In this article, the job-centered instructional design theory is described. The purpose of JCT is to create a systematic framework that can effectively analyze real job needs and organizational contexts and apply educational principles and strategies in job situations. This theory is based on the "method-conditions-outcomes" theoretical framework and is developed in an exploratory-inductive manner; and its basic assumption is that job-centered instructional design models should be based on four job competencies in four main areas: cognitive, psychomotor, attitudinal-reactive, and interpersonal-interactive with two natures: procedural and productive, each of which requires organization and sequencing strategies, knowledge support systems, instruction strategies, practice and feedback strategies, and appropriate evaluation strategies. In addition, the evaluation of training programs effectiveness should also include all four dimensions of job competencies. The JCT consists of nine main components, which are briefly explained in this article. These components are: 1) job- centered, 2) learner-context, 3) skill-performance matrix (classification of skill, classification of skill nature, and classification of performance levels), 4) skills organization and sequencing (procedural and elaboration), 5) knowledge support system (procedural and schema), 6) instructional strategies (direct and guided exploration), 7) practice strategies (application-oriented and discovery-oriented practice), 8) assessment strategies (application-oriented and discovery-oriented assessment), and 9) instruction evaluation (effectiveness, efficiency, and motivation). This theory can be used as an integrated and practical framework in the job-based training courses design, internship programs, professional development, and human resource performance improvement