DOING ACTION RESEARCH IN YOUR OWN ORGANIZATION SECOND EDITION David Coghlan Teresa Brannick Doing Action Research 3/9/04 10:08 am Page i Doing Action Research In Your Own Organization Doing Action Research 3/9/04 10:08 am Page ii Doing Action Research 3/9/04 10:08 am Page iii Doing Action Research In Your Own Organization Second Edition David Coghlan Teresa Brannick SAGE Publications London ● Thousand Oaks ● New Delhi Doing Action Research 3/9/04 10:08 am Page iv © David Coghlan and Teresa Brannick 2005 First published 2005 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency Inquiries concerning reproduction outside those terms should be sent to the publishers SAGE Publications Ltd Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42, Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 4129 0246 ISBN 4129 0247 (pbk) Library of Congress Control Number 2004096489 Typeset by M Rules Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire Doing Action Research 3/9/04 10:08 am Page v Contents About the Authors ix Preface xi Acknowledgements xv PART I FOUNDATIONS Understanding Action Research What is action research? Research paradigms and action research Foundations of action research Experiential paradigms of action research Conclusions 13 20 Enacting the Action Research Cycle 21 The action research cycle Pre-step: context and purpose Main steps Meta learning Quality and rigour in action research Conclusions Exercise 2.1 Enacting the action research cycles 21 21 22 25 27 30 31 Learning in Action 32 Experiential Learning Reflection Developing reflective skills through journalling Action research skills Conclusions Exercise 3.1 Keeping a journal Exercise 3.2 Developing inquiry skills Exercise 3.3 The Learning Window 33 35 37 39 40 42 43 43 Doing Action Research vi 3/9/04 10:08 am Page vi D O I N G A C T I O N R E S E A R C H I N Y O U R O W N O R G A N I Z AT I O N PART II ISSUES AND CHALLENGES IN RESEARCHING YOUR OWN ORGANIZATION Researching Your Own Organization 47 The focus of the researcher and system Quadrant Quadrant Quadrant Quadrant Action research at home Conclusions 47 49 50 52 56 58 59 Preunderstanding, Role Duality and Access 61 Preunderstanding Role duality: organizational and researcher roles Access Conclusions 61 64 67 69 Managing Organizational Politics and Ethics 70 The politics of researching your own organization Ethics Conclusion Exercise 6.1 Confronting political and ethical issues Exercise 6.2 Force field analysis 70 77 79 79 80 Framing and Selecting Your Project 82 Framing the action research project Selecting the research project Conclusions Exercise 7.1 Questions for framing and selecting 82 88 88 89 PART III IMPLEMENTATION Implementing Your Action Research Project 93 The process of change Review and learning Learning by design Data generation as intervention The role of technology in the change process How you know when to stop? Conclusions Exercise 8.1 The process of implementation 93 97 97 99 102 103 104 107 Interlevel Dynamics in Action Research 108 Levels of analysis in action research Interlevel dynamics in action research 109 112 Doing Action Research 3/9/04 10:08 am Page vii CONTENTS 10 11 vii Conclusions Exercise 9.1 Applying interlevel dynamics Exercise 9.2 Mapping interlevel dynamics 114 115 116 Using Frameworks to Study Organizations in Action 117 Organizational diagnosis Systems thinking and practice Change and learning Conclusions Exercise 10.1 Diagnosing your organization Exercise 10.2 Using systems thinking 117 118 120 122 122 123 Writing Your Action Research Dissertation 124 Constructing