National Symposium 2009 New tools, technologies and strategies to maximize workshop learning effectiveness

The C a n a d i a n Learning j o u r n a l The Official Publication of the Canadian Society for Training and Development volume 13, number 1 Spring 2009 Innovative Team Learning: Maximizing the value of learning and working together Page 9 Too Stressed to Learn? Helping managers achieve worklearningpersonal balance Staying Afloat: An interview with Dr. Margaret Driscoll Page 19 Is Training the Answer? Stories from the Investing in People project Page 14 Page 6 National Symposium 2009 New tools, technologies and strategies to maximize workshop learning effectiveness May 20-22, 2009 Special Feature Page 29-30

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The Canadian Learning Journal Volume 13 Number 1 Spring 2009 CSTD ADVISORY BOARD Lynette Gillis, ctdp, Learning Designs Online Robert Hedley, ctdp, Maple Leaf Foods Hugh MacDonald, ctdp, HR MacDonald Training and Development Inc. David Weiss, ctdp, Weiss International Ltd. editors Lynn Johnston, CSTD Lee Weisser, Lee Weisser Communications CSTD Board of Directors Hugh MacDonald, ctdp, Chair HR MacDonald Training and Development Inc. David Connal, ctdp, Treasurer (ex-officio) Atomic Energy of Canada Mohamed Ally, ctdp Athabasca University Shaun Belding The Belding Group of Companies Inc. Saul Carliner, ctdp Concordia University Isabel Feher-Watters, ctdp Pink Elephant Inc. Regan Legassie, ctdp Canadian Forces Training Development Centre Ramona Materi, ctdp INGENIA Consulting Ajay Pangarkar, ctdp CentralKnowledge.com Robert Pearson, ctdp Maritz Sheri Phillips, ctdp Novopharm Ltd. Murray Richmond, ctdp e-training Group CSTD staff Lynn Johnston, President Danielle Lamothe, Manager, Marketing and Events Jane MacDonald, Manager, Marketing and Events (maternity leave) Debra Bellamy, ctdp, Manager, Certification and Chapter Relations Elsa Lee, Financial Coordinator Janel Matheson, Events and Marketing Coordinator Lindsay Munro, Membership and Awards Coordinator Published by: C A N A D I A N S o c i e t y f o r Training and Development 720 Spadina Avenue, Suite 315 Toronto, Ontario M5S 2T9 Tel. 416-367-5900 Toll-free: 1-866-257-4275 Fax: 416-367-1642 E-mail: info@cstd.ca Web: www.cstd.ca Disclaimer: The views and opinions expressed in the Canadian Learning Journal are those of the writers themselves and do not necessarily reflect those of the journal s advisory board, its editors or the Canadian Society for Training and Development (CSTD). For marketing opportunities, contact Danielle Lamothe 1-866-257-4275, ext. 21 dlamothe@cstd.ca 2009 CSTD contents Features 6 Too Stressed to Learn? By Dr. Carolin Rekar Munro and Chris Duff 9 Innovative Team Learning By Dr. David Weiss and Claude Legrand 11 L apprentissage en équipe novateur Par Dr. David Weiss et Claude Legrand 14 Is Training the Answer? By Lee Weisser, Investing in People Project 16 La solution passe-t-elle par la formation? Par Lee Weisser, Investir dans les gens 19 Staying Afloat An interview with Dr. Margaret Driscoll 21 2.0 Tools By David Ferguson Departments 4 Message from the CSTD Chair / Message du président du conseil de la CSTD 5 Message from the CSTD President / Message de la présidente de la CSTD 23 CSTD National Symposium: Program Details 26 Pursuing a career in workplace learning and performance 27 CTDP Update A profile of Vaughan Kitson, CTDP 28 Canadian Awards for Training Excellence: Submission Guidelines Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 3

MESSAGE FROM THE CHAIR One of the most valuable assets of CSTD is the Training Competency Architecture (TCA), our body of knowledge for the training professional. It is the core of our certification program and a benchmark used by member companies, consultants and professionals across Canada. As good as it is, it is deficient in one respect. It does not reflect what we ve learned over the years about managing training and development. If it did, I would expect to see less yo-yo training. You know what yo-yo training is. It s when organizations and institutions expand and contract employee training over the business cycle. I m not saying that training budgets shouldn t reflect economic reality. The first job of a business is to survive. Training managers aren t much use to their companies, or clients, if they have no business acumen and can t provide quality training within a reasonable spending envelope. But the phenomenon that we all know so well what I ve called yo-yo training occurs when training and development are seen as luxury goods. And, like other luxuries, are bought and sold only when times are good. Over and over again, however, we learn that the best organizations, certainly the wisest ones, see training and development not as luxuries but as necessary goods and services. When times are tough, steady if not increased investment in training keeps us competitive, differentiates us when we need it most, keeps morale up, and sends the signal that we are going to survive and weather the storm. Training underscores that we see, and have, a future. There is no doubt that 2009 will be a challenging year. It is also a year of opportunity. As professionals we need to help our clients understand that while this is certainly a time to spend training and development money carefully and wisely, it is also the right time to spend money on customer service training, on training for productivity and on developing people to meet today s challenges and tomorrow s promise. Not because we say so...but because it is one of the lessons we ve learned, often at great cost, over the last fifty years. Let s not forget it now. As time goes by, I encourage you to participate in CSTD events and meetings, sign on to the CSTD website, and share your success stories with others. Impart your learning and help your peers and colleagues with your ideas and experiences. Hugh MacDonald, CTDP is Chair of the Board of Directors of CSTD. He can be reached at hugh.macdonald@hrmacdonaldtraining.ca MESSAGE DU PRÉSIDENT DU CONSEIL L une des ressources les plus utiles de la CSTD est l Architecture des compétences en formation (ACF), notre bloc de connaissances destiné aux professionnels de la formation. Il s agit du noyau de notre programme d agrément et d un instrument de référence qu utilisent des entreprises membres, des consultants et des professionnels du Canada tout entier. Cet excellent outil comporte toutefois une lacune : il ne reflète pas ce que nous avons appris au fil des ans au sujet de la formation et du perfectionnement en gestion. S il le faisait, je m attendrais à voir moins de «formation yo-yo». La «formation yo-yo» : vous savez ce que c est. C est le résultat que l on obtient quand les organisations et les institutions augmentent et diminuent les activités de formation de leurs employés au cours du cycle conjoncturel. Loin de moi l idée que les budgets de formation ne devraient pas refléter la réalité économique. Au contraire, la mission première d une entreprise est de survivre, et les gestionnaires de la formation ne sont pas d une grande utilité pour leurs employeurs, ou leurs clients, s ils n ont pas le sens des affaires et sont incapables d offrir une formation de qualité dans les limites d une enveloppe de dépense raisonnable. Mais le phénomène que nous connaissons tous si bien ce que j appelle la «formation yo-yo» survient lorsqu on perçoit la formation et le perfectionnement comme des articles de luxe, des biens qui, à l instar d autres objets luxueux, ne s achètent et ne se vendent que quand les temps sont favorables. Toutefois, nous apprenons sans cesse que les organisations les plus efficaces, et sûrement les plus avisées, considèrent la formation et le perfectionnement non pas comme un luxe, mais comme des biens et des services nécessaires. Quand les temps sont difficiles, un investissement constant sinon intensifié dans le domaine de la formation nous garde compétitifs, nous différencie quand nous en avons le plus besoin, maintient le moral élevé et transmet le message que nous allons survivre et réchapper à la tempête. La formation fait ressortir que nous avons un avenir, et que nous le voyons. 2009 sera sans aucun doute une année difficile. Mais il s agira aussi d une année de possibilités à exploiter. En tant que professionnels, nous devons aider nos clients à saisir que même si nous sommes dans une période où il convient de dépenser prudemment et sagement l argent destiné aux activités de formation et de perfectionnement, il s agit aussi d un moment propice pour consacrer de l argent à la formation relative aux services à la clientèle et à la productivité, ainsi qu au perfectionnement des ressources humaines, suite à la page 27 4 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

Message FROM THE PRESIDENT All Hands on Deck! That s the title of CSTD s National Symposium in Halifax, Nova Scotia, May 20th to 22nd, 2009. Join us for two days of learning, networking and discovery on the shores of the Atlantic Ocean. You ll hear about new tools, technologies and strategies to maximize workplace learning effectiveness, and you ll meet speakers and experts from across the country. The members of the Nova Scotia Chapter are keen to share the exciting educational program they have created for you. Dr. Margaret Driscoll of IBM Global Services will be headlining the program with a keynote address on navigating changes in workplace learning. She will share new trends and recent research in learning and development that you ll want to take back to your organization. Then there will be two days of case studies and sessions that answer our challenges as workplace learning professionals, such as: Selecting the best technology solutions Integrating technology into existing learning programs Optimizing the use of mobile phones, MP3 players, wikis, free content and tools, and virtual worlds for learning that transfers back to the job Designing content for use in interactive online environments Blending synchronous with asynchronous learning formats Leveraging technology for the most effective learning strategies And there s more! The Symposium offers an array of opportunities for you to connect with your peers. Activities include a welcome reception, dining out at local restaurants, a cocktail reception followed by a formal dinner with entertainment, and a chance to explore Halifax. You won t want to miss this chance for fun and learning on Canada s east coast. My appreciation goes out to the hardworking members of the Nova Scotia Chapter for hosting this event for all of us. We look forward to being part of your world in Halifax in May. All Hands on Deck! Lynn Johnston, CAE President MESSAGE DE LA PRÉSIDENTE Tout le monde sur le pont! Voilà le thème du Symposium national de la CSTD qui se déroulera à Halifax, en Nouvelle-Écosse, du 20 au 22 mai 2009. Joignez-vous à nous sur les rives de l Atlantique à l occasion de ces deux journées consacrées à la formation, au réseautage et à la découverte. Vous entendrez parler de technologies, de même que de stratégies et d outils nouveaux et propres à maximiser l efficacité de l apprentissage en milieu de travail, tout en rencontrant des conférenciers et des experts de partout au pays. Les membres de la section de la Nouvelle-Écosse se réjouissent à l idée de vous présenter le programme de formation passionnant qu ils ont formulé à votre intention. Mme Margaret Driscoll, Ph. D., des Services mondiaux IBM, prononcera l allocution principale qui portera sur l orientation du changement en matière d apprentissage au sein d une entreprise et, par la même occasion, passera en revue ce programme. Elle traitera des nouvelles tendances et des résultats des recherches les plus récentes aux chapitres de la formation et du perfectionnement, notions que vous jugerez sans doute fort utiles de retour au travail. Les deux jours suivants seront consacrés à des études de cas et à des séances sur certains des défis que nous devons relever en qualité de professionnels de la formation en milieu de travail, notamment : l e choix des meilleures solutions technologiques; l intégration de la technologie aux programmes de formation déjà établis; l optimisation des téléphones cellulaires, des lecteurs MP3, des sites Web wikis, des documents et des outils gratuits ainsi que des univers virtuels de formation pratique; la conception de documents destinés à un environnement interactif en direct; la coordination des formats d apprentissage synchrones et asynchrones; et les moyens de tirer parti de la technologie pour appuyer les stratégies de formation les plus efficaces qui soient. Et ça ne s arrête pas là! Le symposium offre une foule d occasions de rencontrer vos pairs dont une réception d accueil, des soupers dans les restaurants environnants, un cocktail qui précédera un souper officiel avec animation et le privilège d explorer Halifax. Vous vous en voudriez de rater cette occasion de vous amuser et de parfaire vos connaissances sur la côte est du Canada. Je remercie les membres de la section de la Nouvelle-Écosse qui n ont ménagé aucun effort pour nous accueillir à l occasion du symposium. Nous espérons avoir le plaisir de vous côtoyer, à Halifax, en mai. Tout le monde sur le pont! Lynn Johnston, caé Présidente Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 5

