Training Industry Magazine - September/October 2019 - 41

formalize the informal. In this case, the
Story-based Learning Model (see Figure
on page 42) demonstrates:

* What role does this protagonist have
in the story? In this example, they are a
parent of school-age children.

* A systematic, repeatable process that
anyone can use to enhance any type of
training topic.

* Why choose this character and not
another? They have the most safety
considerations to balance.

* The relationship between both familiar
and new story elements.

The best protagonists provide a unique or
instructive perspective to the story events
and are relevant to the learners. For example,
given the learning objective used above, the
protagonist could be "Jessica," a working
mother of two children, whose husband,
"Brad," often travels out of town for business.

* How to adjust the variables of
these elements to heighten the
story's engagement.
To use the model, start with a clearly stated
and properly scoped learning objective.
For example: "Distinguish appropriate
methods for responding to a variety
of severe weather events, as depicted
in various scenarios." With the learning
objective in mind, identify the point of view
(POV), the lens through which the learner
will experience the story events. Typically,
the POV will be either:
* First Person: The narrator is inside
the story, seen through the
protagonist's perspective:
- First person example: "I was worried
about a tornado striking our house."
* Third Person Limited: The narrator is
outside the story, viewed through a
limited perspective (only conveying the
protagonist's thoughts and feelings while
they observe the body language of others):
- Third person limited example: "She
was worried about a tornado
striking her house."
It is worth noting that there are other POVs
available, such as second person (where the
narrator speaks directly to the reading, using
the word "you") or third person omniscient
(viewing many character's thoughts at the
same time). However, those don't tend to
work as effectively for story-based learning
scenarios and structures.
To determine a story's POV, it helps to
identify the protagonist, the primary
character whose experiences must map
onto the learner. Consider these questions:
* Who is the audience? In this case, it
is adults, as opposed to children or
first responders.

CONFLICT AND SETTING
Stories thrive on conflict, and this struggle
typically stems from pitting the protagonist's
motivations (whether internal or external)
against the obstacles set in place by an
antagonist and/or environment. Remember
that the protagonist's motivation should
align with the story's learning objective.
So, expanding on the earlier example,
Jessica's motivation is to protect her family
and herself, mitigating the effects of any
weather event.

cost of relevance to the learning audience,
only to enhance it.
The key to creating tension through setting
is to remember that it is the clash of cultures.
One group happily engages in the current
set of cultural norms, the status quo.
Whether for social and/or economic reasons,
this group wishes to maintain things as
they are, for better or worse. In the earlier
example, the cultural norms are that Jessica's
neighbors and friends are complacent
about severe weather events and, thus, are
not prepared for their potential harm.

The human brain is
hardwired to learn
through stories,
gaining valuable
lessons through the
experiences of others.

In this case, her obstacles are more
environmental than stemming from a human
antagonist or arch-enemy out to undermine
Jessica's goal. Here, the inclement weather is
the antagonist. This is one example of using
different story elements, adjusting variables
to customize the narrative.

But there is always some sort of counterculture bubbling out at the edges. This
counter-culture may be silent or vocal, but
it reacts to cultural norms by promoting
change to the status quo through resistance
and/or revolution. Perhaps Jessica has
one friend who takes preparations for
weather seriously and encourages her to do
the same.

The important point is that the obstacles
must be overcome, such as safely
surviving the tornado scenario. As long as
the antagonist (whether it's a person or
environment) presents challenges that may
prevent the protagonist from achieving his
or her motivation, then a struggle exists,
creating conflict and suspense.

The point is that using the inherent tension
between these two groups can drive
drama and suspense, and prove a powerful
narrative lever in story-based learning. This
is especially true when each group thinks
they are in the right, and who is framed as
the heroes and villains depends on how the
story is framed.

However, conflict is not the only source of
tension that can help create an engaging
story. The use of setting (the time and place
in which the story unfolds) can also provide
a powerful source of intensity to the
narrative. Here, the use of metaphor, or even
fantastical elements, can provide effective
levers to increase engagement in the story.
The setting, no matter how outside of the
everyday norm, must still have plausible
realism that allows the learner to suspend
disbelief, as any engaging story does.
However, this should never be used at the

PLOT, CONFRONTATION AND
REVELATION
As the story narrative begins, the plot
unfolds. This is where the protagonist and
other characters are revealed, the setting is
established and the inherent conflict of the
story is discovered. There are many ways for
a plot to unfurl in pacing and flow of time:
* Mountain Structure (Classic
The standard story form,

T R A I N I N G I N DUSTR Y MAGAZ INE -TITLE
-FORMALIZ
HERE
ING
2019
INFORMAL
I WWW.LTERAININGINDU
ARNI NG 2 019S TI RY
W.W
C OM/
W .T RAI
MAGAZ
NI NGI
I NE
NDU S T RY .C OM/ MAGAZI NE

Arc):
with

| 41


https://www.trainingindustry.com/magazine

Training Industry Magazine - September/October 2019

Table of Contents for the Digital Edition of Training Industry Magazine - September/October 2019

