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Impact Study

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Impact study of my Work Based Major Project

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Impact Study

  1. 1. Impact Study‘An action enquiry into developingbehaviour management skills’SID: 0816909 CB330007S
  2. 2. BA (Hons) Learning Map of the impact Technology & Research Using the suggested framework provided in the module resources, to the left is a map of the evidence of impact my Work Based Major An action enquiry into Project has had on me as a practitioner, developing behaviour Graduateness management skills categorised into themes. Throughout the degree course, it has been a journey of many experiences and not always easy to differentiate Professional Personal Development between professional skill and discipline and Development personal. Therefor, the map is presented as aDegree a prerequisite forGTP Course to further my continuum of Professional and Personal career in Education development, where each skill is placed on Improved work ethic Greater understanding of either side of the scale depending on where I feel behaviour management it is best placed between the two. skill in the classroom Research skills for Comments on this patch, when shared with the continued professional Ability to take a reflective development on-line community, raised an interesting account of my own perspective on this section of the patch: practice Confidence to undertake research in the workplace It looks pretty good to me; I understand what you mean about not being sure whether some things fall into personal or professional development, however your Time management skills map indicates a definite inclination towards professional for large projects practice in most areas, so perhaps you are not as Communicating in a unsure as you think! professional manner Being a graduate I agree with the feedback from the community and it demonstrates another lesson learnt from Communication skills with this exercise. colleagues
  3. 3. To present a reflective and analytical impact study of the investigation done in the Work Based MajorProject, the first thing logical to look at is to determine whether or not practice has been improved, asthis is the underpinning objective of action inquiry. To augment the map on the previous slide that seeksto categorise impact from the inquiry into both professional and personal spectrums, I look here todiscuss other questions I find prevalent to an impact study of the Work Based Major Project: • What has emerged from the Work Based Major Project? ‣ Professional Practice ‣ Personal Development ‣ Wider professional impact on others • How can impact on these be measured?These questions were synthesised from a previous students work on the same objective of measuringthe impact of their study, re-aligned with the context of my own study.These aims of what and how to measure fall in alignment with another model for recognising impactfrom research from Duryea, Hochman & Parfitt (2007, p.9) as seen below:
  4. 4. What has emerged from theWork Based Major Project? The emergent benefits from the Work Based Major Project are categorised into themes. These are looking to identify what benefits have been made on professional practice, personal development and the wider professional impact on others, both in and out of my work context.
  5. 5. Professional PracticeTo identify and measure how professional practice has been impacted as a result of the action inquiry, I will take intoaccount a professional mid-year review that coincidentally occurred after the inquiry and dissemination process. As anextra input into this section, I believe it is worth stating that throughout the degree course, work and study have developedgradually into a symbiotic existence where one feeds off the other and vice versa. This mounted to a critical incident duringmy mid year review where a positive referral was made on my professional review about my use of behaviourmanagement. It is logical to assume that this was as a result of the action inquiry process in the weeks before the reviewtook place.
  6. 6. Professional PracticeTaking a more holistic approach to seeing where impact has been made of professional practice, as seen in the map ofevidence; research skills for professional development were created within the professional context. What this means is thatContinuing Professional Development (CPD) from my perspective before the inquiry was something that was delivered bymy school with little or no choice or analysis done on the needs of the staff. From this inquiry and through discussions withcolleagues, this research constituted heavily as CPD and the methods and methodologies gained from this could berepeated under a different objective, other than behaviour management. The CPD opportunity created, could then bedetermined by any practitioner and also be very personalised as coming from a self needs analysis, coming from reflection.
