APPRECIATIVE INQUIRY. The history of Appreciative Inquiry is the history of a major shift in the practice of organizational development and transformation. Developed by Xxxxx Xxxxxxxxxxx and Xxxxxx Xxxxxxxxx at Case Western Reserve University, USA, in the early 1990s, AI began as a theory-building process rather than an approach to organizational change. It was primarily conceived as a method for system intervention and transformation and was typically used in large corporate and educational organizations. While it has been hugely successful in this context and has transformed the way change is viewed and implemented, it has been applied with equal - if not greater - success in the development sector and at the community level. The fundamental philosophy of AI is to shift the focus from a problem oriented approach to a possibility oriented one, to look at the existing strengths of an organization or community and focus on positive attributes as a basis for creating a desired future. This allows hope and is an energizing and life giving process, as opposed to a typical approach of “what is not”, which creates negativity and a feeling of hopelessness and insurmountable problems. It is also highly participatory and democratic, both of which encourage ownership and make for sustainability. Whether it is used to help a multinational corporation position itself for the 21st century or a community to deal with HIV/AIDS, an appreciative inquiry usually proceeds through four stages: (1) Discovering periods of excellence and achievement,
APPRECIATIVE INQUIRY. ‘AI’) AI methodology: AI involves the ‘art and practice of asking unconditional questions that strengthen a system’s or person’s capacity to heighten its positive potential’. Rooted in action research and organisational development, Appreciative Inquiry [AI] is a strengths- based, collaborative approach for creating learning change. AI seeks to discover and connect to those things that give life to people, organisations and human systems at a time when they are most engaged, effective and healthy. 30 years of research and practice show that conversation about strengths and successes creates change and innovation as ‘human systems move in the direction of what we most persistently, actively and authentically ask questions about’. AI provides us with the ultimate tools for genuine real time learning, change and improvement. How does the AI methodology fit with statutory guidance on learning and improvement? CSPR’s conducted with an appreciative eye create a safe, respectful and comfortable environment in which people look together at the interventions that have successfully safeguarded a child; and share honestly about the things they got wrong and how that felt and feels. They get to look at where, how and why events took place and use their collective hindsight wisdom to design practice improvements. ‘Reactive learning’, that takes place in response to circumstances we had no hand in creating or control over, is a limited type of learning. Conversely, deeper levels of learning, where ‘thinking and doing’ become integrated, take place when people work together as a whole system to agree what needs to be achieved, understand one another’s perspectives, make well informed and shared decisions at each step of their shared journey. In an AI CSPR, we ask questions like: ‘If we created the circumstances in which this child became unsafe, what shall we do to create something different?’ “Few people get up in the morning thinking: I really want to make a lot of mistakes today. Rather people wonder, what do I need to do around here to succeed?” How the AI methodology might be used when conducting a Serious Case Review: AI provides a rigorous, inclusive and collaborative inquiry process, involving the whole system in deep learning and simultaneous change design; within a framework that is customised to suit each unique and individual child, family and local circumstance. Key aspects include: Everyone, including children, young people and their families, inquires to...
