February/March 2007

Volume 47, Number 4

Transitioning from Technical Writer to Instructional Designer: What You Already Know and What You Can Learn

by Angela Athy

There’s this great Dilbert cartoon where Dilbert and a female friend are talking. His friend complains about not receiving any training for the new computer system at work. When Dilbert suggests that she read the user manual, she replies with something like, “Read the manual? Are you serious? I don’t have time for that!” Dilbert responds: “So you have time to sit in training for an entire day, but you don’t have time to read the manual?”

Technical communicators face the almost daily frustration of their hard work being ignored. Let’s face it, the idea that “If we build it, they will come” might apply to a magical baseball field in Iowa, but not necessarily to manuals, guides, and online help. How many times has a colleague (probably one not in your department) asked you how to do something in Microsoft Word, to which you’ve asked, “Have you checked the online help?” You are asking them this question to promote your profession. You are met with a blank look which translates to: “Why would I look there?”

Learners yearn for instruction but often have no interest in teaching themselves. I am not suggesting that documentation can replace training; however, the pain of no training could be eased by searching the online help, or by reading a user’s guide or owner’s manual. To that end, and put most simply, technical communicators are instructional designers. Technical communicators design materials that help people learn.

Technical communicators welcome the chance to take something apart, ask questions about it, read about it, and write about it. They also focus on audience—who are the users, what do they know, what do they need to know, and how will they use this product? When I transitioned from being a technical writer to an instructional designer, I realized that the skills I developed as a technical writer were quite applicable. The best technical writing doesn’t document the features of a device or software, it documents user tasks—how and when the user will use that feature. Instructional designers insist on this same principle:  focusing on a specific audience and writing targeted objectives based on what that audience needs to learn.

While there are some similarities between the fields of technical communication and instructional design, those connections are not enough to pave the way for an effortless transition from one role to the other. If you are interested in making that transition, here are five simple suggestions.

Learn Some Theory
Having some advanced knowledge in adult learning and instructional design will assist you in creating solid learning. There are plenty of online resources and texts, so if you don't have the time or inclination to go back to school, educate yourself. The more you know, the better your design choices, and the easier it will be for you to defend those choices.

Learn Some Models
Instructional design is a process, and there are various models out there for implementing that process. Learn about the models, chose one, and stick to it. Using a solid design model, like ADDIE (Analyze, Design, Develop, Implement, and Evaluate) will also help to ensure that the training you create hits the mark.

Look at Examples
Observation is a powerful learning tool. As you attend training, analyze what you see. Review online learning, look at training guides and examples of job aids. As a learner, what engages you? Think about how you can create learning that’s like the best of what you’ve seen.

Find Opportunities to Practice
Being a facilitator can provide you a better understanding of usable instructional materials. Opportunities to design learning may also be available. Maybe your work group is implementing a new process and you can serve as the training champion by writing a job aid and conducting brief sessions. If you cannot find an opportunity within your organization, look outside. You might attend your local American Society for Training and Development (ASTD) chapter meetings and look for volunteer opportunities with the organization that will give you the chance to advance your skills.

Find a Mentor
I learned 95% of what I know about instructional design from my mentor. When I started in the profession, I was fortunate to work with an extremely knowledgeable instructional designer. She suggested texts, reviewed my drafts, and provided me with constructive feedback throughout my growth. That kind of coaching is invaluable, and I am forever grateful for her guidance.

So what’s the benefit of being an instructional designer? Besides the fact that it builds on what I already liked to do as a technical communicator, I also have the satisfaction of knowing that people are reading and using what I write. I’ve sat in classrooms and witnessed it. That’s not something that you regularly, if ever, get the chance to see as a technical communicator, and it can provide affirmation for what you do.

Angela Athy holds a Master’s Degree in English from the University of Nebraska at Omaha and worked as a technical communicator from 1999-2004. She began her tenure in instructional design in 2004 as an Information Design Manager with CSG Systems, Inc. She’s now a Program Manager of Training Development in the HR Department at the Union Pacific Railroad.