Approaches to action research

Development demonstrators
Briefing 5

Sector-led improvement

A set of briefings is available to support the Munro Review Demonstrator sites. Each addresses a topic central to the Munro Review recommendations. They introduce key activity in the area and sign post the way to further information, but do not systematically review or quality appraise the material. They are intentionally live working documents, to which experiences of the demonstrator sites will be added during the project.

Key policy drivers and developments

Organisational learning in a complex system A central premise of the Munro Review [1] is that protecting children is an inherently complex and unpredictable task, which cannot effectively be addressed in a system emphasising compliance with inflexible procedures. The challenge posed by the Review is therefore to develop effective responses to complexity and uncertainty, often from a starting point of organisational structures and cultures which may not facilitate this. Munro argues that dealing with complexity requires an approach which accommodates uncertainty and learning by building continuous feedback into the system. Action research approaches offer a potential means of supporting this, in terms of providing a source of learning about practice and how things are working at the frontline (see also Briefing 4), as well as modelling more participatory and practitioner-led working practices. [2]

What is the issue?

Responding to a complex and changing environment requires that the capacity to learn is embedded into organisations at all levels (see Briefing 3). But what does this look like in practice? What kinds of activities might be involved in generating learning and improvement throughout an organisation? This briefing focuses on the concept of action research, and how it can be applied to childrens social care. It will explore action research and a related family of approaches which emphasise the interconnectedness of learning and action, research and practice. Using these approaches means that there is not a one-way flow of information from research and theory into practice, but rather a reciprocal and mutually informing relationship. The briefing will outline how action research principles can be applied to organisational change and individual practice, linked to concepts such as reflective practice. It will also consider action learning approaches to training and development.

Supporting and developing professional judgment

In moving away from a compliance culture, the Munro Review also advocates greater support and cultivation of professional skills such as critical analysis and reflection. Action research, action learning and related approaches, which emphasise a reflexive and analytic approach to practice, provide one means of supporting and developing these skills.

Approaches to action research

Activity and research in this area

What is action research? Action research is an approach in which action/practice and learning/knowledge are seen as intrinsically linked. One definition of action research is as a way of generating knowledge about a social system while, at the same time, trying to change it. [3] Key features of action research There are a range of action research methods [4]. However, they typically use a cyclical process based on planning, intervention, observation and evaluation/ reflection [5]. It is an iterative process: the evaluation and reflection from one cycle informs the next. Other typical features of action research include [2, 6-7]: a focus on problem-solving and addressing practical concerns a participatory approach, blurring the line between researcher and research subject this can include participation of both practitioners and service users. an emphasis on empowerment and emancipatory change.

An action research approach to organisational change Action research can be used as an approach to practice improvement and organisational change, particularly in uncertain and contested contexts [8]. In line with organisational learning and a systems approach, an iterative action research approach allows for unpredictable and unintended consequences to occur, and for those to be fed back in to the system so any necessary adaptations can be made. For example, in the NHS, the Plan-DoStudy-(Reflect)-Act (PDSA) cycle, a type of action research, has been recommended for implementation of new ways of working. This makes use of a number of small-scale, cyclical phases to test out and refine new ways of working. It has been argued that this form of action research enables health care teams to learn on the basis of action and its observed effects, rather than on the basis of theory alone [9]. An organisational learning orientation (see Briefing 3) would further suggest that this approach of continual refinement and reflection need not only be applied to new ways of working, but can in fact be an ongoing process of learning and adjustment for any type of practice.

Planning

Intervening

Evaluating/ reflecting

Observing

Approaches to action research

For more information see: The NHS Innovation and Improvement website information on PDSA1 Organisational change: A review for health care managers, professionals and researchers pp. 66-672 [9] Using PDSA Adapted from NHS Innovation and Improvement website Plan multiple cycles to test ideas. Test on a really small scale - for example, start with one patient or one clinician and increase the numbers as you refine the ideas. Test the proposed change with people who believe in the improvement - dont try to convert people into accepting the change at this stage. Only implement the idea when youre confident you have considered and tested all the possible ways of achieving the change.

Research in practice A key feature of action research is the value placed on the knowledge of those who would typically be the subjects of research, placing them in the role of researcher, or coresearcher. In social care, this may include: action research involving practitioners other formal practitioner-led research projects action research involving, or led by, service users practitioners taking a research perspective in day-to-day practice, emphasising continuous learning and evaluation aligned with concepts such as reflective practice. Again, this links with the aims of the Munro Review and the principles of the learning organisation by encouraging reflection and vertical feedback up from service users and frontline practitioners, as discussed further in Briefing 3. Action research and practitioner participation Involving practitioners in action research provides an opportunity to surface forms of knowledge and learning which are often hidden or tacit [10], as well to support engagement in critical thinking and analysis. Action research projects can be initiated by practitioners or managers from within a service, as well as by outside researchers. Action research approaches also feature in other activities. For example, collaborative case reviews and Serious Case Reviews [11] make use of action research principles in that practitioners are involved in assembling the data, interpreting and analysing it, and suggesting improvements and ways forward (see Briefing 4).

