This document discusses the importance of asking powerful questions, particularly for coaches and organizational change practitioners. It notes that questioning is at the heart of interventions like executive coaching, Appreciative Inquiry, and World Cafe. The document outlines the human change process and how questions can assist at each stage. It then examines how questions play a significant role in executive coaching, Appreciative Inquiry, and World Cafe interventions. Finally, it discusses the art and architecture of asking powerful questions, including their construction, scope, and assumptions.
This document discusses appreciative leadership and positive change. It describes appreciative inquiry as a process for co-creativity that focuses on strengths rather than deficits. Appreciative leadership utilizes five relational strategies: inquiry, inclusion, illumination, inspiration, and integrity. The document provides examples of how leaders can apply these strategies, such as asking positively powerful questions, engaging diverse participants, identifying strengths, maintaining a positive ratio, and making choices for the whole. The overarching message is that appreciative leadership can mobilize creative potential and make a positive difference.
This document discusses appreciative leadership and positive change. It provides an overview of appreciative inquiry (AI) as a process for leading organizations. The key points discussed are:
1. AI focuses on an organization's strengths and what works well rather than deficiencies.
2. Successful AI initiatives involve active participation from all levels and a focus on helping people.
3. Appreciative leadership mobilizes an organization's creative potential and turns it into positive power to make a difference.
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
The document discusses encounter groups, which involve intensive interaction between individuals under the guidance of a psychologist or therapist. The goals are to increase self-awareness, sensitivity to others, and improve interpersonal skills. Typical groups have fewer than ten people and one leader who facilitates open expression and examination of reactions and feelings. Participants are encouraged to be genuine and explore how they relate to others. While encounter groups can help with interpersonal issues, some people may lack the emotional strength for the intensity, and changes may not last beyond the group.
This document provides an overview of Appreciative Inquiry (AI), a change management approach focused on identifying what works well within an organization and building upon those strengths, rather than focusing on problems. It discusses how AI was used successfully at GTE to drive positive cultural change. The key aspects of AI covered are:
- AI begins by identifying an organization's "positive change core" - its strengths, achievements, hopes and dreams - through appreciative interviews and storytelling.
- At GTE, AI was used to increase the ratio of positive to negative stories shared, and embed storytelling into various processes to transform the culture.
- The 4 D cycle of AI involves Discovery of what gives life, Dream
Appreciative Inquiry is a philosophy and process for organizational change that focuses on what is working well rather than trying to fix problems. It involves discovering an organization's strengths through appreciating past successes, envisioning potential positive futures, and designing ways to achieve this vision. The key aspects of Appreciative Inquiry include its 4 D cycle of Discovery, Dream, Design, and Destiny and using positive, open-ended questions to identify what employees value most in their work. Appreciative Inquiry aims to build on an organization's strengths and potential through collaborative processes that energize employees and create positive change.
This document provides an overview of Appreciative Inquiry and its applications in positive organizational change. It discusses principles of AI such as constructionism, simultaneity, and positive framing. The document outlines an AI summit method using large group methods to align an organization's strengths. It also provides example topics and questions for AI interviews focused on strengths, aspirations, opportunities, and results.
This document summarizes a workshop on using reflective practice as a catalyst for change. It discusses concepts like agency, reflection, and critical reflection. It outlines questions from Tony Ghaye about defining goals and measuring success for change initiatives. The document also discusses methods for reflection from authors like Mezirow, Dewey, and De Bono. During the workshop, participants shared experiences, reflected on memories from a writing exercise, and discussed progress in their arts modules.
This document discusses appreciative leadership and positive change. It describes appreciative inquiry as a process for co-creativity that focuses on strengths rather than deficits. Appreciative leadership utilizes five relational strategies: inquiry, inclusion, illumination, inspiration, and integrity. The document provides examples of how leaders can apply these strategies, such as asking positively powerful questions, engaging diverse participants, identifying strengths, maintaining a positive ratio, and making choices for the whole. The overarching message is that appreciative leadership can mobilize creative potential and make a positive difference.
This document discusses appreciative leadership and positive change. It provides an overview of appreciative inquiry (AI) as a process for leading organizations. The key points discussed are:
1. AI focuses on an organization's strengths and what works well rather than deficiencies.
2. Successful AI initiatives involve active participation from all levels and a focus on helping people.
3. Appreciative leadership mobilizes an organization's creative potential and turns it into positive power to make a difference.
“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D
It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational.
The process used to generate the power of Appreciative Inquiry is the 4-D Cycle:
Discovery - Dream - Design - Destiny
Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been."
Dream: The Dream phase is an energizing exploration of "what might be:"
Design: The Design phase involves making choices about "what should be" within an organization or system.
Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be."
School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process.
The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.
The document discusses encounter groups, which involve intensive interaction between individuals under the guidance of a psychologist or therapist. The goals are to increase self-awareness, sensitivity to others, and improve interpersonal skills. Typical groups have fewer than ten people and one leader who facilitates open expression and examination of reactions and feelings. Participants are encouraged to be genuine and explore how they relate to others. While encounter groups can help with interpersonal issues, some people may lack the emotional strength for the intensity, and changes may not last beyond the group.
This document provides an overview of Appreciative Inquiry (AI), a change management approach focused on identifying what works well within an organization and building upon those strengths, rather than focusing on problems. It discusses how AI was used successfully at GTE to drive positive cultural change. The key aspects of AI covered are:
- AI begins by identifying an organization's "positive change core" - its strengths, achievements, hopes and dreams - through appreciative interviews and storytelling.
