FEATURE ARTICLE (Synopsis)  " USING ACTION RESEARCH TO PROMOTE NEW STS THEORY & PRACTICE" Paper Prepared for: International Action Research Conference Work Research Institute Oslo, Norway Making the "Practical Turn" Practical: collaboration across nationalities, professions and varieties of action research Oslo, September 10th-12th 2007 Presented by: Bert Painter Independent Consulting Social Scientist Vancouver, British Columbia, Canada The STS Roundtable (an association of academics and STS practioners) chose to   launch a STS "Discovery" initiative, a true Action Research process to be carried      out on two levels, to develop ways to apply STS concepts and methodologies to the  problems of the 21st century.      At the higher level, a framework/model was           developed with a set of hypothesis about key lines (tracks) of potential innovation in       STS theory and practice.    On a second level, along 8 tracks of modern "STS Design        Challenges", project information has been shared, to help build a database of emerging STS applications and develop further understanding in how to continue to apply     STS principles in a world driven by technology and knowledge work.                      www.moderntimesworkplace.com

 

The history, context and early development of Socio-Technical Systems theory and practice is largely expressed in the work of the Tavistock Institute of Human Relations. These web pages provide resources for understanding and accessing that history. The Tavistock Institute of Human Relations Foundation, History, Research and Publications 1941 - 1989 "The Social Engagement of Social Science: A Tavistock Anthology" Volume I - The Socio-Psychological Perspective Volume II - The Socio-Technical Perspective Volume III - The Socio-Ecological Perspective Biography of Eric L.Trist (1911 - 1993) Eric Trist was a founder member of the Tavistock Institute and chairman from 1956 - 1966. He spent his last years in the preparation of The Social Engagement of Social Science.   This website is archival. It provides a history/work of the Tavistock Institute and describes the contributions of the Tavistock to social science by reference to the publications of its members and associates.

 

ACTION RESEARCH   Action Research(*) is a focused effort to achieve both:- (1 change/improvement in a practical (intra- or inter-organization/community/network) setting and; (2 meaningful contribution to the stock of social science knowledge/theory. Action research relies upon an explicit collaboration between (internal or external) researcher(s) and an organization/community/network entity. Both parties need to share a real interest in the combination of "action" and "research" objectives, although their relative interest in each of these particular objectives may vary by degree. This shared commitment to "action" and "research" relies upon a "reflective" attitude. "Research" needs to inform action, and "action" is required to ground theory and research. It is a continuous learning process with a typical cycle of four steps: plan (research), act, observe, and reflect (evaluate). Put very simply, action research is "learning by doing". A problem/opportunity/challenge is identified and data is collected for a careful assessment/diagnosis. This is followed by a collective postulation of possible solutions, from which a plan of action emerges and is implemented. Data on the results of the intervention are collected and analyzed, and the findings are interpreted in light of how successful the action has been. At this point, the situation is re-assessed and the process may begin another cycle. Within organizations, action research is highly participative and a tremendous growth experience for people, so that it is often referred to as "action learning". See "Action Research at Mackenzie: Experiences of Employee Participation in Decision-Making". What distinguishes action research from general professional practices, consulting, or daily problem-solving is the emphasis on "scientific" study, which is to say, the question is studied systematically, and much time is spent on refining methodological tools to suit the situation, and on collecting, analyzing, and presenting data on an ongoing basis. At the same time, what distinguishes action research from other types of research is the immediacy of the researcher's interaction with, and indeed, vulnerability to the real-life complexities and unpredictable challenges in the social context of the research. See:"Action Research in an American Underground Coal Mine". From the viewpoint of the "researcher", action research provides vital access to real-world, real-time situations that provide unique opportunities to test and develop social science hypotheses and theory, as well as to discover, often unintended, new knowledge. From the practical standpoint of the organization or social entity, action research provides tools, methods, and an attitude for systematic inquiry that can support highly effective planned change as well as foster the capabilities and culture for a "learning" organization. See: "Action Research Design of Knowledge Work & IT: A Case Study." ________________________________________________________________   (*) The term "Action-Research" originated with the German and American social psychologist, Kurt Lewin, in 1946, followed by extensive application at the Tavistock Institute of Human Relations, from the 1950's and on, until today, when it is a distinct approach to applied social research and organizational/community development. See: "An Overview of the Methological Approach of Action Research".