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Best Practices for Engaging SMEs During a Content Development Project © Training Industry, Inc and General Physics Corporation

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BEST PRACTICES IN ENGAGING SMES DURING A LEARNING CONTENT DEVELOPMENT PROJECT

www.gpworldwide.com www.trainingindustry.com

Survey Research Report May 2011

http://www.gpworldwide.com/

Table of Contents

Survey Overview 2

Key Findings 2

I. Overall SME Engagement 3

II. SME Engagement Objective Areas & Practices 6 Clearly Communicating Expectations with SMEs 6 Ensuring SME Commitment to the Project 8 Cultivating an Effective Team Dynamic with SMEs 9 Effectively Managing SMEs' Time on the Project 11 Minimizing Conflicting Priorities of SMEs/L&D Team 13 Most and Least Often Done Practices Overall 14

III. About the Study 15

About General Physics Corporation 17

About TrainingIndustry.com 17

About This Research 17

Appendix A: SME Engagement Practice Summary 18


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Overview Learning and development (L&D) teams, project managers, instructional designers and developers face a major challenge when it comes to engaging subject matter experts (SMEs) to develop quality content on time and on budget: SMEs’ time is very limited. SMEs not only have high-priority job responsibilities requiring most of their time, but also once on a learning project, they may disengage from the task or other activities may take priority over the learning projects. To address these challenges, L&D teams must do all they can to win the hearts, minds and time of SMEs.

In this study, 173 L&D professionals unlock which among 37 practices are most important and which are most often done to engage SMEs in five objective areas:

• Clearly communicating expectations with SMEs • Ensuring SME commitment to the project • Cultivating an effective team dynamic with SMEs • Effectively managing SMEs' time on the project • Minimizing conflicting priorities of SMEs/L&D team

The study also presents which objectives are most critical, how effective learning professionals are at reaching them and how effective they are at engaging SMEs in general.

Key Findings 1) Forty-four percent of the L&D respondents consider themselves effective or highly effective

at engaging SMEs.

2) Greater involvement of SMEs throughout the content development lifecycle is associated with greater effectiveness in engaging them. More of those who are effective at engaging SMEs involve SMEs at each phase of the lifecycle, particularly Planning, Analysis, Implementation and Evaluation. Practices related to involving SMEs in project planning/design or throughout the lifecycle were also viewed as critical and were established by over 70% of the respondents.

3) L&D professionals view communicating expectations with SMEs as most critical. The project scope, SME roles and time requirements are key areas to communicate to facilitate SME engagement.

4) The biggest opportunity for improvement in engaging SMEs lies in ensuring SME commitment to the project. While a critical objective area, less than half of all respondents are effective at it. To improve in this area, L&D professionals should demonstrate that they value SMEs’ time and involve them in planning and design.

5) Maintaining regular verbal communications with SMEs was the most critical practice to ensure SME engagement during a content development project. In general, L&D respondents did the things they thought were most critical.

6) Ensuring SMEs’ leadership buy-in before the SME is assigned to the project is the most critical practice for minimizing conflicting priorities with SMEs.


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I. Overall SME Engagement Overall Effectiveness

Overall, 44% of survey respondents felt they were effective (or highly effective) at engaging SMEs to design content, as Figure 1 shows. About the same percentage of respondents (41%) felt they were average. Very few regarded their SME engagement capabilities as ineffective (only 15%).

Figure 1: Self-Ratings for Overall Effectiveness in Engaging SMEs

8%

36%

41%

8%7%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Highly Effective Effective Average Ineffective Highly Ineffective

“More Effective”

Group

N = 167

“Less Effective”

Group

To see if there are differences in what those who consider themselves more effective (the 44% who rated themselves effective or highly effective) do versus those who consider themselves less effective (the remaining 56%), the following questions were reviewed for these groups:

• When Are SMEs Involved in the Content Development Lifecycle?

• How Effective Are L&D Professionals at Each SME Management Objective?

When Are SMEs Involved in the Content Development Lifecycle?

