sample

C o a c h in g w it h
A p p r e c ia t iv e
In q u ir y
Presented by Geri England
Executive and Professional
Coaching Program UTD School
of Management

O b j e c t i v e s /O u t c o m e s
 Define Appreciative Inquiry & Appreciative Coaching
 Experience the Effect of Positive Inquiry
 Conduct an Appreciative Inquiry Interview
 Become Familiar with 5 Appreciative Coaching Principles
and 5 Processes/5D Model
 Identify and use Appreciative Coaching Questions
 Apply Appreciative Coaching to real-world situations

We e k O n e
E x p e r ie n c in g
A p p r e c ia t iv e In q u ir y
A I & A p p r e c ia t iv e
C o a c h in g
D e f in e d

A g e nd a – We e k 1
 Introductions
 AI Interview Demo & Observations
 AI & Appreciative Coaching Defined
 AI and Coaching
 Assignments
 AI Interview for Week 2
 Coaching Assignment for Weeks 4, 5 & 6
 Read C ollaborating for C hange – A ppreciative I nquiry by Class 4
 Read Chapters 1-4 in A ppreciative C oaching by Class 5

E x e r c is e : A p p r e c ia t iv e
In t e r v ie w
1. Identify a point in your career when you felt incredibly energized, proud,
alive, involved, and excited about the work you were engaged in -
something you recall as being a real “high point.”

2. What things do you value most about:
--Yourself
--The nature of your work
--The organization

3. What do you consider to be the core factor that gives life to this
organization?

4. What 3 wishes would you make to heighten the vitality and health in this
organization? If you had a magic wand and could use it to bring about a
new future in your personal life or profession, what three things would you
wish for?

C la s s D is c u s s io n

 Observations
 Discussion
 Learnings

B a c k g r o u n d o f A p p r e c ia t iv e
In q u ir y ( A I)
 David Cooperrider, Case
Western University
 Bernard Mohr, Synapse
Group, Inc.
 Jane Magruder Watkins,
Appreciative Inquiry
Unlimited
 Diana Whitney, Taos
Institute, Corporation for
Positive Change
 OD Practitioners
worldwide

D a r w in ’ s Im p a c t – W o r ld
V ie w
Legac y A n o t h e r V ie w
 The world is hostile, requiring  Life is about invention, not
a constant struggle for survival survival
 Error leads to death  We’re here to create, not
 Life is an accident, one of defend
many random events  Life is a constant process of
 Must dominate, control discovery/creation
 Things exist outside me in a  Life organizes and seeks
fixed, separate state systems so that more may
flourish
 The great machine
 Life is a great playground we
make up as we go

A d v o c a c y v s . In q u ir y

Ad v o c a c y I n q u ir y
 A western tradition that  A complementary skill to
stresses: advocacy that:
 Uncovers why
 Critical thinking - critiquing
 Asks questions re beliefs
 Adversarial thinking  Explores:
 We focus almost exclusively  Why you believe?
on advocacy  What leads to this
 Presenting our views and conclusion?
arguing for them  What facts & data?
 Debating forcefully  What examples or
 Most managers are trained to past experience?
be advocates  Seeks to understand
 Is not a technique to cross
examine people/find fault

A p p r e c i a t e /A p p r e c i a t i v e
 Ap-pre ci-ate, v., 1. V aluing;
the act of recognizing the best in
people or the world around us;
affirming past and present
strengths, successes, and
potentials; to perceive those
things that give life (health,
vitality, excellence) to living
systems.
 2. T o increase in value, e.g. the
economy has appreciated in value.
 Synonyms: V aluing, P rizing,
E steeming, and H onoring.

In q u ir y
 Inquiry, n., 1. T he act of
exploration and discovery.
 Inquire, v., 2. T o ask
questions; to be open to seeing
new potentials and possibilities.
 Synonyms: D iscovery, Search,
and Systematic E xploration,
Study.

A p p r e c ia t iv e In q u ir y D e f in e d
( A p p lie d t o o r g a n iz a t io n s )
 A p p r e c ia t iv e I n q u ir y is a form of organizational study that
selectively seeks to locate, highlight and illuminate the best of “what
is” to help ignite the collective imagination within an organization of
“what might be.”

 The A I p r o c e s s provides human systems with a way of
inquiring into the past and present, seeking out those things that are
life-giving and affirming as the basis for creating images of a
generative and creative future.

 “A p p r e c ia t iv e I n q u ir y is about the co-evolutionary search
for the best in people, their organizations, and the relevant world
around them. In its broadest focus, it involves systematic discovery
of what gives “life” to a living system when it is most alive, most
effective, and most constructively capable in economic, ecological,
and human terms.”

B a s ic A I P r e m is e s

 We create our world through the language we use to
describe it.

 We experience the world in line with the images we hold
about it, i.e., we socially construct our world.

 We learn about people and organizations by the language
they use and the stories they tell and use to build their
future.

A p p r e c ia t iv e C o a c h in g –
S t r e n g t h s -B a s e d ( A p p lie d t o
In d iv id u a ls )
 An approach to coaching,  Rather, it focuses on
evolved out of the accessing existing strengths and
organizational change work of distinctive competencies,
David Cooperrider and reaffirming them and
colleagues, which emphasizes
that individuals, executives encouraging these
and organizations do not need qualities/traits to promote
to “be fixed.” positive change and move the
individual or organization
forward.

C o a c h in g w it h A I 5 -D P r o c e s s
B a s e d o n C o o p e r r id e r ’ s 4 -D C h a n g e M o d e l,
A d a p t e d t o a 5 -D C h a n g e M o d e l a t G T E a n d
E x p a n d e d t o C o a c h in g b y B a r b a r a S lo a n

D e f in it io n :
T o p ic , P u r p o s e ,
G o a ls , Id e a l
O utc o me ,
R e la t io n s h ip
D is c o v e r y :
P e a k s , S tre ng ths ,
C o m p e t e n c ie s

D e s t i n y /D e l i v e r D re a m:
y: To p i C lie n t & S y s t e m
B e c o m in g , c V a lu e s , S h a r e d
B e in g , (What you Want More D re a ms
S u s t a in in g , of)

C h e c k -In s
D e s ig n :
D e c la r a t io n s ,
D e c is io n s ,
C o m m it m e n t s ,
A c t io n s

O r g a n iz a t io n a l C o n t e x t f o r
A p p r e c ia t iv e C o a c h in g
 Appreciative Inquiry (AI) looks at groups and individuals
within the context of the bigger organization or system

 An AI process engages the system as part of an
organizational change initiative (often co-lead by OD
professionals, executives and rank and file employees)

 C oaching with A I
 Focuses on the client’s strengths and successes
 Occurs within a system
 Is not isolated to the individual
 Involves the impact of others and the organization on the client

C o r e C o a c h in g C o m p e t e n c ie s
 Setting the F oundation
 Meeting ethical guidelines & professional standards
 Establishing the coaching agreement

 C o-C reating the R elationship
 Establishing Trust and Intimacy
 Coaching Presence

 C ommunicating E ffectively
 Active Listening
 Power Questioning

C o r e C o a c h in g C o m p e t e n c ie s
 F acilitating L earning and R esults
 Creating awareness
 Designing actions
 Planning and goal setting
 Managing progress and accountability

 A ppropriately E ngaging the Organizational System*
 Involving others in the coaching inquiry
 Building strong relationships to support client and collaborate in
reaching shared dreams

(M y addition: A pplies to C oaching with A ppreciative I nquiry)*

T y p e s o f C o a c h in g w it h in
O r g a n iz a t io n s

 Performance Coaching
 Executive Coaching
 Leadership Development
Coaching
 360 Feedback and
Coaching
 Transition Coaching
 Career Coaching
 Group Coaching

A p p r e c ia t iv e In t e r v ie w s : 4
G e n e r ic Q u e s t io n s
1. What is your best experience. A time when…

2. What do you value about… yourself, work,
organization.

3. What do you think is the core life-giving factor or value
of your organization –that which if it did not exist would
make your organization totally different than it currently
is?

