I'm intrigued by the notion of taking the worker's/learner's perspective on the job. Considering their thought processes, conscious or otherwise, would push us toward learning methods that focus not on instruction but on something like predictive questioning. I would define that as a series of questions that a worker would ask her- or himself while facing or undertaking a work task. The sort of questions would depend on the worker's level of mastery, and indeed the types of questions themselves would align with the Workflow Diagnostic Process. E.g., for the category "What is the history of the problem?" a worker might ask: Have I done this before? If so, when? How does this situation differ from a previous one? For "What happens if the fix doesn't work?" a worker might ask: What options do I have for solving this situation? What's my plan B? For "Will this work in other conditions?" a worker might ask: When would I not try this solution? Why? How can I improve solutions for other contexts based on what I've learned from the current solution? And lastly, for "Is it working?" a worker might ask: How do I know that this solution is working? What does good look like? What does good enough look like? Why is it working? Will it continue to work? All of this gets down to durable skills, the idea of teaching workers to ask the questions (and provide confident answers) that an expert might ask themselves to solve a problem and verify that the solution worked. In other words, we're talking about teaching critical thinking.