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In this chapter we are exploring Appreciative Inquiry within organizations through the dialogic process in its relational aspect. The present discussion is composed of…
In this chapter we are exploring Appreciative Inquiry within organizations through the dialogic process in its relational aspect. The present discussion is composed of four parts: An exploration of the myriad meanings of dialogue and a description of a useful orienting platform, dialogue as “discursive coordination.” We then turn to the pivotal function of dialogue in the organizing process and the development of a vocabulary of discursive action with practical consequences for effective organizing. We next turn to the problematic potentials of dialogue. A contrast between generative and degenerative dialogue enables us to explore how certain forms of coordination ultimately lead to organizational growth or demise. Among our conclusions we propose that dialogue originates in public, is a form of joint-action, is embodied and contextually embedded, as well as historically and culturally situated. Dialogue may serve both positive and negative ends. Described are four aspects of dialogue – an emphasis on affirmation, productive difference, coherence, and temporal integration. Appreciative inquiry adds an enormously important element to the transformative potentials of dialogue. Other transformative practices and potentials are also described.
Drawing from a social constructionist theory and its related practices, we propose the realization of transformative dialogue, a form of dialogue that may bring…
Drawing from a social constructionist theory and its related practices, we propose the realization of transformative dialogue, a form of dialogue that may bring conflicting communities into more viable forms of coordination. We outline a range of conversational resources stressing relational responsibility, self-expression, affirmation, coordination, reflexivity, and the co-creation of new realities. The analysis is further extended through a case study of improvisation and organizational change. There is no attempt in the present article to suggest a set of relational rules. The attempt is to generate a potentially useful vocabulary of action, rather than a set of rules for negotiating among incommensurate realities.
E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and…
E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.
Advising readers has received renewed attention in public libraries, library associations, and programs of library and information science. Writing of their belief in…
Advising readers has received renewed attention in public libraries, library associations, and programs of library and information science. Writing of their belief in readers' advisory services Saricks and Brown note, “Readers' advisors and proponents of the service subscribe whole‐heartedly to the philosophy that reading, of and by itself, has intrinsic value.” In her essay on new directions for readers' advisory services, Ross characterizes readers' attitudes toward books as providing a “special kind of pleasure that cannot be achieved in any other way,” and summarizes several studies that examine the role of reading in people's lives.
It’s been thirty years since the original articulation of “Appreciative Inquiry in Organizational Life” was written in collaboration with my remarkable mentor Suresh…
It’s been thirty years since the original articulation of “Appreciative Inquiry in Organizational Life” was written in collaboration with my remarkable mentor Suresh Srivastva (Cooperrider & Srivastva, 1987). That article – first published in Research in Organization Development and Change – generated more experimentation in the field, more academic excitement, and more innovation than anything we had ever written. As the passage of time has enabled me to look more closely at what was written, I feel both a deep satisfaction with the seed vision and scholarly logic offered for Appreciative Inquiry, as well as well as the enormous impact and continuing reverberation. Following the tradition of authors such as Carl Rogers who have re-issued their favorite works but have also added brief reflections on key points of emphasis, clarification, or editorial commentary I am presenting the article by David Cooperrider (myself) and the late Suresh Srivastva in its entirety, but also with new horizon insights. In particular I write with excitement and anticipation of a new OD – what my colleagues and I are calling the next “IPOD” that is, innovation-inspired positive OD that brings AI’s gift of new eyes together in common cause with several other movements in the human sciences: the strengths revolution in management; the positive pscyhology and positive organizational scholarship movements; the design thinking explosion; and the biomimicry field which is all about an appreciative eye toward billions of years of nature’s wisdom and innovation inspired by life.
This article presents a conceptual refigurationy of action-research based on a “sociorationalist” view of science. The position that is developed can be summarized as follows: For action-research to reach its potential as a vehicle for social innovation it needs to begin advancing theoretical knowledge of consequence; that good theory may be one of the best means human beings have for affecting change in a postindustrial world; that the discipline’s steadfast commitment to a problem solving view of the world acts as a primary constraint on its imagination and contribution to knowledge; that appreciative inquiry represents a viable complement to conventional forms of action-research; and finally, that through our assumptions and choice of method we largely create the world we later discover.