Instructional Design Developer
KPMG Learning Academy
Using storytelling to cut to
the chase and prove a
This is the final article in a three-part series on
Nervously, I stood waiting outside the meeting
room. "My first client meeting", I thought to
myself. Being new in the job, I wanted to make
a great first impression, not only to the client
that would potentially buy our products, but to
my new colleagues, the director who would be
sitting across from me, and the subject matter
expert (SME) who would help shape the
learning I would eventually build. I walk into the
room, take a seat at the table and the meeting
begins. They start with some polite small talk.
"Nice weather we've been having lately. Did it
take long for you to get in today?"
Then they get in to more high-level ideas.
Suddenly there is a pause and they turn to me.
"What are your thoughts?" The focus is on me.
I take a moment.
I thought back to a week or so before and a
discussion I'd had with one of the instructional
designers (ID) in my team. As I was new they
were trying to give me some insight into
ongoing projects and ones that had recently
completed. One such project had received
incredibly positive feedback from clients. Using
strong narrative through character animation
and interactive content, it provided context that
the end user could resonate with in their job.
The ID said the question they focused on was,
"Why should the learner care?".
"Storytelling is a great way to secure a
learner's attention. If done well, it
contextualises content, making it relevant. If
done really well, it evokes an emotional
response from the learner. If a person can see
the relevance and they care about the content,
they are likely to achieve the learning
powered by PageTiger