Practical Tips for

Instructional Designers
Working with SMEs
© 2019 by The eLearning Guild. All rights reserved.

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 CONTENTS
Introduction  4

Get off to a good start 6

Setting expectations with SMEs 12

Recognize scope creep—and shut it down! 16

Resolving conflict with the SME 20

Do executive-level SMEs need special handling? 24

Avoid these mistakes… 28

 INTRODUCTION

“
They know their business,
you know yours. Be clear
about what you want and
why, and allow them to be
clear about what they want
and why.
Katherine Goad, NATP
The relationship between an instructional designer (ID) and a subject
matter expert (SME) on an eLearning project can be fraught. SMEs are
often busy; they may resent the time needed to meet with IDs, or they
might not see the value in the training project. Some experts might
believe that the ID doesn’t know enough about the topic at hand to
create effective eLearning. On the other side of the equation is the ID
who might perceive the SME as arrogant or unhelpful—yet necessary.

The eLearning Guild turned to members for tips on navigating

this essential relationship. Members had a lot to say; hundreds of
respondents sent in more than 1,500 suggestions. This paper presents
some overarching themes, solid advice, and a few dozen of the most
original or succinct tips. Some have been edited for length.

“I get very excited working on a new

project because it means I get to learn
something new. That interest tells the
SME that I value their subject and it opens
the door to the trust I need them to have
in me. They can tell me everything they
want about the topic, and I can steer them
toward appropriate content for the need.”

—Lizzie Irvin, New Mexico State Personnel

Office, Training and Employee Development

Practical Tips for Instructional Designers Working with SMEs | 5

GET OFF TO A GOOD START

“
I start with the objectives
and measurements prior to
building anything else, so
there is a very clear plan
that can be monitored.
Kristine Gregoire-Cope, NewDay USA
Preparation, a positive approach, and clear communication can help
IDs set up successful collaborative relationships with SMEs. Some other
advice that cropped up again and again:

Have a kick-off meeting or other process that sets up roles and

responsibilities, spells out the scope of the project, and clarifies
what the SME is expected to do or provide.

Value and acknowledge the expertise that the SME lends to the
project.

Work hard to maintain clear communication, adjusting to the SME’s

preferences—email, phone, or in-person—when possible.

Strike a balance between hounding the SME and letting things go

for too long.

Schedule regular meetings or check-ins.

Do your homework so you can ask intelligent questions and not

waste the SME’s time.

Create a template that provides a structure for—and possibly

length limits on—content you are requesting from the SME.

Work with more than one SME, if possible, to validate information

and get consensus on what is essential knowledge.

Practical Tips for Instructional Designers Working with SMEs | 7

RELATED TIPS
RELATIONSHIP
BUILDING

“Remember that SMEs are your partners. Be open and honest in your
communication with them from the very start. Kick it off by framing
the project statement/problem; mentioning timelines and what you’re
hoping for. Have it be a conversation.”

—Roberta Dombrowski, Pluralsight

“Acknowledge their expertise—they’ve earned it. Focus your questions

on the content, not your design. Define roles and responsibilities. Take
the time to relate to them as people. You may be surprised by how
much you have in common.”

—Margie Meacham, Learningtogo

“Contact is so important to keep them involved and excited about

completing the project.”

—Irene Solovij, Yardi Systems Inc.

“Work hard to create a partnership with inclusive words like ‘we’ and
‘our,’ and help them see themselves as a valued partner.”

—Jean Marrapodi, Applestar Productions

Practical Tips for Instructional Designers Working with SMEs | 8

RELATED TIPS
INTERVIEWING
SMES

“Do enough research before the interview to make yourself

knowledgeable about the topic. This helps on two counts. 1) You’ll know
enough to ask good questions. 2) They’ll develop confidence in your
abilities when you ask those questions.”

—Amy Law, UW Medicine Learning Gateway

“Keep SME conversations redirected to what the learner actually needs

to know to perform their job. Start any conversations with what they’ll
be doing in the course: What they need to be able to do, rather than
what they need to know. Because some SMEs (especially technical
ones) are to-the-point, this can help especially in process training.”