  7. 7. Professional PracticeOverall reflection on the whole degree course, concludingwith the WBMP itself, sets the scene of what this journeyhas yielded. It was three years ago when I was looking tostudy a degree to further my career within education andthis has remained the core objective. From the impact map,it can be seen that ‘Degree prerequisite’ is at the furthestpoint on the left ‘Professional Development’ scale. Thiswas because, not having a degree would not allow me toprogress with my teaching training and never be able tobecome a teacher.Not only has the course provided a plethora of transferableskills for use in my future teaching career, but I was able totake opportunity from the personalised nature of thecourse and craft my WBMP centrally around a coreteaching practice of Behaviour Management. The teachertraining provider I am hoping to train with in the comingacademic year have commented on the benefits a majorproject like this would have on the foundation knowledgeneeded to become a fully qualified practicing teacher.
  8. 8. Personal DevelopmentLooking inwards for more personal development aspects stemming from theinquiry, from the map of impact, the key thing for me on the side of theProfessional Development scale is the last piece of becoming a graduate.The journey for me of attaining a degree has been one of the most intensiveand rewarding of my life. Being a graduate in my mind opens many doors inmy future and removes possible ceilings that I may have encountered.Looking more specifically at what was gained from a personal perspectivefrom the Work Based Major Project was the general contextualisation of themany skills I had learnt throughout the three years of study. Taking anoverview of the skills learnt that are highly transferable are: • Action Inquiry • Presentation through alternative media • Presenting written work to a word count • Engaging in critical dialogue with peers • Presentation skills • Dissemination, its purpose and its execution • Qualitative data collection and analysisThe use of these skills in context of a major project that equates to adissertation acts as a portfolio of evidence of application of these skills inaddition of simply understanding their possible uses.
  9. 9. Personal DevelopmentGoing into a more specifics of the personal development gained from theWBMP itself, it is seen on the impact map that ‘Improved work ethic’ and‘Communication with colleagues’ are highlighted as amongst the mostpersonally developmental. These are because of the confidence gained fromboth.In consultation with colleagues, it was commented that it was “no smallachievement to have carried out undergraduate research within theworkplace” and to have produced 10,000 words from it a “greatachievement”. This was an opportunity to communicate with colleagues onsomething I was leading myself, something I had not done before.The ‘Improved work ethic’ comes once again from the self discipline tomanage a project such as this and set my own deadlines and stick to them.Not having anyone ‘chasing you’ for the work and with great opportunity tolet yourself fall behind, a disciplined approach was certainly needed tocomplete the project to meet the Learning Outcomes, the suggested length ofthe report and to be able to submit the document by the required deadline.
  10. 10. Wider professional impact on othersThrough dissemination events to selected audiences and observers throughout the inquiry process, feedback from thesepeople can be summarised as: • Colleagues learnt how qualitative data can be used to inform conclusions as many of them were not familiar with this data type. • Colleagues were made aware of action inquiry as a research methodology and its use in the context of education. • Colleagues saw the developmental approach used to improve behaviour management skills and strategies in alignment with what worked and what didn’t with a practitioners teaching style.I cannot say the outcomes from the inquiry were particularly useful to others, because the inquiry was practitioner centricand knowing what behaviour management techniques and skills work best for myself are only really relevant to me.Emerging from this assertion is that future planning for research in the workplace could widen the scope to include thepotential for outcomes more applicable to work colleagues.
  11. 11. ConclusionsTo bring conclusion to the impact from the inquiry, links are Another capture from the WBMP to evaluate andmade to the project evaluation in the Work Based Major conclude is seen below where a brief summary wasProject portfolio. This seeks to find resolution to what was captured by drawing on a tablet computer. Although thisgained from the research and incorporates some impact does not extract detail, I feel it sums up the research andstudy. At the bottom of this slide is a wordle.net word cloud reduces it to its bare bones with the underlyingfor the evaluation highlighting some recurring phrases. conclusion of:It can be seen that key words extracted from the evaluation “Significant development of behaviour management skills”highlight themes from the evaluation, stemming from themost prominent of ‘research’.
  12. 12. Feedback Thank you for spending the time to view this impact study, and I hope that you enjoyed the format used for its delivery inspired by Reynolds (2009, p.94-117). If you could offer critical feedback, please consider these points when making your response: • Do you feel that the claims made in this presentation are valid? • Is there sufficient evidence provided to support any claims made? • Is there any other measure of impact you would liked to have have seen highlighted?

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