The short answer
Choose one task people need to do better, describe what they can already do and agree how they will check the result. Use that outline to plan the exercises, the people involved and what happens after the session.
1. Choose a task and a learning goal
Start with a piece of work the team recognises: turning meeting notes into actions, preparing a project update or checking a draft against its source. Keep the first goal small enough for people to practise during the session.
Write the goal as something a person can demonstrate. For example: “Prepare a project update from the supplied notes, separate agreed actions from open questions, and identify details the draft does not support.”
2. Record the team’s starting point
Use the worksheet to answer these questions before choosing a session format.
| Planning question | What to record |
|---|---|
| Who is attending? | Roles, current experience and any different learning needs. |
| What will they practise? | One real task and a suitable fictional or approved example. |
| Can they access the tool? | The agreed tool, working accounts and any access gaps. |
| How will they check the work? | The source material and the person who can judge a correct result. |
| What should stay outside the exercise? | Information the team is not authorised to enter or actions that need approval. |
3. Build practice into the session
An introductory seminar can help a group understand the possibilities. A workshop needs time for people to try a task and get feedback. Individual guidance can focus closely on one person’s role and experience.
- Show the task, the source and the standard a useful result must meet.
- Demonstrate an instruction that states the job, relevant context and expected format.
- Let each person try a similar example themselves.
- Compare the output with the source and correct unsupported details.
- Repeat with a changed or incomplete example to check that the skill transfers.
An example to adapt: project updates
For a fictional project team, prepare notes containing two agreed actions and a delivery date that is still undecided. Ask attendees to produce a short update with separate headings for agreed work and open questions.
Check whether the actions keep their correct owners, whether the undecided date stays undecided and whether important context is lost. A polished paragraph alone is not enough to meet the learning goal.
4. Agree how people will use the skill
Record the next suitable task each person will try, where the team will keep useful instructions and who can answer questions. Choose a review point after people have had a chance to use the skill.
Ask what they could complete, what still needed correcting and whether access or process problems got in the way. A training session cannot fix a missing system connection by itself.
Take a copy to your team
Download the editable plain-text planner. Copy it into a document and complete it with the people attending the training.
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