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Tag Archives: Storytelling

Essay Index for 2019

03 Friday Jan 2020

Posted by petersironwood in America, politics, psychology, Uncategorized

≈ 45 Comments

Tags

2019, America, essays, index, Resistance, story, Storytelling, summary

Thanks, dear reader, for stopping by! Happy New Year!

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In 2019, my blog saw roughly 14,000 views from 122 different countries spanning every continent but Antartica. If you happen to know someone in Antarctica, I’d appreciate it if you could get them to stop by and comment on something for 2020. Even if you don’t know anyone in Antarctica, you could move there, but that’s likely too much to ask. Anyway, comments are always welcome from any part of the globe.

This post is meant to make finding things within this blog a little easier by providing an index.

There were three main topics that I dealt with in 2019.

Informal Lessons on Stories, Storytelling, & Their Use in Creating Value.

Essays about contemporary politics and psychology.

Book II of The Myths of the Veritas.

I began with a series of expository posts on stories and storytelling. These were associated with a design course I taught at the University of California, San Diego. These informal articles should prove useful for business leaders, writers, and particularly for those in HCI, UX, design, Human Factors and related fields. Stories are useful throughout the design, development, and deployment of systems and services. Below is an index to those informal papers on stories and storytelling.

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The Story of Story: 1

The Story of Story: 2

The Story of Story: 3

The Story of Story: 4 (Character)

Using Story in Design – 1

Using Story in Design – 2

Using Story in Design – 3

Using Story in Design – 4

Using Story in Design – 5

The second major class of posts are essays. Mainly, these essays have been inspired by actual 2019 events, large and small. Beyond the immediate danger of Trump, there are also additional essays and these are indexed below as well.

What’s Wrong with People, Anyway?

Essays on America: You Bet Your Life!

Doing the Dishes.

Essays on America: Winning by Cheating is Losing. It is not Winning

Corn on the Cob (An Essay on Gratitude).

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Essays on America: How do you Re-culture a Culture? 

Mobility

Essays on America: Declaration of Interdependence

Essays on America: Labelism

Essays on America: Wimbledon 

Essays on America: Wednesday

Essays on America: Mueller Time?

Finding the Mustard

Essays on America: A Tale of Two Nannies

Essays on America: A Little is not a Lot.

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Essays on America: Ice.

Essays on America: The Game

Essays on America: “At Least he’s our Monster!”

A Once-Baked Potato

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Essays on America: A Profound and Utter Failure

Essays on America: Sexual Fantasies for Political Gain? 

Horror Story

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Essays on America: Level the Playing Field 

Interview with Giant Slug

Essays on America: RIP, GOP.

Essays on America: “It’s Just Tommy being Tommy.”

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Essays on America: “It’s your call!”

Essays on America: Beware of Sheep in Wolves’ Clothing.

Essays on America: The Screaming Defense

Essays on America: Rejecting Adulthood

The final class of posts are fictional. With the last post of 2019, I finished Book Two of The Myths of the Veritas. These will be indexed tomorrow in a separte post.

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Next year, I will finish the trilogy of The Myths of the Veritas in the blog. I also plan to publish four books next year. Two of these will be the first two books of The Myths of the Veritas.

A different book will comprise a Pattern Language for Collaboration and Teamwork. The fourth book will be Essays on America. 

All of these should be available on Amazon.

Happy New Year!!

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Myths of the Veritas: The Fourth Ring of Empathy

21 Tuesday Aug 2018

Posted by petersironwood in management, psychology, Uncategorized, Veritas

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Tags

diversity, empathy, family, learning, life, myth, Storytelling, tests, trials

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As was their wont, the Veritas celebrated each day but celebrated especially the completion of the harvest of the fullness of the fall. She-Who-Saves-Many-Lives, She-of-Many-Paths, Eyes-of-Eagle, Shade-Walker, Pond Mud, Alt-R, and all those who sought the rings of empathy and all those who did not participated as best they could in the harvest and in the celebration, for both harvest and celebration, they all knew, proved vital to the life of the Veritas. 

The Veritas likewise celebrated the first snow, and She-Who-Saves-Many-Lives spent the winter carefully observing all among the tribe and especially the Six-Who-See-With-Animal-Eyes. She also began devising the next trial. And among the Six-Who-See-With-Animal-Eyes, all awaited the call to the next trial. One among those six, named Trunk-of-Tree, waited in stillness like the sleeping trees, silently wondering what the next test might be. One among those six, named Fleet-of-Foot, waited like a cloud letting the winds of chance and fortune shape his days and his thoughts. But four among those six, did not wait for the next words of She-Who-Saves-Many-Lives to prepare for the next test. 