4. If you had three wishes for this organization, what
would it be?

In t e r v ie w G u id e

H igh P oints & P eak E xperiences
1. (a) Briefly describe some times when you experienced
tremendous success in your personal and professional life.

(b) Now give some more details about one of these successes.
What were the circumstances? Who was involved? What were
the outcomes/results? What did you contribute? What personal
skills and qualities impacted the outcome? What made this
experience such a rousing success?

A I In t e r v ie w G u id e ( c o n t . )
V alues, P ositive C ore
2. Without being humble, tell me what you value most about
yourself, your job, and your organization? If you can’t say, what
do you think others would say about you?

3. What do you think is the core life-giving factor or value of your
organization that without it your organization would be totally
different than it currently is?

C ompelling I mages of the F uture
4. If you had a magic wand and could use it to bring about a new
future in your personal life or profession, what three things would
you wish for?

H o w to C o nd uc t a n
A p p r e c ia t iv e In t e r v ie w
 The interviewer’s role is to ask questions and to encourage the
interviewee to tell his/ story.
her

 As the interviewer, focus on the individual, giving your undivided attention. Be
curious and open to learning.

 Avoid going into your personal stories or perspectives during the interview
process. This is all about the other person for now.

 Ask follow-on questions to draw out specific details as well as feelings about
the experiences being described.

 Allow the interviewee to immerse him/herself in the topic so the original
images and feelings are re-experienced.

 As a listener, value the information being shared.

 Tell the interviewee you will be taking notes to help you recall the key points
shared. Take good notes.

 Notice themes and patterns.

A s s i g n m e n t #1: G e n e r i c
In t e r v ie w
 Identify a prospect or coaching buddy to interview.

 Conduct the interview using the Generic AI Interview Guide
questions.

 Record notes during the interview.

 Identify the themes and patterns.

 Post your interview summary on Blackboard by Week 2 class

 Be prepared to discuss your experiences during class 2.

A s s i g n m e n t #2 : C l i e n t
C o a c h i n g S e s s i o n #1
 Select a volunteer client and contract for a short-term 2-session
coaching engagement for this class.

 Determine a topic for coaching with the client & conduct an initial
“appreciative” coaching session.

 Complete the initial client coaching session and submit the
summary to Blackboard by Class 4.

 Be prepared to discuss the experience in class.

A s s i g n m e n t #3 : A p p r e c i a t i v e
In q u ir y In t e r v ie w w it h a
C o l l e a g u e #1
 Conduct an interview with one other person, one of the client’s
colleagues, inside the organization (peer, employee, supervisor,
etc.) who knows the client well enough to have observed or had
experience working with him/her. Ask the client for permission to
interview the colleague.

 The purpose is to draw out the colleague’s positive stories about the
client. Inform the colleague upfront that you will be sharing this
information with the client.

 Complete this AI interview by Class 5 and submit the summary
sheet on Blackboard by Class 5.

 Share observations and learnings from the colleague AI Interview
with the client in the second coaching session.

A s s i g n m e n t #4 : C l i e n t
C o a c h i n g S e s s i o n #2
 Summarize your notes, identifying the patterns and themes, from
the first coaching session and the colleague interview(s).

 Using the Appreciative Coaching skills, conduct the second
coaching session sharing the feedback from the colleague
interview(s) to help the client gain greater self-awareness and
determine actions for change (if client so chooses).

 Complete the second coaching session by Class 6.

 Post the summary sheet on Blackboard by Class 6

 Be prepared to discuss your experience in class.

O p t i o n a l A s s i g n m e n t #5 :
I n t e r v i e w w i t h a C o l l e a g u e #2

 Conduct a second AI Interview with a different client colleague (with
the client’s permission) by Class 5.

 Follow the same process as with the first colleague AI Interview.

 Share this information with the client in the second coaching
session.

 Submit summary form to Blackboard by Class 5.

R e a d in g A s s ig n m e n t s

 Read C ollaborating for C hange – A ppreciative I nquiry by
David Cooperrider and Diana Whitney by Class 4.

 Chapters 1-4 in A ppreciative C oaching by Sara Orem,
Jacqueline Binkert and Ann Clancy by Class 5.

W e e k Tw o
A I – A S tre ng ths -
B a s e d Approa c h

 Discuss AI Interview Experiences
 AI Organizational Change Process
 5-D Model and Generic AI Processes
 Appreciative Coaching Model
 Appreciative Coaching Questions
 Coaching Demos
 Appreciative Coaching Assignment

In t e r v ie w s

 Discuss your experience conducting the AI Interview
 Observations
 Learnings

T h e F iv e C o r e A I P r o c e s s e s
A p p lie d t o O r g a n iz a t io n a l
C ha ng e

C ho o s e the
p o s it iv e a s t h e
f o c u s o f in q u ir y
F in d In q u ir e in t o
In n o v a t iv e s t o r ie s o f lif e -
w a ys to g iv in g f o r c e s
C r e a t e s h a tr e d
c t ha L o c a te the me s
i m u t uer s o f a
fa g e t h a t a p p e a r in
p r e fe r r e d t h e s t o r ie s
fu tu r e

F iv e G e n e r ic P r o c e s s e s o f A I
L in k e d t o C o o p e r r id e r ’ s
C ha ng e Mode l

 D efining the topic or focus – Choose the positive as
the focus of inquiry

 D iscovery – Appreciating the best of “what is” – Inquire into stories of
life-giving forces

 D ream – Imagining “what might be” – Locate themes that appear in
the stories and create shared images of the future

 D esign – Creating “What can be” – find innovative ways to create that
future

 D estiny/ elivery – “What will be” – Sustain the change
D

T h e A I 5 -D O r g a n iz a t io n a l
C ha ng e P roc e s s
Definition:
Decide What to Learn About

Discovery:
Opportunity Context
Positive Core

Delivery: Dream:
Sustaining the Topic Envisioning what might
Change (What you Want More
be; shared images for a
of) preferred future

Design:
Finding innovative ways to
create that future;
Breakthrough propositions

C o m m o n A I P r o je c t A p p r o a c h
t o O r g a n iz a t io n a l C h a n g e
• Choose the topic: combine themes from generic
interviews with research questions.
• Agree on desired outcomes
• Agree on how to get there
• Develop draft interview protocol
• P ractice interviews; develop interview guidelines
• C onduct the interviews.
• P lan for collecting & “analyzing” the data
• Create P ossibility Statements/ rovocative P ropositions
P
• Plan for how the process will drive organizational change.
• I mplement the plan.

E m p h a s is o n S t r e n g t h s –
P o s it iv e C o r e v s D e f ic it s

A p p r o a c h e s t o M a n a g in g
C h a n g e in O r g a n iz a t io n s ( a n d
o f t e n in d iv id u a ls )

P roblem Solving A ppreciative I nquiry
 Identify Problem  Appreciate “What is” (What
 Conduct Root Cause Analysis gives life?)
 Brainstorm Solutions &  Imagine “What Might Be”
Analyze  Determine “What Should Be”
 Develop Action Plans  Create “What Will Be”
 Me t a p h o r :  Me t a p h o r :
Or g a n iz a t io n s a r e Or g a n iz a t io n s a r e
p r o b l e ms t o b e s o l u t io n s t o b e
s ol v ed. e mb r a c e d .

