At some point in nearly every learning professional’s career, a common question arises:
Do I need to be the expert on this topic to train it well?
It’s a question that can bring up doubts, feelings of imposter syndrome and pressure to have all the answers. This feeling is perfectly understandable. Stakeholders want confident, competent trainers and learners assume credibility from the person running the show.
Tapping subject matter experts (SMEs) can be helpful, but it can bring its own set of challenges. SMEs often have strong opinions about what must be covered and how to teach it, and as content becomes more technical or regulated, it can be tempting to hand over the reins to the SME. However, presentation skills throughout the organization can vary widely, and when SMEs struggle to teach, learners pay the price.
If you find yourself in your own spiral of uncertainty on this topic, allow me to ease your mind. Participants in a recent Certified Professional in Training Management (CPTM) roundtable discussion resoundingly agreed that learners don’t actually care who the expert is. They only care whether the learning helps them do their job better.
And when it comes to facilitating employee training that is clear, relevant and applicable, you are the expert.
Let’s look at the unique value that both facilitators and experts bring to learning experiences and how you can work effectively with SMEs to train confidently on any topic in 2026.
Do Facilitators Need to Be Subject Matter Experts?
According to many of the learning and development (L&D) professionals on the roundtable, the answer is no. They certainly don’t need a deep specialization or the ability to answer every edge-case question on the spot. But in order to be an effective facilitator, they do need a baseline understanding of the topic at hand.
They need enough technical fluency to organize the information logically, follow the conversation and recognize when something isn’t landing. That requires curiosity, strong listening skills and the ability to learn quickly.
“We need to know how to ask good questions of the SME,” said Michael Tull, instructional system specialist, FAA. “I tell people that my job is to help really smart people tell their stories.”
When approaching a new or unfamiliar topic, it can be helpful for trainers to think of themselves as the first learner, says Marlena Stallworth, CPTM, senior CX trainer at Fundbox.
“Sometimes taking a seat with the SME is absolutely necessary, because I need to learn it the same way my audience needs to hear it,” she explained.
When you are learning the content yourself, you notice where explanations get fuzzy, where assumptions are being made and where details pile up faster than understanding. Those moments tell you exactly where future learners are likely to struggle.
Closely related is the power of saying “I don’t know” as a facilitator. Facilitators don’t need to be experts, but they do need to be accountable. Guessing or offering partial answers often does more harm than good, says Stallworth.
“Why should learners listen to me if I give them an answer I haven’t confirmed and send them out into the world saying the wrong thing?” she said. “Owning what you don’t know — and committing to follow up — is what builds trust. We’re in this together.”
As L&D professionals, your expertise is not defined by the extent of your knowledge on every topic, or the ability to answer every question in the chat. It’s defined by how well you can help others understand, apply and use what they learn in real work situations.
What Training Facilitators Bring to the Learning Experience
When facilitation is working well, its impact is unmistakable. CPTM alumni participating in the roundtable said they show up most powerfully when they:
- Put themselves in the learner’s role: They think about what learners actually need, where they may be confused and how the training fits into their real work.
- Translate complex or abstract concepts into local examples, real scenarios and clear applications: Learners need to see how the training connects to their role, their time constraints and the outcomes the organization cares about.
- Create space for SMEs (and learners themselves) to contribute insights, stories and solutions: When facilitators allow others to shine and encourage participation, learning becomes more relevant, credible and engaging.
- Measure success by what changes after training: They look for lightbulb moments, increased confidence and observable shifts in behavior.
“When I facilitate training, I don’t ‘present.’ Presentations can be viewed passively. Facilitation is what leads to real world learning and engagement. The participants become active in their learning,” said Valerie Marsh, senior director, learning and development, Jushi.
How Facilitators Can Work Effectively With Subject Matter Experts
SMEs do play an important role in training. They ensure accuracy, credibility and relevance. But because they’ve typically spent years in their field, it can be difficult for SMEs to remember what it felt like not to know the material. What feels obvious to an expert can feel overwhelming to a learner.
This is where facilitation adds essential value. Facilitation slows the experience down where needed, surfaces questions learners may not yet know how to ask and keeps the focus on what actually matters for performance.
The strongest learning experiences happen when facilitators and SMEs work as intentional partners, said Stallworth. Here’s how you can improve your partnerships with SMEs:
Align Early on Learning Outcomes
Before content is finalized, facilitators and SMEs should agree on what learners need to do differently after training. Stallworth emphasized working backward from the end goal: “When you’re clear on what success looks like at the end, it changes the quality of the training and prevents the blame game later,” she said. Keep outcomes front and center so that the partnership stays focused on performance.
Use Your Learning Curve as a Training Design Tool
If something doesn’t make sense to you, it may not make sense to learners either. Asking clarifying questions and flagging confusion while you are in the learner’s seat strengthens the final experience and helps SMEs see where learners may struggle.
Know When SMEs Need Facilitation Support
SMEs often shine in storytelling, demonstrations, Q&A or scenario debriefs, but they aren’t always looking for cues that the audience is lost, said Stallworth. “It seems obvious to us as trainers, but I make sure to tell SMEs to pay attention to who’s on camera, who is nodding their head and who might be visibly confused,” she said. Facilitators remain responsible for reading the room and adjusting in real time.
Set Clear Roles and Close the Loop
Clarifying who designs, who validates and who facilitates before development begins prevents tension later, especially in live sessions. Stallworth stressed that this clarity strengthens relationships, not hierarchy: “When you focus on the shared goal and accountability instead of the differences between roles, the partnership works better for everyone,” she said.
Final Thoughts
Facilitators don’t need to be subject matter experts, but they do need to be intentional partners, accountable guides and relentless advocates for the learner. When facilitators and SMEs are clear on their roles and aligned on outcomes, training moves beyond information sharing and starts driving real performance.
