Time to tell a different story? Positive and negative follower perceptions of their leaders' storytelling

Stark, Johannes; Reif, Julia A. M.

doi:10.1108/jwam-07-2022-0043

Cited by 2 publications

(4 citation statements)

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“…10.51460/baebd.1346897 Sayfa | 1393 that storytelling is a critical leadership skill. As a result of the study conducted by Stark and Reif (2022), it is seen that individuals' perception of the story and the level of meeting their needs are more important than the effective storytelling skills of the leaders. In the studies conducted by Danso and Larsson (2008), Denning (2011), Headrick and Guramatunhucooper (2022), Mladkova (2013), Müceldili and Duran (2022), Pelenk et al (2022), and Thompson (2018), the leadership of managers It has been revealed that there is a positive relationship between storytelling skills and storytelling skills.…”

Section: Discussionmentioning

confidence: 99%

“…In this study, it is revealed that the stories told at school have a positive effect on the employees and that storytelling is a critical leadership skill. As a result of the study conducted by Stark and Reif (2022), it is seen that individuals' perception of the story and the level of meeting their needs are more important than the effective storytelling skills of the leaders. According to the findings of the study, having storytelling skills, being a good observer and having a strong memory appear as important storyteller leadership competencies.…”

Section: Discussionmentioning

confidence: 99%

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Okul Yöneticilerinin Öykücü Liderlik Yaklaşımına İlişkin Görüşleri

ERGEN,

AYTAÇ

2023

Batı Anadolu Eğitim Bilimleri Dergisi

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Bu araştırmada okul yöneticilerinin öykücü liderlik yaklaşımına ilişkin görüşleri ortaya konularak, bu yaklaşımın yöneticiler tarafından hangi düzeyde uygulanabilirliğini belirlemek amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan görüşme yöntemi uygulanmıştır. Araştırmanın örneklemini Kırşehir ilinde MEB’e bağlı ortaokul ve liselerde görev yapan 6 okul müdürü ve 9 müdür yardımcısı olmak üzere toplam 15 okul yöneticisi oluşturmuştur. Araştırma sonucunda okul yöneticilerinin öğrencilerle, öğretmenlerle ve velilerle iletişime geçerken öykücü liderlik davranışları sergiledikleri ortaya koyulmuştur. Okul yöneticilerinin; okul personelini, öğrencileri, velileri motive etmek, onlara ilham vermek ve güvenilir bir rol model olmak için bazen kurgu bazen de kendi yaşam öykülerinden faydalandıkları görülmüştür. Okul yöneticilerinin öyküler yoluyla değerlerini, inançlarını ve vermek istedikleri mesajları okul personeline ilettikleri görülmüştür. Araştırmanın bulgularına göre, öykü anlatma becerisine sahip olmak, iyi bir gözlemci olmak ve güçlü bir hafızaya sahip olmak önemli öykücü liderlik yeterlikleri olarak karşımıza çıkmaktadır. Bu çalışmanın bulguları bağlamında öykü anlatımı, eğitim yöneticilerince etkili bir iletişim aracı olarak değerlendirilmektedir. Eğitim yöneticilerinin öykü anlatımını önemli bir liderlik becerisi olarak algıladıkları ve kullandıkları görülmektedir.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Okul Yöneticilerinin Öykücü Liderlik Yaklaşımına İlişkin Görüşleri

ERGEN,

AYTAÇ

2023

Batı Anadolu Eğitim Bilimleri Dergisi

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“…Positive and negative follower perceptions of their leaders' storytelling”. They find that “the better a leader's story [meets] followers' needs (need-supply fit), the more adequate the input load transported by the story (story load), and the more positive followers' appraisal of their leader's story (story appraisal), the more positive followers' affective reactions and effects of storytelling (transformation, leader-member exchange quality, and trust in the leader)” (Stark and Reif, 2023). These concepts are particularly pertinent to wider change efforts in organisational development and the stories used around applied methods.…”

mentioning

confidence: 99%

“…The sixth paper, drawing again on the power of narrative for change work, is by Stark and Reif (2023), and is entitled "Time to tell a different story? Positive and negative follower perceptions of their leaders' storytelling".…”

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confidence: 99%

Editorial: Entangling the conceptual, disruptive, pragmatic, and relational

Wall

2023

JWAM

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Welcome to issue 15.1 of the Journal of Work Applied Management. This general issue is once again an international collection demonstrating the expanding reach of the journal. Yet, as a general issue (as opposed to a special issue), it is unusual to see strong patterns across the submissions accepted for publication. In this issue, we can observe distinct strands in the papersconceptual, disruptive, pragmatic and relational. In some ways, this is not surprising given that the nature of applied methodsin scholarly environments at leastshould have these dimensions.Applied research with such dimensions resists the ongoing claims that "Most business school research 'lacks real-world relevance'" (see https://www.timeshighereducation.com/ news/most-business-school-research-lacks-real-world-relevance). Indeed, there is increasing literature which intentionally entangles the conceptual, disruptive, pragmatic and relational, and is often described as the scholarship of practice (for example, Crist and Kielhofner, 2005; Van de Ven, 2007;Ramsey, 2014). For example, Anderson, Rigg and colleagues have spent some time articulating how these dimensions interact (or refract) to create impact in organisations (Anderson et al., 2017;Rigg et al., 2022). However, these dimensions are not always present in work-based learning or applied methods as they can fall into the technocratic trap of simply improving efficiency of organisational imperatives over societal benefit (Sun and Kang, 2015). The brute circumstances and imperatives of war are an all too current reminder of how other ideological forces drive human behaviour (also see Stokes and Gabriel, 2010).The conceptual domain should not be proxied as simply "academic" or "theoretical" only; indeed, Ramsey's (2005Ramsey's ( , 2011 work reminds us that "theory" can not only direct practice, but inspire it in unpredictable and creative but actionable ways. There are some papers in this issue which can be engaged with in such modes. The first paper is by Nalweyiso et al. (2023), entitled "Theorizing Relational People Management in Micro Enterprises: A Multi-Theoretical Perspective". Here, the authors pull together some interesting conceptual work which helps to explore creative ideation within the context of micro enterprises. Here, the relational tactics of people within these organisations are paramount to the creative climate that is created and the ways creative solutions emerge. This impacts the friendliness of support and how conflicts are mediated and managed. It is possible to see how such conceptual work could inform interventions in micro enterprises for organisational development and growth.The second paper is by Priyashantha (2023) and is entitled "Disruptive Technologies for Human Resource Management: a conceptual framework development and research agenda". The author's work helps us understandand potentially predictthe ways in which digital HRM systems might have major changes on an organisation. Conceptually this can include JWAM 15,1 2

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Time to tell a different story? Positive and negative follower perceptions of their leaders' storytelling

Cited by 2 publications

References 44 publications

Okul Yöneticilerinin Öykücü Liderlik Yaklaşımına İlişkin Görüşleri

Okul Yöneticilerinin Öykücü Liderlik Yaklaşımına İlişkin Görüşleri

Editorial: Entangling the conceptual, disruptive, pragmatic, and relational

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