and writing your dissertation Dissemination Conclusions 125 132 133 In conclusion 134 References 137 Appendix: Notes for Supervising Action Research 149 Name Index 151 Subject Index 155 Doing Action Research 3/9/04 10:08 am Page viii Doing Action Research 3/9/04 10:08 am Page ix About the Authors DAVID COGHLAN is a member of the faculty of the School of Business Studies, University of Dublin, Trinity College, Dublin, Ireland where he teaches organization development and action research and participates actively in both communities internationally He has an MSc in management science from Manchester University (UK), an SM in management from MIT’s Sloan School of Management, a PhD from the National University of Ireland and an MA from the University of Dublin He is co-author of The Dynamics of Organizational Levels in the Addison-Wesley OD series (1994), Changing Healthcare Organisations (Blackhall, 2003) and co-editor of Managers Learning in Action (Routledge, 2004), a collection of research accounts of managers who engaged in action research in their own organizations He is a member of the editorial advisory board of Action Research TERESA BRANNICK is a lecturer in the business research programme at the Michael Smurfit Graduate School of Business at University College, Dublin, Ireland Her undergraduate degree is in mathematics, her masters in sociology and her PhD in marketing research She has been a practising researcher for over twenty years and has published over thirty research papers in such diverse fields as epidemiology, public policy, industrial relations and marketing She is the editor of the Irish Journal of Management She is co-editor of Business Research Methods: Theories, Techniques and Sources (Oak Tree Press: Dublin, 1997) She conducts seminars on research methods and on researching your own organization Doing Action Research 3/9/04 10:08 am Page 146 146 D O I N G A C T I O N R E S E A R C H I N Y O U R O W N O R G A N I Z AT I O N researcher’, in N Adler, A.B (Rami) Shani and A Styhre (eds), Collaborative Research in Organizations Thousand Oaks, CA: Sage pp 117–34 Rousseau, D (1985) ‘Issues in organizational research: Multi-level and cross-level perspectives’, in L.L Cummings, and B.M Staw (eds), Research in Organizational Behavior, vol Greenwich, CT: JAI pp 1–37 Rowan, J (2000) ‘Research ethics’, International Journal of Psychotherapy, (2): 103–10 Rudolph, J., Taylor, S and Foldy, E (2001) ‘Collaborative off-line reflection: A way to develop skill in action science and action inquiry’, in P Reason and H Bradbury (eds), Handbook of Action Research London: Sage pp 405–12 Sagor, R (1992) How to Conduct Collaborative Action Research Alexandria, VA: Association for Supervision and Curriculum Development Schein, E.H (1987) The Clinical Perspective in Fieldwork Newbury Park, CA: Sage Schein, E.H (1992) Organizational Culture and Leadership, 2nd edition San Francisco, CA: Jossey-Bass Schein, E.H (1996a) ‘Three cultures of management’, Sloan Management Review, 37 (3): 9–20 Schein, E.H (1996b) ‘Kurt Lewin’s change theory in the field and in the classroom: Notes toward a model of managed learning’, Systems Practice, (1): 27–48 Schein, E.H (1997) ‘Organizational learning: What is new?’, in M.A Rahim, R.T Golembiewski and L.E Pate (eds), Current Topics in Management, vol Greenwich, CT: JAI pp 11–25 Schein, E.H (1999a) Process Consultation Revisited: Building the Helping Relationship Reading, MA: Addison-Wesley Schein, E.H (1999b) The Corporate Culture Survival Guide San Francisco, CA: Jossey-Bass Schein, E.H (2001) ‘Clinical inquiry/research’, in P Reason and H Bradbury (eds), Handbook of Action Research London: Sage pp 228–37 Schein, E.H (2003) DEC is Dead, Long Live DEC San Francisco, CA: BerrettKoehler Schon, D (1983) The Reflective Practitioner New York: Basic Books Schon, D (1987) Educating the Reflective Practitioner San Francisco, CA: JosseyBass Schon, D (1991) The Reflective Turn: Case Studies in and on Educational Practice New York: Teachers’ College of Columbia Press Seibert, K.W and Daudelin, M.W (1999) The Role of Reflection in Managerial Learning Westport, CT: Quorum Selener, D (1997) Participatory Action Research and Social Change Ithaca, NY: Cornell Participatory Action Research Network Senge, P (1990) The Fifth Discipline New York: Doubleday Senge, P., Roberts, C., Ross, R., Smyth, B and Kleiner, A (1994) The Fifth Discipline Fieldbook London: Nicholas Brealey Shani, A.B (Rami) and Docherty, P (2003) Learning by Design Oxford: Blackwell Shani, A.B (Rami) and Pasmore, W.A (1985) ‘Organization inquiry: Towards a new model of the action research process’, in D.D Warrick (ed.), Contemporary Doing Action Research 3/9/04 10:08 am Page 147 REFERENCES 147 Organization Development: Current Thinking and Applications Glenview, IL: Scott, Foresman pp 438–48 Shepard, H (1997) ‘Rules of thumb for change agents’, in D Van Eynde, J Hoy and D.C Van Eynde (eds), Organization Development Classics San Francisco, CA: Jossey-Bass pp 181–90 Simons, J (2002) ‘An action research study exploring how education may enhance pain management in children’, Nurse Education Today, 22: 102–17 Stringer, E.T (1999) Action Research: A Handbook for Practitioners, 2nd edition, Thousand Oaks, CA: Sage Susman G and Evered, R (1978) ‘An assessment of the scientific merits of action research’, Administrative Science Quarterly, 23: 582–603 Titchen, A and Binnie, A (1993) ‘Research partnerships: Collaborative action research in nursing’, Journal of Advanced Nursing, 18: 858–65 Toulmin, S and Gustavsen, B (1996) Beyond Theory: Changing Organizations through Participation Amsterdam: John Benjamins Torbert, W.R (1987) Managing the Corporate Dream Homewood, IL: Dow JonesIrwin Torbert, W.R (1989) ‘Leading organizational transformation’, in R Woodman and W Pasmore (eds), Research in Organizational Change and Development, vol Greenwich, CT: JAI pp 83–116 Torbert, W.R (1991) The Power of Balance Thousand Oaks, CA: Sage Torbert, W.R (1999) ‘The distinctive questions developmental action inquiry asks’, Management Learning, 30 (2): 189–206 Torbert, W.R (2001) ‘The practice of action inquiry’, in P Reason and H Bradbury (eds), Handbook of Action Research London: Sage pp 250–60 Ury, W (1991) Getting Past No London: Business Books Walker, B and Haslett, T (2002) ‘Action research in management–ethical dilemmas’, Systemic Practice and Action Research, 15 (6): 523–33 Waterman, H., Tillen, D., Dickson, R and de Koning, K (2001) ‘Action research: A systematic review and guidance for assessment’, Health Technology Assessment, (23) Webb, C and Pontin, D (1997) ‘Evaluating the introduction of primary nursing: The use of a care plan audit’, Journal of Clinical Nursing, 6: 395–401 Weick, K (1995) Sensemaking in Organizations Thousand Oaks, CA: Sage Weisbord, M.R (1988) ‘Towards a new practice theory of OD: Notes on snapshooting and moviemaking’, in W.A Pasmore and R.W Woodman (eds), Research in Organizational Change and Development, vol Greenwich, CT: JAI pp 59–96 Weisbord, M.R (2004) Productive Workplaces Revisited, 2nd edition San Francisco, CA: Jossey-Bass Wheelan, S.A (1999) Creating