Appreciative Inquiry: No problems just puzzles

On July 4, 2014 I was fortunate to take part in an introductory session delivered by Tim Fleming from Innovative Works on Appreciative Inquiry sponsored by the Renfrew Country District School Board and the Ontario Principal’s Council. Appreciative Inquiry is an inclusive design that fosters creativity through the art of positive inquiry. AI’s process is developed through conversation, shared values, and collective visioning and provides an excellent tool for achieving student success. Appreciative Inquiry was developed by David Cooperrider and colleagues at Case Western Reserve University and The Taos Institute. It is an organizational transformation tool that focuses on learning from success. Instead of focusing on deficits and problems, the Appreciative Inquiry focuses on discovering what works well, why it works well, and how success can be extended throughout the organization. One of the most poignant quotes of the day for me was “we have no problems..we have puzzles”. It is this positive way of looking at our work and co-developing vision and actions that is at the centre of AI. Using an Appreciative Inquiry approach as a system or as a school wide process helps answer the question of “what are we being called to do?” It also acknowledges that the questions asked determine the data found and the results discovered, so it intentionally focuses on discovering strengths, opportunities, and potential. Through the process we can ensure students are at the centre; it enables a growth mindset; and creates conditions for staff and students to feel safe and valued. Appreciative inquiry provides clarity, strengthens relationships, builds new skills, promotes leadership, and nurtures a culture of continuous inquiry and learning: During the day long session we were introduced to the three elements that bring us from “being” to “doing”. It begins with 5 principles: Words create worlds; Inquiry Change; Image inspires actions; We can choose what we study and positive accelerates change. At the beginning of our day our facilitator helped us through the process beginning with the theme of ‘creating infectious momentum toward student success throughout our schools’. We were involved in a variety of tasks designed for us to identify successes; reflect on Core values; and imagine the future with a renewed sense of momentum. We were introduced to a tool to use for personal reflection, interviews or group guided discussion called the ‘Opportunity Tree’. Using this tool the group is asked to work through a three step process: Step 1 Write the possibilities or opportunity in the trunk: For instance What would you have if your problem went away? What would you like to see increased?; Step 2 In the branches identify the consequences/results of success. What would be the results if the statement in the truck were realized; Step 3 In the roots, identify root causes of success. To achieve the statement on the trunk, what needs to take place? What things need to change or be done to create success. The process itself involves the group working through the 5 D’s: Definition, Discovery, Dream, Design, and Delivery. In the definition stage the group must decide on what to learn about or what you want more of an affirmative topic. Discovery involves appreciating the best of what is and illuminating the positive core. The Dream phase makes the group envision images for a preferred future. In the design phase the group finds innovative ways to create that future and finally in the delivery phase the plan is implemented and reviewed to ensure sustainability. Getting the right topic and using the positive approach to reframing the words was a critical aspect to AI. According to the process our questions are ‘fateful’. What we ask determines what we will find; What we find determines how we talk; How we talk determines what we imagine together; and What we imagine determines what we achieve together. Some examples of affirmative topics included: Anti bullying reframed to Creating safe and inclusive schools; Staff attrition to Magnetic work environment; Poor communication to Open and transparent communication; Preventing high risk students from falling through the cracks to building an inclusive educational experience that meets the needs of every student. As a final activity in the session we were asked to come up with our question related to the work we have been doing in our schools. I worked with a group on creating a plan to use mindfulness to assist with self regulation. We worked through the AI process design an innovative plan to address this “puzzle” through the use of mindfulness practices. It resonated strongly with me as it harkened back to my days in the inner city classroom when I used mindfulness practices of ‘Silent Sitting’ and ‘Brain gym’ to centre my students and prepare them mentally for the work we were to do. My plan involves focusing my effort with the kindergarten students in the Fall. It will give me an opportunity to get to know all the new students in the building, model the mindfulness activity with the staff, and determine if this practice will have an effect on self regulation. By taking the lead on this process, monitoring the progress and reflecting on the learning I can build buy in for the practice and hopefully inspire others to use this technique in their classes. Through the introduction of this exciting philosophy of change I began to build ideas and plans for the 2014-15 school year. The day provided a thought provoking and engaging opportunity to refocus, regroup and build a renewed sense of the excitement for the ongoing year. This session also presented an excellent opportunity to network with my colleagues, and to discuss our puzzles together and look at a positive way to approach change. I look forward to applying my new knowledge and building a shared vision with the staff using the AI thought process.