The CTA Long Term Strategic Plan Coordinating Workgroup. Understanding the Fundamentals of Appreciative Inquiry

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1 The CTA Long Term Strategic Plan Coordinating Workgroup Understanding the Fundamentals of Appreciative Inquiry

2 Understanding the Fundamentals of Appreciative Inquiry Appreciative Inquiry: A Pathway to Success Appreciative Inquiry as Process and Philosophy Problem-Focused to Possibility-Focused Appreciative Inquiry Assumptions Appreciating the CTA: Structure & Governance The Five Principles of Appreciative Inquiry Essential Elements of Appreciative Inquiry 2

3 Appreciative Inquiry: A Pathway to Success 3

4 Appreciative Inquiry as Process and Philosophy As a Process: Discovering, Envisioning, and Designing As you journey through the Appreciative Inquiry Process, redundancy and iterations of strength-based information build new forms of thinking around structure and governance. Appreciative Inquiry emphasizes the collaboration and participation of all voices where change is a journey - not an event. As a Philosophy: Strengths, Opportunities, and Aspirations Appreciative Inquiry works on the belief that whatever you want more of, already exists in the organization. By discovering system-wide strengths and the best of the past, opportunities for greatness are revealed. What makes this most powerful is our aspirations for the future are grounded in stakeholder shared stories of success. Unifying Process & Philosophy: Our Positive Core Through the Appreciative Inquiry process we discover our organizational wealth. We call this wealth our Positive Core: Our values and beliefs embedded within our strengths and positive experiences. Based on the philosophy that organizational life is co-constructed by stakeholders within the organization, Appreciative Inquiry is a process for identifying an organization s positive core and then linking this knowledge to the heart of any strategic change agenda. 4

5 Appreciative Inquiry as Process and Philosophy First, the Appreciative Inquiry Process Begins with discovering individual strengths and positive experiences. People within the organization are energized by the positive images they discover. Central to the discovery process is the positive core - what gives us a powerful sense of opportunity Second, the Appreciative Inquiry Process Continues with imagining how individual and organizational success can fuel innovation and creativity. Change is more likely, because it feels better to start from a point where you are pretty good already and would like to be better. Third, the Appreciative Inquiry Process asks organizational members to design structure and governance to support and sustain their vision for success. Summary: Through Discovery, we explore what works well. We use our strengths and past success to envision the future, and we make our aspirations a reality by examining ways for our success to be extended across the entire organization. 5

6 Problem-Focused to Possibility-Focused Fixers and/or Creators Problem-Focused Fixers Possibility-Focused Creators 6

7 Appreciative Inquiry Assumptions 7

8 Appreciating the CTA: Structure & Governance Appreciative Inquiry is based on the premise that from the moment of inquiry, CTA Stakeholders will experience a positive change. By using Appreciative Inquiry, our understanding of CTA s structure and governance moves in a positive, successful direction. Appreciative Inquiry invites CTA Stakeholders to jointly build on what works; to enrich the CTA structure and governance so that the organization can become more of its greatness. Through Appreciative Inquiry CTA structure and governance are revealed as affirmative patterns and trends. 8

9 The Five Principles of Appreciative Inquiry 1) The constructionist principle proposes that through day to day interactions, people coconstruct the organizations they inhabit. 2) The principle of simultaneity proposes that as we inquire into human systems we change them and the seeds of change, the things people think and talk about, what they discover and learn, are implicit in the very first questions asked. 3) The poetic principle proposes that organizational life is expressed in the stories people tell each other every day, and the story of the organization is constantly being co-authored. The words and topics chosen for inquiry have an impact far beyond just the words themselves. They invoke sentiments, understandings, and worlds of meaning. 4) The anticipatory principle posits what we do today is guided by our image of the future. 5) The positive principle proposes that momentum and sustainable change requires positive attributes like hope, excitement, inspiration, camaraderie and joy. 9

