The Subject Matter Expert & Training Professional: Creating Effective Courses Together

1. The Subject Matter Expert & Training Professional:Creating Effective Courses Together Presentation to Project Management Institute and Hudson-Mohawk ASTD January 21, 2004

2. What is an SME? An individual acknowledged for possessing content knowledge, and seen as having credibility within the organization. SME Pronounced sh-mee Subject-Matter Expert

3. Stakeholders Where do we begin… Need for program identified by Training Office or by one or more of the following… • Senior Management • Unit Managers and Supervisors • Employees • HR / EEO / AA • Computer Services

4. Mini Needs Assessment • Pinpoint the problem • Interview proposer • Uncover issues • Identify stakeholders • Confirm the problem • Interview stakeholders • Assess effect of gap on organization • Seek solutions • Consider appropriate solutions • Gain consensus on mini action plan Source: ASTD Infoline Conducting a Mini Needs Assessment by Kavita Gupta

5. Outcome of Needs Analysis • Understand what audience needs to know • Decision whether training is “the solution” • Facilitate identification of SMEs

6. Engage SMEs • Reach Out/Invite • Meet with SMEs • Decide Format • Discuss Objectives • Target Content • Encourage Audience Involvement

7. Decide Format Single or Multiple Presenters Panel Discussion Q & A Format

8. Discuss Objectives • Review the Stakeholder/Audience Needs • Ask SME describe what he/she can present • Agree to Objectives

9. Ask the SMEs What do learners need to know to achieve the objectives?

10. Retain-O-Meter Information Retained Bingo!! Too little information, Topic Misunderstood Information overload, Diminished Retention

11. Content Determination Tool Procedure: • Meet w/SME and Generate List of Content to Meet Objectives • Group Content into Major Topics • For each major topic, ask SME “what would happen to learner if the topic wasnot covered”? • Chart response on the table at right Should Must Consequenceof ErrorBeing Made Could Should Chance of Learner Making an Error Source: www.books.astd.org/downloads/T&PSourcebook

12. Pragmatic Way to Organize Content Step 1: Break Down Concepts Step 2: Prepare the Closing Step 3: Prepare the Introduction Step 4: Draft the Body

13. Your Turn • Think of trainings/presentations that were effective learning experiences for you. What were they like? • Think of trainings/presentations that were ineffective learning experiences for you. What were they like? How do you learn best?

14. Adult Learners: • Need to see relevance of the training • Learn best when they have some level of control • Like to apply their experience and knowledge • Enjoy active involvement in learning process • Benefit from task- or experience-oriented learning • Appreciate cooperative climates that encourage risk and experimentation

15. Involvement & Retention Percent of Information Retained 90% 80% 50% 30% 20% 10% Level of Participant Involvement

16. Famous Chinese PhilosopherConfucius, 451 B.C. “What I hear, I forget; What I see, I remember; What I do, I understand.”

17. Learner-Centered vs. Lecture-Based Learning Advantages LEARNER-CENTERED TRAINING • Direct participation by audience members in learning experience • Opportunity to apply knowledge in a constructive environment • Immediate feedback by an expert in the given subject • Increased adult learning satisfaction in “doing” rather than “hearing” • Increased information retention • Individual learning pace accommodated • Collaboration between trainer and trainee LECTURE-BASED TRAINING • More information covered in less time • The size of the audience can be very large

18. Learner-Centered vs. Lecture-Based Learning Disadvantages • LEARNER-CENTERED TRAINING • In the same amount of time, less material will be covered in learner-centered as opposed to lecture-based • Difficult to accommodate an audience of over fifty participants • LECTURE-BASED TRAINING • Information overload is common • “Nice to Know” vs. “Need to Know” is unclear • Individuals are reluctant to ask questions and disrupt a lecture • No opportunity to apply new knowledge in a constructive environment • Individuals in the audience can ignore the speaker

19. Techniques to Involve Participants • Small Group Discussion • Case Studies • Role-plays • Knowledge Assessments • Game Shows • Learning Tournaments • Card Sort • Spot Challenges • Press Conferences

20. Assist in Course Development • Slide shows • Creating handouts/cheat sheets • Exercises • Pre-class assignments

21. Ten Tips for Presenters • Prepare, Prepare, Prepare • Make a Good First Impression • Describe Clear Objectives • Be Energetic and Enthusiastic • Move Throughout the Room • Use Eye Contact • Add Humor • Involve Participants • Utilize Visual Aids to Reinforce Concepts • Make a Strong Closing

22. Deliver Course • Take care of all logistics • Make speakers comfortable • Assist with exercises • Encourage questions • Eliminate distractions and troubleshoot problems

23. Evaluate Program • Provide evaluations • Summarize evaluations • Provide feedback and summary to SMEs “Closing the Loop”

24. Proposal toOffer a Course Assess Needs, Identify & Meet With SMEs Agree on Course Objectives & Content Assist inDevelopment Practical Process for Designing & Delivering a Course with SMEs Deliver & Evaluate Encourage Participant Involvement

25. Thank You