Developing appreciative Practices in Career Coaching · Appreciative Inquiry is the study and exploration of what gives life to human ... “I’ll never understand this subject.

Sarah

Hyde-Pinner &

Arlena

Lockard

Lorain County

Community

College

CO-CREATING HOPEFUL

FUTURE STORIES

THROUGH AN

APPRECIATIVE LENS

NEOAAC Conference

May 2018

Introductions

Learning Outcomes

Overview of Appreciative Practices

AI Stages & Principles

Principles of Storytelling

Victim/Creator Language

Application of Learning

SESSION OVERVIEW

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3

BE READY

TO ENGAGE

PROFESSIONALLY

▪ Experiential Education

Professional at LCCC

▪ Experience in Student

Affairs and Career

Services

▪ Background in conducting

Appreciative Inquiry

Processes

PERSONALLY

WHO IS SARAH?

4

PROFESSIONALLY

▪ Career and Academic

Advisement Professional

at LCCC

▪ Experience in Enrollment

Services and Student

Success

▪ Background in creative

non-fiction and

storytelling

PERSONALLY

WHO IS ARLENA?

5

Name

Institution

Role

Reflect

▪Who are your two biggest role models? Why are they

role models to you and what about them do you hope

to emulate?

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WHO ARE YOU?

DEVELOPING A COMMUNITY

As a result of this session, participants will

be able to:▪ Relate the 4 stages and 5 principles of AI to academic and

career advising;

▪ Describe the impact of storytelling to on dynamic advising;

▪ Develop appreciative practices to facilitate productive

conversations with students; and

▪ Apply learning to their own professional context.

LEARNING OUTCOMES

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Appreciative Inquiry is the study and exploration of what gives life to human systems when they function at their best.

This approach to personal change and organization change is based on the assumption that questions and dialogue about strengths, successes, values, hopes, and dreams are themselves transformational.

WHAT IS APPRECIATIVE INQUIRY (AI)?

(from The Power of Appreciative Inquiry by Diana Whitney and Amanda Trosten-Bloom)

Improvisational and flexible.

Action-focused

Question-based

Possibility-focused

Solution-focused

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APPRECIATIVE INQUIRY IN

ACADEMIC AND CAREER ADVISING

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OVERVIEW OF

APPRECIATIVE

PRACTICES

Problem Solving Appreciative

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PROBLEM SOLVING VS

APPRECIATIVE PRACTICES

PAST FUTUREPRESENT

FILL THE GAPS REALIZE THE POSSIBILITIES

THE QUESTIONS

What is wrong?

How do we fix it?

THE QUESTIONS

What is working?

What is possible?

What will you do…?

Appreciative Inquiry

Appreciative Advising

Appreciative Coaching

Appreciative Leadership

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APPRECIATIVE PRACTICES

AI STAGES AND

PRINCIPLES

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The AI process is broken down

into 4 Stages, call the 4 D’s:

Discovery: The identification

of what works well.

Dream: The envisioning what

would work well in the

future.

Design: Planning and

prioritizing what would work

well.

Delivery: The implementation

of the proposed design.

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THE FOUR ‘D’ CYCLE

Positive Core

Discovery: to

appreciate what is

Dream: to imagine

what might be

Design: to determine

what should be

Delivery: to create what will

be

The Constructionist Principle

The Simultaneity Principle

The Poetic Principle

The Anticipatory Principle

The Positive Principle15

FIVE PRINCIPLES OF AI

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THE CONSTRUCTIONIST PRINCIPLE

WORDS MAKE WORLDS

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THE SIMULTANEITY PRINCIPLE

INQUIRY CREATES CHANGE

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THE POETIC PRINCIPLE

WE CAN CHOSE WHAT WE STUDY

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THE ANTICIPATORY PRINCIPLE

IMAGE INSPIRES ACTION

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THE POSITIVE PRINCIPLE

POSITIVE QUESTIONS

LEAD TO POSITIVE CHANGE

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APPRECIATIVE PRACTICES

DISCOVER:Appreciate

DREAM:Imagine

DESIGN:Dialogue

DELIVER:Create/Do

In every

individual or

system

something works

What we focus

on becomes our

reality.

Reality is created in

the moment, and

there are multiple

realities.

The act of asking

questions of an

organization or

person has influence.

People have more

confidence to journey to

the future (the unknown)

when they carry forward

parts of the past (the

known).

The language we use

creates our reality.

Describe an experience in your work in

which you have learned something

significant.

▪ Who else was involved and what did they do?

▪ What did you do to foster your own development?

▪ What made this a highpoint learning experience?