C o r e B e lie f o f A p p r e c ia t iv e
C o a c h in g – E v o lv e d o u t o f A I
C ha ng e Mode l
 Individuals are mysteries to be appreciated.

 Clients are not problems or deficient in some way & our job
is not “fix” them.

 Our role is to partner with clients in a positive, generative
approach in which they are agents of their own change.

 Our clients will have problems to solve but they as
individuals are not themselves problems.

C o a c h in g
Model
Approa c h a nd
S a m p le A p p r e c ia t iv e
Q u e s t io n s

A I 5 - E /5 D C o a c h i n g M o d e l
E x p a n d e d b y G e r i E n g la n d , D e r iv e d f r o m D a v id
C o o p e r r id e r ’ s
A I 4 -D C h a n g e M a n a g e m e n t P r o c e s s

E ng a g e me nt
( D e f in it io n ) :
E n r o llm e n t ,
C o n t r a c t in g , D e s ir e d
O utc o me s ,
E x p lo r a t io n
( D is c o v e r y ) :
S ys te m C o n te x t &
C lie n t
V a lu e s , S t r e n g t h s ,
E x e c u t io n & C o m p e t e n c ie s , E n v is io n in g
E v o lu t io n P a s s io n s (D re a m):
( D e liv e r y ) : A f f ir m a E x p e r ie n t ia l,
Forwarding the action, t iv e e m o t io n a l,
A g re e me nts , T o p ic g r o u n d in g in
F o s t e r in g (What you Want More of) s h a r e d im a g e s o f
C o m m it m e n t & E x p a n s io n ( D e s ig n ) : id e a l f u t u r e ,
Im p a c t , E lic it in g In n o v a t iv e me ta p ho rs
S u s t a in in g t h e A p p ro a c he s & S te p s
C ha ng e to w a rd the b e s t
p o t e n t ia l, A c t io n s ,
S ys te m S u p p o r t

C o a c h i n g D e m o /P r a c t i c e

 Application
 Debrief

T h e A r t o f t h e Q u e s t io n
P roblem F ocus P ossibility/Strength F ocus
 What’s the biggest problem  What possibilities exist that we
here? have not yet considered?
 What’s the root cause of the  What’s the smallest change
issue? that could make the biggest
 Why do you blow it so often? impact?
 Why do we still have those  What solutions would create a
problems? win?
 What inspires you? What
makes this situation inspiring,
energizing, and mobilizing?

E n g a g e m e n t /D e f i n i t i o n P h a s e :
C o n t r a c t i n g w i t h C l i e n t /D e f i n i n g
T o p ic F o c u s , E x p e c t a t io n s a n d
O u t c o m e s o f C o a c h in g w it h C lie n t
& In it ia l D is c o v e r y
T his initial phase consists of D e f i n e /D i s c o v e r
several elements:
 E nrolling the client and
organization Engagement (Definition):
 Negotiating the contract and Enrollment, Contracting,
agreements Desired Outcomes,
 Establishing the relationship Relationship
 Setting the stage – selecting the
topic
 Forming a picture/ image of success
& expressing a dream Exploration (Discovery):
 Setting goals and outcomes for System Context & Client
coaching Values, Strengths,
Competencies, Passions

E n g a g e m e n t : E s t a b lis h in g
t h e R e la t io n s h ip
 Getting acquainted – C lient I n-take F orm
 Background & experience
 Support resources
 Self-description
 Future potential
 Preferred ways of working
 C larifying the desired outcomes
 Ask what client hopes situation will be like at end.
 Focus on what client wants.
 Help see ability to create the change with coach support.
 Create positive affect or feeling about vision possibility.
 Help to see self differently in that future vision.

E n g a g e m e n t /D e f i n i t i o n :
S e t t in g t h e S t a g e – D e f in in g
t h e O v e r a ll T o p ic f o r
C o a c h in g
 C larify the topic for coaching – topic being a neutral term.
 Sometimes use of the word goal at this point can lead clients to
present their issues, concerns or challenges.
 Avoid starting with a negative premise.
 Reframe the client’s initial desire to “correct deficiencies” into a
more positive or neutral topic of “what do I want to do or be more
of to create what I want”.
 Sample Q uestions:
 What topic would you like to focus on to begin the coaching?
 What are times that you are at your best?
 W ho do you admire for their skills and abilities?
 What are one or two things you’d like to do more of to create or be
what you want?

E n g a g e m e n t /D e f i n i t i o n :
F o r m in g a P ic t u r e o f S u c c e s s
t h r o u g h E x p r e s s in g a D r e a m

 E ncourage clients to communicate a clear picture of success for
their coaching topic.
 Ask clients to imagine a picture of successful realization of their dream
or vision & get them to describe it in detail.
 F ocus on:
 What they are doing.
 What they are feeling about the success.
 How they will be regarded by others.

P ic t u r in g S u c c e s s - S a m p le
Q u e s t io n s
 When you are faced with a  How do you envision
challenging situation in this yourself as…?
area, what does taking
decisive action look like?
 What successes do you see
yourself celebrating as…?
 What are you doing as…or in  What would be a breakthrough
this situation? for you? How would you know?
 What does it feel like when you What would have to happen?
are confident in handling…? Who would be involved? What
 What do you need so as to feel is your part/role/contribution?
on top of your game as…or in  If you were very satisfied with
this situation? your performance, had achieved
 How do others feel being part your potential, and
of what you have created? accomplished what you want,
what would that look like?
 What do other most appreciate  What vision do you have for
about…? yourself in the next few years?
 What would being “well  What legacy would you like to
regarded by others” mean to leave behind?
you?
 What support do you give
others in these situations?

E n g a g e m e n t /D e f i n i t i o n : G o a l
S e t t in g - in A p p r e c ia t iv e
C o a c h in g
 Goals identify specific ends for coaching & reflect language similar
to planning or problem-solving approaches.
 Goals here serve to keep the purpose of coaching in sharp focus &
set expectations for successful conclusion of the coaching.
 Sample Q uestions:
 Imagine this coaching produces great results. What would it have
achieved?
 What are your goals for coaching?
 What would be an outstanding outcome of this coaching?
 What goals would you like to set that will help you realize your
vision or picture of success?
 What would you like to accomplish in the next 30, 60, 90 days
and 12 months?

E x p l o r a t i o n /D i s c o v e r y
P roc e s s
 C oach F ocus
 Establishing a positive connection between the coach & client
 Leading the client to a more empowering perspective
 Affirming the sense of the possible
 Cultivating & supporting the client’s belief in a positive future
 C oaching Sequence
 Coach asks client to describe a positive experience.
 Client reflects on the positive aspects of the experience.
 Client & coach identify similarities across several positive experiences.
 Client applies learnings to the topic of coaching.
 C oaching T ools
 Questions
 Pivoting
 Observation Exploration (Discovery):
 Experimentation System Context & Client
 Role Models Values, Strengths,
Competencies, Passions

In it ia l C o a c h in g S e s s io n s

 F irst Session
 Begin setting the appreciative context via the coach’s use of
appreciative language & inquiry.
 Review the information from the Client Information Form with
the client.
 Begin the Discovery Stage by asking the four core appreciative
questions that identify and clarify the client’s neutral or positive
topic for the coaching contract.

