sustained alignment in cycle 2. Moreover, the data revealed a significant opportunity in the eagerness of leaders to engage in structured training, suggesting a receptiveness to further interventions that enhance leadership skills and align SGC objectives with the office's vision.

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In summary, the data elucidates the substantial impact of interventions on motivation, leadership engagement, and the alignment between the Student Life Chapel office's vision and its practical implementation within Small Chapel groups. It highlights the relevance of the Expectancy Theory and emphasizes both the triumphs and the challenges in motivating and empowering student leaders within this framework, ultimately underscoring the significance of ongoing support and strategic interventions to foster sustained alignment and leadership efficacy.

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Surprises

One surprising aspect revealed across the cycle was the stark disparity between the leaders' initial understanding of Small Group Chapels (SGCs) and the Spiritual Formation (SF) office's vision versus the transformative impact of the intervention through the training module. The vast majority of leaders, prior to the intervention, exhibited limited comprehension of SGCs' purpose and their alignment with the SF office's objectives. However, the data unveiled a remarkable shift post-intervention, with an overwhelming 98% expressing newfound encouragement and comprehension, indicating a significant leap in understanding and motivation. This profound change within a short period was unexpected and underscored the potent impact of targeted interventions on perception and efficacy among student leaders.

 

Additionally, the unanimous agreement among participants (100%) regarding the training's helpfulness and the subsequent utilization of the planning template to align SGC activities with the SF office's vision was unexpected. The quick and unanimous adoption of the planning template showcased not only the efficacy of the intervention but also the leaders' readiness to incorporate structured tools into their leadership practices. This level of immediate acceptance and implementation indicates a receptivity and readiness for change that might not have been initially anticipated, highlighting the inherent potential for rapid progress and alignment given the right intervention and support mechanisms.

 

Conclusion/Future Direction

The data collected from the initial cycle strongly supports the efficacy of the training intervention in enhancing leaders' understanding and motivation within Small Group Chapels (SGCs) aligned with the Spiritual Formation (SF) office's vision.

 

Indeed, the outcomes observed in the cycle align closely with Vroom's Expectancy Theory of motivation. The data demonstrated a significant transformation in the leaders' motivation and engagement levels following the intervention. As leaders gained a clearer understanding of their roles and the alignment of their actions with the objectives of the Spiritual Formation (SF) office, their motivation soared.

 

Vroom's theory posits that individuals are motivated to exert effort if they believe that their efforts will lead to desirable outcomes (Vroom, 1964). In this context, the data strongly supports this premise. The intervention, represented by the training module, acted as a catalyst for leaders to recognize the significance of their roles and the potential impact of their actions within Small Group Chapels (SGCs). As a result, their belief that their efforts would yield meaningful results and contribute to the SF office's vision propelled their motivation and commitment. 

 

The data underscores the relevance of expectancy in motivation – when leaders perceived a clear link between their efforts and the anticipated outcomes, their motivation and engagement surged. This substantiates the notion that individuals are indeed motivated when they believe that their efforts will result in the anticipated and desired consequences, aligning with Vroom's expectancy theory.

 

 Moving forward into Cycle 2, the success of this research requires a continued focus on leveraging the Impact Cycle and utilizing the Instructional Coaching Playbook to drive further progress. Intentional strategies drawn from the instructional playbook are going to be deployed, and the leaders can enhance their approach towards activities within SGCs, ensuring a more precise alignment with the SF office's vision and mission.

 

Building upon the successful implementation of the training, Cycle 2 will emphasize a more structured approach centered around the Impact Cycle. The utilization of instructional coaching strategies will empower leaders to delve deeper into aligning their activities with the SF office's objectives, fostering a more comprehensive understanding and implementation of the office's vision within the context of SGCs. Moreover, this phase will also involve an evaluation of the efficacy of the Impact Cycle and instructional coaching strategies, aiming to identify areas of improvement or refinement to ensure a more impactful and sustainable integration of the SF office's vision within the activities of Small Group Chapels.

 

References

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

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