IDCompetencies

​​ ID COMPETENCIES- The acronynm is ASK- something we can **__ask__** ourselves - Do I need to have Attitude, Skill, or Knowledge in a given situation.(copy and paste
 * < **Attitudes** || **Skills** || **Knowledge** ||
 * ======Desire and motivation to learn new Technology.====== || **Ability to ask the right questions (and keep asking them throughout the ID process)** || Knowledge of project management ||
 * Passion for learning and facilitating learning for others || Assess performance gaps and identify root causes when training is not the best solution || Possess knowledge of adult learning theory and key instructional design methodologies ||
 * Be able to articulate your personal learning philosophy || Ability to conduct effective focus groups || Knowledge of and experience with needs assessment and front-end analysis strategies ||
 * Ability to be able to incorporate others' learning philosophies and needs. || Creativity in developing learning strategies || //Ability to assimilate and chunk information.// ||
 * Ability to share technology and skills with others. || Listening skills || Knowledge of current instructional technologies ||
 * patience || Negotiation skills || Knowing when to push, when to allow for for discovery, when to hold the learners hand and guide ||
 * Respect for others || Skill in writing effective learner goals and objectives ||  ||
 * Approach a task knowing that technology happens ... something will likely not go according to plan, be flexible || Possess excellent communication skills ||  ||
 * || Ability to identify future instructional needs ||  ||
 * || Ability to demonstrate ROI ||  ||
 * || Ability to coach learners ||  ||
 * || Ability to work under pressure ||  ||
 * || Incorporates different teaching methods to address varied learning styles ||  ||
 * || Attention to detail ||  ||
 * || //Ability to write stories, dialogues, scenarios, narration scripts// ||  ||
 * || Knowledge about the writing process as well as being able to use that process appropriately. ||  ||
 * || Technical aptitude for various learning technologies ||  ||
 * || Understanding the nature of the learner and how they best accomplish a task ||  ||

This list is numbered using the bullet numbering function in the toolbar above. This allows you to easily insert your competencies without having to retype all numbers.​

