Tell, Show, Let, Coach
Transfer a process through instruction, demonstration, practice, and feedback
- Difficulty
- Moderate
- Time to result
- ~weeks to results
- Steps
- 5
- Confidence
- 99%
Dawson's training sequence moves a learner from explanation to independent performance. First tell the person what the process requires. Then show the task so the written description is connected to real work. Let the learner perform it, and coach them with feedback while their decisions and technique are visible. Finally, measure whether they can produce the required result before treating the role as handled. Dawson positions this as an antidote to the founder's hope that a “magical unicorn employee” will arrive already knowing a business-specific process. The sequence combines explicit knowledge, demonstration, active practice, and correction. It works best after the owner has identified which work to remove, documented the current process, and defined what successful performance looks like.
Origin
Dawson introduces the four-step sequence while explaining how a founder can train another person to take over recurring work within roughly three months.
Core principles
- 01Hiring does not transfer founder knowledge automatically
- 02Written instructions need a real demonstration
- 03Learners need supervised practice
- 04Competence should be measured before ownership is assumed
How to run it
- 1
Tell
Explain the process, its sequence, and the expected result. Give the learner a clear reference they can revisit.
Pro tip Use Vision, Commitment, Execution to include purpose and expectations, not only steps.
Watch out A generic job description is not a business-specific process.
- 2
Show
Demonstrate the process in the real or a close-to-real environment. Make important decisions and quality standards visible as you work.
Pro tip Narrate why you make choices that are not obvious from the procedure.
- 3
Let
Have the learner perform the process rather than continue observing. Use a safe setting or bounded task when errors carry meaningful consequences.
Watch out Observation alone can create false confidence in competence.
- 4
Coach
Observe performance and provide specific feedback on the gap between the attempt and the standard. Repeat practice where needed.
Pro tip Correct the decision process as well as the visible output.
- 5
Measure independence
Verify that the learner can perform the process to the defined standard without intervention. Only then treat the responsibility as transferred.
Watch out One successful supervised attempt may not establish reliable ownership.
In the wild
Dawson asks a founder to identify tasks that should leave their plate, document how those tasks are performed, and train another person through telling, showing, practice, and coaching. The founder then measures whether the role is handled.
→ A recurring process can move from founder dependence toward demonstrated employee ownership.
Common mistakes
Hiring instead of training
Assuming an employee will arrive knowing a company-specific process leaves critical knowledge untransferred.
Handing over a document
Instructions without demonstration, practice, feedback, and measurement do not complete the transfer.
Is it for you?
Best for
It is best for repeatable processes that an experienced operator can demonstrate and observe.
Not ideal for
It is not ideal for work with no stable process or where errors during practice would create unacceptable harm.
From the transcript
“First, you're going to tell the person what they're supposed to do”
“Then you show them what they're supposed to do”
“tell me, show me, let me coach me”
From the episode
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