But what do they really expect? Employer perceptions of the skills of entry-level instructional designers

Villachica, Steven W.; Marker, Anthony; Taylor, K.C.

doi:10.1002/piq.20067

Cited by 27 publications

(27 citation statements)

References 11 publications

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“…While both trainers and instructional designers reported that training is ongoing, occurs upon hire, and occurs as needed, there were discrepancies in regard to whether training or support was provided on how to complete tasks within the organization. This finding supports the findings of Villachica et al.’s () study regarding employer and employee expectations.…”

Section: Discussionsupporting

confidence: 92%

“…Additionally, instructional‐technology students reported achievement as highly valuable for their future careers, while they also exhibited concerns about obtaining personal fulfillment in their chosen careers (Perkmen, ). While job dissatisfaction can be attributed to non‐training‐related factors, such as supervisor, pay, access to subject‐matter experts, and lack of advancement issues, several researchers (Ertmer et al., ; Larson & Lockee, 2009b; Perkmen, ; Villachica et al., ) have suggested that proper onboarding of newly hired instructional designers could address some of these challenges.…”

Section: Literature Reviewmentioning

confidence: 99%

“…can be attributed to non-training-related factors, such as supervisor, pay, access to subject-matter experts, and lack of advancement issues, several researchers (Ertmer et al, 2008;Larson & Lockee, 2009b;Perkmen, 2012;Villachica et al, 2010) have suggested that proper onboarding of newly hired instructional designers could address some of these challenges.…”

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confidence: 99%

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The Onboarding of Instructional Designers in the Workplace

Rabel

Stefaniak

2018

Perf. Improv.

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Onboarding is the process of helping new employees learn organizational culture along with details related to performance expectation. Strategies used during onboarding include coaching, modeling, and just‐in‐time training. Many of these strategies can be found within a cognitive‐apprenticeship instructional framework. An effective onboarding experience is imperative for aiding in the success of novice instructional designers. This study explored the strategies used by organizations to onboard new instructional designers.

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Section: Discussionsupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

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The Onboarding of Instructional Designers in the Workplace

Rabel

Stefaniak

2018

Perf. Improv.

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“…In terms of panel composition, research design precedent supports the inclusion of employers, academics, and practitioners in the HPT panel as primary stakeholders in the development of professional standards for the HPT field. For example, researchers have analyzed employer perceptions of multimedia production competencies of the instructional design professional (Sugar, Brown, Hoard, & Daniels, ; Villachica, Marker, & Taylor, ). Additionally, another common approach to defining “employer needs” involves examining job advertisements (which employers obviously create and post) by analyzing the specific skills called for in those advertisements (Ritzhaupt, Martin, & Daniels, ; Sugar, Hoard, Brown, & Daniels, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Hoard¹,

Stefaniak²

2016

Perf Improvement Qrtly

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A s a fi eld, human performance technology (HPT) can be defi ned as the systematic approach to analysis and improvement of productivity and competence of human performers, traditionally in work settings. And as is the case with professional knowledge and competency standards for instructional design practice (e.g., the International Board of Standards for Training, Performance and Instruction standards), similar standards of HPT knowledge have been provided by a number of professional societies oriented to the HPT fi eld, such as the International Society for Performance Improvement and the Association for Talent Development, though varying focuses in the standards are evident upon close examination. Despite the availability of the HPT fi eld and practitioner competency and knowledge standards, the degree to which practitioners within HPT resemble or practice the standards has not been the subject of signifi cant empirical research.As of the time of this writing, there has been some research into the qualitative beliefs and agreement among practitioners regarding the content and coverage of certain sets of HPT practitioner standards (e.g., Klein & Jun, 2014 ), but little has been published in the way of quantitative skills and knowledge assessment of practitioners as measured against the published standards. Th e present study is intended to examine both the qualitative and quantitative questions about the acceptance and ability Despite the availability of the human performance technology (HPT) competency standards, the degree to which practitioners within HPT practice the standards has not been the subject of signifi cant empirical research. The present study examines whether the International Society for Performance Improvement HPT standards accurately describe the threshold of competency within HPT and the degree to which practitioners apply and utilize the competency standards.

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“…The International Board of Standards for Training, Performance, & Instruction (IBSTPI, 2016) defines a competency as "a knowledge, skill, or attitude that enables one to effectively perform the activities of a given occupation or function to the standards expected in employment. " Researchers have studied competencies for instructional designers (Byun, 2000;Larson & Lockee, 2004, 2009Klein & Jun, 2014;Koszalka, Russ-Eft, & Reiser, 2013;Richey, Fields, & Foxon, 2001;Villachica, Marker, & Taylor, 2010); for ID project managers (Brill, Bishop, & Walker, 2006;Foxon, Richey, Roberts, & Spannaus, 2003;van Rooij, 2013) for multimedia developers (Liu, et al, 2002;Ritzhaupt & Martin, 2014;Ritzhaupt, Martin, & Daniels, 2010;Sugar, Brown, Daniels, & Hoard, 2011); for training and development professionals (Berge, Verneil, Berge, Davis, & Smith, 2002); and for performance improvement specialists (Fox & Klein, 2003;Klein & Fox, 2004). Our review of these studies suggests that IDT competences can be classified into five major categories: (1) instructional design, (2) instructional technology, (3) management, (4) communication and interpersonal skills, and (5) other foundational competencies.…”

mentioning

confidence: 99%

Competencies for Instructional Designers: A View from Employers

Kelly¹

2018

Perf Improvement Qrtly

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Instructional designers should have a variety of skills to perform their job to expected standards. This study was conducted to identify the competencies for designers from the employers' point of view. To do so, 393 job announcements were analyzed to determine the most frequently listed competencies. In addition, 20 instructional‐design (ID) project managers were interviewed to determine the most important competencies from their point of view. Findings revealed that collaborating effectively with stakeholders and being subject‐matter experts and teammates were the most frequently cited skills. Ability to utilize ADDIE procedures was the most frequently listed skill in the instructional design category, and knowledge and experience with e‐learning–authoring software was the most frequently listed competency in the instructional technology category. Announcements for jobs in business and industry, consulting, and health care included more skills related to instructional design, while those in the higher‐education sector included additional competencies in instructional technology.

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But what do they really expect? Employer perceptions of the skills of entry-level instructional designers

Cited by 27 publications

References 11 publications

The Onboarding of Instructional Designers in the Workplace

The Onboarding of Instructional Designers in the Workplace

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Competencies for Instructional Designers: A View from Employers

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