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Richards, Joel Jeppson. "Storytelling in Appreciative Inquiry." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1494.
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This study is an examination of the role of story and storytelling within Appreciative Inquiry, a method of organizational change that orients around a consensus model building on individual and collective strengths instead of focusing on overcoming problems. Interviews with 12 Appreciative Inquiry practitioners were conducted, transcribed, and analyzed using a process of iterative coding consistent with a General Inductive method of qualitative research. Once consensus with a secondary coder was achieved, 6 themes emerged. The 6 emergent themes outlined general roles that story and storytelling plays in the Appreciative Inquiry process: relationship building, coauthoring a future, reframing narrative, narrative meaning, discovery, and engagement. No one of these categories seemed to guarantee success, and all success stories, shared during the interviews, incorporated something from all 6 of these categories. These categories also provide a possible framework for further study on how to optimize or incorporate more storytelling into Appreciative Inquiry practice.
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Mellish, Elizabeth E. "Appreciative inquiry at work." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36623/1/36623_Digitised%20Thesis.pdf.
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Appreciative Inquiry at work is about applying Appreciative Inquiry in a working organisational context and about working with Appreciative Inquiry as an affirmative approach to organisational change. The purpose ofthis thesis is to draw together the lessons learnt from six Appreciative Inquiry applications across a range of organisational change settings so as to add to process consulting knowledge and practice.
The fundamental question posed is: in what ways does the process of Appreciative Inquiry support people through organisational change and build commitment in the process?
Is its effectiveness dependent on organisational context? What factors contribute to its effectiveness? Which organisations might benefit from using the Appreciative Inquiry approach? What might organisations expect in Appreciative Inquiry? What critical issues affect the choice of the approach and what skills and knowledge are required to implement the approach effectively?
The idea that we socially construct our worlds and our organisations underpins Appreciative Inquiry. We are all social entrepreneurs who through our ideas, beliefs, shared meanings, intentions and questions discover and create the world and organisations we inhabit. An appreciative mode of inquiry and a multiple case approach is used in this qualitative study into applied Appreciative Inquiry.
The literature which informs this study includes strategic management, organisational change, large-group interaction methods, management consultancy, process consulting, facilitation and Appreciative Inquiry. There has been a wave of recent work on the principles and practice of Appreciative Inquiry in organisational life. A review of this work suggests that there are four major silences where critical areas have not been addressed. The first silence is around the challenges of shifting between two paradigms of management, that is managing the gap or the transition from one way of viewing the world, essentially an hierarchical way, to a more participant centred way of viewing the world. The second silence is the lack of focus on the micro strategies of large-group facilitation in the context of organisational. The third silence concerns the implications for management consulting practice in the actual implementation of Appreciative Inquiry. The fourth silence is about how little there is written on the risks and tensions of doing this sort ofwotk.
My research findings indicate that the actual implementation of Appreciative Inquiry in the context of shifting between organisational paradigms involves four key stages. The first stage, the client engagement process covers dialogue about the context, outcomes and process of Appreciative Inquiry. The second stage involves collaborative design of the scope, topics, questions and choices about process design. The third stage involves creating the conditions for the inquiry. The two major aspects of creating the conditions for the large group inquiry are establishing a conceptual frame, the Starburst model (adapted from Limerick & Cunnington, 1993 ), and establishing a process frame, the 4-D model (adapted from Cooperrider & Whitney, 1996). The fourth stage involves the overall integration and extension of the process to achieve the organisation outcomes required. From the effective implementation of Appreciative Inquiry interventions, six critical issues emerged from the case data. The critical issues are trust, commitment, creating the conditions of inquiry, searching for shared meaning, building a shared vision and sustaining the process.
With respect to facilitating the micro strategies for large-group participation in organisational change efforts and the implications for management consulting practice, five key challenges dominate the attention of the consultant when using Appreciative Inquiry. These challenges are adopting an appreciative mindset, managing diversity, locating and maintaining the energy for change, integrating micro and macro issues and transferring ownership of the process to participants. Skilled facilitation competence and background organisational knowledge is necessary to implement Appreciative Inquiry. In addition, a working knowledge of Appreciative Inquiry principles, protocols and practices assists the effective implementation of the approach in the context of organisational change. The appreciative mode is more than a method or technique. It is a mindset which focuses on affrrming and illuminating the factors and forces involved in organising to nourish and empower participants in organisation change.
Through the research process, process consulting practice has been extended to develop an affirmative, participatory method for organisations to address the issues of changing strategy, structure and culture simultaneously. A set of key questions has been developed which might assist organisations to determine whether Appreciative Inquiry is an appropriate option to facilitate major organisational change efforts. The challenges of applying Appreciative Inquiry relate to engaging wide spread participation in organisational change, reframing power relations and establishing connectivity between process, content and contextual issues.
This thesis provides an integrated framework of the critical issues, processual perspective and organisational considerations in applied Appreciative Inquiry which offers management consultants new possibilities for their practice and potential contribution to organisational life.
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Hoffman, Janet. "Respite care, an appreciative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59503.pdf.
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Schooley, Shawn Erik. "Appreciative Democracy." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26696.
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This is a qualitative exploratory, descriptive study to ascertain the feasibility of public administrators at the local government level using an Appreciative Inquiry approach to increase direct citizen participation. It is framed by the interpretive paradigm. Twenty city managers or their designees from cities of between 40,000 and 250,000 citizens were interviewed. Specifically, respondents were asked twelve semi-structured interview questions. Content analysis was used to identify six themes in the data. Ultimately, this study found that Appreciative Inquiry may be useful in limited circumstances as long as barriers to implementation were adequately addressed. However, the potential risks may outweigh the benefits.Ph. D.
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Gonzales, Carol Kernitzki. "Eliciting User Requirements Using Appreciative Inquiry." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cgu_etd/1.
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Many software development projects fail because they do not meet the needs of users, are over-budget, and abandoned. To address this problem, the user requirements elicitation process was modified based on principles of Appreciative Inquiry. Appreciative Inquiry, commonly used in organizational development, aims to build organizations, processes, or systems based on success stories using a hopeful vision for an ideal future. Spanning five studies, Appreciative Inquiry was evaluated for its effectiveness with eliciting user requirements. In the first two cases, it was compared with traditional approaches with end-users and proxy-users. The third study was a quasi-experiment comparing the use of Appreciative Inquiry in different phases of in the software development cycle. The final two case studies combined all lessons learned using Appreciative Inquiry, with multiple case studies to gain additional understanding for the requirements gathered during various project phases. Each study evaluated the requirements gathered, developer and user attitudes, and the Appreciative Inquiry process itself. Requirements were evaluated for the quantity and their type regardless of whether they were implemented or not. Attitudes were evaluated for process feedback, as well as requirements and project commitment. The Appreciative Inquiry process was evaluated with differing groups, projects, and project phases to determine how and when it is best applied. Potentially interceding factors were also evaluated including: team effectiveness, emotional intelligence, perceived stress, the experience of the facilitator, and the development project type itself. Appreciative Inquiry produced positive results for the participants, the requirements obtained, and the general requirements eliciting-process. Appreciative Inquiry demonstrated benefits to the requirements gathered by increasing the number of unique requirements as well as identifying more quality-based (non-functional) and forward-looking requirements. It worked well with defined projects, when there was time for participants to reflect on the thought-provoking questions, structured questions and extra time to facilitate the extraction and translation of requirements, and a knowledgeable interviewer. The participants (end-users and developers) expressed improved vision and confidence. End-users participated consistently with immediate buy-in and enthusiasm, especially those users who were technically-inhibited. Development teams expressed improved confidence, and improved user communication and understanding.
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Woollam, Kimberley Louise. "Appreciative inquiry and looked after children." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/appreciative-inquiry-and-looked-after-children(16206804-4d42-419e-a5db-1e39192d2ec1).html.
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Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.
