Date of Degree
5-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Program
Adult & Organizational Education
Advisor
Ashley Love
Advisor
Paula Caffer
Advisor
Jim Koeller
Abstract
Many U.S. companies, particularly small and medium-sized businesses, rely on subject matter experts (SMEs) to train employees rather than hiring professional training specialists. While SMEs possess deep expertise in their fields, they often lack formal preparation for training. This study focused on how SMEs develop their instructional approach without having a formal training background. This qualitative study incorporated interpretive description methodology to examine the possibility of an unintentional observational learning process among SMEs. Seven pharmacy teaching assistants without formal training credentials participated in semi-structured interviews to describe how they prepared for their training roles. The findings presented a consistent cognitive pattern across all participants. Once assigned a training role, they recalled past instructors they considered effective and drew from those experiences to shape their training behaviors. Interestingly, they not only replicated exemplary teaching behaviors but also consciously avoided instructional methods that had negatively impacted them as learners. This dual-learning process demonstrated a deeper cognitive engagement beyond simple mimicry. While the small sample limits generalizability, this research included practical insights for organizations seeking to improve trainer selection and development. Future studies could refine these findings into a predictive tool to assess SME training behaviors, ultimately enhancing workplace learning and performance.
Recommended Citation
Linley, Steven R., "A Qualitative Study Using an Interpretive Description Methodology on the Cognitive Process Used by Subject Matter Experts Preparing to Train Job Skills" (2025). Theses & Dissertations. 469.
https://athenaeum.uiw.edu/uiw_etds/469