I’m an introvert and not the most comfortable with starting a conversation, so training was not something I dreamed of doing when beginning my career journey. I grew up in the western province of Alberta, the heart of Canada’s energy sector, where there were many opportunities for an illustrious career as a tradesperson. Working many years as a pipefitter opened my eyes to a different path. It was a road that not only transitioned into a new career, but also gave me the satisfaction of helping people carry out their work safely: I became a safety professional.

The day I was asked to deliver training to a group of employees, requiring me to share information on how to perform their work, I was stunned. Fear of public speaking consumed me. Fifteen years later, having had roles as a corporate health and safety manager, training manager, and workforce development manager, I have had the privilege of working with and teaching thousands of people, from new workers to senior executives.

I have provided training in the United States, China, and here at home in Canada. At first, delivering health and safety courses seemed routine: Learn the material, provide it to students by reading the slides, and give them a little quiz to challenge their understanding. Simple, right? What I did not realize was that training is only as good as the person delivering it. Anyone can teach, but not everyone can teach effectively. This is particularly true when teaching abroad.

This chapter is about getting to know the people of Canada and using this knowledge to most effectively train in the country. Over the years, I have delivered a variety of courses in many locations that didn’t seem conducive to learning. Having delivered sessions in the cab of a truck, the middle of an open field, and even on the shore of a lake, I know location can influence the quality of training. However, with planning and forethought, you can still be just as effective as delivering in a comfortable facility.

People and Culture: Get to Know Your Audience

Canadians can be summed up in one word: proud. The quality of detail and abilities they display in their roles define the strong work ethic that many Canadians exhibit. In any field, there is a high expectation of information and knowledge gain. One consistency is that opinions are respected. People are quick to point out any errors or discrepancies in the accuracy of material, which leads to another characteristic: We value feedback. It’s requested and encouraged at the end of any training program. Canadians take pride in the output of their performance.

Canada is known for its multicultural diversity and acceptance of all nationalities. Each year, Canada accepts around 235,000 immigrants (Statistics Canada 2016). Across its 10 provinces and three territories, more than 200 languages are spoken, including Canada’s two official languages, English and French, as well as indigenous and immigrant languages. Most people speak English; however, the province of Quebec is predominantly French-speaking. When planning training for Canadian audiences, this needs to be considered, as language barriers can be a concern. Groups may consist of many nationalities with varying degrees of English-language proficiency.

The Château Frontenac Hotel in Quebec, a predominantly French-speaking province in Canada

Here are a few areas to consider when you’re delivering to Canadian audiences.

Arrive Prepared

Time is valuable for Canadians. With the strong work ethic that many have, it is critical for the trainer to plan ahead to ensure the training course begins on time. I recall attending a training course that a client was providing. Students had arrived early and were waiting for it to begin. Thirty minutes after the proposed start time, the trainer walked in and scrambled to set up the required media aids and training materials. It was too late. He had already lost the respect of the audience.

Have an Agenda

Canadian audiences like to know the layout of the training course they are attending. Aside from the objectives and content, give them an estimated timeline for the training session. If there are scheduled breaks or meals, let them know when. How long is the course supposed to last? If it’s to end by 4 p.m., finish by 4 p.m. Do not go over the set time; this does not leave a good impression, especially if the trainer is handing out course evaluations at the end. Be punctual.

Encourage Questions From the Audience

Kindly interrupting the trainer to ask questions or for clarification is accepted and promoted in Canada. An engaged audience also helps the trainer with the content flow by sharing examples or stories, gaining different perspectives, and demonstrating an interest for further discussion of the topic. Ask questions of the group, and avoid singling anyone out individually.

With Canada’s many languages and nationalities, you’ll find that a mix of learning styles and communication methods is required. The three dominant audience types are:

• Self-engaged. These individuals have no fear of speaking out and saying what is on their minds. They’ll help the trainer with direct participation by making comments, asking questions, and giving their opinions.

• Thought engaged. Many would refer to these individuals as the “quiet” type. Generally, they absorb the information given and do not speak out much, or do so only when they have valued feedback or specific questions.

• Progressive. This group is a combination of both. A trainer generally would not hear much from them at the beginning. However, as the training course goes on, they become comfortable with the audience and content, and share their thoughts for discussion.

Getting Started: Conduct a Needs Assessment

Because training is costly and time-consuming, you need to identify the benefits to the organization and to the individual for training to be considered effective in Canada. There is a new generation entering the workforce that may alter historical methods of training. Companies are building strong mentorship and training programs to help shape this new generation and groom them to become the leaders of tomorrow.

