Job Abstract

Primary Function:

Instructional Designer will work with subject matter experts to design and develop learning and practicing experiences. The goal is to facilitate learners in acquiring knowledge, skills and competencies in an effective and appealing manner.

Duties and Responsibilities:

• Define and document learning objectives.
• Conduct research and collaborate with subject experts.
• Create instructional material: courses, curriculum, student guides or training manuals.
• Design content to optimize learning.
• Generate the layout of the learning supports.
• Redesign content to ensure it matches the learner’s needs.
• Create visual, audio, and interactive learning tools.
• Develops eLearning curriculum and content using appropriate authoring tools
• Collaborates with the manager and internal stakeholders to ensure timely and accurate deliverables
• Develop testing and evaluation for all programs.
• Design orientation programs for new employees.
• Present information using various instructional techniques or formats, such as role-playing, simulations, team exercises, group discussions, videos, etc.
• Evaluate instructor training materials, such as outlines, text, or handouts.
• Evaluate training modes including delivery in-person or virtual, to optimize training effectiveness, training costs, etc.
• Will be required to perform other duties as requested, directed, or assigned.

Knowledge, Skills & Abilities:

Essential Full Performance Knowledge:

• Communication — Ability to use oral and written communication in a way that conveys information effectively.
• Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
• Coordination — Adjusting actions in relation to others' actions.
• Organization – Organizing information to effectively carryout job duties.
• Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
• Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
• Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
• Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
• Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
• Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
• Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
• Management of Financial Resources — Determining how money will be spent to get the work done, and accounting for these expenditures.
• Time Management — Managing one's own time and the time of others.

Essential Full Performance Skills:

• Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
• Speech Clarity — The ability to speak clearly so others can understand you.

• Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.

• Written Comprehension — The ability to read and understand information and ideas presented in writing.
• Written Expression — The ability to communicate information and ideas in writing so others will understand.
• Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.

• Speech Recognition — The ability to identify and understand the speech of another person.
• Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).

• Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
• Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.

Equipment/Data:

Equipment Operated:

• Computer equipment, including tablets, laptops, and desktops
• Videoconferencing systems
• Telephone systems
• Fax and copy machines

Data Used:

• Training records
• Budget information
• Benchmarking data
• Personnel data

Interactions with Others:

• Highly interactive with employees at all levels as well as business partners

Education & Experience Requirements:

Education:

Four-year degree required, preferably in training and education, human resources, or business administration.

Experience:

Minimum of 8 years direct experience developing, delivering, and managing training programs for all levels.

Equivalency:

N/A

Work Environment/Time Worked:

Work Environment:

Primarily office, with some exposure to our manufacturing environment

Time Worked:

Minimum of 8 hours per day, Monday – Friday

Some travel required (<25%)

Will be required to perform other duties as requested, directed, or assigned.