4 C o r e Q u e s t io n s :
E x p l o r a t i o n /D i s c o v e r y
P roc e s s
1. What gives life to you now? (enjoyment,
appreciation, fulfillment)

3. Describe a high point or peak experience
in your life or work up to now. What do
you see as your key strengths in this
situation? What unique contributions did/
do you make in this situation? What are
you especially proud of? (strengths and
competencies)

5. Without being humble, what do you value
most about yourself as a human being,
friend, co-worker, citizen, parent, spouse,
sibling and other significant roles you
have? What are your core values – the
ones you couldn’t live without or wouldn’t
be the same person without? (values)

7. What are one or two things you want
more in your life? (wishes)

In it ia l C o a c h in g S e s s io n s

 Second Session:
1. Continue the Discovery Stage to build on the client’s positive
self-regard in relation to the topic.
2. Further refine the topic and client’s description of success.
3. Establish goals to support the vision of success

E x p l o r a t i o n /D i s c o v e r y -
S a m p le Q u e s t io n s
 Let’s review where we are. What  What about this topic stimulates
is the topic for our coaching or excites you?
conversations?  Describe a time when you might
 If you need to expand on the have experienced elements of this
original topic, reconnect or refine topic in a different context, but in a
it, try this: Tell me about a time positive way.
when you were operating on all
“cylinders” at work or in your life.
 If the future could be any way you
You were at the top of your game wanted it to be, how would you
– a high point in your work or life. state this topic in the positive?
What were you doing? What were  If, while you slept, a miracle
others doing? What skills and occurred & your concern is gone.
competencies did you exhibit? When you wake up in the am,
 Competencies: Identify some what will be different that you let
competencies and ask the client to you know that the miracle
describe peak experiences/stories occurred? What else?
to illustrate each competency
area.
 You may ask for several success
stories to identify patterns and
draw out the topic or client
strengths. This can provide more
clarity and empower the client.

C h e c k -In o n F in a l A s s ig n m e n t

 Identified a client?
 Identified one of client’s associates to interview?
 Complete the initial coaching session with the coaching
client by the Class 4.
 Be prepared to discuss your experience.
 Complete AI interview with the client’s colleague (and
optional colleague) by Class 5.
 Complete the second coaching session & turn in your
summary form by Class 6.
 Practice with coaching buddies.

We e k Th r e e
C o a c h in g M o d e l
( c o n t in u e d )

 Review of Previous Topics – Questions
 Appreciative Coaching Model (continued)
 Coaching Demos & Debrief
 Assignment for Week 4: Conduct first coaching session
with your client.

A I 5 - E /5 - D C o a c h i n g M o d e l
E ng a g e me nt
E n r o llm e n t ,
O utc o me s ,
E x p lo r a t io n
C lie n t

E n v i s i o n i n g /D r e a m P h a s e :
A r t ic u la t in g P o t e n t ia l

I n A ppreciative C oaching, creating
a dream is a deliberate process. E n v i s i o n /D r e a m
 Process of creating images of
one’s potential
Envisioning (Dream):
 Connection between positive Experiential,
image & positive action – heliotropic emotional, grounding
tendency in shared images of
 P ositive A ffect - plays key role ideal future,
metaphors
in dreaming
 Generative M etaphors –
deliberately foster formation of
new impressions & judgments

E n v i s i o n i n g /D r e a m P r o c e s s
 C oach F ocus
 Encouraging the client to create images of possibilities
 Inviting the client to give voice to his/her preferred future, i.e.,
bring into coherent form
 Affirming the client’s dream
 C oach Sequence
 Client acknowledges his/her aspirations & strengths.
 Client & coach anticipate her/his dream.
 Client declares her/his dream.
 C oaching T ools
 Questions Envisioning (Dream):
 Expression of dreams Experiential,
emotional, grounding
 Writing
in shared images of
 Metaphors ideal future,
 Drawings metaphors
 Symbols

P h a s e – Im a g in in g t h e
P o s s ib ilit ie s f o r a P o s it iv e F u t u r e
 Jump into the future (1year, 5  What is the inspiration for your
years, 10 years…). What do you life?
see? What are you doing? Who  What would you like others to
are you with? Where are you
living? What are you excited ask of you?
about?  What would your mentor (mom,
 If you could have 3 wishes, what best friend, grandmother, fairy
would they be? godmother) wish for you in your
future?
 Thinking of times you were most
happy, what about these times
 What wish would you have for
would you want to carry into the yourself in developing this…
future? (quality, competency focus,
situation) to a higher level?
 What are you being drawn
toward?
 What are the most compelling
words, symbols, pictures, images
 What is the world calling you to that capture you and your
be? What work are you called to essence?
do?  What metaphors, pictures, songs,
 What are the most enlivening and etc. would best highlight the
exciting possibilities for you? elements of your most desired
 What do you notice about yourself future?
when you dream of your future?  What work/life themes from your
 If you could communicate with stories from the past would you
yourself in the future, what prefer to bring forward into your
questions would you want to ask future?
yourself?

E x p a n s i o n /D e s i g n P h a s e :
D ir e c t in g A t t e n t io n & A c t io n

I n A ppreciative C oaching
design is about: E x p a n d /D e s i g n
 Helping clients direct their
attention and take action so that
Expansion (Design):
they become the designers of
Eliciting Innovative
the future they most desire. Approaches & Steps
 Providing a foundation and toward the best
structure for clients to potential, Actions,
proactively attain their dreams. System Support

E x p a n s i o n /D e s i g n P r o c e s s
 C oach F ocus
 Assisting the client in bringing the dream into focus.
 Identifying priorities
 Defining success
 Affirming the reality of the dream.
 Supporting mindful choices and actions.
 Enjoying the moment
 Engaging supporters
 C oach Sequencing
 Client focuses on compelling priorities.
 Client reflects on ways in which he/she
is already living the dream.
 Clients takes action to incorporate elements
of the dream into his/her daily life. Expansion (Design):
 C oaching T ools Eliciting Innovative
 Questions Approaches & Steps
 Themes toward the best
 Experimentation for a new outcome potential, Actions,
 Being with System Support
 Supporters
 Checklists for forming new habits

E x p a n s i o n /D e s i g n P h a s e - S a m p l e
Q u e s t io n s
 Thinking about your dream, what  What strengths and opportunities can
would make it come alive for you? you leverage now to move forward?
 What in your dream really calls to  If you were to experiment with one
you, makes you yearn for its aspect of your dream, what kinds of
fulfillment? things can you see yourself trying?
 When you think about your dream, How serious is this experiment? How
what brings you joy & excitement? could you make it less serious? More
What makes you laugh? playful?
 Who would be your fellow  If you were to act as if your dream
travelers? Who are people you were reality now, what fun would you
trust & value who have supported be having? How could that truly be
you in the past and will again? happening now in the near future?
 What is your purpose in this  What makes you feel proud and
organization, job, life? What capable today?
values do want to honor and what  What are you willing to commit to
commitments are you willing to now?
make to create your dream/future?  What has worked in the past that you
 As you think about yourself overall can apply now?
– talents, competencies, strengths  What resources do you need to
– how could you build on your best
to benefit the team and the support you?
organization?  What specific support will you ask for?
 What have you already started  What infrastructure resources will you
putting into place? Where is your request?
attention going now as you think  What mentors can you choose to
about the things you want to do? guide & support you?

E x e c u t i n g /E v o l v i n g /D e l i v e r y
P h a s e : B e in g a n d B e c o m in g

I n A ppreciative C oaching the
purpose of the D estiny/ D elivery E x e c u t e /E v o l v e /D e l i
stage is: ve r
 To internalize and live the reality Execution & Evolution
of clients’ dreams (Delivery): Forwarding
 To enable brilliance and the the action, Agreements,
realization of dreams Fostering Commitment
& Impact, Sustaining
 Not about endings or the Change
beginnings
 Living one’s life fully & well

E x e c u t i n g /E v o l v i n g /D e l i v e r y
P roc e s s
 C oach F ocus
 Helping the client recognize his/her dream in the present.
 Enabling the client to expand his/her capacity to create the dream.
 Supporting the client in holding faith when the going gets tough.
 Holding the client accountable to his/her commitments.
 Helping the client make course adjustments and modify the actions
needed to make the dream a reality.
 Saying goodbye when coaching comes to a close
 C oach Sequencing
 Client & coach identify & celebrate the dream in the present.
 Client & coach focus on ways to act, expand capabilities, & persevere in
realizing the dream.
 Coach helps prepare the client to move on. Execution & Evolution
 C oaching T ools (Delivery): Forwarding
 Questions the action, Agreements,
 Perseverance Fostering Commitment
 Celebration & Impact, Sustaining
the Change

E x e c u t i o n /E v o l u t i o n /D e l i v e r y
P r o c e s s – S u s t a in in g t h e
C h a n g e , M o n it o r in g C lie n t
P rog re s s
 Client meets with coach to discuss how things are progressing

 Client meets periodically with other stakeholders to receive
feedback.

