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Instructional Designers (IDs) form the backbone of organizational and workplace learning. IDs apply the science of learning to the design and development of educational materials to drive improved performance and business outcomes. As an ID, you become well-versed in serving in a variety of different roles to meet the needs of any given project. We wear many different hats, but at our core, we are Collaborators, Scientists, and Continuous Improvers.
IDs are collaborators. In order to meet the needs of a target learner audience as well as achieve the desired business objectives of an ID project, it is critical to engage with the appropriate stakeholders of the organization. Not only do IDs need to work with subject matter experts to determine content for the learning solution, but they need to speak with key leaders to ensure that the solution aligns with strategic objectives and constraints. For example, as part of my work designing Process Improvement training for a nationwide healthcare organization, I partnered with their clinicians to check that my deliverables were relatable and made sense in the clinical context. I also engaged with the organization’s leadership to determine the boundaries within which I needed to work. I asked questions like, “Has the organization conducted Process Improvement training in the past? Do they expect any type of resistance to these concepts? How does Process Improvement fit within the organization’s larger strategic goals?”.
IDs are scientists. We research and explore existing literature within our discipline (and others!) to develop data-informed, evidence-based learning solutions. We embrace the principles of adult learning theory and also combine that guidance with the ever-changing world around us. The workforce of today needs learning solutions to keep pace with the information-rich and attention-hogging stimuli of our environment. As dedicated problem solvers, IDs continue to research, to learn, and to innovate in order to deliver educational materials that provide valuable, performance-changing results to our clients.
IDs are continuous improvers. With a background in Industrial and Human Factors Engineering, I truly relate to my role as an ID from the perspective of continuous improvement. IDs are agile and adaptive, ready to develop a variety of solutions depending on a specific project’s needs. Whether the project involves a needs assessment, eLearning module development, or an evaluation program, the ID is ready to dive in and identify the improvement opportunities. In addition, IDs also work to identify potential areas of improvement within how they conduct their work, e.g., a better way to collaborate, templates to improve efficiencies, new facilitation techniques for virtual learning, etc.
I have found that there is no one “true” path to becoming an ID. We come from a variety of different backgrounds and in my opinion, that diversity contributes greatly to the strength of not only the individual professional, but also the Instructional Design community as a whole.
As IDs continue to adapt, innovate, and collaborate with organizations to implement learning solutions that positively impact business outcomes while also working within resource and time constraints, more attention has been given to Performance-Based Training (PBT). The structure of PBT allows learners to develop and practice key job skills in a “safe and authentic environment...while receiving coaching and feedback” (OPWL 537 Course Instructors, 2020, p.12). PBT solutions incorporate observations, practice opportunities, and real-time coaching so that learners can eventually demonstrate their mastery of a given task (OPWL 537 Course Instructors, 2020, p.12). In addition, PBT focuses on the specific tasks that an employee must be able to successfully execute, which streamlines training and increases probability of learner engagement (Elfond, 2018).
Other benefits of PBT include (Elfond, 2018):
More cost-effective training programs due to a sharp focus only on those key areas that require improvement
More productive and efficient employees due to access to relevant, “just-in-time training”
Improved profitability and customer satisfaction due to high-quality services delivered by highly-skilled employees
There are some key considerations to make in order to implement a successful PBT program, as with any learning solution. For example, it is critical for the ID and the organization to conduct a thorough assessment to determine which skill gaps should be targeted through PBT. In addition, coaching and feedback is an important part of PBT so that learners are able to course-correct as necessary when developing their skills. Therefore, strong support and engagement is needed from those who will be responsible for this program component.
PBT is just one of the many approaches an Instructional Designer may implement for a project. Because every client and organization’s needs, goals, and constraints vary, every ID project is different - which is just one of the many reasons I find the field of Instructional Design so exciting!
Reference List
Elfond, G. (2018, Apri 24l). Why companies perform best with performance-based training. Rallyware Blog. https://www.rallyware.com/blog/why_companies_perform_best_with_performance-based_training
OPWL 537 Course Instructors. (2020). Instructional Design Course Handbook. Boise, ID: Boise State Department of Organizational Performance and Workplace Learning.
Elfond, G. (2018, Apri 24l). Why companies perform best with performance-based training. Rallyware Blog. https://www.rallyware.com/blog/why_companies_perform_best_with_performance-based_training
OPWL 537 Course Instructors. (2020). Instructional Design Course Handbook. Boise, ID: Boise State Department of Organizational Performance and Workplace Learning.
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