With the tools your team uses
Internal champions: teach and support colleagues
Help colleagues learn a work task: prepare a short explanation, observe their attempt and give useful feedback. Choose the AI or work-systems application for each edition.
Before we begin
Be able to complete the usage task you will teach, or have completed equivalent training. We agree the application, tool, access, sources and owners before the edition. Teaching experience is not required. Reference group: up to 6 people so individual observation fits within 6 hours.
We agree one application, the client’s tool, a task participants already know, current sources and an escalation path. The reference group is up to six people so every participant can be individually observed within six hours. For a larger group, we adjust groups or hours before confirming scope. Classroom material supports rehearsal without real data or changes.
Learn methods and criteria you can apply with your own tools. We adapt the exercises to your team’s environment and confirm the features, access and usage needed for the agreed practice.
Reference group: up to 6 participants per trainer. For larger groups, we agree format or time.
See preparation and terms →A shared foundation. The application your team needs.
Each edition focuses on one application: AI or work systems, with a task and tools agreed with your team.
AI champions
Help a colleague use AI for an everyday task, check sources and recognise when to ask for help.
The practice
Teach a colleague to prepare a weekly project update from a classroom brief, notes and task record.
See the case and preparation
A weekly update without invented approvals
At Brisa, the notes leave a deliverable awaiting review, but the assistant draft says it is approved. The champion helps the learner check the statement and revise the draft.
- Explain the objective and let the learner compare the draft with the sources.
- Observe that they treat a deliverable as approved and ask where they found that approval.
- Let them check the notes, rewrite the status and repeat the check with another statement.
- Pass a request to use an unauthorised document to the owner named in the case.
Before the edition
Already use the chosen assistant and understand the organisation’s usage agreements. No brand is assumed; this extension does not teach complete AI foundations.
What you keep
- A ten-minute teaching plan and a short draft-checking aid.
- A recorded learner attempt, feedback and second attempt.
- An authorisation question passed to its owner with context.
Borja Martínez
The Optimal Flow consultant
Over two years of experience developing projects for companies across industries and sizes.
Work-system champions
Support a colleague with everyday working agreements: find the current guide, continue a task and ask the right person for review.
The practice
Teach a colleague to continue a project before a teammate’s leave: find the current guide, update a task and request a review.
See the case and preparation
Continue the project using the current guide
A newcomer at Brisa follows a link to an old guide. The champion helps them check its version and continue the task, then distinguishes an access issue from a request to change the workflow.
- Give the objective and let the learner find the guide and their task.
- Observe use of an old guide and ask them to check its version and currency.
- Let them update the task with the agreed information and check who should review it.
- Pass the access issue and request for a new workflow status to their respective owners.
Before the edition
Be able to complete the task in the chosen system and know the current agreements. Administrator status is neither required nor granted.
What you keep
- A teaching plan and short aid with version, sources and owner.
- A record of the newcomer’s attempt, feedback and second attempt.
- Two escalations distinguishing access from a structural change.
Guillermo Mascaraque Piña
Work systems consultant
Over two years of experience designing systems for companies across industries and sizes.
By the end you will be able to
- 01
Prepare an explanation with a clear task, example and check.
- 02
Observe a colleague’s attempt without completing the task for them.
- 03
Give specific feedback and check the next attempt.
- 04
Create a short job aid and pass questions to the appropriate owner.
What we will work on
Using a tool well and teaching someone else to use it are different skills. Prepare a short task, observe a colleague’s attempt and practise feedback that helps them continue. A common foundation with one AI or work-systems application chosen for each edition.
01Prepare a task to teach
Understand the starting point, define the result and prepare an example with a short job aid. Distinguish teaching a task from touring every feature.
You will work on
- Define what the colleague will be able to do and what they already know.
- Choose a task example and an observable check.
- Prepare a one-page job aid with a source, version and owner.
- Practice
- Complete a ten-minute teaching plan and rehearse in pairs using the chosen application.
- How you will check it
- A concrete objective, an attempt the learner will make and a short aid that supports another attempt.
02Observe and give feedback
Let a colleague attempt the task, locate where they get stuck and guide their next step. Check the second attempt and improve the explanation.
You will work on
- Observe the attempt before explaining again or taking control.
- Describe a specific difficulty and give a cue that supports another attempt.
- Check what changed and revise one part of the job aid.
- Practice
- Alternate champion and learner roles, record a difficulty and practise a second attempt.
- How you will check it
- A record separating the observation, feedback and result of the second attempt.
03Support within your role
Usage questions, access issues and process decisions. Record the learning, escalate with context and prepare the first internal teaching session.
You will work on
- Distinguish learning questions, access issues and process decisions.
- Escalate an issue with context, source and owner without inventing permissions or policies.
- Complete an individually observed turn and prepare the first internal teaching session.
- Practice
- Teach for ten minutes, receive five minutes of feedback and submit an escalation from the case.
- How you will check it
- Individually observed teaching, a rubric and next agreements within the champion role.
The colleague does the task. The champion observes and guides.
Classroom example with fictional data
Teach a task to a colleague in a classroom case. In the AI application, prepare a weekly project update and check its sources; in Work systems, continue a project using its current guide. Each edition chooses one application.
Fictional Brisa classroom case. In the chosen application, a learner attempts a task and encounters a prepared difficulty. We check how the champion helps the learner continue, rather than how many features the champion knows.
- Starting point
- The champion has prepared an explanation, example and task check.
- First reading
- The learner gets stuck. The first impulse is to take control and finish for them.
