Six common myths about using storytelling tools in leadership programmes

by | Resources

Running a cohort-based development programme and need to improve results? Structured reflection and video storytelling is a powerful way to support skills development, knowledge sharing, practice and learning transfer.

However, as with any technology, if this approach is new for your team, you may have some questions. Check out the six common myths we bust below.

With StoryTagger, it’s easy for your people to share their most valuable insights, stories and work experiences, on video, at key points of any learning pathway. In fact, it uses a story format to guide them through the process.

See how London Business School use StoryTagger with their cohorts. You can use these myth busters to bring your colleagues on board.

Myth #1

Leaders won’t download an app

The average person has over 80 apps on their smartphone and as a rule, people are willing to download apps when they understand the value they provide. Communicating the purpose, benefits and value upfront, as well as showcasing how StoryTagger supports their learning outcomes, will overcome this barrier. StoryTagger is also available via web browser or mobile app so each participant has the flexibility to choose how they share their insights.

Myth #2

Multiple technologies won’t work

You can fail with one piece of technology if you don’t share the value! Using multiple technologies in a programme is not a problem if you define the purpose of each and avoid any obvious overlap. Simply highlight why you’re using each technology and how it will be embedded in the programme to address concerns and increase adoption.

How StoryTagger will support your cohort:

✓ Embed knowledge
✓ Build confidence
✓ Reflect on practice
✓ Learn from each other
✓ Commit to change
✓ Develop soft or power skills
✓ Show their journey
Myth #3

Sensitive information will be shared

Data security is an understandable concern for customers. With StoryTagger, you have full control over how participants share their video insights. This makes sure sensitive information is not shared beyond each cohort. If the programme involves participants from different organizations, sub-cohorts can be created to maintain confidentiality. The programme designer can also steer participants away from sharing sensitive information in the activities and prompts set up.

Myth #4

Leaders won’t record themselves

People care about their profile and reputation so it’s natural they don’t want to look stupid or say something wrong. While not everyone is initially comfortable recording videos, StoryTagger is designed to remove these barriers, build confidence and develop skills. It’s all about the story not the technicality of recording a video. StoryTagger guides people to reflect and share relevant, high value insights which will be beneficial to both the storyteller and rest of cohort. Shifting the focus to storytelling helps people overcome their hesitation to record themselves.


London Business School

Here’s how London Business School embedded video storytelling to enhance learning transfer on a 6-month leadership programme.

LBS Case Study
Myth #5

StoryTagger increases facilitator workload

StoryTagger actually makes a facilitator’s job easier by increasing early interaction, providing rich insights to roll into each live session, driving momentum and commitment throughout the programme. The bulk of the work is done upfront as part of the programme design. Once in place, the logistics lead keeps things ticking over from a technical perspective. For the facilitator or programme director, it’s all about selling in value, signposting and incorporating insights to drive better learning outcomes.

Myth #6

It’s too hard to prove impact

Even with access to a customer’s business data proving impact from a leadership development programme is often a long-term game. Cohort video stories serve as an immediate record of individual impact, as well as transformation over the course of the programme, offering tangible evidence of outcomes. It’s a powerful way of increasing learning transfer. As well as using the stories themselves as evidence additional evaluation can be conducted through learner feedback and witness statements.

UGC video creation, a great learning activity in itself, when embedded thoughtfully in a learning journey, provides critical evidence of learning transfer. 
Jade Mountain
Director of Digital, London Business School

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