Neurodiversity in the Workplace
Fair Assessment, Effective Coaching, Better Outcomes.
Start
The Purpose of This Course:
By the end of this activity, you will be able to:
- Explain what neurodiversity and neurodiverse means in a workplace context
- Understand why neurodiversity matters for performance, wellbeing, and retention
- Recognise the role managers play in creating inclusive working environments
This course focuses on practical workplace behaviours, not diagnosis or clinical knowledge, while supporting inclusive performance without lowering standards or overstepping boundaries.
Learning how to support your colleagues in a way that is fair, respectful, and appropriate.
Next
Why Neurodiversity Matters at Work
Neurodiversity refers to the natural differences in how people think, process information, communicate, and respond to their environment. Every workplace already includes neurodiverse individuals, whether or not this is formally recognised or disclosed. In the workplace, it is important to understand that:
- You do not need to know or name a condition to provide effective support
- Not everyone will disclose a diagnosis and they are not required to
- Support should be based on observed needs and behaviours, not assumptions
Supporting neurodiversity is about removing avoidable barriers so people can do their job effectively.
Next
What "Support" Means at Work
Support doesn't mean...
- Diagnosing or speculating about conditions
- Acting as a counsellor or therapist
- Treating agents unfairly compared to others
- Ignoring performance concerns or quality requirements
Managers & QA are responsible for maintaining standards, not replacing them.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Support in the workplace is about creating onditions where agents can perform their role effectively and sustainable. For managers and QA, this means focusing on clarity, fairness, and consistency rather than personal circumstances. Support may include:
- Making expectations clear and predictable
- Explaining feedback in a structured, specific way
- Adjusting how information is communicated, not what is expected
- Allowing reasonable flexibility where appropriate
Title
Next
Write a brief description here
What Support DOESN'T Include:
Common Workplace Strengths
Neurodiverse agents often bring strengths that are highly valuable in contact centre and support teams. These strengths may not always look obvious in traditional performance measures, but they contribute significantly to team and customer outcomes. Common Strengths May Include:
- Strong attention to detial and accuracy
- High levels of focus on tasks with interest
- Logical, structured problem solving
- Honest and direct communication
- Strong memory for processes, rules, or technical detail
Reflection Exercise:
Think about an agent who you have supported in the past. - What, if any, of the common strengths did you notice?
Next
Different Information Processing
People process information in different ways. Some agents will need time to absorb information before responding, while others think out loud or respond quickly.
Asking
Needing
Pausing
instruction in a specific order and performing better with written material rather than verbal
for clarification even when information has already been shared
before responding to direct questions
Next
Consistency, Change, and Uncertainty
Frequent change, unclear priorities, or inconsistent messaging can increase stress and reduce performance for some agents. Subpoints:
- Increased questions or reassurance-seeking
- Drop in quality during periods of change
- Resistance that is actually uncertainty or overload
- Strong preference for routines and clear processes
support without assumptions
Focusing on observed behaviour and impact rather than perceived causes
Next
Starting From What You See
Supportive conversations should always start with observable behaviour and clear impact. This includes:
Timing
Affect
Observe
The impact on quality, performance, or the team
When and how often the behaviour occurs
What you see or have heard
For example: "I've noticed you pause for a long time before responding to certain questions.""Your quality scores tend to drop when scripts or processes change."
Next
Avoiding Assumptions
Assumptions can unintentionally damage trust and confidence.
Avoid: Using labels such as "lazy", "unmotivated", or "struggling to cope"
Instead, focus on: What the agent feels would help them perform better
Avoid: Linking behaviour to personality or diagnosis
Instead, focus on: What support might help improve consistency
Instead, focus on: How the behaviour affects work
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Avoid: Guessing why a behaviour is happening
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Next
responding to sharing
How to respond professionally and supportively when an agent discloses a neurodivergence or other condition. This section focuses on practical actions while protecting confidentiality and avoiding assumptions.
Next
Responding Supportively
When an agent shares a diagnosis or discloses they are nerodivergent: Support may include:
- Listen without judgement - acknowledge what they have shared
- Thank them for sharing - it takes trust to disclose
- Focus on needs, not labels - ask "What support would help you perform best?" rather than "Why do you struggle with xyz?"
- Take notes on practical adjustments - focus on agreed support, not medical information
Next
What to Say & What to Avoid
Some statements reinforce trust and keep the conversation, while other statements pressure agents to disclose more than they are comfortable with.
"We can review what support would work and agree on practical steps together."
"Thank you for sharing that. Let's focus on what helps you perform your role best."
