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Day 1 - Coaching and mentoring for teachers: an introduction

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Day 1 - Coaching and mentoring for teachers: an introduction

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Introduction to the course, the school, and the external week activities;

Icebreaker activities, getting to know each other

activities: story of my name, mentoring moment

Presentations of the participants’ schools.

Basic principles of coaching and mentoring;

Learning models, attitudes to change.

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Establishing rapport, building trust;

Asking good questions;

Active listening techniques;

Self-awareness, self-assessment, the Johari window;

Role plays of professional discussions.

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Day 3 – Observation skills, Coaching methods, ACTIONBOUND

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Day 3 – Observation skills, Coaching methods, ACTIONBOUND

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Observation etiquette, observation focuses, and note-taking techniques;

Highlighting success and laying down stepping stones.

Coaching methods: introduction, practical examples

ACTIONBOUND Exploration of the City (11.30-13h)

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Feedback as a chance to GROW

How to give and receive feedback

Role plays and scenarios

Formative and summative feedback

The language of mentoring.

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Day 5 – Mentoring skills, closure of the course

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Day 5 – Mentoring skills, closure of the course

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Structure of a full mentorial session (pre- and post-lesson discussion);

Alternative mentoring scenarios (without class visits, peer-mentoring, etc.);

Action planning for own context;

Tools of professional development.

Sharing of teaching tips

Course evaluation: round-up of acquired competencies, feedback, and discussion;

Awarding of the course Certificate of Attendance;

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With our professional guide, lovely Robert Avakian.
On Day 5, Friday 8th, after the end of program for about 3,5 hours which will include several food degustations (food & drinks price not included, 15 eur per person)

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Esma Canbaz /Kahramankazan Girl Anatolian Imam Hatip High School/Ankara-Türkiye 

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Esma Canbaz /Kahramankazan Girl Anatolian Imam Hatip High School/Ankara-Türkiye 

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Hello everyone. I am Esma CANBAZ, I was born in 1987 in Ankara. I graduated from Hacettepe University from the department of English Linguistics. I am teaching my 11th year in the Ministry of National Education. I work in Ankara-Kahramankazan. I love traveling and seeing new places. My goal is to take part in different projects and to provide permanent and enjoyable learning for my students.

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https://kkazankizaihl.meb.k12.tr

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Hello my name is Aysel Çalık. I am the school principal of Kahramankazan Anatolian Imam Hatip High School for Girls. I am 46 years old. I am a physical education teacher. I have been teaching for 18 years. I love to travel and listen to music. I feel lucky to be in this Erasmus project.

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Hello everyone!

I'm Tanya and I come from Thessaloniki Greece! I have been an EFL teacher in Greece and abroad since 2011 and an oral examiner since 2017. I love travelling and try out new things.
Looking forward to meeting you all!

Tanya

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Hy! My name is Andrea Bajnok from Hungary. I’m a senior lecturer at University of Public Service. I teach communication, sociology and develope soft skills . Looking foreward to meet you and learn new things. See you soon in Prague.

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Hy! My name is Andrea Bajnok from Hungary. I’m a senior lecturer at University of Public Service. I teach communication, sociology and develope soft skills . Looking foreward to meet you and learn new things. See you soon in Prague.

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bajnokaa@gmail.com
Mobile and whatsapp: +36309143972

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Hi everyone,
I'm Federica from Italy. I teach Italian, History and Geography but I'm also the principal in my school. I'm looking forward to starting our learning journey together.
See you soon!

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Hello everyone!
I'm Nasia from Athens, Greece and I'm a Primary School teacher since 2006. For the last 10 years I have been working at 132nd Elementary School of Athens.

This is the webside of our school

http://132dim-athin.att.sch.gr/autosch/joomla15/index.php/to-sxoleio-mas

I'm also looking forward to meeting you all in Prague!

Nasia

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Hi everyone .Good morning. My name is Aleksandra. I live in Poland in the city of Katowice. Katowice is the capital of Silesia. about 4.5 million people live in the agglomeration. I teach math and physics in high school. My school has the following fields of study: photography, electronics and high school. There are about 360 students in my school. In addition to teaching math and physics, I work with students with autism and asperger's. My passion is painting. I paint paintings and create sculptures. My images can be seen on instagram.

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Hi everyone .Good morning. My name is Aleksandra. I live in Poland in the city of Katowice. Katowice is the capital of Silesia. about 4.5 million people live in the agglomeration. I teach math and physics in high school. My school has the following fields of study: photography, electronics and high school. There are about 360 students in my school. In addition to teaching math and physics, I work with students with autism and asperger's. My passion is painting. I paint paintings and create sculptures. My images can be seen on instagram.

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Hi! My name is Jacinta Valente, and I live close to Porto, Portugal.
I graduate in Economics and work as coordinator in a private school in S. João da Madeira called: Centro de Educação Integral (www.centro-edu-integral.pt)
Our school has students from kindergarden to K12.
See on monday!

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On Monday i will share with you this video to make my presentation.

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korpics@gmail.com
+36304099176

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Hy! My name is Márta Korpics, I am from Hungary. I teach at University of Public Service. I teach communication and try to develop soft skills. Looking forward to meet you! 

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Hy! My name is Márta Korpics, I am from Hungary. I teach at University of Public Service. I teach communication and try to develop soft skills. Looking forward to meet you! 

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https://en.uni-nke.hu/

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A weboldalon "cookie-kat" ("sütiket") használunk, hogy biztonságos böngészés mellett a legjobb felhasználói élményt nyújthassuk látogatóinknak. A cookie beállítások igény esetén bármikor megváltoztathatók a böngésző beállításaiban. További információ

# data[].attributes.attachment_link.description
A weboldalon "cookie-kat" ("sütiket") használunk, hogy biztonságos böngészés mellett a legjobb felhasználói élményt nyújthassuk látogatóinknak. A cookie beállítások igény esetén bármikor megváltoztathatók a böngésző beállításaiban. További információ

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I am Agnese from Riga, Latvia.
I have been working at Riga English Grammar school for the second year. The subject I teach to students from 6th to 9th grade is social studies. At the school, I perform the duties of deputy director in operational work, where I help to find solutions to small and large problems.
About my school www.rag.lv

See you on Monday!

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Hy!, I am Bogumila from Poland, from city Katowice. I"m teacher of electronics and automatics. I work in the same school as Aleksandra (it's technical high school), but only with elektronics students. I have been teachning for many years, but still gives me great satisfaction :D
I love to travel, new landscapes, visiting monuments and  meeting new people.
In my spare time I play voleyball (every week) and squash and hike in the mountains.
I'm interested in science - especialy quark theory and sport.
I'm also very curious about our meeting and training. See you in the morning! ;-)

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Betül Ertaş-Kahramankazan Fatih Secondary School-Ankara 

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Betül Ertaş-Kahramankazan Fatih Secondary School-Ankara 

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https://kahramankazanfatihortaokulu.meb.k12.tr/

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Kahramankazan Girl Anatolian Imam Hatip High School Esma 

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Kahramankazan Girl Anatolian Imam Hatip High School Esma 

# data[].attributes.headline
 Kahramankazan Girl Anatolian Imam Hatip High School Esma 

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 Kahramankazan Girl Anatolian Imam Hatip High School Esma 

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See relevant content for Leadertainment.com

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The easiest, focuses on the sender and the message

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Chapter 1 - Introduction to Communication and Communication Theory in Nursing

The Transmission Model of communication (see Figure 1.2) describes communication as a linear, one-way process in which a sender intentionally transmits a message to a receiver (Ellis & McClintock, 1990). This model focuses on the sender and the message within a communication encounter. Although the receiver is included in the model, this role is viewed as more of a target or end point rather than part of an ongoing process. In this case, one presumes that the receiver either successfully receives and understands the message or does not. As such, this model is not representative of effective communication for how messages are received.

