The document discusses key principles for effective learning programs, including self-reflection and assessment to promote self-direction, giving participants opportunities to practice skills in real-world contexts with feedback, personalizing learning based on individual backgrounds and goals, and continuing learning as communities of practice beyond the classroom. It emphasizes targeted self-reflection, facilitator-led skill practice with feedback, personalizing learning plans, and check-ins during and after training to deepen and extend the learning process.

1. DISCOVERY & SELF-DIRECTION
SELF-REFLECTION + SELF-ASSESSMENT  SELF-DIRECTION
BECAUSE SELF-DIRECTION IMPROVES LEARNING OUTCOMES.
Targeted self-reflection and self-assessment tools that bring participants into the
‘learning space’ even before the training begins.
Participants’ self-work, connecting Facilitators with the motivations, aspirations,
successes, and challenges of each participant individually.
Facilitated self-reflection that enables participants to identify their goals, values,
desired impact, strengths, learning needs, and evaluation metrics – creating a
personalized success plan.
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2. GOOD USE-ABILITY
PRACTICE DOES NOT MAKE PERFECT
SPECIFIC, GOAL-ORIENTED PRACTICE, USING REAL-WORLD CONTEXT, FOLLOWED
THROUGH BY FEEDBACK, MAKES PERFECT.
Supporting skill-building by giving participants the platform to practice the
application of new concepts in their real-world context.
Facilitated co-creation of learning through feedback shared by peers on the
application of skills.
Connecting the learning objectives to the job tasks and the conditions under which
the tasks are performed – the context for the participants.
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3. PERSONALIZATION
BECAUSE WHAT PEOPLE ALREADY KNOW FORMS THE FOUNDATION FOR
SYNTHESIZING NEW KNOWLEDGE.
Supporting participants in connecting the dots - how today’s learning outcomes
connect to their longer-term goals.
Mapping each participants progress to the targeted goals and planned
achievements as outlined in their Personalized Success Plan.
A personalization process that begins by analyzing WHAT PEOPLE ALREADY KNOW
 What they need to BE ABLE TO DO as a result of this learning experience  And
therefore, what needs to be facilitated, and how.
Participants’ individual experiences provide the basis for further learning.
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4. COMMUNITIES OF PRACTICE
DEEPENING AND EXTENDING THE PROCESS BEYOND THE CLASSROOM EXPERIENCE.
Facilitator-led check-ins on the application of concepts during the 3-month
training period.
Framework and tools for continuing the learning journey as a community of
practice.
Practices for self-directed learning, that enable participants to continue their
learning process long after the formal training is completed.
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