Designing Active Teaching Systems
A five-step framework for creating effective teaching (not just passive learning) based on NYT and Hermès models of mentorship.
A five-step framework for creating effective teaching (not just passive learning) based on NYT and Hermès models of mentorship.
When to Use Designing Active Teaching Systems
When judgment and intuition are critical to roles, when customer-facing errors are costly, when quality/reputation is competitive advantage, when passive learning has failed (like Jayson Blair scenario).
How to Apply
Structure extended mentorship periods
Require 2-4 year formal mentorship before independent work in judgment-heavy roles
Questions to Ask
- Which roles require judgment/intuition?
- What is progression from observe to independent?
Outputs
- Mentorship structure by role
- Phase definitions and timelines
Make teaching explicit
Require mentors to explain reasoning, not just correct work
Questions to Ask
- Are mentors explaining 'why' not just 'what'?
- Can mentors articulate core judgment principles?
Outputs
- Review templates requiring reasoning
- Mentor training on explicit teaching
Accept teaching costs
Budget for 20-40% reduction in mentor productivity during active teaching
Questions to Ask
- Is teaching time tracked and valued?
- Are mentors penalized for reduced personal output?
Outputs
- Teaching capacity in planning
- Compensation reflecting teaching contribution
Teach judgment, not just procedures
Use case-by-case teaching for decisions requiring context and intuition
Questions to Ask
- Can junior identify multiple options and trade-offs?
- Can they explain reasoning, not just decisions?
Outputs
- Scenario library
- Case discussion schedule
Create feedback loops before failure
Review work before it reaches customers/public, when corrections are cheap
Questions to Ask
- Are there review checkpoints before release?
- How many review cycles to release-ready?
Outputs
- Review workflow
- Quality progression tracking