Figure 1.2: The Transmission Model of Communication

Because this model is sender- and message-focused, responsibility is put on the sender to help ensure the message is successfully conveyed. This model emphasizes clarity and effectiveness, but it also acknowledges that there are barriers to effectively sending communication. Noise is anything that interferes with a message being sent between participants in a communication encounter. Even if a speaker sends a clear message, noise may interfere with a message being accurately received and decoded. The Transmission Model of communication accounts for environmental and semantic noise.

Environmental noise is any physical noise present in a communication encounter. Other people talking in a crowded hallway could interfere with your ability to transmit a message and have it successfully decoded.

Semantic noise refers to an interference that occurs in the encoding and decoding process resulting in different interpretations of what is being communicated (e.g., lack of understanding, clarity, and confusion of words and meanings). To use a technical example, a nurse may tell the client that they should progress their walking time to 60 minutes a day. However, the client's interpretation of this could be influenced by uncertainty surrounding how fast to walk, how quickly to progress to 60 minutes per day, and whether these 60 minutes should occur all at the same time.

Nursing Example

A client is seeking care for a suspected urinary tract infection. A nurse communicates to a client that they need to provide a urine sample and fully empty their bladder. The nurse speaks quietly in an attempt to maintain confidentiality because the client is sitting near a waiting room full of people. The client provides a urine sample but does not follow the proper technique for collecting the sample.

Analysis: In this case, the message was successfully sent to the client as evidenced by the client's action and response to the request. The interference of environmental noise (nurse speaking softly) and semantic noise (nurse not providing complete instructions) affected how the message was decoded and ultimately the accuracy of the urine sample results.

Pros: This model spotlights the sender and the possible noise that can affect the transmission of communication.

Cons: This model is limited because it privileges how the sender communicates, with little attention paid to how the message is received. It is also limited in terms of the message, because it simply evaluates whether or not the message was delivered. The example above illuminates how detail and nuance should be attended to when communicating.

Activity: Check Your Understanding

In Figure 1.3, click on any features that represent environmental noise.

Figure 1.3: Elements of environmental noise.

Attribution Statement

With the exception of the nursing example, content was adapted from (with editorial changes):

Communication in the Real World: An Introduction to Communication Studies by University of Minnesota. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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Introduction to Communication in Nursing

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Chapter 1 - Introduction to Communication and Communication Theory in Nursing The Transmission Model of communication (see Figure 1.2) describes communication as a linear, one-way process in which a sender intentionally transmits a message to a receiver (Ellis & McClintock, 1990). This model focuses on the sender and the message within a communication encounter.

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Rather than illustrating communication as a linear, one-way process, this model incorporates feedback, which makes communication a more interactive, two-way process.The Interaction Model takes physical and psychological context into account.

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Chapter 1 - Introduction to Communication and Communication Theory in Nursing

The Interaction Model of communication (see Figure 1.4) describes communication as a process in which participants alternate positions as sender and receiver and generate meaning by sending messages and receiving feedback within physical and psychological contexts (Schramm, 1997). Rather than illustrating communication as a linear, one-way process, this model incorporates feedback, which makes communication a more interactive, two-way process.

Feedback includes messages sent in response to other messages. For example, a patient may ask you a question in response to health information you provide them. The inclusion of a feedback loop allows a more complex understanding of the roles of participants in a communication encounter. Rather than having one sender, one message, and one receiver, this model has two sender-receivers who exchange messages. Each participant alternates roles as sender and receiver in order to keep a communication encounter going. You alternate between the roles of sender and receiver very quickly and often without conscious thought.

The Interaction Model of communication is more interaction-focused. In this model, communication isn't judged as effective or ineffective based on whether or not a single message was successfully transmitted and received. In fact, this model acknowledges that because so many messages may be sent at one time, many of them may not even be received. Some messages are also unintentionally sent. Thus, the model acknowledges that communication is nuanced and complex.

Figure 1.4: The Interaction Model of Communication

The Interaction Model takes physical and psychological context into account.

Physical context includes the environmental factors in a communication encounter. The size, layout, temperature, and lighting of a space influence your communication. Imagine the different physical contexts in which the nurse-client encounter takes place and how this can affect communication. You may be attempting to have an emotionally laden discussion with a client in a room where the beds are only separated by curtains. You may be assessing a client in the community where the lighting is dim. Whether it's the size of the room, the temperature, or other environmental factors, it's important to consider the role that physical context plays in communication.

Psychological context includes the mental and emotional factors in a communication encounter. Stress, anxiety, and emotions are just some examples of psychological influences that can affect communication. For example, you may be communicating with a client who is in pain and afraid in the emergency room. You may be introducing yourself to one client, but worried about another client who is grieving. Alternatively, you may be communicating with groups of clients and families who are experiencing myriad of emotions.

Nursing Example

A nurse has worked 11 hours and is attending to a client recently admitted to the hospital. The 68-year-old client is waiting for a bed and is stationed on a stretcher in the emergency room hallway. The client sought emergency care after experiencing severe abdominal pain and passing substantial blood when having a bowel movement. The client was informed that it is likely they have end-stage bowel cancer but is still awaiting a formal diagnosis and referral to oncology (cancer specialist). The nurse asks the client if the nurse can take a set of vital signs. The client responds "yes." The nurse also tries to make the client comfortable by adjusting the head of the stretcher and asks the client if they need anything. The client has many questions and concerns and has not had anything to eat or drink in several hours but responds "no." The nurse says "OK, well let me know if you need anything."

Analysis: The physical context that played an important role in this example is the lack of privacy and overstimulation in a waiting area located in an emergency room hallway. The physical space likely played a role in the client's response, which resulted in the client's needs being unmet. The psychological context relates to the burden of a looming terminal diagnosis juxtaposed with the undignified environment. The nurse may have sensed that probing further about the client's needs and current state of mind was needed but may have been physically tired and emotionally drained after working 11 hours. All these factors contributed to the interaction between the nurse and the client.

Pros: This model allows the user to reflect on the environment (both physical and psychological) and how this contributes to good communication. In this case, communication was deemed inadequate because the interaction was limited by the environmental context.

Cons: Although this model attends to the broader context in which communication takes place, it is also inattentive to social, political, and economic realities that shape communication. In other words, it does not consider how the nurse's and the client's identity inform their communication with each other.

Attribution Statement

Remixed with original content and adapted, with editorial changes, from:

Communication in the Real World: An Introduction to Communication Studies by University of Minnesota. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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Introduction to Communication in Nursing

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Chapter 1 - Introduction to Communication and Communication Theory in Nursing The Interaction Model of communication (see Figure 1.4) describes communication as a process in which participants alternate positions as sender and receiver and generate meaning by sending messages and receiving feedback within physical and psychological contexts (Schramm, 1997).

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The Transaction Model of communication describes communication as a process in which communicators generate social realities within social, relational, and cultural contexts. In this model, nurses don’t just communicate to exchange messages; they communicate to:

Create relationships.

