Competencies
Competencies Reflection
Professional Foundations:
In terms of professional foundation in instructional design, I feel that 705, 704, 730 and 732 set the stage for understanding how far Instructional Design has come and where it is going. These courses provide me with great insight into the who, what, when, where and why of instructional design. With the addition of this knowledge it has helped me develop instructional products that incorporates theoretically sound approaches to learning. Learning about instructional strategies, theories, learning activities and environments have equipped me with a better understanding of how to approach a learning scenario with the appropriate considerations.
Design and Development:
In this section courses 732, 752, 772, 575, 526, 704 and 611 has been instrumental in helping me with gain a better understanding regarding design and development. Many of the aforementioned courses afforded me with new technology and tools to assist with the development of sound instruction. In addition, I also learned how to develop and design distance learning courses for a variety of audiences to meet the required needs. Also, the use of various assessment techniques was covered as well. The use of summative, conformative and formative evaluation will ensure that the instruction provided is in directly alignment with the needs assessment.
Implementation and Management:
Courses 573, 752, 732, 705, 611, provided greater insight into Instructional Design from a management and project approach to accomplishing set goals. Since this program has been project-based, I feel that I can go forward and work on any team in a cohesive and collaborative manner. The courses afforded me the opportuntiy to work as a project manager/team lead and also in a supporting role as a team member. Also, learning basic project management fundamentals has been useful to me when it was my turn to take the lead on a project.
Competencies
Below you will find the International Board of Standards for Training, Performance and Instruction (IBPTSI) proficiency levels of achievement as it relates to professional foundations, design and development and implementation and management competencies met during the Instructional Design program. In addition, a link to a Word version of this chart is available below.
| Competencies | Course(s) Applicable | Proficiency |
| Communicate effectively in visual, oral and written form. | All applicable course numbers are based on the Education Instructional Technology abbreviation | |
| Create messages that accommodate learner needs and characteristics, content and objectives. | 705, 611,730, 772, 575, 732 | Proficient |
| Write and edit text to produce messages that are clear, concise, and grammatically correct. | 705, 611,730, 772, 575, 732 | Proficient |
| Apply principles of message design to page layout and screen design. | 705, 611,730, 772, 575, 732 | Proficient |
| Create or select visuals that instruct, orient, or motivate. | 526, 705, 611,730, 772, 575, 732 | Proficient |
| Deliver presentations that effectively engage and communicate. | 705, 611,730, 772, 575, 732, 590 | Proficient |
| Use active listening skills in all situations. | 705, 611,730, 772, 575, 732, 526, 573, 590 | Proficient |
| Present and receive information in a manner that is appropriate for the norms and tasks of the group or team. | 705, 611,730, 772, 573, 732, 590 | Proficient |
| Seek and share information and ideas among individuals with diverse backgrounds and roles. | 705, 611,730, 772, 575, 732, 573, 590 | Proficient |
| Facilitate meetings effectively. | 705, 611,730, 772, 575, 732, 573, 590 | Proficient |
| Apply current research and theory to the practice of instructional design. |
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| Promote, apply and disseminate the results of instructional design theory and research. | 705, 611, 730, 772, 575, 732, 590 | Proficient |
| Read instructional design research, theory and practice literature. | 705, 611,730, 590 | Proficient |
| Apply concepts, techniques and theory of other disciplines to problems of learning, instruction and instructional design. | 705, 611,730, 772, 575, 732 | |
| Update and improve one’s skill, knowledge and attitudes pertaining to instructional design and related fields. | ||
| Apply developments in instructional design and related fields. | 705, 611,730, 772, 575, 732 | Proficient |
| Acquire and apply new technology skills to instructional design practices. | 705, 611,730, 772, 575, 732 | Proficient |
| Participate in professional activities. | Not addressed | |
| Document one’s work as a foundation for future efforts, publications or professional presentation. | Not addressed | |
| Establish and maintain contacts with other professionals. | 704, 705, 611, 732 | Proficient |
| Apply fundamental research skills to instructional design projects. | ||
| Use a variety of data collection tools and procedures. | 705, 732, 590 | Proficient |
| Apply appropriate research methodologies to needs assessment and evaluation. | 705, 732, 590 | Proficient |
| Use basic statistical techniques in needs assessment and evaluation. | 705, 732 | Somewhat Proficient |
| Write research and re-evaluation reports. | 590 | Proficient |
| Identify and resolve ethical and legal implications of design in the workplace. |
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| Identify ethical and legal dimensions of instructional design practices. | 526, 611, 732 | Proficient |
| Anticipate and respond to ethical consequences of design decisions. | 732, 611, 526 | Proficient |
| Recognize and respect intellectual property rights of others. | 611, 732, 526 | Proficient |
| Recognize the ethical and legal implications and consequences of instructional products. | 611, 732, 526 | Proficient |