 Client and coach look at what is working and how can it be even
better.

 Coach and/or client conduct additional inquiries to learn about
successes.

E x p a n s i o n /D e l i v e r y P h a s e -
S a m p le Q u e s t io n s
 How are you already living  What has been the most
your dreams? important thing you have
 Reflect on where we began learned about yourself?
and where you are today.  How will you continue to care
What’s the same or different? for yourself & receive support
 What makes you proud? for your continued efforts?
 What do you want to see or do  Who has supported you in
more of to get closer to your your journey & deserves your
dreams? gratitude or recognition?
 What still needs conscious  How will you continue to foster
attention to be sure that it your own development?
becomes a natural part of your  What compels you now?
day?  What remains for us to
 What commitments do you discuss?
make to yourself?

A s s ig n m e n t P r o g r e s s C h e c k -
In
 Complete the first coaching session with the client
applying the Appreciative Coaching Model & be prepared
to discuss your experience.
 Submit summary of session on Blackboard.
 Read C ollaborating for C hange – A ppreciative I nquiry by
Class 4.
 Read Chapters 1–4 in A ppreciative C oaching by Class 5.
 Practice with coaching buddies.

We e k F o u r
C o a c h in g
E x p e r ie n c e
O r g a n iz a t io n a l
C o n t r a c t in g
& In t e r v ie w in g

 Discuss Appreciative Coaching experiences – initial
session with client.
 Review last week’s topics – Questions
 Contracting with the organization for Appreciative
Coaching
 Interviewing client’s colleagues
 Coaching Demo/Practice & Discussion
 Assignment for Week 5

D is c u s s A s s ig n m e n t

 Describe your experience
conducting first Coaching
session with your client.
 Observations and
learnings


E ng a g e me nt
E n r o llm e n t ,
O utc o me s ,
E x p lo r a t io n
C lie n t

E n g a g e m e n t /D e f i n i t i o n P h a s e :
C o n t r a c t in g w it h O r g a n iz a t io n ,
E x p e c t a t io n s a n d O u t c o m e s o f
C o a c h in g w it h C lie n t & In it ia l
D is c o v e r y
T his initial phase consists of several
elements: E n g a g e /D e f i n e
 E ngaging the organization
 Negotiating the contract and
agreements Engagement (Definition):
 Establishing the relationship Enrollment, Contracting,
 Setting the stage – role expectations Desired Outcomes,
for the coach, client & the Relationship
organization
 Forming a picture/ image of success
 Setting goals and outcomes for
coaching
 With client and organization,
identify colleagues or stakeholders
who will be involved in the process

E n g a g e m e n t /D e f i n i t i o n
P h a s e : Id e n t if y in g t h e
D e s ir e d O u t c o m e s

W ith manager or leadership ask:
 Imagine this coaching produces great results. What would it have
achieved?
 If you were very satisfied with employee’s performance and growth,
what would you expect to see?
 What would be a breakthrough for this employee? How would you
know? What would have to happen? Who would be involved?
What is your role in this employee’s success? What will you do?
What resources will you provide?
 What would be an outstanding outcome of this coaching?

E x p l o r a t i o n /D i s c o v e r y P h a s e :
L o c a t in g V a lu e s , T r a it s ,
S tre ng ths

I nterviews with others - ask:
 What do you perceive as the client’s positive traits, skills, knowledge
and abilities that he/she should leverage and maximize?
 What uniqueness does the client bring to this organization?
 What about the client makes you proud?
 What are the client’s key strengths?

E x p lo r a t io n
C lie n t
C o m p e t e n c ie s ,
P a s s io n s

E x p l o r a t i o n /D i s c o v e r y P h a s e :
U n c o v e r in g S t r e n g t h s a n d
C o m p e t e n c ie s
 Describe a time when the client was outstanding at work – when
things could not have been any better. What was the client doing?
What were others doing? What skills and competencies did the
client exhibit?
 Competencies: Identify some of the client’s competencies and ask
the interviewee to describe peak experiences/ stories to illustrate
the client’s competency areas.

E n v i s i o n i n g /D r e a m P h a s e :
C r e a t in g P o s s ib ilit ie s f o r a
P o s it iv e F u t u r e - O t h e r s
 What wish would you have for the client in developing (competency
area of focus) to a greater extent?
 What 3 wishes do you have for the client at this point in time and
place to fulfill his/her highest potential?
 Is there anything else you think would be helpful for us to know as
we work with him/her to reach a higher level of skill or performance?

E n v is io n in g
(D re a m):
E x p e r ie n t ia l,
e m o t io n a l,
g r o u n d in g in
s h a r e d im a g e s o f
id e a l f u t u r e ,
me ta p ho rs

In t e g r a t in g
D is c o v e r y E le m e n t s &
C r e a t in g In it ia l P la n
 As you think about the client overall – talents, competencies,
strengths, - how do you think the client could build on his/her best
successes/qualities to benefit the team and the organization?
 What commitments to you think that the client can or needs to make
for the future?
 What are some positive steps he/she can take?
 What can the client build on in the current situation?
 What tools can he/she use to help create the envisioned future?
 Who and what can be resources for the client?
 Who are possible mentors for the client?
 How can you support the client?
E x p a n s io n ( D e s ig n ) :
E lic it in g In n o v a t iv e
A p p ro a c he s & S te p s
to w a rd the b e s t

E x e c u t i o n /D e l i v e r y P h a s e :
S u s t a in in g t h e C h a n g e ,
M o n it o r in g P r o g r e s s – C lie n t
a nd O the rs
 Client meets with coach to discuss
how things are progressing
 Client meets with other
stakeholders to receive feedback
and makes appropriate
adjustments. E x e c u t io n &
E v o lu t io n
 Coach and/or client conduct
( D e liv e r y ) :
additional inquiries to learn about Forwarding the action,
successes. A g re e me nts ,
 Coach engages in a dialogue with F o s t e r in g
leadership regarding coaching C o m m it m e n t &
progress and outcomes based on Im p a c t ,
initial reporting agreements S u s t a in in g t h e
C ha ng e
(confidentiality honored)

A s s ig n m e n t s

 Read Chapters 1-4 in A ppreciative C oaching by Class 5.
 Complete AI Interviews with Client’s colleague (and
optional colleague) by Class 5 and submit summary
sheets to Blackboard.