Thinking More Broadly About How Adults Learn
Table of Contents
Mentoring: 4 Keys To Making it a Meaningful Learning Experience
Formalizing Informal Learning: Tinker Dabble Doodle Try
The Accidental Learner
Percolating Builds Depth
Coaching is a Cop-Out
Close More Deals With Story Selling
Partnering for the Power of Knowledge: How Can Knowledge Sharing Foster Collaboration Among L&D and Employees?
Organizational Resiliency: a Function of Leader Adaptability and Versatility
Rules of Engagement for by Laura Francis Mentoring Reverse
Steps to Formally Make The Informal Part of Your Content Strategy
The Play's the Thing': The Power of Story-Based Learning
Fujitsu’s Experiment With Peer Coaching Pays Off
How to be Authentic When Collaborating on Multicultural Virtual Teams
Making the Case for Informal Learning at Work
Formalizing Informal Learning to Improve Performance
Making Learning Fun Again
Investing in the Future of the Worker, Not Just the Future of Work
Company News
Training Industry Magazine - September/October 2019 - Cover1
Training Industry Magazine - September/October 2019 - 2
Training Industry Magazine - September/October 2019 - Thinking More Broadly About How Adults Learn
Training Industry Magazine - September/October 2019 - Table of Contents
Training Industry Magazine - September/October 2019 - 5
Training Industry Magazine - September/October 2019 - 6
Training Industry Magazine - September/October 2019 - 7
Training Industry Magazine - September/October 2019 - 8
Training Industry Magazine - September/October 2019 - Mentoring: 4 Keys To Making it a Meaningful Learning Experience
Training Industry Magazine - September/October 2019 - 10
Training Industry Magazine - September/October 2019 - Formalizing Informal Learning: Tinker Dabble Doodle Try
Training Industry Magazine - September/October 2019 - 12
Training Industry Magazine - September/October 2019 - The Accidental Learner
Training Industry Magazine - September/October 2019 - 14
Training Industry Magazine - September/October 2019 - Percolating Builds Depth
Training Industry Magazine - September/October 2019 - Coaching is a Cop-Out
Training Industry Magazine - September/October 2019 - 17
Training Industry Magazine - September/October 2019 - 18
Training Industry Magazine - September/October 2019 - 19
Training Industry Magazine - September/October 2019 - Close More Deals With Story Selling
Training Industry Magazine - September/October 2019 - 21
Training Industry Magazine - September/October 2019 - 22
Training Industry Magazine - September/October 2019 - 23
Training Industry Magazine - September/October 2019 - Partnering for the Power of Knowledge: How Can Knowledge Sharing Foster Collaboration Among L&D and Employees?
Training Industry Magazine - September/October 2019 - 25
Training Industry Magazine - September/October 2019 - 26
Training Industry Magazine - September/October 2019 - 27
Training Industry Magazine - September/October 2019 - 28
Training Industry Magazine - September/October 2019 - Organizational Resiliency: a Function of Leader Adaptability and Versatility
Training Industry Magazine - September/October 2019 - 30
Training Industry Magazine - September/October 2019 - 31
Training Industry Magazine - September/October 2019 - Rules of Engagement for by Laura Francis Mentoring Reverse
Training Industry Magazine - September/October 2019 - 33
Training Industry Magazine - September/October 2019 - 34
Training Industry Magazine - September/October 2019 - 35
Training Industry Magazine - September/October 2019 - Steps to Formally Make The Informal Part of Your Content Strategy
Training Industry Magazine - September/October 2019 - 37
Training Industry Magazine - September/October 2019 - 38
Training Industry Magazine - September/October 2019 - 39
Training Industry Magazine - September/October 2019 - The Play's the Thing': The Power of Story-Based Learning
Training Industry Magazine - September/October 2019 - 41
Training Industry Magazine - September/October 2019 - 42
Training Industry Magazine - September/October 2019 - 43
Training Industry Magazine - September/October 2019 - Fujitsu’s Experiment With Peer Coaching Pays Off
Training Industry Magazine - September/October 2019 - 45
Training Industry Magazine - September/October 2019 - How to be Authentic When Collaborating on Multicultural Virtual Teams
Training Industry Magazine - September/October 2019 - 47
Training Industry Magazine - September/October 2019 - 48
Training Industry Magazine - September/October 2019 - 49
Training Industry Magazine - September/October 2019 - 50
Training Industry Magazine - September/October 2019 - Making the Case for Informal Learning at Work
Training Industry Magazine - September/October 2019 - 52
Training Industry Magazine - September/October 2019 - Formalizing Informal Learning to Improve Performance
Training Industry Magazine - September/October 2019 - 54
Training Industry Magazine - September/October 2019 - Making Learning Fun Again
Training Industry Magazine - September/October 2019 - Investing in the Future of the Worker, Not Just the Future of Work
Training Industry Magazine - September/October 2019 - Company News
Training Industry Magazine - September/October 2019 - Cover4
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20210304
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20210102
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20201112
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20200910
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20200708
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20200506
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20200304
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20200102
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20191112
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20190910
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20190708
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20190506
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20190304
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20190102
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20181112
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20180910
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20180708
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20180506
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20180304
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20180102
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20171112
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20170910
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20170708
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20170506
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20170304
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20171112_se
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_20161112
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2016fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2016summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2016sales
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2016spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2016winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2015outsourcing
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2015fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2015summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2015leadership
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2015spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2015winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2014fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2014summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2014spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2014winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2013fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2013summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2013spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2013winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2012fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2012summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2012spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2012winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2011fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2011summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2011spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2011winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2010fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2010summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2010spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2010winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2009fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2009summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2009spring
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2009winter
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2008fall
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2008summer
https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2008spring
https://www.nxtbookmedia.com