Form intercultural alliances.

Shape self-concept.

Engage with others in dialogue to create communities.

In short, you don’t communicate about your realities; communication helps to construct your realities.

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The Transaction Model of communication (see Figure 1.5) differs from the Transmission and Interaction Models in important ways, including the conceptualization of communication, the role of sender and receiver, and the role of context (Barnlund, 1970).

The Transaction Model of communication describes communication as a process in which communicators generate social realities within social, relational, and cultural contexts. In this model, nurses don't just communicate to exchange messages; they communicate to:

Create relationships.

Form intercultural alliances.

Shape self-concept.

Engage with others in dialogue to create communities.

In short, you don't communicate about your realities; communication helps to construct your realities.

The roles of sender and receiver in the Transaction Model of communication differ significantly from those in the other models. Instead of labeling participants as senders and receivers, the people in a communication encounter are referred to as communicators. Unlike the Interaction Model, which suggests that participants alternate positions as sender and receiver, the Transaction Model suggests that you are simultaneously a sender and receiver.

For example, when you first meet a client, you send verbal messages saying hello, who you are, and why you are there. Before you are done your introduction, the client is reacting nonverbally. You don't wait until you are done sending your verbal message to start receiving and decoding the nonverbal messages of the client. Instead, you are simultaneously sending your verbal message and receiving the client's nonverbal messages. This is an important component of this model because it helps you understand how you can adapt your communication. For example, in the middle of sending a verbal message, you can adapt your communication in response to the non-verbal message you are simultaneously receiving from your communication partner.

Figure 1.5: The Transaction Model of Communication

The Transaction Model also includes a more complete understanding of context. The Interaction Model portrays context as physical and psychological influences that enhance or impede communication. While these influences are important, the model focuses on message transmission and reception. Because the Transaction Model of communication frames communication as a force that shapes your realities before and after specific interactions occur, it must account for contextual influences outside of a single interaction. To do this, the Transaction Model considers how social, relational, and cultural contexts frame and influence communication encounters.

Here is a short description of each context:

Social context refers to the stated rules or unstated norms that guide communication. As you are socialized into the nursing profession, you learn rules and norms for communicating, which are often referred to as communication strategies and principles. Some common rules that influence social contexts in nursing include being truthful during your conversations, being patient and encouraging the client to speak, demonstrating empathy, speaking clearly, making eye contact, and so on.

Relational context includes the previous interpersonal history and type of relationship you have with a person. You communicate differently with someone you just met versus someone you've known for a long time. Initial interactions with people tend to be more highly scripted and governed by established norms and rules. As a nurse, you should always engage in communication in a professional manner because the nurse-client relationship is a professional one, not a personal one.

Cultural context includes various aspects of identity such as gender, ethnicity, sexual orientation, class, and ability. While you may be able to identify some aspects of the cultural context within a communication encounter, there may also be cultural influences that you can't see. A competent communicator shouldn't assume they know all the cultural contexts a person brings to an encounter, because not all cultural identities are visible. Some people, especially those with identities that have been historically marginalized, are highly aware that their cultural identities influence their communication and influence how others communicate with them. Conversely, people with identities that are dominant or in the majority may rarely, if ever, think about the role their cultural identities play in their communication.

You need skills to adapt to shifting contexts, and the best way to develop these skills is through practise and reflection.

Nursing Example

A 42-year-old client and her partner are attending a fertility clinic awaiting intrauterine insemination with donor sperm. It is the client's third attempt at the procedure, and she is becoming concerned that she may never get pregnant. The stress of getting pregnant has weighed on the client and her partner. They got into an argument on the way to clinic and are not speaking to each other. Both the client and her partner are South Asian and have experienced both racial and sexual discrimination in their past encounters with the healthcare system. A 59-year-old nurse of European decent enters the room and both the client and her partner are on their phones and barely look up at the nurse. The nurse is polite and completes her care plan. The nurse interprets their lack of attention as indifference to the situation and does not bother to counsel the client and her partner further, assuming it is not necessary. The nurse also assumes they have no questions, because it is their third attempt at the procedure.

Analysis: This example sheds light on the sort of nuances involved when communicating with clients. In this case, the nurse reads the lack of eye contact and engagement as a social convention that relays disinterest. From a relational standpoint, the nurse was unfamiliar with the couple and relied on a brief encounter, combined with information from the client's chart. From a cultural standpoint, a shared understanding and space is needed to engage in discussions affected by culture. In this case, because of the social and relational misalignment, it was not likely the nurse and client/partner would engage in meanings of culture and socio-political context in relation to their care.

Pros: This approach offers more breadth and understanding of how intra-personal, inter-personal, and contextual factors are at play in communication. People often make assumptions predicated on these contextual factors, and therefore it is important to acknowledge these elements in practising and learning about good communication.

Cons: This approach requires analysis and critical reflection. It requires a broader understanding of historical, political, and social structures that affect communication. The specific factors affecting a particular communication encounter may or may not be possible to uncover.

Attribution Statement

Remixed with original content and adapted, with editorial changes, from:

Communication in the Real World: An Introduction to Communication Studies by University of Minnesota. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

# data[].attributes.attachment_link.title
Introduction to Communication in Nursing

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The Transaction Model of communication (see Figure 1.5) differs from the Transmission and Interaction Models in important ways, including the conceptualization of communication, the role of sender and receiver, and the role of context (Barnlund, 1970). The Transaction Model of communication describes communication as a process in which communicators generate social realities within social, relational, and cultural contexts.

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In this document you find the role play we did, with questions for debriefing and many resources for mentoring.

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Basic description of Appreciative Inquiry

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Basic description of Appreciative Inquiry

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Appreciative inquiry ( AI) is a model that seeks to engage stakeholders in self-determined change. According to Gervase Bushe, professor of leadership and organization development at the Beedie School of Business and a researcher on the topic, "AI revolutionized the field of organization development and was a precursor to the rise of positive organization studies and the strengths based movement in American management." It was developed at Case Western Reserve University's department of organizational behavior, starting with a 1987 article by David Cooperrider and Suresh Srivastva. They felt that the overuse of problem solving hampered any kind of social improvement, and what was needed were new methods of inquiry that would help generate new ideas and models for how to organize.

Cooperrider and Srivastva took a social constructionist approach, arguing that organizations are created, maintained and changed by conversations, and claiming that methods of organizing were only limited by people's imaginations and the agreements among them.

In 2001, Cooperrider and Diana Whitney published an article outlining the five principles of AI.

In 1996, Cooperrider, Whitney and several of their colleagues became centrally involved using AI to mid-wife the creation of the United Religions Initiative, a global organization dedicated to promoting grassroots interfaith cooperation for peace, justice and healing. This early partnership between URI and AI is chronicled in Birth of a Global Community: Appreciative Inquiry in Action by Charles Gibbs and Sally Mahé. AI was also used in the first (1999) and subsequent meetings of business leaders that created the UN Global Compact. In another of the early applications, Cooperrider and Whitney taught AI to employees of GTE (now part of Verizon) resulting in improvements in employees' support for GTE's business direction and as a part of continuous process improvement generated both improvements in revenue collection and cost savings earning GTE an Association for Talent Development award for the best organizational change program in the US in 1997.

On May 8, 2010, Suresh Srivastva died.

Bushe published a 2011 review of the model, including its processes, critiques, and evidence. He also published a history of the model in 2012.

