ERIC Number: ED335026
Record Type: RIE
Publication Date: 1991
Survey of Instructional Design Needs and Competencies.
Seels, Barbara; Glasgow, Z.
This survey was designed to obtain information on jobs and task requirements for instructional design (ID) professionals and relate positions in the field to academic programs. Data were collected via a questionnaire that combined needs assessment and analysis of instructional requirements, including the demographics of ID positions, the background and competencies required for those positions, the career objectives of ID professionals, and how a university or college could best respond to their ID needs. The questionnaire was sent to 260 members of professional associations in the western Pennsylvania region, and 63 were returned, making a return rate of about 25%. Of the respondents, 47.6% were from school settings, 42.8% were from other settings (e.g., business, industry, government, health, consulting), and 9.5% were from higher education. It was found that: (1) one third of those employed in ID tasks have no one to help them with these tasks; (2) the task of developing media is the least critical task and the one done the least; (3) generally, "doing the task improperly" has a moderate to serious effect depending on the setting and competency; (4) the most important tasks for school personnel are evaluating, managing, and diffusing, while the most important task in other settings is establishing goals; (5) there is more perceived instructional design being accomplished in schools than is generally assumed; (6) much instructional design is done by people not prepared in the instructional design and technology field; and (7) about a third of the respondents did not perceive task analysis to be critical. A copy of the questionnaire is appended. (4 references) (BBM)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology; see IR 015 132.