Casper Types of Questions

PIA

→ Priority + Perspectives
→ Information
→ Action & If /Then

P: Priority + Perspectives
What am I balancing, and how might each side see the situation?

→ “My priority is ___ while also ___.”
→ “I understand ___ may feel ___,
→ while ___ may be concerned about ___.”

I: Information
What don’t I know? What assumptions should I avoid?

→ “I wouldn’t assume ___. I’d speak privately and nonjudgmentally with ___ to understand ___.”

A: Action + If/Then
What am I actually going to do based on what I learn?

→ “If ___, then ___.
→ If ___, then ___.
→ If necessary, I would escalate appropriately.”

ELF

→ Experience
→ Lesson
→ Future

E: Experience
What happened? What did I do?

→ “One experience that comes to mind was when ___.”
→ Briefly explain the situation, your role, and how you responded.

L: Lesson
What did I learn or realize from the experience?

→ “From this experience, I learned ___.”
→ Show self-awareness, growth, and insight.

F: Future
How will I use that lesson going forward?

→ “Going forward, I would apply this lesson by ___.”
→ Explain how the experience will influence your future actions or decisions.

I. Ethics

When you're asked what you would do about cheating, dishonesty, unfairness, etc.

II. Personal Situations

When asked
“Tell me about a time…”,
“Describe an experience…,” or
what you've learned.

III. Conflict of Interest

When personal loyalty/benefit conflicts with professional responsibility.

IV. Policy

When someone wants you to bend/break a rule.

V. Conflict Resolution

When people disagree or tensions are escalating.

VI. Confidentiality

When someone shares private/sensitive information.

VII. Legal Awareness

When privacy, professional obligations, rules, or potential legal issues arise.

VIII. Autonomy

When someone makes a decision you disagree with.

IX. Teamwork & Boundaries

When dealing with workload, group responsibilities, overstepping, or poor performance.

I. Ethics PIA

P: identify competing ethical concerns.

I: don't assume intent; gather context.

A: act ethically using If/Then options.

I. Ethics [Cheating]

You notice a classmate looking at another student's answers during an important exam. Afterward, they tell you they're struggling personally and beg you not to say anything.

[Priority & Perspective]

Balance compassion for my classmate's personal circumstances with maintaining academic integrity and fairness to the other students.

From my classmate’s perspective, they may be struggling personally and worried about the consequences of their actions.

From the other students’ perspective, they deserve a fair testing environment where everyone is held to the same academic standards.

I. Ethics [Cheating]

You notice a classmate looking at another student's answers during an important exam. Afterward, they tell you they're struggling personally and beg you not to say anything.

[Information]

I would speak with my classmate privately and nonjudgmentally to understand what happened rather than immediately assuming their intentions.

I would acknowledge that they may be going through a difficult situation, while making it clear that personal struggles don't justify academic dishonesty.

I. Ethics [Cheating]

You notice a classmate looking at another student's answers during an important exam. Afterward, they tell you they're struggling personally and beg you not to say anything.

[Action & If /Then]

I would encourage them to take accountability and speak with the instructor themselves while also seeking appropriate academic or personal support.

If they admit to cheating and are willing to take responsibility, I would support them in doing so.

If they refuse and I am confident I witnessed academic misconduct, I would follow the school's appropriate reporting procedures rather than conceal it.

I. Ethics [Cheating SCENARIO]

You notice a classmate looking at another student's answers during an important exam. Afterward, they tell you they're struggling personally and beg you not to say anything.

P — Priority:
My priority would be to balance compassion for my classmate's personal circumstances with maintaining academic integrity and fairness to the other students.

From my classmate’s perspective, they may be struggling personally and worried about the consequences of their actions.

From the other students’ perspective, they deserve a fair testing environment where everyone is held to the same academic standards.

I — Information:
I would speak with my classmate privately and nonjudgmentally to understand what happened rather than immediately assuming their intentions.

I would acknowledge that they may be going through a difficult situation, while making it clear that personal struggles don't justify academic dishonesty.