According to Bushe, AI "advocates collective inquiry into the best of what is, in order to imagine what could be, followed by collective design of a desired future state that is compelling and thus, does not require the use of incentives, coercion or persuasion for planned change to occur."

The model is based on the assumption that the questions we ask will tend to focus our attention in a particular direction, that organizations evolve in the direction of the questions they most persistently and passionately ask. In the mid-1980s most methods of assessing and evaluating a situation and then proposing solutions were based on a deficiency model, predominantly asking questions such as "What are the problems?", "What's wrong?" or "What needs to be fixed?". Instead of asking "What's the problem?", others couched the question in terms of "challenges", which still focused on deficiency, on what needs to be fixed or solved. Appreciative inquiry was the first serious managerial method to refocus attention on what works, the positive core, and on what people really care about. Today, these ways of approaching organizational change are common.

The five principles of AI are:

1. The constructionist principle proposes that what we believe to be true determines what we do, and thought and action emerge from relationships. Through the language and discourse of day to day interactions, people co-construct the organizations they inhabit. The purpose of inquiry is to stimulate new ideas, stories and images that generate new possibilities for action.

2. The principle of simultaneity proposes that as we inquire into human systems we change them and the seeds of change, the things people think and talk about, what they discover and learn, are implicit in the very first questions asked. Questions are never neutral, they are fateful, and social systems move in the direction of the questions they most persistently and passionately discuss.

3. The poetic principle proposes that organizational life is expressed in the stories people tell each other every day, and the story of the organization is constantly being co-authored. The words and topics chosen for inquiry have an impact far beyond just the words themselves. They invoke sentiments, understandings, and worlds of meaning. In all phases of the inquiry effort is put into using words that point to, enliven and inspire the best in people.

4. The anticipatory principle posits that what we do today is guided by our image of the future. Human systems are forever projecting ahead of themselves a horizon of expectation that brings the future powerfully into the present as a mobilizing agent. Appreciative inquiry uses artful creation of positive imagery on a collective basis to refashion anticipatory reality.

5. The positive principle proposes that momentum and sustainable change requires positive affect and social bonding. Sentiments like hope, excitement, inspiration, camaraderie and joy increase creativity, openness to new ideas and people, and cognitive flexibility. They also promote the strong connections and relationships between people, particularly between groups in conflict, required for collective inquiry and change.

Some researchers believe that excessive focus on dysfunctions can actually cause them to become worse or fail to become better. By contrast, AI argues, when all members of an organization are motivated to understand and value the most favorable features of its culture, it can make rapid improvements.

Strength-based methods are used in the creation of organizational development strategy and implementation of organizational effectiveness tactics. The appreciative mode of inquiry often relies on interviews to qualitatively understand the organization's potential strengths by looking at an organization's experience and its potential; the objective is to elucidate the assets and personal motivations that are its strengths.

Bushe has argued that mainstream proponents of AI focus too much attention on "the positive" and not enough on the transformation that AI can bring about through generating new ideas and the will to act on them. In a 2010 comparative study in a school district he found that even in cases where no change occurred participants were highly positive during the AI process. What distinguished those sites that experienced transformational changes was the creation of new ideas that gave people new ways to address old problems. He argues that for transformational change to occur, AI must address problems that concern people enough to want to change. However, AI addresses them not through problem-solving, but through generative images. Some of this is covered in a 90-minute discussion about AI, positivity and generativity by Bushe and Dr. Ron Fry of Case Western, at the 2012 World Appreciative Inquiry Conference.

The following table comes from the Cooperrider and Whitney (2001)[full citation needed ] article and is used to describe some of the distinctions between AI and approaches to organizational development not based on what they call positive potential:

Problem Solving

Appreciative inquiry

1. "Felt Need," identification of Problem

1. Appreciating & Valuing the Best of "What Is"

2. Analysis of Causes

2. Envisioning "What Might Be"

3. Analysis & Possible Solutions

3. Dialoguing "What Should Be"

4. Action Planning (Treatment)

4. Designing "What Will Be"

Basic Assumption: An Organization is a Problem to be Solved

Basic Assumption: An Organization is a Mystery to be Embraced

Appreciative inquiry attempts to use ways of asking questions and envisioning the future in order to foster positive relationships and build on the present potential of a given person, organization or situation. The most common model utilizes a cycle of four processes, which focus on what it calls:

1. DISCOVER: The identification of organizational processes that work well.

2. DREAM: The envisioning of processes that would work well in the future.

3. DESIGN: Planning and prioritizing processes that would work well.

4. DESTINY (or DEPLOY): The implementation (execution) of the proposed design.

The aim is to build - or rebuild - organizations around what works, rather than trying to fix what doesn't. AI practitioners try to convey this approach as the opposite of problem solving.

There are a variety of approaches to implementing appreciative inquiry, including mass-mobilised interviews and a large, diverse gathering called an Appreciative Inquiry Summit. These approaches involve bringing large, diverse groups of people together to study and build upon the best in an organization or community.

In Vancouver, AI is being used by the Dalai Lama Center for Peace and Education. The center, which was founded by the Dalai Lama and Victor Chan, is using AI to facilitate compassionate communities.

Bushe, Gervase R. (2013), "The Appreciative Inquiry Model" (PDF), in Kessler, E. H. (ed.), Encyclopedia of Management Theory, Thousand Oaks, CA: Sage

Barrett, F.J. & Fry, R.E. (2005) Appreciative Inquiry: A Positive Approach to Building Cooperative Capacity. Chagrin Falls, OH: Taos Institute

Cooperrider, D.L., Whitney, D. & Stavros, J.M. (2008) Appreciative Inquiry Handbook (2nd ed.) Brunswick, OH: Crown Custom Publishing.

Gibbs, C., Mahé, s. (2004) "Birth of a Global Community: Appreciative Inquiry in Action". Bedford Heights, OH: Lakeshore Publishers.

Lewis, S., Passmore, J. & Cantore, S. (2008) The Appreciative Inquiry Approach to Change Management. London, UK: Kogan Paul.

Ludema, J.D. Whitney, D., Mohr, B.J. & Griffen, T.J. (2003) The Appreciative Inquiry Summit. San Francisco: Berret-Koehler.

Whitney, D. & Trosten-Bloom, A. (2010) The Power of Appreciative Inquiry (2nd Ed.). San Francisco: Berrett-Koehler.

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Appreciative inquiry ( AI) is a model that seeks to engage stakeholders in self-determined change. According to Gervase Bushe, professor of leadership and organization development at the Beedie School of Business and a researcher on the topic, "AI revolutionized the field of organization development and was a precursor to the rise of positive organization studies and the strengths based movement in American management."

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In an unpredictable global business environment, it's tempting to approach strategy with specific goals already in mind.

More often than not, these are problem-focused and aimed at mitigating threats.

Businesses commonly focus on what's not working and adopt 'root cause' mindsets, only to find themselves facing a set of different, but related questions down the line.

Questions like " How can we fix our lack of engagement?" " What do we do about low motivation?" " Or, why are people just not on board? "

The Appreciative Inquiry Model is one of the key positive organizational approaches to development and collective learning. Here, we look at how it has blossomed into one of the most influential movements for positive organizational development in recent decades.

Before you continue, we thought you might like to download our three Strengths Exercises for free. These detailed, science-based exercises will help your clients realize their unique potential and create a life that feels energizing and authentic.

What is Appreciative Inquiry?

