Individual Contributor

Learning grows capability through real work—not by adding extra learning—and is most effective when stretch is intentional, time‑bound, and supported.

It works best when:

• Stretch is purposeful and manageable (challenging, but not overwhelming)
• Expectations and outcomes are clear so effort is focused on learning, not figuring things out
• Support and feedback are available to guide progress and adjust in real time
• There is space to reflect and apply learning so experience turns into improved performance

• You’re focusing only on delivery instead of learning
• You’re unclear on expectations or next steps
• You’re taking on too much stretch at once

Short reflection helps turn experience into learning. After periods of stretch, consider:

• Where could I take more ownership to learn—without overloading myself?
• What felt most challenging, and why?
• What assumptions did I test or adjust?
• What would I do differently next time?

Even five minutes of reflection reinforces development.

Learning works best as a shared responsibility between individual contributors and leaders.

Leaders support development by shaping work thoughtfully, including:

• Clarifying expectations and decision boundaries
• Rebalancing workload during periods of stretch
• Encouraging learning through responsibility—not perfection
• Creating space for short, regular reflection and feedback

When expectations, boundaries, and support are actively managed, learning becomes part of the work—not an extra add‑on.

Learning through others is most effective when relationships are used intentionally for development, not just connection.

Learning through others works best when:

• You are navigating new or unfamiliar situations
• You want perspective, insight, or feedback
• Learning includes active dialogue and reflection
• Relationships are purposeful and linked to your development goals
• Insights are applied back into your work in ambiguous or unfamiliar situations.

Use this approach with care when:

• Conversations lack a clear learning purpose
• Feedback is gathered but not reflected on
• Networking becomes passive rather than developmental
• Learning relies on only familiar perspectives
• Expectations within mentoring relationships are unclear

Connection becomes learning when insight leads to action.

After learning through others, pause to consider:

• Whose perspective could help me think differently?
• What feedback have I avoided or overlooked?
• Which relationships are helping me grow right now?
• Where could I contribute more actively to shared learning?
• What insight can I apply immediately in my work?

Short reflection turns conversation into development.

Leaders support learning through others by:

• Encouraging mentoring and peer learning
• Creating access to diverse networks and perspectives
• Normalizing feedback and reflection
• Supporting collaborative learning opportunities

Formal learning is most effective when it is chosen deliberately and applied intentionally.

Formal learning works best when:

• Learning aligns to your current role or future goals
• New skills are applied soon after learning
• Learning includes reflection and practice
• Time and capacity exist to engage meaningfully
• A specific capability need is clearly identified

Use this approach with care when:

• Courses are taken without a clear purpose
• Learning is completed but never applied
• Too many learning priorities compete at once
• Credentials become the goal instead of capability growth
• Development is disconnected from everyday work

Learning creates value through application—not accumulation.

Before or after formal learning, ask:

• What capability am I trying to build right now?
• Where will this learning show up in my work?
• What learning should I prioritize over the next six months?
• What have I learned recently that I have not yet applied?
• How does this learning connect to my longer‑term goals?

Leaders support formal learning by:

• Helping clarify development priorities
• Supporting realistic learning timelines
• Creating opportunities to apply learning
• Encouraging sharing and knowledge transfer
• Valuing growth and application—not just completion

Resources and tools are most effective when they support learning at the point of need.

Learning through resources works best when:

• Tools are used during real work
• Learning connects directly to tasks and decisions
• Tools reduce uncertainty or cognitive load
• Resources are easy to access and apply
• Reflection and experimentation happen alongside use

After using a resource or tool, consider:

• What tools help me work more effectively?
• What resource do I rely on regularly?
• What process still feels unclear or inefficient?
• What tool or template could I improve?
• What learning resource supports my current priorities?

Leaders support learning through tools by:

• Modelling use of resources themselves
• Making tools visible and accessible
• Encouraging application over consumption
• Reinforcing judgment over rigid use

Development and Career Planning Tools

• Individual Development Plan (IDP)
• Professional Development Hub Resources Library (University of Calgary)

Learning and Tuition Support

• Governance and leadership (University of Calgary)
• Employee Tuition Support Webpage
  • Verify Your Eligibility
  • Continuing Education Courses
  • Academic Courses

LinkedIn Learning

• Log in to UCalgary’s LinkedIn Learning using single sign‑on. 
• Optionally connect your LinkedIn profile to receive personalized recommendations and display completed courses by selecting Me > Settings > Connect LinkedIn (LinkedIn login required). 
• Set your learning preferences by choosing topics like business, creative or technology skills. 
• Once set up, explore recommended courses, search by topic, and start learning anytime, anywhere.
• Log In Here

Your Individual Development Plan (IDP) is the primary tool to support your learning ownership.