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Who owns the gap? (Part one): Appreciative Inquiry as a diagnostic tool

机译：谁拥有差距？ （第一部分）：欣赏式查询作为诊断工具

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Purpose - The purpose of this paper is to report on the impact of Appreciative Inquiry on the diagnostic phase of a management development programme. A case study of an organisation delivering both further and higher education will be used to illustrate how the involvement of a management population in the diagnosis and design of the programme resulted in individual, team and organisational learning. The use of Appreciative Inquiry challenges conventional methods of diagnosis and evaluation. One year later a second Appreciative Inquiry was adapted to become an evaluation tool. The outcomes of this work will be reported in part two of this article. Design/methodology/approach - Appreciative Inquiry workshops involving 72 managers were used to encourage a collaborative approach to diagnostics prior to the launch of a management development programme. The workshops followed a four-stage structure. Small self-managed teams, with representation from different departments and levels of management, engaged in a diagnostic process with support from Lancaster facilitators. Findings - Participants discovered new working practices for exploring and solving organisational issues and challenges. Individuals learned from the teamwork and established new networks and sources of innovation. The benefits of a collaborative approach included greater clarity on strategies, priorities and rigorous alignment of management development needs to the mission of achieving outstanding status. Research limitations/implications - Participants of the management development programme were actively engaged in the diagnosis of learning and development needs. The diagnostic phase accelerated engagement with learning across a broad spectrum of managers and key organisational stakeholders. Practical implications - The use of Appreciative Inquiry as a diagnostic tool ensures that management development is firmly rooted in strategic priorities of the organisation. The approach ensures that all contributions are respected and this results in a higher quality dialogue across different parts of the organisation. Originality/value - The paper is original in presenting a management development programme diagnosed and evaluated by organisational members. The result was practical, cost effective and sustainable development which transferred capability to the organisation. Part two of this article will report on Appreciative Inquiry as an evaluation tool and provide evidence of the sustainability of individual, team and organisational learning.
机译：目的-本文的目的是报告鉴赏性查询对管理发展计划诊断阶段的影响。将以提供高等教育和高等教育的组织为例，来说明管理人员参与该程序的诊断和设计如何导致个人，团队和组织的学习。欣赏性查询的使用挑战了传统的诊断和评估方法。一年后，又进行了第二次鉴赏性查询，成为评估工具。这项工作的结果将在本文的第二部分中进行报告。设计/方法/方法-在发起管理发展计划之前，使用了由72名管理人员参加的欣赏性探究讲习班，以鼓励采用协作方法进行诊断。讲习班遵循四个阶段的结构。在Lancaster促进者的支持下，由来自不同部门和管理层的代表组成的小型自我管理团队参与了诊断过程。调查结果-参与者发现了新的工作实践，以探索和解决组织问题和挑战。个人从团队合作中学习并建立了新的网络和创新来源。协作方法的好处包括更加明确战略，优先事项，并使管理发展需求与实现杰出地位的使命严格保持一致。研究局限性/含义-管理发展计划的参与者积极参与了对学习和发展需求的诊断。诊断阶段加快了广泛的经理和关键组织利益相关者的学习参与度。实际的意义-将欣赏性查询用作诊断工具可确保管理发展牢固地植根于组织的战略重点。该方法可确保尊重所有贡献，从而在组织的不同部门之间实现更高质量的对话。原创性/价值-本文是提出组织成员诊断和评估的管理发展计划的原创。结果是实用，具有成本效益和可持续发展，从而将能力转移给了组织。本文的第二部分将报告鉴赏性查询作为一种评估工具，并提供有关个人，团队和组织学习可持续性的证据。

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