Too Stressed to Learn? Helping managers achieve work-learning-personal balance by Dr. Carolin Rekar Munro and Chris Duff Dr. Carolin Rekar Munro, CHRP, CTDP, is Associate Professor, Faculty of Management at Royal Roads University, Victoria, BC serving as intellectual lead for Leadership in the MBA program. Carolin is also an adjunct professor for Central Michigan University teaching in the MA program. Since 1994, Carolin has managed a successful practice specializing in change management and sustainability, strategic planning and implementation, performance management, team building, and organizational renewal. Chris Duff, MBA, CA is Professor, Faculty of Management at Royal Roads University, Victoria, BC. Chris is an intellectual lead for both Accounting and Finance. He is especially interested in the Canadian health care system and has a research project underway at a BC Health Authority. The 21st century marks the advent of a proliferation of management development programs grooming business managers and executives to lead during unprecedented economic volatility. The old order is over and boards, executives and managers await the rise of a new order from the ashes of the old. In this new world of unparalleled uncertainty, training and development practitioners are seeking programs that promise to set participants apart from mainstream leaders. To satisfy executives anxious need for effective tools and techniques of their trade delivered with minimal disruption to their already busy lives designers of management development programs scramble to bring to market programs that have mass appeal by virtue of alternative delivery modes. Noted for their intensity and sharp learning curves in a short retention timeframe, options include: intensive leadership retreats, blended approaches integrating residencies and online learning, satellite campuses delivering training close to home, and virtual learning events. With a focus on constructing programs that build leadership competencies and that offer convenient scheduling, a fundamental consideration has been overlooked: work-learning-personal balance is rarely if ever considered in program design. Wellness management traditionally takes a backseat to competency development in management training settings when in reality it should be placed at the forefront. The purpose of this article is three-fold: 1. to understand the need for integrating work-learning-personal balance into the design and delivery of management development programs 2. to propose a framework for curriculum design and delivery that honours worklearning-personal balance 3. to describe how Royal Roads 1 is integrating work-learning-personal balance into its MBA program. Training and development practitioners are encouraged to experiment with this framework in their own practice. The consequences of stress on learning Executives-turned-learners typically face the stark reality of juggling multiple, disparate demands from high pressure careers and unpredictable personal lives, with the weight of academic schedules, team accountabilities, and assignments. An added stressor is adapting to the learning environment after a prolonged hiatus dedicated to establishing their signature presence in the C-Suite. While there are no reliable statistics on stress effects arising from the transition to a university program, the research shows that the need to establish new friendships and relationships is a significant stressor (Radcliffe & Lester, 2003). Without intentionally giving voice to and creating space for executives to manage these complexities, work-learningpersonal balance is predestined to collapse, with notable implications for learners and the legacy of management development programs. Unfortunately the majority of Canada s largest employers don t measure up as best practice organizations. In this group, 33% of employees report high job stress. The effects of stress are not trivial; time lost as a result of absenteeism-related stress amounts to 19 million days per year with the direct and indirect annual cost estimated at $4.5 to $6 billion (Duxbury & Higgins, 2003). Long hours, fatiguing workloads, multitasking, and shrinking deadlines 6 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

characterize the current landscape in the workplace, which works at cross-purposes to corporate values, philosophies, and practices that advocate wellness (Rekar Munro, 2007). The authors have witnessed 2 first-hand the casualties of stress from the pressures and demands faced in learning, and the spillover effect of workplace stress that accompanies executives to the learning environment. Burnout symptoms manifest themselves in a range of domains: physical, intellectual, emotional, and social. Physically, learners experience tiredness and severe fatigue, and are more accident and illness prone. In some cases, physical ailments become so debilitating that studies are interrupted. In the intellectual domain, learners cite inability to concentrate and lucidly articulate thoughts, impaired creative abilities, apathy toward stretching one s thinking and abilities to new heights, lack of initiative, a tendency to be easily distracted, and inattention to detail. On the emotional side, there is a loss of meaning and purpose, feelings of despair and irritability, depression or general sadness, susceptibility to crying and outbursts of anger. Some report increased use of alcohol or other drugs. Socially, responses cascade from perceptions that no one can help or understand them, loss of faith leading to withdrawal from people and social situations, to perceptions of self as victims with no control over their lives. Stress is indisputably the silent killer, remaining a taboo topic in most professional circles. Data from the National Population Health Survey showed that men who had experienced high personal stress in 1994/95 had twice the probability of being diagnosed with migraine, ulcers or arthritis by 1998/99 compared with those not reporting high personal stress (Statistics Canada, 2001). The relationship between heart disease and emotional stress is well documented in the medical literature, for example in Ziegelstein (2007). Our North American culture espouses hyper-busyness as a measure of success in our personal and professional lives. Individuals often paint a picture of effortless self-management when tackling crises. References to personal struggle, the need for assistance, and anxieties associated with meeting expectations are buried as they suggest weakness and raise concerns about competency. Such territory is deemed off limits, requiring us to fend for ourselves with solitary interventions. Hence, we continue to manage stress in silence. Overdue is a paradigm shift lowering barriers that stigmatize attitudes and behaviours toward wellness. Advocacy of professional success contingent upon open dialogue about the causes of stress and managing health is needed. Integrating work-learning-personal balance into training curricula We invite training and development practitioners to play an integral role in championing the case for work-learningpersonal harmony. And we challenge practitioners charged with the design and delivery of not only management development programs, but also other Long hours, fatiguing workloads, multitasking, and shrinking deadlines characterize the current landscape in the workplace... training initiatives, to consider how worklearning-personal balance can be assimilated into curricula and lived as a core value in the learning environment. A paramount question is how, as training and development practitioners, can we foster an environment where discussing worklearning-personal balance is an accepted norm, and craft a curriculum blueprint that takes into consideration work-learningpersonal balance? Reclaiming work-learning-personal harmony or perhaps launching its inauguration is founded on acknowledging its centre stage importance. Ability to synthesize new learning, map it against one s personal repertoire of knowledge and experience, and to critically think about how to move learning into practice, comes from a place of peak performance rooted in personal wellness. Wellness becomes the energy source that fuels integration, creative problem solving, and decision making. It empowers full engagement in learning, and mobilizes learners to champion change based on new learning. World-class athletes already know about ideal performance state where ability to perform at high levels over long periods requires one to know how to recover and expend energy; if not, chronic stress and burnout are likely (Loehr & Schwartz, 2001). With wellness management weighted equally with competency development, learners can focus on retention and transfer of learning into practice without wrestling stressors that threaten to debilitate capacity to function. Realizing the need to weave worklearning-personal harmony into curriculum architecture, the authors embarked on co-creating personal wellness seminars for learners in the MBA program at Royal Roads University. This program is a comprehensive two-year program that combines Internet-based online learning with intensive three-week residencies and extensive use of team-based learning. These workshops delivered prior to learners commencing their studies set a new norm where personal wellness has a place on the learning journey. They provide a forum for discussing personal wellness challenges and charting new directions in wellness management. Putting personal wellness on their radar communicates the importance of managing daily stressors so learners do more than survive; they get the most out of their experiences. The agenda for the workshop includes: Living with Stress: The Silent Killer Exploring our Challenges Sharing our Collective Best Practices Domains of Wellness: Targeting Healthy Living Goal Setting: Where Do We Go From Here? Check-Out: Staying Connected Over the Next Few Weeks Using reflection and collaboration for learning The workshop begins with collaborative inquiry to conceptualize the vision of work-learningpersonal harmony and to hone signature goal statements that epitomize how they define and live work-learning-personal values in their learning. The framework for engaging and managing change in these workshops follows Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 7

Lewin s classic three-step model of the change process unfreezing the status quo, moving to a new state, and refreezing the new change to make it stick (Lewin, 1951). The agenda begins with unfreezing learners to the urgency for change by addressing implications of not having a wellness plan, referencing statistics illustrating the perils of stress, and the authors sharing symptoms they witnessed when stress derails learner capacity to function. In small table groups, learners have conversations about their personal wellness challenges and the roadblocks encountered when balancing work, learning, and personal accountabilities. The challenge is not to settle for surface analysis by only addressing symptoms, but to delve deep into root causes to explore that which impedes positive change. After sharing their challenges, conversations shift to best practices in maintaining healthy lifestyles. It is the opportunity to share their best practices that forms the backdrop for formulating their own repertoire and testing their effectiveness in practice. Domains of wellness are introduced inviting learners to critically examine their own wellness philosophies, assumptions, and practices, and to assess the extent of the gap between actual and desired behaviours. Assuming learners provide more than a cursory review of wellness, reflection has the potential to awaken new insights regarding one s philosophy and approach to health management. Subsequently, learners are more receptive to lifestyle changes in which they identify their work-learningpersonal challenges and formulate goals and supporting action plans to achieve alignment. Commitment to a cyclical process of reflection and collaboration is required to safeguard wellness as the nucleus from which learners draw energy to function at their best. As part of relapse prevention, learners in a buddy system arrangement are encouraged to check in with colleagues regarding progress toward building worklearning-personal symmetry. Goal statements become the landmarks to which learners periodically return and gauge whether they remain true to the original vision or if amendments in direction are warranted. The authors are also planning to facilitate brown-bag lunches to celebrate successes, collaboratively work toward minimizing impediments to work-learningpersonal balance, and offer support needed for learners to move forward with change initiatives. By bringing wellness to the forefront it becomes the bedrock upon which learners build commitment to wellness management alongside competency development both key elements to creating and sustaining professional excellence. Dialoguing with colleagues provides a rich forum for sharing insights, experiences and significant learning, formulating action plans for goal achievement, offering peer support and resources, and seeking input on how to manage difficult situations. Pooling collective wisdom empowers and equips learners with a battery of tools for leveraging work-learning-personal accountabilities. Collaborative inquiry is grounded in adult learning principles crediting peer groups with their mutual exchange of knowledge and experiences culminating in a climate of support and encouragement as the richest learning experience (Knowles, 1980). Seyler et al. (1998) concur, advising that peer support has a positive impact on transfer of learning by providing the necessary social support to move toward professional goals. Learners recognize the universality of their challenges which helps them to foster changes in approaches to wellness and facilitates supporting each other in pursuit of work-learning-personal harmony. Collaboration fuels momentum for transition and sustains the wellness priority as the class moves forward in learning, hopefully with implications for workplace practice. Conclusion Commitment to work-learning-personal harmony is an infinite and boundary-less journey, especially in light of fluctuating demands impinging on learners personal, professional, and educational lives. It compels them to continually re-examine priorities and approaches to work-learningpersonal balance. Given these mounting challenges, it is incumbent upon training and development practitioners to exercise leadership in asserting new norms around wellness in management development. That is the first step toward sharing challenges and best practices, setting personal goals, establishing new ways for keeping or regaining balance, and developing support systems. By doing so, wellness management does not become an isolating experience or get put on the back burner as learners plough through course content and deliverables. We need to convey the equal importance of competency development and commitment to work-learning-personal harmony. Handled properly this concept will earn its rightful place as one of the new criteria in the training architecture around designing and delivering training programs. A learning culture of knowledge management, skill development, and wellness should emerge as the hallmark of excellence as we groom leaders to tackle unprecedented challenges and to grasp opportunities in an ever changing turbulent world. 1 Royal Roads University is a special purpose public university located in Victoria, BC. 2 In the course of teaching at Royal Roads University and the University of Central Michigan carolin.rekarmunro@royalroads.ca chris.duff@royalroads.ca References Duxbury, L. & Higgins, C. (2003) Work Life conflict in the New Millenium. Ottawa, Health Canada. Knowles, M. (1980). The Modern Practice of Adult Education. New York: Cambridge. Lewin, K. (1951). Field Theory in Social Science. New York: Harper and Row. Loehr, J. & Schwartz, T. (2001). The making of a corporate athlete. Harvard Business Review. 79 (1), 120-128. Radcliffe, C. & Lester, H. (2003) Perceived stress during undergraduate medical training: a qualitative study. Medical Education, 37, 32-38. Rekar Munro, C. (2007). Work-Life harmony practices of human resources practitioners: Setting an example or in search of an example? HR Professional, 24(5), 52. Robotham, D. and Julian, C. (2006) Stress and the higher education student: a critical review of the literature. Journal of Further and Higher Education, 30, 107-117. Seyler, D., Holton, E., Bates, R., Burnett, R., & Carvalho, M. (1998). Factors affecting motivation to transfer. International Journal of Training and Development. 2, 2-16. Statistics Canada (2001) Stress and Well Being, Ottawa, Statistics Canada. Ziegelstein, R. (2007) Acute Emotional Stress and Cardiac Arrhythmias. Journal of the American Medical Association, 298, 324-329. 8 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

