Building Relationships: The Learning Designer and the Subject Matter Expert

 

Getting a new project and working with someone new is one of my favorite parts of being a learning designer. So much of the role is about building relationships and that process starts at the first meeting. I remember getting a project assigned to me to work with a faculty member who was putting her face-to-face course online for the first time. When we met via web conferencing software for our first meeting, she explained that she was concerned about teaching online and, while excited, she was unsure about the process of developing an online course. I had not worked on a course in her discipline before. I knew I would have my work cut out for me but I was also confident the course would turn out fine because our relationship started with good communication. The Subject Matter Expert (SME) was honest, open-minded about the process, and honest about her concerns. I could work with that! And I did. Here's how.

We worked together. From the beginning, I explained our roles as working in tandem with each other. I was there to support her in learning and exploring elearning pedagogies as she developed her online course. She was there to provide the content expertise to ensure the course was academically rigorous. Only together could we build a pedagogically strong, academically adventurous, and engaging course in which we were both proud.

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We set deadlines. We used our first meeting to talk about the process and how we each had a role in getting to the finish line. We detailed out various milestones (or chunks of the overall deliverable) we would reach along the way to developing her class. We talked about realistic milestones and set deadlines. We used those milestones as our defined "homework" for each weekly meeting and discussed the commitment that was needed on both our parts to keep us on schedule.

We supported each other. While we had deadlines, we also had lives and other responsibilities that sometimes nudged us off course. We talked honestly about our challenges and about how we could help each other in getting the tasks done. For example, she was stalemated by having to write formal objectives. When she told me that, I offered to write the objectives for her. She articulated for me what she wanted the learners to know and to do, during each step of the course development and I used that information to write the objectives. By putting it in different terms and allowing the process to happen another way, we were able to get there using both our strengths.

We shared examples. The SME had little experience teaching or developing online courses. I had little experience with her discipline. One of the best ways to overcome this challenge is to show examples. We made sure to spend time looking at examples during each meeting. I would find and share collaborative and creative technologies, examples of learning activities from other courses in her discipline, and/or learning designs and features in her university's Learning Management System. She shared with me activities, resources, and assessments that worked well in her face-to-face courses. This sharing helped us explore, discuss, and be creative in our approach. We had open conversations about what would and wouldn't work with her students.

By using these techniques to build a strong working relationship, we successfully built an interactive and engaging class. Our relationship was so strong that she requested to work with me again when she was asked to develop another course. We are still in touch today and she continues to express her gratitude that I helped open her eyes to different approaches and technologies to improve both her online and face-to-face courses and teaching. I am so grateful to have many stories like this to share because of the time I spend meeting each SME, wherever they are in their exploration of online teaching and designing. Relationships are the best part of my job! All of my colleagues here have similar stories and we often talk about how relationship development is the best part of our jobs.

 

A Virtual Company with Real Benefits

 

I work for a company that who runs with 100% remote employees. There is no home office. Our entire team conducts business from the comfort of their home office…or coffee shop or library or anywhere else with internet access. To us, a virtual workforce is not only an advantage for those working for us, but also for our clients. Here are the top three reasons why our virtual company has real benefits for our clients.

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1. Best and brightest talent

Who doesn’t want the best and the brightest talent on their projects? The virtual workforce allows us to hire team members regardless of timezone opening up a broader talent base from which to find talent. And with clients in various time zones, this flux in work hours has advantages in allowing our team to establish client communication patterns matched to client time zones. Clients get talented team members dedicated to their projects. We gets talented people sustaining our business and supporting our clients. We all win.

2. Experience that spans geographic location, industry, and clients

Because our team members come from a variety of different professional backgrounds, we are able to bring new and fresh methods to addressing learning challenges. Our team members also come from various geographic locations we are able to offer unique and innovative perspectives that might not have otherwise been accessible to our clients. In addition, our client base is unique and diverse in their needs so our team members have these experiences to draw on when crafting scalable learning solutions for client needs.

These three things combined make us exceptional at what we do. We can offer such variety and breadth of examples, stories, ideas, and technologies that can help boost the creative and innovative approaches used with our clients. When our clients are stuck in rut, we have ideas and examples from our experiences to propel the conversation forward.

3. Doing the virtual/online process will make you better at the virtual/online process

This is one of those advantages that isn’t as well marketed as the first two. But think about it — it’s an amazing advantage to work with a virtual company. Going through a virtual work process to then design and execute a program that uses virtual technologies and approaches to succeed. When all the stakeholders from your company get the experience of working virtually to collaborate on the project, this makes for a stronger understanding and appreciation for the learner’s experience.

Let’s digest that a bit with a few examples.

  • Project stakeholders may use online collaborative writing tools (i.e., Google Drive) to write, edit, and comment on content; your learners may do that too.

  • Project stakeholders may use web conferencing software to meet and discuss progress; your learners may do that too.

  • Project stakeholders utilize and access online course development resources and materials; your learners may do that too.

We are proud of the way we collaborate and work with our clients. We feel we can offer creative solutions and a virtual but real advantage because of our talented team.

 

How Do We Motivate People in Business?

 
How do we motivate people in business?

How do we motivate people in business?

How do we motivate people in business? …and how do we help them to learn and to gain competencies in high performance 21st century tasks?

Extrinsic and intrinsic motivators affect our learning outcomes differently when used for right or left brain problem solving.

To motivate creative and complicated problem solving and help professionals achieve the learning outcomes we need for business to succeed in the 21st century, we need to innovate our learning programs.

Training often needs to go beyond learning new policies and processes.

Data tells us that smart employees want to direct their own lives, they want to learn and grow, and they are motivated by purpose. Learning designers can only develop effective training programs if we use the right motivators in combination with authentic, real-world contexts so learners are engaged, retention is improved, and competency can be achieved.

We love TED Talks. Check this one out!