6

Working with Subject Matter Experts

 

One of the most important and distinguishing aspects of technical training is extreme dependence on subject matter experts (SMEs). Because technical courses are designed based on the information given from an SME, we are inherently dependent on the SME (and sometimes all of the SME’s idiosyncrasies) when designing a course. In fact, as the topics get more complicated, the “secret” to instructional design becomes more and more about productive work habits and communication with your SME.

When developing a technical training course with an SME, you must be able to adequately prepare the SME for what to expect with the project. You need to have ready a variety of tactics for gathering information, and you need to be able to review content effectively and efficiently with your SME. Each of these items will be discussed in this chapter.

Typical Process Flow

Whether you are working with an SME or not, the typical process flow of a course development project follows the ADDIE model: Analyze, Design, Develop, Implement, and Evaluate.

Although the steps can feel very different from project to project when working with an SME, the ADDIE process is always basically the same and is an excellent method for determining the method of your project’s development. A sample of the ADDIE process as applied to course development is seen in Figure 6–1.

Analyze/Design Stage

In this process, the analyze stage and design stage are combined—usually because both of these stages of the process are accomplished in the first couple of meetings between the SME and the developer.

As part of the analyze and design step, the developer sets up a meeting with the SME to determine the overall business purpose and the audience of the class. This is the initial course design meeting that was discussed earlier in this book. In the initial course design meeting, the developer creates the roadmap for the course.

Development Stage

This is the “meat and potatoes” of the course development process. Most of your work and communication with the SME will occur in this stage of the process. At this point, the initial course design meeting has taken place, and the direction of the project has been set.

Within this stage, the SME begins to release technical information for the course to the developer. This data is preliminary information only and is usually some technical data related to the course that will get the developer started. As the developer gets to work on the preliminary data, the SME, in the meantime, usually has a “homework” list of information to gather for the developer. That is, the SME must essentially gather the missing pieces of technical information needed to complete a draft of the course.

Once the SME has supplied all of the necessary information, the developer puts together a first draft. This draft is then reviewed by the SME. The SME makes comments on incorrect, incomplete, unnecessary, or insufficient information. The developer takes these comments and updates the training material for a second draft, which is then resubmitted to the SME for approval. This leads to a third draft, and so on. In few instances is only one review enough. Usually it takes quite a bit of back-and-forth between the developer and the SME to get a complete, correct finished product.

Implementation Stage

In the next step of the ADDIE model, the implementation step, the pilot class is arranged. After the material is finalized, the developer and the instructor (who may also be the SME) usually get together for an instructor briefing session to discuss the course content as a whole. This is the time for the developer to ensure that the instructor understands the overall flow of the course, the purpose of the exercises, and so on. Also, this is a great opportunity for you to answer any questions about teaching tools or exercises that you included in the course.

The crux of the implementation stage is the pilot course. This is your opportunity to see the efforts of the development stage come to life. It is important for you to attend this pilot course. You must be able to observe the exercises and the lessons and see how the audience reacts to them. The pilot course is the opportunity for you to see how the class flows, what works, and what doesn’t work. In addition, if there are experimental exercises or activities in the course, you may need to stand up and help the instructor explain the instructions for the exercises.

Evaluation Stage

After the pilot course, the evaluation portion of the model takes effect. You are primarily concerned here with determining whether the course objectives were addressed and satisfied, but you will also be looking at the flow of the class, audience reaction, effectiveness of exercises, and effectiveness of the instructor. In addition, postcourse evaluations are completed by the participants, and other relevant measurements are conducted, such as pre- and postcourse comprehension tests. The developer and the SME look at all these items to evaluate the effectiveness of the course in its present form and to see if any material within the course needs to be adjusted. If everything checks out, the project at this point is successfully completed.

Understanding how the ADDIE process is applied to projects in which an SME is part of the formula is important. Although every technical training project is unique, projects should essentially follow the steps described above. Each step may feel a little different or may be carried out slightly differently depending on the SME and the technical topic, but the overall process should remain intact. Understanding the ADDIE model when you are presented with an SME as part of the project team helps you to be prepared for what to expect during the project.

Preparing SMEs for the Project

It is important to effectively prepare your SME for the course development project. There are a few things you should do to facilitate an effective working relationship with your SME.