| Adhere to regulatory guidelines and organizational policies. | 526, 705 | Proficient |
| Conduct a needs assessment. | ||
| Describe the problem and its dimensions, identifying the discrepancies between current and desired performance. | 705, 732, 730, 611 | Proficient |
| Clarify the varying perceptions of need and their implications. | 705, 732, 730, 611 | Proficient |
| Select and use appropriate needs assessment tools and techniques. | 705, 732, 730, 611 | Proficient |
| Determine the possible causes of the problem and potential solutions. | 705, 732, 730, 611 | Proficient |
| Recommend and advocate non-instructional solutions when appropriate. | Not Addressed | |
| Complete a cost benefits analysis for recommended solutions. | Not Addressed | |
| Design a curriculum or program. | ||
| Determine the scope of the curriculum or program. | 705, 611, 730, 732 | Proficient |
| Specify courses based upon needs assessment outcomes. | 705, 732, 730, 611 | Proficient |
| Sequence courses for learners and groups of learners. | 705, 732, 730, 611 | Proficient |
| Analyze and modify existing curricula or programs to insure adequate content coverage. | Not Addressed | |
| Modify an existing curriculum to reflect changes in society, the knowledge base, technology, and or the organization. | Not Addressed | |
| Select and use a variety of techniques for determining instructional content. |
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| Identify content requirements in accordance with needs assessment findings. | 705, 611,730, 732, 573 | Proficient |
| Elicit, synthesize and validate content from subject matter experts and other sources. | 732 | Proficient |
| Determine the breadth and depth of intended content coverage given instructional constraints. | 705, 611,730, 772, 575, 732, 573 | Proficient |
| Determine prerequisites given the type of subject matter, the needs of the learner and the organization. | 704, 732, 752 | Proficient |
| Use appropriate techniques to analyze varying types of content. | 704, 705, 573 | Proficient |
| Identify and describe target population characteristics. | ||
| Determine characteristics of the target population influencing learning and transfer. | 704, 705, 526 | Proficient |
| Analyze, evaluate and select learner profile data relevant to a particular design situation. | 704, 705, 611, 730, 732, 752 | Proficient |
| Analyze the characteristics of the environment. | ||
| Identify aspects of the physical and social environments that impact the delivery of instruction. | 704, 705, 730, 732, 752, 611 | Proficient |
| Identify environmental and cultural aspects that influence attitudes toward instructional intervention. | 704, 705, 730, 732, 752, 611 | Proficient |
| Identify environmental and cultural factors that influence learning, attitudes, and performance. | 704, 705, 730, 732, 752, 611 | Proficient |
| Identify the nature and role of varying work environments in the teaching and learning process. | 704, 705, 730, 732, 752, 611 | Proficient |
| Determine the extent to which organizational mission, philosophy and values influence the design, implementation and success of a project. | 573 | Proficient |
| Analyze the characteristics of existing and emerging technologies and their use in an instructional environment. | ||
| Specify the capabilities of existing and emerging technologies to enhance motivation, visualization, interaction, simulation, and individualization. | 526, 772, 575, 704, 705, 573 | Proficient |
| Evaluate the capacity of a given infrastructure to support selected technologies. | 573 | Proficient |
| Assess the benefits of existing and emerging technologies. | 573, 611 | Proficient |
| Reflect upon the elements of a situation before finalizing design solutions and strategies. | ||
| Generate multiple solutions to a given problem situation. | 732, 752, 573 | Proficient |
| Remain open to alternative solutions until sufficient data have been collected and verified. | 573 | Proficient |
| Assess the consequences and implications of design decisions on the basis of prior experience, intuition and knowledge. | 704, 732, 752, 730 | Proficient |
| Revisit selected solutions continuously and adjust as necessary. | 732, 752 | Proficient |
| Select, modify, or create a design and development model appropriate for a given project. | ||
| Consider multiple design and development models. | 704, 705, 732, 752, 730 | Proficient |
| Select or create a model suitable for the project based on an analysis of model elements. | 705, 732, 752, 573 | Proficient |
| Modify the model if project parameters change. | 732, 752 | Proficient |
| Provide a rationale for the selected design and development model. | 732, 752 | Proficient |
| Select and use a variety of techniques to define and sequence the instructional content and strategies. | ||
| Use appropriate techniques to identify the conditions that determine the scope of the instructional content. | 573, 704, 705, 730 | Proficient |
| Use appropriate techniques to specify and sequence instructional goals and objectives. | 704, 705 | Proficient |
| Select appropriate media and delivery systems. | 704, 705, 730, 732, 752, 611, 772 | Proficient |
| Analyze the learning outcomes and select appropriate strategies. | 704, 705, 730 | Proficient |
| Analyze the instructional context and select appropriate strategies. | 704, 730 | Proficient |
| Select appropriate participation and motivational strategies. | 704 | Proficient |
| Select and sequence assessment techniques. | 705 | Proficient |
| Prepare a design document and circulate for review and approval. | 705, 732, 752 | Proficient |
| Select or modify existing instructional materials. | ||
| Identify existing instructional materials for reuse or modification consistent with instructional specifications. | Not Addressed | |
