Final Presentation
Our team at the Office of Spiritual Formation (SFO) observed a misalignment between our mission and vision, and the activities being led by student leaders within their Small Group Chapels (SGCs). To address this gap, I initiated this research to understand the root cause and develop strategies to empower SGC leaders to effectively translate the SFO's vision into action within their unique groups.
The research began with a survey that identified a knowledge gap regarding the SFO's mission and vision among student leaders. This lack of understanding resulted in a sense of disconnection and a focus on activities they believed were relevant, rather than those aligned with the SFO's goals. To bridge this gap and motivate the leaders, I explored the Expectancy Theory of Motivation (ETM) (Vroom, 1964) in Cycle 1 which emphasizes the connection between effort, performance, and desired outcomes. The theory suggests that people are motivated when they believe their actions will lead to the expected results. Building upon ETM, in Cycle 2 I incorporated the Impact Cycle framework (Knight, 2022) to provide a structured approach for setting goals, providing targeted feedback, and driving improvement – all essential for motivating individuals. The amalgamation of these frameworks also aimed to address the limitations identified in the literature review, such as the difficulty of influencing intrinsic motivation through ETM and the unique challenges faced by students in implementing the vision and mission. This combined approach provided a foundation for developing interventions to empower SGC leaders and ensure their actions align with the SFO's mission and vision.
Throughout the research, I maintained enthusiasm, analyzed data logically to design interventions, and adjusted the research plan when needed. For instance, the identification of a gap between vision understanding and practical application in Cycle 1 led to the development of Cycle 2's individualized coaching approach. This decision aligned with Vroom's Expectancy Theory (1964), which emphasizes the connection between effort, performance, and desired outcomes to drive motivation. Leaders needed to see a clear path from their actions to achieving the SFO's goals.
The project's success hinged on a two-pronged approach. Cycle 1's training module, based on Expectancy Theory, addressed the issue of leaders not fully grasping the SFO's vision and mission. Research by Vroom (1964) suggests that people are motivated when they believe their actions will produce the desired results. The training aimed to create this belief by clearly outlining the SFO's goals and how SGC leaders contribute to achieving them. The positive results, with leaders demonstrating a significantly improved grasp of the SFO's vision and mission, aligned with the theory's principles.
However, Cycle 1 also revealed a need for a more comprehensive approach. While leaders understood the vision, they struggled to translate it into action for their unique SGCs. This finding mirrored the limitations identified in the literature review. While Expectancy Theory is a valuable tool, it doesn't fully account for intrinsic motivators (Vroom, 1964). Additionally, the time constraints inherent in student life can limit the application of the Impact Cycle's framework (Knight, 2022).
Therefore, Cycle 2 incorporated instructional coaching guided by the Impact Cycle (Knight, 2022) to provide individualized support. This approach aligns with the Expectancy Theory concept of "instrumentality" – the belief that effort leads to desired outcomes (Vroom, 1964). Through one-on-one coaching sessions, leaders had opportunities to observe effective practices used by other SGCs, collaboratively set goals with the SGC Chaplain, and develop action plans. The data highlights the effectiveness of this personalized approach. Pre-observation interviews, crucial for uncovering individual challenges, revealed concerns like a lack of clear goals (Student Leader B). Coaching sessions empowered leaders to address these challenges, as exemplified by Student Leader B highlighting how coaching helped them understand the impact of their actions.
Overall, this project demonstrates the value of combining the Expectancy Theory with the Impact Cycle to motivate and empower SGC student leaders. While limitations exist, the project provides a foundation for the ongoing development of the program within the Office of Spiritual Formation.
This is why, based on the findings, there is a three-pronged recommended approach to enhance Small Group Chapels (SGCs) at the Christian University. First, a "Reboot and Refocus Conference" that will equip SGC leaders with a clear vision and practical tools to align their efforts with the Office of Spiritual Formation's mission. Second, "Monthly SGC Leader Chapels" provide ongoing support through encouragement, leadership development, and collaboration opportunities. Finally, based on instructional coaching, One-on-One Meetings with the SGC Chaplain will offer personalized mentorship and a safe space for leaders to discuss their issues. A QR code for scheduling these meetings will be used, and continuous feedback and discipleship.
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References
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.