How to Make the Fault Seem Easy to Correct

The Difference Between Impossible and Easy

Tell someone they're stupid, incompetent, or utterly wrong, and you've destroyed almost every incentive to improve. Why try when the mountain seems unclimbable?

But make the thing seem easy—be liberal with encouragement—and they will practice until dawn.

The fault may be real. The correction may be necessary. But how you frame the path to improvement makes all the difference.

Why This Works

When people believe something is beyond them, they don't try. When they believe something is within reach, they stretch for it.

Your job isn't to minimize the problem—it's to maximize their belief that they can solve it.

Practical Techniques

Technique 1: Break It Into Small Steps

An overwhelming task becomes manageable when divided:

Overwhelming: "You need to completely restructure your approach to customer service."

Manageable: "Let's start with one small thing: greeting each customer by name. That one change will make a big difference."

Small steps create small wins, which build momentum for bigger changes.

Technique 2: Highlight Their Existing Capabilities

Connect the improvement to strengths they already have:

"You're already great at X—this is just applying that same skill to a different area."

"Given how quickly you mastered Y, this should come easily to you."

Technique 3: Normalize the Learning Curve

Everyone struggles at first. Make that explicit:

"This trips up most people initially. You're actually doing better than I did when I started."

"It's completely normal to find this challenging. The fact that you're working on it puts you ahead of most people."

Technique 4: Point to Evidence of Capability

Find specific examples that prove they can do this:

"Remember when you figured out [similar challenge]? This is the same kind of problem."

"You've done harder things than this. That project last year was much more complex."

Technique 5: Use "Yet" Language

Add "yet" to statements of inability:

Discouraging: "You can't do this." Encouraging: "You can't do this yet. But you're learning."

"Yet" implies a temporary state, not a permanent limitation.

The Lowell Thomas Story

When Lowell Thomas was asked to teach public speaking—something he'd never done before—he was terrified. He felt completely unqualified.

His mentor said: "You're already a good storyteller. Public speaking is just storytelling with structure. You know more about this than you think."

That reframe made an impossible task feel achievable. Thomas went on to become one of the most famous broadcasters in history.

Practice Exercise: The Easy-Making Exercise

For a fault you need to address with someone:

1. Write the fault as you might naturally state it
2. Identify how this statement might feel overwhelming
3. Break it down: What's the smallest first step?
4. Find connection: What existing strength relates to this improvement?
5. Add evidence: When have they done something similar successfully?
6. Rewrite the feedback using these elements

Example:

• Original: "Your writing is unclear and confusing."
• Small step: "Let's focus on making your opening sentences crystal clear."
• Connection: "You explain things verbally really well—let's bring that same clarity to your writing."
• Evidence: "That email you sent last week was perfectly clear."
• Reframe: "Your verbal explanations are always clear. Let's work on capturing that same clarity in writing. We'll start with opening sentences—once you've got those, the rest will follow."

In Teaching and Training

Great teachers make learning feel achievable:

Poor: "This is advanced material. Don't expect to understand it right away." Good: "This builds directly on what you already know. You're ready for this."

Poor: "Most people struggle with this concept." Good: "Once you see the pattern, this will click. Let me show you the key insight."

The Pygmalion Effect in Action

Research on the Pygmalion effect shows that teacher expectations directly impact student performance. Students perform better when teachers believe they can succeed.

The same applies to any development situation. Your belief in their ability—communicated through how "easy" you make the fault seem—directly impacts their likelihood of correcting it.

Addressing Confidence, Not Just Competence

Sometimes the barrier isn't ability—it's confidence. Making the fault seem easy addresses confidence directly:

"You actually already have all the skills needed for this. It's just about applying them consistently."

"This is more about practice than talent. Give it time, and you'll get there."

The Balance with Honesty

Making faults seem easy doesn't mean lying about difficulty:

Don't say: "This is trivial" (if it isn't) Do say: "This is challenging, and you're capable of rising to it"

Don't say: "Anyone could do this" (dismissive) Do say: "You specifically have what it takes to do this"

The goal is realistic optimism: honest about the challenge, confident about their ability.

When They've Failed Before

If previous attempts haven't worked:

"Last time we approached this differently. I think this new approach will work better for you."

"You've learned a lot from previous attempts. That experience will make this time different."

Don't pretend past failures didn't happen—but don't let them define the future.

Combining with Other Principles

This technique pairs well with:

• Praising every improvement: Celebrate each step toward correction
• Giving a reputation to live up to: "You're someone who figures things out"
• Beginning with praise: Establish their strengths before addressing the fault

Once the fault seems easy to correct, people become willing—even eager—to try. That willingness prepares them for the final principle: making them happy about doing what you suggest.

Principle 8: Make the fault seem easy to correct.