Preparation, Preparation, Preparation

To ensure that all parts of the system in which people live and work collaborate to support learning, personal development and successful application on the job, it is important to involve all stakeholders up front in the design process and make them an integral part of the learning journey. What happens before the design of a program goes beyond a traditional needs assessment to surface the following:

Learn to Change / Change to Learn

AL designs learning as change. Change in leaders and their ability to lead, change in how we deal with conflict, change in how well we work across cultures, or change in our abilities to not only know how to do something, but to do it well in service of the business impact we are working toward. To facilitate change and sustain it in the field, Accelerated Learning provides tools and methods to:

The Invisibles that Support or Hinder Learning

The Power of Reflection

There has been much written and researched on the topic of reflection. The research suggests that reflection:

Everything Speaks!

In any given learning program, everything speaks. There is an underlying message intentionally or intentionally sent and received other than through the content or the “teaching”. As facilitators, we often focus on our facilitation, on the content, and yet there is so much more happening. And “what is happening” either supports or hinders learning.

Some of the things that “speak” are:

Accelerated Learning Presuppositions


Every model, method or philosophy has its presuppositions, a certain filter through which the world is viewed. Accelerated Learning is no exception, and since it is a method that focuses on the influence of a learner’s cognitive belief system on learning, it is important to reflect on those beliefs about learning that underlie the AL model and the way we do things. Some of those beliefs are:

We Teach What We Are

One day when my son was 12, he came home upset by a teacher and her introduction to his Health class. This is how she framed the class, “I know it is sixth period, you’re tired and you don’t want to be here. Well, I don’t either, but I have to pay my mortgage. If I could do anything else, I wouldn’t be here, but I can’t, so I am stuck here with you and you are stuck with me… We’ll muddle through this together somehow, and then we can all get on with our lives.