---
title: "Worked Examples: How to Design Ones That Build Real Judgment"
description: What a worked example is, why it works for novices, how to pair and fade examples, and how to design them so learners transfer the skill to real work.
image: https://media.babylovegrowth.ai/blog-images/organization-48833/1793421577204_Hand-drawn-decision-paths-frame-the-article-title.jpeg
---

[Skip to content](https://cognistry.co/edge/worked-examples#main-content)

[![Cognistry Capabilty](https://cognistry.co/hs-fs/hubfs/Logos/Cognistry%20Logo.png?width=250&height=100&name=Cognistry%20Logo.png "Cognistry Capabilty")](https://cognistry.co)

- [Home](https://cognistry.co)
- [Platform](https://cognistry.co/platform)

    - [What is Capability Engineering](https://cognistry.co/capability-engineering-system)
    - [Signal](https://cognistry.co/signal)
    - [Forge](https://cognistry.co/forge)
    - [Sim](https://cognistry.co/sim)
    - [Edge](https://cognistry.co/adoption)
- [Solutions](https://cognistry.co/overview)

    - [Customer Success](https://cognistry.co/customer-success-support)
    - [Learning & Development](https://cognistry.co/learning-development-training)
    - [Manager Enablement](https://cognistry.co/manager-enablement)
    - [Operations](https://cognistry.co/operations-teams)
    - [Product](https://cognistry.co/product-delivery)
    - [Sales Enablement](https://cognistry.co/sales-enablement)
    - [Strategy Transformation](https://cognistry.co/strategy-transformation)
    - [Talent Management](https://cognistry.co/talent-performance)
- [About](https://cognistry.co/about)
- [Resources](https://cognistry.co/resources)

    - [Get the Book!](https://cognistry.co/the-ai-lead-lambert)
    - [Recommended](https://cognistry.co/edge)
- [LOGIN](https://app.cognistry.co)

[Insights](https://cognistry.co/edge) / [Train Agents](https://cognistry.co/edge/tag/train-agents) 

Prove Value

# Worked Examples: How to Design Ones That Build Real Judgment

[Mark Ondash CPTD® MPC™](https://cognistry.co/edge/author/mark-ondash-cptd-mpc)

 Nov 1, 2026, 12:00:00 PM ·  23 min read

![Worked Examples: How to Design Ones That Build Real Judgment](https://media.babylovegrowth.ai/blog-images/organization-48833/1793421577204_Hand-drawn-decision-paths-frame-the-article-title.jpeg)

#### In this article

1. Loading...

#### Share this article

[Twitter](https://twitter.com/intent/tweet?url=https%3A%2F%2Fcognistry.co%2Fedge%2Fworked-examples&text=%3Cspan+id%3D%22hs_cos_wrapper_name%22+class%3D%22hs_cos_wrapper+hs_cos_wrapper_meta_field+hs_cos_wrapper_type_text%22+style%3D%22%22+data-hs-cos-general-type%3D%22meta_field%22+data-hs-cos-type%3D%22text%22+%3EWorked+Examples%3A+How+to+Design+Ones+That+Build+Real+Judgment%3C%2Fspan%3E) [LinkedIn](https://www.linkedin.com/sharing/share-offsite/?url=https%3A%2F%2Fcognistry.co%2Fedge%2Fworked-examples) [Facebook](https://www.facebook.com/sharer/sharer.php?u=https%3A%2F%2Fcognistry.co%2Fedge%2Fworked-examples)

Copy link

#### About the Author

[Mark Ondash CPTD® MPC™](https://cognistry.co/edge/author/mark-ondash-cptd-mpc) mark.ondash@digitalcommand.co

Mark Ondash, CPTD |MPC | is a co-founder of Cognistry. His work focuses on helping organizations overcome Data Drag and build decision capability in the AI economy through simulation-based capability development

[View all posts](https://cognistry.co/edge/author/mark-ondash-cptd-mpc)

A worked example is a task or problem shown together with the steps that solve it and the final solution. Studied well, it teaches novices faster than making them struggle through the problem alone. Studied badly, it becomes a script people copy without understanding. The difference lies in the design: whether the example exposes the reasoning behind each step, whether practice follows it, and whether support fades as skill grows.

This guide covers the research on how worked examples work, how to build them, and how to check that they changed performance rather than just completion. It also covers a question that comes before all of that: should you build one at all?