She-of-Many-Paths continued to study the Wolves and as she learned more about them, she became less afraid of them and they became less afraid of her, so much so that she observed them mating. When she observed this, she somehow wished that Shade-Walker was watching with her although this wish struck her as a strange one and her cheeks grew flushed. 

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She-of-Many-Paths did not limit herself to trying to see through the eyes only of Wolf. In the long dark evenings of storytelling, she listened to the tales but tried to imagine each one through each being in the story, whether human, animal, lake, cloud, or tree. When she helped with harvests or any other task of Fall or Winter, she would try to learn from the wisdom of those who had done such tasks many times before. Some in the tribe jokingly though lovingly began to call her, She-of-Many-Questions. 

Likewise, Eyes-of-Eagle continued to observe Eagles though her real passion had become shapes and what they signified. She wondered, among many such wonderings, why Acorn had a sharp point on the bottom. She tried dropping acorns in various ways and if they were dropped from sufficient height, they always landed point down. She imagined that she was a mighty oak and that the acorns were her babies. She liked it when they landed point down. It seemed the right thing. 

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Eyes-of-Eagle watched also how water flowed around rocks. She discovered how to make damns and watched what happened when the damn was removed. She looked at the legs of running animals including her tribe-mates and saw how cleverly the shapes of all such legs flowed by each other without catching on each other. She saw the ways in which every snowflake was the same and the ways in which every snowflake was different. Eyes-of-Eagle also took notice of the changing shape of Shade-Walker whose arms and legs had become adorned with larger muscles. 

Likewise, Shade-Walker became obsessed, not only with Snakes, but also with light and also with heat and how light became heat. He imagined what it was like to be light and what it was like to be heat. He noticed as well how many, but not all, animals and plants slept a long sleep when light and heat were less. He noticed how each animal and even sleeping plants made their own heat even when there was no light. He became more convinced that Snake could feel the heat of animals from a much greater distance than he himself could. In his noticing of heat and light, Shade-Walker began to notice the way that sunlight played in the hair of She-of-Many-Paths and in the hair of Eyes-of-Eagle. The sunlight in their hair brought warmth to his own body, and this he found mysterious. 

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He whom the tribe called Easy-Tears continued to observe Squirrel. He was surprised to learn that Squirrel seemed to forget many of the places he had saved acorns and hickories and butternuts though he himself recalled each such one he had seen buried. He began to wonder whether Squirrels had their own language. When eagle, hawk, or owl flew nearby, it seemed to Easy-Tears that the first Squirrel who saw such a Squirrel-eater would warn the others. But was the chattering just a general warning such as “Beware! Beware!” or did the warning say where to look as well or say how far away such a Squirrel-eater was? Easy-Tears marveled at the way Squirrel could leap from branch to branch, just catching on to a far tree and nearly but never falling. On one such marveling however, during a thaw, he saw one such unlucky Squirrel miss a very high branch and fall onto a hard rock. This was a fall that Unlucky Squirrel did not recover from. Then, Easy-Tears watched through the thick boughs of a scented cedar as all of the friends of Unlucky Squirrel came to circle around him and look upon Unlucky Squirrel in chatter-less and respectful silence. 

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She-Who-Saves-Many-Lives observed or otherwise knew how each of the Six prepared themselves, or not, for the next trial. But, this was not the limit of her knowledge and observations. She also followed with some close attention Pond Mud and Alt-R as well. Though both had failed the third test, their reactions were quite different. Pond Mud took no further interest in learning about ants. Indeed, he was often seen taking such a small person as an ant and crushing her between his fingers as though to prove his superior strength. This and his other actions indicated he was feeding the “Bad Wolf” within. He sometimes used his superior strength, not for the good of the Veritas, but to force his will upon others. Pond Mud seemed to think little of how he appeared through the eyes of Ant or indeed through the eyes of any other among the Veritas. 

Alt-R however, seemed to realize that, smart as he was, he did not know all things and set himself to learning from the best weaver how to weave and from the best stone chipper how to chip stones and from the best tree hewer how to fell trees. In this way, he gradually learned how to see more clearly through the eyes of others. The Shaman felt that perhaps she had been too hasty in her judgement of Alt-R. She would continue to watch him with careful eyes and a careful heart.

At last, the icy snows and winds of winter withdrew and the speckled red and green heads of Skunk Cabbage appeared in the swamps and likewise, the slender rods of Garlic and Onion began to welcome the spring sun though their roots lay beneath melting snows. When at last, no snow or ice remained except on mountain peaks and in shady caves, She-Who-Saves-Many-Lives called the Six-Who-See-With-Animal-Eyes to her. 