—Julie Koehler, Ellie Mae

“A good question to end with is: ‘What questions haven’t I asked?’ Or,
‘What else should I know that I haven’t asked about?’”

—Janel Schnieders, SSM Health

Practical Tips for Instructional Designers Working with SMEs | 9

RELATED TIPS
KEEP COMMUNICATION CLEAR,
POSITIVE—AND HONEST

“Make sure you always phrase questions in a positive manner: ‘I think I

heard you say ... Did I get that right?’ Or, ‘I thought I heard someone say
that xyz. Can you help me understand if I got that right?’”

—Jane Cooke, TFS

“Put your due date (if there is one) in the email subject line. I find
it funny when due dates are buried within the body of an email. The
chances are high that your email won’t even be opened until after
the due date. Adding the date in the subject line is such a simple and
courteous thing to do. And yes, I attribute that tiny detail to getting the
information I need on time.”

—Lesley Cashman-Peck, Advantedge Education

“Thinking about your past SME experience, make a list of lessons

learned. Turn that into a list of positives to share with the SME. Invite
the SME to add his or her own ideas. Combine the lists and sign it with
the SME.”

—Linda Granger, Availity

Practical Tips for Instructional Designers Working with SMEs | 10

RELATED TIPS
BURNISH YOUR
OWN SKILLS

“The best thing I ever did was get training on project management.
Those skills helped me do the following during a kickoff meeting:
declare timelines; set expectations; define the specific roles … and
expected outcomes and deliverables of not just the SME, but other
people working on the project as well.”

—Shelley Bowers, Indeed

“I believe one of the most important parts of training is storytelling.

Everyone has a story, and I think often folks at the executive level
don’t get asked the kind of questions that get them talking about
their own personal connection to the content. If you can get a person
talking about their story, you usually start to hear about what they are
passionate about and that translates into ways to connect a learner to
their area of expertise.”

—Laura Schroeder, Georgia State University, Professional Excellence

Program

Practical Tips for Instructional Designers Working with SMEs | 11

 SETTING EXPECTATIONS
WITH SMES

“
Try to get as much agreed to in
writing at the start. Things like the
number of review cycles, project
timelines, anticipated turnaround
times on review, and so on.
Simon Blair, SimonBlairTraining.com
When working with SMEs, particularly with new relationships, setting
expectations early in the design and development process is essential.

Many respondents advise a kick-off meeting that includes a focus on what

is needed, as well as identifying the time frames, the budget, and other
constraints. Clearly delineate who is responsible for which pieces of the
project, including who has decision-making authority.

Other oft-suggested tips:

Put it all in writing. Once the entire team, including SMEs, has signed off
on the document that sets out roles, responsibilities, scope, timetables,
and other expectations, that document serves as a reference for
managing the project’s progress.

Regular status meetings and other, less formal check-ins, are essential
for keeping everyone on track—and provide opportunities to adjust
elements, such as a deadline or who will perform a task.

When interviewing SMEs ask first for an overview, then follow up with
more specific questions. Ask open-ended questions, but do enough
research before the interview to ensure that you’re asking intelligent,
probing questions and not wasting the SME’s time.

When meeting with or interviewing SMEs, gently but firmly keep the
focus on what learners need to be able to do or know, not on “nice to
know” or deep detail. Some contributors cite a “parking lot” document
where extraneous information, ideas, and nice-to-know information can
be “parked.” This content might be used in additional resources or saved
for a more-detailed future training project.

As with other aspects of work with SMEs, clear and open communication
forms the foundation, enabling all team members and stakeholders to avoid
misunderstandings. This starts with openness to the SME’s needs. Contributor
Stacy Southerland of University of Central Oklahoma suggests talking
with SMEs at the beginning of a project to understand their expectations—
and present your own. Carol Hawthorne of Concordia University suggests
emphasizing that the SME is central to the development process.