- At GTE, AI was used to increase the ratio of positive to negative stories shared, and embed storytelling into various processes to transform the culture.
- The 4 D cycle of AI involves Discovery of what gives life, Dream
Appreciative Inquiry is a philosophy and process for organizational change that focuses on what is working well rather than trying to fix problems. It involves discovering an organization's strengths through appreciating past successes, envisioning potential positive futures, and designing ways to achieve this vision. The key aspects of Appreciative Inquiry include its 4 D cycle of Discovery, Dream, Design, and Destiny and using positive, open-ended questions to identify what employees value most in their work. Appreciative Inquiry aims to build on an organization's strengths and potential through collaborative processes that energize employees and create positive change.
This document provides an overview of Appreciative Inquiry and its applications in positive organizational change. It discusses principles of AI such as constructionism, simultaneity, and positive framing. The document outlines an AI summit method using large group methods to align an organization's strengths. It also provides example topics and questions for AI interviews focused on strengths, aspirations, opportunities, and results.
This document summarizes a workshop on using reflective practice as a catalyst for change. It discusses concepts like agency, reflection, and critical reflection. It outlines questions from Tony Ghaye about defining goals and measuring success for change initiatives. The document also discusses methods for reflection from authors like Mezirow, Dewey, and De Bono. During the workshop, participants shared experiences, reflected on memories from a writing exercise, and discussed progress in their arts modules.
This document discusses Appreciative Inquiry and how it can be applied to agile teams. Appreciative Inquiry is a philosophy and process that focuses on what works well rather than identifying problems. It involves asking positive, open-ended questions to discover strengths and imagine possibilities. The document outlines how Appreciative Inquiry uses a 5 D process (Define, Discover, Dream, Design, Destiny) and appreciative interviews to shift a group's mindset. It provides examples of reframing questions from a problem-focused to an appreciative lens and suggests adapting Appreciative Inquiry through appreciative retrospectives and visualizing desired outcomes.
Appreciative Inquiry is a method for organizational change that focuses on identifying what is working well and envisioning positive potential, rather than focusing on problems. It involves discovering organizational strengths through cooperative exploration and questioning. Key principles of Appreciative Inquiry include focusing on positive narratives and images of the future to drive change, and the idea that our questions shape reality and guide the direction of change. The method involves appreciating what is good, envisioning positive potential, dialoguing about what could be, and designing and implementing plans to realize that potential.
In October 2016 I received a call, "Hey dude, I don’t know nothing about Agile, but I need to become an Agile coach a-s-a-p – my company just got a new contract." I laughed for a second, explained that it takes a bit longer than a week to learn to coach, and wished him luck. I also knew that, shortly, he would be walking into his customer's office in this new role.
Agile Coach is the new black! But how can you, a good coach, stand out from the crowd of less competent peers? This presentation explores the science of coaching and the ways in which it works. We start with concepts of neuroplasticity and the brain processes of creating new neuron pathways. Then we move to motivation and learn which type is the best. Finally, we finish with the discussion on brain activation states which we practice in a few short exercises. By understanding the new field of coaching psychology, you will become a better practitioner.
This document provides guidance on problem solving and leadership. It discusses defining problems clearly, identifying root causes rather than symptoms, and using a proven problem-solving formula. This formula involves clearly defining the problem, setting a deadline, identifying the purpose of the solution, compiling information, listing possible solutions, choosing a solution, implementing it, and providing feedback. The document also discusses overcoming problems through vision, tapping into one's creative side, determining what success means, developing a positive self-image, and setting goals to develop a plan for achievement.
The document is a guidebook from www.exploreHR.org that provides development activities to enhance competencies in various HR-related areas such as relationship building, continuous learning, change management, communication, and customer service. It encourages visitors to the website to explore more HR tools and presentations, and tells others about the site if they find the guidebook useful. The guidebook then lists specific development activities for each competency to help users strengthen their skills.
Ai Workshop Slides Used By John Loty In 2008.John Loty
These slides together with a workbook were used in a 2 day Introductory Workshop on Appreciative Inquiry and how AI is being used for change management and organisational development.
The document provides guidance on coaching techniques and approaches. It discusses planning for coaching sessions, conducting sessions, and follow up. The key aspects of planning include preparing, setting expectations and goals. When conducting sessions, coaches should set a positive climate, provide feedback, jointly develop action plans, and reinforce commitments. Follow up involves assessing progress and further coaching. The document also outlines four intervention styles: acceptant, catalytic, confrontational, and prescriptive and when each may be appropriate.
What is business coaching april 2010[compatibility mode]Simon Bozeat
The document discusses the benefits that businesses can realize from investing in coaching for their employees, such as improving individual and organizational performance, dealing with underperformance, and fostering continuous learning. It provides an overview of coaching principles and models like GROW that coaches use to help clients discover their strengths and goals in order to create action plans for improvement. The document also addresses common misconceptions about coaching and reasons why some individuals may initially resist being coached.
Ready to expand your palette? Jacqueline Antalik, Director of User Experience, and Deborah MacKenzie, User Experience Designer at OpenRoad Communications walk you through some of those design methods you've been hearing about but never had the opportunity to try—such as The Future, Backwards, Reframing Innovation, and Bodystorming.