Innovative Team Learning Maximizing the value of learning and working together Dr. David Weiss is President and CEO of Weiss International Ltd. David and his team of organizational consultants lead strategy, leadership and HR consulting assignments in Canada, the USA and Europe. David is also an Affiliate Professor of the Rotman School of Management and a Senior Research Fellow of Queen s University. He has authored and co-authored four business books, including Leadership Solutions (Jossey-Bass, 2007), The Leadership Gap (Wiley, 2005) and High Performance HR (Wiley, 2000). Claude Legrand is the President of Ideaction Inc., which specializes in sustainable innovation and change management. Claude has extensive experience in innovation, strategic planning, marketing, interactive technologies and culture change, mostly for large organizations. He is the founding Program Director of the Centre of Excellence in Innovation Management at the Schulich Executive Education Centre. By Dr. David Weiss and Claude Legrand The concept that a team can generate new knowledge and value beyond the individual capability of its members is an important insight in our knowledge economy. We call the process innovative team learning and submit that organizations need this kind of team learning in order to survive and thrive in the current challenging competitive environment. We use the term learning as an outcome where the team learns something new rather than as the process of learning for a team. Before innovative team learning can be achieved, a team needs to meet certain minimum or baseline standards. Baseline team learning There are two minimum standards for team learning. Team members must learn what each team member knows: Teams must, as a baseline, commit to share knowledge so that everyone on the team knows all the relevant elements of what each individual team member knows. Unfortunately, many teams do not reach this baseline level. Often, individuals use knowledge as power rather than as a shared resource. Human competitiveness and individual resistance are frequently the difficulty. Team members need to be open to learning from expert resources: Teams grow together by exposure to new ideas, new processes or new approaches that experts external to the team can provide. While an expert may give new knowledge to individual team members, the team collectively may not learn. To gain maximum value from what they learn from an expert, teams need to explore how they can use and create value from the learning in their own specific context. These two forms of team learning are the fundamentals for the average team, but they are only the baseline that forms the preconditions for effective team performance. Innovative team learning Here is an example of a team that took the step beyond baseline learning to innovative team learning. After recognizing the need to solve a particular problem, they met for a full day to explore the issue in detail. They thought through the problem collectively, surfacing underlying assumptions and new insights by integrating a collective idea that no individual considered before the meeting. They then tested the idea through a joint process of assessing and mitigating risk to determine the direction with the greatest probability of success. By virtue of their innovative team learning, they actually created new value as a team. If they had relied on baseline team learning, the result would have only been the redistribution of existing knowledge. Innovative team learning occurs in three areas of team problem resolution. These are: 1. Issue Redefinition: When the team redefines an issue to ensure they have an accurate understanding of the issue Innovative team learning occurs when teams take a deep dive to explore a problem collectively. They pool their assumptions and generate new perspectives that are unique to the team experience. For example, a Canadian management team met to plan how to gain support from their global leadership operating in the US. The Canadian group believed their leadership undervalued them and, therefore, did not give them assignments that would maximize their capacity. Rather than starting with brainstorming solutions, the team took a deep dive, dissecting the problem and surfacing the real issue. They uncovered that their leadership viewed Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 9

them as very insular and knew very little about them. This understanding created focus for their teamwork in idea generation. Teams that take a deep dive are able to redefine issues by putting their collective ideas together and creating new interpretations. They also are able to challenge objectively the existing individual and collective assumptions, enabling the team to eliminate their faulty assumptions and replace them with a more accurate reflection of reality. 2. Idea Generation: When the team engages in expansive thinking to generate ideas that were not considered before To achieve expansive thinking, leaders need to ensure initially that everyone expresses their ideas openly because hidden agendas and unspoken objections can taint or even destroy the best potential solutions. Individuals need a safe and nonjudgmental environment to express their own idea to the group. However, many teams include individuals with either strong personalities or higher authority who tend to stifle the thoughts and contributions of others, which inhibits innovative team learning. No judgment or convergence should occur until the team hears the ideas of each of its members. This process, successfully accomplished, establishes the baseline team learning. Only after a team achieves baseline team learning does the team engage in expansive thinking to generate ideas that were not considered before. It does this through combining ideas, expanding thought, engaging in brainstorming, and diverging without judgment. 3. Risk Mitigation: When the team assesses risks associated with the preferred solution and determines how to mitigate the risks Teams must explore risks associated with a new direction. The team collectively forecasts probable and possible risks and then identifies how to mitigate those risks to an acceptable level. The process generates insights and leverages team potential. For example, in one organization a team met to consider how to launch a new product line that was similar to a line that a third-party contractor was providing. The team members believed they could generate new revenue by becoming a third-party contractor themselves for their own customers. However, in the team risk mitigation discussion, they realized that if they followed this path, they risked alienating their current third-party contractor and that other employees would perceive this idea as borderline unethical behaviour. Some on the team felt the risk was potentially too damaging for the team to recommend. Other team members wanted to take the risk anyway, while others thought they should abandon the idea. The leader encouraged the team to explore risk mitigation ideas and not to abandon the idea entirely. After they brainstormed and combined various insights, the team crafted a way to mitigate Innovative team learning occurs when teams take a deep dive to explore a problem collectively. the risk by partnering with the third-party contractor rather than going it alone. By tackling this issue jointly, the team maintained the internal trust, kept the service provided by the third-party contractor and delivered a credible product to the marketplace. Through innovative team learning, the team was able to expose the risks and to identify alternative solutions that no individual had identified before. Vulnerability of innovative team learning When innovative team learning is embedded within an organization, it becomes an invisible competitive advantage, creating new value for the organization. It enhances an organization s capability to redefine issues, generate new ideas, and identify and mitigate risks. However, innovative team learning is an outcome that can be elusive and difficult to achieve. It is also vulnerable once you have it, it can slip away easily. We have found five challenges to achieving innovative team learning: Time: Teams need to invest time to share ideas, think together and build trust. Many leaders and teams are not willing to invest the required time. Process: Teams need to follow a clear process. They simply cannot improvise to achieve innovative team learning. It requires a defined process to help people work through issues in order to have an outcome that creates new ideas. Ambiguity: Teams need to become comfortable with ambiguity and not rush to close down their discussions and resolve them too quickly. Commitment: Teams must commit to innovative team learning. Team members also must protect the team as they think collectively by stopping peers who attempt to block or limit the team s capability to become more than the totality of its parts. Sustainability: When teams are successful in innovative team learning, they often enjoy the experience and foster it. However, team learning may be difficult to sustain when there are urgent demands for quick solutions. Also, a change in the leader or team members alters the entire team experience. These teams need to sustain what they have and rebuild if necessary to ensure they can continue to achieve innovative team learning outcomes. The role of leadership Leadership has a crucial role to play to create, foster and sustain innovative team learning even in turbulent times. Leaders must become champions of innovative team learning and understand that as good as an individual idea may be, the team can achieve a better one with innovative team learning. Finally, leaders need to model a commitment to innovative team learning consistently, both as the leaders of their teams and also as participants of other teams. In this way, innovative team learning spreads throughout their organizations, contributes to generating new insights and ways of doing things beyond the capability of any individual, and creates new innovative advantages for their organizations. david.weiss@weissinternational.ca claude.legrand@ideaction.net 10 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

L apprentissage en équipe novateur Maximiser la valeur de l apprentissage et du travail collectifs M. David Weiss est président-directeur général de Weiss International Ltd. M. Weiss et son équipe de consultants organisationnels mènent des missions de consultation en matière de stratégie, de leadership et de ressources humaines au Canada, aux États-Unis et en Europe. Il est également professeur affilié auprès de la Rotman School of Management et chercheur supérieur rattaché à l Université Queen s. Il est l auteur et coauteur de quatre ouvrages professionnels, dont Leadership Solutions (Jossey-Bass, 2007), The Leadership Gap (Wiley, 2005) et High Performance HR (Wiley, 2000). M. Claude Legrand est le président d Ideaction Inc., qui se spécialise dans l innovation durable et la gestion du changement. M. Legrand a une vaste expérience de l innovation, de la planification stratégique, de la mise en marché, des techniques interactives et du changement culturel, principalement pour le compte de grandes organisations. Il est le directeur de programme fondateur du Centre of Excellence in Innovation Management, au Schulich Executive Education Centre. Par David Weiss, Ph.D et Claude Legrand Le concept selon lequel une équipe peut générer des connaissances et des valeurs nouvelles qui vont au-delà de la capacité individuelle de ses membres est une percée importante au sein de notre économie du savoir. Nous appelons ce processus l apprentissage en équipe novateur et soutenons que les organisations ont besoin de cette forme d apprentissage collectif pour survivre et prospérer dans le milieu concurrentiel et complexe dans lequel elles évoluent de nos jours. Nous employons le mot «apprentissage» comme un résultat dans le cadre duquel une équipe apprend quelque chose de neuf, plutôt que comme un processus d apprentissage auquel une équipe est soumise. Pour atteindre ce résultat qu est l apprentissage en équipe novateur, il faut qu une équipe réponde à certaines normes minimales ou de base. L apprentissage en équipe de base L apprentissage en équipe comporte deux normes minimales. Les membres de l équipe doivent apprendre ce que chacun d entre eux sait : les équipes doivent, fondamentalement, s engager à mettre en commun leurs connaissances de façon à ce que chacun des membres sache tous les éléments pertinents que savent tous les autres membres. Malheureusement, de nombreuses équipes n atteignent pas ce niveau de base. Souvent, les individus se servent du savoir comme d un élément de puissance plutôt que comme une ressource commune. C est souvent la compétitivité humaine et la résistance individuelle qui est le problème. Les membres de l équipe doivent être ouverts à l idée d acquérir des connaissances de ressources spécialisées : les équipes croissent ensemble en étant exposées à de nouvelles idées, à de nouveaux procédés ou à de nouvelles démarches que des experts externes peuvent leur fournir. Il est possible qu un expert inculque de nouvelles connaissances à des membres particuliers d une équipe, mais, collectivement, l équipe ne les acquiert peut-être pas. Pour tirer le maximum de valeur de ce qu elles apprennent d un expert, les équipes doivent approfondir la manière d utiliser ce qu elles apprennent et de s en servir pour créer de la valeur, dans le contexte particulier qui est le leur.t. Ces deux formes d apprentissage en équipe sont les éléments fondamentaux de l équipe moyenne, mais elles ne constituent que le niveau de base qui représente les conditions préalables à une performance en équipe efficace. L apprentissage en équipe novateur Voici l exemple d une équipe qui est passée du stade de l apprentissage de base au stade de l apprentissage en équipe novateur. Après avoir pris conscience de la nécessité de régler un problème particulier, les membres de l équipe se sont réunis pendant une journée complète pour analyser la situation en détail. Ils ont mûrement réfléchi au problème collectivement, faisant ressortir les hypothèses sous-jacentes et de nouvelles perspectives en intégrant une idée collective à laquelle aucun membre particulier n avait songé avant la réunion. Ils ont ensuite mis cette idée à l essai en recourant à un processus conjoint d évaluation et d atténuation de risques en vue de déterminer l orientation qui aurait les plus grandes chances de succès. Grâce à leur apprentissage en équipe novateur, ils ont en fait créé une nouvelle valeur en tant qu équipe. S ils s étaient fondés sur l apprentissage en équipe de base, l issue de leur travail n aurait été que la redistribution de connaissances existantes. Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 11