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Willoughby, Glyn Anthony. "Appreciative inquiry as a school improvement process." Thesis, University of Surrey, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412063.
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Neumann, Christina. "Appreciative Inquiry in New Zealand: Practitioner Perspectives." Thesis, University of Canterbury. Management, 2009. http://hdl.handle.net/10092/2608.
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Appreciative Inquiry (AI) has gained increasing popularity as a form of organisation development and action research worldwide, yet little research has been published outside of the USA and Canada. This thesis explores the application and evaluation of Appreciative Inquiry (AI) in the unique context of New Zealand through the perspectives of facilitators of AI. I conducted semi-structured, in-depth interviews with nine experienced AI facilitators in order to understand their perspectives on how AI works, under which circumstances it is most effective and how they evaluate AI.
Facilitators tend to come from backgrounds that embrace humanistic values, a premise shared by AI. Participants in this study regard the underlying principles of AI as central, whereas they consider concrete processes, such as the 4D-cycle, to be useful but not essential. Facilitators are very concerned about the appropriate use of AI and clearly identified circumstances supportive or detrimental to AI processes. For example, AI may be inappropriate in situations where there is a pre-determined agenda or leadership is very autocratic. Facilitators are also concerned that AI as a methodology should be applied more wholesomely, acknowledging and working through negative emotions rather than suppressing them.
Facilitators face a paradox: They embrace values that put the individual centre stage and regard people as human beings rather than human resources. At the same time, they are external service providers to clients who are at times more concerned with quick fixes, and do not want to invest the time necessary to engage in deep reflection on values and transformative change.
Findings suggest that we need to reconsider our interpretation of AI towards embracing the underlying humanistic values more, rather than focusing on the concrete applications (e.g. 4D-cycle). The paradox between embracing humanistic values inherent in AI and bottom-line orientation in most organisations warrants further research.
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Nordenbrock, William A. "Appreciative inquiry in the praxis of reconciliation." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0826.
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Morton, Wendy L. "Exploring Public Sector Leadership Through Appreciative Inquiry." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6461.
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Leadership is an important part of creating effective public organizations. Effective leaders have the potential to produce social change through positive follower and organizational outcomes, the development of important policies, and efficiently implementing public policy. The scholarly literature lacks research concerning how leadership styles translate to the public sector. The theoretical framework used to guide and support this study was Cooperrider and Whitney's appreciative inquiry. The research question explored in what ways public sector leaders affect how followers perceive themselves as social change agents in a local city-county health department. For this phenomenological study, 10 followers employed by a local city-county health department in central Oklahoma provided perception data regarding details of their lived experiences with public sector leadership. Thematic coding was utilized to analyze the data. Key findings included support for transformational and servant leadership theories. Elements of these theories that followers found important included supporting, empowering, and valuing followers. Through good public leadership, important public policies goals can be attained which have the potential to produce positive social change through dynamic public organizations focused on social responsibility, trust in government, and customer service. Public organizations can use the findings to build a motivated, inspired, and committed public workforce.
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Siegel, Linda Marie. "The Effects of Appreciative Inquiry on Emotional Intelligence." Ashland University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236349195.
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Buchanan, Pamela L. "Appreciative Inquiry: A Path to Change in Education." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/125.
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Appreciative Inquiry (AI) introduces a new approach to educational change. Most state and federal initiatives for educational change grow out of a deficit model of what is wrong with schools and what is needed to fix them. Implementation of new reforms has historically been mandated by administrators with little impact. The emphasis of AI is upon what is right with the organization and forms the basis for new initiatives and further change. This model proposes a cycle of inquiry used by leaders who distribute leadership across their constituents. Organizational learning is a process of individual and collective inquiry that modifies or constructs organizational theories-in-use and changes practice. Using AI as a process to implement the Common Core State Standards (CCSS), embraces a distributed leadership structure, produces organizational learning opportunities, and creates the conditions for a more impactful implementation of the next reform.
The study explored the relationship of the AI, distributed leadership, and organizational learning qualities that exist within the five unified school districts in the High Desert. Additionally, the relationships were analyzed in combination with participants’ preparedness for the implementation of the CCSS reform. To explore the relationships, a survey was created based on four already existing instruments. A path diagram was proposed and path analysis was conducted. Inventories of appreciative capacities and principles, distributed leadership, and organizational learning capabilities in an educational system provided insight into the applicability of using AI as a process for implementation of the CCSS and future educational reforms. Throughout the analysis significant correlations existed and the model held. Utilizing appreciative inquiry, distributed leadership, and organizational leadership singularly or in combination within districts would strengthen CCSS implementation.
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Buckingham, Stephanie T. "Leadership skills in public health nursing, an appreciative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ41826.pdf.
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Jones, Anthony. "School Leadership and Appreciative Inquiry in Culture of Care." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7531.
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This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds.
My focus in this group project was an exploration of how Walker Middle Magnet School became more diverse while increasing student achievement during the conversion to a ‘reverse magnet’ and subsequent authorization as an International Baccalaureate Middle Years Program. It explores the challenges in building a positive and equitable learning environment.
Selected literature was reviewed that concentrated on traditional schools, magnet schools, ‘reverse’ magnet schools, equity, local transportation, magnet transportation, International Baccalaureate-Middle Years Program, Appreciative Inquiry, and Appreciative Organization. Key findings in my area of focus included increases in student diversity and achievement, identification of gaps in students’ affective experiences in the school, importance of shared narratives to build community and address implicit biases, and the role of the principal in shifting culture.
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Martineau, Sarah. "An appreciative inquiry of young people's transition into 'alternative provision'." Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/efce8e1a-9e31-4c95-8fee-3c0bcf91977d.
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Alternative provision (AP) refers to education provided to those of compulsory school age who are not receiving suitable schooling from mainstream or special settings, usually because of exclusion or illness. With exclusion rates increasing and a growing number of young people attending AP (HCEC, 2018), there has been a recent push to improve standards within AP (DfE, 2018). This thesis uses an Appreciative Inquiry methodology to explore young people’s experiences of transitioning into AP and ways in which this might be improved. The research combines data from 8 student interviews with data from 2 AP staff focus groups, to inform the Discovery, Dream and Design phases of the Appreciative Inquiry cycle. Data has been analysed using Braun and Clarke’s (2006) thematic analysis and used to inform a final focus group in which staff considered the Design of how they might change practice within their setting. As documented in a range of studies exploring AP (DfE, 2017; Hart, 2013; Jalali & Morgan, 2018), the current research emphasises the significance of relationships with staff in supporting students attending AP. In discussion of the findings, connections are made between the development of these relationships and staff utilising skills associated with therapeutic relationships (Rogers, 1962) and attachment-based interactions (Hughes, 2015). This is suggested to be further reinforced by the AP offering a nurturing environment, enabling a feeling of respect and maturity through the use of flexible rules. The research proposes that young people perceiving the move into AP as a “fresh start” allows them to develop new identities within the AP setting. Issues such as how staff convey their expectations of young people transitioning into AP are explored and the findings suggest that the transition into AP can be challenging when students have negative pre-existing relationships with other students.
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Santina, Peter Della. "Techniques in congregational transformation creating positive change through appreciative inquiry /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p046-0066.
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K'Ogacho, Andrew Okeyo. "Facilitating a congregation's change and restructuring an appreciative inquiry approach /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0857.
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Ravalier, Jermaine. "Managing workplace stress : an appreciative approach." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/295480/.
