As a team both practitioners and learners want to know:

• What are learners' goals?
• What is needed to help learners reach their goals (skills, strategies, accommodations)?
• Who needs to be involved (employment counselors, Ontario Works caseworkers, potential employers, family members, community based agencies)?
• How will the goals be met (development of a training plan, one-toone, small group, peer tutoring, etc.)?

Addressing these 4 key questions will help provide a framework to include transition planning in the training plan. Regardless of learners' goals and beyond the literacy skills required to meet these goals, the four areas also need to be addressed.²²

To be self-determined requires a high level of knowledge about oneself in any situation. When LBS agencies offer a truly learner-centred approach to training, the stage is set for adults to build their self-determination skills. Working with learners to identify their strengths and weaknesses is a good place to begin. Practitioners need to be guides to help learners though this process. If adults are unclear about their goals, then they can begin to apply self-determination skills by researching information to help identify potential goals that are right for them. Although each adult's ability to do this may require different levels of assistance, the key is that learners are in control of the process. Encourage learners to discuss problem areas and ask for their input on possible strategies, accommodations or modifications that they may need. Help them explore the possible solutions by discussing the pros and cons. Actively involving adult learners in the initial assessment, training plan development and ongoing assessment is essential to building their self-awareness and helping them become more self-determined.