This document provides an overview of mentoring principles and best practices for Company ABC. It discusses that mentoring is a confidential relationship aimed at developing skills and competencies through learning and experimentation. Mentors significantly help mentees reach major goals and accelerate their learning. The document outlines 10 guiding principles for mentoring including being authentic, expanding mentoring over a lifetime, focusing on passions and stretch goals, and acting consistently with one's brand identity. It also provides details on mentoring lifecycles, skills, and processes to facilitate effective mentoring relationships.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
Queens EDC Women's Power Networking Breakfast 11/5/14 - Juggling the Possibil...Jen Slaw
Queens EDC Women's Power Networking Breakfast 11/5/14 - Juggling the Possibilities!
with Jen Slaw
www.JenSlawSpeaks.com
How to Juggle it All: Work-Life Balance, Creativity and Change
As business owners, we all juggle a lot, and it is critical to learn how to achieve work-life balance, solve problems creatively and be receptive to change.
In this session, we explore:
How to Juggle it All: Achieving Work-Life Balance
- Skills to create a dynamic balance and strengthen connections between the aspects of life
- Organizational skills and tips for prioritizing
- Learn to focus on one thing at a time in the midst of many moving parts
- Benefits of flexibility, patience, and consistent practice
Discovering New Patterns: The Power of Creative Thinking
- Why innovation is key to your business
- Learn principles of creative thinking and problem solving
- How to distinguish your business from your competitors and wow clients with customized proposals
- How to generate creative, budget-friendly solutions
Catch the Change!
- Managing change and resistance to change
- Clear and effective communication strategies
- Building a unified team with confidence and a common goal
Synectics and its importance in entrepreneurshipBasanta Bhetwal
Synectics is a creative problem solving technique developed by Gordon and Prince that uses analogies to link disconnected ideas and solve problems. It involves mentally taking things apart and reassembling them to gain new insights. Synectics is important for entrepreneurs and managers as it stimulates creative thinking, helps address diverse customer and employee needs, and can provide new ideas to help businesses manage competition in an increasingly diverse business environment.
The document discusses an innovative leadership course that aims to develop leaders, transform organizations, and create sustainability through a field-tested approach. It focuses on defining innovative leadership, assessing participants' leadership styles and skills, and providing tools to build awareness, resilience, and behaviors needed for effective leadership alignment within organizations. The goal is to evolve traditional leadership approaches for increasingly complex modern contexts.
1. Poor leadership can lead to negative consequences like high turnover, low morale, and lack of collaboration in an organization.
2. High turnover occurs when leaders fail to provide opportunities for career development and employee engagement declines due to boredom.
3. Low morale results when employees do not feel invested in or appreciated, which undermines productivity and creates a toxic work environment over time.
4. A lack of collaboration happens if leaders do not facilitate cooperation across departments and teams or promote a culture of idea-sharing focused on common goals.
This is the final presentation for the Catalytic Leadership workshop given at Agile2017. In this one will learn about about how to lead change through small influences no matter where you are in the organization. It also helps you understand that change needs to be focused on Environment, Support, and Trust and provides a trust model that can be used for this.
Collaboration: Cockburn's Dance of Contribution in a WorkshopCraig Brown
This is a presentation which accompanies a workshop on Alistair's "Collaboration; The dance of Contribution" article.
You can read the article here: http://alistair.cockburn.us/Collaboration%3A+the+dance+of+contribution
The workshop includes two games as well as a description of what leadership behaviours matter when you move from a compliant or merely co-operative culture to a collaborative one.
Make clickers work for you: Engagement and assessment in K12 classroomsStephanie Chasteen
This is from a webinar that I did for i>clicker aimed at K12 audiences, February 15th.
----
We'll show you how classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. Challenging conceptual questions provide an opportunity for peer instruction as students discuss answers with their classmates, giving teachers a chance to hear student ideas and misconceptions by listening to their conversations. The real-time histogram of students responses to these multiple-choice questions also provide instant feedback to both teachers and students as to the precise level of student understanding on that particular topic. Clicker questions can also be posed before and after instruction, giving quantitative information about the effectiveness of a variety of types of instruction. We'll share ideas for question writing, give you practice to write your own questions and receive feedback, and provide a wealth of tips for facilitating class discussion and getting students to buy in to this teaching technique.
1) Change is constant and occurs between the dots, while leaders connect the dots by anticipating change and influencing circumstances.
2) Effective leadership is virtuous by having integrity, courage, flexibility, talent and prudence to face reality, deal with change, and discern wise actions.
3) Leaders shape culture and use power to influence behavior in a way that encourages thinking and learning through relationships to acquire knowledge and modify to new insights.
Lori A. LaBrie has 12 years of experience in higher education, currently serving as the Director of Academic Retention Services and Special Assistant to the Provost/Ombudsperson at an unnamed university. She previously held roles as Associate Ombudsman for Student Services and Executive Assistant to the President and Vice President. Her experience demonstrates strong leadership, problem solving, collaboration, and dispute resolution skills. She has a 90% success rate in resolving student issues and helping the university avoid legal issues and lawsuits.
This document discusses Appreciative Inquiry and how it can be applied to agile teams. Appreciative Inquiry is a philosophy and process that focuses on what works well rather than identifying problems. It involves asking positive, open-ended questions to discover strengths and imagine possibilities. The document outlines how Appreciative Inquiry uses a 5 D process (Define, Discover, Dream, Design, Destiny) and appreciative interviews to shift a group's mindset. It provides examples of reframing questions from a problem-focused to an appreciative lens and suggests adapting Appreciative Inquiry through appreciative retrospectives and visualizing desired outcomes.