## TL;DR

- A worked example pairs a problem with its solution procedure and answer. It is most effective for novices and early skill building.
- Show the why, not only the what. Strong examples expose the expert’s strategy and the principle behind each step.
- Put the example first, then the practice problem, then fade the support as people gain skill.
- Prompt learners to explain the solution in their own words. Without that, many will copy steps and stop.
- Before you build any example, confirm that the gap is a learning gap. If the environment is the cause, no example will fix it.

## Table of Contents

- [What a worked example is](https://cognistry.co/edge/worked-examples#what-a-worked-example-is)
- [Why worked examples work, and for whom](https://cognistry.co/edge/worked-examples#why-worked-examples-work-and-for-whom)
- [Before you build one: is this a learning problem?](https://cognistry.co/edge/worked-examples#before-you-build-one-is-this-a-learning-problem)
- [The anatomy of a strong worked example](https://cognistry.co/edge/worked-examples#the-anatomy-of-a-strong-worked-example)
- [Pairing, sequencing, and fading](https://cognistry.co/edge/worked-examples#pairing-sequencing-and-fading)
- [Getting learners to engage, not copy](https://cognistry.co/edge/worked-examples#getting-learners-to-engage-not-copy)
- [What this looks like at work](https://cognistry.co/edge/worked-examples#what-this-looks-like-at-work)
- [Measuring whether it worked](https://cognistry.co/edge/worked-examples#measuring-whether-it-worked)
- [From examples to proven capability](https://cognistry.co/edge/worked-examples#from-examples-to-proven-capability)
- [FAQ](https://cognistry.co/edge/worked-examples#faq)
- [Sources](https://cognistry.co/edge/worked-examples#sources)

Cognistry

Build Judgment From Business Evidence

 

Cognistry helps enterprises diagnose capability needs, ground design in organizational evidence, and measure outcomes back to the business.

[Visit Cognistry](https://cognistry.co)

## What a worked example is

MIT’s Teaching + Learning Lab [defines a worked example](https://tll.mit.edu/teaching-resources/how-people-learn/worked-examples/) as a task or problem accompanied by the procedure for solving it and the solution. It notes that examples can teach both well-structured tasks, such as an equation with one right answer, and ill-structured tasks, where several defensible answers exist. That second category matters at work. Most operational judgment lives there: how to handle an escalated customer, when to hold a release, which exception to approve.

A worked example is not a model answer slipped under a question. It is a deliberate walk through the thinking. The learner sees the situation, the moves, the reasons for the moves, and the result.

### Worked example versus example-problem pair

The two terms are related but not the same. A worked example alone is the full solution to study. An example-problem pair presents a worked example and then gives the learner a similar problem to solve. A [study of electrical-circuit troubleshooting](https://www.sciencedirect.com/science/article/abs/pii/S0361476X1000055X) contrasts these with problem-example pairs, which reverse the order and put the problem first. That order matters, as the sequencing section below shows.

![Three sequences for examples and problems](https://media.babylovegrowth.ai/blog-images/organization-48833/1793421619167_Three-sequences-for-examples-and-problems.jpeg)

## Why worked examples work, and for whom

The main mechanism is working-memory load. Solving an unfamiliar problem forces a beginner to search for a method while holding the problem in mind. The Oxford Handbook of Educational Psychology chapter on the topic [reports that studying worked examples reduces working-memory load](https://academic.oup.com/edited-volume/35466/chapter/371820471) compared with solving problems. Attention goes to understanding the solution instead of hunting for one.

The effect can be large. MIT [cites an early algebra study](https://tll.mit.edu/teaching-resources/how-people-learn/worked-examples/) in which learners assigned problems took almost six times longer and made more errors than learners studying worked examples, while the worked-example group gained more. In the circuit-troubleshooting study with secondary-school novices, [worked examples and example-problem pairs produced lower cognitive load and better learning](https://www.sciencedirect.com/science/article/abs/pii/S0361476X1000055X) than problem solving alone.

### The catch: experience changes the answer

Worked examples are particularly effective for [novices and initial skill acquisition](https://tll.mit.edu/teaching-resources/how-people-learn/worked-examples/). They stop helping once people know the ground. A 2001 study of inexperienced trade apprentices found a [reversal pattern](https://eric.ed.gov/?id=EJ640537): examples helped novices, but more experienced learners benefited more from solving problems.

For an enterprise, this has a direct consequence. A single example library pushed to every employee will bore your experienced people and may even slow them down. Know who the example is for before you write it.

