Transformative Learning & Appreciative Inquiry V2.1

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Information about Transformative Learning & Appreciative Inquiry V2.1

Published on August 14, 2007

Author: worksmarts

Source: slideshare.net

Description

Best Paper, Presented at Academy of Management, August 6, 2007

TRANSFORMATIVE LEARNING & APPRECIATIVE INQUIRY: A More Perfect Union for Deep Organizational Change Loretta L. Donovan, Teachers College, Columbia University Susan R. Meyer, Teachers College, Columbia University Stephen P. Fitzgerald, Touro University International Academy of Management, Organizational Development & Change Division Philadelphia, August 6, 2007

Changed Perspectives Attempts at altering organizational strategy, operations and culture imply that shifts in performance will occur due to changed or enlightened perspectives. Davis & Ziegler, 2000; Kasl & Elias, 2000; Shaw & Taylor, 2000; Yorks & Marsick, 2000

Attempts at altering organizational strategy, operations and culture imply that shifts in performance will occur due to changed or enlightened perspectives.

Davis & Ziegler, 2000; Kasl & Elias, 2000; Shaw & Taylor, 2000; Yorks & Marsick, 2000

Theoretical Synergy To make the leap from insights and behavior change at individual level to comparable results at the group level calls for incorporation of theories that uphold similar principles of the nature of the person, of learning, of the organization, and of change.

To make the leap from insights and behavior change at individual level to comparable results at the group level calls for incorporation of theories that uphold similar principles of the nature of the person, of learning, of the organization, and of change.

Perspective Shifts Involve Learning Perspective transformation is: “ . . . the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand and feel about our world” (Mezirow, 1999)

Perspective transformation is:

“ . . . the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand and feel about our world”

(Mezirow, 1999)

Constructivism & Constructionism Transformative Learning fosters Constructivism Appreciative Inquiry encourages Constructionism

Transformative Learning fosters

Constructivism

Appreciative Inquiry encourages

Constructionism

Theory related to individual learning in the midst of change can provide a conceptual platform to propose a similar process at the group level. Building a New Bridging Construct

Theory related to individual learning in the midst of change can provide a conceptual platform to propose a similar process at the group level.

Meaning Making: Descriptive & Applied Transformative Learning offers Descriptive Theory Appreciative Inquiry provides Applied Construct and Generative Worldview

Transformative Learning offers

Descriptive Theory

Appreciative Inquiry provides

Applied Construct and Generative Worldview

Change Is Perspective Transformation in Action Mezirow: Individual shifts personal meaning perspectives and measures transformation through altered behavior Cooperrider: Group engaged to find new shared meaning in lived experience to shift meaning perspectives and alter socio-technical systems

Mezirow:

Individual shifts personal meaning perspectives and measures transformation through altered behavior

Cooperrider:

Group engaged to find new shared meaning in lived experience to shift meaning perspectives and alter socio-technical systems

To result in new behaviors at the organizational level, change must be embedded in the cognition, memory, and perspective of individuals and the whole. Change Derived from Collective Learning

To result in new behaviors at the organizational level, change must be embedded in the cognition, memory, and perspective of individuals and the whole.

Tapping the Self-Reflective Process Collective ideation was found critical to transformational outcomes across 20 AI cases (Bushe & Kassam, 2005). Mezirow (2000) calls for a strategy to actualize transformative learning, AI and TL can inform and support one another.

Collective ideation was found critical to transformational outcomes across 20 AI cases (Bushe & Kassam, 2005).

Mezirow (2000) calls for a strategy to actualize transformative learning,

AI and TL can inform and support one another.

Reflection Upon Experience TL - Individual Experiences impromptu disorienting dilemma Engages in self-examination ad hoc AI - Collective Scaffold of generative questions raise confidence Stories reveal group’s core strengths Appreciative Transformative Learning Scaffold of generative questions encourages individuals and groups to: Inquire together about meaningful experiences Inspire disorienting dilemmas Reflect on the assumptions of previously hidden stories Elevate individual and collective strengths and capacities

TL - Individual

Experiences impromptu disorienting dilemma

Engages in self-examination ad hoc

AI - Collective

Scaffold of generative questions raise confidence

Stories reveal group’s core strengths

Appreciative Transformative Learning

Scaffold of generative questions encourages individuals and groups to:

Inquire together about meaningful experiences

Inspire disorienting dilemmas

Reflect on the assumptions of previously hidden stories

Elevate individual and collective strengths and capacities

TL – Individual Critically assess role assumptions Recognize that one’s problem is shared AI - Collective Envision what might be/what the world is calling for Agree on and write possibility statements Appreciative Transformative Learning As previous role assumptions and performance requirements are challenged, individuals and groups: Recognize that they share tremendous strengths and capacities Co-create positive images of an exceptional future Dialogue, reflect and reframe expectations collaboratively Reflection Upon Expectations

TL – Individual

Critically assess role assumptions

Recognize that one’s problem is shared

AI - Collective

Envision what might be/what the world is calling for

Agree on and write possibility statements

Appreciative Transformative Learning

As previous role assumptions and performance requirements are challenged, individuals and groups:

Recognize that they share tremendous strengths and capacities

Co-create positive images of an exceptional future

Dialogue, reflect and reframe expectations collaboratively

TL - Individual Explores options for new ways of acting AI - Collective Defines the social system to involve all stakeholder groups in planning Aligns values, structures, and processes with vision of the ideal Appreciative Transformative Learning As a new mindset emerges, individuals and groups: Explore options for embedding the mindset in socio-technical systems Reflect to the intention that opportunities for change imply Reflection Upon Opportunities

TL - Individual

Explores options for new ways of acting

AI - Collective

Defines the social system to involve all stakeholder groups in planning

Aligns values, structures, and processes with vision of the ideal

Appreciative Transformative Learning

As a new mindset emerges, individuals and groups:

Explore options for embedding the mindset in socio-technical systems

Reflect to the intention that opportunities for change imply

TL - Individual Build competence and self-confidence in new roles AI - Collective Co-construct a sustainable preferred future embracing innovation at many levels Appreciative Transformative Learning As individuals and groups experiment and live with new roles, relationships and performance requirements, they: Continuously invest in systematic competence and confidence Participate in emerging opportunities for inquiry Reflection about how they learn in and from actions Embed learning to develop individuals and reinforce the system Reflection Upon Action

TL - Individual

Build competence and self-confidence in new roles

AI - Collective

Co-construct a sustainable preferred future embracing innovation at many levels

Appreciative Transformative Learning

As individuals and groups experiment and live with new roles, relationships and performance requirements, they:

Continuously invest in systematic competence and confidence

Participate in emerging opportunities for inquiry

Reflection about how they learn in and from actions

Embed learning to develop individuals and reinforce the system

Conclusion AI may generate transformative change more consistently by ensuring opportunities for reflection in action. Appreciative Transformative Learning incorporates those practices and fosters both individual and organizational transformation

AI may generate transformative change more consistently by ensuring opportunities for reflection in action.

Appreciative Transformative Learning incorporates those practices and fosters both individual and organizational transformation

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