W e e k F iv e
A I & A p p r e c ia t iv e
C o a c h in g T h e o r y,
O r ig in s &
C ore P roc e s s e s


 Discuss AI Interviews with the Client’s colleagues.
 Research and Origins of Appreciative Inquiry and
Appreciative Coaching
 Operating Assumptions
 Assignment: Coaching Session Two with Client Due by
Class 6

In t e r v ie w s w it h C lie n t
C o lle a g u e s

 Observations
 Discussion
 Insights/Learnings

U n d e r ly in g R e s e a r c h f o r
 New physical & social sciences
 Appreciative Inquiry Organizational Change Theories &
Practices
 Positive Psychology
 Solution-Focused Brief Therapy
 Neuroscience

N e w v s . O ld P a r a d ig m s

E arly 20th C entury L ate 20th & 21st C entury
 Objective, predictable,  Complexity, subjectivity,
controllable universe  Interconnectedness,
 Incremental, linear, & collaboration
predictable change  Collective use of language
 Simple cause & effect to create social reality

Newtonian Physics, Quantum Physics, Chaos
Reductionist and Theory, Complexity Theory,
Dichotomous Thinking Self-Organizing Systems

O r ig in s o f A p p r e c ia t iv e
In q u ir y
 A I concept developed by David Cooperrider in 1980s at Case
Western U. through work with the Cleveland Clinic

 E arly contributors – Suresh Srivastva, Ken Gergen, Frank Barrett,
NTL, Tojo Joseph Tjatcjemlery, Diana Whitney, Jane Magruder
Watkins, Barnard Mohr, Peter Sorensen, Cathy Royal

 A pplications: The Roundtable Project (large-scale change at
Canadian accounting firm), Appreciative Research Carnival (US
Institute of Cultural Affairs future planning), Hotel Mgt team (conflict
resolution), USAID (Global Excellence in Management Initiative),
Imagine Chicago (major community development effort), The Avon
Project (Cross-gender relationships), South Carolina (AI & Diversity
Citizen’s Summit), United Religions Initiative, GTE (large-scale
culture change), Dalai Lama (cooperation & peace initiative with
religious leaders)

A p p r e c ia t iv e In q u ir y Is :

 An approach to organizational analysis and learning that
is intended for discovering, understanding, and fostering
innovation.
 “a form of organizational study that selectively seeks to
locate, highlight and illuminate what are referred to as
the ‘life-giving’ forces of the organization’s existence, its
positive core.”

F o u r P r o p o s it io n s U n d e r ly in g
A I P r a c t ic e

 Inquiry should begin with appreciation.
 Inquiry into what is possible should yield information that
can be used, applied, and validated in action.
 Knowledge that appreciates “what is” becomes
provocative and can stir organization members to
action.
 Inquiry into human potential should be collaborative,
assuming an immutable relationship between the
process of inquiry and its content.

O p e r a t in g A s s u m p t io n s in A I
f o r O r g a n iz a t io n a l C h a n g e

 In every society, organization, group, or individual,
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, group, or
individual influences the group or individual in some way.

O p e r a t in g A s s u m p t io n s in A I
( c o n t in u e d )

 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, these should be
what is best about the past.

 It is important to value differences.

 The language we use creates our reality.

 Like AI, Appreciative Coaching is:

 Both a theory and practice of change from a holistic framework

 Its primary focus is on individuals.

 Like AI, it holds the same core set of assumptions

 Human systems & individuals will move toward the images that reside
in their most positive cores – their values, visions, achievements, and
best practices when the focus is placed there.

 T houghts and language are critical factors in the process.

S ourc e s of H uma n
M o t iv a t io n , B e h a v io r & F o c u s

H istorical R eality C urrent R eality
 Learned  Rewards
 Innate  Conditions
 Experiences  Feelings
 Family  Environment
 Habits  Current Values
 Education
 Genetics A nticipatory R eality
 Goals
 Beliefs
 Expectations
 Hopes
 Dreams

T h e o r e t ic a l B a s e f o r

 Social Constructionism
We socially construct our
reality.

 The Power of Image
There is a relationship
between our images and our
behavior.

Ou r ima g e o f t h e
f u t u r e d r iv e s o u r
E v id e n c e A C T I ON!

 When organizations or groups capture positive imagery
internally and make it visible, it starts to drive change in an
individualistic, self-directed way. It creates a sense of focus.

Pygmalion Effect Internal Conversations
Change a teacher’s image of a Studies of pre and post operative
student, and their behavior changes patients. Difference in recovery
toward the student, improving between positive and negative
student performance imagery.

Sports
Vivid visualization of one’s performance
guides physical performance. Speed of
learning when only correct images are
reviewed.

Placebo Effect
Sociology Help someone construct an
The study of problems creates an image of how something might
increase in number & severity of happen, and it drives behavior
problems. But opposite also occurs. which creates a change
in that direction

P o s it iv e Im a g e
P o s it iv e A c t io n

Inner
Pygmalion
I stunk! Dialogue I did great!
Effect

Positive Images

Placebo Effect
Affirmative Capability

T h e Id e a o f P o s it iv e C h a n g e
• D efinition: Any form of organization change, re-design, or
planning that begins with comprehensive analysis of an
organization’s “p o s i t i v e c o r e ” and then links this
knowledge to the heart of any strategic change agenda.

• Because human systems move toward what they
persistently ask questions about, positive change involves
the deliberate discovery of everything that gives a system
“life” when it is most effective in economic and human
terms.

• Link the positive core directly to any strategic agenda, and
changes never thought possible are more rapidly mobilized
while simultaneously building enthusiasm, corporate
confidence, and human energy.

A I P r o c e s s e s & T e c h n iq u e s

 Applying a self-discovery model
 Using positive language
 Asking powerful appreciative questions
 Bringing positive past experiences to present & future
circumstances
 Focusing on the positive core and positive expectations

P o s it iv e M e t h o d s – E m e r g in g
P a r a d ig m
 A ppreciative I nquiry (A I ) - C ooperrider
 P ositive P sychology
 Seligman – Learned Optimism & Authentic Happiness
 Csikszentmihalyi – Flow & Happiness Studies
 New view of humans as masters of their own lives; focus on helping
people amplify strengths vs. repair weaknesses
 Gallup Research & Buckingham & Coffman (Now Discover Your
Strengths) posit that people perform better & are happier at work when
they use primarily their strengths
 Solution-F ocused B rief T herapy (SF B T )
 Berg & Shazer
 Language shapes the perceptions of reality
 Small changes make big differences
 Clients achieve a solution by changing their behavior or their
interpretations of behavior and the situation
 Therapist compliments the clients on what he/she is already doing well

T h r e e K e y S F B T T e c h n iq u e s
 Asking questions to elicit exceptions to problems to help clients shift
the focus from the problem to possible remedies and solutions

 The miracle question: “Suppose that tonight, while asleep, a miracle
happens & the problem is resolved overnight, what would you be
doing the day afterwards?

 Use of scaling questions: On a scale of 1 to 10 where 1 represents
how badly you felt when… and 10 represents how you will feel
when you no longer need to see me, where are you today?

P o s it iv e M e t h o d s –
E m e r g in g P a r a d ig m
 NeuroSciences – Study of
the Brain

S u m m a r y : A p p r e c ia t iv e
C o a c h in g
 Based on the work of David
Cooperrider and colleagues
 Emphasizes that individuals,
executives and organizations do
not need to “be fixed.”
 Focuses on accessing existing
strengths and distinctive competencies
 R eaffirms and encourages a person’s
qualities/traits to promote positive
change and move the individual or
organization forward.
 Applies 4 core discovery questions
within a 4 to 5 phase model that
empower individuals to look at the
best of themselves and their
organizations and leverage this to
create a positive future.

A s s ig n m e n t s

 Complete the second coaching session with the client
and submit the summary sheet by Class 6.

