what is a research action plan

How to write a research plan: Step-by-step guide

Last updated

30 January 2024

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Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

There’s general research planning; then there’s an official, well-executed research plan. Whatever data-driven research project you’re gearing up for, the research plan will be your framework for execution. The plan should also be detailed and thorough, with a diligent set of criteria to formulate your research efforts. Not including these key elements in your plan can be just as harmful as having no plan at all.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project.

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement, devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes, demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Research methods might include any of the following:

User interviews: this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies: this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting: participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups: use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies: ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys: get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing: tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing: ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project. Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty. But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

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Action Research: What it is, Stages & Examples

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

• Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
• Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
• Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning. 

Action research has both good and bad points.

• It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
• It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
• If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

• These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
• Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
• It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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What is Action Research?

Considerations, creating a plan of action.

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Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other organizations. The emphasis is on solving the presenting problem by generating knowledge and taking action within the social system in which the problem is located. The goal is to generate shared knowledge of how to address the problem by bridging the theory-practice gap (Bourner & Brook, 2019). A general definition of action research is the following: “Action research brings together action and reflection, as well as theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern” (Bradbury, 2015, p. 1). Johnson (2019) defines action research in the field of education as “the process of studying a school, classroom, or teacher-learning situation with the purpose of understanding and improving the quality of actions or instruction” (p.255).

Origins of Action Research

Kurt Lewin is typically credited with being the primary developer of Action Research in the 1940s. Lewin stated that action research can “transform…unrelated individuals, frequently opposed in their outlook and their interests, into cooperative teams, not on the basis of sweetness but on the basis of readiness to face difficulties realistically, to apply honest fact-finding, and to work together to overcome them” (1946, p.211).

Sample Action Research Topics

Some sample action research topics might be the following:

• Examining how classroom teachers perceive and implement new strategies in the classroom--How is the strategy being used? How do students respond to the strategy? How does the strategy inform and change classroom practices? Does the new skill improve test scores? Do classroom teachers perceive the strategy as effective for student learning?
• Examining how students are learning a particular content or objectives--What seems to be effective in enhancing student learning? What skills need to be reinforced? How do students respond to the new content? What is the ability of students to understand the new content?
• Examining how education stakeholders (administrator, parents, teachers, students, etc.) make decisions as members of the school’s improvement team--How are different stakeholders encouraged to participate? How is power distributed? How is equity demonstrated? How is each voice valued? How are priorities and initiatives determined? How does the team evaluate its processes to determine effectiveness?
• Examining the actions that school staff take to create an inclusive and welcoming school climate--Who makes and implements the actions taken to create the school climate? Do members of the school community (teachers, staff, students) view the school climate as inclusive? Do members of the school community feel welcome in the school? How are members of the school community encouraged to become involved in school activities? What actions can school staff take to help others feel a part of the school community?
• Examining the perceptions of teachers with regard to the learning strategies that are more effective with special populations, such as special education students, English Language Learners, etc.—What strategies are perceived to be more effective? How do teachers plan instructionally for unique learners such as special education students or English Language Learners? How do teachers deal with the challenges presented by unique learners such as special education students or English Language Learners? What supports do teachers need (e.g., professional development, training, coaching) to more effectively deliver instruction to unique learners such as special education students or English Language Learners?

Remember—The goal of action research is to find out how individuals perceive and act in a situation so the researcher can develop a plan of action to improve the educational organization. While these topics listed here can be explored using other research designs, action research is the design to use if the outcome is to develop a plan of action for addressing and improving upon a situation in the educational organization.

Considerations for Determining Whether to Use Action Research in an Applied Dissertation

• When considering action research, first determine the problem and the change that needs to occur as a result of addressing the problem (i.e., research problem and research purpose). Remember, the goal of action research is to change how individuals address a particular problem or situation in a way that results in improved practices.
• If the study will be conducted at a school site or educational organization, you may need site permission. Determine whether site permission will be given to conduct the study.
• Consider the individuals who will be part of the data collection (e.g., teachers, administrators, parents, other school staff, etc.). Will there be a representative sample willing to participate in the research?
• If students will be part of the study, does parent consent and student assent need to be obtained?
• As you develop your data collection plan, also consider the timeline for data collection. Is it feasible? For example, if you will be collecting data in a school, consider winter and summer breaks, school events, testing schedules, etc.
• As you develop your data collection plan, consult with your dissertation chair, Subject Matter Expert, NU Academic Success Center, and the NU IRB for resources and guidance.
• Action research is not an experimental design, so you are not trying to accept or reject a hypothesis. There are no independent or dependent variables. It is not generalizable to a larger setting. The goal is to understand what is occurring in the educational setting so that a plan of action can be developed for improved practices.

Considerations for Action Research

Below are some things to consider when developing your applied dissertation proposal using Action Research (adapted from Johnson, 2019):

• Research Topic and Research Problem -- Decide the topic to be studied and then identify the problem by defining the issue in the learning environment. Use references from current peer-reviewed literature for support.
• Purpose of the Study —What need to be different or improved as a result of the study?
• Research Questions —The questions developed should focus on “how” or “what” and explore individuals’ experiences, beliefs, and perceptions.
• Theoretical Framework -- What are the existing theories (theoretical framework) or concepts (conceptual framework) that can be used to support the research. How does existing theory link to what is happening in the educational environment with regard to the topic? What theories have been used to support similar topics in previous research?
• Literature Review -- Examine the literature, focusing on peer-reviewed studies published in journal within the last five years, with the exception of seminal works. What about the topic has already been explored and examined? What were the findings, implications, and limitations of previous research? What is missing from the literature on the topic?  How will your proposed research address the gap in the literature?
• Data Collection —Who will be part of the sample for data collection? What data will be collected from the individuals in the study (e.g., semi-structured interviews, surveys, etc.)? What are the educational artifacts and documents that need to be collected (e.g., teacher less plans, student portfolios, student grades, etc.)? How will they be collected and during what timeframe? (Note--A list of sample data collection methods appears under the heading of “Sample Instrumentation.”)
• Data Analysis —Determine how the data will be analyzed. Some types of analyses that are frequently used for action research include thematic analysis and content analysis.
• Implications —What conclusions can be drawn based upon the findings? How do the findings relate to the existing literature and inform theory in the field of education?
• Recommendations for Practice--Create a Plan of Action— This is a critical step in action research. A plan of action is created based upon the data analysis, findings, and implications. In the Applied Dissertation, this Plan of Action is included with the Recommendations for Practice. The includes specific steps that individuals should take to change practices; recommendations for how those changes will occur (e.g., professional development, training, school improvement planning, committees to develop guidelines and policies, curriculum review committee, etc.); and methods to evaluate the plan’s effectiveness.
• Recommendations for Research —What should future research focus on? What type of studies need to be conducted to build upon or further explore your findings.
• Professional Presentation or Defense —This is where the findings will be presented in a professional presentation or defense as the culmination of your research.

Adapted from Johnson (2019).

Considerations for Sampling and Data Collection

Below are some tips for sampling, sample size, data collection, and instrumentation for Action Research:

Sampling and Sample Size

Action research uses non-probability sampling. This is most commonly means a purposive sampling method that includes specific inclusion and exclusion criteria. However, convenience sampling can also be used (e.g., a teacher’s classroom).

Critical Concepts in Data Collection

Triangulation- - Dosemagen and Schwalbach (2019) discussed the importance of triangulation in Action Research which enhances the trustworthiness by providing multiple sources of data to analyze and confirm evidence for findings.

Trustworthiness —Trustworthiness assures that research findings are fulfill four critical elements—credibility, dependability, transferability, and confirmability. Reflect on the following: Are there multiple sources of data? How have you ensured credibility, dependability, transferability, and confirmability? Have the assumptions, limitations, and delimitations of the study been identified and explained? Was the sample a representative sample for the study? Did any individuals leave the study before it ended? How have you controlled researcher biases and beliefs? Are you drawing conclusions that are not supported by data? Have all possible themes been considered? Have you identified other studies with similar results?

Sample Instrumentation

Below are some of the possible methods for collecting action research data:

• Pre- and Post-Surveys for students and/or staff
• Staff Perception Surveys and Questionnaires
• Semi-Structured Interviews
• Focus Groups
• Observations
• Document analysis
• Student work samples
• Classroom artifacts, such as teacher lesson plans, rubrics, checklists, etc.
• Attendance records
• Discipline data
• Journals from students and/or staff
• Portfolios from students and/or staff

A benefit of Action Research is its potential to influence educational practice. Many educators are, by nature of the profession, reflective, inquisitive, and action-oriented. The ultimate outcome of Action Research is to create a plan of action using the research findings to inform future educational practice. A Plan of Action is not meant to be a one-size fits all plan. Instead, it is mean to include specific data-driven and research-based recommendations that result from a detailed analysis of the data, the study findings, and implications of the Action Research study. An effective Plan of Action includes an evaluation component and opportunities for professional educator reflection that allows for authentic discussion aimed at continuous improvement.

When developing a Plan of Action, the following should be considered:

• How can this situation be approached differently in the future?
• What should change in terms of practice?
• What are the specific steps that individuals should take to change practices?
• What is needed to implement the changes being recommended (professional development, training, materials, resources, planning committees, school improvement planning, etc.)?
• How will the effectiveness of the implemented changes be evaluated?
• How will opportunities for professional educator reflection be built into the Action Plan?

Sample Action Research Studies

Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in U.S. high schools. A merican Journal of Community Psychology, 65 (1/2), 242–257. https://onlinelibrary-wiley-com.proxy1.ncu.edu/doi/epdf/10.1002/ajcp.12389

Ayvaz, Ü., & Durmuş, S.(2021). Fostering mathematical creativity with problem posing activities: An action research with gifted students. Thinking Skills and Creativity, 40. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1871187121000614&site=eds-live

Bellino, M. J. (2018). Closing information gaps in Kakuma Refugee Camp: A youth participatory action research study. American Journal of Community Psychology, 62 (3/4), 492–507. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133626988&site=eds-live

Beneyto, M., Castillo, J., Collet-Sabé, J., & Tort, A. (2019). Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research, 27 (2), 210–226. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671904&site=eds-live

Bilican, K., Senler, B., & Karısan, D. (2021). Fostering teacher educators’ professional development through collaborative action research. International Journal of Progressive Education, 17 (2), 459–472. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149828364&site=eds-live

Black, G. L. (2021). Implementing action research in a teacher preparation program: Opportunities and limitations. Canadian Journal of Action Research, 21 (2), 47–71. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149682611&site=eds-live

Bozkuş, K., & Bayrak, C. (2019). The Application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11 (4), 335–352. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135580911&site=eds-live

Christ, T. W. (2018). Mixed methods action research in special education: An overview of a grant-funded model demonstration project. Research in the Schools, 25( 2), 77–88. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135047248&site=eds-live

Jakhelln, R., & Pörn, M. (2019). Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research, 27 (5), 726–741. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=140234116&site=eds-live

Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0191491X19302159&site=eds-live

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27 (2), 197–209. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671898&site=eds-live

Mitchell, D. E. (2018). Say it loud: An action research project examining the afrivisual and africology, Looking for alternative African American community college teaching strategies. Journal of Pan African Studies, 12 (4), 364–487. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133155045&site=eds-live

Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal, 35 (2), 128–139. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=135033158&site=eds-live

Rodriguez, R., Macias, R. L., Perez-Garcia, R., Landeros, G., & Martinez, A. (2018). Action research at the intersection of structural and family violence in an immigrant Latino community: a youth-led study. Journal of Family Violence, 33 (8), 587–596. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132323375&site=eds-live

Vaughan, M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning, 13 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.17aa0c2976c44a0991e69b2a7b4f321&site=eds-live

Sample Journals for Action Research

Educational Action Research

Canadian Journal of Action Research

Sample Resource Videos

Call-Cummings, M. (2017). Researching racism in schools using participatory action research [Video]. Sage Research Methods  http://proxy1.ncu.edu/login?URL=https://methods.sagepub.com/video/researching-racism-in-schools-using-participatory-action-research

Fine, M. (2016). Michelle Fine discusses community based participatory action research [Video]. Sage Knowledge. http://proxy1.ncu.edu/login?URL=https://sk-sagepub-com.proxy1.ncu.edu/video/michelle-fine-discusses-community-based-participatory-action-research

Getz, C., Yamamura, E., & Tillapaugh. (2017). Action Research in Education. [Video]. You Tube. https://www.youtube.com/watch?v=X2tso4klYu8

Bradbury, H. (Ed.). (2015). The handbook of action research (3rd edition). Sage.

Bradbury, H., Lewis, R. & Embury, D.C. (2019). Education action research: With and for the next generation. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bourner, T., & Brook, C. (2019). Comparing and contrasting action research and action learning. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bradbury, H. (2015). The Sage handbook of action research . Sage. https://www-doi-org.proxy1.ncu.edu/10.4135/9781473921290

Dosemagen, D.M. & Schwalback, E.M. (2019). Legitimacy of and value in action research. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Johnson, A. (2019). Action research for teacher professional development. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (compiled in 1948). Harper and Row.

Mertler, C. A. (Ed.). (2019). The Wiley handbook of action research in education. John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5683581

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Neag School of Education

Educational Research Basics by Del Siegle

Action research.

An Introduction to Action Research Jeanne H. Purcell, Ph.D.

 Your Options

• Review Related Literature
• Examine the Impact of an Experimental Treatment
• Monitor Change
• Identify Present Practices
• Describe Beliefs and Attitudes

Action Research Is…

• Action research is a three-step spiral process of (1) planning which involves fact-finding, (2) taking action, and (3) fact-finding about the results of the action. (Lewin, 1947)
• Action research is a process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and action. (Corey, 1953).
• Action research in education is study conducted by colleagues in a school setting of the results of their activities to improve instruction. (Glickman, 1990)
• Action research is a fancy way of saying Let’s study what s happening at our school and decide how to make it a better place. (Calhoun,1994)

Conditions That Support Action Research

• A faculty where a majority of teachers wish to improve some aspect (s) of education in their school.
• Common agreement about how collective decisions will be made and implemented.
• A team that is willing to lead the initiative.
• Study groups that meet regularly.
• A basic knowledge of the action research cycle and the rationale for its use.
• Someone to provide technical assistance and/or support.

The Action Research Cycle

• Identify an area of interest/problem.
• Identify data to be collected, the format for the results, and a timeline.
• Collect and organize the data.
• Analyze and interpret the data.
• Decide upon the action to be taken.
• Evaluate the success of the action.

Collecting Data: Sources

Existing Sources

• Attendance at PTO meetings
• + and – parent communications
• Office referrals
• Special program enrollment
• Standardized scores

Inventive Sources

• Interviews with parents
• Library use, by grade, class
• Minutes of meetings
• Nature and amount of in-school assistance related to the innovation
• Number of books read
• Observation journals
• Record of peer observations
• Student journals
• Teacher journals
• Videotapes of students: whole class instruction
• Videotapes of students: Differentiated instruction
• Writing samples

Collecting Data: From Whom?

• From everyone when we are concerned about each student’s performance.
• From a sample when we need to increase our understanding while limiting our expenditure of time and energy; more in-depth interviews or observations may follow.

Collecting Data: How Often?

• At regular intervals
• At critical points

Collecting Data: Guidelines

• Use both existing and inventive data sources.
• Use multiple data sources.
• Collect data regularly.
• Seek help, if necessary.

Organizing Data

• Keep it simple.
• Disaggregate numbers from interviews and other qualitative types of data.
• Plan plenty of time to look over and organize the data.
• Seek technical assistance if needed.

Analyzing Data

• What important points do they data reveal?
• What patterns/trends do you note? What might be some possible explanations?
• Do the data vary by sources? Why might the variations exist?
• Are there any results that are different from what you expected? What might be some hypotheses to explain the difference (s)?
• What actions appear to be indicated?

Taking Action

• Do the data warrant action?
• What might se some short-term actions?
• What might be some long-term actions?
• How will we know if our actions have been effective?
• What benchmarks might we expect to see along the way to effectiveness ?

Action Plans

• Target date
• Responsibility
• Evidence of Effectiveness

Action Research Handout

Bibliography

Brubacher, J. W., Case, C. W., & Reagan, T. G. (1994). Becoming a reflective educator . Thousand Oaks: CA: Corwin Press.

Burnaford, G., Fischer, J., & Hobson, D. (1996). Teachers doing research . Mahwah, NJ: Lawrence Erlbaum.

Calhoun, Emily (1994). How to use action research in the self-renewing school . Alexandria, VA: ASCD.

Corey, S. M. (1953). Action research to improve school practices . New York: Teachers College Press.

Glickman, C. D. (1990). Supervision of instruction: A developmental approach . Boston: Allyn and Bacon.

Hubbard, R. S. & Power, B. M. (1993). The art of classroom inquiry . Portsmouth, NH: Heineman.

Lewin, K. (1947). Group decisions and social change. In Readings in social psychology . (Eds. T M. Newcomb and E. L. Hartley). New York: Henry Holt.

education, community-building and change

What is action research and how do we do it?

In this article, we explore the development of some different traditions of action research and provide an introductory guide to the literature.

Contents : what is action research ·  origins · the decline and rediscovery of action research · undertaking action research · conclusion · further reading · how to cite this article . see, also: research for practice ., what is action research.

In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition – especially that linked to education – tends to view action research as research-oriented toward the enhancement of direct practice. For example, Carr and Kemmis provide a classic definition:

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162).

Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner – it is tied to self-reflection. As a way of working it is very close to the notion of reflective practice coined by Donald Schön (1983).

The second tradition, perhaps more widely approached within the social welfare field – and most certainly the broader understanding in the USA is of action research as ‘the systematic collection of information that is designed to bring about social change’ (Bogdan and Biklen 1992: 223). Bogdan and Biklen continue by saying that its practitioners marshal evidence or data to expose unjust practices or environmental dangers and recommend actions for change. In many respects, for them, it is linked into traditions of citizen’s action and community organizing. The practitioner is actively involved in the cause for which the research is conducted. For others, it is such commitment is a necessary part of being a practitioner or member of a community of practice. Thus, various projects designed to enhance practice within youth work, for example, such as the detached work reported on by Goetschius and Tash (1967) could be talked of as action research.