L apprentissage en équipe novateur a lieu à trois stades du processus de règlement d un problème en équipe. Ces stades sont les suivants : 1. Redéfinir le problème : stade où l équipe redéfinit un problème pour s assurer qu elle le comprend bien L apprentissage en équipe novateur a lieu lorsqu une équipe se plonge dans l étude collective d un problème. Ses membres mettent en commun leurs hypothèses et génèrent de nouvelles perspectives qui sont uniques par rapport à l expérience collective. Par exemple, les membres d une équipe de gestion canadienne se sont réunis pour planifier la façon d obtenir l appui de leur équipe de direction mondiale, installée aux États-Unis. Le groupe canadien croyait que ses dirigeants le sous-évaluait et qu à cause de cela, ils ne lui confiaient pas de tâches qui pouvaient maximiser leur capacité. Plutôt que de commencer par trouver des solutions dans le cadre d une séance de remue-méninges, l équipe s est plongée dans l étude de la situation, en la disséquant et en faisant ressortir le problème véritable. Les membres de l équipe ont découvert que leurs dirigeants les considéraient comme des gens très «insulaires» et qu ils savaient fort peu de choses sur eux. Cette prise de conscience a permis de cibler leur travail d équipe sur la production d idées. Les équipes qui se plongent ainsi dans l étude d une situation sont capables de redéfinir les problèmes en mettant en commun leurs idées collectives et en créant des interprétations nouvelles. Elles sont également capables de contester objectivement les hypothèses individuelles et collectives existantes, ce qui leur permet d éliminer leurs hypothèses erronées et d y substituer un reflet plus juste de la réalité. 2. Produire des idées : stade où l équipe se lance dans une réflexion expansive de façon à faire naître des idées qui n ont pas été prises en considération auparavant Pour réaliser cette réflexion expansive, les leaders doivent s assurer au départ que chacun exprime ouvertement ses idées, car les visées cachées et les objections muettes peuvent entacher, voire détruire, les meilleures solutions possibles. Les individus ont besoin d un milieu sûr et exempt de critiques pour faire part au groupe de leur idée personnelle. Bien des équipes comportent toutefois des membres qui ont soit une forte personnalité soit une autorité supérieure et qui ont tendance à réprimer les pensées et les contributions des autres, ce qui entrave la formule de l apprentissage en équipe novateur. Il ne devrait y avoir aucun jugement ou aucune convergence, tant que l équipe n a pas entendu les idées de chacun. Ce processus, s il est réalisé avec succès, établit l apprentissage en équipe de base. Ce n est qu après avoir atteint le stade de l apprentissage en équipe de base que l équipe procède à une réflexion expansive pour produire des idées qui n ont pas été prises en considération auparavant. Cela se fait en combinant des idées, en développant la pensée, en lançant des idées et en suscitant des divergences sans porter de jugement. «L apprentissage en équipe novateur a lieu lorsqu une équipe se plonge dans l étude collective d un problème.» 3. Atténuer les risques : stade où l équipe évalue les risques associés à la solution privilégiée et détermine de quelle façon les atténuer L équipe doit examiner les risques qui sont associés à une nouvelle orientation. Elles anticipe collectivement les risques probables et possibles et détermine ensuite de quelle façon les atténuer jusqu à un niveau acceptable. Le processus génère des perspectives et amplifie le potentiel de l équipe. Par exemple, au sein d une organisation particulière, les membres d une équipe se sont réunis pour examiner comment lancer une nouvelle gamme de produits qui était semblable à une gamme qu offrait déjà un entrepreneur tiers. Ils croyaient qu ils pouvaient générer de nouveaux revenus en devenant eux-mêmes un entrepreneur tiers pour leurs propres clients. Toutefois, lors des discussions portant sur l atténuation des risques, ils ont pris conscience que s ils suivaient cette voie ils risquaient de se mettre à dos l entrepreneur tiers avec lequel ils faisaient affaire et les autres employés pourraient considérer l idée comme un cas limite de comportement contraire à l éthique. Certains membres de l équipe ont jugé que le risque était potentiellement trop dommageable pour que l équipe recommande cette option. D autres voulaient que l on prenne le risque de toute façon, tandis que d autres encore pensaient qu il fallait abandonner complètement l idée. Le leader a encouragé l équipe à trouver des idées d atténuation des risques et à ne pas renoncer entièrement à l idée. Après avoir lancé des suggestions et combiné diverses perspectives, l équipe a conçu un moyen d atténuer le risque en s associant à l entrepreneur tiers plutôt qu en agissant seule. En s attaquant conjointement à ce problème, l équipe a préservé la confiance interne, elle a conservé le service que fournissait l entrepreneur tiers et elle a mis sur le marché un produit crédible. Grâce à la formule de l apprentissage en équipe novateur, l équipe est parvenue à exposer les risques en cause et à trouver des solutions de rechange auxquelles personne n avait songé auparavant. La vulnérabilité de l apprentissage en équipe novateur L apprentissage en équipe novateur, lorsqu il fait partie intégrante d une organisation, devient un avantage concurrentiel invisible, qui crée une valeur nouvelle pour cette organisation. Il rehausse la capacité de cette dernière à redéfinir les problèmes, à générer de nouvelles idées, ainsi qu à relever et à atténuer les risques. Cependant, il s agit d un produit qui peut être fugace et difficile à atteindre. Il est également vulnérable une fois qu on l a, il peut facilement disparaître. Il existe selon nous cinq obstacles à l apprentissage en équipe novateur : Le temps : les équipes doivent investir du temps pour mettre en commun leurs idées, réfléchir à l unisson et acquérir de la confiance. Nombreux sont les leaders et les équipes qui ne sont pas disposés à investir le temps nécessaire. Le processus : les équipes doivent suivre un processus clair. Elles ne peuvent pas se permettre d improviser. Il importe d établir un processus bien défini pour aider à analyser les problèmes et arriver 12 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

ainsi à un résultat qui donne naissance à de nouvelles idées. L ambiguïté : les équipes doivent se sentir à l aise face à l ambiguïté et ne pas s empresser de conclure leurs discussions et de les régler trop rapidement. L engagement : les équipes doivent prendre un engagement vis-à-vis du concept de l apprentissage en équipe novateur. Les membres doivent aussi protéger leur équipe pendant qu ils réfléchissent collectivement, et ce, en arrêtant les pairs qui tentent de bloquer ou de limiter la capacité de l équipe à devenir plus que la somme de ses parties. La durabilité : les équipes qui appliquent avec succès le concept de l apprentissage en équipe novateur jouissent souvent de cette expérience et l encouragent. Cependant, cette forme d apprentissage peut être difficile à soutenir dans les cas où il est urgent de trouver une solution rapide. Par ailleurs, un changement de leader ou de membres d équipe change l expérience de l équipe toute entière. Cette dernière doit soutenir ce qu elle a et se rebâtir s il le faut pour pouvoir continuer d obtenir des résultats novateurs. Le rôle du leadership Le leadership a un rôle crucial à jouer pour ce qui est de créer, de favoriser et de soutenir un apprentissage en équipe novateur même en période de turbulences. Les leaders doivent devenir des «champions» de l apprentissage en équipe novateur et comprendre que, quelle que soit l excellence d une idée particulière, l équipe est capable d en trouver une meilleure en recourant à l apprentissage novateur. Enfin, les leaders doivent montrer de façon constante qu ils appuient le concept de l apprentissage en équipe novateur, tant à titre de leaders de leur équipe que de participants dans d autres équipes. C est de cette façon que l apprentissage en équipe novateur se répand dans toute leur organisation, qu il contribue à générer de nouvelles perspectives et de nouvelles façons de faire, allant au-delà des capacités de n importe quel individu, et qu il crée pour l organisation des avantages novateurs inédits. david.weiss@weissinternational.ca claude.legrand@ideaction.net Spring into action and save money! For a limited time only, members can save 50% off the book that sets the standard for the training profession. Purchase the Training Competency Architecture (TCA) online for only $49* at www.cstd.ca Some of the uses for the TCA: Competency assessment Professional development planning Training for practitioners Recruitment and selection Training evaluation Performance support tools, resources and job aids Certification *Shipping Costs & GST not included. Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 13

Is Training the Answer? Project partners discover what s really important in measuring training initiatives By Lee Weisser, M.Ed., Project Manager, Investing in People With this project we are laying the foundation for global training across our whole organization. The lessons we are learning here will be invaluable to the other business units when they want to align their training with the business strategy of the company. Jonelle Butler Training & Curriculum Designer Logitech, Harmony Remote Controls Business Unit, Mississauga, Ontario Calling All Agents New customer service training program aims to deliver measurable results Before Jonelle Butler started working on the product training for Logitech s Harmony Remote Controls Business Unit, the company s call centres had no formal training plan for customer service agents. For the eight call centres located around the world, the focus had been strictly on capturing training content. The delivery method was classroom instruction and a huge deck of slides. No metrics were collected on the value of the training. A big part of Jonelle s job has been to educate her business unit about why it s important to create a training strategy, including methods to find out if the training is effective or not. She developed a new blended learning program to train support agents that combines e-learning with instructor-led sessions. The intention is that this new program will improve the support experience for customers. Now she needs to prove to her senior management that the money spent on this program is a good investment. That s where the Investing in People project comes in. The three goals for the design of the training are: engaging the learners, accuracy of content, and consistency of messaging. The data collected will speak to these goals. There have been two main challenges to implementing the training itself. The trainthe-trainer program had to be conducted by voice conference call instead of face to face due to budget constraints less than ideal because the trainers are content experts but do not have a training background. The second challenge was a technical one, ensuring that all the PCs and vendor call centres met the system requirements to run the new LMS licensed for this program. This required considerable follow-up by Jonelle. So, what kind of measurement is important to Logitech s call centre? There are three specific statistics that are being looked at: average handle time of a call, customer satisfaction rating, and first call resolution, that is, dealing with the customer s concerns during that first call with the agent without any other follow-up required. 14 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

Although the data are still being analyzed, Jonelle has already learned something of importance from the first survey given to trainees immediately after the training was completed. We don t have an incentive-based model to encourage agents to attain a higher level of performance, she reported. So, what s the next step? A focus group of six to eight agents in the Mississauga office will be conducted to further explore the impact of the training on the call centre agents. We feel confident that one of the benefits of this training will be that people will hold each other accountable for what goes on in company meetings. Donna Laitre Leadership Development Specialist WestJet Airlines, Calgary, Alberta Time Well Spent Measuring productivity as a result of smarter meetings Anecdotal evidence and gut feel told the organizational development team and leaders at WestJet that the program they were using to enhance productivity around meetings was having a beneficial effect. Smart Meetings by One Smart World had been used in various pockets of the organization and there was enthusiasm around its benefits. When the opportunity arose for partnering in Investing in People, WestJet jumped at the opportunity to collect and analyze hard data about how the training program was contributing to organizational effectiveness. The One Smart World program is designed to help people change the way they plan meetings specifically, to reduce the time spent in meetings and to increase the quality of the meetings. Previously at WestJet, some meetings lacked a clear agenda with an understandable outcome, and sometimes the right people were not in the room, that is, the decision makers were not at the table. One benefit that has already been realized is a greater awareness of how meeting time is spent. By creating a structured meeting agenda with a clear expectation of outcomes, ideas are generated and decisions are made more efficiently. The data collected and analyzed by Investing in People will demonstrate how the training has influenced the way meetings are planned and conducted, and show what support may be necessary to ensure meetings continue to be successful. As a non-profit organization, a challenge for us is to retain good employees as well as attracting volunteers to help us advance our mission. We need to know if our training programs are helping our managers become successful leaders and, in turn, doing their best to serve people living with cancer. Susan Cron Director Business Services and Organizational Performance (Member of Executive Team) Canadian Cancer Society of Alberta, Calgary, Alberta Driving Vision and Performance Measuring the impact of leadership development training It s hard to retain good people in the non-profit sector when private sector companies can pay employees so much more. And it s been a particular challenge in Alberta where people s salary expectations have been very high. So the Canadian Cancer Society of Alberta has recently embarked on a program of leadership development for its managers to see if training is the solution to enable the managers to have success in their leadership roles. Susan Cron was pleased to get involved in the Investing in People project. The evaluation model used in the project will help Canadian Cancer Society Alberta/ NWT Division find out what tangible and intangible benefits are resulting from targeted management training. Specifically, senior leaders are looking for hard facts that will indicate some or all of the following results: an increase in revenue, better utilization of their programs and services, and a shift in how managers lead their teams. Will the participants be more effective at managing people and tasks? Are teams coming together around the mission and vision? By measuring the results of the training, it will become clear what other factors, both internal and external, are influencing management effectiveness. Each training participant will create an individual action plan about how they will use the training. These plans should indicate some of the intended changes, and the data collected will tell the hard facts that the Canadian Cancer Society is looking for. Whatever the results, they will inform the organization s decision-making about what will drive performance and help their people be the best they can be. n Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 15

