Appreciative Inquiry: A Positive Approach to Cooperative Capacity. (2005). Chagrin Falls OH: Taos Institute Publication.

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1 SYLLABUS Franklin Pierce BU 755 Human Resource Management: Appreciative Inquiry Plymouth State EP 7120 WV CRN: Fall Credits FRANKLIN PIERCE UNIVERSITY/PLYMOUTH STATE UNIVERSITY Graduate and Professional Studies Course Syllabus INSTRUCTOR Nancy Puglisi, Ph.D. Office Hours: By appointment Box 730 Ashland, NH Phone: (Home) Work: (Work) Nancy.Puglisi@usnh.edu TIME Friday November 11, 9am 9pm Saturday November 12, 9am 9pm Sunday November 13, 9am 6pm LOCATION: Best Western Inn Silver Fox Inn Waterville Valley, N.H TEXTBOOK Required: Appreciative Inquiry: A Positive Approach to Cooperative Capacity. (2005). Chagrin Falls OH: Taos Institute Publication. Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2003)..Appreciative Inquiry Handbook. San Francisco CA: Berrett-Koehler. Watkins, J., Magruder, M., & Bernard, J.(2001). Appreciative Inquiry: Change at the Speed of Imagination. San Francisco, CA: Jossey-Bass Pfeiffer. Whitney, D., & Trosten-Bloom, A. (2002).The power of appreciative inquiry: A practical guide to positive change. San Francisco CA: Berrett Koehler. 1

2 Recommended reading for further study: Special edition on Appreciative Inquiry, OD Practitioner, Vol. 32, No. 1, 2000 Appreciative Inquiry and Organizational Transformation: Reports from the Field. (2002). Edited by: R. Fry, F. Barrett, J. Seiling,& D. Whitney. Westport, CT: Quorum Press. Appreciative Inquiry: Rethinking Human Organization Toward a Positive Theory of Change. (2000). Edited By: D. Cooperrider, P. F. Sorensen, Jr., D. Whitney, & T.Y. Yaeger. Champaign IL: Stipes Publishing. Ludema, J. D., Whitney, D., Mohr, B. J., & Griffin, T., J. (2003). The Appreciative Inquiry Summit: A Practitioner s Guide for Leading Large-Group Change. San Francisco, CA: Berrett-Koehler. Whitney, D., Cooperrider, D., Trosten-Bloom, A., & Kaplin, B. S. Encyclopedia of Positive Questions, Vol. 1. COURSE DESCRIPTION Learn to leverage change initiatives and improvement processes by discovering the positive core of an organization, team or process. Beginning from a positive vantage point will: empower an organization, encourage motivation and positive action, while increasing commitment and creating sustainable success. This method has been used by the Dalai Lama, the U.N., the Department of the Navy, and a variety of major corporations, hospitals, and educational institutions. Appreciative Inquiry was originally conceived as a method for large-scale organizational development change initiative; it is now used in the following ways: as a method to improve relationships and team performance, as a program assessment tool, as a research method, and for building communities. This will be a hands-on learning experience. During the course we will cover some foundational theory and conduct an Appreciative Inquiry. This class will provide skills and knowledge that can be directly applied professionally or personally. For more information in Appreciative inquiry, visit the AI Commons web site where tips, techniques, and other information are shared freely in an open source environment. EXPECTATIONS OF STUDENTS Prior to the weekend intensive student will read the texts and may explore other recommended texts. Bring examples of positive leadership that you have experienced in your life. It does not matter whether they are examples of your leadership or examples of other s leadership, as long as you personally experienced them. Please prepare a three page essay on leadership to be given to the instructor the first day of class. 2

3 During the course the students will be required to participate fully in the appreciative inquiry event, which will include being prepared to speak openly and honestly to the event topic, willing to share thoughts and feelings, maintain respectful communication practices, and maintain a journal of their learning experience at the weekend intensive. An appreciative inquiry event will be held during class and each group will design an A.I. event. At the end of the class a paper will be prepared and submitted to the instructor. COURSE GOALS: Learn to reframe the change process from problem solving to positive positioning of strengths Learn to leverage change initiatives by discovering the positive core of an organization, team or process. Learn to develop an improvement process through examination of the positive aspects of an organization Beginning from a positive vantage point will empower an organization and encourage motivation and positive action, while increasing commitment and creating sustainable success. COURSE OBJECTIVES Students will participate in a hands-on learning experience. Students will gain knowledge and skill in the foundational theories of Appreciative Inquiry Students will evidence the ability to conduct an Appreciative Inquiry. Students will gain a fundamental understanding of the theory and the principles of Appreciative Inquiry, Students will develop the skill to develop and facilitate an appreciative inquiry event. Students will apply these skills and knowledge to their professional and personal lives. Essential Questions: How does one reframe change strategies from a problem focus to an appreciative approach? What skills are necessary in discovering the positive core of an organization What are the unique aspects of Appreciative Inquiry that distinguishes this approach from the traditional approaches to change? How does one move from Appreciative Inquiry to becoming a change agent? How does Appreciative Inquiry lend itself to Transformational Leadership? TEACHING STRATEGIES This course will employ experiential learning, reflection, and discussions in large and small groups, journaling, and a written assignment. 3

