Enhancing engineers’ public speaking efficacy using appreciative inquiry

Purpose Existing methods of enhancing-based public speaking efficacy are based on the deficit-based model. On the other hand, public speaking is an ability that has a potential to produce anxiety, fear of negative evaluation. The purpose of this paper was to explore the use of strength-based learning pedagogy, i.e. appreciative inquiry to work upon enhancing public speaking skills of engineers. Design/methodology/approach An appreciative inquiry was conducted on 15 engineers using 4D model. The data were gathered using narrative analysis and grounded theory. Findings Participants shared their stories of past, present and future to derive meaningful insights that have potential to bring development. Research limitations/implications The study has an underpinning in Deci and Ryan’s self-determination theory. As practitioners of self-determination theory open the positive space for individuals to learn, appreciative inquiry aids in opening such positive space so that learners can experiment openly without any fear of negative evaluation. It prepares them by enhancing intrinsic and extrinsic motivation. Practical implications The study motivated engineers to focus on effortless delivery of their speeches and eliminate other associated fear. The study can be used as a classroom pedagogy. Social implications As public speaking is associated with fear of negative evaluation and anxiety, it has a potential to affect self-confidence and self-image adversely. As appreciative inquiry fosters one’s confidence positively through constructionism, the appreciative inquiry can be a choice of pedagogy and has positive implications for learners at the social level. Originality/value The study presents a fairly novel approach as it focuses on encouraging engineers to improve their presentation skills and to focus on what they do well (rather than what their weaknesses are) so they can build their confidence.