La solution passe-t-elle par la formation? Les partenaires d un projet découvrent ce qui compte vraiment dans la mesure des initiatives de formation. Par Lee Weisser, M. Éd., chef de projet, Investir dans les gens «Ce projet nous permet de jeter les bases de la formation mondiale à l échelle de notre société. Les leçons que nous apprenons revêtiront une valeur inestimable aux yeux des autres unités commerciales, lorsque ces dernières chercheront à harmoniser leur formation avec la stratégie d entreprise.» Jonelle Butler Conceptrice, Formation et Programme d études Logitech, Télécommandes Harmony, Mississauga, Ontario Appel à tous les agents Un nouveau programme de formation en matière de service à la clientèle vise à produire des résultats mesurables Avant que Jonelle Butler commence à travailler au programme de formation destiné à l unité Télécommandes Harmony de Logitech, les centres d appels de la société ne disposaient d aucun plan de formation officiel destiné aux agents de service à la clientèle. Dans les huit centres d appels disséminés autour du globe, l accent portait strictement sur l obtention de matériel de formation. La prestation reposait sur l enseignement en classe et une énorme pile de diapositives. Aucun paramètre sur la valeur de la formation n avait été collecté. Le travail de Jonelle a consisté, dans une large mesure, à sensibiliser son unité commerciale à l importance de la création d une stratégie comprenant des méthodes pour déterminer l efficacité de la formation. Elle a élaboré un nouveau programme d apprentissage polyvalent en vue de former des agents de soutien qui combine le cyberapprentissage à des séances que dirigent des instructeurs. Ce nouveau programme vise à améliorer le soutien apporté à la clientèle. Jonelle doit maintenant prouver à un membre de la haute direction que les sommes consacrées à ce programme constituent un bon investissement. Et c est là que le projet Investir dans les gens entre en jeu. Les trois objectifs de la conception de la formation sont les suivants : la mobilisation des apprenants, l exactitude du matériel et l uniformité du mode de communication du message. Les données recueillies s appliqueront à ces objectifs. La mise en œuvre de la formation a posé deux principaux défis. En raison de restrictions budgétaires, le programme de formation du formateur s est déroulé par conférence téléphonique plutôt qu en personne ce qui n est pas idéal, car les formateurs, experts en contenu, ne possèdent toutefois pas d expérience en formation. Le deuxième défi était de nature technique, puisqu il fallait s assurer que tous les PC et les centres d appels des fournisseurs répondent aux exigences informatiques pour exécuter le nouveau système de gestion de l apprentissage (SGA), autorisé sous licence, retenu pour ce programme. Jonelle a donc dû assurer un suivi considérable. Alors, quel type de mesures a de l importance dans le cas du centre d appels de Logitech? Trois statistiques spécifiques sont observées : la durée moyenne des appels, le taux de satisfaction de la clientèle et la résolution des problèmes au cours du premier appel, c est-à-dire que l agent dissipe les préoccupations du client au cours de ce premier appel pour ainsi éviter la 16 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

nécessité d un suivi. Si les données recueillies sont toujours en cours d analyse, Jonelle a déjà appris un élément important grâce au premier sondage auquel ont répondu les employés immédiatement à la suite de leur formation. «Nous ne recourons pas à un modèle axé sur des mesures d encouragement pour inciter les agents à atteindre des rendements plus élevés», a-t-elle précisé. Quelle sera donc la prochaine étape? Un groupe de consultation formé de six à huit agents du bureau sera formé pour explorer davantage les répercussions de la formation sur les agents du centre d appel. «Nous sommes persuadés que le partage de la responsabilité des initiatives prises au cours des réunions de l entreprise constituera un des avantages de cette formation.» Donna Laitre Spécialiste, Développement du leadership Lignes aériennes WestJet, Calgary, Alberta Du temps mis à profit L amélioration des réunions mène à la mesure de la productivité Des preuves étayées sur des faits et «le sixième sens» ont permis à l équipe de développement organisationnel et aux leaders de Westjet de constater que le programme mis en œuvre pour améliorer la productivité des réunions portait ses fruits. Le thème «Des réunions brillantes» mené par Un monde brillant a été exploité dans diverses «niches» de l entreprise et ses retombées ont suscité l enthousiasme. Lorsque Westjet a eu l occasion de s associer au projet Investir dans les gens, il l a saisie au vol, de sorte à collecter et analyser des données de base sur l apport du programme de formation en matière d efficacité des entreprises. Le programme Un monde brillant a pour but d aider le personnel à changer son mode de planification des réunions - notamment en vue de réduire le temps consacré à ces rencontres et à en améliorer la qualité. Auparavant, chez WestJet, la clarté du programme de certaines réunions faisait défaut, ce qui entraînait des résultats prévisibles, et, parfois, les intervenants nécessaires étaient absents, c est-à-dire que les preneurs de décisions ne siégeaient pas autour de la table. Au titre des avantages qui se sont déjà concrétisés, mentionnons la sensibilité accrue à l endroit de l utilisation du temps dans les réunions. En créant un programme de réunion structuré, doté d attentes claires, les idées s avivent et la prise de décision gagne en efficacité. Les données collectées et analysées dans le cadre du programme Investir dans les gens démontreront que la formation a influé sur la planification et le déroulement des réunions, et définiront la nature du soutien nécessaire en vue d assurer la réussite continuelle des réunions. «À titre d organisme sans but lucratif, nous devons notamment relever le défi de fidéliser les bons employés et d attirer des bénévoles qui nous aideront à faire progresser notre cause. Nous devons savoir si nos programmes de formation aident nos cadres à devenir des leaders couronnés de succès et si, de plus, ils consacrent toutes leurs ressources à l appui des patients atteints du cancer.» Susan Cron Directrice, Services d exploitation et Rendement organisationnel (membre de l équipe de direction) Société canadienne du cancer, Calgary, Alberta Stimuler la vision et le rendement Comment mesurer les répercussions du programme de développement du leadership Comme les sociétés du secteur privé peuvent offrir à leurs employés une rémunération tellement supérieure à ce qu offrent les organismes sans but lucratif, ces derniers ont de la difficulté à fidéliser leur personnel. Et cette inégalité a constitué un défi particulier en Alberta, où les attentes salariales sont très élevés. C est pourquoi la Division d Alberta/T.-N-.O de la Société canadienne du cancer a adhéré dernièrement à un programme de développement du leadership destiné à ses cadres pour tenter de déterminer si la formation est la solution qui leur permettra de réussir en matière de leadership. Susan Cron était heureuse de participer au projet Investir dans les gens. Le modèle d évaluation appliqué dans le projet aidera la Division d Alberta/T.-N-.O de la Société canadienne du cancer à découvrir les avantages concrets, et autres, attribuables à la formation ciblée de la direction. En fait, les membres de la haute direction sont en quête de données de base qui permettront de cerner certains ou tous les résultats suivants : hausse du revenu, amélioration de l utilisation de leurs programmes et de leurs services et changement dans la manière dont les cadres dirigent leurs équipes. Les participants gagneront-ils en efficacité aux chapitres de la gestion du personnel et du travail? Les équipes se mobilisent-elles autour de la mission et la vision de l organisme? En mesurant les résultats de la formation, les autres facteurs, internes et externes, qui influent sur l efficacité de la direction ressortiront clairement. Chaque participant à la formation créera un plan d action individuel sur la manière dont il mettra en pratique la formation reçue. Ces plans devront faire partie de certains des changements visés, et les données recueillies permettront de dégager les données de base que la Société canadienne du cancer cherche à connaître. Peu importe les résultats obtenus, les participants informeront les décideurs de l organisme sur les facteurs qui motiveront le rendement et aideront le personnel à donner leur pleine mesure. n Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 17

1 Immediate Impact Questionnaire (IIQ) How do you know if a training program has been successful in imparting knowledge and skills to participants? The Immediate Impact Questionnaire (IIQ) evaluates the impact of a training program immediately following its delivery based on participants reactions in five areas: Learning: Have participants acquired new knowledge, skills or attitudes in areas important to their jobs? Confidence in Applying Learning: Are they confident they will be able to apply their learning to their jobs? Motivation to Apply Learning: Are they motivated to apply their learning? Plans for Action: Do they have specific plans for application? Perceived Value: Do they value their learning from the program? Are your training programs measuring up? 2 Job Impact Questionnaire (JIQ) How do you know if a training program has been successful in changing job performance in areas of importance to the company s business? The Job Impact Questionnaire (JIQ) evaluates the impact of a training program on job performance a few months following the completion of training based on participants self-report of their activities in light of four key questions: 1. Are participants applying the knowledge, skills or attitudes acquired in training in their jobs? 2. Is the application of the learning improving job performance? 3. Is the improved performance impacting key business results? 4. What is helping or making it difficult for participants to apply their learning to their jobs? 3 Effective Practices Audit (EPA) How do you know what practices are contributing to or diminishing the impact of your training what s working and what s not? The Effective Practices Audit (EPA) diagnoses training and performance support practices that are effective and those that are not, allowing organizations to enhance and reinforce successful practices and change or improve ineffective practices. The EPA provides the framework for conducting a comprehensive analysis of a training program. As such, it is most useful: When a program is being piloted When a program is new or recently implemented When the results of the Immediate Impact Questionnaire or Job Impact Questionnaire indicate that the program is not performing well or is at risk of not delivering the desired impact on job performance When there is a need to understand what practices are contributing to or diminishing a program s return on investment When expansion of a training program is being considered to serve a new purpose or a new audience Once every two to three years with longrunning programs for quality assurance. Find out more at: www.cstd.ca/investing_in_people Renseignez-vous à propos de ces outils à l adresse suivante : www.cstd.ca/investir_dans_les_gens Investing in People Project Canadian Society for Training and Development 720 Spadina Avenue, Suite 315, Toronto, Ontario M5S 2T9 Tel: (416) 367-5900, 1-866-257-4275 Fax: (416) 367-1642 E-mail iip@cstd.ca Website www.cstd.ca 18 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