"Would adjustments to how instructions are given help you?"
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
"This means you need xyz adjustments, right?"
"Can you prove that you have this condition?"
"Why do you find this difficult?"
Helpful Statements
Helpful Statements
Statements to Avoid
Statements to Avoid
Statements to Avoid
Helpful Statements
Title
Title
Title
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Next
Disclosure During a Performance Conversation
You are discussing recent quality scores with an agent. Midway through the conversation, they say: "I should probably tell you that I'm neurodivergent. These types of reviews can be quite difficult for me." What do you do next?
Start
Scenario: Disclosure During a Performance Review
What is the most appropriate response?
Acknowledge what they've told you and ask what would help make the feedback clearer during your conversation
Thank them for sharing and suggest pausing the review so adjustments can be made before continuing
Ask whether their neurodivergence is the reason for their quality scores so you can understand the context
Reassure them the feedback is standard and continue as planned to maintain consistency
Next
Return to Scenario
QA Feedback and Fair Scoring Standards
You notice an agent regularly meets compliance standards, but scores lower on call structure. The agent has previously shared that they are neurodivergent. What is the most appropriate approach?
Start
Scenario: QA Feedback and Fair Scoring Standards
What is the most appropriate approach?
Apply the standard scoring framework and include specific, behaviour-based feedback
Adjust expectations slightly to reflect individual working styles
Flag the pattern to management for review before continuing QA scoring
Focus feedback on compliance only to avoid unnecessary pressure
Next
Return to Scenario
Requests for Adjustments
An agent asks whether they can receive a short written summary after coaching sessions, explaining that verbal feedback can be difficult to retain. How should you respond?
Start
Scenario: Requests for Adjustments
How should you respond?
Explain that feedback is normally delivered verbally and suggest they take their own notes
Ask whether this request is linked to a diagnosis
Agree to trial written summaries while reviewing whether this supports performance
Refer the request to HR so it can be formally assessed
Next
Return to Scenario
Scenario: Coaching Approach
An agent consistently meets compliance requirements but struggles with call flow. They become anxious during coaching sessions and ask for very specific guidance.
Provide clear examples of strong call flow and agree one specific behaviour to practise
Focus on overall performance and encourage them to build confidence over time
Reduce the number of coaching points to avoid overwhelming them
Next
Return to Scenario
Reinforcing Progress Within Standards
Recognising progress doesn't mean ignoring gaps or reducing expectations for individuals with a neurodivergence. Effect reinforcement includes:
- Acknowledging specific improvements
- Linking progress to agreed coaching actions
- Reinforcing effort alongside outcomes
- Being clear about what still needs to improve
Next
Recognising Subtle Progress
Scenario: You've been coaching an agent, but their overall quality scores have not improved much. You do notice that the agent is improving on certain parts of the call structure, however. What is the best way for you to respond?
Signs Escalation May Be Needed
Escalation is appropriate when performance concerns cannot be resolved through coaching or adjustments alone. This may include:
- Repeated failure to meet minimum standards despite clear support
- Significant impact on compliance, risk, or service delay
- The agent requests formal support or adjustments
- Concerns about wellbeing that go beyond standard performance support
Next
Choosing the Next Step
An agent has received structured coaching and clear QA feedback over several weeks. Some improvement is visible, but minimum quality standards are still not consistently met. What is the most appropriate next step?
Start
Scenario: Choosing the Right Next Step
What is the most appropriate next step?
Review evidence of support provided and discuss next steps with management and/or HR
Continue coaching to avoid discomfort during formal escalation
Reduce performance expectations to allow more time before escalation
Escalate immediately to avoid further performance concerns
Next
Return to Scenario
Fair Assessment Practices
Remember:
Fair assessment requires focusing on observable behaviours, outcomes, and agreed standards. Key practices include:
- Scoring based on documented quality criteria, not on personality or style
- Using examples to support scores and feedback
- Treating all agents consistently while adapting communication style if needed
- Documenting observations clearly to support transparency
Next
Avoiding Bias in Scoring
Bias can unintentionally affect QA scoring, particularly if you focus on style rather than performance. Common bias traps include:
Assuming
Comparing
Overcorrecting
scores to "help" or under-score to avoid discomfort
neurodiverse agents to peers without context
behaviour is a reflection of ability rather than process differences
Strategies to Reduce Bias:
- Refer directly to the criteria for each score
- Ask yourself: "Am I judging the work or the person?"
- Check for consistency by reviewing multiple calls or pieces of work
Next
Practical QA Tips
Fair scoring ensures all agents are assessed equally while still recognising individual development needs.
