Positive Perspectives:
Integrating Appreciative Inquiry into Collaborative Practice
Susan Belgard, JD
Peggy Thompson, Ph.D.
Appreciative Inquiry Practitioner & Trainer,
Trainer, Consultant, Coach
Civil Collaborative Law Trainer
Child Specialist
Email divorcecoachpeggy@gmail.com
Certified Co-Active Coach™
www.coachingthefullspectrum.com
susanbelgard@gmail.com
www.collabortivedivorcebook.com
www.CDAdivorce.com
Appreciative Inquiry Takes Collaborative Practice to a New Level
Appreciative Inquiry (“AI”) is a strengths-based, values-oriented, positive-perspective technique
that has been used worldwide for over 20 years in organization development and personal and
executive coaching. AI is built on the premise that what you focus on is what you get more of;
focusing on the positive, on stories of success, on strengths, on values and on the most ideal
future or most satisfying outcome produces the most rewarding results. (The Constructionist
Principle). Another AI tenet is that change begins the moment we start asking questions,
framing discussions and engaging in dialogue designed to elicit the most positive and affirmative
stories of the past and dreams of the future. (The Simultaneity Principle). Images of that ideal
future invite plans, agreements and actions designed to fulfill it. (The Anticipatory Principle)
Finally, in designing and building that future, lessons learned from past successes, honoring our
values and using our strengths can be applied to new situations and circumstances. (The
Success Principle).
AI is a philosophy, a process and a way of being that is thoroughly compatible with and
supportive of collaborative process. It shares roots with both Narrative Mediation and
positive psychology by emphasizing the stories that individuals and groups use to make
meaning of their present experience and to create their futures. It brings the strengths,
values, success stories, dreams and visions of a compelling future held by individuals or
groups fully into their awareness and encourages people to focus and build on them.
An AI process starts by imagining the best possible outcome and refining that vision into
an “Affirmative Topic” or theme (in CL terms, envisioning the best possible path to a
commonly held goal). In the next phase (“Discovery”), AI helps people recognize and
embrace their strengths and values, reflect on examples of past successes and times
when, confronted with a similar problem, they successfully found a solution. Drawing on
these example and strengths, the lessons are applied to the current situation The
Inquiry process helps them to uncover their values, needs and wants (underlying
interests) and create innovative mutually agreeable solutions which benefit all parties.
Because AI itself is a quintessentially collaborative process — having the goal of allowing
every voice to be heard with equal strength and impact – the process is affirming and
supportive, increasing the participants’ ability to communicate, share concerns and work
together. By acknowledging and honoring each others’ values, it ultimately reinforces the
paradigm shift necessary for a successful collaborative process. And because AI is
infused with a recognition and appreciation of stories of success, strengths and values,
and dreams of a satisfying and compelling future, the emotional and relational aspects of
the process allow for the development of a nonjudgmental, supportive, benevolent, and
compassionate environment. Developing an “appreciative eye” contributes an immense
amount of power and effectiveness to the collaborative process.
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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“Expectations” Research
It is clear from both experience and research that human beings respond to the expectations that
other human beings have of them. One famous story illustrates the impact of expectations. A
very large and strong man became upset and out of control in a bar the police arrived and it took
four men to subdue him and take him in to the hospital When they got to the hospital with the
man in handcuffs and restraints, the small, young doctor spoke gently to the man. Then he
asked the police to remove the restraints, reassuring the man he would be fine. The police
objected, but the young doctor insisted. When they removed the restraints and backed away to
avoid being hurt, the young doctor took the man’s arm and lead him down the hall with no
problem” This is known as the “Pygmalion Effect “
“The Pygmalion Effect" is a phrase used to express the well-documented reality that people will
perform according to the expectations others have for them. Limited expectations bring limited
results, high expectations lead to exceptional results..Numerous educational and management
studies verify, from many different perspectives. that expectations affect performance, that we
communicate something vital and undisguisable about our attitudes toward others in
ways that transcend ordinary language. What we believe and what we honestly think
have powerful effects on how things turn out.
One of the most famous research examples is the Rosenthal study. There were 18
classrooms in the school, three at each of the six grade levels. Within each grade level,
