As an Instructional Designer, I regularly deal with SMEs (Subject Matter Experts) in CARDET. Occasionally, they are decent and fun to work with. But, as with most industries, some can be really hard to handle. So to help me manage the various challenges that come up when working with them, I’ve put together a list of the most helpful tips from some of the top Instructional Designers out there.

Working with subject matter experts (SMEs) is essential to an instructional designer’s job. SMEs have the content expertise that IDs need to create effective training materials.

However, some SMEs can be difficult to work with due to various reasons. These include a lack of instructional design knowledge, unclear communication, stereotypical or old-fashioned approach when it comes to training or inflexibility. So, to help you address this, I decided to write this guide based on the lessons learned from four top IDs. Here’s what I learned.

Luke Hobson

Senior Instructional Designer and Program Manager at MIT xPRO, Instructor for the University of Miami’s School of Education and Human Development, and the Founder of Instructional Design Institute. Author of What I Wish I Knew Before Becoming an Instructional Designer & YouTuber.

  • Provide SMEs with a demo or sample of a course to help them envision the final product and foster ownership of the content.
  • Openly discuss expectations and roles in the course design process.
  • Do thorough research on SMEs to understand their expertise, background, and recent work.
  • Utilise backward design models to visualise the course structure and learning objectives for effective collaboration with SMEs.

This is where I draw the information from: [1]

Cara North

Cara North is a learning and development leader and an award-winning learning experience designer who leads with heart and compassion for the users & the L&D team. Author of Learning Experience Design Essentials.

  • Forge partnerships by acknowledging their request and expressing appreciation for their engagement.
  • During kick-off meetings, clarify who’s responsible for what, timelines, and project specifics.
  • Have SMEs target their feedback on accuracy and relevance and guide them away from subjective opinions, encouraging them to prioritize comments that affect the learner’s understanding and application of the materials.
  • Foster an environment where feedback is a conversation rather than a directive, focusing on learning objectives and outcomes.
  • Keep a record of the feedback received and track how it has been addressed. This transparency shows SMEs their input is valued and considered, even if not all suggestions are implemented.

Here are the links that I used to extract Cara’s tips: [1], [2]

Tim Slade

Tim is a speaker, author, award-winning freelance eLearning designer, creator of The eLearning Designer’s Academy, author of The eLearning Designer’s Handbook and YouTuber.

  • Educate SMEs about the instructional design and eLearning development process to build trust and collaboration.
  • When working with multiple SMEs, get them all in the same room to review and discuss their edits. This lets you quickly get on-time feedback, clarify any confusing edits, and explain the purpose of any specific design decisions you made.
  • Educate SMEs about eLearning standards and design qualities.
  • Clarify their role in the eLearning development process to maintain control and engagement.
  • Provide clear deadlines and project schedules to manage their commitments effectively.
  • Discuss measurable goals for the course to align with business results.
  • Validate the information provided by subject matter experts to ensure accuracy and context.

Here are the links that I used: [1], [2]

Christy Tucker

Christy is a learning experience design consultant who combines storytelling and technology to create engaging learning experiences.

  • SMEs frequently have a collection of good stories about their topic. Extract these stories and then use them in a course.
  • Don’t expect SMEs to write branching scenarios – this is your task. After all, SMEs will find it too problematic to envision/create something that is not linear.
  • If you can’t extract information from an SME, start writing independently—research existing materials, such as training materials, articles, books, and blogs. Make an attempt at writing a scenario, even if you’re unsure about it. The main objective is to have content rather than a blank page. Ask the SME to review it and point out any errors. Even a difficult SME will have trouble resisting the urge to correct your mistakes, resulting in more realistic errors or consequences.
  • SMEs will have a hard time envisioning how a storyboard will translate into a final product. Address this by creating a prototype. The prototype will allow them to see how everything will work. This is a must-do approach if you plan to incorporate branching scenarios.

The resources that I used can be found here: [1], [2]

That was all folks. I hope you found this guide helpful. If you want to see how you can have SMEs help you write learning content don’t miss this article. See you!