Full Schedule:

This year’s Research to Practice program explores recent findings in the fields of creativity, design, learning transfer, informal learning, and more. Featuring Atsusi Hirumi, PhD, of the University of Central Florida; Alan Saks, PhD, of the University of Toronto; and Saul Carliner, PhD, of Concordia University.

Innovation has driven the upward mobility, health and prosperity in both industrialized and developing countries for decades. However, in 2011, the Atlantic Century report indicated that the United States now ranks fourth and Canada seventh among industrialized nations in innovation-based competitiveness. Today’s training and educational system must do better to solidify the scientific and technological building blocks as well as foster the passion and creativity necessary to innovate. This session presents the development and testing of Interplay, an innovative instructional strategy that integrates key conventions of interactive entertainment (i.e., story, play, and game) to evoke emotions, spark imagination, and foster creativity and innovative thinking.

Atsusi (2C) Hirumi, PhD, is an Associate Professor of Instructional Technology at the University of Central Florida. Born in New York, Dr. Hirumi spent most of his formative years growing up in Nairobi, Kenya and East Africa. He received his MA in Educational Technology from San Diego State University and his PhD in Instructional Systems from Florida State University. Dr. Hirumi’s work focuses on developing systems to train and empower educators on the design, development, and delivery of interactive distance education programs. His research concentrates on the design and sequencing of e-learning interactions. He has published over a dozen articles, several book chapters, and has made over 50 presentations at international, national, and state conferences on related topics. Recent awards include the Texas Distance Learning Association award for commitment to excellence and innovation; the Star Faculty Award for outstanding teaching, research, and service; and he is the only two time recipient of the WebCTexemplary online course award.

This session explores the barriers that exist in transfer of training in Canadian organizations, and who is responsible for them. Strategies that Canadian organizations can employ to facilitate and improve the transfer of training will also be discussed. A key part of this session will involve a discussion of research results on transfer of training based on a spring 2012 CSTD sponsored study. The session will provide attendees with a strong sense of what transfer of training looks like in Canada today, and what can be done to improve it.

Alan M. Saks, PhD, is a Professor of Organizational Behaviourand Human Resources Management at the University of Toronto where he holds a joint appointment and teaches in the Department ofManagement-UTSC, the Joseph L. Rotman School of Management, and the Centre for Industrial Relations and Human Resources. Alan Saks earned an MASc from the University of Waterloo in Industrial-Organizational Psychology, and a PhD from the University of Toronto in Organizational Behavior and Human Resources. He has conducted research on a number of topics in organizational behaviour and human resources including recruitment, job search, training, absenteeism, and the socialization ofnew employees. Professor Saks is the author of three textbooks including OrganizationalBehaviour: Understanding and Managing Life at Work,Managing Performance through Training & Development, and Research,Measurement, and Evaluation of Human Resources. He currently serves on the editorial boards of the Academy of Management Journal,Journal of Organizational Behavior, Personnel Psychology, and the Journal of Vocational Behavior.  

This session paints a picture of the evolving profession of training and development through reports of three areas of research. The first report summarizes the research on one of the hottest areas of learning today—informal learning. What roles do trainers play? The second report presents results of a CSTD-sponsored study on the role of the performance consultant— the person who serves as the link between training groups and the groups they support. The third report presents results on how customers view training.

Saul Carliner, PhD, CTDP, is director of the Education Doctoral Program and an associate professor at Concordia University in Montreal. Also an industry consultant, Carliner provides strategic planning and instructional design services to organizations. Among his books are the brand-new Informal Learning Basics, the award-winning E-Learning Handbook, and the best-selling Training Design Basics. Carliner is a board member of the CSTD, for whom he chairs the Certification Steering Committee. He also serves as Editor-in-Chief of the IEEE Transactions on Professional Communication, a fellow and past international president of the Society for Technical Communication, and a past Research Fellow of ASTD.

Thought leaders (from John Dewey to Jay Cross to Seymour Papert to Jane Hart to Roger Schank) point towards more informal learning, advocating for the death of the training department and the demise of the course. Here’s an example. In his June 20, 2011 blog entry, Roger Schank wrote: “At some point people, and by this I mean school boards, governments, universities, and average citizens have to get over the idea that there should be any requirements at all in school.” Are you on board? Do you agree with them? Here I nail the jellied concepts of formal and informal learning to the wall through three examples and an online tool—and I press you to become more mindful about what you are now doing and what you might be inclined to alter.

• If you are inclined towards informality, are you certain about what it is and what it means in your enterprise?
• What about the far less popular and overwhelmingly more prevalent, formal learning?
• What are these forms really, and in what circumstances are they most appropriate?

Allison Rossett, PhD, is Professor of Educational Technology at San Diego State University, is in the training magazine HRD Hall of Fame, and was honored with selection as an ISPI Member-for-Life and more recently with the Thomas Gilbert Award. She is a recipient of ASTD’s recognition for lifelong contributions to workplace learning and performance and designated a 2008 legend. Allison co-authored Job Aids and Performance Support: Moving from Knowledge in the Classroom to Knowledge Everywhere, and a new edition of her book, First Things Fast.

With little time, training, or resources, instructional designers have little recourse but to revert to what they know best; that is, the use of instructor-led training methods and materials. As a result, web-based training (WBT) programs continue to perpetuate instructor-led training models, concentrating on the transmission of information, rather than the cycle of knowledge acquisition, critical evaluation, and knowledge validation that is vital to the development of higher-order thinking skills. This workshop presents a framework for designing and sequencing WBT interactions, and integrating the use of emerging technologies to facilitate WBT. Participants will be presented with modern learner-centered instructional strategies, and will complete a series of hands-on activities to design a unit of WBT. Participants are encouraged to bring their own classroom, hybrid, and/or web-based training objectives and materials to design their own unit of WBT during the workshop.

Atsusi (2C) Hirumi, PhD, is an Associate Professor of Instructional Technology at the University of Central Florida. Born in New York, Dr. Hirumi spent most of his formative years growing up in Nairobi, Kenya and East Africa. He received his MA in Educational Technology from San Diego State University and his PhD in Instructional Systems from Florida State University. Dr. Hirumi’s work focuses on developing systems to train and empower educators on the design, development, and delivery of interactive distance education programs. His research concentrates on the design and sequencing of e-learning interactions. He has published over a dozen articles, several book chapters, and has made over 50 presentations at international, national, and state conferences on related topics. Recent awards include the Texas Distance Learning Association award for commitment to excellence and innovation; the Star Faculty Award for outstanding teaching, research, and service; and he is the only two time recipient of the WebCT exemplary online course award.

Join approximately 25 speakers  in this high-energy, fast-paced,  and fun learning and networking  opportunity. You’ll discover an exciting host of new ideas, strategies and solutions to meet your learning and development challenges as you choose from a menu of brief, interactive sessions. Covering everything from social media to e-learning, knowledge management to change management, mobile learning to people skills, the Trading Post offers something for everyone. You’ll participate in three sessions during the event and connect with countless other learning professionals so you can start your own dialogue on the topics most critical to you and your organization. Review the full list of Trading Post speakers will be available in the fall. Be a part of the fun and learning!