List of ID Competencies
 * 1) Passion for education and educating
 * 2) Effective interaction with others in order to produce meaningful outcomes and facilitation skills. (8)
 * 3) Strong people skills required.
 * 4) Ability understand IDs role and be certain to involve other colleagues in course development (SMEs, Instructional Technology, IT, etc.)​
 * 5) Ability to ask to the right questions (10)
 * 6) Knowledge of project management
 * 7) Assess performance gaps and identify root causes when training is not the best solution
 * 8) Possess knowledge of adult learning theory and key instructional design methodologies** (2) **
 * 9) Ability to bring clients to consensus on issues
 * 10) Skill in writing effective learner goals and objectives
 * 11) Ability to identify and select most suitable front end analysis
 * 12) Develop and maintain course materials
 * 13) Utilize computer technology to create instructional materials
 * 14) Understanding of eLearning development processes, controls, evaluation.
 * 15) Develop and validate quantitative and qualitative assessments for learning programs
 * 16) Possess excellent communication skills ** (1) (7) **
 * 17) Possess excellent interpersonal skills (9)
 * 18) Desire and motivation to learn new technology
 * 19) Passion for learning and facilitating learning for others
 * 20) Ability to assess instruction relative to objectives
 * 21) Ability to adjust instruction, materials midstream if necessary
 * 22) ​Ability to identify future instructional needs
 * 23) Ability to design effective instruction within the confines of the ID's available technology
 * 24) Ability to coach learners
 * 25) Knowledge of strategies to engage learners
 * 26) Creativity in developing learning strategies
 * 27) Listening skills (6)
 * 28) Experience in teaching or online instruction (Dan @ Oakdale, MN) **(3)**
 * 29) The ability to work and communicate across different disciplines in industry and academie (Dan @ Oakdale, MN) **(7) (4) **
 * 30) Experience with course management systems (Dan @ Oakdale, MN) **(4)**
 * 31) Knowledge of and experience with needs assessment and front-end analysis strategies (Dan @ Oakdale, MN) **(5)**
 * 32) An ability to communicate and work with employees at all levels (under-achiever to the over-achiever, newbie to pro) (5)
 * 33) Have some sort of work experience that will help them relate to the learners
 * 34) ​Identify and resolve ethical and legal implications of design in the workplace
 * 35) ​​Identify and describe target population characteristics
 * 36) Analyze the characteristics of the environment
 * 37) Analyze the characteristics of existing and emerging technologies and their use in an instructional environment** (10) **
 * 38) Reflect upon the elements of a situation before finalizing design solutions and strategies (3)
 * 39) Strong needs-analysis skills
 * 40) Analyze the audience to tailor training format and content
 * 41) Ability to communicate with and interview SMEs
 * 42) Ability to work under pressure (2)
 * 43) Ability to read between the lines when complete information isn't available (1)
 * 44) Knowledgeable about adult-learning theories and andragogy ** (9) **
 * 45) Applies adult learning principles during the ID process
 * 46) Sensitive to culturally diverse learners ** (8) **
 * 47) Accommodates different learning styles through varied methods of instruction
 * 48) Considers personal and social characteristics of learners and in developing instruction
 * 49) Excellent data gathering and analysis skills ** (6) **
 * 50) Performs environmental analysis, to include physical and organizational climate
 * 51) Dedication to uphold ID principles
 * 52) Ability to say no when training is not the solution needed
 * 53) Strive for Personal Growth
 * 54) Have humility.
 * 55) Have a passion to impact the lives of people in positive ways through designing suitable learning interventions.
 * 56) Create an effective design within the constraints of a project regarding available technology, budget, time and human capital.
 * 57) Engage in cross-disciplinary knowledge, consult with others and expand one’s own knowledge base and perspective constantly.
 * 58) Possess knowledge of learning theories.
 * 59) Posess knowledge of instructional theories.
 * 60) Ability to integrate interdependent elements into an instructional design model.
 * 61) Serve as your own SME
 * 62) Start over completely if you didn't get it right the first time. This seems to be the most difficult part for teachers at least because you don't want to lose that instructional time. (Laura Meyer @ Waterloo, IA)
 * 63) This leads to questioning strategies being so important. I specifically use Bloom's Taxonomy to assist me with this process. (Laura Meyer @ Waterloo, IA)
 * 64) An understanding of learner-centered principles and strategies of instruction (Dan @ Oakdale, MN)
 * 65) Experience with compensating for multiple learning preferences within a single classroom (Dan @ Oakdale, MN))
 * 66) Creative utilization of on-hand tools (i.e. powerpoint)​​
 * 67) Attention to detail
 * 68) Interviewing skills and note taking skills
 * 69) Ability to assimilate and chunk information.
 * 70) Writing correctly, clearly and concisely.
 * 71) Ability to collaborate with specialists in different areas (graphics, media, software engineering).
 * 72) Ability to write stories, dialogues, scenarios, narration scripts.
 * 73) Skill in choosing appropriate learning theories to achieve instructional goals
 * 74) Ability to articulate personal philosphy regarding learning theory (Dan @ Oakdale, MN)
 * 75) The ability to apply appropriate learning theory to content and learner preferences (Dan @ Oakdale, MN)
 * 76) Skilled at motivation and a self-starter (Dan @ Oakdale, MN)
 * 77) Works well unsupervised (Dan @ Oakdale, MN)
 * 78) patience
 * 79) Respect for others
 * 80) Knowledge of current instructional technologies
 * 81) Ability to capture learner attention
 * 82) Ability to motivate learners throughout the course.
 * 83) Knowledge of all learning theories.
 * 84) Ability to be adaptive to changing trends in technology.



Mary@Northampton, MA- 2-10-10, I thought it might be helpful to pull the table up to the top of our page-sort of bring the most important info up. In my mind, it helps prioritize. Those opposed-feel free to edit. Tanyika, I got a pop-up message/chat that you were editing this page, so I will come back in a bit. Upon returning, it seems folks have lined up these competencies, in an order similar to what I was going to do. Christene- Great idea Ron, I will wait for the others to contribute before I make any further changes. From Randy - I will add my thoughts using this blue font. While I added my competencies to the end I feel further discussion could be had as to priorities. The list is very dependent on whether the person utilizing the ID skills is to simply create/maintain the materials needed for instruction or to develop an instructional program from the ground up. GREEN = Dan @ Oakdale, MN contribution! :-) (Above list and below content!) Christene- I am going to take our list a step further and that is to categorize our competencies into skills attitudes and knowledge. We can simple copy and paste each item listed into the column where you think it belongs Beth@janesville Hi Beth, most certainly not, as a matter of fact we can continue to add more to the list, that is why I suggested copy and paste - Christene Debbie@Houston * ** I think instead of re-ordering the list of competencies, which simply reflects the choices of the last person to edit the list, we should put a # (1-10) by the competencies we each feel are the critical competencies...taking into consideration the additional competencies each week. We can color code the #'s like we have already started using. I think we'll then get an idea of ones we share in common and consensus on the others. What does everyone think? Dan @ Oakdale, MN

I agreed with Dan's assessment of the best way to mark our responses for what is important to employers. I firmly believe that employers are looking for problem-solvers in their employees. From what I've heard from our Partners in Education, the business will spend the money and time to train someone that can make a decision on their own. Thanks, Laura M. @ Waterloo, IA**

ID Competencies and Jobs Research Activity

 * Step 1 **
 * Your local paper
 * Craigs List
 * [|CareerBuilder]
 * [|Monster.com]
 * [|Yahoo!hotjobs]
 * [|Chronicle of Higher Education]
 * [|HigherEdJobs.com]
 * [|American Society for Training & Development]
 * [|Society for Applied Learning Technology]
 * Step 2**
 * What differences did you observe in competencies by field (for example Government positions vs. military vs. higher education vs. k12, etc.)?
 * Was there any differentiation between Instructional Designers and Instructional Technologists? If yes, what were the differences?