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“As you all know,” began the Shaman, “the animals of the air, and the lakes, and the forests, and the plains are all different and each has their own skills and their own ways of knowing and seeing. So too, even among the Veritas, there are many different skills and many different ways of knowing how-to. Indeed, even among you six, I have observed that you have different flavors or colors of how-to.”

{Translator’s Note:} What follows is necessarily a very loose translation. The Veritas apparently had many words to describe the quality of what was made as well as how it was made. No-one to my knowledge has determined precisely how the various mind sets relate to what happens in terms of either what is produced or the experience of the production. I am not sure, for example, whether the word for the way of how-to for Fleet-of-Foot necessarily implies a sloppy end result as well as a result achieved quickly.  

“Among you Six, Fleet-of-Foot likes to run quickly. But so too, does he do everything quickly. He has learned to gather acorns quickly. He has learned to weave quickly. His tongue is as quick as his feet as you have all no doubt noticed. 

“Trunk-of-Tree is much slower and stronger, but he also has learned the how-to of building, weaving, and spear-making to be strong against winds and winter and many throws. When, he speaks, he speaks slowly and carefully but with purpose.

“Easy-Tears wants everyone to be happy to save his own tears. He therefore has learned the how-to of making things that all or many will like immediately. So too, when he speaks, he is careful not to offend but to make everyone like what he is saying. 

“Shade-Walker has learned the how-to of making things so that the making itself is a pleasurable thing. This too is a valuable how-to as are all such ways in different circumstances. 

“Eyes-of-Eagle has been learning the how-to of making things beautiful.”

Now, Fleet-of-Foot spoke, “Which among all these many ways of how-to is the best though? Surely, it is always best to make all things as quickly as possible. Isn’t that what all should be learning?”

“Each way of how-to is best under different circumstances, Fleet-of-Foot. There is no best part of a tree. Without roots, the tree will die. Without bark, insects will eat the tree. Without leaves to welcome the sun, tree will die. Without nuts, fruits, or cones, tree can have no children. Every part is different, but each is important.” She-Who-Saves-Many-Lives looked at each of the others in turn. When, she came to She-of-Many-Paths, their eyes held and She-of-Many-Paths began to speak.

“So it is also with Wolf. Without legs, Wolf cannot run. Without eyes, Wolf cannot see. Without a mouth, Wolf cannot eat. Without ears, Wolf cannot hear. Every part is vital. I see this clearly, She-Who-Saves-Many-Lives, but I am not so sure what my how-to skill is. I think all of these ways of how-to are vital.” Then her eyes silently questioned the Shaman.

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She-Who-Saves-Many-Lives smiled with her gentle eyes at She-of-Many-Paths as she answered. “Each thing we make comes from the earth; comes through the people and their work; comes to those who use such things and everything returns to the earth once again. When you take reeds from the Lake of Reeds and weave a basket, the basket is a gift from the earth and the lake and also from your own labor. Your labor is also a gift from those of our ancestors who learned how to weave. I think your own way of how-to is to make such a connection clear so that each such person who uses your basket or throws such a spear as you make is quite aware of that connection. Such a basket or spear feels good in the hand but it also feels good in the way it connects the person and therefore all of the Veritas to the earth and all of us, living and dead.” 

She-of-Many-Paths had never had such a clear vision of her how-to calling, but when she heard it, she felt her heart quiver. This, she now realized, had always been in her heart as she did things and made things. Each day she had seen more and more clearly how all things were connected and that all the people were connected. A gift, she thought, should make those connections clearer to everyone else. The image of Pond Mud and his well-muscled body came to mind and she wondered whether she could construct such a gift as to make him see how he was connected to all so that he would stop trying to bully smaller boys and stop crushing ants to no purpose. 

She-Who-Saves-Many-Lives continued, “Each of you has began exploring a different way of how-to. As you grow in experience, you will learn more about your own path. You began on your path patly because of your own nature. And partly you began on this path because of circumstance. As you learn, people will come to know you and seek you out according to your special way of how-to. Over time, you will become more and more expert at your particular way of how-to. This is good. All of these are appropriate or less so according to circumstance and task. However, it is also good that you learn at least something of the way of how-to of some other person. This has many benefits for you and for the Veritas.

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“It will be good for you in the very process of trying to do something according to someone else’s how to. It will stretch your mind. You will also be better connected to someone else for having tried to use their how-to skills. In the future, in some cases, it will be necessary to make something for the people that makes use of more than one of these skills in order that it may most benefit all the Veritas. It may also be that in such a working together you may discover a new way of how-to that none yet know. Between two paths in the forest, another path may be laid. In a storm, a river may take a new path. Therefore, listen as I tell you your next trial.