Score consistently, even when you notice differences in approach or communication styles
When in doubt, discuss observations with a peer or manager before making assumptions
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use coaching feedback to address skill gaps, not personal styles
Include positive observations alongside areas flagged for improvement
Tip #1
Tip #2
Tip #3
Tip #4
Title
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Next
Scoring Fairly
An agent has disclosed they are neurodivergent. You notice their call flow is slightly different than the rest of the team, but still meets compliance requirements. Which QA approach is most appropriate?
Start
Scenario: Scoring Fairly
Which QA approach is most appropriate?
Score as usual but keep in mind their call flow won't match the standard call flow exactly
Adjust the score to be higher to account for their disclosure
Score as usual, document observations, and sontinue to provide structured feedback
Avoid scoring until the agent has had more TL-led coaching sessions
Next
Return to Scenario
On-the-Job Action
Supporting neurodiverse agents does not require large changes or specialist knowledge. Small, consistent actions often have the biggest impact. On the job, this may include:
- Being clear and specific when giving feedback or instructions
- Checking understanding rather than assuming it
- Providing structure and consistency where possible
- Using evidence and criteria when assessing performance
- Adjusting communication style without changing expectations
You do not need to diagnose, label, or solve everything. Your role is to enable performance and fairness to all agents.
Next
Lesson Summary
Key Takeaways:
- Neurodiversity is present in every workplace
- Support focuses on how work is enabled, not labeled
- Fair assessment uses evidence and consistent standards
- Clear, structured feedback supports development
- Escalation and support both have a place when used appropriately
- Small, consistent actions make the biggest difference
Support is about clarity, consistency, and fairness. Small changes in approach can make a meaningful difference to performance, confidence, and wellbeing in the agents you support.
Managers and QA agents have a lot in their books on how to support neurodiverse agents in practical and respectful ways.
Finish
Good choice.
Fairness means consistent scoring paired with clear, structured feedback. The other options may feel supportive, but introduce inconsistency or delay meaningful development.
Good choice.
This response acknowledge disclosure while keeping the conversation focused on clarity and performance. The other options escalate too early, introduce assumptions, or risk missing support needs.
Correct!
Recognising and reinforcing progress helps to maintain confidence and motivation without reducing standards. Ignoring small improvements or lowering expectations can undermine learning and engagement.
Next
Good choice.
Trialling practical support keeps the response proportionate and performance-focused without overstepping or introducing unnecessary barriers.
Try again.
This risks creating work that immediately needs correcting. Continuing as normal after a clear instruction can cause confusion for engineers and delays for emergency customers.
Try again.
It is reasonable to want clarity, but delaying action can slow the team down. Unless the instruction is unclear or unsafe, adapt first and escalate concerns separately if needed.
Correct!
Clarifying expectations with specific behaviours supports understanding without lowering standards or making assumptions.
Next
Good choice.
Specific, observable coaching supports improvement without lowering expectations or over-escalating.
Hints!
Whenever you see this icon on a slide, hover over it to learn more or to get a hint about the content!
Next
Good choice.
Escalation should be informed, evidence-based, and proportionate. Reviewing support already ensures the next step is appropriate and fair.
Good choice.
Assessment should be consistent and based on observable outcomes. Adjusting scores based on disclosure introduces bias, while ignoring feedback delays agent development.
Neurodiversity in the Workplace - QA
TCHAcademy
Created on January 7, 2026
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Transcript
Neurodiversity in the Workplace
Fair Assessment, Effective Coaching, Better Outcomes.
Start
The Purpose of This Course:
By the end of this activity, you will be able to:
This course focuses on practical workplace behaviours, not diagnosis or clinical knowledge, while supporting inclusive performance without lowering standards or overstepping boundaries.
Learning how to support your colleagues in a way that is fair, respectful, and appropriate.
Next
Why Neurodiversity Matters at Work
Neurodiversity refers to the natural differences in how people think, process information, communicate, and respond to their environment. Every workplace already includes neurodiverse individuals, whether or not this is formally recognised or disclosed. In the workplace, it is important to understand that:
- You do not need to know or name a condition to provide effective support
- Not everyone will disclose a diagnosis and they are not required to
- Support should be based on observed needs and behaviours, not assumptions
Supporting neurodiversity is about removing avoidable barriers so people can do their job effectively.Next
What "Support" Means at Work
Support doesn't mean...