Effective Teams Thousand Oaks, CA: Sage Whyte, W.W (1991) Participatory Action Research Thousand Oaks, CA: Sage Williamson, G and Prosser, S (2002) ‘Action research: Politics, ethics and participation’, Journal of Advanced Nursing, 40: 587–93 Winter, R (1989) Learning from Experience: Principle and Practice in Action Research London: Falmer Press Doing Action Research 3/9/04 10:08 am Page 148 148 D O I N G A C T I O N R E S E A R C H I N Y O U R O W N O R G A N I Z AT I O N Winter, R and Munn-Giddings, C (2001) A Handbook of Action Research in Health and Social Care London: Routledge Young, M (1991) An Inside Job Oxford: Clarendon Press Zeichner, K (2001) ‘Educational action research’, in P Reason and H Bradbury (eds), Handbook of Action Research London: Sage pp 273–84 Zuber-Skerritt, O and Perry, C (2002) ‘Action research within organizations and university thesis writing’, The Learning Organization, (4): 171–9 Doing Action Research 3/9/04 10:08 am Page 149 Appendix: Notes for Supervising Action Research Action research is not an impersonal, external and solely intellectual exercise for the researcher It is, rather, a complex range of personal and social processes, which consequently makes particular demands on those entrusted with the role of acting as supervisors (Reason and Marshall, 2001) As action research involves the three domains of (a) the first-person practice of the individual researcher (b) the second-person practice of collaborative and political involvement with others, and (c) the third-person practice of the generation of usable knowledge, supervisor needs to attend to all three domains With respect to the individual researcher, the supervisor attends to the whole person – how that person’s cognitive frameworks and emotional state are shaping action, how they are coping with the demands of the research work in conjunction with their personal lives With respect to collaborative and political involvement with others, supervisors facilitate reflection and feedback on how that researcher is engaging with others, and provide opportunities for role play rehearsal in anticipation of difficult situations where needed With respect to generating usable knowledge, this is familiar ground for supervisors and the role with which they are probably most comfortable The adjustment supervisors need to make with respect to action research is that theory generation is primarily extrapolated from insider single-case situations, rather than from universal propositions In traditional research approaches there are typically clear stages, such as literature review, data collection, data analysis, and so on Supervisors sign off on stages that are completed For instance a supervisor can say that the literature review is adequate and effectively completed and that the research hypothesis is clearly formulated and then that the researcher can move on to the next stage As action research is messy and involves concurrent iterative cycles of action and reflection supervising in terms of such stages is meaningless Supervisors need to attend to the unfolding process in a mode that is akin to process consultation (Schein, 1999a) Doing Action Research 3/9/04 10:08 am Page 150 150 D O I N G A C T I O N R E S E A R C H I N Y O U R O W N O R G A N I Z AT I O N Schein (1999a) provides a typology of inquiry interventions which is useful for academic supervisors of action research He presents three general forms of inquiry: Pure Inquiry: This is inquiry into the story Supervisors may pose these sorts of questions: ‘What is happening in the situation?’; ‘Describe it’; ‘Tell me more’ Exploratory-Diagnostic Inquiry: This is inquiry into how the researcher is experiencing and understanding what is taking place in the research Supervisors may pose questions which explore the researcher’s (a) reasoning process – ‘What you think about that?’; (b) emotional responses – ‘How you feel about that?’; and (c) actions – ‘Why you that?’ Confrontive Inquiry: This is inquiry which is being shaped by supervisors sharing their own responses and ideas that confront the researchers to consider alternative frames and actions Such inquiry may focus on process – ‘Could you ?’ and on content – ‘Have you considered ?’ As presented in Chapter 3, other typologies such as Torbert’s four forms of speech or Argyris’s hypotheses testing are appropriate Doing Action Research 3/9/04 10:08 am Page 151 Name Index Adler, N xiii, xiv, 10, 13, 14, 56 Church, A 103 Adler, P 47, 64, 65 Coch, L 14 Adler, P.A 47, 64, 65 Coghlan, D 10, 14, 33, 37, 38, 42, 50, 52, 53–4, Alvesson, M 5, 49 62–3, 65, 67, 69, 99, 100, 101–2, 103, Anderson, G 49 108–9, 112, 113, 115, 120, 131 Anderson, V 120, 123 Cooklin, A 70 Argona, D.R 65, 75 Cooper, J 51 Argyris, C xiii, 10, 16, 25, 36–7, 39–40, 43, 71, Cooperrider, D 11, 18, 83 120 Cornell, A.W 37 Ashforth, B 64 Coughlan, P 10, 14 Ashton, D xiii Cunningham, J.B 10, 14 Atwal, A 10 Darling, M 36 Badham, R 71, 84 Daudelin, M.W 35 Bartunek, J.M 50, 51, 56, 58–9, 68, 75, 82, 111, Deal, T 117 120, 121, 131 Deane, C 104–5 Baskerville, R 27 de Guerre, D 56 Bateson, G 120 Devane, T 111 Beckhard, R 83, 93, 96, 97, 104 Dick, B 124, 126, 127 Bell, C 10, 14, 21, 120 Dickens, L Bentz, V.M 77 Dilworth, L 16 Binnie, A 56 Docherty, P 98 Boddy, D 71 Duberley, J 5–6 Bolman, D 117 Duncan, R.B 84 Bond, M xiv Dutton, J.E 83, 84, 85, 87 Bourdieu, P Bradbury, H xiii, xiv, 3, 7, 8, 27, 127 Eden, C 4, 10, 28–9 Bray, J 14 Eikeland, O 14 Brockbank, A 35, 43 Elden, M 14 Brookfield, S 135 Elizur, Y 65 Brooks, A 14 Elliott, J xiii Buchanan, D 71, 84 Englestad, P 111 Burke, W.W 10, 117, 118, 120 Evans, M 98 Evered, R 4, Cahoon, A 38, 42 Casey, M 50 Fals-Borda, O 14, 15 Chisholm, R 14, 112 Ferguson, B 62 Chandler, D 34 Ferguson, P 62, 63 Doing Action Research 3/9/04 10:08 am Page 152 152 D O I N G A C T I O N R E S E A R C H I N Y O U R O W N O R G A N I Z AT I O N Finstrud, H 14 Kleiner, A 12, 18, 27, 114 Fisher, D 16, 26, 40, 42 Kolb, D.A 35, 38, 42 Fisher, R 96 Kotter, J 72 Fleming, V 51 Krim, R 52–3, 63, 65, 84, 85, 86, 87, 114, 131, Flood, R 115 132 Flyvbjerg, B 49 Foster, M 14 Lauri, S 51 French, J.R.P 14 Levin, M xiii, xiv, 4, 10, 13, 14 French, W 10, 14, 21, 120 Lewin, K 9, 21, 76, 120 Friedman, V 16, 30, 50, 73, 75, 76, 86, 136 Lifford, R 10 Frohman, M 50 Lippitt, R 10 Frost, P 56 Little, V 51 Louis, M.R 7, 56, 68 Gendlin, E 37 Ludema, J 18 Gibbon, B 51 Lynch, K 6, 14 Golembiewski, R.T 18 Goode, L.M 58–9, 131 Mc Auliffe, E 14, 50, 100, 120 Gorinski, R 63 McCaughan, N 112, 119 Gosling, J xiii McDonagh, J 103 Greenwood, D xiii, xiv, 4, 10, 13, 14 McElroy, A 51 Greiner, L 72 McGill, I 37, 43 Gummesson, E xiii, xiv, 4, 10, 11–3, 61, 100, 127 McMullan, W 38, 42 Gustavsen, B 14, 111 McNiff, J 37, 42, 124 Marrow, A.J Harris, R 83, 93, 97, 104 Marshall, J 8–9, 33, 98 Harrison, M 117 Martin, A 111 Hart, E xiv Meehan, C 53–4 Haslebo, G 112, 117 Meyerson, D 70 Haslett, T 78 Mezirow, J 25 Heron, J 17, 25, 32 Moch, M 120 Heslop, L 51 Moon, J.A 37, 42 Hewison, C 51 Morrison, B 10 Hill, M.R 101 Munn-Giddings, C 10 Holian, R 80–1, 84, 110, 131 Holman, P 111 Nadler, D.A 101 Holley, E 85 Nielsen, J.C.R 62, 66, 133, 135 Homa, P 