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Positive Image,
Positive Action

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Here’s a summary of key concepts from this article.

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Appreciative Inquiry in Organizational Life


Be not afraid of life. Believe that life is worth living, and your belief will help you create the fact.

– William James

We can easily forgive a child who is afraid of the dark. The real tragedy of life is when men are afraid of the light.

– Plato

Modern management thought was born proclaiming that organizations are the triumph of the human imagination. As made and imagined, organizations are products of human interaction and mind rather than some blind expression of an underlying natural order (McGregor, 1960; Berger and Luckmann, 1967; Pfeffer, 1981; Gergen, 1982; Srivastva and Associates, 1983; Schein, 1985; Unger, 1987). Deceptively simple yet so entirely radical in implication, this insight is still shattering many beliefs – one of which is the longstanding conviction that bureaucracy, oligarchy, and other forms of hierarchical domination are inevitable. Today we know that this simply is not true.

Recognizing the symbolic and socially constructed nature of the human universe, we now find new legitimacy for the mounting wave of sociocognitive and sociocultural research, all of which is converging around one essential and empowering thesis: that there is little about collective action or organization development that is preprogrammed, unilaterally determined, or stimulus bound in any direct physical or material way. Seemingly immutable ideas about people and organizations are being directly challenged and transformed on an unprecedented scale. Indeed, as we move into a postmodern global society we are breaking out of our parochial perspectives and are recognizing that organizations in all societies exist in a wide array of types and species and function within a dynamic spectrum of beliefs and lifestyles. And according to the social constructionist viewpoint, the possibilities are infinite.

Interestingly, there is an important parallel to this whole area of thought that has grown out of the neurosciences and studies of cognition and mind-brain interaction. The “conscious-ness revolution” of the 1970s is well documented and represents, argues Nobel Laureate Roger Sperry (1988), more than a mere Zeitgeist phenomenon; it represents a profound conceptual shift to a different form of causal determinism. According to the mentalist paradigm, mind can no longer be considered the opposite of matter. Mental phenomena, this paradigm contends, must be recognized as being at the top of the brain’s “causal control hierarchy” whereby, after millenniums of evolution, the mind has been given primacy over bioevolutionary (Darwinian) controls that determine what human systems are and can become. In direct contradiction to materialist and behaviorist doctrine, where everything is supposed to be governed from below upward through microdeterminist stimuli and physiochemical forces, the new mentalist view gives subjective mental phenomena a causal role in brain processing and thereby a new legitimacy in science as an autonomous explanatory construct. Future reality, in this view, is permeable, emergent, and open to the mind’s causal influence; that is, reality is conditioned, reconstructed, and often profoundly created through our anticipatory images, values, plans, intentions, beliefs, and the like. Macrodeterminism or the theory of downward causation is a scheme, asserts Sperry, that idealizes ideas and ideals over chemical interactions, nerve impulse traffic, and DNA. It is a brain model in which conscious, mental, and psychic forces are recognized as the crowning achievement of some 500 million years or more of evolution.

The impetus for the present contribution grows from the exciting challenge that is implicitly if not explicitly posed by the social constructionist and mentalist paradigms: that to a far greater extent than is normally acknowledged, we human beings create our own realities through symbolic and mental processes and that because of this, conscious evolution of the future is a human option. Taking this challenge — that of a future-creating mental activism — one step further, the thesis explored in this paper is that the artful creation of positive imagery on a collective basis may well be the most prolific activity that individuals and organizations can engage in if their aim is to help bring to fruition a positive and humanly significant fliture. Stated more boldly, a New York Times headline recendy apprised the public that ” Research Affirms Power of Positive Thinking” (Goleman, 1987, p. 15). Implied in the popular news release and the scholarly research that we will soon sample is the intriguing suggestion that human systems are largely heliotropic in character, meaning that they exhibit an observable and largely automatic tendency to evolve in the direction of positive anticipatory images of the future. What I will argue is that just as plants of many varieties exhibit a tendency to grow in the direction of sunlight (symbolized by the Greek god Helios), there is an analogous process going on in all human systems.

As a whole this essay is intended to serve as an invitation to broadly consider a number of questions: What is the relationship between positive imagery and positive action? More specifically, what are the common processes, pathways, or global patterns whereby mental phenomena attract or even cause those actions that bring about movement toward an ideal? Where do positive images of some unknown and neutral future come from in the first place? Could it be that organizations are in fact affirmative systems, governed and maintained by positive projections about what the organization is, how it will function, and what it might become? If so, what are the implications for management? Is it true that the central executive task in a post-bureaucratic society is to nourish the appreciative soil from which affirmative projections grow, branch off, evolve, and become collective projections?