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The presented thesis discusses an investigation conducted into the improvement of employee experiences of stress in the workplace. It is estimated that 11.4 million working days were lost in 2008-2009 due to stress-related outcomes, and that stress was described as the top cause of long-term sickness absence in 70% of all public-sector organisations in 2010-2011 (CIPD, 2011a). Indeed major studies have associated chronic stress with individual outcomes such as increased cardiovascular disease, depression and burnout. The work, conducted within one department of a borough council organisation in the East of England, had two main objectives: the discovery of 'daily hassles' that comprise organisational stressors for staff and the intervention design aimed at improvement of stress. A novel mixed-methods approach combining quantitative surveys with Appreciative Inquiry (AI) was utilised, with five phases of inquiry conducted. The surveys (Stages 1 and 5) were utilised to assess the experience of work-related stress and Burnout. Stages 2, 3 and 4 were employee completion of daily logs, semi-structured interviews and focus groups. The ultimate aim of the qualitative work was to design a number of interventions for the improvement of stress. A local stress theory, designed via the mixing of convergent qualitative and quantitative outcomes, found that professional efficacy, relationships and creativity buffered the impact of three major stressors: (too many) demands, (lack of) managerial support and (poorly communicated) organisational change. These translated into concrete examples of procedural 'hassles' and a number of organisational interventions were designed with staff and subsequently implemented into the organisation. It is concluded that the methodology used was fruitful without being largely resource-demanding for either employees/participants or the organisation. Also while the mixing of AI methodologies with quantitative surveys can appear contradictory, it is demonstrated that the pragmatic approach taken led to strong research and practitioner-based outcomes. Lastly the work has demonstrated both originality and new knowledge in a variety of areas, as well as opening a number of future research questions and avenues.
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Ravalier, Jermaine. "Managing workplace stress: an appreciative approach." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/295480/1/Ravalier%20PhD%20Theis.pdf.
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The presented thesis discusses an investigation conducted into the improvement of employee experiences of stress in the workplace. It is estimated that 11.4 million working days were lost in 2008-2009 due to stress-related outcomes, and that stress was described as the top cause of long-term sickness absence in 70% of all public-sector organisations in 2010-2011 (CIPD, 2011a). Indeed major studies have associated chronic stress with individual outcomes such as increased cardiovascular disease, depression and burnout.
The work, conducted within one department of a borough council organisation in the East of England, had two main objectives: the discovery of 'daily hassles' that comprise organisational stressors for staff and the intervention design aimed at improvement of stress. A novel mixed-methods approach combining quantitative surveys with Appreciative Inquiry (AI) was utilised, with five phases of inquiry conducted. The surveys (Stages 1 and 5) were utilised to assess the experience of work-related stress and Burnout. Stages 2, 3 and 4 were employee completion of daily logs, semi-structured interviews and focus groups. The ultimate aim of the qualitative work was to design a number of interventions for the improvement of stress.
A local stress theory, designed via the mixing of convergent qualitative and quantitative outcomes, found that professional efficacy, relationships and creativity buffered the impact of three major stressors: (too many) demands, (lack of) managerial support and (poorly communicated) organisational change. These translated into concrete examples of procedural 'hassles' and a number of organisational interventions were designed with staff and subsequently implemented into the organisation.
It is concluded that the methodology used was fruitful without being largely resource-demanding for either employees/participants or the organisation. Also while the mixing of AI methodologies with quantitative surveys can appear contradictory, it is demonstrated that the pragmatic approach taken led to strong research and practitioner-based outcomes. Lastly the work has demonstrated both originality and new knowledge in a variety of areas, as well as opening a number of future research questions and avenues.
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Van, der Merwe Schalk Willem. "An evaluation of appreciative inquiry as an alternative organisation development approach." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/5925.
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The research provides an insight into the main challenges of previous Organisation Development processes, and Appreciative Inquiry is explored to establish the value it can offer as an alternative which minimises these challenges in today’s organisations. Organisation Development originated during the early 1950s and has evolved, adapted and changed dramatically since then. Two classical Organisation Development processes, Lewin’s 3-Step model and the Action Research spiral, are described, and typical challenges of applying them in today’s organisations are outlined. To remain competitive, organisations need to identify, adjust, and adapt to changing circumstances. These changing circumstances are constant and are due to increasingly complex demands from technological, economic, managerial, and cultural needs. Appreciative Inquiry as an approach is explored as an alternative Organisation Development process: it shifts the question from ‘what is going wrong’ to ‘what is going right in the organisation’. Appreciative Inquiry consists of the Discovery, Dream, Design and Destiny stages, and searches for the best in people and their organisations. In accordance with the constructionist paradigm, the research offers conclusions through the confirmation of past practices, conversations and relationships combined with creative new methods or experimentation of a positive intended future. The One- Group Pretest-Posttest, as a design, was selected to explore the effect of the variable (the Appreciative Inquiry intervention) in relation to the pre- and post-experimental evaluation. The design consists of an initial engagement (Pretest), the influencing variable (an Appreciative Inquiry intervention) and final engagement (Posttest) with the same group. The research was supported by a mixed method approach, with qualitative data supported by quantitative data. The quantitative data provided a general understanding of how participants experienced the change interventions. The qualitative data provided the information on how respondents experienced Organisation Development before an Appreciative Inquiry intervention and their views after an Appreciative Inquiry intervention. A South African secondary school was selected as a research site. Limited research is available regarding the application of Organisation Development and especially Appreciative Inquiry as a process in schools in general, and in South African schools in particular. A survey questionnaire was the instrument for collecting the quantitative data regarding the participants’ biographical information and change process perceptions. For the collection of qualitative data, interview questionnaires were used. The findings indicate that whereas previous change processes appear to have regarded the various staff levels of the school as separate entities, during the Appreciative Inquiry approach all staff were included as being an integral part of the organisation. The main finding after completion of the Appreciative Inquiry intervention was that collectively discussing and defining issues in a positive light instead of a problem to be solved changes the perspective of participants. Through the application of the Appreciative Inquiry’s four stages, participants were invited to think in a new way by applying innovation, enhancing participation, maintaining a positive core, and providing practical solutions through provocative statements. Conclusions reached from the research are that Appreciative Inquiry is a viable alternative for minimising Organisation Development challenges in contemporary organisations. The conclusions are based on factors such as understanding the reason for change; strong leadership; defining what is a successful intervention; understanding the Appreciative Inquiry process, the value of provocative statements; and the sustainability of change.
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Grant, Suzanne Lisa Parker. "A paradox in action? A critical analysis of an appreciative inquiry." The University of Waikato, 2006. http://hdl.handle.net/10289/2583.
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A journey comprised of three paths is the metaphor through which I i) reflect and report on my involvement with four New Zealand primary school Boards of Trustees (BOTs) investigating the emancipatory potential that applications of information and communication technologies (ICTs) may have on their governance processes, ii) analyse appreciative inquiry through application(s) of critical theory, with specific reference to the investigation above so as to deepen understanding of the research method, and iii) reflect on my personal development, as achieved through my engagement with participants and the research process. Stemming from an interest in improving school governance I was keen to identify current use of ICTs by BOTs and to work with them to identify potential applications. Appreciative inquiry with its focus on enhancing existing positive organisational attributes seemed to provide an appropriate structure for my investigation. At the back of my mind however, a concern was formulating: Does this method of research deliver the benefits the literature espouses? What influence would the positive orientation have on the research process and on the power dynamics within the research environment? Complementary streams of critical thinking and reflexivity were invoked to assist my analysis. Applications of ICTs which may appear 'helpful' to BOT governance processes are identified in this report. However, uncritical uptake of these applications may not necessarily be consistent with the emancipatory intentions I aspire to. Framed within Habermas' theory of communicative action, the potential colonisation of the BOT lifeworld by the system is considered. Domesticating influences may potentially constrain democratic processes at local school and societal levels. The participatory action research process undertaken facilitated a deepened understanding of governance for all involved. Identification of time and funding constraints indicates BOTs may be prevented from reaching their true potential. Attempts to enhance governance through additional applications of ICTs will be of minimal effect unless efforts are made to better understand and resource the governance efforts of Trustees. Purported empowerment of the community as mandated in the Education Act 1989 comes with a heavy cost, for schools and individuals. Care must be taken to ensure that 'efficiency' gains are not made at the expense of democratic processes. Critical analysis of appreciative inquiry as a research method highlights the influences of power and language use within the research process. Appreciative inquiry should be seen as a process for, rather than a master of change. The contribution of appreciative inquiry to organisational and personal transformation may be drawn from the ontological basis of the approach rather than from the technicalities of a specific form of implementation. I suggest the focus on what is 'good' be made more complex, to recognise that appreciation may also mean 'to know, to be conscious of, to take full and sufficient account of'. Application of an enhanced definition of appreciation has deepened my understanding of not only the situation under investigation but also the research process itself. Through my enhanced concept of 'appreciation' embedded and sometimes obscured influences were highlighted, better understood, and at times transformed to serve the emancipatory aspirations of participants. In keeping with the reflexivity mandated by my commitment to critical theory and action research, I applied this enhanced definition of appreciation to my personal development during my engagement with participants and the research process. My struggles to apply my chosen social constructionist and critical theory lenses to this work are evident in my attempts to work with the largely functionalist literature in this field and the influence of my undergraduate education. Recognising the theoretical and personal developments I gained as I travelled the three paths of my PhD journey, the scene is now set for me to challenge the predominance of functionalist, mechanistic metaphors which dominate organisational literature. In doing so, I seek an alternative approach to understanding organisational activity; and a new vocabulary through which I might extend my understanding, and negotiate new and emancipatory meaning(s) with others.
