More Tales for Trainers: Using Stories and Metaphors to Influence and Encourage Learning

Citation

Parkin, M. (2011), "More Tales for Trainers: Using Stories and Metaphors to Influence and Encourage Learning", Journal of European Industrial Training, Vol. 35 No. 4, pp. 411-413. https://doi.org/10.1108/03090591111128351

Book synopsis

This book was written as a companion to Parkin's (2010) publication titled: Tales for Trainers: Using Stories and Metaphors to Facilitate Learning. In the original Tales for Trainers, Ms Parkin introduces the art, and accompanying grassroots techniques, of incorporating stories into adult education activities including training, management and coaching. She goes on to provide sample stories (50 to be exact) that can be applied within these environments. The premise of both texts is that the proper use of stories can enhance as well as stimulate such things as communication and creativity in business and education settings, a benefit that has been well documented (Denning, 2000; Goldsmith et al., 2004; Wlodkowski, 2008). More Tales for Trainers is designed to promote organisational development by presenting effective methods that can enhance personal growth, emotional intelligence, teamwork and leadership skills as well as ease conflict resolution and change management.

The author opens More Tales for Trainers with a story that demonstrates the application of the book's core topic: storytelling. A succinct description of today's economic environment is provided along with references to its effects on business. The author then transitions into describing the learning environment and the trainer's role within this context. Whole‐brain learning is discussed as well as the need for today's trainers to modify their practices in order to meet contemporary organisational demands.

What follows is a more in‐depth look at psychology along with the architecture of “the story” and how a fundamental framework for story design has endured over time to influence developing children and adults. This book draws on the influence and endurance of stories and applies them to adult learner settings. Recognisable literary and cinematic tales such as The Odyssey, Beowulf, Jack and the Beanstalk, Lord of the Rings and Avatar are cited to highlight the use of the “story template or archetype” (p. 32) throughout the ages. Dreams and the subconscious are also touched upon, as they too are present within the mental structures that allow the retention of certain communications while rejecting others. It is retention of what is being communicated that is the goal of incorporating storytelling into organisational practices, whether this lie within training, marketing or organisational culture definition.

The author then talks about stories' influence on communities and society along with their power within organisations. Parkin discusses how to use stories tactfully and thus effectively so that the teller's credibility is maintained, learner motivation is fostered, and the intended goals of growth and positive change within the organisation are brought closer to conclusion. The author emphasises the importance of reinforcing stories with action along with making stories relatable by allowing learners/listeners to connect to them emotionally. Parkin posits that stories, and metaphors, can be used to define organisational culture, adjust paradigms and develop trust with leaders with the overall outcome being improved organisational effectiveness. Ms Parkin also presents how anecdotes can foster knowledge sharing (through learning histories (p. 64)) and help a company to characterise its organisational brand, both of which can lead to a stable, positive organisational culture.

Specific techniques (storyteller skills) are highlighted such as the use of humor, imagery and repetition as well as tone of voice and nonverbal communication. The incorporation of body language, pauses and exaggeration are also described along with other specific storytelling tips that will help the reader be an effective storyteller.

In part two of More Tales for Trainers another selection of stories is offered (50 again) that include anecdotal, poetic and metaphoric contributions. They are categorised as enlightening, cautionary and happy ending. These stories are presented along with instruction on their use to engage audiences and promote learning and retention. According to Parkin, storytelling can be an effective tool in “learning and development” as well as “research, PR and marketing, branding and culture change” (p. 2). Therefore, anyone associated with these fields, or in any organisational environment, can benefit from this book's guidance.

Evaluation

There is no question of the endurance of a good story. Human history is founded on the transfer of stories, a practice that still feeds societal development today. In More Tales for Trainers Ms Parkin guides readers through the process of utilising the method of storytelling for learning in an organisational setting. This provides for a creative, engaging and entertaining way to navigate the diverse pathways and choppy waters of organisational operations. Parkin's stories encourage expansive and critical thinking in regards to a variety of organisational development/management‐related topics and provide a helpful supplement to carrying out organisational strategy.

While I would not recommend this book as a foundational text for budding entrepreneurs, organisational trainers or leaders, I would highly encourage anyone in any organisational setting to read it as a supplemental handbook for skill refinement as well as organisational and personal development. As a practical book for organisational training and development, More Tales for Trainers contributes to building upon these two areas and does an excellent job by presenting the unique strategy of storytelling as a means of engaging audiences (trainee, client, colleague, boss, etc.) and facilitating learning retention. Storytelling is presented as a creative, and even playful, method of communicating learning initiatives while concurrently staying relevant to modern business challenges and dynamics. This book is highly useful for development and growth in organisational settings.

The stories contained within More Tales for Trainers provide stimulating examples for learners that will work to highlight and reinforce core lessons. Wlodkowski (2008) argue that good examples provide learners with a way to focus new learning so that it is concretely illustrated in their own minds. Likewise, Goldsmith et al. (2004) point out that storytelling engages audiences in a way that nearly no other method can and that it is this engagement that brings knowledge and learning to life. Ms Parkin's particular selection of stories along with their accompanying reflection and talking points certainly embody the aforementioned attributes as well as offer both engaging and relevant portrayals that relate to common organisational scenarios.

Ms Parkin's stories also offer new perspectives or paradigm adjustments to learners. Sometimes it is the most obvious points which are the most difficult to see until those points are re‐framed thereby bringing clarity and revealing solutions. The art of storytelling is a useful tool in exposing this clarity for the dual purposes of personal growth and organisational improvement, a technique that Ms Parkin demonstrates mastery of within the pages of her book.

Overall, this is an excellent book for aiding the development of human capital and organisations. While it is not a foundational book, it is a useful supplement that supports and reinforces learning and development in a creative and engaging way. Ms Parkin speaks from her deep reservoir of experience and with a wisdom that trainers and leaders can draw from in their own personal and professional growth and expansion.

In the author's own words

So stories have the unique capability of communicating to us using a universal language of symbols that transcends time and culture and operates in our unconscious minds while simultaneously occupying our conscious minds. Stories can cut through the sometimes resistant layer of the conscious mind, which is one of the qualities that make them so effective as a tool for influence and change (p. 34).

Reviewer's details

Jennifer Beatty is a Graduate Student of Human Resource Development in Business and Global Settings, Drexel University, Philadelphia, PA, USA. Jennifer Beatty holds a Bachelor's degree in Business Marketing that she earned from Saint Joseph's University in Philadelphia, PA, USA. She has gone on to work in marketing and organisational development for several organisations around the world. Her current position is as a Marketing Account Executive in Okinawa, Japan. Her research interests center around global partnering in business and education as well as the career development of military spouses. Jennifer Beatty can be contacted at: jlb432@drexel.edu