As an institution we have an ethos that builds on four pillars. We wanted to modernize each of them. We wanted to acquire knowledge to produce innovative formation programs for young adults with greater ability to asses needs of contemporary human being. We wanted to update our approach to 'holistic human development' by means of multiple intelligences and their connection to 'leading by example'. Especially we wanted to address our need for empowerment of leadership staff in conditions of constant change. For 'person attentiveness' we wanted to find some help for a greater openness towards people with greater diversity. We wanted to get some stimulation for over-border 'co-operation'. There were 8 participants, all female, aged between 34 and 47. They have all university degrees, are involved in human formation, work with young adults or leadership in our institution. They were involved in the project because of ther actual or future participation in the mission and action of Ur?ulinski zavod. The activities of the project were mobilities (courses) and meetings or learning workshops in between or after the mobilities. Mobilities were organised by partner organizations (ALP and Limina). On the courses (Le.Le, Meet MI Talents, LEAD, Learning to Learn, MILD 2.0) they used dynamic interactive methods adapted to adults-learning. There were some changes to the original plan since we could not start as soon as we wanted and secondly there was not enough participants for the learning workshops (we could organise two). The core of the project did not change but it's duration is prolonged as far as transfer of the acquired knowledge on new team members is concerned. We were looking for up-to-date pedagogic tools for holistic approach/human development. We identified the multiple intelligences theory according to Gardner as a useful base (all the participants received basic or deeper knowledge about it). Integration of multiple intelligences and experiential learning into the learning processes of adults can be introduced by means of: quality debriefing after activities, by 'powerful questions', the way the learning activities are designed (taking in account multiple intelligences). Here we see opportunities for development in quality so we started with some activities such as the DE's International Award for students, Wojty?a izziva/Wojty?a challenge, Serviam for students, Dragocena.si/You are precious. We looked for pedagogical tooIs to ensure 'person attentiveness'. It was confirmed that it is important to design the programme following certain criteria such as: small size of the group, include possibility of choice within the programme, different time length makes different availability for different groups of people). We looked for different tools for leading by example in time of constant change. At the moment the most useful is to focus on discovery and use of tools for personal support and personal reflection (to know different re-sources of power). In the regular team meetings we introduced the 'coming-in' and 'going-out' time. It is a gradual way to raise culture of inter-personal attentiveness and quick responsiveness which are the basis for use of other leadership methods in time of constant change. We looked for incentives to strengthen culture of (international) co-operation. Based on positive international and learning experiences we formed the first team that will organise an international project for young adults which will take place in Poland. There will be also an internal quick German language course in the summer 2016 to increase potential for co-operation with Austria.