Practical Tips for Instructional Designers Working with SMEs | 13

RELATED TIPS
SETTING
EXPECATIONS

“Have your house in order. Explain the development process to them

and where you are in the process, and what their role is and how you will
use the information they provide.”

—Sean McGinty, Power Design Inc.

“Have a start-up meeting and start with setting the scene. The process
is easier if we all are aware of scope, goals, limits, target groups, and so
on. And don’t let them think that they are the project leader.”

—Ann-Cathrin Hoffman, BDO

“Define the working parameters precisely, and explain what is do-able

in the timeframe with the resources/budget available.”

—Alan Shacklock, The Motivation Agency Ltd.

“Clear and consistent communication helps tremendously with setting

expectations. The most important part of that is listening to what they
are trying to tell you, and asking a lot of questions.”

—Brenda Boline, Instructional Support Consultants

Practical Tips for Instructional Designers Working with SMEs | 14

“Show previous completed projects.
Rapid prototype to show value, and
make expectations clear.”

—Jarred Truschke, Webster University

“Setting expectations is the most

critical part of working with SMEs—
and anyone else, really. A clear
understanding of what is involved
in terms of cost, hours, timeline,
milestones, what success looks like,
key performance indicators (KPIs),
and a realistic measurement for return
on investment (ROI) are all important.
Don’t sugar-coat or try to paint only
best-case scenario(s). The majority
of SMEs respect honest and accurate
assessments.”

—Jeffrey Hurt, Herbalife Nutrition

“Be sure to over-estimate blocks of

time for creating and reviews.”

—Karen Weinkle, AgFirst

Practical Tips for Instructional Designers Working with SMEs | 15

RECOGNIZE SCOPE CREEP—
AND SHUT IT DOWN!

“
Keep your agreed-upon
objectives and outcomes
handy at all times.
Elizabeth LeBarron, Elizabeth Anne’s
Consulting
Is “scope creep”—the uncontrolled growth of an ID project to
encompass every bit of “important” content and every creative idea—
inevitable?

Some respondents think so; it’s impossible to think of every single

detail up front. But often, the ID has to rein in scope creep to prevent
the project from ballooning out of control, going vastly over budget, or
simply to meet a firm deadline.

Defining the scope clearly at the outset helps, as does having a clear
process for weighing and accommodating changes. Sometimes, simply
attaching a cost or time estimate to a change is enough to dissuade
the SME or other stakeholders from insisting on the change or addition.
As with other aspects of collaborating with SMEs, clear, frequent
communication is vital.

Practical Tips for Instructional Designers Working with SMEs | 17

RELATED TIPS
MANAGING
SCOPE CREEP

“I like to remind them that we’re on the same side by acknowledging

the change and asking, ‘You know, this request is going to take more
time, cost more money, or risk the main thing. Is that okay?’
I’ve found that ‘Yes, and...’ is a wonderful tool when someone wants to
change the scope. Empathy for their situation also helps. Sometimes a
scope change is a great business decision, but it has to be an eyes-wide-
open decision.”

—Steve Semler, LearningSim

“Backward design is the best solution. (Often I’ve heard scope creep
blamed as the issue when the greater issue is inaccurately-defined
objectives.) Begin with objectives, the committed assessments/rubrics,
and only then develop learning materials and activities.”

—N. Rachael Sweeten, Salt Lake Community College

“Ensure project team members know the objectives and deliverables.

For example, don’t create an in-classroom workshop when a
performance support tool to help employees perform a complex task on
the job will suffice.”

—James Woo, CRA

Practical Tips for Instructional Designers Working with SMEs | 18

“Explain the change that is being discussed and what it will cost to
implement. Ask what they are willing to remove from the course to
make space and time for the new content. Often, just formalizing this
process will get SMEs to back off.”

—Jenny Matteson, Larsen and Turbo Technical Services

“It boils down to getting back to the learning objectives. Will the
changes affect the learning in a positive way? Will the changes benefit
the overall goal of the learning? If the answers are no, then work through
alternatives to keep the project on task.”