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Kelley, William L. "An appreciative inquiry of leadership in a high performing high school." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/3931.
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This research project involved the members of the leadership team at Hobart High School, a large 5A school in central Kansas. The leadership team was made up of the principal, assistant principals and teacher leaders and sought to reveal their positive experiences at the school. The study utilized an appreciative inquiry theoretical perspective to seek the positive core of the school culture and reasons for their successes. HHS had economic and ethnic factors working against a successful school and a successful student body, but the school had reached the academic standard of AYP for three years consecutively. This study sought to look at the culture of the school and through the experiences of the leadership team this study provided evidence to enhance the body of research about AI and the effects of the power of positive relationships on the successes in schools. These effects include the inclusion of the students, parents, community, staff and administration associated with the school in the changes, both physical and mental, that have taken place at HHS through the construction of a positive school culture.Dissertation (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
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Makino, Emi. "Appreciative Inquiry summits and organizational knowledge creation: A social systems perspective." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cgu_etd/80.
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The purpose of this exploratory study is to develop alternative models for analyzing the systems dynamics of a large group conference format called appreciative inquiry (AI) summits. I apply Luhmann’s social systems theory to the strategizing activities of AI summits to examine how this particular format is capable of generating organizational knowledge. An AI summit is a strategic planning conference in which hundreds of internal and external stakeholders collectively design the future of the organization through structured activities. It applies the principles of AI, a consulting method used in organizational development that attends to the positive aspects of an organization as opposed to its problems. Critics challenge this unconditional focus on the positive, questioning the validity of its methods and techniques. Indeed, very few rigorous evaluations of AI methods including AI summits exist.
I propose a new approach for assessing the effectiveness of AI summits. I focus on knowledge creation as the dependent variable. Previous studies have shown that successful AI interventions generate new knowledge, not just transformational change. I conceptualize an AI summit as a strategic episode that allows an organization to temporarily suspend its routines and structures for strategic reflection.
According to social systems theory, organizations are autopoietic (self-reproducing) systems that maintain their identity through an ongoing production of decision communications. An AI summit consists of three different types of systems that co-evolve and are structurally coupled: an organization system, interaction system and the individual participants’ psychological systems. I propose a typology for analyzing episodes during an AI summit as a starting point for determining the structural dynamics inherent in an AI summit system.
Using illustrative examples from a case study, I identify five structural features of an AI summit that facilitate organizational knowledge creation, including reduced communication barriers and the production of decisions during the conference. The study contributes to the existing literature by identifying the important but understudied role of self-organizing project teams in the knowledge creation process at an AI summit. Limitations and implications are discussed.
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Balbadhur, Raashmi. "The use of spirituality in occupational therapy practice : an appreciative inquiry." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76753.
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Spirituality has been identified as vital to client-centred, holistic occupational therapy (OT) practice. Attending to mind, body and spirit are essential for health and wellbeing. Spiritual beliefs have a significant impact on everyday routines and habits and give meaning and an additional dimension to everyday activities. Occupational therapists recognise the potential to make spirituality tangible through the use of deeply meaningful occupations.
Many occupational therapists avow that they are unclear on how to integrate spirituality into treatment. They lack the confidence, knowledge and skill to address spirituality. Many argue that preparation for such a role should be embedded in the curricula.
This study aimed to explore how spirituality is being addressed in OT practice by educators and clinicians in Gauteng, South Africa. A qualitative, descriptive, explorative research design using Appreciative Inquiry (AI) as an approach was conducted. The participants’ understanding of spirituality, their current successes, and their wishes concerning spirituality, as well as recommendations on how to address spirituality in OT were investigated. Purposive sampling resulted in a total of 24 participants. Data was collected by means of an AI workshop that consisted of self-report, AI interview schedules and focus group inquiries. Data was analysed through thematic analysis.
Four major themes emerged from this study, namely 1) understanding spirituality as a construct, 2) client-centred practice/approach, 3) envisioned practice enablers of spirituality, and 4) nurturing spirituality within the therapist. Participants clearly articulated how spirituality is defined and understood in their practice. Current successes in spirituality were attributed to client-centred practice. Strategies to address, sustain and implement spirituality in education and practice were identified.
These findings may contribute to the current discussion on spirituality in OT. Literature on the utilisation of the AI approach in OT and in healthcare is limited, thus this study may also serve to contribute to the existing body of knowledge.Dissertation (MOccTher)--University of Pretoria, 2019.
Occupational Therapy
MOccTher
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Olayinka, Oluwatomisin Olayinka. "Effect of an Appreciative Inquiry Intervention to Enhance Hypertension Self-Management." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1532361812029269.
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Dewar, Belinda. "Caring about caring : an appreciative inquiry about compasssionate relationship centred care." Thesis, Edinburgh Napier University, 2011. http://researchrepository.napier.ac.uk/Output/4845.
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Abstract Background Compassionate caring and dignity are key priorities in current policy and research agendas and are central to the quality of experience for patients, families and staff. Developing relationships has been identified as a key component in enabling excellence in caring to be realised in practice. However there is little evidence that identifies the processes involved in delivering compassionate relationship-centred care. This study sought to address this gap in the knowledge base. Aims and research questions The study's aim was to examine and evaluate processes that enhance compassionate relationship-centred care within an older people care setting in an acute hospital. Key objectives were: to develop an understanding of the concept of compassionate relationship-centred care within the practice setting through exploring the views, perceptions and experiences of staff, patients and their families; to develop, implement and evaluate strategies that promote this concept; to examine the processes that need to be put in place to enable sustainability of these strategies; and to identify the lessons learnt to inform practice, education, policy and research. This study was part of a larger programme of work that aimed to integrate compassionate care across practice and education. Approach and methods My role as a senior nurse and practitioner researcher meant that I was in a unique position to be able to capture not just theoretical views of compassion but how this was enacted in practice. To do this the study used the approach of appreciative inquiry. A range of methods was used: participant observation, stories using emotional touchpoints, photo-elicitation, and group discussions to explore beliefs and values. Data were continually fedback to staff participants to involve them in analysis. An iterative and inductive process of immersion crystallization was used to analyse data. Findings A key finding was the development of a practice model to support practitioners to deliver compassionate relationship-centred care. This model suggests that, in order to deliver such care, people need to engage in the process of appreciative caring conversations in order to understand a) who people are and what matters to them; and b) how people feel about their experience. This in turn enables a process of working together to shape the way things are done. The findings support the notion that during these caring conversations the practitioner needs to connect emotionally, be curious, collaborative, able to compromise, considerate of others perspectives, courageous and actively celebrate when practices have worked well in order to promote compassionate relationship-centred care. This framework comprises the 7 ‘C's of caring conversations and makes a unique contribution to the body of knowledge in providing practical guidance as to the ‘how' of compassionate relationship-centred care. Key outcomes of implementing this model were that people felt comfortable to express emotions, developed stronger relationships, were more consistent in delivering compassionate care practice across the team, and had a sense of learned hopefulness in the face of complex and competing demands. Conclusions and implications Implementation of activities in practice to support this way of working revealed that these processes are complex, often requiring the practitioner to takes risks and therefore the provision of appropriate support, facilitation and strong leadership are important factors in helping to sustain such practices. The outcomes of this research build upon the existing knowledge base by providing a practice model that specifies how to deliver compassionate relationship-centred care, and they demonstrate the impact of using appreciative approaches to facilitate improvement within health care contexts.