Join chapter representatives and enjoy a meal at one of our local restaurants, while networking with conference participants. A full list of participating restaurants will be available at the opening reception. To join, simply sign up at the opening reception and look for your CSTD representative and head to the restaurant. This event is optional and not included in the standard ticket price. Average meal prices and meal options will be found on the sign-up sheet. All reservations are for groups of 8-10 and most are within walking distance to the hotel. » Learn More

As the landscape for business continues to change, a clear vision is the key to successfully navigating tomorrow’s unchartered waters. The Art of Vision is a program specifically designed to help companies utilize unconventional wisdom and build a vision for their future. No matter what kind of organization – from small companies to large corporations – employees at all levels can better embrace the future by becoming more innovative. By breaking apart traditional thinking, Erik challenges and inspires his audiences to redefine commonly held assumptions and misconceptions about “creativity”, “goals”, “success” and “vision.” Discover how you can sharpen your creative skills and identify a personal style for inspiring yourself and others to rethink vision and purpose. The principles in this uplifting and highly practical program will redefine the role of a leader as an artist as well as an architect.

Erik Wahl’s success as a speaker and unique understanding of vision traces back to his training as an artist. After first working in the business world and playing with his art, he now plays in the business world by working with his art. He has founded The Wahl Group, a consulting firm specializing in helping organizations identify and implement breakthrough thinking to achieve extraordinary results. He is passionately committed to helping businesses explore new levels of vision and performance through creativity.

Win Erik Wahl’s Art
Don’t miss your chance to win Erik’s art and contribute to a worthy cause! Visit the artist in the CSTD Booth for more info.

Meet Saul Carliner, PhD, CTDP author of Informal Learning Basics on the trade show floor in the Wiley booth 811.

Enbridge Gas Distribution is in the middle of a large wave of change. Field expertise is walking out the door as retirement is hitting a very large portion of key staff. A focus on competency measurement for a rapidly growing audience requires leveraging e-learning for frontline/operations staff to manage cost of delivery. Using field video as an effective and cost-efficient way of building learning objects is helping develop large volumes of training while shortening the build cycle. By attacking these challenges in tandem, see how the impact on the organization and overall knowledge management is being significantly improved.
Learning Objectives:

1. Gain understanding of long-term knowledge management with a balanced portfolio of short-term tactics
2. Learn how to leverage retired knowledge workers to capture crucial intellectual capital
3. Discover how to design effective e-learning using video as a key media component

Lydia Sani has spent over 20 years in the training and corporate communications industry since graduating from Concordia University’s Communications Program. Lydia founded Redwood e-Learning Systems in 2003 specifically to address the online learning market. Redwood’s mission is to advance skills through a new level of e-learning by having learners engage through interactivity such as immersive environments and social networking.
Marcia McQueen, MEd, has spent over 20 years working in large natural gas utility in the field of learning and human resources. She has experience in curriculum design, competency, and technical training. Marcia has led a taskforce consisting of a number of Canadian utilities to develop and obtain endorsement for a Canadian Competency Assessment Program.

The writing was on the wall: KPMG needed to enhance how employees tap into the right resources to help them excel in their roles. The solution was the design and delivery of MyDevelopment, a new customized learning and development tool that transforms annual goals into a personal action plan anchored to both the expectations of the job and the strategy of the firm. This session will feature a case study on why and how KPMG designed and delivered the MyDevelopment tool, including best practices, pitfalls to avoid, and potential barriers. There will also be discussion of the process undertaken by KPMG to develop the various learning paths, as well as the related SME and business involvement.
Learning Objectives:

1. Obtain an overview of the MyDevelopment tool
2. Learn what some of the best practices, pitfalls, and barriers are in building and delivering such a tool
3. Explain why this type of tool is beneficial to organizations and employees
4. Discuss the importance of choosing particular functionality

Allison Patterson, MEd, CTDP, Senior Leadership Manager at KPMG Canada, has over twelve years of experience working with global clients in a variety of industries including financial, pharmaceuticals, government/Crown corporations, and educational institutions. Allison has led and managed large multidisciplinary project teams in areas such as leadership and management development training, franchise shaping, sales force effectiveness, key account management, product and disease knowledge, talent management, and managed healthcare.

Virtual work and organization structures have become increasingly necessary with globalization and the high cost, both financial and environmental, of travel. Training professionals are challenged to support virtual organizations and deliver training to them where they work: everywhere. This workshop will provide practical, research-based approaches to working with virtual teams and organizations. It introduces the business case for virtual teams and explores key elements of effective teams, focusing on eleven virtual and remote team success factors. A case study using an assessment illustrates the major challenges and intervention strategies.
Learning Objectives:

1. Understand the business case and context for virtual teams and organizations
2. Understand eleven factors research has shown contribute to virtual team success
3. Explore the process and tools to assess and improve virtual teams & organization effectiveness
4. Understand the potential of web collaboration technologies for online training and blended learning
5. Engage in an interactive web collaboration experience by attending an online follow-up workshop

Jon Wagner has provided high-impact OD/HR consulting internationally for over 35 years and has held senior roles at Hewlett Packard, Agilent Technologies, Oracle, Alcan, and Ontario Public Service. As a pioneer in working virtually, Jon has led, supported, and researched virtual teams for more than 20 years. He helps organizations transform to effective virtual workplaces and use web collaboration technology for virtual training. His book, Building Effective Virtual and Remote Teams Handbook, is now in its 3rd edition.
Russ Milland has over 40 years’ experience working across industries and for major firms such as Imperial Oil and Allied Signal Aerospace. Russ is co-author of the 3rd edition of the book, Building Effective Virtual and Remote Teams Handbook.

In our fast-paced working environment, adaptable organizations have a strong capability to respond to complex issues in innovative ways. However, some organizational efforts fail largely because leaders and managers do not manage the risks associated with innovation. This interactive session examines how to de-risk innovation. It focuses on the importance of establishing a clear framework for innovation, establishing individual accountabilities for team innovative work, and assessing the risk levels of proposed solutions. This session is built on content explored in the book Innovative Intelligence, co-authored by David Weiss.
Learning Objectives:

1. How to establish a clear framework for innovation that defines boundaries and accountabilities 
2. How to balance team generation of ideas with individual accountabilities 
3. How to assess the risks of your proposed solutions and how to mitigate those risks

David S. Weiss, PhD, CTDP, CSTD Fellow, is President of Weiss International Ltd., specializing in innovation, leadership, and HR consulting. Previously Chief Innovation Officer in a multinational consulting firm, David’s current university positions include Affiliate Professor at Rotman, Senior Research Fellow of Queen’s University, and Visiting Faculty of University College of Cayman Islands. He is the author or co-author of five best-selling business books: Innovative Intelligence, Leadership Solutions, The Leadership Gap, High Performance HR, and Beyond the Walls of Conflict.

Everyone has been involved in a learning program or project that has not delivered its intended impact. Across organizations, remarkably similar but preventable missteps are made in needs identification, learning strategies, program development, and implementation. This session will present six classic mistakes learning professionals make that reduce chances for success along with evidence-based practices to help prevent them. Participants will have the opportunity to share their personal stories of
successful and not-so-successful learning programs.
Learning Objectives: 

1. Describe key conditions that contribute to failure of learning projects 
2. Define the six most common mistakes and miscues made by learning professionals in the analysis, design, and delivery of training programs 
3. Define preventative strategies for each of the six classic mistakes to avoid learning failure 
4. Prepare a plan to incorporate best practices into organizational learning processes

Tom Gram, MA, CTDP, is Senior Director of Professional Services, Leadership, and Business Solutions at Global Knowledge. He has over 25 years’ experience designing and managing training, e-learning, and electronic performance support at organizations including Hewlett-Packard, IBM, and Mount Allison University. Early experiences designing training for process and job redesign initiatives caused him to rethink formal learning and look for ways to build learning and feedback into workflow and job contexts using new media and traditional learning approaches.

