I recently had the privilege of preparing a group of senior teachers from the Barossa for their role as mentors to early career teachers in their region. One of the ideas explored that created a lot of discussion was that we respond more positively to people who are optimistic thinkers and that help us create positive images of our future. Appreciative inquiry (AI) taps into this ideal by providing conversation guideposts that focus on identifying and building on strengths (what’s working well) rather than weaknesses (what’s broken that needs fixing). AI was first developed in the mid-1980s by David Cooperrider and has evolved over time to include five key stages:
- Define – making a commitment to explore the positive starts with the choice of topic. In the case of the mentors, a discussion about “ways of addressing poor student behaviour” could be reframed to a more affirmative topic such as ”ways to increase student engagement”. This subtle change in wording can have significant implications for what you focus on.
- Discover – in this phase we look for the best of what has happened in the past and what is currently working well. So, the mentor might develop questions that get their mentee telling stories about what they find most valuable and successful, for example: “Tell me about a time when your students responded really positively to your teaching”.
- Dream – the dreaming phase involves thinking of “what might be” by building on the positives identified in the discovery phase. So, the mentor might ask the mentee to: “Imagine a perfect teaching lesson. What would it look like and what might an observer notice about your students?”
- Design – in the design phase we determine what is achievable and devise strategies to make the dream a reality. This includes identifying short and longer term goals and skill development needs. The mentor might start by asking the mentee: “How can we go about achieving this ideal teaching lesson?”
- Destiny (also called “Deliver”) – in the final phase the focus is on implementation. Once the relevant planning has been undertaken, the mentor would provide their mentee with room to accomplish their goals, while continuing to provide support and guidance.
This approach to personal development and problem-solving can also be applied with great success to team planning sessions, performance reviews, 1:1 coaching, and community engagement processes. Many people find it transformative as it challenges us to rethink how we perceive the world.
If you could do with a little transformation in your life, have a go at this simple AI practice from Stavros and Torres’ Dynamic Relationships and see what emerges for you:
New perspectives
Think about a family member (preferably a partner, sibling or child) or someone with whom you live or work.
Start by reflecting on the things about that person that you would like to fix, change, or adjust in some way. Imagine trying to help them be a “better” partner or person by telling them how to fix or change the things you have identified. Now answer these questions: How will they hear your suggestions? What will they experience? How does this thinking inform your relationship with them?
Next, think about that same person. This time, reflect on the things that you appreciate most about this person. What are the things they do really well and when are they at their best? Imagine telling this person what you observe, respect and admire about them when they are at their best. How will they hear these acknowledgments? What will they experience? How does this thinking inform your relationship with them?