Appreciative inquiry: a model for organizational development and performance improvement in student affairs.

| June 22, 2007 | Elleven, Russell K.

INTRODUCTION

In the 1980s a doctoral student at Case Western Reserve University began to study organizational change models. David Cooperrider studied many models of organizational and professional development used in the past that attempted to bring about change. Some models appeared to be more successful than others. But Cooperrider thought there could be a model developed that would focus on more positive outcomes (Cooperrider, Whitney & Stravos, 2003).

Appreciative Inquiry is a collaborative and highly participative, system wide approach to seeking, identifying, and enhancing the "life giving forces" that are present when a system is performing optimally in human, economic, and organizational terms. It is a journey during which profound knowledge of a human system at its moments of wonder is uncovered and used to co-construct the best and highest future of that system (Watkins & Mohr, 2001, p. 14-15).

Appreciative Inquiry has been used within large (Berrisfoird, 2005) and small (Branson, 2004; McKenzie, 2003) organizations with great success. Instead of examining issues in the 3D world, AI views the world in 4D. These four dimensions are comprised of four phases. According to Dalbiez (2004) the four phases are:

1. The Discovery Phase: This phase consists of participants seeking to search out and examine the best things of the organization. Participants discover themes and patterns.

2. The Dream Phase: This phase consists of the participants attempting to envision a positive organizational future. The group attempts use the best of their organization to shape and support the future hope of the enterprise.

3. The Design Phase: This phase allows participants to begin to think of strategies to implement Dream Phase discoveries. It is often necessary to discuss and determine organizational and cultural change in order to facilitate any implementation.

4. The Destiny Phase: The fourth phase consists of groups forming mini-projects that have been developed through the three previous phases. Constant feedback and reporting are needed to see this phase through to completion.

Appreciative Inquiry is a positive process. This process is best explained by a comparison of what most organizations do (i.e. problem solving) versus the positive mission of Appreciative Inquiry.

Table 1 illustrates this comparison quite well.

[FIGURE 1 OMITTED]

Assumptions

All models work through assumptions. Appreciative Inquiry is explicit in what the model assumes. Walker and Carr-Stewart (2004, p. 73) succinctly provide the eight assumptions of Appreciative Inquiry. The assumptions are:

--In every society, organization or group something works.

--What we focus on becomes our reality.

--Reality is created in the moment, and there are multiple realities.

--The act of asking questions of an organization or group influences the group in some way.

--People have more confidence and comfort to journey to the future (the unknown) when they carry forward parts of the past (the known).

--If we carry parts of the past forward, they should be what are best about the past.

--It is important to value differences.

--The language we use creates our reality.

These assumptions lead participants directly into the five steps necessary to complete an Appreciative Inquiry. The following steps are adapted from English, Fenwick and Parsons (2003). The first step consists of gathering those necessary to begin the conversation with the group's chosen topic of concern. The second step involves asking the participants a question much like, "Can you recall a special moment when you felt especially connected to others in this organization?" The third step asks participants to name a time when they have been especially connected to their personal work within the organization. The fourth step requests that, after hearing and probably posting these discussions on the wall for further review, participants begin to make provocative propositions for the organizational future. The fifth and final step is to begin transforming the propositions into organizational reality.

Discussion and Implications for Student Affairs

Organizational change continues to be an important topic within student affairs and higher education (Grace, 2002; Fuller & Haugabrook, 2001). Divisions of student affairs must continue to search out avenues through which to better serve their institutions and students (Woodard, et. al., 2000).

Historically, organizations of student affairs that are innovative seem to have the most success (Strange, 1981). Appreciate Inquiry is innovative. The techniques of AI are inclusive and requires the concerted efforts from all those involved throughout the organizational structure to participate and validate the process.

Student affairs officers must continue to study organizational and administrative models (Ambler, 2000). Some have concluded that managing organizations and staff are the most difficult aspect of higher level student affairs professionals (Dalton, 2001). Appreciate Inquiry is for the Chief Student Affairs officer or department head who desires and encourages positive input from all levels of the organization. AI is for those persons involved in student affairs who want to explore and discern the best possible outcomes for their organization and thus for their students. Appreciative Inquiry is for each and every student affairs officer who wants to create a positive atmosphere within the workplace and retain employees who can better serve the student population. In essence, Appreciative Inquiry is for all those employed within the field of student affairs.

How to Learn More

It is hoped this brief article will whet the appetite of those within student affairs who are serious about making positive organizational and human performance change. However, it is also impossible for this article to do justice to the practice of Appreciative Inquiry. For those who desire to learn more about this dynamic process it will be necessary to do further reading. It is suggested those who desire to learn more about Appreciative Inquiry begin with Hammond's (1998) Thin Book of Appreciative Inquiry. This particular book is extremely accessible and will allow the reader to more closely examine the

terms, questioning processes, and procedures of AI. For many, Hammond's book will serve as an excellent entree into the arena of Appreciative Inquiry.

