Appreciative Coaching: How can the philosophy and principles of appreciative inquiry

inform one’s coaching practice?

Aarti Subramanian
Hay Group
Abstract: In this complex world of constant change, the need of the hour is to focus on
the positive and strengthen one’s capabilities. The focus of this paper is to explore how
coaching can help the client remain in the positive through inquiry that is appreciative.
Research reveals that appreciative inquiry when applied to coaching through positive
questioning and involving others, produces goal attainment and sustainable benefits for
both the client as well as the coach.

Keywords: Appreciative Inquiry, Appreciative Coaching, Positive Psychology, Strength Based Coaching,
Developmental Relationship Building.

Introduction

The world we live in is constantly changing. In the current state of economic, social and political

complexity a shift in one’s mindset is the need of the hour. The current mantra for sailing through this

turmoil is in “positive thinking”. In the past few months, I have been following this philosophy in

different facets of my life and have found a new peace and calmness within myself. There has also been

this gnawing desire within me to translate this philosophy into my professional practice. With this notion

in the background, my topic for this paper is Appreciative Coaching: How can the philosophy and

principles of appreciative inquiry apply to my coaching practice?

Within the field of coaching, there are many interventions that can provide opportunities for

coaches to more effectively facilitate client-learning processes. Appreciative Inquiry is one such

intervention ; it is a philosophical approach grounded in social construction that allows a life-giving way

of being in relationship and creates conditions for a client to experience a process of learning and

transformation (Cooperrider, 1986). There is limited research that explores how Appreciative Inquiry, a
theoretically informed intervention for large-scale organizational change, can be applied within the

context of a coaching dyad to facilitate learning.

Through this paper, I want to delve into this space and explore how this intervention can be

applied to the coaching practice, specifically to the Columbia Coaching frameworks and models. My

curiosity to explore beyond what I already know as a coach led me to seek a deeper understanding and

interpretation of Appreciative Inquiry as a practice intervention within the context of coaching. My target

audience is coaches from diverse backgrounds who want to incorporate this strength based philosophy.

My findings will inform not only my own practice but will also add some value to this ongoing research

space that can help foster client learning and the coaching relationship .

This paper will continue with a review of selected literature, summary of major findings,

application and implication for coaching and will finally culminate with a conclusion.

Review of Selected Literature

The source for the literature reviewed on this topic was mainly books and articles from Google scholar

and Columbia University online library. The key words I used to find peer reviewed articles were

Appreciative Inquiry, Appreciative coaching, Strength based Coaching and Executive Coaching. I

reviewed a combination of books and articles that were published in academic and scholarly periodicals.

For the purpose of this paper, I will discuss the summarized theory of coaching, appreciative inquiry,

appreciative coaching and related concepts from the reviewed literature.

Coaching

DEFINITIONS OF COACHING

Author/Source Description
International Coach “Coaching is partnering with clients in a thought-provoking and creative process that
Federation inspires them to maximize their personal and professional potential.

http://www.coachfederat Professional coaches provide an ongoing partnership designed to help clients produce
ion.org/ICF/For+Coachi fulfilling results in their personal and professional lives. Coaches help people improve
ng+Clients/What+is+a+ their performances and enhance the quality of their lives.”
Coach/

Kimsey-House et al. Personal and professional coaching attends to the entirety of an individual, with an
(1998) essential focus on promoting action and discovering new learning that develops a more
effective way of living

R. R. Kilburg (2000) “Executive coaching is defined as a helping relationship formed between the client who
has managerial authority and responsibility in an organization and a consultant who uses a
wide variety of behavioral techniques and methods to assist the client to achieve a
mutually identified set of goals to improve his or her professional performance and
personal satisfaction and consequently to improve the effectiveness of the client’s
organization within a formally defined coaching agreement.” (pp. 65-67)

Origin and History

Coaching, as a profession evolved from the field of sports into psychotherapy, business, and

personal development to fill the need for expert guidance that was left wanting as society became more

complex. In the late 1980s, corporate or executive coaching, which focused on enhancing teambuilding,

managerial skills, and leadership qualities was developed in response to the recognition that if

organizations were going to experience productive change, then the individuals working within these

business systems would need to change. During this time, the primary focus of a coach was to facilitate

personal evolution, leadership training, work-home balance and personal and professional renewal

(Hudson, 1999). The philosophy of corporate coaching is that a well-rounded person makes an effective

employee or manager.