the three classrooms were composed of children with above-average ability, average
ability, and below-average ability, respectively. Within each of the 18 classrooms,
approximately 20% of the children were chosen at random to form the experimental
group. The teachers of these children were told that their scores on the "Test of
Inflected Acquisition" indicated they would show surprising gains in intellectual
competence during the next 8 months of school. The only difference between the
experimental group and the control group children, then, was in the minds of the
teachers.
At the end of the school year, 8 months later, all the children were retested with the same test of
intelligence. Overall, the children from whom the teachers had been led to expect greater
intellectual gain showed a significantly greater gain than did the children of the control group,
thereby supporting the "Pygmalion" hypothesis2 (Rosenthal & Jacobson, 1968). There have been
numerous replications in different fields that strongly support what Rosenthal called Inflected
“Images” Research
Significant research indicates that peoples’ images of the future start them moving in the
direction of the image, be it positive or negative. These studies have been done with both visual
images and verbal pictures, producing similar outcomes. The images or visions that we create
both in our internal conversation and in conversation with others are powerful predictors of
outcome. In one study, some participants were asked to simply think of a college professor, while
others were asked to think of a homeless person. Then they were asked to do a simple puzzle.
Those who thought of the college professor performed the puzzle faster than those who thought
of the homeless person. Mental images of future performance all indicate that the whole human
body is affected by the mind. Sports practice using only images of good technique and success
can be as or more effective in improving skills than live physical practice.
Words create mental images in the mind which in turn cause the brain to respond, triggering
physiological responses that affect brain functioning. These reactions are visible in CAT scans of
the brain. The words “No” vs “yes” or “war” vs “peace” create visually different brain responses.
Words that cause a person to feel good (positive) about themselves tend to expand brain
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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function, words that cause a person to feel bad (negative) about themselves tend to restrict brain
functioning. Taking our cues from this research, the words we use, the questions we ask, the
attitudes we have, the conversations we engage in with colleagues and clients about
collaboration, all acquire new weight.
If we take note of these findings and consciously become aware of our own mental set and
expectations, we then have an opportunity to make choices about our own thoughts and
behavior within the collaborative process, our attitudes and expectations regarding the process,
our colleagues, and clients. That awareness, coupled with congruent action, can change the
outcome of cases. Developing awareness of the principles and perspectives of appreciative
inquiry can create an environment that enhances the professionals’ ability to work at their
highest potential individually and as a team, as well as creating an environment that supports the
clients to function at their best. Below are the main principles of AI and some examples of how
they apply to the collaborative professional’s relationship to the team, to the process and to their
work with clients.
Appreciative Inquiry is a process that supports change
The foundation of Appreciative Inquiry is based on the idea that institutions, cultures and social
systems are “socially constructed”; that we create our institutions, cultures and social systems
through our conversations with people. Our understanding of who we are as people takes place
in the interaction with others. Social institutions grow out of conversations that expand into
governments, schools businesses, etc. Consider, for example, how the collaborative model was
created through conversation and dialogue as Stu Webb and his colleagues began discussing an
alternative way to handle divorce proceedings. As those discussions proceeded and more people
became involved and actions were taken to handle cases collaboratively, a new social system was
born.
The core belif of Appreciative Inquiry is that we cause change to happen through and with our
inquiry and conversations. Given what we know from the research about peoples’ reaction to
words, images and each other, and about the impact of expectations and attitudes on the
behavior and accomplishments of those we relate to, it is reasonable to suggest that developing
appreciative attitudes and thinking among the collaborative professionals and their clients will
enhance the process, assisting them more easily and effectively to design a new future.
Appreciative inquiry is based on principles which flow from the main philosophy that we are
constantly creating ourselves and our world of experience in our conversations, both internal and
with others. Some of the key concepts are:




