Self management and reflective practice in teaching and learning: The SMART project
Val Roche
Department of Psychology
Edith Cowan University
The SMART action research project utilises action learning principles to enhance teaching and learning. The project spans a two year period from September 1995 to June 1997. The SMART project is innovative in that the action learning projects that will evolve as part of the overall project, aim to integrate both self and organisational development goals whilst focussing on problems in teaching and learning. The SMART project will develop and test an action planning framework to integrate self and organisational goals. Participants are academic and administrative staff from one faculty in Edith Cowan University.
The SMART action research project draws on systems theory, organisational learning models, and the adult learning and development literature. The SMART acronym refers to Self management and reflective practice in teaching and learning. The project seeks to solve problems at the organisational and self development levels and improve services in teaching and learning. The project is located in Edith Cowan University in Western Australia.
Organisation and participant profile
Edith Cowan University, previously a college of advanced education, was granted university status in 1992. It is a multi campus university with a student enrolment in 1995 of 12,983 (EFTSU) and a total staff of 1,721. The University provides a wide range and level of courses and is currently promoting development of economical and flexible programme delivery models that include off shore courses and consultancies. Participation in the SMART project is voluntary and there are 18 participants from general and academic designations.
SMART Project overview
The SMART project involves a paradigm shift in organisational and staff development in that it assumes the need to integrate action learning (Zuber-Skerritt, 1995) into the organisation to facilitate personal and organisational development. There are many examples of action learning approaches that facilitate organisational learning and self development (Pedler, 1983; Pedler, Burgoyne & Boydell, 1994; Nightingale & O'Brien, 1994; Tertiary Education Institute, University of Queensland, 1995; Zuber-Skerritt, 1993). However, to the author's knowledge there are no frameworks that link self development goals with team (or organisational) goals in one framework. The SMART project framework aims to overcome the criticism that is levelled against self development projects that fail to link the individual's needs and organisation strategic goals. In the SMART project, the process of linking individual and team goals could provide the framework for a future performance management model.
Aims and objectives
The SMART project has a major aim of developing and testing a framework that can be used for planning, implementing and evaluating action intended to facilitate individual and organisational development, in relation to teaching and learning. The project has three objectives in relation to this aim:
- To improve services in relation to the student learning experience both within and outside the classroom;
- To introduce a learning organisation culture to the organisation that utilises action learning principles and practices;
- To develop, test and evaluate an integrative model for organisational and staff development.
Project structure
The SMART project is a two year project that is separated into four distinct stages. The timing and content of the stages are as follows:
- Stage 1 (July 1995 - Jan 1996)
Establishment (Research and planning; development of materials; identification of project participants; pre-project data collection; residential workshop preparation; establish seminar series).
- Stage 2 (Feb 1996 -June 1996)
Action planning (briefing of participants; 2 day residential workshop and project launch; problem identification and action learning set formation; action planning (self and organisational development projects);
- Stage 3 (June 1996 -Dec 1996)
Implementation of participant action learning projects; monitoring and evaluation .
- Stage 4 ( Jan 1997 - June 1997)
Evaluation and reporting of the SMART project, overall; publication of project papers and materials; Refinement of action planning framework.
SMART Project tools
The SMART project uses a range of organisational and experiential learning tools for self and team project development which include:
- Self assessment exercises
- Repertory grid technique
- Questionnaire (Work involvement and practices scale, Roche 1995)
- Open ended interview and drawing task
- Exercises in reflection
- Journal/learning logs
- Behavioural rehearsal
- Figure 8 Planning framework
- Action plans (Self development and team projects)
- Sponsors
- Mentors
- Seminars
- Brown Bag lunches
Expected outcomes from the SMART project
Some of the expected global outcomes from the overall project are:
- Cultural change with a shift towards collaborative problem solving that is not job designation or discipline based.
- Solutions to long term problems in teaching and learning;
- Changes in participants' perception of their organisation's climate, culture and practices; increased job satisfaction and feelings of empowerment;
- Potential future cost and time savings as participants work more effectively on common problem areas;
- Development of a model for performance management that integrates organisational and individual development within an action learning framework;
- A pool of staff who could act as facilitators, mentors in future action learning projects at the University.
Specific outcomes are currently being identified for individual and team projects during the action planning stage of the project.
Team projects
Project participants have identified 5 problem areas which have become the focus of 12 action learning projects. There are two project areas that focus on the developmental needs of staff, in the areas of adaptability, change and the effective self management of work demands. There are three project areas that have a direct focus on the learning and/or communication needs of students, both inside and outside the classroom. These project areas are: - improving communication systems and procedures at School, Department and Faculty level; student attrition rates; and enhancing quality in teaching. The project teams are using the Figure 8 planning model that was developed as part of the University of Queensland QUAL project (Carroll & Passfield, 1995). In addition, the author has developed a proforma for documenting the whole plan, that utilises the principles of contract learning (Anderson, Boud & Sampson, 1994) and self development action planning (Gillibrand & Mosley, 1995). All projects have sought sponsors and/or mentors from across the university. Each team meets on a regular basis to problem solve and progress the planning process. All participants meet on a monthly basis to address specific agenda items (skills development; guest speaker) and problem solve in the large group.
Self development projects
At the time of writing, the author is working with participants on a 1:1 basis in order to help them identify self development goals that will contribute to the team project. Project areas include: public speaking; report writing; assertiveness; career transition; marketing self. The self development projects will be documented in a proforma that is separate, but similar, to the team project plan. By the end of June we will be embarking on the implementation stage of the individual and team projects and the overall project will be finalised by June 1997.
Issues
- Role of action learning set adviser
- Evaluation of learning and culture change
- Influence of traditional university cultures on problem solving; acceptance of new ideas
- Development of a critical questioning approach
- Linear -v- cyclical problem solving
References
Anderson, G., Boud, D. & Sampson, J. (1994). The effective use of learning contracts: A guide to teaching staff in higher education. School of Adult and language Education:University of Technology, Sydney.
Carroll, A. & Passfield, R. (1995). Change management resources. Brisbane: Scope Consulting.
Gillibrand, E. & Mosley, J. (1995). She who dares wins. London: Thorsons.
Nightingale, P. & O'Neil, M. (1994). Achieving quality in learning in higher education. London: Kogan Page.
Pedler, M. (Ed.). (1983). Action learning in practice. Aldershot, U.K. Gower Publishing.
Pedler, M. Burgoyne, J. & Boydell, T. (1994). A manager's guide to self development, (3rd ed.). London: McGraw Hill Book Company.
Tertiary Education Institute, The University of Queensland (1995). The action learning programme. Brisbane: Tertiary Education Institute, University of Queensland.
Zuber-Skerritt, O. (1993). Departmental excellence in university education (DEUE) Program 1992. Brisbane: University of Queensland.
Zuber-Skerritt, O. (1995). Models for action research. In S.Pinchen & R. Passfield (Eds), Moving on: Creative applications of action learning and action research. Queensland: ALARPM.
Author: Val Roche, Lecturer, Department of Psychology, Edith Cowan University, Joondalup WA 6027. Email: V.Roche@cowan.edu.au
Please cite as: Roche, V. (1996). Self management and reflective practice in teaching and learning: The SMART project. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July.
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