In particular, it became apparent that the change of context – from the Mathematics Essential Skills program (my starting point) to the Green Belt Statistics Support Training (where I situated the action strategies) – made a significant difference. For one thing, time became a crucial issue with the new group. These learners have many demands on their time, and could not always attend the session. Furthermore, when they did attend, efficient use of their time was very necessary. In fact, my early invitations to learners to take part in choosing the direction of the session prompted some participants to believe that the training was not well prepared. These findings led me to revisit my initial research question.

There is no doubt in my mind that self-direction in learning is a valuable and worthwhile goal to pursue. A survey of the literature would reveal that this topic has received much attention over the years. How I might best enable learners to achieve self-direction and the form that self-direction should take, however, is context specific. My revised research question honours this distinction and is now more contextual in nature.

What might I do as the instructor of the Green Belt Statistics Support Training to provide learners with the opportunity for personal autonomy in making choices for their own learning?

Revised Action Strategies

The cyclical nature of the action research methodology seems to fit well here as a means for improving instruction in the Statistics Support Training. Having gone through a complete cycle of planning, action and reflection I have now revised my action strategies.

The following summarizes my recommendations for future delivery of this program:

• Provide the statistics support training prior to delivery of Six-Sigma Green Belt training;

• Sessions 1 and 2 (Overview and Data Analysis) could be condensed into the first session, along with a discussion of the Normal Distribution. This would leave time for more challenging topics in the following sessions;

• The hour prior to the formal presentation was not necessary while the hour after the content presentation was sufficient to attend to individual needs. This would allow for 10 – 2 hour sessions rather than 7 – 3 hour sessions, and would make better use of learner time;