Throughout this course, you have gained first-hand knowledge of the role of an instructional designer as you have worked on a project team to design an instructional module. Furthermore, as you learned from your resources this week, an Instructional Designer (ID) in an organization may fulfill many related roles and may end up ‘wearing different hats’ depending on the organization and the context of the project. However, there may be times that you may have to explain your role to others so that they can see the benefit of involving an instructional designer when developing education and training experiences.
First, read the following scenario:
An ID working for a copy machines manufacture has identified a major problem in the way field service technicians repair broken copiers. To help with the project, the most respected design engineer in the company has been assigned to serve as the subject matter expert. During the first meeting the ID briefly explains the need for a training program to resolve the identified performance gap. Upon hearing this the subject matter expert curtly explains that there is no need for the ID to be involved in such a project because she and her team of fellow engineers can develop the training without any help and would do a much better job. It’s clear she has no desire to work with the ID and does not see any value in his role.
Now, consider the following:
What preconceived notions and misconceptions might the subject matter expert have about her role and about the role of the ID?
What is the best approach for informing the subject matter expert about the ID role and the value that he will bring to the training project?
How should the ID proceed with the project given the objections that he’s encountered?
Post a response to the subject matter expert’s statements about the ID’s role on the project. Describe how he should go about working with this subject matter expert given their objections, and how he can convince the subject matter expert of the value of the ID for this project.
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