A Simple, Yet Detailed, Model for Goal Pursuit

Abstract

In Chapter 3, the FAR model is described in detail. The chapter begins with discussion of AR as the core of the model. The ‘action and research’ dual purposes are described as well as opinion on the relevancy of this approach. Each of the Preparatory, Reconnaissance, Implementation, Evaluation, Recommendations and Reporting phases of the Model are then outlined alongside examples of implementation in schools and the wider education context. Multiple cycles of these phases are noted as likely and collaborative and reflection are essential at every phase of the FAR Model for ensuring ownership and sustained improvements. The key underpinnings of the model are described, drawing upon my 20-year obsession with an AR orientation (Piggot-Irvine, 2012; Piggot-Irvine & Bartlett, 2008; Piggot-Irvine, 2009; Piggot-Irvine, Connelly, Curry, Hanna, Moodie, Palmer, Peri, & Thompson, 2011). A distinctive section of this chapter is associated with discussion of Goal Attainment Scaling (GAS) as a tool for self, peer, or group dialogue as evaluation in goal pursuit. This tool is virtually unknown outside the counselling care, and psychology sectors yet it has been exceptionally well received when I have introduced it within the education sector.