To fully understand how SMEs are engaged, it is necessary to know not only what practices are employed to engage them, but also when they are involved with the content development lifecycle. The survey defined six stages in the content development lifecycle as follows:

• Planning (e.g., how to best meet training/job needs) • Analysis (e.g., tasks, standards, skills/knowledge needed) • Design (e.g., programs, objectives, test items, job aids) • Development (e.g., lesson plans; methods and materials) • Implementation (e.g., training, collecting course data) • Evaluation (e.g., whether training inputs were effective)

As Figure 2 shows, more involvement in each of the stages is associated with more effectiveness. In fact, a much higher percentage of the more effective group involves SMEs during all phases except Design and Development. The greatest difference between the two groups is in Analysis, where 89% of the more effective group makes sure they engage SMEs, compared with only 69% of the less effective group.


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Figure 2: Frequency of SME Involvement in Content Development Phases by Effectiveness Group

77%

89%

82%80%

75%

56%

65%69%

78%75%

59%

41%

0%

10%

20%

30%

40%

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60%

70%

80%

90%

100%

Planning Analysis Design Development Implementation Evaluation

Perc

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More Effective Group

Less Effective Group

N = 171

How Effective Are L&D Professionals at Each SME Management Objective?

Besides the time periods for engaging SMEs, there are also specific objectives related to SME engagement, which was broken down into the following five objectives:

• Clearly communicating expectations with SMEs • Ensuring SME commitment to the project • Cultivating an effective team dynamic with SMEs • Effectively managing SMEs’ time on the project • Minimizing conflicting priorities of SMEs/L&D team

As a group, respondents are best at communicating expectations with SMEs, as shown in Figure 3. About two-thirds of all respondents do this well. Meanwhile, a solid majority—58%—reported themselves as effective at cultivating an effective team dynamic with their SMEs. These are both areas that primarily rely on communication from the L&D team either at the beginning or during the course of a project, areas that are largely within the direct control of those on the L&D team.


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Figure 3: Self-Ratings for Effectiveness in Each SME Engagement Objective Area

38%

45%

46%

58%

65%

0% 10% 20% 30% 40% 50% 60% 70%

Minimizing conflicting priorities of SMEs

Effectively managing SMEs' time on the project

Ensuring SME commitment to the project*

Cultivating an effective team dynamic with SMEs

Clearly communicating expectations with SMEs

Percent Rating Their L&D Teams Effective or Highly EffectiveN = 172

However, respondents are less effective in the other three areas, which often depend on the availability and willingness of the SME to spend time working on the project.

Effectiveness at ensuring SME commitment to the project (noted with an asterisk * above) is highly associated with overall effectiveness at engaging SMEs. Far more (43%) of those who said they were effective at engaging SMEs said that they were also effective at ensuring SME commitment to the project.

What Is Most Critical for Engaging SMEs?

As Figure 4 shows, communicating expectations is the most critical objective, followed by ensuring SME commitment to the project. In fact, when respondents were asked why these were most critical, many described communicating expectations as being foundational to the other areas. For example, only after the L&D team lays out the time expectations can the SME decide whether to commit the time to the project.

The underlying reason why respondents believe that all of the objectives are critical is because they support the development of quality content (e.g., aligned with learning objectives) in an efficient and timely manner.

Figure 4: Most Critical Objective Areas

9%

13%

16%

27%

35%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Minimizing conflicting priorities of SMEs/L&D team

Effectively managing SMEs' time on the project

Cultivating an effective team dynamic with SMEs

Ensuring SME commitment to the project

Clearly communicating expectations with SMEs

Percent of All "Most Critical" RatingsN = 242 Votes

Note: Unlike the effectiveness ratings above, the chart in Figure 4 represents the percent of “most critical” votes respondents gave to each of the five objectives divided by the total votes for all objectives; they add up to 100%.

Of course, it matters more if L&D teams are effective at areas that matter most in engaging SMEs. Comparing Figure 3 to Figure 4 shows that with one exception—ensuring SME commitment to the project—L&D professionals think they are best at what they think is most important.