Appreciative Inquiry (AI) is a collaborative, strengths-based approach to change in organizations and other human systems. The term 'Appreciative Inquiry' is thus used to refer to both:

The AI paradigm - in itself, this relates to the principles and theory behind a strengths-based change approach; and

AI methodology and initiatives - which are the specific techniques and operational steps that are used to bring about positive change in a system (Davidcooperrider.com, 2019).

Or take our own definition:

Key Concepts in AI

The fundamental idea behind AI is that over time, it has become increasingly common for organizations to approach change and growth from a problem-solving perspective. As firms aim to improve efficiency, survive, perform better, and boost competitiveness, AI proponents argue that there has come to be an unhealthy over-emphasis on "fixing what's wrong"-a deficit-based approach.

AI arose as a challenge to these ingrained assumptions and proposed that organizations can benefit instead from what is called a strengths-based or affirmative approach (Hammond, 2013). This affirmative approach, in turn, assumes that each human system has a positive core of strengths.

This positive core is not vastly different from the way we view organizational strengths in conventional management literature. In essence (and loosely paraphrased from the authors), they can be seen to encompass (Cooperrider & Whitney, 2005):

The values, beliefs, and capabilities of our organization when it's 'at its best'; and

Collective understandings around what makes up the best of us.

As a concept in positive organizational psychology, AI is probably best understood by looking at its evolution over time.

A Brief History

It helps to know a bit about scientific management and 'Taylorism' to see how and why AI came to be.

Scientific Management

Most organizational leaders and managers will already know about scientific management, but for those who aren't familiar, this was a school of thought that rose to prominence in the late 19th Century. The goal of Scientific Management was boosting the efficiency of workflows by looking at them analytically and eliminating waste.

At that time, Frederick Taylor, an American engineer, was inspired to apply rigorous scientific techniques to break down and improve how people worked. Broadly, this was through timing, simplifying and standardizing tasks.

The resulting approaches have been criticized heavily for promoting the view of firms as machines, rather than entities of people. Another nice parallel is that it placed emphasis quite squarely on the resources, rather than the human part of human resources. A direct quote from the man himself gives an example:

"In our scheme, we do not ask the initiative of our men. We do not want any initiative. All we want of them is to obey the orders we give them, do what we say, and do it quick."

(Taylor, 1919)

Fixing Broken Machines

Scientific Management in its original form has not been popular for close to a century. However, AI proponents point to lots of evidence that 'deficit-centered' thinking has remained heavily embedded in managerial and organizational practice (Cooperrider & Srivastva, 1987).

Changing organizations, in this sense, was about identifying, establishing, and fixing things that weren't working-summarized neatly as 'inquiry into deficit experiences' by Bushe (2013), an AI expert.

Commonly cited examples include organizational needs analyses, problem definition, root cause analyses, and similar.

Toward a Strengths-Based Approach

In reaction to this perceived overemphasis, AI has emerged as an alternative approach to organizational change and development; an affirmative approach that focuses inquiry on what's right, what's working, and how to work toward a desired vision (Davidcooperrider.com, 2019).

The Appreciative Inquiry Model is, as noted, based on the principle that positive organizational futures can be reached through collective involvement and methods that "affirm, compel, and accelerate anticipatory learning" (Cooperrider et al., 2008).

A far cry from dissecting past mistakes and defining a corrective path forward. A little further on, I'll look closer at the model and theory in more detail.

Relevant: 18 Appreciative Inquiry Workshops, Training, and Courses

A Look at David Cooperrider

David Cooperrider is often considered the pioneer of the Appreciative Inquiry Model. However, the paradigm itself was developed during the '80s by both Cooperrider and Suresh Srivastva, his then mentor.

The Power of Questions

Cooperrider describes his "Ah-Ha!" moment as having occurred when he and a colleague were doing action research (see our post on appreciative inquiry research) for an organizational development project (Bushe, 2013). Specifically, the team found themselves in an increasingly hostile and negative atmosphere and decided to change their approach.

Rather than inquiring into what wasn't working, Cooperrider and his colleague decided to ask about what was working-albeit for a different company (Barrett & Cooperrider, 1990). The brainwave here was that inquiry itself can powerfully shape the way we view and develop human systems. That led to Cooperrider's Ph.D. on AI in 1986.

From Research to Interviews to Organizational Development

What Cooperrider actually had at this point was a potentially transformative insight into how qualitative social science research could be improved.

The paradigm shift for organizational change, that is, didn't happen instantly. Bushe (2013), who covers the history of AI in much more detail, describes how the inquiry approach was first taught to employees so that they could interview other staff in turn with the new methods. It was received positively as the benefit for ideas generation quickly became apparent.

David Cooperrider then began working with others to explore how this 'social constructionism' might be applied to organizational change, amongst other things. By 1997, the '4D model' he had laid the groundwork for, had become the Appreciative Inquiry Model we know today.

The Model and Theory

Any organizational development practitioner will know that frameworks abound in the field. The 4D model generally refers to a visual representation of the four steps of an AI initiative:

You will, however, commonly see a fifth step added, for Define, this relates simply to what David Cooperrider describes as selecting an affirmative topic. An affirmative topic, in turn, is the focus of your intervention-there may be one or there may be multiple foci. Examples may include greater customer satisfaction, safer work environments, or more efficient value delivery (Kessler, 2013).

Below is an example of the AI Model with Define left out.

Steps in the 4D Model

The Define step is an important part of determining how the following steps will flow. Kessler (2013) emphasizes the importance of using inspiring language to frame the focus of your intervention. So, greater customer satisfaction might become what he describes as " inspiring fanatically loyal customers ".

Affirmative topics now established, here are the phases (Ludema et al., 2006):

1. Discover

The focus during this phase is searching for and identifying what gives the organization life. Past successes can be discussed and explored, and in each instance, the goal is to hone in on what has enabled them.

This is all about active inquiry, and internal stakeholders can ask each other questions to discover what Ludema and colleagues call "the best of what is". While this is focused on uncovering strengths, it's also a useful way to shift current mindsets and vocabulary away from deficit-focused thinking.

2. Dream

The Dream phase is about imagining potential positive futures for the organization. Because a wide range of participants has ideally been engaged in the AI process, these will represent multiple perspectives, opinions, and understandings.

The unconditional positive questions that have been developed will ideally unlock creative, constructive visions and possibilities. Through positive language and imagery, participants co-create futures and positive outcomes.

3. Design

Co-creation continues through this phase, but the focus shifts to debating and discussing the possibilities already generated.

The goal is to reach a shared vision or value that the team or participants see as having real, positive potential. Individual aspirations thus become shared, in what is ideally an inclusive, safe, and supportive environment where everybody feels heard.

4. Destiny

The goal of this final phase (formerly called Delivery) is to construct futures "through innovation and action" (Ludema et al., 2006: 158). The vision, system, or structures that have been designed are committed to as possible means of achieving them are further refined through individual commitment.

It's worth mentioning that the Destiny phase of the 4D model is not strictly defined in terms of how it should proceed. Individual practitioners and theorists, Kessler argues, will vary in their encouragement of structure or improvisation around this phase (Kessler, 2013).

Basic Principles of Appreciative Inquiry

As AI has come to be more widely practiced, we've also seen many contrasting and conflicting practices that supposedly fall under the AI umbrella. This is something Bushe (2013) attributes to an initial lack of formal methodology-Professor Cooperrider was hesitant at first to publish any. But toward the earlier part of last decade, he and Dr. Diana Whitney from the Taos Institute developed 5 principles for AI practice.

