Competencies: For specialized development, most content will come from technicians and Subject Matter Experts (SMEs). Qualified instructional designers know how to extract pertinent information through appropriate and respectful communication. This can be challenging, and needs to be dealt with sensitively, this exchange of information is critical and complex. Contributor's focus can stray from objectives, a designer's job is to stay true to defined outcomes; while building trust, rapport, and appreciation for the willing transferance of content and information. Designers must have advanced communicate skill, and be focused on the process.

Competencies: Instructional design and training requires a 'buy-in' from the audience, which is necessary to seek early on in a project's infancy stage. There are usually multiple stakeholders, who have unique vested interests. Experienced instructional designers will lead and seek long term success by developing talent and intellectual knowledge that speaks to the intended audience in terms of its value and benefits to their professional or personal development. Return on Investment needs to be defined and understood right from project start, which should make marketing and promotion an easy 'sell'.

Competencies: A designer is aware that they are stepping into an organizational eco-system where there may be influences and chains of command that they are not familiar with. Therefore, it should be understood, accepted, and introduced that a designer is there under management's authority and invitation. Roles, contributions, timelines, and other related tasks are negotiated in advance of project start, so as not to compromise or stall a project later on. Acceptance that different views and opinions will surface, which may be necessary to mediate, to move outcomes forward. Convergence of content and people is primary, which means finesse and navigation are essential for quality working relationships.

Competencies: Coaching, facilitating, training, teaching, mentoring all mean different things, but can be used simultaneously while wearing an instructional designer's hat. These roles don't stop, but may be transferred, after an instructional system is built. Meaning effective learning needs to be reinforced through process, practice, communication, one-on-one, group work, email, blogs, whiteboards, learning libraries, conferencing, online workshops, forums, and other learning supports. Definition of instructional design and training roles need to be established during initial negotiation to determine who will hold ownership of successful follow-through on course, curriculum, and/or content developed. Training must be reinforced and maintained until completion or outcomes are achieved to be effective.

Competencies: In today’s digital work environment, training will almost always encompass some type of software use. Consequently, instructional designers need to be able to understand a vast array of software programs to develop and design courseware; as well as, explain and teach the technologies involved. It is important that designers are fluent with web and video editors, graphic and audio application, presentation software and a variety of other authoring systems for creating learning management and web conferencing tools. It has become critical for instructional designers to be confident and have savvy technological expertise.

Competencies: Instructional designers involved in online development must be educated in interface design theory; where the end-user interacts and seeks intuitive structures to follow. Navigation and control, in addition to information transference will depend on the skill of the instructional designer to organize screen and data structures; as well as be aware of online learning preferences. Online courses will need to employ mapping and layered learning strategies to meet contructive end goals. Which works well in training settings where performance is tied directly to work tasks. Online, however, this outcome can be misinterpreted if only driven by content and memorization of material, making it critical to build in added functionality and learning loop-backs.

Competencies: One of the most basic challenges when developing instructional material is remembering to make the material meaningful and specific to your learner. Content needs to be engaging by use of learning in layers, visual props, interaction by bringing learner into the experience, visual storytelling, collaboration, wikis, FAQ sheets, questions and scenarios, etc. There is a balance of scope and skill required to work effectively within diverse groups. Demonstrate positive regard for all participants involved; utilize techniques of respect, genuineness, and non-judgment. Give positive regard to each participant, it will go along way in building common ground. Good instruction is motivating, it develops learning activities that map into the instructional objectives and provide authentic environments.