E-Portfolio – Storytelling in Organizations

 

T​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​his E- portfolio will comprise of three sections – further advice about the content of each section is identified below and please utilise the attached documents as these are extremely important and reference where appropriate – Steve Denning in particular (please use reference sources detailed below including Freytag’s Pyramid): Section One (1000 words): Critically discuss how storytelling provides a powerful tool for leaders and/or managers. This discussion should be written as a ‘mini academic essay’, in which the roles of Story, Storyteller and Audience are carefully examined. Section Two (1000 words): This section should provide an evaluation of the use of storytelling practice to maintain effective employee engagement and loyalty. Section Three (1000 words): Critically reflect on your learning journey associated with understanding ‘manager’ and/or ‘employee’ as ‘storyteller’. I​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​dentify the milestones within your learning journe

 

Sample Solution

E-Portfolio – Storytelling in Organizations

There are many methods and tools available that improve and intensify influence of leaders on their followers. Storytelling is one of the most efficient. Storytelling is a traditional and powerful tool of communication between people. For leaders stories represent a valuable tool. They enable them to share knowledge, explain new ideas, implement changes, settle conflicts, create new visions, form the corporate culture, influence and co-create the basic principles of individuals and groups. Storytelling is the tool that addresses emotions of people not their rational mind. It has the potential to overcome barriers people build to protect themselves against the external world and new ideas.

In many non-democratic countries today, an abundance of wealth held by the ruling elites compared with poverty among the masses helps dictatorships resist democratisation. Often, the ruling elites spend large portions of the funds available to them on suppressing resistance, for example, “China reportedly employs two million censors to police the internet (Bennett and Naim 2015)”[4], while in Peru under Fujimori, “the regime paid more than $36 million a year to the main television channels to skew their coverage, and reportedly offered one channel a $19 million bribe (McMillan and Zoido 2004, pp.82-5)”[4]. This has an opportunity cost; spending on investment and development of industries is foregone, often leaving the citizens of a non-democratic regime stuck in the early stages of Walter Rostow’s 5 Stages of Growth Theory, as shown in Figure 2, which can leave countries primary- or secondary-sector dependent and under-developed. As John Harriss describes, such “economic development [is] conducive to democratisation, partly because [it] strengthens the ‘moderate’ middle class”[5]: a social group of people who are better educated and financially-placed to resist being ‘bought-off’ by a dictator. Emerging middle classes therefore diminish the extent to which non-democratic leaders can bribe their winning coalition with private goods, as the prospect of doing so becomes increasingly expensive as the size and wealth of the middle classes grow as a result of development, while the loyalty norm weakens too.
We may also see a rise in post-materialist values as the population becomes wealthier, since “after a period of sharply rising economic and physical security, one would expect to find substantial differences [in] value priorities, […] for example, post-materialists […] are markedly more tolerant of homosexuality”[6]. This could erode the extent to which the population would be morally willing to accept such bribes, regardless of magn

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