Appreciative Inquiry is a method for organizational change that focuses on identifying what is working well and envisioning positive potential, rather than focusing on problems. It involves discovering organizational strengths through cooperative exploration and questioning. Key principles of Appreciative Inquiry include focusing on positive narratives and images of the future to drive change, and the idea that our questions shape reality and guide the direction of change. The method involves appreciating what is good, envisioning positive potential, dialoguing about what could be, and designing and implementing plans to realize that potential.
In October 2016 I received a call, "Hey dude, I don’t know nothing about Agile, but I need to become an Agile coach a-s-a-p – my company just got a new contract." I laughed for a second, explained that it takes a bit longer than a week to learn to coach, and wished him luck. I also knew that, shortly, he would be walking into his customer's office in this new role.
Agile Coach is the new black! But how can you, a good coach, stand out from the crowd of less competent peers? This presentation explores the science of coaching and the ways in which it works. We start with concepts of neuroplasticity and the brain processes of creating new neuron pathways. Then we move to motivation and learn which type is the best. Finally, we finish with the discussion on brain activation states which we practice in a few short exercises. By understanding the new field of coaching psychology, you will become a better practitioner.
This document provides guidance on problem solving and leadership. It discusses defining problems clearly, identifying root causes rather than symptoms, and using a proven problem-solving formula. This formula involves clearly defining the problem, setting a deadline, identifying the purpose of the solution, compiling information, listing possible solutions, choosing a solution, implementing it, and providing feedback. The document also discusses overcoming problems through vision, tapping into one's creative side, determining what success means, developing a positive self-image, and setting goals to develop a plan for achievement.
The document is a guidebook from www.exploreHR.org that provides development activities to enhance competencies in various HR-related areas such as relationship building, continuous learning, change management, communication, and customer service. It encourages visitors to the website to explore more HR tools and presentations, and tells others about the site if they find the guidebook useful. The guidebook then lists specific development activities for each competency to help users strengthen their skills.
Ai Workshop Slides Used By John Loty In 2008.John Loty
These slides together with a workbook were used in a 2 day Introductory Workshop on Appreciative Inquiry and how AI is being used for change management and organisational development.
The document provides guidance on coaching techniques and approaches. It discusses planning for coaching sessions, conducting sessions, and follow up. The key aspects of planning include preparing, setting expectations and goals. When conducting sessions, coaches should set a positive climate, provide feedback, jointly develop action plans, and reinforce commitments. Follow up involves assessing progress and further coaching. The document also outlines four intervention styles: acceptant, catalytic, confrontational, and prescriptive and when each may be appropriate.
What is business coaching april 2010[compatibility mode]Simon Bozeat
The document discusses the benefits that businesses can realize from investing in coaching for their employees, such as improving individual and organizational performance, dealing with underperformance, and fostering continuous learning. It provides an overview of coaching principles and models like GROW that coaches use to help clients discover their strengths and goals in order to create action plans for improvement. The document also addresses common misconceptions about coaching and reasons why some individuals may initially resist being coached.
Ready to expand your palette? Jacqueline Antalik, Director of User Experience, and Deborah MacKenzie, User Experience Designer at OpenRoad Communications walk you through some of those design methods you've been hearing about but never had the opportunity to try—such as The Future, Backwards, Reframing Innovation, and Bodystorming.
This document provides an overview of mentoring principles and best practices for Company ABC. It discusses that mentoring is a confidential relationship aimed at developing skills and competencies through learning and experimentation. Mentors significantly help mentees reach major goals and accelerate their learning. The document outlines 10 guiding principles for mentoring including being authentic, expanding mentoring over a lifetime, focusing on passions and stretch goals, and acting consistently with one's brand identity. It also provides details on mentoring lifecycles, skills, and processes to facilitate effective mentoring relationships.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
Queens EDC Women's Power Networking Breakfast 11/5/14 - Juggling the Possibil...Jen Slaw
Queens EDC Women's Power Networking Breakfast 11/5/14 - Juggling the Possibilities!
with Jen Slaw
www.JenSlawSpeaks.com
How to Juggle it All: Work-Life Balance, Creativity and Change
As business owners, we all juggle a lot, and it is critical to learn how to achieve work-life balance, solve problems creatively and be receptive to change.
In this session, we explore:
How to Juggle it All: Achieving Work-Life Balance
- Skills to create a dynamic balance and strengthen connections between the aspects of life
- Organizational skills and tips for prioritizing
- Learn to focus on one thing at a time in the midst of many moving parts
- Benefits of flexibility, patience, and consistent practice
Discovering New Patterns: The Power of Creative Thinking
- Why innovation is key to your business
- Learn principles of creative thinking and problem solving
- How to distinguish your business from your competitors and wow clients with customized proposals
- How to generate creative, budget-friendly solutions
Catch the Change!
- Managing change and resistance to change
- Clear and effective communication strategies
- Building a unified team with confidence and a common goal
Synectics and its importance in entrepreneurshipBasanta Bhetwal
Synectics is a creative problem solving technique developed by Gordon and Prince that uses analogies to link disconnected ideas and solve problems. It involves mentally taking things apart and reassembling them to gain new insights. Synectics is important for entrepreneurs and managers as it stimulates creative thinking, helps address diverse customer and employee needs, and can provide new ideas to help businesses manage competition in an increasingly diverse business environment.
