Effective SMEs , livre ebook

Association for Talent Development - Greg Owen-Boger , Dale Ludwig

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114 pages

English

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Content expertise isn't enough for the training room.

Partnering with subject matter experts can really pay off. SMEs (we pronounce it smees) bring credibility and relevance to live training. They enrich learning programs with their insight and depth of experience. But content expertise alone isn't enough to deliver effective training. . . .

SMEs want to do well in the classroom, but it's often unfamiliar terrain. They're authorities on content, not talent development. Without guidance, they may overshare or find themselves unable to facilitate a productive discussion---all of which frustrate learners. But, with the right approach, you can bring SMEs into the training room successfully, in a way that makes learners, instructors, and managers feel like their goals are being met.

Effective SMEs: A Trainer's Guide for Helping Subject Matter Experts Facilitate Learning is the blueprint to managing SME-led training. Authors Dale Ludwig and Greg Owen-Boger offer first-rate advice gleaned from decades helping presenters, instructional designers, and SMEs become better communicators. Underlying all their tips is their belief that SMEs and instructional designers must get comfortable with each other's role. The authors lay the groundwork for you, describing the fundamental principles of a successful training event and the personal approach they contend every SME and ID bring to the training table. You'll discover how to design learning events with the needs of SMEs in mind. And you'll try out best practices for coaching SMEs to deliver training efficiently and effectively. The authors also share detailed and relatable workplace scenarios drawn from their vast business experience as well as job aids to assist you in a variety of learning situations.

Effective SMEs is the rare book that addresses both designing for SMEs to deliver training and coaching them to be effective once they're in the training room. Don't plan your next live training event without it.

Sujets

Efficacité professionnelle

Efficacité

Employabilité, métiers et formations

Training

Economics

Business

Gestion d'équipe

Informations

Publié par	Association for Talent Development
Date de parution	07 novembre 2017
Nombre de lectures	0
EAN13	9781947308299
Langue	English

Informations légales : prix de location à la page 0,1850€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