Kurt Lewin is generally credited as the person who coined the term ‘action research’:

The research needed for social practice can best be characterized as research for social management or social engineering. It is a type of action-research, a comparative research on the conditions and effects of various forms of social action, and research leading to social action. Research that produces nothing but books will not suffice (Lewin 1946, reproduced in Lewin 1948: 202-3)

His approach involves a spiral of steps, ‘each of which is composed of a circle of planning, action and fact-finding about the result of the action’ ( ibid. : 206). The basic cycle involves the following:

This is how Lewin describes the initial cycle:

The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea. ( ibid. : 205)

The next step is ‘composed of a circle of planning, executing, and reconnaissance or fact-finding for the purpose of evaluating the results of the second step, and preparing the rational basis for planning the third step, and for perhaps modifying again the overall plan’ ( ibid. : 206). What we can see here is an approach to research that is oriented to problem-solving in social and organizational settings, and that has a form that parallels Dewey’s conception of learning from experience.

The approach, as presented, does take a fairly sequential form – and it is open to a literal interpretation. Following it can lead to practice that is ‘correct’ rather than ‘good’ – as we will see. It can also be argued that the model itself places insufficient emphasis on analysis at key points. Elliott (1991: 70), for example, believed that the basic model allows those who use it to assume that the ‘general idea’ can be fixed in advance, ‘that “reconnaissance” is merely fact-finding, and that “implementation” is a fairly straightforward process’. As might be expected there was some questioning as to whether this was ‘real’ research. There were questions around action research’s partisan nature – the fact that it served particular causes.

The decline and rediscovery of action research

Action research did suffer a decline in favour during the 1960s because of its association with radical political activism (Stringer 2007: 9). There were, and are, questions concerning its rigour, and the training of those undertaking it. However, as Bogdan and Biklen (1992: 223) point out, research is a frame of mind – ‘a perspective that people take toward objects and activities’. Once we have satisfied ourselves that the collection of information is systematic and that any interpretations made have a proper regard for satisfying truth claims, then much of the critique aimed at action research disappears. In some of Lewin’s earlier work on action research (e.g. Lewin and Grabbe 1945), there was a tension between providing a rational basis for change through research, and the recognition that individuals are constrained in their ability to change by their cultural and social perceptions, and the systems of which they are a part. Having ‘correct knowledge’ does not of itself lead to change, attention also needs to be paid to the ‘matrix of cultural and psychic forces’ through which the subject is constituted (Winter 1987: 48).

Subsequently, action research has gained a significant foothold both within the realm of community-based, and participatory action research; and as a form of practice-oriented to the improvement of educative encounters (e.g. Carr and Kemmis 1986).

Exhibit 1: Stringer on community-based action research

A fundamental premise of community-based action research is that it commences with an interest in the problems of a group, a community, or an organization. Its purpose is to assist people in extending their understanding of their situation and thus resolving problems that confront them….

Community-based action research is always enacted through an explicit set of social values. In modern, democratic social contexts, it is seen as a process of inquiry that has the following characteristics:

• It is democratic , enabling the participation of all people.

• It is equitable , acknowledging people’s equality of worth.

• It is liberating , providing freedom from oppressive, debilitating conditions.

• It is life enhancing , enabling the expression of people’s full human potential.

(Stringer 1999: 9-10)

Undertaking action research

As Thomas (2017: 154) put it, the central aim is change, ‘and the emphasis is on problem-solving in whatever way is appropriate’. It can be seen as a conversation rather more than a technique (McNiff et. al. ). It is about people ‘thinking for themselves and making their own choices, asking themselves what they should do and accepting the consequences of their own actions’ (Thomas 2009: 113).

The action research process works through three basic phases:

Look -building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.

Think – interpreting and explaining. When evaluating we analyse and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.

Act – resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems. (Stringer 1999: 18; 43-44;160)

The use of action research to deepen and develop classroom practice has grown into a strong tradition of practice (one of the first examples being the work of Stephen Corey in 1949). For some, there is an insistence that action research must be collaborative and entail groupwork.

Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined action of individual group members. (Kemmis and McTaggart 1988: 5-6)

Just why it must be collective is open to some question and debate (Webb 1996), but there is an important point here concerning the commitments and orientations of those involved in action research.

One of the legacies Kurt Lewin left us is the ‘action research spiral’ – and with it there is the danger that action research becomes little more than a procedure. It is a mistake, according to McTaggart (1996: 248) to think that following the action research spiral constitutes ‘doing action research’. He continues, ‘Action research is not a ‘method’ or a ‘procedure’ for research but a series of commitments to observe and problematize through practice a series of principles for conducting social enquiry’. It is his argument that Lewin has been misunderstood or, rather, misused. When set in historical context, while Lewin does talk about action research as a method, he is stressing a contrast between this form of interpretative practice and more traditional empirical-analytic research. The notion of a spiral may be a useful teaching device – but it is all too easy to slip into using it as the template for practice (McTaggart 1996: 249).

Further reading

This select, annotated bibliography has been designed to give a flavour of the possibilities of action research and includes some useful guides to practice. As ever, if you have suggestions about areas or specific texts for inclusion, I’d like to hear from you.

Explorations of action research

Atweh, B., Kemmis, S. and Weeks, P. (eds.) (1998) Action Research in Practice: Partnership for Social Justice in Education, London: Routledge. Presents a collection of stories from action research projects in schools and a university. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as: school environment – how to make a school a healthier place to be; parents – how to involve them more in decision-making; students as action researchers; gender – how to promote gender equity in schools; writing up action research projects.

Carr, W. and Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research , Lewes: Falmer. Influential book that provides a good account of ‘action research’ in education. Chapters on teachers, researchers and curriculum; the natural scientific view of educational theory and practice; the interpretative view of educational theory and practice; theory and practice – redefining the problem; a critical approach to theory and practice; towards a critical educational science; action research as critical education science; educational research, educational reform and the role of the profession.

Carson, T. R. and Sumara, D. J. (ed.) (1997) Action Research as a Living Practice , New York: Peter Lang. 140 pages. Book draws on a wide range of sources to develop an understanding of action research. Explores action research as a lived practice, ‘that asks the researcher to not only investigate the subject at hand but, as well, to provide some account of the way in which the investigation both shapes and is shaped by the investigator.

Dadds, M. (1995) Passionate Enquiry and School Development. A story about action research , London: Falmer. 192 + ix pages. Examines three action research studies undertaken by a teacher and how they related to work in school – how she did the research, the problems she experienced, her feelings, the impact on her feelings and ideas, and some of the outcomes. In his introduction, John Elliot comments that the book is ‘the most readable, thoughtful, and detailed study of the potential of action-research in professional education that I have read’.

Ghaye, T. and Wakefield, P. (eds.) CARN Critical Conversations. Book one: the role of the self in action , Bournemouth: Hyde Publications. 146 + xiii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: dialectical forms; graduate medical education – research’s outer limits; democratic education; managing action research; writing up.

McNiff, J. (1993) Teaching as Learning: An Action Research Approach , London: Routledge. Argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Sets out familiar action research model: identifying a problem, devising, implementing and evaluating a solution and modifying practice. Includes advice on how working in this way can aid the professional development of action researcher and practitioner.

Quigley, B. A. and Kuhne, G. W. (eds.) (1997) Creating Practical Knowledge Through Action Research, San Fransisco: Jossey Bass. Guide to action research that outlines the action research process, provides a project planner, and presents examples to show how action research can yield improvements in six different settings, including a hospital, a university and a literacy education program.

Plummer, G. and Edwards, G. (eds.) CARN Critical Conversations. Book two: dimensions of action research – people, practice and power , Bournemouth: Hyde Publications. 142 + xvii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: exchanging letters and collaborative research; diary writing; personal and professional learning – on teaching and self-knowledge; anti-racist approaches; psychodynamic group theory in action research.

Whyte, W. F. (ed.) (1991) Participatory Action Research , Newbury Park: Sage. 247 pages. Chapters explore the development of participatory action research and its relation with action science and examine its usages in various agricultural and industrial settings

Zuber-Skerritt, O. (ed.) (1996) New Directions in Action Research , London; Falmer Press. 266 + xii pages. A useful collection that explores principles and procedures for critical action research; problems and suggested solutions; and postmodernism and critical action research.

Action research guides

Coghlan, D. and Brannick, D. (2000) Doing Action Research in your own Organization, London: Sage. 128 pages. Popular introduction. Part one covers the basics of action research including the action research cycle, the role of the ‘insider’ action researcher and the complexities of undertaking action research within your own organisation. Part two looks at the implementation of the action research project (including managing internal politics and the ethics and politics of action research). New edition due late 2004.

Elliot, J. (1991) Action Research for Educational Change , Buckingham: Open University Press. 163 + x pages Collection of various articles written by Elliot in which he develops his own particular interpretation of action research as a form of teacher professional development. In some ways close to a form of ‘reflective practice’. Chapter 6, ‘A practical guide to action research’ – builds a staged model on Lewin’s work and on developments by writers such as Kemmis.

Johnson, A. P. (2007) A short guide to action research 3e. Allyn and Bacon. Popular step by step guide for master’s work.

Macintyre, C. (2002) The Art of the Action Research in the Classroom , London: David Fulton. 138 pages. Includes sections on action research, the role of literature, formulating a research question, gathering data, analysing data and writing a dissertation. Useful and readable guide for students.

McNiff, J., Whitehead, J., Lomax, P. (2003) You and Your Action Research Project , London: Routledge. Practical guidance on doing an action research project.Takes the practitioner-researcher through the various stages of a project. Each section of the book is supported by case studies

Stringer, E. T. (2007) Action Research: A handbook for practitioners 3e , Newbury Park, ca.: Sage. 304 pages. Sets community-based action research in context and develops a model. Chapters on information gathering, interpretation, resolving issues; legitimacy etc. See, also Stringer’s (2003) Action Research in Education , Prentice-Hall.

Winter, R. (1989) Learning From Experience. Principles and practice in action research , Lewes: Falmer Press. 200 + 10 pages. Introduces the idea of action research; the basic process; theoretical issues; and provides six principles for the conduct of action research. Includes examples of action research. Further chapters on from principles to practice; the learner’s experience; and research topics and personal interests.

Action research in informal education

Usher, R., Bryant, I. and Johnston, R. (1997) Adult Education and the Postmodern Challenge. Learning beyond the limits , London: Routledge. 248 + xvi pages. Has some interesting chapters that relate to action research: on reflective practice; changing paradigms and traditions of research; new approaches to research; writing and learning about research.

Other references

Bogdan, R. and Biklen, S. K. (1992) Qualitative Research For Education , Boston: Allyn and Bacon.

Goetschius, G. and Tash, J. (1967) Working with the Unattached , London: Routledge and Kegan Paul.

McTaggart, R. (1996) ‘Issues for participatory action researchers’ in O. Zuber-Skerritt (ed.) New Directions in Action Research , London: Falmer Press.

McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project 2e. London: Routledge.

Thomas, G. (2017). How to do your Research Project. A guide for students in education and applied social sciences . 3e. London: Sage.

Acknowledgements : spiral by Michèle C. | flickr ccbyncnd2 licence

How to cite this article : Smith, M. K. (1996; 2001, 2007, 2017) What is action research and how do we do it?’, The encyclopedia of pedagogy and informal education. [ https://infed.org/mobi/action-research/ . Retrieved: insert date] .

© Mark K. Smith 1996; 2001, 2007, 2017

Last Updated on December 7, 2020 by infed.org

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Gives a brief overview of the concepts, traditions, and theoretical underpinnings of action research. Provides first attempts at defining the field and shows conceptual problems and pitfalls within the action research traditions. Shows how Critical Psychology intercepts with Action Research.

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Fals Borda, O., & Rahman, M. A. (Eds.). (1991). Action and knowledge: Breaking the monopoly with participatory action research . Apex.

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Dege, M. (2023). Introduction: What Is Action Research?. In: Action Research and Critical Psychology. Theory and History in the Human and Social Sciences. Springer, Cham. https://doi.org/10.1007/978-3-031-31197-0_1

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What is an Action Plan & How to Write One [With Examples]

By Danesh Ramuthi , Oct 26, 2023

An action plan is a meticulously structured strategy that pinpoints specific steps, tasks and resources vital to turning a goal into reality. It is extremely useful in any project management. 

Crafting an action plan is like plotting a route for a cross-country journey. It’s the strategic map that outlines every step, decision and pitstop needed to reach your ultimate destination.

With a well-thought-out action plan, you’re not just shooting in the dark; you’re making informed, purposeful strides towards your goals. Dive deep with our guide and witness real-world examples that will inspire and guide you.

Need a tool to kickstart your planning? Try out the Venngage business plan maker and explore their extensive collection of action plan templates .

Click to jump ahead: 

What is the purpose of an action plan?

When to develop an action plan, 7 components of a actions plan, 15 action plan examples.

• How to Write an action plan?

Final thoughts

An action plan serves as a strategic tool designed to outline specific steps, tasks and goals necessary to achieve a particular objective.

Its primary purpose is to provide a clear roadmap and direction for individuals, teams or organizations to follow in order to efficiently and effectively accomplish their goals. 

Action plans break down complex projects into manageable, actionable components, making it easier to track progress and stay on course.

Moreover, action plans play a crucial role in fostering accountability and coordination among team members. By assigning responsibilities and deadlines for each task or milestone, they ensure that everyone involved is aware of their roles and the overall timeline, reducing confusion and enhancing teamwork. 

Additionally, action plans help in resource allocation, budgeting and risk management by enabling stakeholders to identify potential challenges and plan for contingencies. 

Overall, the purpose of an action plan is to transform abstract goals into concrete actions, making them more achievable and measurable while ensuring that the resources and efforts are aligned with the desired outcomes.

Developing an action plan is crucial when you’re looking to achieve a specific goal or outcome. Here are instances when you should consider developing an action plan:

• Start of an organization : Ideally, an action plan should be developed within the first six months to one year of the start of an organization. This initial plan lays the groundwork for the future direction and growth of the entity.
• Project initiation : At the start of any project, an action plan helps to clearly define the tasks, responsibilities, and timelines.
• Goal setting : Whenever you or your organization sets a new goal. Action plans transform these goals from abstract ideas into concrete steps.
• Strategic planning : For long-term visions and missions, action plans break down the journey into manageable pieces, each with its timeline and responsible parties.
• Performance improvement : If there are areas where performance is lacking, whether it’s personal or organizational, an action plan can outline the steps needed to elevate performance.

An action plan is a detailed outline that breaks down the steps necessary to achieve a specific goal. Here are the typical components of an action plan.

1. Objective or Goal

The cornerstone of your action plan is the objective or goal. This should be a clear and concise statement outlining the desired outcome or result. Having a well-defined objective provides a direction and purpose to the entire plan, ensuring all tasks and actions are aligned towards achieving this singular aim.

2. Tasks or Actions

Once the objective is set, the next step is to list down the specific tasks or actions required to achieve this goal. These tasks should be broken down into detailed steps, ensuring no essential activity is overlooked. The granularity of these tasks can vary based on the complexity of the goal.

3. Set deadline

For each task or action, set a realistic and achievable deadline. This timeline ensures that the plan stays on track and that momentum is maintained throughout the execution. It also allows for monitoring progress and identifying potential delays early.

4. Resources needed to complete the project

It’s crucial to recognize and list the resources you’ll need to complete the tasks. This can encompass financial resources, human resources, equipment, technological tools or any other assets. Identifying these early ensures that there are no bottlenecks during execution due to a lack of necessary resources.

5. Person responsible

Assign a person or a team for each task. This designation ensures accountability and clarity. When individuals are aware of their responsibilities, it reduces overlap, confusion and ensures that every task has someone overseeing its completion.

6. Potential barriers or challenges

Every plan will face challenges. By anticipating potential barriers or obstacles, you can be better prepared to address them. This proactive approach ensures smoother execution and less reactionary problem-solving.

7. Measurement of key performance indicators (KPIs)

Determine how you’ll measure the success of each task or the plan overall. KPIs are tangible metrics that allow you to gauge progress and determine whether you’re moving closer to your goals and objectives. They offer a quantifiable means to evaluate success.

Action plans serve as blueprints, guiding the steps and resources needed to achieve a specific goal. 

They come in various formats, tailored to different scenarios and objectives. Here, we present a range of action plan examples that cater to diverse purposes and situations. 

From business strategies to simple task lists, these examples illustrate the versatility and importance of well-structured planning.

Business action plan example

A business action plan is essentially a strategy roadmap, meticulously tailored for realizing broader business objectives. By crafting a solid action plan, businesses can channel their resources, manpower and strategies in a direction that harmonizes with their larger vision.

Key to this plan is the identification and alignment of steps that resonate with the company’s comprehensive strategy, ambitions of growth and aspirations for operational enhancements. 

While this might entail a myriad of specific steps based on unique business goals, some common elements include setting clear key performance indicators (KPIs), undertaking a thorough SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to grasp the current business landscape and establishing a timeline to keep track of progress.

Furthermore, allocating responsibilities to team members or individuals ensures that every aspect of the strategy has a dedicated focus. Budgeting, essential to the success of the action plan, ensures that every initiative is financially viable and sustainable. 

Regular reviews and iterations based on feedback and changing market dynamics keep the action plan agile and relevant.

Related: 5 Steps to Create an Actionable Employee Development Plan [with Templates & Examples]

Company action plan example

A comprehensive company action plan serves as the strategic linchpin, ensuring a coherent and coordinated approach to realizing organizational goals. Central to this plan is the incorporation of rigorous market research and analysis, which provides insights into consumer behaviors, market trends and potential opportunities. 

Equally vital is the focus on product development and procurement, ensuring that the offerings align with market demands and stand out in terms of quality and relevance. 

Alongside, adept legal and financial management safeguards the company’s interests, ensuring compliance with regulations and prudent fiscal oversight.

Moreover, the essence of any successful company action plan lies in its sales and marketing strategies. These define how the products or services are positioned and promoted in the market, ensuring visibility and engagement with the target audience. 

However, while acquisition is crucial, retention plays an equally significant role. Hence, impeccable customer service and nurturing relationships become indispensable components, fostering loyalty and ensuring that clients remain ambassadors for the brand long after the initial transaction.

Related: 30+ Project Plan Examples to Visualize Your Strategy (2023)

Sales action plan example

A well-structured sales action plan serves as the backbone for systematic and efficient progress. Central to this plan is the identification and utilization of the most effective sales channels, whether they are direct, online or through third-party avenues. 

Clarity on the products and services on offer, combined with their unique selling propositions, facilitates tailored and resonant sales pitches. 

Budget considerations ensure that resources are judiciously allocated, balancing the act between expenditures and potential returns. This financial prudence is complemented by setting realistic sales projections, which act as both a motivational target and a yardstick for success.