1. The Constructionist Principle

This posits that our subjective beliefs about what is true, determine our actions, thoughts, and behaviors. The language that we use daily is pivotal in how we co-construct our organizations, and this includes the language we use for inquiry.

Inquiry, in itself, is about generating and inspiring new ideas, visions, and stories that can potentially lead to action (Cooperrider & Whitney, 1999).

2. The Simultaneity Principle

This suggests that our inquiries into human systems can cause them to change. The first questions we ask can shape how people think about and discuss things; this, in turn, affects how they learn things and discover.

There is no such thing as a neutral question, in the sense that passionate and persistent inquiries in specific directions will lead to change in those directions (Cooperrider & Whitney, 1999; Whitney & Trosten-Bloom, 2003).

3. The Poetic Principle

The third principle holds that we can choose-or not-to study organizational life to make a difference. Life in human systems, such as organizations and teams, is co-authored and told in stories.

Our choice of vocabulary can trigger feelings, images, concepts, and understandings, and AI is about using inquiry to create positive, optimistic visions of the future to inspire and awaken 'the best in people' (Cooperrider & Whitney, 1999; Kessler, 2013).

4. The Anticipatory Principle

The Anticipatory Principle suggests that our current actions and behaviors are shaped by our visions for the future.

Through AI, we can create positive images and visions of our or an organization's future that will impact what we do in the present (Goleman, 1987; Cooperrider & Whitney, 1999).

5. The Positive Principle

This posits that to encourage momentum, we must ask positive questions which emphasize the positive core of an organization. Lasting change relies on social connections and positive affect among people. Positive emotions such as enthusiasm, togetherness, hope, and happiness encourage creative ideas and openness to innovative ideas (Barrett & Fry, 2005; Stavros & Torres, 2005).

These 5 AI principles are the most commonly cited and have now become well-established. As Appreciative Inquiry practice becomes increasingly more popular, however, we are seeing emergent principles being proposed. Among these are principles such as wholeness, enactment, awareness, free choice, narrative, and synchronicity (Whitney & Trosten-Bloom, 2003; Stratton-Berkeessel & Myers, 2019).

Examples of the Approach

In this section, we'll look in-depth at one example of applied AI for organizational change, and you'll also find some further helpful links to more case studies on the topic.

Global Relief and Development Organization

Global Relief and Development Organization (GRDO), as introduced by Ludema and colleagues in their Handbook of Action Research (2006), is a US and Candian NGO that was involved with over a hundred other organizations worldwide.

The Context:

GRDO approached the authors with what it perceived to be a problem with the current organizational capacity evaluation system for its partners. In describing the situation to their consultants, they mentioned lack of (internal and external) stakeholder engagement with the system; people didn't support it and they viewed it as a tedious imposition.

Already implicit in their description of the system, was deficit-based vocabulary and suggestions of blaming-both between stakeholder organizations and GRDO itself. Also, the authors note, GRDO was not able to view itself as an equal partner in what was inherently supposed to be a capacity building process and was not being seen as such.

Affirmative Topic:

The first step, as such, was to reframe the perceived problem positively and define an affirmative topic. To this end (or beginning), the consultants asked questions aimed at uncovering GRDO's 'deeper yearning'. According to Johnson and colleagues, the first key questions were:
"What do you really want from this process? When you explore your boldest hopes and highest aspirations, what is it that you ultimately want?"
The Define step thus led to several topics; GRDO wanted many positive things, which came down to (Ludema et al., 2006):

Learning from each other about how they could build vibrant, healthy, strong NGOs; and

Discovering new ways of collaborating with their partners as equals.

Discovery:

A global team was formed which was made up of stakeholders from GRDO's different regions across the world, and large-group retreats were organized so that both GRDO and its stakeholders could get familiar with AI. They came up with slightly different versions of the AI Interview Protocol shown below.

Appreciative Interview Protocol

1. Think of a time in your entire experience with your organization when you have felt most excited, most engaged, and most alive. What were the forces and factors that made it a great experience? What was it about you, others, and your organization that made it a peak experience for you?

2. What do you value most about yourself, your work, and your organization?

3. What are your organization's best practices (ways you manage, approaches, traditions)?

4. What are the unique aspects of your culture that most positively affect the spirit, vitality, and effectiveness of your organization and its work?

5. What is the core factor that "give life" to your organization?

6. What are the three most important hopes you have to heighten the health and vitality of your organization for the future?

Source: Ludema et al. (2006)

With their unconditional positive questions to guide the inquiry, the different partner NGOs returned to the country they worked in to carry out 'listening tours' (Ludema et al., 2006). These involved participatory inquiry with community members that the NGOs were working with, to include as many voices as possible while discovering the positive core strengths of GRDO and its partners.

Thousands of participants were involved in this stage, which took place over the course of a year.

Dream:

GRDO and its NGO partners met again at large-group retreats to share the strengths and stories from their inquiries. This helped them voice their visions of what a positive organizational future might look like, and start generating ideas for a new strategic approach. Ludema and colleagues describe this stage as the start of the redesign (Ludema et al., 2006: 162):

"A virtual explosion of positive stories were being shared and the way GRDO and its partners talked about themselves, each other, and their joint work was beginning to shift from a conversation of deficit to a conversation of possibility."

Design:

In collaboration with its partners, GRDO began to systematically explore what social structures might bring these visions to life. This took place on a global scale, with hundreds of meetings conducted. During these, participants created regionally responsive architectures-"provocative propositions"-that could link the discovered strengths with the ideal possible futures, or what 'might be'.

Through further collaboration, these developed into potential new capacity-building systems that were fundamentally different from the previous approach GRDO and its partners had been using. Broadly, these were more participative and devolved responsibility so local NGOs would create more relevant solutions in different countries.

The authors describe the beginnings of a shift toward more partnership-focused mindsets. The desired equality was, they recall, beginning to show itself as vocabulary changed to become more like that of partners.

Destiny:

The third and final year of GRDO and the NGOs journey saw initiatives shared and energy growing around them. Joint activities were rolled out in different regions after the final round of retreats, such as the launching of new local fundraising projects and organizational redesign to a new, less hierarchical structure.

More detail on this global AI initiative can be found in Johnson and Ludema's (1997) book, Partnering to build and measure organizational capacity: Lessons from NGOs around the world.

More Appreciative Inquiry Examples

If you're looking for more examples of AI in practice, try these:

Criticisms of the Method: Pros and Cons of the Framework

So, what are the advantages and disadvantages of the Appreciative Inquiry Model as a whole? Luckily, others before us have reviewed the literature, so we can draw our own conclusions (Drew & Wallis, 2014). Let's look at the pro's first.

Potential Pros of AI:

First, AI focuses on strengths, which arguably provides organizations with energy for positive change and innovation (Ludema et al., 2006; Bright, 2009);

Utilizing strengths also allows employees to enhance their proficiency (Linley et al., 2010);

It encourages a learning culture through collective inquiry and equips people with the skills to discover for themselves (Conklin & Hartman, 2014);

As such it encourages creative thinking, ideation, and potentially fosters innovative approaches (Cooperrider & Srivastva, 1987; Cooperrider et al., 2008);

These, in turn, facilitate organizational adaptability - a critical competitive advantage in dynamic business environments (Basadur, 2004);

A learning culture also encourages sustainable change (Boyce, 2003);

By design, it aims to encourage stakeholder participation (Drew & Wallis, 2014);

Through participation, it seeks to foster commitment rather than resistance (Lines, 2004; Drew & Wallis, 2014); and

The 4D framework, through its structure, allows people to gain insight into actions (Bright, 2009).

