competency map for an instructional designer

Shyamanta Baruah | www.beingsam.in

This document presents a Job Description for the role of an Instructional Designer followed

by a Job Element Analysis and identifies the competencies required for this role. This

document also records the BARS.

By

Shyamanta Baruah

COMPETENCY MAP

FOR AN INSTRUCTIONAL DESIGNER

http://www.beingsam.in/


COMPETENCY

MAP

FOR AN INSTRUCTIONAL

DESIGNER

Objectives of this Paper

The objectives of this paper are as follows:

1. Create a Job Description for the role of an Instructional Designer

2. Identify the competencies required for the role of an Instructional Designer

3. Define the behavioural indicators which demonstrate each competency

Scope of the Paper

The findings of this paper will be useful for any organization, irrespective of the industry, who utilizes technology based training.

Summary of Findings

Job description: An Instructional Designer is a person who understands

the systematic process of translating general principles of learning and

instruction into plans for instructional materials and learning. Job element analysis: There are ten key elements to the job performed by an Instructional Designer.

Competencies: There are thirteen key competencies that an Instructional Designer should possess in order to be effective.

BARS: Each competency can be measured using BARS and categorized into learner, advanced and expert

JOB

DESCRIPTION

An Instructional

Designer is a person

who understands

the systematic

process of

translating general

principles of learning

and instruction into

plans for

instructional

materials and

learning.



CONTENTS

Job Description .......................................................................................................................... 4

Minimum Requirements .......................................................................................................... 5

Responsibilities ...................................................................................................................... 6

Job Element Analysis ................................................................................................................. 7

Competencies .......................................................................................................................... 12

BARS ....................................................................................................................................... 13

Conclusion ............................................................................................................................... 14



JOB DESCRIPTION

Job Description of an Instructional Designer An Instructional Designer understands the systematic process of translating general principles of

learning and instruction into plans for instructional materials and learning. He/She is capable of applying

the theories and practices of Instructional Design and is capable of identifying what exactly the learners

need to be supplied wit to meet their learning objectives.

An Instructional Designer should be able structure content in such a way that the learners move

towards some pre-defined learning objectives; and should able to create tools to determine if the

objectives were met.

An Instructional designer is responsible to analyze learner needs, conceive learning solutions and

interface with complimentary practices to execute the solution. An Instructional Designer develops

training solutions using prescribed tools and according to organizational process, quality, budget, and

milestone standards.

An Instructional Designer has the primary purpose of developing training assets (including but not

limited to instructor-led training, application simulations and virtual-web-based training) based on high-

level design specifications. The Instructional Designer requires moderate supervision.

Organizational Hierarchy

Head, Instructional

Designer

Instructional Instructional Designer Designer

Content Writer Content Writer Content Writer



Minimum Requirements

Education

Any graduate from a recognized university with aggregate of 50% and above. Professional Experience Some experience in developing different training solutions, such as e-learning sessions, application

simulations, instructor lead trainings, virtual classrooms, web based training, and job aids. This includes ability to:

o Research, analyze, design, develop, customize instructional materials for both e-learning and instructor lead training

o Work with different types of input material to create instructional content o

Apply various Instructional strategies, models and theories to content o Use templates in developing instructional materials o Visualize Content and work with Graphic Designers in the development of Graphics, Animations etc.

Technical Skills

He/She should be proficient with MS Office, especially PowerPoint. He/She should also be proficient with at least two Rapid Authoring tools (for example Captivate and

Articulate) and one sound editing tool (example) Audacity. He/She should have hands on working experience with Learning Management Systems He/She should have basic understanding of tools like Flash and Photoshop.