Timelines, or proposed deadlines, infuse the process with a sense of urgency, ensuring that the momentum of the sales drive is maintained. 

However, the true measure of the action plan’s efficacy lies in its key performance indicators (KPIs). These metrics, be it lead conversion rates or customer retention figures, serve as tangible markers, highlighting the plan’s strengths and signaling areas that might require recalibration to increase sales.

Corrective action plan example

The essence of a corrective action plan lies in its meticulous structure, tailored to address and rectify deviations or inefficiencies identified within an organization. At its core, each action item serves as a focal point, detailing specific areas or processes that require intervention. 

Accompanying each action item is a clear description that provides a comprehensive understanding of the issue at hand. 

However, merely identifying a problem isn’t enough; delving deep into its origins through root cause analysis ensures that solutions target the fundamental issues, rather than just addressing superficial symptoms. 

This analysis then paves the way for defining the corrective action, a tangible step or series of steps designed to mitigate the identified problem and prevent its recurrence.

Besides, to ensure the plan’s effectiveness, assigning a responsible person to each action item is paramount. This individual or team is entrusted with the task’s execution, ensuring accountability and focus. 

The status of each action keeps stakeholders informed about the progress, be it in the planning phase, ongoing, or completed. 

Lastly, setting a due date for each corrective action introduces a sense of urgency and purpose, ensuring that issues are addressed in a timely manner, minimizing disruptions and maximizing operational efficiency.

Simple action plan example

A simple action plan strips away the layers of complexity, offering a concise and direct approach to achieving a goal or addressing an issue. This type of plan is characterized by its straightforward structure, devoid of extraneous details, yet powerfully effective in its clarity. 

It is specifically designed for tasks or objectives that don’t necessitate elaborate strategies or multi-layered approaches.

The core components of a simple action plan usually include a clear statement of the task or objective at hand, followed by a sequence of actions or steps to be taken. 

Each step is described succinctly, ensuring that anyone involved has a clear understanding of what is expected. Responsibilities are defined clearly, with each task allocated to an individual or a team, ensuring accountability. Timelines might be integrated, providing a clear framework for completion, even if they’re just broad milestones. 

Regular check-ins or assessments, although minimal, might be incorporated to monitor progress. 

The beauty of a simple action plan lies in its agility and adaptability, making it particularly suited for individual projects, short-term tasks or situations where a rapid response is required.

How to write an action plan?

Creating an effective action plan is a foundational step towards turning aspirations into tangible results. It provides a clear roadmap, ensuring that each step taken aligns with the overall objective.

Whether you’re aiming to enhance a business process or achieve a personal goal, a well-drafted action plan can be your guiding light. Here’s key steps on how you can craft one:

• Step 1: Establish SMART goals: Initiating with a goal that is specific, measurable, achievable, relevant and time-bound ensures you have a clear and focused endpoint in sight. Smart goals serves as the cornerstone for your entire strategic blueprint.
• Step 2: Determine necessary tasks: Decompose your overarching objective into smaller, actionable tasks. This modular approach not only makes the mission less daunting but also provides a sequential pathway to goal attainment.
• Step 3: Assign essential resources: Depending on the tasks at hand, designate necessary resources, be they human, financial or technological. This ensures that every activity has the backing it needs for successful execution.
• Step 4: Prioritize tasks by importance: Not all tasks hold equal weight. Determine the hierarchy of tasks based on their impact on the goal and their time sensitivity. This allows for a systematic progression.
• Step 5: Outline timelines and key markers: With tasks in hand, set clear deadlines for each. Introduce milestones, which act as periodic check-ins, ensuring you’re on track and allowing for celebrations of smaller victories.
• Step 6: Oversee and modify your strategy blueprint: As you progress, there will invariably be learnings and challenges. Regularly review your plan to make necessary adjustments, ensuring its relevance and effectiveness.
• Step 7: Consider ready-to-use templates: If starting from scratch feels overwhelming, lean on structured templates to guide your planning. There’s plenty of business plan softwares and platforms such as  Venngage that offer a plethora of action plan templates , tailored to various needs, which can significantly streamline the process.

An action plan is more than just an action steps, it’s a strategic blueprint that bridges the gap between aspirations and realizations. 

Through this comprehensive guide, I’ve walked you through the purpose, ideal timings, core components, and practical examples of action plans across various domains. 

Leveraging tools of project management , you can track progress, assign tasks and ensure every team member stays on the same page. 

It’s not just about setting goals, but about strategically planning every step, ensuring tasks completed align with the larger project goals. 

Remember, success isn’t just about having goals but about charting the right course to achieve them

And if you’re looking to supercharge your planning efforts, don’t miss out on the Venngage business plan maker. 

Dive into their extensive collection of action plan templates and make your strategic planning both efficient and effective. 

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Action Research

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organizational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently. Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.

Action research may also be called a cycle of action or cycle of inquiry , since it typically follows a predefined process that is repeated over time. A simple illustrative example:

• Identify a problem to be studied
• Collect data on the problem
• Organize, analyze, and interpret the data
• Develop a plan to address the problem
• Implement the plan
• Evaluate the results of the actions taken
• Identify a new problem
• Repeat the process

Unlike more formal research studies, such as those conducted by universities and published in peer-reviewed scholarly journals, action research is typically conducted by the educators working in the district or school being studied—the participants—rather than by independent, impartial observers from outside organizations. Less formal, prescriptive, or theory-driven research methods are typically used when conducting action research, since the goal is to address practical problems in a specific school or classroom, rather than produce independently validated and reproducible findings that others, outside of the context being studied, can use to guide their future actions or inform the design of their academic programs. That said, while action research is typically focused on solving a specific problem (high rates of student absenteeism, for example) or answer a specific question (Why are so many of our ninth graders failing math?), action research can also make meaningful contributions to the larger body of knowledge and understanding in the field of education, particularly within a relatively closed system such as school, district, or network of connected organizations.

The term “action research” was coined in the 1940s by Kurt Lewin, a German-American social psychologist who is widely considered to be the founder of his field. The basic principles of action research that were described by Lewin are still in use to this day.

Educators typically conduct action research as an extension of a particular school-improvement plan, project, or goal—i.e., action research is nearly always a school-reform strategy. The object of action research could be almost anything related to educational performance or improvement, from the effectiveness of certain teaching strategies and lesson designs to the influence that family background has on student performance to the results achieved by a particular academic support strategy or learning program—to list just a small sampling.

For related discussions, see action plan , capacity , continuous improvement , evidence-based , and professional development .

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

• Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
• Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
• Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
• Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
• Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

Research Action Plan

It is a fact that a research action plan is needed not only to provide a solution for an existing problem but also to provide detailed information for a new study. Research action plans are conducted by numerous individuals and groups on different fields (i.e., business, science, academe, government, technology, etc.).

Research Action Plan Template

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To guide you in creating a research action plan, we have provided some examples (in PDF format) as well as tips on how to create a research action plan.

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User Research Action Plan Example

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New Research Plan Outline Example

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The Importance of Creating a Research Action Plan

The importance of research action plans cannot be understated. As previously mentioned, they are conducted by various individuals and groups on various fields. Although they are commonly used by business entities and scientific organizations, they are also used by academe (by both professors and students alike), government, technology, sports, and social welfare groups. You may also see quality plan examples & samples .

We will be discussing below the importance of research action plans to each sector that was mentioned.

1. Business

This is where research action plans are constantly created and used. Business entities, specifically companies, conduct research for various reasons. Some do research to develop a new product or improve an existing one, some do research to analyze a new market, some do it for investment analysis , while some companies do it to improve their competitive advantage.

The reasons are not limited to the ones mentioned above, as they are other numerous reasons why companies conduct research. But despite the reason, business research is always aimed toward two things: profitability and sustainability.

Similar to business entities, scientific organizations also do heavy research. Scientific research is always aimed to provide better living conditions for not only humans but all the organisms living on this planet. Additionally, scientific research also centers on discovering things that were not deemed possible before (for example: evolution, relativity, space travel, etc.). You may also like company plan examples & samples .

3. Technology

Science and technology are always intertwined. Technology uses scientific processes to discover new objects and possibilities, while science uses technology to do the same thing. Since the dawn of the digital age, technology has been moving at a breakneck speed. Research has resulted in the most groundbreaking technological discoveries in the 21st century, and more is yet it to come in the next few years. You may also check out advertising plan examples & samples .

The images you see in movies (for example, the Iron Man or Black Panther suit, hologram interaction, nanotechnology) will all be possible sooner than you think.

4. Government

The most advanced and progressive countries rely on their government to do research. Either research to develop new infrastructure, improve transportation and utility systems, eradicate poverty, or to increase foreign and domestic investors, research has been key to improve a country’s economic standing and decrease national debt. You might be interested in sales plan examples .

Similar to science and technology, government and academe are also intertwined in which both sectors benefit each other. In most countries, government asks the assistance of academic institutions to create a research action plan, especially in studies relating to education. You may have also noticed that various educators have taken government positions to extend their expertise to the government. You may also see event plan examples & samples .

Playing sports is both a great pastime and a great money earner. There is money in sports, which is why numerous organizations turn it into a business. Sports-centered research do not only focus on increasing physical abilities and skills but also on marketing. Sports apparel companies like Adidas and Nike, as well as sports personalities like Michael Jordan and Lionel Messi, have all benefited not only from sports health and wellness research but also from sports marketing research. You may also like daily plan examples & samples .

7. Social Welfare

Social welfare is a subcategory of government, but this focuses on human resource specifically the improving of living conditions of individuals and communities.

Social welfare is very important as human resource provides the backbone of every country. If individuals are struggling to meet their daily needs, they become unhealthy and unfocused, thus reducing their effectiveness as being part of the country’s workforce. An unproductive workforce cannot support the government in any way possible. You may also check out management plan examples .

That is why research based on social welfare helps government identify and solve issues in regards to their citizens, aiding them to improve their financial standing to become more effective and efficient in their respective industries.

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Basic Research Action Plan Outline

There is no standard outline in creating a research action plan. But there are sections in which are found in most research action plans. Listed below is a basic research action plan outline which is highly recommended when you will be making your own research plan in the future. You may also see annual plan examples and samples .

Feel free to edit and add sections from the PDF research action plan examples we provided if you think some sections are relevant to your research.

1. Introduction

Sometimes, researchers tend to overlook the introduction as it does not contain the meat of the study. But the introduction is as important as the other sections of the research action plan.

The introduction contains information on why the research is being conducted, and also provides info on how the research will affect the industry or sector it was based on. Remember that the introduction is not a summary of the research . That section is called “abstract.” The abstract is written once the study has been accomplished, and is usually inserted after the introduction.

2. Statement of the Problem

The general statement of the problem identifies the problems or issues that need to be solved in the research. The statement of the problem is usually formulated using WH and H questions, but those questions need to be very specific. Providing general questions will be difficult for the researcher especially when he reaches the data-gathering stage.

Here is an example of a “how” question in a problem statement for a research focusing on hologram smartphone development in 2018:

Incorrect (general): How can smartphone companies develop hologram technology in their products in 2018?

Correct (specific): How can the leading smartphone manufacturers Apple, Samsung, and Vivo implement hologram technology in their high-end phones when they have functions and features lined up for their models in the next two years? You may also like audit plan examples & samples .

Based on the examples above, it will be easier for the researcher to conduct the research as he will be focused on three smartphone companies Apple, Samsung, and Vivo instead of all the smartphone manufacturers as stated in the first problem. Additionally, the second problem centers in on the hologram’s impact to the company’s current portfolio of products, while the first problem does not even recognize the current products of the companies. You may also check out work plan examples & samples .

3. Methodology

The methodology identifies the research’s respondents, locale, research design, and data-gathering procedure. This section basically lists down the methods and procedures the researcher will use in his study. The methodology tremendously aids the researcher as he focuses on the methods and procedures he previously chose, creating a more streamlined study that does not stray away from the problems the researcher wants to solve. You might be interested in weekly plan examples & samples .

4. Analysis of Data

Data analysis is basically the meat of the entire study or research. Data analysis is conducted after all the data have been compiled. There are numerous data analysis methods that researchers use, but the one that is actually used depends on the data that was gathered (number of respondents, type of study, research topic, etc.). You may also see implementation plan examples & samples .

Most of the time, a statistician assists the researcher on tabulating the data and also assists in identifying what analysis method to use. Data analysis will help the researcher determine what recommendations to use, so it is crucial that the data should be analyzed carefully. You may also like job plan examples & samples .

5. Recommendation

Recommendations are the result of data analysis. This section answers the statement of the problem through the data that was gathered and analyzed. Make sure each question in the statement of the problem has a corresponding recommendation. Recommendations are basically the solutions to the problems you presented, so again be specific in how you present your recommendations. You may also check out business plan examples .

Here is an example on a recommendation based on the problem listed above. How can the leading smartphone manufacturers Apple, Samsung, and Vivo implement hologram technology in their high-end phones when they have functions and features lined up for their models in the next two years? You might be interested in transition plan examples & samples .

Incorrect (general): The three smartphone companies should have a separate department to produce a new line of products that will implement hologram technology. (No further analysis is discussed).

Correct (specific): Based on 70% of the responses, the three smartphone companies should have a separate department to produce a new line of products that will implement hologram technology. This will create a more smooth production process as two departments will be working on different products, but still under the same company. (Detailed analysis to follow.) You may also see project plan examples .

6. Conclusion

The research conclusion is the last part of the research and serves a similar purpose to the introduction. The conclusion basically reiterates the information that was previously mentioned in the data analysis and recommendation, but it is not the summary of the entire research. The conclusion also agrees on what recommendations were made by the researcher. No further analysis is conducted in the conclusion. You may also like evaluation plan examples & samples .

Doctoral Thesis Research Plan Example

Size: 219 KB

Executive Summary for Research Plan Example

Size: 186 KB

Abstract Research Plan Example

Size: 92 KB

We hope you found this article to be informative as well as helpful when you will be making your own research action plan. We also included some examples in PDF to assist you (they are all free to download). Doing research requires long hours of hard work and patience, and sometimes the results do not even go the way you planned them to. The quality of data you compile and your eventual analysis of the said data are not the only determinants on creating a successful research study, as you also need to have a good research action plan .

Text prompt

• Instructive
• Professional

Create a study plan for final exams in high school

Develop a project timeline for a middle school science fair.

Action Plan Template for Research

• Great for beginners
• Ready-to-use, fully customizable Subcategory
• Get started in seconds

• Visualize and track research goals, KPIs, tasks, and deadlines all in one place
• Efficiently coordinate resources from team members and external collaborators
• Gain deep insights into the progress of your project with real-time tracking

Benefits of a Research Action Plan Template

• A guide for organizing your research
• Instructions for setting up a research study
• Suggestions for tracking and analyzing your research
• Suggestions for taking action based on your findings

Main Elements of a Action Plan Template for Research

• A timeline for the project
• Names and contact information for the research team
• Research questions and hypotheses to be tested
• Methodologies to be used
• Resources needed for the project
• Plans for data collection and analysis

How to Use a Research Action Plan Template

1. clarify the objectives., 2. gather resources and materials., 3. set timelines and milestones., 4. assign tasks accordingly, related action plan templates.

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Part 1. Overview Information

National Institutes of Health ( NIH )

National Heart, Lung, and Blood Institute ( NHLBI )

National Institute on Aging ( NIA )

National Institute on Alcohol Abuse and Alcoholism ( NIAAA )

National Institute of Allergy and Infectious Diseases ( NIAID )

National Institute of Arthritis and Musculoskeletal and Skin Diseases ( NIAMS )

February 14, 2024 - Participation Added ( N0T-HD-24-007 ) Eunice Kennedy Shriver National Institute of Child and Human Development ( NICHD )

National Institute on Deafness and Other Communication Disorders ( NIDCD )

National Institute of Dental and Craniofacial Research ( NIDCR )

National Institute on Drug Abuse ( NIDA )

National Institute of Environmental Health Sciences ( NIEHS )

National Institute of General Medical Sciences ( NIGMS )

National Institute of Mental Health ( NIMH )

National Institute of Nursing Research ( NINR )

National Center for Advancing Translational Sciences ( NCATS )

National Center of Complementary and Integrative Health ( NCCIH )

All applications to this funding opportunity announcement should fall within the mission of the Institutes/Centers. The following NIH Offices may co-fund applications assigned to those Institutes/Centers.

Division of Program Coordination, Planning and Strategic Initiatives, Office of Disease Prevention ( ODP )

Office of Research on Women's Health ( ORWH )

UC2 High Impact Research and Research Infrastructure Cooperative Agreement Programs

• March 20, 2024 - Notice of Informational Webinar for PAR-23-144, STrengthening Research Opportunities for NIH Grants (STRONG): Structured Institutional Needs Assessment and Action Plan Development for Resource Limited Institutions (RLIs) (UC2 - Clinical Trial Not Allowed). See Notice NOT-MD-24-011
• February 14, 2024 - Notice of NICHD Participation in PAR-23-144 "Strengthening Research Opportunities for NIH Grants (STRONG): Structured Institutional Needs Assessment and Action Plan Development for Resource Limited Institutions"). See Notice NOT-HD-24-007
• August 31, 2023 - Notice of Correction to Eligibility Criteria of PAR-23-144, STrengthening Research Opportunities for NIH Grants (STRONG): Structured Institutional Needs Assessment and Action Plan Development for Resource Limited Institutions (RLIs) (UC2). See Notice NOT-MD-23-018
• May 12, 2023 - Notice of Participation of the NIAAA in PAR-23-144. See Notice NOT-AA-23-012 .
• April 25, 2023 - Notice of NCCIH Participation in PAR-23-144, "STrengthening Research Opportunities for NIH Grants (STRONG): Structured Institutional Needs Assessment and Action Plan Development for Resource Limited Institutions (RLIs) (UC2 - Clinical Trial Not Allowed). See Notice NOT-AT-24-004
• August 5, 2022 - Implementation Details for the NIH Data Management and Sharing Policy - see Notice NOT-OD-22-189 .
• August 8, 2022 - New NIH "FORMS-H" Grant Application Forms and Instructions Coming for Due Dates on or after January 25, 2023 - See Notice NOT-OD-22-195 .
• August 31, 2022 - Implementation Changes for Genomic Data Sharing Plans Included with Applications Due on or after January 25, 2023 - See Notice NOT-OD-22-198 .

See Section III. 3. Additional Information on Eligibility .