There is a consistent theme through the vast majority of these potential advantages; this is that Appreciative Inquiry addresses change at a cultural level, rather than presenting an analytical approach to 'fixing' specific problems. Indeed, AI encourages a holistic systems approach, its fundamental premise being neither 'top-down' or 'bottom-up' (Davidcooperrider.com, 2019).

In that vein, let's look at the potential disadvantages of Appreciative Inquiry.

Potential Cons of AI:

AI takes considerable time-it's not a quick fix by any stretch of the imagination (Drew & Wallis, 2014);

Large-scale organizational change through AI can be resource-intensive, especially if participants are geographically dispersed, as with the case study above;

It relies heavily on the extent to which a positive, supportive, and open environment for sharing can be created (Cooperrider & Whitney, 1999; Ludema et al., 2003);

Not all stakeholders can always realistically be involved (Schooley, 2012); and

If all stakeholders can't be involved, this raises questions around the ethical morality of strategizing with what is not, essentially, a democratic consensus (Schooley, 2012).

To sum up the weaknesses, therefore, Drew and Wallis (2014) argue that careful planning becomes important when we consider using AI in specific contexts. Schooley (2012) would emphasize that governmental and public sector applications of AI may be particularly problematic.

What is SOAR?

In short, SOAR is a strategic framework based on AI principles. The simplest parallel with a more commonly known model would be SWOT. Both link internal firm factors with potential externalities and futures to allow an analytical approach to strategy.

A SOAR Framework

SOAR stands for (Stavros et al., 2003):

Strengths - Similar to SWOT strengths, these relate to the existing internal factors. They can be internal resources, dynamics, or even facets of organizational structure that can be strategically leveraged for competitive advantage;

Opportunities - These are external factors existing in the firm's macroeconomic, industry, or market environment;

Aspirations - Aspirations are positive potential futures for the firm, including how a company can create value. These could ideally be strongly related to a firm's strategic vision, and ideally, collective commitment can be encouraged around this vision; and

Results - These can be seen as deliverables, and allow for implementation and evaluation of a company's progress as it moves toward its goals.

Below is an adapted version of Stavros et al.'s (2003) example application of SOAR. Here, it's possible to see how Internal Factors and External Factors (from SWOT) are replaced as strategic planning categories by Strategic Inquiry and Appreciative Intent in SOAR.

Strengths
What are our greatest assets?

Opportunities
What are the best possible market opportunities?

Appreciative Intent
Aspirations
What is our preferred future?

Results
What are the measurable results?

Source: Adapted from Stavros et al. (2003: 11; 12)

SOAR vs. SWOT

As we'd expect from an AI framework, the SOAR model begins with inquiry. This is the first of four stages that participants can go through as a group (Stavros et al., 2003):

1. Inquiry: Positive questions are asked to uncover the organization's strengths and aspirations, and it's a good chance for open, positive discussion about shared (or not) understandings of values and visions (Stavros et al., 2003). Where do we want to be? What strengths have helped us reach where we are now? How, and why?

2. Imagination: Participants come up with potential futures. Vision, values, and mission are co-created, and iteration can be a useful means of clarifying or re-affirming the firm's strategic direction. The focus of the imagination phase is long-term goals for a preferred future, rather than proactive risk management with threats or weaknesses in mind.

3. Innovation: Long-term strategic goals are broken down into short-term objectives and methods for achieving them. For a specific project, this might involve developing deliverables and timeframes; in a more general sense, it is about putting systems in place to facilitate implementation.

4. Inspire: Stavros and colleagues introduce Inspire as a replacement for what is traditionally seen as control systems (i.e. in the cultural web, or in Total Quality Management). In conventional strategizing, these may refer to KPIs and incentives; in SOAR, inspire encompasses systems that encourage authentic recognition and reward.

Applying SOAR

Of course, understanding a framework isn't the same as putting it into action. To that end, Stavros and Hinrichs (2009) outline several steps for applying the SOAR framework in their Thin Book of Soar. Their 9 steps are as follows:

1. Identify stakeholders - Establish who will be taking part in the exercise and decide on how you will be meeting. In line with the holistic, collaborative aim of AI, participants should be internal stakeholders that represent different areas of the company.

2. Design your AI interview - Plan out questions that you intend to use; these will, of course, be aimed at developing better insight into the organization's positive core. Understanding its strengths, successes, and aspirations is the key motivation, so your questions should reflect these aims.

3. Engage stakeholders - These will always involve internal stakeholders, and may also include external stakeholders such as partners, customers, or suppliers if it's deemed appropriate. Use your questions to uncover positive potential futures and possibilities.

4. Reframe problems - Problems will invariably arise for discussion; SOAR inquiry is about a positive focus, so reshape conversations to look at desired outcomes rather than avoiding or mitigating threats.

5. Summarize - This is about clarifying and affirming the organization's strengths-its positive core.

6. Establish aspirations and identify results - This is a key part of defining or redefining the organization's future vision, which will ideally leverage the strengths you have collectively identified. How will these look? What will they be like?

7. Assess opportunities - Look at the opportunities that have been generated. Which are the most desirable? Which are new, innovative, and full of potential?

8. Craft goals - Goals should stem from the opportunities identified in the previous phase. These can be linked with results so progress can be monitored and evaluated. Use goal statements for more clarity.

9. Create action plans - How will we work towards these goals? Action plans should enable implementation and there may be a specific plan for each goal.

Implemented properly with an engaged group of stakeholders, the SOAR framework ideally aims to encourage collective commitment to the shared vision that emerges (Stavros & Hinrichs, 2009).

The Appreciative Inquiry Summit

You'll have noticed from the Appreciative Inquiry example above that large-scale meetings (or retreats, or similar) were mentioned pretty frequently. The described 'large-scale retreats' were Appreciative Inquiry Summits (AI Summits), which typically last a few days and bring together all relevant participants for the 4D initiative. In other words:

"a large group planning, designing, or implementation meeting that brings a whole system of internal and external stakeholder together in a concentrated way to work on a task of strategic, and especially creative, value."

(Cooperrider, 2019)

Ludema and Mohr's (2003) book of the same name covers the methodology in greater detail; the five parts look respectively at:

1. Understanding the methodology, essential conditions, and what to expect from beginning to end;

2. Sponsoring, planning, and creating an AI Summit;

3. The 4-Ds during the Summit, and information for facilitators;

4. Follow-up and a look at appreciative organizations; and

5. An appendix with notes and a sample workbook.

You can get The Appreciative Inquiry Summit: A Practitioner's Guide at Amazon.

75 PowerPoints on Appreciative Inquiry (PPT)

Here are some downloadable resources that could be useful if you are hoping to introduce the Appreciative Inquiry Model in your company.

1. Appreciative Inquiry - Here is an Appreciative Inquiry PPT from the David L. Cooperrider Center for Appreciative Inquiry. It explains the evolutionary history of the approach and gives helpful comparisons with traditional problem-solving practices, then outlines the theoretical principles and some case studies.

