Protagonists Should Be Like Your Learners

When writing a story or scenario for learning, create a protagonist or main character that your learners can identify with. In workplace learning, this means that the main character is likely to have the same or a similar job as the learners. The learners should recognize the problems the character is dealing with and ideally share some of the main character’s goals. Learners should see a bit of themselves in the characters in your scenarios. This helps them imagine themselves making the same kind of decisions.

When learners identify with your protagonist, they care about what happens to the character. They are more likely to be emotionally invested in seeing the protagonist succeed, especially in complex scenarios.

Example protagonists selection

To begin, let’s look at an example. Joan is an instructional designer working on a branching scenario. She has designed and developed many courses in the past, but this is the first time she has used a non-linear format. She feels a little nervous about getting it right.

She creates training for frontline managers on how to handle requests for reasonable accommodations for disabilities. Which character should Joan use as the protagonist for her scenario?

1. Mark, a technical writer with mobility issues who needs assistive technology
2. Luisa, the VP of HR and an expert in accessibility issues
3. Cindy, a manager with a team of 8 direct reports

Feedback on your choice

• Mark would be a good choice for protagonist if this course was for employees to learn how to request reasonable accommodations.
• Someone like Luisa may be your SME for a course, but she has far more expertise than Joan’s learners.
• Cindy is a manager, which puts her in the same role as the learners.

Of these three options, it would be easiest for Joan to place Cindy in situations similar to those that managers might encounter. This will enable the learners to practice making the kind of decisions they have to make in their work.

Other main character traits

Joan might also give Cindy other qualities that make her similar to her learners. As part of her needs analysis, Joan interviewed two managers who had been through the process themselves. Both managers expressed reluctance to consult HR with questions about accommodations, even in situations where it was the best decision.

Joan decides to create an option in the branching scenario that reflects this. Cindy tries to handle the problem herself without HR, but she causes a costly misstep. Joan builds the scenario with the possibility to check with HR before each decision. She rewards that action with points in the final score.

(This example scenario is also used in creating motivational compliance training.)

Think back to Joan, the instructional designer

At the risk of getting a little too meta, think back to Joan, the instructional designer. When you read that she was nervous about creating her first branching scenario, did that strike a chord with you? If you think about how to create your first scenario, this probably resonates.

Even if you’ve created many branching scenarios, you may still remember that feeling of uncertainty. If you’re an ID, you can probably picture yourself in this scenario. This gives you a connection to the character and helps to engage you. You as the reader want to choose the right protagonist in the example so that Joan’s course will be successful.

Characters in cultural context

Also keep in mind the culture of the workplace. Your protagonist and other characters should reflect the organizational culture. In his report The use of culturally, linguistically, and situationally relevant scenarios, Dr. William Thalheimer recommends:

In simulating cues in the workplace, consider the range of cues your learners will attend to in their work, including background objects, people and their facial expressions, language cues, and cultural references…

Use culturally appropriate objects, backgrounds, actors, and narrators to create your scenarios. Consider not just ethnicity but the many aspects of culture, including things like socioeconomics, education, international experience, immersion in popular culture, age, etc.

Will Thalheimer