4 EVALUATION Classroom participation = 60% Discussion 30% Journaling 30% Writing assignmen= 40% Total =100% DETAILED COURSE SCHEDULE The days will include hour long lunches and time for reflection and journaling. Friday 9:00 Four key questions handout Syllabus 9:30 Three groups of five people introduce yourself via the handout list what you most value about yourself, the nature of your work, the organization in which you are currently working, the core factor that gives life to the organization and three ideas that would heighten vitality and health in any business or organization Write this out for each person on poster paper 10:30 Break 11:15 Group introductions 12:00 Lunch 1:00 Introductions of Appreciative Inquiry Theory and Practice Groups of three Define AI use texts for the definition Equivalent to the 45 minute AI uses to introduce AI to organizations 2:00 Example: Expand upon the organizational vitality of the Doctoral of Arts program at Franklin Pierce University/Plymouth State University is this the best question how could we design a better AI question or statement? Each group will design an AI experience with the focus on Franklin Pierce Doctoral/Plymouth State University experience: We will use the three AI designs in the text Appreciative Inquiry: Change at the Speed of Imagination Pg. 26 and 32 of The Power of Appreciative Inquiry as additional guidelines and support 4

5 4:00 Break 1) The original Cooperrider Model (pages 40-42) Appreciating, Envisioning, Dialoguing, Innovating 2) The GEM Initiative Four D Model (pages 42-45) Discover, Dream, Design, Destiny 3) The Mohr/Jacobsgaard Four-I Model pages(45 46) Initiate, Inquire, Imagine, Innovate Use all texts to design the AI inquiry 5:00 Discuss the process each group is having 6:00 Dinner 7:00 Finish the design including guiding questions for the interview process 9:00 Class is dismissed Saturday 9:00 Check-in 9:15 Discuss the interview process and guidelines Begin the interview process within each group 11:15 Check in with the interview process 12:00 Lunch 1:00 Continue with the AI process 3:00 Break 4:00 Continue with the AI process 5:30 Check in to see where each group is in the process 6:00 Dinner 7:00 Continue with the AI process 9:00 Class is dismissed 5

6 Sunday 9:00 Check-in 9:15 Continue the AI process 11:00 Group discussion to see where each group is in the process 12:00 Lunch 1:00 Results and data collection of each group 3:00 Innovation and Destiny What have we created Evaluation and Dismissal 6

7 Nancy Puglisi, PhD Box 730 Ashland, NH Home Work GOALS OF THE DOCTORAL OF ARTS DEGREE PROGRAM AND THE CERTIFICATE OF ADVANCED GRADUATE STUDIES To prepare leaders for transformational roles in society To advance knowledge and applied research, preparing leaders with vision To develop practice-focused scholarship, integration of knowledge and reflective and service-based inquiry To enhance the leadership values, skills, and knowledge of current and aspiring leaders in professional disciplines To inspire the holistic view of leadership as a transformational process To engage the process of analyzing and synthesizing content through a transformational leadership perspective To foster an understanding of the importance of the arts and humanities in assuming the role of steward of the societal landscape, developing a sense of connectedness and community LATE ASSIGNMENTS Late assignments will lose a letter grade per week, also note that this assignment will be due close to the end of the FALL TERM and late assignments may receive an Incomplete for a grade. ABSENCE FROM CLASS Since participation is vital to successful completion of the course there will be no absences allowed. Any absence will result in a failing grade. SYLLABUS CHANGE While the progress of the class schedule may change, it is unlikely that the syllabus will change. In the event the syllabus must change you will be notified by with a new syllabus or in person during class. Students are responsible for meeting the requirements of the current syllabus. 7

8 STUDENTS WITH DISABILITIES In accordance with the Americans with Disabilities Act, any student who has a documented physical, learning, or emotional disability* will be provided with reasonable accommodations designed to meet his or her needs. Before any such assistance can occur, it is the responsibility of the student to see that documentation is on file with the Academic Services Center at Franklin Pierce University in Rindge and that the advisor has a copy of the Accommodation Plan developed by the ADA coordinator. Please attend to any need for accommodations as soon as possible. Please review Plymouth State University guidelines for assistance. *Documentation cannot be more than three years old. ACADEMIC INTEGRITY POLICY Since plagiarism strikes at the very heart of the academic enterprise, it is taken very seriously at Franklin Pierce University/Plymouth State University. Plagiarism is the act of stealing or passing as one s own the ideas or words of another. Specifically this includes: a) copying the words of another student from examinations, themes, term papers or theses; b) copying the printed words or ideas of a writer without giving credit to the author; c) failing to cite quotations and borrowed ideas, d) failing to enclose borrowed language in quotation marks, and e) failing to put summaries and paraphrases in your own words; using borrowing, stealing, presenting or downloading another s ideas/writing and submitting such material as your own work; resubmitting work, in whole or part, that has been previously submitted in another course without prior permission from the current instructor. The minimum penalty for a first offense, for all forms of cheating, including plagiarism, should be at the instructor s discretion, with mandatory placement of a documented record on the file in the office of the Graduate and Professional Studies. For a second offense of cheating, including plagiarism, the student will receive a one-semester, non-deferrable suspension from the University. For the third offense of cheating, including plagiarism, the student will be dismissed from the College. In any case discussed above, the ultimate discretion lies with the Dean s office of the division of GPS. 8