René Bouwen

Johan Hovelynck

Ludo Keunen

Hilda Martens

Lieve Wens

Towards a generative process consultation: process facilitation

enriched by Appreciative Inquiry

WAIC, Gent, April, 26th 2012

Agenda

Exploring what Appreciative Inquiry brings to

learning in and about

group development

organizational development

community / multi-actor development

personal development

In the context of the CIGO training program on

process facilitation in groups and organizations

Context: ‘Consulting In Groups & Organizations’

Experiencing &

understanding

group process

Developing an

experiential

learning group

Experiencing &

understanding

relational

dynamics of

organizing

Exploring

large-group &

multi-party

processes…

Consulting /

facilitation

project

‘Owning up’

personal

dynamics that

shape

relational

processes in

groups &

organizations

1st exchange

with MPOD 2nd exchange

with MPOD

Introduction of AI

René Bouwen

Process consultation enriched by AI

AI enriched by process consultation

CIGO is a PC and OD-based advanced professional

consultation program (18 months):

group processes

organizational understanding

multi-actor contexts

personal professional integration

Key words: intensive group learning, relational

organizing, high quality relational practices,

generative / appreciative focus.

&

Relational Organizing

From ‘organization’

as an instrument to be studied and restructured…

Towards ‘organizing’

as generative conversation:

a systems, sense-making, relational, social

construction perspective.

Rebirth of ‘genuine’ action research

From OD practice as analytical, ‘objective’,

problem-solving research…

Towards generative relational practices among

all relevant stakeholders: relational and practice

turn.

Emphasis on both

sense-making ‘content’

co-membership ‘relation’

1. Appreciating & Inquiring in group development

Experiencing

&

understanding

group

process

Developing

a learning

group

Experiencing &

understanding

relational

dynamics of

organizing

Exploring

large-group &

multi-party

processes…

Consulting /

facilitation

project

‘Owning up’

personal

dynamics that

shape

relational

processes in

groups &

organizations

Johan Hovelynck

Propositions – food for thought?

Learning about group dynamics

requires ‘process conversation’

Appreciative Inquiry creates

a space for process conversation

and provides a specific path towards it

Becoming a process facilitator benefits from

experiencing a range of process conversations

and different development paths

Process facilitation framework

task

technique

‘theory-in-use’

behavior

structure roles

rules

process

procedure

product

context

Learning in and about group dynamics

Understanding group process

hinges on ‘knowledge from within’ open conversation about here-and-now experience

exploration of how we co-create the dynamics

that we ‘observe’: experiencing as ‘mee-maken’

Giving and receiving feedback as prime sources

about relational dynamics in groups,

organizations, …

T-group Intangible topic

Here-and-now experience

Basic program structure

…

Method: appreciative inquiry or T-group

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

Appreciative inquiry Focused question

Past events & experience

Highly structured

… Discovery

Appreciating

Dream Envisioning

Design Co-constructing

Destiny Sustaining

Affirmative Topic

“appreciative dynamics” wider range of processes

T-group Search for topic clarification

Self-structuring, search for modes of decision-making

‘Circle talk’

… ... all about inquiry

Appreciating & inquiring’ T-groups include traditions of reifying interpretation

and / or confrontational feedback by facilitators

A more appreciative stance supports

ease of participation and quality of inquiry…

Method and process:

the role of ‘appreciating and inquiring’

Thoughts on appreciative inquiry

& (training for) process facilitation

Appreciative inquiry as a ‘process accelerator’

in developing ‘high quality relational practices’

T-group as a ‘process magnifier’ in a wider range

of dynamics / processes in group development

An appreciative stance facilitates participation

and adds to quality of inquiry in T-groups

Experience with a wider range of processes

supports facilitation of Appreciative Inquiry,

especially in the later stages of the 4D-cycle

2. The generative potential of ‘us & them’

Experiencing &

understanding

group process

Developing an

experiential

learning group

Experiencing

&

understanding

relational

dynamics of

organizing

Exploring

large-group &

multi-party

processes…

Consulting /

facilitation

project

‘Owning up’

personal

dynamics that

shape

relational

processes in

groups &

organizations

Ludo Keunen

Objective of this presentation

Explore the boundary spanning approach as

enactment of the appreciative inquiry principles:

Starting from a real-life intervention in a context

of strong stakeholder polarization (“us and them”)

Reflecting on the generative potential of

boundary spanning vs conflict management

Context – Air Traffic Control

OPERATIONS

(“OPS Room”)

ENGINEERING

Context: setting the scene

Air Traffic Control (Airspace Europe): close interdependency

between Operations Room and Engineering Division

OPS Room: home-grown professionals, highly focused, short

response times, quick decisions, stress-proof, very well paid

(internal reputation of “prima donna’s”)

ENGINEERING: engineering education, solution providers based

on incident reporting (‘change management’), focus on robust

and reliable systems an zero error tolerance

(internal reputation of “risk aversive nerds”)

Key question: European consolidation in Air Traffic Management

how to collaborate and overcome “US THEM” attitude?