“Fleet-of-Foot, your task will be to create a hammock with the way of how-to of Trunk-of-Tree to his satisfaction and with his guidance.

“Trunk-of-Tree, your task will be to create a basket that will be as instantly popular as though it were made by Easy-Tears himself.

“Easy-Tears, your task will be to create a travois that will be as grounded and mindful as one created by She-of-Many-Paths.

“She-of-Many-Paths, you will make a hide tent to the satisfaction of Shade-Walker.

“Shade-Walker, you in turn, will devise a set of fine clay jugs that will delight the sense of beauty of Eyes-of-Eagle.

“Eyes-of-Eagle, you will make me a new dream catcher with the how-to ways of Fleet-of-Foot. 

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“Each of you will help any of the Six with any asked questions and observations. But the work itself must be done by the person assigned. I may observe you from time to time and I may not. When a task is finished, you are to show me the finished work in pairs for I want to question you both. At such time as all six tasks are done, I shall then determine how many of the six of you will pass on to the next trial. It is even possible that some may join in the next trial who did not participate in this one. 

“Do not be deceived. This is a more difficult test than you might think. You may fail by not satisfying your judge. But you may also fail by not helping sufficiently the person you are judging. And, both of your pair may fail if I feel that your judge has not been sufficiently strict in his or her critiques. Go now in peace. I look forward to seeing these artifacts designed and built with the way of the how-to of another.”

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The protégés returned to their own lodgings. They began their walk in silence but by the time they returned to their lodgings around the central fire, they were talking excitedly about their plans and all were resolved to begin at dawn. 

She-Who-Saves-Many-Lives returned to her cabin smiling. She badly needed a new dream catcher, for lately, her dreams had been disturbing indeed. Well, soon enough, that would be fixed. She drifted off wondering why it was so difficult to explain that all of the ways of how-to had their place in different circumstances. It seemed quite obvious to her, but this had not been  so obvious to the Six. Well, they are yet young. She noted too that they were becoming quite aware of the presence of particular others among the tribe. All part of life, she thought. The Shaman began to imagine a world where the ways of how-to are all one way. She-Who-Saves-Many-Lives dropped off to sleep and began dreaming of a world in which everyone made things only using the how-to way of “Fleet-of-Foot.” It was not a peaceful dream. 

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Point your magic arrow here and click to discover other possible worlds.    

The Creation Myth of the Veritas: Part I

29 Sunday Jul 2018

Posted by petersironwood in America, apocalypse, psychology, Uncategorized

≈ 32 Comments

Tags

cheating, collaboration, cooperation, creation, lies, myth, social capital, Storytelling, trust, truth

The Creation Myth of the Veritas: Part I 

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The gods grew bored and decided to hold a kind of maker fest. Using the wet clay by the River of Life, they fashioned all sorts of strange and wonderful life forms including whales that swam in the seas, giraffes, tigers with strength and speed, cunning and claws, They created birds that soared in the skies and tiny worms that squirmed in the dirt. After many eons, all of creation was done and the world was filled with wondrous creatures of all sorts. All the gods had participated and each admired the work of all the others. Only Dionysius had failed to participate. As usual, he had been roaring drunk the night before, and as usual, arrived late to the party. 

Ever the bon vivant, Dionysius after glancing around at all the beautiful creatures, said, “Hey! Cool! I want to play too!” 

Zeus shook his head for no matter how many times Dionysius missed out by being drunk, he never seemed to learn. “Well, Dionysius, had you been here on time, you could have played. But all the materials are gone. All the best fangs, the sharpest claws, the keenest eyes and ears, the strongest bones are all gone. You can see that all that’s left is a tiny pile of clay by the estuary and that little cluster of the very most pathetic weapons, over by that mesa. 

“Oh, crap,” opined Dionysius. “No matter, I’ll make something cool.” Unfortunately, Dionysius was not a morning person. In fact, when he was this badly hungover, his design skills were, if anything, even worse than when he was besotted. Worse, he rushed everything and today was no exception. He hastily slung together the remaining wet clay in a kind of rough approximation of a bear or an ape. He threw in a few bits of bone, teeth, and claws and was ready to call it a day and then try to locate the next party. But the result was so pitiable that it didn’t even meet his own low standards. 

Zeus, not for the first time, considered banning Dionysius from Olympus. “My god, Dionysius, could you make it any uglier?” 

Dionysius felt a twinge of guilt at his shoddy work. No sooner had he felt this than he decided to show Zeus a thing or two. “Indeed I can!” The only saving grace of the poor design of Dionysius had been the luxurious silver and black fur that covered the poor creature head to foot but, out of spite, he now hastily stripped it all off, save for a few odd hanks here and there. “There! That’s better!” 

