HCD.28:4.2 - Obtain the subject contribution before repairing its teaching
Inspect one representative task and an explanation or demonstration of how a competent practitioner handles it, including a nearby case that changes the choice. Ask whether the available account supplies the decision that the learning activity would require.
| Finding | Next construction and usable return |
|---|---|
| An available method specifies the relevant selection, action and limits. | Use it as the subject basis. Preserve its scope and build teaching, practice and help for the declared preparation. |
| Competent practitioners can act, but the decisive choice remains implicit. | Request reconstruction through ME.18/A.3.1.MR: contrast episodes, elicit what changed the choice, and test the proposed account on another case. Retain a real demonstration or supervised contribution where verbal reconstruction is insufficient. |
| No qualified way of handling the required case is available. | Return the missing subject relation, intended use and adequacy question to Method Engineering or Research Method Practice. Narrow or defer the unsupported part of the offer while that work remains open. |
| The subject account is adequate for its competent audience, but the proposed learner cannot recover or practise the operation. | Develop an explanation, contrast, preparation branch or companion through HCD.5/.6/.6.1; use HCD.19 to localize the material contribution. |
| Content and task are usable, but promised help or access is absent. | Use HCD.7/.8 to obtain or build that contribution; revise the service or its operating conditions with the direct provider owners. |
These findings can coexist. Reconstructing a subject criterion does not supply a mentor, and hiring a mentor does not repair a contradictory explanation.
A useful discriminator is the work left to the companion’s author. Choosing examples, ordering explanation, designing practice and fading help are pedagogical work. Inventing an unstated criterion for choosing the subject model is subject-method development. Do not hide that gap by declaring the eventual reader sufficiently expert. Equally, a competent reader’s ability to use a concise account does not show that a novice can learn from it without additional activity.