This document presents a Job Description for the role of an Instructional Designer followed by a Job Element Analysis and identifies the competencies required for this role. This document also records the BARS.

1. COMPETENCY MAP
FOR AN INSTRUCTIONAL DESIGNER
This document presents a Job Description for the role of an Instructional Designer followed
by a Job Element Analysis and identifies the competencies required for this role. This
document also records the BARS.
By
Shyamanta Baruah
Shyamanta Baruah | www.beingsam.in

2. COMPETENCY
JOB
DESCRIPTION
MAP An Instructional
Designer is a person
FOR AN INSTRUCTIONAL who understands
DESIGNER the systematic
process of
Objectives of this Paper
translating general
The objectives of this paper are as follows:
principles of learning
1. Create a Job Description for the role of an Instructional
Designer and instruction into
2. Identify the competencies required for the role of an
plans for
Instructional Designer
3. Define the behavioural indicators which demonstrate each instructional
competency
materials and
Scope of the Paper
learning.
The findings of this paper will be useful for any organization,
irrespective of the industry, who utilizes technology based training.
Summary of Findings
Job description: An Instructional Designer is a person who understands
the systematic process of translating general principles of learning and
instruction into plans for instructional materials and learning.
Job element analysis: There are ten key elements to the job performed
by an Instructional Designer.
Competencies: There are thirteen key competencies that an
Instructional Designer should possess in order to be effective.
BARS: Each competency can be measured using BARS and categorized
into learner, advanced and expert
Shyamanta Baruah | www.beingsam.in

3. CONTENTS
Job Description .......................................................................................................................... 4
Minimum Requirements .......................................................................................................... 5
Responsibilities ...................................................................................................................... 6
Job Element Analysis ................................................................................................................. 7
Competencies .......................................................................................................................... 12
BARS ....................................................................................................................................... 13
Conclusion ............................................................................................................................... 14
Shyamanta Baruah | www.beingsam.in

4. JOB DESCRIPTION
Job Description of an Instructional Designer
An Instructional Designer understands the systematic process of translating general principles of
learning and instruction into plans for instructional materials and learning. He/She is capable of applying
the theories and practices of Instructional Design and is capable of identifying what exactly the learners
need to be supplied wit to meet their learning objectives.
An Instructional Designer should be able structure content in such a way that the learners move
towards some pre-defined learning objectives; and should able to create tools to determine if the
objectives were met.
An Instructional designer is responsible to analyze learner needs, conceive learning solutions and
interface with complimentary practices to execute the solution. An Instructional Designer develops
training solutions using prescribed tools and according to organizational process, quality, budget, and
milestone standards.
An Instructional Designer has the primary purpose of developing training assets (including but not
limited to instructor-led training, application simulations and virtual-web-based training) based on high-
level design specifications. The Instructional Designer requires moderate supervision.
Organizational Hierarchy
Head,
Instructional
Designer
Instructional Instructional
Designer Designer
Content Writer Content Writer Content Writer
Shyamanta Baruah | www.beingsam.in

5. Minimum Requirements
Education
 Any graduate from a recognized university with aggregate of 50% and above.
Professional Experience
 Some experience in developing different training solutions, such as e-learning sessions, application
 simulations, instructor lead trainings, virtual classrooms, web based training, and job aids. 
 This includes ability to: 
o Research, analyze, design, develop, customize instructional materials for both e-learning and
instructor lead training
o Work with different types of input material to create instructional content o
Apply various Instructional strategies, models and theories to content
o Use templates in developing instructional materials
o Visualize Content and work with Graphic Designers in the development of Graphics, Animations etc.
Technical Skills
  He/She should be proficient with MS Office, especially PowerPoint. 
 He/She should also be proficient with at least two Rapid Authoring tools (for example Captivate and 
Articulate) and one sound editing tool (example) Audacity.
  He/She should have hands on working experience with Learning Management Systems 
 He/She should have basic understanding of tools like Flash and Photoshop. 
Communication
  He/She should have excellent command over both written and spoken English. 
  He/She should demonstrate strong communication skills, and the ability to interact at all levels 
 He/She should demonstrate strong interpersonal skills and should be able to work with a team 
Business Orientation
 He/She should be able to work with a business team and provide inputs whenever necessary
Shyamanta Baruah | www.beingsam.in

6. Responsibilities

 Conduct training need analysis 

 Source, review and write raw content required for a project in consultation with an SME 