Managers & QA are responsible for maintaining standards, not replacing them.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Support in the workplace is about creating onditions where agents can perform their role effectively and sustainable. For managers and QA, this means focusing on clarity, fairness, and consistency rather than personal circumstances. Support may include:
Title
Next
Write a brief description here
What Support DOESN'T Include:
Common Workplace Strengths
Neurodiverse agents often bring strengths that are highly valuable in contact centre and support teams. These strengths may not always look obvious in traditional performance measures, but they contribute significantly to team and customer outcomes. Common Strengths May Include:
Reflection Exercise:
Think about an agent who you have supported in the past.- What, if any, of the common strengths did you notice?
Next
Different Information Processing
People process information in different ways. Some agents will need time to absorb information before responding, while others think out loud or respond quickly.
Asking
Needing
Pausing
instruction in a specific order and performing better with written material rather than verbal
for clarification even when information has already been shared
before responding to direct questions
Next
Consistency, Change, and Uncertainty
Frequent change, unclear priorities, or inconsistent messaging can increase stress and reduce performance for some agents. Subpoints:
support without assumptions
Focusing on observed behaviour and impact rather than perceived causes
Next
Starting From What You See
Supportive conversations should always start with observable behaviour and clear impact. This includes:
Timing
Affect
Observe
The impact on quality, performance, or the team
When and how often the behaviour occurs
What you see or have heard
For example: "I've noticed you pause for a long time before responding to certain questions.""Your quality scores tend to drop when scripts or processes change."
Next
Avoiding Assumptions
Assumptions can unintentionally damage trust and confidence.
Avoid: Using labels such as "lazy", "unmotivated", or "struggling to cope"
Instead, focus on: What the agent feels would help them perform better
Avoid: Linking behaviour to personality or diagnosis
Instead, focus on: What support might help improve consistency
Instead, focus on: How the behaviour affects work
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Avoid: Guessing why a behaviour is happening
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Next
responding to sharing
How to respond professionally and supportively when an agent discloses a neurodivergence or other condition. This section focuses on practical actions while protecting confidentiality and avoiding assumptions.
Next
Responding Supportively
When an agent shares a diagnosis or discloses they are nerodivergent: Support may include:
Next
What to Say & What to Avoid
Some statements reinforce trust and keep the conversation, while other statements pressure agents to disclose more than they are comfortable with.
"We can review what support would work and agree on practical steps together."
"Thank you for sharing that. Let's focus on what helps you perform your role best."
"Would adjustments to how instructions are given help you?"
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
"This means you need xyz adjustments, right?"
"Can you prove that you have this condition?"
"Why do you find this difficult?"
Helpful Statements
Helpful Statements
Statements to Avoid
Statements to Avoid
Statements to Avoid
Helpful Statements
Title
Title
Title
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Next
Disclosure During a Performance Conversation
You are discussing recent quality scores with an agent. Midway through the conversation, they say: "I should probably tell you that I'm neurodivergent. These types of reviews can be quite difficult for me." What do you do next?
Start
Scenario: Disclosure During a Performance Review
What is the most appropriate response?
Acknowledge what they've told you and ask what would help make the feedback clearer during your conversation
Thank them for sharing and suggest pausing the review so adjustments can be made before continuing
Ask whether their neurodivergence is the reason for their quality scores so you can understand the context
Reassure them the feedback is standard and continue as planned to maintain consistency
Next
Return to Scenario
QA Feedback and Fair Scoring Standards
You notice an agent regularly meets compliance standards, but scores lower on call structure. The agent has previously shared that they are neurodivergent. What is the most appropriate approach?
Start
Scenario: QA Feedback and Fair Scoring Standards
What is the most appropriate approach?
Apply the standard scoring framework and include specific, behaviour-based feedback
Adjust expectations slightly to reflect individual working styles
Flag the pattern to management for review before continuing QA scoring
Focus feedback on compliance only to avoid unnecessary pressure
Next
Return to Scenario
Requests for Adjustments
An agent asks whether they can receive a short written summary after coaching sessions, explaining that verbal feedback can be difficult to retain. How should you respond?
Start
Scenario: Requests for Adjustments
How should you respond?
Explain that feedback is normally delivered verbally and suggest they take their own notes
Ask whether this request is linked to a diagnosis
Agree to trial written summaries while reviewing whether this supports performance
Refer the request to HR so it can be formally assessed
Next
Return to Scenario
Scenario: Coaching Approach
An agent consistently meets compliance requirements but struggles with call flow. They become anxious during coaching sessions and ask for very specific guidance.