At the onset of the project, take some time to get to know your SME and build rapport. Talk about his or her background and what led him or her to this particular position. Try to determine the personal stake that your SME has in the project. Discuss his or her communication preferences—that is, does he or she prefer that you contact him or her by phone or email, and is morning or afternoon better, for example? You can even find out a little bit about your SME’s interests and hobbies. Most important, however, at the onset of development, you should at some point explain to your SME the roles of those involved in the project, what is expected of the SME, what to expect during the project, and the type of information you will be seeking as the project progresses. These items will be discussed below.

Explaining Roles

When beginning a technical course development project, it is important that the SME understand the role of the SME and the role of the designer. Chapter 2 went into details on the two roles; but essentially, it is important that the SME understand that there are two sides—the technical side and the educational side—that come together to create a complete product. Your role as the developer is to provide the framework, structure, and sound educational foundation for the learning material; the SME’s job as the technical expert is to provide the content. The SME has the final say in what is said, but you have the final say in how it is said.

Just as you will have to learn something about the technical content, your SME should learn about your role. You should explain the many recent advances in the educational field and the fact that as training is very expensive to develop, it makes sense to use these advances to the best of our abilities. You can explain that people’s learning preferences differ, that adults usually respond better to a facilitation type of instruction, and that to reach a multicultural, multigenerational audience, you must employ certain development tactics.

Explaining What Is Expected of the SME

It is only fair that the SME understand what will be expected of him or her as the project progresses. Explain that the following points are important:

The SME should keep an open mind. The instructional design process may seem foreign to your SME, but keeping an open mind helps move the process along. This is important, especially when the SME will be the instructor for the course. The SME may be highly protective of his or her way of teaching and may need help to become more flexible.

The SME should return information on time. You are both working on a timetable, and for the process to continue smoothly, it is extremely important that information be supplied by the agreed-on deadlines. If there is a delay for some reason, this should be communicated as soon as possible.

The SME should make decisions. Because the SME is the one in charge of the substance of the course, it is extremely important that he or she make decisions on issues of content and stick to them. Communicate the importance of this.

The SME should provide lots of materials in the beginning. At the beginning of a project, if the SME can go through his or her files and hand over any relevant documents, presentations, graphics, or videos, these items will help immensely.

The SME should keep up his or her professional knowledge. The technical knowledge and the professional relationships of the SME form your pathway to the content. If there is a legit gray area surrounding the content and the SME is not authorized to clear up all issues, the SME should know who to go to in order to get an answer. Your information is only as good as that of your SME, so it is quite important that the SME keep connected and up-to-date on the technical subject.

The SME should remember that everyone involved in the project has a specific role. Ask the SME to try to understand your perspective. As much as necessary, remind the SME of both of your roles and how both roles affect the project.

Explaining the Process

It is also helpful to describe to the SME what to expect during the process. You can describe the ADDIE model and explain that you will be going through all of these steps together. Give specifics about what will be covered during each step of this process. From the SME’s perspective, understanding that there is a method to the course development madness can help him or her to buy into your vision for the course.

Explaining the Type of Information You Need

You should also prep the SME on what kind of information you are likely to be seeking as the course design process progresses. As you begin to ask question after question about the content of the course, it will help if your SME understands why you are asking these questions. Explain that you will be looking at the material from a different angle than the SME does, and as such, your questions sometimes might seem a little odd. Explain that you will be seeking answers about

• categories
• levels of information
• definitions
• components
• relationships
• analogies
• processes.

It will make the course development process easier if your SME understands that sometimes the questions you pose are asked because you are trying to determine whether particular pieces of information are parallel concepts, organized into the correct category, completely described, covered under the objectives of the course, or organized in a logical order (as discussed previously in chapter 5, “Gathering Information”). If you can, try to get your SME to see what you mean by showing him or her an organized—and then an unorganized—topic list you have completed for a previous project so your SME can see the end that you have in mind. You can refer to Figure 4–6 for an example.

Specific Tactics for Collecting Information

There are specific tactics that you can use to obtain data from your SME. These tactics include asking pointed questions, creating a to-do list, developing exploratory worksheets, utilizing existing job materials, creating a skeleton PowerPoint, hosting a content design meeting, and holding a pilot course. These tactics are explained in detail below.

Pointed Questions

As a non-SME, you can go about attaining information for a technical course in many ways. The most obvious tactic is to simply ask questions. Of course, there is a caveat to this seemingly basic strategy: You must do your research first. Figure out what you can on your own. Don't ask a question whose answer you can find for yourself. SMEs are busy people, and you can lose a lot of credibility by asking questions whose answers are easily found in books, online, or through other "easy" resources. So do yourself a favor and build up credit for those questions to which you really need an answer.