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Sargent, Julia E. "Exploring pedagogy and digital technology in physical education through appreciative inquiry." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/33127.
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Digital technology has not become commonplace in teaching and learning despite the considerable growth, availability and use in society. Moreover, when digital technology is used in education, the digital technology itself seems to take precedence over pedagogy. In physical education (PE), research shows that there is little knowledge as to how and why teachers in the UK use digital technology in their teaching. Subsequently, the purpose of this thesis is to explore PE teachers understanding and experiences regarding how and why they use digital technology in their practice. Guided by an appreciative inquiry (AI) philosophy, this thesis employs a case study methodology in order to explore how and why PE teachers use digital technology. This study pays particular attention to the teachers perspective and the previously under-considered factors that enable, develop and influence their use of DigiTech, rather than the often-reported barriers and constraints. Data were gathered over a 12-month period, involving four teachers from schools across England. Methods of data gathering include AI interviews, interviews with headteachers, senior leadership team members, PE staff, heads of department and IT Managers, and lesson observations, document analysis and field notes. The collected data were analysed using a constructivist approach to grounded theory and the findings collated into four chapters; each of which explores the views, experiences and uses of digital technology by one of the four teachers. These chapters are structured by the three themes constructed from the data analysis. The first theme, developing an embedded culture , explores the teachers perceptions of developing an individual, department and whole school approach towards how digital technology is used. This theme explores the factors promoting the teachers use of DigiTech and the role of the school in shaping their digital technology use. The second theme, keeping tasks simple , details the simple techniques and practices the teachers used to aid their teaching with digital technology. The third theme, establishing routines , describes the ways in which the teachers sought to develop and sustain their use of digital technology, to ensure regularity of use and confidence with digital technology. Drawing on the work of Casey et al. (2017a), this thesis concludes by suggesting that the three-dimensional categorisation of pedagogy (in the form of teachers and teaching, learners and learning and knowledge in context - Armour, 2011) should be used as a lens for further discussion about digital technology use in PE. By using pedagogy as the starting point, we can begin to unpick and formulate future ways in which digital technology can support teachers delivery of PE.
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Horn, Jacqueline. "Evaluating a grief programme offered in primary schools: an appreciative inquiry." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1375.
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A thesis submitted to the Faculty of Education in fulfillment of the requirements for the degree of Master in Educational Psychology in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2015.This dissertation aims to use Appreciative Inquiry to evaluate a grief programme offered in primary schools. A qualitative technique was used to gain information from three groups of stakeholders within the grief programme, namely educators, facilitators and children. Three open-ended questions were asked to ascertain the value and benefits the grief programme held in the participants’ opinions. Participants were also asked to consider improvements which the programme co-ordinators should contemplate for future development. The results of the research will be circulated to all relevant stakeholders in the form of a written report and at a consultation. The final analysis indicated that the grief programme is held in high regard by all the participants. The following nine key themes were identified: healing, insight, relationships, growth, skills, support, enjoyment, collaboration, and value of the programme and enhanced efficacy of the grief programme. All three groups of stakeholders noted the positive outcomes that resulted from participation, both during and after, in the grief programme. Recommendations were also noted so that the programme could be propelled positively into the future as there is a dire need for programmes of this nature to be implemented in schools throughout South Africa.
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Tripp, Paul B., Mark W. Zipsie, and Paul B. Tripp. "The introduction of appreciative inquiry to the U.S. Navy using appreciative inquiry interviews and the large group intervention with applications to U.S. Marine Corps Logistics Strategic Management." Thesis, Monterey, California. Naval Postgraduate School, 2002. http://hdl.handle.net/10945/6006.
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Approved for public release; distribution is unlimitedApproved for public release; distribution is unlimited
This thesis documents the introduction of the Appreciative Inquiry (AI) within the U.S. Navy and discusses applications of the Appreciative Inquiry based Large Group Intervention (AI-LGI) within Marine Corps Logistics strategic planning, implementation, and organizational change. It is a follow on from David Nystrom's thesis "360-Degree Feedback, Leadership, Leadership Development, Performance Appraisal". Unlike traditional top down and bottom up strategies that seek to identify and analyze problems in systems, AI evaluates what gives life to organizations at their best moments by using the power of positive questioning. When combined with a Large Group Intervention, AI is a powerful tool to affect rapid organizational change. This thesis introduces AI, discusses its history, and describes the history of change efforts within the Navy. The thesis documents events leading up to and including the "Leadership Summit", to include introduction of AI within the U.S. Navy and qualitative analysis of stories that address issues of leadership. It discusses Financial Management implications of implementing this process and describes using AI-LGIs within the strategic management process as a tool for facilitating rapid and collaborative organizational change within Marine Corps Logistics.
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Myer, GiGi W. "A Qualitative Study of Louisiana Workforce Development Program Outcomes| An Appreciative Inquiry." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681730.
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Community colleges have become highly desirable partners of 21 st century workforce development initiatives due to their ability to address skilled labor shortages. As flexible, teaching-centered institutions, community colleges are catalysts for workforce programs due to their ability to receive funding, develop relationships with business and industry, and connect workers to industry through the provision of non-credit educational services. Government initiatives and funding originating with the Obama administration have helped community colleges meet the growing demand for a skilled workforce to ease unemployment and spur economic growth.
The expansion of initiatives and workforce development programs puts a greater imperative on developing a standard for theory-based program evaluation by which to monitor program outcomes and provide feedback to collaborative WFD partners. The purpose of the study was to investigate and improve workforce program outcomes using appreciative inquiry action research to gain the perspectives of program partners at community colleges, industry and businesses, and federal program initiatives. Appreciative inquiry is used to learn what is working well, to envision processes that can be improved, and to create dialogue about changes that should be implemented. The findings indicated that WFD programs are generally perceived to be successful in meeting stakeholders’ goals, but that current evaluation methods are insufficient to provide timely or in-depth feedback necessary for recursive program planning. Full time WFD professionals average 13% of their time on outcome assessment, most of which involves students’ end of term self-reports or informal industry measures. Participants suggested six areas of improvement to current evaluation: evaluating on-the-job outcomes, including various people in evaluations, refining and developing evaluation tools, increasing knowledge of evaluation methods, obtaining data to inform program evaluation, and using best practices. The results were used to inform community colleges in their expanding role as WFD partners in designing strategies for future improvements.
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White, Sarah. "An appreciative inquiry : the perceptions of frontline educational psychologists into ethical issues." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/47157/.