1 http://tinyurl.com/25pvog5 2 http://tinyurl.com/btu68fz

Approaches to action research

For more information see: Fern (2012) Developing social work practice through engaging practitioners in action research [2] Houston (2010) Building resilience in a childrens home: results from an action research project [12] SCIE Report 19: Learning together to safeguarding children: developing a multiagency systems approach for case reviews [11] p. 333 Practitioner-led research The practitioner-researcher model is wellestablished in a range of fields, including medicine, nursing and psychology, although it is less common in social work and social care [10]. Practitioner research can use methods other than action research. However, the reciprocal relationship between theory/learning and practice remains a constant. Research conducted by practitioners has the potential to explore day-to-day practice challenges, and suggest improvements [13]. Practitioner research involves a practitioner or group of practitioners carrying out enquiry in order to better understand their own practice to improve service effectiveness [13]. It typically involves: professionals setting the aims of the research practical or immediate benefits of the research hands-on collection of data around own or peers practice.

Research funded by the Local Government Association [14] found that managers and staff involved in practitioner-led research identified the following benefits: informing and developing practice through learning and development, leading to improved delivery and planning providing insights into front-line working and local practice, particularly for middle and senior managers valuing staff professionally, developing their knowledge and expertise evidencing impact on outcomes for children, young people and families. For more information see: Institute for Research and Innovation in Social Services literature review on practitioner-led research [13]4 LGA report on practitioner-led research [14]5. Action research and service user participation There is a strong tradition within action research of service-users as co-researchers in participatory action research projects [15]. Again the aim of this is to allow the concerns and experiences of those at the heart of the system to inform research priorities, and to utilise this knowledge in identifying both problems and solutions.

4 3 http://tinyurl.com/dyvbgdx 5

http://tinyurl.com/cptnzph http://tinyurl.com/coxcgot

Approaches to action research

Clearly, involving service-users in research entails particular ethical and practical considerations, which it is beyond the scope of this briefing to explore. It also requires careful planning and sufficient time for participation to be meaningful, and for service-users to lead research as appropriate. The resources below offer some useful starting points. For more information see: National Youth Agency Young Researcher Network toolkit6 A guide to actively involving young people in research - INVOLVE7 SCIE Guide 11 Involving children and young people in developing social care8 [16] in particular Toolbox 9. Research as a model and mindset for practice In addition to formal research projects, some have argued that a research perspective should inform all aspects of day-to-day practice. This does not just mean using research findings and theory to inform practice, but approaching practice from a stance of enquiry, making use of research methods as well as findings. This is similar to the concept of reflective practice, which emphasises the importance of surfacing basic assumptions, cultivating self-reflexivity and reflecting on the tacit knowledge within practice [17-18].

Shaw [7] outlines six elements of evaluation in practice: 1. Concentrated critical reflection on practice 2. Reflection on tacit and taken-forgranted knowledge 3. Starting from the worldview of the service-user 4. Using qualitative research methods as a part of practice 5. Reflecting and evaluating in collaboration with colleagues 6. Reflecting and evaluating in collaboration with service-users. For example, Ian Shaw has developed the concept of evaluating in practice [7]. This is based on the premise that evaluation is not just something which should be conducted outside of practice, but should be an intrinsic part of all activities. Similarly, approaches such as critical reflection [19] provide a means of reflecting on experience, in order to make changes to thinking and practice. The approach emphasises unsettling formerly implicit assumptions about practice, to enable practice and theory models to be better articulated. In exploring these assumptions, critical reflection also has a number of similarities with research. Being able to learn, and theorise, on the basis of ones own experience can help to cultivate professional judgment and decision-making, as well as contributing to a learning organisation.

6 7

http://tinyurl.com/clcut76 http://tinyurl.com/89glv6t

8 http://tinyurl.com/d3ucf66

Approaches to action research

For more information see: Evaluating in practice, by Ian Shaw [7] Practising critical reflection: A resource handbook, by Jan Fook and Fiona Gardner [19] Practising reflexivity in health and welfare: making knowledge, by Carolyn Taylor and Sue White [18].

An action learning approach to training and development

What is action learning? The concept of action learning, originating from the work of Reginald Revans, is closely linked to that of action research. The approach uses small groups of colleagues often termed action learning sets who meet regularly to work on, reflect on and learn from real experiences and problems. There is no single definition of action learning, however the following key features of Revans original approach have been identified [20]: the requirement for action as the basis for learning profound personal development resulting from reflection upon action working on problems aimed at organisational as well as personal development action learners work in sets of peers to challenge and support each other.