We can choose what we focus on : What we focus on grows and expands as
we study it, give our energy to understanding it and appreciate it
Inquiry creates change: Change begins with inquiry. The question itself
begins to create change
Images inspire actions: Human systems move in the direction of their
images. The more positive and hopeful the images of the future, the more
positive the present-day actions.
In Every system, something works and what works can be applied to
new situations. Harnessing the successes and lessons of the past, and
awareness of strengths and values can catalyze optimum success in the future.
The Importance of the Question
In Appreciative Inquiry, the questions that are asked, the words we use to ask them, set the
focus in a given direction either toward what is affirming or negating to the people and the
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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process. This suggests that for an effective paradigm shift that carries over into ourwork with
clients, we need to begin with ourselves as collaborative professionals. If we have worked to
develop an internal appreciative and affirmative stance about ourselves as collaborative
professionals, about our collaborative colleagues and about the collaborative process, we are
likely to communicate that to the potential client. This means that we first work with our own
internal dialogue, focusing on developing an appreciative attitude toward ourselves, our
colleagues and our clients. Then, as we begin our interaction in any of these relationships, we
frame our conversation in the direction of our goal—a vision of the best possible collaborative
process with this group of professionals and the best possible outcome for these clients. That
preparation sets the stage for how and what we convey to the client, not only in our words but in
all the less visible communications that always take place during human interactions. If our
questions and comments affirm and appreciate the client and reassure him that his stories and
experiences are important to us, while describing the collaborative process in appreciative and
affirming ways, we begin to build a collaborative relationship with them and engage them in
aligning with our own commitment to collaboration.
For example, asking clients about what they would consider the best possible outcome for their
divorce process starts them thinking about the possibility that collaboration can lead to
something better for them. Asking what has value to them brings their values to mind for them
and. through additional questions, anchors them in their values and expands your mutual
understanding of what is important to them and supports growth of positive expectations.
Remembering that the learning and understanding works in both directions, question the
professional stimulates the clients to understand themselves better and deepens the
professional’s understanding of them as well. Focusing on the nature and intent of our questions
can lead clients and their collaborative team in a direction that will facilitate collaboration.
Choosing an Appreciative and Affirmative Focus
Based on a recognition of the importance of the question and the observation that whatever we
focus on -- give energy to -- tends to grow and expand, by focusing on strengths, what is
working or has worked well in the past, what is constructive, useful and satisfying, will produce
more productive, creative and rewarding results than focusing on fear or failure. There are
always choices about focus.
For example, by acknowledging a person’s hard work to make a living for their family, or by
asking them about a really good experience they have had as a father, a husband, a homemaker,
manager or employer, we begin to focus on what is working , constructive, useful, etc. Listening
with appreciation and curiosity, asking additional questions that expand your understanding of
the person and his experience when he has been at his best in some way, inquiring about
situations in which he felt good about himself builds a greater bond with clients, expands their
understanding of themselves as successful, appreciated, and respected, allows the brain to work
better and allows clients to function at a higher level of effectiveness . It also builds their internal
confidence in themselves to grow personally during the divorce or civil collaborative process and
making the process constructive and affirming.
Images of the Future Inspire Action in the Present
This principle has been expressed in many ways as goals, dreams, expectations, anticipations,
and visions. It is grounded in the power of the imagination to impel action both in individuals and
groups. In the mind-body connection studies, observers note that humans are drawn to their
vision of the future and that vision initiates the actions that allow the vision to be realized. This
synergistic process works both within the individual who creates a vision of their own future (self
expectations). in the effect of the expectations others have of us, or in the combination of both.
Recall the outcome of the Rosenthal study, cited above, on the impact of teachers’ expectations
and students’ progress. The children may not, in the beginning, have imagined themselves as
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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exceptionally bright or of low ability from whom little was to be expected. However, teaches held
the expectations and vision of who they were teaching and in perhaps a thousands imperceptible
ways conveyed that to the children in each class. It is reasonable to assume that both the
individual collaborative professionals’ expectations of and attitude toward the client, as well as
the teams’, will have significant impact on the clients’ attitude and behavior in the collaborative
process.
In working with our clients, the very process of developing a clear, desirable and compelling
vision stirs positive emotions that lead to positive actions. We then become the “holder” of the
clients visions, so that we can guide them toward their desired vision when they lose track of it in
their intense process of their changing life. Working without this conscious awareness of the
power of vision –both the professional’s and the client’s – cn reduce our power to create the best
possible outcome in cases.- This is a power that we have already begun to draw on in
collaborative family work by asking people to share their ideas and vision of the best possible
“divorce process for them”, “to develop their hopes and visions for their children”, to envision
their best possible co-parenting relationship. In business relationships brought into the civil
collaborative resolution model, focusing on ideas of the most mutually beneficial circumstance,
outcome, relationship or alliance will likewise permit the clients to develop a vision for a satisfying
future.
Incorporating AI into the Collaborative Process
There are many points where AI principles and process strengthen the collaborative approach.
Picking up the point that what we think and speak about channels our focus and produces more
of what same, we believe that the first place to start the journey of integrating an appreciative
approach is with yourself. The chart below describes the structure of a typical AI process, and
relates it to stages of a collaborative process. We suggest for each stage some appreciative
perspectives about your relationships: toward your self, your attitude toward yourself as a
collaborative professional, your attitude toward the collaborative process, your relationship to
clients and your relationship to the collaborative team. These suggestions are designed to
illustrate and actuate the power of appreciative thinking.
AI Phase
Definition:
Defining the
Affirmative
Topic/positive
theme for the
process
Collaborative
Process Phase
Setting the Vision for
the Collaborative
Process, individually
for client and for all
parties in joint
session
Focus
Perspective