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The other gods simply shook their heads in disgust. Dionysius was Dionysius after all. Without comment they walked off. “I’ll show them,” he thought. While their backs were turned to him, Dionysius took a tiny spark of creative curiosity out of his own heart and imbued his creation with it. He dubbed the result “Human” but it held little interest for the other gods. He placed “Humanity” on the earth and gave it no more thought, caring nothing for how it might or might not survive. 

When the other nearby animals saw the featherless, scaleless, nearly furless monstrosity, they chuckled to themselves. Some, such as Lion, Tiger, and Bear were hoping it would prove tasty despite its looks. Zeus however, felt some pity for the poor creature and asked the other animals if any would be willing to give Human something to help it survive. Lion and Tiger did not want to give up their speed, their claws, or their fangs. Eagle would not give up his superior eyesight. Elephant had no desire to give up his trunk, his great strength or his amazing hearing. Mammoth loved his thick coat of fur. Even the lowly chameleon would not give up his camouflage. Without knowing about the strictly illegal spark of creativity that Dionysius had bestowed, Zeus took pity and added just a small spark of intelligence. 

Those first years were very hard on Human. His only gifts were creative curiosity, some small intelligence, and, like all life, love. (For love, was not a gift bestowed by the gods, but inherent in the very stuff of Life itself). Upon seeing how hard life was for Human, Zeus again asked whether any of the other animals would give up any of their gifts. None really wanted to give up their great gifts, but one by one, they gave some small gifts out of pity for poor Human. 

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Snake, for example, allowed Human to borrow the sound of his hissing sizzle and thus did Human receive “ssss.” Crow, not to be outdone, allowed Human to share his cursing “Caw! Caw!” Mourning Dove shared his “Cooo. Cooo.” Chattering squirrel offered up “t-t-t-t.” Sheep let Human borrow, “aaaa – aaaa!” Horse let Human use “Neigh! Neigh!” Eagle, ever jealous of his keen eyesight allowed human the use of “Eeee.  eeee.” Busy buzzing bee bestowed a “zzzz” for Human’s use. 

In this way, Human was able to make the sound of many animals. Though the animals did not realize it at the time they bestowed these gifts, they were actually quite useful. Making these sounds helped disguise Human as he went about hunting and gathering. Because Human, like all the other animals, had the gift of love, they also began using these sounds to share their treasures with others. If a Human found some honey, they would make the buzzing sounds of a bee and point to the direction of the honey. 

Humans lived in small tribes and it happened that some particularly smart Humans fell in love with other smart Humans and produced a Very Smart Human. Very Smart Human saw how spider spun a strong web made in a pattern and learned how to weave baskets of reeds. 

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Then, Very Smart Human saw how the sounds of the beasts could be woven into words and the words could be woven into statements and the statements woven into stories. And these stories could be shared. Over time, leaders learned to weave stories into a shared vision so that many people could have their purposes woven into a strong fabric of purpose to make projects to help all the people. They told a story of making dams to catch fish. And it was so.They told of making rooms to hold corn. And it was so. They told of traps and plans to corner prey. Working together, people could plan and build for all the people. And Humanity prospered.


Author’s Note: The first three pictures above are original artworks by Pierce Morgan.


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Fostering Community Learning via Transformed Narratives

01 Tuesday May 2018

Posted by petersironwood in family, management, psychology, Uncategorized

≈ 1 Comment

Tags

cooperation, innovation, learning, organizational learning, pattern language, politics, religion, stories, Storytelling

Fostering Community Learning via Transformed Narratives

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Prolog/Acknowledgement: 

The idea for this Pattern emerged from work done around 2000 with colleagues at IBM Research (including Cynthia Kurtz, Carl Tait, Frank Elio, Debbie Lawrence, Neil Keller, Andrew Gordon), Lotus (including Dan Gruen, Paul Moody, Michael Muller), and at the IBM Knowledge Institute(including Dave Snowden, Larry Prusak, Sharon Darwent & Fiona Incledon) on the business uses of stories and storytelling. However, the essence of the idea is not that new. The British Navy uses a cartoon of a silly Admiral doing something to be avoided. Apparently, there was a process to collect anonymous stories of “mistakes” that people had made. Rather than being ascribed to the actual person, they were “ascribed” in the cartoon to the fictional Admiral. The point was to help insure that others would not make the same mistake. Mullah Nasreddin stories predate that practice by centuries. This fictional character often was reputed to have done silly things but in a way that made a point for others to learn from.

Author, reviewer and revision dates: 

Created by John C. Thomas April, 2018.