The STrengthening Research Opportunities for NIH Grants (STRONG): The STRONG-RLI program will support research capacity needs assessments by eligible Resource-Limited Institutions (RLIs). The program will also support the recipient institutions to use the results of the assessments to develop action plans for how to meet the identified needs.

RLIs are defined as institutions with a mission to serve historically underrepresented populations in biomedical research that award degrees in the health professions (and in STEM fields and social and behavioral sciences) and have received an average of $0 to $25 million per year (total costs) of NIH Research Project Grant (RPG) support for the past three fiscal years.

August 18, 2023

All applications are due by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date.

Not Applicable

It is critical that applicants follow the instructions in the Research (R) Instructions in the SF424 (R&R) Application Guide , except where instructed to do otherwise (in this NOFO or in a Notice from NIH Guide for Grants and Contracts).

Conformance to all requirements (both in the Application Guide and the NOFO) is required and strictly enforced. Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV . When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions.

Applications that do not comply with these instructions may be delayed or not accepted for review.

There are several options available to submit your application through Grants.gov to NIH and Department of Health and Human Services partners. You must use one of these submission options to access the application forms for this opportunity.

• Use the NIH ASSIST system to prepare, submit and track your application online.
• Use an institutional system-to-system (S2S) solution to prepare and submit your application to Grants.gov and eRA Commons to track your application. Check with your institutional officials regarding availability.
• Use Grants.gov Workspace to prepare and submit your application and eRA Commons to track your application.

Part 2. Full Text of Announcement

Section i. notice of funding opportunity description.

Purpose: The purpose of the STRONG-RLI Notice of Funding Opportunity (NOFO) is to invite applications to conduct biomedical research capacity needs assessments by Resource-Limited Institutions (RLIs) and then to use the results of the assessments to create action plans for meeting identified needs. The program’s goal is to increase competitiveness in the biomedical research enterprise and foster institutional environments conducive to research career development. Awards are intended to support RLIs in analyzing their institutional research capacity needs and strengths. Resource-Limited Institutions (RLIs) are defined for this NOFO as institutions with a mission to serve historically underrepresented populations in biomedical research that award degrees in the health professions or the sciences related to health, in STEM fields including social and behavioral sciences, and have received an average of $0 to $25 million (total costs) per year of NIH research project grant (RPG) support for the past three fiscal years (as defined in Section III -Eligibility).

Background:

NIH’s ability to help ensure that the nation remains a global leader in scientific discovery and innovation is dependent upon a pool of highly talented scientists from diverse backgrounds who will help to further NIH's mission (see NOT-OD-20-031 ). NIH recognizes the importance of diversity in biomedical, clinical, behavioral, and social sciences (collectively termed "biomedical") research. This includes the diversification of NIH-funded institutions, where researchers with a wide range of skill sets and viewpoints can bring different perspectives, creativity, and individual enterprise to address complex scientific problems.

RLIs, as defined below, play an important role in supporting scientific research, particularly on diseases or conditions that disproportionately impact racial ethnic minority groups and other U.S. populations that experience health disparities. Although these institutions are uniquely positioned to engage underserved populations in research and in the translation of research advances into culturally competent, measurable and sustained improvements in health outcomes, they may benefit from enhancing their capacity to conduct and sustain cutting-edge health-related research.

NIH is committed to assisting RLIs in building institutional research capacity. Scientists at RLIs are critical to advancing knowledge in the biomedical research enterprise. NIH has many programs designed to support researchers at RLIs and broaden the participation of researchers through inclusive excellence across regions, institutions, and demographic groups. The role of RLIs in the nation’s overall competitiveness in research is integrally related to current resources, departmental and disciplinary strengths and capabilities, and campus research support systems and infrastructure. It is critical that RLIs recognize and utilize their research and organizational capabilities so they can leverage existing strengths and develop strategic approaches in areas that require additional attention. Structured needs assessments to examine research and organizational capabilities can offer metrics for short-term/long-term action plans. These assessments will enable institutions to develop benchmarks and action items to increase their competitiveness for NIH, Federal, and other funding opportunities.

RLIs face unique challenges depending on the institution type, resources, infrastructure, and policies as they seek to acquire NIH or other federal agency funding. The areas at RLIs that need to be identified and addressed to reduce the barriers to scientific advancement and increase independent research funding can best be determined by the institution itself. A fundamental principle for organizational development and change is the use of a structured assessment to understand these barriers.

This Funding Opportunity will provide resources to the institutions to 1) conduct the assessment of research infrastructure and other requirements that will enhance administrative and research resources, institutional policies, and expanded opportunities for faculty and students in the biomedical research enterprise; and 2) Use the results of these institutional assessments to develop action plans that will support the conduct of high-quality biomedical research.

Program Objectives:

The purpose of this NIH-wide initiative, STRONG-RLI, is to support research active RLIs to;1. conduct rigorous research capacity needs assessments.2. use the results of the assessments to develop action plans for how to meet the identified needs.

Because of the significant variability in the types of RLIs, two separate categories have been created for this initiative. Please refer to Section III for eligibility criteria for RLIs.

The two categories of research active RLIs are defined in Section III of the NOFO:

1) Low Research Active (LRA) : An RLI that is an undergraduate or graduate degree granting institution and has had less than six million dollars (total costs) in NIH research project grant (RPG) support per year in three of the last five years. In addition, undergraduate granting institutions must have at least 35% of undergraduate students supported by Pell grants.

2) High Research Active (HRA) : An RLI that grants doctoral degrees and has had between six million and 25 million dollars (total costs) in NIH RPG support per year in three of the last five years.

Both LRA and HRA RLIs must have a historical mission to support underrepresented groups in biomedical sciences. Each institution should describe the specific category into which they fit and provide documentation to verify those requirements.

Each RLI will provide details on how they plan to conduct their needs assessments and create/use/adapt/ instruments to study research capacity at the institution. Please note that institutional climate or culture assessment is not a priority for this funding announcement.

As part of the funding announcement , the recipient institutions are expected to use the results of needs assessments to develop action plans for short term and long term goals, to meet the identified needs . Applicants are encouraged to provide detailed approaches for conducting the needs assessment and action plan development. The action plan should include identification of possible sources of funding for increasing research capacity. The implementation of the action plan is beyond the scope of this funding opportunity.

A. Institutional Needs-Assessment for research capacity

NIH recognizes and values the heterogeneity in institutional settings and the students they serve. Applicants must describe their distinctive biomedical research and research training environment and the current services to support them.

Applicants for this needs assessment can use any available tools, or adapt existing tools, to fit their context and needs.

B. Development of Institutional Action Plans

• After completion of the needs assessment, the recipient institutions are expected to develop an action plan. The Institutional Action Plan for research capacity is intended to serve as a roadmap for enhancing the infrastructure and capacity at the applicant institution.
• The outcomes of the needs assessment should determine the capacity building interventions that the institution can undertake to strengthen the institutional framework and research capacity. The Institutional Action Plan that will be developed is expected to be supported by an institutional leader, e.g., the Provost or President (see Letters of Support).

C. Needs assessment topics may include (but are not limited to):

The institution will determine the needs assessment foci but may include broad categories such as administrative/research/student/faculty.

Administrative topics may include -

• Establishing or enhancing the Office of Sponsored Programs (OSP), examining efficiencies and staffing requirements and personnel needs for administrative support
• Available resources for effective business practices, automation, information dissemination, documentation and tracking progress for research activities,
• Process management and process improvement for grant application, grant award, and grant administration.

Research topics may include-

• Research infrastructure may include physical research facilities, lab equipment, and computing resources, core facility for technology, support staff, professional development, laboratories. Appropriate physical research facilities and skilled research support to enable competitiveness.
• Research readiness in areas, such as basic, behavioral or clinical research, grantsmanship support, seminars and workshops for grant writing, for sharing research ideas to enhance knowledge in the field. Potential and current scientific research areas of interest.
• Capacity to conduct Human Subjects Research
• Capacity for Community Engagement research
• Partnerships/ collaboration with other academic institutions, the public sector, and community-based organizations that are sustainable and equitable

Student and faculty topics may include-

• Training needs, Mentoring/Sponsorship, faculty development.
• Student resources for research, support for research experiences, and for post-bac and graduate career progression in biomedical research and in STEM topics
• Research staff recruitment and benefits packages, retention bonuses,
• Faculty teaching workloads that allow time for research pursuits, and department/college-based research staff and administrative support
• Institutional policies for assessment of teaching versus research assignments and support
• Tenure evaluations of faculty services for research, committee, community engagement, etc., protected time for research program development

Technical Assistance Webinar:

NIH will conduct a Technical Assistance Webinar for prospective applicants on July 21st from 2-3.30pm EST. Please join the webinar using the link below:

Join Zoom Meeting https://nih.zoomgov.com/j/1614627302?pwd=RmVXc0RjWjV2WTZsUzd1WmFSWU1NZz09&from=addon Meeting ID: 161 462 7302 Passcode: 919936 One tap mobile +16692545252,,1614627302#,,,,*919936# US (San Jose) +16468287666,,1614627302#,,,,*919936# US (New York)

See Section VIII. Other Information for award authorities and regulations.

Section II. Award Information

Cooperative Agreement: A support mechanism used when there will be substantial Federal scientific or programmatic involvement. Substantial involvement means that, after award, NIH scientific or program staff will assist, guide, coordinate, or participate in project activities. See Section VI.2 for additional information about the substantial involvement for this FOA.

The OER Glossary and the SF424 (R&R) Application Guide provide details on these application types. Only those application types listed here are allowed for this NOFO.

Not Allowed: Only accepting applications that do not propose clinical trials.

Need help determining whether you are doing a clinical trial?

The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

Application budgets for direct costs should not exceed $250,000/year.

The scope of the proposed project should determine the project period. The maximum project period is three years

NIH grants policies as described in the NIH Grants Policy Statement will apply to the applications submitted and awards made from this NOFO.

Section III. Eligibility Information

1. Eligible Applicants

Higher Education Institutions

• Public/State Controlled Institutions of Higher Education
• Private Institutions of Higher Education

The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education:

• Hispanic-serving Institutions
• Historically Black Colleges and Universities (HBCUs)
• Tribally Controlled Colleges and Universities (TCCUs)
• Alaska Native and Native Hawaiian Serving Institutions
• Asian American Native American Pacific Islander Serving Institutions (AANAPISIs)

For this funding opportunity, an applicant must be a Resource-Limited Institution (RLI), defined as an institution with a mission to serve historically underrepresented populations that awards degrees in the health professions (and related sciences) and has received an average of $0 to $25 million per year (total costs) of NIH Research Project Grants (RPG) support for the past three fiscal years.

A mission to serve historically underrepresented populations may be demonstrated by a documented historical and current mission to educate students from any of the populations that have been identified as underrepresented in biomedical research as defined by the National Science Foundation NSF, see http://www.nsf.gov/statistics/wmpd/ ) (i.e., African Americans or Blacks, Hispanic or Latino Americans, American Indians, Alaska Natives, Native Hawaiians, U.S. Pacific Islanders, and persons with disabilities) or by a documented record of recruiting, training and/or educating, and graduating underrepresented students as defined by NSF (see above), which has resulted in increasing the institution's contribution to the national pool of graduates from underrepresented backgrounds who pursue biomedical research careers.

RLIs, as defined above, are classified into the following two categories for this opportunity:

Institutional letters will attest to the category of the institution whether they are LRA or HRA and provide information to verify which can be included as an attachment.

Non-domestic (non-U.S.) Entities (Foreign Institutions) are not eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations are not eligible to apply.

Foreign components, as defined in the NIH Grants Policy Statement , are not allowed.

Applicant Organizations

Applicant organizations must complete and maintain the following registrations as described in the SF 424 (R&R) Application Guide to be eligible to apply for or receive an award. All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as possible. The NIH Policy on Late Submission of Grant Applications states that failure to complete registrations in advance of a due date is not a valid reason for a late submission.

• NATO Commercial and Government Entity (NCAGE) Code Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.
• Unique Entity Identifier (UEI)- A UEI is issued as part of the SAM.gov registration process. The same UEI must be used for all registrations, as well as on the grant application.
• eRA Commons - Once the unique organization identifier is established, organizations can register with eRA Commons in tandem with completing their Grants.gov registrations; all registrations must be in place by time of submission. eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to submit an application.
• Grants.gov Applicants must have an active SAM registration in order to complete the Grants.gov registration.

Program Directors/Principal Investigators (PD(s)/PI(s))

All PD(s)/PI(s) must have an eRA Commons account. PD(s)/PI(s) should work with their organizational officials to either create a new account or to affiliate their existing account with the applicant organization in eRA Commons. If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)) is invited to work with their organization to develop an application for support. Individuals from diverse backgrounds, including underrepresented racial and ethnic groups, individuals with disabilities, and women are always encouraged to apply for NIH support. See, Reminder: Notice of NIH's Encouragement of Applications Supporting Individuals from Underrepresented Ethnic and Racial Groups as well as Individuals with Disabilities , NOT-OD-22-019 .

For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF424 (R&R) Application Guide.

2. Cost Sharing

This NOFO does not require cost sharing as defined in the NIH Grants Policy Statement.

3. Additional Information on Eligibility

Number of Applications

Only one application per institution (normally identified by having a unique UEI or NIH IPF number) is allowed

The NIH will not accept duplicate or highly overlapping applications under review at the same time, per 2.3.7.4 Submission of Resubmission Application . This means that the NIH will not accept:

• A new (A0) application that is submitted before issuance of the summary statement from the review of an overlapping new (A0) or resubmission (A1) application.
• A resubmission (A1) application that is submitted before issuance of the summary statement from the review of the previous new (A0) application.
• An application that has substantial overlap with another application pending appeal of initial peer review (see 2.3.9.4 Similar, Essentially Identical, or Identical Applications ).

Only one application per institution (normally identified by having a unique UEI number or NIH IPF number) is allowed.

Section IV. Application and Submission Information

1. Requesting an Application Package

The application forms package specific to this opportunity must be accessed through ASSIST, Grants.gov Workspace or an institutional system-to-system solution. Links to apply using ASSIST or Grants.gov Workspace are available in Part 1 of this NOFO. See your administrative office for instructions if you plan to use an institutional system-to-system solution.

2. Content and Form of Application Submission

It is critical that applicants follow the instructions in the Research (R) Instructions in the SF424 (R&R) Application Guide except where instructed in this notice of funding opportunity to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced. Applications that are out of compliance with these instructions may be delayed or not accepted for review.

Letter of Intent

Although a letter of intent is not required, is not binding, and does not enter into the review of a subsequent application, the information that it contains allows IC staff to estimate the potential review workload and plan the review.

By the date listed in Part 1. Overview Information , prospective applicants are asked to submit a letter of intent that includes the following information:

• Descriptive title of proposed activity
• Name(s), address(es), and telephone number(s) of the PD(s)/PI(s)
• Names of other key personnel
• Participating institution(s)
• Number and title of this funding opportunity

The letter of intent should be sent to:

Yujing Liu, MD, PhD National Institute on Minority Health and Health Disparities (NIMHD) Telephone: 301-827-7815 Email: [email protected]

Page Limitations

All page limitations described in the SF424 Application Guide and the Table of Page Limits must be followed.

The following section supplements the instructions found in the SF424 (R&R) Application Guide and should be used for preparing an application to this NOFO.

SF424(R&R) Cover

All instructions in the SF424 (R&R) Application Guide must be followed.

SF424(R&R) Project/Performance Site Locations

SF424(R&R) Other Project Information

SF424(R&R) Senior/Key Person Profile

All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions:

Travel costs for attending any in-person meetings and STRONG Executive Steering Committee (SESC) meetings must be included.

Funds may not be used for:

• Research infrastructure (such as laboratory supplies, laboratory equipment)
• Alterations or renovations
• Research projects or pilot projects

R&R Subaward Budget

PHS 398 Cover Page Supplement

PHS 398 Research Plan

Research Strategy:

Significance

Explain the needs for institutional research capacity and importance of the problem or critical barrier to progress that the proposed project addresses. Describe the benefits if the proposed aims are achieved with respect to enhanced biomedical research capacity.

Applicants should address the innovative aspects of the proposed needs assessment plans for research capacity. For this program, innovation is considered the use of existing products, tools or processes or creating or adapting evidence-based tools to fit the context and needs of the institutions.

A. Institutional Needs-Assessment for research capacity section describe:

• Physical research facility, research faculty support from institution, faculty teaching workload, human resources, Sponsored program
• Applicant must describe current methods of measuring student/faculty outcomes to take into consideration institutional missions, faculty investment, student populations, student needs, and institutional resource constraints.
• Tools and instruments for needs assessment, monitoring and evaluation of health research capacity development activities at the individual and organizational level
• The types of research facilities available for biomedical research and research training.
• The needs for research infrastructure to conduct biomedical, behavioral or clinical research, potential and current scientific research areas of interest.
• List and describe the outcomes of any capacity-building or infrastructure grants the institution has received over the past ten years, including the source and total costs of each award.
• The investigative team and their relevant expertise in conducting a needs assessment
• Student enrollment in the biomedical areas, including the number and percentage of undergraduate and graduate students, and the enrollment of students who are Pell-grant eligible (for LRA applications); and
• The current level of student and faculty participation in research.
• Describe the sponsored programs administration and how it will inform the needs assessment. The types of services provided by the existing sponsored projects administration (or similar entity). Current levels of sponsored programs productivity (e.g., number of applications submitted, number of applications funded, number of subcontracts).

Describe the approaches for developing an Institutional Action Plan after completing needs assessment for research capacity. The Institutional Action Plan for research capacity is intended to serve as a roadmap for enhancing the infrastructure and capacity at the applicant institution. This section of the application should describe steps that will be undertaken to ensure identified needs assessment activities lead to action plans for the long-term strengthening of research capacity. It must include an institutional commitment to achieving the goals and objectives of the proposed project and activities signed by institutional leadership (e.g., President, Provost, and Deans (see Letters of Support).

C. Governance and structure of steering committees

The Steering Committee (SC) will serve as the primary governing and oversight board for the cooperative agreement funded under this NOFO.

• Describe the composition and the activities of the steering committee. Describe the desired expertise of its members. Include the frequency of meetings and any other relevant information.
• The membership of the SC consists of the PD(s)/PI(s), the NIH Project Coordinator, and any additional stake holders deemed necessary.

Timeline and Milestones:

Describe the timeline for the needs assessment and action plan activities. The timeline should be realistic given the time needed to develop the approaches/tools and collect the proposed data. Describe how the program goals/aims will be aligned with milestones and metrics.

