How Do You Train Employees to Solve Problems Instead of Escalating Them?

You train employees to solve problems instead of escalating everything by changing both their capability and the behaviour you reward when they come to you.
If every time somebody brings you a problem you immediately give them the answer, you are training escalation.
If every time they make a reasonable decision without you and get something slightly wrong you say:
"Why didn't you ask me first?"
you are training escalation.
If nobody knows what they are actually allowed to decide, you are training escalation.
And if employees lack the knowledge, context or confidence to solve the problem themselves, telling them to:
"Use your initiative."
will not magically create any.
The goal is not to stop employees asking for help.
It is to improve the quality of thinking that happens before they ask.
You want to move from:
"We've got a problem. What should I do?"
to:
"We've got a problem. I've checked what happened, these are the options, this is what I recommend, and I need your decision on this specific part."
Eventually, for many routine issues, you want:
"We had a problem. This is how we solved it."
That is organisational capability.
Start by recognising how owner dependency gets created
Most owners do not deliberately teach employees to depend on them.
They teach it accidentally.
An employee approaches.
"We've got a problem with the delivery."
You know the answer.
You have seen this twenty times.
So within fifteen seconds:
"Call Steve, move the other delivery to Thursday and tell the customer we'll be there by three."
Problem solved.
Fast.
Useful.
Competent.
And you just did all the thinking.
What did the employee learn?
When this type of uncertainty appears:
Ask the owner.
Your speed can actually prevent their development.
Being the fastest problem solver in the business can become a trap
You probably are better at solving many of these problems.
You have:
More context.
More experience.
More commercial judgement.
More authority.
That is completely unsurprising.
But if your objective is for everyone else to eventually improve, you cannot always optimise for today's fastest answer.
Sometimes the better response is slower.
"What do you think we should do?"
Initially, that may take five minutes instead of fifteen seconds.
That feels inefficient.
But you are building future decision-making capacity.
If you answer immediately forever, you remain faster forever.
Problem solving is a skill, not a personality trait
Some owners divide employees into:
People who have initiative.
People who don't.
That can become lazy management.
Yes, some people naturally demonstrate greater confidence and judgement than others.
But problem solving can also be developed.
Skills England's current Team Leader standard explicitly includes problem-solving and decision-making principles, using information and problem-solving techniques to develop solutions, taking corrective action and reviewing processes for continuous improvement.
Those are learnable management and workplace capabilities.
Treat them that way.
First, determine why employees are escalating
Not every escalation has the same cause.
Someone may escalate because they genuinely do not know what to do.
Someone else knows perfectly well but does not believe they have authority.
Another employee could decide but is terrified of being blamed if the decision turns out badly.
Another has discovered that asking you is simply faster than thinking.
Another knows you will override them anyway.
And another is facing something that absolutely should be escalated.
Different cause.
Different intervention.
There are six common reasons people bring problems upwards
They lack knowledge
They do not know enough about the customer, process, product or situation.
Training issue.
They lack judgement
They know the information but struggle to evaluate options.
Development issue.
They lack authority
They know what should happen but are not permitted to decide.
Decision-rights issue.
They lack confidence
They could decide but are afraid of getting it wrong.
Management and culture issue.
They have learned dependence
Asking the boss has historically been the safest and quickest method.
Behavioural issue.
The issue genuinely requires escalation
High risk, high value, safety, legal, regulatory, strategic or outside agreed limits.
Correct escalation.
Do not lump these together as:
"My staff won't take ownership."
Diagnose first.
Do not try to eliminate escalation
This is important.
An employee who never escalates anything can be far more dangerous than one who asks too many questions.
You absolutely want people speaking up when something involves:
Safety.
Legal or regulatory exposure.
Safeguarding.
Serious customer risk.
Fraud.
Harassment.
Major financial exposure.
Something outside their competence.
Something irreversible beyond their authority.
The Health and Safety Executive explicitly emphasises employee involvement because the people doing the work are often well placed to understand workplace risks, identify problems and contribute to solutions.
The aim is not silence.
It is appropriate escalation.
Define what should be solved and what should be escalated
Most employees are operating inside ambiguity.
"Take ownership."
Fine.
Of what?
Give some boundaries.
For example:
Routine customer scheduling problem?
Solve it.
Customer requesting £25,000 compensation?
Escalate.
Normal supplier substitution from approved supplier list?
Solve it.