In this session we will explore some of the latest neuroscience on how and why people engage (or disengage) at work, home, and play. Through research, case studies, and stories, this session will offer key insights for leaders who want to know how to release 400% more discretionary effort, create better performance spikes by removing interference, seek out relational tensions to boost harmony and pre-empt energy squanders, create and release energy through growth and development, and prevent symptoms of “poor behaviour” by identifying the Five Felt Needs.
Learning Objectives:

1. Discover how releasing organizational energy impacts the employee and customer experience with great results 
2. Explore the evolution from employee satisfaction, retention and engagement, to energizing people 
3. Apply emotional intelligence and neuroscience research to create a better employee experience 
4. Identify the Five Felt Needs that when met, enhance performance and improve morale 
5. Learn how behaviours such as bullying, micro-managing, and cynicism are an expression of unmet needs

Brady Wilson is an author and expert on how conversation affects organizational energy to create dynamic results. Since 1993, Brady has trained and coached executives and managers in Fortune 500 companies across North America. His expertise is communication, specifically enabling leaders to unlock discretionary effort by engaging the emotions of their people through face-to-face conversation. He has driven the creation of several communication tools, including Pull Conversation, The 5 Drivers of Employee Engagement, and The Juice Check.

This session focuses on implementing the live, virtual classroom. While organizations are beginning to experience real success, it is often viewed as the exception, rather than the rule. Traditional face-to-face environments are where “real learning” happens. It’s time to turn the exception into the rule! With thoughtful design and practiced facilitation, your live virtual programs can meet, and often exceed, the expectations of more traditional delivery methods. Internalize some key best practices, and then
create your own personal action plan about how to practice and implement these key skills.
Learning Objectives: 

1. Explore the thoughtful design of virtual programs 
2. Understand how to “flip” the virtual classroom, so the live classroom time is used for discussion and collaboration 
3. Distinguish “interaction” from “collaboration” 
4. Learn the benefits of creating the role of “participant advocate” 
5. Go back to basics — find out how to apply all the things that made for a great traditional program to your virtual program

Jennifer Hofmann, MA, is the principal e-learning consultant and owner of InSync Training, LLC, a consulting firm that specializes in the design and delivery of synchronous and blended e-learning. Jennifer is the author of The Synchronous Trainer’s Survival Guide and Live and Online! Tips, Techniques and Ready-To-Use Activities for the Virtual Classroom. She is a regular speaker on synchronous and blended e-learning at national industry events and has taught the Certified Online Instructor Program at Walden University. Jennifer has a Master’s in Instructional Technology and Distance Education, and a Bachelor’s in Business & Finance.

Meet Alan Saks, PhD author of Managing Performance Through Training and Development on the trade show floor in the CSTD booth 207.

Meet David Weiss, aithor of Innovative Intelligence on the trade show floor in the Wiely booth 811.

Meet Jennifer Hofmann author of The Synchronous Trainer's Survival Guide on the trade show floor in the Wiley booth number 811.

This presentation outlines a collaborative effort between WSPS, one of Ontario’s health and safety associations, and the Institute for Work & Health (IWH) to develop a pictogram-based hazard identification system. The organizations worked together to develop and evaluate pictograms (i.e., visual symbols) and a corresponding training program for kitchen prep workers in restaurants across Ontario. The session details the pictogram and training development process and the following pilot study
evaluation. The evaluation concentrated on three key areas: change in knowledge, change in work practice, and change in symptoms.
Learning Objectives: 

1. Hear about a new approach to engage vulnerable workers in health and safety best practices 
2. Discover the results of three outcome measures related to training and pictograms 
3. Discuss barriers to workplace interventions involving training

Trevor King, MHK, is a certified kinesiologist with the Ontario Kinesiology Association and an associate ergonomist with the Canadian College of Professional Ergonomists. After receiving his master’s degree, he completed an internship at Yuan Ze University’s Gerontechnology lab in Tao Yuan, Taiwan. As a research coordinator for the Workplace Interventions group, Trevor coordinated and participated in a number of ergonomics-focused research projects, including the evaluation of pictograms in the restaurant service sector.

Kim Grant, CTDP, holds a bachelor degree in English and Communications from the University of Windsor and a Certificate in Adult Education from OISE at the University of Toronto. As the Manager of Innovation and Knowledge Solutions at Workplace Safety and Prevention Services, Kim is responsible for product strategy and lifecycle, innovation, and instructional design activities. Kim sits on the Canadian Standards Association Technical Committee on Occupational Health and Safety training, and has also been very active in low literacy research as it relates to training in workplace safety practices.

It’s a well-known fact that a good part of the value of a conference lies in the conversations you’ll share with other participants. Come prepared to share and learn from your colleagues at this interactive, facilitated best practice sharing session. You’ll discuss your biggest issues and best solutions on the subject of e-learning.
Learning Objectives: 

1. Discuss the best solutions you’ve discovered for designing effective e-learning programs 
2. Share your biggest issues and discover how others have solved them 
3. Connect with other learning professionals from across the country

Christie Sterns, CTDP, holds a Master of Health Science degree in Nutrition and Adult Education from the University of Toronto. Christie’s first career as a dietitian led to pharmaceutical sales and, subsequently, to her role as Manager of Sales Training and Development for Boehringer Ingelheim (Canada) Ltd. In 1989, Christie founded Training Makes Cents Inc. (TMC). She co-authored Prescription for Success. Her latest book is Seriously Fun Training Tips - 425 Ways to Enhance Learning and Make it Stick!

Is rapid development on the rise in your organization? Are you continuously asked by clients to speed up your development time? Using a wiki to build course content may be the right solution for you. This highly practical presentation will focus on how to use wikis in the development phase of creating your learning products. Come and see first-hand how a group of learning professionals have taken a different approach to employing wiki technologies.
Learning Objectives: 

1. Determine when to use a wiki for course development and how to use your learning design plan to set up the wiki 
2. Learn how to reduce your development cycle time 
3. Learn how to get the most from your subject matter experts and prepare them to build content into the wiki 
4. Learn the pros and cons of using a wiki for course development 
5. Discuss how to promote the effectiveness and efficiencies of wikis to clients

Connie Stevens has been a training practitioner for the Canada Revenue Agency for over 20 years. She currently holds the position of Senior Learning Consultant for the Technical Learning Solutions Division. She leads a Learning Consultant Community of Practice as well as a Web 2.0 Community of Practice.

Through the application of gamification to the design of this actual workshop, participants will develop their own strategies for applying game mechanics. Participants will explore the essence of gamification (game dynamics and game mechanics) in this interactive session and examine how these elements can be applied to their own learning designs. Session participants will explore two case studies of the marriage of gamification and learning with an eye to leveraging ideas, learning from our challenges, and creating an action plan.
Learning Objectives: 

1. Describe the elements of gamification (game dynamics and game mechanics) 
2. Examine various methods of game mechanic integration (via case studies) 
3. Apply game mechanics to initiatives in a strategic and intentional way to build engagement and drive

Mary Myers has over 13 years of experience in designing and implementing blended training and development initiatives to match corporate or organizational strategies. Mary’s extensive instructional design experience touches many different sectors, including retail, technology, financial services, life sciences, and public.
Robert Pearson, PhD, CTDP, is VP of Learning at Maritz Canada. Rob leads a team of 40 learning professionals dedicated to helping their clients improve the customer experience through learning. With over 20 years of experience in client and vendor organizations, Rob has extensive experience in performance consulting, measurement and evaluation, and technology-based learning.

