APPRECIATIVE INQUIRY
An Overview
Compiled by Kendy Rossi
| Definition/ Primary Purpose
| · A strategy for intentional change that identifies the best of “what is” to pursue dreams and possibilities of “what could be”; a cooperative search for the strengths, passions and life-giving forces that are found within every system and that hold potential for inspired, positive change.
· A process of collaborative inquiry, based on interviews and affirmative questioning, that collects and celebrates “good news stories” of a community; these stories serve to enhance cultural identity, spirit and vision.
· A way of seeing which is selectively attentive to — and affirming of — the best and highest qualities in a system, a situation, or another human being; an appreciation for the “mystery of being” and a “reverence for life.” (phrases from Cooperrider and Srivastva, 1987)
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Potential Uses
| · Mission Statement/Vision Development · Strategic Planning · Organizational/System Redesign · Process & Service Enhancement · Improvement Initiatives · Group Culture Change · Civic/Community Development · Umbrella for Multiple Change Initiatives in a System
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Ideal Conditions for Use
| Identified need or desire for: – Heart-felt inquiry, discovery & renewal – Positive, grass-roots revolution
Systems & situations in which there is (are): – Support for full voice participation at all levels – Commitment to change as an ongoing process, not a one-time event – Leadership belief in the positive core and affirmative process as a viable change driver – Structures/resources to encourage sharing of “good news stories” and to support creative action
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| Times to Avoid Use
| Situations in which: – Predictable, linear process & outcomes are required – Problem-identification/problem-solving is the preferred method for change – There is lack of support for passionate dreaming & inspired self-initiative
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Potential Outcomes
| · Change in basic orientation from problem-focused to possibility-focused · Clarified or enhanced sense of identity, shared values & culture · Established climate of continual learning & inquiry · Renewal of group energy, hope, motivation & commitment · Increase in curiosity, wonder and “reverence for life” · Whole system changes in culture & language (increase in cooperative practices & decrease in competition; increased ratio of positive: negative comments; increase in affirmative questions and/or narrative-rich communication) · Improved working relations/conflict resolution · Decrease in hierarchical decision-making; increase in egalitarian practices & self-initiated action · Successful achievement of intents listed above (see “Potential Uses”);
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Key Principles & Assumptions
| Four Guiding Principles: 1. Every system works to some degree; seek out the positive, life-giving forces and appreciate the “best of what is.” 2. Knowledge generated by the inquiry should be applicable; look at what is possible & relevant. 3. Systems are capable of becoming more than they are, and they can learn how to guide their own evolution — so consider provocative challenges & bold dreams of “what might be.” 4. The process & outcome of the inquiry are interrelated and inseparable, so make the process a collaborative one.
About Reality. . . · We co-create reality through our language, thoughts, images and beliefs about reality. · The act of asking a question influences the system’s reality in some way (i.e. questions are a form of intervention). · The types of questions we ask determine the types of answers we receive; and “the seeds of change are implicit in the very first questions we ask.” · We manifest what we focus on, and we “grow toward what we persistently ask questions about.” (both quotes from Cooperrider & Whitney, 1999) -continued-
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| Key Principles & Assumptions, cont. | About Problem-Solving. . . · AI is distinctly different from problem-solving: AI focuses on a desired future or outcome, built on strengths/passions of the past and present. · Problem-solving attempts to analyze deficits, identify root causes, then fix problems or correct errors; because it searches for problems, it finds them. · AI doesn’t ignore problems — it recognizes them as a desire for something else, then works to identify & enhance the “something else.”
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Background Theory & Other Influences
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Constructionist Principle: we construct realities based on our previous experience, so our knowledge and the destiny of the system are interwoven.
Principle of Simultaneity: inquiry and change are simultaneous.
Poetic Principle: the story of the system is constantly being co-authored, and it is open to infinite interpretations.
Anticipatory Principle: what we anticipate determines what we find.
Positive Principle: as an image of reality is enhanced, actions begin to align with the positive image.
Other related research/theory: Sports psychology re: visualization; educational research re: Pygmalion effect; medical research re: mind/body health, placebo effect, etc.; spiritual practices of meditation and visualization.
· Story, metaphor, image, and dialogue are powerful change agents. · AI reveals common ground (shared values & dreams). · AI reveals higher ground (the most compelling, desirable possibilities). · Affirmative competence (ability to recognize & affirm the positive) is a skill that can be practiced and learned.
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| Number & Types of Participants
| “Everyone” who is within the system or touched by it in some way; those who hold images and have stories about the system 20 – 2000 or more, involved in interviews, meetings and collaborative actions
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| Typical Duration | AI Summit: large scale meeting that “gets the whole system into the room;” lasting 1 – 6 days Non-conference Design: interviews and dialogue that spread “web-like” throughout the system; timeframe indefinite
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| Process – Steps of Implementation
| The process usually takes participants through the stages of The 4-D Cycle: Discovery — Appreciating & Valuing the Best of “What Is” Dream — Envisioning “What Might Be” Design — Dialoguing “What Should Be” Destiny — Innovating “What Will Be”
AI Principles are adapted and customized to each individual situation; the Full AI process typically includes: 1. Selecting a focus area or topic(s) of interest 2. Interviews designed to discover strengths, passions, unique attributes 3. Identifying patterns, themes and/or intriguing possibilities 4. Creating bold statements of ideal possibilities (“Provocative Propositions”) 5. Co-determining “what should be” (consensus re: principles & priorities) 6. Taking/sustaining action
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| Creator(s) & Creation Date
| David Cooperrider, Suresh Srivastva in 1987 with colleagues from Case Western University & Taos Institute | |
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References Used for this Fact Sheet
| Cooperrider, David L. & Srivastva, Suresh (1987). “Appreciative Inquiry in Organizational Life.” In Pasmore,W. & Woodman, R. (Eds.), Research in Organizational Change and Development, Vol. 1, p. 129-169. Greenwich, CT: JAI Press.
Cooperrider, David L. & Whitney, Diana (1999). Appreciative Inquiry. In Holman, P.& Devane, T. (Eds.), Collaborating for Change. San Francisco, CA: Berrett-Koehler Publishers, Inc.
Hammond, Sue Annis (1998, 2nd edition). The Thin Book of Appreciative Inquiry. Plano, TX: The Thin Book Publishing Co.
Holman, Peggy & Devane, Tom (Eds., 1999). The Change Handbook – Group Methods for Shaping the Future. San Francisco, CA: Berrett-Koehler Publishers, Inc.
Kelm, Jackie (1998). “Introducing the AI Philosophy.” from Hammond, Sue Annis & Royal, Cathy (Eds., 1998). Lessons From the Field: Applying Appreciative Inquiry. (p. 161-172). Plano, TX: Practical Press Inc.
Pinto, Michael and Curran, Mary. (1998) “Laguna Beach Education Foundation, Schoolpower.” from Hammond, Sue Annis & Royal, Cathy (Eds., 1998). Lessons From the Field: Applying Appreciative Inquiry. (p. 16 -47). Plano, TX: Practical Press Inc.
Whitney, Diana & Cooperrider, David L. (Summer, 1998). “The Appreciative Inquiry Summit: Overview and Applications.” Employment Relations Today, p. 17-28.
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