Browsing by Subject "Appreciative inquiry"
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ItemAppreciative inquiry : A positive approach to organizational planning and learningThe primary purpose of the study is to open a new possibility in the planning process of the Technology Centers using Appreciative Inquiry in designing the future directions through the creation of the Development Plan. The discoveries articulated through themes drawn from the use of AI approach as planning process are valuable to support the various applications of AI in organization development. This study uses purposive sampling in identifying the participants who represented the stakeholders of the Technology Centers. The focus group (15-25 members), involved in all the phases of the study, are considered co-researchers in the development of the plan and the generation of the propositions. The study utilizes qualitative methods, namely: - Appreciative Inquiry Approach in discovering and highlighting the strengths and positive experiences of the Technology Centers that are the basis for crafting the organization development plan; and - Grounded Theory Process in generating propositions based on the insights gained from the AI Process. The study employs research tools useful in generating qualitative information, such as questionnaires, in-depth interviews, focus group discussions, field notes, workshops, available organizational data, and feedback data.
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ItemEnhancing teaching effectiveness to foster student academic motivation and student engagement in the EFL classroom through organization development interventions: an action research of Zhejiang Yuexiu University of Foreign Languages in China( 2020) Feng, Xiaolong ; Kim, SeongdokThe issue of student engagement is crucial in that it is not only conductive to students’ academic development, but also influences their everyday experiences, both socially and physiologically. So far, there is a dearth of empirical research on implementing ODI to effectively foster student engagement in Chinese EFL classroom. Thus, a systematic inquiry through action research is considered necessary and imperative. This current research focused on enhancing teaching effectiveness to foster student academic motivation and engagement in the EFL classroom by implementing ODI. The sample was 82 freshmen from two parallel classes. The experimental group was exposed to organization development interventions, including appreciative inquiry, goal setting, team building, differentiated instruction, whereas the comparison group received no intervention. Mixed research methods were adopted to collect and analyze the data. The paired-samples t test showed that there was statistically significant difference in student academic motivation and engagement for the experimental group between pre-ODI and post-ODI while there was no statistically significant difference for the control group. The Pearson’s Correlation Coefficient showed that there was a very strong positive relationship between academic motivation and student engagement. The qualitative analysis of students’ reflection reports and classroom observation feedback by three instructors justified how the ODIs employed in this research enhanced student academic motivation and student engagement. Based on the findings, critical recommendations for further research were discussed.
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ItemEnhancing the 21st century life skills of university students using whole brain literacy, experiential learning theory, and appreciative inquiry: an action research for Assumption University(Bangkok : Assumption University, 2019) Puntharee Israngkul na Ayudthaya ; Chavez, Gloria S. ; Lertchanta SeelaungsawatThis research investigated the effect of organization development interventions (ODI) using three modalities namely: Whole Brain Literacy (WBL), Experiential Learning Theory, and Appreciative Inquiry (AI) in enhancing the 21st Century Life Skills of undergraduate students in Assumption University of Thailand. An action research was conducted in three phases; pre-ODI, ODI, and post-ODI where both quantitative and qualitative research methods were used to explore, assess and gather the data to enhance the life skills of students which included thinking skills, action-related skills, creativity skills, relationship skills, and self-management skills. The quantitative data were collected by using the same set of questionnaire which has been developed from relevant sources on life skills development during before and after OD interventions to measure life skills with close-ended questions while the qualitative data were collected from an interview, observation, and group discussion. The Design of the Action Research used two groups of 30 students each, the first group went through Organization Development Interventions (ODI) and the second group of 30 was the control group without the ODI. The participants were selected by using Purposive sampling technique. The quantitative data was analyzed by using Paired Sample T-Test and the content analysis was used for the qualitative data. The findings reveal that OD interventions helped enhance the confidence level of life skills of the students involved in the study. As a recommendation, a new model for enhancing the life skills of students called “Life Skills Enhancement Model for Students: the Processes of Learning and Living on Purpose was developed.