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THINK – PAIR - SHARE

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HUMAN

SYSTEMS

WANT TO

MOVE IN A

POSITIVE

DIRECTION

LIKE

PLANTS

SEEKING

THE SUN

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THE POWER OF

STORYTELLING

Narratives in Advising Sessions should be:

Authentic

Assest-based

Sincere

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NARRATIVE-BASED APPROACH TO

ADVISING

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A STORYTELLING EXAMPLE

Using an

Appreciative

Lens in

Academic

Advising

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APPRECIATIVE

CONVERSATIONS

Finding the “Positive Core”

Reframing Challenges into Opportunities

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CREATING HOPEFUL STORIES

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FINDING THE

POSITIVE

CORE TO

PROMOTE

HOPEFUL

FUTURE

STORIES

VICTIM LANGUAGE

Victims Focus on their

Weaknesses

Victims Make Excuses

Victims Complain

Victims Compare

Themselves Unfavorably

to Others

CREATOR LANGUAGE

Creators Focus on How

to Improve

Creator Seek Solutions

Creators Turn

Complaints into

Requests

Creators Seek Help

from Those More

Skilled

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FLIPPING THE SCRIPT

VICTIM LANGUAGE

Victims See Problems

as Permanent

Victims Repeat

Ineffective Behaviors

Victims Try

Victims Predict Defeat

and Give Up

CREATOR LANGUAGE

Creators Treat

Problems as Temporary

Creators do Something

New

Creators Do

Creators Think

Positively and Look for

a Better Choice

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FLIPPING THE SCRIPT

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THE POWER

OF

REFRAMING

“I’m terrible in this subject.”

“I’ll never understand this subject. It’s a

waste of time to study.”

“Going to the tutoring center is no help.

There aren’t enough tutors.”

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SHORT CASE STUDIES

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ULTIMATELY,

WE CREATE

THE FUTURE

WE IMAGINE.

Where did you resonate with this topic?

How will you apply some of these

lessons or techniques?

QUESTIONS FOR PERSONAL REFLECTION

Sarah Hyde-Pinner

▪ [email protected]

▪440-366-4745

▪@sarahhydepinner

Arlena Lockard

▪[email protected]

▪440-366-4179

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CONTACT INFORMATION

Bloom, Jennifer L . , Bryant L. Hutson, Ye He, and Er in Konkle. "Appreciative Education." New Direct ions for Student Services 2013.143 (2013): 5-18. Education Research Complete . Web. 13 July 2017.

Brooks, K. (2013). Appreciative Career Coaching: A Practical and Posit ive Approach For Col lege Students. NACE Journal , 73 (3), 24-30.

Brown, Bl iaa. (n.d.) Imagine Chicago – What is Appreciat ive Inquiry. http://www.imaginechicago.org /docs/ai/Crafting%20Appreciat ive%20Quest ions.doc

Cockell , J . , & McArthur-Blair, J. (2013). Appreciative Inquiry in Higher Education . John Wiley & Sons.

Fifolt , Matthew, and Lori Lander. "Cult ivating Change Using Appreciative Inquiry." New Direct ions for Student Services 2013.143 (2013): 19-30. Education Research Complete . Web. 13 July 2017.

Harrison, Laura M., and Shah Hasan. "Appreciative Inquiry in Teaching and Learning." New Direct ions for Student Services 2013.143 (2013): 65-75. Education Research Complete . Web. 13 July 2017.

REFERENCES

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Orem, S. , Binkert , J. , & Clancy, A. L . (2007). Appreciative coaching: a posit ive process for change . San Francisco: Jossey-Bass.

Ozaki, C. C. , & Hornak, A. M. (2014). Excel lence within Student Affairs: Understanding the Practice of Integrating Academic and Student Affairs. New Direct ions for Community Col leges , 2014 (166), 79-84. doi :10.1002/cc.20104

Person, D. R. , El l is , P. , Plum, C. , & Boudreau, D. (2005). Using theory and research to improve student affairs practice: Some current examples. New Directions for Community Col leges , 2005(131), 65-75.

Rodicio, L . , Mayer, S. , & Jenkins, D. (2014). Strengthening Program Pathways Through Transformative Change. New Direct ions for Community Col leges , 2014 (167), 63-72. doi :10.1002/cc.20111

Schreiner, Laurie A. "Thriving in Col lege." New Directions for Student Services 2013.143 (2013): 41-52. Education Research Complete . Web. 13 July 2017.

USAID. (2003). Introduction to Appreciat ive Inquiry Training Manual http://pdf.usaid.gov/pdf_docs/Pnadb195.pdf

REFERENCES

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