Cycle of Inquiry Plan
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Assessment4-8520.pdf
cf_cycle_inquiry_plan_template.pdf
Cycle of Inquiry Plan for [Insert Problem of Practice]
in
Partial Fulfillment of the Requirements for
EDD-FPX8520 – Educational Leadership by Design
Prepared by
(Learner’s Name)
Capella University
(Date)
Instructor:
Delete all instructions—everything that is italicized—once you have completed the paper. Do not delete headings.
Introduction
Introduce the purpose of your plan and write a brief, high-level description of your problem of practice or organizational issue. (1–2 paragraphs maximum)
Initial Reconnaissance – Look
In this section, briefly define the issue and identify materials and resources needed to complete an environmental scan, internally and externally. Stringer (2014) considers this the “look” phase of the look, think, act cycle. This would also be an initial step for designers: empathize. Issue Definition How would you describe or define the issue, based on your current understanding of the issue? Remember, this is an initial description, a draft definition of your issue. Reason for Inquiry Explain why there is a need for this inquiry. Guiding Questions What are 1–3 key questions that would drive an inquiry into the issue? Collaborators With whom would you choose to collaborate in a “deep dive” into the issue and its causes? Why would they be your choice? What is Known? What information do you have about the issue? Is the information trustworthy, or do you need to verify its accuracy? Organizational Data Describe the information and data your organization collects on a routine basis that might have implications for understanding the issue. Is this information or data accessible? Is it qualitative or quantitative? Additional Data to be Gathered What information or data would you need to gather that is not collected by your organization to help answer your questions? How would you access it? From whom? For example, if you want to understand what stakeholders—that is, people who have a stake in solving the problem or better outcomes—think about the problem, their perceptions can be collected through interviews, focus groups, or surveys. If you need additional organizational data or information, you could consult organizational leaders or administrators through
interviews or informal conversations. Leaders in the organization could advise you where to find records data. Information about work processes, classroom behavior, or interactions at meetings might be collected through observation. These are just examples of different ways to think about getting answers to your questions. You will probably need a combination of quantitative and qualitative data. Additional Information Describe knowledge about the problem that could be learned through the research literature, trade journals, or professional association resources. What key words or topics would you use to search for information? Strategies Which tools and techniques will you plan to use to collaborate with others and to identify gaps and causes? Timeline Provide a table with a hypothetical timeline for collecting the information you need. Although you have identified information and data above, you and your team will want to spend time confirming that you have accounted for all important sources of information. Activities (e.g., Meetings, Data Gathering, Study) Duration/Dates
Think The second stage of Stringer’s action research cycle corresponds with analysis and reflection on the data and information in collaboration with others. In the design thinking cycle, a team comes back together to share information it has gathered and create the problem definition. Timeline for Reflection and Analysis Copy your table from above and add rows that reflect the time need individually and in consultation with your team to study and analyze the data and information everyone has collected. Try to be realistic. Depending on the scope of your issue, the process is time consuming.
Act
This is the third stage of Stringer’s Look, Think, Act cycle. Allow time to develop an action plan. Timeline for Developing an Action Plan
Copy your table from above and add rows that reflect the time need individually and in consultation with your team to develop an action plan. Try to be realistic. Depending on the scope of your issue, the process is time consuming.
Conclusion The three stages described above can be considered a cycle of inquiry or a first or small cycle of action research. Note that in a larger cycle, all three stages are considered part of a planning process that is followed by an implementation phase and then an evaluation phase. In the conclusion, compare the design thinking cycle with an action research cycle. In what ways can they be considered similar? In what ways are they different? Consider the cycles as frameworks that guide inquiry and also the mindsets or mental models each represent. Describe how elements of design thinking could be incorporated into an action research cycle and how action research principles could be incorporated into design thinking cycles. (Example: Could you learn about the problem through an empathy process as described in the readings this week and then develop a formal action research cycle? When might that be appropriate?) How would your plan look different if you were to follow a design thinking cycle as presented in this week’s readings? Would a design thinking cycle or action research cycle be most appropriate given your issue?
Assessment4-8520.pdf
Cycle of Inquiry Plan Develop a plan for inquiry addressing an issue or problem of practice at your organization.