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This study is concerned with ethical issues in professional educational psychology. It investigates how twelve frontline educational psychologists employed in one local authority educational psychology service perceive and manage ethical issues. It examines what they perceive as desirable support and identifies what organisational features contribute to effective support in the management of ethical issues. Educational psychologists encounter a range of ethical issues in their practice. However little is known about the perceptions of frontline educational psychologists in the United Kingdom. This dissertation begins with an examination of the changing professional landscape and its consequences for educational psychologists in their practice. Given the scope of the inquiry, the relevant background literature relates to a broad range of subject areas. The literature review focuses on research evidence into ethics and psychology, ethical theories and concepts, professionalism in educational psychology, features of professionalism and ethical practice in organisations. Owing to the sensitivities of the context of the research setting, Appreciative Inquiry was selected as the most appropriate methodological orientation. The research constitutes a case study of one local authority educational psychology service. Educational psychologists identified a wide range of difficult situations and challenges to professionalism in their practice. Of the final themes to emerge character, relationships, supervision and the workplace environment are of significant importance to frontline educational psychologists in managing the ethical issues in their practice. The study presents an appreciative model identifying factors contributing to the management of ethical issues. It is proposed that educational psychologists are best supported by a range of formal and informal professional support within an organisation characterised by certain features including on-going CPD, leadership and vision, policies, procedures and guidance and a conducive workplace environment. Areas for future research into the management of ethical issues are called for, including research into fully traded, semi traded and independent models of service delivery.
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Barlow, F. V. "Women's experiences of breast cancer and spiritual healing : a unitary appreciative inquiry." Thesis, Bournemouth University, 2011. http://eprints.bournemouth.ac.uk/20519/.
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The aim of this study was to gain a better understanding of the effects and outcomes of Spiritual Healing in the context of women with breast cancer receiving long-term hormonal therapy. Background Spiritual Healing is widely available and used by many but is a neglected area of research. Whilst the exact mechanisms are not understood and healers make no claim to cure, evidence suggested that Spiritual Healing as a holistic complementary therapy could support women whose quality of life is negatively affected by breast cancer and its treatments. After initial surgical, radiological and/or chemical treatments, the majority of women are prescribed hormonal therapy for at least five years, giving rise to immediate and long-term symptoms that compromise their quality of life and force some to take respite from treatment. Spiritual Healing was thought to have the potential to improve quality of life and encourage continued compliance with potentially life-saving orthodox therapy. Method This qualitative study used Unitary Appreciative Inquiry to explore the fullness and richness of patients’ changing life patterns. An observational study of Spiritual Healing took place in a clinical research facility within a district general hospital, and was given by healers with a nationally recognised qualification. Twelve breast cancer patients, who reported at least one onerous treatment side-effect, self-referred to the study and were given ten Spiritual Healing sessions of approximately 40 minutes’ duration each. Data included direct observations noted by healers, patient’s daily logs, researcher’s field diary and one-to-one semi-structured interviews. Findings The effects of breast cancer and its treatments were long-lasting and permeated every aspect of these participants’ lives. The physical effect of cancer and its treatments restricted usual activities, leading to low morale and emotional distress. Patients’ narratives expressed loss and regret and for all patients fear was a constant companion. Observational data illustrated how the experience of Spiritual Healing reduced physical side-effects, including hot flushes, and afforded a sense of serenity and hope. Conclusions This study highlights the potential for Spiritual Healing as a complementary therapy to alleviate many of the distressing effects of breast cancer and its treatments, most notably during long-term hormonal therapy. These findings appear to justify further research to understand the potential value of Spiritual Healing as a complementary therapy to support orthodox medical care.
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Kemper, Chelle A. "An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles." Thesis, Southwestern College (Kansas), 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829870.
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The purpose of this multi-case, Appreciative Inquiry, is to discover the strengths of Kansas Reward schools and compare them with practices included within the Turnaround Principles. Data, collected through focus groups, includes staff opinions regarding the Reward schools’ successes. This study comprises themes that participants believe have had an effect on school success and that align with the Turnaround Principles. Practical implications of this study suggest using Reward school practices to frame future statewide technical assistance improvements and opportunities for high-progress and high-performance schools, or other schools with distinguished practices and to use Reward schools to mentor lower-performing schools in order to demonstrate effective practices.
Keywords: school improvement, high-performance school, high-progress school, Reward school, Appreciative Inquiry, Turnaround Principles: (a) provide strong leadership, (b) enable effective educators, (c) maximize learning time, (d) ensure rigorous curriculum, (e) utilize data analysis, (f) establish safe environment, and (g) grow family and community engagement (KSDE, 2013).
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Johnson, David. "Exploration of a new conceptualisation of leadership, utilising an appreciative inquiry approach." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/16946/.
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Leadership is said to be pivotal to the future of health and social care organisations within the United Kingdom. Organisations across the sector face many challenges and there is an emerging recognition that these challenges are becoming increasingly complex with many problems perhaps being considered as wicked issues. To successfully address these difficult problems takes leadership. Defining this slippery concept has, however, proved problematic. Despite thousands of years of philosophical debate and over one hundred years of academic research, the concept of leadership still appears to defy definition. There are many theories, approaches and models of leadership, often with authentic evidence bases that tell prospective leaders how they should behave. There are often emerging fads or fashions in approaches to leadership. This isn't thought to be of great assistance to busy practitioner leaders working in complex environments. This qualitative study did not seek to identify a new model of leadership, it sought to explore literature in order to discover commonalities in leadership approaches, to develop a new conceptualisation of leadership and then, by utilising an Appreciative Inquiry methodology, explore the relevance of this approach to gain new insights into how leaders within health and social care communities consider that they will lead as they move into a difficult and uncertain future. The study utilised an approach to reviewing literature called Critical Interpretative Synthesis and explored commonalities across definitions of leadership regardless of fashion or fad. From this review four components were identified and called the leadership equation. The leadership equation was used a basis for appreciative inquiry, semi-structured interviews that asked twelve leaders working in health and social care organisations from a specified geographical area how they will lead in the future. The interviews produced data that was thematically analysed and three themes emerged, each supported by a number of sub-themes. In order to lead successfully into the future, leaders will need to consider how they behave in relation to the three themes labelled as Being Human, Being Tough, and Being Visionary. The study seeks to have relevance for practitioner leaders working in health and social care organisations within the United Kingdom. It also seeks to have relevance for academic leadership programme designers who might wish to consider these finding as they design the next generation of leadership development programmes.
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Blenko, David. "Appreciative Inquiry as a Resource for Positive Change in a Church Ministry." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604608.
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The purpose of this action research study was to understand the contribution of an appreciative inquiry (AI) intervention to a church ministry. Twenty-three ministry stakeholders participated in a 9-hour, 2-day AI process. Immediate post-event survey results indicated participant agreement that the AI intervention created a shared vision for the ministry. Survey data were analyzed using content analysis to identify four areas of opportunity for ministry growth and development. All participants reported interest in supporting these opportunities in the ensuring 3 months. Participants rated seven potential factors to support the implementation of opportunities. Recommendations are offered for the study organization and churches considering the use of AI. This study was intended to contribute to the continuing development of AI practice and theory for churches. The principles, practices, and the results generated from it are hoped to provide value in planning AI interventions within other congregations.
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Kozik, Peter L. "Examining the effects of appreciative inquiry on IEP meetings and transition planning." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
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Buck, Janet. "Using Appreciative Inquiry to Improve RN Retention in a Clinical Float Pool." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1254.
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In an Idaho-based hospital, the registered nurse (RN) turnover rate in the float pool was excessively high. The purpose of this project was to examine the effect of Appreciative Inquiry (AI) on a RN's sense of community (SOC) in a float pool and an RN's intent to stay employed after attending an AI event. Although much had been written about nursing retention, AI, and SOC separately, there was nothing on how AI could be used to increase a RN's SOC or intent to stay employed. AI is a change management framework that has been used to engage employees in a meaningful way. The goal of this project was to engage RN float staff in a 6-hour AI workshop to generate ideas on improving the work environment. The SOC theory by McMillan and Chavis provided the context for measuring RN perception. It was anticipated that participation would lead to an increased SOC and an increased likelihood of staying employed in the float pool. The Sense of Community Index 2 survey was administered pre and postworkshop to a convenience sample of RNs (n = 22) recruited from the float pool. Additionally, RNs were asked before and after the workshop how likely they were to leave their current position in the next 12 months. Data analysis was a paired t test based on a 1-group pretest and posttest design. Demographic data were collected to describe the sample population. The results, although not statistically significant, showed both an increased SOC and an increased intent to leave following the AI workshop. The findings show that AI may be useful for increasing SOC. However, as a tool for nursing retention, both AI and SOC require better understanding. It is hoped this study will provide leaders with a starting point for further investigation into how AI and SOC can be used to improve the nursing work experience.