relationship to self

attitude toward
self as
collaborative
professional

attitude toward
the collaborative
process
Belief in ability and
capacity to understand, be
compassionate,
communicate, develop and
exercise collaborative skills
competently
Knowledgeable, skilled,
nonjudgmental,
cooperative, able,
continuous learner,
reflective, open to new
ideas, creative and flexible
thinker, capacity to modify
own views, attitudes or
ideas through dialogue
Holding a positive,
constructive and
affirmative perspective that
the CL process will produce
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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Discovery:
Identifying stories
of success, values
and strengths
Client Interview,
finding the clients
story of cooperation,
success and
expanding your
understanding of the
clients values and
strengths and
appreciating them

relationship to
clients

relationship to
collaborative team

relationship to self

attitude toward
self as
collaborative
professional
the best possible outcome.
Belief in one’s ability to
guide parties to a
satisfactory resolution.
Champion of and guide for
the process, while releasing
ownership of the
outcomes. Committed to
ensuring all voices are
heard. Committed to the
power of conversation and
dialogue as and the best
ways to create a preferred
future.
Forward-looking,
compassionate, listening
for interests, alternatives,
innovative outcomes,
focused on mutually
satisfying results for client
and all participants,
empathic, supportive of
others and their views
points. Belief that client
can learn to operate at
their best and highest
purpose.
Respectful, open,
receptive, fair, dedicated to
collaborative approach,
team player. Committed to
shared ownership of the
collaborative process. Able
to accept the constructive
purpose/function of conflict
– including hearing and
handling “hard truths”.
Belief in the power of
narrative, re-storying,
generative inquiry, eliciting
values, vision, dreams, and
amplifying successes.
Owning one’s own
strengths, success stories,
and values supporting the
collaborative process.
Able to elicit client’s
interests, strengths, values
and options and interweave
them into sound and
mutually satisfying
outcomes. Able to work
easily and supportively with
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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collaborative team
Dream:
envisioning the
most compelling
future
Design: coconstructing what
should be and how
Discovering the
client’s hopes for the
collaborative
process. What will a
successful process
look like, what will
be achieved, what
will their relationship
or situation be like in
the future?
Identifying the steps
that need to be
taken to achieve the

attitude toward
the collaborative
process

relationship to
clients

relationship to
collaborative team

relationship to self

attitude toward
self as
collaborative
professional

attitude toward
the collaborative
process

relationship to
clients

relationship to
collaborative team

relationship to self
Belief that staying with the
process, maintaining the
vision and working as a
team will lead the clients to
their desired outcome.
Nonjudgmental, curious,
inquiring, supportive,
encouraging, championing,
allowing the client to
experience being seen,
herd and understood,
focused on client’s “best”
self and highest purposes
and aspirations
Able to portray and share
client’s strengths,
underlying interests,
dreams for the future,
ideas for optimal
resolution
Trust in ability to see and
support a new, compelling,
engaging and fulfilling
future as a result of
collaborative resolution
Clear about personal
strengths and values that
sustain a collaborative
engagement, willing to
listen, learn, create and
pursue possibilities and
innovations.
Convinced of the
effectiveness of dreams
and images to marshal in
the preferred future
Able to empower them to
take an expansive view of
the future, imagine unique
and exceptional outcomes
for resolution.
Nurturing the individual
skills, talents, and gifts of
each member and
encouraging the synergistic
blending of their
contributions to the
preferred future
Gifted in seeing the details
and big picture of a
situation or relationship
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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it should be
Deliver:
innovative
planning for
preferred,
sustainable future
outcome clients
desire from the
collaborative
process, including
awareness of
specific behaviors,
and ways of being
and communicating,
plus structures,
relationships and
resources that will
support their
personal path to a
successful
engagement with
their collaborative
team and an
optimum
collaborative
resolution

