Developing dynamic feedback mechanisms in the work culture of Cornerstone Family Violence Prevention Centre

Abstract

In partnership with Cornerstone Family Violence Prevention Centre (Cornerstone), the question explored in this thesis was, “How might the development of dynamic feedback mechanisms cultivate learning, collaboration, and inclusivity in the work culture of Cornerstone?”. A cycle of action research was completed, using methods of inquiry that aligned with a specific action research model, and an appreciative inquiry approach stimulated dialogue and critical thinking through a collaborative process. Methods of research used in the project were conducted virtually and adhered to Royal Roads University’s Ethics Policy. Fourteen Cornerstone staff engaged in the two-phased inquiry through small group sessions and individual interviews. Discussions led to reflective and insightful understanding as participants addressed the complexities of how best to give and receive feedback throughout the levels of organization and co-create lasting change in their culture. I used inductive and deductive analyses and applied values coding to the data. Five themes emerged from the data which reflected two key areas about giving and receiving feedback – impacts on the processes in learning organizations and the interconnected behaviours that influence the functioning of feedback mechanisms. The conclusions and subsequent recommendations offered actions that Cornerstone could undertake to strengthen connectivity between staff through dynamic feedback mechanisms.