Potential safety or compliance consequence?
Escalate.
Employee needs ordinary rota adjustment?
Manager handles it.
Potential disciplinary issue?
Follow the appropriate management and HR process.
Now people have somewhere to stand.
Give people decision rights
If you want independent problem solving, people need to know:
What they can decide.
What they can spend.
What they can change.
What they can promise.
What they cannot.
Article #36 covered this in detail because accountability without authority is largely theatre.
You cannot tell someone:
"Take more ownership."
then require permission for every action available to them.
Use levels of authority where useful
You might think about delegated decisions in stages.
Level 1: Gather information and bring it to me.
Level 2: Gather information and bring me options.
Level 3: Bring me your recommendation. I decide.
Level 4: Decide, then tell me.
Level 5: Decide and handle it. Escalate only if agreed boundaries are crossed.
Not every employee belongs at Level 5 for every issue.
The level can change according to:
Experience.
Risk.
Value.
Competence.
That gives people a development path.
Stop answering immediately
This may be the most effective change an owner can make tomorrow.
Someone asks:
"What should I do?"
Instead of answering:
"What have you tried?"
Or:
"What do you think we should do?"
Or:
"What are the options?"
This does something very important.
It returns the problem to the person who brought it.
You are still available.
You simply refuse to automatically perform all the thinking.
Do not turn this into some annoying management trick
Employees will quickly spot it if every straightforward question receives:
"Well, what do you think?"
Sometimes the person simply needs information you possess.
Give it to them.
The technique is useful when you genuinely want to develop judgement.
Not as a strange game where employees have to guess the answer already inside your head.
A useful escalation standard: facts, options, recommendation
For ordinary business problems, teach people to bring three things.
Facts
What actually happened?
Not assumptions.
Not blame.
What do we know?
Options
What could we reasonably do?
Usually more than one answer exists.
Recommendation
What do you think we should do and why?
This one change can dramatically improve the conversation.
Instead of:
"Customer is furious. What should we do?"
you get:
"The delivery missed today's slot because the supplier was late. We can deliver tomorrow at 8am at no additional cost, send a dedicated vehicle tonight for £600, or offer collection. They're opening tomorrow at 10. I recommend the 8am delivery and I've checked that Operations can do it."
That is a completely different employee conversation.
Add one more question where needed: what do you need from me?
Sometimes the employee has already solved most of it.
Maybe they only need:
Approval above £1,000.
A strategic customer call.
A legal decision.
A resource they cannot control.
Ask them to be explicit.
Now the owner does only the owner-level part.
Not the whole problem.
Teach employees to define the problem before solving it
A surprising amount of poor problem solving starts because somebody is solving the wrong thing.
"We need another employee."
Problem or proposed solution?
Maybe the problem is:
Jobs are running late.
Why?
Capacity?
Scheduling?
Rework?
Absence?
A broken process?
Similarly:
"We need new software."
Maybe.
What is actually failing?
Teach employees to separate:
The problem
from:
Their first proposed answer.
Ask: what changed?
This is another useful problem-solving question.
Something was working.
Now it isn't.
What changed?
Volume?
Person?
Customer?
Supplier?
Process?
Equipment?
Information?
Standard?
Often that immediately narrows the investigation.
Ask what evidence they have
Employee:
"The customer is going to leave."
How do we know?
Did they say that?
"The team can't cope."
What evidence?
Backlog?
Overtime?
Errors?
Absence?
Management decisions improve when employees learn to distinguish:
What happened.
What they believe happened.
What they fear might happen.
Those are three different things.
Teach cause before correction
A problem appears.
Fix immediate symptom.
Good.
Then ask:
Why did it happen?
Customer received wrong item.
Replace it.
Customer protected.
Now:
Why wrong item?
Picking error?
Wrong order entry?
Poor labelling?
Similar products?
Bad handover?
If employees only learn to repair consequences, problems repeat.
You want them gradually thinking about recurrence.
This is where continuous improvement starts
The ONS Management and Expectations Survey measures structured management partly through how businesses respond to problems and whether they review processes to minimise future challenges. In the 2023 survey, 89% of firms said they had taken some action to improve management quality, and among those firms 64% said they had consulted employees about areas for improvement.
That employee involvement matters.
The person experiencing a process every day may see failures the owner never encounters.
Problem solving should not only happen at the top.
