Get ready for your upcoming Instructional Designer virtual interview. Familiarize yourself with the necessary skills, anticipate potential questions that could be asked and practice answering them using our example responses.
Updated April 20, 2024
The STAR interview technique is a method used by interviewees to structure their responses to behavioral interview questions. STAR stands for:
Situation: Describe the context or background of the situation you were in.
Task: Explain the challenge or task you were faced with.
Action: Detail the specific actions you took to address the task or challenge.
Result: Share the results or outcomes of your actions.
This method provides a clear and concise way for interviewees to share meaningful experiences that demonstrate their skills and competencies.
Can you describe an instructional design project that you are particularly proud of? What was your role and why does it stand out?
Employers want to see your passion and the tangible results of your work. Discussing a project you're proud of showcases your ability to contribute significantly to a team and deliver high-quality instructional content.
Dos and don'ts: "For the first question, be specific about your role and what made the project standout. This is a chance to showcase your skills and ability to deliver impactful learning solutions. Highlight the outcomes and the difference your contribution made."
Suggested answer:
Situation: At my previous position, we were tasked with transitioning a popular in-person training program to an online format.
Task: As the lead instructional designer, my responsibility was to design an engaging and effective online learning experience that retained the essence of the face-to-face program.
Action: I began by researching online learning best practices and technologies. Then, I collaborated closely with the subject matter experts to retain the core material, adapting it to make it more interactive and engaging for online learners. I also incorporated multimedia elements to support various learning styles.
Result: The online program was a success with higher attendance and engagement rates than the original face-to-face program. Learner feedback praised the interactive and engaging design, and the company decided to transition more programs to the online format based on this success.
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How do you approach understanding a client's or organization's learning needs and objectives?
Understanding learning needs and objectives is crucial in instructional design. This question assesses your ability to gather relevant information, understand the context, and design suitable learning solutions.
Dos and don'ts: "When discussing how you understand learning needs, demonstrate your ability to listen, research, and conduct needs analysis. You should show that you can empathize with learners and understand their objectives."
Suggested answer:
Situation: When I started at a new organization, they had a training program that was not meeting learner needs or business objectives.
Task: I was tasked with identifying the root causes of these issues and devising an improved instructional design strategy.
Action: I conducted a thorough needs assessment, which included interviewing learners and stakeholders, analyzing learner feedback, observing training sessions, and assessing business objectives. I used this data to identify the gaps and deficiencies in the current program.
Result: Based on the needs assessment, I proposed a new instructional design strategy that aligned with the organization's goals and learner needs. The updated program led to increased learner engagement and improved performance metrics, validating the importance of a thorough needs assessment.
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Can you provide an example of when you used learner feedback or data to inform your instructional design decisions?
Feedback and data are crucial in refining learning content. Sharing an instance when you used them demonstrates your ability to incorporate data into your decisions and continuously improve your designs.
Dos and don'ts: "Illustrate your data-driven approach by providing concrete examples of how you used feedback or data to improve a course. You want to demonstrate that you value input and are willing to make changes to enhance learner outcomes."
Suggested answer:
Situation: In a project involving an eLearning course, we noticed a significant drop in learner engagement midway through the course.
Task: My task was to investigate the issue, identify the cause of the drop-off, and make necessary adjustments.
Action: I gathered and analyzed learner feedback and data, which revealed that the learners felt overwhelmed by the volume of information in one of the modules. I decided to break down this module into smaller, more manageable segments and included more interactive elements to maintain engagement.
Result: After implementing these changes, we observed a noticeable increase in engagement rates throughout the course, and the feedback from learners was significantly more positive. This experience reinforced the importance of using data and feedback to inform design decisions.
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How do you foster collaboration within your design team, as well as cross-functional teams, such as subject matter experts and IT support?
Teamwork and cross-collaboration are important aspects of instructional design. This question probes your collaboration skills and your ability to work with diverse teams.
