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Competencies and Skills for Instructional Designers

1.  Perform a needs assessment/analysis

  • Develop a needs assessment/analysis plan and instrument

  • Conduct a needs assessment/analysis and collect data

  • Identify discrepancies based on analysis of data collection

  • Recommend options that solve the discrepancies

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2. Plan and monitor training projects

  • Develop a project management plan

  • Develop cost-benefit analysis

  • Develop budgets and schedules

  • Identify resource allocation requirements

  • Monitor activities and make appropriate adjustments to achieve project goals

  • Identify constraints that impact budget, schedule, resource requirements

 

3.  Assess the relevant characteristics of the target audience

  • Select the target audience characteristics that are appropriate for assessment

  • Develop a target audience profile

  • Differentiate between the types of learners that will benefit from the instruction from those who will have difficulty comprehending the courseware

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4.  Assess the relevant characteristics of the setting

  • Identify relevant resources, constraints, and context of the development and delivery environments

  • Identify how the courseware will be used in the curriculum

  • Evaluate how the setting characteristics may impact proposed instructional approaches

  • State a rationale for the selection of the resources and constraints of the development and delivery environments chosen

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5.  Perform job, task, and/or content analysis

  • Analyze the characteristics of a job, task, or body of knowledge

  • Identify appropriate source documentation to support analysis

  • Identify tasks, subtasks, cognitive processes and their sequential and/or hierarchical relationships

  • Comprehend technical content in terms of the entire course content and individual lessons

  • Assess frequency, criticality, difficulty and complexity of knowledge and skills contained in curricula to accommodate target audience learning styles

  • Identify prerequisite knowledge and skills for tasks, subtasks, and knowledge

 

6.  Write criterion-referenced, performance-based objectives

  • State an objective in performance terms that reflect the intent of instruction

  • Sequence the objectives to reflect the curriculum design

  • Describe the relationship between the objectives, technical content and performance measurement

 

7.  Select instructional media

  • Identify instructional media options that address training needs

  • Describe characteristics of instructional media

  • Evaluate candidate training system hardware and software capabilities and limitations

  • Conduct a cost-benefit analysis to determine cost-effectiveness of instructional media options that support objectives within imposed constraints

  • Recommend instructional media that provides utility and probability across and within each unit of instruction

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8. Recommend instructional strategies

  • Discuss learning theories, instructional design strategies, instructional psychology, and learning styles appropriate to the curricular objectives

  • Describe and provide a rationale for the selection of an instructional approach

  • Design instructional materials that are appropriate to the ability level of the learners

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9.  Develop performance measurement instruments

  • Develop performance measures: criterion-referenced achievement tests, questionnaires, interviews, simulation scenarios, observation checklists, performance checklists, product checklists

  • Identify variables to measure and construct assessment items appropriate to the associated objective

  • Judge the validity and reliability of instruction based on statistical results

  • State the rationale for using one type of assessment tool over another

 

10.  Develop training program materials

  • Develop media materials that are linked to and within the hardware/software constraints, are consistent across and between lessons, and clearly communicate information

  • Develop flowcharts to identify learning events at the frame specific level using standardized symbology

  • Develop storyboards using a template appropriate to the needs of the project to enter data that clearly communicates what will be developed and presented to the user

  • Select and construct appropriate interactions and user control techniques

  • Write scripts that include: Introductions, body, transitions, and summary in conversational, active voice to match comprehension level of target audience

  • Consistent use of tense, grammar, terminology that is interesting and varied

  • Use a variety of authoring and/or software applications packages

  • Develop audiovisual display designs that include: screen layouts and human-machine interfaces

  • Develop course support materials and documentation

  • Perform debug procedures to identify inconsistencies and discrepancies

  • Understand video production/postproduction procedures

  • Understand the relationship between storyboard production and courseware production

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11.  Prepare end-users for implementation of courseware materials

  • Train instructors on how to present courseware to students

  • Provide guidance to users on hardware, software, and courseware
     

12. Evaluate instruction, program, and process

  • Develop a formative/summative evaluation plan and conduct the formative/summative evaluation

  • Generate specifications for revisions based on feedback collected during evaluation

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© 2020 Karen M. Bazo

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