How are you measuring the value of your online communities and networks of practice? This session will showcase an enhancement of Phillips’ measurement model inking the value of e-communities using social network technologies for performance improvement with business objectives. In our rapidly changing workplace landscape, augmenting formal performance improvement activities with informal learning and coaching, while incorporating social networks, will increase involvement, strengthen relationships, and enhance individuals’ development. Two concurrent case studies in Canada and in the Netherlands were conducted to identify the viability of a measurement model in a corporate learning environment.
Learning Objectives: 

1. Discover techniques to measure social networks’ usage in training 
2. Determine the links between online communities and knowledge transfer 
3. Strategies to enhance the business case through ROI of online communities of practice

Robin Yap, PhD, LLB, MSc, DM, CTDP, has worked for and with Global Fortune 500 organizations through his 20 years of global HRD experience. He’s been on the boards of various international and national training; performance; competency; and standards’ advisory boards, like the International Organization for Standardization (ISO); International Board of Standards for Training, Performance, and Instruction; and professional associations, such as ASTD. Robin’s current research focuses on social learning of multi-generational and multi-cultural workforces in virtual workplaces.
Joost Robben, MSc. is a Consultant at Tulser Business Improvers in the Netherlands. He studied Educational Science and Technology, and Human Resource Development at the University of Twente. As a consultant, he advises organizations on the use of networked learning technologies for human performance improvement. Joost continues to focus his research on social media, communities of practice and online learning networks.

Research has proven that 70-90% of corporate training does not turn into improved business results. What are some of the potential reasons? Which ones can be addressed within a training department and which ones require a strategic partnership with your front line? Cross-pollination of training with performance consulting, change management, communication, and marketing can all increase your training ROE. Join us for a case-study driven session that compares a rollout of an identical training program to two business units in the same organization, with very different results. Leave with practical tips positioning your training initiative for maximum success. 
Learning Objectives: 

1. Help your business partners fine-tune the initial assessment of performance gaps 
2. Use communication and change management techniques to build learner engagement prior to training 
3. Reduce training time by selecting optimal timing for your training rollout 
4. Increase learning transfer opportunities by strategically linking with your quality assurance unit

Dasha Malinovich-Rowe, MA, has 16 years of training, consulting, and leadership experience. She has worked in the private and public sectors as well as academic institutions in Canada, the United States, and Russia. Dasha’s current role is the Senior Manager with the Education and Development Services Department of WorkSafeBC.

 


The very best coaches are exceptional at debriefing performances, both good and bad. The ability to debrief performance effectively lies in deliberate, disciplined, nonconversational communication between coach and coachee following a performance. This is the primary way coaches improve the level of competence of their charges in high performance environments. The purpose of the communication is singular; help the other person learn from the experience and get better at whatever it is they are doing. These conversations, whether between coach and athlete or manager and direct report, have a clear intention and are highly disciplined.
Learning Objectives: 

1. Understand why debriefing is only effective when done with consistency after both good and bad performances 
2. Learn why immediacy, frequency, and variety are critical in an effective debriefing 
3. Understand logistical challenges when debriefing 
4. Understand the difference between observation and evaluation

Peter Jensen, PhD, has worked with Fortune 500 companies in eight countries, enhancing the performance of top executives and organizations. Peter combines fundamental leadership concepts with new ideas and ongoing insights from Olympic coaches and corporate leaders. He distills diverse approaches and brings practical clarity to effective leadership skills by sharing their tangible application in the business world. Peter is a founding director of Performance Coaching Inc., one of Canada’s leading corporate training firms.

Meet John Wagner & Russ Milland authors of Building Effective Virtual and Remote Teams - A Hanbook Guide to Collaborative Technologies on the trade show floor in The CollaborativeChange booth 808.

Whether it is a single department or an entire organization considering online and blended course models, the answers to a number of questions help determine the most appropriate course of action. Strategic considerations include mandate, market analysis and needs assessment, instructional design and pedagogy, and policy, operational, and resource factors. The session will provide concrete examples, and include session participants in a discussion of successes and challenges in decision-making for online and blended learning.
Learning Objectives:

1. Key questions to ask when determining whether to choose online or blended models 
2. Ways to evaluate the relative strengths of online and blended models 
3. Examples of best practice in determining delivery model

Lori Wallace, PhD, is the Dean of Extended Education at the University of Manitoba. She has been an instructional designer and distance educator for over 25 years. She is also the president and chair of the board of directors of the Canadian Virtual University, a consortium of 12 universities with online degree programs, working together to expand learner support and access to online programs.

This session explores a collaborative learning, rapid innovation program to help your teams and enterprises achieve fast, toprated, high impact business results. You’ll review three case examples of how BMO business units used an innovative, collaborative learning approach to drive results and engage teams to accelerate change, innovation, and achieve significant productivity and performance objectives. We’ll lay out the seven steps of the rapid innovation process and describe the do’s and don’ts for design and facilitation with senior teams. You’ll also engage in a simulation of the RIP IT process and discuss best practices for linking learning to business impact.
Learning Objectives: 

1. Develop an understanding of a discipline for rapid innovation 
2. Practice core behaviours for success in each of the phases 
3. Share business issues, design challenges, and best practices in facilitating RIP IT in various teams

Bob Wiele, the passionate personality behind OneSmartWorld®, has been bringing his message of increasing productivity by tapping into the unrealized potential in human capital to some of the world’s most powerful and successful organizations. His work delivers practical tools to help people, teams, and enterprises succeed by learning to harness their total intelligence. Clients have included corporations, all levels of government, colleges, and universities. Bob has facilitated over 200 organizational transformation projects, using his unique RIP IT-Rapid Innovation Program for accelerating innovation.

Mona Malone joined BMO in 1996 at the Institute for Learning focusing on the design and development of learning programs. Late in 1999, Mona worked as Director of Human Resources for epost (a joint venture of Canada Post Corporation) and was appointed Vice President of Marketing and Product Management in 2001.

How strategic is your organization when evaluating its enterprisewide learning and development portfolio? Do you exhaust your evaluation resources administering smile sheets for every course—while never getting around to evaluating your important learning initiatives with the rigour that’s required? This presentation examines how to be more strategic in your enterprise-wide portfolio evaluation—how to determine priorities, set meaningful targets, and use resources more wisely. Get tips on the important elements to consider in developing your strategy, and listen to our panel of experts as they share their experience in developing and implementing enterprise-wide evaluation plans.

1. Prioritize evaluation needs in the enterprise portfolio 
2. Determine the type of evaluation and appropriate degree of rigour 
3. Set meaningful evaluation targets and generate actionable results 
4. Discover what works and what doesn’t in developing and implementing an enterprise evaluation plan—what challenges to expect and how to meet them

Lynette Gillis, PhD, CTDP, CSTD Fellow, is a cognitive and educational psychologist. Lynette is an internationally recognized authority in the design, development, and evaluation of organizational learning. Her career is focused on improving existing design and evaluation methodologies to help organizations such as Harvard Business Publishing maximize the effectiveness and impact of their learning investments. Her client list includes Bell Canada, Manulife, RBC, Toronto Stock Exchange, and many federal government departments such as the Canadian Food Inspection Agency, the Canada School of Public Service, and the Canada Revenue Agency.
Allan Bailey is a leading workplace learning measurement and evaluation expert. As Co-Director of the Investing in People® project, he helped design, develop, and execute the three-year national evaluation research study. For almost a decade he has consulted to Harvard Business Publishing; other clients include CIBC, BDC, Westjet, OLG, Scotiabank, and the Canada Revenue Agency.