Dos and don'ts: "Collaboration is vital in instructional design. Provide examples of how you effectively worked with other teams, such as the challenges faced and how you overcame them."
Suggested answer:
Situation: At my previous company, we were developing a new employee onboarding course that required input from various departments.
Task: My role was to ensure smooth collaboration between the instructional design team, HR, IT support, and subject matter experts from each department.
Action: I initiated regular meetings to share progress, ask for input, and address any concerns. I established a shared project management platform for transparency and efficient communication. Additionally, I encouraged each team member to express their ideas and concerns openly.
Result: The collaborative approach ensured that the course was comprehensive and well-rounded. All departments felt included in the process, and the onboarding course was well-received by new employees, leading to smoother transitions into their roles.
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Can you recall a time when you received substantial criticism or feedback on your instructional design? How did you respond?
Everyone faces criticism. Your response to criticism illustrates your resilience, openness to feedback, and capacity for professional growth.
Dos and don'ts: "When discussing criticism or feedback, show humility and resilience. Demonstrate your ability to learn from feedback and use it as a catalyst for improvement."
Suggested answer:
Situation: Once, I had designed an online course, and during the testing phase, the feedback indicated that learners found the navigation to be confusing.
Task: I had to address this feedback and redesign the course navigation without delaying the launch date.
Action: Rather than taking the criticism negatively, I appreciated the opportunity to improve the course. I quickly gathered more specifics about the issues users faced, brainstormed possible solutions, and revised the navigation to make it more intuitive.
Result: The revised design was better received, with feedback indicating that navigation was now user-friendly. This experience reaffirmed the importance of feedback and the necessity of embracing criticism as an opportunity for improvement.
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How do you keep up with the latest trends, technologies, and methodologies in instructional design?
The field of instructional design evolves rapidly. Keeping up-to-date shows your commitment to professional development and your ability to adapt to new tools and methodologies.
Dos and don'ts: "Stay relevant by discussing conferences you attend, publications you read, online courses you’ve completed, and professional networks you're part of. Show your commitment to staying current in the field."
Suggested answer:
Situation: Keeping up-to-date with evolving instructional design trends and technologies is an ongoing challenge in this profession.
Task: I have made it my mission to continuously learn and apply the latest relevant trends in my work.
Action: I regularly read industry publications, participate in webinars, and attend conferences to keep abreast of the latest developments. I also engage in online forums and communities where instructional designers share experiences and insights.
Result: This proactive approach to professional development has enabled me to continually innovate in my designs and apply cutting-edge techniques, enhancing the effectiveness of the learning experiences I create. It also allows me to contribute to the growth of my team by sharing the latest knowledge and practices.
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Can you share an instance where an instructional design project required a significant pivot? How did you manage the change?
Adaptability and problem-solving skills are tested when projects require major changes. Your approach to such situations can reveal a lot about your strategic and critical thinking abilities.
Dos and don'ts: "When asked about a pivot, describe the situation, your decision-making process, and how you communicated and managed the change. Discuss any resistance faced and how you overcame it."
Suggested answer:
Situation: In a previous job, I was working on an extensive training program for a software suite. Halfway through the project, the company announced a significant software update was due to be released.
Task: My task was to adapt the instructional design strategy to accommodate the impending software changes without impacting the project deadline.
Action: I immediately arranged a meeting with the software team to understand the scope of the update. I then restructured the design plan, prioritizing modules that would remain unaffected by the update and developing a contingency plan for modules that would need revising post-update.
Result: Although challenging, we were able to successfully pivot the project to meet the new demands. The training program was rolled out on schedule and was flexible enough to accommodate the software update when it was released.
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How do you incorporate learner feedback into your instructional design process?
Effective instructional design incorporates learner feedback. This question highlights your approach to iterative design and continuous improvement.
Dos and don'ts: "Speak about your method for collecting and integrating feedback. Discuss how this iterative process improved a specific course or module."
Suggested answer:
Situation: In my previous role, we were creating a complex software training program. Midway through, the software received a major update that altered many features we were covering in the training.
