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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
2
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?
6
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
7
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
9
APPRECIATIVE INQUIRY IN
ACADEMIC AND CAREER ADVISING
10
OVERVIEW OF
APPRECIATIVE
PRACTICES
Problem Solving Appreciative
11
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
12
APPRECIATIVE PRACTICES
AI STAGES AND
PRINCIPLES
13
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.
14
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
16
THE CONSTRUCTIONIST PRINCIPLE
WORDS MAKE WORLDS
17
THE SIMULTANEITY PRINCIPLE
INQUIRY CREATES CHANGE
18
THE POETIC PRINCIPLE
WE CAN CHOSE WHAT WE STUDY
19
THE ANTICIPATORY PRINCIPLE
IMAGE INSPIRES ACTION
20
THE POSITIVE PRINCIPLE
POSITIVE QUESTIONS
LEAD TO POSITIVE CHANGE
21
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?
22
THINK – PAIR - SHARE
23
HUMAN
SYSTEMS
WANT TO
MOVE IN A
POSITIVE
DIRECTION
LIKE
PLANTS
SEEKING
THE SUN
24
THE POWER OF
STORYTELLING
Narratives in Advising Sessions should be:
Authentic
Assest-based
Sincere
25
NARRATIVE-BASED APPROACH TO
ADVISING
26
A STORYTELLING EXAMPLE
Using an
Appreciative
Lens in
Academic
Advising
27
APPRECIATIVE
CONVERSATIONS
Finding the “Positive Core”
Reframing Challenges into Opportunities
28
CREATING HOPEFUL STORIES
29
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
30
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
31
FLIPPING THE SCRIPT
32
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.”
33
SHORT CASE STUDIES
34
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
▪440-366-4745
▪@sarahhydepinner
Arlena Lockard
▪440-366-4179
36
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
37
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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