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ItemResilient organization roadmap for sustained organization using a generative approach: a case of Landesa MyanmarThe global pandemic and political situation in Myanmar disrupted the country’s economy and put at risk of gradual economic progress. Ongoing programs for the rural communities are facing adversities and Landesa Myanmar is no exception. The reactions of employees and organization are critical for organizational sustainability and employees need to understand the factors governing the resilience and applications of those factors in organizational resiliency. The research was conducted to co-create the roadmap of organizational resiliency by using quick SOAR analysis to discover the strengths of the employees and to explore the shared aspirations of employees. In this study, qualitative method with phenomenology research approach was applied, and data were gathered via structured interviews. Fifteen employees from different level positions were horizontally selected to participate in the research. Data from interviews were analyzed by using content analysis with three coders consists of the researcher, another coder from outside of the organization and one from the respondents. The MAXQDA 2020 software was also used to double checking the relevancy of the results. The findings show that strengths and aspirations are core elements to achieve resilient organization towards the sustained organization. The components of strengths include three stages of resilience, Employee Engagement, Organizational Commitment and Appreciative Resilience practices of leadership built from AI. The aspirations include future of organization, employees’ contributions, success of organization and difference between now and after crisis. Finally, the roadmap of organizational resilience is generated based on the strengths and aspirations of employees for enhancing organizational resilience and sustainability.
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ItemShifting from Transactional Leadership (T2) to Transformational Leadership (T3) behavior with a Full Range Leadership Development Program (FR-LDP) OD Intervention( 2016) Hein, Shwe ; Chavez, GloriaToday's business leaders need to consider alternative ways to shift mindsets and behaviors in organizations for them to be effective in these exponential times. The main purpose of this study was to shift middle managers of the Myanmar ABC Company from transactional leadership (T2) to transformational leadership (T3) behavior using a Full Range Leadership Development Program (FR-LDP) with Appreciative Inquiry, Whole Brain Literacy and Action Learning OD Interventions. The action research model was applied using both quantitative and qualitative approaches. Data was collected with the use of 360-degree feedback assessment of MLQ 5X Short leaders and rater instruments, observations, and in-depth interviews. The action research was conducted in three phases of ODI to determine the differences between the pre and post-ODI. The findings of the study showed that the Full Range Leadership Development Program (FR-LDP) intervention program was effective and productive in shifting 27 middle managers from T2 to T3 behavior in the culture of the collectivist society of Myanmar. Specifically a) It shifted from high T2 at pre-ODI to low T2 practice in post-ODI; 2) It shifted and improved from low T3 in pre-ODI to high T3 practice in post-ODI; c) There were concomitant findings from Kirkpatrick's four level learning evaluation model based on their reaction, learning, behavior and result; d) T3 behavior is relevant and most applicable in the collectivistic culture of Myanmar because of the underlying assumptions that are associated with the characteristics of transformational leadership and the traits and key characteristics of collectivistic culture in charismatic perspective.
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ItemTeacher Professional Development Program: a case study on Appreciative Teacher Professional Development (ATPD) at Adventist Ekamai School (AES), BangkokThis research aims to examine the applicability of Appreciative Inquiry (AI) and Whole Brain Literacy (WBL) concepts into designing an effective Teacher Professional Development/Transformation program. The study was conducted on Adventist Ekamai School (AES), a small private Christian school with the main objective to help AES develop/transform its teachers and increase their levels of Teacher Efficacy and Pedagogical Content Knowledge. An Action Research was employed in this study covering a combination of qualitative and quantitative methods was used for data collection, analysis, and interpretation. The subject of the study involved 36 teachers and 219 students at AES. The research findings indicated that, after ODI Implementation, AES teachers became more aware of the significance of Teacher Efficacy, Pedagogical Content Knowledge and Student Engagement towards their teaching role and various stakeholders of the school. They also voluntarily performed behavioral changes necessary for achieving the new set of shared goals that they collectively formulated during the ODI Implementation stage. In conclusion, the action research served as a tool that drives AES towards the first step towards transformational change. However, a long term commitment from the school management team would be vital in determining the success of this transformational process and goals achievement. Future studies may employ different activities such as ODI that are suitable in different contexts to test the applicability and extend the validity of the models developed from this study.
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