= __Instructional design competencies and desired qualifications includes:__ =
 * Step 3 - Continue the learning process**

__From Lisa@Chicago__
 * Experience with conducting focus groups.
 * Ability to bring clients to consensus on issues
 * Familiarity with research methodologies
 * Experience in working with comparative data, and how to interpret performance analysis metrics
 * Technical writing experience
 * Experience with Web 2.0 tools like blogs and wikis
 * Understands the psychology of adult learning


 * Applies adult learning principles during the ID process
 * Sensitive to culturally diverse learners
 * Accommodates different learning styles through varied methods of instruction
 * Considers personal and social characteristics of learners and in developing instruction
 * Excellent data gathering and analysis skills
 * Performs environmental analysis, to include physical and organizational climate

brown@bristow
 * Asking questions
 * Asking the right questions
 * Focus your questions
 * Align with strategic goals
 * Clarification of problem
 * Ability to determine when and if instruction is needed

(Submitted by Dan @ Oakdale, MN) I came across a great deal of information from perusing the sites supplied in this activity. The following competencies showed up a lot and were also the ones I most directly associated to instructional design-- Based on the content covered in Module 2 regarding needs assessment and front-end analysis, I would add the following competencies and qualifications to the ID-- (Submitted by Tanyika @ Atlanta, GA) I added my thoughts to the numbered list above. During my blog reading I found an additional resource from the International Board of Standards for Training, Performance and Instruction. []
 * 1) **Postsecondary teaching experience (either traditional f2f or online environments)**
 * 2) **Knowledge of current instructional theories and principles**
 * 3) **Excellent communication and collaboration skills**
 * 4) **Strong project management skills**
 * 5) **Strong copyediting and proofreading skills**
 * 6) **Experience with course management systems**
 * **The ability to apply information and communicate across disciplines of business or academia**
 * **Knowledge and understanding of the application of needs assessment and front-end analysis**
 * ​Identify and resolve ethical and legal implications of design in the workplace
 * ​​Identify and describe target population characteristics
 * Analyze the characteristics of the environment
 * Analyze the characteristics of existing and emerging technologies and their use in an instructional environment
 * Reflect upon the elements of a situation before finalizing design solutions and strategies
 * Mod 4 Activity 1 — ID Competencies Wiki **
 * Given what you’ve learned in this module’s readings, visit the course wiki with our ID Competencies. Add additional competencies you think Instructional Designers need in order to be successful and prioritize the competencies.**
 * Wow Wow Wow ... I think we've gotten carried away. As I have gone back and read the lists, there are some items that are repeated, others are the same but put in different words. So how do we go about this. Perhaps we should all add a max of five to start with and then go from there? Dave@GZ **
 * ** Strong people skills **
 * ** A knowledgeable background of how one learns (adult or child) **
 * ** Ability to define what is to be learned **
 * ** Knowledge of instructional design **


 * Module 4: ID Competencies: Arlene@Orlando**

I found many of the list competencies repeated. The core requirements are not only required by employers seeking IDs, but by the course work that we are learning and trying to instill. I don't mind the list growing so much because I like to see the different ways the competencies are written. Sometimes a new way of phrasing the same idea will aid in searches or in listing skill sets on CVs. Having said that... Wow Wow Wow, this list is growing. I can't imagine where it will be in a few weeks.


 * //Interviewing skills and note taking skills.//
 * //Ability to assimilate and chunk information.//
 * //Writing correctly, clearly and concisely.//
 * //Ability to collaborate with specialists in different areas (graphics, media, software engineering).//
 * //Ability to write stories, dialogues, scenarios, narration scripts.//

//Karen @ Chip Fls//
 * Respect for others
 * //Knowledge of current instructional technologies//

Dave, I really appreciate your thoughts on how we should go about this. I struggle to reorder items that others put because I don't want to take away from their thoughts in any way, shape, or form. Some of the items that I believe are most important for instructional designers: 1. Be respectful to others. 2. Be able to take criticism and redirection. 3. Have the capacity to change direction and multi-task. 4. Be able to create information that is presented in multiple ways. 5. Ability to work cooperatively with others. 6. Take responsibility for creating new projects, items, and activities.

Thanks, Laura Meyer @ Waterloo, IA