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Abstract: 

Stories are memorable and motivating. One popular type of story is the “Cautionary Tale” which describes what happens when a person makes a significant kind of error. Stories of this type can be valuable ways for a community as a whole to learn from the errors of one person thus preventing others in the community from making the same mistake. However, many communities also punish people for making errors. One solution is to alter the story of what actually happened slightly so that the community learns from the mistakes of individuals without the individual suffering from an unrecoverable loss of status.

Context: 

Groups across many contemporary cultures and throughout history have tended to tell, learn, and repeat stories as a way of codifying what is desirable and acceptable behavior, understanding the world, and communicating important lessons learned across generations. One such type of story is the “Cautionary Tale.” Many of Aesop’s Fables, for example, The Boy Who Cried Wolf and The Dog and its Reflection fall into this category. Such stories are potentially excellent ways to teach a lesson in a memorable way. For example, The Dog and its Reflection cautions that one may be so obsessed with greed that they will lose even what they already have in the attempt to grasp for more.

While Aesop’s Fables and other folk stories make very general points about values and “right action,” stories also serve an important way for a very local community to learn from the mistakes of individuals so that these same mistakes are not made over and over.

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Problem. 

In communities, families, and organizations there are often negative sanctions applied to members who make mistakes. This sets up a dilemma. For the group as a whole to learn optimally, it is best to be able to learn from the experiences of every other member. On the other hand, the member who freely shares stories of his or her mistakes may find themselves punished and the “cautionary tale” repeated in the community then becomes a lesson about how not to admit mistakes, or not to be discovered, or how to shift blame to someone else. Rather than learning as a community and having such learning experiences increase social capital, such a practice instead reinforces self-serving denials and lies. The process is unpleasant and the group loses opportunities to learn from each other. While giving appropriately structured feedback can help, it is not a complete solution. Indeed, a culture that celebrates self-serving lies may quickly devolve into a “race to the bottom” with everyone mistrusting everyone else. The group as a whole is incapable of improving actual performance and so are its members.

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Forces:

  • Life is too complex, changing, and chaotic to describe completely in empirically falsifiable scientific statements.
  • Learning from the stories of others who have made mistakes can prevent everyone else from making the same mistake.
  • Humans are social creatures who tend to reward those who do well and punish those who do not do well.
  • Since people avoid punishment, if the punishment for admitting and relating mistakes is more severe than the reward for knowledge sharing, people will tend not to admit mistakes.
  • Once it becomes known in a culture that admitting mistakes leads to punishment, then it becomes even less likely for people to admit their mistakes.
  • The details of a story that are most important for the group to learn are often different from the details needed to mete out punishment.

 

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Solution:

When someone in the community makes a mistake that might teach a valuable lesson but could also result in loss of face, there are alternatives in the presentation of the story that allow for the community to learn the lesson but also protect the person involved from social ostracism. This may be done by “projecting” the story onto a fictional character such as Mullah Nasreddin. Another method is to slightly alter the story flow. For instance, instead of a story that says, “I did X and this terrible thing occurred” once could alter the story to: “I almost did X and if I had, this terrible thing would have occurred.” Or, one might say, “I did X and this really bad thing happened. Good thing we noticed right away because otherwise, this much worse thing, X! would have happened.” Another alternative: “Our team did X. This put us in a terrible position vis a vis our crucial customer Y. Luckily, we had a contingency plan in place and were able to immediately repair our relation with customer Y. Of course, next time, we will know not to do X in the first place.”

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Examples: 

  1. At once point, IBM was trying to save money and suggested that employees only use sardine class airline tickets. I overheard an IBM executive relate the following story. “I was high enough in the hierarchy that IBM made an exception for me. I could have gotten the first class ticket but I decided to take the sardine class ticket anyway. As I boarded that plane, I could see a dozen people in my own organization sitting in steerage. I was really glad to be able to sit down in my teeny seat along with everyone else.” This may have actually been true. On the other hand, it’s also possible that he only wished he had done this and altered what really happened to avoid opprobrium but still get the message across.

Resulting Context:

The altered story allows the team, family, culture or other group to learn from the mistake while protecting the person who made the mistake. As a result, people are more willing to admit to mistakes.

Needless to say, these kinds of alterations are not ethically done so as to avoid punishment for criminal behavior. Even apart from criminal behavior, there are certainly cases where the public has the right to know about actions that reveal a person’s character and this may outweigh concerns for ensuring that the community focuses on learning.

References: 

Pan, Y., Roedl, D., Blevis, E., & Thomas, J. (2015). Fashion Thinking: Fashion Practices and Sustainable Interaction Design. International Journal of Design, 9(1), 53-66.

