Days Thirty Through Sixty

By day thirty the structure exists. The second month is about reinforcement — deepening the habits that the first month introduced and increasing the complexity of the work as student confidence grows. The instructor should be stepping back from active facilitation during this phase, shifting from establishing the model to observing and maintaining it. If the instructor is still as actively involved at day forty-five as they were at day five, the model is not developing the independence it is designed to produce.

Badge criteria should be introduced and explained during this phase. Students should have enough role experience by day thirty to understand what the badge criteria mean in practice. Introducing badges too early, before students have experienced the roles the badges are designed to recognize, produces confusion rather than motivation. Timing the badge introduction to coincide with the first rotation gives students immediate context for understanding what the criteria are asking them to demonstrate.

Ticket complexity can increase as student confidence grows. The early tickets in week two were simple by design. By day forty-five, tickets should be requiring more research, more collaboration between roles, and more sophisticated documentation. The escalation path should be getting real use — students should be encountering tickets that exceed their scope and practicing the professional skill of recognizing and executing a clean escalation.

Peer accountability should be observable by the end of day sixty. If students are not yet holding each other accountable for role performance — if the only accountability in the room still flows from instructor to student — the model has not yet taken root. Look for signs of peer accountability: senior students redirecting junior students, colleagues following up on incomplete tickets, students consulting their org chart before asking the instructor. These behaviors signal that the professional culture of the model is developing.