Introduction
Working with subject matter experts (SMEs) effectively is one of the most valuable skills an instructional designer can develop. Every SME brings different strengths, communication styles, and challenges to a project.
After partnering with hundreds of SMEs over the years, I’ve noticed that most fall into a handful of recognizable patterns. Once you recognize which type you’re working with, collaboration becomes much easier.
Most SMEs are doing their best—with limited time, competing priorities, and a lot of expertise. Recognizing how they work best and adapting to their style can help you ask better questions, avoid common frustrations, and build stronger partnerships.
1. The Enthusiast
The Enthusiast is super excited about the topic and wants to share all their knowledge—with charts, pictures, and stories. Lots of stories.
We love these SMEs… and sometimes, we need to gently contain them. Left unchecked, they’ll build courses the way I build burritos—stuffing in so much that things get messy, fast. Before you know it, your scope has exploded and you’re left with a bloated course no learner can realistically digest.
How to Work with The Enthusiast
The goal when working with this SME is to channel their enthusiasm where it will have the most impact.
- Set clear boundaries early. Remind them of the scope. For example: “We’re designing for a 15-minute experience.”
- Ask for prioritization. It helps to remind them of the skill level expected of learners, because they often want to make everyone else experts too. Ask questions like, “What are the top 3 things a new employee needs to be able to do related to this topic?”
- Channel their energy. Turn those great stories into scenarios and real-world examples.
- Create a parking lot. Capture extra ideas so they feel heard without bloating the course. These could be ideas for expanded or advanced courses later down the road. Or if scope allows, some of that extra gooey goodness can become a reference guide or resource page. It’s a perfect compromise.
2. The Professor
The Professor has a great deal of knowledge… and it matters to them that others recognize that. They’re not always quick to collaborate, especially if they’re not yet convinced that you understand the content.
Often, their expertise is part of their identity. It may appear that The Professor overcomplicates things on purpose—as if they want to impress others—but more likely, they default to complexity because it’s how they understand the work.
They might also feel threatened by an “outsider” building a course they feel they’re best suited to develop. You’ll need to earn their trust before they’ll be open to working with you.
As an example, I once worked with an engineer on a course about noise attenuation. He gave a complex formula that students needed to learn to use, but he refused to walk me through it. His answer: “You have the formula.” Once I submitted the draft storyboard with the calculation done, step-by-step—proving I could work with the content at a level he could respect, everything changed and he became much more cooperative. I just had to earn his trust.
As another example, an actual professor I worked with used highly complex language and would often talk over other SMEs. He needed people to recognize and respect his expertise. His willingness to collaborate with me and others on the team improved when he felt his inputs were acknowledged and appreciated, not challenged.
How to Work with The Professor
The goal when working with this SME is to both demonstrate respect for them and earn respect from them so they’re more open to working with you.
- Demonstrate effort early. Do your homework before your first meeting. Speak their language. Bring a draft—or at least ideas—not a blank page.
- Position yourself as a partner. You have your own subject matter expertise in learning design, and it’s important to share that expertise with the SME. Make sure they understand your role and that you’re not trying to usurp theirs.
- Acknowledge expertise explicitly. For example: “That’s a great point. If I understand correctly, you want to make sure learners understand ____. Would you be open to trying another approach that would have the same outcome but would simplify it for the learner?”
Here’s a simple acronym for disagreeing with The Professor respectfully when things start to get overcomplicated.
ACE
- Appreciate their input: Thank you for sharing that.
- Connect to the goal: It sounds like you want to…
- Explore another approach: What if we…?
3. The Drive-By SME
The Drive-By SME is probably doing three jobs on top of being a SME. They’re so busy that they don’t have time to explain things to you. Instead, they might send you articles, entire books, and websites as if you were pursuing a doctorate in their chosen field.
Reviews of deliverables? You’re lucky to get a few cryptic comments—usually something like, “this isn’t right.”
How to Work with the Drive-By SME
The goal when working with this SME is to make the most of their limited time by being laser-focused on exactly what you need from them.
- Ask for targeted direction. “Can you point me to the specific sections of this resource I should focus on?”
- Ask precise questions. Instead of just sending a review link and hoping for the best, ask clear questions to direct their attention where you need it most:
- “Is this scenario realistic and relatable for this audience?”
- “What are the most common mistakes people make in this process?”
- Provide structured review tools. Use checklists or guided prompts to make it easier for them to give useful feedback quickly.
- Set clear expectations for feedback. “If something isn’t right, please suggest what information should replace it.”
