Your Project Title Here 1 Iteration 1 – Your Title Here PL

YOUR PROJECT TITLE HERE 1 ITERATION 1 – (YOUR TITLE HERE) PLAN

The plan section, as a minimum, is one page long, must describe all your planned activities needed to accomplish your first iteration, and must represent approximately two weeks, or a minimum of 40 hours, of activity. The plan has to be written before any action takes place. It must include:

• Description of each anticipated task for the iteration
• Description of the resources needed to accomplish each task
• Identification of people involved in each task
• The anticipated duration of each task
• The expected result or results from each task

Answering all the typical questions of Who, What, Where, When, Why, and How for each task in the plan will provide a good foundation for an effective plan. For example, when planning meetings, specify who should be invited and why, the topics to be discussed, the purpose of the meeting, the location, the scheduled time, and why the meeting is important. Also, include the expected results from the meeting and how to achieve them. An agenda or its contents should be part of the plan.

In developing your plan, take extra time applying the SMART methodology to ensure your activities are Specific, Measurable, Achievable, Relevant, and Time-bound. For each planned activity, outline actions, expected outcomes, and reflections, considering what you will learn or identify from each activity.

Paper For Above instruction

The initial planning phase of an action research project is crucial for setting a clear, structured pathway toward achieving specific goals within a defined timeframe. The planning process involves meticulous detailing of activities, resources, personnel, and expected outcomes, all aligned with the SMART criteria to maximize efficiency and effectiveness.

In this context, the plan begins with a comprehensive description of each task envisioned for the iteration. These tasks may include meetings, research activities, or interventions, each clearly defined to address particular objectives. For example, planning a stakeholder meeting requires identifying who should be invited, the purpose of the meeting, the topics on the agenda, and logistics such as location and timing. Asking questions like Who, What, Where, When, Why, and How ensures thorough preparation and alignment with project goals.

Resources needed for each task are listed explicitly, including human resources, technological tools, or physical space. For instance, if a survey is part of the iteration, resources might include survey software, access to the target population, and time for analysis. The plan also specifies the involved individuals’ roles and responsibilities, which helps coordinate efforts and accountability. Estimating the duration of each task—whether a few hours or several days—facilitates realistic scheduling and workload management.

Furthermore, the plan defines expected results, such as completed activities, data collected, or initial insights. Clear articulation of outcomes guides subsequent actions and evaluations, ensuring each task contributes meaningfully to the larger project. Developing an agenda for meetings and including it in the plan ensures focus and productivity during discussions.

Applying the SMART framework in planning promotes targeted, achievable goals, reducing ambiguity and enhancing project control. For example, a task might be "Conduct literature review on stakeholder engagement," which is specific, measurable by the number of sources, achievable within the timeframe, relevant to the overall project, and time-bound by the deadline.

By investing time in detailed planning prior to action, researchers create a roadmap that optimizes resource utilization, clarifies responsibilities, and sets measurable benchmarks. This systematic approach lays a strong foundation for the iteration’s success, minimizes risks of oversight, and enhances the capacity to reflect and adapt throughout the project lifecycle.

References

• Stringer, E. T. (2014). Action research. SAGE Publications.
• Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and its emancipatory power. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 559–603). SAGE.
• Bailey, K. D. (2008). First steps in qualitative data analysis. Canadian Journal of Action Research, 9(1), 7-15.
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
• Reason, P., & Bradbury, H. (Eds.). (2008). The Sage handbook of action research: Participative inquiry and practice. SAGE Publications.
• McNiff, J., & Whitehead, J. (2010). You and yours: Collaborative action research for educational change. Routledge.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Flick, U. (2014). An introduction to qualitative research. SAGE Publications.
• O'Leary, Z. (2017). The essential guide to doing your research project. SAGE Publications.
• Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. SAGE Publications.