First, here is some key background information for this case study. An athletic devel-opment department is responsible for raising funds in the form of contributions by supporters of the college or university. Therefore, people who work in athletic development must be able to cultivate positive relationships with potential donors. Mastering this complex skill requires experience. Potential donors to athletic pro-grams include very wealthy individuals, and new employees face a daunting task in deciding how to approach them and then develop a relationship that leads to a signifi cant donation. Such gifts can be enormous. For example, Nike founder Phil Knight and his wife Penny Knight donated some $300 million to the University of Oregons athletic department (Peter, 2014). Although the Knights contribution was larger than average, donors to college athletic departments generally serve as a sizable and growing source of revenue (Wolverton & Kambhampati, 2016); therefore, great pressure is exerted on athletic development offi cers to help cultivate and support this important source of revenue. As a result, the tasks of initiating and cultivating donor relationships are critical to the employees and the departments long-term success, and managers must foster self-effi cacy in these tasks when developing new employees.Now we can look at the case study itself, in which an associate athletic director for athletic development has hired three entry-level employees. He recognizes that it will take some time for these new employees to develop the skills and behaviors they need in order to cultivate relationships with donors. For example, one skill that the employees must develop sooner rather than later is the ability to recognize ways in which potential donors feel most connected to the university as a whole and to the athletic department in particular. Doing so requires staff members to get to know donors and ask tactful questions that prompt them to articulate their preferred ways of connecting.To help these employees develop self-effi cacy in regard to such tasks, the associ-ate athletic director begins by having them shadow him as he meets with prospec-tive new donors. During these meetings, he asks the employees to take notes about the kinds of questions asked by donors and the follow-up responses he provides. He then asks the new employees to role-play various scenarios in which they act out meetings with potential donors. After shadowing several meetings and conducting multiple role-playing scenarios, the new employees can begin scheduling their own meetings with potential donors who are interested in giving relatively small gifts (i.e., less than $5,000) to the athletic department.

Based on the concepts of social learning theory, what should the associate athletic director do to ensure that his new employees are in fact learning how to develop donor relationships during the meetings in which they shadow him?