To set the stage for our discourse, the first section will begin with a general introduction to the concept of imagery. The second will look specifically at the relationship between positive imagery and positive action by reviewing recent works from diverse areas of study – medicine, cognitive psychology, cultural sociology, and athletics. While I am careful not to suggest that the studies sampled make anything close to an exhaustive case, I do submit, nevertheless, that the convergence of insight, across disciplines, represents an exciting step forward in our understandings of the intricate pathways that link mind and practice. Finally, in the third section, I will discuss how such knowledge from diverse quarters holds a thread of continuity that has broad relevance for understanding organizations. In particular, I will offer a set of eight propositions about the affirmative basis of organizing. These propositions are provided for discussion, elaboration, and active experimentation and converge around three basic conclusions: (1) Organizations are products of the affirmative mind; (2) when beset with repetitive difficulties or problems, organizations need less fixing, less problem solving, and more reaffirmation – or more precisely, more appreciation; (3) the primary executive vocation in a post-bureaucratic era is to nourish the appreciative soil from which new and better guiding images grow on a collective and dynamic basis.

Imagery: An Introduction

Throughout the ages and from a diversity of perspectives, the image has been considered a powerful agent in the guidance and determination of action:

A vivid imagination compels the whole body to obey it.

Aristotle (in Sheildi, 1984, p.5)

One of the basic theorems of the theory of image is that it is the image which in fact determines what might be called the current behavior of any organism or organization. The image acts as a field. The behavior consists in gravitating toward the most highly valued part of the world.
Kenneth Boulding (1966, p. 115)

Mental anticipation now pulls the future into the present and reverses the direction of causality.
Erichjantsch (1980, p. 14)

Man is a being who, being in the world, is ever ahead of himself, caught up in bringing things alive with his projection. . . . Whatever comes to light owes its presence to the fact that man has provided the overall imaginative sunlight for viewing.
Edward Murray (1986, p.64)

To the empowering principle that people can withhold legitimacy, and thus change the world, we now add another. By deliberately changing the internal image of reality, people can change the world.
Willis Harman(1988, p. 1)

Imagination is more important than knowledge.
Albert Einstein (in Sheikh, 1984, p.5)

It is clear that images are operative virtually everywhere: Soviet and U.S. diplomats create strategies on the basis of images; Theory X managers construct management structures that reflect the picture they hold of subordinates; days or minutes before a public speech we all feel the tension or anxiety that accompanies our anticipatory viewing of the audience; we all hold self-images, images of our race, profession, nation, and cultural belief systems; and we have images of our own potential as well as the potential of others. Fundamentally, too, it can be argued that every organization, product, or innovative service first started as a wild but not idle dream and that anticipatory realities are what make collectivities click. (This is why we still experience a thrill on hearing transforming speeches like Martin Luther King, Jr.’s “I Have a Dream and sometimes find ourselves enlivened through the images associated with the mere mention of such figures as John F. Kennedy, Gandhi, Winston Churchill, Buddha, or Christ.)

Given the central and pervasive role of the image in relation to action, it is not surprising that research on the workings of the image has risen to be “one of the hottest topics in cognitive science” (Block, 1981, p.1). Theorists disagree over definitions and argue whether images are direct encoding of perceptual experience (Pavid, 1971), are an artifact of the propositional structuring of reality (Pylyshyn, 1973), represent the sensory system par excellence that undergirds and constitutes virtually every area of cognitive processing, are primarily eidetic or visual (Ashen, 1977), or represent constructive or reconstructive process (Kosslyn, 1980). But in spite of the largely technical differences, Richardson (1969, pp. 2-3) seems to have provided adequate synthesis of a number of competing views in his often-quoted definition of the image as quasi-sensory, stimulus-independent representative experience: “Mental imagery refers to (1) all those quasi-sensory or quasi-perceptual experiences of which (2) we are self consciously aware and which (3) exist for us in the absence of those stimulus conditions that are known to reproduce their sensory or perceptual counterparts, and which (4) may be expected to have different consequences.”

In subsequent work, Richardson (1983) retracts the fourth criterion; between 1969 and 1983 there was simply too much new evidence showing that self-initiated imagery can and often does have consequences, many of them physiological, that are indistinguishable from their genuine sensory counterparts. Merely an anticipatory image, for example, of a hostile encounter can raise one’s blood pressure as much as the encounter itself. Similarly, numerous new studies now show that consciously constructed images can lead direcdy to such things as blood glucose increases, increased gastric acid secretion, blister formation, and changes in skin temperature and pupillary size. In an example closer to home, Richardson (1983, p.15) suggests that “it suffices to remind the reader of what every schoolboy (or girl) knows. Clear and unmistakable physiological consequences follow from absorption in a favorite sexual fantasy. Mind and body are indeed a unified interdependent system.