Provide clear examples of strong call flow and agree one specific behaviour to practise
Focus on overall performance and encourage them to build confidence over time
Reduce the number of coaching points to avoid overwhelming them
Next
Return to Scenario
Reinforcing Progress Within Standards
Recognising progress doesn't mean ignoring gaps or reducing expectations for individuals with a neurodivergence. Effect reinforcement includes:
Next
Recognising Subtle Progress
Scenario: You've been coaching an agent, but their overall quality scores have not improved much. You do notice that the agent is improving on certain parts of the call structure, however. What is the best way for you to respond?
Signs Escalation May Be Needed
Escalation is appropriate when performance concerns cannot be resolved through coaching or adjustments alone. This may include:
Next
Choosing the Next Step
An agent has received structured coaching and clear QA feedback over several weeks. Some improvement is visible, but minimum quality standards are still not consistently met. What is the most appropriate next step?
Start
Scenario: Choosing the Right Next Step
What is the most appropriate next step?
Review evidence of support provided and discuss next steps with management and/or HR
Continue coaching to avoid discomfort during formal escalation
Reduce performance expectations to allow more time before escalation
Escalate immediately to avoid further performance concerns
Next
Return to Scenario
Fair Assessment Practices
Remember:
Fair assessment requires focusing on observable behaviours, outcomes, and agreed standards. Key practices include:
Next
Avoiding Bias in Scoring
Bias can unintentionally affect QA scoring, particularly if you focus on style rather than performance. Common bias traps include:
Assuming
Comparing
Overcorrecting
scores to "help" or under-score to avoid discomfort
neurodiverse agents to peers without context
behaviour is a reflection of ability rather than process differences
Strategies to Reduce Bias:
Next
Practical QA Tips
Fair scoring ensures all agents are assessed equally while still recognising individual development needs.
Score consistently, even when you notice differences in approach or communication styles
When in doubt, discuss observations with a peer or manager before making assumptions
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use coaching feedback to address skill gaps, not personal styles
Include positive observations alongside areas flagged for improvement
Tip #1
Tip #2
Tip #3
Tip #4
Title
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Write a brief description here
Next
Scoring Fairly
An agent has disclosed they are neurodivergent. You notice their call flow is slightly different than the rest of the team, but still meets compliance requirements. Which QA approach is most appropriate?
Start
Scenario: Scoring Fairly
Which QA approach is most appropriate?
Score as usual but keep in mind their call flow won't match the standard call flow exactly
Adjust the score to be higher to account for their disclosure
Score as usual, document observations, and sontinue to provide structured feedback
Avoid scoring until the agent has had more TL-led coaching sessions
Next
Return to Scenario
On-the-Job Action
Supporting neurodiverse agents does not require large changes or specialist knowledge. Small, consistent actions often have the biggest impact. On the job, this may include:
You do not need to diagnose, label, or solve everything. Your role is to enable performance and fairness to all agents.
Next
Lesson Summary
Key Takeaways:
Support is about clarity, consistency, and fairness. Small changes in approach can make a meaningful difference to performance, confidence, and wellbeing in the agents you support.
Managers and QA agents have a lot in their books on how to support neurodiverse agents in practical and respectful ways.
Finish
Good choice.
Fairness means consistent scoring paired with clear, structured feedback. The other options may feel supportive, but introduce inconsistency or delay meaningful development.
Good choice.
This response acknowledge disclosure while keeping the conversation focused on clarity and performance. The other options escalate too early, introduce assumptions, or risk missing support needs.
Correct!
Recognising and reinforcing progress helps to maintain confidence and motivation without reducing standards. Ignoring small improvements or lowering expectations can undermine learning and engagement.
Next
Good choice.
Trialling practical support keeps the response proportionate and performance-focused without overstepping or introducing unnecessary barriers.
Try again.
This risks creating work that immediately needs correcting. Continuing as normal after a clear instruction can cause confusion for engineers and delays for emergency customers.
Try again.
It is reasonable to want clarity, but delaying action can slow the team down. Unless the instruction is unclear or unsafe, adapt first and escalate concerns separately if needed.
Correct!
Clarifying expectations with specific behaviours supports understanding without lowering standards or making assumptions.
Next
Good choice.
Specific, observable coaching supports improvement without lowering expectations or over-escalating.
Hints!
Whenever you see this icon on a slide, hover over it to learn more or to get a hint about the content!
Next
Good choice.
Escalation should be informed, evidence-based, and proportionate. Reviewing support already ensures the next step is appropriate and fair.
Good choice.
Assessment should be consistent and based on observable outcomes. Adjusting scores based on disclosure introduces bias, while ignoring feedback delays agent development.