With a growing population of more than 35 million people in Canada, more than 20 percent of Canada’s population will be retirement aged over the next 10 years. By 2030, Millennials will comprise 75 percent of the workforce (Dhillon 2016). Consider Millennials when determining what training needs are and who the audience is. The following are some areas to consider when conducting training needs assessments.

Identify the Gap

Before providing training to any organization, understand the specific requirements of respective clients. Canadians are very direct in sharing what is required, and will respond well to direct questions. Depending on the training requester, assessments may involve human resources associates, department managers, or administrative support to answer any questions. Conversations should be very open and casual while still maintaining a focus on the organizational objectives. Avoid any personal or probing questions when requesting information. Keep the focus on performance expectations for participants and the potential success of training.

Some questions to consider asking are:

• What type of training is currently being provided by the organization?

• Does the organization have a training department or existing curriculum?

• Is there specific training targeting various departments or groups?

• What type of impact does training have on productivity?

• Are there preferred delivery methods of training, such as classroom, online, on-site, or e-learning modules?

• What are the long-term goals for organizational needs?

Know the Audience

Many facilitators have attended training sessions and thought they could do a better job than the person facilitating. Not understanding the content or how it relates to the audience is often the culprit. It is a good idea to develop an online survey or questionnaire to measure learning styles. When possible, interview employees or stakeholders. This can be an efficient, flexible, and rewarding way of gathering information on each member organization.

Whether training takes place in eastern Canada, western Canada, or the northern territories, there are no specific differences in audiences to expect. However, there can be variances in learning preferences between training a group of oil and gas tradespeople or an office of corporate employees in the financial sector. Tradespeople are typically more technical and understand more of a hands-on approach. Audiences who spend a majority of time in offices can be more process oriented, which may change the dynamics of training delivery.

Have Clear Expectations

The training plan needs to reflect the intended outcomes without false promises. In Canada, expectations are high for the end result desired after any investment in training needs. This includes budgetary restrictions, knowledge transfer, and job applications after training. Summarize these expectations with the client to ensure understanding of the desired results. It is advisable to identify the following:

• What is the organizational challenge that needs addressing?

• Assess the employee knowledge base.

• Assess the job requirements compared with what needs to be learned.

• Is there any on-the-job training currently being provided? If so, have the process explained.

• What is the desired outcome for the participants and the organization?

• How will the knowledge level be achieved after the training program?

• Is there any support required after the training program to ensure knowledge transfer or retention?

Itineraries: Plan the Learning Journey

Many trainers spend countless hours in airports. It is easy to understand how important an itinerary is in order to have ample time to make a connecting flight or avoid rush hour traffic. The same goes for a journey to learning excellence.

When I began training technical courses in construction safety, I did not have the knowledge base to understand that we all learn in different ways. Many have heard the phrase “death by PowerPoint” and know how ineffective PowerPoint presentations can be. In Canada, it’s no different. Our culture appreciates ingenuity and charisma to create an energizing and productive learning session.

When planning the learning journey, be mindful of how you are engaging the audience. It is easy to lose an audience quickly. A great mentor once said to treat each learning experience as a workshop, not a lecture. Create the expectation by asking questions from the start. Use simple icebreakers to generate discussion or laughter.

You can also plan activities. Canadians are very active and enjoy the satisfaction of completing activities and staying engaged in learning environments. For example, I was teaching a session on learning styles to a group of supervisors and managers. I observed throughout the morning that many participants were not grasping their learning styles—the activities planned were not useful. By reverting to a backup activity involving paper airplanes and the VAK (Visual, Auditory, Kinesthetic) model, I changed the mood. The participants quickly adapted to how they understood learning methodologies and what they could absorb more easily for retention.

Face-to-face training is a standard learning delivery method in Canada and is still preferred. However, Canadian companies are seeing a huge transition to e-learning courses and web-based training, which many organizations are leaning toward for availability, productivity, affordability, efficiency, and ease of access to learning resources. Each organization differs with the type of training desired, though, so it’s a good idea to conduct technology availability assessments when identifying training plans and expectations.

Packing Lists: Logistics, Technology, and Resources

When training in Canada, you’ll have few issues when it comes to technology availability. Most client locations and hotels have meeting rooms that provide basic needs including tables, chairs, screens, and cords. Confirm before travel to ensure that these items will be in place and available. When possible, bring a projector. Standard voltage is 110V, so travel adapters may be required.

Most areas have adequate Wi-Fi access. However, most public networks are password protected, so you’ll need permission. It is becoming more common for trainers to use YouTube and related sites to show relevant videos for learning outlets. Be mindful that bandwidth can be a concern, depending on the number of users.

It is advisable to bring prepared training materials and any other gadgets required, such as presentation pointers or adapters. Always have extra batteries on hand. I recall having to leave the hotel during one training session to run across the street to a local convenience store because my pointer’s batteries had died in the middle of the presentation. Whiteboards and flipcharts are commonly used and available when requested.

