Appreciative Inquiry
Appreciative Inquiry (AI) is a strengths-based approach to organisational change. It builds on what works, surfaces shared values, and uses generative dialogue to co-create desired futures. Practice combines structured cycles (e.g., 4D) with everyday “conversations worth having.” (Whitney & Trosten-Bloom, 2010; Stavros & Torres, 2021)
Technique Overview
Appreciative Inquiry Definition
Appreciative Inquiry is a collaborative method for inquiry-led change that identifies strengths, values and peak experiences, then uses generative questions to imagine and design preferred futures, moving from discovery to sustained action. It emphasises participation, dialogue and meaning-making rather than diagnosis of deficits. (Whitney & Cooperrider, 2011; Whitney & Trosten-Bloom, 2010; Coghlan, Preskill & Tzavaras Catsambas, 2003; Bushe, 2012)
Appreciative Inquiry Description *
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Business Evidence
Strengths, weaknesses and examples of Appreciative Inquiry *
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Business Application
Implementation, success factors and measures of Appreciative Inquiry *
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Professional Tools
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Further Reading
Appreciative Inquiry web and print resources *
Appreciative Inquiry references (4 of up to 20) *
- Bushe, G.R. (2007) ‘Appreciative inquiry is not (just) about the positive’, OD Practitioner, 39(4), pp. 33–38.
- Bushe, G.R. (2012) ‘Appreciative Inquiry: Theory and Critique’, in Boje, D., Burnes, B. and Hassard, J. (eds.) The Routledge Companion to Organizational Change. Routledge, pp. 87–103.
- Coghlan, A.T., Preskill, H. and Tzavaras Catsambas, T. (2003) ‘An overview of Appreciative Inquiry in evaluation’, New Directions for Evaluation, 2003(100), pp. 5–22.
- Fileborn, B., Wood, M. and Loughnan, C. (2022) ‘Peer reviews of teaching as Appreciative Inquiry: learning from “the best” of our colleagues’, Higher Education, 83(1), pp. 103–117.
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