Communication

He/She should have excellent command over both written and spoken English. He/She should demonstrate strong communication skills, and the ability to interact at all levels He/She should demonstrate strong interpersonal skills and should be able to work with a team

Business Orientation

He/She should be able to work with a business team and provide inputs whenever necessary



Responsibilities

Conduct training need analysis Source, review and write raw content required for a project in consultation with an SME Work with Project Manager (PM) around scope and solution Write and review storyboards Work with Voiceovers Artists, Graphic Designers (GD) and programmers to create required assets for a project Use tools and templates, design and develop learning deliverables in line with project scope Develop training materials associated with the project including instructor guides, participant guides, hands-on

activities, hand-outs, diagrams and pictures, job aids and self-study materials Perform quality check of produced e-learning modules and other content Helps business managers to write proposals by providing inputs as and when required Participate in client meetings as and when required



JOB ELEMENT ANALYSIS

1. Conduct training need analysis

Element Threshold Differentiating

Need Analysis S: Analyze explicit needs using S: Analyze even implicit needs

standard templates. using techniques like probing.

K: Templates K: Templates, probing skill,

listening skill, psychology

2. Source, review and write raw content required for a project Element Threshold Differentiating

Collaborate with SME S: Communicates with SME S: Makes the SME a part of the

K: email, telephone

project by involving them

K: email, telephone,

questioners, interviews

Review raw content S: Reading content and making S: Reading content and

grammatical changes identifying flow and content

K: Language

gap.

K: Language, subject matter,

flow

Document that any gap that S: Documenting obvious gaps S: Documenting subtle gaps

exists like missing sections. and suggesting improvements.

K: Curriculum K: Curriculum, subject matter.

Create content to fill the gaps

3. Work with Project Manager (PM) around scope and solution


Provide regular updates S: Sending updates when asked S: Sending updates regularly

K: Reporting tool

even when not asked



K: Reporting tools, quality

processes

Escalate any issue effecting S: Reporting issues when the S: Anticipating issues and

time and scope of the project impact is obvious taking corrective measures.

K: Communication channels, K: Communication channels,

organizational hierarchy organizational hierarchy

4. Write and review storyboards


Create learning objectives S: writing learning objectives S: writing learning objectives

for each sessions for each session which are

K: Course design document,

measurable

Word processing tool K: Course design document,

learning theories, word

processing tool

Create storyboards S: writing storyboards in a S: writing storyboards with a

prescribed format clear flow and references

K: Instructional design, word

whenever required

processing tools K: Instructional design, best

practices, word processing

tools

Review Storyboards S: Documenting grammatical S: Documenting grammatical as

issues. well content issues.

K: Language, word processing K: Language, word processing

tool. tool, subject matter

Create voice-over scripts S: Copying text to the S: Making suitable changes to

prescribed format from a the script to make it studio

storyboard. friendly.

K: Word processing tool. K: Word processing tools, voice

over recording process,

phonetics



Create assessments S: Creates assessments from S: Taking content from the

the body text of the storyboard and converting

storyboard. them into scenarios.

K: Language storyboards K: Language, storyboard,

learning theories

Take sign offs S: Sending documents for sign S: Making sure sign off are

off. received on time to avoid re-

K: Communication channels,

work.

organizational hierarchy K: Communication channels,

organizational hierarchy

5. Work with Voiceovers Artists, Graphic Designers (GD) and programmers


Storyboard discussions S: Explaining the overall S: Explaining frame by and

concept making sure the designers

K: Communication channels,

understand the concept

organizational hierarchy K: Communication channels,

organizational hierarchy

Production support S: Providing support when S: Proactively taking part in the

required. production process.

K: Communication channels, K: Communication channels,

organizational hierarchy organizational hierarchy,

production process

6. Use tools and templates


Tools S: Using tools when asked S: Proactively suggesting tools that

K: Tools

can increase productivity.

K: Tools

Templates S: Using prescribed templates S: Knowing the templates existing

K: Related tools

with the organization and using them

to increase productivity.

K: Related tools, organization assets

library



7. Develop training materials


Training Materials S: Developing training material S: Suggesting various training

as instructed by a manger material that will enhance

K: Course design document

learning and developing them

K: Instructional design, course

design document. Learning

theories

8. Perform quality check


Review produced sessions. S: Reviewing and documenting S: Reviewing and documenting

obvious issues subtle issues as well, including,

S: Quality policy, related tools

content, grammar and

functionality.

