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Placing the blame

The first response of most of us when an learner/employee is having trouble completing a single task or performing the job as a whole is to assume that this person knows the nature of the problem and is capable of solving it. Of this isn’t the case.
Further, when we hold this view, we can build up resentment toward the learner/employee whom we begin to think is just doing the work wrong to make us look bad or to get our of a task or to get even for some slight.
It is usually better to begin with the assumption that the communications on our part were somehow inadequate. We didn’t make clear how important the work is, how this work is to be done, or how important this work is in relation to the other tasks to be done. Repetition of the instructions may help to clarify the cause of the problem.
Let’s get back to the learner/employee who doesn’t seem to be learning how to complete a task and whom we have instructed twice about the work. If the learner/employee is to do the task correctly, we have to find out the cause of his/her confusion.
If English is a second language, that may be behind the problem. If he/she lacks some basic information essential to doing the task, then you should go through these fundamentals before going over the steps in the task again.
Another source of problems can be the learner/employee’s own desire to do more; she may have introduced shortcuts in the process to impress us, but these may actually undermine the quality or quantity of the work.

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