There was a great deal of information and details about action-research; however, here are three key significant ideas from this module.

First, explaining that action-research is a process of identifying an issue, problem, process, or gap, then improving it. However, Ferrance (2016) specifies that when action-research is applied to an educational setting, it is not necessarily problem-solving but rather a quest for improvement. Sankaran and Hou (n.d.) focus on applying action-research to business and how Ph.D. and D.B.A. students used this method. Additionally, Sankaran and Hou (n.d.) provided a step-by-step framework that is very helpful.

Secondly, Coates (2005) clearly illustrates that action research is a continuous cycle of plan, act, observe, and reflect after the initial question has been identified. Ferrance (n.d.) agrees that action-research is a cycle; however, characterizes it as a spiraling cycle.

Thirdly, throughout the literature, the theme of having a checklist. With additional research, I came across a list by O’Leary (2017) and Ortrun Zuber?Skerritt & Fletcher (2007) that identifies a checklist framework to start with.

One concept that I need to conduct more reading to fully understand is action research as a process and not a methodology for research. Coats (2005) refers to action-research as an approach or process and not a method. At the same time, Ferrance (n.d.) references to action-research as a method of conducting research. Maybe this is just semantics and how it is viewed between professions. Presently, I see action research as a process-improvement drill that can assist in case study results and not necessarily a methodology.

DOC650

Identify an organization that you are familiar with. Answer the following questions:

For this discussion post, I am going to use the Department of Homeland Security (DHS). I have been with DHS since its formation, and the answers are from my personal experience.

1. Who is responsible for ODA?

In my department or area, the individual is responsible for organizational development activities (ODA). I have sought out workshops and learning activities that supported or enhanced department capabilities. The learning activities that I sought out and attended were not directly related to my explosives duties. Two of the learning opportunities I attended were Microsoft Access 2016 and SharePoint administration. Both courses were profession-based and taught me organizational relevant skills that benefited our local workgroup (Blau et al., 2008). In addition to these examples, I have taken numerous online courses in Microsoft Excel, Power Query, PowerPivot, Power BI, and Tableau. Most of which have helped me to improve processes or programs that I had the ability to influence.

1. Of the various ODA methods discussed, which ones did they demonstrate supporting?

In the previous examples, the agency supported my learning opportunities by providing the opportunity for individual learning. This individual learning was in the form of e-learning and self-study. The agency allowed me to attend e-learning during my duty hours and at the training host training facility. As Clifford and Thorpe (2007) state, the learner should be self-motivated, which I am when it comes to learning things I am interested in.

2. Was learning to use the IT systems to support critical organizational processes demonstrated?

I believe that the agency did support the learning of our information technology (IT) systems that supported our local organizational processes. The agency granted me SharePoint site collection administrator rights for the state of Arizona to help better utilize Microsoft SharePoint more efficiently.

3. Do you think they are aware of factors that inhibit learning of processes? If so, what are they doing to address it? If not, what would you recommend to address these shortfalls?

After working for DHS for several years, I can comfortably say that from my perspective, the agency is unaware of ODA, and the factors that inhibit or hindering the learning of the many different processes. I would recommend to agency leadership that they support and encourage learning opportunities because, in addition to the individual who is learning, their supervisor and the organization as a whole will stand to benefit from their support (Blau et al., 2008).

References

Blau, G., Andersson, L., Davis, K., Daymont, T., Hochner, A., Koziara, K., . . . Holladay, B. (2008). The relation between employee organizational and professional development activities. Journal of Vocational Behavior, 72(1), 123-142. doi:10.1016/j.jvb.2007.10.004

Clifford, J., & Thorpe, S. (2007). More ways than one. Exploring the use of different learning methods in organizations. Industrial and Commercial Training, 39(5), 267-271. doi:10.1108/00197850710761954