599
information was dominated by PAs reporting to the funder, from the design to the
finalisation, portraying a one-sided narrative. However, there were other narratives
of the programme by unnamed AAs, as well as elements of AAs hidden within PAs.
In phased projects and programmes, the other ‘tales’ would bring different realities
regarding the programme’s success or failure and consequently lead to ‘opposing
stories’ in the design of the follow-up programme. The opposing stories at the
design of a follow-up plan can affect some members of the PAs by introducing elements of the AAs, thus contributing to balanced discussions with different views
rather than mainly supporting functions.
The project storytelling framework should be used to prevent hidden narratives
by AAs. The AAs are allowed to surface in the transformation from the end phase to
a new one by allowing the realities, as perceived by the AAs, to be reflected in the
design. In this way, the PAs are faced with different views, which require more serious consideration in applying lessons learnt, and this would ensure that winning is
attained by competing with AAs. The story provides a means to bring differences in
modalities such as obligations, knowledge, intentions, and desires (Ryan 1991) and
to have them addressed in the following phase. This is similar to what Davey and
Moulton (2019) set-out to achieve by using image-based digital storytelling as part
of agricultural extension communication in small-scale farming and fishing communities in Malawi to communicate and reflect upon the perspectives of the programme beneficiaries.
The application of PSF in phased projects and programmes presents a vital scenario that can be applied in the upscaling and adoption of piloted initiatives. When
tested actions are to be introduced in a different area, considerations should be made
for its customisation into the social, cultural, and economic needs of the new environment. Although the PAs in the new area may easily take the roles from those in
the pilot area, the implementing team needs to capture the realities of the AAs,
because facts about the needs, ownership, and useful approaches for the success of
the initiative will be revealed by the AAs rather than the PAs.
6 The Framework of Using Storytelling in Similar Actions
The steps in introducing the project storytelling framework in project management
are presented in Table 2. From the project storytelling framework (PSF), this chapter proposes two ways in which the EPINAV story could be developed. One could
be through co-production between the story facilitator and the stakeholders and the
other by the story facilitator doing it alone. The first approach is a real story and
would require the integration of the EPINAV story at the design stage. The story
would then be set and constituted with real and actual characters. This approach is
suitable for projects with development as the primary emphasis, where beneficiaries appear more strongly as essential characters. Pre-planning arrangement would
be needed to agree on modalities and resources. The EPINAV story was not
Assessing the Role of Storytelling Presentation in Knowledge Transfer from Climate…
information was dominated by PAs reporting to the funder, from the design to the
finalisation, portraying a one-sided narrative. However, there were other narratives
of the programme by unnamed AAs, as well as elements of AAs hidden within PAs.
In phased projects and programmes, the other ‘tales’ would bring different realities
regarding the programme’s success or failure and consequently lead to ‘opposing
stories’ in the design of the follow-up programme. The opposing stories at the
design of a follow-up plan can affect some members of the PAs by introducing elements of the AAs, thus contributing to balanced discussions with different views
rather than mainly supporting functions.
The project storytelling framework should be used to prevent hidden narratives
by AAs. The AAs are allowed to surface in the transformation from the end phase to
a new one by allowing the realities, as perceived by the AAs, to be reflected in the
design. In this way, the PAs are faced with different views, which require more serious consideration in applying lessons learnt, and this would ensure that winning is
attained by competing with AAs. The story provides a means to bring differences in
modalities such as obligations, knowledge, intentions, and desires (Ryan 1991) and
to have them addressed in the following phase. This is similar to what Davey and
Moulton (2019) set-out to achieve by using image-based digital storytelling as part
of agricultural extension communication in small-scale farming and fishing communities in Malawi to communicate and reflect upon the perspectives of the programme beneficiaries.
The application of PSF in phased projects and programmes presents a vital scenario that can be applied in the upscaling and adoption of piloted initiatives. When
tested actions are to be introduced in a different area, considerations should be made
for its customisation into the social, cultural, and economic needs of the new environment. Although the PAs in the new area may easily take the roles from those in
the pilot area, the implementing team needs to capture the realities of the AAs,
because facts about the needs, ownership, and useful approaches for the success of
the initiative will be revealed by the AAs rather than the PAs.
6 The Framework of Using Storytelling in Similar Actions
The steps in introducing the project storytelling framework in project management
are presented in Table 2. From the project storytelling framework (PSF), this chapter proposes two ways in which the EPINAV story could be developed. One could
be through co-production between the story facilitator and the stakeholders and the
other by the story facilitator doing it alone. The first approach is a real story and
would require the integration of the EPINAV story at the design stage. The story
would then be set and constituted with real and actual characters. This approach is
suitable for projects with development as the primary emphasis, where beneficiaries appear more strongly as essential characters. Pre-planning arrangement would
be needed to agree on modalities and resources. The EPINAV story was not
Assessing the Role of Storytelling Presentation in Knowledge Transfer from Climate…