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" Appreciative Inquiry Practitioner Formation: A Grounded Theory Study "
Wocken, Lisa
Ardichvili, Alexandre (Sasha)
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Latin Dissertation
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English
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| Record Number
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1054524
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TL53641
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| Main Entry
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Wocken, Lisa
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Appreciative Inquiry Practitioner Formation: A Grounded Theory Study\ Wocken, LisaArdichvili, Alexandre (Sasha)
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| College
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University of Minnesota
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| Date
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2020
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Ph.D.
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2020
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| Note
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209 p.
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| Abstract
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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.
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Developmental psychology
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Education
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Teacher education
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Ardichvili, Alexandre (Sasha)
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University of Minnesota
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