Always have business cards ready to hand out to members of management or client organizers. It is advisable to have them available for participants as well to encourage any feedback or questions that may arise after training has taken place.

Customs: Body Language Dos and Don’ts

Many countries have customs that do not work in other nations. People from many different countries live in Canada, so trainers in Canada need to be sensitive to various customs and be prepared to respond respectfully. Here are some suggestions to consider when training in Canada:

• It is critical to create a relationship with the audience and take the time to get to know them on a personal level. Give participants a chance to introduce themselves to the group. Depending on the course content, it is beneficial to ask the participants specific questions as part of their introduction. When I present courses relating to safety in the workplace, I try to include an open question such as, “Why do you work safely?” or “Why is it important to identify hazards in the workplace?”

• When meeting people or participants, a simple handshake is a common way to greet people. Shake the person’s hand firmly and quickly while maintaining eye contact.

• Canadians respect humility and vulnerability. While you should show confidence, overconfidence can come off as arrogant, conceited, or egocentric. An influential colleague once said, “No matter how many times you instruct a course and know the content, it is charming to be a little nervous. Nervousness shows we are all human and have imperfections.”

• Canadians expect eye contact to show focus on their reactions. Similar to U.S. audiences, it is appropriate to hold contact for three seconds. Any longer can make some participants uneasy, because not everyone is eager to speak up. Focus on those who are speaking by turning to face them directly. Showing facial expressions and nodding your head are nonverbal ways to show engagement with no distractions.

• Try not to stand in one spot for too long or behind participants, because it can be uncomfortable for some. Early in my career this was a challenge for me. A colleague noticed this behavior during a training session and blocked the pathways, which helped to move me out into the audience.

• Speaking tone is almost as important as body language. Be loud enough so the person in the back of the room can still hear, yet mild enough so it does not sound like shouting. Vary your voice to show passion and conviction. Speak clearly and slowly, because Canada is very multicultural and has a wide range of languages. This helps with understanding and transfer of knowledge.

• Keep hands free from distractions, like jingling coins in a pocket. Gestures allow expression and amplification of energy. Practice gestures in front of a mirror. In my early training days in Canada, I was instructing a technical course to a group of construction workers and did not realize I was shuffling my keys in my pocket, which disrupted a few individuals. I was kindly interrupted and informed of the distraction.

• Canadians are empathetic and enjoy sharing experiences. Tell a personal story that connects with the audience and content.

• Show a genuine smile and laugh. Humor and good-hearted jokes will be received well. Avoid jokes about religion and politics, or ethnic-related comments.

Climate: Create a Warm Learning Environment

Training involves more than just showing up and presenting a course to participants. It is important to understand Canadian culture to create a warm learning environment. Canada’s current population growth is due in large part to immigration, with only a tenth of Canada’s population increase due to natural population growth. In Canada, there is no core identity; however, there are shared values, including openness, respect, compassion, and a willingness to work hard, be there for each other, and search for equality and justice.

The word Canada means village, and it is important to build relationships and create a “village” in the classroom. Here are some ways to do so:

• Provide name tags or table cards for the participants. Canadians are very personable and appreciate being called by name.

• Canadians do have a good sense of humor, and enjoy irony, satire, and self-effacing jokes.

• Some training budgets are getting cut in Canada, and often snacks and treats are the first items to go. It can be cold for many months of the year in Canada. Nothing starts the day out better than having a warm drink to help those chilled bones! Do what can be done to serve coffee and tea, which Canadians enjoy. That gesture will go a long way in building relationships and energizing participants.

• “Fidgets” help hold attention spans when in a training session. Provide pipe cleaners or small crafts that don’t generate noise. I was once facilitating a course on learning styles for a group of executives, and I noticed some of the course material was becoming dry and not easy for everyone to focus on. So, on day two, I decided to mix it up and bring in a container filled with fidgets (stress balls, action figures, colored Popsicle sticks, and other random craft items). At first, I thought it would be more of a distraction, but it went off very well and created more conversation and engagement surrounding the course material. Many participants thought that this was a big help in remaining focused and kept the day moving at a good pace. There were even some great creations made by the group with some of the fidgets, making for a good laugh and a happy ending to the course!

• Have training materials neatly packaged for the participants and placed on each table, ready for when they arrive. Canadian audiences are curious and enjoy skimming through the material beforehand to catch a glimpse of what they will be learning throughout the training session.

Things to Consider: Handle Classroom Challenges

Canadians have their thoughts, personalities, and differences in opinions. Many participants will enjoy a good discussion with opposing viewpoints to see all sides of a particular topic. However, as time is valuable, the flow of training needs to progress to stay on point. It is important to identify clear objectives and participant expectations at the start.