A — Action / If-Then:

I would encourage them to take accountability and speak with the instructor themselves while also seeking appropriate academic or personal support.

If they admit to cheating and are willing to take responsibility, I would support them in doing so.

If they refuse and I am confident I witnessed academic misconduct, I would follow the school's appropriate reporting procedures rather than conceal it.

Why this works: Compassion without compromising integrity.

II. Personal Situations ELF

E: specific experience.

L: lesson/insight.

F: how you'll apply it going forward.

II. Personal Situations [A Time You Failed]

Tell us about a time you failed at something that was important to you. How did you respond, and what did you learn?

[Experience]

When I worked hard toward an important goal but didn't achieve the outcome I had hoped for.

Initially, I was disappointed because I had invested significant time and effort into it.

However, after giving myself time to process the disappointment, I reflected on what was within my control and identified areas where I could improve.

II. Personal Situations [A Time You Failed]

Tell us about a time you failed at something that was important to you. How did you respond, and what did you learn?

[Lesson]

I learned that failure doesn't necessarily mean my effort was wasted. It can reveal weaknesses in my approach and give me specific areas to work on. I also learned the importance of accepting feedback rather than allowing disappointment to prevent me from trying again.

II. Personal Situations [A Time You Failed]

Tell us about a time you failed at something that was important to you. How did you respond, and what did you learn?

[Future]

Going forward, I would carry that lesson with me by approaching setbacks as opportunities to reassess, seek feedback, and adjust my strategy. In a healthcare career, I think that mindset will be especially important because continuous learning and responding constructively to feedback are essential.

II. Personal Situations [A Time You Failed SCENARIO]

Tell us about a time you failed at something that was important to you. How did you respond, and what did you learn?

E — Experience:
One experience that comes to mind was when I worked hard toward an important goal but didn't achieve the outcome I had hoped for. Initially, I was disappointed because I had invested significant time and effort into it. However, after giving myself time to process the disappointment, I reflected on what was within my control and identified areas where I could improve.

L — Lesson:
I learned that failure doesn't necessarily mean my effort was wasted. It can reveal weaknesses in my approach and give me specific areas to work on. I also learned the importance of accepting feedback rather than allowing disappointment to prevent me from trying again.

F — Future:

Going forward, I would carry that lesson with me by approaching setbacks as opportunities to reassess, seek feedback, and adjust my strategy. In a healthcare career, I think that mindset will be especially important because continuous learning and responding constructively to feedback are essential.

Why this works: Reflection > trying to make yourself look perfect.

III. Conflict of Interest PIA

P: fairness/integrity vs. relationship.

I: clarify facts and responsibilities.

A: maintain impartiality + offer appropriate alternatives.

III. Conflict of Interest [Friend Applying for Internship]

You are helping select candidates for a competitive internship when you realize that one applicant is a close friend who needs the opportunity but is less qualified than other candidates.

[Priority & Perspective]

My priority would be to maintain a fair and unbiased selection process while still being compassionate toward my friend's situation.

From my friend’s perspective, they may genuinely need the opportunity and hope that our relationship could help them, especially if they have been struggling to find an internship.

From the other candidates’ perspective, they deserve a fair and unbiased selection process based on their qualifications rather than personal relationships.

III. Conflict of Interest [Friend Applying for Internship]

You are helping select candidates for a competitive internship when you realize that one applicant is a close friend who needs the opportunity but is less qualified than other candidates.

[Information]

I would first review the organization's conflict-of-interest expectations and disclose my relationship with the applicant to the appropriate person. I would avoid assuming that I can remain completely objective simply because I intend to be fair.

III. Conflict of Interest [Friend Applying for Internship]

You are helping select candidates for a competitive internship when you realize that one applicant is a close friend who needs the opportunity but is less qualified than other candidates.

[Action & If/Then]

I would disclose my relationship with the applicant to the appropriate person and follow the organization’s conflict-of-interest policy to protect the fairness of the selection process.