According to Peter Block, every time you provide advice, it is an act of consulting. As an internal L&D and HR professional providing ongoing consulting–without being called a consultant–how do you avoid the “order taker” trap and perform effective consulting with line managers you work with? What can be learned from external consultants and applied to the internal role? Think outside the box and see what we can learn from the best professional salespeople who have only a few short meetings to understand the client’s needs, propose a solution, and gain buy-in to execute the best solution.
Learning Objectives: 

1. Learn key consulting competencies 
2. Acquire tricks and tips to lead effective “initial meetings” with your internal clients 
3. Learn effective behaviours and transfer techniques used successfully by sales professionals

Marsha Anevich brings 20+ years of experience in sales leadership, marketing, business development, and management consulting. She has been with Global Knowledge for over a decade and loves the quest of putting the challenging puzzle pieces together on clients’ complex business issues. She was the lead consultant on two CSTD Gold award-winning training programs for Rogers Communications Inc. and Deloitte. Marsha is known for developing innovative solutions.

Making the transition to the live virtual classroom requires facilitators to develop skills that maximize engagement and learning for their participants. After discussing the changing roles of the training team, and creating a job description for the online facilitator, you will learn about the many roles you may fill as an online facilitator, and how to work with a production team to ensure the transfer of learning. We will give special attention to creating effective learning environments for your participants
and maximizing the engagement level of your audience using facilitation techniques specific to the online environment.
Learning Objectives:

1. Examine the changing roles of the training team and the new knowledge, skills, and abilities necessary for (live) online facilitator success 
2. Determine the appropriate online event type based on desired outcomes, resources, and time available 
3. Engage remote participants by creating effective learning environments and utilizing facilitation techniques specific to the online environment

Jennifer Hofmann, MA, is the principal e-learning consultant and owner of InSync Training, LLC, a consulting firm that specializes in the design and delivery of synchronous and blended e-learning. Jennifer is the author of The Synchronous Trainer’s Survival Guide and Live and Online! Tips, Techniques and Ready-To-Use Activities for the Virtual Classroom. She is a regular speaker on synchronous and blended e-learning at national industry events and has taught the Certified Online Instructor Program at Walden University. Jennifer has a Master’s in Instructional Technology and Distance Education, and a Bachelor’s in Business & Finance.

You have on-the-job performance gaps that come from a lack of skill or knowledge. You’ll never have time to store all that skill and knowledge in someone’s head. So, build a job aid: high-efficiency support for on-the-job results. In this workshop, you’ll learn how to recognize situations that call—or cry out—for job aids. You’ll learn how the tasks themselves can guide you through decisions about format. If you’re up for it, you can even try applying job aid principles to a project of your own. Want performance support that people use on the job for better results with less memorization? Build a job aid. This workshop gets you going.
Learning objectives: 

1. Recognize situations where job aids can reduce—or eliminate—the need for training 
2. Use characteristics of real-world tasks to decide on format and content for your job aid 
3. Apply principles and techniques to your own real-life performance improvement opportunity

Dave Ferguson focuses on performance improvement and workplace learning. Like his clients, he’s more interested in producing results than producing training. At Amtrak, at GE, and in his consulting practice, he’s designed instruction, coached other learning professionals, and collaborated with clients from manufacturing to financial services to government. His practical, positive, occasionally wry viewpoint is as natural in person as it is on his blog, Dave’s Whiteboard.

Not long ago, a CLO advised an audience of 1000 workplace learning professionals to turn their programs into apps. Make them short, sweet, and on demand. Most, not all, nodded assent. Those nods are, however, a long way from design, development, and execution. Every study shows great interest in the use of mobile devices for just about everything, and not so much actual practice. Not yet.
Learning Objectives: 

1. Discover the sweet spots for mobile learning and mobile support 
2. Determine the difference between mobile learning and mobile support 
3. Explore planners and sidekicks and how each can boost performance 
4. Tour key concepts and learn from a variety of examples

Allison Rossett, PhD, is Professor of Educational Technology at San Diego State University, is in the training magazine HRD Hall of Fame, and was honored with selection as an ISPI Member-for-Life and more recently with the Thomas Gilbert Award. She is a recipient of ASTD’s recognition for lifelong contributions to workplace learning and performance and designated a 2008 legend. Allison co-authored Job Aids and Performance Support: Moving from Knowledge in the Classroom to Knowledge Everywhere, and a new edition of her book, First Things Fast.

Meet Peter Jensen, PhD, author of The Winning Factor: Inspire Gold-Medal Performance in Your Employees at the CSTD booth 207

Meet Allison Rossett, PhD author of Job Aids and Performance Support:  Moving From Knowledge in the Classroom to Knowledge Everywhere on the trade show floor in the Wiley bookstore at booth 811.

The corporate learning function ought to rethink its current archetype and alter itself to act more like an artist. With a nod to early twentieth century innovations that moved the art world toward natural forms and structures, the corporate learning function should aim to become learning nouveau. 

• Access is key to the learning function becoming a conduit to knowledge and information; why?
• When the learning function can recommend opportunities for people to learn, they can offer unique choices that map to the individual needs of each employee; how? 
• Curating both defined and inferred knowledge is paramount to the learning function’s new model; what?

Dan Pontefract is Head of Learning & Collaboration at TELUS, where he is responsible for the overarching leadership, learning, and collaboration strategy for the company. He has driven a philosophical and cultural shift in the way TELUS views and experiences learning called “Learning 2.0”; the shift to a social, informal, and formal learning and collaboration model for all 40,000+ team members, bringing TELUS to the forefront of learning leadership. Dan is a passionate leader in the learning, leadership, technology, and collaboration space and is uniquely skilled to ensure an organization can move from traditional models and cultures to those that embrace continuous, connected, and collaborative frameworks.

Meet Dan Pontefract author of Flat Army at the Wiley Booth number 811

The study of human “explanations” has produced some amazing insights: there is a core pattern, this pattern is used for sense-making, but this pattern does not align with any current project management or learning models. Enough information! It’s time for the Explanation Age, where our natural patterns to explain become the user interface and the prescriptive model for learning and change. The demands of the Knowledge Economy now require that “development” in “training & development” includes the development of “thought” leaders, not just experts. We need to retool for the Knowledge Economy, and working from explanations is how to do it.
Learning Objectives: 

1. Describe how the Knowledge Economy has outdated ADDIE 
2. Understand the difference between productive learning and inventive learning 
3. Create environments that produce thought leaders, not just experts 
4. Build inventive learning into lesson plans, and learning organizations

John Lewis, EdD, is the founder and president of Explanation Age LLC, a management consulting company that focuses on knowledge management and user experience strategies. John holds a doctoral degree in Educational Psychology from the University of Southern California, with a dissertation focus on mental models and decision making. John is the author of the book The Explanation Age, which provides tools for the coming age of knowledge and decision transparency. He is a member of The George Washington University Institute for Knowledge and Innovation.