 Work with Project Manager (PM) around scope and solution 

 Write and review storyboards 

 Work with Voiceovers Artists, Graphic Designers (GD) and programmers to create required assets for a project 
 Use tools and templates, design and develop learning deliverables in line with project scope 

 Develop training materials associated with the project including instructor guides, participant guides, hands -on
 activities, hand-outs, diagrams and pictures, job aids and self-study materials 

 Perform quality check of produced e-learning modules and other content 

 Helps business managers to write proposals by providing inputs as and when required 
 Participate in client meetings as and when required 
Shyamanta Baruah | www.beingsam.in

7. JOB ELEMENT ANALYSIS
1. Conduct training need analysis
Element Threshold Differentiating
Need Analysis S: Analyze explicit needs using S: Analyze even implicit needs
standard templates. using techniques like probing.
K: Templates K: Templates, probing skill,
listening skill, psychology
2. Source, review and write raw content required for a project
Element Threshold Differentiating
Collaborate with SME S: Communicates with SME S: Makes the SME a part of the
project by involving them
K: email, telephone
K: email, telephone,
questioners, interviews
Review raw content S: Reading content and making S: Reading content and
grammatical changes identifying flow and content
gap.
K: Language
K: Language, subject matter,
flow
Document that any gap that S: Documenting obvious gaps S: Documenting subtle gaps
exists like missing sections. and suggesting improvements.
K: Curriculum K: Curriculum, subject matter.
Create content to fill the gaps
3. Work with Project Manager (PM) around scope and solution
Element Threshold Differentiating
Provide regular updates S: Sending updates when asked S: Sending updates regularly
even when not asked
K: Reporting tool
Shyamanta Baruah | www.beingsam.in

8. K: Reporting tools, quality
processes
Escalate any issue effecting S: Reporting issues when the S: Anticipating issues and
time and scope of the project impact is obvious taking corrective measures.
K: Communication channels, K: Communication channels,
organizational hierarchy organizational hierarchy
4. Write and review storyboards
Element Threshold Differentiating
Create learning objectives S: writing learning objectives S: writing learning objectives
for each sessions for each session which are
measurable
K: Course design document,
Word processing tool K: Course design document,
learning theories, word
processing tool
Create storyboards S: writing storyboards in a S: writing storyboards with a
prescribed format clear flow and references
whenever required
K: Instructional design, word
processing tools K: Instructional design, best
practices, word processing
tools
Review Storyboards S: Documenting grammatical S: Documenting grammatical as
issues. well content issues.
K: Language, word processing K: Language, word processing
tool. tool, subject matter
Create voice-over scripts S: Copying text to the S: Making suitable changes to
prescribed format from a the script to make it studio
storyboard. friendly.
K: Word processing tool. K: Word processing tools, voice
over recording process,
phonetics
Shyamanta Baruah | www.beingsam.in

9. Create assessments S: Creates assessments from S: Taking content from the
the body text of the storyboard and converting
storyboard. them into scenarios.
K: Language storyboards K: Language, storyboard,
learning theories
Take sign offs S: Sending documents for sign S: Making sure sign off are
off. received on time to avoid re-
work.
K: Communication channels,
organizational hierarchy K: Communication channels,
organizational hierarchy
5. Work with Voiceovers Artists, Graphic Designers (GD) and programmers
Element Threshold Differentiating
Storyboard discussions S: Explaining the overall S: Explaining frame by and
concept making sure the designers
understand the concept
K: Communication channels,
organizational hierarchy K: Communication channels,
organizational hierarchy
Production support S: Providing support when S: Proactively taking part in the
required. production process.
K: Communication channels, K: Communication channels,
organizational hierarchy organizational hierarchy,
production process
6. Use tools and templates
Element Threshold Differentiating
Tools S: Using tools when asked S: Proactively suggesting tools that
can increase productivity.
K: Tools
K: Tools
Templates S: Using prescribed templates S: Knowing the templates existing
with the organization and using them
K: Related tools to increase productivity.
K: Related tools, organization assets
library
Shyamanta Baruah | www.beingsam.in