10 Essential Elements of Appreciative Inquiry Imagining 10

11 Essential Elements of Appreciative Inquiry Phase One: Selecting Your Strategic Plan Strand The CTA Long Term Strategic Plan Coordinating Workgroup met on July 18, 2014, to identify critical topics and issues for each of the Strategic Plan Strands. From this information, the Workgroup developed affirmative statements for each Strategic Plan Strand. Groups are formed around each Strand as Stakeholders self-select the Strategic Plan Strand that interests them the most. 11

12 Essential Elements of Appreciative Inquiry Phase Two: Discovering Within your group, form pairs and interview each other. Appreciative interview questions are written as affirmative probes into the strand selected. They are written to generate stories and images of success, personal strengths, what s working, and positive experiences. Stakeholders reconvene in their groups to share, discuss, and summarize what they heard for the purpose of creating the Positive Core for the Strategic Plan Strand. The Positive Core represents a living network of the strengths, positive experiences, resources, skills, assets and capacities to act. 12

13 Essential Elements of Appreciative Inquiry More on the Positive Core... The Positive Core can be thought of as the DNA for organizational success. We wrap our most positive strengths, experiences, and organizational success around our Positive Core Strand. 13

14 The Positive Core We have a lot to value about our Strategic Strand. The Strand must be appreciated in order that change becomes a positive experience, without encountering unnecessary resistance from the sense of disruption, failure, and powerlessness. A Strand s positive core can be found by looking at its... Achievements Opportunities and Possibilities Member Services Innovations Practices Emotions Financial Assets Cooperative moments Wisdom Essential Elements of Appreciative Inquiry Core competencies Vital Traditions and Values Social capital Embedded knowledge CORE 14

15 Essential Elements of Appreciative Inquiry POSITIVE CORE STRAND 15

16 Essential Elements of Appreciative Inquiry Phase Three: Imagining The aim in this phase is to focus on what might be, to imagine how CTA might look in the future if the hopes and dreams for the Strand are realized. This future is grounded in the Positive Core discovered in Phase Two. The Imagining phase is an energizing exploration of how the Strand can become everything stakeholders want it to be. Stakeholders discuss BIG IDEAS or new capacities that are expressed as Provocative Propositions. 16

17 Essential Elements of Appreciative Inquiry Provocative Propositions A provocative proposition is a statement that bridges the best of what is with your own speculation or intuition of what might be. It is provocative to the extent to which it stretches the realm of the status quo, challenges common assumptions or routines, and helps suggest real possibilities that represent desired possibilities for CTA and its members. In many ways, constructing provocative propositions is like architecture. Your task is to create a set of propositions about how your strategic plan strand can be transformed into greatness. 17

18 CONSTRUCTING PROVOCATIVE PROPOSITIONS Key Considerations CRITERIA FOR GOOD PROPOSITIONS: Is it provocative? Does it stretch, challenge, or interrupt? Is it grounded in the Positive Core? Are there examples that illustrate the ideal as real possibility? Is it desired... if it could be fully actualized why would organizational stakeholders want it? Is it stated in affirmative and bold terms? Is it aligned with the Strategic Plan? 18

19 SAMPLE PROVOCATIVE PROPOSITIONS Focus: Learn to Teach, Teach to Learn Every member of our Navy team is committed to leading and creating leaders at all levels. We believe that teaching and mentoring are foundational to building bold and enlightened leaders. Throughout all Naval careers, sailors are learning by example and receive timely and tailored training to be effective mentors and teachers. We remain committed to valuing and rewarding successful leaders and mentors. We believe these principles are paramount to our individual and collective success and future. Focus: Empowering decision making processes We, as leaders, are empowered to make decisions at the optimum local level and encouraged to be intelligent risk takers. We are taught how to make decisions and are provided the training, resources and authority for the task. This nurtures, inspires, and supports competence at all levels. Every action taken develops leadership and furthers mission accomplishment. We are committed to understanding the possible outcomes of our decisions and providing positive feedback. This demands inclusive decision-making and shared knowledge. Focus: Work Life Balance In order to achieve phenomenal sustainable growth, GMCR recognizes that every employee has needs and desires regarding work/family balance. Thus, GMCR provides a workplace environment that encourages the well being of employees so they can maximize their full professional and personal potential for the benefit of all. GMCR offers resources, education, benefits, wages and work schedules that make GMCR a destination workplace that fosters employee loyalty increasing productivity through decreased work time loss, overtime, and recruitment cost. 19

