use and abuse of storytelling (eBook, PDF)
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Whilst some are very skeptical about the idea that individual and group performance can be improved through coaching, others have viewed coaching as a panacea for much that causes organizations to fail. We continue to argue that one cannot understand 'both sides of the story' on coaching until one understands storyselling. Reissner and Du Toit argue that coaching is fundamentally an activity that involves the use and abuse of power and one of the calls they make in this paper, is for all parties involved to be more reflexive as to these power dynamics. Basten turns to the work of George Roth a...
Whilst some are very skeptical about the idea that individual and group performance can be improved through coaching, others have viewed coaching as a panacea for much that causes organizations to fail. We continue to argue that one cannot understand 'both sides of the story' on coaching until one understands storyselling. Reissner and Du Toit argue that coaching is fundamentally an activity that involves the use and abuse of power and one of the calls they make in this paper, is for all parties involved to be more reflexive as to these power dynamics. Basten turns to the work of George Roth and Art Kleiner (1997) on learning history and the notion of "e;saga"e;, "e;not to just look at stories people tell, but also to examine how people create their organisational reality as discursive practice with these stories, and reveal patterns as emerging from a dynamic multitude of stories"e;. Reform in the UK National Health Service, specifically mental health service redesign, is critically examined and it is argued that what emerges from the managers' stories of reform in practice is an unraveling of what Conroy dubs "e;sutured policies"e;. Robert van Boeschoten's paper commences with a consideration of storytelling in an office of a media organisation where the story is very much about the digital images being produced and the circumstances that have led to their production. By applying the works of Winnicott (1971) and Serres (1995), Ann and Carr introduce the concept of the coach being antenarrator and the concept of potential time while storytelling and storyselling for leadership development take place.
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