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Research fundamentals

Researching yourself: the reflectiveprofessional.

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Todays learning

outcomes

By the end of todays session, a successful participant will

be able to:

Define the key terms and ideas relating toprofessional

research

Discuss how to apply these ideas to researching yourown professional practice

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The R word ...

What experience of doing research have you

already got?

And what do you hear when you hear the wordResearch - what meanings and connotations does it

have for you? For example:

Whats it about?

Whats research done on?

Who does it?

Why is it done? ... etc.

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- so n genera erms,what is research

anyway?In research, you are setting out to answer a question

convincingly ... (or to prove / disprove a hypothesis /a theory / an explanation)

The question gives the research focus and purpose

And it does have to be a real question, by the way -not one you already know the answer to!

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So - still in general terms

Research is about these three stages:

1 - Figuring out good questions to ask;

2 - Figuring out good ways of answering these

questions;

3 - Figuring out what to do with what youve

discovered (because the point about professionalresearch, and what were doing together here, is that

it is - or it should be - completely practical).

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Lets begin to apply this

...

In research, you are setting out to answer a question... (or to prove / disprove a hypothesis / a theory / an

explanation).

It may be useful to start with the words How can I

...?

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The usual stages of a

research projectIdentify your questionDecide on a timetable / action plan & figure out how

you will generate the data / information that will help

you answer your question (what data do you need?)

Background reading / information gathering

First round of actions

Evaluation & writing

Modify question and actions as necessary and

repeat cycle (how many times?)

Final write-up.

E i ti l

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DO

REFLECT

GENERALISE

PLAN

Experiential

Learning

Cycle (Kolb)

P f i l

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Act

Evaluate /

Judge

Plan how to

use yournew knowledge

Professional

Research

Cycle (Thew)

Explainwhy

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So, what are you really

being tested on?Your ability to think clearly

Your ability to link your thinking and your actions &

Yourability to write this downclearly, to explain to

someone else how and why you thought and acted

as you did, and to evaluate your successes / failures

This ought to be a serious intellectual challenge!

So its .. THINK ... LINK ... INK.

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Professional action &

evaluation system (doing)What am I going to do? Why? How will I evaluatethis?

Do the activities - monitor (as you go along) andevaluate (at the end).

What happened? What worked well and what didnt?

Why?

This is where you link your actions & some

underpinning theory & where you move beyond

just acting into researching

What do I need to change? Why? Repeat cycle.

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But running alongside

this cycle ... (thinking)Is a research cycle - & this is where you need to

figure out what information you need to help you

make the best choices for your actions

There are three aspects here:

Research before action (things you need to know

before you act)

Research during action (getting feedback as yougo along to check progress etc)

Research afteraction (evaluation at the end of a

cycle / the project - to understand and plan)

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However ...Fundamental research issues always remain the

same:

What information do I need?

Why do I need it? (What difference will it make?

What am I planning to do with it?)

How will I obtain it?

How do I know that the information Im getting is

as accurate as possible?

And this is where learning the how to of researching

comes in ...

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What youre doing is a

kind of Action ResearchAction research is about two things: action (what youdo) and research (how you learn about and explain

what you do). The action aspect of action research is

about improving practice. The research aspect isabout creating knowledge about practice. The

knowledge created is your knowledge of your

practice. (McNiff & Whitehead: 5)

McNiff, Jean & Whitehead, Jack (2010: 3rd edition)

You and Your Action Research Project(Abingdon:

Routledge)

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Your role in professional

researchThis is an example of a methodologicalissue or

problem - but why is it a problem?

In the pro. project, and on this course, you are

researching yourself(e.g. the effectiveness of your

actions / decisions etc)

So what level of objectivity can you claim? [You

might be hopeless at judging yourself ;-) ]

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Research

positions for

thinking about

yourself /

your work

I You

Them

What I know from

my own observations,

experience,

assessment,analysis etc

What I know from

interacting with other

people, getting

feedback,their direct input etc

What I know from the work

of other professionals / academics -

books, academic articles,research, models etc

Youll needall 3

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Other Useful Reference

BooksBell, J. (2005, 4th edition) Doing Your ResearchProject: A Guide for First-Time Researchers in

Education, Health and Social Science (Maidenhead:

Open University Press)

Cohen, L., Manion, L., & Morrison, K. (2007, 6th

edition) Research Methods in Education (Abingdon:

Routledge)Reason, P. & Bradbury, H. (eds.) (2006) Handbook

of Action Research (London: Sage)

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Task for the week

What is the most important feedback you need about

yourself and your work? Why do you need this?

Where can you get it from?

Get the feedback, reflect on what you have learned

and what you will do as a result of this and why.

