The document provides a job aid for pursuing a career in instructional systems design (ISD). It outlines the key steps, which include: 1) Analyzing learner needs and the instructional environment; 2) Designing instruction based on the analysis; 3) Developing lesson plans and materials; 4) Implementing the instruction; and 5) Evaluating the results. Common ISD roles require a master's degree and 3-5 years of experience. Important skills include instructional design, needs assessment, and multimedia software proficiency. The document recommends gaining experience through an ISD master's program to qualify for various instructional design positions.

1. Job Aid for a
Career in ISD
Kevin M. Schneider, University of Maryland,
Baltimore County (UMBC), LAPT 602 -
Instructional Systems Development, 12/08/2023

2. Mini-Professional
Development Plan
Education &
Experience
Potential ISD Jobs
KSAs (Knowledge,
Skills, and Abilities)
KSAs (Knowledge,
Skills, and Abilities)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

3. As stated in Braxton, Sherri, et al. “Instructional System Design (ISD): Using the ADDIE Model.”:
“Instructional design aims for a learner-centered rather than the traditional teacher-centered approach to
instruction, so that effective learning can take place. This means that every component of the instruction is
governed by the learning outcomes, which have been determined after a thorough analysis of the learners’
needs.”¹
Instructional Systems Design (ISD) can be considered under many different job titles, as researched through
O*Net Online², Indeed³, & CareerBuilder₄, including, but not limited to:
● Instructional Systems Designer, Instructional Systems Specialist, Instructional Designer, Instructional Technologist,
Learning Development Specialist, Curriculum Specialist, Education Specialist, Curriculum Coordinator, Curriculum
Director, Learning & Development Instructional Designer, Learning Experience Designer
These ISD positions can be found in a variety of fields and working with different companies, such as:
● Education (Higher Ed Institutions, Online K-12)
● Government (Military branches, Federal/Local government)
● Corporations - Large & Small Businesses, Human Resources, etc.
Potential ISD
Jobs
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

4. Mini-Professional
Development Plan
Education &
Experience
KSAs (Knowledge,
Skills, and Abilities)
Potential ISD Jobs
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

5. According to O*Net Online², which is sponsored by the U.S. Department of Labor, and multiple job search engines (Indeed³, CareerBuilder₄), the common
Knowledge, Skills, & Abilities (KSAs) for ISD jobs are:
Knowledge:
● Adult learning theories, methods, strategies including the ADDIE model, evaluation methodologies such as the Kilpatrick Model
● Lectora, Articulate Storyline, Google Suite, Microsoft Office Suite, Camtasia, Teachable, Adobe Creative Cloud/Products (Captivate, Photoshop,
Lightroom, Illustrator, After Effects)
● Learning Management Systems (LMS) such as: Blackboard, Canvas, Google Classroom, Moodle, etc.
● Section 508 Standards Compliance
Skills:
● Analytical leadership skills
● Complex problem solving
● Create and conduct training evaluations and learner needs analyses, both formative and summative
● Active listening to clients
● Designing and writing help systems, instructor guides, and student guide
● Monitoring/assessing performance
● Create storyboards that adhere to applicable style guidelines and standards per client
Abilities:
● Communicate complex ideas effectively
● Write effective instructional text and audio/video scripts
● Written/oral comprehension
● Deductive reasoning
● High attention to detail
● Ability to work well independently and as an active design team member
KSAs (Knowledge,
Skills, and Abilities)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

6. Mini-Professional
Development Plan
Education &
Experience
KSAs (Knowledge,
Skills, and Abilities)
Potential ISD Jobs
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

7. The common Education & Experience requirements for ISD jobs are, as researched²³₄:
Education:
● Most ISD-related job descriptions require a minimum: M.A./M.S. Master’s degree in education
curriculum and instruction, learning design and technology, human resources development, online
education, or instructional design
● Every once in a while there are jobs with a minimum of a Bachelor’s Degree in the field required,
but the preferred qualification is still a Master’s Degree for almost all positions
Experience:
● The common years of experience is 3-5 years of professional experience in an academic and/or
corporate environment, designing and developing online instruction
● With the majority of positions requiring 5+ years of direct field experience, with some higher
positions requiring 7-10+ years of experience.
Education &
Experience
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

8. The instructional design ADDIE Model includes the steps: analyze, design,
develop, implement, and evaluate. Each part of the system is beneficial to
complete the next:
1. Analyze the learner/target population by developing a learner
analysis.
2. Design a plan for the instructional environment based on the learner
analysis created in step 1.
3. Develop a lesson plan based on the design plan created in step 2.
4. Implement the instructional design/environment based on the lesson
plan(s) created in step 3.
5. Evaluate the instructional/learner experience created/implemented in
step 4.
Education &
Experience
(continued)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

9. The Kirkpatrick Model’s four levels of evaluation: reaction, learning,
behavior, and results.
● Level I (Reaction)
● Level II (Learning)
● Level III (Behavior)
● Level IV (Results)
Education &
Experience
(continued)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

10. Gagne’s 9 Elements of Instruction (Great for Lesson Plans):
1. Gain attention of the students
2. Inform students of the objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning guidance
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml
Education &
Experience
(continued)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