To-Do List

Another simple tactic you can use to gain information from your SME is to create a "to-do list" for missing information you need from your SME. This allows the SME to see everything he or she is responsible for in order to complete the project. In addition, these lists can be helpful because they are a documented record of the project's status. The downside of the to-do list is that, like a lot of other things, the list can simply fall by the wayside. The SME may look at the list and forget what the to-dos mean. For example, when talking to you, the concept of "an exercise explaining the purpose of the hydraulics program" may have made sense to him or her; however, when the SME is on his or her own going back to the list, these items can be hard to remember, and thus the SME will just ignore them.

To prevent the SME from forgetting what the items on the to-do list refer to, you can help by being more specific and descriptive in what you put on the list and how you present it. If you have a sample completed exercise for a different topic that gets at the same concept, submit that, along with your to-do list, as an example to show that "this is the type of thing I am seeking."

SME Worksheets

In conjunction with the to-do list is the tactic of creating documentation, or "paper ways," to get information. Consider creating general worksheets that your SME can fill out. For example, let's say you need operational information on things that can go wrong on a job and how to fix them. You might give your SME a worksheet like the one in Figure 6–2. From the answers the SME supplies by filling out this chart (or another one), you have the missing information you need for the course.

 

Figure 6–2. Sample SME Worksheet

Think about what our target audience needs to know in order to troubleshoot effectively. What are the most important issues that can come up during a job? Please fill out the chart below.
	What Can Go Wrong?	How to Fix It
1.
2.
3.

Existing Job Materials

In addition, you can refer to existing job examples for information. Job material refers to the paper trail left when a service is ordered or performed. Typically, this paperwork is readily available from the organization and contains a wealth of information about the task, such as items that were needed before the service was performed, how long the service took, what materials were needed during the service, and what tasks the service provider performed.

This job material can be invaluable, and it can save time for your SME by giving him or her a starting point for various course exercises or examples. Your SME can use this existing job example or can edit the job example to make an alternate case study. Regardless of how your SME decides to use the job information, have him or her walk you through the thought process of putting the job together, step by step. Write down relevant teaching points or technical questions to ask (with answers) during each part of the process.

Skeleton PowerPoints

Using your outline, you can also create a skeleton PowerPoint for your SME to fill out (Figure 6–3). Many SMEs are comfortable using PowerPoint as a tool, so you might as well use it. This does not mean, however, that the PowerPoint your SME creates will end up being the final project. Once you get the information you need, you can rework the presentation, you can move the relevant material to the manual, or you can use the content to create interactive exercises and worksheets.

 

Figure 6–3. Sample Skeleton PowerPoint Slides

	Product #1: Basic Information	Product #1: Internal Components
• Instructor: Please fill out the information asked for in this presentation.	• Define the purpose of this product. • What are the features, benefits and applications? • Copy and paste an image of this product.	• List the internal components. • Define the purpose and benefit of each component. • Describe how the components interact. • Copy and paste an image of each component (insert new slides as necessary).
Product #1: Operation	Product #1: Sample Scenario	Product #1: Savings and Value
• What preparation needs to take place before operating this product? • Describe each step of operation. • What can go wrong on the job? Why? How might you fix this?	• Describe a scenario where this product was successfully used on a job.	• Describe the various ways that this product can provide savings and value to the customer.
Product #2: Basic Information	Product #2: Internal Components	Product #2: Operation
• Define the purpose of this product. • What are the features, benefits and applications? • Copy and paste an image of this product.	• List the internal components. • Define the purpose and benefit of each component. • Describe how the components interact. • Copy and paste an image of each component (insert new slides as necessary).	• What preparation needs to take place before operating this product? • Describe each step of operation. • What can go wrong on the job? Why? How might you fix this?
Product #2: Sample Scenario	Product #2: Savings and Value	Add itional Information
• Describe a scenario where this product was successfully used on a job.	• Describe the various ways that this product can provide savings and value to the customer.	• Is there any other relevant information that we need to include about product #1 or product #2? What and why?

Content Development Meetings

SMEs are busy people, and like most busy people, as they sit down at their desks, they are likely to be bombarded with a million other things to do. While your project may be important, they may find it difficult to simply drop everything and pound out responses to your to-do list.

