Appreciative Inquiry: Embracing Organizational Change

Running head: APPRECIATIVE INQUIRY: EMBRACING ORG. CHANGE 1

Appreciative Inquiry: Embracing Organizational Change

Andrea Daisley

Western Washington University

Running head: APPRECIATIVE INQUIRY: EMBRACING ORG. CHANGE 1

“Simply put, like sunflowers that will always turn to face the sun, an organization will turn toward a positive image of itself” (Johnson & Leavitt, 2001, p. 130). This idea – that organizations thrive on positivity – is the basis for a revolutionary ideology: Appreciative Inquiry (AI). Developed at Case Western Reserve University by David Cooperrider and Suresh Srivastva, AI has been used by such well-known organizations as Amnesty International and Greenpeace as well as the South African government under Nelson Mandela. “Cooperrider and Srivastva contend that an organization frequently spends a disproportionate amount of time and resources addressing discrete problems and not enough time identifying and enhancing what the organization does best” (Ryan, Soven, Smither, Sullivan, & VanBuskirk, 1999, p. 164). The Appreciative Inquiry model is a strengths-based approach to organizational change and encourages communities and/or organizations to view their normal or every-day existence as something “exceptional or extraordinary” (Boyd & Bright, 2007, p. 1025).

That is, members of any given community – a workplace, school, neighborhood, etc. – are encouraged to think of said community as a grouping of capable individuals, able to work together to produce successful outcomes. Different than simply diagnosing a problem, using the term “inquiry” allows for the possibility that the correct solution to any difficulty is not predefined or categorized. It also “tends to level the hierarchical boundaries that often separate people” (Boyd & Bright, 2007, p. 1026). When members of a group or community from all different “steps in the ladder” can come together in pursuit of a common goal, it has the power to broaden perspectives, strengthen ideas, and challenge preconceived notions one member may have toward another. Those who do not typically participate or feel they have a voice are empowered to join in the group process because everyone’s ideas are encouraged and considered valuable (Boyd & Bright, 2007, p. 1033). Basically, the idea is that every organization or community does something well. Achieving success is only a matter of finding and celebrating that something, in order to bring life and rejuvenation to a team (Moore, 2008, p. 217).

Before one can truly understand and bring about this positive and life-giving change through Appreciative Inquiry, it is important to understand that the AI model is based on eight key assumptions. These assumptions are clearly outlined by Elleven (2007):

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

- What we focus on becomes our reality.

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

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

some way.

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

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

- It is important to value differences.

- The language we use creates our reality” (pp. 452-453).

Reflecting on these assumptions, it seems they can be summarized and sorted into the overall categories of Appreciative Inquiry values: focusing on strengths, embracing diverse perspectives, and learning from experiences.

Though these ideas and beliefs seem favorable, and though AI is widely accepted as an effective and life-giving practice, there are certain elements of the process that can be seen as potential risks. The first is that “these ideas might well still be difficult for many readers to believe or to accept on faith” (Michael, 2005, p. 223). It sounds nice to rely on the fact that there will always be something positive to focus on, but in a particularly stressful situation it can be difficult to ignore the overwhelmingly negative circumstances and believe – sometimes blindly – that it will simply “get better.” Another potential obstacle in the Appreciative Inquiry approach is whether or not it would be effective in situations dealing with language barriers and/or sensitive issues. Communication is a very important aspect of the AI methodology, and therefore language is crucial. Thus, interviewing participants from different language backgrounds and cultures may prove to be difficult. Additionally, dealing with sensitive issues could cause potential conflict, since those struggling through a difficult scenario may feel the interviewer is “belittling their difficulties and seeking to cast a rosy glow over them” (Michael, 2005, p. 225). In times of crisis or predicament, it can often be hard to “see the light” and realize that there are positive aspects to a negative circumstance. Often people simply wish to have their concerns validated, in which case Appreciative Inquiry could be easily misunderstood as undermining one’s true feelings.

Furthermore, the AI model can be easily misconstrued as a simple “focus on the positive,” which loses sight of the real grit of what makes it unique and meaningful. Organizations may misunderstand the true meaning of the ideology and come to believe it will not suit their needs in times of turbulence or tragedy (Bright, 2009, p. 2). In reality however, part of what makes the model successful is the adaptability of AI programs. There is no one approach to its application, and what is right for one organization may not be right for another. Whether it is a large-group workshop or a small-group dialogue, Appreciative Inquiry can be applied in a variety of ways (Skinner & Kelley, 2006, p. 84).