The document discusses an innovative leadership course that aims to develop leaders, transform organizations, and create sustainability through a field-tested approach. It focuses on defining innovative leadership, assessing participants' leadership styles and skills, and providing tools to build awareness, resilience, and behaviors needed for effective leadership alignment within organizations. The goal is to evolve traditional leadership approaches for increasingly complex modern contexts.
1. Poor leadership can lead to negative consequences like high turnover, low morale, and lack of collaboration in an organization.
2. High turnover occurs when leaders fail to provide opportunities for career development and employee engagement declines due to boredom.
3. Low morale results when employees do not feel invested in or appreciated, which undermines productivity and creates a toxic work environment over time.
4. A lack of collaboration happens if leaders do not facilitate cooperation across departments and teams or promote a culture of idea-sharing focused on common goals.
This is the final presentation for the Catalytic Leadership workshop given at Agile2017. In this one will learn about about how to lead change through small influences no matter where you are in the organization. It also helps you understand that change needs to be focused on Environment, Support, and Trust and provides a trust model that can be used for this.
Collaboration: Cockburn's Dance of Contribution in a WorkshopCraig Brown
This is a presentation which accompanies a workshop on Alistair's "Collaboration; The dance of Contribution" article.
You can read the article here: http://alistair.cockburn.us/Collaboration%3A+the+dance+of+contribution
The workshop includes two games as well as a description of what leadership behaviours matter when you move from a compliant or merely co-operative culture to a collaborative one.
Make clickers work for you: Engagement and assessment in K12 classroomsStephanie Chasteen
This is from a webinar that I did for i>clicker aimed at K12 audiences, February 15th.
----
We'll show you how classroom response systems ("clickers") offer a powerful way to increase student engagement by going beyond simple quizzes. Challenging conceptual questions provide an opportunity for peer instruction as students discuss answers with their classmates, giving teachers a chance to hear student ideas and misconceptions by listening to their conversations. The real-time histogram of students responses to these multiple-choice questions also provide instant feedback to both teachers and students as to the precise level of student understanding on that particular topic. Clicker questions can also be posed before and after instruction, giving quantitative information about the effectiveness of a variety of types of instruction. We'll share ideas for question writing, give you practice to write your own questions and receive feedback, and provide a wealth of tips for facilitating class discussion and getting students to buy in to this teaching technique.
1) Change is constant and occurs between the dots, while leaders connect the dots by anticipating change and influencing circumstances.
2) Effective leadership is virtuous by having integrity, courage, flexibility, talent and prudence to face reality, deal with change, and discern wise actions.
3) Leaders shape culture and use power to influence behavior in a way that encourages thinking and learning through relationships to acquire knowledge and modify to new insights.
Lori A. LaBrie has 12 years of experience in higher education, currently serving as the Director of Academic Retention Services and Special Assistant to the Provost/Ombudsperson at an unnamed university. She previously held roles as Associate Ombudsman for Student Services and Executive Assistant to the President and Vice President. Her experience demonstrates strong leadership, problem solving, collaboration, and dispute resolution skills. She has a 90% success rate in resolving student issues and helping the university avoid legal issues and lawsuits.
This document provides an overview of how to successfully change an organization's business model for competitive advantage. It begins with learning objectives around differentiating business models and strategies, analyzing core business models, and designing new models. The document then discusses various business models and frameworks for analyzing models. It provides examples of analyzing current and new models, identifying risks, and protecting business models. The document concludes with an overview of a three-part process for engaging in business model change, from assessing the current model to implementing a new competitively advantageous model.
This document provides an analysis of Abraham Lincoln as a potential "virtuoso team leader" based on criteria from two books. It summarizes Lincoln's assembling of a cabinet comprised of his former political rivals to lead the country during the Civil War. It analyzes Lincoln's leadership against seven lessons of virtuoso team leaders, finding that Lincoln drove culture/vision within the team; recruited the best talent despite personal grievances; and demonstrated strong leadership that unified the country and emancipated slaves.
This presentation discusses profit models and was created by Ziya Boyacigiller, a leading angel investor and mentor in Turkey. It outlines 22 different profit models, including customer solutions, product pyramids, installed base, brand, and low cost business models. Examples are provided for each model to illustrate how companies have designed their business to target profit growth rather than just unit volume growth. The presentation encourages businesses to shift their focus to identifying more valuable opportunities and strategic control points in the value chain.
The document discusses 7 different online business models: Metamarket Switchboard, Traditional and Reverse Auction, Freshest-Information, Highest-Quality, Widest-Assortment, Lowest-Price, and Most-Personalized. Each model is defined and an example company provided for each like Babycenter.com for the Metamarket Switchboard model. The models vary in their core benefit offered to customers, online offerings, resources required, and revenue streams. In conclusion, the document advises companies to thoughtfully select business models that fit their unique value proposition and capabilities rather than blindly following any single model.
Appreciative Inquiry is a method for positive change that focuses on an organization's strengths rather than its problems. It involves (1) discovering what gives life to an organization when it is most effective, (2) envisioning what could be to inspire change, (3) designing what should be with whole-system participation, and (4) delivering on the vision through individual and organizational action. The method mobilizes strategic change by shaping the future based on an organization's core strengths and values.