## Before you build one: is this a learning problem?

Most teams searching for worked examples are already planning a course. We would ask them to pause first. Before you build that example, ask what the work actually requires and why people are not doing it.

Two very different situations look identical from the training request:

- **A person gap.** People do not know how to make the call, or they lack the judgment for ambiguous cases. A well-designed example and practice can help.
- **An environment gap.** People know what to do, but the tools, incentives, handoffs, or conflicting priorities stop them. An example will not move the result, however polished.

A cause analysis before any build tells you which one you have. It draws on the organization’s own source material: strategy documents, frontline friction reports, quality findings, and the expertise of the people who do the work well. If the cause is the environment, the right enablement play may be a process change, a decision aid, or a clearer rule. If the cause is a learning gap, that same material gives you the raw content for your examples: real cases, real mistakes, real trade-offs, not invented ones.

This is the approach behind our [capability engineering system](https://cognistry.co/capability-engineering-system). It decides what capability to build first, then structures the response. Our guide on [capturing how your best people make decisions](https://cognistry.co/edge/capture-how-best-people-make-decisions) shows how to pull expert reasoning out of the people who hold it, which is exactly what a worked example needs.

## The anatomy of a strong worked example

MIT’s guidance is that an example should show the task or problem, the solution procedure, and the final solution. It should also prompt learners to explain why a strategy was used and what principle was applied, and it should [avoid split attention and redundant information](https://tll.mit.edu/teaching-resources/how-people-learn/worked-examples/).

In practice, build each example in this order:

1. **Start from a real case.** Use an actual situation from your organization, cleaned of identifying detail. Realistic cases carry the messiness learners will meet.
2. **State the goal and the constraints.** Say what a good outcome looks like and what limits apply.
3. **Show each step beside its reason.** Put the explanation next to the step it explains, not on another page. Splitting attention between two places adds load.
4. **Name the principle.** After the steps, say what rule or pattern made the approach right, so it can be reused elsewhere.
5. **Show the alternatives.** Say what else the expert considered and why it was set aside.
6. **Cut what does not help.** Repeating what the diagram already shows adds no value.

### Show the strategy, not just the steps

A [2004 process-oriented study](https://studio.courseware.epfl.ch/assets/courseware/v1/e516a7bcc0fb6f0e0aeec7c8305bbe34/asset-v1:EPFL+DEMO+2020+type@asset+block/VanGog2004_Article_Process-OrientedWorkedExamples.pdf) makes the point most useful for workplace design. Transfer depends on understanding why and how experts choose actions, not on reproducing the visible solution. So the example should expose how the expert chose among alternatives, not only what they did.

This is where most corporate examples fall short. They record the procedure and leave out the judgment. If your top performer says “I just knew the account was at risk,” the example has captured nothing yet. The job is to find out what they noticed, what they weighed, and what they ruled out.

## Pairing, sequencing, and fading

A single example rarely builds a skill. The pattern around it matters.

### Put the example first

The circuit-troubleshooting study found [no advantage for problem-example pairs over problem solving alone](https://www.sciencedirect.com/science/article/abs/pii/S0361476X1000055X). It concluded that when examples and problems alternate, the example should come first. For novices, show before you ask.

### Fade the support

As people gain skill, shift toward independent practice. MIT recommends moving from worked examples toward [independent practice to develop fluency and automaticity](https://tll.mit.edu/teaching-resources/how-people-learn/worked-examples/). Fading is the bridge. You gradually reduce support, for example by having learners solve more parts themselves and giving fewer worked-out steps.

The process-oriented study adds a refinement: fade not only the solution steps but also the expert’s strategic reasoning, so learners [increasingly generate both the procedure and the justification](https://studio.courseware.epfl.ch/assets/courseware/v1/e516a7bcc0fb6f0e0aeec7c8305bbe34/asset-v1:EPFL+DEMO+2020+type@asset+block/VanGog2004_Article_Process-OrientedWorkedExamples.pdf).