HSE makes the same point in a practical context
Its worker-involvement guidance encourages joint problem solving and notes that employees can add considerable value because they understand the work, risks and potential shortcuts involved.
That guidance is specifically about health and safety.
But the management principle is wider.
The person nearest the work often has useful information.
Let them contribute to solving it.
Stop treating frontline employees as pairs of hands
If you only ask people to:
Do.
Follow.
Wait.
Ask permission.
then do not be surprised when they fail to develop judgement.
If the business wants more capable people, give people appropriate opportunities to think.
Ask:
What is making your job harder?
What keeps going wrong?
How would you improve this?
What would you change if you owned this process?
You may discover the employee already has the answer.
Nobody asked.
Employee voice matters here
CIPD's current employee-voice guidance describes employee voice as employees being able to express views, concerns and suggestions and influence matters at work. It notes that effective voice can help organisations identify solutions and improve organisational effectiveness.
That is relevant to problem solving.
If the culture says:
"Don't bring me problems."
employees may simply stop bringing information.
Dangerous.
The better culture is:
Bring problems early, but bring thinking with them where appropriate.
Very different message.
Psychological safety matters because people need to admit problems
If employees believe that identifying a problem means becoming responsible for blame, they learn to hide it.
Or delay it.
Or quietly work around it.
You want someone saying:
"This isn't working."
Early.
Then helping solve it.
CIPD's current guidance on employee voice specifically warns that people can remain silent when they believe speaking up carries personal risk, and stresses the role of managers in creating conditions where employees can raise concerns safely.
Problem solving starts with problems being visible.
Do not punish the messenger
An employee tells you about a mistake.
Your first response:
"For fuck's sake, how did you let that happen?"
What did everybody learn?
Find problems later.
Tell owner less.
Instead:
Contain the issue.
Understand it.
Then determine responsibility fairly.
There may absolutely be accountability afterwards.
But uncontrolled anger at the point someone raises the problem damages information flow.
And bad information flow creates bigger surprises.
Do not confuse psychological safety with lack of accountability
People sometimes hear:
"Make it safe to make mistakes."
and interpret:
"Nothing matters."
No.
People should feel able to:
Raise concerns.
Admit uncertainty.
Own reasonable mistakes.
Offer ideas.
Disagree.
They should also be accountable for:
Following standards.
Learning.
Acting within authority.
Not repeatedly making avoidable errors.
Safety and accountability can coexist perfectly well.
Train managers first
If managers answer every employee question immediately, the dependency simply moves down a level.
Teach managers the same method.
Employee brings problem.
Manager asks:
What happened?
What have you checked?
What are the options?
What do you recommend?
Now problem-solving capability begins developing throughout the organisation.
Skills England's current Team Leader standard specifically includes informal coaching, developing team members and applying problem-solving and decision-making principles.
That is what first-line management should be doing.
Managers should coach problems, not hoard them
A strong manager can become another Fixer.
Team member struggles.
Manager takes over.
Problem solved.
Team member learns little.
Soon manager is overwhelmed.
Same dependency pattern as the owner.
The manager's job should increasingly be:
Help the employee think.
Not:
Become the employee's substitute brain.
Teach managers when to give the answer
Coaching is not always appropriate.
Safety-critical situation?
Give clear direction.
Employee completely inexperienced?
Teach.
Immediate customer crisis?
Act.
But once the immediate risk has passed, go back afterwards.
"What did we learn?"
"What would you do next time?"
Otherwise emergency management becomes permanent management.
Let people solve small problems before giving them large ones
Judgement develops progressively.
Give an employee authority over:
Routine customer issue.
Then more complex one.
Give Supervisor authority over:
Normal staffing adjustment.
Then broader capacity decision.
Do not suddenly transfer a massive commercial decision and call it empowerment.
Build evidence.
Confidence follows competence.
Use real problems as training
You do not need endless classroom courses.
Something real happened today.
Use it.
Ask the team:
What happened?
What were the options?
What would each option affect?
What did we choose?
Why?
That five-minute conversation turns normal work into development.
Case reviews are particularly useful
Take an interesting problem from last month.
Remove confidential detail where necessary.
Ask:
"What would you do?"
Let people work through it.
Then explain what actually happened and why.
Now employees gain access to experience they did not personally live through.
This is one of the ways Article #46's knowledge-transfer problem gets solved.
Teach commercial consequences
Employees make stronger decisions when they understand what matters commercially.
