Novice Instructional Design Professionals’ Transition to their New Roles: Challenges and Negotiations

Novice instructional designers who come from a different disciplinary background often struggle with transitioning into the new role. This study investigates the transition of novice instructional designers as they develop their professional identities, with particular emphasis on the challenges faced and the strategies employed. Through qualitative analysis, four main themes emerged: on-the-job learning, communication barriers, misalignments between personal preferences and professional expectations, and the variability of practices across different professions. The findings offer valuable insights for new and prospective instructional designers, enabling them to align their expectations with industry realities. Additionally, the study presents implications for graduate programs, suggesting enhancements to better prepare students for the evolving job market in instructional design.