The use of storytelling in learning leadership skills

In this research, the effectiveness of storytelling is studied as an intervention tool in leadership development programme in comparison with the traditional lecture mode. This research aimed to identify major leadership attributes perceived as important by new academics. A 3-step storytelling experimental model was designed where subjects were divided into two groups, differentiated by the intervention modes used in the workshops, traditional lecture mode and storytelling mode. PreTest, Post-Test 1 and Post-Test 2 were conducted throughout the experiment with sixty four datasets being collected. Statistical analyses were conducted on nine hypotheses to examine the significant differences within and between the two different learning methods in term of the performance outcome and satisfaction. All seven hypotheses on leadership competencies showed no significant difference between and within the groups. The study also found out that there were significant differences in the storytelling mode participants’ satisfaction as compared to the traditional lecture mode during the Post-Test 1 and Post-Test 2. The study identified Self Management as the highest ranked leadership attribute perceived to be important in the leadership development programme. Some of the limitations on the research were discussed with reference to the participant ‘mortality’ rate, research design and the validity of the participants