A departing coordinator has written instructions and explained every step. The successor nods along. That is encouraging, but the organization still does not know whether the next person can actually do the work. A demonstration closes part of that gap by having the successor perform a meaningful task while help is still available.

Knowledge-transfer planning can specify observable learning outcomes and a point when the learner must demonstrate competence. During a handover, this turns an assurance that someone has learned into an opportunity to see what they can do.

Let the successor drive

Imagine an association transferring responsibility for its annual membership renewal. The successor prepares a small test run, identifies uncertain cases, and explains how they would resolve them. The predecessor observes and responds when needed instead of completing each difficult step on their behalf.

The demonstration reveals different kinds of gaps. Perhaps the instructions omit a task everyone assumed was obvious. Perhaps the successor understands the procedure but lacks access to a required system. Performing the work distinguishes those problems from a vague impression that “more training” is needed.

Capability and authority must meet

The distinction between skill succession and power succession is useful in succession planning: someone can know what to do without having authority to do it, or hold the title without having the required capability. A handover has to connect both.

One successful rehearsal still samples only part of the role. Unusual cases and judgment developed over time may need further support. The purpose is to discover important gaps while the institution can still repair them, rather than treating the final farewell as evidence that learning has finished.

Real cases