66 Nielsen, K.S 112, 119 Huxham, C 4, 10, 28–9 Hyrkas, K 51 Olsen, J.C Ottensmeyer, E 84 Jackson, S.E 84 Jarvis, P 19 Pace, L.A 65, 75 Johnson, L 120, 123 Palmer, B 112, 117 Johnson, P 5–6 Parry, C 36 Pasmore, W 3, 10, 13, 127 Kahn, R 112, 118 Pedler, M 16 Kakabadse, A 71, 75–6 Perry, C xiii, 25, 48, 124, 128 Kaplan, R xi Peter, J.P Katz, D 112, 118 Pettigrew, P 71 Kilgour, C 51 Pontin, D 51 Kelly, D 51 Potter, C 51 Doing Action Research 3/9/04 10:08 am Page 153 NAME INDEX Preskill, H 19 Shani, A.B (Rami) 3, 13, 97–8, 127 Pries-Heje, J 27 Shapiro, J.J 77 Pritchard, W 93 Shepard, H 135 Prosser, S 77–8 Shirom, A 117 Punch, M 70 Siebert, K.W 35 Putnam, R 40 Simons, J 51 153 Skoldberg, K Quick, J 56 Srivastva, S 11, 83 Quinlan, D 87 Stringer, E xiii, xiv, 10, 21, 78, 124 Susman, G Raelin, J.A 14, 19, 35–6, 37, 42 Ramirez, I 75 Tichin, A 56 Rashford, N.S 37, 99, 108–9, 112, 113, 115, 120 Torbert, W.R 4, 7, 8, 14, 16–7, 26, 32, 34, 40, 77, Reason, P xiii, xiv, 3, 4, 7, 8, 14, 17, 26, 27, 28, 32, 127 Repstad, P 62, 66, 133, 135 84 Torres, R.T 19 Toulmin, S 14 Revans, R 15–6 Riemer, J 47 Ury, W 96 Riordan, P 4, Roberts, C 40 Walker, B 78 Robinson, S 56 Waterman, H 10 Ross, R 36, 40 Watkins, K.E 9, 14 Roth, G 12, 18, 57, 114 Webb, C 51 Roth, J 64, 66 Weick, K 30 Rousseau, D 108 Weisbord, M.E 7, 10, 118, 134 Rowan, J 77 Wheelan, S.A 110 Rudolph, J 35 Whyte, W.W xiii, 14 Willis, V 16 Sagor, R 27 Williamson, G 77–8 Sainio, C 51 Winter, R 10, 130 Schein, E.H xiii, 14, 17–8, 26, 38–9, 42, 50, 63, 99, 100, 103, 110, 111, 117, 120 Schein, V.E 72 Yorks, L 43–4 Young, M 49–50 Schon, D.A 16, 19, 32, 52, 71, 120 Selener, D 15 Zeichner, K 10 Senge, P 12, 16, 119,, 120, 123 Zuber-Skerritt, O xiii, 25, 48, 124, 128 Doing Action Research 3/9/04 10:08 am Page 154 Doing Action Research 3/9/04 10:08 am Page 155 Subject Index access 61, 67–9, 70, 73, 101, 102 process of change 97, 98, 102, 105 action learning 15–6, 49, 104–6 second order change 121 action research third order change 121 at home 58–9 clinical inquiry 17–8 choice points 27–8, 127 cognitive distortions 37 case study 11–12 collaboration 3, 4, 8, 9, 11, 13, 14, 16, 19, 20, 22, cycles 7, 14, 21–5, 27, 28, 29, 30, 32, 35, 36, 40, 51, 55, 78, 93, 94, 99, 110, 119, 127, 128 definitions 23, 39, 56, 59, 60, 70, 75, 77, 78, 79, 87, 93, 97, 98, 134, 135 constructs/concepts 9, 34, 37, 42, 63, 64, 84, 108, 110, 118 elements 29–30 context 21–2, 125–6 experiential paradigms 13–20 cooperative inquiry 17, 54, 81, 87, 110 foundations 9–13 core action research, 25, 47, 124 individual level 109–10 critical realism 6–7 interdepartmental group level 111–12 cyclical process/cycle 4, 7, 9, 10, 13, 14, 20, 21, meanings 10–11 25, 52, 53 organization level 112 quality 27–9, 127 data generation 99–102 rigour 28, 127 democratic 3, 4, 7, 8, 9, 14 scientific nature 4–8 developmental action inquiry 16–17, 36 skills 39–40 diagnosing 22–3, 70, 94, 96 supervising 149–50 diagnosing organizations 117–18 team level 110–14 Dionysian approach 25 traditional action research 14 dissemination 132–3 value 28 dissertation 8, 26, 48, 68, 96, 103, 124–33, action science 16, 36 actionable knowledge 25 advocacy 39–40, 71, 100 after action review 34 135 thesis action research 25, 47, 124 writing a dissertation 26 documentation 78, 101–2 Apollonian approach 25 appreciative inquiry 11, 18 epistemology 4, 5, 7, 19 ethics 12, 70, 77–8, 79, 80, 81, 84, 110 blocks to learning 35 ethnography 49–50 evaluative inquiry 19–20 case study 11, 12, 49, 98 experiencing 33–4 change 120 experiential 13, 28, 32, 33 first order change 121 experiential