The ibstpi® Instructional Designer Competencies have been used to guide the practices of Instructional Designers and Technologies for over 30 years. They have been employed in K-12, higher education, business and industry, government and military, and a variety of other instructional and educational institutions, organizations, and consultancies around the world. Users have designed curriculum, hired instructional designers, conducted performance reviews on instructional and training specialists, conducted research, and performed benchmark studies in the training and instruction industry with this validated set of standards.

ibstpi® is now proud to announce the release of its most current 2012 version of these internationally validated Instructional Designer (ID) competencies with accompanying performance statements. Rooted in traditional notions of design competence this set further expands the depth of the statements and more thoroughly attends to the explosion of technologies, techniques, practices, and frameworks that have entered into the designer’s and educator’s communities of practice. There are now twenty-two (22) newly updated instructional designer competencies. These competencies are clustered into five (5) domains and are supported by one hundred and five (105) performance statements. The domain groupings serve organizational and conceptual functions and suggest the scope and inter-relatedness of the instructional designer’s job tasks.

In each of the five domains there are specific skills and knowledge that every instructional designer is expected to master (labeled as essential), skills and knowledge that the most experienced and expert designers would be expected to demonstrate (labeled as advanced), and new to this set, the skills and knowledge that a manager of a design function or instructional project would be expected to exhibit (labeled as managerial). These competencies reflect the fact that the field of instructional design has grown in breadth, depth, and complexity such that no one person is likely to be fully competent in all related skills and knowledge.

Through a rigorous review and validation process a team of ibstpi directors engaged over 1,000 instructional design generalists, specialists, managers, practitioners, and scholars from around the world to update, validate, and now disseminate this expanded set of competencies and performance standards for instructional designers. These standards provide a benchmark for instructional designer performance in the global performance improvement industry that is steeped deeply in a plethora of rapidly changing and emerging technologies, techniques, and working environments.