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1 – 10 of over 1000This study was launched because practitioners of Appreciative Inquiry (AI) instilled awareness for needed AI outcome research. Therefore, the goal of this research was to identify…
Abstract
This study was launched because practitioners of Appreciative Inquiry (AI) instilled awareness for needed AI outcome research. Therefore, the goal of this research was to identify the salient AI processes and levers and the rate of AI success and failure. This study was specific to U.S. municipalities due to a researcher finding AI failure probability therein. In direct opposition, eight U.S. municipalities were identified from the literature as having utilized AI in 14 projects and all were successful even when resistance was present in three applications. A survey revealed 15 AI initiatives identified as successful even when resistance was present in eight, resulting in validation. This study utilized a mixed methods exploratory case study design, sequentially in the mix, consisting of a literature review and application of two unique instruments applied to three populations.
Leslie E. Sekerka, Anne M. Brumbaugh, José Antonio Rosa and David Cooperrider
Organizational development and change may be initiated from two different starting points. A diagnostic approach begins with an examination of problems to assess and correct…
Abstract
Organizational development and change may be initiated from two different starting points. A diagnostic approach begins with an examination of problems to assess and correct dysfunction. In contrast, the Appreciative Inquiry approach begins by identifying an organization’s strengths as resources for change. An experimental study was conducted to compare the processes and outcomes that arise during the first phase of each approach. Results show that both approaches lead to different but favorable and complementary outcomes. Both participant gender and the gender construction of the dyads in which individuals participated moderate these effects in unexpected ways. The implications for understanding the processes by which both methods work, and the potential for combining them, are discussed
Existing methods of enhancing-based public speaking efficacy are based on the deficit-based model. On the other hand, public speaking is an ability that has a potential to produce…
Abstract
Purpose
Existing methods of enhancing-based public speaking efficacy are based on the deficit-based model. On the other hand, public speaking is an ability that has a potential to produce anxiety, fear of negative evaluation. The purpose of this paper was to explore the use of strength-based learning pedagogy, i.e. appreciative inquiry to work upon enhancing public speaking skills of engineers.
Design/methodology/approach
An appreciative inquiry was conducted on 15 engineers using 4D model. The data were gathered using narrative analysis and grounded theory.
Findings
Participants shared their stories of past, present and future to derive meaningful insights that have potential to bring development.
Research limitations/implications
The study has an underpinning in Deci and Ryan’s self-determination theory. As practitioners of self-determination theory open the positive space for individuals to learn, appreciative inquiry aids in opening such positive space so that learners can experiment openly without any fear of negative evaluation. It prepares them by enhancing intrinsic and extrinsic motivation.
Practical implications
The study motivated engineers to focus on effortless delivery of their speeches and eliminate other associated fear. The study can be used as a classroom pedagogy.
Social implications
As public speaking is associated with fear of negative evaluation and anxiety, it has a potential to affect self-confidence and self-image adversely. As appreciative inquiry fosters one’s confidence positively through constructionism, the appreciative inquiry can be a choice of pedagogy and has positive implications for learners at the social level.
Originality/value
The study presents a fairly novel approach as it focuses on encouraging engineers to improve their presentation skills and to focus on what they do well (rather than what their weaknesses are) so they can build their confidence.
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Sarah Lewis, Jonathan Passmore and Stefan Cantore
The purpose of this paper is to explain the appreciative inquiry change methodology and to demonstrate how it can be applied to a specific work challenge.
Abstract
Purpose
The purpose of this paper is to explain the appreciative inquiry change methodology and to demonstrate how it can be applied to a specific work challenge.
Design/methodology/approach
This paper first explains the appreciative inquiry method and gives an account of how the approach was applied to a sales team development event.
Findings
Appreciative inquiry is a change approach that is growing in popularity. This paper demonstrates the flexibility of this approach within the context of change and development. In the case study under examination the incorporation of appreciative inquiry based practice enhanced both the development experience and post event performance.
Practical implications
This paper gives clear guidance on the basic model of appreciative inquiry and how it can be practically employed in a familiar context.