Perhaps most important, as the above begins to make clear, it is the time dimension of the future — what Harry Stack Sullivan (1947) referred to as “anticipatory reality” — that acts as a prepotent force in the dynamic of all images (for a decision theory counterpart to this view, see Mitchell, Rediker, and Beach, 1986; Polak, 1973). The recognition that every social action somehow involves anticipation of the future, in the sense that it involves a reflexive looking-forward-to and backward-from, has been analyzed by Alfred Schultz (1967) and Karl Weick (1976). Similarly, in Heidegger’s brilliant formulation it is our nature not only to be thrown into existence (Gewo~enhezt) but to always be ahead of ourselves in the world, to be engaged in the unfolding of projected realities; all action, according to Heidegger, has the nature of a project (Heidegger refers to this as Enlwurf the continuous projecting ahead of a design or a blueprint). Much like a movie projection on a screen, human systems are forever projecting ahead of themselves a horizon of expectation that brings the future powerfully into the present as a causal agent.

Recent Works on the Positive Image-Positive Action Relationship

What all this suggests, of course, is that the power of positive imagery is not just some popular illusion or wish but is arguably a key factor in every action. To illustrate the hehotropic propensity in human systems at several levels of functioning I will now turn to six areas of research as examples – placebo, Pygmalion, positive emotion, internal dialogue, cultural vitality, and metacognitive competence.

Positive Imagery, Medicine, and the Placebo

The placebo response is a fascinating and complex process in which projected images, as reflected in positive belief in the efficacy of a remedy, ignite a healing response that can be every bit as powerful as conventional therapy. Though the placebo phenomenon has been controversial for some twenty years, most of the medical profession now accepts, as genuine, the fact that anvwhere from one-third to two-thirds of all patients will show marked physiological and emotional improvement in symptoms simply by believing they are given an effective treatment, even when that treatment is just a sugar pill or some other inert substance (Beecher, 1955; ~Thite, Tursky, and Schwartz, 1985).

Numerous carefully controlled studies indicate that the placebo can provide relief of symptoms in postoperative-wound pain, seasickness, headaches, angina, asthma, obesity, blood pressure, ulcers, and many other problems. In fact, researchers are now convinced that no system of the body is exempt from the placebo effect and that it is operative in virtually every healing encounter. Even more intriguing, the placebo is sometimes even more potent than typically expected drug effects: “Consider a series of experiments with a woman suffering from severe nausea and vomiting. Nothing the doctors gave her seemed to help. Objective measurement of her gastric contractions showed a disrupted pattern consistent with the severe nausea she reported. The doctors then offered her a ‘new extremely powerful wonder drug’ which would, they said, unquestionably cure her nausea. ~Tithin twenty minutes of taking this new drug, her nausea disappeared, and the same objective gastric tests now read normal. The drug which was given was not, of course, a new drug designed to relieve nausea. It was syrup of ipecac, which is generally used to induce vomiting. In this case, the placebo effect associated with the suggestion that the drug would relieve vomiting was powerful enough to counteract and direct an opposite pharmacological action of the drug itself” (Ornstein and Sobel, 1987, p. 79).

According to Norman Cousins, now a faculty member at the UCLA School of Nledicine, an understanding of the way the placebo works may be one of the most significant developments in medicine in the twentieth century. Writing in Human Options (1981), Cousins suggests that beyond the central nervous system, the hormonal system, and the immune system, there are two other systems that have conventionally been overlooked but that need to be recognized as essential to the proper functioning of the human being: the healing system and the belief system. Cousins (1983, p.205) argues that the two work together: “The healing system is the way the body mobilizes all its resources to combat disease. The belief system is often the activator of the healing system.”

Using himself as a living laboratory, Cousins (1983, p. 44) has movingly described how the management of his own anticipatory reality allowed him to overcome a life-threatening illness that specialists did not believe to be reversible and then, some years later, to again apply the same mental processes in his recovery from an acute heart attack: “What were the basic ideas involved in that recovery? The newspaper accounts had made it appear that I had laughed my way out of a serious illness. Careful readers of my book, however, knew that laughter was just a metaphor. … Hope, faith, love, will to live, cheerfulness, humor, creativity, playfulness, confidence, great expectations — all these, I believed, had therapeutic value.”

