Appreciative Inquiry Practitioner Formation: A Grounded Theory Study
2020-08
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Appreciative Inquiry Practitioner Formation: A Grounded Theory Study
Authors
Published Date
2020-08
Publisher
Type
Thesis or Dissertation
Abstract
Abstract Organizations acknowledge the interrelated nature of working and learning to keep pace with rapid changes and ever-evolving needs (Argyris & Schön, 1978; Heifetz, Linsky & Grashow, 2009; Lundgren et al., 2017; Watkins & Marsick, 1993). Appreciative inquiry (AI) is a dialogue-based organizational intervention that generates new thinking and approaches to address organizational challenges (Cooperrider & Whitney, 2005; Watkins, Mohr, & Kelly, 2011). There is a need to gain an intimate knowledge and deeper understanding of the development journeys of AI practitioners that help organizations uproot the cycle of old thinking applied to current challenges. The work of AI practitioners aligns directly with the field of human resource development (HRD), which aims to cultivate and enhance learning, human potential, and high performance in organizations (Ruona & Lynham, 1999). This grounded theory study addressed the question: What is the development journey of AI practitioners? The study introduced a theoretical framework for AI practitioner formation. The findings and discussion from this study suggest that AI formation often begins with a paradigm shift and a virtuous cycle of behavior change motivating further development through various learning strategies: the ubiquitous practice of AI; learning through formal, on-the-job, and informal learning; and connections with others. These learning strategies are present and influential in every AI practitioner development journey.
Description
University of Minnesota Ph.D. dissertation. 2020. Major: Organizational Leadership, Policy, and Development. Advisor: Alexandre Ardichvili. 1 computer file (PDF); 208 pages.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Wocken, Lisa. (2020). Appreciative Inquiry Practitioner Formation: A Grounded Theory Study. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/216787.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.