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Who owns the gap? (part two): the application of Appreciative Inquiry to evaluation

机译：谁拥有差距？ （第二部分）：鉴赏性探究在评估中的应用

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Purpose - The aim of the paper is to report on application of Appreciative Inquiry to the evaluation of a management development programme involving 72 managers from an organisation delivering further and higher education. The structure and ethos of Appreciative Inquiry resulted in stories of both individual and collaborative learning and the resultant impact on organisational performance. The evaluation data were compared with the outcomes of a previous appreciative inquiry and the discourse generated by participants indicated a shift to a more collaborative culture. Design/methodology/approach - Part one of this article outlined a successful application of Appreciative Inquiry to the diagnosis of individual and organisational development needs involving the collaboration of participating managers. The same managers agreed to be part of a second Appreciative Inquiry, in 2012, to generate evaluation data on the impact of their management development on college performance. Content analysis was used with the qualitative data produced to formulate key themes. Deeper meanings and insights into organisational culture were derived from a later discourse analysis. Findings - Evidence of a significant change in cross college collaboration was seen in both the content and discourse of the 2012 Appreciative Inquiry. The impact of this collaboration was demonstrated through stories of strategic thinking, innovative solutions and tangible performance improvement. Impact stories also revealed an interesting discursive shift amongst the management population and indicated a greater sense of personal accountability. Discourse analysis also revealed an emerging realisation that interdependent nature of college business was the source of learning about individual and organisational performance. Research limitations/implications - The workshop teams from the second Appreciative Inquiry were not the same configuration as the original diagnostic workshops described in part one of this article. During the management development programme, action learning sets were created with team coaching support. The impact of team coaching on the sustainability of learning became clear during the second Appreciative Inquiry. The teams were more experienced at working collaboratively and their self-management of the process more confident and effective. Practical implications - Appreciative Inquiry can be used to diagnose development needs, create an evaluation framework and later conduct an impact evaluation. In this case study, a management population of 72 were actively engaged in all three outcomes. Originality/value - Appreciative Inquiry used as an evaluation tool ensured that managers had an active role in creating impact stories. The resultant discourse was the collaborative effort of 72 managers. The evaluation research was the co-creation of managers working in cross business and multi level action learning sets.
机译：目的-本文的目的是报告鉴赏性查询在管理发展计划评估中的应用，该计划涉及来自提供进一步和高等教育的组织的72名管理人员。欣赏式查询的结构和精神导致了个人学习和协作学习的故事，并对组织绩效产生了影响。将评估数据与先前的欣赏性调查的结果进行了比较，参与者产生的话语表明其正向更加协作的文化转变。设计/方法/方法-本文的第一部分概述了成功地将鉴赏性查询应用到个人和组织发展需求的诊断中，涉及参与管理人员的协作。相同的经理们同意在2012年参加第二次“欣赏调查”，以生成有关其管理发展对大学绩效的影响的评估数据。内容分析与产生的定性数据一起用于制定关键主题。对组织文化的更深层含义和见解来自后来的话语分析。调查结果-在2012年鉴赏性询问的内容和论述中都可以看到跨大学合作发生重大变化的证据。通过战略思考，创新解决方案和切实绩效改善的故事展示了这种合作的影响。影响力的故事还揭示了管理人员之间有趣的话语转换，并显示出对个人责任感的增强。话语分析还揭示了一种新兴的认识，即大学业务的相互依赖性质是学习个人和组织绩效的来源。研究的局限性/意义-第二次“鉴赏性询问”中的研讨会团队的配置与本文第一部分中所述的原始诊断研讨会不同。在管理发展计划期间，在团队指导支持下创建了行动学习集。在第二次鉴赏性探究中，团队教练对学习可持续性的影响变得很明显。这些团队在协作方面更有经验，他们对流程的自我管理更加自信和有效。实际意义-欣赏性查询可用于诊断发展需求，创建评估框架并随后进行影响评估。在本案例研究中，有72名管理人员积极参与了所有这三个结果。原创性/价值-用作评估工具的鉴赏性查询可确保管理人员在创建影响故事方面发挥积极作用。最终的讨论是72位经理的共同努力。评估研究是在跨业务和多层次行动学习集中工作的管理者的共同创造。

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