Every person has a unique and important story to tell. Go to your employees, members, and customers to learn their stories. When stories align, people see that they are participating in an important, big picture story. The lore of an organization is a potent way of communicating purpose, leading change, and creating affinity with its purpose, people, and products. Bring life to your message with stories that connect the dots with meaning. In this workshop, learn how you can use the powerful tool of storytelling to enhance effectiveness in your organization.
Learning Objectives: 

1. Understand the links between storytelling, business communication, and leadership effectiveness 
2. Learn how to use the power of storytelling to connect and engage with employees and customers 
3. Explore how story helps to explain corporate culture, vision, values, and major change initiatives

BJ McCabe, MEd, is the passionate storyteller and engaging speaker behind Touchstones Stories, Pace to Innovate, and Pandora’s Promise of Hope. She is also the founder of Idein Rise Incorporated, delivering dynamic training solutions to workplaces.

It’s a well-known fact that a good part of the value of a conference lies in the conversations you’ll share with other participants. Come prepared to share and learn from your colleagues at this interactive, facilitated best practice sharing session. You’ll discuss your biggest issues and best solutions on the subject of collaborative and informal learning.
Learning Objectives: 

1. Discuss the best solutions you’ve discovered for facilitating a collaborative and informal learning environment 
2. Share your biggest issues and discover how others have solved them 
3. Connect with other learning professionals from across the country

Christie Sterns, CTDP, holds a Master of Health Science degree in Nutrition and Adult Education from the University of Toronto. Christie’s first career as a dietitian led to pharmaceutical sales and, subsequently, to her role as Manager of Sales Training and Development for Boehringer Ingelheim (Canada) Ltd. In 1989, Christie founded Training Makes Cents Inc. (TMC). She co-authored Prescription for Success. Her latest book is Seriously Fun Training Tips - 425 Ways to Enhance Learning and Make it Stick!

The sound of your voice creates an instant reaction—which can be positive, negative, or just plain, well, plain! Only 25% of communication is in your words while 75% is in the emotion conveyed by your voice. Do you remember the last presentation you attended? Did it have you checking your e-mail because the speaker had a monotone voice? What about a recent networking event—did you find it hard to hold people’s attention? This session teaches you how to make people want to talk to you—enjoy listening to you, and trust you - as soon as they hear your voice.
Learning Objectives: 

1. Learn and use the five most important characteristics of great Vocal EQ 
2. Create vocal habits which engender trust 
3. Learn how to compel the attention of others and keep them engaged to the very end 
4. Increase your competitive advantage in business, through Vocal EQ 
5. Inspire and influence your listeners with your voice and speaking style

Bonnie Gross, SLP, is President of SpeechScience — a company devoted to helping individuals become dynamic, influential speakers through voice enhancement, fearless public speaking, and leadership speaking skills. With dual careers in speech pathology and media, Bonnie works with executives and corporations such as IBM, CIBC, BMO, and The United Nations. She is former president of the Ontario Speech and Hearing Association, department head of Speech Pathology at Scarborough General Hospital. She has received the honours of OSLA, for outstanding contributions to her profession, and the Programming Excellence Award for the weekly television show Ethnicity.

When Alberta Health Services (AHS) was consolidated from 12 former health entities, they needed a comprehensive learning strategy aligned with AHS’ strategic and business priorities. This session documents AHS’ journey with PwC to map a learning strategy, and to create a corporate university construct. We cover the current state, assessment through design, business case development, and implementation of the learning institute from the perspectives of both the client and consultants.
Learning Objectives: 

1. Review leading practices in corporate university constructs/governance models 
2. Identify learning governance frameworks for organizations 
3. Discover a roadmap for creation of a business-aligned learning and development function within your organization 
4. Gain insights into the learning and development function of Canada’s largest healthcare organization

Danita Haysom B.Ed, MBA has spent her career designing and implementing talent management solutions to support business strategies. Her perspective comes from leadership roles in HR including tenure as Director of Professional Development with PCL Constructors and leadership in the launch of BHP Billiton’s Ekati Diamond Mine learning function. Danita is now with PwC as a member of the People and Change consulting practice.
Brenda Rebman, MBA, CHRP, CMC, has thirty years of experience in human resources. In her role as VP, Talent Management Strategies with AHS, she works closely with senior executives, staff, physicians, government, academia, associations, unions, and others to establish Alberta Health Services as a learning organization.
Drew Bird, MSC, MA, combines senior leadership expertise with research informed approaches to identify, develop, align, and engage leaders. He creates solutions that allow organizations, leaders, and teams to identify and maximize their potential. Recently, Drew has designed, developed, and implemented leadership initiatives with public and private clients, including multi-billion dollar healthcare organizations, oil and gas companies, not-for-profits, and consulting firms.

Designing tests and activities to check the transfer of online learning is not an easy task. For many organizations, online tests usually represent simple self-marking questions or multiple choice tests that provide many opportunities for the tested to correct their answers. In this session, we will discuss ways to enhance the integrity and usefulness of the activities or tests related to online modules.
Learning Objectives: 

1. Describe the common flaws of online tests and activities 
2. Identify the level of learning measured in online tests and activities 
3. Align online learning activities to the learning demands needed by the organization

Helen McPhun brings learning to life with her creative and energetic style. She has helped organizations design effective learning solutions in every field imaginable—from fertilizer management and finance to funeral directing and food processing. Helen has held a successful management position with American Express, and was the project manager for the Early Years Project at the Ontario Provincial Government. She has extensive experience teaching adult education and management development. She now owns a consulting company and private school in New Zealand, and speaks internationally on subjects related to workplace learning and evaluation.

This session offers an in-depth overview of a municipal government’s blended learning success story. We'll share our experience of how the Corporation of the City of Brampton has supported the transfer of learning by incorporating a variety of blended learning strategies in our training approach to develop our most valuable assets, our people. The future of education involves providing content, resources, and instruction through technology, experiential learning techniques, and the traditional face-to-face classroom method. 

1. Demonstrate how to effectively and continually apply the desired knowledge, skills, and/or attitudes across all learning methods 
2. Identify how to manage change and expectations caused by a blended learning paradigm shift 
3. Distinguish how blended learning and face-to-face instruction can be combined effectively

Kathy Higgins is a Training and Development Coordinator with the City of Brampton Human Resources Division. Kathy has recently completed a Certificate in Adult Education in the Workplace, specializing in online learning. She is involved in various initiatives related to learning with technology, such as a New Employee Orientation program and blending online learning with classroom-based programs.
Lisa Murray has a formal training and development background, complemented by over 12 years’ experience in both public and private organizations. Her specialty lies in the design and delivery of dynamic, interactive developmental opportunities, which engage participants using a variety of teaching aids, and meet employee needs in an efficient, cost effective manner.
Lisa Askim, CHRP, has worked for over ten years in the public sector to enhance human resources practices, provide strategic advice, and deliver learning solutions to diverse client groups. Presently, at the City of Brampton, Lisa’s focus is on providing learning and development solutions to create superior leadership training & development, utilize blending learning approaches, and maximize human talent to achieve tactical, strategic, and organizational goals.

Meet John Lewis, EdD author of The Explanation Age at the CSTD Booth number 207

In a highly interactive session, Jane will look at how individuals and teams are using social media tools to learn in the workplace and how at an organizational level we need to support these new ways of learning.

Jane Hart is an independent consultant, speaker, and writer and the founder of the Centre for Learning & Performance Technologies (C4LPT), a free resource site on the use of technologies for learning and performance, which has become one of the world’s most visited websites about learning. Jane also established the Social Learning Centre, which offers members a number of different ways to find out how social media can be used to support working and learning. Jane is also a Principal and Senior Director of Collaboration in the Internet Time Alliance, whose mission is to help organizations work smarter.

