All Qualifications

I use tools such as Microsoft Office, Visio, SharePoint, learning platforms, help-authoring tools, content repositories, database-backed systems, web technologies, and AI-assisted tools as part of practical documentation workflows.

I understand that tool decisions affect maintainability. Good content should not be trapped in a format, repository, or workflow that makes updates difficult after the project is delivered.

I understand that professional communication is part of the deliverable. A clear document, a well-run review, a useful explanation, and a timely follow-up all help build trust in the work.

I understand that knowledge management is not just a repository. A repository only helps if the information is accurate, organized, searchable, maintained, and aligned with the way teams actually work.

I help preserve institutional knowledge by capturing what is often stuck in meetings, emails, spreadsheets, legacy documents, and people’s heads, then turning it into content that can be reused, trained, searched, and sustained.

I understand and apply established instructional design models as practical tools, not as academic labels. Models such as ADDIE, SAM, Agile learning design, Backward Design, Dick and Carey, and Kemp provide structure for analyzing needs, designing instruction, developing content, testing materials, and improving learning outcomes.

I use ADDIE as a disciplined framework for analysis, design, development, implementation, and evaluation, especially when training must support system implementation, business process change, compliance expectations, or operational readiness.

I understand iterative approaches such as SAM and Agile learning design, where early prototypes, SME review, learner feedback, and rapid refinement are more useful than waiting until the end of a project to discover whether the content works.

I use Backward Design principles by starting with the desired performance outcome, then building the learning path, practice activities, documentation, and assessment approach around what learners need to be able to do.

I apply lesson-level design concepts such as Gagné’s Nine Events of Instruction, Merrill’s Principles of Instruction, scenario-based learning, problem-based learning, and performance-based learning to make training more than a sequence of slides.

I use Bloom’s Taxonomy and related learning-science concepts to distinguish between awareness, understanding, application, analysis, and performance. That distinction matters when deciding whether content should be a reference, a job aid, a demonstration, a practice activity, or a formal training module.

I understand evaluation models such as Kirkpatrick’s Four Levels, Phillips ROI, Brinkerhoff’s Success Case Method, and LTEM as ways to think about whether training was delivered, understood, applied, and valuable in the real work environment.

I do not treat instructional models as checklists to impress people. I use them to bring order to the work, ask better questions, make better design decisions, and create learning materials that help people perform.

I analyze workflows by looking at how the work actually moves from person to person, system to system, and decision to decision. The goal is to expose the real process, not simply document the version everyone assumes exists.

I create workflow diagrams, process maps, swimlane diagrams, escalation paths, ticket lifecycle flows, service workflows, data flows, and current-state/future-state views using tools such as Visio, Mermaid, and structured documentation.

I use diagrams to clarify complexity. A good workflow diagram helps teams see handoffs, gaps, dependencies, decision points, exceptions, bottlenecks, ownership, and the difference between normal processing and exception handling.

I have documented large operational workflows involving service desk processes, provider services, ticket resolution, escalation, change management, role-based access, knowledge management, and implementation support.

I combine workflow diagrams with written procedures so the visual model and the step-by-step documentation support each other. The diagram shows the path; the procedure explains the work.

I use workflow analysis to support training, system implementation, change management, knowledge-base design, process improvement, and stakeholder alignment.

I am comfortable working through messy process information with SMEs and project teams, asking enough questions to separate assumptions from actual practice and then turning the result into something clear, reviewable, and useful.

I have enough web development and scripting experience to understand how applications, pages, databases, forms, scripts, and user interfaces work together. That background makes me stronger as a technical writer because I can document systems from the inside out.

I work with HTML, CSS, JavaScript, PHP, SQL, Visual Basic, VBA, VBScript, and Python-oriented scripting concepts to support documentation, web content, automation, data cleanup, troubleshooting, and practical tool-building.

I maintain and modernize PHP/MySQL web applications, including legacy PHPMaker-generated modules, database-backed content, iframe-based layouts, CSS corrections, local/production deployment differences, and user-facing presentation issues.

I use scripting and database knowledge to normalize content, analyze records, automate repetitive documentation tasks, support reporting, and reduce manual copying, pasting, and rework.

I can communicate with developers because I understand enough of the technical environment to ask better questions, recognize implementation issues, and document behavior without treating the system as a black box.