In the end, argues Cousins, the greatest value of the placebo is that it tells us that indeed positive imagery can and often does awaken the body to its own self-healing powers. Research in many areas now confirms this view and shows that placebo responses are neither mystical nor inconsequential and that ultimately mental and psychophysiological responses may be mediated through more than fifty different neuropeptide molecular messengers linking the endocrine, autonomic, and central nervous systems (White, Tursky, and Schwartz, 1985). While the complex mind-body pathways are far from being resolved, there is one area of clear agreement: Positive changes in anticipatory reality through suggestion and belief play a central role in all placebo responses. Asjaffe and Bresler (1980, pp.260-261) note, the placebo “illustrates another important therapeutic use of imagery, namely, the use of positive future images to activate positive physical changes. Imagining a positive future outcome is an important technique for countering initial negative images, beliefs, and expectations a patient may have. In essence it transforms a negative placebo effect into a positive one. The power of positive suggestion plants a seed which redirects the mind – and through the mind, the body – toward a positive goal.”

Before moving on, there is one other perhaps surprising factor that adds significantly to the patient’s placebo response — the expectancy or anticipatory reality of the physician. Placebo effects are strongest, it appears, when belief in the efficacy of the treatment is shared among a group (O’Regan, 1983). This then raises a whole new set of questions concerning not only the individual but the interpersonal nature of the positive image-positive action relationship.

Pygmalion and the Positive Construction of the Other

In effect, the positive image may well be the sine qua non of human development, as we now explore in the Pygmalion dynamic. As a special case of the self-fulfilling prophesy, Pygmalion reminds us that from the moment of birth we each exist within a complex and dynamic field of images and expectations, a vast share of which are projected onto us through an omnipresent environment of others.

In the classic Pygmalion study, teachers are led to believe on the basis of “credible” information that some of their students possess exceptionally high potential while others do not. In other words, the teachers are led, on the basis of some expert opinion, to hold a positive image (P1) or expectancy of some students and a negative image (NI) or expectancy of others. Unknown to the teachers, however, is the fact that the so-called high-potential students were selected at random; in objective terms, all student groupings were equivalent in potential and are merely dubbed as high, regular, or low potential. Then, as the experiment unfolds, differences quickly emerge, not on the basis of any innate intelligence factor or some other predisposition but solely on the basis of the manipulated expectancy of the teacher. Over time, subtle changes among students evolve into clear differences as the high-PI students begin to significantly overshadow all others in actual achievement. Over the last twenty years there have been literally hundreds of empirical studies conducted on this phenomenon, attesting both to its continuing theoretical and to its practical importance Uussim, 1986; see Rosenthal and Rubin, 1978, for an analysis of over 300 studies).

One of the remarkable things about Pygmalion is that it shows us how essentially modifiable the human self is in relation to the mental projections of others. Indeed, not only do performance levels change, but so do more deeply rooted “stable” self-conceptions (Parsons and others, 1982). Furthermore, significant Pygmalion effects have been experimentally generated in as little time as fifteen minutes (King, 1971) and have the apparent capacity to transform the course of a lifetime (Cooper and Good, 1983). (I wonder how many researchers on this subject would volunteer their own children to be part of a negatively induced expectancy grouping?) Specific to the classroom, the correlation between teacher expectation and student achievement is higher than almost any predictive IQ or achievement measure, ranging in numerous studies from correlations of .5 all the way to an almost perfect .9 (Brophy and Good, 1974; Crano and Mellon, 1978; Humphreys and Stubbs, 1977). Likewise, in one of the earliest organizational examinations of this phenomenon, Eden and Shani (1982) reported that some 75 percent of the variance in achievement among military trainees could be explained completely on the basis of induced positive expectation on the part of those in positions of authority.

Obviously the promise of Pygmalion as a source of human development depends more on the enactment of positive rather than negative interpersonal expectancy. But how does the positive dynamic work and why?

A summary of the three stages of the positive Pygmalion dynamic is presented in Figure 4.1. In the first phase of the model, positive images of the other are formed through any number of means – for example, stereotypes, reputation, hearsay, objective measures, early performances, and naive prediction processes. As interactions occur over time, positive images begin to take shape and consist not only of prophesies but also tend to become elaborated by one’s sense of its other possibilities as well as one’s sense of “what should be,” or normative valuations. Taken together the prophesies, possibilities, and normative valuations combine to create a broad brushstroke picture of interpersonal expectancy that has its pervasive effect through two primary mediators – expectancy-consistent cognition and expectancy-consistent treatment.

Considerable evidence, for example, indicates that a positive image of another serves as a powerftil cognitive tuning device that appears to trigger in the perceiver an increased capacity to (1) perceive the successes of another (Deaux and Emswiller, 1974), (2) access from memory the positive rather than negative aspects of the other (Hastie and Kumar, 1979), and (3) perceive ambiguous situations for their positive rather than negative possibilities (Darley and Gross, 1983).