If my relationship creates an actual or perceived conflict of interest, I would recuse myself from evaluating my friend and allow an impartial person to assess their application based on the same criteria as every other candidate.

If I am permitted to remain involved, I would evaluate all candidates using the same objective criteria and avoid giving my friend preferential treatment.

If my friend asks me to influence the decision in their favor, I would respectfully decline and explain that doing so would be unfair to the other applicants, while offering to support them in appropriate ways outside the selection process.

III. Conflict of Interest [Friend Applying for Internship SCENARIO]

You are helping select candidates for a competitive internship when you realize that one applicant is a close friend who needs the opportunity but is less qualified than other candidates.

P — Priority:
My priority would be to maintain a fair and unbiased selection process while still being compassionate toward my friend's situation.

From my friend’s perspective, they may genuinely need the opportunity and hope that our relationship could help them, especially if they have been struggling to find an internship.

From the other candidates’ perspective, they deserve a fair and unbiased selection process based on their qualifications rather than personal relationships.

I — Information:
I would first review the organization's conflict-of-interest expectations and disclose my relationship with the applicant to the appropriate person. I would avoid assuming that I can remain completely objective simply because I intend to be fair.

A — Action / If-Then:

I would disclose my relationship with the applicant to the appropriate person and follow the organization’s conflict-of-interest policy to protect the fairness of the selection process.

If my relationship creates an actual or perceived conflict of interest, I would recuse myself from evaluating my friend and allow an impartial person to assess their application based on the same criteria as every other candidate.

If I am permitted to remain involved, I would evaluate all candidates using the same objective criteria and avoid giving my friend preferential treatment.

If my friend asks me to influence the decision in their favor, I would respectfully decline and explain that doing so would be unfair to the other applicants, while offering to support them in appropriate ways outside the selection process.

Why this works: You don't sacrifice fairness to help someone you care about.

IV. Policy PIA

P: empathy vs. responsibility to policy.

I: understand circumstances + verify relevant policy/options.

A: stay within policy while finding alternatives.

IV. Policy [No Receipt Return]

A customer wants to return an item without a receipt due to difficult personal circumstances, but store policy requires a receipt for refunds.

[Priority & Perspective]

My priority would be to acknowledge the customer's difficult circumstances while still respecting the store's return policy and the limits of my authority.

From the customer’s perspective, they may be experiencing genuine financial or personal hardship and feel frustrated that the missing receipt is preventing them from receiving a needed refund.

From the store’s perspective, the receipt policy helps ensure returns are handled consistently and fairly while protecting the business from fraudulent or inappropriate returns.

IV. Policy [No Receipt Return]

A customer wants to return an item without a receipt due to difficult personal circumstances, but store policy requires a receipt for refunds.

[Information]

I would speak with the customer respectfully and gather more information.
I could determine whether they have another form of proof of purchase.
I could review whether the policy allows any exceptions or alternatives.

IV. Policy [No Receipt Return]

A customer wants to return an item without a receipt due to difficult personal circumstances, but store policy requires a receipt for refunds.

[Action & If/Then]

I would explain the policy empathetically while exploring every reasonable option available within it.

If the customer has another acceptable proof of purchase, I would help them complete the return according to store policy.

If they don't have proof of purchase but the policy allows alternatives, I would explore options such as store credit, an exchange, or another approved solution.

If the situation falls outside my authority, I would involve a manager to determine whether an appropriate exception or alternative is available.

If no return or exception is permitted, I would respectfully explain the limitation rather than break policy and help the customer identify any other options available to them.

IV. Policy [No Receipt Return SCENARIO]

A customer wants to return an item without a receipt due to difficult personal circumstances, but store policy requires a receipt for refunds.

P — Priority:
My priority would be to acknowledge the customer's difficult circumstances while still respecting the store's return policy and the limits of my authority.

From the customer’s perspective, they may be experiencing genuine financial or personal hardship and feel frustrated that the missing receipt is preventing them from receiving a needed refund.