Task: The challenge was to adapt our materials to reflect the new software update without disrupting the overall project timeline.
Action: I quickly organized a meeting with the project team to understand the scope of the changes. We re-evaluated our project plan, redistributed tasks, and focused on the areas affected by the software update. I ensured clear and consistent communication with the team to keep everyone on the same page.
Result: Despite the unexpected pivot, we were able to successfully update the training program, maintaining its quality and releasing it on time. The experience reinforced the importance of flexibility and adaptability in instructional design.
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How do you adapt your instructional design to cater to a diverse range of learning styles and needs?
Catering to diverse learning styles and needs is crucial. Sharing your approach can demonstrate your understanding of learner diversity and your ability to design inclusive learning experiences.
Dos and don'ts: "Show how you design for diversity by considering multiple learning styles and needs. Provide examples of adaptive or personalized learning experiences you have designed."
Suggested answer:
Situation: While designing an e-learning course on cybersecurity, I emphasized incorporating learner feedback in the process.
Task: The goal was to use feedback to enhance the effectiveness and relevance of the course for the target learners.
Action: I integrated regular checkpoints for feedback during the design process. We conducted a pilot test with a group of learners and gathered feedback on content, ease of navigation, and overall learning experience. All comments were reviewed, and relevant adjustments were made to the course design.
Result: This approach led to a course that was well-received by learners. Their direct feedback resulted in an engaging and effective course that suited their learning needs and preferences. This experience reiterated to me the importance of involving learners in the instructional design process.
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Can you discuss an instructional design project that didn't meet its initial objectives? How did you identify and address the issue?
Sometimes projects don't meet initial objectives. Discussing such an instance showcases your problem-solving skills, adaptability, and ability to learn from setbacks.
Dos and don'ts: "When discussing a project that didn't meet initial objectives, share the lessons you learned. Discuss your problem-solving approach and the steps you took to rectify the issue."
Suggested answer:
Situation: In my work, I often encounter diverse learner groups with varied learning styles and needs.
Task: It's my responsibility to create inclusive, accessible instructional designs that cater to this diversity.
Action: I incorporate Universal Design for Learning (UDL) principles to ensure my instructional designs accommodate a broad range of learner needs. I create content that is multimodal (visual, auditory, kinesthetic), flexible, and accessible to all learners. I also make sure that learning objectives, instructions, and assessments are clear and unambiguous.
Result: This inclusive approach has increased learner engagement and satisfaction, as it allows individuals to interact with the material in a manner that suits their learning style. It has led to more effective learning experiences and better learning outcomes for a wider range of learners.
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Can you share an experience where an instructional design project didn't go as planned and what you learned from it?
Mishaps can offer valuable lessons. Sharing a learning experience can demonstrate your ability to turn challenges into growth opportunities.
Dos and don'ts: "Mistakes happen, and learning from them is important. Share a project that didn't go as planned and how it informed your future practice."
Suggested answer:
Situation: I was once tasked with designing an online course intended to improve employees' software skills. After deployment, we found the course did not result in the expected improvement.
Task: My challenge was to identify what was causing the gap between the course objectives and its actual impact.
Action: I conducted a comprehensive review which included gathering feedback from learners, analyzing their performance data, and consulting with the subject matter experts. The issue was that the course was too theoretical, lacking practical, hands-on components that the learners needed. I redesigned parts of the course, incorporating more interactive elements and real-world scenarios.
Result: This revised approach led to a marked improvement in the course outcomes. The situation taught me the importance of ongoing assessment and the need to make design modifications based on measurable results and learner feedback.
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How do you evaluate your performance and strive for continuous improvement in your instructional design skills?
A commitment to self-improvement is highly valued. This question gauges your ability to assess your work objectively and your desire for continuous learning and improvement.
Dos and don'ts: "Demonstrate self-awareness by sharing how you evaluate your own work. Discuss your learning journey, any courses or certifications you have pursued, and how you actively seek feedback to improve."
