Appreciative Inquiry: An Effective Training Alternative to Traditional Adult Learning?

Abstract

While the practice of positive psychology has flourished in the last decade, critics still point to the lack of intervention-based research and empirical evidence as a shortcoming of this field. Appreciative inquiry (AI), an intervention with similar theoretical underpinnings as positive psychology, has the capacity to expand what is known about the impact of positivity in the study of organizations. AI is an intervention that uses reflective questions of positive experiences to create new opportunities. However, there is scant research on its effectiveness in real-world settings. This study extends this line of research by evaluating the effectiveness of AI as an alternative to conventional adult learning methodologies, as well as an applied example of an intervention based on positive psychology to study organizational change. Results from changes in pre- and post-assessments following three AI-based interventions, when compared to those from a control group, suggest AI can lead to significant gains in participants’ perceived attitudinal, behavioral, and cognitive learning similar to traditional adult learning methodologies. In addition, these results suggest AI interventions paired with real-world problem solving opportunities yield greater gains in participants’ perceived confidence to demonstrate positive interpersonal skills. Implications for using AI in the course of adult learning are discussed.

Share and Cite:

Day, J. & Holladay, C. (2012). Appreciative Inquiry: An Effective Training Alternative to Traditional Adult Learning?. Psychology, 3, 1125-1130. doi: 10.4236/psych.2012.312A166.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Alliger, G. M., Tannenbaum, S. I., Bennett, W., Traver, H., & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50, 341-358. doi:10.1111/j.1744-6570.1997.tb00911.x
[2] Bushe, G. (2007). Appreciative Inquiry is not (just) about the positive. OD Practitioner, 39, 30-35.
[3] Bushe, G. (2011). Appreciative inquiry: Theory and critique. In D. Boje, B. Burnes, & J. Hassard (Eds.), The Routledge Companion to Organizational Change (pp. 87-103). Oxford: Routledge.
[4] Bushe, G. R., & Kassam, A. F. (2005). When is appreciative inquiry transformational? A meta-case analysis. Journal of Applied Behavioral Science, 41, 161-181. doi:10.1177/0021886304270337
[5] Caza, B. B., & Caza, A. (2008). Positive organizational scholarship: A critical theory perspective. Journal of Management Inquiry, 17, 21 30. doi:10.1177/1056492607305907
[6] Cooperrider, D., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. San Francisco: Berrett-Koehler.
[7] Fineman, S. (2006). On being positive: Concerns and counterpoints. Academy of Management Review, 31, 270-291. doi:10.5465/AMR.2006.20208680
[8] Foster, S. L., & Lloyd, P. J. (2007). Positive psychology principles applied to consulting psychology at the individual and group level. Consulting Psychology Journal: Practice and Research, 59, 30-40. doi:10.1037/1065-9293.59.1.30
[9] Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9, 103-110. doi:10.1037/1089-2680.9.2.103
[10] Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75, 27-61. doi:10.3102/00346543075001027
[11] Grant, S., & Humphries, M. (2006). Critical evaluation of appreciative inquiry. Action Research, 4, 401-418. doi:10.1177/1476750306070103
[12] Holladay, C. H., & Quinones, M. A. (2008). The influence of training focus and trainer characteristics on diversity training effectiveness. Academy of Management Learning and Education, 7, 343-354. doi:10.5465/AMLE.2008.34251672
[13] Jones, R. S. P. (2010). Appreciative inquiry: More than just a fad? British Journal of Healthcare Management, 16, 114-122.
[14] Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78, 311-328. doi:10.1037/0021-9010.78.2.311
[15] Lewin, K. (1951). Field theory in social science. New York: Harper & Row.
[16] Lin, C. F., Lu, M. S., Chung, C. C., & Yang, C. M. (2010). A comparison of problem-based learning and conventional teaching in nursing ethics education. Nursing Ethics, 17, 373-382. doi:10.1177/0969733009355380
[17] Luthans, F., & Youssef, C. (2007). Emerging positive organizational behavior. Journal of Management, 33, 321-349. doi:10.1177/0149206307300814
[18] Moody, R., Horton-Deutsch, S., & Pesut, D. (2007). Appreciative inquiry for leading complex systems: Supporting the transformation of academic nursing culture. Journal of Nursing Education, 46, 1-6.
[19] O’Daniel, M., & Rosenstein, A. H. (2008). Professional communication and team collaboration. In Hughes, R.G. (Ed.), Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville, MD: AHRQ Publication.
[20] Richer, M. C., Ritchie, J., & Marchionni, C. (2009). “If we don’t do more, let’s do it differently!”: Using appreciative inquiry to promote innovative ideas for better health care work environments. Journal of Nursing Management, 17, 947-955. doi:10.1111/j.1365-2834.2009.01022.x
[21] Schmidt, H. G., van der Molen, H. T., & te Winkel, W. W. R. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44, 227-249. doi:10.1080/00461520903213592
[22] Sekerka, L. E., Brumbaugh, A., Rosa, J., & Cooperrider, D. (2006). Comparing Appreciative Inquiry to a diagnostic technique in organizational change: The moderating effects of gender. International Journal of Organization Theory and Behavior, 9, 449-489.
[23] Sekerka, L. E., Zolin, R., & Smith, J. G. (2009) Be careful what you ask for: How inquiry strategy influences readiness mode. Organization Management Journal, 6, 106-122. doi:10.1057/omj.2009.15
[24] Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. doi:10.1037/0003-066X.55.1.5
[25] Shreeve, M. (2008). Beyond the didactic classroom: Educational models to encourage active student involvement in learning. Journal of Chiropractic Education, 22, 23-28. doi:10.7899/1042-5055-22.1.23
[26] Smits, P. B., de Buisonjé, C. D., Verbeek, J. H., van Dijk, F. J., Metz, J. C., & ten Cate, O. J. (2003). Problem-based learning versus lecture-based learning in postgraduate medical education. Scandinavian Journal of Work, Environment and Health, 29, 280-287. doi:10.5271/sjweh.732
[27] Whitney, S., & Trosten-Bloom, A. (2010). The power of appreciative inquiry (2nd ed.). San Francisco: Berrett-Koehler.
[28] Zimmerman, D. W. (2004). Inflation of Type 1 error rates by unequal varianaces associated with parametric, nonparametric and rank transformation tests. Psicológica, 25, 103-133.

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.