The work of an Instructional Designer (ID) cannot be done without Subject Matter Experts (SMEs).
Yet, collaborative relationships with SMEs often come with common challenges.
“That SME’s expertise is outstanding, but what exactly is the core focus?”
“I’ve requested multiple reviews, but no response… Should I follow up? Might that be annoying… But without a reply, the project can’t move forward…”
This stems from the “knowledge gap” and “time gap” between IDs and SMEs.
The SME’s mission is “providing complete information,” while the ID’s mission is “driving behavioural change.” The ID cooks with the carefully selected ingredients provided by the SME. However, the ID often lacks sufficient knowledge about those ingredients.
Therefore, this time, we’ll discuss the ID’s communication strategy to bridge this gap in perspective and transform the SME’s valuable knowledge into “actions learners can use on the job.”
💥 Core Challenge: Breaking the SME’s “Curse of Knowledge”
SMEs possess vast knowledge in specific fields, gained through years of experience. However, this knowledge can sometimes become a strong desire for others to “know everything.” For instance, when an overwhelming amount of information is provided and “everything seems equally important,” selecting learning objectives becomes difficult. This is the classic “Curse of Knowledge.”
To break this curse and directly link the SME’s knowledge to learner performance, Instructional Designers should proactively implement communication strategies.
Strategy 1: Questioning Techniques to Clarify “Needed/Unneeded” Information
SMEs fear leaving information out, while learners fear excessive cognitive load.
Bridging this gap requires questioning techniques grounded in “learning objectives.”
1. Work Backwards from “Why Teach This?”
When extracting information from SMEs, instead of simply asking, “Please teach me about this topic,” rephrase the question: “What specific challenges arise in the field when this knowledge is lacking?”
| Inappropriate Question | Question ID Should Ask | Purpose |
| “Please explain all the features of the new system.” | “Which operation in the new system do users tend to struggle with the most?” | Identify learning needs based on field risks |
| “Please explain this technical term.” | “How does not knowing this technical term impact communication with customers?” | Focus on knowledge directly linked to behavioural change |
2. Break it down by “Action”
When obtaining large amounts of information from SMEs, don’t treat it as a “mountain of knowledge.” Instead, decompose it into a “chain of actions,” for example:
Knowledge/Information → Skill → Practice → Result/Outcome
Clearly separating Knowledge (What) and Skill (How) also makes it easier for SMEs to prioritize information.
Strategy 2: Review Requests and Feedback Techniques to Avoid Conflict
When requesting an SME review, simply sending “Please review the content” risks the SME focusing solely on “information accuracy,” potentially leading to unintended revisions (e.g., adding information, reinstating jargon).
By clearly defining the scope of the review, the ID leverages the SME as a “guardian of expertise” rather than an “editor.”
1. Limiting the Purpose in Review Requests
When requesting a review, focus the SME solely on questions like the following:
- Accuracy: “Is this action the best and most accurate procedure required in the field?”
- Safety/Compliance: “Does following this procedure pose any safety or regulatory compliance issues?”
- Technical Terminology Inadequacy: “Are there any inappropriate translations (using plain language) that could lead to misunderstanding the meaning?”
[Don’t] “Can more information be added to this part?”
2. Review Responses Explaining “Why It Was Done That Way”
When receiving feedback from an SME such as: When receiving feedback like “This information is missing” or “This technical term should be reinstated,” avoid emotional reactions and logically convey the ID design intent.
Example ID response: “The ‘background knowledge’ you mention is indeed crucial, but this training’s objective focuses specifically on ‘emergency response procedures.’ Since this information isn’t essential for achieving that goal, we propose moving it to a separate supplementary section for now.”
Strategy 3: The “Reverse-Engineered Agenda” to Avoid Wasting SME Time
SME time is extremely valuable. IDs should position meetings with SMEs not as “information extraction” sessions, but as “final information confirmation” sessions, minimizing the burden on SMEs.
1. Pre-Interview “Reverse-Engineered Agenda”
Before the interview, the ID creates a “draft learning content hypothesis” based on their own assumptions and sends it to the SME.
Example agenda items:
- Confirmation Point 1: “Is this learning objective acceptable?”
- Confirmation Point 2: “Is this prerequisite knowledge (prepared by the ID) sufficient?”
- Confirmation Point 3: “Where are the most critical points where learners are likely to fail?”
This saves the SME time, as they don’t need to teach from scratch; they only need to check and refine the ID’s hypotheses.
2. Minimizing the Review Cycle
For example, saying “I’ll send the draft daily at 4 PM for your review” risks people feeling overwhelmed and just skimming it, possibly resulting in a perfunctory, “Fine, Whateverrrr” acceptance that turns the exchange into a mere formality. This diminishes SME involvement and lowers motivation.
Therefore, when requesting reviews, clearly define and narrow the purpose:
- Avoid “overall reviews” whenever possible and conduct detailed “partial reviews” instead.
- For example, request reviews with specific scopes and objectives, such as “definitions of technical terms in Chapter 3.”
- Conduct final reviews solely from a performance perspective: “Are the learning objectives achievable?”
Summary: Communication Strategy is the Core Value of Instructional Design
Collaboration with SMEs is key to the success of any instructional design project.
Respect the SME’s expertise while never losing sight of instructional design’s mission: driving learner behaviour change. The communication strategy that bridges these two perspectives is where instructional design delivers its greatest added value.
By implementing the three strategies introduced here, instructional designers can transcend the role of mere “material creators.” They become true translators, transforming the SME’s valuable knowledge into learning experiences that deliver tangible results.
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