After posting “Who Needs Instructional Design?” I received emails
asking for specific indicators that knowledge of Instructional Design is
recommended. Queries came from both career Training professionals and those rotated into L&D from other functional areas.
Since there are different roles in the Learning function, I
will try to go over each one.
If you design training programs, the first thing to review
is your objectives. Are they peppered with “to know,” “to understand,” “to
appreciate”, and other verbs that cannot be demonstrated?
Do you measure learning only through
pre- and post- test regardless of the objectives?
If you are a trainer, do you start planning your program by
asking “what do I want to teach?”
Do you find yourself doing majority
of the talking in the training while the participants mostly listen?
Do your instructional visuals (such
as PowerPoint) resemble Word and Excel Documents on slides?
As a Training Evaluator, do you base your programs’ success
on the results of the Smiley Sheets distributed after the training?
As an L&D professional, do you first analyze whether a
training request is training or non-training-treatable? Do you know what to
look for when evaluating a training vendor’s proposal? Can you provide your training vendor the
objectives you want them to create a learning intervention for?
If you answered Yes to the first 6 questions, and No to the
last 3 questions, these are signs that you need Instructional Design knowledge
to help you do your job better.
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