Client workshop objectives

1.Better understand and accommodate individual

differences in personal styles and work preferences

2.Create a setting to explore mutual perceptions between

OPS and ENG to foster mutual respect

3.Span boundaries between ENG and OPS by addressing

areas for improvement through specific project

opportunities

2 Key

Questions:

How important

is it for you to

collaborate

effectively

across

boundaries?

&

How effective

are you?

© 2010 Center for Creative Leadership. All rights reserved.

Research on Boundary Spanning

Boundary Spanning Approach

Conflict handling

Identify key issues

Look for common ground

Build mutual

understanding

Agree on joint actions

Boundary Spanning

Define boundaries & own identity

(“buffering”: create safe space)

Understand boundaries: mirroring

(“reflecting”: mutual perceptions)

Suspend boundaries

(“connecting”: third space)

Actionable ideas

Focus on overcoming issues Focus on generative connections

©2010 Center for Creative Leadership. All Rights Reserved.

BUFFERING CONNECTING WEAVING

REFLECTING MOBILIZING TRANSFORMING

6 Boundary Spanning Practices

Appreciative Inquiry – basic beliefs

If you accept what is, things can change. Focusing on

the best of what is already present, generates a belief in

what is possible in the future. Not the past is guiding the

present, but the (collective image of) the future.

Appreciative inquiry is more about inquiry than about

being ‘positive’ – the act of co-inquiry changes the

relationships between people and allows for common

ground.

Appreciative inquiry makes sense when people have a

voice in co-designing their future. It does not work as a

trick to make people feel good about something which is

harmful to them.

Outcomes – Actionable ideas

Cross-divisional participation in existing meetings

E.g. ENG representation in bi-monthly AOP progress review

E.g. OPS representation in ENG project mgt Board

E.g. Revive MPMB

Process-driven collaboration

Cross-divisional projects with formal authority (benefit owners)

Joint ownership (teams) for key themes

Issue-driven taskforces (ENG + OPS)

Dedicated project leads for key projects (LINK+, FABEC, SESAR,

Business Commercialisation, …)

Need to move from rigid hierarchical structure to fluid, dynamic,

flexible structure

Approve the Center’s priority list

Internal mobility: position swaps?

What makes division more / less attractive (for internal mobility)?

What & how? Owner? Milestones? Target?

Key theme 1: Set up cross-divisional implementation teams (onging processes)

• OPS Concept

• Safety

• Quality

• Change Management

• Problem & Occurrence Management

• V & V

• Requirements management

• Organisation Development

Novac

Nick

Wadhar

Robin

Flemming

Maurice

Ralph

Heinrich

Key theme 2: Set up cross-divisional Taskforces (temporary)

E.g. Systm recovery

E.g. OLDI

E.g. FABEC/SESAR/COMMERCIALISATION

E.g. VOICE

Novac

Novac

Gary / Patricia/ Robin

Philippe

Key theme 3: Follow-up meeting OMT/EMT + ASD/SDM in 3 months

Novac

Action Planning

Boundary Spanning Impact

3. AI in developing age-friendly HRM

Experiencing &

understanding

group process

Developing an

experiential

learning group

Experiencing &

understanding

relational

dynamics of

organizing

Exploring

diversity in

multi-actor

processes &

community /

society

development

‘Owning up’

personal

dynamics that

shape

relational

processes in

groups &

organizations

Hilda Martens

Purpose of this presentation

Objective of the project

Illustration of combining

appreciative inquiry principles

and confronting facts and figures

in order to develop tailor-made

age-conscious HRM in organizations

&

The Belgian context and

the necessity to work longer

Legal retirement age in Belgium: 65

Factual retirement age: 59

Belgian retirement system is a ‘repartition’ system:

the active population pays for the retirement fees

of retired people

In 2050, 250 people will depend on / be financed

by 100 working citizens

Ageing of the population forces us to work longer

1950 2009

Entry labor market +/- 16 +/- 21 (-5)