Letters of Support: Provide letters of support for the proposed needs assessment activities following instructions in the SF424 Application Guide.

A. Institutional Eligibility Letter (1-page maximum). S ubmit a letter from the Provost or similar official with institution-wide responsibility that certify that the applicant organization qualifies as one of the following two categories of research active RLI specified in this NOFO:

A mission to serve historically underrepresented populations may be demonstrated by a documented historical and current mission to educate students from underrepresented populations in biomedical research.

The two categories of research active RLIs are:

1) Low Research Active (LRA): An RLI that is an undergraduate or graduate degree granting institution, with at least 35% of undergraduate students supported by Pell grants, and that has had less than six million dollars in NIH research project grant (RPG) support per year in three of the last five years.

2) High Research Active (HRA): An RLI that grants doctoral degrees and has had less than 25 million dollars in NIH RPG support in three of the last five years.

B. Institutional Commitment Letter. The application must include an Institutional Commitment Letter from the President or designated high-ranking official such as the Provost, Vice President or Dean. Describe how the proposed project aligns with the broad institutional vision for enhancing biomedical research. The letter should include a commitment to achieving the goals and objectives of the proposed project and activities.

The letters of support must be included with the application. Applications which lack this letter will be considered incomplete and will be withdrawn and will not be reviewed.

Resource Sharing Plan : Individuals are required to comply with the instructions for the Resource Sharing Plans as provided in the SF424 (R&R) Application Guide.

The following modifications also apply:

Generally, Resource Sharing Plans are expected, but they are not applicable for this FOA.

• A Data Management and Sharing Plan is not applicable for this NOFO.

Appendix: Only limited Appendix materials are allowed. Follow all instructions for the Appendix as described in the SF424 (R&R) Application Guide.

• No publications or other material, with the exception of blank questionnaires or blank surveys, may be included in the Appendix.

PHS Human Subjects and Clinical Trials Information

When involving human subjects research, clinical research, and/or NIH-defined clinical trials (and when applicable, clinical trials research experience) follow all instructions for the PHS Human Subjects and Clinical Trials Information form in the SF424 (R&R) Application Guide, with the following additional instructions:

If you answered Yes to the question Are Human Subjects Involved? on the R&R Other Project Information form, you must include at least one human subjects study record using the Study Record: PHS Human Subjects and Clinical Trials Information form or Delayed Onset Study record.

Study Record: PHS Human Subjects and Clinical Trials Information

Delayed Onset Study

Note: Delayed onset does NOT apply to a study that can be described but will not start immediately (i.e., delayed start).All instructions in the SF424 (R&R) Application Guide must be followed.

PHS Assignment Request Form

3. Unique Entity Identifier and System for Award Management (SAM)

See Part 1. Section III.1 for information regarding the requirement for obtaining a unique entity identifier and for completing and maintaining active registrations in System for Award Management (SAM), NATO Commercial and Government Entity (NCAGE) Code (if applicable), eRA Commons, and Grants.gov

4. Submission Dates and Times

Part I. Overview Information contains information about Key Dates and times. Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. When a submission date falls on a weekend or Federal holiday , the application deadline is automatically extended to the next business day.

Organizations must submit applications to Grants.gov (the online portal to find and apply for grants across all Federal agencies). Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants.gov systems check the application against many of the application instructions upon submission. Errors must be corrected and a changed/corrected application must be submitted to Grants.gov on or before the application due date and time. If a Changed/Corrected application is submitted after the deadline, the application will be considered late. Applications that miss the due date and time are subjected to the NIH Policy on Late Application Submission.

Applicants are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission.

Information on the submission process and a definition of on-time submission are provided in the SF424 (R&R) Application Guide.

5. Intergovernmental Review (E.O. 12372)

This initiative is not subject to intergovernmental review.

6. Funding Restrictions

All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Pre-award costs are allowable only as described in the NIH Grants Policy Statement .

7. Other Submission Requirements and Information

Applications must be submitted electronically following the instructions described in the SF424 (R&R) Application Guide. Paper applications will not be accepted.

Applicants must complete all required registrations before the application due date. Section III. Eligibility Information contains information about registration.

For assistance with your electronic application or for more information on the electronic submission process, visit How to Apply Application Guide . If you encounter a system issue beyond your control that threatens your ability to complete the submission process on-time, you must follow the Dealing with System Issues guidance. For assistance with application submission, contact the Application Submission Contacts in Section VII.

Important reminders:

All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile form . Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH. See Section III of this NOFO for information on registration requirements.

The applicant organization must ensure that the unique entity identifier provided on the application is the same identifier used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the SF424 (R&R) Application Guide.

See more tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness and compliance with application instructions by the Center for Scientific Review, NIH. Applications that are incomplete or non-compliant will not be reviewed.

In order to expedite review, applicants are requested to notify the NIMHD Referral Office by email at [email protected] when the application has been submitted. Please include the NOFO number and title, PD/PI name, and title of the application.

Post Submission Materials

Applicants are required to follow the instructions for post-submission materials, as described in the policy

Section V. Application Review Information

1. Criteria

Only the review criteria described below will be considered in the review process. Applications submitted to the NIH in support of the NIH mission are evaluated for scientific and technical merit through the NIH peer review system.

Reviewers will provide an overall impact score to reflect their assessment of the likelihood for the project to exert a sustained, powerful influence on the research field(s) involved, in consideration of the following review criteria and additional review criteria (as applicable for the project proposed).

Reviewers will consider each of the review criteria below in the determination of scientific merit and give a separate score for each. An application does not need to be strong in all categories to be judged likely to have major scientific impact. For example, a project that by its nature is not innovative may be essential to advance a field.

Does the project address an important problem or a critical barrier to progress in the field? Is the prior research that serves as the key support for the proposed project rigorous? If the aims of the project are achieved, how will scientific knowledge, technical capability, and/or clinical practice be improved? How will successful completion of the aims change the concepts, methods, technologies, treatments, services, or preventative interventions that drive this field?

In addition, specific to this NOFO:

How well does the application provide a vision for how the project will serve as a foundation for future research capacity building? To what degree the application describes clear pathways between the need assessment and action plan development research activities and future research efforts? To what extent is the proposed project likely to enhance institutional research capacity to conduct biomedical research?

Are the PD(s)/PI(s), collaborators, and other researchers well suited to the project? If Early Stage Investigators or those in the early stages of independent careers, do they have appropriate experience and training? If established, have they demonstrated an ongoing record of accomplishments that have advanced their field(s)? If the project is collaborative or multi-PD/PI, do the investigators have complementary and integrated expertise; are their leadership approach, governance, and organizational structure appropriate for the project?

To what extent do the PDs/PIs have the appropriate expertise to conduct the needs assessment, implement the proposed project, analyze the outcomes, and develop action plans?

Does the application challenge and seek to shift current research or clinical practice paradigms by utilizing novel theoretical concepts, approaches or methodologies, instrumentation, or interventions? Are the concepts, approaches or methodologies, instrumentation, or interventions novel to one field of research or novel in a broad sense? Is a refinement, improvement, or new application of theoretical concepts, approaches or methodologies, instrumentation, or interventions proposed?

How well does the applicant create approaches to fit their context and needs? Does the application employ novel approaches or methods to fulfill its purpose?

Are the overall strategy, methodology, and analyses well-reasoned and appropriate to accomplish the specific aims of the project? Have the investigators included plans to address weaknesses in the rigor of prior research that serves as the key support for the proposed project? Have the investigators presented strategies to ensure a robust and unbiased approach, as appropriate for the work proposed? Are potential problems, alternative strategies, and benchmarks for success presented? If the project is in the early stages of development, will the strategy establish feasibility and will particularly risky aspects be managed? Have the investigators presented adequate plans to address relevant biological variables, such as sex, for studies in vertebrate animals or human subjects?

If the project involves human subjects and/or NIH-defined clinical research, are the plans to address 1) the protection of human subjects from research risks, and 2) inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion or exclusion of individuals of all ages (including children and older adults), justified in terms of the scientific goals and research strategy proposed?

To what extent does the applicant describe the tools and instruments for needs assessment, monitoring and evaluation of research capacity development activities? To what degree does the applicant identify metrics and indicators of success that will be used to assess the anticipated outcomes? Is the duration of the initial needs assessment stage adequate to develop action plans for short-term goals? To what degree isthe structure and governance plan likely to lead to implementation of the proposed plan? Are these goals feasible and well developed on the timeline of the award? How well are the program goals/aims aligned with yearly milestones and are the details provided adequate?

Will the scientific environment in which the work will be done contribute to the probability of success? Are the institutional support, equipment, and other physical resources available to the investigators adequate for the project proposed? Will the project benefit from unique features of the scientific environment, subject populations, or collaborative arrangements?

How strong is the level of institutional commitment to the project, including administrative and scientific support, to ensure the success of the project?

How well do the letters of support demonstrate a strong commitment to the proposed activities?

As applicable for the project proposed, reviewers will evaluate the following additional items while determining scientific and technical merit, and in providing an overall impact score, but will not give separate scores for these items.

For research that involves human subjects but does not involve one of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate the justification for involvement of human subjects and the proposed protections from research risk relating to their participation according to the following five review criteria: 1) risk to subjects, 2) adequacy of protection against risks, 3) potential benefits to the subjects and others, 4) importance of the knowledge to be gained, and 5) data and safety monitoring for clinical trials.

For research that involves human subjects and meets the criteria for one or more of the categories of research that are exempt under 45 CFR Part 46, the committee will evaluate: 1) the justification for the exemption, 2) human subjects involvement and characteristics, and 3) sources of materials. For additional information on review of the Human Subjects section, please refer to the Guidelines for the Review of Human Subjects .

When the proposed project involves human subjects and/or NIH-defined clinical research, the committee will evaluate the proposed plans for the inclusion (or exclusion) of individuals on the basis of sex/gender, race, and ethnicity, as well as the inclusion (or exclusion) of individuals of all ages (including children and older adults) to determine if it is justified in terms of the scientific goals and research strategy proposed. For additional information on review of the Inclusion section, please refer to the Guidelines for the Review of Inclusion in Clinical Research .

The committee will evaluate the involvement of live vertebrate animals as part of the scientific assessment according to the following criteria: (1) description of proposed procedures involving animals, including species, strains, ages, sex, and total number to be used; (2) justifications for the use of animals versus alternative models and for the appropriateness of the species proposed; (3) interventions to minimize discomfort, distress, pain and injury; and (4) justification for euthanasia method if NOT consistent with the AVMA Guidelines for the Euthanasia of Animals. Reviewers will assess the use of chimpanzees as they would any other application proposing the use of vertebrate animals. For additional information on review of the Vertebrate Animals section, please refer to the Worksheet for Review of the Vertebrate Animals Section .

Reviewers will assess whether materials or procedures proposed are potentially hazardous to research personnel and/or the environment, and if needed, determine whether adequate protection is proposed.

For Resubmissions, the committee will evaluate the application as now presented, taking into consideration the responses to comments from the previous scientific review group and changes made to the project.

Not applicable

As applicable for the project proposed, reviewers will consider each of the following items, but will not give scores for these items, and should not consider them in providing an overall impact score.

Reviewers will assess whether the project presents special opportunities for furthering research programs through the use of unusual talent, resources, populations, or environmental conditions that exist in other countries and either are not readily available in the United States or augment existing U.S. resources.

Reviewers will assess the information provided in this section of the application, including 1) the Select Agent(s) to be used in the proposed research, 2) the registration status of all entities where Select Agent(s) will be used, 3) the procedures that will be used to monitor possession use and transfer of Select Agent(s), and 4) plans for appropriate biosafety, biocontainment, and security of the Select Agent(s).

Reviewers will comment on whether the Resource Sharing Plan(s) (e.g., Sharing Model Organisms ) or the rationale for not sharing the resources, is reasonable.

For projects involving key biological and/or chemical resources, reviewers will comment on the brief plans proposed for identifying and ensuring the validity of those resources.

Reviewers will consider whether the budget and the requested period of support are fully justified and reasonable in relation to the proposed research.

2. Review and Selection Process

Applications will be evaluated for scientific and technical merit by (an) appropriate Scientific Review Group(s) convened by NIMHD, in accordance with NIH peer review policy and procedures , using the stated review criteria . Assignment to a Scientific Review Group will be shown in the eRA Commons.

As part of the scientific peer review, all applications will receive a written critique.

Applications may undergo a selection process in which only those applications deemed to have the highest scientific and technical merit (generally the top half of applications under review) will be discussed and assigned an overall impact score.

Applications will be assigned on the basis of established PHS referral guidelines to the appropriate NIH Institute or Center. Applications will compete for available funds with all other recommended applications . Following initial peer review, recommended applications will receive a second level of review by the appropriate national Advisory Council or Board. The following will be considered in making funding decisions:

• Scientific and technical merit of the proposed project as determined by scientific peer review.
• Availability of funds.
• Relevance of the proposed project to program priorities.
• Geographical distribution of the portfolio
• Balance between HRA and LRA awards

3. Anticipated Announcement and Award Dates

After the peer review of the application is completed, the PD/PI will be able to access his or her Summary Statement (written critique) via the eRA Commons . Refer to Part 1 for dates for peer review, advisory council review, and earliest start date.

Information regarding the disposition of applications is available in the NIH Grants Policy Statement .

Section VI. Award Administration Information

1. Award Notices

If the application is under consideration for funding, NIH will request "just-in-time" information from the applicant as described in the NIH Grants Policy Statement .

A formal notification in the form of a Notice of Award (NoA) will be provided to the applicant organization for successful applications. The NoA signed by the grants management officer is the authorizing document and will be sent via email to the recipient's business official.

Recipients must comply with any funding restrictions described in Section IV.6. Funding Restrictions. Selection of an application for award is not an authorization to begin performance. Any costs incurred before receipt of the NoA are at the recipient's risk. These costs may be reimbursed only to the extent considered allowable pre-award costs.

Any application awarded in response to this NOFO will be subject to terms and conditions found on the Award Conditions and Information for NIH Grants website. This includes any recent legislation and policy applicable to awards that is highlighted on this website.

Institutional Review Board or Independent Ethics Committee Approval: Recipient institutions must ensure that protocols are reviewed by their IRB or IEC. To help ensure the safety of participants enrolled in NIH-funded studies, the recipient must provide NIH copies of documents related to all major changes in the status of ongoing protocols.

2. Administrative and National Policy Requirements

All NIH grant and cooperative agreement awards include the NIH Grants Policy Statement as part of the NoA. For these terms of award, see the NIH Grants Policy Statement Part II: Terms and Conditions of NIH Grant Awards, Subpart A: General and Part II: Terms and Conditions of NIH Grant Awards, Subpart B: Terms and Conditions for Specific Types of Grants, Recipients, and Activities , including of note, but not limited to:

• Federal wide Research Terms and Conditions
• Prohibition on Certain Telecommunications and Video Surveillance Services or Equipment
• Acknowledgment of Federal Funding

If a recipient is successful and receives a Notice of Award, in accepting the award, the recipient agrees that any activities under the award are subject to all provisions currently in effect or implemented during the period of the award, other Department regulations and policies in effect at the time of the award, and applicable statutory provisions.

Should the applicant organization successfully compete for an award, recipients of federal financial assistance (FFA) from HHS will be required to complete an HHS Assurance of Compliance form (HHS 690) in which the recipient agrees, as a term and condition of receiving the grant, to administer their programs in compliance with federal civil rights laws that prohibit discrimination on the basis of race, color, national origin, age, sex and disability, and agreeing to comply with federal conscience laws, where applicable. This includes ensuring that entities take meaningful steps to provide meaningful access to persons with limited English proficiency; and ensuring effective communication with persons with disabilities. Where applicable, Title XI and Section 1557 prohibit discrimination on the basis of sexual orientation, and gender identity. The HHS Office for Civil Rights provides guidance on complying with civil rights laws enforced by HHS. Please see https://www.hhs.gov/civil-rights/for-providers/provider-obligations/index.html and https://www.hhs.gov/civil-rights/for-individuals/nondiscrimination/index.html

HHS recognizes that research projects are often limited in scope for many reasons that are nondiscriminatory, such as the principal investigator’s scientific interest, funding limitations, recruitment requirements, and other considerations. Thus, criteria in research protocols that target or exclude certain populations are warranted where nondiscriminatory justifications establish that such criteria are appropriate with respect to the health or safety of the subjects, the scientific study design, or the purpose of the research. For additional guidance regarding how the provisions apply to NIH grant programs, please contact the Scientific/Research Contact that is identified in Section VII under Agency Contacts of this NOFO.

• Recipients of FFA must ensure that their programs are accessible to persons with limited English proficiency. For guidance on meeting the legal obligation to take reasonable steps to ensure meaningful access to programs or activities by limited English proficient individuals see https://www.hhs.gov/civil-rights/for-individuals/special-topics/limited-english-proficiency/fact-sheet-guidance/index.html and https://www.lep.gov .
• For information on an institution’s specific legal obligations for serving qualified individuals with disabilities, including providing program access, reasonable modifications, and to provide effective communication, see https://www.hhs.gov/civil-rights/for-individuals/disability/index.html .
• HHS funded health and education programs must be administered in an environment free of sexual harassment, see https://www.hhs.gov/civil-rights/for-individuals/sex-discrimination/index.html . For information about NIH's commitment to supporting a safe and respectful work environment, who to contact with questions or concerns, and what NIH's expectations are for institutions and the individuals supported on NIH-funded awards, please see https://grants.nih.gov/grants/policy/harassment.htm .
• For guidance on administering programs in compliance with applicable federal religious nondiscrimination laws and applicable federal conscience protection and associated anti-discrimination laws see https://www.hhs.gov/conscience/conscience-protections/index.html and https://www.hhs.gov/conscience/religious-freedom/index.html .

Please contact the HHS Office for Civil Rights for more information about obligations and prohibitions under federal civil rights laws at https://www.hhs.gov/ocr/about-us/contact-us/index.html or call 1-800-368-1019 or TDD 1-800-537-7697.

