In education, learning progression matters. Students do not develop mastery simply because they were shown the final system or given the answer key. Competence develops through repetition, adjustment, feedback, recognition of patterns, and gradually learning how to evaluate their own thinking along the way. Many organizations unintentionally skipped that stage.

When someone is told to “figure it out,” they are not just learning a tool. They are trying to develop a way of thinking. Without structure, most people default to surface-level use. They try a few prompts, get mixed results, and struggle to connect the tool to their actual work. Over time, they either abandon it or use it in limited, inconsistent ways.