- What we review
- Describe what you observed, give a specific question or cue and let the learner try again. If another owner is needed, escalate with context.
- Result
- The next attempt shows what the learner understood, what remains open and who owns it.
Check before drawing conclusions.
AI: a question helps the learner check an approval
Worked classroom example. Project notes leave a deliverable awaiting review; the draft treats it as approved. The champion is assessed on how they teach the check.
| Observation | Champion intervention | Second attempt and evidence |
|---|---|---|
| The learner accepts “deliverable approved” without checking. | “Where in the notes can you find that approval?” Let the learner open the source. | Finds “awaiting review” and changes the draft status. |
| The learner requests an unauthorised document. | Separate the usage question from authorisation and record context for the owner. | The document is not used; the owner’s decision remains pending. |
Swipe to see all columns.
The champion helps the learner check and records an escalation, without taking control or inventing a rule.
What we cannot conclude
- A classroom example. Each edition agrees the assistant, sources and authorisation owner.
- The six hours cover one chosen application, not both in full.
Work systems: from an old guide to a clear escalation
Worked classroom example. A newcomer finds a link to guide v1; the case identifies guide v2 as current.
| Observation | Champion intervention | Second attempt and evidence |
|---|---|---|
| The learner starts with guide v1. | “How can you check which version is current?” Let them consult the source index. | Finds v2, updates the task and requests review from the agreed owner. |
| The learner cannot access a document. | Record the document, blocked action and context; pass it to the case’s access owner. | Access remains pending; no permissions are changed. |
| The learner asks for a new workflow status. | Distinguish the usage question from a design decision and pass it to the process owner. | The proposal is recorded for a decision; the structure is unchanged. |
Swipe to see all columns.
A champion can support usage and recognise when another owner needs to intervene.
What we cannot conclude
- The tool is chosen with the client. The classroom representation does not demonstrate a change in their system.
- The champion role does not become administration or permanent support.
Before calling it complete
- The learner attempts the task; the champion does not complete it for them.
- Feedback describes a specific action and is checked in a second attempt.
- Questions outside the role are passed on with a source, context and owner.
Sessions to put it into practice.
Reference edition · 6 h live
Reference edition: 6 hours across 3 sessions of 2 hours, for up to 6 participants. The last session reserves up to 90 minutes for six individual ten-minute turns with five minutes of feedback each. No mandatory between-session tasks are added.
- Session 12 h
Prepare a task someone else can learn
Starting-point check and a commented demonstration; teaching plan, short aid and first rehearsal in pairs. Choose one AI or work-systems application for the whole edition.
By the endA short explanation, an observable check and a one-page job aid.
- Session 22 h
Observe, give feedback and escalate
Pair rotations, difficulty cards and a revised job aid. Practise distinguishing a usage question from an issue owned by someone else.
By the endAn observed attempt, feedback, a second attempt and an escalation with context.
- Session 32 h
Observed teaching and handover
Up to six individual ten-minute turns with five minutes of feedback each; shared review and submission. The trainer observes every participant.
By the endIndividual evidence, a rubric and a short plan for the first internal teaching session.
If your team needs to go further
- Each edition chooses AI or work systems; the 6 hours do not cover both applications in full.
- Administration, policy approval, permanent support and creating a champions community are not included.
- The planned observation and feedback take place during the sessions. Any additional reassessment or support is agreed for the edition.
An individual piece of work to close.
Complete an individual ten-minute teaching turn and receive five minutes of feedback. Submit a plan, job aid, observation record and escalation from the chosen application. The trainer determines meets requirements or needs review within the six hours planned for the reference group.
Objective and explanation
- Pass
- Defines a concrete task, provides an example and checks what the learner will do.
- Needs review
- Lists features without a task or check.
Observation
- Pass
- Lets the learner attempt the task, identifies an observable difficulty and adapts support.
- Needs review
- Completes the task for the learner or assumes the cause without observing.
Feedback and checking
- Pass
- Identifies a specific action, suggests an improvement and observes the next attempt.
- Needs review
- Only says right or wrong, or gives the answer without checking again.
Boundaries and escalation
- Pass
- Recognises what they cannot decide and escalates with context, source and owner.
- Needs review
- Invents a rule, changes access or promises a resolution outside their role.
Reusable job aid
- Pass
- The aid supports another attempt and identifies version, source and owner.
- Needs review
- The aid is outdated or does not identify who confirms its content.
The trainer reviews the task and explains the result within the agreed course time. Additional reassessment is agreed for each edition.
Teach a task, observe and improve.
Teaching plans, job aids, blank records and two worked classroom cases. Each edition uses its chosen application; the pack includes both to support preparation.
- Practice guide and timings
- Blank role agreement
- Blank teaching plan
- Blank job aid
- Blank observation record
- Blank individual rubric
- Blank escalation record
- AI case sources
- AI difficulty cards
- Worked AI teaching example
- Work-systems case sources
- Work-systems difficulty cards
- Worked work-systems teaching example
- Checks and expected evidence
With guidance, practice and support.
Each delivery includes working materials, feedback on practical work and assessment against the agreed objectives.
Materials you can keep
Downloadable, versioned guides, exercises and review criteria for internal use.
To prepare and complete the delivery
A short recommendation, an editable communications kit and a group learning report.
TOF’s own certificate
A certificate of achievement after the agreed assessment. It is not a vendor certification.
A month of email support
On the content covered, up to two accumulated hours for the whole group.
Your team carries out the practice. Implementation services are agreed separately. See the scope →