11. ● Gagne’s 9 Elements of Instruction (great for lesson plans):
https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-
events-of-instruction.shtml
● How to Become an Instructional Designer in 2023:
https://youtu.be/5mjPi463TcU?si=ik-Pduo0_1nuVSE2
● Top 10 Tips in Instructional Design: https://www.coursearc.com/top-ten-
tips-in-instructional-design/
● What Does an Instructional Designer Do?:
https://online.purdue.edu/blog/education/what-do-instructional-designers-
do
● How to Break Into Instructional Design:
https://www.insidehighered.com/digital-learning/article/2018/05/16/tips-
and-resources-instructional-designers-entering-field
Education &
Experience
(continued)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

12. Mini-Professional
Development Plan
Education &
Experience
KSAs (Knowledge,
Skills, and Abilities)
Potential ISD Jobs
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

13. Self-Assessment: I currently obtain experience/knowledge of LMS such as Blackboard (through my time as a student during
undergrad/graduate studies. I have and am currently working with Canvas (LMS) in my professional career and creating
training modules for my employees/colleagues on our processes/programs. I have experience as a teacher, mostly teacher-led
instruction, and will look to gain more experience through self-directed/andragogy based learning/facilitation. I currently obtain
a B.S. in Physical/Health Education (K-12 certified), which is lacking for most ISD careers. My editing/storyboard skills have not
been obtained yet as well. Most of the missing components for me to be well-qualified in an ISD position would be related to
Knowledge and Skills.
Goals: I would like to learn the instructional models and andragogy practices, as well as how to use the many technology
softwares/programs, by way of University of Maryland, Baltimore County’s (UMBC) Learning & Performance Technology
(LAPT) program. This will also allow me to obtain my Master of Arts Degree which will allow me to be qualified for ISD
positions in the future.
Action Plan: I am currently in the process of completing UMBC’s M.A. in LAPT as I am wrapping up my first 2 LAPT courses
this Fall 2023 semester. I would like to have this M.A. completed between 2026-2027, depending on 1-2 courses per
semester. In addition, obtaining the Graduate Certificates along the way. Throughout this time, I would like to apply the skills I
learn into my current career and continue to develop learning experiences for my direct employees/colleagues in higher
education. After obtaining my M.A. in LAPT, starting with contracted entry-level ISD positions to work on specific projects,
seems feasible and a smart plan to obtain some experience applicable to future long-term ISD positions.
Mini-Professional
Development
Plan
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

14. In Susan Weinshenk’s book, 100 Things Every Presenter Needs to Know About People, there is a list of, yes, 100 things that are very helpful
for presenters and facilitators to know about people and learners. Here are a few that I will remember:
1. #20: People Learn Best in 20-Minute Chunks. This is very important in many stages of designing instruction. Understanding the
audience and knowing that 20 minutes is a prime amount of time to spend on a subject/content before transitioning to something else
or ending a lesson at that point. This tip can help in the lesson planning process as well as during live or recorded instruction.
1. #58: People Get Tired & Hungry. This hit home for me as I can get “hangry” just like on the Snickers’ commercials. This works
hand-in-hand with tip #20 that people learn best in 20-minute chunks. We have to remember that learners are humans first. Part of that
understanding is that we have biological functions and ensuring we have nutrients in our bodies and rest to process information will
only benefit our learning. Implementing small “brain breaks” in the designing/developing and during the instruction is important. This
allows people to use the restroom, have a snack, drink some water, and rest their brain to then learn some more.
1. #66: People Need to Feel Safe In Order to Participate. In my opinion, this could be one of the most important, yet underrated, on the
list of 100. Ensuring an environment, whether in-person or online, is safe and welcoming to all will ensure the learning and
participation can take place. When people do not feel safe, they are less likely to participate, learn, or pay attention. This is crucial as
we know more now than ever before that our mental health and physical environment play a huge role on how we interact. A learning
environment needs to be suited to the individuals that are participating and creating a safe environment is the first step.
₅Weinshenk, Susan. (2018) 100 Things Every Presenter Needs to Know About People. The Team W, Edgar, WI.
Top 3 Things to
Remember for
Presentations
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023

15. References
¹Braxton, Sherri, et al. “Instructional System Design (ISD): Using the ADDIE Model.” Purdue
University - Library, Purdue University, 23 Sept. 2000,
www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf. Accessed 23 Sept. 2023
²O*Net Online. “25-9031.00 - Instructional Coordinators.” O*NET OnLine, U.S. Department of Labor,
Employment & Training Administration, and developed by the National Center for O*NET
Development, Site Updated 29 Aug. 2023, www.onetonline.org/link/details/25-9031.00. Accessed 23
Sept. 2023.
³Indeed. “Instructional Systems Designer Jobs, Employment | Indeed.Com.” Indeed.com,
www.indeed.com/q-Instructional-Systems-Designer-jobs.html. Accessed 23 Sept. 2023.
₄CareerBuilder. “Instructional Systems Designer Jobs - Apply Now | CareerBuilder.”
CareerBuilder.com, www.careerbuilder.com/jobs-instructional-systems-designer. Accessed 23 Sept.
2023.
₅Weinshenk, Susan. (2018) 100 Things Every Presenter Needs to Know About People. The Team W,
Edgar, WI.
Contact
Kevin M. Schneider
kevinschneider.edu@gmail.com
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 12/08/2023
*Built upon my initial LAPT 602 assignment of
“Preparing for a Career in ISD”. Using what I
had learned up to that point and added on my
additional top job aid content.*