A staff member keeps making the same mistake: what to check first

Describe the mistake without a judgement

'Careless' and 'doesn't listen' do not tell you what to teach. 'The collection reference is missing on three packed orders' does. Gather a small number of accurate examples and speak privately with the person doing the task.

Ask them to show how they currently work. A restaurant-owner discussion about slow learning is a reminder that on-the-job exposure does not always produce the intended skill. Do not assume that a repeated mistake proves either poor attitude or inadequate intelligence.

Check four possible causes

Start with the instruction: is there one approved method, and has the person seen it? Then check access to tools and information. A missing label roll or an outdated product list will not be fixed by telling someone to concentrate.

Next, consider practice and workload. Can the person perform the task correctly in suitable conditions, and what changes when service becomes busy? Finally, ask whether they understand why the step matters. Keep the investigation factual rather than trying to diagnose motivation from the result alone.

• Clear, consistent instruction.
• Working tools and current information.
• Enough suitable practice and support.
• A task design that fits the conditions.

Coach one observable correction

Choose the step with the greatest relevant consequence and explain it concretely. Demonstrate the correction, let the person practise and ask them to describe when they would need help. For unsafe work, follow the appropriate immediate controls and competent supervision.

Original example: a shop assistant repeatedly omits the collection time from an order label. You discover the field sits below a folded section of the paper form. Unfolding and redesigning the form addresses the prompt; a short practice checks that the worker now includes the time. A lecture about accuracy would have missed the design problem.

Coaching note
Observed task and specific problem:
Worker's explanation:
Instruction or resource issue found:
Correction practised:
Support agreed:
What improvement will look like:
Date and person checking again:

Follow up in the actual working conditions

Observe the next suitable occurrence. Look for the corrected step, not general signs that the person is trying harder. Give precise feedback when it is right and investigate what remains difficult when it is not.

Acas advises discussing problems during induction and considering further training or support. That is relevant for a new starter; ongoing performance or conduct issues may require the business's separate procedures. Do not use this coaching note as a shortcut around a fair employment process.

Further reading: Acas: planning an induction programme

Stop repeating an intervention that does not work

If the same demonstration has failed several times, change the approach. Break the task into smaller parts, ask another competent trainer to observe or reconsider whether the equipment and instructions are usable. Discuss any support needs appropriately and privately.

If the task is clear, resources and training are adequate and the issue persists, involve the responsible manager. The point of this process is to distinguish a teachable gap from a different problem, not to keep someone indefinitely in a cycle of vague reminders.