Page 96 - Wish Stream Year of 2017

a rifle that lies beneath Barossa ground to this very day; Sandhurst’s own Excalibur – if Excalibur were poorly cleaned and kept getting stoppages. But still, these stories are ours, just as they belong to generations of cadets that came before us and to those that will come in the future.
There is nothing new about stories
being used to create, explain and
explore particular cultures. Human
cognition has always worked via
narrative devices that allow us to
shape experience into something
we can understand, and from
which we can gain meaning. In
the more illustrious words of aca-
demic experts, stories provide “a non-intrusive, organic means of
producing sustainable cultural change; convey- ing brands and values [and] transferring complex tacit knowledge” (David Snowden). Stories make sense of our environment for us; stories are “part of an organisation-wide information-processing network. Bits and pieces of organisation experi- ence are recounted socially throughout the firm to formulate [...] collective accounts that will serve as precedent for individual assumption, decision, and action. This is the institutional memory sys- tem of the organisation” (David Boje).
Our stories don’t really tell us what happened. They tell the story that we have chosen for our- selves. The way that we’ve internally integrated facts and events and woven them back together reflects our traits and values; it tells us who we are and what we want to be. Junior Cadets listen to the wealth of stories and experience around us and we add our own stories as part of the for- mation of our shiny new Officer Cadet identities and self-conceptions.
Paying attention to the Sandhurst stories them- selves, what do we seem to tell ourselves about ourselves? Certain themes are usually prominent in whichever story is doing the rounds; misfor- tune, misery, folly perhaps, but always humour. Our stories never seem to concern themselves with the brilliant cadet who got a V5 Good All and absolutely smashed Montgomery’s Mark. No, the stories revolve around the hapless cadet who lost his Bergan, fell off the side of Long Reach, acci- dentally insulted the Staff Sergeant’s wife and set off a grenade in his bare hands. Schadenfreude could be the simplest explanation, or merely that we use our stories as personal parables; lessons on how not to be and what not to do. Perhaps our
stories reflect a deeply imbedded fear of failure that drives cadets through the course towards success. Conversely, perhaps the humour of our stories demonstrates an understanding – and method to teach – that everyone falls short of the standard at some point, and that we should not
fear failure but embrace it as a way to improve.
Setting aside the purpose of Sandhurst stories, what of the subjects of the tales themselves? A story may raise the gen- eral morale and enrich the emotional bonds of the collective whilst remaining deeply hurtful – sometimes even harm- ful – to the individual who cannot so easily be detangled from both the roots of the reality, and the imprint left by it.
A story may raise the general morale and enrich
the emotional bonds...
It must be noticed that the stories usually focus on the cadet who struggles, who stands out in some negative capacity, or who is simply “other”. Do we use stories to strengthen weaker cadets by reassuring them they aren’t alone? A promise that we are all sharing this experience together; that we are all struggling together? They weren’t the first to struggle and they won’t be the last. Or, are the stories a pointed finger; cautionary tales on not to be different? A way to reassure the rest of us that: “Yes, it’s tough, but at least it wasn’t us this time!”
The importance that stories play in creating work cultures has received a lot of attention in recent years. Authors Chip and Dan Heath conclude that in order to create a fulfilling and success- ful work environment, leaders should focus on generating and perpetuating stories that focus on heroism, innovation, positivity, successful leadership, and self-agency. I wonder what they would make of Sandhurst’s current collection of stories. Yet contrary to their theories, Sandhurst has undeniably achieved heroism, world-class leadership and victory for over two centuries, and will likely achieve that for a few more. Per- haps the difference is in what lies beneath our stories, and what lies beneath the Sandhurst landscape. Old College, New College, Barossa – all are built upon a deeper foundation; a doctrine and a standard that cadets are taught and made to understand before the stories can come spin- ning outward. Courage, Discipline, Respect for others, Integrity, Loyalty, Selfless commitment. Sandhurst isn’t the real world; it’s the space we inhabit while we grow into the leaders we need to become. The doctrine tells us who we want to become; our stories catalogue the journey.
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