SMEs are the subject experts, while you are the training expert. A SME provides the content while you arrange that content into material that can easily be learned:
- SMEs are responsible on how tasks, to include the order of performance steps, are to be performed, while trainers are responsible on how that material will be presented (e.g., demonstrate - practice - hands-on test).
- SMEs are responsible on technical-jargon, while trainers decide if that jargon needs to be explained.
- SMEs are responsible for acceptable performance levels, while trainers decide how that performance will be evaluated (e.g., written, hands-on, oral).
- SMEs are responsible for providing the performance objectives, while trainers are responsible for turning the objectives into viable learning or performance objectives (task, conditions, and standards).
SMEs in the Training Environment
It will make your job much easier if you give the SMEs a some learning theory before they start, such as arranging like tasks together or arranging tasks from easiest to hardest. Also, remember that they are professionals and should be treated as so. If they have a training recommendation, then take it into consideration. If their ideas seem a little far-fetched, then discuss it with them as they might have an insight that you do not see.
Sometimes SMEs are so good at something, they do not realize they are doing it or they think everyone can do it, so they leave it out of the task steps. To ensure you capture all the steps, watch them perform the task as you read through their procedures. In addition, have them explain what they are doing when they are performing highly technical procedures to ensure you capture all the details.
Throughout their careers, SMEs pick up a lot of information about their jobs. When it comes time to pass off that information to someone else, some of them have difficulty separating the history, nice-to- know information, etc. from what really is needed to perform the job. Some of them cannot possible believe how anyone could perform their job unless they perform every detail exactly like them and know everything they know. This is often the source of some of the most heated discussions between trainers and SMEs. It often helps to perform some one-on-one discussions with the SME and/or supervisors to decide what is critical to the job and what can be picked up later as the learner grows into the job. Also, you might consider putting the nice-to-know details and history into an "additional reading" manual.
Role of the SME
The level of involvement for each SME will vary for each developmental project. My very first SME experience was when I was a squad leader in a Combat Engineer Battalion. My squad spent three days working with a group of trainers on the art of rigging. Did I want to help them develop the training? No, I was having too much fun leading a squad, but I, like many other professionals, have a great time talking and demonstrating my work. In this instance there was no need for me to become involved in the development process. My job was to ensure that the written procedures, processes, and drawings were technical correct. Did I feel I worked for them? No. . . they needed me!
Several years later I became the SME for the U.S. Army heavy equipment operators Skill Qualification Test (SQT). SQTs are taken annually by soldiers to ensure they are proficient in their jobs. The creators of the test consist of a three person team: trainer, editor, and SME. The trainer is responsible for ensuring the questions I wrote were task related while the editor was responsible for the wording and grammar of the questions. Once I had the test created (with input from the trainer), the three of us sat in a room together and went over every single question to ensure they were valid. We then gave the test a group trial, analyzed each test item response, revised, and repeated the process until we were satisfied with the validity of the test.
In this case, a team process was used to ensure the test was valid as it plays an important role in a soldier's career. Although the trainer was proficient in heavy equipment and I was also a trainer and received training from the University of Pittsburgh on test writing, we still had two different responsibilities - that of trainer and that of SME.
Training departments vary in size, structures, and processes. This and the type of courseware they are developing will be the main factors for determining the level of SME involvement. SMEs who feel a desire to learn about training should be given the opportunity to become more involved if it aligns with the organization's needs. But, no matter what the level of involvement, SME are responsible for the technical material and trainers are responsible for ensuring that the information gets translated into materials that learners can digest. Why? Because SME are the masters of their craft while trainers are masters of theirs.
The length of SME involvement will depend upon departmental needs. As organizations try to do more with less, departments are often short of technical experts, who cannot afford to give up their SME for long periods. But, allowing their SME to be part of the training development process ensures they will get back a highly viable learning program.
On the other hand, training departments have to base their needs with the amount of time required to coach SME on development techniques. In some cases the SME will do most of the training development, while in others, they will simply provide the technical expertise. But no matter what their level of involvement is, SME are responsible for providing the tasks and the performance steps to you. Trainers are responsible for turning that information into learning steps, designing the learning environment, and maximizing training dollars by providing the best training solution within an acceptable budget. You can pass the developmental work off to them, but not the developmental responsibility.
NOTE: This article is based on a series of postings to the TRDEV-L discussion list.
