A project at the University of Calgary attempted to find ways in which university continuing education units could intervene programmatically to enhance professionals' autonomous learning skills and attitudes. The format was a workshop-lab spread over a 5-week period, with the first session of 1.5 days followed by 3 follow-up meetings of 4 hours each, for a total of 24 hours of formal sessions. Both quantitative and qualitative data were collected. Follow-up interviews were conducted 6 months after the workshop. Seven women professionals in human resource development and adult education participated in the project. Among the findings were the following: (1) the learners took charge of what they were going to get out of the program; (2) the seminar had the greatest impact on self-awareness; (3) some of the reported impact seemed to help participants change their behavior; (4) other effects were related to changed self-perception; (5) how much impact occurred could not be measured; (6) all members of the group valued the group climate; and (7) reflection and its role in learning were often referred to as one of the highlights of the workshop. (23 references) (CML)