While often spoken about in pejorative ways as cognitive bias or distortion (“vital lies,” to use Goleman’s popular term), it is quite possible that this affirmative capacity to cognitively tune into the most positive aspects of another human being is in fact a remarkable human gift; it is not merely an aberration distorting some “given” reality but is a creative agent in the construction of reality. We see what our images make us capable of seeing. And affirmative cognition, as we will later highlight in our discussion of positive self-monitoring, is a unique and powerful competency that owes its existence to the dynamic workings of the positive image.

The key point is that all of our cognitive capacities — perception, memory, learning — are cued and shaped by the images projected through our expectancies. We see what our imaginative horizon allows us to see. And because “seeing is believing,” our acts often take on a whole new tone and character depending on the strength, vitality, and force of a given image. The second consequence of the positive image of the other, therefore, is that it supports differential behavioral treatment in a number of systematic ways.

For example, it has been shown, both in the field and the laboratory, that teachers who hold extremely positive images of their students tend to provide those students with (1) increased emotional support in comparison to others (Rist, 1970; Rubovitz and Maehr, 1973), (2) clearer, more immediate, and more positive feedback around effect and performance (Weinstein, 1976; Cooper, 1979); and (3) better opportunities to perform and learn more challenging materials (Brophy and Good, 1974; Swann and Snyder, 1980).

Finally, in the third stage of the model, people begin to respond to the positive images that others have of them. When mediated by cognitive, affective, and motivational factors, according tojussim (1986), heliotropic acts are initiated on the basis of increased effort, persistence, attention, participation, and cooperation, so that ultimately, high PIs often pefform at levels superior to those projected with low-expectancy images. Research also shows that such effects tend to be long lasting, especially when the Pygmalion dynamic becomes institutionalized. High-PI students, for example, when assigned to the higher academic tracks, are virtually never moved to a lower track (the same is also true for negative-expectancy students, according to Brophy and Good’s 1974 review of the “near permanence” of tracking).

The greatest value of the Pygmalion research is that it begins to provide empirical understanding of the relational pathways of the positive image-positive action dynamic and of the transactional basis of the human self. To understand the self as a symbolic social creation is to recognize — as George Herbert Mead, John Dewey, George Simmel, Lev Vygotsky, Martin Buber, and many others have argued — that human beings are essentially modifiable, are open to new development, and are products of the human imagination and mind. We are each made and imagined in the eyes of one another. There is an utter inseparability of the individual from the social context and history of the projective process. And positive interpersonal imagery, the research now shows, accomplishes its work very concretely. Like the placebo response discussed earlier, it appears that the positive image plants a seed that redirects the mind of the perceiver to think about and see the other with affirmative eyes.

Positive Affect and Learned Helpfulness

While often talked about in cognitive terms, one of the core features of imagery is that it integrates cognition and affect and becomes a catalytic force through its sentiment-evoking quality. In many therapies, for example, it is well established that focusing on images often elicits strong emotional reactions; whereas verbal mental processes are linear, the image provides simultaneous representation, making it possible to vicariously experience that which is held in the imagination (Sheikh and Panagiotou, 1975).

So what about the relation between positive emotion — delight, compassion, joy, love, happiness, passion, and so on — and positive action? To what extent is it the affective side of the positive image that generates and sustains heliotropic movement so often seen in human systems? While still in the formative stages, early results on this issue are making clear that there is indeed a unique psychophysiology of positive emotion (as Norman Cousins has argued) and that individually as well as collectively, positive emotion may well be the pivotal factor determining the heliotropic potential of images of the future.

This line of research is partly predicated on knowledge growing out of studies of negative affectivity. In one of the most hotly pursued lines of research of the last decade, investigators are now convinced of the reciprocal connections between high negative affectivity and (1) experiences of life stress; (2) deficiency cognition; (3) the phenomenon of”learned helplessness”; (4) the development of depression; (5) the breakdown of social bonds; and (6) the triggering of possible physiological responses like the depletion of brain catecholamine, the release of corticosteroids, the suppression of immune functioning, and ultimately the development of disease (Watson and Clark, 1984; Seligman, 1975; Brewin, 1985; Peterson and Seligman, 1984; Beck, 1967; Schultz, 1984; Ley and Freeman, 1984).

Excerpted from: S. Srivastva, D. Cooperrider & Associates
Appreciative Management and Leadership
San Francisco: Jossey-Bass, 1990
Copyright, 1990. Currently out-of-print. This excerpt used by permission.The complete article is available at http://www.stipes.com/aichap2.htm
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