S: Quality policy, related tools,

subject matter.

9. Helps business managers to write proposals


Proposal writing S: Providing inputs as asked by S: writing a complete proposal

the business managers. K: Business, language, subject

K: Word processing tools, matter, project, word

language, project processing tools.



10.Participate in client meetings as and when required


Presentations S: Make a presentation in front S: Make a presentation in front

of an audience and can deliver of an audience and even

canned answers as response. resolve nonstandard queries

K: Presentation tools K: Presentation tool, subject

matter, business.



COMPETENCIES

Here are the competencies essential for a successful instructional designer.

Developing content Visual thinking Creativity Adaptability Problem solving Passion for learning Team work Leadership Time management Communication Self-motivation Expert knowledge Business acumen



BARS

Indicators Learner Advanced Expert

Developing content Has the ability to write Has the ability to create Has the ability to write

precise and structure and flow. Can a complete piece of

grammatically correct expand pointers to content from zero.

text in a given format meaningful content.

from a given source.

Visual thinking Can suggest images that Can suggest images and Can create a complete

go with the content. create relevant visual schema, e.g info

diagrams. graphic from data.

Creativity Is very comfortable with Is mostly comfortable Not comfortable with

the statuesque with the statuesque. the statuesque. Always

However has the desire looking for avenues of

to make improvement. improvement.

Adaptability Needs a lot of Needs minimal Doesn’t require any

handholding while guidance while adapting guidance while adapting

adapting to a new to a new environment. to a new environment.

environment.

Problem solving Looks up to a senior Can solve most of the Can solve complex

every time a new problems on own. problems and design

problem occurs. However, needs help if effective solutions.

the problem is complex.

Passion for learning Only learns when work Keeps up with the Actively acquires skills

requires it. relevant skills. that may help the

organization to grow.

Team work Is capable of working Is capable of working Capable of working and

with a familiar team. with a new and diverse leading any team. team.

Leadership Is not comfortable with Can lead with explicit Is a natural leader and

leadership roles. authority. attains is capable of

assuming leadership

even without explicit authority.

Time management Needs monitoring in Doesn’t require Manages time in an

order to meet monitoring in order to order that ensures

deadlines. meet deadlines. maximum productivity.

Communication Is capable of Is capable of Is capable of

communicating using communicating a communicating abstract

given templates. developed concept. concepts, drawing

information and shape

ideas.

Self-motivation Motivated enough to Motivated to do some Always motivated to go

perform day to day job. extra work if required. an extra mile in order to



achieve excellence.

Expert knowledge Has sufficient Has some knowledge of Has vast knowledge and

knowledge to perform other related subjects. uses it in order to

day to day work. optimize processes.

Business acumen Understands the Understands the Has a deep

business in superficial business well and can understanding of the

level. help business teams in business and is capable

proposals etc. of coming up with new

revenue opportunities.

CONCLUSION

Being an Instructional Designer is one of the sought after and relevant occupations in a world where

up skilling using mass customization is a need of the hour. Therefore, it is important that an entity puts

enough thought in designing this role in order to ensure effectiveness.


ABOUT ME

I am a learning architect specializing in blended learning. Currently I work with National

Entrepreneurship Network where I lead the Entrepreneur Academy, a portal that provides online

entrepreneurial education for early stage startups.

I have 8 years of experience in delivering end to end learning solutions. I have experience of working

across verticals that include IT, Manufacturing, FMCG, Automotive, Pharma, Finance and Education.

I have an MBA in Human Resources (IMDR) and a ‘Certified L&D Manager’ (CAMI). I also have a

certification in Digital Marketing from Internet and Mobile Association of India (IAMAI).

You can connect with me Twitter and LinkedIn.

Visit my blog www.beingsam.in for more resources,

https://twitter.com/Shyamantab

http://www.linkedin.com/profile/view?id=24784934