A simple fading sequence for one skill:

| Stage | What the learner sees | What the learner does |
| --- | --- | --- |
| 1. Full example | Complete case, steps, and reasons | Studies and explains it |
| 2. Partial example | Case with the final steps or reasons removed | Completes the missing parts |
| 3. Guided practice | New case, hints on request | Works most of it, then compares |
| 4. Independent practice | New case, no support | Decides, then reviews against expert reasoning |

### For complex jobs, don’t stop at small procedures

Workplace roles are not a stack of tidy procedures. The 4C/ID blueprint for complex learning holds that complex performance [cannot reliably be built by accumulating simplified component procedures](http://www.willus.com/k2pdfopt/examples/margins/blueprintsex.pdf). It recommends authentic whole-task practice, with information available when needed and part-task drills kept for the recurring pieces that need automation. In plain terms: use examples to prepare people for realistic whole cases, and practice in environments that look like the job. Our [Sim](https://cognistry.co/sim) product is built for that kind of decision practice, and our article on [branching scenarios](https://cognistry.co/edge/branching-scenarios) explains how to design it.

## Getting learners to engage, not copy

People skim worked examples. They nod along and feel they understand. The fix is to give them something to do with the example.

- **Self-explanation prompts.** Ask learners to explain why a strategy was used and what principle applied. MIT also suggests having them [annotate and assess correct and incorrect examples](https://tll.mit.edu/teaching-resources/how-people-learn/worked-examples/) and compare their reasoning with the instructor’s explanation.
- **Comparison with an expert.** After learners write their own reasoning, show the expert’s and let them spot the differences.
- **Erroneous examples.** Show a case that goes wrong and ask learners to find and fix the mistake.

The results are mixed in places, so use them with care. In a manufacturing-technology study, [self-explanation prompts beat instructional explanations](https://journal.uthm.edu.my/index.php/JTET/article/download/299/179/893) for topic knowledge and near transfer, but the groups did not differ significantly on far transfer. A 2025 systematic review of 40 studies on erroneous examples found that benefits [depended on how errors were explained, how prompts were designed, and learners’ prior knowledge](https://link.springer.com/article/10.1007/s10648-025-10071-x). Prompts to identify, explain, or correct errors can deepen learning but may overload people when the material is complex. Start with correct examples for novices and bring in flawed ones as they grow.

## What this looks like at work

Here is an illustrative scenario, not a customer story. A claims operation sees inconsistent decisions on partial-coverage disputes. The first reflex is a course with a slide deck of policy rules.

A cause analysis comes first. Quality findings show that experienced adjusters handle these cases consistently, while newer staff escalate nearly everything. Frontline notes reveal that the escalation path is slow and that nobody has shown the newer staff how seniors weigh the policy language against the customer’s account. Part of the gap sits in the environment, the slow path. Part is a learning gap: the missing judgment.

For the learning part, you would:

1. Interview two or three strong adjusters about three real disputes each, asking what they noticed and what they ruled out.
2. Turn those into worked examples that place each reason next to each step.
3. Follow each with a similar case for the learner to decide, then a new case with less support.
4. Fix the slow escalation path separately, because no example repairs it.

One diagnosis, two different responses. That is the point.

## Measuring whether it worked

Completion tells you people clicked through. Recall tells you they remember. Neither tells you whether decisions improved.

The 2004 process-oriented framework says counting solved problems is [insufficient for judging understanding](https://studio.courseware.epfl.ch/assets/courseware/v1/e516a7bcc0fb6f0e0aeec7c8305bbe34/asset-v1:EPFL+DEMO+2020+type@asset+block/VanGog2004_Article_Process-OrientedWorkedExamples.pdf). It recommends assessing reasoning directly: explanations, think-aloud protocols, justifications, error classifications, and the quality of the solution paths chosen.

A 2026 integrative review of worked examples and transfer, which screened 2,644 records and included 85 reports, [argues that evaluation should separate near transfer from far transfer](https://link.springer.com/article/10.1007/s10648-026-10206-8). Test later performance on:

- structurally similar tasks,
- superficially different tasks,
- novel tasks that require adaptation,

and measure the reasoning process as well as correctness. The same review argues that worked examples are well established for initial problem-solving learning, but transfer to dissimilar problems needs deliberate design features. Do not assume it will happen.

Realistic performance testing is also worth the effort. A 2020 randomized trial with 120 health-care-experienced participants found that [simulated-patient training produced larger improvements](https://www.ovid.com/journals/janop/fulltext/10.1001/jamanetworkopen.2020.17348~virtual-standardized-patients-vs-academic-training-for) than academic training, and the benefits held after three months. It was not a worked-example trial, but it supports measuring performance in realistic conditions rather than completion alone.

Finally, tie the measure back to a business signal you already track, such as rework rates, escalation volume, or quality findings. That keeps the question honest: did the work change?