Suppose a £300 delivery cost avoids losing a £100,000 customer.
Different decision from:
"Delivery normally costs £80."
People need enough context to understand:
Customer importance.
Margin.
Risk.
Quality.
Capacity.
The goal is not turning every employee into the Finance Director.
It is giving them enough context to exercise sensible judgement.
Explain trade-offs
Most worthwhile business decisions involve competing priorities.
Speed versus cost.
Margin versus customer relationship.
Quality versus lead time.
Capacity versus opportunity.
Teach people to recognise the trade-off.
Employee says:
"We should do X."
Ask:
"What do we gain?"
"What does it cost?"
"What risk does it create?"
Now their thinking becomes more commercial.
Give them the information needed to solve the problem
You cannot demand better decisions while withholding all useful information.
Do they know:
The standard?
Cost?
Deadline?
Customer commitment?
Authority?
Current capacity?
Relevant process?
If not, the safest option is asking you.
Better information allows decisions to live lower down.
Create standard solutions for common problems
Not every problem deserves fresh executive thinking.
Customer delivery delayed by one day?
Perhaps there is a normal recovery process.
Employee absence?
Standard route.
Small complaint?
Resolution authority.
Supplier unavailable?
Approved alternatives.
This prevents the business reinventing itself every Tuesday.
Standard problems should increasingly have standard responses.
Preserve judgement for genuine exceptions
The objective is not writing a rule for every possible event.
Normal situations:
Process.
Defined authority.
Unusual situations:
Judgement.
High-risk situations:
Escalation.
That is a healthy hierarchy.
Stop rewarding upward escalation
This can happen subtly.
Two employees face similar problem.
Employee A decides sensibly.
You barely notice.
Employee B brings it to you.
You spend twenty minutes helping.
Who received more management attention?
The dependent employee.
Be deliberate about recognising good independent thinking.
"Good decision."
"That's exactly the kind of thing I want you handling."
Reinforce the behaviour you want.
Praise thinking even when you adjust the answer
Employee recommends B.
You choose C.
You can still say:
"Your reasoning was good. The one thing you couldn't see was this contractual issue."
Now they gained context.
If your response is simply:
"No. Do C."
they learn nothing.
Do not make the test whether they guessed your answer
This is crucial.
Independent thinking means employees may reach a different reasonable conclusion.
If your definition of good problem solving is:
"Arrive at exactly what Adam would have done."
you are not developing judgement.
You are running an elaborate guessing competition.
Assess the reasoning.
Was it informed?
Within authority?
Commercially sensible?
Risk aware?
Then improve from there.
Reasonable mistakes are part of development
This is where owners struggle.
An employee makes a decision.
It costs £300.
Your instinct:
"I knew I should have done it myself."
Perhaps.
But what is the long-term value of somebody becoming capable of making 500 decisions without you?
Some development cost is inevitable.
Set boundaries so learning happens where mistakes are survivable.
Do not train decision-making for the first time on a £1 million contract.
Create safe-to-learn zones
For example:
Customer remedies below £250.
Purchasing below £500.
Scheduling changes with no contractual impact.
Internal process decisions.
Give people room.
Review outcomes.
Expand authority as capability develops.
That is controlled learning.
When a decision goes wrong, review the reasoning
Ask:
What did you know?
What did you assume?
What options did you consider?
What did we miss?
What will you do differently?
This develops judgement far more effectively than:
"Don't do that again."
Repeated identical mistakes are different
Development does not mean endless tolerance.
If:
Expectation clear.
Training given.
Feedback given.
Resources available.
Same avoidable problem repeats.
Then you may have a capability or performance issue.
Acas recommends understanding why performance problems occur and considering support, coaching or training where capability is the issue. Where informal support does not work, clearer objectives and structured improvement plans may become appropriate.
Problem-solving development still sits inside performance management.
Do not allow "ownership" to become a vague accusation
Owners say:
"People need to take more ownership."
What behaviour do you actually want?
Bring recommendations?
Make routine decisions?
Resolve customer problems?
Improve processes?
Follow issues through to completion?
Be specific.
You can coach a behaviour.
You cannot coach a slogan.
Define the ownership standard
For example:
When a problem appears within your area:
Understand what happened.
Contain immediate impact.
Gather relevant facts.
Consider reasonable options.
Act within your authority.
Escalate outside your authority.
Follow through.
Record or share learning where it matters.
Now ownership has meaning.