From the store’s perspective, the receipt policy helps ensure returns are handled consistently and fairly while protecting the business from fraudulent or inappropriate returns.

I — Information:
I would speak with the customer respectfully and gather more information.
I could determine whether they have another form of proof of purchase.
I could review whether the policy allows any exceptions or alternatives.

A — Action / If-Then:

I would explain the policy empathetically while exploring every reasonable option available within it.

If the customer has another acceptable proof of purchase, I would help them complete the return according to store policy.

If they don't have proof of purchase but the policy allows alternatives, I would explore options such as store credit, an exchange, or another approved solution.

If the situation falls outside my authority, I would involve a manager to determine whether an appropriate exception or alternative is available.

If no return or exception is permitted, I would respectfully explain the limitation rather than break policy and help the customer identify any other options available to them.

Why this works: You're not blindly enforcing the rule, but you're also not breaking it.

V. Conflict Resolution PIA

P: fair resolution while respecting everyone.

I: hear both sides privately/nonjudgmentally.

A: collaborate on a solution; If/Then if conflict continues.

V. Conflict Resolution [Group Members Arguing]

Two group members are arguing because one feels the other hasn't contributed fairly, putting the team's ability to complete the project at risk.

[Priority & Perspective]

Help the group complete the project fairly while ensuring that both members feel heard and respected.

From the frustrated member’s perspective, they may feel that the workload has been unfairly distributed and resent having to compensate for someone else’s lack of contribution.

From the other member’s perspective, there may be personal circumstances or misunderstandings affecting their ability to contribute that the rest of the group is unaware of.

V. Conflict Resolution [Group Members Arguing]

Two group members are arguing because one feels the other hasn't contributed fairly, putting the team's ability to complete the project at risk.

[Information]

I wouldn't immediately assume that the member who contributed less was simply irresponsible.
I would speak with those involved calmly and try to understand each person's perspective, including whether there were circumstances affecting someone's ability to contribute.

V. Conflict Resolution [Group Members Arguing]

Two group members are arguing because one feels the other hasn't contributed fairly, putting the team's ability to complete the project at risk.

[Action & If/Then]

I would help the group establish clear responsibilities and determine what still needs to be completed before the deadline.

If the member is able and willing to contribute, I would assign a reasonable, clearly defined task.

If circumstances genuinely prevent them from contributing, I would encourage appropriate communication with the instructor while the group focuses on completing the project.

If they are able but unwilling to contribute, I would address that directly and involve the instructor if necessary.

V. Conflict Resolution [Group Members Arguing SCENARIO]

P — Priority:
My priority would be to help the group succeed while maintaining fairness and appropriate boundaries between team members.

From the frustrated member’s perspective, they may feel that the workload has been unfairly distributed and resent having to compensate for someone else’s lack of contribution.

From the other member’s perspective, there may be personal circumstances or misunderstandings affecting their ability to contribute that the rest of the group is unaware of.

I — Information:
I wouldn't immediately assume that the member who contributed less was simply irresponsible.
I would speak with those involved calmly and try to understand each person's perspective, including whether there were circumstances affecting someone's ability to contribute.

A — Action / If-Then:

I wouldn't secretly complete their entire portion because that could enable the problem and misrepresent everyone's contributions.

If they're struggling but willing to participate, I would help break their responsibilities into manageable tasks and offer reasonable support.

If they're unable to contribute because of circumstances outside their control, I would encourage them to communicate with the instructor.

If they're simply unwilling to contribute despite attempts to resolve the issue, I would involve the instructor rather than repeatedly covering their work.


Why this works: Support ≠ doing everything for someone.

VI. Confidentiality PIA

P: privacy + safety.

I: determine what's actually happening and whether there is a legitimate safety concern.

A: maintain confidentiality unless appropriate escalation is necessary.

VI. Confidentiality [Friend’s Personal Problem]

A friend shares a sensitive personal problem with you privately, and another concerned friend asks you to reveal what they told you.