attitude toward
self as
collaborative
professional

attitude toward
the collaborative
process

relationship to
clients

relationship to
collaborative team
Developing an
agreement that
includes the vision,
and the steps that
will lead to the
achievement of the
vision, with the
means to make
adjustments to
changes that occur
along the way

relationship to self

attitude toward
self as
collaborative
professional

attitude toward
the collaborative
process

relationship to
clients

relationship to
collaborative team
Competent at identifying
and distinguishing the
factors that will sustain an
optimum resolution of the
issues.
Providing an encompassing
and supportive container
for exploring and
investigating essential
elements that will create
the foundation for
collaborative resolution
Belief in client’s lifeaffirming, positive and
affirmative internal
resources and life
experiences that will help
set the stage for a full and
detailed plan for the future
Treasuring the knowledge,
skills, information,
imagination and viewpoints
of each team member,
committed to hearing and
incorporating the best
advice each professional
has to offer for a balanced,
co-constructed and
integrated design for
resolution
Perceiving opportunities
beyond the usual range of
options, future-oriented
Capable of imagining and
supporting detailed,
innovative, inventive,
holistic plans and
agreements that sustain
the collaborative resolution
Energized about bringing
the collaborative process to
a formalized, structured
resolution
Holding an encompassing
view of the desired
outcome and having the
training, skill and
knowledge to translate
vision into action
Inclusive and appreciative
of each team member’s
specialized knowledge and
ideas about their part of
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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the agreed resolution,
plans and agreements
AI is a powerful tool for self-discovery and for learning about your clients. We offer below an
Appreciative Interview about yourself as a collaborative practitioner, so that you can experience
firsthand the affirmative and positive effects of asking appreciative questions. (A sample
Appreciative Interview for clients appears below). You may “interview” yourself, or, even better,
engage a colleague in mutual interviews so each of you can enjoy the process and gain insight
into AI..
Below we offer a sample of an “appreciative interview” designed to elicit your personal stories of
success, values, and dreams for your successful future as a collaborative practitioner. We believe
that once you experience the power of an appreciative interview, you will want to use them as
you get to know your clients and the other participants in the collaborative processes you are
involved with.
High Points and Peak Experiences
1. (a) Recall some times when people you respect and matter to you were very supportive of
you, spoke well of you, expressed appreciation for your work, your qualities and your strengths.
In just a few words, describe a few incidents that come to mind:
i)
ii)
iii)
(b) Now, think about one of those times in particular, and describe it in more detail. Identify
the person who supported you and describe what it was about them and how they spoke to you
that allowed you to listen and accept their praise, what attitudes and qualities in them supported
you to be your best, allowed you to trust them and believe in their opinions about you? What
were the surrounding circumstances -- what did they do or say -- that made you feel special,
appreciated, empowered? How did their support make you feel?
Strengths and Values
2. Reflecting back on these and other incidents, describe the personal qualities – values and
strengths – you embody that you bring to the collaborative process. List them, and then describe
how these qualities help you work collaboratively, with clients and with your collaborative team.
What strengths and qualities do you bring to the collaborative process? Give some examples of
how you have used these strengths and qualities.
Your Strengths or Values
Impact on Collaborative Process
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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3. What core factors do you believe give life and vitality to a successful collaborative resolution??
Compelling and Fulfilling Future
4 Imagine it is five years from now, and you have experienced continued and growing success
as a collaborative practitioner. Imagine that every year, the IACP chooses a practitioner who has
demonstrated a high level of accomplishment in such areas as client relationships, practice
development, innovations in collaborative team work, etc. The IACP has selected you as a
recipient for a special award recognizing your particular achievements in one of these areas.
Describe in detail what accomplishments you are being honored for, in what ways your
achievements can serve as a role model and be the basis for the next level of maturity in
collaborative practice.
5. If you had the power (and perhaps you do!) to bring about 3 major changes in yourself, your
collaborative team or practice group, the collaborative process, or the IACP, what would they be?
a.
b.
c.
In a collaborative process, you can follow the same path in client interviews. If we consciously
focus on asking positive, generative questions, we can keep the client’s focus on positive
outcomes. For example, the client interview might be conducted along these lines:
High Points and Peak Experiences
1. Recall some high points you have experienced (with your spouse) (in work
circumstances, etc.) when you were most able to engage in a meaningful dialogue,
agreement or consensus) (when you felt most supported at work)(when you felt best
about your communication skills) (when you were most proud of your ability to create
mutual understanding and trust with X or (in X circumstances).