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The most critical area by far—clearly communicating expectations to SMEs—is also the area where respondents felt they are most competent. This is good news. However, it is not good news that ensuring SME commitment to the project is the second most critical area, but less than half of all respondents said they were effective at it. This shows that a) it seems to be a challenging area and b) it represents a key opportunity for improvement.

Now that we know which objectives are most important, how does an L&D team go about achieving each objective to better engage SMEs?

In the next section, we will drill down on each objective area to look at how effective respondents felt they were, which practices they think are most critical and which ones they do most frequently. The best practices are those practices that are both rated among the most critical and are more often done.

II. SME Engagement Objective Areas & Practices This section is divided into six parts: one for each of the five SME engagement objectives (from most to least critical) and one part that summarizes the most and least frequently done practices. Each of the five objective areas includes answers to these three questions:

• How Effective Are Learning Professionals at Doing This? • Which Practices Are Most Critical? • Which Practices Are Being Done?

Clearly Communicating Expectations with SMEs

How Effective Are Learning Professionals at Doing This?

Of the five objective areas, learning professionals are the most effective at communicating expectations to SMEs. As Figure 5 shows, nearly two-thirds of all respondents felt they were effective at it.

Figure 5: Self-Ratings for Effectiveness at Communicating Expectations

14%

51%

28%

7%

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10%

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60%


Perc

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N = 172

Which Practices Are Most Critical?

As Figure 6 illustrates, there are many areas viewed as critical in communicating expectations. First and foremost is “Share a well-defined project scope with SMEs” to explain what the L&D team is trying to do,


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followed by “Define roles and responsibilities for SMEs” to explain what the L&D team wants the SMEs to do. While these may also be put in writing, respondents felt that project kick-off meetings were important. Figure 6: Most Critical Practices for Communicating Expectations

In open-ended comments, respondents elaborated on the ways they communicated expectations:

6%

6%

7%

11%

13%

16%

19%

22%

0% 5% 10% 15% 20% 25%

Provide SMEs with upfront communications plan

Establish a single point of contact for SMEs

Create a formal plan with SME assignments

Get SME agreement on defined review cycles

Get SME input on project goals and objectives

Hold a project kick‐off meeting with SMEs

Define roles and responsibilities for SMEs

Share a well‐defined project scope with SMEs

Percent of All VotesN = 339 Votes

• Provide written documents, such as project checklists and briefs, learning contracts, service level agreements, training charters and master project plans, to communicate expectations.

• Describe all of the roles in the ISD process; assume they know nothing about the content development process.

• At project kick-off, discuss and ensure the SMEs understand how much of their time is needed. • Discuss learning goals and deliverables, and the types of SME contributions that would best use

their time and expertise. This builds their commitment and allows them to sign-off on the project. Which Practices Are Being Done?

As Figure 7 shows, respondents are generally doing what they think is most critical. The four most frequently used practices are the same as the four most critical practices, and the four least frequently used practices are the same as the least critical practices, in different order. The majority of respondents (70% or more) do most of the practices listed. However, relative to its top importance level, more respondents could adopt the practice of creating a well-defined project scope that they share with SMEs.

Figure 7: Practices Being Done to Communicate Expectations

59%

59%

63%

72%

74%

75%

78%

82%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Provide SMEs with upfront communications plan

Create a formal plan with SME assignments

Get SME agreement on defined review cycles*

Establish a single point of contact for SMEs

Get SME input on project goals and objectives

Share a well‐defined project scope with SMEs



Percent of Respondents Doing the PracticeN = 172


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When comparing those who are more effective at communicating expectations with those who are less effective, the one practice that far more of the effective group do is “Get SME agreement on clearly defined review cycles.” This practice may be important in communicating expectations effectively.

Ensuring SME Commitment to the Project


Unlike communicating expectations with SMEs, where 65% were effective at it, only 46% are effective at ensuring SME commitment to the project, as shown in Figure 8. Clearly, respondents found this area much more challenging. The majority are less effective at it—meaning average, ineffective or highly ineffective.