Originality/value
Appreciative inquiry offers an alternative approach to organisational development to either personality based or problem solving based development. By calling on the human facilities of imagination, emotion, conversation, engagement, orientation, and self‐direction it offers a truly psychological approach to human group development
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The purpose of this paper is to explore the ecology of collaboration between school and university partners using an appreciative inquiry theoretical perspective and to…
Abstract
Purpose
The purpose of this paper is to explore the ecology of collaboration between school and university partners using an appreciative inquiry theoretical perspective and to demonstrate how it enhances the social capital in school and university partnerships.
Design/methodology/approach
A case study of a partnership of an inner‐city high school and university doctoral action research was explored in the frameworks of mutuality, social capital, and appreciative inquiry. The theoretical perspective of appreciative inquiry served as the basis for the mutuality between administrators and faculty in the inner‐city high school and the doctoral action research team.
Findings
Findings suggest that approaching school‐university partnerships through an appreciative inquiry theoretical perspective creates an environment for building trust, sharing knowledge, and increasing bridging capital, thus benefiting both the school and university.
Originality/value
The action research team formed a partnership with teachers and administrators. The action research was transformed by the partnership and reports showed substantial progress in student achievement scores in mathematics and science. Hopefully, some of that achievement can be attributed to the research and the paper on which it is based.
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Dana M. Griggs and Mindy Crain-Dorough
The purposes of this paper are to provide a description of AI and to document and compare two applications of AI, one in program evaluation and another in an applied research…
Abstract
Purpose
The purposes of this paper are to provide a description of AI and to document and compare two applications of AI, one in program evaluation and another in an applied research study.
Design/methodology/approach
Focus groups, interviews and observations were used to gather rich qualitative data which was used to detail Appreciative Inquiry's value in evaluation and research.
Findings
AI aided the researcher in connecting with the participants and valuing what they shared. In both studies, the use of AI amassed information that answered the research questions, provided a rich description of the context and findings, and led to data saturation. The authors describe and compare experiences with two applications of AI: program evaluation and a research study. This paper contributes further understanding of the use of AI in public education institutions. The researchers also explore the efficacy of using AI in qualitative research and recommend its use for multiple purposes.
Research limitations/implications
Limitations occurred in the AI-Design Stage by using a positive viewpoint and because both program and partnership studied were new with limited data to use for designing a better future. So, the authors recommend a revisit of both studies through the same 4D Model.
Practical implications
This manuscript shows that AI is useful for evaluation and research. It amplifies the participants' voices through favorite stories and successes. AI has many undiscovered uses.
Social implications
Through the use of AI the authors can: improve theoretical perspectives; conduct research that yields more authentic data; enable participants to deeply reflect on their practice and feel empowered; and ultimately impact and improve the world.
Originality/value
AI is presented as an evaluation tool for a high-school program and as a research approach identifying strengths and perceptions of an educational partnership. In both studies, AI crumbled the walls that are often erected by interviewees when expecting to justify or defend decisions and actions. This paper contributes further understanding of the use of AI in public education institutions.
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This paper aims to demonstrate how appreciative inquiry methods can be applied by managers to developing and reviewing business strategy as an alternative, more inclusive and…
Abstract
Purpose
This paper aims to demonstrate how appreciative inquiry methods can be applied by managers to developing and reviewing business strategy as an alternative, more inclusive and positive approach than is traditionally adopted.
Design/methodology/approach
Two cases are presented emanating from consulting projects undertaken by the author.
Findings
The cases highlight that appreciative inquiry methods can be applied practically to matters of strategy in different types of organizations.
Practical implications
The practical implications are far reaching. Appreciative inquiry is a fully inclusive method of organizational research. It can be easily and inexpensively adopted and run by management teams, and all employees can be active participants in the process.
Originality/value
The paper is the first that specifically marries appreciative inquiry with business strategy development and review for practitioners and that presents practitioner-oriented cases.
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Johan Lilja and Daniel Richardsson
Appreciative inquiry (AI) is an inquiry into the “best of” what already exists in a system. Applying AI at the start of a design process gives a process that is very different…
Abstract
Purpose
Appreciative inquiry (AI) is an inquiry into the “best of” what already exists in a system. Applying AI at the start of a design process gives a process that is very different from traditional design approaches, in other words “appreciative design” is achieved. The overall purpose of this paper is to explore and contribute to a process of putting appreciative design into practice.
