|
Tell us about your experience as an instructional designer.
|
I have more than 30 years of experience combining instructional design, technical writing, technical training, software implementation, and systems documentation. My strongest work is practical training for real systems, real users, and real operational deadlines.
|
|
|
What is your instructional design process?
|
My process starts with discovery: who the learners are, what work they need to perform, what is changing, and what outcome the training must support. From there I define objectives, structure the content, build the materials, validate with SMEs, deploy, and revise based on feedback.
|
|
|
How do you use ADDIE in real projects?
|
I use ADDIE as a practical structure: analyze the need, design the learning approach, develop the content, implement it through the right channel, and evaluate whether it helped people do the work. I adapt it to the schedule and reality of the project.
|
|
|
How do you determine what learners actually need?
|
I look at the learner's job role, current skill level, workflow responsibilities, what is changing, and what they must be able to do after training. I also look for common mistakes, support issues, and points of confusion.
|
|
|
How do you connect training to business or operational goals?
|
I connect training to what the organization needs people to do: adopt a system, follow a process, support customers, complete UAT, meet compliance expectations, or perform consistently after go-live.
|
|
|
What kinds of learning content have you created?
|
I have created eLearning, CBT, WBT, instructor-led training, virtual training, Train-the-Trainer materials, job aids, reference guides, student manuals, instructor guides, simulations, videos, assessments, release notes, quick references, and LMS content.
|
|
|
How do you design training for adult learners?
|
Adult learners need relevance, respect for their existing experience, clear purpose, realistic examples, and practice that helps them perform real work. I try to avoid training that feels disconnected from the job.
|
|
|
How do you simplify complex systems for learners?
|
I break the system into roles, workflows, decisions, screens, exceptions, and outcomes. Learners do not need every technical detail at once; they need the right detail in the order they will use it.
|
|
|
How do you work with subject matter experts when designing training?
|
I prepare before SME meetings, ask focused questions, clarify assumptions, validate content, and make review efficient. The goal is to turn expert knowledge into training that learners can actually use.
|
|
|
How do you create clear learning objectives?
|
I write objectives around what learners need to do, not just what topics the training will cover. A useful objective connects the lesson to job performance.
|
|
|
How do you decide between eLearning, instructor-led training, job aids, or blended learning?
|
I choose the format based on the task, audience, scale, complexity, and rollout needs. The best answer is often a blend, not a single format.
|
|
|
What experience do you have with Articulate Storyline?
|
I have used Articulate Storyline for eLearning, instructional videos, software training, operational readiness, UAT support, and system adoption content. I use it as a practical development tool, not just a presentation wrapper.
|
|
|
What experience do you have with Captivate, uPerform, UPK, or other eLearning tools?
|
I have worked with Articulate Storyline, Adobe Captivate, uPerform, Oracle UPK, Camtasia-style video workflows, Adobe tools, and SCORM-oriented development. I choose tools based on the learning need and deployment environment.
|
|
|
How do you design scenario-based learning?
|
I base scenarios on real roles, real workflows, decisions, errors, and exceptions. A good scenario should feel like the learner's work, not like a quiz wearing a costume.
|
|
|
How do you make technical training practical instead of theoretical?
|
I build technical training around tasks, screens, workflows, decisions, troubleshooting, exceptions, and handoffs. Learners need to know how to perform the work, not just describe the system.
|
|
|
How do you design assessments, knowledge checks, or practice activities?
|
I design assessments to check job readiness, not just memorization. The best checks ask learners to apply a process, make a decision, recognize an exception, or complete a realistic task.
|
|
|
How do you measure whether training worked?
|
I look for practical evidence: learner feedback, assessment results, SME feedback, manager feedback, UAT readiness, support readiness, completion, and whether people can perform the required tasks.
|
|
|
How do you address accessibility and Section 508 requirements?
|
I address accessibility by planning for readable structure, clear navigation, screen-reader considerations, captions or transcripts where appropriate, usable PDFs, and accessible LMS content. Accessibility works best when it is considered early.
|
|
|
How do you design for learners with different experience levels?
|
I layer the content so new learners get enough explanation and experienced learners can move quickly to the details they need. One training asset rarely serves every learner equally unless it is structured carefully.
|
|
|
How do you update, rebrand, or modernize existing training materials?
|
I first determine what is still accurate, what changed, what is obsolete, and what needs to be restructured. Then I update content, branding, workflows, screenshots, examples, and delivery format without losing useful material.
|
|
|
How do you support LMS implementation or learning deployment?
|
I support LMS work by organizing courses, preparing content, checking accessibility and tracking needs, coordinating review, and making sure learners can find and complete what they need.
|
|
|
What experience do you have with healthcare, government, or compliance training?
|
I have developed training and documentation for healthcare, government, benefits, defense, Medicaid, public utilities, and regulated operational environments. That work often involved compliance, accessibility, system adoption, and readiness for real users.
|
|
|
What is one of the more complex learning programs you helped develop?
|
One complex example was the MassHealth/MAXIMUS training work because it involved healthcare operations, MMIS, HIX/IES, provider services, credentialing, claims, QA, EDI, LMS deployment, compliance, and multiple learner groups.
|
|
|
How do you handle feedback from stakeholders or learners?
|
I treat feedback as part of the design cycle. I separate accuracy issues, usability issues, learner confusion, stakeholder preference, and scope changes so revisions stay practical and controlled.
|
|
|
What should a hiring manager know about your instructional design style?
|
My style is practical, systems-aware, learner-focused, and grounded in technical writing and training delivery. I design training to help people perform real work, not just complete a polished course.
|
|