[Priority & Perspective]

Protect my friend's privacy while also ensuring that they are safe and appropriately supported.

From my friend’s perspective, they trusted me with sensitive information and may expect me to respect their privacy and allow them to decide who else knows.

From the concerned friend’s perspective, they may genuinely be worried and asking for information because they want to help, rather than simply being intrusive.

VI. Confidentiality [Friend’s Personal Problem]

A friend shares a sensitive personal problem with you privately, and another concerned friend asks you to reveal what they told you.

[Information]

I would avoid sharing what they told me simply because another friend is concerned.
Instead, I would check in privately with the person who confided in me and better understand their situation and what support they may need.

VI. Confidentiality [Friend’s Personal Problem]

A friend shares a sensitive personal problem with you privately, and another concerned friend asks you to reveal what they told you.

[Action & If/Then]

If there is no immediate safety concern, I would maintain my friend’s confidentiality, offer support, and encourage them to seek appropriate help or share the information themselves if they feel comfortable.

If they would benefit from the concerned friend’s support, I could encourage them to speak with that person directly or ask for their permission before sharing anything.

If there is an immediate risk of serious harm, I would prioritize safety and involve an appropriate trusted person or professional, sharing only the information necessary to get help.

VI. Confidentiality [Friend’s Personal Problem SCENARIO]

A friend shares a sensitive personal problem with you privately, and another concerned friend asks you to reveal what they told you.

P — Priority:
My priority would be to protect my friend's privacy while also ensuring that they are safe and appropriately supported.

From my friend’s perspective, they trusted me with sensitive information and may expect me to respect their privacy and allow them to decide who else knows.

From the concerned friend’s perspective, they may genuinely be worried and asking for information because they want to help, rather than simply being intrusive.

I — Information:
I would avoid sharing what they told me simply because another friend is concerned.
Instead, I would check in privately with the person who confided in me and better understand their situation and what support they may need.

A — Action / If-Then:

If there is no immediate safety concern, I would maintain my friend’s confidentiality, offer support, and encourage them to seek appropriate help or share the information themselves if they feel comfortable.

If they would benefit from the concerned friend’s support, I could encourage them to speak with that person directly or ask for their permission before sharing anything.

If there is an immediate risk of serious harm, I would prioritize safety and involve an appropriate trusted person or professional, sharing only the information necessary to get help.

Why this works: Confidentiality is the default; safety can change the response.

The video specifically highlights confidentiality and immediate risk of harm.

VII. Legal Awareness PIA

P: protect affected people and act appropriately.

I: don't assume; clarify facts/policy/scope.

A: address appropriately and escalate through proper channels when necessary.

VII. Legal Awareness [Patient Information in Public]

You overhear a healthcare worker discussing a patient’s private information in a public area where others can hear.

[Priority & Perspective]

Protect the patient's privacy while addressing the situation professionally and respectfully.

From the patient’s perspective, they have a reasonable expectation that their personal health information will remain private and only be discussed in appropriate settings.

From the healthcare worker’s perspective, they may not realize that others can hear the conversation or may have unintentionally chosen an inappropriate setting, so I would avoid immediately assuming malicious intent.

VII. Legal Awareness [Patient Information in Public]

You overhear a healthcare worker discussing a patient’s private information in a public area where others can hear.

[Information]

I would avoid publicly confronting or embarrassing the employee.
If possible, I would discreetly alert them that their conversation can be overheard and suggest continuing it somewhere private.

VII. Legal Awareness [Patient Information in Public]

You overhear a healthcare worker discussing a patient’s private information in a public area where others can hear.

[Action & If/Then]

If they recognize the issue and move the conversation, I would allow them to correct the behavior while following any applicable workplace procedures.

If the behavior continues or represents a significant privacy concern, I would document or report the concern through the appropriate organizational channels rather than ignoring it.

VII. Legal Awareness [Patient Information in Public SCENARIO]

You overhear a healthcare worker discussing a patient’s private information in a public area where others can hear.