One way you can increase the amount of information you receive is by holding content development meetings. Content development meetings are preset work sessions in which you and your SME(s) come together and actually produce the information you need right then and there in the meeting room. These specific meetings can be helpful, because they force the SME to set aside time to finish the things you need for the course. During these meetings, it may be useful to set out worksheets for the SME(s) to fill out.

Pilot Course

And then, if all else fails, you can throw the pilot course at your SME. There is nothing like a deadline to make your project a priority. Scheduling a pilot course can get you the information you need very quickly—especially if your SME will be the person responsible for teaching the class. You can manage this "rush" pilot course by restricting who is allowed in and limiting advertising for the course. Think of it as a "soft opening." During this pilot course, you will quickly learn what is working and what is not, as well as what you need to expand and what you need to limit. The vast majority of the time, participants who attend pilot courses are very perceptive and open about suggesting and supplying additional exercises and information to include.

In summary, you may find that to be successful, you must use one or a combination of the tactics described above. Do what works for your particular SME and for your particular situation. Be adaptable. There is no one best way that will help you attain the information you need. It is through constant and effective communication with your SME that you are likely to find the right fit for both of you.

Getting Past Tangents

Sometimes, when communicating with your SME, you are bound to find yourself faced with an issue that can easily become the bane of a technical developer's existence: the Dreaded SME Tangent.

Most everyone who has designed a technical course has been frustrated by the long-winded tangents on various technical topics that some SMEs have the tendency to proclaim. Little will bring a productive meeting to a grinding halt faster than an SME pontificating on some bizarre kernel of information that is of limited relevance to your course, but on the subject of which the SME is highly educated and excited to share. Tangents can bog down a meeting, frustrate you, confuse you, and possibly even bore you to tears.

Still, there is a positive side to tangents.

Sometimes tangents can clue you in on missing course objectives. Consider this quote from an SME's perspective:

Typically when an SME goes on a tangent/tirade it is because there may be information missing that was not identified in the outline. The SME may have just realized that more information will be required than was determined at the onset of the course development project. (Kenny Amend, Area Manager, Weatherford International)

In addition, as much as you may want to gather information in a linear fashion, there are instances when it is valuable to just let the information flow in naturally. Be on the lookout for spontaneous tidbits that you can catch as you go. SMEs are not necessarily thinking in the context of a class as they are explaining things to you. As the SME speaks, be mindful of information that might be related to a different part of the course and document it. Don't be afraid to switch gears temporarily if you suddenly realize you are listening to golden information for a different section of the course. You may never get back to this same conversation, and thus you may not have easy access again to the explanation being given. As long as you realize that you and your SME are on a tangent, and you make a mental (or physical) note of where the conversation branched off, you are still in good shape and can set yourself up to capture many valuable nuggets of information.

This is not to say, however, that you should be a slave to the aimlessly wandering minds of all SMEs or that you should always let them decide where the conversation goes. If a tangent gets out of control or an SME keeps returning to it unnecessarily, first look critically at the topic and make sure there is not a connection you are missing. If there is no connection the SME can adequately explain and you are certain it is a "rogue tangent," cut it off as best you can. Comments such as these may work: "I understand that may be part of the third chapter. We will get to that shortly. For now, I need information for chapter 2," or "According to the objectives we came up with for this class, that information is not included. Either we have to rethink our objectives or that material likely has a spot in an entirely different class. I will make a note of it, and we can return to it later. For now, I am interested in these things listed for chapter 2." These comments can help you recover from the tangent of a wayward SME.

Despite the risk of rogue tangents, digressions from the topic can, if managed and used correctly, provide unprecedented access to information. Recognizing the value of a tangent is a skill set that every technical developer needs to hone. If you should choose not to engage in a tantalizing tangent because of time or other constraints, at the very least, write down as many key phrases as you can that might help you to spur this conversation with the SME later. Even though you may not fully understand the thought process that spurred the SME to go off on a specific tangent (as far as all the intricacies and relatedness of the technical topic), it is important to be able to recognize the signs of a valuable information drop and tap into these opportunities.

Not all tangents will lead you to a pot of gold. Still, recognizing when to let a tangent run wild can provide you with a valuable occasion for collecting missing information.

Going Through Edits with Your SME

After you have successfully collected information from your SME and put together a first draft of the training materials, you will eventually need to schedule a review session with your SME. While there is likely to be relief on your side that you were able to get a first draft finished, your development work is unfortunately not finished. It is necessary that the SME review the content, edit it, and clearly communicate any changes necessary for the material.