2. Building Our Most Desired Future: Appreciative Inquiry in the Workplace - This presentation comes from the University of Wisconsin and explains both AI theory and its practical applications, along with an overview of the 4D cycle of AI.

3. World Appreciative Inquiry Conference 2012 Powerpoints - This is an entire collection of 72 presentations from WAIC 2012, and it is full of case studies about AI, how its practice can be promoted, and more.

6 TEDTalk and YouTube Videos

If you're after a summary or discussion in video format, try one of these.

1. Introduction to Appreciative Inquiry and the Cooperrider Center at Champlain College SD

A quick background and discussion of the 'why' of AI, its benefits, and how it differs from conventional problem-focused approaches, by the Center's Academic director Dr. Lindsay Godwin.

2. How to Do An Appreciative Inquiry Interview

Another video by Dr. Godwin that looks at how to start AI conversations.

3. Playful inquiry - Try this anywhere: Robyn Stratton-Berkessel at TEDxNavesink

Consultant and speaker Robyn Stratton-Berkessel talks about the creativity and engagement benefits of AI.

4. Appreciative Inquiry

If you prefer a good explainer video, this one gives a concise overview of 'why we start with what's already working'.

5. David Cooperrider Speaking on Appreciative Inquiry

David Cooperrider gives a little background on how AI started as he recounts his conversation with the late Peter Drucker.

6. Appreciative Inquiry - John Hayes

Management Professor John Hayes talks about the background of AI and gives examples of how it impacts engagement and motivation.

9 Quotes

We live in worlds our questions create.

David Cooperrider

The marvelous thing about a good question is that it shapes our identity as much by the asking as it does by the answering.

David Whyte

Appreciative Inquiry is based on a deceptively simple premise: organizations grow in the direction of what they repeatedly ask questions about and focus their attention on.

Gervase Bushe

Our worlds are formed by the questions we ask.

David Cooperrider

Problem talk creates problems - solution talk creates solutions.

Steve De Shazer

Studies of organizational excellence have shown that the art and science of asking powerful positive questions is much more important than looking for the gaps, weaknesses, and limitations in a system.

Anne Radford

Imagination is more important than knowledge.

Albert Einstein

You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions.

Naguib Mahfouz

No problem can be solved from the same level of consciousness that created it.

Albert Einstein

A Take-Home Message

Appreciative Inquiry can pretty much be seen as a nexus of positive psychology and OD-both super-stimulating and rewarding areas for practitioners in either. If you find yourself nodding sagely along every time you hear "culture eats strategy for breakfast", you'll probably love the promise of AI.

In that case, I hope the resources in this article are helpful. I would love to hear your experiences of AI in practice, so please do share any of your thoughts with me in the comments.

If you're interested to read more, be sure to check our other articles on Appreciative Inquiry or the following books on appreciative inquiry.

We hope you enjoyed reading this article. Don't forget to download our three Strengths Exercises for free.

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What Is Appreciative Inquiry? (Definition, Examples & Model)

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The Appreciative Inquiry Model is a key positive organizational approach to development and collective learning, which we will explain here.

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ACTIVE LISTENING: what works/ what doesn't

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ACTIVE LISTENING: what works/ what doesn't

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Your mentoring moment: what made it special?

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Your mentoring moment: what made it special?

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Workshop Agenda Session1 Session2 Session3 The Origin of Mentoring Mentor (the son of Alcumus) and friend of ODYSSEUS When Odysseus left for the Trojan War h...

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It is necessary to improve self-awareness and personal development among individuals when they are in a group. The 'Johari' window model is a convenient method used to achieve this task of understanding and enhancing communication between the members in a group. American psychologists Joseph Luft and Harry Ingham developed this model in 1955. The idea was derived as the upshot of the group dynamics in University of California and was later improved by Joseph Luft. The name 'Johari' came from joining their first two names. This model is also denoted as feedback/disclosure model of self-awareness.
Introduction
The Johari window model is used to enhance the individual's perception on others. This model is based on two ideas- trust can be acquired by revealing information about you to others and learning yourselves from their feedbacks. Each person is represented by the Johari model through four quadrants or window pane. Each four window panes signifies personal information, feelings, motivation and whether that information is known or unknown to oneself or others in four viewpoints.
The Johari Window Model

The method of conveying and accepting feedback is interpreted in this model. A Johari is represented as a common window with four panes. Two of these panes represent self and the other two represent the part unknown to self but to others. The information transfers from one pane to the other as the result of mutual trust which can be achieved through socializing and the feedback got from other members of the group.

1. Open/self-area or arena - Here the information about the person his attitudes, behaviour, emotions, feelings, skills and views will be known by the person as well as by others. This is mainly the area where all the communications occur and the larger the arena becomes the more effectual and dynamic the relationship will be. 'Feedback solicitation' is a process which occurs by understanding and listening to the feedback from another person. Through this way the open area can be increased horizontally decreasing the blind spot. The size of the arena can also be increased downwards and thus by reducing the hidden and unknown areas through revealing one's feelings to other person.

2. Blind self or blind spot - Information about yourselves that others know in a group but you will be unaware of it. Others may interpret yourselves differently than you expect. The blind spot is reduced for an efficient communication through seeking feedback from others.

3. Hidden area or façade - Information that is known to you but will be kept unknown from others. This can be any personal information which you feel reluctant to reveal. This includes feelings, past experiences, fears, secrets etc. we keep some of our feelings and information as private as it affects the relationships and thus the hidden area must be reduced by moving the information to the open areas.

4. Unknown area - The Information which are unaware to yourselves as well as others. This includes the information, feelings, capabilities, talents etc. This can be due to traumatic past experiences or events which can be unknown for a lifetime. The person will be unaware till he discovers his hidden qualities and capabilities or through observation of others. Open communication is also an effective way to decrease the unknown area and thus to communicate effectively.
Example
Linda got a job in an organization. Her co-workers knew a little about her and in this context the unknown and hidden areas will be larger and the open area will be small. As the others don't know much about her the blind spot also will be smaller and the model will be as shown in Figure 1.

Linda spent most of her free time sketching in the office which was her preferred pastime and her co-workers found her very shy and elusive. With that evaluation she got the idea how she was and tried to be more talkative and interacted more with other co-workers. This helped her to increase her open area and thus making the hidden and unknown areas smaller. (Figure 2)

Through the feedback Linda got from her co-workers she could perform well in the office and her real capacity could be obtained as a result of an effective interaction among the colleagues.

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History It is necessary to improve self-awareness and personal development among individuals when they are in a group. The 'Johari' window model is a convenient method used to achieve this task of understanding and enhancing communication between the members in a group. American psychologists Joseph Luft and Harry Ingham developed this model in 1955.

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There are also many tutorials on Youtube, watch it ;)
The first few bounds are for free, then if used more often, I would recommend getting the "educational" licence. It is cheaper, about 49 EUR/year.

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App for multimedia guides, interactive scavenger hunts and treasure hunts for smartphones and tablets.

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Category:Book:Mentor teacher - Wikibooks, open books for an open world

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Mentoring in Action for Teachers: e-book

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Mentoring in Action for Teachers: e-book

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smcnbz@gmail.com
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Jacinta Valente
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Portugal

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Email: a.gawel.krajska@onet.pl
Tel: +48 605732244

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Aysel ÇALIK/TÜRKİYE                                                       

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Aysel ÇALIK/TÜRKİYE                                                       

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email: calik.aysel@gmail.com Gsm: +905057763590