Canadians are typically quite respectful of trainers, whether local or foreign. However, if a participant does become argumentative, show interest in understanding their viewpoint. Give them the opportunity to speak their mind as long as it remains respectful and nonjudgmental of others. If a participant refuses to listen, you need to take control of the situation. Politely ask the individual to leave the room if the behavior persists and contact a company representative.

I recall a training session where an individual became very argumentative on a certain topic and would not listen to the opinions of others. Constant interruptions and cutting in on other responses created tension in the room, leaving many learners seeming angry or frustrated. I respectfully intervened with the argumentative individual and asked if we could speak privately to conclude the topic at the next break. After a lengthy discussion, the individual realized their behavior was not appropriate and took it upon themselves to apologize to the class when the course resumed, following the break. Many situations can be resolved with a professional and respectful discussion without needing to involve a company representative.

Canadians can get frustrated if they do not understand the trainer. Because English is the most common language for a majority of Canadians, a nonnative trainer needs to speak clearly and pronounce their words as clearly as possible.

Don’t make participants feel rushed. Plan the agenda to ensure adequate time is given to allow discussion or activities. Once I delivered a course to supervisors on leadership development, and the discussions, feedback, and stories shared among the group were creating an engaged atmosphere. However, when I realized that time was running short, instead of continuing at the same pace, I began racing through the remaining content without allowing the expected discussions. Class energy changed, and the course feedback reflected participant dissatisfaction. A valuable lesson learned.

Tips and Warnings: Advice for Nonnative Trainers

Even though Canadians are welcoming of non-Canadians, it can still be daunting for nonnative trainers to blend in and build relationships with participants. Here are some things to consider that I have noticed in travels across Canada:

• Be sensitive to attention spans. If time permits, let the participants decide on the frequency of breaks. Try to base it on the length of the training session. For an all-day session, allow for two 15-minute breaks (morning and afternoon) and a lunch break, or more as needed. After lunch, fatigue can set in, so give them a brain break.

• Be available after the training session. Some people are not always comfortable speaking in front of a group, so they may want to talk one-on-one after the session to clarify any comments or request additional feedback in a particular area. Some may find it disrespectful for the trainer to leave before the participants do.

• Ask questions about the local culture, things to see, or places to eat, which will show commitment and genuine interest about the participants and their way of life. Many Canadians love hockey, and someone is always willing to engage in a conversation when it comes to this sport.

• Some areas in Canada have long winters. Typically, traveling between October and March can be frigid and snowy in many regions. Plan to pack warm clothes, coats, and gloves, and even shoes or boots with good soles to avoid slipping. Always check the long-range forecast because weather changes frequently.

• Not all training sessions require formal dress. Communicate with the organizer before travel to confirm the suitable dress attire.

Horseshoe Falls in winter. Traveling in Canada between October and March can mean frigid, snowy weather.

Bon Voyage

I was mentored for many years by an incredible individual who was very passionate and empowering to everyone he taught. His mentoring expanded my training delivery depth, and I was better able to focus on the people in class rather than the content itself. The result is not just about getting a certificate or checking the box for attendance; it is more about what people take away from each training session. At the end of my career, I want to look back and say I helped make a difference in people’s lives by extending knowledge and experiences to provide a powerful message to others.

I hope you’re able to take the advice about training in Canada presented in this chapter and apply it to your next—or first—trip to this beautiful country. Whichever province or territory you visit, there is always something to discover. Enjoy our diversity in Canada. All are welcome.

About the Author

Dan DeRoche is a multiticketed construction trades professional, with more than 17 years’ experience as a health and safety professional and training and development leader. He is currently the corporate health, safety, and environment manager for a leading contractor in Alberta, Canada. His communication skills have allowed him to create an influential difference when leading organizational teams in numerous areas of growth. His passion is exemplified by empowering and motivating others to succeed. He has directed and guided the development of principal training initiatives to ensure consistent training across organizational departments, with emphasis on the safety and leadership of employees. Dan is recognized as a Master Trainer, Certified Training Professional, and National Construction Gold Seal Safety professional, as well as a certified Myers-Briggs Type Indicator practitioner.

References

Dhillon, P. 2016. “The Millennial Leader: How the Next Generation Is Managing Up.” Huffington Post (Canada), December 9. www.huffingtonpost.ca/punit-dhillon/the-millennial-leader-how_b_13510826.html.

Statistics Canada. 2016. “150 Years of Immigration in Canada.” Statistics Canada, June 29. www.statcan.gc.ca/pub/11-630-x/11-630-x2016006-eng.htm.