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As discussed earlier in this chapter (page 134), people will

begin to demonstrate what category of thinking they fall

into in these learning situations. If you sense the

associate’s need for a more “deductive” or “scientific” (or

whatever) teaching style, you can tailor your instructions

to that style and thereby facilitate the learning experience.

2. Does the associate understand?
   Next, make sure your associate demonstrates
   understanding. How do you know when a person has
   adequately learned the task? One obvious way is to ask!
   Determine how much the person understands about the
   task by asking her to explain it to you ... or even better, to
   someone else.


3. Is there time to learn?
   Allow plenty of time for discussion and instruction. As in
   the first phase, don’t rush the process ... don’t make the
   learner feel under time pressure to complete the task.
   Allow time for the training to be done well.

Phase 3 — Conduct

Once you’ve done the task with your person, it’s time

for her to fly solo. There are four questions that you, as a

mentor/instructor, must resolve before you begin the

conducting stage.

1. How can the associate demonstrate competency?


2. What level of competency will be adequate?


3. How much inaccuracy will be allowed?


4. When will unsupervised work be allowed?

How Can the Associate Demonstrate Competency?

In most job environments, the answer to this question will

probably be something fairly subjective like, “When the manager

is convinced.” Much of the time that response is probably fine.

Being “convinced” usually means the associate appears

comfortable with the task activities and the skill level required,

and grasps the logic behind the order of activities, etc.

Coaching, Mentoring and Managing

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