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When you think aboutthem, does it make you feellike this?
10 top tips and a 4 step framework for L&D
professionals that makes the relationship sing!
Subject Matter Experts:Love ‘em or loath ‘em?
Or more like this?
Gaining consensus over a learning interventionis thwart with difficulty as individuals try to
exert their technical authority on the design ofa solution.
Their intentions are great - after all theyhave expertise to share but remember youare the custodian of great learning andyou need to dissect what’s important andwhat’s not.
Typical problems
●They want too much content to be included
●They all have different views inhibiting sign off
●They are busy people doing extra so can’tcommit to deadlines
●Updates and amends can be difficult to keepabreast of
So how do you get the best of both worlds- great content and a stimulatinglearning solution?
Have a look at our top 10 tips and then the 4
stage framework on the following pages.
Develop a frameworkTo encourage SMEs to consider the difference between sharing all they know andwhat learners actually need to know.
Stick to planNegotiate the time needed and keep a project plan. Communicate this clearly tothem and their line manager.
Develop understandingMake sure they know the learning design process is iterative and they will beinvovled in a few rounds before final sign off.
Team focus and clear rolesEnsure they know that whilst they are content kings (or queens) how information isdelivered is a different expertise and requires input from learning and deversityexperts - it’s not their call.
Be considerateRecognise the pressures of their day job and focus on essential input first.
TestingGet SME’s to help devise any tests to check knowledge as part of the process.
Be enthusaistc and positveShare your enthusiasm for their contribution; you could write a summary of skillsdemonstrated for their performance review. At the very least, make sure youprovide feedback to their line manager for recognition.
CopyrightMake sure you have copyright for learning materials don’t just assume you do -particulalry if you haven’t sourced it yourself.
Plan in amendsCheck in with SMEs when they think amendments/updates will be needed andplan that into your process to ensure currency of learning content.
Sign offHelp the sign off process with clear guidance - a checklist works well focusing onwhat you want them to comment on.
“If you want to kill any idea
This four stage design will help to ensure that your ideas aren’t killed beforethey have even started. (Link for the download of the framework below!)
in the world today, get a
committee working on it.”Charles Franklin Kettering
Agreeinglearning
objectivesSign off
Developmentof the
learningprocess
Developmentof essential
content
Make sure eachperson is clear oftheir role at eachstage to avoidduplication andfrustration.
What it is L&D role SME role
It is easy to get stuck into process beforeclinically agreeing performance outcomes.
Agree what do you want learners to be able to BE,DO, HAVE as a result of this learning
E.g. – Be confident and smart in their dealings with
customers
– take full ownership for resolving every callfirst time
– the skills of compliance, questioning andsystems to be able to take responsibility.
Agree outcomes together.
Facilitating a conversation aboutoutcomes before getting stuckinto process.
Agree outcomes together
Critically challenge the focusof each objective to ensure itis as refined as can be.
Agreeinglearning
objectives
Remember to take control early.This will help to demonstrate yourgravitas and expertise.
What it is L&D role SME role
This is a list of what a learner needs toknow in order to achieve the agreedoutcomes.
It’s factual and clinical at this stage.
Remember the end results (outcomes) as you workthrough this.
e.g. If there is a customer at the end of the processmake sure that the content is linked to actualtransactions/communication/ processes that willbe used rather than dealing with knowledge in theabstract.
As this content list is developedit is the L&D professional’s jobto challenge how this will help
to support the SME tochunk information together tomake it easier to transfer.
To provide accurate andcurrent content with links tosupporting materials andscreen shots whereappropriate.
Assist in setting a hierarchy ofknowledge – what do theyneed to know 1st, 2nd, 3rd etc.
Developmentof essential
content
Developmentof the
learningprocess
What it is L&D role SME role
This is the process by whichcontent comes to life for alearner.
How will you engage and activatelearners into doing something dif-ferent?
This is the L&D professional’sresponsibility. This is your expertise andyou need to enjoy this translationprocess.
Ask 4 HOW questions:
1. How can I about learningthis stuff?
2. How can I get learners in learningfor themselves rather than me tellingthem?
3. How can they safely?
4. How will I know they have ?
To act as an agreedsounding board.
This must be agreed inadvance so that the SMEknows the amount of time andtheir role in feeding backinformation. Remember it iseasy for them to get stuck inthe detail so if you havedeveloped an experience for alearner – ensure the SME hasthe experience rather than justthe trainers note s- this willleave you wide open forcriticism otherwise.
Sign off
What it is L&D role SME role
This is the process by which all interested partiesagree the learning solution is fit for purpose.
To provide context for thelearning – why you havedesigned what you havedesigned so theyunderstand yourframework.
This is best done (for speed andunderstanding) in small groupsface to face or via the telephonebut if this cannot be achievedthen on paper.
To appreciate the learningstyle, think like a learnerand ask “will this help memeet these objectives?”
This isn’t about style – after allwe would all do things differ-ently – that’s human this isabout outcome – from yourperspective will learners nowbe able to do what is beingasked of them?
The Home of theLearning Entrepreneur
Some of our resources have links in the slideand for more visit ‘Dive In’ on our website forover 100 free resources to develop your skills.
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