Figure 8: Self-Ratings for Effectiveness at Ensuring SME Commitment to the Project

6%

40%42%

12%

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45%


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N = 172


Above the rest, two practices stand out for ensuring SME commitment: “Demonstrate that you respect and value SMEs’ time/contributions” and “Involve SMEs in project planning and design.” This shows that the way the L&D team interacts with and involves the SMEs during the project is more important than the other practices related to offering incentives and recognition to SMEs after the project ends. Refer to Figure 9.

Figure 9: Most Critical Practices for Ensuring SME Commitment to the Project

2%

5%

8%

9%

9%

13%

27%

28%

0% 5% 10% 15% 20% 25% 30%

Reward SMEs with monetary incentives

Make L&D work a factor in SME advancement

Give SMEs flexibility on how they conduct reviews

Recognize SMEs with non‐monetary incentives

Give SMEs credit by naming them on materials

Position SME work as development opportunity

Involve SMEs in project planning and design

Demonstrate you value SMEs' time/contributions



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In open-ended comments, respondents elaborated on how they secured the commitment of SMEs:

• Convey “what’s in it for me” such as how it will ultimately benefit them and make their jobs easier (e.g., through a more educated work team that is less dependent on the SMEs).

• Partner with SMEs on how material will be developed and how the team will communicate. • Communicate the contributions of the SME and project success to their managers/larger group. • Be focused on what you need from SMEs in meetings, and involve SMEs throughout the content

development lifecycle (see “Effectively Managing SMEs’ Time on the Project”). • Get SMEs’ leadership buy-in (see “Minimizing Conflicting Priorities of SMEs/L&D Team”).

Which Practices Are Being Done?

There is strong overall alignment between the practices that are done most often and those that are most critical. Of particular interest is the practice, “Position SME work as development opportunity,” which was viewed as critical, but only 46% of respondents did it, as shown in Figure 10. It is also the only practice that is done by far more of those who were effective at ensuring SME commitment to the project—suggesting it may drive effectiveness in this area.

Figure 10: Practices Being Done to Ensure SME Commitment to the Project

12%

15%

41%

46%

48%

51%

70%

81%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%



Recognize SMEs with non‐monetary incentives

Position SME work as development opportunity*

Give SMEs credit by naming them on materials

Give SMEs flexibility on how they conduct reviews

Involve SMEs in project planning and design



Note that the least critical and least done practices both involve some kind of personal career or monetary gain for the SMEs. Either this is outside L&D’s control or they do not deem this to be effective, or both.

Cultivating an Effective Team Dynamic with SMEs


The majority of respondents (58%) consider themselves more effective at cultivating team dynamics with SMEs, as shown in Figure 11.


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Figure 11: Self-Ratings for Effectiveness at Team Dynamics

12%

46%

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N = 169


As shown in Figure 12, the two most important practices in cultivating effective team dynamics both have to do with ongoing communications throughout the project—both in general and about meeting project milestones. The frequency and topics of communication are more important than the specific tool (e.g., portal, workflow tool or message boards) or in-person modes of communication (e.g., meetings, lunches or in a location near the SME).

Figure 12: Most Critical Practices for Effective Team Dynamics

1%

2%

4%

4%

5%

8%

10%

22%

43%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Use message boards to promote networking

Host periodic working lunches with SMEs

Conduct team‐building at end of project with SMEs

Colocate L&D team with SMEs

Use a workflow tool (e.g., LCMS) with SMEs

Use portal to post project announcements/updates

Conduct team‐building with SMEs at project kick‐off

Send periodic emails to team when milestones met

Maintain regular verbal communication with SMEs


Respondents described how they cultivate effective team dynamics in open-ended comments, including:

• Make sure project information is accessible to SMEs. • Check in with SMEs and other team members to ensure they are on target to meet deadlines. • Report progress to SME stakeholders, not just those on L&D team. • Have the L&D team go to the SMEs’ work site and personally engage them. • Build a respectful relationship with SMEs by learning about them and their areas of expertise.


