• Immediate access to all 10 certificate courses
• All past webinar recordings in the library
• Automatic access to all future webinars and content
• Individual progress tracking dashboard
• Downloadable certificates upon course completion

Each team member has their own dashboard showing course completion status (both module progress and % completion). They control their own accounts.

Progress is private to each team member. Use the tools in Section 2 (Student Agreement, Monthly Check-ins, Team Learning Sessions) for voluntary progress sharing and accountability.

• You're already enrolled in your subscription plan
• Invoices available in your account under billing/payment history
• Contact [email protected] for billing questions

Point your team to the Academy User Guide (pinned in their dashboard) for common questions.

You don't need to be technical support—the User Guide handles it.

The Academy is a professional development library, not a syllabus everyone must complete. Frame it as:

• "Here's a resource when you need specific skills"
• NOT "Everyone must complete all 10 courses by December"

The best engagement comes when learning connects to immediate work:

• Proposal deadline approaching? "Take the Project Design course this month"
• New MEAL Coordinator hired? "Start with the MEAL Planning course"
• Team struggling with stakeholder conflicts? "Check out Stakeholder Management"

Protect 2-3 hours per week as "learning time" in calendars. This isn't extra work on top of everything—it's part of the job.

Example calendar block: "Professional Development - Academy" | Recurring | Fridays 2-4pm

What good usage looks like:

• 30-50% active usage in first 3 months is solid
• Not everyone engages immediately (they engage when they have a need)
• Usage spikes around project cycles, proposal deadlines, new roles
• Intermittent use is normal—it's a resource library, not a requirement

Warning signs:

• Nobody has started anything after 2 months
• People enrolled but never logged in
• Courses started but abandoned at Module 2

Match courses to roles and responsibilities. Use this to help team members identify relevant training.

We recommend framing it as:

Each team member completes this simple commitment form with: Name, Course selected, Why this course (connect to work), Start date, Target completion (weeks - varies by schedule), Weekly time commitment (suggest 2-3 hours), Signature.

One copy to manager, one copy kept by student.

Manager maintains simple tracking log with columns: Name | Course | Start Date | Target Completion | Current Status (module + %) | Notes

Structure:

• Last Friday of each month, 30-45 minutes
• 2-3 team members present (rotate through the team)
• Each presenter gets 10 minutes: one concept learned, how they applied it, brief discussion
• 10-15 minutes general discussion at end

Why it works:

• Public accountability (everyone knows they'll present eventually)
• Peer learning (team learns from each other's courses)
• Application focus (not just completion, but use)
• Builds shared language across team
• Scales to any team size (3 presenters × 10 min = 30 min core time)

For larger teams: Keep a rotation schedule. With 12 team members doing 3 presentations per month, everyone presents once per quarter.

Pair or group people taking the same or related courses.

Why it works:

• Peer accountability (someone else is counting on you)
• Shared learning (discuss concepts, clarify confusion)
• Motivation (don't want to fall behind your partner)
• Natural support system

How to set up:

1. Review Course Matching Table and Student Agreements
2. Identify who's taking same/related courses
3. Assign pairs/groups explicitly in team meeting

What pairs should do: 15-minute weekly check-in to share module progress, discuss one concept, confirm next week's goals.

Set up these systems in Week 1:

• Calendar blocks created (2-3 hours/week per team member, recurring, protected)
• Study pairs assigned (15-minute weekly check-ins scheduled)
• Monthly Academy learning meeting scheduled (last Friday, 30-45 min, rotation schedule created)
• Student Agreements completed (course selected, target dates set, commitments signed)

Quick progress check in 1-on-1 meetings (takes 2-3 minutes):

1. Modules completed this month
2. One thing you've applied to your work
3. Any blockers or challenges
4. On track for target completion? Y/N

Keep it brief. You're checking in, not policing.

