Instructional Designer III - St. Joseph, MI
General Summary (What is done and why)
An Instructional Designer III supports corporate projects and initiatives, serving as a team lead or single point of contact (SPOC) representing the Learning & Development team. An Instructional Designer III may work solo on small to large-scale projects, and may lead or co-lead small project teams, and mentor Instructional Designer Is and IIs. Typical day-to-day tasks include leading and/or performing tasks related to the analysis, design, development, and in some cases the delivery of web-based and/or instructor-led training for new hire onboarding, new system rollouts, system enhancements, corporate software upgrades (e.g., implementing new versions of an interoffice communication tool), new credit union products, new rules & regulations, and compliance. Such efforts will be conducted under the supervision or coaching of the Learning & Development Manager with occasional “check-in’s” and reviews to keep the projects on track. An Instructional Designer III may be given more time and more support on highly complex or experimental projects and projects that introduce the Designer to new technology (e.g., video production), however an Instructional Designer III is expected to find appropriate resources to help guide their own development (e.g., Lynda.com, Training & Development Library) and quickly achieve mastery. The expected level of quality of all an Instructional Designer III’s deliverables is a high bar, specifically good grammar, few if any spelling or punctuation errors, professional looking images and layouts, engaging and interesting treatments.
Please visit our website to apply: https://unitedfcu.com/about-us/careers/
Essential Functions, in Priority Order
(Majority of duties, but not meant to be all inclusive or prevent other duties from being assigned as necessary)
Design and develop web-based training (WBT) and instructor-led training (ILT). Time: 80%
Lead and/or conduct a wide range of analyses (e.g., target audience, performance gap, root-cause, training needs analyses), discovering the underlying cause(s) of performance issues or problems.
Design the high-level and detailed complex and complete solutions to the performance issues/problems.
Define terminal and enabling learning objectives for the training component of the approved solution.
Design a wide range of instructional strategies across various delivery media (WBT, ILT, video, electronic performance support, print, etc.).
With minimal guidance and support, lead and/or develop training content and materials, including web-based courseware (including graphics, basic videos or animations, and system simulations), instructor guides, learner workbooks, slide decks, job aids, and handouts.
Plan and execute the implementation and evaluation of training interventions.
Interpret evaluation data from training interventions.
Lead lessons learned sessions, and apply learnings to process improvement designed to increase quality or efficiency of the Training & Development Team and its members.
Facilitate classroom and synchronous distance learning sessions. Time: 5%
In the case of ILT, an Instructional Designer III may be asked to facilitate small or large courses in a classroom, often including remote learners attending via WebEx. (The first couple of times, the Instructional Designer III can expect to be supported through preparation and delivery, and will be given adequate coaching throughout the process.)
Professional Development. Time: 10%
Research and study various components of Human Performance Improvement, including Six Sigma, organizational communication and development, performance support systems, knowledge management, and change management.
Share knowledge and skills with other team members (e.g., leading “brown-bag” sessions or presenting “teach-backs”).
Assist the Learning & Development Manager in the mentoring and professional development of other team members.
Lead and/or participate in project brainstorming sessions with team members assigned to different projects.
Administrative time. Time: 5%
Attend corporate and/or team meetings.
Generate standard reports.
Education (Minimum education and experience required to perform the duties of this position)
BA/BS required, ideally in Instructional Design, Training, English, Communications, or Education, or two years of related work experience.
In addition to the education requirement:
4 years of experience Training, Instructional Design, or equivalent area is required, and samples should be provided for review.
Knowledge, Skills and Abilities
(Minimum technical and communication skill levels and licenses/certificates normally required to perform the duties of this position)
The Instructional Designer III should know or be able to do the following with light coaching and/or supervision & guidance:
Apply best practices in adult learning theory in the design of web-based and instructor-led training.
Conduct analyses using multiple data collection methodologies (e.g., observation, survey, interview, focus group).
Design and create well-structured and engaging instructional materials.
Write print materials (facilitator guides, learner guides, workbooks, job aids, etc.).
Write online materials (screen text, online procedures, interactive job aids and knowledge support tools).
Create well-designed online training screens and interactions.
Collaborate with other designers to create engaging training interventions.
Manage time effectively across one or two projects and tasks.
Build effective relationships with subject matter experts, top performers, and managers across multiple levels within the credit union.
Quickly come up to speed with knowledge of the financial industry.
Use a Windows-based PC at an expert-level.
Mid-level or higher mastery of Adobe Photoshop preferred, but not required.
Familiarity with Adobe Captivate preferred, but not required.
Dealing with Ambiguity
Drive for Results
Integrity and Trust
Strong conceptual, practical application, and problem-solving skills and techniques.
Problem solving - technical and team relationships.
Team participation – work with others in a collaborative way.
Supportive – accept assignments graciously and actively seek both positive and constructive feedback, incorporating both into future efforts and tasks.
Presenting - training, project introduction, project updates.
Creativity - project initiative, training innovations, maintain staff interest.
Enthusiasm - generate interest and excitement for improvements and change.
Ability to multi-task - work on a few varied functions within the same timeframe.
Negotiating - overcome obstacles through bargaining, work towards mutual agreement.
Tools and Equipment Used
Adobe Creative Cloud (especially Photoshop)
Microsoft Office (especially Word and PowerPoint)
Working Relationships/Contacts (Positions with which incumbent has frequent contact)
Daily, personal/written/phone contact with mentor and manager
Daily, personal/written/phone contact with management
Daily, personal/written/phone contact with Credit Union staff
As necessary, personal/written/phone contact with strategic partners and vendors
Physical Demands (Physical effort generally associated with this position)
Work involves standing and walking for brief periods of time, but most work is done from a seated position. There is potential for eyestrain from prolonged work at the computer. Individual must be able to travel to complete applicable assignments, projects, and training. Deadlines, workloads, and pressure to achieve goals may cause increased stress levels.
Working Conditions(Typical working conditions associated with this type of work and environmental hazards, if any, that may be encountered in performing the duties of this position)
Internal -- work is normally performed in climate controlled office environment, where exposure to conditions of extreme heat/cold, poor ventilation, fumes, and gases is very limited. Noise level is moderate and includes sounds of normal office work in a cubical environment and equipment (computers, telephones, etc). No known environmental hazards are encountered in normal performance of duties. Length of day is unpredictable; long hours may be required to accommodate deadlines or special meetings.
External -- Some travel to branches may be required; however, information on environmental conditions is not available.
St. Joseph, Michigan, United States