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As with the previous objective areas, the most frequently employed practices are also the top most critical: in this case, “Maintain regular verbal communications with SMEs” and “Send periodic emails to team when milestones (are) met.” Again, respondents are focused on doing what they think is most important. Refer to Figure 13.

Figure 13: Practices Being Done to Cultivate Effective Team Dynamics

12%

12%

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37%

65%

85%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%






Conduct team‐building with SMEs at project kick‐off

Use a portal to post project announcements/updates

Send periodic emails to team when milestones met



Effectively Managing SMEs’ Time on the Project


As shown in Figure 14, the majority of respondents (55%) rate themselves as less effective at managing SMEs time—perhaps because they perceive it to be less within their control.

Figure 14: Self-Ratings for Effectiveness at Managing SMEs’ Time

5%

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N = 171


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Unlike most other objective areas, no one or two practices stood out as the most critical practices by far. Instead, four practices—all related to working with the SME—are represented as the top choices, as shown in Figure 15.

Figure 15: Most Critical Practices for Managing SMEs’ Time

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The two practices that are least critical both relate to what the ISD knows before meeting with the SME.

7%

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17%

21%

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25%

0% 5% 10% 15% 20% 25% 30%

ISD researches topic before SME meetings

Assign ISD with relevant knowledge to project

ISD interviews SMEs to gather info. and data

ISD and SME jointly review drafts of materials

ISD is well‐prepared for all SME meetings

ISD engages SME throughout the content lifecycle


Respondents added the following details on how they best managed the time of SMEs:

• Actively involve them in different parts of the lifecycle, including early on in the process as well as in areas such as selecting delivery methods and assessments, and in post-project reviews.

• Ensure the ISD plans ahead on what topics to cover and prepares good questions. • Keep the SME focused on the right type and level of content for the learners’ needs. • Document their answers, and then develop content for them to review in chunks for accuracy. • Go to their worksites, and work around their schedules.


The majority of all respondents do all of these practices to manage SMEs time. About equal numbers do the top three, but relatively fewer—71%—do the most critical practice, “ISD engages SME throughout the content development lifecycle,” signaling room for improvement for this important practice. See Figure 16.

Figure 16: Practices Being Done to Manage SMEs’ Time

60%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Assign ISD with relevant knowledge to project

ISD researches topic before SME meetings

ISD engages SME throughout the content lifecycle

ISD is well‐prepared for all SME meetings*


ISD and SME jointly review drafts of materials


Best Practices for Engaging SMEs During a Content Development Project

© Training Industry, Inc and General Physics Corporation

One practice that may lead to greater effectiveness at managing SMEs’ time is “ISD is well-prepared for all SME meetings.” It was done by substantially more of those who considered themselves more effective at it.

Minimizing Conflicting Priorities of SMEs/L&D Team


As Figure 17 shows, respondents as a whole do not have a high degree of confidence in their ability to minimize conflicting priorities between the SMEs and their L&D team. Nearly two-thirds were less effective at it. Respondents felt least competent in this area among the five objectives.

Figure 17: Self-Ratings for Effectiveness at Minimizing Conflicting Priorities

6%

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As shown in Figure 18, two practices rise to the top in minimizing conflicting priorities: “Ensure leadership buy-in before SME’s assigned” and “Set a realistic project schedule for SMEs.”

Figure 18: Most Critical Practices for Minimizing Conflicting Priorities

5%

11%

11%

16%

25%

32%

0% 5% 10% 15% 20% 25% 30% 35%

Establish escalation process for schedule conflicts

Adjust job priorities to ensure SME availability

Block time for SME work using calendar tool

Allow some flexibility in SME project schedule

Set a realistic project schedule for SMEs

Ensure leadership buy‐in before SME's assigned



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Respondents provided further detail on how they achieved the two most critical practices:

• Partner with business to agree on business need and desired outcomes for the learning project. • Ask executive sponsors to recommend SMEs who will meet the need and who are available. • Engage SME managers in initial steps of content development (e.g., analysis and planning). • Ensure SME managers are fully aware of and agree to time commitment of SME. • Work with SMEs and SMEs’ managers to develop and agree on the schedule. • Engage SME in schedule review both at the beginning and throughout the project.