In accordance with the statutory provisions contained in Section 872 of the Duncan Hunter National Defense Authorization Act of Fiscal Year 2009 (Public Law 110-417), NIH awards will be subject to the Federal Awardee Performance and Integrity Information System (FAPIIS) requirements. FAPIIS requires Federal award making officials to review and consider information about an applicant in the designated integrity and performance system (currently FAPIIS) prior to making an award. An applicant, at its option, may review information in the designated integrity and performance systems accessible through FAPIIS and comment on any information about itself that a federal agency previously entered and is currently in FAPIIS. The Federal awarding agency will consider any comments by the applicant, in addition to other information in FAPIIS, in making a judgement about the applicant’s integrity, business ethics, and record of performance under Federal awards when completing the review of risk posed by applicants as described in 45 CFR Part 75.205 and 2 CFR Part 200.206 Federal awarding agency review of risk posed by applicants. This provision will apply to all NIH grants and cooperative agreements except fellowships.

The following special terms of award are in addition to, and not in lieu of, otherwise applicable U.S. Office of Management and Budget (OMB) administrative guidelines, U.S. Department of Health and Human Services (DHHS) grant administration regulations at 45 CFR Part 75 and 2 CFR Part 200, and other HHS, PHS, and NIH grant administration policies. The administrative and funding instrument used for this program will continue as a cooperative agreement, an "assistance" mechanism (rather than an "acquisition" mechanism), in which substantial NIH programmatic involvement with the recipients is anticipated during the performance of the activities. Under the cooperative agreement, the NIH purpose is to support and stimulate the recipients' activities by involvement in and otherwise working jointly with the award recipients in a partnership role; it is not to assume direction, prime responsibility, or a dominant role in the activities. Consistent with this concept, the dominant role and prime responsibility resides with the recipients for the project as a whole, although specific tasks and activities may be shared among the recipients and the NIH as defined below.

The individual STRONG-RLI recipients will establish steering committees at their institutions with defined roles.

In addition, the PIs of the STRONG-RLI awards and involved NIH staff, and others as needed (ex-officio), will form a STRONG-RLI Executive Steering Committee (SESC) which will oversee the activities of the STRONG-RLI program recipients. There will be a yearly rotating chair of the SESC who will be nominated and selected from the PIs of the awards.

The PDs/PIs will have the primary responsibility for:

• Plan, organize, coordinate, and administer the described activities of the program, including setting project milestones with specific timelines and criteria for Institutional needs assessment and developing action plans.
• Establish Steering Committee, organize, and coordinate SESC meetings
• Ensure compliance with the applicable mandatory NIH regulations and policies
• Participate in the STRONG SESC meetings is a requirement for the PI/PDs.The purpose of the meeting is to share progress, best practices, and address common challenges.
• Work closely with the NIH Program Official and Project Coordinator (see below) in project coordination and management.
• Establish a separate site specific steering committee that will comprise of PI, institute leadership and NIH staff
• Evaluate progress using defined milestones and metrics. Recipients will provide NIH with progress reports at regular intervals as requested.
• Share needs assessment and action plan with the NIH during the award period.
• Recipients will retain custody of and have primary rights to the data and software developed under these awards, subject to Government rights of access consistent with current DHHS, PHS, and NIH policies.

NIH staff will have substantial programmatic involvement that is above and beyond the normal stewardship role in awards, as described below:

The NIH Project Coordinator will :

Work closely with individual PIs and NIH program officials (POs) to facilitate collaborations.

• Interact with each recipient, help coordinate approaches, and contribute to the adjustment of projects/programs or approaches as warranted.
• Advise the recipient in performing project activities (e.g., coordination among RLI recipients for needs assessments; provide access to NIH supported resources; identify other resources for the project);
• Facilitate, not direct, activities.
• Participate on the Steering Committee (see below) or in other functions to help guide the course of the program (e.g., Annual Program Meeting and other Program related meetings).
• Ensure that the directions taken are consistent with the NIH missions and goals.

The Project Coordinator will not participate in the oversight of the funding opportunity announcement, application review, or programmatic and budgetary stewardship of the award.

The Program Official will be responsible for the normal programmatic stewardship of the award, including funding decisions, and will be named in the award notice. The Program Official will not serve as a voting member of the Steering Committee or partake of the duties of the Project Coordinator.

Areas of joint responsibility

The SECS is the governing and oversight body for the Program. Members, who are appointed by the PDs/PIs of the award, will be comprised of the following:

• The PI of each award will serve as the SESC member.
• NIH Project Coordinators.
• Additional members from the NIH may be appointed, but the total number of NIH votes may not exceed 1/3 of the Executive Steering Committee voting membership. Other government staff may attend the Steering Committee meetings, if their expertise is required for specific discussions.
• Each recipient must plan regular meetings (no less frequently than monthly) to discuss the progress and direction of its activities and to ensure that the necessary interactions are taking place. Recipients will be expected to participate in STRONG RLI program-wide meetings. These meetings may be in the form of phone teleconferencing, videoconferencing, and/or web conferencing, as well as face-to-face meetings. Unwillingness or a consistent inability of a PD/PI to attend may be the basis for administrative action including termination of the award.

The SESC will:

• Serve as the primary steering and oversight board for the awards funded under this NOFO.
• Decide on the schedule of regular and annual meetings. The Executive Steering Committee may also call meetings to address urgent needs and will participate in network meetings and teleconferences as needed.
• Contribute to the development of a cohesive and sustainable program.
• Provide advice on key issues such as needs assessment administration, approaches, and tools for research capacity, and opportunities for growth.
• Ensure that the implementation of the Institutional Needs Assessments and Development of Sustainable Action Plan is occurring on schedule and continues to align with the applicant institution's strategic vision for biomedical research and/or research training.
• Alert NIH to emerging needs and impediments.
• Prepare concise (1-2 page) summaries of the Executive Steering Committee recommendations, which will be delivered to the PDs/PIs and members of the group within 30 days after each meeting.

Dispute Resolution:

Any disagreements that may arise in scientific or programmatic matters (within the scope of the award) between award recipients and the NIH may be brought to dispute resolution. A Dispute Resolution Panel composed of three members will be convened. The three members will be a designee of the STRONG Executive Steering Committee chosen without NIH staff voting, one NIH designee, and a third designee with expertise in the relevant area who is chosen by the other two. In the case of individual disagreement, the first member may be chosen by the individual recipient. This special dispute resolution procedure does not alter the recipient's right to appeal an adverse action that is otherwise appealable in accordance with PHS regulation 42 CFR Part 50, Subpart D and DHHS regulation 45 CFR Part 16.

The NIH reserves the right to withhold funding or curtail the program (of an individual award) in accordance with NIH policy.

3. Data Management and Sharing

Note: The NIH Policy for Data Management and Sharing is effective for due dates on or after January 25, 2023.

Consistent with the NIH Policy for Data Management and Sharing, when data management and sharing is applicable to the award, recipients will be required to adhere to the Data Management and Sharing requirements as outlined in the NIH Grants Policy Statement . Upon the approval of a Data Management and Sharing Plan, it is required for recipients to implement the plan as described.

4. Reporting

When multiple years are involved, recipients will be required to submit the Research Performance Progress Report (RPPR) annually and financial statements as required in the NIH Grants Policy Statement.

A final RPPR, invention statement, and the expenditure data portion of the Federal Financial Report are required for closeout of an award, as described in the NIH Grants Policy Statement . NIH NOFOs outline intended research goals and objectives. Post award, NIH will review and measure performance based on the details and outcomes that are shared within the RPPR, as described at 45 CFR Part 75.301 and 2 CFR Part 200.301.

The Federal Funding Accountability and Transparency Act of 2006 (Transparency Act), includes a requirement for recipients of Federal grants to report information about first-tier subawards and executive compensation under Federal assistance awards issued in FY2011 or later. All recipients of applicable NIH grants and cooperative agreements are required to report to the Federal Subaward Reporting System (FSRS) available at www.fsrs.gov on all subawards over the threshold. See the NIH Grants Policy Statement for additional information on this reporting requirement.

In accordance with the regulatory requirements provided at 45 CFR 75.113 and 2 CFR Part 200.113 and Appendix XII to 45 CFR Part 75 and 2 CFR Part 200, recipients that have currently active Federal grants, cooperative agreements, and procurement contracts from all Federal awarding agencies with a cumulative total value greater than $10,000,000 for any period of time during the period of performance of a Federal award, must report and maintain the currency of information reported in the System for Award Management (SAM) about civil, criminal, and administrative proceedings in connection with the award or performance of a Federal award that reached final disposition within the most recent five-year period. The recipient must also make semiannual disclosures regarding such proceedings. Proceedings information will be made publicly available in the designated integrity and performance system (currently FAPIIS). This is a statutory requirement under section 872 of Public Law 110-417, as amended (41 U.S.C. 2313). As required by section 3010 of Public Law 111-212, all information posted in the designated integrity and performance system on or after April 15, 2011, except past performance reviews required for Federal procurement contracts, will be publicly available. Full reporting requirements and procedures are found in Appendix XII to 45 CFR Part 75 and 2 CFR Part 200 Award Term and Condition for Recipient Integrity and Performance Matters.

Section VII. Agency Contacts

We encourage inquiries concerning this funding opportunity and welcome the opportunity to answer questions from potential applicants.

eRA Service Desk (Questions regarding ASSIST, eRA Commons, application errors and warnings, documenting system problems that threaten submission by the due date, and post-submission issues)

Finding Help Online: https://www.era.nih.gov/need-help (preferred method of contact) Telephone: 301-402-7469 or 866-504-9552 (Toll Free)

General Grants Information (Questions regarding application instructions, application processes, and NIH grant resources) Email: [email protected] (preferred method of contact) Telephone: 301-480-7075

Grants.gov Customer Support (Questions regarding Grants.gov registration and Workspace) Contact Center Telephone: 800-518-4726 Email: [email protected]

Brett Miller, PhD Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Telephone: 301-496-9849 Email: [email protected]

Rina Das, PhD. National Institute on Minority Health and Health Disparities (NIMHD) Telephone: 301-496-3996 Email: [email protected]

Behrous Davani, PhD. National Cancer Institute (NCI) Telephone: 240-276-6170 Email: [email protected]

Olga Kovbasnjuk, Ph.D. National Institutes of General Medical Sciences (NIGMS) E-mail: [email protected]

Kristopher Bough, PhD National Institute of Nursing Research (NINR) Telephone: 301-337-1372 Email: [email protected]

Anissa F Brown, PhD NIDCR - NATIONAL INSTITUTE OF DENTAL & CRANIOFACIAL RESEARCH Phone: 301-594-5006 E-mail: [email protected]

Melissa C. Green Parker, Ph.D. Office of Disease Prevention (ODP) Phone: 301-480-1161 E-mail: [email protected]

Erica K Rosemond NCATS - NATIONAL CENTER FOR ADVANCING TRANSLATIONAL SCIENCES Phone: (301) 594-8927 E-mail: [email protected]

Kristy M. Nicks, PhD National Institute of Arthritis and Musculoskeletal and Skin Diseases Tel: 301-594-5055 Email: [email protected]

Carol Shreffler, PhD National Institute of Environmental Health Sciences (NIEHS) Phone: 984-287-3322 E-mail: s [email protected]

Aria Crump NIDA - NATIONAL INSTITUTE ON DRUG ABUSE Phone: 301-443-6504 E-mail: [email protected]

Diane Adger-Johnson, MPH Office of Research Training and Special Programs (ORTSP) National Institute of Allergy and Infectious Diseases (NIAID) Telephone: 301-594-5945 Email: [email protected]

Damiya Eve Whitaker, PsyD, MA ORWH - Office of Research on Women's Health Phone: 301-451-8206 E-mail: [email protected]

Damali Martin, Ph.D., MPH NATIONAL INSTITUTE ON AGING (NIA) Division of Neuroscience (DN) Phone: 301-402-8310 E-mail: [email protected]

Judith Cooper NIDCD - NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS Phone: (301) 496-5061 E-mail: [email protected]

Xinzhi Zhang, M.D. National Heart, Lung, and Blood Institute Phone: 301-435-6865 Email: [email protected]

Brittany Haynes, Ph.D. National Institute of Mental Health (NIMH) Telephone: 301-496-2767 Email: [email protected]

Beda Jean-Francois, Ph.D. National Center for Complementary & Integrative Health (NCCIH) Phone: 202-313-2144 Email: [email protected]

Elizabeth Powell, PhD National Institute on Alcoholism and Alcohol Abuse ( NIAAA ) Telephone: 301-443-0786 Email: [email protected]

Margaret Young Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Telephone: 301-642-4552 Email: [email protected]

Priscilla Grant, JD National Institute on Minority Health and Health Disparities (NIMHD) Telephone: 301-594-8412 Email: [email protected]

Alania Foster NIGMS - NATIONAL INSTITUTE OF GENERAL MEDICAL SCIENCES E-mail: [email protected]

Randi Freundlich National Institute of Nursing Research (NINR) Telephone: 301-594-5974 Email: [email protected]

Gabriel Hidalgo, MBA NIDCR - NATIONAL INSTITUTE OF DENTAL & CRANIOFACIAL RESEARCH Phone: 301-827-4630 E-mail: [email protected]

Leslie Le NCATS - NATIONAL CENTER FOR ADVANCING TRANSLATIONAL SCIENCES Phone: (301) 435-0856 E-mail: [email protected]

Jenny L Greer NIEHS - NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES Phone: 984.287.3332 E-mail: [email protected]

Pamela G Fleming NIDA - NATIONAL INSTITUTE ON DRUG ABUSE Phone: 301-480-1159 E-mail: [email protected]

Samuel Ashe National Institute of Allergy and Infectious Diseases ( NIAID ) Telephone: 301-435-4799 Email: [email protected]

Jeni Smits NATIONAL INSTITUTE ON AGING (NIA) E-mail: [email protected]

Anthony Agresti NHLBI - NATIONAL HEART, LUNG, AND BLOOD INSTITUTE Phone: 301-827-8014 E-mail: [email protected]

Tamara Kees National Institute of Mental Health (NIMH) Telephone: 301-443-8811 Email: [email protected]

Debbie Chen, Ph.D. National Center for Complementary and Integrative Health (NCCIH) Telephone: 301-594-3788 Email: [email protected]

Judy Fox National Institute on Alcoholism and Alcohol Abuse (NIAAA) Telephone: 301-443-4704 Email: [email protected]

Section VIII. Other Information

Recently issued trans-NIH policy notices may affect your application submission. A full list of policy notices published by NIH is provided in the NIH Guide for Grants and Contracts . All awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Policy Statement .

Awards are made under the authorization of Sections 301 and 405 of the Public Health Service Act as amended (42 USC 241 and 284) and under Federal Regulations 42 CFR Part 52 and 45 CFR Part 75 and 2 CFR Part 200.

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• What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on 27 January 2023 by Tegan George . Revised on 21 April 2023.

Table of contents

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

• Participatory action research emphasises that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
• Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

• Operational (or technical) action research is usually visualised like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
• Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
• Critical reflection action research serves to contextualise systemic processes that are already ongoing (e.g., working retroactively to analyse existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilised, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardised test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

Action research comes with advantages and disadvantages.

• Action research is highly adaptable , allowing researchers to mould their analysis to their individual needs and implement practical individual-level changes.
• Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
• Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

• Due to their flexibility, action research studies are plagued by very limited generalisability  and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
• Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
• Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources for this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2023, April 21). What Is Action Research? | Definition & Examples. Scribbr. Retrieved 22 April 2024, from https://www.scribbr.co.uk/research-methods/action-research-cycle/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001).  Action research (1st edition). Routledge.

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What Is an Action Plan? (With Example and Template)

June 8, 2023 - 10 min read

An action plan is a definitive checklist of tasks and resources needed to complete a project or achieve a goal. You can think of it as a visual countdown to the project delivery or a list of tasks needed to achieve desired results.

Now you may be thinking, “What is the purpose of an action plan vs. a to-do list ?” The most significant difference between action plans and to-do lists is that action plans focus on achieving a specific goal. In contrast, to-do lists are ongoing and include tasks for different goals and projects. 

Understanding this distinction, it becomes clear that action plans are powerful tools for goal setting and project execution. They help teams manage resources, adhere to schedules, and track progress toward specific goals and projects.

In this article, we’ll go through the purposes of action plans, the key steps usually included in them, how you can use action plans to help your project management, and step-by-step instructions on how to put one together yourself.

And as a bonus, we’ll also give you information on Wrike’s pre-built action plan template , which can jump-start your action plan process. Here is a preview of what the action plan template looks like:

What is the purpose of an action plan?

Action plans help order project tasks in a sequential and timely manner to achieve a goal. Project managers and individuals can use action plans to achieve their work and personal project goals.

Developing an action plan clarifies goals to be achieved, teams and service providers to involve, tasks, dependencies, milestones, and resources needed to complete the project.

Working with an action plan ensures you complete every task and requirement to meet the expected standards of a project. As you develop an action plan, you identify any critical paths and dependencies. 

Keep in mind that a developed action plan is not set in stone. It should be a dynamic document you can adjust as your environment changes.

Why are action plans important in project management?

An action plan in project management is a quick and easy way to manage projects. You can quickly map out the resources and requirements you need and sketch a timeline to complete tasks. 

Because of their simplicity and ease of setup, action plans help maintain operational efficiency without taking much time. They declutter managers ’ minds and provide a framework for structuring new projects in a sensible order. Action plans also clarify the objectives of the project and build consensus on how the work should be done.

Action plans prepare you for predictable and preventable challenges and focus your resources to achieve your main goals. Effective action plans maximize personal and team productivity and resource allocation.

Following action plan steps also:

• Reduces the possibility of forgetting tasks in the project
• Generates a goal-driven workflow, so you know what to work on throughout the project
• Provides a way to track progress as you check tasks off the action plan as you complete them

Action plan vs. project plan

Action plans should not be confused with project plans . Both list the tasks, resources, and timelines required to achieve a desired goal, but project plans go deeper, including details such as contingency action steps, risk mitigation strategies, quality assessment criteria, and stakeholder communication schedules. In contrast, action plans simply list the tasks, resources, and timelines needed to achieve a goal. 

Think of it this way: For big, long-term, or complex projects, you create a project plan first. Once your project plan is in place, an action plan helps you detail the steps and flow for allocating resources, sharing and executing tasks, and setting deadlines.

In summary, action plans and project plans differ in the following ways: 

• Complexity: Action plans are simpler than project plans. They focus solely on the tasks, resources, and timelines required to achieve a goal. Project plans include sections for other measures, standards, and procedures for completing a project. 
• Duration: Action plans focus on specific, short-term goals. These may be for standalone goals or part of a larger project. Project plans are more encompassing — covering longer-term objectives, which may take months or years to complete. 
• Flow: Action plans are linear, one task following another until the goal is achieved. Project plans may have multiple phases, e.g., planning, executing, monitoring, controlling, and reviewing, with each stage containing its own distinct tasks and deliverables.