a) Summing up in a just a few words, tell me about some of the times that stand out for
you as high points:
i)
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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ii)
iii)
...
b) Now choose one of those times and tell me the story in more depth. What happened,
who was involved, how did you feel? How did you set the stage for the conversation?
What was it about your listening and speaking that contributed to this meaningful
dialogue, mutual understanding or sense of trust?
2. What strengths and qualities do you bring to the collaborative process? Give some examples
of how you have used these strengths and qualities.
Personal Values
3. Briefly describe the values that infuse your desire to collaborate. What are some ways you
engage in them during your daily interactions.
Compelling Future
4. Imagine that it is 10 years from now and that everything you hoped would occur as a result
of the collaborative resolution of this dispute has, in fact, happened. Describe the situation,
including the immediate and long term benefits and improvements that have occurred. What did
the collaborative process make possible? From where you sit 10 years from now, what does the
future of this situation look like?
5. If you knew you would be granted any three wishes you might imagine for the future of this
situation, what would they be?
i.
ii.
iii.
Using Positive Language to Express a Vision for the Collaborative Process
Collaborative process works best when the parties operate from a positive, constructive and
affirmative perspective about the outcome. Setting an overriding positive theme can do much to
underscore the parties’ intention to resolve the dispute in a mutually satisfactory way and will
give them an easy-to-remember focal point for their work together.
In an Appreciative Inquiry process, the touchstone that keeps the process alive and on track is
called an “Affirmative Topic”. It answers the question: “what do you want to see at the end”?
In an AI process, the affirmative theme is deemed ”FATEFUL”, meaning that it is treated as the
“true North” of the process, bringing the participants back to a sustaining and inspirational
perspective at every moment.
Visioning with your client:
Similarly, in establishing a vision for the collaborative process, it is a good idea for the lawyer to
“brainstorm” with the client about how s/he envisions the outcome of collaborative resolution
process, emphasizing the importance of finding language that encompasses the best possible
result. How would the client answer the question: “what do you want to see at the end?” Let
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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the client start and offer a suggested vision first. Listen, reflect and add whatever dimension you
feel might bring the client closer to a positive expression of that vision. Then alternate,
encouraging the client to build an ever more positive and encompassing description of the ideal
future. The exchange might go something like this:
Example:
Ask the client: “What do you see as the ideal outcome of this process?”
Client: Getting through this dispute without getting burned
Lawyer: Getting through this dispute with respect and dignity
Client: Getting through this dispute and learning good communication skills
Lawyer: Using good communication skills to resolve issues that arise in this
business relationship.
Client: Using good communication skills to resolve issues and improve this
business relationship.
The back-and-forth should continue until the client and the lawyer believe the client has reached
an optimum expression of the Affirmative Topic, theme or vision.
Exercise: In disputes, what common results do your clients seek and how can you reframe
them to optimize a collaborative approach to resolution
Visioning with the parties during the first joint meeting:
When the parties begin to work together, a conversation about “what they want to see at the
end” can set the framework for all discussions. The lawyers and other collaborative professionals
may choose to conduct a visioning session with all the parties present, and suggest that they
come up with a joint vision for their collaborative process. Hopefully, all of the lawyer-client
teams have each adopted their own version of their vision statement before the first joint
meeting and will be willing to share them. The statements should be positive and bold.
Conducting a joint visioning process is a very powerful step and offers the parties an opportunity
to communicate with each other about the end result they want to see without getting into
details related to specific issues, needs or desires.
For example, the parties may be dealing with a conflict around employer-employee relationships.
Rather than simply identifying the legal issues, the lawyers might inquire of their clients what
their vision is for the future relationship. An actual example involving sexual harassment in the
workplace illustrates the process. When concern over sexual harassment in the workplace
erupted at Avon Mexico, the parties opted to consult an AI practitioner rather than a lawyer to
deal with this issue. In doing so, they were prompted to assess what they really wanted to come
out of the process. They expressed the desire, beyond resolving the sexual harassment issue, to
establish “High Quality Cross-Gender Leadership Teams” -- a theme that dealt with the sexual
harassment issue and gave them an opportunity to design a much more powerful and
encompassing set of behaviors and criteria for working together. Another, more general
example, might be “Harnessing the Positive Energy of Conflict”, through which the parties might
examine how best to use different ideas to generate a solution with broader appeal and better
results.
© 2007 Susan Belgard and Peggy Thompson. All rights reserved in all media.
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