Developing professional learning communities through Appreciative InquiryChris Jansen
Appreciative Inquiry as a powerful tool for positive change in organisations, networks and communities - INTASE Leadership Conference Singapore April 2014
Questioning is an important skill that involves asking purposeful questions to gather information, encourage thinking, and generate new ideas. There are different types of questions such as open-ended, closed, leading, and rhetorical questions that influence the answers received. Developing strong questioning skills is beneficial for problem solving, learning, and improving outcomes. Organizations can foster a questioning culture by encouraging curiosity, challenging assumptions, and rewarding questions.
The document outlines an Appreciative Inquiry (AI) model for building resilient work teams through teambuilding exercises. It discusses using AI to identify the strengths of team members and past successes by asking positive questions to establish goals and commitments. Examples provided illustrate how AI can be applied to topics like mentoring, conflict resolution, and developing a team philosophy.
This document is a self-reflection portfolio by Nur Zulaika binti Saaban about her critical thinking course project. It discusses what she learned about critical and creative thinking skills, the process of problem identification and formulation, and how working with peers helped her progress. She reflects on her strengths like communication, areas for improvement like time management, and values the emphasis on introspection and teamwork in developing her skills.
Mezirow's theory of transformational learning involves 5 main steps and 10 phases of transformation. The 5 steps are: 1) identifying assumptions, 2) understanding their origins, 3) questioning their meaning, 4) developing alternative behaviors, and 5) meaningful reflection. The 10 phases involve experiencing a dilemma, self-examination, critical assessment of assumptions, exploring new roles and actions, planning a course, acquiring new skills, trying new roles, building self-confidence, and reintegrating new perspectives. The process involves recognizing, analyzing, and deliberately changing assumptions through rational discourse and reflection.
This document discusses the importance and power of questioning. It argues that beautiful, ambitious questions can shift perceptions and catalyze change. Good questions inspire further inquiry and layers of answers. The value is in what can be done with knowledge gained from questioning. Questioning skills like asking "why" and "what if" can help solve problems and drive innovation. The document provides a model of innovative questioning with stages of why, what if, and how. It also discusses tips for generating questions, collaborating with diverse others, testing ideas quickly, and developing a culture of inquiry.
The document provides guidance on how to prepare for and succeed in a case interview for Bain & Company. It outlines the key abilities needed to analyze business problems, such as breaking problems into parts and generating solutions. It emphasizes that the interview focuses on analytic abilities rather than industry knowledge. The summary also previews the typical structure of the case interview, which involves identifying issues, analyzing problems logically, focusing on value, demonstrating business intuition, and orienting solutions toward results.
Appreciative Inquiry is an approach to organizational change that focuses on identifying what is working well within an organization and building on those strengths, rather than emphasizing problems or weaknesses. The core principles of Appreciative Inquiry include social constructionism, simultaneity, poetic principle, positive principle, anticipatory principle, and free choice. Appreciative Inquiry involves a 4-D cycle of Discovery, Dream, Design, and Destiny to help organizations envision and achieve a preferred future state.
Disciplined Inquiry is a tool to help individuals and groups gain new insights into business challenges and dilemmas. It provides a structured process using different types of questions to help reframed problems. The outcomes of Disciplined Inquiry can include realizing the true nature of an issue, involving additional stakeholders, and identifying overlooked resources. It develops skills like reflection, collaboration, and trusting the wisdom that emerges over time from inquiry. The process efficiently leverages existing resources to deliver clarity, focus, and solutions while building effective communication and collaboration.
This document summarizes key aspects of the solution-focused approach to interviewing clients. It discusses the brief history and definition of solution-focused therapy. The approach focuses on solutions rather than problems, sees clients as experts in their own lives, and uses future-oriented language. Interviewing for solutions involves creating hope by focusing on client strengths, what they want more of, and next steps. The therapist's role is to communicate appreciation, authenticity, empathy, care, and interest to help clients envision positive futures.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
The document provides an overview of Appreciative Inquiry (AI), which is an organizational development methodology focused on identifying an organization's strengths and positive aspects to facilitate change. It discusses the key principles and 4-D cycle of AI, which includes discovery of an organization's positive core, dreaming about possibilities, designing the ideal organization, and destiny of implementing changes. The 4-D cycle is intended to unleash an organization's energy and potential for transformation. The document also shares examples of applying AI through appreciative interviews, identifying themes, and developing commitments and plans of action.
Change the Conversation! Unleash Your Potential in a Complex World.pptxXPDays
This document outlines an interactive workshop on using deliberate developmental conversations (DDC) techniques to help participants uncover and reshape their meaning-making systems for navigating complexity. The workshop will explore inner complexity, sensing, meaning-making, and how developmental conversations can reveal these for oneself and others. Participants will have conversations using probing, provoking, supporting and reflecting questions to help reveal each other's sense-making systems. They will also practice using acknowledgment, articulation and reframing moves. The goal is for participants to gain insights into their own meaning-making and learn techniques that can be applied to future conversations.
SWOT vs. SOAR: Engaging Staff in Institutional PlanningGillian Byrne
This document provides an introduction to Appreciative Inquiry (AI), which is an approach to organizational change that focuses on an organization's strengths and positive aspects. The document defines AI, outlines its core principles such as constructionism and the positive principle, and discusses its benefits like being participatory and focusing on the positive. It also notes some criticisms of AI and provides examples of tools used in AI like the 4D framework of discovery, dream, design, and deliver. Throughout, the document emphasizes AI's asset-based and strength-focused approach to change as opposed to identifying problems.