> ## Our perspective
> 
> Most requests we see begin with “we need worked examples for this course.” We start one step earlier. What does the work actually require? Is the shortfall a learning gap, or is the environment getting in the way? The answer comes from the organization’s own material: strategy, frontline friction, quality findings, and what your best people know.
> 
> When learning is the right response, worked examples are a strong tool. But an example is only as good as the judgment it captures. Copying procedures from a manual yields a polished script. Capturing how experts weigh trade-offs yields something people can use on a case they have never seen.
> 
> That is why we build the diagnosis, the structure, the practice, and the measurement as one system. Examples sit inside a decision practice environment, and outcomes are tied back to the business instead of stopping at completion.
> 
> *Brian*

## From examples to proven capability

If you are planning a worked-example library, the faster route is to settle the diagnosis first. Cognistry is a capability engineering platform: it identifies the capability the work requires, grounds the design in your organization’s own source material, structures the response, and measures results against the business. See how the [Cognistry Platform](https://cognistry.co/platform) fits together, or look at [Forge](https://cognistry.co/forge) if you are ready to structure expert knowledge into practice.

![Cognistry](https://csuxjmfbwmkxiegfpljm.supabase.co/storage/v1/object/public/blog-images/organization-48833/1785714030894_cognistry.jpg)

For role-specific views, our pages on [operations teams](https://cognistry.co/operations-teams) and [customer success](https://cognistry.co/customer-success-support) show how the approach applies to the work your people do every day.

## FAQ

### What is the difference between a worked example and an example-problem pair?

A worked example is a complete solution the learner studies. An example-problem pair shows a worked example and then gives a similar problem to solve. The pair adds practice right after the model, which helps learners test what they absorbed.

### Do worked examples work for experienced employees?

Usually less well. Research on trade apprentices found examples helped novices, while more experienced learners benefited more from solving problems. For veterans, use harder cases with less support, or have them critique an example rather than study it.

### How many worked examples does a skill need?

There is no fixed number. Use enough varied cases that learners see the principle across different surfaces, then fade support. Vary the situations on purpose, because transfer to dissimilar problems does not happen automatically.

### Can worked examples teach judgment, or only procedures?

They can teach judgment when they expose the expert’s reasoning: what was noticed, what was weighed, what was ruled out. MIT notes that examples can teach ill-structured tasks as well as well-structured ones. Procedure-only examples teach procedures only.

### How do we know the examples improved performance?

Look past completion and recall. Test new cases of different kinds, assess the reasoning behind decisions, and connect results to a business measure you already track, such as rework or escalations.

## Sources

- [Worked Examples, MIT Teaching + Learning Lab](https://tll.mit.edu/teaching-resources/how-people-learn/worked-examples/)
- [Effects of worked examples, example-problem, and problem-example pairs, ScienceDirect](https://www.sciencedirect.com/science/article/abs/pii/S0361476X1000055X)
- [Worked Examples, The Oxford Handbook of Educational Psychology](https://academic.oup.com/edited-volume/35466/chapter/371820471)
- [When Problem Solving Is Superior to Studying Worked Examples, ERIC](https://eric.ed.gov/?id=EJ640537)
- [Process-Oriented Worked Examples: Improving Transfer Performance](https://studio.courseware.epfl.ch/assets/courseware/v1/e516a7bcc0fb6f0e0aeec7c8305bbe34/asset-v1:EPFL+DEMO+2020+type@asset+block/VanGog2004_Article_Process-OrientedWorkedExamples.pdf)
- [Blueprints for Complex Learning: The 4C/ID-Model](http://www.willus.com/k2pdfopt/examples/margins/blueprintsex.pdf)
- [Learning with Worked-Out Problems, Journal of Technical Education and Training](https://journal.uthm.edu.my/index.php/JTET/article/download/299/179/893)
- [Conditions for Effective Learning from Erroneous Examples, Educational Psychology Review](https://link.springer.com/article/10.1007/s10648-025-10071-x)
- [Worked Examples and Transfer: An Integrative Review, Educational Psychology Review](https://link.springer.com/article/10.1007/s10648-026-10206-8)
- [Virtual Standardized Patients vs Academic Training, JAMA Network Open](https://www.ovid.com/journals/janop/fulltext/10.1001/jamanetworkopen.2020.17348~virtual-standardized-patients-vs-academic-training-for)

