In her twelve years of healthcare administration, Haleh Rahimi has never been short of projects to keep her on her toes. 

Over the years, colleagues who recognized her skills encouraged her to work towards earning her Project Management designation. Haleh knew that honing her instinctive project management abilities would be the key to propelling her career forward. She just needed to find the time. 

“The reason I decided to finally do this was because I found the SCS Foundations of Project Management course and it was so flexible. The whole program was doable while working full time and managing my other responsibilities,” she explains.

Haleh was also thrilled to find that when she shared her plans to take project management courses at SCS, her employers at Sinai Health were happy to invest in her professional development by helping to fund her tuition.

She began her first course during a pandemic lockdown, and so was limited to online classes, and she was impressed to see that once in-person classes returned, they took place in the evenings, making it possible for her to attend after work. 

“I couldn’t believe it, how flexible it was,” she says. 

“I did my first two project management courses online and for me it was even better than being on-site. The lectures are recorded so even if you miss them you can go and watch them after. I didn’t miss any lectures but I did go and watch some of them twice even just to get a good, in-depth understanding of them.”

It took no time for Haleh to begin using what she learned in class at work. 

“We’re working in a society now that it doesn't matter what industry you're in, whether it’s healthcare, marketing, or finance, project management is in high demand,” she says. 

“So project management has always been a part of my job, and I started applying these tools, techniques, processes, and strategies on the spot.”

Haleh’s instructor, Peter Monkhouse, also ensured there were plenty of opportunities for her and her classmates to put what they were learning to the test in class. “He gave us in-depth, hands-on experience so I felt like a project manager right from the foundations course,” she explains.

“We were in teams working on actual projects and came away with a good understanding of the different approaches to project management. Not all the approaches are going to work well for all the projects that you are given. We learned how to decide why one is better than the other one and how you can use a combination of approaches.”

In addition to sharing his expertise during class, Haleh says Peter took the time to explain the 11 different certificates students could apply the Foundations of Project Management course to, and was always happy to go above and beyond to answer learners’ questions and share expert advice when asked. “You’d email him and have a response back before you’d even hit send,” she jokes. 

As she continues to work towards her project management certificate at SCS, Haleh’s new skill set is already having a positive impact on her career. She is currently the executive assistant for medical affairs at Mt. Sinai hospital; the dept of obstetrics and gynaecology at Women’s College Hospital; and Toronto General Hospital, in affiliation with U of T medicine. And recently, she shares, her managers have taken note of her increased efficiency and ability to streamline processes within her department. 

Haleh has even used her newfound skills to help a colleague manage a home renovation project, which she says just highlights how useful project management skills can be to anyone, regardless of the field they work in. “This is the course you want to take if you want to get a good, in-depth understanding of project management. The skills you learn in the Foundations of Project Management course can be applied to any industry. Whether you’re doing construction, working in retail, or in a hospital setting, it doesn't matter,” she says.

“Everyone can benefit from this course.”

Workplace harassment investigators have a mandate to investigate complaints, make factual determinations about what likely happened, and decide whether those facts add up to a violation of the company’s harassment policy. It’s an important job with serious ramifications. After all, at the end of the investigation, the investigator will decide whether one employee likely harassed another, and significant consequences will attach to whatever conclusion the investigator reaches.

The success of such a high-stakes process depends in large part on the investigator gaining trust and establishing rapport with participants. Research shows that people provide more detail when the interviewer is encouraging, and people actually remember events better when they feel comfortable with their interviewer. Here are 5 top investigator strategies for doing just that:

1. Be respectful to every investigation participant throughout the process. Workplace harassment investigations are not criminal investigations and the investigator’s job isn’t to browbeat someone into a confession, cross-examine or make moral judgments. Not only is the old adage about honey and flies appropriate here but, even when harassment is found to have occurred, parties often have to work together again later. This will already be a difficult ask without adding the indignities of being treated poorly by the investigator into the mix.
2. Check your neutrality, check it again, and keep checking it throughout. It’s essential that the investigator is neutral. This means a range of things. It means that the investigator should never be in a conflict of interest as it relates to the investigation and the people it involves. It also means that the investigator must not be biased, nor should there be a reasonable apprehension of bias. This includes hidden prejudices and unconscious and psychological biases. If a participant doesn’t experience and perceive the investigator as neutral, they may be less forthcoming and detailed, negatively impacting the quality and reliability of the information the investigator gathers.
3. Create safety. Investigations are hard on all participants. They are stressful, sometimes trauma-triggering and scary. By starting interviews with a polite greeting using a pleasant tone of voice, eye contact, leaning in and open body language – whether in person or in virtual interviews – investigators can create a sense of safety and comfort for participants.
4. Demonstrate active listening during interviews. Investigators can do this with their body language, including maintaining eye contact, as well as with their questions. Periodically repeating back to the participant what the investigator has heard them say in order to confirm understanding also shows active listening.
5. Be transparent throughout. Most participants have never been through a harassment investigation before and have no idea what they are in for. Investigators who spell out the process clearly and transparently throughout, provide status updates to the parties, and check in with them during the course of the investigation build rapport and trust. Investigators should carefully introduce themselves, their role and mandate, and clearly explain the investigation process. Investigators with excellent training and/or fulsome experience can anticipate the likely questions that the parties will ask at an interview. By pre-empting those questions and supplying clear answers in advance, the investigator demonstrates their knowledge, experience and commitment to process; provides an opportunity for the party to settle in; helps put participants at ease, and improves the overall process.