To assist in the understanding of what coaching is, it is important to appreciate where the word

coach originated. It appears to have come from the Hungarian village of Kocs and has to do with a
covered wagon or coach (Stern, 2004). A coach is something or some person who carries someone from

one point to another (in the latter case, this is meant both literally and figuratively). The word coach as a

person has evolved into a kind of expert, leader, sage, etc. who offers their experience and knowledge to

help either an individual or group improve their performance in some desired way. The most common

persons associated with coach would have to be athletic coaches, but the list of coach types has become

rather exhaustive (e.g., academic coach, life coach, drama coach, speech and debate coach, and of course

executive coach).

In review of all perspectives of coaching, the essence of this process is that coaching helps clients

get unstuck (O’Neil, 2000), recognize their highest potential (Binkert et al., 2007), and transition their

new learning into results. According to Kimsey-House et al. (1998) personal and professional coaching

attends to the entirety of an individual, with an essential focus on promoting action and discovering new

learning that develops a more effective way of living (Kimsey-House et al., 1998). Clients seek coaching

to re-evaluate and reinvigorate their personal and professional life potential. Binkert et al. (2007)

emphasized the importance of the language of dialogue and inquiry as being fundamental for constructing

new realities.

Appreciative Inquiry

DEFINITIONS OF APPRECIAIVE INQUIRY

Author/Source Description

Cooperrider & Whitney, Appreciative Inquiry is a communication method that creates a collaborative
2005, p. 7 search for what gives “life” to a living system when it is at its best. Appreciative
Inquiry values and recognizes the best in people and affirms strengths and positive
potential. Appreciative Inquiry is an art and practice that involves the act of
“exploration and discovery” in asking questions to discover positive potential.
Mohr & Watkins, Appreciative Inquiry is a practical philosophy of being in the world at a day-to-
day level. AI invites us to choose consciously to seek out and inquire into that
which is generative and life enriching, both in our own lives and in the lives of
2001, p. 58 others, and to explore our hopes and dreams for the future.

Cooperrider, Magruder, Appreciative Inquiry, grounded in the theory of social construction, is a

& Watkins, 2000, p. 6 perspective, a way of seeking and understanding the best in a living system. “It is
a theory, a mind-set, and an approach to analysis that leads to organizational
learning, and creativity”

Origin and History

The term appreciative inquiry was originally used in 1986 as an analytic footnote in the

Cleveland Clinic Project report by doctoral student Cooperrider (1986). The purpose of his report was to

outline emergent themes of what was working well at the Cleveland Clinic. The Cleveland Clinic report,

prepared by Cooperrider and his advisor Srivastva, provided the foundation for a practical philosophy and

theory-building process that gave rise to Appreciative Inquiry as an agent of positive organizational

transformation and development (Mohr & Watkins, 2001).

The conceptual origin of Appreciative Inquiry, social constructionist meta-theory called for a

need to go beyond a deficit-based inquiry that focuses on a problem, to ask the unconditional positive

question (Mohr & Watkins, 2001; Trosten-Bloom & Whitney, 2003). The quest of the unconditional

positive question was to shift attention away from a problem to the positive and affirmative potential. In

1986, at Case Western Reserve University’s Weatherhead School of Management, Cooperrider and

Srivastva (Cooperrider, 1986) focused on understanding the variables and conditions facilitating the

effectiveness of an organization.
 Cooperriders’ 1986 dissertation outlined a paradigm shift for large-scale organizations creating

the 4-D phases—discovery, dream, design, destiny—that he identified as the affirmative principles and

provocative philosophy of Appreciative Inquiry. The process of Appreciative Inquiry’s 4-D practice cycle

ignites life-giving empowerment of individuals and organizations (Cooperrider & Whitney, 1999, 2005).