Your editing sessions with your SME can be quite extensive. You are basically asking him or her to consider whether course objectives will be met through the training content provided, whether there is a logical flow of material, whether technical explanations are complete and unnecessary information is removed, and, finally, whether the course exercises are challenging and useful. You should look positively on review sessions with your SME; you will have the opportunity to heighten the value of your class.

As you review material with an SME, you should ask pointed questions in order to facilitate a higher quality of content:

• What are your overall impressions of the material?
• Does this material meet our objectives?
• What are the weak points of the section? What are the strong points?
• Does this exercise make sense here?
• How is the flow of the section? Should any concepts be rearranged? Does it make sense to talk about Idea X before we begin talking about Idea Y?
• Are we missing anything in this section?
• What do you think is the most important part of this section? Are we covering it well enough?
• What do you think the learners will have the hardest time understanding? Is there anything we can do to help them understand it better?
• We need some interactivity in the class. Do you have any ideas? What would make a good exercise?
• If you could talk about only one thing in this chapter, what would it be?
• If you had to take one thing out of the chapter (because of time constraints or some other circumstance), what would it be? Why?
• What do you think is the most controversial part of the material? Are we addressing it in the right way? In what other ways might we address it?
• If learners could take only one thing out of this section, what would it be?
• Is there any material that is not absolute, that is, is there any content that does not specifically have a yes or no or right or wrong answer? Are we addressing it in the right way? Should we ask an open-ended question about it? Should we have a planned exercise in class in which learners debate both sides of the issue?
• Does this sentence make sense? How might I word it better?
• Could you take this marker and highlight the main points of the section for a summary I am writing?

Dealing with Items Removed from the Material

Your SME ultimately has the responsibility for whether or not something stays in the material. Don't become so attached to the content you created that you are not able to take constructive criticism or say "good-bye" to something you created for the course. You should be able to look at the content as an outsider.

In saying this, it is still acceptable to question why something stays or why something is removed—especially if it is something you feel is necessary to the course. As you are an outsider to the technical content, sometimes you have a good perspective that will match that of the eventual learners.

Ensuring that Grammar and Paragraph Structure Make Sense

Another aspect to be aware of when going through edits with your SME is verifying that the entire paragraph or section still makes sense when the SME crosses out material. Sometimes, an SME will cross out something that is not true. This is good. However, sometimes taking out one sentence will change the meaning of the paragraph. You need to look at the point of the deleted sentence and double-check that the paragraph still makes sense. To verify this, simply ask your SME: "If we take that sentence out, does the paragraph still make sense? Does it still flow with the paragraph above? Is there something we could add to make the sentence true?" Sometimes, your SME will then respond with something like "OK, I see what you mean. OK, instead of taking the entire thing out, let's just change 'actual depth' to 'calculated depth' and then we can keep that sentence."

Basically, regardless of whether a particular sentence or paragraph stays or goes, what is important is that the content be accurate per the SME's vetting.

Keeping Old Drafts

As you begin to compile different versions of material from your SME review sessions, it is important to keep old drafts of the material. Prior drafts can clarify the evolution of the course and the material, should questions arise. In addition, you never know when the SME will change his or her mind about an exercise or a chart that was removed, and you can save yourself time and hassle if you are able to quickly copy and paste something your SME wants included after all.

Treat the Topic as an Individual

Finally, remember that every technical subject needs to be treated individually. There are huge differences and variations in technical subject matter, and the type of information provided for one topic may not be available for a second one. Accepting this helps you to make the most out of the content you do have available.

Remember Your Strengths

Don't forget that one of your strengths is that you are not an expert on the information you are developing. Because of this, you don't allow your SME to take anything for granted. Your questions force the SME to explain things in a more complete way. Even though SMEs may sound exasperated at times, and you may feel foolish when you realize that you are asking a very basic question that everyone already assumes you know the answer to, remember that to be successful as a designer or a writer, you sometimes just have to ask the question. Someday, with experience, you might get to a high level of understanding on your technical topic. Don't be devastated or disheartened if it doesn't happen overnight. It took these people years to become SMEs. No one expects you to do it overnight.

If it helps you to feel better about yourself, decorate your workspace with reminders of all the things you do well in order to remind yourself—after a long afternoon of feeling like a clueless idiot about a technical process—that you are good at other things. All expertise is relative. The fact that you do not know about a certain technical process does not make you stupid. It just means you don't know about that particular technical process—nothing more, and nothing less. Besides, you'll probably find, just from the nature of learning, that you will know a whole lot more about that technical process than the average person by the time you have finished developing the course.