Blending live interactive exercises and on-demand videos to socialize training topics, we'll discuss how training can be social no matter how large or small or geographically dispersed your organization is. Building on the principles of improvisation - reading an audience, taking suggestions in the room, and building on ideas.

Session Learning Objectives
• Using the "Yes, And..." approach to training
• Finding the role of comedy, even in tough or typically boring training topics
• Collaborating with your employees and staff to create a social learning experience

Second City Communications is the corporate services arm of the world famous comedy theatre, The Second City. Creating customized comedic content and engaging audiences guided by a fundamental assumption: Business is an act of improvisation. Maintaining 400+ engagements a year with fortune 1000 clients, Second City Communications serves departments in every industry in training and development, live entertainment, corporate event and meeting support, creative video communications and brand marketing.

In this session, Kim Ades, President of JournalEngine™ Software and Frame of Mind Coaching will identify the 5 critical success factors for delivering ground-breaking coaching to leaders driving dramatic organizational change. She will also demonstrate how to put them into action with an online coaching platform called JournalEngine™.

Session Learning Objectives:

• To teach participants the critical mistakes that are commonly made in coaching
• To expose participants to a new leadership paradigm
• To identify the 5 key success factors for long term coaching results
• To share a new approach to coaching with a focus on tangible results
• To provide an opportunity in the session to test the new coaching model

Kim Ades, MBA is president and founder of Frame of Mind Coaching and JournalEngine™ Software. Author, speaker, entrepreneur, and mother of 5, Kim uses her unique process of journal-based coaching to work with North America’s most prominent and high profile leaders to ignite significant organizational change and personal transformation.

With endless leadership definitions, theories and training courses in the marketplace it is no wonder building strong leaders can leave you asking where do I start? However, regardless of the theory you choose, one thing all leaders have in common is followers. These followers bring with them their own ideas of what successful leadership looks like, making it extremely important to view effective leadership from their perspective. Emotionally intelligent leaders understand this best and can project a leadership image that is inspirational and authentic yet flexible enough to meet the individual needs of their followers. Explore with new research why emotional intelligence (EI) has such an impact on leadership and how you can build EI skills into your work with leaders.

In this session you will learn:
1. How emotional intelligence can be the backbone of leadership/executive development.
2. New research that connects specific emotional intelligence skills to critical competencies required of leaders.
3. The value of EI in strengthening leaders’ ability to view leadership success from the eyes of their followers.

Katie Ziemer, MOrgPsych Manager, Research & Development Performance Assessments Division, MHS Inc Katie Ziemer is the research & development manager of the Performance Assessments Division with MHS, a team specializing in the development of corporate assessments and, most recently, the revision of the EQ-i 2.0. With eight years of experience in organizational development, performance measurement, training and 360° feedback delivery and design, Katie’s focus has always been on blending practices grounded in psychological science into individual and organizational development strategies.

Katie has been an internal and external consultant to both private and public organizations across Canada and Australia. Her education and global experience is currently being applied to the assessment of emotional intelligence and leadership as well as developing new assessments and international adaptations for the corporate marketplace.

We  will explore the application of “clickers” in training environments. We will explore their application for assessment such as learning readiness, activating prior knowledge or general engagement. Questions will be posed using all sorts of mediums including document cameras, and PowerPoint. Session will be interactive, so come ready to participate!
Learning Objectives:

• Introduce the concept of using clickers as an assessment tool in the classroom
• Learn about the different learning strategies that can be employed when using clickers including: Diagnostic Assessment, Formative Assessment and Collaborative learning
• Give the audience a real experiential learning opportunity where they will be a part of an interactive classroom.
• Show some other technology resources and tools that can be used in combination with clickers or on their own.

JP Copeland is the leading authority on using Audience Response Systems (Clickers) to engage and assess audiences ranging from 20 to 3000 participants. JP has been working in the K-12, Higher Education and Corporate training arena for over six years. Some of the highlights include outfitting one third of the K-12 schools in the Peel DSB with classroom technology, integrating student response systems into the Air Canada flight attendant training program and being a guest speaker with the Certified General Accountants Academic Symposium in 2011. With passion and enthusiasm, JP has facilitated and consulted on many different SRS projects that range from basic evaluation feedback to strategic classroom assessment strategies. As technology continues to evolve, JP has the experience and expertise to evaluate and harness these new technologies to help deliver useful educational strategies in the classroom.

It’s not what you think; it’s how you think that matters! Explore your creative brain with one of The Banff Centre’s most esteemed faculty members, Dr. Bastiaan Heemsbergen. As an internationally acclaimed facilitator, trusted advisor, author, and corporate psychologist, Bastiaan has been featured on CBC and in the Globe and Mail. Much of his work, including his book The Leader’s Brain, has focused on how leaders can adapt their mindsets to facilitate innovative strategic breakthroughs, improve decision making, and avoid blind spots.

This lively interactive session, was recently created for one of our highly recognized events at The Banff Centre, will explore how the brain works and provide tools for developing your own creative brain.

Learning Objective:
1. How to encourage and unlock imagination, productivity, and innovation
2. Understand how the brain can be utilized to enhance creativity in tackling challenging issues
3. Apply whole brain strategies to become more effective in teams and within the organization

Bastiaan Heemsbergen, MEd, PhD is an internationally acclaimed facilitator, educator, author, and corporate psychologist and has been featured on the CBC, The Globe and Mail, and radio stations. His innovative book The Leader’s Brain was featured on Toronto’s CITY TV. He has significantly impacted the awareness, innovation, and leadership of clients, students, and participants across the globe.

What drives the success of an online training program? With over 12 years experience in the e-learning market, we will share our experiences and our best practices for creating valuable and engaging online content with the aim of enhancing participants’ active learning processes and overall retention. Moreover we will compare statistical trends and projections to where we were, where we are and where we are going with online education, showing you how we have managed to shatter our record enrollment numbers from year to year.

Learning objectives:

• To learn how to make an impact and increase enrolments, retention and engagement through compelling online training programs • To convey how to motivate participants in the medium- to long-term during online training programs
• To provide the audience with ways to improve flexibility of course delivery, optimization of user experience, and pertinence of interactivity to subject matter
• To showcase tools and technologies that can help create valuable online training programs to

Kaoru Matsui is the Executive Director and Director of Marketing & Operations at KnowledgeOne in Montreal, Canada. Kaoru has over 15 years of experience in a variety of industries including medical devices, pharmaceuticals, sports apparel, international relations and education. With extensive experience in the e-learning market, both in academic and in the corporate environment, Kaoru’s expertise has helped to create one of the main e-learning university communities in Quebec (eConcordia). Passionate about everything she does, Kaoru is a firm believer in the success online learning could bring to any organization.