Staying Afloat An Interview with Dr. Margaret Driscoll Dr. Margaret Driscoll is a consultant in IBM Global Services, Client Enablement Services practice. She is the author of Web-Based Training, and co-author with Saul Carliner of Advanced Web-based Training Strategies (Jossey-Bass). She is a featured speaker at national and international training events. Her work has appeared in the Journal of Performance Improvement; Training and Development Magazine; Chief Learning Officer Magazine; and CommunicationsWeek. Margaret has taught at Teachers College Columbia University in New York City, University of Massachusetts in Boston and Suffolk University in Boston. She will be presenting at CSTD s National Symposium in Halifax, NS, May 20-22, 2009. CLJ: You ve titled your keynote presentation Navigating Changes in Workplace Learning. What are some of these changes? Driscoll: Training professionals are accustomed to being at the leading edge of downturns in the economy, but this downturn is a game changer. Being able to stay afloat in this storm will require training professionals to address five challenges: responding to short timelines, making use of the white space, leveraging existing tools, forming alliances, and focusing on what matters. The first challenge is shorter timelines. Most of us think we operate with short timelines today, but we will see even shorter timelines as organizations react to changes in the economy rather than plan for change. We need to factor the new zero-runway environment into our instructional strategies and our production values. The second challenge is finding delivery strategies that fit into small time slots. This means using the white space or short breaks in a learner s day to deliver instruction. Organizations need to ensure workers have top rate skills to reduce waste, increase customer satisfaction and close sales. The challenge is developing these skills without taking people away from their work. While there will still be some face-to-face classroom based learning, there will be even more opportunities to deliver short chunks of training. The dot.com boom gave us a wealth of e-learning tools, and Web 2.0 has piled on still more tools and technology. Not all of the tools have lived up to their hype but now is the time to revisit some of them. Consider revisiting things like e-learning classes, webinars, and online documentation that may have not met with success the first time. Think about technology and Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 19

tools within the training organization and tools within the larger organization that can support formal or informal learning. This is not about buying more tools; it is about using the tools you have. Organizations are down-sizing and many trainers will find themselves to be an army of one. If you end up in this role, think about alliances and external support. You may need to use in-house resources like SMEs and experts to assume responsibility for content development or delivery. If you have a large project you may need to outsource the work. Knowing when to hire a vendor or bring in a partner will be an appropriate strategy for a oneperson department. As an army of one you will need a skill set that ranges from do-it-yourself on a shoe-string, to the skills of an executive project manager who can supervise a vendor and deliver a large project. Lastly, don t lose sight of what matters reducing costs, increasing profit or complying with mandates. Make sure the projects you work on are the ones that are really important to your organization. Look for the places where you can add value, and then sell that value. This will not be business as usual. CLJ: What about e-learning? Driscoll: I think e-learning is going to be a mixed bag. Look at Training Magazine s 2008 State of the Industry Report they found that online training fell for the first time ever, because companies are using less costly delivery methods like on-the-job training and coaching. On the other hand, organizations are increasing their use of e-learning for mandatory and compliance training, or using it as a way to reduce the number of days of live instructor-led training. The authoring tools are also making it much easier for SMEs and experts to author courses with minimal assistance from training professionals. E-learning in many organizations may not be elegant but it is cost effective, so I think we will see a lot more of it. What the reports are showing us may be that spending is down because there are fewer big-budget, high production value programs being created. educators, innovators, and business partners. Somewhere in the dust of the dot. com boom, training professionals lost sight of their core competency as skills educators. We need to market our own skills to design, develop and deliver programs that quickly and efficiently close the skill gap. In other words, let s start applying what we know about motivating learners, chunking information, designing authentic practices and a host of other learning principles. Good design, development and delivery save money. In this environment, innovating will also be critical for success. Innovation can be a radical or incremental change in thinking. Consider new ways of doing See and hear Dr. Margaret Driscoll at the upcoming CSTD National Symposium. May 20 22, 2009 Halifax, NS All Hands on Deck: New tools, technologies and strategies to maximize workplace learning effectiveness Keynote Presentation: Navigating Changes in Workplace Learning Managing training and development in a sea change requires organizations and practitioners to understand their options, and to apply the right mix of tools, technology, theory, and business insight. Dr. Margaret Driscoll will review trends in the training and development industry and highlight recent research from human capital management and education to identify these sea changes. The presentation will also look at examples of how some organizations are actually navigating these changes. After attending this session attendees will be able to: 1. Identify trends impacting organizations and learners 2. Use data and research findings to inform strategic planning 3. Reflect on the implications for practice and personal development Stop Me If You ve Heard This Before: A Whirlwind Tour of 5 Instructional Theories and Their Application As instructional designers, developers, consultants and strategists, it is often a full time job to keep up to date on technology, tools, and the domain in which we practice. Professional development and a grounding in educational principles, theories and research often gets neglected. This presentation will look at 5 instructional theories relevant to e-learning design. The goal of this presentation is to review the foundations of practice for senior practitioners and to introduce some seminal theories to those who are new to the field. 1. Discuss 3-5 instructional theories that are applicable to e-learning 2. Locate examples of principles of instructional design in action 3. Explain the benefits of applying theory to practice 4. Find additional resources for designing and developing sound educational materials To register, visit www.cstd.ca/symposium things like on-boarding employees, delivering compliance training, or launching a new initiative. Scan the literature for new ideas. Read the professional magazines and journals, but also look outside our field to innovations in other domains. Lastly well maybe it should have been first learn the skills needed to be a business partner. Become familiar with the industry in which you work. Understand what drives profit and loss for the organization you support. Read the annual report for your company, and learn about your competitors. Knowing the organization you support makes you a credible business partner. CLJ: What skill sets do trainers need in this changing environment? Driscoll: Training professionals need to be 20 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

2.0 Tools: What s in it for me? David Ferguson has taught, trained, designed instruction, and worked on performance improvement in areas ranging from rail travel to ethics for purchasing. He s good at de-mystifying and doesn t think using a wiki means you get fewer cavities. He likes tools (web 2.0 and other kinds) more for what they do than what you call them, or how cool their website is. His blog, daveswhiteboard.com, focuses on work at learning; learning at work. By David Ferguson My local hardware store is like the Internet, with more sawdust. I love the variety and the specialization. At home, though, I m content with stuff you d recognize no biscuit joiner here. When it comes to tools, I m less interested in what they are than in what I get done. Basin wrench, you say? What s in it for me? That s not a bad way to approach Web 2.0. I know that s a term to cause eyerolling, but don t let your vision stray. Blogs, social networks, and mini-messages can help you work on three tasks crucial for any professional: how you learn, how you work and how you connect. Professional development used to mean conferences, workshops and other in-person activity. Those are still solid choices, but no longer the only ones. And with time pressure, budget constraints, and everexpanding demands at work, you need to find, retain, retrieve and apply information right now, not next month. Social bookmarks: tag, you re learning Right now, consultant Tom Gram is helping a Toronto college develop resources for a program in entrepreneurship and innovation. One essential tool for him is delicious.com, a site for sharing bookmarks. Delicious puts your bookmarks online, so you can use them from any computer, not just your own. You can add your own tags (custom labels) to each bookmark. As Gram and his clients know, that makes it easier to search, find and interrelate the links you ve saved. See for yourself: I created a tag for all the tools and links in this article. No need to copy an unwieldy URL from this article; find them all (plus any I add after this goes to print) at: http://delicious.com/ WhiteboardDave/cstd09 The curriculum in Gram s project is problem-based, so intuitive access to resources is an important part of the program, he says. Students and instructors tag by course topic, instantly sharing articles, web sites and blogs. Each person can add her own tags or use those suggested by others. Blogs: backing up your brain And then there s blogging. With millions of blogs out there, you may have a certain fatigue or skepticism. I used to think of a blog as someone s Big Thought of the Day. Since I can go a week without a Big Thought, I didn t see the point. Then I discovered people like Harold Jarche, a consultant based in New Brunswick. He uses his blog to store and retrieve information as well as to market his services. That retrieval really made sense to me not only for myself, but as quick help for someone else. You missed that presentation? Go to my blog and search for Hans Rosling. With blog software like WordPress or Blogger, you don t have to be a technician. The software automatically archives, searches, lets you tag your posts, makes it easy to link elsewhere, and invites others to comment. Both services let you blog free on their sites, so the risk is low. Or, if you ve already got a website, you can usually host a blog there. What s in a blog for you when it comes to learning and working? Jarche uses his to think out loud. Blogging forces me to think and reflect in order to write, so that what was just an idea in my mind becomes more concrete. In addition, he ll discuss a problem on his blog or another site, and often gets an informed answer within 24 hours. Many learning professionals agree with Jarche. There s Karl Kapp, a consultant Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 21

whose background includes adult learning, technology and e-learning. He sent me a fistful of benefits he derives from his Kapp Notes blog. It s his own personal knowledge management tool when he reads an interesting article, he writes about it. The blog becomes a kind of memory box from which he can build presentations and articles. Speaking of memory, there s RSS (Really Simple Syndication). You ve seen the orange RSS icon that means you can subscribe to this. Feedreaders like Google Reader or NetVibes act like a single web page that delivers all your subscriptions (your feeds). Kapp uses RSS to subscribe to the blogs of colleagues and alumni. In turn, his subscribers deliver reactions to his ideas and feedback from their own experience, or their networks, thus extending his. Networks at work, working your network Jeff Cobb of Mission to Learn helps organizations integrate social media and online learning into their business strategies. He regularly turns to LinkedIn to form new connections or collect information about an industry. He recommends this approach: I m not trying to sell you anything, just really looking for people who know how things work in this space. I have increasingly found Twitter to be a great tool for collecting and sharing resources. More than social bookmarking (which I also use and find highly valuable), I like using it as a way to gather and share good resources that I am not inclined to do a full blog entry about. Log new things and generate some good (albeit brief!) conversations in the process. That s how this article came to be: I asked people like Tom, Harold, and Jeff to tell me one tool that delivers something for them. In two days I had the stories you re reading. The first came from Montreal, where Richard Nantel is the CEO of Brandon Hall Research. Online social media have played a big role in his professional life since long before social media were buzzwords. A friendship formed in a CompuServ discussion forum turned into a mutually beneficial working relationship. I advise my friend on issues of web marketing; he provides me with advice about management. CompuServ is long gone, but the same connections happen every minute through networks like LinkedIn and Facebook which is where I met Richard. Like Web 2.0, the term friending on social sites can put people off. Maybe that s why LinkedIn, striving for a professional appearance, has contacts. Just remember the principle: it s not what you call the tool, it s what you get done. Make a contact, add a friend, follow someone on Twitter: these all mean you re in touch. The rest is up to you. The tweet life (tools with cutesy lingo) Some people have a visceral dislike of Twitter; a few of those have even tried it. To them, a micro-message of 140 characters or less makes no sense. I was a slow starter it took me 10 months to send one tweet a day. (Search my blog for Newberg and you ll see a chart, plus a link to a thoughtful post by Andrew Newberg.) If you haven t tried it, consider this advice from marketing expert Aaron Strout regarding Twitter s potential value for networking. Even more important is understanding the value of give before you get. This is probably the hardest one for anyone to abide by. That s mainly because when Twitter asks, What are you doing?, it feels like you should talk about yourself. WRONG. Talk about other smart people you re meeting. Point to good articles or blog posts. Comment on how funny someone s last tweet was. At the end of the day, if you do those things, the benefits will come back to you in spades. All these tools offer promise whether you work for yourself or within an organization. Cammy Bean, who works for InVision Learning in Westborough, Massachusetts, uses them to build a personalized professional community. I am the only person [at my company] who does what I do. Blogging has connected me to a world of other people who do what I do I exchange ideas with experts, I explore my own thinking, I receive critique from my peers I am better at what I do as a result of blogs. Much better. When she can t participate in face-toface events like conferences, blogging, etc., means I can keep up with professional development. And with professionals. Dean Shareski is with the Prairie South School Division in Moose Jaw, Saskatchewan. When I asked what works for him, he replied, The metaphor I like best is to explain that it s not about tools but about people. I subscribe to people, not websites. These people comprise my research team. Whether they know it or not, they are constantly working for me: finding sources, ideas, media to support my work. Shareski has over 1100 bookmarks at http://delicious.com/shareski. You can see all of them, as you can with anyone s public tags (delicious has a do not share option). What s a good next step? Harold Jarche, with colleagues Michelle Martin and Tony Karrer, used Ning (a site for building online communities) to create Web 2.0 for Learning Professionals. They expected 60 or 70 people at this do-it-yourself introduction; over 700 showed up. The site s still there, a box full of tools. Why not see what s in it for you? dferguson@strathlorne.com David Ferguson will be presenting at the upcoming CSTD National Symposium May 20 22, 2009 Halifax, NS All Hands on Deck: New tools, technologies and strategies to maximize workplace learning effectiveness Getting Real Work Done with 2.0 Tools To register, visit www.cstd.ca/symposium 22 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

CSTD National Symposium 2009 Hosted by: Nova Scotia Chapter ALL HANDS ON DECK New tools, technologies and strategies to maximize workplace learning effectiveness May 20 22, 2009 Marriott Halifax Harbourfront Hotel 1919 Upper Water St., Halifax, NS May 20: Opening Reception May 21: Keynote, concurrent sessions and delegate dinner May 22: Concurrent sessions Registration Fees: Early bird rate in effect until April 11, 2009 Members, early bird: $499 Members, regular rate $599 Non-members, early bird: $649 Non-members, regular rate $749 To register, go to www.cstd.ca/symposium Registration fees are subject to GST. The non-member rate includes a complimentary one year membership for all new members. Rates increase after May 8 th 2009. Cancellation Policy: For cancellations received up to April 30 th : full refund less a $75 administration fee. For cancellations received between May 1 st and May 8 th : 50% refund less a $75 administration fee. No credits or refunds will be given for cancellations received after May 8 th, 2009. Hotel Reservations: Special room rates have been made available for CSTD Symposium participants. Be sure to specify that you will be attending the CSTD National Symposium to receive a discounted room rate at: Marriott Harbourfront Hotel, 1919 Upper Water Street, Halifax, NS B3J 3J5. Rate of $189 per night for single occupancy. To reserve, contact the hotel at 1.800.943.6760 no later than April 14th, 2009. Questions: Contact us at [e] events@cstd.ca [w] www.cstd.ca/symposium [t] 1.866.257.4275 ext. 22 Sponsored by: Sponsorship Packages from $500 - $3,500 are still available. Contact us for more information at [t] 1.866.257.4275 ext. 21 [e] events@cstd.ca CSTD reserves the right to cancel, change speakers, and/or program contents & date without further notice, and assumes no liability for these changes.

