appreciative inquiry
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This chapter attempts to find the role of appreciative inquiry in employee engagement and organizational transformation. An attempt has been made to explain the impact of appreciative inquiry on employee engagement, which eventually helps in organizational transformation with minimal hindrances. Employee engagement has turned into an undeniably conspicuous issue in the region of organizational development (OD) likely because of the developing collection of research encompassing the positive connection between employee engagement and organizational development, which also comprises profit margin. Appreciative inquiry is a vision-based approach of open dialogue that is designed to help organizations and their partners create a shared vision for the future and a mission to operate in the present. The main thrust area of appreciative inquiry is to find out what works best for the organization. Instead of focusing on negativity, appreciative inquiry focuses on the positive aspect of the organization.

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation are receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organization practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation play a receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organizations practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

This chapter describes how curious and reflective TESOL educators can engage in ongoing appreciative inquiry by participating in a unique global community of practice facilitated through an app called Mobile Teacher that also works offline. With the aim of recognizing and sharing the expertise of non-native English speaker TESOL educators who are primarily BIPOC and women working in the majority world, teachers are encouraged to watch short videos of colleagues' effective teaching practices, try out the practices with their students, and in turn share videos describing or demonstrating their own proven techniques. Through a case study of using Mobile Teacher with teachers in Ecuador, the author provides a self and group reflection guide based on the 4D appreciative inquiry framework to establish a definition and examples of effective teaching practice, and a video script template to complete in preparation for recording and sharing an effective teaching practice.

Appreciative inquiry (AI) has been used to promote positive change in different areas of organizational life. It is based on the 4D cycle which includes four distinct stages: discover, dream, design, and destiny. Organizational wellbeing is both a strategy and a responsibility, especially in recent times, when the line between work and life seems to be blurring, and there has been an increased concern about the role that work plays in the health and wellbeing of employees. AI is substantially different from other institutional analysis methodologies because it is not focused on solving problems, but on the positive aspects of organizational life and culture. This chapter presents the case of a private university in Puebla, Mexico, which has been promoting holistic programs to improve employees' wellbeing and happiness, reducing stress and other potential health problems through appreciative inquiry on what members dream, long for, and aspire in terms of better overall health. It is a descriptive study that presents a specific case.

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation play a receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organizations practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

Formålet med artiklen er at undersøge og diskutere relationen mellem forsker og felt med særligt fokus på, hvilken betydning forskernes domænespecifikke ekspertise og interesse kan have for samspillet med deltagere fra praksis og for forskningens resultat. I visse aktionsforskningstekster beskrives forskeren som en interesseløs facilitator af brugerinvolverende praksisser og af brugernes forandringsinteresse (Duus et al., 2012; Lewin, 1997). I andre aktionsforskningstekster beskrives forskningsprocessen som grundlæggende initieret af forskerens forskningsinteresse og faglige baggrund indenfor det specifikke felt, der forskes i (Dewey, 2005; Hildebrand, 2008). Når disse teoretiske og metodiske tilgange sammenholdes, fordrer det en nærmere diskussion af betydningen af forskerens domænespecifikke ekspertise og interesse. Med afsæt i et konkret aktionsforskningsprojekt, som artiklens forfattere har ledet og deltaget i, argumenteres i nærværende artikel for, at domænespecifik faglig ekspertise kan have afgørende positiv betydning for 1) den måde, forskerne kan indgå i konkrete samspil med praktikerne fra feltet på, og 2) den måde, resultaterne af de konkrete praksisser kan forstås, analyseres og vurderes på. Ligeledes argumenteres for, at potentielle ulemper kan imødekommes via metoder, der bl.a. involverer såkaldt appreciative inquiry og kollaborative analysestrategier. Artiklens teoretiske udgangspunkt og inspirationskilde er pragmatisme.

People labelled/with intellectual and developmental disabilities (IDD) participate in community-based studio programming across the United States, yet their experiences and preferences for studio programming are not well known. The goal of this research was to learn what artists in a community-based studio think is important about their studio and what they want to change in the future. Using art-based appreciative inquiry and online methods, the artists were prompted to talk and create artwork about ‘what is most important’ in the studio and ‘what we want for the future’. The artists reported that the most important aspects of the studio are the staff and their friends at the studio and the opportunity to make art that is motivated by their interests. The wishes expressed by the artists included increased opportunities to be social, to make more money, to have more community access and more choice and control in the studio.