You walk in and find little more than a calendar and a few dusty folders. The last trainer was fired, which means credibility is thin, artifacts are scattered, and no one is eager to sit through another class. You do not need a perfect archive to start repairing the system. You need a clear sequence that restores trust and produces visible results on the job.
1) Reset expectations in plain language
Meet the primary sponsor and one frontline manager. Acknowledge the gap without pointing fingers. Ask three questions, what problem on the job needs to change, what good looks like in two weeks, what single metric should move first. Send a one paragraph note that quotes their words. You have now defined success without relying on old documents that may not exist.
2) Rebuild the picture from people, not files
There may be no recordings or guides, so create your own source of truth. Interview two recent graduates and two top performers for thirty minutes each. Ask what the job demands, what usually goes wrong, and what a useful class would help them do tomorrow. Collect real artifacts you can anonymize, such as tickets, forms, proposals, call snippets, code samples. These become your raw materials for practice and your replacement for missing records.
3) Halt the harm, not the whole program
If a session on the calendar teaches outdated steps or rewards the wrong behavior, pause that item and communicate why in one sentence. Keep the rest running while you repair. Replace one dense lecture block with a short teach, a worked example, a coached attempt using a checklist, and an independent attempt with a real artifact. Publish a one page job aid for the riskiest task. Even in chaos, these targeted swaps produce quick wins that learners can feel.
4) Put the job back into every session
Design from the artifacts you gathered. Keep explanations short to manage cognitive load, then switch to activity. Have learners try the move, compare to the checklist, and fix one common error. End each segment with a brief write the rule or teach back to a partner. This avoids the old pattern of long talk with no transfer and it signals a clean break from how classes used to run.
5) Make managers part of the fix
Managers were likely sidelined. Change that with a one page brief before the next class. Explain why the skill matters, show one example of good, and give two coaching questions for the first week. Offer a simple script, “Try the new call opening on three calls today. At the end of the shift I will ask two questions, what worked, what got in the way.” You do not need a big program to start manager enablement, you need a small tool that gets used.
6) Prove transfer with simple signals
There may be no evaluation history, so start light and useful. In class, run one performance check that maps to the objective, ready or needs coaching. After class, schedule two touches, a day two recall question and a day seven micro drill that links to the job aid. At day fourteen, ask managers for one confirmation and one barrier they saw on the floor. Share a one page recap of what changed and what you will adjust next. Data does not need to be perfect to be persuasive, it needs to be relevant and visible.
7) Lock in a steady rhythm so the mess does not return
Create a simple operating cadence that survives busy weeks. Keep a visible ledger that lists each course, the current objective, the owner, the file location you control, and the last update. Ship one small improvement every week, archive or refresh one stale item every month, and hold ten minute office hours so learners and managers can reach you without ceremony. Rhythm builds trust faster than promises because it shows movement people can see.
Follow these seven steps and you will stabilize a shaky function without waiting for perfect documentation. Learners will notice the realistic practice and the useful job aids. Managers will notice the brief and the quick follow ups. Sponsors will notice early movement in the metric you named together. That is how you replace a bad reputation with a reliable one.