—Robyne Pippert, Quest Diagnostics

“Change is inevitable and it often

enhances the final outcome. You
cannot anticipate everything up front.
When change is requested or required,
clearly communicate the impact to key
stakeholders and project champions in
terms of time, resources, and financial
or other costs.”

—Joy McGinty, CubeSmart, LLP

“Sometimes you just have to be

assertive and say ‘no’.”

—Cindi Mason, Northwestern

University

Practical Tips for Instructional Designers Working with SMEs | 19

 RESOLVING CONFLICT
WITH THE SME

“
First, make sure you’re talking
about the same thing. Without
making the point of debate
very clear, you may actually be
disagreeing over different things!
Kirk Fretwell, KBMax
Who prevails if the instructional designer and the SME disagree? That
depends. In different organizations and scenarios, the SME might be a
decision-maker. Identifying who has the authority to make decisions is
one factor in resolving disagreements.

Another is what you are disagreeing about: Is it content in the SME’s

area of expertise, or is it the instructional design of the eLearning? The
ID might push back harder in the latter case.

What are the stakes? Is it possible to prototype or even storyboard both

or all options, and then talk through the pros and cons of each?

In many cases, key decisions are made by a client, a higher-level

executive, or some other stakeholder who can evaluate the merits of all
proposed solutions, as well as the ramifications—budget, timescale—of
each.

Above all, Jennifer Staley of S2S emphasizes, “Always handle

disagreements in person or on the phone, not [via] email.”

Our respondents offered helpful tips on resolving conflicts or

disagreements.

Practical Tips for Instructional Designers Working with SMEs | 21

RELATED TIPS
CONFLICT
RESOLUTION

“Really try to just focus on the outcome of the training and try to
understand why they are suggesting the solution. Then try to come to
an agreement.”

—Sheryl Wolf, UNM Hospitals

“[It] depends on the disagreement. For content or approach, [try]

quick and dirty storyboard testing with prospective students. For
something that adds expense, [maybe] a formally-acknowledged
agreement to cover expenses. Look for a compromise, like an added job
aid.”

—Gail Edington, hyperCision, Inc.

“Have a plausible, evidence-based justification for the solution you are

developing. Be willing to listen to and consider their recommendation.
Rather than dismissing it because it’s different, try to understand the
recommendation. It could be that they know something about the
domain that you haven’t considered, but that it is hard for them to
express more explicitly.”

—Alexander Walker, Medstar Health Simulation Training and Education

Lab

Practical Tips for Instructional Designers Working with SMEs | 22

“You’re not going to win every disagreement. The key is to listen to
why the SME is offering a different solution. More importantly, ask why
they think/feel their solution is better. Look for concrete reasons and
any support they have that can back it up. You may be surprised to find
they are on the right path. At the same time, have your own reasons and
evidence to back up your point of view.”

—Kevin Thorn, NuggetHead Studioz

“I have learned to let go of things

outside of my control. There are many
ways organizations operate, and office
culture sometimes doesn’t work the
way it should. Once I recognize who
is in control (it’s not always me), then
I know how much effort to invest in
a project. I adjust accordingly, and I
keep telling myself to relax, it’s out of
my control.”

—Jerry Fernandez, US Small Business

Administration

Practical Tips for Instructional Designers Working with SMEs | 23

DO EXECUTIVE-LEVEL
SMES NEED SPECIAL
HANDLING?

“
Make the business case: Here
is how you can obtain X%
more engagement, with X%
better outcomes.
Marie DesJardin, Verint
You’ve been tasked with talking with an SME who also happens to be
a C-suite executive. Don’t panic, our contributors say; they are people
too! At the same time, it’s important to recognize that high-level execs
have more demands on their time—and potentially less hands-on
information about the eLearning project, the development process, or
even the specific needs of learners. Some general pointers for successful
interaction with executive-level SMEs include:

Value their time; use it wisely.

Find out their communication preferences, and follow them.

Prepare thoroughly for meetings, keeping interactions brief and

focused.

Build in extra time for the project, assuming that their “deadlines”
could easily slip or their attention could be pulled to other issues.

