Clarifying Values that Guide Action Research

Contributed by ARNA STAR ARC Member Linda Purrington

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Introduction

Action Research is value-laden. Values influence what an action researcher is concerned about, what they choose to research, how they go about their research, and how they judge the quality of their research outcomes (McNiff & Whitehead, 2006). For example, an educational leader who values collaboration and communication might focus their action research on exploring ways to establish greater trust and build more credible relationships among faculty and among faculty and administration. This leader might enlist a leadership coach and solicit regular feedback from selected faculty to garner perspective and shape the iterative cycles.  To evaluate the quality of the research outcomes, the leader may ask, how have I demonstrated my commitment to developing trust and building credible relationships? In what ways have I fostered meaningful collaboration and communication?

As a professor of action research in a doctoral leadership program, I have found that thinking about research through a value lens is new learning for many of my students. Therefore, I like to involve students in a set of six reflections around their leadership values before they identify a focus for their action research. The activities help students clarify what they value as a leader. For the following values clarification activity set, I draw on the work of Galford and Maruca (2006) and the steps they outline in developing a leadership legacy in their book, Your Leadership Legacy: Why Looking Toward the Future Will Make You A Better Leader Today.

The set of six activities is based on the construct that thinking about your legacy now, will make you a better leader today, no matter how far you are from retirement. I provide page citations where I adopted and/or adapted ideas and language for each of the six steps. My students read the book in order to garner the more in-depth context and examples and they work on each activity in stages to allow them time to reflect deeply. Following is a summary version of each step that culminates in a legacy statement and plan to facilitate and/or strengthen the desired legacy.

Step 1: Reflect (p. 71)*

In this first step, think about your career path and reflect upon prior jobs you held (a) before college, (b) after college, and (c) those leading to the present. Respond to these questions in an online reflective journal.

• What was it like working in those jobs?
• What legacies did you see from your employers?
• How did those legacies affect you?
• What sensory memories do you have about the environments, in which you worked— sounds, colors, smells, images?

Step 2: Find the Themes (p. 76-77)*

In this step, you will “prune and prioritize” (p. 75) your reflections. Read your Step 1 notes and identify some themes that apply to you present day. Sort your thoughts under three headings:

• Characteristics. Who are you as a result of the experiences and impressions you wrote down?
• Values. Which values mean the most to you? Which values do you look for in colleagues and direct reports? Which values do you encourage?
• Manifestations. How do those characteristics and values reveal themselves in your behavior at work?

Here are some prompts to help you organize your thoughts:

• Aspirations.What got you to this point? What were your motivations? Are they reflected in the career you have chosen?
• Intention. Do the roles you have chosen or pursued match your aspirations?
• Empirical data. Where and how do you actually spend your time? Does it match your aspirations?
• Results. Where do you get repeat calls from people? Why do they seek you out? What results do you find gratifying?

Step 3: Write a Legacy Statement (p. 78)*

Legacy statements focus on the characteristics and values for which you would most like to be remembered. Use these questions to help you write your legacy statement. Make your desired legacies a stretch, not a strain or an absurdity.

1. How do you wish to be remembered as a leader by those inside and outside your organization, both in your current role and in your career? For which two or three personal characteristics (or skills, behaviors, or values—pick the word that works for you) would you most like to be remembered? How would you like these characteristics to manifest themselves? How will they show up?
2. What have you learned in this role, your work, and your life that you would most like to pass on?
3. How will you convey that learning?
4. What remains to be accomplished? Why is that important in building or completing your legacy? Aside from more time, what will help or impede you in completing what remains to be accomplished?

Legacy Statement: Three Examples

I hope that my lifework will be remembered, not so much for what I accomplished, but for who I was; someone who inspired and helped others. I would like to be remembered as someone who took the time to be available for others, physically and emotionally. I would like people to take ideas from me, to use my energy as their own, and know that each time they are leading others, it is a responsibility to take very seriously.

Former Student

I would like to be remembered as someone who believed in possibility. I hope the people I have encountered over my career will remember me for having a kind and compassionate heart, for developing and maintaining positive relationships, and for doing whatever it takes for the good of students. I want to be remembered for raising the bar and setting higher expectations for our students and staff so that everyone can be the best that is possible.

Former Student

I wish to be remembered as a thoughtful and considerate person; someone who persevered through obstacles. I would like to be remembered as always being positive and committed in all aspects of my life. I hope people will remember my integrity, responsibility, and trustworthiness

Former Student

Step 4: Pressure Test Your Statement (p. 109-114)*

Pressure test your statement in terms of aspirations, realism, achievability, and stretch.  To pressure test your statement, ask yourself these questions and solicit feedback from a few trusted colleagues or friends:

• Aspirations. Assume you succeed in achieving your legacy and is that enough?
• Realism. Do you have the right skills, character, and personality for the legacy you have described? Is it realistic from the standpoint of your position, your industry or company, and your career path?
• Achievability. Does your desired legacy have chance?
• Stretch. Will your desired legacy stretch you and be invigorating along the way?

Step 5: Revise Your Statement (p. 78)*

Think about your responses to the pressure test questions and the feedback you have received from trusted colleagues and/or friends. How might you revise your statement?

Step 6: Identify Actions to Move You in the Right Direction (p. 120-124)*

Use the Stop, Start, Continue, Know, Do, and Avoid Framework to identify and commit to actions that facilitate and or strengthen the legacies you want to create.

• Stop. What prevents you from achieving your desired legacy? What should you stop doing?
• Start. What must you start doing to help move you in the right direction?
• Continue. What are you already doing that supports your desired legacy that you want to and need to continue doing?
• Know. What must I know/learn to make progress towards my desired legacy?
• Do. What actions need I take move me forward in the right direction?
• Avoid. What must I avoid facilitating or strengthen my desired legacy?

Summary

To review, values play an important role in the work of action researchers. Many action researchers engage in action research projects to improve practice more aligned with social and educational values. Reflective writing around one’s desired legacy is one means for clarifying values, values that might guide the area of focus one chooses for action research, how the research is conducted and how outcomes are evaluated. In this post, I provided a six-step set of reflective activities that can be used for value clarification. The activities are adopted and/or adapted from Galford and Maruca’s (2006) leadership legacy writing.

References

Contributing Author: Linda Purrington

Linda is leading the section of the ARNA STAR ARC related to framing action research questions and is the Co-editor for the ARNA STAR ARC Newsletter.

• After 19 years of full-time service as a professor at Pepperdine University, Linda Purrington transitioned to an adjunct role and currently chairs Ed.D. Leadership Program dissertation committees. She taught action research in the educational leadership and learning programs.
• Prior to Pepperdine, Linda served as an adjunct professor at CSU Long Beach, CSU Fullerton, Chapman, and Concordia Universities.
• Linda made a career transition to higher education after serving 21 years in K-12 education as a bilingual teacher, principal, and district office coordinator. Additional achievements include:
  • Recent Past Director for the Educational Leadership Administration and Policy (ELAP) Ed.D. Program and the Educational Leadership Academy (ELA) M.S. Program at Pepperdine University.
  • Recent Past Co-President for the California Association of Professors of Education Administration (CAPEA).