The components of an action plan

Let’s take a look at the essential components of an action plan:

• Action plan objectives: The action plan objectives serve as the guide for the action plan, defining and communicating what the plan seeks to achieve. 
• Action plan steps:   Action plan steps form the core of the action plan. They detail crucial targets and milestones that must be completed to reach the goal. These steps divide the goal or project into manageable chunks and provide a framework for identifying tasks (action items), allocating resources, and determining timelines. 
• Action plan items: Action plan items are the nitty-gritty details of the action plan — the actual tasks to be performed. Each action plan item must be clearly defined, actionable, and understood by the team involved. 
• Action plan timeline : The action plan timeline maps out the plan schedule from start to finish. It’s crucial for setting expectations, tracking progress and performance, and ensuring the project stays on schedule. 
• Action plan resources: These are the inputs required to execute the plan, e.g., labor, time, tools, and funds. Identifying action plan resources before delving into execution helps ensure tasks are not delayed or compromised due to resource constraints. 
• Action plan matrix: The action plan matrix provides a structured layout for planning tasks. It serves as a roadmap and helps to categorize your action steps and tasks based on priority, status, and resource allocation. This alignment helps identify any dependencies or potential bottlenecks.
• Action plan report: The action plan report provides an overview of the progress made in executing the action plan. It includes details like the tasks completed, time taken, costs incurred, resources used, and any deviations from the plan.
• Assignments: Each task should be assigned to a person, team, or group. Clear assignment of responsibility is crucial for accountability and the successful execution of any action plan. 

What are the key steps of an action plan?

The main point of an action plan is to ensure you don ’ t overlook critical tasks and milestones of your project. In its simplest form, developing an action plan entails listing tasks you need to complete and prioritizing them. 

As you develop your action plan, you decide which tasks you can delegate, outsource, or delay. The steps below map out how to write a sound action plan to increase your chance of success. 

Step 1: Define your goal 

Get clear on what you want to achieve with your project. Define where you are and where you want to be. If you have alternative methods to achieve your goal, assess your situation and decide the best chances of success depending on your resources. 

Step 2: List tasks

Once you have your goal, list the tasks and activities you must complete to achieve it. Then order them sequentially by adding key dates and deadlines.

Step 3: Identify critical tasks

Are there any steps that must be completed before others can start? These are critical tasks with dependencies. Prioritize these tasks and set realistic deadlines. If you plan to assign them to team members, be sure to let them know the dependencies and allow them enough time to deliver them. 

Step 4: Assign tasks

Now the project is broken down, you can start assigning tasks. Will you be handling some yourself in addition to managing the project? Make sure you allocate time and human resources carefully — you may choose to delegate or outsource specific tasks. 

Step 5: Assess and improve

At the end of each project, assess performance and take lessons to improve your action planning and project execution. If you work with a team, collect feedback and improvement suggestions from team members for better future performance. 

Action plan best practices

Following these best practices will mean you ’ re more likely to succeed: 

• Involve your team: When working with a team, involve them early in the planning process to get their input and save time. Get team members ’ work schedules before assigning tasks to avoid conflicts. Communicate clearly to enable them to prepare for their responsibilities.
• Set SMART goals: SMART goals are specific, measurable, attainable, relevant, and timely. Ensure your action plan starts with a strong foundation by defining clear and SMART goals that add value, either as a personal project or at work. 
• Make your action plans into templates: To get more benefits from your action plans, make them into templates for similar projects. After assessing your action plans at the end of a completed project, make a copy of the plan and remove all project-specific details, so you ’ re able to use the action plan template in future projects. This reduces rework and saves a lot of time and also mistakes. 

Who needs to write an action plan?

Action plans are not solely used in project management. They are handy for project managers, professional service providers, and individuals, and useful for both personal and business projects. Action plans can also be used alone or with a team.

In teams, the leader develops the action plan with input from team members. Developing an action plan helps individuals, managers, and organizations complete more successful projects. They are great for kick-starting, tracking, and maintaining progress on any project. Remember to check off tasks as they are done, update the plans, and communicate with your team as your project progresses.

Action plan example

Action plans are quick and easy to create. It’s all about putting down what you need to accomplish your goal or project. 

Here’s a simple action plan example for a marketing team working on a new campaign:

Action plan objective: Increase brand awareness and boost product sales by 30% by the end of Q4 2023 through a localized multimedia marketing campaign.

Action plan template

Wrike’s action plan template simplifies goal and project management with an intuitive interface designed to help teams plan and launch projects with teams of any size. This template’s features enable real-time collaboration, easy task assignments, time tracking, and reporting.

Common issues like a lack of visibility on remote workers’ assignments and confusing project priorities are mitigated with functionalities such as: 

• Organizing tasks by departments into folders, making the journey from “To Do” to “In Progress” to “Completed” smooth
• Identifying dependencies and defining the priority of tasks to determine which tasks need to be done first
• Providing a snapshot of the tasks due now and in the coming weeks, ensuring the project schedule is adhered to
• Securing sensitive data from unauthorized personnel with permissions levels offering various levels of access and visibility for collaborators and stakeholders

How to create an action plan with Wrike

Using project management tools helps to organize your action plan visually. With software such as Wrike, you can easily input your project resources, requirements, and timelines, and track your progress throughout the project.

As outlined above, the best way to jump-start your action plan is to use our pre-built template. It helps you take control of your task management by providing sample folders to organize tasks, a calendar for project scheduling, and pre-built dashboards for monitoring progress. All you have to do is add your tasks and due dates to get a complete overview of project work.

If you’re ready to develop action plans and track your progress while executing projects better, you need Wrike. We make it easy to plan, execute, and ensure success, even when you’re on the go.

Click here to start your free two-week trial and kick off your action plan today.

Kelechi Udoagwu

Kelechi is a freelance writer and founder of Week of Saturdays, a platform for digital freelancers and remote workers living in Africa.

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Sales pitches give you the opportunity to introduce your brand and show how you can help the customer with their pain points. They’re also a great way for you and your entire sales team to improve together.  But in order to win more clients, you’ll first need to learn how to write a sales pitch that gets results. Otherwise, you may not see these benefits right away. Even if you already know how to write a sales pitch, the following tips will help you improve your ROI rates.  Tips for writing a good sales pitch The best advice for writing a good sales pitch is to follow the three-step structure we’ve outlined below. Whether you’re leaving a voicemail or meeting in person, the following tips will help you make a strategic and strong first impression.  Tip 1: Grab attention When you first learn how to write a sales pitch, you have to start from the very beginning. 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Cycle Time vs. Lead Time: Everything You Should Know

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Cycle time and lead time refer to a singular order, whereas takt time refers to overall customer demand. This means that cycle time and lead time are smaller values within takt time.  Lead time is useful for setting customer expectations of delivery times. The lag time between when the order is placed and the cycle time begins can sometimes take longer than the time it takes to create the product itself. This means that it’s important to incorporate the entire lead time in with delivery estimates. If you only use the cycle time to set expectations, customers may feel disappointed when their product takes longer to get to them than they were originally told.  To summarize:  Cycle time measures the time it takes your team to complete an order. Lead time measures the time it takes between order input and fulfillment. Lead time measures how long it takes to fulfill one order. Takt time measures the total number of hours you have available and how many average orders you can fulfill within that time frame. How to manage time metrics with Wrike Understanding both cycle time and lead time metrics will help you keep track of your team’s progress. It will also provide insight into how to pick up the pace and ensure that your customers are satisfied. There are plenty of tools available to help you determine cycle and lead time, but understanding how they're calculated can be helpful in planning releases. Project management solutions like Wrike add context to your metrics and make it possible to plan, monitor, and measure different strategies to improve them.  One of the biggest obstacles to accurately measuring both cycle time and lead time is updating progress statuses. From order input to order fulfillment, there are quite a few different phases a request can go through. If even one status update is missed, the entire team can lose track of where they are in the fulfillment cycle.  Wrike offers a few different features to help keep track of the statuses of all your projects, orders, and tasks. First, there are detailed task views which allow users to choose from a customizable menu of status updates.  Then, once the task is marked as ready for review or ready for the next phase, Wrike will automatically trigger a notification to the next responsible party, saving time on individual updates and eliminating the opportunity for team members to miss the change on their own.  Wrike also has time tracking, a must-have data feature for measuring cycle time and lead time. Time tracking is automatically recorded and measured so that project leaders can measure progress. This information helps laser focus on which phases or team members are responsible for higher than expected numbers. And with Wrike’s reporting capabilities, it’s easy to turn those insights into actionable adjustments.  Now that you understand the nuances of cycle time vs. lead time, you’re ready to apply what you’ve learned with Wrike. Improve productivity, manage resources more efficiently, and better understand which processes are or not working with Wrike’s two-week free trial. 

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How to Write an Action Plan (Example Included)

What Is an Action Plan?

In project management, an action plan is a document that lists the action steps needed to achieve project goals and objectives. Therefore, an action plan clarifies what resources you’ll need to reach those goals, makes a timeline for the tasks or action items and determines what team members you’ll need. We’ll define what project goals, project objectives, action items and action steps are later in this guide.

An action plan documents the execution of the project plan; it’s a detailed list of the work that must be done to complete the project goals, including the action steps that are involved in getting from the start of the project to the finish. An action plan is similar to a project implementation plan and it’s very helpful during the project planning and project execution phases.

Not only are you figuring out the action steps and timeline, but you’ll also determine who you’ll assemble for your project team to work on those tasks. This requires robust project management software like ProjectManager . ProjectManager offers multiple action planning tools such as Gantt charts, kanban boards, project calendars and more. Best of all, these project planning views sync with project dashboards, timesheets and workload charts to keep track of progress, project resources and costs.

Action Plan Components

An action plan answers the who, what and when of what you’re proposing. Those questions are answered by the various components that make up an action plan. The following are the basic building blocks of a successful action plan.

• Action Plan Steps: The action plan steps are the answer to the question of what. They’re the activities that’ll lead to achieving your goal. Action plan steps detail what will happen, and the more detail, the better.
• Action Items: The action items are the specific, small tasks that make up the action plan steps. These are the tasks that, when executed, lead to the next action plan step.
• Action Plan Timeline: An action plan timeline is the whole action plan laid out from start to finish. It shows the full duration of the action plan and every step and task is also plotted on this timeline, including their start and end dates.
• Action Plan Resources: Resources are anything needed to execute the action plan. That includes labor, materials, equipment, etc. You’ll want to identify the resources you’ll need for the action plan and attach them to the tasks to which they’ll be applied.
• Action Plan Matrix: A matrix is just a tool to help you determine which tasks you need to complete and in what order. Use our free action plan template to outline the steps, items, timeline and resources you’ll need to get the plan done right.
• Action Plan Report: Once you start to execute the action plan, you’ll need to ensure your actual progress matches your planned progress. To track progress, you’ll want to use an action plan report, which is a snapshot of your time, costs and more over a specific period.

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Action Plan Template

Use this free Action Plan Template for Excel to manage your projects better.

Types of Action Plans

There are many different types of action plans that are used on various kinds of strategic initiatives. Each is similar in makeup but differs in their goals. Here are a few of the varieties of action plans.

Business Action Plan

A business action plan is used to set goals and tasks when you want to start a business or grow an existing business. It outlines the vision for the business and the actions you’ll take to achieve that vision.

Project Action Plan

An action plan for a project is really no different from a general action plan. The only difference is that it’s about producing a deliverable at the end of the plan, whether that be a product or service.

Personal Action Plan

Again, a personal action plan differs little from any other action plan except for the goal. For example, a personal action plan might be for an individual to exercise more. Therefore, the goal might be to walk for a half-hour a day, say, during lunchtime.

Action Plan Sample

Take a look at this sample of an action plan. We used our free action plan template for Excel  and filled out some potential marketing tasks, phases and assignees. Download this action plan template for free from our site, and get started on your own plan today.

How to Write an Action Plan for Project Management in 10 Steps

The benefits of an action plan are simple: you’ve now outlined what action steps and what resources are needed to reach your stated project goals. By having this collected in a single project management document, you can more successfully plan out how to execute your project plan.

People get overwhelmed by project management jargon when having to plan out a project, but the word “action” everyone can understand. The fundamentals to getting an action plan together for any project follow these four project planning basic steps:

1. Define Your Project Goals

There’s a difference between project goals and project objectives. Project goals refer to the high-level goals that the project will achieve. Those generally align with the strategic planning and business objectives of organizations.

2. Define Your Project Objectives

The project objectives are much more specific than the project goals. Project objectives refer to the deliverables and milestones that need to be completed to achieve your project goals.

3. Define Action Steps

The action steps are a group of related tasks or action items that must be executed to produce project deliverables.

4. Identify and Prioritize Action Items

Action items are small, individual tasks that make up the action steps that are outlined in your action plan. First, you need to identify task dependencies among them, and then assign those action items a priority level so that they’re executed sequentially.

5. Define Roles & Responsibilities

Now that you’ve divided the work required to accomplish your action plan, you’ll need to assign action items to your project team members and define their roles and responsibilities.

6. Allocate Resources

As with your project plan, your action plan has resource requirements. Having identified your action steps and action items will help you understand what resources are needed for each task and allocate them accordingly.

7. Set SMART Goals

Your action plan needs to be monitored and controlled to measure its performance. That’s why it’s important that you set SMART goals for your action items, action steps and your project objectives. SMART goals stand for specific, measurable, attainable, relevant and timely.

8. Set a Timeline for Your Action Plan

As a project manager, you’ll need to do your best to estimate how long it’ll take to complete your action items and action steps. Once you do so, you’ll have a timeline. You can use project management techniques like PERT charts or the critical path method to better estimate the duration of your project action plan.

9. Write an Action Plan Template

Create or use a simple action plan template to collect tasks, deadlines and assignments. This is the place where everything task-related goes in your project action plan, so you have a place for all this crucial information.

Writing an action plan template it’s a great idea because you’ll need to use that format throughout the project. That’s why we’ve created a free action plan template that you can download. There are also dozens of other free project management templates for Excel and Word that can help you with every phase of your project.

10. Use a Project Management Tool

Use a project management tool to keep you on task. ProjectManager has project planning features that help you monitor and report on project progress and performance. Get a high-level view of the action plan with our live dashboards. Unlike other tools, we don’t make you set up the dashboard.

Once you’ve mapped out your action plan, you can use project planning tools to zoom into all the details about your action steps and action items. With ProjectManager, you can calculate various metrics, such as project variance, workload and more. They’re displayed in easy-to-read charts and graphs. Share them with stakeholders to give them updates on action steps whenever they want.

Tips to Write an Action Plan

Once you have an action plan, how do you work with it to run a successful project? Here are some tips to help with implementing your action plan:

• Focus on priorities and what’s due now when identifying action steps and setting your action plan timeline
• When you complete action steps, mark them off
• Have your team members work on one project management platform
• Set up alerts
• Discuss pending or overdue tasks

Action Plan Example

We’ve been talking a lot about an action plan, but let’s take a look at one in-depth. Below, you’ll see our free action plan template . It’s set up for the development of a website.

It’s broken down into phases, the first being the project planning phase , which includes the action steps, market research and the design of the site. You’ll see that tasks are outlined for each action step, including a description of that task, who’s assigned to execute it, the priority and even the status of its completion.

This is followed by the third action step, which is the launch of the site. This is the execution phase of the action plan, but it follows the same format, such as noting the priority, who’s responsible for the work, what that work is and its status.

There’s also a timeline to define the start dates of each of the tasks in the action steps, including the planned hours. This allows you to determine the length of each task and the duration of the entire action plan, from start to finish.

Finally, there’s a place to add your resources. They’re broken down into departments, for example, marketing, web development, etc. Then the materials that are required for each task are listed, including their costs. This allows you to estimate the cost of the plan.

How to Make An Action Plan With ProjectManager

Follow along with this action plan example to see how action plans are typically laid out using project planning software .

1. Map Action Plan Steps Using Multiple Project Views

ProjectManager can help you build your action plan and then execute it. Collect all your action steps tasks on our list view, which does more than light-weight to-do list apps because it allows you to then map your action plan with Gantt charts , project calendars and kanban boards. These robust project management tools allow you to prioritize action items, customize tags and show the percentage complete for each task. Our online project management software gives you real-time data to help you create an action plan and stick to it.

2. Assign Action Items to Your Team Members

Once you’ve mapped out your action plan steps with ProjectManager’s project planning tools , you can assign tasks to your team members and indicate what resources are needed for the completion of each action item. Indicate their roles and responsibilities and set priority levels for each task to ensure the work is carried out properly.

3. Set Action Plan Steps and Deliverables

It’s important to note all the phases of the project timeline to know what action steps and tasks will take place and when. In addition, ProjectManager’s Gantt chart allows you to identify project phases, find the critical path, and set due dates for project milestones and deliverables

4. Track Progress With Real-Time Dashboards

Once you start the project, you’ll need to chart the progress of the work being done. This leads us to the real-time project dashboard , where you’ll check whether your action plan is on schedule and under budget.

Manage Your Project With an Action Plan

Getting a plan together is only the first part of managing a project . Remember, it’s not something to write and put away, but rather it’s a living document that should follow you throughout the project life cycle. Jennifer Bridges, PMP, offers more tips on how to write an action plan in the video below.

Here’s a screenshot for your reference:

ProjectManager’s Action Planning Tools are Ideal for Managing Action Plans

If you’re looking to make an action plan and then take action on it by executing, monitoring and reporting on a project, then you’ll want ProjectManager. Our online project management software lets you make an action plan online with multiple project planning tools such as Gantt charts, task lists, kanban boards and project calendars. Then, you can use timesheets, project dashboards and resource management tools to keep track of progress, time and costs.

Plan & Schedule With Gantt Charts

ProjectManager’s Gantt chart is ideal to map out your action plan on an interactive project timeline that helps you organize your tasks, link dependencies and set milestones. More than that, you can filter for the critical path. When you’re done scheduling your action steps you can set a baseline. This allows you to always see the planned versus actual progress of your action plan to help you stay on track.

Manage Action Items with Kanban Boards, Task Lists and Project Calendars

Once you’ve used the Gantt chart to create a timeline for your action plan, you can zoom into the nitty-gritty details of everyday work with kanban boards , task lists and project calendars. With these tools, you can assign tasks and give teams a collaborative platform to comment and share relevant documents with unlimited file storage and real-time communication features.