20 CTA Strategic Plans Strands Affirmative Statements for each of the Strategic Strands Advocacy on Education Reform Affirmative Statements 1.All CTA members advocate quality education for every student. 2.We communicate and engage effectively with the community, politicians, and our membership. Community Engagement & Coalition Building Affirmative Statements Members of the Long Term Strategic Plan Coordinating Workgroup identified critical topics and issues for each of the Strategic Plan Strands. From this information, the Workgroup developed affirmative statements. 1. We build relationships with community partners that are authentic and long lasting. 3.We engage with community partners at every opportunity. 4.We identify shared values to build coalitions and to move common agendas. 5.All CTA members are committed to and involved in the work of community engagement. 6.We engage the community by offering opportunities for learning and training. Social Justice, Equity and Diversity Affirmative Statements 1.Racism and Inequality are eliminated throughout the organization and in the profession. 2.Failure is not an option. 3.SJED is fully embedded in CTA and the profession. The choir is everyone. 4.There is a full understanding of SJED. 5.We discuss SJED deeply, openly, and meaningfully. 6.CTA is the defining model of SJED. 7.Every CTA Program contains a component of SJED 8.The Hugs increased in CTA and the profession. 9.We completely and effectively implemented the SJED plan locally, regionally, and statewide. 10.We educate the membership on SJED and they live definition 11.We meet the challenge. 20

21 CTA Strategic Plans Strands Affirmative Statements for each of the Strategic Strands Transforming Our Profession Affirmative Statements 1.We collectively drive our profession. 2.We deliver a whole student, strength-based education system from pre-k through higher education in partnership with our community. Leadership Development Affirmative Statements 1.All members have opportunities to develop into leaders and assume leadership responsibilities. 2.CTA has a systemic and innovative leadership program which develops strong and effective leaders. Building an Organizing Culture & Organizing Unrepresented Education Workers Affirmative Statements 1.All CTA members are committed and involved with their Association 2.We value what our members have to say and reflect it in actions and policies. 3.Members common interests drive the Association at all levels. 4.All educators have a voice in public education 21

22 Essential Elements of Appreciative Inquiry PROVOCATIVE PROPOSITIONS 22

23 Essential Elements of Appreciative Inquiry Phase Four: Designing During the Design Phase, group members consider how CTA structure and governance should be designed. Focusing on the Strand Provocative Proposition(s), the Design phase embodies a system-wide view where structural and governance changes take into consideration all aspects of the organizations. Structure and Governance includes but is not limited to the CTA: mission, purpose, organizing, advocacy, traditions, values, decision-making, communication, operations, relationships, roles, knowledge, skills, policies, procedures, practices, services. In other words, we must dig deep. Improvise and innovate as you consider structural and governance changes to the CTA Board of Directors, State Council, and Service Center Councils, among other relevant system-wide factors. 23

24 Essential Elements of Appreciative Inquiry For More Information: The Power of Appreciative Inquiry: A Practical Guide to Positive Change by Diana Whitney and Amanda Trosten-Bloom. Appreciative Inquiry Handbook by David L. Cooperrider, Diana Whitney and Jacqueline M. Stavros. The Appreciative Inquiry Commons, a website devoted to the sharing of academic resources and practical tools on AI has an excellent collection of articles on the rapidly growing discipline of positive change. See appreciativeinquiry.case.edu/. 24