W e e k S ix
E x p e r ie n c e s
C o r e P r in c ip le s
A lt e r n a t iv e M o d e ls
A p p lic a t io n s

 Review/Discuss Appreciative Coaching Session Two
with Client including Feedback from Colleagues
 Five Core Principles
 AI Organizational Change Models
 Appreciative Coaching Models
 Appreciative Coaching Applications
 Reflections
 Completion

A p p r e c ia t iv e C o a c h in g –
S e c o n d C lie n t S e s s io n

 Observations
 Discussion
 Learnings

F iv e C o r e P r in c ip le s o f A I &
 C o n s t r u c t io n is t
P r i n c i p l e – humans construct
their reality through conversations;
words create worlds

 P o s i t i v e P r i n c i p l e – positive
approach to learning is more
generative & effective than negative
approaches that focus on what’s
missing

 S im u lt a n e it y P r in c ip le –
Inquiry is change; the first question we
ask is fateful

 P o e t ic P r in c ip le
( O p e n n e s s ) – Organizations and
individuals are more like stories than
machines

 A n t ic ip a t o r y P r in c ip le –
behavior & decisions about actions are
based on what we anticipate as well as

C o n s t r u c t io n is t P r in c ip le –
C o n s t r u c t R e a lit y V ia
C o n v e r s a t io n s & S t o r ie s
 C oncept: Clients’ language & metaphors create their reality.

 A ssumptions:
 What people focus on becomes their reality.
 Language used creates their reality.
 In each person, something works.
 Self-awareness & destiny are interwoven.

 C oach A pproach:
 Inquire into clients’ talents, past & present successes & unmet desires.
 Listen for words, phrases, or metaphors that will guide clients toward the
reality they seek.
 Create a clear image of their key attributes that they want to keep & build on.
 Gently move clients from problem-solving language to discovery &
appreciative language.
 Encourage clients to take personal responsibility for what they know & how
they know it.

A p p r e c ia t iv e L a n g u a g e
 Describe your three greatest accomplishments to date.
 What made these accomplishments stand out for you?
 What have you incorporated into your current actions from your
past accomplishments?
 How could you use what you’ve learned from these
accomplishments to assist you in making future changes?
 List five adjectives that describe you at your best.
 What situations tend to bring out your best?
 What are you learning and accepting about yourself at present?
 How do you talk about yourself about…?
 How do you talk about others about…?
 What gives you that spark of life?
 I wonder if you thought about…?

P o s it iv e A p p r o a c h is M o r e
P r o d u c t iv e in L e a r n in g & C h a n g e
 C oncept: When people are in a positive mode, they act more
effectively in their lives.

 A ssumptions:
 Emotions can be contagious, especially in organizations.
 Positive emotions are antidotes & can even undo effects of negative
emotions.
 Joy, interest, contentment & love can be transformational by
contributing to the expansion of people’s ways of thinking & acting.
 Positive emotions expand the repertoire (resources) of human
capabilities physically, intellectually, and socially.

 Use positive language.
 As coach stay in a positive frame of mind to connect with your own
positive emotions.
 Affirm and appreciate clients.
 Nurture clients’ expression of positive emotion.
 Help clients enhance their reflected best-self portrait.
 Build positive virtuous (self-reinforcing) cycles.

 I like to hear that word – it excites you.
 What are the times you feel at you best?
 So you’re feeling good about this…
 I love how you’re already putting form & substance to
this.
 That’s very exciting. You’re very talented.
 I see something in you today that I haven’t seen before.
 Here is where you will shine.

P r in c ip le o f S im u lt a n e it y –
In q u ir y C r e a t e s C h a n g e
 C oncept: Inquiry and change happen at the same time; the power
of the present affects personal change

 A ssumptions:
 Each conversation has impact on the client.
 The seeds of change (how people, think, talk, discover and imagine the
future) are sown in the first question asked.
 Practitioners set the stage for what their clients focus on and find

 Begin the coaching relationship with appreciative questions (these
powerfully remind clients of their strengths & successes).
 Realize the power of questions & be thoughtful in forming those
questions.
 Ask questions that prompt new thinking & answers (present, past &
future).
 Ask questions that help clients reframe their past from their perspective
in the present.

P r o b le m -S o lv in g A p p r e c ia t iv e Q ’ s
Q’ s  What gives you energy?
 Tell me what the problem is.  What do you most value about
 Tell me what’s wrong. yourself?
 What are you worried about?  What do you want more of?
 What do you need help with?  What worked well for you before?
 What’s bothering you?  What’s working well now?
 What’s working? What’s not  What first attracted you to?
working?  What did you do to contribute?
 What are you going to do  How does it look when you…?
about…?  How will you know?
 How are you doing to fix this?  What’s been your experience with
 Tell me what you want to do next. that?
 What do you think caused this to  How do you want to keep moving
happen? forward for yourself?
 What’s your solution?  What are you doing each day
 What’s your plan that’s living your dream?
 How will you create what you
want?

P o e t ic P r in c ip le – S t o r y
T e llin g C r e a t e s M e a n in g
 C oncept: Invites clients to view themselves, not as problems to be
solved, but as an open book of possibilities.

 A ssumptions:
 Clients are not limited to predictive cause-effect explanations.
 Recognizes the power of stories & metaphors to capture human
potential.
 Recollections of stories at their best can be a powerful incentive to
overcome current challenges.
 Frees clients from limited ways of seeing themselves.
 Clients live in systems of mutual interaction & the future cannot be
predicted with certainty.

 Give clients the freedom and permission to see themselves in a holistic
way, not limited by past actions.
 Help clients connect with their “inner flow” with a full range of human
expression & autonomy.
 Listen for moments of creativity & discovery.
 Help clients experiment with new interpretations of their experiences.

 Let go of a way of life you’ve had.
 You sound very congruent.
 Imagine all your possibilities.
 Where have you been successful?
 What does that mean for you?
 A wonderful blessing.
 A connection between…
 Exploring what you are capable of.
 What a great insight!
 You are more of yourself now.
 What will help you tap into your passion?
 Now you can move on.
 So some space is opening now with new possibilities.

A n t ic ip a t o r y P r in c ip le –
Im a g e s o f t h e F u t u r e
 C oncept: Relates to clients’ creating a clear positive image
of the future for themselves, one that expresses their desires & possibilities;
it is this future image that will guide client’s current actions & behavior.

 A ssumptions:
 Whatever clients focus on is what they will most likely create;
 There is a strong relationship between images of the future and thinking
(expectations) in shaping the future reality;
 Positive images & positive thinking create a positive future;

 Solicit and listen for phrases clients use to paint images of, & express
longings for, their desired future
 Engage clients in drawing forth & shaping their dreams of the future and
remind them of the crucial link between future images & current actions

 How does that feel as you anticipate…?
 What about that excites you?
 What images do you have of…?
 Who are your role models for…?
 What are some of the ways you’d like to challenge
yourself with…?
 What could you imagine yourself doing?
 So would that be something of interest for you in the
future?
 What’s a small step that could take you in the direction of
doing more of what you want?
 That’s an excellent step to get you where you want to go.
 What would like that to look like?

A p p r e c ia t iv e C o a c h in g C o r e
P r in c ip le s S u m m a r y
 Positive change in the organization and the individual is
created through language which focuses on the life-
giving forces and positive experiences of the past.

 These positive energies, resources, and qualities are
brought forward and enhanced to create a better future.

 Thus, the future is grounded in the past, providing
continuity and opportunity for more likely sustaining the
change.

M u lt ip le M o d e ls

 U sefulness of M odels - W hat, W hy, H ow?

