Instructional message design must attract attention and result in learning by facilitating perception, comprehension, and retention. The purposes of this research are: (1) to develop a conceptual framework for message design; (2) to develop a systematic procedure for message design; and (3) to provide one basis for the development of a performance support system. Focus groups of advanced instructional design students explored message design procedures and relationships by investigating how to evaluate the thoroughness of the message design process, how to condense variables obtained from the initial evaluation to make a usable design aid, and developing a simulation exercise requiring application of the procedure to solve typical message design problems. Charts representing design aids are included for each of the framework's major variables: (1) learning types; (2) parameters of the message; (3) paradigms; (4) motivational principles; and (5) perceptional principles. Results of the evaluation indicate that it is an effective procedure for practitioners because it helps them be systematic and cues them to attend to variables in specific ways. (Contains 35 references.) (SWC)