By Ayo Onikoyi

As the demand for Instructional Design (ID) professionals continues to soar, Hazzan Mohammed, an expert in Instructional Design and Educational Technology, has implored Learning Design and Technology trainers to make their ID training more personalised, practice-based, and aligned with the global training industry’s current in-demand competencies.

This approach, he believes, will produce more competent ID professionals for the needs of the current global workforce and bridge gaps between theory and real-world applications.

In his research, Hazzan highlights the significant gaps in most Instructional Design and Technology courses, which often fail to provide practical and personalised training for learners or professionals transitioning into the field. The rise of remote work and digital learning solutions due to the Pandemic has created an “Instructional Design boom”, but traditional ID training programs are insufficient, leaving professionals without the necessary skills for success in the field.

To address this issue, he has developed an Instructional Design Skill-Strength Assessment System (IDSSAS), which evaluates users’ skills, identifies gaps, and provides tailored courses, practical training, and mentorship to fill them. IDSSAS, a free ID mentoring system, employs a user-centred design approach, prioritising personalization, real-world application, and practical skills to enhance employability.

The current version of the system, which is automated and integrated with any Learning Management System or Learning Experience Platform, offers personalised learning, feedback, and access to mentors for guidance. Grounded in Self-Determination Theory, IDSSAS incorporates design features such as progress bars, feedback loops, challenges, social interaction, and agency to enhance students’ motivation.

Hazzan’s research emphasises the importance of competency development in instructional design, particularly in light of emerging technologies and methodologies. According to him, prospective IDs must develop the right competencies and skills to become employable, and IDSSAS provides a comprehensive solution to achieve this. He has successfully used the system to mentor transitioning professionals globally, with many now gainfully employed.

This research also underscores the significance of internal motivation in adult learning, engineering intrinsic and extrinsic motivation, growth mindset, and Self-Determination Theory (SDT) through Relatedness, Competence, and Autonomy to make some choices. The impact of IDSSAS extends far beyond individual professionals; it also has the potential to revolutionise how organisations approach the professional development of their instructional design talents. By prioritising motivation and practical skills, the system sets a new standard for instructional design training and competency development— empowering professionals to bridge the gaps in their skill sets for readiness for the world of work.

Ultimately, Hazzan’s work challenges ID institutes, trainers, and Instructional Design leaders to rethink their ID training and development approach. IDSSAS paves the way for a more effective, efficient, and engaging learning experience that prepares professionals for success in the rapidly evolving educational landscape by providing mentoring as needed and engineering motivation into instructional design training. As the instructional design field continues to grow and develop, Hazzan’s research and IDSSAS system serve as a beacon of innovation, guiding ID graduates and transitioning professionals toward a more motivated, skilled, and effective workforce.