Jennifer Wootton is a lawyer, workplace investigator and speaker. She has more than 28 years of experience in the workplace human rights law field in Canada. Jennifer’s law practice focuses on the proactive and compassionate resolution of internal workplace complaints through investigations, assessments, training and policy development. She is a pioneer in the field of workplace harassment investigations in Canada and has investigated thousands of workplace harassment, bullying and violence allegations as an external investigator since 2000.

Learn more about how to successfully conduct workplace harassment investigations in her upcoming course, Conducting Workplace Harassment Investigations. 

SCS recently celebrated our creative writing community with a return to our annual in-person awards ceremony at the Toronto International Festival of Authors. 

Members of the SCS writing community, along with their friends and family gathered to share their work, celebrate this year’s award winners, and connect with other writers and publishing industry professionals. 

Over $10000 in prize money was awarded to the winning writers, including: 

Bradley Alvarez, Janet Lamb, and Jessica Lapp, winner and finalists of the The Janice Colbert Poetry Award.

Sahar Golshan, Christina Strasbourg, María Fernanda Rodríguez Aguilar, and Basia Gilas, winners of the The Marina Nemat Award for top Certificate Final Project in Creative Non-Fiction, Children’s Writing, Writing in Spanish and Multi-Genre.

Alexis Patoine, Sheila Burpee Duncan, and Alison Stevenson, winner and honourable mentions of the Penguin Random House Canada Student Award for Fiction.

“Our Creative Writing Awards is one of my favourite nights of the year. It’s a privilege to see how, with the help of our amazing instructors, our learners’ have nurtured their talent and used it to bring to life these incredibly compelling stories. It’s no surprise that many of our award-winners go on to find publishing success.” said Creative Writing Program Director Lee Gowan. 

“I also love to see the connections they’ve made with their fellow writers. It’s a lot of creative energy and excitement in one room!”

Smit Patel’s focus on supply chain management began with an unexpected twist in his career journey. After earning a bachelor’s degree in engineering in India, Smit came to Canada and began working on a diploma to become an auto power technician. “While I was earning my diploma-still focused on engineering- I was working part time at a juice company, managing their shipping and receiving,” explains Smit. “It came quite naturally to me, and I was promoted to a manager position, overseeing the logistical side of the business. This is where the supply chain seed was planted in my mind. I wanted to learn more about the theoretical side of supply chain management and grow my skills, so I came to the School of Continuing Studies (SCS).”

Smit began pursuing a Operations & Supply Chain Management Certificate, and appreciated the opportunity to learn from instructors with real-world supply chain expertise. “My instructors- Ammar Ahtisham, Ash Gude, and Anil Mislankar-were experts with deep industry experience, which made my learning very relevant and applicable. All my classmates were there with a motivated and curious mindset, just like me,” he recalls. “What really made this certificate great was the flexibility of online learning. I was able to make it happen with my work schedule, and for me it was just the right amount of time, commitment, and challenge.”

After earning his certificate in June 2022, Smit began interviewing for a new role. “My instructor Anil really helped me prepare for an interview, and I landed the role. I’m now leading supply chain management at a new company, and using the skills I learned at SCS daily,” he says. “At first, I was a bit nervous about managing work and study, but within the first week I knew I would be ok. I had the freedom to do things at my own pace, and learning fit well into my life, not the other way around. Next, I want to study Lean Six Sigma at SCS, and earn a green and black belt. I think that continuing education can mean different things to different people; to me, the ability to upskill while still working was a powerful choice, and the benefits have been very clear from day one.”

The School of Continuing Studies recently welcomed its first Director of Equity, Diversity and Inclusion (EDI) to our SCS team. 

A vital part of our commitment to creating an inclusive, accessible environment for our community of learners, instructors and staff, this inaugural role will be filled by Amanda Weaver, whose focus will be to embed EDI and Accessibility principles into everything we do, in collaboration with everyone at SCS, as well as the Executive Director, EDI for U of T, Divisional EDI Directors, and Office Directors for the Division of People Strategy, Equity and Culture.