CSTD National Symposium 2009 Hosted by: Nova Scotia Chapter Wednesday, May 20, 2009 5:30 pm - 6:30 pm - Opening Reception Join fellow delegates, speakers and the CSTD board for a welcoming drink and some appetizers with a view of the Atlantic Ocean. 7:00 pm - 9:00 pm - Dine Halifax Choose from a selection of Halifax restaurants chosen by the Nova Scotia Chapter for this pay-on-your-own option. A concierge desk will be onsite to assist you with your selection. Thursday, May 21, 2009 8:00 am - 9:00 am - Continental Breakfast Join fellow delegates and speakers for a light breakfast, coffee and tea. 9:00 am - 10:00 am - Opening Keynote Navigating Changes in Workplace Learning with Dr. Margaret Driscoll Managing training and development in a sea change requires organizations and practitioners to understand their options and to apply the right mix of tools, technology, theory and business insight. Dr. Margaret Driscoll will review trends in the training and development industry and highlight recent research as well as give examples of how some organizations are actually navigating these changes. 1. Identify trends impacting organizations and learners 2. Use data and research findings to inform strategic planning 3. Reflect on the implications for practice and personal development 10:00 am - 10:30 am - Morning Break - Visit our Sponsors! 10:30 am - 12:00 pm - Concurrent Sessions Group A A1 - Integrating New Learning Technologies: A Strategy for Effective Workplace Learning with Dr. Heather Pollex, CTDP and Anya Wood Tools and technologies like mobile phones, MP3 players, social networking, virtual worlds and gaming environments are all part of a new learning landscape. The big challenge is how to incorporate these great new tools into a learning strategy that is both practical and effective. 1. Incorporating new technology into an existing learning strategy 2. Benefits for the learners 3. Benefits for the organization 4. Impact on the bottom line A2 - Blending Web 2.0 Technologies with Traditional Formal Learning with Tom Stone A key question for learning leaders is how to integrate new technologies and approaches with the tried and true methods of traditional formal learning such as instructor-led training, print courseware, self-paced elearning, and synchronous virtual classroom elearning. New technologies do not reduce the value or importance of these long-standing solutions. Rather, the most benefit will be had when learning leaders can integrate the new with the current. 1. What can be obtained from the optimal use of technologies 2. Examples of how organizations have used these technologies 3. When and how to integrate these technologies with traditional formal learning solutions 4. Specific integrated solutions for a variety of learning program scenarios A3 - A Prescription to Alleviate Learning Technology Pains with Sheri Phillips Find out how Teva Novopharm successfully implemented learning technologies to address their learning needs. Learn how to determine your learning needs, select the best technology solutions for your organization, and manage your project to a successful completion. 1. How to choose the most appropriate learning technologies 2. How to successfully manage learning technology projects 3. How to ensure that your employees use the new learning technologies 4. How to continue to maintain and evolve learning technologies 12:00 pm - 1:00 pm Networking Lunch 1:00 pm - 2:30 pm Concurrent Sessions Group B 24 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 B1 - Hot Learning - Cool Price: The Best of Web 2.0 s Free Content with Ramona Materi, CTDP Web 2.0 is about sharing content online. Some content is great, other pieces less so, but much of it is freely available. We ll explore some free or nearly free content and tools that you can use to spice up your training. We ll examine Flickr, SlideShare, YouTube, Vimeo, Voice Thread and search engines that help you find content you can re-use legally. We ll also discuss Creative Commons licensing that allows unlimited or slightly restricted content sharing. 1. Describe leading Web 2.0 content sites 2. List search engines dedicated to finding free, original and legal content 3. Identify the key elements of Creative Commons licensing 4. Identify methods to incorporate free content to enhance training offerings 5. Describe how other organizations use free content and tools B2 - Face to Face at a Distance: Technology, Language and Culture with Donna McLean English in the Workplace does onsite training with immigrant employees, training them in the language and workplace culture they need to do their jobs. In Nova Scotia, where most immigrant services are located in the Halifax region, we perceived a need to reach out to immigrants in smaller centres. Our solution: to use computer technology to facilitate live face to face training by using the Internet, a webcam and applications such as Skype for one to one training. 1. Technologies for computer-based live distance workplace training 2. Blending synchronous with asynchronous training 3. Successful distance training strategies 4. Awareness of the needs of ESL immigrant employees B3 - Business Strategy Supported Through Leadership Development: The Bell Aliant Success Story with Jocelyn Bérard, M.Ps., M.B.A., and Joan Power- Bannister, B.Ed. Bell Aliant s Leadership Fundamentals+ is an example of a development program that directly supports their Providing a great customer experience business strategy. A key differentiator is how the program was tailored to address the business challenge of driving the customer experience, and how a dedicated focus on leaders can influence the customer experience strategy. 1. How to leverage technology 2. Using a steering team effectively 3. How to manage the complexity of large scale projects 4. Effective communication strategy 5. Effective integrated learning that can be applied within business realities 2:30 pm - 3:00 pm - Refreshment Break 3:00 pm - 4:30 pm Concurrent Sessions Group C C1 - How to Shuffle the Deck and Come Up With a Winning Hand! with Lori Buchart, CHRP Has your organization attempted to use technology to deliver training? Did unexpected obstacles detract from the desired learning outcomes? Lori Buchart will review her experiences in designing and delivering blended courses (partially in-class and partially online) in a college environment. 1. How to plan for transfer of training 2. Typical obstacles to transfer of training when using technology/on-line resources 3. Essential design elements to ensure success when delivering training on-line 4. Tools/Using Blackboard as a training resource 5. Benefits of belonging to a community of practice C2 - Getting Ahead of the Wave: Imagining the Future of BC Public Service Learning with Brigitte Harris, Ph.D. Learning Services, BC Public Service Agency, provides services and curricula to address government-wide learning needs for BC s largest workforce. Learning Services customers work in many different ministries, in locations across the province and with diverse professional, educational and ethnic backgrounds. This session will describe the Learning Needs Assessment designed and conducted by the Continual Improvement Team. 1. How to design a participatory action research learning needs assessment that aims to promote positive organizational change 2. How to identify and involve key stakeholders in a meaningful way 3. How to build organizational learning into data collection activities 4. The use of a scenario planning workshop

Tell YOUR Colleagues: Order 4 symposium packages and get one additional complimentary registration Full details online at www.cstd.ca/symposium C3 - Virtual Hands On Deck! New Tools and Approaches for Technical and Trades Training with Barry Nicolle While the use of elearning has grown steadily in corporate, institutional and government communities, it has not penetrated every corner of the training universe to an equal extent. In particular, the delivery of hands-on, practical training and testing has not benefited from new learning technologies as fully as other applications. We will describe how new learning tools and technologies are being used to provide learning by doing training programs that use interactive 3D models and simulations, delivered both in the classroom and online. 1. Challenges facing workplace trades and technical training organizations 2. Important design and development considerations 3. The importance and nature of the instructor role in virtual hands-on training 4. Benefits that can be obtained by both instructors and students through the virtual hands-on approach 5. Examples of the effectiveness of interactive 3D models for technical and procedural training 5:00 pm - 5:45 pm Cocktail Networking Reception Share some hors d oeuvres and beverages and connect with your peers! 5:45 pm - 8:30 pm Dinner and Entertainment Unwind after a long day with a bit of fun! Friday, May 22, 2009 8:15 am - 9:00 am - Continental Breakfast Join fellow delegates and speakers for a light breakfast, coffee and tea. 9:00 am - 10:30 am - Concurrent Session Group D D1 - Maybe You Shouldn t Do That! 20 Research Validated Practices for Designing Effective elearning with Saul Carliner, CTDP Do digital natives and immigrants really exist? Should you convert all of your online learning to games? In what types of learning situations is elearning likely to be effective? What personnel challenges does elearning present? Should you feel guilty about not measuring the ROI of your learning program? Academic and third-party research on learning suggest answers and they might surprise you. 1. Name research-validated practices that can influence your choice of content to present online 2. Name research-validated practices that can help you effectively present content so it is most effectively learned 3. Name research-validated practices that can help you effectively design screens for easy reading 4. State how to read professional literature to find research-validated concepts D2 - Getting Real Work Done with 2.0 Tools with David Ferguson Learning professionals face so many challenges and so many tools that it s hard to know which to grab onto, or why. This session works backward from on-thejob accomplishments (by learning professionals and others) to Web 2.0 tools that help deliver those results. The emphasis is on how people manage what they know (and what they learn) through tools like RSS, social networks, blogs and wikis. Learn from real world examples how these tools can benefit you. 1. Descriptions of real-world performance problems successfully addressed by social software tools like RSS, networking sites and wikis 2. Rules of thumb to help decide when such tools can apply to a particular problem 3. Issues related to adopting and encouraging the use of such tools 4. Sources for further information, tutorials and tryouts for examples of each tool 5. Basic how-tos for setting up tools like social bookmarks, blogs and wikis D3 - Agile Project Management for elearning with Jody Baty This session examines how SCRUM project management techniques can be applied to elearning projects. SCRUM is rapidly becoming the project management methodology of choice in software development for projects with rapidly changing requirements. In contrast to classical project management, which takes a predefined approach to managing problems, SCRUM employs an empirical, pattern based approach with a focus on short sprints, chaos control and self-organizing teams. 1. What makes elearning projects unique 2. Why classical project management techniques are not well suited to elearning 3. An overview of SCRUM, its history, and current use 4. Using SCRUM in elearning projects 5. Tools available to assist in SCRUM projects 10:30 am - 11:00 am - Morning Break - Visit our Sponsors! 11:00 am - 12:30 pm - Concurrent Sessions Group E E1 - Stop Me If You ve Heard This Before: A Whirlwind Tour of 5 Instructional Theories and Their Application with Dr. Margaret Driscoll As instructional designers, developers, consultants and strategists, it is often a full time job to keep up to date on technology, tools and the domain in which we practice. Professional development and a grounding in educational principles, theories and research often gets neglected. This presentation will look at 5 instructional theories relevant to elearning design. 1. Discuss 3-5 instructional theories that are applicable to e-learning 2. Locate examples of principles of instructional design in action 3. Explain the benefits of applying theory to practice 4. Find additional resources for designing and developing sound educational materials E2 - Mobilizing Generations: Applied Strategies for mlearning with Mary Myers and Dr. Rob Pearson Are you curious about mlearning but afraid to ask? The growing number of mobile users begs us to embrace the mobile medium in our learning environments. You ll learn how to deploy mlearning as part of an integrated learning solution in a way that engages and motivates learners and also supports and reinforces learning. We ll explore the latest trends and discuss strategies for design and implementation with practical examples. 1. The latest trends in mlearning 2. Strategies for design 3. Strategies for integration within a learning solution 4. Best practices in mlearning 5. How to apply different strategies for implementing mlearning in your organization E3-3D Visualization and the Learning Process: Harnessing Computer Technology in Afghanistan to Maximize Learning with LCol (Ret d) Brian Douglas Today s technology allows 3D visualization techniques on laptops and desktop computers which can allow learners to progress rapidly through virtual hands-on training especially related to technical subjects such as maintenance training. Based on solutions applied to training the military forces in Afghanistan, the speaker will demonstrate examples of this exciting strategy for facilitating adult education, link it to the principles of adult learning and show how we can leverage this in our classrooms, workplaces and homes in Canada. The audience will have the opportunity to use real examples of this technology during and after the presentation. 1. Benefits of visualization using technology in adult education 2. Link practical examples of workplace learning to possibilities in Canada 3. Discover the advantages of such training where serious learning limitations exist (cultural, language, etc.) such as isolated communities in the North or a lone oil platform in the ocean 4. How to make learning fun even under dangerous and difficult conditions such as those that exist in Afghanistan 12:30 pm - 1:30 pm - Pub Lunch Buffet End your Symposium experience with a fun networking opportunity to recap your discoveries and make new connections. 1:30 pm - Onward - Explore Halifax! Choose from a selection of points of interest in downtown Halifax chosen by the Nova Scotia Chapter for this pay-on-your-own option. A concierge desk onsite will assist you with your selection. Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 25