Thomas, J. C. (2012). Patterns for emergent global intelligence. In Creativity and Rationale: Enhancing Human Experience By Design J. Carroll (Ed.), New York: Springer.

Darwent, S., Incledon, F., Keller, N., Kurtz, C., Snowden, D., Thomas, J.(2002) YOR920000749US2 Story-based organizational assessment and effect system (granted).

Thomas, J. C., Kellogg, W.A., and Erickson, T. (2001) The Knowledge Management puzzle: Human and social factors in knowledge management. IBM Systems Journal, 40(4), 863-884.

Thomas, J. C. (1999) Narrative technology and the new millennium. Knowledge Management Journal, 2(9), 14-17.

https://en.wikipedia.org/wiki/Nasreddin

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Author Page on Amazon

Narrative Insight Method

16 Monday Apr 2018

Posted by petersironwood in management, psychology, story, Uncategorized

≈ 1 Comment

Tags

Business, collaboration, cooperation, coordination, innovation, learning, pattern language, story, Storytelling

Narrative Insight Method

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Prolog/Acknowledgement: 

Since my dad worked mainly as an electrical engineer and my mother as an English/Drama teacher, I’ve always felt pulled in two directions: toward science, mathematics, systemization, practical solutions, and formalism and simultaneously toward the arts, particularly various types of storytelling. I finally had a chance to synthesize these two areas while managing a project for several years at IBM Research on the business uses of stories and storytelling. Though this project provided value in various ways to many within IBM, there was no single part of IBM whose main business was stories. For this reason, finding funding was a continual challenge. Our closest allies, apart from my senior manager, Colin Harrison, were The IBM Knowledge Management Institute, researchers at LOTUS, and a part of IBM internal education located in Atlanta. My group at IBM Research included Carl Tait, Andrew Gordon, Cynthia Kurtz, Debbie Lawrence, and Frank Elio. Larry Prusak and David Snowden from the IBM Knowledge Management Institute were particularly interested in stories as were Michael Muller, Dan Gruen, and Larry Moody at LOTUS. The method described here was mainly developed by Cynthia Kurtz, Dave Snowden, and Neal Keller of IBM Research Education though writing the method as a “Pattern” is my own responsibility.

Author, reviewer and revision dates: 

Created originally by John C. Thomas in January of 2002, and revised substantially during April, 2018.

MikeandStatue

Synonyms: 

Story Circles.

Abstract: 

Experts learn valuable lessons from their experiences. Such lessons can guide less experienced people. In small trusted groups, a natural, effective, and traditional way for experts to share their knowledge is to trade stories (See, e.g., Orr, 1990, Talking about Machines). A challenge for large organizations is to extend this process to larger groups and non-co-located personnel. Writing stories is a possibility; however, in many cases experts are too busy to write stories and find the process of writing stories difficult and unnatural as compared with telling stories. The method describes here minimizes the time of the expert, allows them to tell stories in a natural setting and organizes the knowledge in a useful manner.

Basically, about 12-24 people who are all interested in a topic but have various levels of experience are brought together for an hour. After a short introduction, the large group is subdivided into smaller groups of 3-5 people each, making sure that each group includes at least one experienced person and at least one less expert. For about 35 minutes, the group tells stories about their experiences and these are recorded for later transcription and analysis. The small group decides which story would be best to share with the larger group. The “best” story from each subgroup is shared with the larger group and this is followed by a short discussion. This plenary session is also recorded. People are thanked for their participation and given some sort of very nominal gift or memento.

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Context: 

Within societies and organizations, people generally differentiate into specialties. Many of these specialties require years of training and experience before people reach maximum effectiveness. In most societies, mechanisms have been set up so that those with more experience can help those with less experience learn more effectively and efficiently than if every generation had to learn completely on their own. People tell stories for many reasons, but one major use of stories is to help create and share knowledge across levels of expertise and across generations.

Less expert people in a large organization or community of practice typically want to learn from more experienced people. This is beneficial for the individuals as well as for the larger organization or community of practice. In modern societies, many of the people who have relevant knowledge are physically distant from the people who need the knowledge. In many cases, much of the most valuable knowledge of experts is tacit knowledge.

An organization typically has people available who may not be expert in the subject matter but have relatively more expertise in writing stories and organizing educational materials. The experts in a given subject matter are typically very busy and in most cases, may lack both the skills and the time to produce good written stories.

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Problem:

Experts have valuable knowledge based on their experience. However, experts in organizations are typically very busy people. They are willing to share stories informally and orally but do not necessarily have the skill or patience to write stories. Moreover, it can be difficult to find stories relevant to a specific situation. In addition, stories often reveal lessons learned through the sharing of mistakes that were made by the experts. In fact, experienced people have generally made many mistakes through the course of their careers. They do not typically want to have all of these mistakes made public inside and outside of an organization.