Discovery reveals positive capacity; dream inspires best hopes; design challenges and crafts

provocative possibilities; and destiny realizes the vision. From Cooperrider’s original curiosity of

understanding variables of organizational effectiveness, he constructed an alternative process beyond the

traditional problem-solving model to facilitate large-scale group learning and change.

Philosophy of Appreciative Inquiry

Appreciative Inquiry, grounded in the theory of social construction, is a perspective, a way of

seeking and understanding the best in a living system. “It is a theory, a mind-set, and an approach to

analysis, that leads to organizational learning and creativity” (Cooperrider, Magruder, & Watkins, 2000,

p. 6). Appreciative Inquiry is an affirmative, inquiry-based, improvisational method and practice that

originated as a formal system in the context of large-scale organizational change. As an inquiry-based

intervention, individuals who use Appreciative Inquiry seek to develop new learning within the tradition

of action research methods, and invite positive, powerful, rapid change in those participating in the

inquiry.

Although Appreciative Inquiry has never claimed to be an intervention for individual learning

and development, in Appreciative Inquiry: Change at the Speed of Imagination, Mohr and Watkins

(2001) maintained that Appreciative Inquiry is a “useful approach to change any human system on any

scale” (p. 23). The basic beliefs serving as a foundation for Appreciative Inquiry are:

• Individuals have unique gifts, skills and contributions to bring to life.

• Organizations are human social systems, sources of unlimited relational capacity, created and lived in
language.
• Images we hold of the future are socially created and, once articulated, serve to guide individual and
collective actions.

• Through human communication (inquiry and dialogue) people can shift their attention and action away
from problem analysis to lift up worthy ideals and productive possibilities for the future (Trosten-
Bloom & Whitney, 2003, p. 2).

Cooperrider’s original principles of Appreciative Inquiry are the constructionist principle, the

principle of simultaneity, the anticipatory principle, the poetic principle, and the positive principle

(Cooperrider, 1986; Cooperrider & Whitney, 1999):

• Constructionist principle: Founded on a constructionist perspective, holding an appreciation for the

power of language to create a sense of a good and possible reality.

• Simultaneity principle: Inquiry and change are inseparable from inquiry used as an intervention to
facilitate the seeds of change.

• Anticipatory principle: Positive images lead positive actions.

• Poetic principle: Links the means and ends of inquiry as a source of learning and inspiration.

• Positivist principle: The more positive questions, the more sustainable and successful the change.

According to Mohr and Watkins (2001), these core principles are the “DNA of AI” (p. 37)

practice, and with the addition of the principles of wholeness, enactment, and free choice represent the

values and beliefs giving life to the process of Appreciative Inquiry. These Appreciative Inquiry

principles would become the future foundation for other theoretically informed appreciative constructs

such as Appreciative Intelligence (Metzker & Thatchenkery, 2006) and Appreciative Coaching (Binkert

et al., 2007).

The Language of Appreciative Inquiry

Under the Appreciative Inquiry model, language is viewed as a provocative catalyst for

constructing social reality instead of something that merely describes it. Inherently, language is core to

the foundation of Appreciative Inquiry. Appreciative Inquiry could be viewed as a form of linguistic

shading (Gergen, 1999), substituting deficit terminology, vocabulary, and phrases for the affirmative
language. Rather than a language that frames an issue as a problem, Appreciative Inquiry models an

appreciative approach to language for the client to construct new meaning. Through dialogue and inquiry

informed by Appreciative Inquiry, an individual has the potential to develop expectations and to identify

the provocative potential using a “language of possibility” (Cooperrider, 1986, p. 178).