Logic Models
The logic model is a multipurpose tool that can be used for planning and designing a program, creating an implementation plan, evaluating a program, and/or communicating with stakeholders. Like many effective and versatile tools, it is simple without being simplistic. Like a blueprint, which can be a simple floor plan or a complete set of specifications for the building, a logic model’s level of complexity depends on the program or project at hand and the needs of the user.
When you have defined inputs; activities; outputs; short-, medium-, and long-term outcomes; and longer-term impacts, you will have a relatively complete overview—or model—of your program or project. When you include assumptions you and other stakeholders bring to the project, your model will be even more nuanced and informative.
A simple logic model has a lot in common with a basic systems feedback loop: Inputs or resources lead to activities or processes and then to outputs of the activities. A feedback loop from the output provides information that leads to modification of inputs and resources—even assumptions.
A logic model provides an effective visual representation for communicating a project or program to others. It is also a valuable tool for program planners in that it requires specific identification of model elements and exposes gaps in alignment or reasoning that may then be addressed.
Cycles of Inquiry
Inquiry cycles can be any investigative process that involves a creative questioning and testing process. The purpose of the inquiry cycle in any organization is continuous improvement of practice and better outcomes or results. Because improvement is always possible, one cycle of inquiry tends to lead to another—and another. An inquiry cycle can be an action research cycle; a plan, do, study, act cycle; or a design thinking cycle. While there are differences, the inquiry and thinking process for each type of improvement cycle is very similar for all.
As noted by Childress and Marietta, "The first and most critical step of solving a performance problem is to accurately identify it" (2017, p. 2). Only after the problem is defined can an appropriate way to improve the situation be planned, implemented, and evaluated. We're ready now to expand our focus and consider the inquiry cycle as a whole.
Design Thinking
Design thinking represents a way to create and innovate in virtually any environment, in a series of cyclical, iterative steps. It is, in fact, another form of an inquiry cycle. A series of quick-and-dirty design cycles enhance creative capacity to try out a variety of ideas. Designers create prototypes and ask end users, "Is this what you need (or want)? Does this solve the problem?" The expectation is that it will not solve the problem, at least not at first. Quick iterative cycles of prototyping enhances learning from failures and keeps failure fast and inexpensive. Can you think of any projects that might have benefitted from a little more trial and error (and feedback from users) before implementation?
Design thinking—like most thinking—is full of stops and starts. In the words of David Kelley (IDEO U, n.d.), "Design thinking is not a linear path. It's a big mass of looping back to different places in the process." This is just one-way design thinking is akin to action research, with its multiple cycles of improvement. In addition, both involve participants in the design of the intervention (or new solution/product) and the research study (design process) itself in the quest to improve, innovate, and close the gap between current reality and the desired future.
Note: David Kelley founded IDEO, a design company, and the Stanford d. school (also known as the Hasso Plattner Institute of Design).
References
Childress, S., & Marietta, G. (2017). A problem-solving approach to designing and implementing a strategy to improve performance. Harvard Business Publishing.
IDEO U. (n.d.).Why design thinking is relevant [Video]. https://www.ideou.com/blogs/inspiration/david-kelley-on-design-thinking
For this assessment, use the Cycle of Inquiry Plan Template [DOCX]
Download Cycle of Inquiry Plan Template [DOCX]
to develop a plan for an inquiry into an issue or problem of practice at your organization. The template includes details about the expected components of your analysis.
How would you gather the people and information and learn what you need to know to understand as much as possible about the problem or issue and move to action planning? How might design thinking cycles and action research cycles provide frameworks to guide your inquiry?
The plan will include what you will need to accomplish in order to complete your deep dive. Remember, this is a plan. You don't need to be concerned about implementation. Think big. Be imaginative. But make it feasible.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies:
● Competency 2: Apply continuous improvement models and methods to uncover the multi-dimensional nature of problems of practice.
○ Create a plan for an in-depth collaborative inquiry process to understand a problem of practice.
● Competency 4: Apply critical thinking skills and habits of mind to analyze problems of practice.
○ Align components of the plan, including problem, questions, data, and literature topics.
○ Compare and contrast design thinking and action research inquiry cycles.
