APPRECIATIVE INQUIRY

An Overview

Compiled by Kendy Rossi

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