Track Progress, Resources and Costs With Real-Time Action Plan Dashboards

ProjectManager’s real-time action plan dashboards sync with all its project management tools so you can check the status of your action plan at any time. You can check on your team members’ progress to see who’s over or underallocated, check labor costs and track whether your team is on schedule.

ProjectManager gives you all the tools you need to create and implement a successful action plan. Regardless of the type of action plan that you need to create, our award-winning project management software makes it easy to do so. Get started with a free 30-day trial today. 

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Tire Crumb Exposure Characterization Report (Volumes 1 and 2)

To help address concerns raised by the public about potential exposures and health effects due to the use of recycled tire rubber used on fields as infill material, the Centers for Disease Control and Prevention/Agency for Toxic Substances and Disease Registry (CDC/ATSDR) and the U.S. Environmental Protection Agency (EPA), in collaboration with the Consumer Product Safety Commission (CPSC), launched a multi-agency research effort in February 2016 called the Federal Research Action Plan on the Use of Tire Crumbs in Playing Fields and Playgrounds (FRAP).

In April 2024, EPA and CDC/ATSDR released the Synthetic Turf Field Recycled Tire Crumb Rubber Characterization Research Final Report: Part 2 -Tire Crumb Rubber Exposure Characterization. This report is part of the FRAP and is an effort to characterize the chemicals associated with tire crumb rubber and to identify the ways in which people may be exposed to those chemicals based on their activities on synthetic turf fields and playgrounds.  The Part 1 Tire Crumb Rubber Characterization Research Report from EPA and CDC/ATSDR, which was released in 2019, summarizes results for the physical, chemical, and microbiological characterization for tire crumb rubber used on synthetic turf fields.

The Part 2 Tire Crumb Rubber Exposure Characterization from EPA and CDC/ATSDR summarizes an exposure characterization and pilot-scale exposure measurements study that included collection of both indoor and outdoor field, personal, and biomarker samples for indicators of exposures; questionnaire and video-based activity assessments; and exposure modeling assessments. CDC/ATSDR completed a supplemental biomonitoring study, which is part of the Tire Crumb Exposure Characterization Report. The Part 2 report consists of two volumes; Volume 1 contains the results from the pilot exposure characterization research study and Volume 2 contains the results from the supplemental biomonitoring study, quality control/quality assurance assessments, and information about methods.

Part 1 and Part 2 reports underwent a letter external peer review by independent experts. The response to external peer review comments can be found below. The supplemental biomonitoring study (Part 2, Appendix A) was separately peer reviewed through CDC/ATSDR. 

Synthetic Turf Field Recycled Tire Crumb Rubber Research Under the Federal Research Action Plan Final Report Part 2 – Exposure Characterization

TCRS Exposure Characterization Volume 1 (pdf) (5.8 MB, 4/16/2024, EPA/600/R24/020.1)

TCRS Exposure Characterization Volume 2 (pdf) (48.7 MB, 4/16/2024, EPA/600/R24/020.2)

TCRS Responses to External Peer Review Comments (pdf) (1.1 MB, 4/16/2024)

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Key facts about U.S. immigration policies and Biden’s proposed changes

Since President Joe Biden took office in January 2021, his administration has acted on a number of fronts to reverse Trump-era restrictions on immigration to the United States. The steps include plans to boost refugee admissions , preserving deportation relief for unauthorized immigrants who came to the U.S. as children and not enforcing the “ public charge ” rule that denies green cards to immigrants who might use public benefits like Medicaid.

Biden has also lifted restrictions established early in the coronavirus pandemic that drastically reduced the number of visas issued to immigrants. The number of people who received a green card declined from about 240,000 in the second quarter of the 2020 fiscal year (January to March) to about 79,000 in the third quarter (April to June). By comparison, in the third quarter of fiscal 2019, nearly 266,000 people received a green card.

Biden’s biggest immigration proposal to date would allow more new immigrants into the U.S. while giving millions of unauthorized immigrants who are already in the country a pathway to legal status. The expansive legislation would create an eight-year path to citizenship for the nation’s estimated 10.5 million unauthorized immigrants , update the existing family-based immigration system, revise employment-based visa rules and increase the number of diversity visas . By contrast, President Donald Trump’s administration sought to restrict legal immigration in a variety of ways, including through legislation that would have overhauled the nation’s legal immigration system by sharply reducing family-based immigration.

The Biden administration has proposed legislation that would create new ways for immigrants to legally enter the United States. The bill would also create a path to citizenship for unauthorized immigrants living in the country.

To better understand the existing U.S. immigration system, we analyzed the most recent data available on federal immigration programs. This includes admission categories for green card recipients and the types of temporary employment visas available to immigrant workers. We also examined temporary permissions granted to some immigrants to live and work in the country through the Deferred Action for Childhood Arrivals and Temporary Protected Status programs.

This analysis relies on data from various sources within the U.S. government, including the Department of Homeland Security, Citizenship and Immigration Services, the Department of State, Federal Register announcements and public statements from the White House.

The Senate is considering several immigration provisions in a spending bill, the Build Back Better Act , that the House passed in November 2021. While passage of the bill is uncertain – as is the inclusion of immigration reforms in the bill’s final version – the legislation would make about 7 million unauthorized immigrants eligible to apply for protection from deportation, work permits and driver’s licenses.

Amid a record number of migrant encounters at the U.S.-Mexico border, Biden reinstated in December 2021 a Trump-era policy that requires those who arrive at the U.S.-Mexico border and seek asylum to wait in Mexico while their claims are processed. Biden had earlier ended the Migration Protection Protocols , or “Remain in Mexico” policy, and then restarted it after the U.S. Supreme Court upheld a lawsuit by Texas and Missouri that challenged the program’s closure. Asylum seekers do not receive a legal status that allows them to live and work in the U.S. until the claim is approved.

Overall, more than 35 million lawful immigrants live in the U.S.; most are American citizens. Many live and work in the country after being granted lawful permanent residence, while others receive temporary visas available to students and workers. In addition, roughly 1 million unauthorized immigrants have temporary permission to live and work in the U.S. through the Deferred Action for Childhood Arrivals and Temporary Protected Status programs.

Here are key details about existing U.S. immigration programs, as well as Biden’s proposed changes to them:

Family-based immigration

In fiscal 2019, nearly 710,000 people received lawful permanent residence in the U.S. through family sponsorship. The program allows someone to receive a green card if they already have a spouse, child, sibling or parent living in the country with U.S. citizenship or, in some cases, a green card. Immigrants from countries with large numbers of applicants often wait for years to receive a green card because a single country can account for no more than 7% of all green cards issued annually.

Biden’s proposal would expand access to family-based green cards in a variety of ways, such as by increasing per-country caps and clearing application backlogs. Today, family-based immigration – referred to by some as “ chain migration ” – is the most common way people gain green cards, in recent years accounting for about two-thirds of the more than 1 million people who receive green cards annually.

Refugee admissions

The U.S. admitted only 11,411 refugees in fiscal year 2021, the lowest number since Congress passed the 1980 Refugee Act for those fleeing persecution in their home countries. The low number of admissions came even after the Biden administration raised the maximum number of refugees the nation could admit to 62,500 in fiscal 2021 . Biden has increased the refugee cap to 125,000 for fiscal 2022, which started on Oct. 1, 2021.

The low number of admissions in recent years is due in part to the ongoing pandemic. The U.S. admitted only about 12,000 refugees in fiscal 2020 after the country suspended admissions during the coronavirus outbreak . This was down from nearly 54,000 in fiscal 2017 and far below the nearly 85,000 refugees admitted in fiscal 2016, the last full fiscal year of the Obama administration.

The recent decline in refugee admissions also reflects policy decisions made by the Trump administration before the pandemic. Trump capped refugee admissions in fiscal 2020 at 18,000 , the lowest total since Congress created the modern refugee program in 1980.

Employment-based green cards

In fiscal 2019, the U.S. government awarded more than 139,000 employment-based green cards to foreign workers and their families. The Biden administration’s proposed legislation could boost the number of employment-based green cards, which are capped at about 140,000 per year . The proposal would allow the use of unused visa slots from previous years and allow spouses and children of employment-based visa holders to receive green cards without counting them against the annual cap. These measures could help clear the large backlog of applicants. The proposed legislation also would eliminate the per-country cap that prevents immigrants from any single country to account for more than 7% of green cards issued each year.

Diversity visas

Each year, about 50,000 people receive green cards through the U.S. diversity visa program , also known as the visa lottery. Since the program began in 1995, more than 1 million immigrants have received green cards through the lottery, which seeks to diversify the U.S. immigrant population by granting visas to underrepresented nations. Citizens of countries with the most legal immigrant arrivals in recent years – such as Mexico, Canada, China and India – are not eligible to apply.

The Biden administration has proposed legislation to increase the annual total to 80,000 diversity visas. Trump had sought to eliminate the program .

In fiscal 2019, more than 188,000 high-skilled foreign workers received H-1B visas . H-1B visas accounted for 22% of all temporary visas for employment issued in 2019. This trailed only the H-2A visa for agricultural workers, which accounted for nearly a quarter (24%) of temporary visas. In all, nearly 2 million H-1B visas were issued from fiscal years 2007 to 2019.

The Biden administration is expected to review policies that led to increased denial rate s of H-1B visa applications under the Trump administration. In addition, Biden has delayed implementing a rule put in place by Trump that sought to prioritize the H-1B visa selection process based on wages, which would have raised the wages of H-1B recipients overall. Biden also proposed legislation to provide permanent work permits to spouses of H-1B visa holders. By contrast, the Trump administration had sought to restrict these permits. The Trump administration also created an electronic registration system that led to a record number of applicants for fiscal 2021.

Temporary permissions

A relatively small number of unauthorized immigrants who came to the U.S. under unusual circumstances have received temporary legal permission to stay in the country. One key distinction for this group of immigrants is that, despite having received permission to live in the U.S., most don’t have a path to gain lawful permanent residence. The following two programs are examples of this:

Deferred Action for Childhood Arrivals

About 636,000 unauthorized immigrants had temporary work permits and protection from deportation through the Deferred Action for Childhood Arrivals program, or DACA, as of Dec. 31, 2020. One of Biden’s first actions as president was to direct the federal government to take steps to preserve the program , which Trump had tried to end before the Supreme Court allowed it to remain in place . DACA recipients, sometimes called “Dreamers,” would be among the undocumented immigrants to have a path to U.S. citizenship under Biden’s immigration bill. Senators have also proposed separate legislation that would do the same.

Temporary Protected Status

Overall, it is estimated that more than 700,000 immigrants from 12 countries currently have or are eligible for a reprieve from deportation under Temporary Protected Status, or TPS , a federal program that gives time-limited permission for some immigrants from certain countries to work and live in the U.S. The program covers those who fled designated nations because of war, hurricanes, earthquakes or other extraordinary conditions that could make it dangerous for them to live there.

The estimated total number of immigrants is based on those currently registered, in addition to those estimated to be eligible from Myanmar – also called Burma – and Venezuela.

Immigrants from Venezuela and Myanmar are newly eligible for TPS under changes made after Biden took office in January 2021 by the Department of Homeland Security, which oversees the program. The government must periodically renew TPS benefits or they will expire. The department extended benefits into 2022 and beyond for eligible immigrants from nine nations: El Salvador, Haiti, Honduras, Nepal, Nicaragua, Somalia, Sudan, Syria and Yemen. In addition, the Biden administration expanded eligibility for immigrants from Haiti based on recent turmoil.

Biden and congressional Democrats have proposed granting citizenship to certain immigrants who receive TPS benefits. Under Biden’s large immigration bill, TPS recipients who meet certain conditions could apply immediately for green cards that let them become lawful permanent residents. The proposal would allow TPS holders who meet certain conditions to apply for citizenship three years after receiving a green card, which is two years earlier than usual for green-card holders. By contrast, the Trump administration had sought to end TPS for nearly all beneficiaries, but was blocked from doing so by a series of lawsuits.

Note: This is an update of a post originally published March 22, 2021.

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Jens Manuel Krogstad is a senior writer and editor at Pew Research Center

Ana Gonzalez-Barrera is a former senior researcher focusing on Hispanics, immigration and demographics at Pew Research Center

How Temporary Protected Status has expanded under the Biden administration

After declining early in the covid-19 outbreak, immigrant naturalizations in the u.s. are rising again, how the political typology groups compare, most americans are critical of government’s handling of situation at u.s.-mexico border, most latinos say u.s. immigration system needs big changes, most popular.

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Marriott Earns Nod for Hotel Climate Plan, Joining Hilton, Accor, and IHG

Sean O'Neill , Skift

April 22nd, 2024 at 11:54 AM EDT

The world's largest hotel group has had its carbon reduction plans approved by the world’s main verifier of corporate climate targets. Marriott follows Accor, Hilton, and IHG in having SBTi verify its plans.

Sean O'Neill

Marriott’s carbon-reduction plans received a seal of approval from the world’s main verifier of corporate climate targets. The giant hotel operator said Monday that the Science Based Targets initiative (SBTi) had approved its near-term and long-term science-based targets.

SBTi has a reputation for only accrediting companies that adopt rigorous standards for tracking and disclosing data and that have many serious carbon-mitigation plans. It’s a voluntary project organized by several non-profits and the United Nations.

Accor, Hilton, and IHG already had their science-based targets verified by SBTi. Marriott is the world’s largest hotel group.

Some backstory: For many years, many corporate bosses have pledged to keep “net zero” emissions targets for dates some decades from now. The long timeframe limits accountability. And many of the goals aren’t backed by detailed plans.

Skift Research noted in September that Marriott needs to achieve a roughly 5% a year decline in emissions to hit the 2030 target. However, the hotel company has recently been missing that target.

To its credit, Marriott discloses its sustainability performance data , unlike a majority of hotel companies of various sizes.

Marriott’s Climate Action Plan

• Marriott pledged to slash its absolute “scope 1” greenhouse gas emissions by 46% by 2030. “Scope 1” essentially refers to what happens at headquarters and the handful of properties Marriott actually owns. It will also look for more renewable energy sources to use at headquarters.
• The hotel giant promised to slash net emissions of greenhouse gases for so-called “scope 3” emissions — essentially, at the property level at the 8,800 hotels with franchise and management contracts — by 27.5% by 2030 from a 2019 base year.
• The company aims to set property-specific emissions reduction targets, too. It has begun to “assist” properties in conducting studying how to become more energy-efficient. It said it has also started to share carbon footprint data for individual properties on its website.
• Marriott also committed to having 22% of its suppliers set science-based targets by 2028. One key method will be buying goods that are created with relatively lower carbon footprints for use at hotels in 139 countries.
• SBTi has been split by an internal debate by its decision this month to start accepting some types of carbon offsets as scientifically based methods of meeting carbon reduction goals. Detractors argue that unregulated carbon credits often oversell how many emissions are avoided. Supporters say a carbon credit market could help funnel money to developing countries’s conservation efforts. Marriott’s plans don’t mention offsets but do mention other actions.

Marriott on Track For Emissions Goal – but Trending in Wrong Direction

Marriott’s environmental data shows that the company is working hard to reduce its carbon footprint, but more needs to be done to hit 2030 targets.

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Tags: carbon emissions , carbon footprint , climate change , environment , ESG , future of lodging , marriott , Marriott International , sustainability

Photo credit: Hotel Marqués de Riscal, a Luxury Collection Hotel, Elciego

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2024 National Strategy for Suicide Prevention

Suicide is an urgent and growing public health crisis. More than 49,000 people in the United States died by suicide in 2022. That’s one death every 11 minutes.

National Strategy for Suicide Prevention

The 2024 National Strategy for Suicide Prevention is a bold new 10-year, comprehensive, whole-of-society approach to suicide prevention that provides concrete recommendations for addressing gaps in the suicide prevention field. This coordinated and comprehensive approach to suicide prevention at the national, state, tribal, local, and territorial levels relies upon critical partnerships across the public and private sectors. People with lived experience are critical to the success of this work. 

 The National Strategy seeks to prevent suicide risk in the first place; identify and support people with increased risk through treatment and crisis intervention; prevent reattempts; promote long-term recovery; and support survivors of suicide loss. 

Four strategic directions guide the National Strategy:

Strategic Direction 1: Community-Based Suicide Prevention

Goal 1: Establish effective, broad-based, collaborative, and sustainable suicide prevention partnerships.

Goal 2: Support upstream comprehensive community-based suicide prevention.

Goal 3: Reduce access to lethal means among people at risk of suicide.

Goal 4: Conduct postvention and support people with suicide-centered lived experience.

Goal 5: Integrate suicide prevention into the culture of the workplace and into other community settings.

Goal 6: Build and sustain suicide prevention infrastructure at the state, tribal, local, and territorial levels.

Goal 7: Implement research-informed suicide prevention communication activities in diverse populations using best practices from communication science.

Strategic Direction 2: Treatment and Crisis Services

Goal 8: Implement effective suicide prevention services as a core component of health care.

Goal 9: Improve the quality and accessibility of crisis care services across all communities.

Strategic Direction 3: Surveillance, Quality Improvement, and Research

Goal 10: Improve the quality, timeliness, scope, usefulness, and accessibility of data needed for suicide-related surveillance, research, evaluation, and quality improvement.

Goal 11: Promote and support research on suicide prevention.

Strategic Direction 4: Health Equity in Suicide Prevention

Goal 12: Embed health equity into all comprehensive suicide prevention activities.

Goal 13: Implement comprehensive suicide prevention strategies for populations disproportionately affected by suicide, with a focus on historically marginalized communities, persons with suicide-centered lived experience, and youth.

Goal 14: Create an equitable and diverse suicide prevention workforce that is equipped and supported to address the needs of the communities they serve.

Goal 15: Improve and expand effective suicide prevention programs for populations disproportionately impacted by suicide across the life span through improved data, research, and evaluation.

Federal Action Plan

The Federal Action Plan identifies more than 200 actions across the federal government to be taken over the next three years in support of those goals. These actions include:

• Evaluating promising community-based suicide prevention strategies
• Identifying ways to address substance use/overdose and suicide risk together in the clinical setting
• Funding a mobile crisis locator for use by 988 crisis centers
• Increasing support for survivors of suicide loss and others whose lives have been impacted by suicide

These actions will be monitored and evaluated regularly to determine progress and success, and to further identify barriers to suicide prevention.

Get Involved

Join the conversation. Everyone has a role to play in preventing the tragedy of suicide. Find social media material, templates, and other resources to support and participate in the shared effort.

Read the press release

* This content is undergoing Section 508 remediation. For immediate assistance, contact [email protected] .

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