Start with performance, not content
- What should someone be able to do after this training?
- What are people currently getting wrong?
- What does good performance look like in practice?
- Which mistakes create the biggest risk or cost?
- What would an experienced employee notice that a beginner might miss?
Questions that uncover decisions
- What decisions does the learner need to make?
- What information do they use before deciding?
- What are the most common wrong choices?
- Are there situations where the normal rule does not apply?
- What should they do when they are unsure?
Questions that generate examples and scenarios
- Can you describe a recent real example?
- What made that situation difficult?
- What would a poor response look like?
- What consequence would follow from that choice?
- What would you say to a new starter in that moment?
Questions that control scope
- What absolutely must be in the course?
- What can be a downloadable reference instead?
- What is useful background but not needed for performance?
- Which policies or source documents are authoritative?
- Who has final approval if reviewers disagree?
Questions for assessment design
- How would you know someone can actually do this?
- What realistic task or decision could we assess?
- Which errors should result in a fail?
- What feedback would help someone correct the mistake?
Close the interview properly
Summarise the decisions, examples and boundaries you heard and send them back to the SME for confirmation. This is more useful than simply asking them to review a large storyboard later and discover that the project interpreted their expertise differently.
Put the guidance into practice
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