Meet Barbara Carnes, PhD author of Making eLearning Stick at the CSTD number 207

Many training sessions intended to prepare new staff have the objective of showing people how to “be more friendly” or “show more empathy.” Asking someone to “be” a certain way is notoriously difficult to measure, formally (in a test) or informally (from observation). If you can’t measure a training outcome, you can’t be sure that the training class has been a good use of time or money. This interactive session will involve a brief discussion on training in the “affective” domain (the territory of empathy and friendliness), and a longer interactive session that mixes affective training with concrete outcomes. At the end of the session, participants will be able to take a broad idea like “empathy” and identify several concrete behaviours that demonstrate it.
Learning Objectives: 

1. Identify several behaviours expected from “soft skills” training 
2. Discuss the three basic types of training objectives 
3. Discuss assessment tools that can track “affective” behaviour change 
4. Describe the behaviour changes expected from “affective” training

Jonathan Bean has been responsible for various corporate training departments since 2003. He has been both the trainer and the manager of the Training and Quality assurance team in a large contact centre, and has designed intake training and continuing education for public-facing roles. Since 2009, he has been conducting training and onboarding in the public sector at a provincial Crown corporation. In the past, he has presented at the Joy of Learning conference at Simon Fraser University, and has been a speaker on Conscious Living Radio.

It’s a well-known fact that a good part of the value of a conference lies in the conversations you’ll share with other participants. Come prepared to share and learn from your colleagues at this interactive, facilitated best practice sharing session. You’ll discuss your biggest issues and best solutions on the subject of designing training.
Learning Objectives: 

1. Discuss the best solutions you’ve discovered for designing effective training programs 
2. Share your biggest issues and discover how others have solved them 
3. Connect with other learning professionals from across the country

Christie Sterns, CTDP, holds a Master of Health Science degree in Nutrition and Adult Education from the University of Toronto. Christie’s first career as a dietitian led to pharmaceutical sales and, subsequently, to her role as Manager of Sales Training and Development for Boehringer Ingelheim (Canada) Ltd. In 1989, Christie founded Training Makes Cents Inc. (TMC). She co-authored Prescription for Success. Her latest book is Seriously Fun Training Tips - 425 Ways to Enhance Learning and Make it Stick!

Peer-to-peer mentoring and coaching are under-utilized learning methods, particularly in the area of soft-skills leadership development. Yet, a peer-based leadership approach can offer benefits far beyond the acquisition of technical skills. For organizations seeking ways to provide sustainable learning that helps leaders build stronger self-insight, higher resilience, and a new mindset towards leadership, peer-based learning approaches—when implemented well—can yield lifelong results. In this interactive session, you’ll have the opportunity to hear from individuals who have implemented successful peer-based leadership programs, as well as from participants who will share how these approaches have impacted their leadership growth.
Learning Objectives:

1. Hear from a panel of program participants about how the peerbased approach compares to traditional mentoring
2. Discover the key hallmarks for a successful peer-to-peer based leadership program 
3. Create an action plan to implement your own peer-based leadership program

Glain Roberts-McCabe is an accomplished facilitator, executive coach, and keynote presenter and is noted for her innate ability to motivate and inspire others. Glain is founder and president of the Executive Roundtable Inc., a frequent contributor to the Globe & Mail, and a frequent guest on panels and business shows. Glain completed the Adult Education diploma program through OISE/ UofT and the Co-Active Coaching program through the Coaches Training Institute.
Panelists include: Anna Petosa, VP Talent at Torstar Digital; Janey Piroli, Director, Organizational Development at Pepsico Canada; and Lauralei Heggie, Director, Audience Development and Strategy of Toronto Star Newspapers Ltd. 

HTML5 and its companion technologies provide an opportunity to make content accessible to all learners—no matter what device they use. But what does this mean for content quality and the learning experience? What tools and techniques do you need at your disposal to ensure your content is both accessible and engaging? Join us as we discuss how to make captivating and meaningful content for all mobile and desktop platforms. We’ll review tools and techniques, discuss do’s and don’ts in designing mobile content, and provide a framework to guide you through the tool selection and content development process.
Learning Objectives: 

1. Understanding of the scenarios best suited for mobile training 
2. Current industry best practices in mobile training development 
3. What the death of Mobile Flash means to mobile training development 
4. Current and future technology landscape for mobile training

Chris Van Wingerden, VP of Learning Solutions at dominKnow, has been involved with e-learning/m-learning content design and creation projects for more than a decade. A self-confessed mobile addict, Chris’ background in learning and instructional design means that he is always looking for ways to ensure any technologies used in training and development serve the critical purposes of learning—for both the organization and its employees. Chris holds degrees in adult education and English literature.

This session explores a strategy designed to promote the sharing of professional knowledge based on an experiment conducted with a group of five instructional designers working in a distance education university who volunteered to meet monthly over a year. The activity created an informal learning context in which the participants could externalize and thus share tacit knowledge related to their instructional design practices. Small groups of professionals co-constructed a semi-formal node-link representation of a portion of their professional knowledge using a graphical knowledge modeling software. The representational technique is especially helpful in eliciting different types of “knowledge structures.”
Learning Objectives: 

1. Explain the potential of the strategy to promote the sharing of professional expertise 
2. Explore the results of a small-scale experiment conducted in a distance education university 
3. Reflect on the possible applications in your own workplace and community of practice in the field of ID

Josianne Basque, PhD, has been a professor in educational technology at TÉLUQ since 1997. She has designed several online courses on the topics of instructional engineering, learning and cognitive sciences, and the impact of technology on learning. She is also a researcher at the LICEF Research Center, dedicated to research in the fields of cognitive informatics and learning environments.
Christine Simard is a learning specialist at TÉLUQ. She contributes to the instructional design of distance education courses in education and educational technology. She is also involved in designing non-credited e-learning. She has worked on a variety of training projects with organizations such as Provigo, Sondages BBM, and SNC-Lavalin.

Enterprise systems’ implementations are large-scale undertakings that include sweeping changes to enterprise systems and/ or business processes. Debates over the appropriate strategies for “rolling out” the training often centre around how much information is really needed. There will be arguments for the need to include hands-on practice and limit the detail to “just need to know,” while others argue for the importance of people having the big picture and understanding how they fit into an overall system or process. Although apparently opposing in nature, the answer lies in the timing. Both strategies are needed at different times. Effectiveness of the training depends on adjusting the methodologies throughout the implementation life cycle.
Learning Objectives: 

1. Determine the needs of both the learners and the organization 
2. Match appropriate learning interventions to the lifecycle stages 
3. Ideas for reducing costs and redundancies

Elke Scrimshaw is a professional with 25+ years in the field of human resource development, with experience in various industries including telecommunications, transportation, hospitality, and oil and gas. She completed postgraduate work at St. Thomas University, Minneapolis in HRD with a specialization in instructional systems design. She is currently at Suncor Energy managing learning solutions and practices for enterprise workplace learning.

Designers, developers, and facilitators can use practical, easy-to-use strategies to increase on-the-job application. This energetic session provides the latest research on e-learning design practices related to learning transfer—what works and what doesn’t. You will be introduced to the E-Learning Transfer Model and the key factors that support learning transfer from e-learning, as well as 15 research-tested, practical techniques for increasing “stickyness” that you can begin using immediately. Share best
practices and lessons learned about how you increase and enhance training transfer in the courses you design, develop, and/or facilitate.
Learning Objectives: 

1. Apply specific techniques to integrate education (TIEs) to increase effective transfer of e-learning 
2. Develop an action plan to customize transfer techniques to specific training 
3. Share and learn best practices and lessons learned about how to achieve high levels of training transfer

Barbara Carnes, PhD, is a training transfer pioneer, having coauthored the first book on the subject, Making Training Stick. More recently, she is the author of the books Making Learning Stick and Making Training Stick: A Training Transfer Field Guide, as well as numerous articles on the topic. An experienced developer of corporate e-learning and university online classes, her book Making E-Learning Stick will be published in late 2012.