P — Priority:
My priority would be to protect the patient's privacy while addressing the situation professionally and respectfully.

From the patient’s perspective, they have a reasonable expectation that their personal health information will remain private and only be discussed in appropriate settings.

From the healthcare worker’s perspective, they may not realize that others can hear the conversation or may have unintentionally chosen an inappropriate setting, so I would avoid immediately assuming malicious intent.

I — Information:
I would avoid publicly confronting or embarrassing the employee.
If possible, I would discreetly alert them that their conversation can be overheard and suggest continuing it somewhere private.

A — Action / If-Then:

If they recognize the issue and move the conversation, I would allow them to correct the behavior while following any applicable workplace procedures.

If the behavior continues or represents a significant privacy concern, I would document or report the concern through the appropriate organizational channels rather than ignoring it.

Why this works: Protect the patient without unnecessarily escalating first.

VIII. Autonomy PIA

P: respect their autonomy while ensuring they're informed.

I: understand their reasoning and make sure they have accurate information.

A: support informed decision-making without coercion.

VIII. Autonomy [Patient Refuses Treatment]

A patient refuses a recommended treatment despite understanding the risks, while their family wants them to change their decision.

[Priority & Perspective]

Respect the patient's autonomy while ensuring they have the information necessary to make an informed decision.


From the patient’s perspective, they may have personal values, concerns, or priorities that lead them to refuse treatment despite understanding the risks.

From the family’s perspective, they may be fearful for their loved one’s health and want them to accept treatment because they believe it is in their best interest.

From the healthcare team’s perspective, they have a responsibility to explain the risks, benefits, and alternatives clearly, address the patient’s concerns, and ensure the decision is informed while ultimately respecting the capable patient’s choice.

VIII. Autonomy [Patient Refuses Treatment]

A patient refuses a recommended treatment despite understanding the risks, while their family wants them to change their decision.

[Information]

I would explore the patient’s concerns privately and nonjudgmentally and ensure they understand the benefits, risks, and alternatives associated with the treatment.

I would want to understand whether fear, finances, cultural considerations, or another concern is influencing their decision.

I would also ensure that the patient is making the decision voluntarily and without pressure from others.

VIII. Autonomy [Patient Refuses Treatment]

A patient refuses a recommended treatment despite understanding the risks, while their family wants them to change their decision.

[Action & If/Then]

If the patient has questions or misconceptions, I would ensure the appropriate healthcare professional clearly explains the risks, benefits, and alternatives and gives them an opportunity to ask questions.

If a specific concern or barrier is influencing their decision, such as fear, cost, or cultural concerns, I would explore whether appropriate resources or treatment alternatives could address it without pressuring them.

If the patient feels pressured by their family, I would ensure they have an opportunity to discuss their wishes privately with the healthcare team.

If the patient fully understands the consequences, is making the decision voluntarily, and still declines treatment, I would respect their informed choice while ensuring they know they can ask further questions or reconsider if appropriate.

VIII. Autonomy [Patient Refuses Treatment]

A patient refuses a recommended treatment despite understanding the risks, while their family wants them to change their decision.

P — Priority:
My priority would be to respect the patient's autonomy while ensuring they have the information necessary to make an informed decision.

From the patient’s perspective, they may have personal values, concerns, or priorities that lead them to refuse treatment despite understanding the risks.

From the family’s perspective, they may be fearful for their loved one’s health and want them to accept treatment because they believe it is in their best interest.

From the healthcare team’s perspective, they have a responsibility to explain the risks, benefits, and alternatives clearly, address the patient’s concerns, and ensure the decision is informed while ultimately respecting the capable patient’s choice.

I — Information:
I would explore the patient’s concerns privately and nonjudgmentally and ensure they understand the benefits, risks, and alternatives associated with the treatment.

I would want to understand whether fear, finances, cultural considerations, or another concern is influencing their decision.

I would also ensure that the patient is making the decision voluntarily and without pressure from others.

