Competencies

===​Add your instructional design competencies to the list. We will later narrow the list down. (Please add your name after the competencies you post so we will know who added what. Thanks!) ===


 * 1) Be Organized (Reema, Fayetteville, NC)
 * 2) Know your audience (Reema, Fayetteville, NC)
 * 3) Analyze the need (Reema, Fayetteville, NC)
 * 4) Good writing skills (Reema, Fayetteville, NC)
 * 5) Create and manage project timelines within resource constraints (Kim in Spring Green, WI)
 * 6) Clearly identify instructional objectives (Kim in Spring Green, WI)
 * 7) Know your client, as well as the corporate culture in which you are working (Jeff in Arvada)
 * 8) Understand the need, embrace it, and have a passion for communicating it to your audience (Jeff in Arvada)
 * 9) Decision making skills Ellen-FarmingtonHills
 * 10) Possess excellent verbal communication skills-Josie-Wausau
 * 11) Strong Interpersonal skills (Diane-Ely)
 * 12) Ability to work collaboratively with a team-Josie-Wausau
 * 13) Knowledge of learning theories - Ellen-FarmingtonHills
 * 14) Problem-solving skills - Carol, Eau Claire, WI
 * 15) <span style="color: #1200ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Research skills - Carol, Eau Claire, WI
 * 16) <span style="color: #1200ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Presentation Skills- Carol, Eau Claire, WI
 * 17) <span style="color: #1200ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Time management skills- Carol, Eau Claire, WI
 * 18) <span style="color: #1200ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Interviewing skills - Carol, Eau Claire, WI
 * 19) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Project management skills (Kurt in Lancaster, PA)
 * 20) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Collaborates with subject matter experts (Kurt in Lancaster, PA)
 * 21) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Understands and uses multimedia instructional technologies (Kurt in Lancaster, PA)
 * 22) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Designs audience-appropriate materials (Kurt in Lancaster, PA)
 * 23) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Conducts performance assessment to evaluate outcomes (Kurt in Lancaster, PA)
 * 24) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Sharp metacognition (Tomoko in DC)
 * 25) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Comprehension and inference (Tomoko in DC)
 * 26) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Precision and detail-orientedness (Tomoko in DC)
 * 27) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Mathematical savvy (Tomoko in DC)
 * 28) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Willingness to learn new subject matters (Tomoko in DC)
 * 29) <span style="color: #0000ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Ability to develop intrinsic and extrinsic performance support in systems and in developing instructional products both on-line and paper based. (Amanda in DC)
 * 30) <span style="color: #0800ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Skill in task and job analysis, in design of instructional material, performance support products, and On-the Job training programs, and in rollout and implementation. (Amanda in DC)
 * 31) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt;">An understanding of adult learning theory, instructional methodologies,
 * 32) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt;">and learning methods. (Linda, AZ)
 * 33) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt;">Bachelor's Degree, Mastered preferred in Education, Instructional Design or a combination of training and experience. (Linda, AZ)
 * 34) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt;">Experience with authorware tools and e-learning skills.(Linda, AZ)
 * 35) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Ability to train others. (Linda, AZ)
 * 36) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Ability to handle constant change. (Deborah, Mt.Horeb, WI)
 * 37) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Well skilled in developing learning objectives and tying them to lessons and assessments. (Deborah, Mt. Horeb, WI)
 * 38) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Proactive, energetic workstyle. (Karen B. Cashmere)
 * 39) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Experience creating learning programs that use a systematic design approach. (Karen B. Cashmere)
 * 40) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Passion for technology. (Karen B. Cashmere)
 * 41) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Thrives on continuous learning. (Karen B. Cashmere)
 * 42) <span style="color: #0800ff; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Collaborate effectively with the many cultural dimensions within all levels of peers and learners. (Karen B. Cashmere)
 * 43) Capable of accepting constraints when building training and working within them when necessary. (Deborah, Mt. Horeb, WI)
 * 44) Knowledgeable of learning theory and able to mix methodologies as needed to accomplish training goals. (Deborah, Mt. Horeb, WI)
 * 45) Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields. (David@La Crosse)
 * 46) Identify and describe target population characteristics. (David@La Crosse)
 * 47) Analyze the characteristics of existing and emerging technologies and their use in an instructional environment. (David@La Crosse)
 * 48) Design instruction that reflects an understanding of the diversity of learners and groups of learners. (David@La Crosse)
 * 49) Promote collaboration, partnerships and relationships among the participants in a design project. (David@La Crosse)
 * 50) Ability to be proactive when anticipating all sorts of objections to a given project that maybe needed in his or her organization (Fiorella Velarde, Fl).