The language of Appreciative Inquiry can create a relational conversation to make visible the

internal discourse within an external dialogue. Through the mechanism of language, internal thoughts of

the mind are shared from one individual to another (Carter, 2007). Within the generative language of

Appreciative Inquiry, internal imagination and expression have the performative potential to become

external life-giving action (Trosten-Bloom & Whitney, 2003). Ultimately appreciative language has the

potential to synthesize insights and amplify the positive for provocative positive ways to carry on in the

world. The characteristics of the language of Appreciative Inquiry include non-verbal attributes such as

eye contact, tone-of-voice, and active listening (Binkert et al., 2007).

Appreciative Inquiry Applied to Coaching

In the book, Appreciative Coaching, Binkert et al. (2007) pointed out that the appreciative

coaching model is based upon Appreciative Inquiry, positive psychology, and other psychological

theories. Appreciative coaching methodology and vocabulary has a foundation in Appreciative Inquiry

and leverages advances in organizational behavior, psychology, and psychotherapy (Binkert et al., 2007).

The appreciative coaching approach uses the five core principles underlying Appreciative Inquiry –

constructionist principle, simultaneity principle, poetic principle, anticipatory principle, and positive

principle. Using these five core principles and this appreciative approach develops a foundation for

constructing positive transformative change in people. These principles of Appreciative Inquiry guide a

transition from deficit-oriented thinking and language to appreciative thinking and language.

In a special edition of AI Practitioner, Canine and Sloan (2007), co-authors of the article

Appreciative Inquiry in Coaching: Exploration and Learnings, defined Appreciative Inquiry coaching as
the application of the philosophy and practice to the process of coaching, and proposed to introduce

Appreciative Inquiry coaching “as a full application of AI in its own right” (p. 4).

Binkert et al. (2007) proposed that an appreciative language, igniting generative dialogue, has the

potential to facilitate and support a discovery of learning and understanding. The work of Binkert et al.

(2007) suggested that within the framework of a relational life-giving conversation, creative possibilities

are constructed and interpreted collaboratively. Similar to the perspective represented by appreciative

coaching, language, relational understanding, and constructing reality, are central concepts within social

construction.

Related Concepts

Positive Psychology: “Positive psychology is an umbrella term for the study of positive emotions,

positive character traits, and enabling institutions” (Park, Peterson, & Seligman, 2005, p. 410). A key

element of positive psychology theory is that institutions, such as strong families or democracy, support

strengths, virtues, and positive emotions (Seligman, 2002). All positive psychology approaches share a

basic belief that “the human being has been given potentials for a positive character or virtues” (p. 18)

and is interested in discovering ways to experience positive improvement. Positive psychology, like

Appreciative Inquiry, is viewed as an alternative affirmative framework for discovering the positive

aspects of human nature.

Appreciative Intelligence: One of the outcomes of the evolving research of Appreciative Inquiry is the

construct of Appreciative Intelligence, which also draws upon the disciplines of positive psychology,

neurosciences, and social construction. The three components of appreciative intelligence include (a) the

ability of an individual to alter his or her perception or reframe an interpretation of something, (b) an

ability to live in appreciation of everyday reality, and (c) an ability to envision beyond the present into a

generative future. The authors proposed that language – the way an individual speaks – is central to

framing the positive perspective of the future.

Appreciative Learning: Appreciative Inquiry has motivated scholars and practitioners to inquire about

the ways human systems (Trosten-Bloom & Whitney, 2003). Adult educators and learners have used

appreciative learning to identify positive learning experiences and to create positive learning

environments (Preziosi & Gooden; Yballe & O’Connor, as cited in Kerka, 2003, p. 3).

Summary of Major Findings

In summarizing the major findings from the reviewed literature the following themes emerged:

• An analysis the executive coaching definitions showed that most of the definitions tended to be rather

wordy. Secondly, there was repetition of specific words, such as learning, effectiveness, support, goals,

change, performance, growth, development, leadership, process, action, and one-on-one relationship. Of

those words, learning and effectiveness appeared most frequently.