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Tittle, Michelle Estes. "Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4893.
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The U.S. Department of Education has mandated that each U.S. state develop successful initiatives to help students navigate their educational experience. Yet in Alabama students neither advance academically nor in improved life skills development. It is unclear if school administrators in Alabama Schools have contextual best practices for strategic planning and implementation to support and improve the experiences of vulnerable K-12 students. The purpose of this descriptive case study was to explore how administrators of Alabama schools develop contextual best practices for strategic planning and implementation to support students. The conceptual framework was designed using collaboration theory, organizational learning theory, and appreciative inquiry. The overarching question addressed developing an understanding about how Alabama school administrators develop contextual best practices for strategic planning and implementation. Appreciative inquiry was used to facilitate a focus group and individual interviews with 15 participants. Data were analyzed using inductive analysis and bracketing. Thus, 4 themes were identified from the interviews and focus group. Most significant results were the identification of having a positive, engaging mobile environment and improving full community participation in the collaborative process. Contributions to positive social change may be experienced by developing community-based collaboration where all contribute to, and benefit from, co-create, collaborate, and structure a more balanced and feasible approach to successful implementation of strategic plans in an environment of financial constraints.
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Bilodeau, Bethany Jewell. "Appreciative Inquiry and Video Self Modeling Leadership Program| Achieving Skill or Behavior Change." Thesis, Franklin Pierce University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604790.
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A leadership program was created for students to gain skills and/or change their behavior using Appreciative Inquiry and Video Self Modeling, VSM. In 2011a youth that experiences a disability had been unable to achieve a skill utilizing traditional methods of skill acquisition. He employed the Appreciative Inquiry and VSM leadership program and was able to achieve 100% skill acquisition. Appreciative Inquiry was used to gather information on what makes a participant who experiences a disability feel successful and the theme of the greater organization/class which was independence, provided guidance for examples of success. Videos were created showing students succeeding in activities that they have not yet achieved or participate in with low frequency. These activities were documented as a barrier to success typically in the Individual Education Plan, IEP. Viewing these videos aids the individual in achieving a goal as they viewed this desired future as the present in the majority of cases.
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Jansen, Christopher Paul. "Leadership development through appreciative inquiry : complexity thinking in the non-government (NGO) sector." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9885.
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“much of what we know about leadership is today redundant because it is literally
designed for a different operating model, a different context, a different time”
(Pascale, Sternin, & Sternin, p. 4).
This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents.
The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs).
Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence.
The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning.
This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.
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Maegli, Marta Maria. "Impact of an appreciative inquiry intervention on compassion fatigue among social service workers." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1571609.
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This action research study examined the impact of participation in an appreciative inquiry (AI) intervention on social service workers' level of compassion fatigue. Five workers plus two of their managers took part in the study. A 6-hour AI intervention was held and participants completed pre- and post-tests of the Professional Quality of Life Scale to measure their compassion satisfaction, compassion fatigue, and burnout. A focus group also was held to gather qualitative data about the impact of the intervention. Results indicated that the intervention was highly valuable for strengthening working relationships, underscoring the positives in otherwise emotionally difficult work, and learning how to avoid or reduce compassion fatigue. Based on these findings, periodic AI interventions are advised to reduce social service workers' compassion fatigue by sharing their experiences and focusing on the positive. Future research should eliminate the limitations of the present study by expanding the sample and gathering multiple forms of data.
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Guevara, C. "The impact of appreciative inquiry on trust and collaboration : a practitioner research study." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3002801/.
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This research project aimed to review the relationship between two student support departments pivotal to the enrollment process at an Art and Design university in the Southwestern region of the United States. The purpose of this project was to utilize the Appreciative Inquiry (AI) framework as a model for building collaboration and increasing levels of trust between these two interrelated departments. Five individuals engaged in this four-month study and participated in an Appreciative Inquiry workshop designed to reveal the positive core relationship between these two departments. The workshop functioned as a platform for dialogue between these two departments. Through conversation, members of each team sought to discover key elements to success, dream about the ideal environment, design the paradigm for this ideal environment and then commit to the destiny identified as a collective team. Participants were also asked to keep a reflective journal of team interaction after the workshop. The researcher conducted interviews with the participants, as well as monitoring interaction through the use of record sheets during meetings. Each of these data collection strategies revealed the impact of Appreciative Inquiry from both an individual and collective perspective. The data collected during this research were analyzed to identify (a) whether there is a perceived connection between the use of AI and the development of trust, (b) whether AI contributed to a stronger sense of collaboration between these two departments, (c) whether improvements were identified, and how far those improvements in trust resulted in stronger collaborations and combined ownership for results. Throughout all data collected, three themes emerged that resonated with the participants, trust, collaboration and productivity. Based on these emergent themes, there appears to be indication of a positive relationship between the Appreciative Inquiry framework and the impact on trust and collaboration, leading to greater productivity for the five participants in this study. The applicable lessons from this project will be a resource for other higher education managers responsible for collaboration between essential student support teams.
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Abraham, Susanna Aba. ""Why I stayed when others left": an appreciative inquiry of retention in the prevention of mother to child transmission of HIV in Takoradi Government Hospital, Ghana." Doctoral thesis, Faculty of Health Sciences, 2018. http://hdl.handle.net/11427/30025.
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Globally, great strides have been made in developing essential strategies and knowledge necessary to prevent vertical transmission of HIV. Retention in the Prevention of Mother to Child Transmission (PMTCT) programme is essential for the achievement of this aspiration. The study applied Mixed Method Sequential Explanatory Design to explore the factors that underscored the retention decisions of newly diagnosed HIV positive pregnant women. The study was set in the PMTCT programme in the Takoradi Government Hospital, Ghana, a lower middle income country. PMTCT records were retrospectively reviewed. Subsequently, the Appreciative Inquiry process using the 4Is terminology was applied to unearth the experiences and aspirations of mothers (n=12), midwives and Community health nurses (CHNs) (n=12) engaged in the programme. Ethical approval was granted by University of Cape Town Faculty of Health Sciences Human Ethics Research Committee and Ghana Health Service Ethics Review Committee. Retention rate at six weeks postpartum was 67.4%. Retention stories of women enrolled in the PMTCT programme reflected a life-enhancing experience in the face of a life-threatening diagnosis. Four themes were generated: Transitioning to the ‘new’ woman, Journeying with committed companions, Glimpses of triumph and Tying up the loose ends: A daring new path. The study highlighted development of hope in a seemingly hopeless situation, supportive network of family, healthcare professionals and religious leaders, and the commitment and companionship of the midwives and CHNs that culminated in the successes of the programme. ‘Healthy’ HIV-infected mothers and ‘exposed’ infants who tested negative to HIV at the end of the mother-infant pair’s journey in the PMTCT programme was evidence of the diligence of mothers, midwives and CHNs. A collaborative discussion resulted in the development of action plans to improve service delivery, enhance clients’ experiences and improve retention. The study recommends that PMTCT services should be structured to promote hope and empowerment for the clients through shared clients and healthcare professionals’ designed improvement programmes, instituting programmes that promote the emotional health of the health practitioners to sustain the programme, and promptly addressing health system challenges that contribute to disengagement.
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Mia, Shahnaaz. "Self-leadership in male learner nurses during their four-year programme at a college in the Western Cape." University of the Western Cape, 2014. http://hdl.handle.net/11394/4196.