While executive-level SMEs might be great sources of strategic

or big-picture information, figure out who else you can get
information from, especially the more detailed content and
technical information.

Above all, connect with them as humans; find out what their
personal connection is to the topic and get them excited about
connecting learners to their areas of expertise.

Practical Tips for Instructional Designers Working with SMEs | 25

RELATED TIPS
EXECUTIVE
SMES

“Find out their communication preferences before you do anything

else.”

—Brian Darby, Cognizant

“Exec level [SMEs] rarely understand the tasks and timing that go into
the development process. Keep the development calendar in front of
them and be able to identify consequences of decisions and options for
changes.”

—David Denz, Leieren Performance Learning Systems, LLC

“These are corporate sponsors. Meet with them like you would with an
SME; explain the process and everyone’s role. These folks are visionaries.
They set the tone and help identify true SMEs. Be honest about time
requirements and timelines. In most cases, executive-level SMEs can’t
commit to either.”

—Margaret Cowan, Brown & Brown Insurance

Practical Tips for Instructional Designers Working with SMEs | 26

“Include them in the initial meetings and then transition, if possible,
to the doer below them. There is usually someone who has their ear, as
well as a good handle on the content/process.”

—Alicia Blitz, MUFG Union Bank, N.A.

“When working with executive-

level SMEs, I have found that they
often have a broad overview of the
current challenges. Therefore, I like
to request to also work with one of
their team members that is involved
in the day-to-day or technical tasks of
the project at hand. This ensures that
the ultimate goal is achieved, but also
allows insight into human performance
challenges and breakdowns.”

—Christina Brown, Air Line Pilots

Association, International

Practical Tips for Instructional Designers Working with SMEs | 27

AVOID THESE MISTAKES…

“
I have found that if you
take for granted that the
SME has the same ideas
you have on a project, you
will always be wrong.
Mike Hodge, CA Dept. of Corrections Health
Care Services
We hit a nerve when we asked our members to share mistakes
they’ve made and lessons learned in their collaboration with SMEs.
Following the advice already shared on negotiating relationships and
communicating clearly can help you avoid some of these pitfalls. But
we’re all going to make mistakes; it’s helpful to hear how your peers not
only erred but also how they recovered.

Problem: “Not asking the right questions, because I wasn’t sure what I
needed.”

“Solution: I’ve learned that preparation is always the key.”

—James McCune , Community College of Beaver County

Problem: “I should have kept in touch and done follow-ups.”

Solution: “There is always more to learn and networks to build.”

—Vaneeta Walker, Northwell Health

Problem: “Not being specific enough with timelines, deadlines, and the
amount of commitment required to assist with the project.”

Solution: “Being very clear about the timelines and commitment will
help you stay on schedule.”

—Jim Leligdon, UBC

Practical Tips for Instructional Designers Working with SMEs | 29

Problem: “In a previous role, SMEs would often send raw content for
quick development on microlearning for new processes or refreshers.
My mistake was in not validating the content... which led to courses with
conflicting information.”

Solution: “After that, I made sure to review related content to be certain

we were providing correct information.”

—Mikkie McGregor, Finance of America

Problem: “I had an SME who kept sending a project back when she
found small things she didn’t like—such as wording, colors, images—and
the project never got off the ground.”

Solution: “I now tell SMEs that they only get to have three times to
review things. They generally don’t argue with that parameter.”

—Valorie Engholm, Park University

Problem: “Not following up enough.”

Solution: “I have learned to use project reports with dates, tasks,

issues, and risks, such as ‘waiting for SME.’ Sending the reports to all
stakeholders will shape SMEs up quickly.

—Reashonda Breckenridge, Medxcel

Problem: “I relied a little too much on their ideas and guidance, almost
acting as though they were the end-all resource.”

Solution: “SMEs are great for guidance, and their experience can
contribute largely to the success of a project, but do not be afraid of
injecting your ideas and expertise, as well.”

—Maggie Smith, FirstService Residential

Practical Tips for Instructional Designers Working with SMEs | 30

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Practical Tips for Instructional Designers Working with SMEs | 31