IBSTIPI COMPETENCIES FOR INSTRUCTIONAL DESIGN
   
The original set of Instructional Design Competencies was developed in 1986 and was the result of more than a  year of research, discussion, and validation by a group of instructional designprofessionals and academics. 

Over the past l5 years there have been several developments in the major theories that underpin the instructional design field.  In recognition of this the IBSTIPI Board set out to review and revise the ID competencies.  The 2000 set contains 23 competencies and 127 performance statements. The new version still retains the essential elements of the 1986 set, but also:
   
 
  1. reflects the influence of advanced technologies, team-based design, and business management skills;
  2. addresses the professional foundations of design, as well as    planning and analysis, design and development, and implementation and management skills;
  3. categorizes competencies as Essential or Advanced; and
  4. has been validated globally          
   
The 2000 Instructional Design competencies are given below.  The complete listing of competencies and associated performance statements are found in Instructional Design Competencies: The Standards, available from the ERIC Information Technology Clearing House. http://ericir.syr.edu/ithome/  
   
Professional Foundations
   
 
  1. Communicate effectively in visual, oral and written form. (Essential)
  2. Apply current research and theory to the practice of instructional design. (Advanced)
  3. Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields (Essential)
  4. Apply fundamental research skills to instructional design projects. (Advanced)
  5. Identify and resolve ethical and legal implications of designin the work place. (Advanced)
   
Planning and Analysis
   
 
  1. Conduct a needs assessment. (Essential)
  2. Design a curriculum or program. (Essential)
  3. Select and use a variety of techniques for determining instructional content. (Essential)
  4. Identify and describe target population characteristics.  (Essential)
  5. Analyze the characteristics of the environment. (Essential)
  6. Analyze the characteristics of existing and emerging technologies and their use in an instructional environment. (Essential)
  7. Reflect upon the elements of a situation before finalizing design solutions and strategies. (Essential)
   
Design and Development
   
 
  1. Select, modify, or create a design and development model appropriate for a given project. (Advanced)
  2. Select and use a variety of techniques to define and sequence the instructional content and strategies.  (Essential)
  3. Select or modify existing instructional materials.  (Essential)
  4. Develop instructional materials. (Essential)
  5. Design instruction that reflects an understanding of the diversity of learners and groups of learners. (Essential)
  6. Evaluate and assess instruction and its impact.  (Essential)
   
Implementation and Management
   
 
  1. Plan and manage instructional design projects. (Advanced)
  2. Promote collaboration, partnerships and relationships among   the participants in a design project. (Advanced)
  3. Apply business skills to managing instructional design.   (Advanced)
  4. Design instructional management systems. (Advanced)      
  5. Provide for the effective implementation of instructional   products and programs. (Essential)  
   
   
   
  © 2002 International Board of Standards for Training, Performance and Instruction
Created for ibstpi by Xuemei Wang. Xuemei Wang. Xuemei Wang.