>Story Telling<

Storytelling is a means for sharing and interpreting experiences. Peter L. Berger says human life is narratively rooted, humans construct their lives and shape their world into homes in terms of these groundings and memories. Stories are universal in that they can bridge cultural, linguistic and age-related divides. Storytelling can be adaptive for all ages, leaving out the notion of age segregation.[17] Storytelling can be used as a method to teach ethics, values and cultural norms and differences.[18] Learning is most effective when it takes place in social environments that provide authentic social cues about how knowledge is to be applied.[19] Stories function as a tool to pass on knowledge in a social context. So, every story has 3 parts. First, The setup (The Hero's world before the adventure starts). Second, The Confrontation (The hero's world turned upside down). Third, The Resolution (Hero conquers villain, but it's not enough for Hero to survive. The Hero or World must be transformed). Any story can be framed in such format. - wikipedia


Stories are effective as educational tools because they are believable, rememberable, and entertaining (Neuhauser 1993). The believability stems from the fact that stories deal with human or human-like experience that we tend to perceive as an authentic and credible source of knowledge. Stories make information more rememberable because they involve us in the actions and intentions of the characters. In so doing, stories inviteindeed demandactive meaning making. Bruner (1986) explains that the story develops the landscape of action and the landscape of consciousnessthe element of human intention. As audience, we are engaged with the story on both levels, and it is through this dual involvement that we enter into the minds of the characters and into the deeper meaning of the story. We must fill in, from our own store of knowing, that which is unspoken. In so doing, we create as well as discover meaning, and we pose the questions we ourselves need to answer. - web.archive.org


                               Transforming Capabilities: Using Story for Knowledge Discovery & Community Development
                                                                              By Elizabeth A. Doty 

Table 1 -

 Barriers to the Transfer of Knowledge and Best Practices


1. Ignorance: People do not know what they know, or that others might find it useful.  Conversely, people do not know that others have knowledge they might need. 

 2. Lack of absorptive capacity: People lack the money, time, or other resources to pursue new knowledge and put it to use. 

 3. Lack of pre-existing relationships: People do not have the personal ties that make it attractive to invest time in teaching or learning. 

4. Lack of motivation: People are unclear about how the benefits of new knowledge or practices outweigh the investment to learn it.

 The last barrier, “lack of motivation” is particularly relevant to our focus on transforming
capabilities.  This is not just a question of demonstrating business value; motivation can be
affected by erosion of trust or commitment, uncertainty about the future, loss of identity or
status, and stress or overwork. All of these reactions are typically activated by change, which is
why they are sometimes addressed separately as change management issues.  But when the
change has to do with developing new capabilities, “managing change” is not a separate process,
but an integral part of the change itself—adding even more complexity to the leader’s task. 

So, what works? How do we bootstrap new competencies organization-wide from a few isolated
pockets of innovation? Is it possible to re-engage true commitment and rebuild trust in
organizations where change after change after change has created a sense of learned
helplessness?  How do we re-activate forgotten knowledge or skills, and transfer subtle tacit
know-how?  - web.archive.org