| Select materials to support the content analyses, proposed technologies, delivery methods and instructional strategies. | Not Addressed | |
| Use cost-benefit analyses to decide whether to modify, purchase or developing instructional materials. | Not Addressed | |
| Work with subject matter experts to validate material selection or modification. | 732, 752 | |
| Integrate existing instructional materials into the design. | Not Addressed | |
| Develop instructional materials. | ||
| Develop materials that support the content analyses, proposed technologies, delivery methods, and instructional strategies. | 704, 730, 705, 732, 752, 611 | Proficient |
| Work with subject matter experts during the development process. | 732, 752 | Proficient |
| Produce instructional materials in a variety of delivery formats. | 704, 705, 611, 575, 772, 730 | Proficient |
| Design instruction that reflects an understanding of the diversity of learners and groups of learners. | ||
| Design instruction that accommodates different learning styles. | 704, 705 | Proficient |
| Be sensitive to the cultural impact of instructional materials. | 704, 705, 526 | Proficient |
| Accommodate cultural factors that may influence learning in the design. | 704, 705, 526, 611 | Proficient |
| Evaluate and assess instruction and its impact. | ||
| Construct reliable and valid test items using a variety of formats. | 705, 752 | Proficient |
| Identify the processes and outcomes to be measured given the identified problem and proposed solutions. | 705, 752 | Proficient |
| Develop and implement formative evaluation plans. | 705, 752 | Proficient |
| Develop and implement summative evaluation plans. | 705 | Proficient |
| Develop and implement confirmative evaluation plans. | 705 | Proficient |
| Determine the impact of instruction on the organization. | 705, 752 | Proficient |
| Identify and assess the sources of evaluation data. | 705, 752 | Proficient |
| Manage the evaluation process. | 705, 752 | Proficient |
| Discuss and interpret evaluation reports with stakeholders. | 752 | Proficient |
| Plan and manage instructional design projects. | ||
| Establish project scope and goals. | 573, 752, 732, 705 | Proficient |
| Use a variety of techniques to develop a project plan. | 573, 752, 732, 705 | Proficient |
| Write project proposals. | 573, 752, 732, 705 | Somewhat proficient |
| Develop project information systems. | 573, 752, 732, 705 | Proficient |
| Monitor multiple instructional design projects. | 573, 752, 732, 705 | Proficient |
| Allocate resources to support the project plan. | 573, 752, 732, 705 | Proficient |
| Select and manage internal and external consultants. | 573, 752, 732, 705 | Proficient |
| Monitor congruence between performance and project plans. | 573, 752, 732, 705 | Proficient |
| Troubleshoot project problems. | 573, 752, 732, 705 | Proficient |
| Debrief design team to establish lessons learned. | 573, 752, 732, 705 | Proficient |
| Promote collaboration, partnerships and relationships among the participants in a design project. | ||
| Identify how and when collaboration and partnerships should be promoted. | 705, 611,730, 732, 752, 573 | Proficient |
| Identify stakeholders and the nature of their involvement. | 705, 611,730, 732, 752, 573 | Proficient |
| Identify subject matter experts to participate in the design and development process. | 705, 611,730, 732, 752, 573 | Proficient |
| Build and promote effective relationships that may impact a design project. | 705, 611,730, 732, 752, 573 | Proficient |
| Determine how to use cross-functional teams. | 705, 611,730, 732, 752, 573 | Proficient |
| Promote and manage the interactions among team members. | 705, 611,730, 732, 752, 573 | Proficient |
| Plan for the diffusion of instructional or performance improvement products. | 705, 611,730, 732, 752, 573 | Proficient |
| Apply business skills to managing instructional design. | ||
| Link design efforts to the strategic plans of the organization. | 705, 611,730, 772, 575, 732, 752, 573 | Proficient |
| Establish strategic and tactical goals for the design function. | 732, 752, 704 | Proficient |
| Use a variety of techniques to establish standards of excellence. | 705, 611,730, 772, 575, 732, 752, 704, 573, 526 | Proficient |
| Develop a business case to promote the critical role of the design function. | Not Addressed | |
| Recruit, retain, and develop instructional design personnel. | Not Addressed | |
| Provide financial plans and controls for the instructional design function. | Not Addressed | |
| Maintain management and stakeholder support of design function. | 732, 752 | Proficient |
| Market services and manage customer relations. | Not Addressed | |
| Design instructional management systems. | ||
| Establish systems for documenting learner progress and course completion. | Not Addressed | |
| Establish systems for maintaining records and issuing reports of individual and group progress. | Not Addressed | |
| Establish systems for diagnosing individual needs and prescribing instructional alternatives. | Not Addressed | |
| Provide for the effective implementation of instructional products and programs. |
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| Use evaluation data as a guide for revision of products and programs. | 732, 752 | Proficient |
| Update instructional products and programs as required. | 732, 752 | Proficient |
| Monitor and revise the instructional delivery process as required. | 732, 752 | Proficient |
| Revise instructional products and programs to reflect changes in professional practice or policy. | Not Addressed | |
| Revise instructional products and programs to reflect changes in the organization or target population. | 732, 752 | Proficient |
| Recommend plans for organizational support of instructional programs. | 732, 752 | Proficient |
IBPTSI: Competencies Chart