© 2018 ASTD DBA the Association for Talent Development (ATD) All rights reserved. Printed in the United States of America.
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No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, please go to www.copyright.com , or contact Copyright Clearance Center (CCC), 222 Rosewood Drive, Danvers, MA 01923 (telephone: 978.750.8400; fax: 978.646.8600).
ATD Press is an internationally renowned source of insightful and practical information on talent development, workplace learning, and professional development. ATD Press
1640 King Street Alexandria, VA 22314 USA Ordering information: Books published by ATD Press can be purchased by visiting ATD’s website at www.td.org/books or by calling 800.628.2783 or 703.683.8100.
Library of Congress Control Number: 2017951701
ISBN-10: 1-56286-170-0 ISBN-13: 978-1-56286-170-4 e-ISBN: 978-1-94730-829-9
ATD Press Editorial Staff Director: Kristine Luecker Manager: Melissa Jones Community of Practice Manager, Learning and Development: Amanda Smith Developmental Editor: Kathryn Stafford Senior Associate Editor: Caroline Coppel Cover Design: Jen Huppert, Jen Huppert Design Text Design: Francelyn Fernandez Printed by Versa Press, East Peoria, IL
Contents
Introduction
Part 1: First Things First
1.   The Fundamentals of the Training Conversation
2.   All Trainers Have a Default Approach
Part 2: Designing for SMEs
3.   Frame the Learning Conversation
4.   Consider the SME’s Strengths
5.   Creating Facilitator Guides and Slide Decks
6.   Designing Training Activities
Part 3: Coaching SMEs to Facilitate Learning
7.   Helping SMEs Succeed
8.   Getting Engaged in the Training Conversation
9.   Coaching to Deliver Content
10. Coaching SMEs to Manage Q&A and Other Types of Interactions
Part 4: Advanced Situations
11. Coaching SMEs to Deliver Locked-Down Legacy Content
12. Working With SMEs to Train in the Virtual World
13. Working With SMEs on Video
Appendix
References and Recommended Reading
Acknowledgments
About the Authors
Index
Introduction
If you’ve ever worked with subject matter experts (SMEs) in the training room, you know they can bring depth of experience, credibility, and relevance to live instructor-led training. The stories they tell enrich the process and offer learners insight into how someone who works in the business thinks about their portion of it. When SMEs deliver training, their institutional knowledge is transferred to others. For these reasons, the value their contribution brings to the organization is immeasurable.
Reliance on SMEs (we pronounce it smees ) also brings with it a certain amount of risk. After all, they are not experts in talent development. They are subject matter experts. While they want to do well in the classroom, it is an environment unfamiliar to them. Often, SMEs assume that simply presenting information leads inevitably to understanding and learning. In many cases, they struggle to assume the learner’s perspective when speaking from their own. Left unchecked, they may want to include everything they know about their topic. Any combination of these risks can result in disengaged, frustrated learners. And, in the long term, this negatively affects both the business and the reputation of talent development.
As learning professionals, we need to do all we can to help SMEs use their expertise to serve the learning process. That means that materials should be developed with the SMEs’ needs in mind. Their strengths and weaknesses as communicators should be taken into account. SMEs should be coached to deliver information clearly, set up and debrief learning activities, and facilitate fruitful discussions. They also need permission and freedom to make the delivery of the content their own. Without this support, SMEs will not be set up for a successful learning conversation.
The challenge for instructional designers (IDs), though, is that providing this support is difficult to do, given their responsibilities in the process. For example:
•  In their attempt to help the SME deliver content clearly, designers may produce a script that the SME struggles to follow.
•  In the name of accuracy, they may produce overly complex materials that confuse SMEs and learners.
•  To keep the learning process lively, they may include activities that look good on paper but are difficult for SMEs to facilitate.
•  In the spirit of consistency, they may lock down the design, unintentionally discouraging SMEs from “making it their own.”
•  By offering SMEs advice on facilitation best practices, they may inadvertently increase SMEs’ anxiety about delivery.
While the tension between the SME’s needs and the ID’s goals will never be fully resolved, it can be understood and managed. In the pages that follow, we will focus on how this is done.
About This Book
Each of us has more than 20 years of experience helping presenters, facilitators, leaders, trainers, IDs, and SMEs to be better communicators. This book brings together what we’ve learned in that time and applies it specifically to designing for and coaching SMEs who are responsible for delivering training. We’ll focus on the parts of the design, development, and delivery processes that have a direct impact on the SME in the classroom.
Our goal is to help you manage SME-led training efficiently and effectively. We begin by taking a step back to look at what a successful training event is—how it succeeds and why. This will give you a baseline for the design and delivery recommendations that follow and make coaching SMEs—an often-overlooked part of the process—easier. From there, we focus on two parts of the process: how learning events can be designed with the needs of SMEs in mind, and best practices for coaching SMEs to deliver training efficiently and effectively.
Underlying all our recommendations is the notion that SMEs and instructional designers must be comfortable with the role the other plays. Once the design is complete, instructional designers must give SMEs the freedom to make it their own during delivery. SMEs must trust designers’ expertise and work with them to find the best way to bring what they know to the learning process. This trust and cooperation is essential for their mutual success.
Criteria for Selecting Instructional SMEs
It goes without saying that SMEs must be experts in the subject matter they deliver. However, being an expert isn’t enough. The person who is selected also needs to have the skills—or be able to develop the skills—to deliver training and ensure that knowledge and new skills are applied back on the job.
In addition to a good skill set, it’s in everyone’s best interest that the SME be easy to work with. In our experience, there is sometimes a degree of mistrust between instructional designers and SMEs. SMEs may doubt that instructional designers know what they’re doing, and instructional designers often don’t trust SMEs to follow the plan they’ve created. Trust, openness, and a willingness to learn must be present on both sides.
If we lived in a perfect world, you would be able to select the SME or SMEs you partner with on any given training initiative. Unfortunately, the world of many, if not most, IDs is not perfect. Other people make the decisions, and SMEs are selected for a variety of reasons that may or may not have anything to do with how effective they will be in the training room.
We believe that the stakes are too high and the risks too great for selecting the wrong person. The SMEs’ reputations within their organizations can be harmed if they fail to be effective. That can, over time, damage the reputation of talent development. If SME-led training is too ineffective and learners feel as if their time is wasted repeatedly, why would they want to participate again?
Because it is so important for the right people to be in the right positions, we have created a job aid, Criteria for Selecting Instructional SMEs, that should be taken into consideration when SMEs are selected to facilitate learning, which you’ll find in the appendix. Use this list to influence whoever is the decision maker.
Who This Book Is For
This book is for two types of readers: instructional designers who develop learning to be delivered by SMEs, and talent development professionals who coach SMEs to be effective in the classroom. We realize that in many cases these roles—designer, coach, and trainer—are not distinct. Learning professionals often deliver training in partnership with SMEs, and SMEs are often involved in the design process, each providing coaching and feedback to one another. Our goal, though, is to focus on the unique challenges SMEs face when they bring their expertise into the training room and offer practical ways that you, as a talent development professional, can help them succeed.
Throughout Effective SMEs, we will assume that you are already comfortable consulting with SMEs during the analysis and content development phases and proficient in instructional design. If this is not the case, you’ll still gain knowledge from these pages. We do, however, recommend two books, both written by Chuck Hodell and published by ATD Press: ISD From the Ground Up, 4th edition, and SMEs From the Ground Up.
While some readers will benefit from reading this book from beginning to end, others may find it more helpful to use as a reference guide when the need arises. Regardless of which type of reader you are, we recommend that everyone read part 1 , where we lay the foundation for the chapters that follow.
Part 1: First Things First
This section introduce