Day in the life of a senior instructional designer

Find out what it’s like to work as a senior instructional designer in the Australian Public Service.

Stephanie from the Department of Infrastructure, Transport, Regional Development, Communications and the Arts shares a day in their life as a senior instructional designer.

I had a desire to learn new processes, innovate and share knowledge to other team members and staff. I started out writing user documentation for applications such as Microsoft Office and then moved into technical writing for various software applications. I was working in Canberra as a contractor in the Australian Public Service (APS) for about 4 years. Then I moved to Queensland, where there weren't as many contracting opportunities, so I started applying for permanent jobs in the APS. 

From technical writer to instructional designer

Technical writing means many things to many different people, and there are various types of technical writers. Previously, I regarded myself as a software information technology technical writer, specialising in creating end user guidance and training resources. As a technical writer, I analysed software applications, researched specifications, collaborated with business analysts and testers to ensure I understood the user requirements. I also thoroughly tested my documentation to confirm it was accurate and fit for purpose. 

Over the past three years, I've transitioned to an instructional designer who facilitates learning, and help people transfer new knowledge and skills so they can apply it to their learning on the job. Instructional designers offer various blended learning experiences and use our knowledge of the principles of learning and instructions to find the best method of delivery. This means finding the most applicable, appealing and cost-effective solution, to keep the learners engaged and achieve their learning outcomes. Instructional designers analyse the instructional problem, the learning needs and the learning environment. By clearly defining the learning objectives, we structure the content and choose strategies to meet the learning goals and accessibility requirements. These decisions are based on both knowledge of proven learning strategies and practical experience. 

Instructional designers develop training needs analysis, assess impacts, work with various stakeholders, including Change and Communication teams and create a myriad of learning resources. These resources may include quick reference guides, user guides, task cards, videos, e-learning, create and deliver presentations, virtual classrooms and training. Part of my current role also includes uploading resources to the Learning Management System (LMS). Tasks undertaken by an instructional designer depend on the requirements of the organisation. As an instructional designer at Services Australia, we had a team of facilitators responsible for training delivery, but instructional designers can also deliver training as well.  

In summary, both roles have overlapping tasks and share a common end goal – to share information in a way that the target audience can understand. 

Working out the best approach to present content

Stakeholders needs vary and instructional designers help guide them to decide on the learning resources required. For example, some stakeholders may think they need a particular resource such as an e-learn package, and you might ask, ‘Is this content already detailed in an existing policy, procedures, intranet content or other content?’ and question the need why a specific resource is required. My role is to review and analyse the project and help work out the needs of the stakeholder. Sometimes what they think they want and what they end up having are very different. As an instructional designer, I explain in simple terms the different learning resources and their use. For example, A user generally interacts with an e-learn module, whereas a video is play and watch. A stakeholder might think they want an e-learn module but need a quick video, or think they need a task card but need a user guide. So, part of our job is to look at what the stakeholder needs, help shape that and work out the best approach. 

ID’s need to ensure content is interesting, visually appealing and engaging by including audio, video (lived experience), polls, quizzes, whiteboards, breakout activities and many other methods, dependent on the type of content being created. 

Other factors to consider are to ensure the content meets accessibility requirements, colour contrast, APS and departmental style guide/themes, plain English writing principles, diversity and use of gender-neutral terms. 

At Services Australia, I was the lead instructional designer for the mental health learning pathway and training modules. There were several stakeholders and two business owners, service delivery (frontline staff) and non-service delivery staff. The initial goal was to create two totally separate packages, as the frontline staff encounter very different experiences dealing with customers than that of non-service delivery staff. After further analysis and deep dives, it was clear that some ‘core’ modules could be created to suit both needs. So instead of duplicating the information, we created the common core information and with add-on modules relevant to individual needs of both cohorts. 

During this project, I worked with various stakeholders, including psychologists, support workers, counsellors, service delivery team leaders, internal staff, and collaborated with the Australian Public Service Commission (APSC), to deliver an impactful and very meaningful initiative to the community. To this day, it was the most memorable, important and strategic project I have worked on and am very proud of the outcome and the relationships I formed. 

A collection of different software

Instructional designers use an expansive range of software and may include: 

• Adobe Premier Pro (to edit and manipulate videos), Photoshop, Creative Cloud, Acrobat DC and many more 
• Adobe Captivate to create videos and e-learn modules 
• Adobe RoboHelp to create online help content without the need to know how to code in HTML. It integrates with e-learns, videos and SharePoint 
• PowerPoint to create presentations for virtual classroom delivery 
• Techsmith Snagit to manipulate images and provide step by step guidance and even quick basic videos 
• SharePoint for version control and to upload templates and content 
• LMS to upload content, after great advice from the very helpful people capability team. 

I'm certainly not a graphic designer or videographer, but I know of some great instructional designers that do that very well. These are just a few of the software applications that I use regularly that come to mind. 
 

Learning, learning, learning

I love learning, being challenged, innovating, improving efficiency and productivity and helping people learn. There's certainly a lot of variety and interesting work as an instructional designer. I work on many interesting projects and learn new things every day. The instructional designer projects I’m part of at the Department of Infrastructure include creating learning resources for the IT consolidation program (laptop rollout, wifi upgrades, IT Service Management (service desk application), unified communications (soft-phone, calendar and video conferencing upgrades), records management, intranet upgrade, enterprise data management and road vehicle standards projects - just to name a few! It definitely keeps me very busy working simultaneously on many tasks. 

Challenging the status quo

I have a curious mind, which keeps me going, challenging the status quo and finding out exactly what is required. I like to use the ‘5 Whys’ strategy to understand and simplify learning resources. On a previous project, content was duplicated by creating a facilitator guide and PowerPoint presentation. To streamline, I converted the facilitator guide content into the presentation slide notes and use the one file to present the content and to deliver. There was understandably some hesitation and uncertainty felt during this change, but after challenging the status quo and asking how we could make it better together, we reached a mutually successful outcome. The end user received more enhanced learning and the process was streamlined for the instructional designer and facilitators. 

Challenging the status quo can shift our unconscious bias and work together for a productive outcome. 

The department provides many learning and development opportunities including coaching sessions through an external provider.  I've also completed the ‘APS Writing with Influence’ course. 

A major resource I use regularly is the Australian Government Style Manual. Most departments provide a link from within their internal style guides and is definitely a must view resources for any instructional designer /content writer. 

I’m involved with various networking opportunities including the APSC learning and development (L&D) community of practice and Digital Profession. I'm also in the process of completing the human-centred design training course conducted by the APSC, which has also provided many networking opportunities. I believe networking and collaboration is integral for an instructional designer as they provide support and valuable information and help. I also follow different connections on LinkedIn to keep up to date with latest technology and best practice methods. 

Mind-blowing skills toolkit

A senior instructional designer or content designer needs to be able to communicate and collaborate with stakeholders effectively. You need to be clear and articulate in your communication (both verbally and in writing), understand plain language principles and accessibility requirements, be aware of and support diversity, empathic and have a myriad of software skills essential to your role. The number of skill areas an instructional designer is involved with is mind-blowing. 

Every day is a new day

Every day is new, and there are many more things to learn and sometimes you won’t always understand everything at first. My advice is to be resourceful, ask why, consider your audience, reach out, network and collaborate. The APSC provides an amazing wealth of knowledge, and during my time in the APS I have seen a dramatic change in the uplift of information and resources available, including facilitation and collaboration across departments. 
   

All views expressed are personal views of the author, and do not necessarily reflect the view of the department or agency. 

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