Using self-efficacy (SE), andragogical, and pedagogical frameworks, the goal for this study was to explore instructional designer (IDer) narratives in response to questions focused on their perceptions of instructional design (ID) practices for creation of workplace education and training assets, specifically intentionality in the use of transfer of learning (ToL) methods. A total of 15 volunteer IDers engaged in conversation about their perceptions, experiences, and practices for designing professional development. ToL is defined as successful application of newly acquired knowledge and skills that inform new behavior and ideation as a direct outcome from specific learning assets and curriculum content. Inquiry for this study was framed to better understand how IDers perceptions of adult learning competency skills building as well as how IDers describe their practices in relation to adult learners' acquisition of professional development and ToL in response to workplace training. After conducting 12 one-on-one interviews and one focus-group of three volunteers, coding and thematic analysis was conducted resulting in the following two themes: (a) Divergences in expectations of IDer competencies who are tasked with creating workplace education and training for adult learners; and (b) misalignment in organization goals for workforce and IDer pedagogical acumen preparedness for the intentional design of workplace curriculum to promote ToL. Results from this study provide a glimpse into the misalignment of the professionalization of the ID industry and the intentional need for established competencies to promote high levels of SE, competencies, and professional identities for IDers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]