When it comes to putting AI into practice, four crucial and distinct phases occur in application; often referred to as the 4Ds. The first phase is that of discovery. In the Discovery Phase, participants involved in an organization consider the best aspects of their situation and try to draw patterns and commonalities. One way to draw said patterns is by interviewing members of the organization with appreciation-based questions. That is, questions that require reflection on the positive aspects to the community or situation one is in, such as “What’s your favorite memory of working here?” “What do you like best about your job?” or “What part of your work are you most proud of?” Questions such as these inspire participants to share their stories and speak honestly about their experiences (Michael, 2005, p. 225). Then, in the Dream Phase, members of the group envision what would make up an ideal future. This leads them to the Design Phase, in which they brainstorm how to realize their “dreams,” or rather turn ideas from the Dream Phase into realities. The fourth and final phase of the 4D process is the Destiny Phase. In this phase, members of the group reflect on their ideas from the first three phases and take action. Specific roles and projects are designed so as to successfully put new ideas into practice (Elleven, 2007, pp. 451-452).

In an effort to better understand Appreciative Inquiry and its 4Ds, I returned to my most previous internship site, Rebound of Whatcom County. There I conducted my own Discovery Phase of the AI model, utilizing both the questions listed above and other select interview questions found in the same list on page 225 of Michael’s (2005) article. Each person I interviewed – the Executive Director, the Marketing & Program Director and the Family Services Coordinator – had his or her own unique memories and experiences to share, but when it came down to core values and practices, I was amazed at the commonalities in their responses. For example, when I asked, “What do you like best about your job?” every member of the team made reference to the excellent teamwork and encouraging office atmosphere they experience on an almost daily basis. It seems everyone feels very comfortable communicating ideas and/or solutions without fear of judgment or rejection. In response to “What part of your work do you think your clients value the most?” all three participants mentioned the fact that Rebound makes clients feel valued and appreciated as people, as well as accepts people into their programming who have been turned away by other organizations in town. I can imagine – and got to experience to some extent during my time at the agency – that it must feel incredible to know what a difference one agency can make in clients’ lives. The common interview response I found most fascinating and exemplary of Appreciative Inquiry was to the question, “If I came back to visit you in five years, what do you think your organization would look like?” I was amazed at the fact that all three participants offered almost the exact same answer: they all think Rebound programming will be replicated to other communities, having taken flight in diverse and numerous areas. Clearly, this fits in with the AI model, as they are setting goals for the future and remaining optimistic in their approach.

Reflecting on my results from an Appreciative Inquiry standpoint, I can see how the interview responses reflect a transition through each phase of the 4Ds. The staff at Rebound is discovering which organizational practices work best, dreaming about an ideal future, and designing the tools and programs necessary in order to reach the agency’s eventual destiny of progress toward expansion. What I ultimately found is that Rebound, whether they have realized it or not, is clearly an organization that values and utilizes Appreciative Inquiry ideologies. It is easy to deduce from their positive words and shared beliefs that they pride themselves on strong communication and teamwork, which I have gathered to be at the heart of successful Appreciative Inquiry application. It is interesting having served an entire quarter with Rebound last spring to reexamine all the reasons I enjoyed my internship experience there. I valued the Appreciative Inquiry ideology and practices without even realizing they existed, and the opportunity to perceive and reflect on my experience through a new, more educated frame has been fascinating.

By and large, I feel the study of Appreciative Inquiry is imperative in the field of Human Services. I have studied strengths-based coaching and therapy in many Human Services classes, and the study of AI has expanded my knowledge and given me a new way of thinking about the strengths-based methodology as well. What I find most interesting and encouraging is that unlike some change concepts we learn about, Appreciative Inquiry is applicable in both the private and public sectors. Whether it is a school system, non-profit organization or Fortune 500 company, AI is universal and really gets at the heart of what makes organizations thrive. Reading about and observing the ways in which Appreciative Inquiry has positively impacted organizational change is inspiring, and I imagine I will continue to consider this ideology in any and all careers and/or endeavors I may pursue in the future.

References

Boyd, N. M., & Bright, D. S. (2007). Appreciative inquiry as a mode of action research for community psychology. Journal of Community Psychology, 35(8), 1019-1036.

Bright, D. S. (2009). Appreciative inquiry and positive organizational scholarship: A philosophy of practice for turbulent times. OD Practitioner, 41(3), 2-7.

Elleven, R. K. (2007). Appreciative inquiry: A model for organizational development

and performance improvement in student affairs. Education, 127(4), 451-455.

Johnson, G., & Leavitt, W. (2001). Building on success: Transforming organizations through an appreciative inquiry. Public Personnel Management, 30(1), 129-137.

Michael, S. (2005). The promise of appreciative inquiry as an interview tool for field research. Development in Practice, 15(2), 222-230.

Moore, M. (2008). Appreciative inquiry: The why? The what? The how?. Practice Development in Health Care, 7(4), 214-220.

Ryan, F.J., Soven, M., Smither, J., Sullivan, W.M., & VanBuskirk, W.R. (1999). Appreciative inquiry: Using personal narratives for initiating school reform. Clearing House, 72(3), 164-168.

Skinner, S.J., & Kelley, S.W. (2006). Transforming sales organizations through appreciative inquiry. Psychology & Marketing, 23(2), 77-93.