Amanda’s career has been heavily focused on Human Resources, Respect in the Workplace, Human Rights, Equity, Diversity, Inclusion, and Accessibility, with experience working in multiple sectors, such as health care, manufacturing/construction, government services, policing, and now education. In all aspects of her life, she is a strong proponent of the importance of inclusive language, respect and dignity for all, understanding the layers of intersectionality, and for advocating and/or being an ally for those experiencing injustice or inequities in our communities and workplaces. 

Amanda says she was raised with the influence and values of a large Francophone family in Northern Ontario/Quebec, and the importance of culture, tradition, heritage, connectedness, and inclusivity. Additionally, through the lens of a mother of a child with significant health challenges, developmental delays and special needs, Amanda advocates for inclusivity, equity, dignity, and human rights every day, for everyone. She is dedicated to being attuned to those with varied lived experiences and the importance of listening and storytelling. 

A life devoted to effecting change and realizing authentic inclusion in our workplaces, educational institutions and communities is one that takes drive and resilience. Amanda is committed to being a transformative leader with a focus on education, understanding, and removing/addressing systemic barriers in the pursuit of authentic inclusion. Key priorities for Amanda as Director of EDI will involve education, curriculum enhancements with an EDI lens and the student/learner experience, strategic initiatives, data collection and analysis, community engagement, conflict/complaint resolution, and addressing anti-racism/discrimination commitments as noted in the University’s various reports related to Truth and Reconciliation, Anti-Racism and Discrimination, Accessibility, Workplace Culture, and more. For information related to U of T’s EDI learning opportunities and events, please visit the U of T EDI calendar site.

Amanda is committed to lifelong learning and to using her authenticity, integrity and passion to drive change, actively listen to others and provide a forum for all voices to be heard, and ensure everyone can attend work, school and/or community events as their authentic selves. 

It was early in the days of the pandemic when Kara Stelfox began dreaming about a career change. She was working as a corporate trainer, and also freelancing as a consultant working with athletes on mental skills in sport. 

While her resumé and educational background in kinesiology might not have made for a linear path to becoming a translator, she had attended French immersion schools for 13 years, and languages had been her hobby ever since. 

“I suppose I’m a confirmed language nerd, and my French had been lurking in the background, waiting to leap back into the spotlight! Furthermore, having first studied in other areas besides translation gives me a lot of subject matter expertise I wouldn’t otherwise have had, so I see the quirkiness of my path as an advantage,” she says. 

The online format of the School of Continuing Studies translation courses allowed Kara to continue her freelance business as she studied, and the small class size made it easy for her to get to know classmates, who she is still in touch with after completing the program.  

Kara says that there were opportunities to put her skills to the test right from the first course in the Translation: French to English certificate.

“Our instructor, Pamela Lipson, got us translating relevant, real-world materials early on so that we could test the translation techniques we were reading about. We experienced a variety of source texts from diverse sources such as press releases, codes of ethics, marketing, speeches, and more,” she shares. 

“The diversity of the texts we were exposed to helped set the stage for understanding our strengths, building our knowledge, and preparing for the world of translation outside the classroom.”

Kara quickly discovered that she loved the puzzle of translating the meaning of one language to another as well as the variety of subject matter involved. 

“It’s always different and mentally stimulating. Although I have favourite topics to translate, one of the best things about translating is that you get to read about a lot of different topics. As someone who is a lifelong learner, I find that very rewarding,” she explains. 

Despite quickly realizing she was on the right path once she got going, Kara says she did have some reservations before starting the translation certificate. For one, she wondered whether her love of language learning would mean she would enjoy translating. 

“Will I be any good at it? What jobs should I apply to once I finish? Should I go freelance or try to work for an agency? You get the picture,” she adds. “However, to quote Winnie the Pooh from The Little Things, a charming book for children (and adults!): ‘Questioning yourself can be good. Doubting yourself rarely is.’ Fears and concerns can spur us to learn and prepare, which helps us succeed, but they should not be allowed to run the show.”

When the time came to apply for translation work, Kara went back to her instructor Pamela for advice on job applications and interviews in the translation industry. With her help, and armed with her new translation skills, Kara was able to secure her first, full-time position as a translator with a Quebec-based firm just a few months after completing her translation certificate. 

For anyone else looking to launch their career in translation, Kara has plenty of sound advice.  

“Learn ravenously and continuously. Use the SCS certificate as a wonderful jumping-off point for even more learning about translation and the language industry. Take translation-related webinars and short courses that complement what you’re learning in the SCS courses. Sign up for newsletters and blogs related to translation topics you want to know more about! Ask questions, both during and outside of class, to maximize your learning,” she says. 