For those who want to begin the study of AI in earnest the Appreciative Inquiry Handbook (Cooperrider, Whitney & Stavros, 2003) is the next logical step. Cooperrider, Whitney and Stavros take the reader on an extensive journey that will examine Appreciative Inquiry from its beginning to basically the present day. Those serious of learning more about AI from the creators must read this text.

For many of us, a workshop will enhance our understanding of Appreciative Inquiry process. The ability to learn with others, ask questions, and to determine the usefulness of AI is often best accomplished within the seminar or conference setting. Probably the most viable place to begin finding these learning opportunities is the Weatherhead School of Management at Case Western Reserve University. The AI website (http:// appreciativeinquiry.cwru.edu) allows easy access to the most up to date conference and seminar information. The Taos Institute (http://www.taosinstitute.net) is also worthwhile in determining further opportunities for learning about Appreciative Inquiry.

REFERENCES

Ambler, D. (2000). Organizational and administrative models. In Barr, M., Desler, M. & Associates, The handbook of student affairs administration (pp. 121-134). San Francisco: Jossey Bass.

Berrisford, S. (2005). Using appreciative inquiry to drive change at the BBC. Strategic Communication Management, 9, 22-25.

Branson, M. (2004). Memories, hopes, and conversations: Appreciative inquiry and congregational change. Herndon, VA: The Alban Institute

Cooperrider, D., Whitney, D. & Stravos, J. (2003). Appreciative inquiry handbook. San Francisco: Jossey Bass.

Dalton, J. (2001). Managing human resources. In Komives, S., Woodley, D. & Associates, Student services: A handbook for the profession (pp. 494-511). San Francisco: Jossey Bass.

Hammond, S. (1998). The thin book of appreciative inquiry. Thin Book Publishing Company. Bend, OR

Dalbiez, B. & Vanstone, C. (2004, July 17). Appreciating values. Training Magazine, 11, 23-24.

English, L., Fenwick, T. & Parsons, J. (2003). An appreciative inquiry into the spiritual values of Christian higher education. Christian Higher Education, 2, 71-90.

Fuller, T. & Haugabrook, A. (2001). Facilitative strategies in action (New Directions for Higher Education No. 116) San Franscisco: Jossey-Bass.

Grace, G. (2002) Student affairs collaborations and partnerships (New Directions for Student Services No. 100) San Franscisco: Jossey-Bass.

McKenzie, A. (2003). Change from within. American School Board Journal, 190, 37-38. Strange, C. (1981). Organizational barriers to student development. NASPA Journal, 19, 1220.

Watkins, J. & Mohr. B. (2001). Appreciative inquiry: Change at the speed of imagination. San Francisco: Jossey Bass.

Walker, K. & Carr-Stewart, S. (2004). Learning leadership through appreciative Inquiry. International Studies in Educational Administration, 32, 72-85.

Woodard, D., Love, P. & Komives, S. (2000). Leadership and management issues for a new century. (New Directions for Student Services No. 92) San Francisco: Jossey Bass.

Russell K. Elleven

College of Education

University of North Texas

Table 1: Contrasts of Problem Solving and Appreciative Inquiry PROBLEM SOLVING APPRECIATIVE INQUIRY "Felt Need" Appreciating and Valuing Identification of Problem The Best of "What Is" [down arrow] [down arrow] Analysis of Causes Envisioning "What Might Be" [down arrow] [down arrow] Analysis of Possible Solutions Dialoguing "What Should Be" [down arrow] [down arrow] Action Planning Innovating "What Will Be" (Treatment) Basic Assumption: Basic Assumption: An Organization is a An Organization is a Mystery Problem to be Solved To Be Embraced (Source: Hammond, 1998)

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Elleven, Russell K.. "Appreciative inquiry: a model for organizational development and performance improvement in student affairs." Education. 2007. Retrieved October 22, 2009 from accessmylibrary: http://www.accessmylibrary.com/coms2/summary_0286-32297462_ITM

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Elleven, Russell K.. "Appreciative inquiry: a model for organizational development and performance improvement in student affairs." Education. Project Innovation (Alabama). 2007. AccessMyLibrary. 22 Oct. 2009 <http://www.accessmylibrary.com>.

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Elleven, Russell K.. "Appreciative inquiry: a model for organizational development and performance improvement in student affairs." Education. 2007. accessmylibrary. (October 22, 2009). http://www.accessmylibrary.com/coms2/summary_0286-32297462_ITM

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