Make people follow the problem through
One form of escalation is:
"I've told my manager. Not my problem anymore."
No.
Escalation does not necessarily transfer all ownership.
If you discovered the problem and still have a role in resolving it, stay involved appropriately.
Teach employees that ownership includes following the outcome rather than simply forwarding the difficulty upwards.
Change the language managers use
Instead of:
"Leave it with me."
Try:
"What are you going to do next?"
Instead of:
"I'll speak to them."
Try:
"Have you spoken to them?"
Instead of:
"I'll sort it."
Try:
"What support do you need to sort it?"
Language shapes responsibility.
One useful rule: don't bring the same problem twice without new thinking
A problem can genuinely require multiple conversations.
Fine.
But if the employee returns with exactly the same problem and has done nothing since the last conversation, challenge it.
"What changed?"
"What did you try?"
"What are you recommending now?"
Keep momentum with the problem owner.
Build problem solving into one-to-ones
Ask:
Which decisions did you make this month?
Which one was difficult?
What did you learn?
Where do you still need me too much?
What problem keeps recurring?
This tells you more about capability than asking:
"Everything okay?"
Build it into team meetings
One recurring question:
"What is making it harder for us to do good work?"
Then:
What can we solve?
Who owns it?
Not every problem needs a senior project.
Small improvements compound.
Employee involvement can help management improve
ONS found that among businesses taking action to improve management quality in 2023, consultation with employees was the most commonly reported action, used by 64% of those firms.
Again, that does not prove consultation caused better performance.
It does show employee input is already a mainstream part of how many UK businesses approach management improvement.
Your employees are not merely recipients of the system.
They experience it.
Use that information.
But do not create endless suggestion exercises with no action
Nothing kills employee initiative faster than:
"Tell us your ideas."
People contribute.
Nothing happens.
Next month:
"Why doesn't anyone make suggestions?"
CIPD's employee-voice guidance emphasises that meaningful voice requires people to believe their contribution can influence decisions and that leaders and managers need to listen and respond.
If an idea cannot be implemented, say why.
Closing the loop matters.
The owner has to tolerate losing monopoly control over problem solving
This is the deeper transition.
For years:
Problem appears.
You solve it.
That capability probably contributed heavily to your success.
Now the business needs a different achievement.
Other people solve things you never even hear about.
That can feel strangely uncomfortable.
You no longer get:
Visibility.
Gratitude.
Control.
But that invisibility is evidence of success.
A good Tuesday may contain twenty problems the owner never knew existed because the organisation handled them properly.
This is what agency looks like inside a business
Agency is not simply:
"Do what you want."
It is the ability to:
Notice.
Think.
Choose.
Act.
Learn.
within appropriate responsibility.
The owner should not be the only person in the organisation allowed to exercise it.
A capable company contains lots of people able to improve the situation in front of them without waiting for permission every time uncertainty appears.
Problem-solving capability should increase as people become more senior
Junior employee:
Recognises problem and gathers facts.
Experienced employee:
Solves routine problems.
Supervisor:
Resolves team-level issues and coaches others.
Manager:
Solves cross-functional problems, balances commercial trade-offs and escalates major exceptions.
Owner:
Deals with strategic uncertainty, capital, major risk and direction.
If all five levels bring problems directly to the owner, the hierarchy is not creating much leverage.
Build an escalation ladder
Define examples at each level.
Solve it
Normal issue.
Within competence.
Within authority.
Low consequence.
Solve and inform
Decision matters enough that manager should know afterwards.
Recommend before acting
Higher-value or less familiar issue.
Bring facts, options and recommendation.
Escalate immediately
Safety.
Legal.
Regulatory.
Serious people concern.
Major customer or financial exposure.
Outside competence.
Now employees are not guessing whether they should involve you.
Keep escalation routes clear for serious concerns
This boundary is non-negotiable.
An employee should never think:
"I didn't raise the safety issue because Adam told us to solve our own problems."
HSE requires employers to consult workers on health and safety and encourages employees to raise concerns and participate in how risks are controlled.
Likewise, whistleblowing, harassment, safeguarding and other serious issues require appropriate formal routes.
Problem-solving culture does not replace governance.
Use the phrase "bring me the thinking"
This is probably the simplest cultural shift.
Not:
"Don't bring me problems."
I dislike that phrase.
Sometimes I absolutely want the problem.
Instead:
Bring me the thinking.