A — Action / If-Then:

If the patient has questions or misconceptions, I would ensure the appropriate healthcare professional clearly explains the risks, benefits, and alternatives and gives them an opportunity to ask questions.

If a specific concern or barrier is influencing their decision, such as fear, cost, or cultural concerns, I would explore whether appropriate resources or treatment alternatives could address it without pressuring them.

If the patient feels pressured by their family, I would ensure they have an opportunity to discuss their wishes privately with the healthcare team.

If the patient fully understands the consequences, is making the decision voluntarily, and still declines treatment, I would respect their informed choice while ensuring they know they can ask further questions or reconsider if appropriate.

Why this works: Inform → understand → respect, rather than “convince.”

IX. Teamwork & Boundaries PIA

P: respect their autonomy while ensuring they're informed.

I: understand their reasoning and make sure they have accurate information.

A: support informed decision-making without coercion.

IX. Teamwork & Boundaries [Completing Someone Else’s Work]

A group member is falling behind, and another teammate suggests secretly completing their portion to ensure the project gets finished.

[Priority & Perspective]

IX. Teamwork & Boundaries [Completing Someone Else’s Work]

A group member is falling behind, and another teammate suggests secretly completing their portion to ensure the project gets finished.

[Information]

I would speak with my teammate privately and nonjudgmentally to understand why they are overwhelmed rather than assuming they are simply avoiding their responsibilities.

I would determine whether this is a temporary situation, whether they need specific support, and what tasks they are realistically able to manage.

IX. Teamwork & Boundaries [Completing Someone Else’s Work]

A group member is falling behind, and another teammate suggests secretly completing their portion to ensure the project gets finished.

[Action & If/Then]

I would offer reasonable support without routinely taking over their responsibilities, while working with them to find a sustainable solution.

If they are temporarily overwhelmed, I would help where reasonable while ensuring that I can still complete my own responsibilities.

If they are struggling with workload or a particular task, I would help them prioritize, clarify expectations, or connect them with appropriate resources rather than simply doing the work for them.

If the problem continues and begins affecting the team’s work, I would encourage them to speak with the appropriate supervisor about workload adjustments or additional support.

If they repeatedly expect me to complete their responsibilities despite being able to do them themselves, I would respectfully set a boundary and involve the supervisor if necessary.

IX. Teamwork & Boundaries [Completing Someone Else’s Work SCENARIO]

A group member is falling behind, and another teammate suggests secretly completing their portion to ensure the project gets finished.

P — Priority + Perspectives:

My priority would be to support my teammate while maintaining appropriate boundaries and ensuring that both of our responsibilities are completed fairly.

From my teammate’s perspective, they may genuinely be overwhelmed and asking for help because they are struggling to manage their workload.

From my perspective, I want to be a supportive team member, but repeatedly taking on their responsibilities could interfere with my own work and may not address the underlying problem.

From the team’s perspective, responsibilities should be distributed fairly so that the workload does not consistently fall on one person.

I — Information:

I would speak with my teammate privately and nonjudgmentally to understand why they are overwhelmed rather than assuming they are simply avoiding their responsibilities.

I would determine whether this is a temporary situation, whether they need specific support, and what tasks they are realistically able to manage.

A — Action / If-Then:

I would offer reasonable support without routinely taking over their responsibilities, while working with them to find a sustainable solution.

If they are temporarily overwhelmed, I would help where reasonable while ensuring that I can still complete my own responsibilities.

If they are struggling with workload or a particular task, I would help them prioritize, clarify expectations, or connect them with appropriate resources rather than simply doing the work for them.

If the problem continues and begins affecting the team’s work, I would encourage them to speak with the appropriate supervisor about workload adjustments or additional support.

If they repeatedly expect me to complete their responsibilities despite being able to do them themselves, I would respectfully set a boundary and involve the supervisor if necessary.

Why this works: Support ≠ taking over. You show empathy and teamwork while still maintaining boundaries, fairness, and accountability.