10. 7. Develop training materials
Element Threshold Differentiating
Training Materials S: Developing training material S: Suggesting various training
as instructed by a manger material that will enhance
learning and developing them
K: Course design document
K: Instructional design, course
design document. Learning
theories
8. Perform quality check
Element Threshold Differentiating
Review produced sessions. S: Reviewing and documenting S: Reviewing and documenting
obvious issues subtle issues as well, including,
content, grammar and
S: Quality policy, related tools functionality.
S: Quality policy, related tools,
subject matter.
9. Helps business managers to write proposals
Element Threshold Differentiating
Proposal writing S: Providing inputs as asked by S: writing a complete proposal
the business managers.
K: Business, language, subject
K: Word processing tools, matter, project, word
language, project processing tools.
Shyamanta Baruah | www.beingsam.in

11. 10.Participate in client meetings as and when required
Element Threshold Differentiating
Presentations S: Make a presentation in front S: Make a presentation in front
of an audience and can deliver of an audience and even
canned answers as response. resolve nonstandard queries
K: Presentation tools K: Presentation tool, subject
matter, business.
Shyamanta Baruah | www.beingsam.in

12. COMPETENCIES
Here are the competencies essential for a successful instructional designer.
  Developing content 
  Visual thinking 
  Creativity 
  Adaptability 
  Problem solving 
  Passion for learning 
  Team work 
  Leadership 
  Time management 
  Communication 
  Self-motivation 
  Expert knowledge 
 Business acumen 
Shyamanta Baruah | www.beingsam.in

13. BARS
Indicators Learner Advanced Expert
Developing content Has the ability to write Has the ability to create Has the ability to write
precise and structure and flow. Can a complete piece of
grammatically correct expand pointers to content from zero.
text in a given format meaningful content.
from a given source.
Visual thinking Can suggest images that Can suggest images and Can create a complete
go with the content. create relevant visual schema, e.g info
diagrams. graphic from data.
Creativity Is very comfortable with Is mostly comfortable Not comfortable with
the statuesque with the statuesque. the statuesque. Always
However has the desire looking for avenues of
to make improvement. improvement.
Adaptability Needs a lot of Needs minimal Doesn’t require any
handholding while guidance while adapting guidance while adapting
adapting to a new to a new environment. to a new environment.
environment.
Problem solving Looks up to a senior Can solve most of the Can solve complex
every time a new problems on own. problems and design
problem occurs. However, needs help if effective solutions.
the problem is complex.
Passion for learning Only learns when work Keeps up with the Actively acquires skills
requires it. relevant skills. that may help the
organization to grow.
Team work Is capable of working Is capable of working Capable of working and
with a familiar team. with a new and diverse leading any team.
team.
Leadership Is not comfortable with Can lead with explicit Is a natural leader and
leadership roles. authority. attains is capable of
assuming leadership
even without explicit
authority.
Time management Needs monitoring in Doesn’t require Manages time in an
order to meet monitoring in order to order that ensures
deadlines. meet deadlines. maximum productivity.
Communication Is capable of Is capable of Is capable of
communicating using communicating a communicating abstract
given templates. developed concept. concepts, drawing
information and shape
ideas.
Self-motivation Motivated enough to Motivated to do some Always motivated to go
perform day to day job. extra work if required. an extra mile in order to
Shyamanta Baruah | www.beingsam.in

14. achieve excellence.
Expert knowledge Has sufficient Has some knowledge of Has vast knowledge and
knowledge to perform other related subjects. uses it in order to
day to day work. optimize processes.
Business acumen Understands the Understands the Has a deep
business in superficial business well and can understanding of the
level. help business teams in business and is capable
proposals etc. of coming up with new
revenue opportunities.
CONCLUSION
Being an Instructional Designer is one of the sought after and relevant occupations in a world where
up skilling using mass customization is a need of the hour. Therefore, it is important that an entity puts
enough thought in designing this role in order to ensure effectiveness.
Shyamanta Baruah | www.beingsam.in

15. ABOUT ME
I am a learning architect specializing in blended learning. Currently I work with National
Entrepreneurship Network where I lead the Entrepreneur Academy, a portal that provides online
entrepreneurial education for early stage startups.
I have 8 years of experience in delivering end to end learning solutions. I have experience of working
across verticals that include IT, Manufacturing, FMCG, Automotive, Pharma, Finance and Education.
I have an MBA in Human Resources (IMDR) and a ‘Certified L&D Manager’ (CAMI). I also have a
certification in Digital Marketing from Internet and Mobile Association of India (IAMAI).
You can connect with me Twitter and LinkedIn.
Visit my blog www.beingsam.in for more resources,