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MONASH
BUSINESS
SCHOOL
Storytelling and the art of leadership
Richard Hall
MONASH
BUSINESS
SCHOOL
2
Context: contemporary leadership
 What leadership behaviours improve engagement?
– Model the way
– Inspire a shared vision
– Challenge the process
– Enable others to act
– Encourage the heart
The Leadership Challenge (Kouzes and Posner)
– Showing genuine concern for others
Transformational Leadership Questionnaire (Alimo-Metcalfe)
MONASH
BUSINESS
SCHOOL
3
The leadership challenge
 Communication is key
 A majority of management / leadership time is spent in
‘communication’
 Studies of organisational discourse tell us that:
– Organisations are constituted in and through discourses
– Leadership is achieved and reproduced in and through
discourses
MONASH
BUSINESS
SCHOOL
4
The case for stories and storytelling
 Stories have a unique capacity to achieve sensemaking,
emotional activation and motivation
 (Good) stories are:
– Engaging
– Moving
– Compelling
– Memorable
– Provocative
– Confronting
– Human
MONASH
BUSINESS
SCHOOL
Some leadership stories
MONASH
BUSINESS
SCHOOL
6
Stories about ‘who we are’ – Identity
Steve Jobs
After Steve Jobs returned to Apple in 1997 he told an in-house meeting
of senior managers that Apple had to get back to basics and more
clearly define what the company really stood for.
MONASH
BUSINESS
SCHOOL
7
Stories about ‘who we are’ – Identity (Steve Jobs)
Steve Jobs introduced the now-famous ‘Think Different’ marketing
campaign, which featured famous identities who had changed the world.
For Jobs, this campaign highlighted Apple’s core belief that “the people
who are crazy enough to think they can change the world, are the ones
who do”.
MONASH
BUSINESS
SCHOOL
8
Stories about change and ‘turnaround’ – Strategic Vision
Jeff Clarke
Kodak filed for bankruptcy in 2012. But Jeff Clarke, who took on the job
of Kodak CEO in 2014 is busy telling a new story about the turnaround
at Kodak, with the company now turning a profit.
MONASH
BUSINESS
SCHOOL
9
Stories about ‘why we do what we do’ – Persuasive Communication 2
John Wood
John Wood was as a senior marketing executive for Microsoft in the
1990s.
MONASH
BUSINESS
SCHOOL
10
Stories about ‘why we do what we do’ – Persuasive Communication
A year after a holiday trek through the Himalayas and seeing the poor
conditions of one of Nepal’s most remote schools, John Wood returned
with 3000 donated school books. Wood then left Microsoft to establish
the global non-profit, Room to Read.
MONASH
BUSINESS
SCHOOL
Conclusions, tips and take-aways
MONASH
BUSINESS
SCHOOL
12
Conclusions
 Leadership communication is about sensemaking
 Stories help people make sense of complex and
important things
 Unlike three-word slogans, stories can communicate
subtlety, ambiguity, uncertainty… and be empowering
MONASH
BUSINESS
SCHOOL
13
Some classic techniques
 Use characters so that listeners can identify and
personalise
 Use rhetorical questions to engage and empower
 Employ Two-Part Contrasts (TPCs) for impact
 Refer to Lists of Three (LOTs)
 Repeat key phrases at strategic points to build
momentum
 Be flexible in the telling
MONASH
BUSINESS
SCHOOL
14
Some final tips
 Think about telling a story
 Practice your story
– Setting
– Characters
– Plot or intrigue
– Mood and tone
– Theme, values and ideas
 The greatest leadership stories are about PURPOSE

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Storytelling and the art of leadership

  • 1. MONASH BUSINESS SCHOOL Storytelling and the art of leadership Richard Hall
  • 2. MONASH BUSINESS SCHOOL 2 Context: contemporary leadership  What leadership behaviours improve engagement? – Model the way – Inspire a shared vision – Challenge the process – Enable others to act – Encourage the heart The Leadership Challenge (Kouzes and Posner) – Showing genuine concern for others Transformational Leadership Questionnaire (Alimo-Metcalfe)
  • 3. MONASH BUSINESS SCHOOL 3 The leadership challenge  Communication is key  A majority of management / leadership time is spent in ‘communication’  Studies of organisational discourse tell us that: – Organisations are constituted in and through discourses – Leadership is achieved and reproduced in and through discourses
  • 4. MONASH BUSINESS SCHOOL 4 The case for stories and storytelling  Stories have a unique capacity to achieve sensemaking, emotional activation and motivation  (Good) stories are: – Engaging – Moving – Compelling – Memorable – Provocative – Confronting – Human
  • 6. MONASH BUSINESS SCHOOL 6 Stories about ‘who we are’ – Identity Steve Jobs After Steve Jobs returned to Apple in 1997 he told an in-house meeting of senior managers that Apple had to get back to basics and more clearly define what the company really stood for.
  • 7. MONASH BUSINESS SCHOOL 7 Stories about ‘who we are’ – Identity (Steve Jobs) Steve Jobs introduced the now-famous ‘Think Different’ marketing campaign, which featured famous identities who had changed the world. For Jobs, this campaign highlighted Apple’s core belief that “the people who are crazy enough to think they can change the world, are the ones who do”.
  • 8. MONASH BUSINESS SCHOOL 8 Stories about change and ‘turnaround’ – Strategic Vision Jeff Clarke Kodak filed for bankruptcy in 2012. But Jeff Clarke, who took on the job of Kodak CEO in 2014 is busy telling a new story about the turnaround at Kodak, with the company now turning a profit.
  • 9. MONASH BUSINESS SCHOOL 9 Stories about ‘why we do what we do’ – Persuasive Communication 2 John Wood John Wood was as a senior marketing executive for Microsoft in the 1990s.
  • 10. MONASH BUSINESS SCHOOL 10 Stories about ‘why we do what we do’ – Persuasive Communication A year after a holiday trek through the Himalayas and seeing the poor conditions of one of Nepal’s most remote schools, John Wood returned with 3000 donated school books. Wood then left Microsoft to establish the global non-profit, Room to Read.
  • 12. MONASH BUSINESS SCHOOL 12 Conclusions  Leadership communication is about sensemaking  Stories help people make sense of complex and important things  Unlike three-word slogans, stories can communicate subtlety, ambiguity, uncertainty… and be empowering
  • 13. MONASH BUSINESS SCHOOL 13 Some classic techniques  Use characters so that listeners can identify and personalise  Use rhetorical questions to engage and empower  Employ Two-Part Contrasts (TPCs) for impact  Refer to Lists of Three (LOTs)  Repeat key phrases at strategic points to build momentum  Be flexible in the telling
  • 14. MONASH BUSINESS SCHOOL 14 Some final tips  Think about telling a story  Practice your story – Setting – Characters – Plot or intrigue – Mood and tone – Theme, values and ideas  The greatest leadership stories are about PURPOSE