Tell me:
What happened.
What you know.
What you've tried.
What the realistic options are.
What you recommend.
What you need from me.
That preserves escalation while increasing agency.
A 30-day problem-solving reset
Week 1: Capture escalation
Record the ordinary problems employees and managers bring upwards.
Which repeat?
Which genuinely required senior input?
Why were the others escalated?
Week 2: Clarify authority
Choose the most common categories.
Define:
Solve.
Solve and inform.
Recommend first.
Escalate.
Give people explicit boundaries.
Week 3: Change manager responses
Managers stop automatically answering.
Use:
"What do you recommend?"
"What have you checked?"
"What would you do if I wasn't here?"
Give coaching and context.
Week 4: Review
Which problems disappeared?
Which decisions improved?
Where did people lack knowledge?
Where was authority still unclear?
Where did somebody make a poor decision?
Use that evidence for the next month.
A simple employee problem-solving template
For genuinely useful escalations, employees can use five questions:
1. What is the actual problem?
2. What facts do we know?
3. What options do we have?
4. What do I recommend and why?
5. What decision or support do I need from you?
That can live on one page.
Eventually people stop needing the page.
It becomes how they think.
The ultimate test is what happens when you are unavailable
Owner out for half a day.
How many things stop?
Managers unavailable?
What happens?
If employees can handle normal uncertainty:
Good.
If every unusual event goes into a queue waiting for your return:
More work to do.
Controlled absence is one of the best ways to reveal problem-solving dependency.
Look for decisions that no longer reach you
This is the success metric.
Not:
"Staff attended problem-solving training."
Who cares?
Did behaviour change?
Are routine problems being resolved lower down?
Are recommendations better?
Are managers escalating fewer raw problems?
Are repeat issues decreasing?
Are employees improving processes themselves?
That is capability.
How Evolve approaches employees who escalate everything
If an owner says:
"My team won't solve anything themselves."
I do not immediately agree that the team is the problem.
I want to know:
What do they escalate?
What authority do they actually have?
What happens when somebody decides without asking?
How quickly does the owner normally provide answers?
What information is missing?
Do managers coach or simply fix?
Are mistakes treated as learning or incompetence?
Are expectations clear?
Which issues genuinely require escalation?
Very often the business has unintentionally created exactly the dependency the owner is now frustrated by.
Then we redesign it.
Sometimes it really is the person
We should be honest about this too.
Clear role.
Clear authority.
Training.
Support.
Time.
Feedback.
Employee still refuses to think, decide or take reasonable responsibility.
That may become a capability or performance issue.
Not everybody will develop indefinitely.
Acas recommends distinguishing capability from conduct and responding appropriately, including training or support where ability is the issue and fair performance processes where improvement does not occur.
But get the management environment right before labelling the person.
Do not replace employee dependency with coach dependency
Same principle again.
If your managers currently ask you every question and you start asking me every question instead, the organisation did not become more capable.
The objective is greater independent thinking:
Inside your team.
Inside management.
Inside you.
Good coaching should ultimately increase agency.
Not create another escalation route.
The owner's job changes from chief problem solver to builder of problem solvers
This is the shift.
Early-stage company:
You solve everything.
Growing company:
You teach people to solve.
Mature management structure:
Managers develop other problem solvers.
Eventually:
The company solves thousands of ordinary problems every year without requiring owner attention.
That is leverage.
So, how do you train employees to solve problems instead of escalating them?
Do not tell them to stop asking questions.
Teach them how to think before they ask.
Clarify which decisions belong to them.
Give them information and authority.
Ask for facts.
Ask for options.
Ask for recommendations.
Explain your own reasoning when you make the decision.
Let people practise on problems where mistakes are survivable.
Review mistakes without automatically taking responsibility back.
Train managers to coach rather than rescue.
Make it safe to expose problems early.
Keep clear escalation routes for safety, legal, people and high-risk issues.
Recognise good independent judgement.
And watch your own behaviour every time someone says:
"What should I do?"
Because you have a choice in that moment.
You can give them another answer.
Or you can help build another person in the business who is capable of finding one.
Do enough of the second and eventually something changes.
Problems still happen.
They just stop automatically becoming your problems.
Something in your business needs to change?
You probably already know more than enough to keep reading about it.
If you want an experienced outside perspective to help you work out what’s really getting in the way — and what to do about it — let’s have a conversation.