• In review of all the perspectives, the essence of the process is that coaching helps clients get unstuck

(O’Neil, 2000), recognize their highest potential (Binkert et al., 2007), and transition their new learning

into results.

• Based on the review it would be fair to summarize that executive coaching is the collaborative action

process between the executive client and the coach, focusing on positive change and personal

development with the overarching goal being to significantly improve the effectiveness of both the

executive and his or her perspective organization.

• The scholarly literature indicated that there are multiple models that influence the overall field of

coaching; however, connecting alternative practices, specifically the Appreciative Inquiry method,

facilitates client learning and fosters transformation.

• The DNA of AI, its five principle, help construct an appreciative perspective and potentially have a

practical application through coaching to influence the client’s learning experience and help realize his

true potential.

• Binkert’s et al. (2007) research and experience with clients indicate that appreciative learning used in

the coaching relationship encourages the client to experience positive self-reinforcement.

• In this context, Appreciative Inquiry with its power of language has the potential to create a domain of

relatedness that invites new conversation, create alternative dialogues, challenge old assumptions, and

construct new ways of learning and understanding.

Application and Implication for Coaching Practice

Based on both my research through reviewed literature and through casual dialogs with coaches who

employ appreciative inquiry in their coaching practice, it is apparent that there is value in this alternative

practice both for the client as well as the coach. In this section of the paper, I will talk about how

appreciative inquiry can be used to inform my own coaching practice with a special focus on the

Columbia Coaching practice foundations namely the Guiding Principles (compass), Coaching

Competencies (vehicle) and the coaching process ( the map).

“Guiding Principles” a foundation for the AI principles as used in coaching

The Principles for Appreciative Inquiry are - Constructionist, Positive, Anticipatory, Simultaneity and

Poetic. The guiding principles of Columbia Coaching Certification- Ethics, Client Focus, Motivation and

permission are used as the foundation of any coaching engagement. To apply AI to the Columbia

Coaching framework, we would have to make sure that each of the Appreciative Inquiry Principle that we

use is driven by the Columbia guiding principles. In the section below, I will delve into each of these

principles and suggest recommendations on how it can be used within the Columbia framework:
Constructionist Principle: The principle of Social Construction recognizes that meaning is made and

futures are created through conversations; that our perceptions of reality itself are the product of these

conversations; and that our perceived reality defines what we see or do not see (Discover Phase). In AI

Coaching, one intentionally engages the social system in support of the desired outcomes of the coaching.

A wide angle lens is used to engage significant others in conversations specifically designed to:

• Deepen the client's appreciation of her/his unique contributions and accomplishments through discovery

• Contribute to energizing dreams for his/her future and the future of the social system to which they all
belong

• Contribute to ideas for practical actions to realize the dream through design

• Actively support the client in the destiny/delivery phase of his/her development, forming the social
architecture to sustain energy for change

This principle may in times be in contention with that of confidentiality. But the important point to note is

that in engaging the social system the client chooses who to bring in. AI Coaching is intentional about

engaging appropriate others in the coaching and working with the client to choose the people and groups

to engage and how to best engage them in support of the client’s desired outcome of their coaching. Not

only does this process help in building trust, but also helps in building commitment through involvement.

This principle is also aligned with the principle of focusing on the clients agenda.

Positive Principle: At any moment we can choose to focus on deficits or strengths. From the first contact,

including a request for coaching and what might be considered a contracting conversation, AI Coaching

unabashedly focuses on the positive and the strengths, even in the midst of challenges or “problems” that

may have led to the request for coaching. Recognizing that each conversation has the capacity to either

further cement existing perceptions or to open awareness to strengths and new possibilities, each

interaction in AI Coaching is guided by the appreciative principle. Since “we find what we look for,” the