Are you interested in pursuing a career in workplace learning and performance? Here s how: Take college or university courses/programs that cover the following competencies: Analyzing performance and training needs Designing and developing training Facilitating/instructing training Evaluating training Coaching the application of training Join CSTD, the professional association with a focus on workplace learning and performance. Complete an analysis of your current skills which skills are transferable to a career in workplace learning and performance? Attend professional development and networking events such as CSTD local Chapter programs. NETWORK! NETWORK! NETWORK! Gain experience through volunteering or a part-time job. Volunteer with a training and development organization. Tell them you are interested in pursuing a career in workplace learning and performance. Speak to someone in the training or human resources department in your company and ask their advice. What do you need to do to pursue a career in this field? How did they start their career? Can you pursue your new career within your current company, or do you have to change companies? Do you need resources to get started in the workplace learning and performance field? The Training Competency Architecture (TCA), published by CSTD, provides valuable insight into the job functions and different disciplines available to you within this profession. The TCA is the common body of knowledge for the workplace learning and performance industry, containing the standards for excellence in the field. Use the TCA for: Competency assessment Assess your own competencies against performance descriptions and knowledge and skill requirements Assess performance of others Professional development planning Document a professional development plan for you or others who report to you Coaching establish and document a coaching plan for someone who reports to you or someone you coach Training for practitioners Design effective competency based training programs using learning blueprints Evaluate external training programs available from vendors Recruitment and selection Create or revise job descriptions Conduct behaviour-based interviews with candidates who apply for training and development positions Training evaluation Implement a systematic approach to execute or monitor ongoing training and development activities Performance support tools, resources and job aids Assess, select, or design performance support tools, resources and job aids to support competent performance Certification Prepare yourself or others to be eligible for recognition as a Certified Training and Development Professional (CTDP) or Certified Training Practitioner (CTP) Available online at www.cstd.ca as a PDF at no charge for members. A hard copy is available for $99 for CSTD members, $195 for non-members. For more information, contact Debra Bellamy, CTDP, Manager Certification and Chapter Relations at 1-866-257-4275, ext. 23 certification@cstd.ca 26 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

CTDP Update Profile: Vaughan Kitson, CTDP The roots of Vaughan Kitson s adult learning career began with his enrolment in the Dale Carnegie course back in the late 1980s. The experience led to certification as a part-time Carnegie instructor, and eventually to a career change. After working in customer service and media relations at Canada Post Corporation in the early 1990s, Vaughan s enthusiasm for adult learning led him to a training position at the postal service s corporate university, The Learning Institute. He received a certificate in adult learning from St. Francis Xavier University while at Canada Post, and in 1999 moved to his current employer, The Law Society of Upper Canada. I joined the Law Society one day after our new Client Service Centre (CSC) opened its doors. There were some interesting challenges at the outset, since the concept of centralization was brand new to our organization at the time. We had a very short cycle for developing and documenting training and implementing processes for our CSC representatives with very little margin for error. The Client Service Centre certainly must have done something right, because in 2007 they received recognition for reaching Level 2 of the National Quality Institute s Progressive Excellence Program. Going through the CTDP process, it was enlightening to see how the TCA aligns with and complements the quality model we ve adopted at the Law Society. For example, the competencies for performing needs assessments as outlined in the TCA are easily transferable for use in the quality improvement process. Later in 2007, Vaughan was asked to manage the Law Society s Corporate Resource and Training Centre. The Centre s mandate is to assist all Law Society divisions in the area of quality improvement, including process documentation and various types of training initiatives. I think that for the Law Society, the creation of this new department is an excellent strategic move. Our experience in working toward quality improvement certification is helping us to stay focused and goal-driven when considering learning objectives, and allowing us to position ourselves within the organization as business consultants not simply as a fulfillment centre for training requests. Credibility is also important for the new department. With the CTDP, it isn t necessary to convince anyone of my qualifications as a training professional. And I m delighted that our two corporate trainers feel the same way, since both of them have also decided to pursue the CTDP designation. A final thought: One of the participants in a recent CSTD focus group made a comment along the lines of Some people think of training as a job. I think of it as a career. That really sums up my thoughts as to why the CTDP is a necessary addition to the portfolio of any serious training professional. For more information about CSTD s certification program, contact Debra Bellamy, CTDP, Manager Certification and Chapter Relations at 1-866-257-4275, ext. 23 dbellamy@cstd.ca MESSAGE DU PRÉSIDENT DU CONSEIL suite de la page 4 de façon à pouvoir faire face aux difficultés d aujourd hui et remplir les promesses de demain. Pas parce que nous le disons mais parce qu il s agit-là d une des leçons que nous avons apprises, souvent à grands frais, au cours des cinquante dernières années. Ne perdons pas cela de vue aujourd hui. Je vous incite à participer aux activités et aux réunions de la CSTD, à vous inscrire au site Web de la CSTD et à faire connaître vos réussites à d autres. Transmettez ce que vous avez appris et aidez vos homologues et vos collègues en leur faisant part de vos idées et de votre expérience. Hugh MacDonald, CTDP est le président du conseil d administration de la CSTD. Il est possible de le joindre à l adresse hugh.macdonald@hrmacdonaldtraining.ca. Th e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 27

Canadian Awards for Training Excellence 2009 Get your program recognized on a national stage! Prix canadiens d excellence en formation 2009 Mettez votre programme en vedette au niveau national! The CSTD Canadian Awards for Training Excellence has honoured innovative, Canadian-developed learning products and programs since 1995. This program is open to all member organizations. What s in it for you and your company? Learning Validates that learning product submitted used the highest standard of learning principles Provides feedback outlining merits and areas for improvement Recognition Acknowledgement from Canada s national association for workplace learning and performance practitioners Award plaques presented at the CSTD National Conference A profile in the Award ceremony booklet and on www.cstd.ca Program credibility with clients and peers Use of the winner logo Entry Categories WOW Award External Learning Internal Learning External E-Learning Internal E-Learning Best Practices in Workplace Learning - NEW CSTD s top award is the Best Practices in Workplace Learning Award. Winners of this award meet the standards of excellence set forth in the Canadian Awards for Training Excellence. In addition, they demonstrate how their training program links to established research. Individuals and organizations that want to be considered for this award must apply for the Canadian Awards for Training Excellence (CATE) in the Best Practices category. In addition to the standard CATE criteria, submissions are judged on factors related to use of research. Submission Deadline: May 4, 2009 Enter at www.cstd.ca/awards 28 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009 Les Prix canadiens d excellence en formation que décerne la CSTD mettent à l honneur depuis 1995 des produits et des programmes d apprentissage innovateurs d origine canadienne. Ce programme s adresse à tous les organismes membres. Quelle en est l utilité pour votre entreprise et pour vous-même? Apprentissage Confirme que le produit d apprentissage est fondé sur des principes d apprentissage «optimaux». Fournit une rétroaction faisant ressortir les mérites du produit et les points à améliorer. Reconnaissance Un Prix canadien d excellence en formation décerné par l association nationale canadienne aux praticiens du rendement et de l apprentissage en milieu de travail. Des plaques de mérite décernées à l occasion de la Conférence nationale de la CSTD. L inclusion d un profil dans le livret de la cérémonie de remise des prix et sur www.cstd.ca Crédibilité du programme rehaussée auprès des clients et des pairs. Utilisation du logo du lauréat Les catégories d inscription Prix WOW Apprentissage externe Apprentissage interne Cyberapprentissage externe Cyberapprentissage interne Le Prix des pratiques exemplaires en matière d apprentissage au travail Nouveau Le tout premier prix de la CSTD est le Prix des pratiques exemplaires en matière d apprentissage au travail. Les lauréats satisfont aux normes d excellence énoncées dans les Prix canadiens d excellence en formation. En outre, ils démontrent de quelle façon leur programme de formation est lié à des recherches établies. Les particuliers et les organismes qui souhaitent présenter leur candidature en vue de l obtention de ce prix doivent s inscrire aux Prix canadiens d excellence en formation (PCEF), dans la catégorie «pratiques exemplaires». Outre les critères habituels de l PCEF, les propositions sont jugées en fonction de facteurs liés à l utilisation de recherches. Date limite pour la présentation des propositions : 4 mai 2009 Formulaire à www.cstd.ca/awards

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E-Learning Business Communications E-Learning Business Communications Lingua Service is celebrating 20 years in business! Since 1989, we have provided many corporate clients across Ontario and Quebec with a unique selection of language training programs and other linguistic services. We offer courses and activities for English, French, Spanish, Italian, German, Portuguese, Mandarin and other languages; all levels of oral and written communication in private or small group settings. Our teaching method based on communicative approach, employing interactive techniques, brings excellent results. For more information on our offerings, please contact us: (416) 695-4424 info@linguaservice.ca www.linguaservice.ca Business Communications Business Communications A New Day - A New Way Clarity Coaches, Inc. is on the leading edge of human development techniques and technologies, assisting agile organizations in harnessing the talent and innovation of their people in the new economy. Successful organizations know that developing a coaching culture allows their leaders, at all levels, to invite and allow their workforce to create new ways of doing things, contributing greatly to the long-term sustainability and prosperity of the organization. In addition, it produces engaged people that value collaboration, respect, trust and a Yes We Can! attitude that supercedes what needs to be done with much more efficiency and effectiveness in their individual roles, on their teams, and in their communities. Change is happening. We found a way to help you get there! www.claritycoaches.com 30 T h e Ca n a d i a n Le a r n i n g Jo u r n a l Sp r i n g 2009

People, Knowledge, Performance CSTD and IFTDO World Conference Toronto, Canada October 19-23, 2009 LGen (Ret d) the Hon. Roméo A. Dallaire Former Commander of UN Forces in Rwanda Peter M. Senge, Ph.D Senior Lecturer, MIT Patti Shank, Ph.D President, Learning Peaks LLC Register today! [w] www.cstd.ca/iftdo2009 [t] 1.866.257.4275 or 416 367 5900 [f] 416.367.1642 [e] events@cstd.ca Marc J. Rosenberg Principal, Marc Rosenberg and Associates Who Should Attend? Workplace Learning Professionals Learning and Performance Practitioners Project Managers Senior Instructional Designers Facilitators and Trainers e-learning Specialists Presenting Sponsor: Silver Sponsor: Bronze Sponsors: Sponsor and exhibitor opportunities are still available. Contact us for more information at [t] 1.866.257.4275 or 416.367.5900 x 21 [e] events@cstd.ca

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