 Organizational C hange M odels
 AI 4-D Organizational Change Model
 4-I Organizational Change Model
 Action Research Model for Change

 A I C oaching M odels
 Appreciative Coaching 4-D Model
 Appreciative Coaching 5-D Model
 Appreciative Coaching 5E Model

AI Organizational Change
Models

A p p r e c ia t iv e In q u ir y “ 4 -D ”
O r g a n iz a t io n a l C h a n g e C y c le
- C o o p e r r id e r

Discovery
Appreciate
“What is”

Delivery Dream
AFFIRMATIVE Imagine
Create
“What will be TOPIC CHOICE “What might be”

Design
Determine
“What should be”

T h e M o h r /J a c o b s g a a r d F o u r - I
Mode l of C ha ng e

Initiate
Choose Positive
Topic of Inquiry

Inquire
Innovate into Stories of
Find Innovative AFFIRMATIVE Life-Giving Forces
Ways to Create Select Themes, Topics
That Future TOPIC CHOICE
Of Further Inquiry

Imagine
Create Shared
Images of
The Future

A c t io n R e s e a r c h M o d e l o f
O r g a n iz a t io n a l C h a n g e

Appreciating
Valuing the Best
of What is

Innovating AFFIRMATIVE Envisioning
What will be What might be
TOPIC CHOICE

Dialoguing
What should be

A p p r o a c h e s t o M a n a g in g
C h a n g e in O r g a n iz a t io n s

P roblem Solving A ppreciative I nquiry
 Identify Problem  Appreciate “What is” (What
 Conduct Root Cause Analysis gives life?)
 Brainstorm Solutions &  Imagine “What Might Be”
Analyze  Determine “What Should Be”
 Develop Action Plans  Create “What Will Be”
 Me t a p h o r :  Me t a p h o r :
Or g a n iz a t io n s a r e Or g a n iz a t io n s a r e
p r o b l e ms t o b e s o l u t io n s t o b e
s ol v ed. e mb r a c e d .

O r g a n iz a t io n a l A r c h it e c t u r e

Key
P roc e s s
es
The m
e or
L if e -
G iv in
g Key
F o r c P la y e r
e s

C o a c h in g M o d e ls

A M o d e l o f A p p r e c ia t iv e
A p p r o a c h t o C o a c h in g
A d a p t e d f r o m C o o p e r r id e r ’ s 4 -D C h a n g e
Mode l by S a ra O re m

Discovery
Natural Skills

Delivery Dream
AFFIRMATIVE
Positive Energy Ability to Create
High Performance TOPIC CHOICE Our Future

Design
Results
Create ideal future


E ng a g e me nt
E n r o llm e n t ,
O utc o me s ,
E x p lo r a t io n
S y s t e m Context &
C lie n t

D is t in c t io n s - T r a d it io n a l
C o a c h in g v s C o a c h in g w it h A I

T raditional C oaching A ppreciative C oaching
 Client individually  Client is responsible and
responsible for is also affected by others
performance and the organization
 Coaching is a private  Coaching is a more open
process process (often including
 Facilitative others’ observations)
 Coach often seen as  Collaborative and
expert growing relationship with
coach and others
 Traditional problem-
 Possibility focused
solving orientation

A p p lic a t io n A r e a s
 Leadership & Management  Collaborative alliances & joint
Development ventures
 Work Process Redesign  Community & customer relations
 Team Development  Diversity initiatives
 Organization Culture Change  Strategic Planning
 Employee Development  Focus Groups
 HR Practices: Staffing,  Benchmarking
Orientation, Performance  Surveys
Management  Evaluation to Valuation
 Communications  Transitions
 In-take Interviews  Career Development
 360 Feedback and Coaching  Group Coaching

W h y A p p r e c ia t iv e C o a c h in g
Wo rk s

 Does not focus on changing people  The message is not about
what they have done wrong or must stop.

 Invites people to engage in building the kinds of lives, organizations
and communities that they want to live in.

 Helps each person see the need for change, explore new
possibilities, and develop solutions.

 Assumptions  conversation  dominant images  individual acts
at both conscious and unconscious levels  create positive change
and desired future

R e f le c t io n s

 What are your take-aways from this course?

 How has learning about Appreciative Inquiry and
Appreciative Coaching influenced you and your
approach to coaching?

 What key idea, principle or practice intrigues you such
that you might apply it in your coaching or organizational
life?

A I R e fe re nc e s
 Appreciative Inquiry: Change at the Speed of Imagination, by Jane
Magruder Watkins and Berhard J. Mohr, 2001
 Appreciative Inquiry: A Constructive Approach to Organization Development
and Social Change, 2001 Cape Cod Institute Workshop by David
Cooperrider and Marge Schiller
• Appeciative Inquiry Handbook, David Cooperrider, Diana Whitney, and
Jacqueline Stavros, Editors,2004.
 “Appreciative Inquiry: Igniting Transformative Action,” by Bernard Mohr.
From The Systems Thinker, Volume 12, #1, 2001, at
www.pegasuscommunications.com.
 Appreciative Inquiry: Rethinking Human Organization Toward a Positive
Theory of Change by David Cooperrider, Peter Sorensen, et. al, 1999
• Collaborating for Change: Appreciative Inquiry by David Cooperrider and
Diana Whitney, Berrett-Koehler Publishers, 2000.

A I R e fe re nc e s ( c o nt.)
 Encyclopedia of Positive Questions Using Appreciative Inquiry to Bring Out
the Best in Your Organization by Diana Whitney, David Cooperrider, et. al,
2001
 “A Revolution in Change”, 1995-1998 Presentations to GTE by David
Cooperrider
 Lessons from the Field: Applying Appreciative Inquiry, edited by Sue
Hammond & Cathy Royal, 1998
 “What is Appreciative Inquiry” by Joe Hall & Sue Hammond,
www.thinbook.com
 Other Resources:
 AI Listserve at ailist-admin@mail.business.utah.edu
 AI Commons website at http://appreciativeinquiry.cwru.edu/
 AI Consulting Organization: A global network if AI practitioners at
www.aiconsulting.org

C o a c h in g R e f e r e n c e s
 Appreciative Coaching A Positive Process for Change, by Sara L. Orem,
Jacqueline Binkert and Ann L. Clancy.
 A Simpler Way by Margaret Wheatley, 1998
 Authentic Happiness: Using the New Positive Psychology to Realize Your
Potential for Lasting Fulfillment by Martin Seligman, 2004
 Coaching, Counseling & Mentoring by Florence Stone, 1998
 Coaching Evoking Excellence in Others by James Flaherty, 2005
 Coaching for Leadership by Marshall Goldsmith, Laurence Lyons, & Alyssa
Freas, 2005
 Coaching for Performance: Growing People, Performance and Purpose by
John Whitmore, 2002
 Co-Active Coaching by Laura Whitworth, Henry Kimsey-House & Phil
Sandahl, 1998
 Executive Coaching with Backbone and Heart by Mary Beth O’Neill, 2000
 Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi,
2006

C o a c h in g R e f e r e n c e s ( c o n t . )
 Happy for No Reason by Marci Shimoff and Carol Kline, 2008.
 “Introduction to AI in Coaching” at the Second Annual Conference on
Appreciative Inquiry: Creating Organizations for Business & Society, by
Barbara Sloan, Irene Bugge & Trudy Canine, 2004
 Leadership and the New Science: Discovering Order in a Chaotic World, by
Margaret Wheatley, 2001
 Learned Optimism: How to Change Your Mind and Your Life by Martin E.
Seligman, 2006
 Now Discover Your Strengths by Marcus Buckingham and Donald O. Clifton,
2001
 “Coaching from an Appreciative Perspective”, 2004 Proceedings of the
Second ICF Coaching Research Symposium, by Sara Orem
 Positive Psychology in Practice by P. Alex Linley and Stephen Joseph, 2004
 Quiet Leadership, Help People Think – Don’t Tell Them What to Do! by David
Rock, 2006.
 The Brain That Changes Itself by Norman Doidge, M.D., 2007
 The Psychology of Executive Coaching by Bruce Peltier, 2001
 Turning to One Another: Simple Conversations to Restore Hope to the
Future by Margaret Wheatley, 2002

sample

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Andere mochten auch

Andere mochten auch (6)

Ähnlich wie sample

Ähnlich wie sample (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

sample

Hinweis der Redaktion