AI Coach looks for what is appreciative. In AI Coaching, when a positive, appreciative context is well

established, it is sometimes important to also appreciate a problem or challenge. This can be done with

questions to call up strengths that have helped in past difficult situations and lessons learned then that are
relevant in the present challenge. Questions can also help the client (and others) to broaden their choices

of interpretation and action, to assess what they can and cannot control, what they can influence, and to

what they may choose to adapt. This principle is aligned with all four of the Columbia Guiding Principle

specifically adhering to high standard of ethical conduct by having a clear philosophical orientation to

guide the practice, focusing on client’s agenda by asking appreciative questions and focusing on the

strengths to help the client. Building commitment by asking powerful, high-leverage questions, involving

the client through the process, and finally by earning the right to advance through the stages.

Anticipatory Principle: We create what we imagine. AI Coaching enables the client to create her/his first

class fantasy (Dream Phase), with the support of others whose input and support are important to the

client's future. To quote Peter Drucker, great “guru” of the management sciences, “The best way to

predict the future is to create it!”. This is aligned with building commitment through involvement and

earning the right to advance through moving from general to specific or more advanced work and helping

clients visualize their emerging story

Principle of Simultaneity: Change begins with the first question we ask. So AI Coaching begins by asking

questions about the best of times and wishes for the future, even in the face of the habitual inclination in

our culture to focus on what's wrong and what's missing – to focus on problems. This is in line with

recognizing the learning and change process and building commitment through involvement.

Poetic Principle: With the daily demands for productivity in life and work, the poetic, the artistic, the

inspirational can easily be lost. In AI Coaching, we begin by asking for stories rather than for lists or

ideas. Thus, the poetic principle seeks to give voice to the poetic impulse, to illuminate aspirations and

dreams and to create opportunities for deeper connections between people – all toward the creation of a

valued, shared future. Another view of the poetic principle is that of multiple interpretations. Just as a

poem can have different meanings for each reader, the poetic principle in AI Coaching legitimizes

differing views, expanding the awareness of the coaching client and creating opportunities to deepen
understanding and appreciation of those differing views. This principle follows all of the guiding

principles of CCCP.

Core Coaching Competencies applied to Appreciative Coaching

The nine competencies listed in the Columbia Framework can be seen as useful in using

Appreciative Inquiry as a philosophy to drive coaching relationships. But the five competencies that stand

out are the four from the success pyramid namely: relating, coaching presence, questioning and listening

along with reframing. The success of AI comes from the language and asking high powered questions that

leverage strength. Asking questions such as- “To walk out of here feeling energized…imagine that you

are thrilled with the insights…what would we have done together to have you feeling that way?”. The

other important competency is to listen at various levels and play it back to the client. The coach gets to

the heart of the matter by listening with all her senses, using her intuition and articulating what is going

on. She is listening for both resonance and dissonance in the client: what is said, what is left unsaid, and

the expressed and unexpressed emotions.

Relating and coaching presence are in the heart of any coaching relationship but when we are

following the philosophy of Appreciative Inquiry, the coach has to be overtly mindful of these

competencies to build a positive relationship and impact. Reframing to the positive is what the coach

brings to the table. The coach listens for meta-messages and uses them to direct a deficit oriented

conversation to one that is more positive and attends to the client’s strength.

Appreciative Inquiry Phases and Principles applied to the Coaching Process

The 3 Phases of the Columbia Coaching Framework can be easily mapped to the 4 phases of AI

namely discover, dream, design and destiny. Through this section I will discuss the context, content and

conduct phases and each of the nine components to discuss how the AI phases and principles can be

applied to it.
Entry and Contracting: In the framing conversation it is very important to set a positive tone. Rather than

surfacing concerns, the coach should surface hopes. At any moment we can choose to focus on deficits or

strengths. From the first contact, including a request for coaching and what might be considered a

contracting conversation, AI Coaching unabashedly focuses on the positive and the strengths, even in the

midst of challenges or “problems” that may have led to the request for coaching It helps to send a pre

work questionnaire with positive questions to the client that can be used as a conversation starter. This

component is extremely important as it is the moment of truth and defines what will follow.

