Develop a practice or a person’s capability

When constituent actions are possible but the whole action fails, examine what must remain available through the Method vertical. If directing attention to one contribution loses another, follow continuing the whole action while attention moves.

Your question	Open	What you can obtain
Which music or dance development work should we choose next?	MDPE.7 - Choose the Next Music or Dance Development Work	A choice, another probe, rejection of the candidates, or a return to a better question, with reasons to revisit it.
Is the difficulty in performance, coordination, observation, transmission or the supporting environment?	Music and Dance Practice Engineering - full pattern index	The relevant practice method and an example of its use.
What must this person be able to do in later work?	HCD.1 - Derive Human Capability Demand from Representative Later Work	An evidenced demand, a prospective hypothesis, an outside-HCD return, or the exact missing input.
Is the limit a capability, misconception or behaviour, or does something else need to change?	HCD.3 - Diagnose Whether a Capability, Misconception, or Behaviour Limits Work	A qualified development target, a non-training return, or the observation needed to distinguish them.
Which capabilities should be developed or preserved across simultaneous work?	HCD.4 - Architect a Balanced Human Capability Profile Across Simultaneous Work	A condition-qualified profile, trade-offs, a recommendation, or an exact blocker.
Which feasible development programmes fit this person’s later work and resources?	HCD.2 - Compose and Compare Human Capability-Development Programmes for Later Work	A programme comparison for a known person, or a learning-product design return when the future learner is not yet known.
Which development method fits the target action and starting evidence?	HCD.5 - Select Human Capability-Development Methods	A selected development Method with its fit, risk and evidence needs, or a bounded hold.
Which practice task is representative enough to expose the target action and critical errors?	HCD.6 - Design Representative Practice Tasks	A task design with target actions, whole-work conditions, feedback opportunities and safety limits.
The learner hears the instruction but cannot notice the difference needed for the action. What can we make accessible?	HCD.6.1 - Help a Learner Discern a Needed Distinction in Practice	A contrast, a learner response and a next practice action, with the help supplied and the separate execution requirement retained.
Which provider, access, tool, AI and environment contributions are actually available?	HCD.7 - Arrange Providers, Access, Tools, and AI Support for Human Capability Development	A support arrangement grounded in actual contributions, access and capacity.
Should a missing development contribution be obtained or built?	HCD.8 - Obtain or Build Missing Human Capability-Development Support with Bounded Recursion	An obtaining arrangement and operating test for the missing contribution.
What happened in this attempt, feedback, correction and retry?	HCD.9 - Perform Deliberate Practice with Feedback	A traceable practice episode and the next justified attempt.
Should task, timing, retrieval, mixing or challenge conditions change next, and how?	HCD.10 - Choose Whether and How to Vary, Space, Interleave, or Progress Practice	A bounded progression decision tied to practice history and intended later conditions.
What did this person contribute in representative work?	HCD.11 - Assess Human Performance in Representative Work	A bounded performance and capability conclusion with its conditions and limits.
Does the contribution transfer to unfamiliar work, or can this person learn from a new source?	HCD.12 - Test Transfer to Unfamiliar Work or Learning from a New Source	A transfer or new-source-learning conclusion, an adaptation need, or the evidence needed to decide.
What remains after a delay, and what depends on tools or support?	HCD.13 - Test Human Capability Retention and Dependence on Tools or Other Support	Separate retention and support-dependence conclusions.
Which development component should change from the evidence?	HCD.14 - Revise the Human Capability-Development Arrangement from Evidence	A bounded revision and the observation that will test it.
How should development continue when later work or evidence changes?	HCD.15 - Sustain Continuing Human Capability Development	A holder-specific continuing-development arrangement with triggers and returns.
What does the evidence support for this HCD Method, and should its use change?	HCD.16 - Keep Human Capability-Development Method Claims Current	A supported limited use, a narrowed claim, an unresolved comparison or a protection stop for the named HCD use. A justified change can adopt, revise, branch or retire a use; further inquiry is selected only for a worthwhile obtainable contribution.
Which HCD cultural relation should a bounded population continue or change?	HCD.17 - Deliberately Continue and Change Human Capability-Development Culture	A supported decision about continuing or changing the practice, with the limits of the available evidence; later observation when the selected inquiry or a claimed later result requires it.
Which individual or group arrangement fits the intended learning actions and actual resources?	HCD.20 - Compose and Compare Arrangements for Individual and Group Learning	Comparable arrangements with complete participant and provider burdens, available help and personal learning actions retained.
Who can form a workable learning group, and how should membership change?	HCD.21 - Form and Change Learning Work Groups	A compatible grouping with contact, preparation, participation and recovery conditions.
What must each learner contribute to a shared task?	HCD.22 - Design Shared Learning Tasks with Necessary Individual Contributions	A shared task linking personal actions, mutual dependencies, feedback and material transfers.
How can explaining and comparing solutions develop personal reasoning?	HCD.23 - Learn through Explanation and Comparison of Solutions	An explanation and comparison task followed by a personal application, with supplied help visible.
How can peer review teach judgement and revision?	HCD.24 - Learn Evaluation and Revision through Peer Review	An arrangement in which reviewers apply criteria and authors judge feedback and revise, with qualified help for unresolved disagreement.
How can comparing projects develop transfer?	HCD.25 - Learn Transfer through Comparison of Projects	A supported relation across projects, a condition that breaks it, and a learner’s application to a new case.
How should a group respond when its shared learning stalls?	HCD.26 - Regulate Shared Learning	A process change or prompt fitted to the difficulty, and a check of how participants use it and what changes.
How can personal learning routes fit shared meetings and material transfers?	HCD.27 - Coordinate Personal Learning Routes with a Shared Rhythm	Feasible connections between individual work, shared occasions, help and personal return windows.
How can we construct a whole learning product before its learners are known?	HCD.28 - Construct and Revise a Whole Learning Product for a Future Audience	Whole-product alternatives for a future audience, with missing subject, teaching or supply contributions identified.

Use HCD.16 to complete the appraisal with the conclusion supported by the available evidence. Undertake a further inquiry when its attainable contribution warrants the full burden for learners and providers. If a comparison is unavailable, leave the claim that requires it unresolved.

The Human Capability Development DPF contains 29 patterns: HCD.1–HCD.17 and nested HCD.6.1 address personal development; HCD.18–HCD.19 address instructional-material evaluation; HCD.20–HCD.27 construct and support individual and shared learning arrangements; and HCD.28 connects these contributions into a whole learning product for a future audience. A pattern supplies guidance and a result form; it does not establish that development work occurred, capability changed, a provider operated, or an authorized person made a programme, employment or release decision.