Creating dialogue by storytelling

Abstract

PurposeThe objective of this paper is to develop practice and theory from Augusto Boal's dialogue technique (Image Theatre) for organisational use. The paper aims to examine how the members in an organisation create dialogue together by using a dramaturgical storytelling framework where the dialogue emerges from storytelling facilitated by symbolic representations of still images.Design/methodology/approachThe study follows the lines of participatory action and art‐based research. The data are collected from 13 dramaturgical work story storytelling sessions in four different organisations. The research design belongs to the tradition of research‐based theatre, which implies artful inquiry, scripting and performance in research.FindingsThe paper presents a model for organisational dialogue. The model illustrates the dramaturgical storytelling of work story which influences problem shifting in a positive way.Research limitations/implicationsThe limitations of this study are related to the scope of the research. The Scandinavian cultural context facilitates an open, bottom up process. More case studies in different kinds of environments should be conducted. In the future it might be advantageous to conduct more longitudinal studies on how organisations can nurture continuous dialogue.Practical implicationsWork story as a dialogue practice facilitated members from the same occupational groups to share experiences with each other and construct common interests by investigating unstructured and uncertain social situations at work.Originality/valueThe paper combines research fields that explore art‐based initiatives within organisations, workplace learning and innovation research.

Using Kaleidoscopic Pedagogy to Foster Critically Reflective Learning About Management and Leadership

“…The Arts Based Methods used in multi-modal combination in this course consisted of: Reflexive Sketch books (Pässilä, Owens, Oikarinen, Kuusipalo-Määttä and Benmergui, 2017) Work Story & Theatrical Images (Pässilä, 2012), Storytelling (Pässilä, Oikarinen and Kallio, 2013) and embodied interpretation (Pässilä, Lehto, Laukkanen, Owens, and Benmergui, accepted 2017) Before this we present an account of the structure and content of the intervention, the context in which it was performed and the particularities of our conceptualizations of arts based methods, Kaleidoscopic pedagogy and understanding itself.…”

“…Leadership is not only about individual development, but producing success at the community level (Schiuma, 2011). Transformational leadership is based on interaction and feedback with the emphasis on higher ideals and values and creating a feeling of justice and trust (Pässilä, Oikarinen and Kallio, 2013). Feelings of trust in our experience are essential for critical reflection.…”

“…Work Story & Theatrical Images were constructed for use originally in organizational settings by Pässilä (2012) on the basis of the five elements of dramaact, scene, agent, agency, and purpose (Burke, 1969). They have been used subsequently in a wide range of business, organisational and educational settings (Pässilä 2012, Pässilä, Oikarinen and Kallio, 2013, Pässilä, Owens and Pulkki, 2016. In the context of this course the Theatrical images I the form of large cards were laid out on a large table and students were invited as a first step to choose a theatrical Image that resonated their experience in situ.…”

Application of the Syllk model wiring an organisation for the capability of an online community of practice

“…Action research supports conducting research within a complex learning social organisation and will benefit both the organisation and the project management body of knowledge (Baskerville, 1999;Baskerville and Wood-Harper, 1996;Raelin, 1998;Susman and Evered, 1978;Zuber-Skerritt and Perry, 2002). Action research has also been used in project management research to implement organisational change (Sankaran et al, 2009), KM systems (Mau, 2005;Orr, 2006;Sankaran, 2009;Sankaran et al, 2009;Walker and Sankaran, 2014;Walker, 2007) and storytelling (Boyce, 1996;Pässilä et al, 2013). Orr and Sankaran (2007) recognised a direct link with project management, action research, complexity and the development of reflective practitioners in a project environment.…”

Learning Jam

“…In this study we attempt to theorise ABIs in relation to the notion of 'Turning to Learning' and the 'Learning Jam' is presented as a case example. This is based on previous studies in work based practice (Pässilä, Oikarinen and Kallio, 2013). Questioning the taken-for-granted is central to practical reflexivity (Cotter, Pässilä and Vince, 2015) and central to the Learning Jam in inviting a more polyphonic orientation to learning through work.…”