One ID’s step by step process to transform source material into a working curriculum map for SME discussions

Recently, someone outside of L&D asked me how I tackle creating training on topics I initially knew little about. It’s a great question! As instructional designers, we often need to dive into unfamiliar waters and make sense of complex information. After 25 years in the field, I have developed systems that I use for this part of my projects, but I rarely get asked to stop and explain them. The question got me thinking about my process: Faced with a mountain of source material that can feel like a foreign language, where do I begin? Let me walk you through my process.

Step 1: Start with the Goal in Mind

Before diving into the content, I focus on defining the larger course goal. My initial meetings with the client serve as a guidepost, helping me filter through materials with a course goal in mind.

I start by asking:

  • What is the desired outcome of this training?
  • What should learners know, do, or feel differently after completing it?

There are times when I don’t have a clear idea of the detailed learning objectives at the beginning of the project, but I prioritize defining them first when at all possible.

Step 2: Organize and Categorize Content

When I’m staring at a mountain of source material, it’s easy to feel overwhelmed. The key to tackling it is to bring order to chaos by organizing and categorizing everything first before I dive into a detailed review. This step is all about creating a structure that makes the audit process manageable and efficient.

Create a High-Level Inventory: I start by listing every piece of content I have. I’m sure there are all kinds of programs to help with this, but I stick with a trusty Excel spreadsheet. This process doesn’t require me to read everything in detail—just skim to get a sense of what’s there and document it.

  • Title of the content: Identify it clearly for quick reference.
  • Format: Is it a PDF, a video, a slide deck, or a report?
  • Topic: What area does it cover (e.g., leadership, customer service, technical skills)?
  • Length/Depth: Is it a detailed manual or a short infographic?
  • Source: Where did the content come from, and who owns it?
  • Initial Relevance: Does it seem potentially useful at first glance?

Use Tagging and Filtering: Next, I tag and filter the content as much as possible to make it easier to filter and sort later when I am looking for something specific. Categories I often use are:

  • Role-specific relevance: I identify which target audience the content is relevant to (e.g., sales reps, managers).
  • Learning objectives: I tag content that might align with specific learning objectives.
  • Condition or quality: I mark items as “needs update,” “ready to use,” or “duplicate.”

Start Sorting by Priority: After I have the inventory done and tagged, I begin sorting content into broad categories, such as:

  • High priority: Materials that are directly relevant to key objectives or roles.
  • Secondary: Items that may be useful but aren’t essential.
  • Discard or archive: Redundant, outdated, or irrelevant materials.

Here’s a big tip: When the project schedule allows, I break this work into manageable time periods. This helps me stay focused and avoid overwhelm. I may focus on one specific topic at a time. If the schedule allows, I may dedicate 60-90 minutes a day to the task and stick to it. This prevents burnout and helps me maintain momentum. On very large projects, this process can be broken out between team members to speed up the process.

Step 3: Conduct a Content Audit

Now that I’ve got my content organized, I can evaluate it more closely. The content audit is where I assess the quality, relevance, and usability of each piece.

To start, I focus my energy on the content I previously marked high-priority content, then move on to the secondary content.

What am I looking for? The most common criteria I use include:

  • Relevance: Does this content align with the learning objectives and the needs of the target roles?
  • Accuracy: Is the information up-to-date and factually correct? Outdated content can derail projects mid-stream.
  • Engagement: Is the content engaging and learner-friendly? Are there opportunities to enhance bland materials with visuals or interactivity?
  • Length and complexity: Is it the right length and depth for the target audience? Is longer content appropriate for summarizing or chunking?
  • Format suitability: Does the format (video, infographic, PDF) suit the topic and audience? If we are using some existing content as is, does it need to be adapted for accessibility?

All this documentation takes time, but it keeps the process organized and also creates a record I can share with stakeholders or refer back to later.

Step 4: Work with SMEs and Stakeholders to fill gaps

With documentation in hand, I then go back to the SMEs (Subject Matter Experts) and stakeholders to fill in gaps in the content I have identified. It also provides a record from which to request updated versions of content that is clearly outdated or confirm information that may be inconsistent in the source materials.

Remember to use the tools available: My final piece of advice is to use the tools available to you or that you are most comfortable with to make this process as simple as possible. Over the past year, I’ve incorporated AI into my workflow—not to sort or assess source documents, but to establish baseline learning. By using AI to gain a general understanding of a topic, I’m better prepared to analyze source materials more effectively.

Tackling unfamiliar content may seem daunting at first, but with a clear process and the right tools, it becomes manageable and even rewarding.