MODELS OF ACTION

RESEARCH
ACTION RESEARCH MODEL

The action research model focuses on planned

change as a cyclical process in which initial research
about the organization provides information to guide
subsequent action. Then the results of the action are
assessed to provide further information to guide
further action, and so on.
THE MAIN STEPS
INVOLVE ARE:
1. Entry (Problem
identification):
This stage usually begins when a key executive in the organization or someone
with power and influence senses that the organization has one or more problems
that might be solved with the help of an OD practitioner. Contact between the
consultant and client is what initiates the entry phase. After the contact, the
consultant and the client begin the process of exploring with one another the
possibilities of a working relationship. During this process, the consultant
assesses:
a. The probability of relating with the client
b. The motivation and values of the client
c. The client’s readiness for change
d. The extent of resources available
e. Potential leverage points of change
2. Contracting (Consultation with
a behavioral science expert):

During the initial contact, the OD practitioner and the

client carefully assess each other. The practitioner
has his or her own normative, developmental theory
or frame of reference and must be conscious of
those assumptions and values. Sharing them with
the client from the beginning establishes an open
and collaborative atmosphere.
Unlike other types of contracts, the
OD contract states three critical
areas:
a.What each expects to get from the
relationship
b. How much time each will invest,
when, and at what cost
c. The ground rules under which the
parties will operate
3. Diagnosis (Data gathering and
preliminary diagnosis):

This step is usually completed by the OD

practitioner, often in conjunction with organization
members. It involves gathering appropriate
information and analyzing it to determine the
underlying causes of organizational problems.
4. Feedback (Feedback to a
key client or group):
Because action research is a collaborative
activity, the diagnostic data are fed back to the
client, usually in a group or work-team meeting.
The feedback step, in which members are given
the information gathered by the OD practitioner,
helps them determine the strengths and
weaknesses of the organization or the
department understudy.
5. Planning Change (Joint action
planning):
Next, the OD practitioner and the client members
jointly agree on further actions to be taken. This is
the beginning of the moving process (described in
Lewin’s change model).At this stage, the specific
action to be taken depends on the culture,
technology, and environment of the organization;
the diagnosis of the problem; and the time and
expense of the intervention.
6. Intervention (Action):
This stage involves the actual change from one
organizational state to another. It may include
installing new methods and procedures, reorganizing
structures and work designs, and reinforcing new
behaviors. Such actions typically cannot be
implemented immediately but require a transition
period as the organization moves from the present to
a desired future state.
7. Evaluation (Data gathering after action):

Because action research is a cyclical

process, data must also be gathered
after the action has been taken to
measure and determine the effects of the
action and to feed the results back to the
organization. This, in turn, may lead to
re-diagnosis and new action.
 DIFFERENT
ACTION RESEARCH
MODELS
1.) KURT LEWIN’S MODEL (1946)

TO BE DISCUSS
BY CHRISTIAN
JHON
RICAFORT…
2.) DAVE EBBUTT’S MODEL (1985)

Ebbutt began by questioning the existing action research

model. As a result, he developed Lewin’s original method.
His main qualm was with the choice of graphic used to
display the action research process. Ebbutt preferred to
use a series of successive cycles that promoted the
possibility of generating feedback at ‘mid cycle’ or
between/within the action cycles. Interestingly, this model
reflects nascent project management theories of the time
and is adaptable to a range of spheres, including social
sciences, education, business and economy.
This new model is reflected in the process
• Ebbutt questioned Lewin’s model by
claiming that the spiral is not the
most useful metaphor or image to
use to think about the AR process.
• He uses a series of successive
cycles that enable the possibility of
providing evaluative feedback within
and between the cycles of action.
3. Kemmis and McTaggart’s Model (1988)

• A similar model as Lewin’s of the cyclical nature of

the typical action research process. Each cycle has
four steps: plan, act, observe, reflect. He suggest that
the fundamental components of action
research include the following: (1) developing a plan
for improvement, (2) implementing the plan, (3)
observing and documenting the effects of the plan, and
(4) reflecting on the effects of the plan for further
planning and informed action.
 • The short and

• In this model, it
shows how
“ multiple cycles are
to ensure rigour. As
it is intended that
reflection leads on the end result is
to the next stage of change, effective
planning. The action research
planning stage is depends upon the
not separate from agreement and
the previous stage commitment of
but is embedded in those affected by it.
action and This is achieved by
reflection. involving them
directly in the
research process.
• The diagram shows a self- reflective spiral of
planning, acting, observing, reflecting and re-
planning as the basis for understanding how
to take action to improve an educational
situation.
• The diagram shows the principles in action,
the movement from one critical phase to
another, and the way in which progress may
be made through systematic steps
4. Jean McNiff’s Model (1988)

• McNiff ‘s abstract visual of her action

research model which reflects the
generative tranformational nature of
evolutionary process.
• The visual metaphor she has developed
is an iterative spiral of spirals, an
exponential developmental process.
• She believes it is possible to begin at
one place and end up somewhere
entirely unexpected.
• An aspect of the original 1988
diagram of a generative
transformational evolutionary
process.
• The diagram shows the process of
development as an expanding spiral.
The spirals of action reflection unfold
from themselves and fold back again
into themselves.
• They attempt to communicate the
idea of a reality which enfolds all its
previous manifestations yet which is
constantly unfolding into new
versions of itself, constantly in a
state of balance within
disequilibrium.
5. John Elliott’s Model (1991)

• John Elliott points out that in using Lewin’s model, one might assume
that the ‘general idea’ can be fixed in advance, that ‘reconnaissance’ is
merely fact- finding, and that ‘implementation’ is a fairly straightforward
process.
• Elliot argues that the general idea should be allowed to change, that
reconnaissance should include analysis as well as fact finding and
should occur throughout the action research process and not only at
the beginning.
• Elliott says that implementation is not a simple task and one should
monitor the effects of action before evaluation takes place (Elliott,
1991, p. 70).
ELLIOT’S MODEL
6. Jack Whitehead and
McNiff’s Model (2006)
• Whitehead and McNiff’s model
consists of 5 disciplined and systematic
steps in a research cycle known as
“action- reflection”.
• The cycle is complete with a plan to
modify the action and move in new and
improved directions.
• The critical aspect of action research
is that of the individual “I” being at the
centre of the process, the “first person”.
7. Drummond& Themessl-Huber (2007

PLAN • Suggest, “ The variations of the

action research cycle presented in
the literature include circles of a
ACT
action, spirals, varying
combinations of circles and spirals
OBSERV and spiral’s and flow diagrams.”
E
• The most basic action research
process is represented.
REFLEC
T
7. Drummond& Themessl-Huber (2007

• This model is rooted from the work of Kurt

PLAN
Lewin (1946) and has been cited in several
action research lately. From the point of view
of teachers and teaching, it involves deciding
ACT on a particular focus for research; planning to
implement an activity, series of activities, or
other interventions; implementing these
OBSERV activities; observing the outcomes; reflecting
E
on what have happened and then planning
further series of activities. The cycle may
REFLEC continue as the case may be.
T
8.) Denscombe(2007)

TO BE DISCUSS
BY Mike Veracis…
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