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The use of dialogues within and across organizations is on the rise. This increase is a tacit acknowledgement of the relational foundations from which new meaning is…
The use of dialogues within and across organizations is on the rise. This increase is a tacit acknowledgement of the relational foundations from which new meaning is created and social innovations emerge. However, coming together for a dialogue doesn’t assure constructive conversation or transformative engagement. Dialogue participants, even when they are asked to “suspend assumptions,” are generally still embedded in the mental models and familiar frameworks that distance them from one another and prevent real generativity and novelty.
This paper proposes Appreciative Inquiry as an approach particularly conducive to creating public dialogues that are generative and transformative. It suggests that a community is best served by inquiry into strengths, assets and past successes. It further proposes that this mode of inquiry tends to produce positive emotional states, which expand the resources and pro-social inclinations of those in the dialogue. It offers five conditions that support generative and transformative public dialogue and explains how Appreciative Inquiry creates these conditions.
Appreciative Inquiry is a constructive inquiry process that searches for everything that “gives life” to organizations, communities, and larger human systems when they are…
Appreciative Inquiry is a constructive inquiry process that searches for everything that “gives life” to organizations, communities, and larger human systems when they are most alive, effective, creative and healthy in their interconnected ecology of relationships. To appreciate, quite simply, means to value and to recognize that which has value – it is a way of knowing and valuing the best in life. In the language of Positive Organizational Scholarship it means a research focus – a positive bias – seeking fresh understanding of dynamics described by words like excellence, thriving, abundance, resilience, or exceptional and life-giving (Cameron, Dutton & Quinn, 2003). In this context the word appreciate means to value those things of value – it is a mode of knowing often connected to the idea of esthetic appreciation in the arts. To appreciate also means to be grateful or thankful for – it is a way of being and maintaining a positive stance along the path of life’s journey. And not incidentally, to appreciate is to increase in value too. Combining the three – appreciation as a way of knowing, as a way of being and as an increase in value- suggests that Appreciative Inquiry is simultaneously a life-centric form of study and a constructive mode of practice. As a form of study, Appreciative Inquiry focuses on searching systematically for those capacities and processes that give life and strength and possibility to a living system; and as a constructive mode of practice, it aims at designing and crafting human organizations through a process in which valuing and creating are viewed as one, and where inquiry and change are powerfully related and understood as a seamless and integral whole. But the key to really understanding Appreciative Inquiry is to put the emphasis on the second word in the inseparable pair. While many are intrigued with the Appreciative Inquiry positive bias – toward the good, the better, the exceptional, and the possible – it is the power of inquiry we must learn more about and underscore. Inquiry is all about openness, curiosity, creative questioning; its spirit involves what Whitehead once called “the adventure of ideas.”
Transformative innovation is a particular manifestation of generativity that emerges when organizations explore the intersection of business and society, embracing social…
Transformative innovation is a particular manifestation of generativity that emerges when organizations explore the intersection of business and society, embracing social, environmental, ethical, or similar initiatives as an integral part of their strategic missions. The chapter reports findings from the World Inquiry, a search for stories of transformative innovation. The stories illustrate how transformative innovation may (1) extend mutually beneficial outcomes of activity to business and society, (2) increase the scale of enacted human strengths, and (3) invoke a deep shift in values, assumptions, and behaviors that guide an organization. The exploration of transformative inquiry demonstrates how generativity emerges when business strategies integrate the interests of multiple stakeholders.
Technological innovation is needed to shift from fossil fuels to renewable energy, recycling and redesigning industrial processes. More fundamental strategy levels need…
Technological innovation is needed to shift from fossil fuels to renewable energy, recycling and redesigning industrial processes. More fundamental strategy levels need re‐examining: policy models, assumptions, institutional inertia and cultural values fueling today's drive toward increasing unsustainability. This study seeks to examine this issue
Reviews the current scientific debate about the unwarranted predominance of economics in public and private decision making; whether economics is a science or a profession and the demands by mathematicians, physicists and other scientists that the Bank of Sweden Prize in Economics be de‐linked from the original Nobel prizes.
Conventional economic models still drive such unsustainability: the malfunctioning “source codes” replicating traditional industrialism world‐wide. Scientific research on the human brain and ecosystems now refutes most of economics' core tenets. Multi‐disciplinary policies and appropriate metrics beyond money coefficients are needed for steering societies toward sustainability and quality of life.
Strengthens the case for strategies for global sustainability to address current economic models that are driving today's unsustainable forms of globalization.
Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.
We examine the extent to which female politicians highlight their status as women by identifying with women as a group and using female roles and experiences to describe…
We examine the extent to which female politicians highlight their status as women by identifying with women as a group and using female roles and experiences to describe themselves. Based on a qualitative content analysis of female members’ congressional web pages, we find that sex-group identification and gender roles are selectively used in discussions of their personal lives, their paths to Congress, and their experiences within Congress. Variation among the female politicians suggests they are responding to a range of normative gender beliefs among the electorate. There is also evidence that some of the women use online forms of communication to change the discourse about women in politics.
The evidence‐based Incredible Years Teacher Classroom Management (TCM) Programme was developed to meet demands from teachers for strategies to manage disruptive behaviours…
The evidence‐based Incredible Years Teacher Classroom Management (TCM) Programme was developed to meet demands from teachers for strategies to manage disruptive behaviours in the classroom (Webster‐Stratton, 1999). This article describes the programme and reports on its first use in the UK. In the first study 23 teachers attended the five‐day classroom management programme, 20 completed the final satisfaction questionnaire and 21 participated in a semi‐structured follow‐up interview. Teachers who implemented the training in their classrooms reported satisfaction with the programme and believed that the strategies taught were effective and improved pupils' conduct. In the second study, blind observation of teacher classroom behaviour was undertaken in 21 classes: 10 teachers had received the TCM training and 11 had not. Teachers who received TCM training gave clearer instructions to children and allowed more time for compliance before repeating instructions. The children in their classes were more compliant than children in the classes of untrained teachers. The implications of these findings are discussed.