 * 51) Be resourceful and stay current on the new trends in the field, especially because technology changes continuosly. (Fiorella Velarde, Fl).
 * 52) Have an adequate working knowledge of Statistics and research skills. (Fiorella Velarde, Fl)
 * 53) Have the ability to take a three-dimensional view of the ID model(s) that you've chosen to use. In other words, the ability to see the ID experience you are designing from various points of view. (Jeff @ Arvada)
 * 54) Arrive early for set up. Sit in various seats to identify view and comfort factor. Put yourself in the students' positions. If they're not comfortable, you'll never get their attention. Also, there might be visual or other obstructions (ventilation systems, etc) Lynn@ Chicago
 * 55) Greet everyone- no exception. Ask early arrivals how they developed an interest in the topic you are training, their experiences (maybe you can cite in class), particular interests they have. Does this class/content have any relation to their personal life? By citing their names/stories people pay more attention as it personalizes the class. Lynn@Chicago
 * 56) To maintain their focus, clearly outline the agenda. Emphasize the length of each portion so that they will focus for the amount of time you need to instruct, respect their time. I was at a conference this week that consistently ended late - and the days were from 7:15 - 9:15, yet in reality the speakers ran over until 10:00. Lynn@Chicago
 * 57) Be adamant that no cell phones are turned on or used during class. No distractions on instructor or student's part. Lynn@Chicago
 * 58) Some may not have had a class since graduating from school and have considerable test anxiety. Tell them whether test can be attempted more than once, whether it can be read to people. Find out about learning disabilities/reading skills/comprehension issue in a sensitive manner. Training is always a great opportunity to learn new skills and new approaches to the topic - I'm always amazed at how people can look at things so very differently - trainers are trained by students also. Lynn@Chicago
 * 59) Ability to liaison with Educational Technology and Information Technology groups. (Gautam@Milwaukee)
 * 60) Have knowledge of Authoring tools such as Captiva, Articulate, and Captivate (Gautam@Milwaukee).
 * 61) Have knowledge of LMS such as Moodle, Blackboard, and D2L. (Gautam@Milwaukee).
 * 62) Analytical skills (Dawn in Minneapolis)
 * 63) Pays attention to details (Dawn in Minneapolis)
 * 64) Proven negotiation skills (Dawn in Minneapolis)
 * 65) Follows through (Dawn in Minneapolis)
 * 66) Ability to work with diverse populations (Carol Robarge, Eau Claire, WI)
 * 67) Ability to eliminate bias from judgment (Carol Robarge, Eau Claire, WI)
 * 68) Understanding of multiple intellegence (Carol Robarge, Eau Claire, WI)
 * 69) Ability to collaborative/communicate with subject experts from various industries (Carol Robarge, Eau Claire, WI)
 * 70) Questioning/interviewing/research skills (Carol Robarge, Eau Claire, WI)
 * 71) Ability to document and organize information collected though research, observation, or interviews (Carol Robarge, Eau Claire, WI)
 * 72) Ability to present information/findings to stakeholders at various phases of the project (Carol Robarge, Eau Claire, WI)
 * 73) Ability to discern educational remedies from operational remedies (Kurt in Lancaster, PA)
 * 74) Ability to find the right mix of challenge and support for learners as they progress through a learning activity (Kurt in Lancaster, PA)
 * 75) Delegation skills because there is so much to do, and ususally a short time frame! (Kim in Spring Green, WI)
 * 76) Ability to work in a structured, procedural manner (Kim in Spring Green, WI)
 * 77) Detailed thinker and keen observation skills (Kim in Spring Green, WI
 * 78) Broad life experiences and the exposure to a diverse range of people (Tomoko in DC)
 * 79) Knowledge of learning theories (Reema @ Fayetteville, NC)
 * 80) Connecting appropriate learning theories to the current learning objectives, context and need (Kim in Spring Green, WI)
 * 81) Knowledge of learning theories (Tomoko in DC)
 * 82) Creativity (Tomoko in DC)