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What are the course

outcomes?These are what you need to demonstrate to

pass the course! There are only 3.1 - undertake independent personal development

and business development activity

2 - analyse the results of this activity

3 - critically evaluate a range of tools / methods for

personal and business development, relating these

tools to your own developmental activity.

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What is the

assessment?3,000 word essay - due Wk 27

Critically evaluate how you have used what you have

learned during this module to support yourpersonal and professional development and

improve your business skills and performance.

Include an analytical account of the independentpersonal and business development activities you

have undertaken during the course of the year.

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OutcomeYou will be assessed on your

ability to:

Undertake independent personaldevelopment and businessdevelopment activity

Plan and carry out appropriate personal and

business development activityProduce a reasoned account of your own

strengths and weaknesses

Analyse the results of this activity

Discuss the results of your developmentalactivities, producing a well-evidenced accountof your successes and failuresMake well-founded and credible plans for

future work

Critically evaluate a range of

tools / methods for personal and

business development, relatingthese tools to your own

developmental activity

Relate the tools and methods discussed inclass to your own developmental activities

Evaluate the models used, drawing onpersonal experience and knowledge-in-action

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The 7 most common

pitfalls(1)Just making a claim, with no evidence or discussion(2)Writing only in general / theoretical terms

(3)Evaluating the course, rather than yourself

(4)Criticising (rather than critiquing) a poorly understood andinaccurate version of a model (as opposed to engaging

with the actual model itself, showing nuanced

understanding)(5)All description; no thinking / analysis

(6)No reference to any independent reading / research

7 Shoddily written and produced work.

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What does this mean?

I am inviting you to negotiate what you want to

write about - you have a lot of freedom here

This is a useful template to start with:

What did I want to work on this year? Develop a

strength? Minimise a weakness? Solve a problem?

Start something new? Whatever - it has to be real

Why did I want to do this?

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What options did I consider? (Link here to the

course ideas - show us you are well informed!)

Which option did I pick? Why? (Link to courseagain)

What happened? What worked well? What didnt?

Give us some evidence, and discuss it. Relate tomodels from the course where appropriate. This is

what we mean by evaluation.

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Why did it work out as it did? Hardest section of the

essay, maybe? Needs lots of evidence and lots of

careful thought. Definitely needs links to the coursemodels and ideas.

What did I learn from the experience?

What am I going to do next? What do I hope toachieve? Why do I think my plans & actions will

work?

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Broad grading criteria

Fail - does not cover the three learning outcomes

Pass (40-49%) - shows basic knowledge - some

misunderstandings - not good on really applying theideas of the course to understanding own self &experience

2:2 (50-59%) - clear knowledge - tends to describemore than it analyses - does not go into ownexperience in much depth / little really believablereflection

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Broad grading criteria

2:1 (60-69%) - good understanding of the mainideas from the course - they are used well to

explain and understand own experience - futureplans / ongoing work - well presented work -analyses and is thoughtful, does not just describe

1st (70%+) - as above, but with originality and sharp

insights - real sense that the writer has taken theideas and made a new sense of them forhim/herself - personally honest and reflective - greatpresentation!

A basic model for

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A basic model forimproving our own

performance

You need to know, clearly & confidently, whatcounts as an excellent / good / OK / not OK

standard (we call this internalizing standards)

You need to be able to judge your own level of

performance accurately and objectively (ideallycombining your own insights with some outside

input)

You need to know exactly how (or if?) your

performance falls short of an excellent / goodperformance

You need to be able to identify what you need to

do, or stop doing, or add, or change etc. to get

your performance up to the excellent / good level

Ill i f l

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Ill give you a few real

essay examplesTo make these easier to compare, theyre all about

MBTI

One of these got a third (40-something %)

One got a 2:2 (50-something %)

One got a 2:1 (60-something %)

One got a first (over 70%)

But which is which? And why?

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Example 1

On this course, I learned about the Myers Briggs Personality

Types system, which was very interesting. There are 16

different personality types, comprising four different

categories: E or I; N or S; T or F; and P or J. I am the ENFPtype, which is commonly found in roughly 8% of the adult

population, but was more common at BIMM, probably

because we are all musicians, and musicians are very often

like this. I discovered that I am quite bad at being organised,

which is true. But I am also quite good at inspiring other

people, which I hope is true as well. I was very surprised

how accurate it was, overall.

Example 2

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Example 2In the summary description of my MBTI (ENFP, The Inspirer), I

recognised my trait of making connections between events and

information very quickly (ref.). I see this as a thinking strength, but a

potential interpersonal weakness. I am quick to generate ideas, but I have

learned that I need to explain the connections that I am making more

learly (which is particularly helpful for sensing types), because otherwise

my ideas can be dismissed as irrelevant. The sections in my LJ entitled

Brainstorming 1 and Brainstorming 2 are an example of how changing

my behaviour to offer clearer explanations helped make the bands

brainstorming sessions more effective, because others remained engaged

nd realised I was focusing, when before they interpreted my ideas as

oing off the point. Thinking about the Belbin model also helped improve

brainstorming sessions. My preferred roles as resource investigator and

plant link to my MBTI as they draw on my strengths as a divergent thinker.

