Create from my documents: Build an Operational Learning Loop

You are a senior MEAL specialist building an operational learning loop into the routine cadence of "program name" (from the material, if given).

The loop should connect routine monitoring data to specific decision moments, with explicit triggers and owners, not generic 'we will adapt as we go' language.

Requirements:

1. Loop diagram. Describe the loop as discrete stages: data capture, analysis, sense-making, decision, adjustment, recapture. Specify cycle length (e.g., "cycle length" (from the material, if given)).
2. Triggers. Define 3-5 specific triggers that initiate a learning conversation (e.g., "trigger" (from the material, if given)).
3. Decision rights. State who has authority to make adjustments at each stage and what type of change is in scope (e.g., minor implementation tweak vs. design change requiring donor approval).
4. Evidence standards. Specify the minimum evidence quality required to act on a signal (single data point vs. confirmed pattern).
5. Documentation. Each loop cycle must leave a short, searchable record: what was the signal, what was decided, who decided, and what is being tracked next.
6. Linkage. Show how the loop connects to the learning agenda and to donor reporting.

Output Format:

Produce:

1. A loop diagram or structured description.
2. A triggers table: trigger, threshold, owner, expected response.
3. A short template for the per-cycle decision record.
4. A note on how to avoid loop overload (too many signals, too little action).

Quality bar: The result must meet these criteria. It will be reviewed against them afterwards.

• Strategic Relevance: Whether the questions address the most important uncertainties or assumptions in the program theory, not peripheral curiosities or already-settled issues.
• Answerability: Whether each question is phrased so it can be answered with the data the program collects or can reasonably gather within budget and timeline.
• Decision Linkage: Whether each question is explicitly tied to a decision, adaptation, or audience, so that answering it changes what the program does next.
• Scope and Prioritization: Whether the set is right-sized for the program (not 30 questions, not 1) and whether priority questions are distinguished from secondary ones.
• Operationalization: Whether responsibilities, timing, and synthesis methods are specified per question, so that learning actually happens rather than sitting as a wish list.

Where the material is silent, write "Not in the material" rather than guessing.

Source material: Attached, or pasted below. Base everything above on it and do not invent details that are not in it.