- Offer quick options to connect. A 15-minute call is infinitely more valuable than 10 vague comments.
4. The Hands-Off SME
The Hands-Off SME never emails or calls, and when you send a file for review, you might get nothing more than “Looks great!” This is often someone who has been doing the job for so long that they get tapped as a SME, even though it seems they themselves tapped out a long time ago. Whether they’re really checked out or just busy and prioritizing their work, the result is the same—radio silence.
Here’s the danger: these SMEs can fool you into thinking your courses are perfect. And if they’re your only SME, they pose a big risk to the information’s accuracy.
How to Work with the Hands-Off SME
The goal when working with the hands-off SME is to draw out meaningful input and reduce the risk of false confidence in the content.
- Increase touchpoints. Don’t be afraid to follow up. Use their preferred method of communication—often.
- Schedule real-time conversations. It’s harder to ignore a meeting than an email.
- Supplement with additional SMEs. If possible, pair them with a newer employee and/or a high performer currently in the role.
- Ask experience-based questions. “What do people usually get wrong?” or “What causes problems on the job?”
- Get their attention. Write something so wrong they can’t resist correcting it. Seriously. And if you still get that “Looks good!” message, call their attention to the incorrect content and ask, “Are you sure about this part?” This could prompt them to give the entire deliverable another look.
5. The Content Custodian
The Content Custodian probably wrote the course you’ve been tasked with revising. They’re likely to say things like “We’ve always taught it this way” and “That’s not how we do things.” They might shoot down ideas they’re unfamiliar with, like scenario-based instruction or microlearning.
This SME isn’t trying to make our jobs harder. They’re trying to protect something important. The challenge is helping them see that new approaches can do that even better.
How to Work with The Content Custodian
The goal when working with this SME is to build trust by honoring what they’re protecting while helping them become more open to new possibilities. Here’s a useful acronym.
OPEN
- Orient them to the goal: We both want to be sure learners can ____.
- Position new approaches in a positive light: This approach will strengthen what you’re already doing in a way that supports cognitive load.
- Ease their anxiety by addressing the concern: What’s the risk if we simplify this?
- Negotiate alternatives: What if we include this detail in a resource instead?
6. The Translator
The Translator is a natural teacher. They’re like Superman, but instead of leaping tall buildings, they’re able to explain complex concepts in a single sentence. The Translator doesn’t feel the need to prove how much they know. They’re focused on whether someone else can use what they know. They instinctively strip away what isn’t needed, choose words that make sense to normies, and zero in on the moments where learners tend to get stuck.
Where The Professor may default to complexity, The Translator defaults to clarity. These SMEs are rare gems and should be treasured. If you’ve worked with a Translator, you probably remember them years later. They make your job easier, your courses stronger, and your learners more successful.
How to Work with The Translator
The goal when working with this SME is to amplify their strengths and leverage their clarity to improve the learning experience. We also want to keep them engaged so they stick with the project till the end.
- Involve them early and often. They’re especially valuable during concept development and early drafts.
- Rely on their instincts to test clarity. Ask, “How would you explain this to a new hire on their first day?”
- Position them as a partner. All SMEs are partners, but Translators are especially effective as strategic collaborators. They’re so much more than just reviewers.
- Show appreciation. Let them (and their boss, if possible) know how valuable their contributions are. If you’re lucky enough to work with The Translator, never take them for granted.
- Make more. Grab a surreptitious hair sample and clone them immediately. (Kidding. Mostly.)
Can You Turn a SME into a Translator?
We can’t actually clone Translators, but wouldn’t our lives be easier if more SMEs thought like them? While we can’t change personalities, we can help nurture some Translator traits in our SMEs.
First, start by modeling what good translation looks like. When a SME gives you a complex explanation, try reflecting it back in simpler terms: “So if I were explaining this to a new employee, I might say _____. Does that capture it?”
Second, ask questions that naturally encourage clarity:
- “How would you explain this to someone who’s preparing to do this task for the first time?”
- “What do people usually get confused about here?”
- “What’s the simplest way to think about this?”
You can also share examples of well-written scenarios or explanations and say, “This is the level of clarity we’re aiming for.”
Over time, many SMEs will start to mirror that approach—especially when they see that clearer explanations lead to better learning outcomes.
Summary
There isn’t a single “right” way to work with every SME. The best instructional designers adapt their approach to the person they’re collaborating with.
Did you recognize the SMEs you’ve worked with in this list? Which type do you encounter most often? Let me know in the comments.
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