Legal retirement age 65 65

Factual retirement age 64 59 (-5)

Life expectancy 68 79 (+11)

Working career 48 38 (-10)

Proportion retired/working

Proportion active/not active

4 / 48

48 / 20

20 / 38

38 / 41

The Belgian context and

the necessity to work longer

The low activity rate of 55+ is created a.o. by:

- the government early retirement programs since 1970 (in favor of youth employment)

- the employers use early retirement programs for company restructuring

- the unions early retirement as an ‘obtained privilege’

- the employees early retirement as an ‘obtained privilege’

The Belgian context and

the necessity to work longer

The aim of an appreciative inquiry

in age-friendly HR-projects

Big difference if introduced with

“we want you to work longer”

compared to

“we engage in an appreciative inquiry about conditions in which all members of the organization can experience work pleasure and possibilities for personal growth until the end of a longer career.”

If we inquire together the confronting facts and figures about age management in our country…?

If we imagine a tailor-made process and product in this organization?

Introduction of appreciative inquiry

in focus groups on all levels

to raise awareness and to create support for a tailor-

made process to create conditions that stimulate work

pleasure and professional growth during the whole

career

to develop a tailor-made change process with all

actors towards new age-friendly viewpoints, customs

and HR-practices

to implement organizational development towards age

conscious HRM

Different ‘appreciative formats’ were used…

To make an inventory for each organization of

facilitating and hindering factors, and

content and process suggestions

in order to enjoy working longer, more

enthusiastically, effectively and efficiently

to optimize or implement an age-conscious HR

management.

AI as an added value

in consulting projects for age-friendly HRM

Appreciative inquiry and the inquiry of confronting facts and figures stimulate the acceptance of responsibility by different stakeholders in the organization.

The appreciative principles stimulate the involvement in a tailor-made process towards tailor-made solutions in each organization

Context: ‘Consulting In Groups & Organizations’

Experiencing &

understanding

group process

Developing an

experiential

learning group

Experiencing &

understanding

relational

dynamics of

organizing

Exploring

large-group &

multi-party

processes…

Consulting /

facilitation

project

‘Owning up’

personal

dynamics that

shape

relational

processes in

groups &

organizations

Lieve Wens

Professional craftmanship :

Humble inquiry

developing relational competencies

and a helping attitude

developing process expertise in

building and maintaining

the helping relationship

modeling high quality and learning

relations

Professional craftmanship :

Humble inquiry

(helping attitude and behavior):

Attentive presence,

observing,

genuine open empathic questioning,

carefull listening and self-inquiry,

suspending any judgment or assumptions

in order to develop mutual understanding and reframing.

Accessing one’s ignorance to make the empowerment of

the other possible !

Professional craftmanship

Cfr the necessary and sufficient conditions of therapeutic

personality change by Carl Rogers

Basic therapeutic attitude :

1. Unconditional Positive Regard

2. Genuineness in the relationship

3. Empathy

YOU are the instrument of change

The focus on personal development is important:

Who am I as a person?

What are my qualities and talents as a person?

What are my strengths in relational processes?

What are my pitfalls and how can I learn to work them through?

…

In working on the development of others / systems, get and stay in

contact with your own development!

Being a conversational partner

= being aware of the quality of your ‘presence’ in the here-and-now

= being aware of your own share in shaping this relationship

Appreciative inquiry as an added value

in personal development

Strength-based approach: strengthening the talents you

become increasingly aware of

Valuing and accepting who you are is an important condition

for development and growth

In the self-reflective and appreciative inquiry within the

learning group is the co-creation of change and development:

‘Personal development is created in the interaction’

Creating a desired future for your personal way for being and

professional functioning helps to move into that direction:

personal development plan

Diversity of coaching methods

RET (Rational Emotive Therapy) being aware of your (ir)rational cognitions that influence your emotions and behavior – in accepting them we can change them – readiness to work on your ‘mindset’

Biographies inquiring and valueing who you are thanks to your history – what are the unique (helping / hindering) patterns you have deeply learned and are still dominant – how to work on them?

Voice dialogue diversity of inner voices or sub-personalities – specific qualities and dynamics?

Insights Discovery Profile

…

Concluding thoughts or questions

on the contribution of AI in facilitating…

group process organizational

dynamics large-group &

multi-party

collaboration

personal

development

René, Johan, Ludo, Hilda, Lieve