So many of the terms we are familiar with include both learning/training AND development:
Analysis-Design–Develop-Implement-Evaluate
Learning and Development
L&D
Training and Development
Then why, when organizational roles, titles, and job descriptions are being specified, doesn’t developmentappear as a distinctly unique role? In other words, instructional design is one role that requires a specific set of skills, tasks, thinking, and talents. Likewise, development is another role; it also requires its own specific set of skills, tasks, thinking, and talents. Yes, the work of the instructional designer and the content developer are aligned and entwined. Again, they are two uniquely different roles, sets of skills, and parts of the process of bringing learning content to life.
To ponder: Why is the role of development morphed into another role—most typically that of the instructional designer?
The Role of the Learning Content Developer
Learning content developers are adept at manipulating available tools to bring the learning content to life. They are are the wizards who actualize the plan from things such as sets of stakeholder and subject matter expert discussion notes, the instructional designer’s sketches, and the Learning leader’s strategic vision. Sometimes this work is completed in collaboration with others, such as a project manager, graphic designer, and/or learning management system (LMS) administrator.
Learning content developers also may have the skills, tasks, thinking, and talents of an instructional designer. But they may not, too. (And that’s OK!) And it shouldn’t be assumed that they do—or that they must.
The Role of the Instructional Designer
Instructional designers apply their skills and knowledge in broader and likely more strategic ways. They apply their skills in design to specify the visual style for the learning content. And they are comfortable sketching a plan from a collection of ideas and outcomes of the assessment and analysis planning. It should be said that they are also comfortable working from ambiguity and shaping the narrative that will become the learning content strategy.
An instructional designer also may have the skills, tasks, thinking, and talents of a developer. But they may not, too. (And that’s OK!) And it shouldn’t be assumed that they do.
Then and Now
Traditionally, learning teams were generally smaller. eLearning wasn’t yet a thing. People had to coach and lead learning initiatives in-person and though print materials. A trainer could only facilitate a small number of classes in a year. Fewer people on the Learning team meant fewer projects.
[Insert futuristic music here. Think “Wayne’s World” of Saturday Night Live fame.]
It is now the year 2022. Yet it seems little has changed! Sure, there is great technology and a plethora of apps for use in completing and administering learning content. And what it is possible to offer is far more than a few classes (in real classrooms) with workbooks or handouts. Possible ways to learn include remote live (synchronous) learning via an online classroom, online asynchronous classes, Webcasts and Webinars, courses available on-demand through an LMS, mobile apps, instructor-led classroom, performance support tools, conferences—and more. For example, peer mentoring and coaching has stood the test of time—and likely always will.
Some notes on other roles:
Graphic designer: It is not typical to have a designated graphic designer for instructional design and learning content development projects. This means the already morphed instructional designer and developer also must craft their own design assets.
Project Manager: Smaller projects may not need a designated project manager (PM). However, large ones do. The PM often is shared with other projects and assigned according to availability. This can work. However, do they have at least a basic knowledge of what is involved with designing and developing learning content?
Potpourri: Too often, instructional designers are their own developers, graphic designers, and project managers. They also may be their own voice-over artist, audio and video editor, content writer, and copy editor, too.
Of course, there are companies doing better with making the case for the needed roles and budgeting for them accordingly. But there aren’t enough of them. It has kind of “always been this way.” Job descriptions and expectations affiliated with crafting learning content—specifically, instructional design and learning content development—have remained unchanged, even static, for too long. It is time for a reset. New tools, philosophies, and methods necessitate the reimagining, including a separation of the role of developer from instructional designer. It is time. It is past time!
