The Philosophy Behind Appreciative Inquiry
鈥淥thers believe that there are many ways to succeed. They believe it is not better
to be Picasso than to be Rembrandt, to be Mozart rather than Beethoven鈥� We each have
something unique to offer. To develop it, to offer it clearly, fully, and powerfully鈥攊s
to succeed. Beethoven did not fail to become another Mozart; he succeeded at becoming
Beethoven. Seen this way, success comes from developing your uniqueness. It is rare
but not scarce. Every one, potentially, can succeed.鈥�
Doug Lipman. The Storytelling Coach. (August House, Inc., 1995)
Appreciative advising, Bloom adds, is the 鈥渋ntentional, collaborative practice of
asking positive, open-ended questions that help students optimize their educational
experiences and achieve their dreams, goals, and potentials.鈥� For her, she explains,
the key word is optimize:
"Appreciative advising is about making the most of all the services and opportunities
available for students to gain leadership experiences on our campus, as well as making
the most of their in-class experience."
Jennifer Bloom, U of South Carolina
Bloom's recommended approach to academic success coaching is to use an appreciative
inquiry framework and a case management model; in her published work, she has documented
how this dual approach has proven impactful not only for high-risk or at-risk students,
but for all students.
What Appreciative Inquiry Means for Academic Coaching
So what does this model look like?
An appreciative approach to academic coaching is all about inquiry 鈥� about asking
questions, listening, and then co-creating a plan with the student. The approach has
six phases:
DISARM: Recognize the importance of first impressions. Create a safe, welcoming environment
for students.
Bloom explains: 鈥淭his phase is about remembering the fact that although advisors,
coaches, and university officials in general are really nice people, students don鈥檛
know that. It can be scary to come to a college campus for the first time. Pay attention
to how you can optimize that first impression to inspire confidence.鈥�
DISCOVER: Use positive, open-ended questions to draw out what students enjoy doing, their
strengths, and their passions. Listen to each answer carefully before asking the next
positive question.
Bloom comments: 鈥淪tudents don鈥檛 come in as a blank slate, they come in with a lifetime
of experience. So it only makes sense to take a few moments to learn their story.鈥�
DREAM: Help students formulate a vision of what they might become, and then assist them
in developing their life and career goals. 鈥淲hat are their hopes and dreams for the
future?鈥� Bloom asks.
DESIGN: Help students devise concrete, incremental, and achievable goals.
鈥淥nce you know the student鈥檚 dream," Bloom adds, "co-create a plan with the student
to make that dream a reality.鈥�
DELIVER: The student follows through on the plan. The advisor or coach is there for them
if they stumble, believes in them every step of the way, and helps them continue to
update and refine their dream over time.
Bloom cautions: 鈥淚t鈥檚 so important in this phase to realize that students are human.
They are going to make mistakes. Our job as advisors and coaches is to help them learn
from those mistakes and keep moving forward.鈥�
DON'T SETTLE: The advisor or coach challenges the student, proactively, to raise the student鈥檚
internal bar of self-expectations.
Bloom remarks: 鈥淢y friend John Wright says that our job as leaders is to help people
become better than they think they can become. So that 鈥榙on鈥檛 settle鈥� phase undergirds
all the other phases of appreciative advising.鈥�
Advising Resources