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

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.

• 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.

• 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.

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

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.