Developmental Frames: After designing the alliance, the coach inquires into the client's peak experience

to discover her values and passions. A future-self visualization can be used to tap into the client's highest

ideals and aspirations for herself. The coach references the client's positive core throughout the coaching

process. The important thing to note is that coach should notice/be aware all developmental frames but

should reframe and focus on the positive ones. This is also the dream phase in terms of AI where we

believe that the client is always moving toward greater fulfillment, balance and aliveness. The simple act

of choosing to honor one's values and going for what one truly wants is in itself fulfilling. Like the use of

visual image of the desired future and provocative proposition in AI, the use of the whole person,

metaphors and emotions are emphasized. The coach uses her curiosity and intuition to dance in the

moment with the client.

Situation Analysis: The coach should work with the client to understand the situation. In this data

collection and the synthesis phase the coach will co-create data by analyzing situations and asking

positive questions to enable positive imagery. Recognizing that each conversation has the capacity to

either further cement existing perceptions or to open awareness to strengths and new possibilities, each

interaction in AI Coaching is guided by the appreciative principle. Since “we find what we look for,” the

AI Coach looks for what is appreciative. This can be done with questions to call up strengths that have

helped in past difficult situations and lessons learned then that are relevant in the present challenge.
Feedback: In This content phase it is important for the client to pay attention to feedback. AI advocates

through the social construction principle to keep the purpose of the coaching in mind and ask: “Who are

the people and what are the relationships that are now and will be touched in the future if the basic desired

outcomes of the coaching are achieved? Who might have particularly relevant information or an insightful

perspective? What is the best way to engage them?” While an individual may be the focus of coaching,

real and meaningful change can be more fully realized when the coach recognizes that every individual in

a system is an integral part of the whole. Through dialogue, narrative story telling, and the openness

created by appreciatively framed questions, a wider group of people can be included in the coaching

process. This wider group is identified by the client and includes people who have a stake in the outcome

of the coaching; who have insight and relevant experience with the client (often including his critics); and

whose support may be important to the realization of the goals of his coaching.

Exploring Options: Options can be explored through asking provocative questions to stimulate

imaginative thinking of the future. The poetic principle fits in here where it seeks to give voice to the

poetic impulse, to illuminate aspirations and dreams and to create opportunities for deeper connections

between people – all toward the creation of a valued, shared future. Another view of the poetic principle

is that of multiple interpretations. Just as a poem can have different meanings for each reader, the poetic

principle in AI Coaching legitimizes differing views, expanding the awareness of the coaching client and

creating opportunities to deepen understanding and appreciation of those differing views. Also the

principle of wholeness helps the client get multiple perspectives. Wholeness acknowledges

interconnectedness rather than divisions. Wholeness has a permeable or flexible boundary and is defined

and redefined by the focus on inquiry. So in AI Coaching, a client may engage his/her manager and

his/her staff in inquiry, later expanding this to include colleagues and clients. By engaging the most

appropriate and most whole group of people (rather than a sample) in generative conversations, AI

Coaching creates widely shared awareness and appreciation of differing views, shared dreams for the

future and greater support for meaningful change. If coaching doesn't include an active interaction
between the person being coached and the environment in which the client lives or works, it's not AI

Coaching.

Planning: This is aligned with the design phase where the client is committed to a desired change and

then an action plan is developed by asking her questions like: "What will you do?"; "What do you say

YES to?” and "What do say NO to?" Each coaching session ends with a request for actions and/or an

inquiry for further reflection. The coach supports the client by holding her accountable for the agreed-

upon actions or inquiry.

