In the world of training, the wealth of knowledge that subject matter experts (SMEs) bring to the table is invaluable. As instructional designers navigate the complexities of crafting learner-centered education, creating a collaborative and efficient relationship with SMEs becomes crucial, especially with tight project timelines.

Depending on the project, an SME may be enlisted to review and validate a final product, or they may write the content on your behalf. An SME writing the content can be a great time saver but can also create some challenges. However, with some coaching, you can lessen these challenges and collaborate with the SME to design and develop an effective, learner-centered learning module.

SMEs are immersed in the day-to-day work of their content and are not necessarily aware of adult learning best practices. This can result in writing content that is too detailed or provides unnecessary information. Or, conversely, they just give bullet points that skip crucial steps they assume everyone knows. These can lead to an excessive or ineffective final product.

Applying Backward Design to Employee Training

Backward design is an approach where you first define desired outcomes, then identify indicators that those outcomes have been met and finally, plan the materials to achieve those outcomes. This approach takes the overall learning goals and what will be tested into account first and then develops the teaching materials to achieve success best. It can be thought of as “destination” planning because you plot the destination first and then work your way toward it.

Developing Assessments

Using principles from backward design, you can coach the SME to start their content-writing by developing test questions before they write any content. While it may seem like a break in order, this approach has some distinct benefits:

• Deciding what needs to be tested helps to identify measurable learning objectives.
• The learner is the center of the content. By identifying what needs to be demonstrated successfully, developing supporting material to meet these needs drives the overall content layout and promotes the successful transfer of knowledge.
• Focused content. When it comes time to write content, having the test questions already written allows for a more focused final product. If the content does not directly support a learning objective, is it necessary? If not, can the information be provided another way (supplemental materials, a more in-depth follow-up module, etc.)?
• Eliminate noise to minimize information overload. SMEs often feel that learners need to know all the information. This backward approach helps keep content focused on “must-know” information and helps eliminate the noise or details. SMEs often feel it is necessary to include more, while it is more important for the learner to understand the basics and build their knowledge through experience.

Designing Training

Additionally, this approach benefits the structure of the material. Focusing on the concepts and skills SMEs want to test; they can create a logical script for their content. This can be especially useful for more complex or technical subjects, where it is easy to get lost in the details and lose sight of the big picture. With the test already written, it is a built-in “check” to the content. Is this information necessary in support of a test question? If not, why is it included? Is the content needed, or do you need to add a test question?

When coaching SMEs, you can offer a few strategies for them to use when writing test questions.

• Align with learning objectives: Each question should relate directly back to a learning objective and should be supported in the content.
• An appropriate number of test questions: Include enough questions so you are comfortable that by passing the assessment, the learner will demonstrate they can apply the material on the job.
• Use real workplace scenarios: Write test questions to see how the learner can apply the information on the job. Scenario-based assessments allow the learner to demonstrate the application of the new knowledge in a real-world example.
• Include feedback: Each question needs to include feedback explaining the rationale for the answer choice. Feedback must be constructive and instructive. This is another moment to provide information and reinforce learning; take advantage of it.

Additionally, coach your SMEs to keep in mind the needs and abilities of their learners. Questions should be appropriately challenging, but not so difficult that they frustrate or discourage learners. By taking the time to craft test questions carefully, SMEs can create high-quality educational materials that are both effective and engaging for their learners.

Coaching an SME with these strategies when you begin a project is a key factor in successful outcomes. Guiding the SME to think about the test questions they will ask at the beginning of the process can lead to meaningful and focused learner-centered content. By embracing these strategies, we can enhance the impact of training initiatives and ensure that learners derive maximum value from their educational experiences.