Instructional Design Has Become Horrifically Overprocessed

Processes are seductive. They promise consistency, scalability, and efficiency—all undeniably appealing in our work as trainers and instructional designers. But somewhere along the way, we've let the allure of process-driven solutions dominate our thinking to an alarming degree.

The consequence is clear: overly processed instructional design produces training that's scalable yet ineffective. We’ve become experts at systematically developing mediocre learning experiences. Why? Because we've prioritized process over purpose.

Part of this obsession with processes is in our nature. Human beings crave structure. We naturally seek predictable frameworks and clear guidelines. The promise of consistent results, streamlined workflows, and easier scalability makes strict adherence to processes incredibly tempting.

But here's the harsh reality: good processes don't always equal good outcomes. Processes can't account for the messy human variables—emotions, reactions, unique needs—that inevitably arise in learning experiences. Our reliance on rigid processes can blind us to the very nuances essential for genuine learning to occur.

Another significant driver of this overprocessing is our subconscious need to protect ourselves. When outcomes don't meet expectations, documentation provides a comforting shield against blame. We easily deflect responsibility: "The SME signed off," "Leadership approved the plan," or "This worked last quarter." The process becomes an escape hatch rather than a genuine tool for excellence. In short, we've learned to hide behind process rather than take accountability for outcomes.

Instructional design culture has devolved as a result. Look around LinkedIn right now, and you'll see a proliferation of catchy acronyms, flashy methodologies, and creatively named instructional design models. These frameworks promise clarity, consistency, and success. But let's get real—no single method perfectly suits every scenario. Instructional design isn't a static formula or a one-size-fits-all solution.

To break this cycle, we need to challenge our reliance on processes and reconnect with purpose. Every instructional design project brings together a unique constellation of people, needs, constraints, and possibilities. You can't standardize human creativity or intuition.

Here's a simple step toward reversing this trend: pause to question your processes. Regularly ask your team, "Does this step genuinely improve the learning experience, or are we simply following a procedure?" If a process isn't actively enhancing learner engagement, understanding, or retention, reconsider its value.

Remember, instructional design is fundamentally about human beings—their motivations, struggles, growth, and real-world challenges. Prioritize connection and authenticity above process. Embrace flexibility. Be willing to adapt, experiment, and even discard processes when they no longer serve your learners.

At the end of the day, learners don't remember the efficiency or scalability of your processes. They remember how your training made them feel, think, and act differently. Aim for impact, not just efficiency.

Processes can guide, but they should never define. Keep your instructional design human-centered, flexible, and responsive, and you'll naturally produce meaningful, memorable learning experiences.