Instructional Designer / Technical Writer - Multiple roles

Job Title: Instructional Designer / Technical Writer - Multiple roles
Contract Type: Contract
Location: Hartwell, Victoria
Salary: Negotiable
Start Date: ASAP
Reference: 238349_1629367574
Contact Name: Mark Mcphee
Contact Email:
Job Published: August 19, 2021 20:06

Job Description

Outline of major duties:

  • Work collaboratively with key stakeholders and subject matter experts to develop training material for delivery face-to-face and online.
  • Design and develop learning solutions and products using contemporary instructional design theories, methodologies and adult learning best practice standards.
  • Following the training plan, write training material including, but not limited to, Facilitation Guides, PowerPoints, Participant Workbooks/handouts, Fact Sheets, Quick Reference Guides, and Assessments tools.
  • Create training artefacts which can be delivered to, and understood by, multiple levels of expertise e.g. delivered as information sessions through to expert user training cohorts.
  • Work closely with Project Learning & Development team to achieve project timelines.

Skills required

  • Solid experience in instructional design, including interpreting training needs analysis and learning plans to develop training material following adult learning best practice.
  • Experience in technical writing and end-user documentation across multiple learning levels i.e. documents and training to be used for deep-dive training with one learning cohort, as well as information sessions for another learning cohort.
  • Ability to meet to tight timelines while, potentially, working remotely.
  • Demonstrated Instructional Design experience in manufacturing, supply chain and safety environments highly valued.
  • Ability to writing training material which incorporates company culture, safety and quality strategies and aligns with company style guide.
  • Minimum Cert IV Training and Evaluation qualification essential.

For more information or a confidential discussion, please contact Mark McPhee on quoting reference #238349.