Transcript Getting Rewarded for Learning and Teaching

An Introduction to
Appreciative Inquiry
Dr John Peters
Academic Development and Practice Unit
October 2008
A word to describe working at
UW
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Demanding
Frustrating
Challenging
Soul destroying
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unfolding
Exciting
Weaving
Exciting
empowering
New
Learning Outcomes
• Set Appreciative Inquiry in the context of
other applied research methods
• Explain the key features of Appreciative
Inquiry methodology
• Make an informed judgement about whether
to use this method for:
– Research
– Change Management
• Implement a piece of Appreciative Inquiry
Plan
• Explain the emergence of Appreciative
Inquiry as a method
• Introduce the AI framework
• Do a small piece of AI
• Discuss other applications
Appreciative Inquiry
• Ap-pre’ci-ate, v., 1. valuing; the act of recognizing the
best in people or the world around us; affirming past
and present strengths, successes, and potentials; to
perceive those things that give life (health, vitality,
excellence) to living systems 2. to increase in value,
e.g. the economy has appreciated in value. Synonyms:
valuing, prizing, esteeming, and honouring.
• In-quire’ (kwir), v., 1. the act of exploration and
discovery. 2. To ask questions; to be open to seeing
new potentials and possibilities. Synonyms: discovery,
search, and systematic exploration, study.
What is it?
• A reaction against problem-focused action
research
• Shifts focus to strengths and positives, to the
‘positive core’ of a situation or organisation
• Focus on social construction & collective
strengths
• ‘A cooperative, coevolutionary search for the
best in people, their organizations, and the
world around them.’
– [Cooperrider & Whitney 2005]
The Key Question in AI
• The ‘unconditional positive question’
• The systematic discovery of what gives
“life” to a living system when it is most
alive, most effective, and most
constructively capable in economic,
ecological, and human terms.
• What gives life here?
The 4-D cycle
• Discovery Phase
– Sharing the positives
• Dream Phase
– Sharing a vision
• Design Phase
– Sharing what should be
• Destiny Phase
– Sharing a commitment to change
1. Discovery Phase
• What gives life here?
• Making explicit and appreciating the best of
what is
• What most enthuses you about …?
• Tell the story about a situation when you
have felt most alive, engaged, valued, etc.
• Mobilising the community and sharing
findings through ‘propositional statements’
Things that give life at UW 1
• The people: they encourage you and
help you innovate and do things
• If you have an idea you are encouraged
to develop it
• I have the opportunity to work in line
with my core values and beliefs
• I have the opportunity to be creative and
discover new things
Things that give life at UW 2
• The students: their enthusiasm, challenge
and contribution
• Opportunity to develop personally and own
learning with students and colleagues
• The opportunity to make narratives from
disparate sources
• Being part of a community that caters for
personal and professional development
Propositional statements
• I feel life in working at Worcester when:
– There are opportunities for personal
development
– There is freedom and flexibility to develop
ideas
– There is encouragement and support
– I can work pro-actively with students
– My work is in line with my core motivational
drivers, values and beliefs
2. Dream Phase
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Envisioning what might be
So what is at our heart?
What should be the ideal?
What have we always wanted to be?
What is the world calling us to become?
Picturing a future: drawing a vision
Visions of the University of
Worcester
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Constant circulation of positive energy
Nourishing
Open
Growing, organic – no ceiling or limit
Connected
Community and participatory
Inclusive and non-hierarchical
3. Design Phase
• Co-constructing
• What should we be?
• Possibility propositions and new
organising principles
• What would this organisation be like if it
were designed to maximise the positive
core and accelerate the achievement of
our dream?
4. Destiny Phase
• Not the action plan!
• ‘An inspired movement not a packaged
product’
• ‘Positive protest’
• Realising the dream
• An appreciative organisation
Can we use this?
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As an evaluation process
As an annual cycle
Constant renewal
Still issues about
– action planning: how does it get changed?
– So what about the negatives?
• As a marketing device!
References
• Cooperrider, D & Whitney, D 2005 Appreciative
Inquiry: a positive revolution in change, San
Francisco
• Ludema, J. Whitney, D. Mohr, B. & Griffin, T. 2003
The Appreciative Inquiry Summit, San Fancisco
• Ludema, J. Cooperrider, D & Barrett, F. 2001
‘Appreciative Inquiry: the power of the
unconditional positive’ in Reason, P. & Bradbury,
H. Handbook of Action Research
• http://ai.cwru.edu