1. Using “Appreciative Inquiry” to build evaluation capacity

2. Goals for this session…  To define “evaluation capacity building”  To summarize the basic principles of Appreciative Inquiry (AI)  To experience an AI approach  To think about how AI can contribute to evaluation capacity building

3. What is evaluation capacity building?  “The intentional work to continuously create and sustain overall organizational processes that make quality evaluation and its uses routine” (Stockdill, Baizerman & Compton, 2002, p. 14)  “The extent to which an organization has the necessary resources and motivation to conduct, analyze and use evaluations” (Gibbs, Napp, Jolly, Westover & Uhl, 2002, p. 161)

4. In English… Evaluation capacity is the characteristic of an organization that values and is committed to planning, doing and using evaluation to engage stakeholders and improve programs in an ongoing way

5. Source: Preskill & Boyle, 2008

6. Goals of evaluation capacity building  To gain evaluation-related knowledge (e.g., approaches, methods)  To learn specific skills (e.g., how to develop a program logic model)  To feel positively about evaluation (e.g., evaluation as a valuable process that yields useful information)

7. Facilitators for evaluation capacity-building  Leadership (includes management and champions)  Systems (for the collection of information/data, familiarity with Quality Improvement processes)  Organizational culture  Organizational stability  Clear and effective communication

8. Barriers to evaluation capacity-building?

9. A potential solution: Appreciative Inquiry (AI)

10. What is AI? “…the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discovery of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms…” “…the art and practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and heighten positive potential…” Source: Cooperrider & Whitney, 1999

11. In other words…  Exploring what helps systems to function at their best  Asking questions and discussing strengths, successes, values, hopes, etc., in a way that is transformational  A relational process of inquiry grounded in affirmation and appreciation Source: Whitney & Trosten-Bloom, 2003, p.1

12. Background  Based on the dissertation work of David Cooperrider in organizational development, Case Western University School of Management (1980)  Currently used in evaluation and research on: organizational effectiveness or change community development social work education health

13. Main assumptions  The language that we use both reflects and influences our context  The act of asking questions or doing research is an intervention and changes the context  Working from strengths can lead to more productive change that trying to fill gaps  People perform better and are more motivated to act when they have a choice in what they will contribute

14. A problem-focused approach vs. AI Problem-focused: What problems are we having?  Deficit-based language  Focus on what doesn’t work  Results in blame and defensiveness  Fragmented view of the system Appreciative inquiry: What is working well and how can we do more of it?  Affirmative language  Focus on what works and possibilities  Generates vision  Has a holistic view of the system

15. Appreciative inquiry process: The 4I Model Inquire Evaluation Capacity Building Imagine Innovate Implement Preskill & Catsambas, 2006

16. AI can be successfully applied if…  The organization is interested in using participatory and collaborative approaches  The organization wishes to build capacity for evaluation  The evaluation involves a wide range of stakeholders  The organization values innovation and creativity  The organization wants to use evaluation findings to improve its programs

17. Doing AI

18. Some techniques  Questionnaires  Meetings  Strategic planning  Interviews

19. Conducting an AI interview  Peak experience “Tell me about an exceptional experience when an evaluation process was working very well.”  Values “What do you value most about yourself and your role in that experience?”  Wishes “What 3 wishes do you have so you can have more of this exceptional experience?”

20. Group exercise

21. Phase 1: Inquire  Choose a partner at your table  First, answer the questions on your own (2 minutes)  Then, take turns interviewing each other (5 minutes each)  Listen with curiosity and interest  Ask probing questions  Take notes and listen for memorable quotes

22. Next, as a table…  Tell your partner’s story, values and wishes  Listen for and note themes as you hear the stories  Discuss and identify the themes that emerge from each story  Write down up to 5 themes that are common across all of the people at the table

23. In the larger group…  What are the common themes?  What are the values?  What has made success possible?

24. Phase 2: Imagine  Envision a future state with others at your table: What will the program/organization look like in 3, 5 or 10 years?  Visions can be shared in words and/or visual images  Discuss common themes

25. Phase 3: Innovate  Develop provocative propositions for themes based on stories and visions  Stretch the imagination  Represent the organization’s social architecture (culture, leadership, policies and processes, communications, relationships, structure)

26. Phase 4: Implement  Members select propositions they wish to work on  Monitor, evaluate and celebrate progress  Keep the conversation ongoing

27. Reflections Describe:  What does it look like? How does it work?  Who participates?  What types of evaluation knowledge, behaviour and attitudes are occurring? Imagine that 3 years have passed, and evaluation practices are successfully implemented and used in your organization.

28. Your thoughts?

29. Questions? Dr. Purnima Sundar Research and Knowledge Exchange Consultant 613.737.7600 Ext. 3485 psundar@cheo.on.ca www.onthepoint.ca