 

Getting It Done

It cannot be emphasized enough that being able to work effectively with an SME is a critical skill for a nontechnical designer who is designing a highly technical training course. In highly technical, highly specialized trades, you will not necessarily find a library of knowledge where you can go to find information or look up the answers to your questions. You are dependent on another person, an expert, to provide this information to you. Therefore your relationship with this person and your communication with this person are very important. As such, when you are designing technical training classes, communication skills become just as important as knowing instructional design theory.

There are various tactics you can use in order to draw information from an SME. The most obvious include asking questions and determining whether to let technical tangents run their course. You can also create to-do lists, distribute SME worksheets, review past jobs as a potential starting point, create skeleton PowerPoints, host a content development meeting, or hold a pilot course.

When reviewing material with your SME, you are basically asking him or her to consider whether course objectives will be met through the training content provided, whether there is a logical flow of material, whether technical explanations are complete and unnecessary information is removed, and, finally, whether the course exercises are challenging and useful. You should look positively on review sessions with your SME, as these provide an opportunity to heighten the value of your class.

In addition, as a nontechnical developer, you bring a fresh perspective to the material. Your questions force the SME to consider important holes in the material that might otherwise have been overlooked.

Finally, you will find that what works for one project and one SME does not always work for your next project and your next SME. It is through constant and effective communication with your SME that you are likely to find the right fit for both of you each time.

 

Worksheet 6–1. The Course Development SME Handout

The following is a handout that you can copy for your SME to use as talking points at the beginning of a project.

Thanks for partnering on this project. Here is a little information about what to expect.

Roles: You bring the technical side to the development, and I bring the instructional side. We each bring valuable perspectives and together will produce a superior product because of this.;

About the process: We will be using the ADDIE model. This involves the following steps: Analyzing Designing Developing Implementing Evaluating

I look at the material from a different angle. I may ask odd questions because I am looking for * categories * levels of information * definitions * components * relationships * analogies * processes.

What you can do: Keep an open mind. This process may seem strange at first, but every step has a specific point. We are going to create a class that meets both business needs and learner needs. Meet deadlines. We are working on a timetable, and for the process to continue smoothly, it is important that information be supplied by the agreed-on deadlines. If there is a holdup for some reason, this should be communicated as soon as possible. Make decisions. Because you are the one in charge of technical content, it is extremely important that you make decisions and stick to them.

Provide lots of resources. As we begin the project, if you find any relevant documents, presentations, graphics, or videos, these can help immensely for my work flow. Stay current. Your technical knowledge and professional relationships are my pathway to content. Your knowledge of whom to go to in the event that you don't know an answer is just as valuable as knowing the answer itself. For a successful outcome of the course, it is important that you keep connected and up-to-date on the technical subject. Remember our roles. When we combine your technical knowledge with my instructional knowledge, a truly great and useful product can be created. Thanks, and I look forward to working with you!

 

Worksheet 6–2. SME Editing Criteria

The following is a handout that you can copy for your SME as editing criteria for a project review.

Thank you again for your help in providing technical expertise for this project. As you review the training documentation, please use the checklist below. Objectives are met. There is no logical flow of material. Explanations are complete. Unnecessary information is removed. Exercises are challenging and tied to objectives. Regarding the topics above, please note that it is up to you to provide detailed explanations referencing specific areas of the material so that I can successfully make the necessary edits.

The items below in gray are examples of poor edits. I do not know what should go in place of the item you crossed out, and the indication of "not correct" is not specific enough for me to know what to change. There should be five components attached to the front section of the mandrel. You can determine which component is the prime power source by attaching a hydraulic hose filled with fluid 74-b. not correct

The following items in gray are examples of good edits! The comments were very specific and clear. I know exactly what should be changed and communication is on track. There should be five components attached to the front section of the mandrel hydraulic tank. You can determine which component is the prime power source by attaching a hydraulic hose filled with fluid 74-b74-a.

Thank you again for your time, and please do not hesitate to contact me with any questions.

 

Worksheet 6–3. Determine Your Tactics

Please fill out the following form in order to determine which tactics from the chapter you will apply to your situation.

How will I explain my role to my SME?         In what way(s) will I gain buy-in from my SME?         What are two tactics I will apply when gathering information or reviewing information with my SME?