Who owns the gap? (Part one): Appreciative Inquiry as a diagnostic tool

Purpose – The purpose of this paper is to report on the impact of Appreciative Inquiry on the diagnostic phase of a management development programme. A case study of an organisation delivering both further and higher education will be used to illustrate how the involvement of a management population in the diagnosis and design of the programme resulted in individual, team and organisational learning. The use of Appreciative Inquiry challenges conventional methods of diagnosis and evaluation. One year later a second Appreciative Inquiry was adapted to become an evaluation tool. The outcomes of this work will be reported in part two of this article. Design/methodology/approach – Appreciative Inquiry workshops involving 72 managers were used to encourage a collaborative approach to diagnostics prior to the launch of a management development programme. The workshops followed a four-stage structure. Small self-managed teams, with representation from different departments and levels of management, engaged in a diagnostic process with support from Lancaster facilitators. Findings – Participants discovered new working practices for exploring and solving organisational issues and challenges. Individuals learned from the teamwork and established new networks and sources of innovation. The benefits of a collaborative approach included greater clarity on strategies, priorities and rigorous alignment of management development needs to the mission of achieving outstanding status. Research limitations/implications – Participants of the management development programme were actively engaged in the diagnosis of learning and development needs. The diagnostic phase accelerated engagement with learning across a broad spectrum of managers and key organisational stakeholders. Practical implications – The use of Appreciative Inquiry as a diagnostic tool ensures that management development is firmly rooted in strategic priorities of the organisation. The approach ensures that all contributions are respected and this results in a higher quality dialogue across different parts of the organisation. Originality/value – The paper is original in presenting a management development programme diagnosed and evaluated by organisational members. The result was practical, cost effective and sustainable development which transferred capability to the organisation. Part two of this article will report on Appreciative Inquiry as an evaluation tool and provide evidence of the sustainability of individual, team and organisational learning.