Delegation and Shift Handover Course: Clear instructions and checking understanding

1. Question 1 of 15

   Which four points should clear instructions for a delegated task cover?

   • AWhy, who, cost and format
   • BWhat, where, who and how much
   • CWhat, how, why and when
   • DOnly what and when
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   Answer: C. What, how, why and when

   Clear instructions say what to do, how to do it, why it matters and when it is due.

2. Question 2 of 15

   Why should you explain why a task matters?

   • AIt replaces the need to agree on a deadline for the task
   • BIt means you no longer need to check in on the task
   • CIt helps them make good choices if plans change
   • DIt makes the task sound more formal and important
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   Answer: C. It helps them make good choices if plans change

   When people know the purpose, they can adapt sensibly if plans change.

3. Question 3 of 15

   A supervisor says: "Sort out the storage room sometime." What is most clearly missing?

   • AThe brand of shelving in the room
   • BA clear result and a deadline
   • CThe names of past employees
   • DA reason for the person to say no
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   Answer: B. A clear result and a deadline

   "Sort out" does not say what finished looks like, and "sometime" gives no deadline.

4. Question 4 of 15

   Which instruction is the clearest?

   • A"Have a look at the radios at some point and let me know if anything seems a bit off with them."
   • B"Count the radios in the cabinet by 3 p.m. today and write any missing ones in the log."
   • C"The radios need some attention, so deal with them whenever things are quiet."
   • D"Make sure the radios are okay, you know what I mean."
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   Answer: B. "Count the radios in the cabinet by 3 p.m. today and write any missing ones in the log."

   The clear instruction gives the task, the place, the deadline and how to record the result.

5. Question 5 of 15

   Why should you tell the person how much authority they have for a task?

   • ASo you do not need to write the task down anywhere
   • BSo they know what they can decide or spend alone
   • CSo they never need to ask you any questions about it
   • DSo they can set aside company policy when it is inconvenient
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   Answer: B. So they know what they can decide or spend alone

   Stating limits, such as a spending limit or which decisions need approval, prevents both delays and overstepping.

6. Question 6 of 15

   What is the best way to check that someone understood your instructions?

   • AAsk them to explain it back in their own words
   • BAssume they understood if they do not ask any questions
   • CWatch whether they nod while you are speaking
   • DAsk "Do you understand?" and wait for a yes
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   Answer: A. Ask them to explain it back in their own words

   Teach-back, where the person explains in their own words, shows whether your message got through.

7. Question 7 of 15

   Why is "Do you understand?" a weak way to check understanding?

   • AIt takes too long for most people to answer
   • BPeople often say yes even when they are not sure
   • CMost workplace policies do not allow the question
   • DIt only works when instructions are written down
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   Answer: B. People often say yes even when they are not sure

   Yes-or-no questions do not confirm understanding, because people often say yes whether or not they understood.

8. Question 8 of 15

   When you use teach-back, what are you really checking?

   • AWhether the person is clever enough
   • BWhether the person has a good memory
   • CWhether the person likes the task
   • DHow well you explained the task
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   Answer: D. How well you explained the task

   Teach-back checks your explanation, not the other person. If they cannot explain it, you need to explain it better.

9. Question 9 of 15

   During teach-back, the person gets one step wrong. What should you do next?

   • AExplain it again a different way, then ask again
   • BTell them to try harder and repeat your exact words
   • CTake the task back and do it yourself this time
   • DMake a note of their mistake for their next review
   Show answer

   Answer: A. Explain it again a different way, then ask again

   If teach-back shows a gap, explain again in another way and check again.

10. Question 10 of 15

    Which is a good teach-back question?

    • A"That all makes sense, right?"
    • B"You got all of that, didn't you?"
    • C"Any questions? No? Great, thanks."
    • D"So I know I explained it well, what will you do first?"
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    Answer: D. "So I know I explained it well, what will you do first?"

    A good teach-back question asks the person to say what they will do, and makes clear you are checking your own explanation.

11. Question 11 of 15

    At handover, the night clerk says: "Room 1214 needs a 5:30 wake-up call." The day clerk replies: "Room 1214, 5:30. Got it." Why is repeating it back useful?

    • AIt is a polite way to show that the conversation is over
    • BIt means the call no longer needs to be written down
    • CIt catches mishearing before anyone acts
    • DIt shows the night clerk made a mistake in the request
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    Answer: C. It catches mishearing before anyone acts

    Repeating key numbers back catches mistakes in hearing, such as 1214 heard as 1240, before they cause a problem.

12. Question 12 of 15

    After giving a spoken instruction with a deadline and a dollar limit, what is good practice?

    • AWait until the deadline before saying anything more
    • BRepeat the instruction loudly in front of the whole team
    • CRely on memory, because writing it down shows a lack of trust
    • DConfirm the key details in writing
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    Answer: D. Confirm the key details in writing

    Numbers and deadlines are easy to mishear or forget. Saying it and writing it gives two ways to get the message right.

13. Question 13 of 15

    A team member is still learning English. How should you give instructions?

    • AShort sentences and plain words, one step at a time
    • BSpeak faster so the conversation does not take long
    • CSend one long email with every step and no headings
    • DUse workplace slang so the instructions sound friendly
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    Answer: A. Short sentences and plain words, one step at a time

    Plain language, short sentences and one step at a time help everyone, especially people working in a second language.

14. Question 14 of 15

    What should your instructions say about problems that might come up?

    • AThat problems should wait until the deadline
    • BNothing, because the person should work it out alone
    • CWho to contact and when to stop and ask for help
    • DThat the person must keep going whatever happens
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    Answer: C. Who to contact and when to stop and ask for help

    People need to know when and how to raise a problem, so they do not stall or take a risk.

15. Question 15 of 15

    You ask a new worker to clean up a spill near the entrance. What must the instruction include?

    • AA reminder that speed matters more than method
    • BOnly the time the job must be finished by
    • CPermission to skip the wet-floor sign when it is busy
    • DRequired safety steps, such as a wet-floor sign
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    Answer: D. Required safety steps, such as a wet-floor sign

    The "how" includes required safety steps. Supervisors must make workers aware of known hazards.

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