learning 33–5 organizational change 93–7 extrapolation 132 Doing Action Research 3/9/04 10:08 am Page 156 156 D O I N G A C T I O N R E S E A R C H I N Y O U R O W N O R G A N I Z AT I O N first, second and third person inquiry 8, 33, 34, 48, paradigms 5, 6, 13, 27, 77 52, 60, 63, 68, 94, 106, 108, 109, 110, 110, participation 49, 56, 62, 71, 77, 78, 108 111, 112, 114 participatory 3, 10, 13, 16, 27 focus of researcher 47–59 participatory action research (PAR) 15, 65 focusing 37, 47 parts of speech, 40 force field analysis 76, 80 planning action 23 framing a project 82–7, 89 politics 51, 56, 61, 63, 67, 70–6, 77, 79, 85, 86, grounded theory 27 positivism 4, 5, 6, 7, 13, 27 87, 94, 95, 96, 98, 109, 110, 134 post-modernism 5, hermeneutic 5, praxis 7, 9, 98 27 heuristic 82 pre-step 21–2 hypothesis testing, 40 preunderstanding 12, 60, 61–3, 69, 71, 98, 101, inferences 36, 40 primary access 67–88 innovation action research xi problem solving 4, 9, 11, 14, 20, 39 134, 135 insider action research 47–59 Quadrant 49–50 qualitative 12, 27 Quadrant 50–2, 72 quantitative 12 Quadrant 52–6, 72 Quadrant 56–8, 72 insider research/er 39, 48, 61, 63, 66, 67, 68, 84, 98, 99 interlevel dynamics 112–16 interpreting 34 reflection 12, 15, 16, 17, 19, 27, 28, 32, 33, 34, 35–7, 39, 42, 48, 49, 52, 54, 55, 56, 57, 63, 66, 70, 74, 78, 81, 86, 97, 98, 99, 100, 106, 110, 112, 125, 129–31, 134 content reflection 25 premise reflection 26 journalling , 32, 37–9, 42, 63, 68–9 78, 86, 98 process reflection 25–6 reflective process 37 reflective practice 19, 27, 32, 49, 52, 71, 78, 85, knowing, forms of 32, 127 128 reflexivity 5, 6, 7, 62, 67 ladder of inference 36 role 64 learning by design 97–8 complete member role 47, 59, 64 learning cycle 33, 35, 38, 88 role duality 61, 64–7, 68, 69, 98, 110, 134 learning history 12, 18–19, 56, 57 learning window 43–4 science /scientific 4, 5, 7, 8, 9, 11, 15, 16, 20 left/right hand column 37 secondary access 59, 60, 64, 68, 69, 73 levels of analysis 108–12 selecting a project 88, 89 self-differentiation 65 MBA 51–2, 122 self-ethnography 49, 50 mechanistic-oriented research 50 self-study 48, 49, 50, 52, 68 membership 47, 65 stopping 103 meta cycle 26, 27, 134 subjectivism 5, 6, 47 meta learning 25–7, 29, 31, 36, 63 synthesis 128 meta theory systems thinking and practice 118–20 objectivism 5, 6, 47 tacit knowledge 30, 32, 61, 63 ontology 4, 5, taking action 24, 34 organistic-oriented research 52 technology 102–3 organizational culture 63, 98, 105 tempered radical 70 ORJI 38–9, 42 territories of experience 26–7 Doing Action Research 3/9/04 10:08 am Page 157 SUBJECT INDEX theory 4, 5, 9, 10, 11, 12, 13, 14, 16, 18, 22, 27, toxic handler 56 28, 29, 34, 36, 38, 60, 61, 62, 70, 71, 126, transformational inquiry 8, 49, 56, 57 129 typology of inquiry, 39 40 frameworks 117–23 sense-making 30, 129 worldview 157 Doing Action Research 3/9/04 10:08 am Page 158 Doing Action Research 3/9/04 10:08 am Page 159 Doing Action Research 3/9/04 10:08 am Page 160 .. .Doing Action Research 3/9/04 10:08 am Page i Doing Action Research In Your Own Organization Doing Action Research 3/9/04 10:08 am Page ii Doing Action Research 3/9/04 10:08 am Page iii Doing. .. seminars on research methods and on researching your own organization Doing Action Research 3/9/04 10:08 am Page x Doing Action Research 3/9/04 10:08 am Page xi Preface R esearching your own organization, ... Challenges in Researching Your Own Organization, deals with issues of doing action research in your own organization Chapter explores in outline four different forms which insider research can