Reflection

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From day one, this action research project has been a journey that I started with fear and uncertainty as I questioned how I could motivate the student leaders to implement a vision based on research. However,  my positive attitude, logical thinking, and adaptability were instrumental throughout the project. I consistently applied these traits to analyze data, design interventions, and adjust the research plan as 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 highlights the iterative nature of action research, a concept I initially overlooked.

While the project yielded positive outcomes, there's always room for improvement. Time constraints limited the scope of the research, and the program's long-term effectiveness requires ongoing evaluation and adaptation. Additionally, I initially viewed the action researcher role as primarily data collection and analysis. However, the project transformed my understanding. I came to appreciate the cyclical nature of action research and the importance of continuous reflection and adaptation to improve interventions based on the findings. The data collection stages, particularly pre-observation interviews and post-coaching sessions with SGC leaders were most influential in my learning. These interactions provided valuable insights into the leaders' specific challenges and the impact of the interventions. I understood that we may think that we understand the problem but barely know everything unless we invest time to investigate the problem. These insights directly informed the adjustments made in Cycle 2, demonstrating the crucial role of data collection and analysis in shaping effective interventions.

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To further develop my action research skills, I'd like to revisit advanced data analysis techniques to extract deeper meaning from information collected. Additionally, exploring how to conduct longitudinal studies would be valuable in assessing the program's long-term impact. Furthermore, I would benefit from learning effective strategies for disseminating research findings to a wider audience. Some lingering questions remain: Could incorporating peer coaching sessions among SGC leaders foster knowledge sharing and collaboration? Are there additional data collection methods, like surveys distributed throughout the project, including surveying the SGC members that could provide a more comprehensive understanding of the project's impact?

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To improve the current iterations of the Capstone Project, I would suggest expanding data collection methods. While pre-observation interviews and post-coaching sessions were valuable, incorporating surveys distributed at various points throughout the research project would offer a more comprehensive understanding of the project's impact on leaders' knowledge, motivation, and self-efficacy. Additionally, refining coaching techniques used in Cycle 2 based on ongoing feedback from SGC leaders and the SGC Chaplain would ensure the approach remains relevant and addresses their evolving needs. Furthermore, exploring the potential of incorporating peer coaching sessions among SGC leaders could foster knowledge sharing and collaboration, potentially enhancing the project's reach and effectiveness.

If more time were available, I would delve deeper into the project by conducting a longitudinal study. This would allow me to assess the project's long-term impact on SGC leader development in vision and mission implementation, student engagement within SGCs, and ultimately, the alignment of SGC activities with the Office of Spiritual Formation's vision and mission.

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In future action research projects, I will prioritize a cyclical approach, continuously revisiting and refining research questions, data collection methods, and interventions based on the findings of each cycle. This iterative process initially underappreciated during this project, is essential for ensuring the research remains relevant and addresses the evolving needs of stakeholders. Furthermore, I will actively involve stakeholders in the research process from the outset including the people being served by the student leaders. Collaboration throughout the project fosters a sense of ownership and increases the likelihood of successful program implementation and long-term sustainability.

 

This Capstone Project solidified my interest in using action research to develop practical solutions for improving leadership development programs. It also highlighted the importance of effective communication and building trust with participants throughout the research process. By actively listening to and incorporating the perspectives of SGC leaders, I gained valuable insights and ensured the interventions addressed their specific challenges. Moving forward, I will carry these learnings into my professional goals, aiming to utilize action research to create meaningful change that empowers individuals and strengthens programs within educational or organizational settings.

 

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.

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