Action Strategies: In the final phase of conduct the coach encourages action and helps the client to reflect

on action. AI advocates the involvement of others in this phase too. The client follows up with

appropriate individuals or groups by reporting what s/he has learned in his/her coaching (Discovery),

what s/he wants to achieve (Dream) and how s/he plans to go about it (Design). She asks for feedback and

may ask questions such as, “Have I captured what you think is important? What have I missed that you

think is important for me to recognize? What do you like about this plan? Am I on target given your

perspective and needs? How can I make it even better?” Reporting progress and engaging others in

“shared meaning making” encourages honest Coaches value how AI creates a generative coaching

framework. It centers on what is uniquely important to each client in the moment, on what is working.

Growth and Renewal: This component through the AI lens builds upon the earlier action strategies

component and continues to involve others in ones development. This is also the phase where the coach

helps the client conquer his limitations/failures with actions. When a client is paralyzed by fear and self-

doubt, the challenge is to turn down the voice of her saboteurs as well as to reconnect the client with her

positive core and her vision of the desired future. To call forth a client is to let her feel known and seen; to

invite her to own and live her magnificence; and to encourage her to feel the fear and take action anyway.

Execution: This final component is aligned with the destiny phase where "Deepening the learning" and

"forwarding the action" are two sides of the same coin. There can be no learning without actions and vice
versa. A client who is stuck usually requires some learning about her assumptions, attitudes or beliefs that

are preventing her from getting the results she wants. In deepening the learning, the work is more in the

inner world of the client. Armed with new insights, the client then needs to take actions in order to test her

new assumptions, attitudes and beliefs; to get a reality check; and to get feedback from her environment.

In forwarding the action, the work is more in the outer world of the client. Based on this feedback, the

client can then gain new insights and can redesign new actions. Hence, the cycle of deepening the

learning and of forwarding the actions continues.

Conclusion

Through a three pronged approach of introduction, literature review and applications, I have done an

analysis of the topic on Appreciative Inquiry as applied to coaching. The reviewed literature showed that

appreciative inquiry an alternative practice is already being used by various coaches in different types of

coaching from Executive and Organizational to Life Coaching. Literature also showed the benefits of

using AI in coaching are many. From an energized client, sustainable solutions reached through

partnership, to a change in the entire system is what this philosophical oriented approach has to offer.

Through my analysis with respect to informing my own practice and applying it to the Columbia

Coaching Framework, the three major insights that I had were as follows. First, language is important.

This is the language which changes the focus from deficit oriented thinking to a thinking that is strength

based. This language is mainly used by the coach in his questions. From contracting to the disengaging, at

every stage the questions that the coach uses should be powerful, high leverage positive questions

focusing on the strength. Therefore, the first insight is the power of language through positive, high

leverage questions.

The second insight lies in the power of feedback and involving others in every phase and bringing

a systems approach to the engagement. Even though an individual is the focus of coaching, real and

meaningful change can be more fully realized when the coach recognizes that every individual in a
system is an integral part of the whole. Through dialogue, narrative storytelling, and the openness created

by appreciatively framed questions, a wider group of people can be included in the coaching process. This

wider group is identified by the client and includes people who have a stake in the outcome of the

coaching; who have insight and relevant experience with the client (often including his critics); and

whose support may be important to the realization of the goals of his coaching. Involving others in each

phase of the coaching process helps the client to not only achieve but also sustain his goals.

The third big idea that came through was helping clients get unstuck through challenging

assumptions and reframing. The coach should constantly help the client conquer his/her

limitations/failures with actions. When a client is paralyzed by fear and self-doubt, the challenge is to turn

down the voice of her saboteurs as well as to reconnect the client with her positive core and her vision of

the desired future. To call forth a client is to let her feel known and seen; invite him /her to challenge their

own assumptions and reframe their situation to something more positive and take action.

Thus, through applying this philosophy through the lens of the Columbia Framework, I have had

insights that I plan to apply to my own practice. In fact, I have already started using the positive

questioning approach in my sessions and have found a difference in the energy of not only the client, but

also the shift in my own energy to something that is more positive. I plan to continue using the

appreciative language and slowly adapt the entire philosophy into my practice. Writing this paper has

been a great learning experience and I look forward to applying theory to practice.
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