Explicitly discussing team roles with R. (in Brainstorming 2) who is an

ffective monitor evaluator, freed me to be creative and him to be

elective, which has led to stronger team work in problem solving.

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Example 3My Myers-Briggs type is ENFP (Extraverted / Intuitive /

Feeling & Perceiving). A typical characteristic of ENFPs is

that we are quick to make decisions, and also comfortable

with doing this. I realised that this is why I often get put in a

leadership role by my band, because other people do notnecessarily want to take responsibility for decision making. I

feel confident about my ability to take good decisions (see

the section on Getting a new drummer in my LJ for an

example), but I think that it would be better and moredemocratic if we all participated, so we share the

responsibility. Next year I will be encouraging my fellow band

members to be more proactive in this area.

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Example 4

The Myers-Briggs assessment tool was very interesting.

There are a lot of different types of people, who can be put

into a few different boxes. Mine says that I am extraverted,

which is true as I do tend to be quite loud, but I do not thinkthat is always true, it depends on who I am with. I am also

thoughtful, which is true, for example I never forget any

important birthdays. I am intuitive, which is funny as

sometimes I know who is on the phone before I answer it(not when it comes up on screen, of course, because that

would be cheating!)

2:2

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Example 1

On this course, I learned about the Myers Briggs Personality

Types system, which was very interesting. There are 16


categories: E or I; N or S; T or F; and P or J. I am the ENFPtype, which is commonly found in roughly 8% of the adult

population, but was more common at BIMM, probably






2:2

2:1

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Example 3My Myers-Briggs type is ENFP (Extraverted / Intuitive /










2:1

Example 2 1

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Example 2In the summary description of my MBTI (ENFP, The Inspirer), I


information very quickly (ref.). I see this as a thinking strength, but apotential interpersonal weakness. I am quick to generate ideas, but I have




Brainstorming 1 and Brainstorming 2 are an example of how changingmy behaviour to offer clearer explanations helped make the bands




brainstorming sessions. My preferred roles as resource investigator andplant link to my MBTI as they draw on my strengths as a divergent thinker.




1st

3

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Example 4

The Myers-Briggs assessment tool was very interesting.

There are a lot of different types of people, who can be put


which is true as I do tend to be quite loud, but I do not thinkthat is always true, it depends on who I am with. I am also

thoughtful, which is true, for example I never forget any


sometimes I know who is on the phone before I answer it(not when it comes up on screen, of course, because that

would be cheating!)

3rd

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3rdThe Myers-Briggs assessment tool was very interesting.There are a lot of different types of people, who can be put


which is true as I do tend to be quite loud, but I do not think

that is always true, it depends on who I am with. I am alsothoughtful, which is true, for example I never forget any


sometimes I know who is on the phone before I answer it

(not when it comes up on screen, of course, because that

would be cheating!)

3rd = shows basic knowledge - some misunderstandings - not good on really applying theideas of the course to understanding own self & experience

Also - 3rds are often characterised by whats missing: this person omits to say what

type they actually are!

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2:2On this course, I learned about the Myers Briggs PersonalityTypes system, which was very interesting. There are 16


categories: E or I; N or S; T or F; and P or J. I am the ENFP

type, which is commonly found in roughly 8% of the adultpopulation, but was more common at BIMM, probably






2:2 = clear knowledge - tends to describe more than it analyses - does not go into ownexperience in much depth / little really believable reflection

2:1good understanding of the main ideas from the course - they are used well

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2:1

My Myers-Briggs type is ENFP (Extraverted / Intuitive /










to explain and understand own experience - future plans / ongoing work -well presented work - analyses and is thoughtful, does not just describe

1st1st - originality and sharp insights - real sense that the writer has taken theideas and made a new sense of them for him/herself - personally honest andreflective great presentation!

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1stIn the summary description of my MBTI (ENFP, The Inspirer), I


information very quickly (ref.). I see this as a thinking strength, but apotential interpersonal weakness. I am quick to generate ideas, but I have




Brainstorming 1 and Brainstorming 2 are an example of how changingmy behaviour to offer clearer explanations helped make the bands




brainstorming sessions. My preferred roles as resource investigator andplant link to my MBTI as they draw on my strengths as a divergent thinker.




reflective - great presentation!

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Task for the week

What is the most important feedback you need about

yourself and your work? Why do you need this?Where can you get it from?

Get the feedback, reflect on what you have learned

and what you will do as a result of this and why.

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