The top three practices were the same as the three most critical practices, with an order change, as shown in Figure 19. Fewer respondents do the most critical practice, “Ensure leadership buy-in before SME’s assigned.” This suggests that it may be more difficult to do but may be worth the effort.

Figure 19: Practices Being Done to Minimize Conflicting Priorities

Most and Least Often Done Practices Overall

34%

54%

58%

71%

75%

81%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Establish escalation process for schedule conflicts

Adjust job priorities to ensure SME availability

Block time for SME work using calendar tool

Ensure leadership buy‐in before SME's assigned




Among the five objective areas, we listed between six and nine practices that L&D teams can do to achieve each objective, for a total of 37 practices. Of these 37, 75% or more of all respondents did ten practices, as shown in Figure 20. All five objective areas are represented among them, and nearly all of the practices are also among the most critically rated practices within their areas. The most often done overall practice also had the highest critical rating by far: “Maintain regular verbal communication with SMEs.” Figure 20: Most Often Done Practices

75%

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81%

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0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Create a well‐defined project scope to share with SMEs


ISD is well‐prepared for all SME meetings


ISD and SME jointly review drafts of course materials







14 Best Practices for Engaging SMEs During a Content Development Project © Training Industry, Inc and General Physics Corporation

As shown in Figure 21, less than 20% of all respondents did seven practices, which respondents also rated as least critical in their areas. Five relate to modes of communication in team dynamics, and two relate to incentives in ensuring commitment. To see a list of all 37 practices with their objective areas, overall frequency and critical ratings, see Appendix A.

Figure 21: Least Often Done Practices

12%

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0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%









III. About the Study Industries

The 173 total survey participants came from at least 11 broad industry sectors, with about 1 in 3 coming from the financial services or technology sectors. Refer to Figure 22.

Figure 22: Industries of Respondents

17%2%3%3%3%3%

6%9%9%10%

15%20%

0% 5% 10% 15% 20% 25%

OtherUtilities

HospitalityNon‐profit

Government (Federal, State/Local)Retail

Education (K‐graduate)Healthcare, Pharma & Medical

ManufacturingBusiness Services / Consulting

Technology & TelecommunicationsFinancial Services (Banking, Insurance)

Percent of RespondentsN = 173

Note: “Other” includes Transportation, Aerospace, Construction and Training & Development.


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Company Sizes

Over 2 in 3 respondents (69%) came from companies with sizes of 1,000 or more. Refer to Figure 23.

Figure 23: Employee Size Ranges of Respondents

6%5%

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Content Development Roles

As shown in Figure 24, half of all respondents were instructional systems designers or developers, while one in three were either project managers or training leaders.

Figure 24: Content Development Roles of Respondents

2%

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8%

11%

24%

50%

0% 10% 20% 30% 40% 50% 60%

Other Training‐Related Role

SME

Business Unit Sponsor

Training Leader (e.g., Manager, Director)

Project Manager

Developer or Instructional Systems Designer (ISD)

Percent of RespondentsN = 173


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About GP

General Physics Corporation (GP) is a global training and consulting company that helps performance-driven organizations solve business issues while creating pathways for continuous improvement.

GP’s approach to teamwork is personalized and reinforced by a strong commitment to earning client satisfaction. GP’s learning professionals are dedicated to providing the superior service and flexible solutions that have been the hallmark of the company for more than 40 years. From custom training, sales training and consulting to talent management and business process outsourcing, when working with GP, clients can count on a tailored approach that focuses on their business goals.

For more information, visit http://trainingoutsourcing.gpworldwide.com or call 1-888-843-4784.

About TrainingIndustry.com

TrainingIndustry.com spotlights the latest news, articles, case studies and best practices within the training industry. Our focus is on helping dedicated business and training professionals get the information, insight and tools needed to more effectively manage the business of learning.