How does action learning apply to social work? Action learning can therefore be used as a method for supporting learning and improvement amongst social work staff and managers. The emphasis on valuing professional practice, and using practitioner knowledge as a source of individual and organisational learning has clear overlaps with promotion of professional judgment and sector-led improvement. Delivering training using an action learning model is part of the Reclaiming Social Work initiative in the London Borough of Hackney, as reported in Appendix D of the Munro Review [1]. In this approach: Core training for all staff is provided through Action Learning Sets, bringing together 1015 staff with similar roles, who are at a similar developmental level, to share learning and engage in collective problem solving. Each learning set meets at regular intervals throughout the year (approximately six weekly) for facilitated workshops. The training input is partly defined by the organisations identified priorities but is also influenced by feedback from participants and facilitators. Participants are encouraged to bring research and new ideas to each session. They report that the outcome of this is that training input is more responsive to organisational priorities, the developmental level of staff and the learning requirements of staff, and that staff are supported to develop skills in collective problem solving and in working collaboratively.

Approaches to action research

For more information see: Appendix D of the Munro Review of Child Protection9 [1].

Authors
Hannah Roscoe, Research Analyst, Social Care Institute for Excellence Sheila Fish, Head of Learning Together, Social Care Institute for Excellence

Key messages for practice

Action research, action learning and related approaches can be applied in various ways in order to develop a learning orientation at all levels of an organisation, and to help cultivate reflective practice and professional judgment. Taking an action research approach to organisational change can allow an iterative and developmental approach to change, particularly in contested and uncertain contexts. Research that is led by, or involves practitioners and service users as coresearchers, can have particular value in surfacing hitherto unused forms of knowledge, and contributing to service improvement. Qualitative research methods can serve as a useful model for practice, which is based on an approach of enquiry and continual evaluation by practitioners in collaboration with service users. Similar to approaches such as reflective practice, this encourages the derivation of learning and theory from practice, as well as applying research to practice.

http://tinyurl.com/67737vt

Approaches to action research

References
1. Munro, E.,(2011) The Munro Review of Child Protection: Final Report A child-centred system. Department for Education: London. 2. Fern, E., (2012) Developing social work practice through engaging practitioners in action research. Qualitative Social Work. 11(2): p. 156-173. 3. Eldon, M. and R. Chisholm, (1993) Emerging varieties of action research. Human Relations. 46(2): p. 121-141. 4. Hart, E. and M. Bond, (1995) Action research for health and social care: A guide to practice Milton Keynes. Oxford University Press. 5. Costello, P.J.M., (2003) Action research GB: Continuum. 6. Houston, S., (2010) Prising open the black box: Critical realism, action research and social work. Qualitative Social Work. 9(1): p. 73-92. 7. Shaw, I., (2011) Evaluating in practice Surrey: Ashgate. 8. Allen, R., P. Gilbert, and S. Onyett,(2009) Leadership for personalisation and social inclusion in mental health. Social Care Institute for Excellence: London. 9. Iles, V. and K. Sutherland,(2001) Organisational Change: A review for health care managers, professionals and researchers. NCCSDO, London School of Hygiene and Tropical Medicine: London. 10. Shaw, I., (2005) Practitioner Research: Evidence or Critique? British Journal of Social Work. 35(8): p. 1231-1248.

11. Fish, S., E. Munro, and S. Bairstow,(2008) Learning together to safeguard children: developing a multi-agency systems approach for case reviews. Social Care Institute for Excellence: London. 12. Houston, S., (2010) Building resilience in a childrens home: results from an action research project. Child & Family Social Work. 15(3): p. 357-368. 13. Mitchell, F., N. Lunt, and I. Shaw,(2009) Practitioner research in social services: A literature review (summary). Institute for Research and Innovation in Social Services: Dundee. 14. Southcott, C. and C. Easton,(2010) Supporting Local Authorities to Develop their Research Capacity (LGA Research Report). NfER: Slough. 15. Koch, T. and D. Kralik, (2006) Participatory Action Research in Health Care. Blackwell Publishing. 16. Wright, P., et al.,(2006) Involving children and young people in developing social care. Social Care Institute for Excellence: London. 17. Argyris, C. and D. Schon, (1996) Organisational learning II Reading, MA. Addison-Wesley. 18. Taylor, C. and S. White, (2000) Practising reflexivity in health and welfare Buckingham. Open University Press. 19. Fook, J. and F. Gardner, (2007) Practising critical reflection Maidenhead. Open University Press. 20. Pedler, M., J. Burgoyne, and C. Brook, (2005) What has action learning learned to become? Action learning: Research and practice. 2(1): p. 49-68.

Approaches to action research

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Local Government Association, November 2012

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