Suggested answer:
Situation: I was once part of a team creating a comprehensive training program within a tight timeline. Due to unforeseen delays in content gathering, our schedule was significantly affected.
Task: Our responsibility was to adjust our work approach to accommodate the delay without compromising the quality of the final product.
Action: We prioritized tasks differently, focusing on areas of the project that weren't dependent on the delayed content. We also worked closely with the content providers, supporting them to ensure they could deliver what we needed as efficiently as possible.
Result: Despite the initial setback, we managed to complete the project on time without sacrificing quality. The experience taught me the value of being flexible, proactive, and adaptive when things don’t go according to plan in instructional design projects.
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Can you provide an example of resolving disagreements or conflicts within your team or with stakeholders regarding instructional design decisions?
Disagreements are inevitable in any team setting. Sharing how you handle such situations can reflect your conflict-resolution skills and your ability to maintain a positive working environment.
Dos and don'ts: "Conflict resolution is key in any team setting. Provide an example of a disagreement you faced, the tactics you used to manage the situation, and the outcome."
Suggested answer:
Situation: Continuous learning and improvement are integral parts of my professional life as an instructional designer.
Task: It's vital to stay updated with the latest instructional design trends, technologies, and methodologies, and continually refine my skills.
Action: I actively seek feedback from my peers, clients, and learners to understand areas of improvement. I participate in professional development courses, webinars, and workshops. I also engage with professional communities and read academic journals to keep up with industry trends.
Result: This commitment to continuous learning and improvement has enabled me to grow as an instructional designer and deliver more effective, innovative learning solutions. It also ensures that I can adapt to changing learning environments and meet the evolving needs of learners.
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Have you ever mentored a less experienced instructional designer? If so, how did you guide their development and what was the outcome?
Mentoring can strengthen a team and promote knowledge sharing. If you have experience in mentoring, it indicates your leadership potential and commitment to collective growth.
Dos and don'ts: "If you've mentored a junior designer, discuss your approach and how you helped them grow. This showcases your leadership skills and ability to nurture talent."
Suggested answer:
Situation: In one of my previous roles, there was a disagreement between my design team and the client's team on the format of an e-learning module we were designing.
Task: My responsibility was to reconcile the differing viewpoints without sacrificing the effectiveness of the learning solution or the relationship with the client.
Action: I facilitated a meeting to allow both sides to present their perspectives and concerns. We discussed the pedagogical implications of each choice and aligned our focus on the end goal: the learning experience of the users. By maintaining an open dialogue, focusing on shared objectives, and leveraging data, we collectively agreed on a hybrid approach that incorporated elements from both perspectives.
Result: The resulting module was effective and well-received by the learners. This experience reinforced the value of clear communication, negotiation, and collaboration when resolving conflicts.
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Given our company's industry focus and learner profiles, how would you approach developing an instructional design strategy?
Every company and learner group is unique. Your approach to developing a tailored instructional design strategy demonstrates your understanding of the company's needs and your ability to devise effective learning solutions.
Dos and don'ts: "Demonstrate your understanding of the company and its learners, and explain how you would tailor your design approach accordingly. This is your opportunity to show strategic thinking and your ability to devise effective learning solutions."
Suggested answer:
Situation: Understanding that every company has unique instructional needs shaped by its industry focus and learner profiles is crucial for the success of any instructional design strategy.
Task: Given this task, my goal would be to design a strategy that aligns with your company's specific needs and objectives.
Action: I would start by gaining a thorough understanding of the company's goals, the industry demands, and the learner profiles. This involves meeting with stakeholders, reviewing industry trends, and analyzing learner data. Based on this, I'd formulate a strategy that integrates appropriate learning methodologies, technologies, and assessment techniques.
Result: This tailored approach ensures the development of relevant, effective, and engaging learning experiences that not only meet the company's goals but also align with the learners' needs and preferences, ultimately driving improved performance and business outcomes.
