Instructional Design — P1

INSTRU.INSTRUCT9870.P1

P1P1 — Entry-Level Professionalhigh0.90approvedglobalv1

Designs and develops learning solutions (eLearning, instructor-led, and blended) by analyzing learning needs, defining performance objectives, and building content using instructional design methodologies (ADDIE, SAM) and authoring tools. Distinct from Learning Delivery/Facilitation (classroom instruction), LMS Administration (platform operations), and Training Program Management (logistics/operations); this focus owns the design and construction of the learning experience itself.

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Level

P1 · P1 — Entry-Level Professional · 0–2 yrs

Function · Focus

Instructional Design · Instructional Design

Market pay (median)

$48k ($37k–$61k)

Pay basis

function-anchored · wide bars

Focus — Instructional Design

Responsibilities by level

What this person actually does at each level on the professional track — escalating scope, not one generic blob. Your level is highlighted.

P1this profile

Supports development of training materials and digital learning content under the guidance of senior team members, performing storyboarding, content writing, and multimedia integration.
Assists in designing e-learning modules, training manuals, and job aids using authoring tools such as Articulate Storyline, Rise 360, and Camtasia.
Collaborates with subject matter experts (SMEs) to gather source content for modules under direction.
Participates in user testing and supports collection of learner feedback to inform revisions.
Handles basic project-management tasks in Trello, Asana, or Microsoft Teams and participates in needs analysis activities led by others.

Designs and develops effective training content from start to finish, creating eLearning, instructor-led, and blended solutions.
Analyzes learning needs and develops performance objectives applying adult-learning principles and Bloom's Taxonomy.
Works with SMEs to gather and validate content, and develops quizzes and assessments aligned to objectives.
Ensures SCORM compliance and LMS functionality in platforms such as Cornerstone, Moodle, or Canvas, and applies accessibility standards (WCAG/Section 508) to deliverables.
Evaluates and revises existing materials based on learner feedback, taking independent ownership of conventional design tasks.

Takes end-to-end ownership of full-cycle instructional projects, planning the work and managing milestones independently with milestone review.
Conducts advanced needs assessments and task analysis to determine whether problems are solvable through instruction and to define instructional goals.
Selects appropriate methodologies (ADDIE or SAM) and design approaches (backward design, Gagné's Nine Events) based on the project context.
Facilitates stakeholder meetings and coordinates project activities across SMEs, reviewers, and learning teams.
Develops assessments and evaluation tools to measure whether learning objectives are met across diverse content domains.

Leads design and delivery of large-scale learning initiatives spanning multiple teams or departments, coordinating cross-functional contributors and driving content strategy that aligns training with organizational goals.
Performs in-depth analysis of complex learning variables, using models like ADDIE and SAM to create comprehensive multi-module solutions.
Develops evaluation tools using the Kirkpatrick model to measure learning outcomes and demonstrate functional impact.
Provides guidance and mentorship to junior and mid-level designers, reviewing deliverables against quality standards.
Selects design methods and tools for complex projects, advising stakeholders on whether instruction is the right intervention.

Serves in a consultant or learning experience design (LXD) capacity shaping holistic learning strategy that contributes to broader company learning objectives.
Acts as a strategic business/stakeholder consultant, advising leaders on training solutions and reframing problems from 'is the content right?' to 'is this the right problem to solve?'
Drives competency-based, adaptive, and microlearning strategies for significant or unique initiatives, exercising high independence on broad and special assignments.
Builds influential networks across the L&D community, serves as an external spokesperson on design practice, and stays current on emerging trends, methods, and technologies.
Mentors designers on special and high-complexity assignments, setting the design direction others follow on those programs.

Owns curriculum architecture and sets the standard for instructional excellence, designing curriculum frameworks and establishing design standards and best practices adopted across all teams.
Serves as primary consultant to business leaders on training solutions and leads flagship, high-visibility learning programs.
Architects learning solutions that set internal and industry benchmarks for engagement, scale, and long-term maintenance, owning the full lifecycle of courses with regular reviews and updates.
Monitors program effectiveness through learning analytics and uses the resulting insight to evolve enterprise design standards and methodology.
Operates with full autonomy to design and prototype novel learning experiences integrating current and emerging technologies (including data- and AI-enabled solutions), and provides high-level mentorship that influences designers across teams.

Level guidelines

The universal leveling rubric applied to this function — how scope, complexity, collaboration, and experience step up across levels.