Recognition matters. Build a simple celebration system:

• Milestone progress (50%, 75%): Recognize in monthly Academy learning meeting
• Course completion: Certificate shared in monthly meeting, copy added to personnel file
• Applied learning: Highlighted in monthly presentations, connect learning to real results

Important: Celebrate progress AND application. Completing courses matters, but applying skills matters more.

In annual performance discussions:

• "Which Academy courses support your development goals this year?"
• "What skills do you want to build in the next 6 months?"
• Use the Course Matching Table to identify relevant training

When starting new projects:

• "Who needs what training before this starts?"
• "Do we have MEAL capacity for this? If not, who's taking the course?"
• Build learning time into project timelines

Monthly webinars can be team activities:

• Watch together (or individually, then discuss)
• Debrief afterwards: "What's relevant to our work?"
• Apply insights to current projects

Diagnosis - Why aren't they engaging?

• Don't see relevance? → Connect specific courses to their current work
• No time? → Are you protecting learning time in their schedules?
• Forgot about it? → Are monthly meetings happening? Are you asking about it in 1-on-1s?
• Feel pressured? → Reframe as resource, not requirement

Solutions:

• Start with voluntary adopters first (early wins create momentum)
• Connect courses to immediate needs (proposal deadline = proposal course)
• Use monthly learning meetings for visibility and accountability
• Celebrate early completers

Signs of being stuck:

• Not presenting in monthly learning meetings (nothing new to share)
• Study partner reports they're not engaging
• Mentioned "too busy" multiple times in check-ins
• Enrolled but seems to have forgotten about it

What to do:

1. Check in privately: "How's the Academy going? Getting time to work on your course?"
2. Identify the blocker: Time? Motivation? Technical issue? Course not relevant?
3. Problem-solve together based on the specific issue

Reality: Work deadlines will sometimes trump learning time.

Flexible approach:

• Protected learning time is the default
• Can be moved/shortened in genuine emergencies
• Should return to normal schedule after emergency
• Target completion dates can be extended (with discussion)

Red flag: If "emergency" becomes permanent, learning never happens. You need to protect the time.

Be flexible:

• Target completion dates (extend if needed)
• Which course someone takes (their choice, with guidance)
• Order of modules (some skip around based on immediate needs)
• Pacing (some finish fast, some take longer)

Be firm:

• Protected learning time exists (even if sometimes moved)
• Monthly learning meetings happen (accountability system)
• Application matters (learning for learning's sake isn't the goal)
• Completion expected eventually (within reason—6 months for one course is generous)

Short-term (3 months):

• 30-50% of team actively using the Academy
• At least 2-3 people have completed a full course
• Team members can name one thing they've applied from courses
• Monthly learning meetings show steady engagement

Medium-term (6 months):

• 50-70% of team has engaged with at least one course
• 5-10 course completions across the team
• Visible improvements in specific skills (better proposals, stronger M&E plans)
• Learning integrated into project planning discussions

Long-term (12 months):

• Academy referenced regularly in team meetings
• New staff onboarding includes Academy orientation
• Team capacity visibly stronger in key areas
• ROI evident in project quality and donor feedback

• Nobody has logged in after 2 months
• Courses started but all abandoned at Module 2
• Team sees it as "extra homework" not professional development
• Manager hasn't mentioned it since launch announcement

1. MEAL Planning (start here)
2. Theory of Change (understand logic models)
3. Results-Based Management (deepen M&E knowledge)
4. Professional Report Writing (communicate findings)

1. Project Management (core skills)
2. Stakeholder Management (navigate relationships)
3. Risk Management (operational safety)
4. Theory of Change (understand project logic)

1. Project Design & Proposals (start here)
2. Theory of Change (build logic models)
3. Professional Report Writing (clear communication)
4. Results-Based Management (indicators and frameworks)

1. Risk Management (safety first)
2. Stakeholder Management (community relations)
3. Focus Group Discussions (community engagement)
4. Project Management (operational skills)

1. Planning for Advocacy (start here)
2. Stakeholder Management (coalition building)
3. Professional Report Writing (policy briefs)
4. Project Design & Proposals (campaign design)