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Magister Curationis - MCurMale learners in the nursing profession could face self-leadership challenges. Self-leadership is an enabling process whereby a person learns to know him/herself better and, through this improved self-awareness, is better able to steer his/her work life. It involves personal and professional growth and maturity. This leads to empowerment of the individual and to fulfillment of goals and desires. The purpose of this study was to describe guidelines for male learner nurses on self-leadership during a four-year nursing programme at a nursing college in the Western Cape. The objectives of this study were to explore and describe the best experiences of self-leadership in male learner nurses during their four-year training programme at a nursing college in the Western Cape. An exploratory, descriptive, contextual and qualitative research design incorporating the philosophy of the Appreciative Inquiry paradigm was used. The research questions were framed from an AI perspective: ‘What are the best experiences of male learner nurses on their self-leadership during their four-year programme?’ ‘How can male learner nurses lead themselves during their four-year programme?’ The target population consisted of all the male student nurses from 1st to 4th year (n=151) in the R425 undergraduate diploma programme at a nursing college in the Western Cape. Data was collected by means of individual, semi-structured interviews with 12 male learner nurses until saturation occurred. The interviews were audio-taped and transcribed verbatim. Data analysis consisted of thematic analysis using Tesch’s eight-step method to generate themes, categories and sub-categories. The findings consisted of five themes: Theme 1 – The peak experiences of the male student nurses relating to self-leadership occurred on multiple levels – academic, interpersonal, personally associated and practice-linked. Theme 2 – Self-leadership was a process (at times difficult) of growth, adaptation and developing attitudes that culminated in building character. Theme 3 – Future aspirations included professional and educational aspects and interpersonal leadership. Theme 4 – This revealed the qualities needed for attainment of future aspirations. Theme 5 – The value of the programme was enhanced through educational, fellow student and practice support. The conclusion of this study was that male student nurses have the ability to lead themselves; they display characteristics such as maturity, responsibility, advocacy, strong resolve, hard work, endurance, a willingness to sacrifice; they used self-talk; they made firm decisions; but they needed guidance and active support from family, friends and nurse educators as well as management. The value of their training programme was enhanced by educational support from lecturers and mentors, fellow students and practice support in the wards and simulation laboratory. Guidelines for self-leadership for male learner nurses were described from the findings of the study. Ethical considerations included obtaining informed consent from the participants, while ensuring confidentiality and anonymity. Ethical clearance to conduct this study was obtained from the Ethics Committee at the University of the Western Cape, Western Cape College of Nursing (WCCN) and Cape Peninsula University of Technology (CPUT). Trustworthiness was ensured throughout the research process through credibility, transferability, confirmability and dependability.
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Wood, Matthew D. "Impact of strength- versus problem-focus in the revision of creative ideas." Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1707247561&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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Hopper, Veronica Louise. "An appreciative study of highest human values in a major health care organization." Case Western Reserve University School of Graduate Studies / OhioLINK, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=case1059481743.
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Hart, Penny. "Investigating issues influencing knowledge sharing in a research organization, using the Appreciative Inquiry Method." Thesis, University of Portsmouth, 2013. https://researchportal.port.ac.uk/portal/en/theses/investigating-issues-influencing-knowledge-sharing-in-a-research-organization-using-the-appreciative-inquiry-method(aa5f11de-b7f4-43a9-9b2a-fb0bf8b54564).html.
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This research contributes to the literature on the subjective experience of knowledge sharing from the perspective of those actively engaged in it. The sharing of knowledge in organizations is influenced by interconnecting factors, including organizational mission, the use made of information technology, and the motivation of individuals. Much of the existing literature takes a reductionist approach to investigating these, treating knowledge as an asset and humans as rational beings. A research organization provides knowledge services to its clients, in which knowledge is viewed both as an asset and as praxis, both aspects being used to meet the organization’s remit and help justify its continued existence. An officially mandated culture of knowledge sharing is promoted to motivate staff to develop and exploit the organization’s knowledge capability. Despite this, knowledge sharing has not been optimised. The Appreciative Inquiry Method, an interpretivist action research method from the “enquiry” tradition, was deployed amongst participants from the organization to help them give up their thinking the effectiveness of their knowledge sharing practice and their ability to improve it. This made possible a synthesis of the situation based on their shared understanding. The PEArL framework was used throughout to reflect on the conduct of the research. The contribution of the research is in supporting and extending findings in the literature from an interpretivist perspective. The importance of knowledge-as-practice was affirmed, together with tacit knowledge possessed by individuals. Knowledge sharing is affected by the low value placed on knowledge-as-practice by the organization’s clients, which affects staff motivation and the way self-efficacy is expressed. The undervaluing of knowledge-as-practice influences pre-existing, informal knowledge subcultures, which subvert the formal knowledge sharing culture. The participants’ power in the situation is limited to providing the executive with a case for maintaining knowledge as practice, to encourage a culture of motivation to share knowledge and to increase access to sharing mechanisms. The contribution includes support for the importance of the “relationship” component of the PEArL framework.
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Clint, Frank Anthony. "Appreciative Inquiry Of Texas Elementary Classroom Assessment| Action Research For A School-Wide Framework." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538841.
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This qualitative, action-research study used themes from appreciative interviews of Texas elementary teachers to recommend a framework for a school-wide assessment model for a Texas elementary school. The specific problem was that the Texas accountability system used a yearly measurement that failed to track progress over time and failed to accurately provide elementary classroom teachers with information about student performance in ways to guide instructional decision making. Appreciative interviews of 22 participants were analyzed using open coding and thematic analysis. Findings revealed teachers valued teacher-made assessments, consistency and alignment, multiple assessment measures, multiple assessment formats, student-centered assessment, and data-centered assessment for classroom use. Themes were triangulated with literature and public testimony of Texas teachers. Recommendations were made for educational leaders and global leadership. The research method used in this study was an Appreciative Inquiry generative research approach within a larger continuous improvement change management cycle. This is significant for global leadership as a method for implementing a process of change in an organization.
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Sullivan, Barry Michael. "The development of locality working and its impact on educational psychologists : an appreciative inquiry." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535238.
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Grant, Candace. "Improving business and ICT ethics education : the potential of positive psychology and appreciative inquiry." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/13117.
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Unethical behaviour is affecting societal behaviour and impacting business success. Information and Communication Technology (ICT) is increasingly adopted across businesses and for personal use and insufficient attention is paid to the impact of unethical practices in the use of ICT on various stakeholders involved. ICT professionals are well positioned to provide guidance to ICT users and decision makers but they need help. While they have the knowledge and skills in ICT, they also need a sense of professional responsibility towards their stakeholders and a moral attitude to help them understand how unethical practices in ICT can affect others and the ability to make good decisions in the use of ICT. Ethics education has been shown to be effective for other professions and this research project builds and tests a model based on current good practices found to be effective in ethics education. More specifically, it adopts a Positive Psychology perspective, not previously used in ICT ethics education, looking at what is working well and examines the use of a Positive Psychology approach, namely Appreciative Inquiry (AI) which has been found elsewhere to be an effective method to motivate change. This research project tests the impact that an Appreciative Inquiry included in a computer ethics class has on the development of moral attitude. The project had a quasi-experiment design with a large sample of over 400 participants (undergraduate Information Technology Management students) using both a control and treatment group to determine the effect of AI on the changes in moral sensitivity and moral judgment of the participants. One well validated survey tool and one developed specifically for ICT, the Defining Issues Test 2 and the IMIS Survey, respectively, were used to test changes from the beginning to the end of each course. The study findings demonstrate that a well-developed ethics course, adopting good practices, produced significant changes in the moral attitudes of the participants. The adoption of AI in the treatment group produced significant changes in elements of the student’s moral judgment validated by both the pre-and post-analysis and instructor observations. Thus taking a Positive Psychology approach to ICT ethics is a useful innovation to ethics education. The project has also demonstrated that AI may have significant potential for ethical education across professions and business at large.