This document discusses using positive questions and Appreciative Inquiry to solve problems and drive change. Appreciative Inquiry focuses on what is working rather than finding faults. The document provides examples of positive questions about communication, cooperation, customer satisfaction, positive energy, and shared vision that can be used in team meetings to highlight strengths and best practices. It also describes how to use positive questions to transform complaints into possibilities and review projects to celebrate achievements.
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Elf 2011 Chris Jansen Appreciative Inquiry In ActionSmartNet
Positively Engaging Education Professionals - The power of Appreciative Inquiry to strengthen
a learning community's capacity to adapt and innovate and transform learning culture presented by Chris Jansen, Senior Lecturer, University of Canterbury at Education Leaders Forum 2011, Wellington.
Elf 2011 Chris Jansen Appreciative Inquiry In Action
Asking questions when coaching
1.
The Art and Architecture of Asking Questions
David L. Broussard
“If I had an hour to solve a problem and my life depends on
the solution, I would spend the first 55 minutes determining
the proper question to ask, for once I know the proper question,
I could solve the problem in less than five minutes.”
Albert Einstein
Rationale for Studying
the Art and Architecture of Asking Questions
It is clear to me that executive leadership coaching, Appreciative Inquiry, and
World Café interventions are viable tools for use in the development on my coaching and
organizational development/change practice. Given the identification of these
interventions as viable capabilities to possess, it is imperative that I improve my skill to
ask positive, probing and powerful questions as questioning is at the very heart of all
three. In fact, without the ability to ask positive, probing and powerful questions coaches
and OD practitioners would be less likely to be successful when engaged by clients and
organizations for the purpose of facilitating change.
The Change Process
Terry R. Bacon and Karen I. Spear in “Adaptive Coaching: The Art and Practice
of a Client-Centered Approach to Performance Improvement,” offer a discussion of the
human change process that assists in developing a fuller understanding of the power of
questions. Change is difficult for individuals and organizations to attain and it is
important to note that coaches and OD practitioners can not make them change; but, they
can offer guidance and assistance.
Bacon and Spear note that human change is a process and not an event, thus
present six key components of a change inducing sequence. These key components are:
1) awareness, 2) urgency, 3) decision, 4) problem solving, 5) commitment, and 6)
reinforcement.
The change process begins with the awareness of the need for change. Just being
aware of the need to change is not enough to actually change unless coupled with an
urgency to change. This urgency must be perceived to be strong enough to result in the
decision that things need to be done differently. Once the decision to do things
differently has been made then problem solving must be conducted identifying
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specifically what needs to be done differently, what barriers may be encountered, and
how these barriers will be overcome. Now that what to do has been identified,
commitment to act must occur. Down the road the new behaviors must be reinforced or
relapse to the old situation may result.
Clearly, the change agent plays a significant role in assisting the individual or
organization through this change process and at each step along the way questions serve
as a powerful part of the change process.
Interventions where Questions Play a Significant Role
Executive Leadership Coaching
The coaching process happens in conversation. The ability to ask questions is
particularly important to every aspect of the coaching process: establishing a coaching
relationship and contract, setting goals, creating action plans, engaging motivation,
reflecting on learning and thinking, and structuring accountability.
Appreciative Inquiry
The basic precept of Appreciative Inquiry is that inquiry is intervention and that
the moment a question is asked change begins. Additionally, reality as we know it is
socially created through language and conversations. Equally important is the idea that
positive questions lead to positive change. Appreciative Inquiry is a process and not an
event.
There are four steps in an Appreciative Inquiry. These four steps are:
1. Discovery – Discovering individual and organizational strengths and what
works by exploring highlights in the past. Mobilizing a whole system inquiry
into the affirmative topic.
2. Dream – Dreaming of how the future might be. Creating a clear results-
oriented vision in relation to discovering potential and in relation to questions
of higher purpose.
3. Design – Locating and describing the elements that will bring about the
realization of the dream and designing a process to get there; an action plan
based on personal commitments.
4. Destiny – Fulfilling and sustaining the dream by implementing the action
plan.
3.
The Appreciative Inquiry intervention by definition is based on asking questions
as the OD consultant assists an organization identify the affirmative topic and proceed
through the discovery, dream, design, and destiny intervention process.
World Café
The World Café intervention is based on Café conversations that are about
discovering and exploring powerful questions as they are about finding effective
solutions. Questions are the real focus of the conversation because if the correct question
is not asked, the necessary answer will not be attained.
The Art and Architecture of Asking Questions
“A paradigm shift occurs when a question is asked
inside the current paradigm that can only
be answered from outside it.”
Marilee Goldberg
Often in the competitive business community, asking powerful and probing
questions; especially in personal interchanges, is eschewed. This aversion is linked to
our emphasis on finding quick answers and the time constraints many of us face in our
personal and professional lives. We just do not take the time for reflective conversations
that help explore important circumstances and possibilities before making key decisions.
Additionally, many leaders and managers think they are getting paid to solve problems
rather than practice breakthrough thinking so they are strongly motivated to determine the
“answer.”
With these realities in mind, the development of the art and architecture of asking
questions takes on new meaning and significance.
Therefore, the requirements for asking a powerful question are necessary and
include:
• Generates curiosity in the listener,
• Stimulates reflective conversation,
• Is thought-provoking,
• Surfaces underlying assumptions,
• Invites creativity and new possibilities,
• Generates energy and forward movement,
• Channels attention and focuses inquiry,
• Stays with participants,
• Touches a deep meaning,
• Evokes more questions, and
• Travels well to other conversations.