## Recommended

- [Building Judgment and Decision-Making Capability at Work](https://cognistry.co/edge/judgement-and-decision-making)
- [L&D Leaders: Capture How Top Performers Decide Before Building Courses](https://cognistry.co/edge/capture-how-best-people-make-decisions)
- [Training Effectiveness Decision Making](https://cognistry.co/edge/training-effectiveness-decision-quality)
- [Seven Question Diagnostic to Measure Decision Quality for L&D](https://cognistry.co/edge/measuring-decision-quality)

[Train Agents](https://cognistry.co/edge/tag/train-agents) [Prove Value](https://cognistry.co/edge/tag/prove-value)

## Continue Reading

[![Capability Model Examples for L&D Leaders](https://csuxjmfbwmkxiegfpljm.supabase.co/storage/v1/object/public/blog-images/organization-48833/1786479168240_Decorative-title-card-illustration-for-capability-model-article.jpeg)](https://cognistry.co/edge/capability-model-examples)

Prove Value

### [Capability Model Examples for L&D Leaders](https://cognistry.co/edge/capability-model-examples)

 Capability Model Examples for L&D Leaders A workforce capability model is a structured...

Mark Ondash CPTD® MPC™ · 18 min read

[![](https://media.babylovegrowth.ai/blog-images/organization-48833/1793086899882_Sketch-motifs-framing-the-article-title.jpeg)](https://cognistry.co/edge/the-difference-between-capabiliity-engineering-and-hr)

Train Agents

### [Capability Engineering vs. HR: What Sets Them Apart](https://cognistry.co/edge/the-difference-between-capabiliity-engineering-and-hr)

 HR manages the people system: hiring, pay, performance processes, employee relations and talent...

Brian Lambert, PhD · 24 min read

[![Redefining Roles for the AI Economy: A Diagnosis-First Guide](https://media.babylovegrowth.ai/blog-images/organization-48833/1792386885484_Hand-drawn-AI-role-map-title-card.jpeg)](https://cognistry.co/edge/redefining-roles-for-the-ai-economy)

Develop People

### [Redefining Roles for the AI Economy: A Diagnosis-First Guide](https://cognistry.co/edge/redefining-roles-for-the-ai-economy)

 Redefining roles for the AI economy means working out which tasks AI absorbs, which judgment calls...

Brian Lambert, PhD · 19 min read

[![Cognistry\_Icon\_White](https://cognistry.co/hs-fs/hubfs/Logos/Cognistry_Icon_White.png?width=150&height=60&name=Cognistry_Icon_White.png "Cognistry_Icon_White")](https://cognistry.co)

- [Cognistry](https://cognistry.co)
- [Resources](https://cognistry.co/resources)
- [Sign In](https://app.cognistry.co)
- [Privacy](https://cognistry.co/privacy)
- [Terms](https://cognistry.co/terms)

© 2026 Cognistry. Capability by Design.

```json
{
  "@context" : "https://schema.org",
  "@type" : "BreadcrumbList",
  "itemListElement" : [ {
    "@type" : "ListItem",
    "item" : "https://cognistry.co/edge",
    "name" : "Insights",
    "position" : 1
  }, {
    "@type" : "ListItem",
    "item" : "https://cognistry.co/edge/tag/train-agents",
    "name" : "Train Agents",
    "position" : 2
  }, {
    "@type" : "ListItem",
    "name" : "Worked Examples: How to Design Ones That Build Real Judgment",
    "position" : 3
  } ]
}
```

```json
{
  "@context" : "https://schema.org",
  "@type" : "BlogPosting",
  "author" : {
    "@type" : "Person",
    "name" : "Mark Ondash CPTD® MPC™",
    "url" : "https://cognistry.co/edge/author/mark-ondash-cptd-mpc"
  },
  "dateModified" : "2026-11-03T19:04:56.106Z",
  "datePublished" : "2026-11-01T17:00:00.000Z",
  "headline" : "Worked Examples: How to Design Ones That Build Real Judgment",
  "image" : [ "https://media.babylovegrowth.ai/blog-images/organization-48833/1793421577204_Hand-drawn-decision-paths-frame-the-article-title.jpeg" ],
  "mainEntityOfPage" : {
    "@id" : "https://cognistry.co/edge/worked-examples",
    "@type" : "WebPage"
  },
  "publisher" : {
    "@type" : "Organization",
    "logo" : {
      "@type" : "ImageObject",
      "url" : "https://cognistry.co/hubfs/Logos/Cognistry%20Logo.png"
    },
    "name" : "Cognistry Digital Command"
  }
}
```