For more information, go to www.trainingindustry.com or call 1-866-298-4203.

About This Research

Copyright © 2011 by GP and Training Industry, Inc. All rights reserved. No materials from this study can be duplicated, copied, re-published or re-used without written permission from GP or Training Industry, Inc. The information and insights contained in this report reflect the research and observations of GP and Training Industry, Inc. analysts.


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Appendix A: SME Engagement Practice Summary

Practice Objective Area %

Done %

CriticalCritical Rank

Maintain regular verbal communication with SMEs Team Dynamics 85% 43% 1 of 9 Hold a project kick-off meeting with SMEs Communicating Expectations 82% 16% 3 of 8 Allow some flexibility in SME project schedule Minimizing Conflicting Priorities 81% 16% 3 of 6 Demonstrate you value SMEs' time/contributions Ensuring SME Commitment 81% 28% 1 of 8 Define roles and responsibilities for SMEs Communicating Expectations 78% 19% 2 of 8 ISD and SME jointly review drafts of materials Managing SMEs Time 78% 21% 3 of 6 ISD interviews SMEs to gather info. and data Managing SMEs Time 78% 17% 4 of 6 ISD is well-prepared for all SME meetings Managing SMEs Time 76% 22% 2 of 6 Set a realistic project schedule for SMEs Minimizing Conflicting Priorities 75% 25% 2 of 6 Share a well-defined project scope with SMEs Communicating Expectations 75% 22% 1 of 8

Get SME input on project goals and objectives Communicating Expectations 74% 13% 4 of 8 Establish a single point of contact for SMEs Communicating Expectations 72% 6% 7 of 8 ISD engages SME throughout content lifecycle Managing SMEs Time 71% 25% 1 of 6 Ensure leadership buy-in before SME's assigned Minimizing Conflicting Priorities 71% 32% 1 of 6 Involve SMEs in project planning and design Ensuring SME Commitment 70% 27% 2 of 8

ISD researches topic before SME meetings Managing SMEs Time 66% 7% 6 of 6 Send periodic emails to team when milestones met Team Dynamics 65% 22% 2 of 9 Get SME agreement on defined review cycles Communicating Expectations 63% 11% 5 of 8 Assign ISD with relevant knowledge to project Managing SMEs Time 60% 8% 5 of 6 Create a formal plan with SME assignments Communicating Expectations 59% 7% 6 of 8 Provide SMEs with upfront communications plan Communicating Expectations 59% 6% 8 of 8 Block time for SME work using calendar tool Minimizing Conflicting Priorities 58% 11% 4 of 6 Adjust job priorities to ensure SME availability Minimizing Conflicting Priorities 54% 11% 5 of 6 Give SMEs flexibility on how they conduct reviews Ensuring SME Commitment 51% 8% 6 of 8

Give SMEs credit by naming them on materials Ensuring SME Commitment 48% 9% 4 of 8 Position SME work as development opportunity Ensuring SME Commitment 46% 13% 3 of 8 Recognize SMEs with non-monetary incentives Ensuring SME Commitment 41% 9% 5 of 8 Use portal to post project announcements/updates Team Dynamics 37% 8% 4 of 9 Establish escalation process for schedule conflicts Minimizing Conflicting Priorities 34% 5% 6 of 6 Conduct team-building with SMEs at kick-off Team Dynamics 27% 10% 3 of 9

Use a workflow tool (e.g., LCMS) with SMEs Team Dynamics 19% 5% 5 of 9 Make L&D work a factor in SME advancement Ensuring SME Commitment 15% 5% 7 of 8 Host periodic working lunches with SMEs Team Dynamics 15% 2% 8 of 9 Colocate L&D team with SMEs Team Dynamics 14% 4% 6 of 9 Reward SMEs with monetary incentives Ensuring SME Commitment 12% 2% 8 of 8 Conduct team-building at end of project with SMEs Team Dynamics 12% 4% 7 of 9 Use message boards to promote networking Team Dynamics 12% 1% 9 of 9

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