Canada Day Closure

The OREA offices will be closed on Monday, July 3 for Canada Day. Regular business hours will resume on Tuesday, July 4.

Brief office closure on Thursday

The OREA offices will be closed from 12pm - 2pm on Thursday, June 29. Scheduled classes will not be affected.

Other Interesting Blogs

  • How Less Content Can Result in More Learning

    Posted 16 June 2015 4:00 AM by Deanna Williams

    If you’re like many trainers, you have a desire to give learnings as much content as possible in your training session. There’s a problem with that, however. Too many topics and too much content results in less learning. It means that you are not able to take a deep look at any one of those topics because you’re trying to cover too much. Here are some suggestions for covering less content and getting better results.

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  • Slides Are Not Handouts

    Posted 14 November 2014 5:00 AM by djohnson

    Go to any seminar or conference and you are likely to receive copies of the slides as your handouts. Seems sufficient enough, but is that the best approach? In this blog post I give some reasons for rethinking this common practice.

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  • Increase Learning by Putting Content into Context

    Posted 1 October 2014 4:00 AM by djohnson

    Your real value as a training facilitator may not be in your ability to teach content. It may be in your ability to put learning into context. Participants gain the most value when they learn why something is important, how it relates to their lives and how they can use their new knowledge in a real and practical way. In this video blog post I share three things you can do to increase learning by helping participants put content into context.

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  • Dont Answer That Question

    Posted 10 September 2014 4:00 AM by djohnson

    When you are asked a question in a classroom session, bite your tongue! Hold back from answering the question, even if you have a great answer. We know that people learn best when they think through and come up with their own solutions. When someone asks you a question in a classroom session, you have an opportunity to help them do just that. In this blog post I talk about three ways you can help participants learn more by coming up with their own answers and their own solutions.

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  • The Value of Breakout Sessions

    Posted 20 May 2014 4:00 AM by Elaine La Chappelle

    When you’re tight for time, you might be inclined to shorten or eliminate break-out activities or discussions. In fact, that’s one of the most important elements of learning. It’s better to tighten up your presentation or content review to ensure that people have enough time to discuss, debate and relate what their learning during small break-out discussion groups. In this blog post I talk about the importance of break-out sessions to learning.

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  • The Importance of Real Life Examples

    Posted 30 April 2014 4:00 AM by Elaine La Chappelle

    You can help bring content to life in a training program by sharing real life examples. Participants benefit from hearing how you have applied the learning, or how you’ve observed others apply it. And as always, it’s also great to solicit examples from participants. In this blog post I talk about how to ensure your examples hit the mark.

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  • Use Your Position to Set the Tone for Learning

    Posted 9 April 2014 4:00 AM by Elaine La Chappelle

    You send a message to learners by where you position yourself in the classroom. When you stand, you send one message; when you sit you send a different message. It's valuable to know what messages you send as you move around a classroom. Make sure you choose the best position for the learning environment you want to create. Here are three positions you can take and the messages they send.

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  • Be A Unique Trainer

    Posted 18 March 2014 4:00 AM by Elaine La Chappelle

    Those who have worked with me will know that I’m often preaching the importance of consistency amongst facilitators. That’s because with our leadership courses, it’s important that learners have a similar learning experience no matter which facilitator runs the course. Having said that, there is a lot of room for each facilitator to bring their own style to the classroom. And they can do that even while remaining consistent in how activities are run and information is delivered. In this blog I talk about the importance of using your own unique style as you facilitate. p> Read more... Comments (0)

  • Facilitating Large Groups

    Posted 26 February 2014 5:00 AM by Elaine La Chappelle

    Over the years I’ve often been asked to increase the number of participants at our leadership courses. The way the courses are designed, the ideal number of participants is 20 – 30. With groups larger than that it can be challenging to get the same results. Either time runs out or participation is lost. Despite my hesitance, there are times when it makes sense to increase the group size. I’ve learned that with some planning and revisions, you can ensure that larger groups get great value from classroom training; however, the onus is on the facilitator to adapt.

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  • Partner With Your Subject Matter Expert

    Posted 16 January 2014 5:00 AM by Elaine La Chappelle

    Partnering with your subject matter experts (SME) is critical to the success of a training program. They may be experts on content but they don’t likely know how to help people learn that content. That’s why it’s so important for training designers to focus on what people need to learn and how best to help them learn without getting bogged down by the reams of information that a SME might bring to the table. As you watch this blog post, think about how you can make sure that you and your SMEs partner to create a training program that gets results.

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  • Give Them Time to Breathe

    Posted 5 December 2013 5:00 AM by Elaine La Chappelle

    Reflection is an important part of learning. People need time to stop and think about what has been covered and how they will use their new skills and knowledge on the job. In this blog I talk about the importance of reflection and share some ways that you can structure this into a training session so that participants think about how they will apply what they have learned.

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  • Take a Walk in Their Shoes

    Posted 30 October 2013 4:00 AM by Elaine La Chappelle

    In my last blog post I talked about the value of hanging out with other trainers.  But there’s something even more valuable for trainers to do, to ensure their training design and facilitation are top-notch; that is to take on the role of a participant.  When we become a learner, we can’t help but assess the learning experience.  When you sit in the participant’s seat and learn a new skill, you’re bound to come up with ways you can improve, as you compare your facilitation approach to that of the trainer. As you watch this blog post, think about how to ensure that you regularly take a walk in the participants’ shoes.

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  • Hanging Out With Trainers

    Posted 10 October 2013 4:00 AM by Elaine La Chappelle

    If you design training programs and sometimes struggle with finding new ideas and approaches, one of the best ways to rejuvenate your design is by hanging out with other trainers. There’s nothing like the conversation that can result when two designers get talking about their experiences, challenges and successes. In this blog post I talk about how important this interaction can be, especially if you’re a one-person operation.

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  • Take a Quick Turn Left

    Posted 17 September 2013 4:00 AM by Deanna Williams

    I’ve learned that training design is rarely linear. It feels more like a piece of art, a work in progress. In this video blog I share how I’ve come to embrace the twists and turns that happen when you set out to design a training program; and how important these turns are for the success of any training program.

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  • Use Segues to Improve Learning

    Posted 29 August 2013 4:00 AM by Elaine La Chappelle

    Learning is a journey. It’s a facilitator’s role to guide learners on their journey to new knowledge and skills. As classroom sessions may be comprised of chunks of learning (exercises, activities, discussions and lectures) it’s up to the facilitator to tie all of these together. That’s where the segue comes in.

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