Obviously, it is a tall order to formulate a question that meets these guidelines.
Eric Vogt, Juanita Brown and David Isaacs in “The Art of Powerful Questions,” offer
three dimensions to questions that assist in the formulation of powerful questions. These
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three dimensions include; construction of a question, scope of a question, and
assumptions of a question. Each of these three dimensions will be discussed separately.
First: Construction of a Question
Construction of a question addresses its linguistic architecture, that is, the
language structure rather than the meaning and scope. Given this understanding, the
question asked can either open minds to possibilities or narrow them. Thus, the authors
have constructed a list of questions from less powerful to most powerful. Their list of
less to more powerful questions is as follows; yes/no, which, where, when, who, what,
how, and why questions.
It is important to note that unless a “why” question is carefully constructed it can
stimulate a defensive response as the questioned attempts to justify their response.
Generally, a question can become more powerful by moving up the construction scale,
for instance, from a “yes/no” question to a “which” question.
Second: Scope of a Question
To be considered powerful, a question must match its scope with the need of the
questioner. That is, the questioner should sculpture and clarify the scope of the question
to fit the boundaries and needs of the situation being pursued. To be effective the
question should remain within the scope of people’s capacity to implement action
resulting in the desired result. Scope and capacity are integral components of powerful
questions.
Third: Assumptions Within Questions
Given the nature of the English language, questions have built in explicit or
implicit assumptions. It is critical for the questioner to recognize that the questioned may
or may not share those assumptions and as a consequence the question may not produce
the desire result.
To help eliminate unconscious assumptions and foster powerful questions it is
often helpful to ask the following two questions; “What assumptions or beliefs are we
holding that are key to the conversation we are having here?,” and “How would we come
at this if we held an entirely different belief system than the one we have?”
Executive Leadership Coaching Questions
5.
Referring again to “Adaptive Coaching” by Bacon and Spear, they offer a
comprehensive discussion of the importance of coaches developing a repertoire of
questions and emphasize the skills required for moving the dialogue toward insight.
Eight types of questions are presented in their book and include the following:
1. Situation questions – do not provoke insight but rather engage memory.
2. Motivation questions – often follow a situation question to uncover a fact and
then an understanding of the thinking that led to the fact.
3. Ideal outcome questions - designed to raise the bar and articulate a future
possibility.
4. Straw man questions – a situation that does not exist is imagined and then how to
close the gap with reality is discussed.
5. Implication questions - designed to explore the consequences of any situation or
event.
6. Sensory questions – invoke senses so that feelings can be explored.
7. Columbo questions and statements – ask for clarification through being skeptical.
8. What else questions - encourages continued thinking.
Crafting an Engaging Appreciative Inquiry Question
Cooperrider, Whitney and Stavros offer the following suggestions for asking
questions when working with groups:
1. Start by discussing the end-in-mind for the discussion or process.
2. Work with colleagues to write down several questions relevant to the
topic.
3. Discuss and rate the questions.
-‐‑ Which is best constructed to promote reflection and creativity?
-‐‑ Which has the right scope for the end-in-mind?
-‐‑ What are the underlying assumptions embedded in each question?
4. Experiment with changing the construction and scope to get a feel for how
each can change the direction of the inquiry.
5. Give each question the “genuine test.” Is this a question to which we do
not already know the answer? If we already know the answer or have a
preset right response, it is not inquiry.
6. Run the question by an outside key informant to see how well the question
works and where it leads the discussion.
The World Café
A World Café conversation may be used to explore a single question or several questions.
Several rounds of dialogue may be developed to uncover the desired discovery.
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In a World Café conversation context, questions that travel well allow the Café event to
move from an opportunity for small talk to a setting for dialogue involving various numbers of
stakeholders.
The creators of the World Café have identified three key areas of generative questioning
that they have found to be useful when attempting to stimulate new knowledge or creative
thinking. These lines of questioning are as follows:
1. Questions for Focusing Collective Attention
2. Questions for Connecting Ideas and Finding Deeper Insight
3. Questions That Create Forward Movement.
________________________________________________________________________
“The important thing is to never stop questioning”
Albert Einstein
Informational Sources
1. Bacon, Terry R. and Karen I. Spear. Adaptive Coaching: The Art and Practice of
a Client-Centered Approach to Performance Improvement (Palo Alto: Davies-
Black, 2003).
2. Sara L. Orem, Jacqueline Binkert, Ann L. Clancy. Appreciative Coaching: A
Positive Process for Change (San Francisco: Jossey-Bass, 2007).
3. Laura Whitworth, Henry Kimsey-House, Phil Sandahl. Co-Active Coaching: New
Skills
for Coaching People Toward Success in Work and Life (Palo Alto: Davies-Black,
1998).
4. David L. Cooperrider, Diana Whitney, Jacqueline M. Stavros. Appreciative
Inquiry
Handbook: The First in a Series of AI Workbooks for Leaders of Change
(Brunswick, Ohio: Crown Custom Publishing, 2005).
5. Brown, Juanita and David Isaacs. The World Café: Shaping Our Futures Through
Conversations That Matter (San Francisco: Berrett-Kohler, 2006).
6. The World Café Presents …Café to Go. (World Café Community - Whole
Systems Associates)