The Boss Approach to Faster Learning and Stronger Follow Through

One of the simplest leadership tools I use when handing over a new task is asking: “How do you best pick up something new?” Most managers skip this completely. Instead they explain the task the way THEY would want it explained.

That works fine when someone learns the same way you do. It becomes frustrating when they don’t. Sometimes what looks like a performance issue is actually a learning mismatch.

So I ask four questions:

  • Do you want me to show you?

  • Do you want me to talk it through?

  • Do you want the steps written down?

  • Do you want to try it yourself first?

The answers tell you a lot.

Some people need to see it once and they’re away.
Some want to hear the logic out loud.
Some want space to process and think.
Others need to physically try the task themselves before it clicks.

These questions loosely align to the VARK learning styles model:

  • Visual

  • Auditory

  • Reading/writing

  • Kinaesthetic

This short video gives a simple overview of the different approaches:
VARK Learning Styles Overview

A client asked me where to find something on the Gallup website. I asked: “Do you want me to show you or describe it?” She said: “Show me.” I barely moved the mouse 2cm across the screen before she said: “I’ve got it.” Done.

I could have overexplained the whole thing, with long written instructions or described every step. Instead the task was learned in seconds because the approach matched how she naturally picked things up.

I’ve seen the same thing with admin support. I’m naturally auditory, so my instinct was to call and verbally explain a long list of tasks. Not everything got done. My admin support was more reflective. The moment I started sending clear written instructions, execution improved. Same task. Different handover. Better follow through.

This is why training should never be one size fits all. Good leaders don’t only explain tasks clearly. They adapt the way they teach so the other person can actually learn.

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