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SUBJECT MATTER EXPERT

EXPECTATIONS

Training and Development Partnership

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GOALS

Subject Matter Expert Role

Feedback

Training Design Process

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PORTAL HOME PAGE

Portal Navigation/Tabs

The portal will always display four tabs:

Home
My Cases
reports

OEM Support Community Dashboard

Upon login, the Community Dashboard will display
Users must click ‘Refresh’ to ensure the dashboard populates most current data
The Community Dashboard provides a quick look into all open inquiries (i.e., Open Cases by Status, Open Cases Pending Action)
Users can click on reporting tiles for supporting details

Cases (List View)

Upon login, inquiries aka “cases” will populate at the bottom of the screen
These cases will populate in a default view; users can change the view as desired by clicking the down arrow and selecting a new view from the drop-down menu
Cases populate based on user hierarchy

DMIs will see cases they have submitted
RSMs will see cases they have submitted, in addition to DMI initiated cases pending RSM review/approval

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TRAINING DESIGN PROCESS

DATA COLLECTION

DEVELOPMENT

D

REVIEW

D

Notes:

Although there are many training development processes, we will give a general overview of the main parts.

First, data collection begins. This is where the partnership is formed between the stakeholders and the training team. A training request is made, Needs are identified, a training plan is developed, and existing documentation is collected.

The training plan is a design document which outlines all of the details for a training, including type of training, learning objectives, activities, assessments, and all deliverables.

Next, the development phase begins. This is where training materials are created as outlined. We design ILT, VILT, eLearning courses, job aids, user guides, and some videos.

Finally, the review begins. This is where the materials are reviewed and updates are made. This is a two-step process, with 2 review cycles, an Alpha and a Beta. Approval and signoff also happen during this stage.

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ROLES & RESPONSIBILITIES

DATA COLLECTION

DEVELOPMENT

D

REVIEW

D

Intake

Signoff

Stays Informed

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ROLES & RESPONSIBILITIES

DATA COLLECTION

DEVELOPMENT

D

REVIEW

D

Needs Assessment

Training Development

Edit & Update

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ROLES & RESPONSIBILITIES

DATA COLLECTION

DEVELOPMENT

D

REVIEW

D

Resources

Clarifies

Feedback

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THE IMPORTANCE OF FEEDBACK

Improves quality of deliverable

Ensures content is accurate

Eliminates surprises which may delay deliverable outcomes

Gives clarity to instructional designer for direction of development

Feedback:

Information about reactions to a product, a person’s performance of a task, etc. which is used as a basis for improvement.

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HOW TO PROVIDE FEEDBACK

SPECIFIC

Comments should refer to a specific item that needs to be corrected, using clear language.

Example:

Non-Specific Comment

“This sentence doesn’t make sense.”

Specific Comment

“It’s not clear what “some exclusions apply” means. Please list exclusions from contract.”

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HOW TO PROVIDE FEEDBACK

Example:

DIRECTIONAL

Comments should direct the instructional designer on what to correct.

Non-Directional Comment

“Fix the terminology – we don’t use that anymore.”

Directional Comment

“We do not use this term; please change “used” to “pre-owned.”

Notes:

Feedback comments should also be directional, meaning it gives the instructional designer an actionable step on what to correct.

Let’s look at another example: “This is incorrect.” The information on the slide might be incorrect, but this comment doesn’t tell us what to change. Instead, a comment like “We do not use this term, please change “used” to pre-owned” tells us exactly what to change.

When feedback comments are not directional, we might send it back to you with a note asking for clarification on what needs to be changed. This can delay the review process. If you are unsure if your comments are directional, look to ensure that each comment has an action verb attached to it:

Examples:

Change _____ to _____.

Replace ______.

Insert ______.

Activity: Show non-directional example. Ask participants to type in the chat how they would improve it.

After giving the participants a minute to answer, click to show directional feedback example.

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FEEDBACK TOOLS

Notes:

Most development is done using familiar apps, such as MS Word or PowerPoint, but there are a couple of others that the development team uses exclusively. However, no matter the development, the review process is straightforward, allowing the SMEs to see the product take shape, and provide feedback for the next iteration of the training.

There are certain tools we use for review feedback - PowerPoint Review Comments, Word Comments, and if it is an eLearning, Articulate 360 review. Each of these tools allow for the SME to provide specific feedback that can be tracked and seen by the team as a whole. We discourage providing direct feedback through email or chat applications, as this provides an environment for version control issues to likely exist.

We try to make the collaboration between the instructional designers and SME’s consistent. Each review cycle will come with instructions on how to provide feedback, when to provide feedback, and where to stage the materials.

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ACTIVITY

Let's practice with Review360

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RISKS AND CHALLENGES

TOO MANY SME’S

UNLIMITED FEEDBACK CYCLES

‘SCOPE CREEP’

RESOURCES UNAVAILABLE

Notes:

So far we’ve covered the processes and the way things should work. However, there are some items that present challenges for the project.

First, having too many SMEs. That’s not to say there shouldn’t be multiple eyes on the deliverables, but there should only be one point of contact once there are more than 2-3 reviewers. Ideally, the Intake SME is the main point of contact, and all other feedback communication comes through them.

Next, unlimited feedback cycles. The review structure is determined in the design document and per the process, we hold three review cycles : Alpha, which should be the most intensive. Then Beta, which should have only minor changes, and the final should be just a formality.

Scope creep is when the original intake request starts to expand as the project goes on. What was initially one Participant Guide for one particular brand becomes multiple brands throughout the project. Multiple brand development is perfectly fine, of course, we just want to ensure that it is called out up front in the intake, as the training development queue depends on this as our scope and development calendar.

Lastly, the ID cannot be successful in developing training if the most current resources are not made available. The SME is responsible for keeping the ID up-to-date with the most current contracts, manuals, marketing materials and alerting the ID if any changes to the materials are made.

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