If one is telling a story face to face, there are many cues about how the story is being received. The teller can sense whether the audience is understanding, interested, bored, or shocked for example. The teller can then adjust the story to suit the audience and the situation as they continue to tell the story. The writer of a story lacks this type of information to mold the story while it is being created.

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Forces:

· The time of experts is valuable.

· Subject matter experts are typically not experts in producing educational materials.

· People expert in producing education materials need to gain access to high quality content.

· In many fields, much of the most important knowledge that experts gain through their experience is in the form of tacit knowledge.

· Tacit knowledge is not well communicated by formal methods but can often be well communicated by stories*.

· Experts telling stories of their relevant experiences orally to small groups that contain other experts as well as some novices comprises a natural way for experts to share experience.

· Storytelling occurs only when the social situation is right.

· Telling a story about one’s experiences increases the probability that someone else in a group will also share a story about their experiences.

· Producing written stories requires special skills.

· Experts who have experience relevant to novices may be remotely located from them.

· Different learners learn best at different rates, by different media, and in different styles.

· Since stories often reveal errors on the part of the storyteller, it can be important in competitive organizations to hide the identity of the storyteller while retaining the lessons learned.

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Solution:

Provide an informal setting conducive to storytelling; this is encouraged by several factors. 1. Provide non-standard seating arrangements with easily movable chairs. 2. Conduct in a room with an informal atmosphere. 3. The structure and content of the invitation should be friendly but make clear the importance of the activity. 4. Gather a commitment to participate, making sure people know their time commitment is for one hour only. 5. Provide friendly but clear reminders near the time of the session with an additional check on the commitment to participate. 6. Provide refreshments at the beginning of the meeting. 7. Limit participation to a group of 8 to 20. 8. Groups should include experts as well as people knowledgeable in the topic but less expert. 9. Set expectations both prior to and during the session that people will be sharing stories, (E.g., “We find that when a group of experts get together like this, they generally end up telling stories about their experiences.”). 10. Make the recording clear but not obtrusive, and modeling storytelling at the outset.

During the session itself: 1. Greet people warmly and thank them for coming. 2. Break people into 3-4 smaller groups. 3. Each group should include a facilitator/recorder. 4. Digitally record the sessions with separate high quality tape recorders for each subgroup. 5. Tell the subgroups that they will be sharing stories based on their experiences and that then the group will choose one story from each subgroup to share with the larger group. 6. Implement this plan. 7. Facilitate to gently guide people back to telling stories of concrete instances (as opposed, for instance, to making general statements or pronouncements). 8. After each subgroup shares its story with the whole group, allow discussion to continue, encouraging but not insisting on storytelling.

Examples:

  1. We used this methodology to provide learning materials in the form of stories for NOTES 5. Such stories were not focused on how to invoke specific functions but rather on how to use NOTES to enhance your work practices or enhance team coordination and communication.
  2. We used this methodology to develop stories about “boundary spanning skills.” This was used for R&D personnel from a number of diverse organizations interested in organizational learning.
  3. Finally, we also used this method to develop learning materials for the IBM Patent Process based on multiple sessions.

Resulting Context:

After such sessions, it is necessary for the tapes to be transcribed and for analysts to find the lessons learned. The stories leading to the lessons learned were also included in shortened and anonymized format. In the case of the learning materials for the IBM Patent Process, the learning materials were in the form of Guided Exploration Cards. This form of documentation was originally developed by John Carroll and colleagues for product documentation. (See The Nurnberg Funnel, John Carroll, in references).  In other situations, stories and their lessons could be arranged in other ways.

While the intended “product” of using this method with respect to materials for “how to” produce patents were the Guided Exploration Cards, it also happened that master inventors and more novice inventors who were initially brought together for this exercise subsequently began additional fruitful collaborations and consultations. Indeed, sharing stories may typically have the effect of increasing group cohesion in the longer term as well as providing lessons learned.

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References: 

Carroll, J. M. (1990), The Nurnberg Funnel: designing minimalist instruction for practical computer skill. Cambridge, MA: MIT Press.

Orr, J. (1996), Talking about machines: an ethnography of a modern job. Ithaca, NY: ILR Press. (Available on Amazon).

https://www.amazon.com/Talking-about-Machines-Ethnography-Collection/dp/0801483905

*Thomas, J., Kellogg, W., & Erickson, T. (2001), The Knowledge Management Puzzle: Human and Social Factors in Knowledge Management. IBM Systems Journal, 40(4):863 – 884.

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Author Page on Amazon:

https://www.amazon.com/author/truthtable

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