Facilitating organizational unlearning using appreciative inquiry as an intervention

Abstract

Drawing upon theoretical bases, this paper attempts to demonstrate a relationship between Appreciative Inquiry (AI), an organizational development (OD) intervention, and organizational unlearning. Present day organizations are characterized by continuous change. It has been accepted that change implies learning along various dimensions: cognitive, behavioural, and normative. Any type of organizational learning would involve: (1) creation of new knowledge and (2) getting rid of obsolete knowledge. The first aspect refers to learning while the second aspect relates to unlearning. While literature abounds in studies pertaining to organizational learning, literature on organizational unlearning is relatively few and far between. While appreciating the fact that both learning and unlearning complement each other and result in change, this paper has attempted to highlight the difference that inherently exists in the process of unlearning, as compared to the process of learning. And it is on account of these differences that the techniques or interventions that facilitate organizational learning may not be appropriate for organizational unlearning. According to Zell (2003), increased resistance to unlearn exists for individuals, groups or organizations due to their fear of loss of time and resources invested earlier in gaining such knowledge. Senge (1990) has described how the diagnostic process of analysing problems and identifying solutions by itself stifles creativity and flexibility and increases resistance. Thus, increased resistance and fear inherent in the unlearning process calls for an affirmative and strength-based approach such as Appreciative Inquiry, vis- a-vis other diagnostic problem-solving interventions. Based on an extensive review of existing literature, this paper attempts to demonstrate how AI can be used as an effective facilitator for unlearning. The complete AI process and principles have been enumerated and mapped to the unlearning process. With an eye to objectivity, the authors have also attempted to identify inhibiting factors that might hinder the process of unlearning while using AI as an intervention. While adding to existing literature, this paper is also expected to contribute meaningfully by sensitizing practising managers about this technique and logically establishing its efficacy, along with awareness creation of possible challenges that might arise during intervention. This in turn can have significant implications for long-term organizational change initiatives and OD practices.