Level	Knowledge & Application	Complexity & Problem Solving	Collaboration & Interaction	Typical Degree & Years
P1	Applies foundational instructional design concepts and basic authoring-tool skills (Storyline, Rise 360, Camtasia) to developmental tasks such as storyboarding and multimedia integration under close supervision.	Handles routine content-development problems with standard answers, following established templates and detailed instruction from senior team members.	Maintains stable internal relationships with team members and SMEs, gathering source content as directed.	0-1 years; new graduate or intern, often with coursework or certification in instructional design or a related field.
P2	Applies adult-learning principles, Bloom's Taxonomy, accessibility standards, and SCORM requirements to develop complete eLearning, ILT, and blended deliverables using authoring tools.	Exercises judgment in familiar design contexts, developing objectives and assessments from defined needs and revising content based on feedback.	Builds productive project relationships with SMEs and reviewers; validates content and manages defined design tasks with some routine independence.	2+ years with a bachelor's, or a master's/PhD with no prior experience.
P3	Independently selects and applies methodologies (ADDIE, SAM, backward design, Gagné's Nine Events) and conducts needs and task analyses across diverse content domains.	Evaluates identifiable factors to diagnose whether instruction is the right solution and defines instructional goals for varied projects with day-to-day independence and milestone review.	Networks with senior professionals, facilitates stakeholder meetings, and coordinates project activities across contributors.	5+ years (BA), 3 years (MA), or PhD without prior experience.
P4	Applies in-depth knowledge of evaluation models (Kirkpatrick) and content strategy to complex, large-scale initiatives that span multiple teams, selecting appropriate methods and tools.	Performs in-depth analysis of complex learning variables to align training with organizational goals, delivering impact across an entire function or department.	Coordinates across groups, influences design and tooling decisions, and mentors junior and mid-level designers.	8+ years, often with graduate education in instructional design, education, or a related field.
P5	Brings expert, strategic knowledge of competency-based, adaptive, and microlearning approaches, acting independently on broad and special assignments that carry barriers to entry.	Addresses intangible, strategic problems—reframing whether instruction is the right intervention—with high independence and direct contribution to company learning objectives, rather than executing within a defined program scope.	Builds influential networks across the L&D community, serves as an external spokesperson, and sets design direction that other designers follow on special initiatives.	12+ years with extensive instructional design expertise across modalities and domains.
P6	Defines the organization's curriculum architecture, design standards, and methodology, integrating emerging and AI-enabled technologies to establish field-defining practice rather than apply existing approaches.	Solves field-shaping problems—architecting solutions for engagement, scale, and long-term maintenance that become internal and industry benchmarks—with full independence as a strategic contributor.	Serves as primary consultant to business leaders and a recognized thought leader who influences design practice across the organization and the broader profession, providing high-level mentorship to designers across teams.	15+ years as a principal-level instructional design expert; often advanced degree plus recognized industry leadership.

Skills

Focus-specific skills the role applies — the relevance layer beyond the occupational base.

ADDIE: Instructional design methodology framework (Analyze, Design, Develop, Implement, Evaluate) used to create comprehensive learning solutions.
SAM (Successive Approximation Model): Iterative instructional design methodology used as an alternative to ADDIE for developing learning content.
Backward design: Design approach that starts with desired learning outcomes and works backward to create instruction.
Bloom's Taxonomy: Framework for classifying learning objectives by cognitive complexity.
Gagné's Nine Events: Instructional model outlining nine events of instruction for effective learning.
Kirkpatrick evaluation model: Model for evaluating training effectiveness across four levels.
Needs analysis: Diagnostic process to determine whether a problem can be solved with instruction and to define instructional goals.
Task analysis: Breaking down tasks to identify learning and performance requirements.
Learning objectives: Defining instructional, learning, or performance objectives for a program.
Competency-based learning: Learning approach organized around demonstrated competencies.
Microlearning: Designing small, focused units of learning content.
Adaptive learning: Designing learning that adapts to individual learner needs.
Adult learning theory: Principles of how adults learn, applied to designing training content.
Accessibility (WCAG/Section 508): Designing learning content to meet accessibility standards.
HTML and CSS: Markup and styling skills used for course design and customization.
Data and AI fluency: Experience with data-informed or AI-enabled learning solutions.
SCORM compliance: Ensuring eLearning content conforms to SCORM standards for LMS compatibility.
Articulate Storyline: Authoring tool used to build interactive eLearning courses; applied during day-to-day course development.
Articulate Rise 360: Web-based authoring tool used to build responsive eLearning content.
Adobe Captivate: Authoring tool used to develop eLearning, simulations, and software demonstrations.
Camtasia: Screen-recording and video-editing tool used to produce instructional video content.
Vyond: Animation tool used to create animated instructional video content.
Lectora: eLearning authoring tool used to build accessible, SCORM-compliant courses.
Canva: Graphic design tool used to create visual assets for learning materials.
H5P: Tool for creating interactive HTML5 learning content embedded in courses or LMS platforms.
iSpring: PowerPoint-based authoring tool used to convert slides into eLearning courses and assessments.
DominKnow: Cloud-based authoring platform used to develop and manage responsive eLearning content.
Cornerstone: Learning management system used to host, deliver, and track learning content.
Workday Learning: Learning management module within Workday used to deliver and track training.
Moodle: Open-source learning management system used to host and deliver courses.
Canvas: Learning management system used to host, deliver, and manage courses.
TalentLMS: Cloud-based learning management system used to deliver and track training content.
Adobe Photoshop: Image-editing tool used to create and edit visual assets for learning content.
Trello: Project-management tool used to track instructional design tasks and milestones.
Asana: Project-management tool used to coordinate instructional design project activities.
Microsoft Teams: Collaboration tool used to coordinate with SMEs, stakeholders, and project teams.

Provenance

The evidence base behind this profile — every layer is sourced; quality is scored by an adversarial review panel (1–5; passes at ≥4 on the minimum dimension).

Level differentiation4.5Focus specificity5.0Concreteness5.0Factual accuracy4.5Real-world coverage4.5

10 sources

Level — P1 — Entry-Level Professional

New to role or field; performs basic tasks under supervision

Scope: Own tasks within a defined component
Autonomy: Close supervision; work reviewed frequently
Complexity: Routine problems with known solutions
Impact: Own deliverables
Decision rights: Few independent decisions; escalates the rest
Leadership: None — building the craft
Typical experience: 0–2 yrs

Adjacent roles

Nearest roles by structural coordinates (level + taxonomy). Distance 0 → 1; each carries its 3-state match band. How coordinates work → · Compare side-by-side →

INSTRU.INSTRUCT9870.P2

Instructional Design — P2

confident0.06

INSTRU.INSTRUCT9870.P3

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INSTRU.INSTRUCT9870.P4

Instructional Design — P4

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INSTRU.INSTRUCT9870.P5

Instructional Design — P5

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