W05 - “All schools should be like this” – The Learning Journey of a School for Drop-outs Ingebjørg Mæland - Norway / Åse Falch - Norway
To: WAIC France
From: YouthInvest AIB, Norway (translated to English)
(UngInvest AIB, formerly known as Arbeidsinstituttet in Buskerud)
Offer to the Conference on Appreciative Inquiry
The YouthInvest AIB offers WAIC plenary or workshops on how to use Appreciative Inquiry (AI) (Cooperrider& Srivastva, 1987, 2008), social constructionism and strength-based tools in transformation of culture, in order to release the potential in the whole organization. The practical methods and tools we want to tell about in WAIC are a result of an ongoing development work since 2005. We have used the 5D model, over and over again. Both students, teachers and leaders know the process, and it has helped us to create YouthInvest AIB as a learning community (Senge, 1990 Bushe, 2010), to develop distributed leadership (Gronn, 2002) and to transform the culture to a high-quality culture (Schein, 1998). During the years we have “played with the 5-d process” in many different ways, and we are continually constructing our wanted future together. The results have often been far better than we expected and dreamed about.
The enthusiasm and learning in the organization has increased. It hasn’t been like a positive line straight to heaven. We have had our ups and “small” downs. But our experience is most of all happier and prouder people, more laughter and friendly supporting focusing on best case - we dear to do some more experimental work. It has been useful for us to learn from Bushe (2007, 2010) to understand that it isn’t just about the positive. We have learned a lot from generative theory (Bushe 2007, Gergen, 1978, 2010, 2015) and tried to think differently about the things we take for granted.
About YouthInvest AIB
YouthInvest AIB is a county municipal, practice-oriented and strength-based training offer to young people, aged 16-24. The aim is to recruit and retain young people in upper-secondary education, so that they gain qualifications and become attractive prospects for future working life.
Trusting relationships are built through dialogue that emphasizes the young person’s strengths, enabling each individual to start utilizing his or her unique potential. This contributes to higher completion rates, improved learning outcomes and young people becoming active members of society with jobs and meaningful lives. Admissions are ongoing throughout the school year.
Our teaching effort is continuous, which means changing the young person’s way of think