Design/methodology/approach
The researchers have, in their role as educational leaders, developed and applied a process for appreciative design within the context of the entrepreneurial educational program “Skarp Åre, Business and product development” at Mid Sweden University.
Findings
The process introduced is referred to as Appreciative Course Evaluation and Design (ACED). The benefits of ACED, found in comparison to conventional practice, include higher commitment by the course participants, lower risk in the design process, and increased student involvement in the evaluation and design process.
Originality/value
The paper contributes in general to increasing the understanding of how the strengths and principles of appreciative inquiry can be incorporated into design processes. It is hoped that the insights presented will inspire future research and application of appreciative design, not only to the evaluation and design of higher education, but also to the evaluation and design of products, services, organizations and society.
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Fiona MacNeill and Jillian Vanzetta
This paper reflects a two-year evaluation research study by Fiona MacNeill Associates (FMA), focused on an Appreciative Leadership Programme. The aim of this study was to explore…
Abstract
Purpose
This paper reflects a two-year evaluation research study by Fiona MacNeill Associates (FMA), focused on an Appreciative Leadership Programme. The aim of this study was to explore the impact of designing a bespoke Appreciative Leadership Programme (commissioned by Lancashire Care NHS Foundation Trust), around a specific set of organisational values and the associated sustainability linked to the delivery using conversation and inquiry.
Design/methodology/approach
The paper is a review of 497 delegates and their associated 423 line managers. The main evaluation methods were questionnaires, conversations, content analysis and thematic analysis. The research collects data pre, during, end and post-programme.
Findings
The analysis of data collected indicates a statistically significant link between the programme design and delivery and the subsequent sustainability of the learning and levels of engagement within the organisation.
Research limitations/implications
The research provided information on all key areas of inquiry and allowed improvements to be made for future programmes. In future study, a focused follow up with a larger sample of at least 30 per cent of the total population will provide greater validity and reliability of the impact of on-going positive attention. The evaluation of leadership learning sets also needs to be more focused.
Practical implications
The findings can be used to inform the next iteration of the programme, by building on areas of strength and those identified for development. The data allows the organisation (LCFT) and the provider to co-create the next programme. The findings have also been presented to other NHS organisations and to an international training and development conference in Dallas.
Originality/value
Appreciative Leadership is built on the foundation of Appreciative Inquiry (AI), whole systems thinking, and action research. The organisation is seen as a relationship to be explored and developed, teams as communities of purpose and practice, and individuals as thinkers and innovators. This approach favours interdependencies, conversation, novel and creative ideas, and engagement that fosters a true desire to co-create the future. The paper provides connections between concepts and theories used in the education of clinicians and cutting-edge leadership development thinking. The paper has value to leaders, and those who commission leadership development, healthcare professionals and training and development professionals.
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Julienne Meyer, Hazel Heath, Cheryl Holman and Tom Owen
This paper highlights the need for researchers to work across disciplinary boundaries in order to capture the complexity that care practitioners have to engage with everyday in…
Abstract
This paper highlights the need for researchers to work across disciplinary boundaries in order to capture the complexity that care practitioners have to engage with everyday in care home settings. Drawing on findings from a literature review on the complexity of loss in continuing care institutions for older people, the case is made for less victim blaming and more appreciative approaches to research. The way this thinking informed the development of a further literature review on quality of life in care homes (My Home Life) is discussed. Findings from this second study are shared by illustrating key messages with quotes from older residents, relatives and staff living, visiting and working in care homes. These best practice messages focus on: transition into a care home; working to help residents maintain their identity; creating community within care homes; shared decision‐making; health and health services; end‐of‐life care; keeping the workforce fit for purpose, and promoting positive culture. The importance of collaborative working in both research and practice is discussed. The paper is likely to be of interest to all those concerned with improving and developing evidence‐based practice in the care home sector, including users and service providers, managers, commissioners and inspectors, policy‐makers, researchers and teachers.
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