“We learn by engaging, not by osmosis. Finally, leverage your peers in the SCS program – they and your translation instructor are your first translation network!”

Please read this important statement from the University of Toronto’s Vice-President of People Strategy, Equity and Culture. The School of Continuing Studies echoes its support and sincere condolences for James Smith Cree Nation and the Community of Weldon, Saskatchewan. If you feel vulnerable or need support, please consider accessing one of the resources available and noted within the statement. Please know there are people within and outside the University who will listen and connect you to additional resources should you need them.

Alexa Posliff has always been interested in employment law. A lawyer, who opened her own firm with two partners in 2021, she decided that one of the things she would like to be able help her clients with was resolving workplace harassment complaints through an effective response including complaint management and investigation. 

Geared towards lawyers, human resource professionals and business owners, the School of Continuing Studies Specialized Certificate in Managing, Investigating and Resolving Workplace Harassment Complaints gave her the ability to do just that. 

“One of the areas that I practice in is labour and employment law,” Alexa explains. “Through speaking with my clients and other lawyers, I have learned harassment complaints are often handled internally without much guidance as to best practices in the industry (or even without consideration that there is an industry focused on workplace investigations). I am now able to guide my clients through an investigation process and help them come up with creative solutions when there is a conflict at their place of business.”

Having been in the workforce for several years, this was Alexa’s first time returning to the classroom as an adult and she was glad to find that her course instructors were very understanding of the fact that she and her classmates were balancing school with full-time work and full schedules. 

“For me, the most challenging part of taking this course was time management. As I was starting my own firm at the same time, I felt sometimes I was pulled in a lot of different directions. The instructors were very understanding about that and were supportive when I advised them what I was doing in my professional career,” she says. 

“It was also clear that everyone in the class actually wanted to be there because we all were interested in the subject matter.”

Alexa says that the safe learning environment fostered by the instructors was key to tackling sensitive subjects in class. 

“I felt my instructors were completely free of judgment. Some of the topics we discussed in class were personal and, at times, sensitive; knowing that my instructors were not going to judge us for how a situation was handled or how we would react in hypothetical situations made class a fun and safe learning environment,” she explains. 

This was a vital aspect of the courses as it allowed Alexa to learn about the experiences of her classmates across different industries. “The dialogue in class was productive and thought-provoking.” She says. “My peers had a lot of unique professional experiences, and learning about how things are done in their own industries was incredibly interesting.”

Alexa says one of her most valuable takeaways from the Specialized Certificate in Managing, Investigating and Resolving Workplace Harassment Complaints was that being creative and listening to all parties involved in a conflict is key to  coming up with an effective solution, and adds: 

“My advice for students taking this course would be to keep an open mind and stay curious. Asking questions and actively participating in course discussions made my experience a happy and fruitful one. I felt like I got a lot out of the course because I was genuinely open to all ideas presented, even though they might not be consistent with my own professional experiences.” 
 

Each year, the Penguin Random House Canada Student Award for Fiction is awarded to an SCS creative writing learner whose work and commitment to creative expression inspires us. This year’s u place prize has been awarded to Alexis Patoine. Two honourable prizes have been awarded to Sheila Burpee Duncan and Alison Stevenson. These three writers have taken a chance and embraced their creative potential; we are honoured to celebrate their innovative work. 

 
WINNER ($2,500 PRIZE):

Alexis Patoine, A Pile of Bones

Alexis Patoine moved to Ontario from Regina, Saskatchewan to study animation. She currently works in the animation industry as a 3D modeller and will be going back to school through the University of Toronto in the Fall. Her fascination with people, culture, and the natural world greatly inspire her art and writing.

HONOURABLE MENTIONS ($1,000 PRIZE EACH):

Sheila Burpee Duncan, Arbour Marie

Sheila Burpee Duncan has written many short stories, a novel, a memoir and several screenplays. One of her humour pieces was published in Reader’s Digest. Through a twenty-plus year career in external communications, Sheila wrote press releases and technical articles for trade publications and major technology companies, and enjoyed a three-year stint in Stockholm. Now, she’s back living in Ottawa with her husband and their 145-pound dog. Find her on Twitter @SheilaBDuncan.

Alison Stevenson, A Mouthful of Sunshine

Alison Stevenson is a Toronto lawyer. Her short stories have appeared in Prairie Fire, The New Quarterly, PRISM international, and This Will Only Take a Minute: 100 Canadian Flashes (Guernica Editions). She was a finalist in the Alice Munro Festival of the Short Story Contest and longlisted for the CBC and TNQ/Peter Hinchcliffe prizes. She is working on a story collection. alisonstevensonwriter.com 
 

As demand for Extended Reality (XR) development skills continues to grow, the School of Continuing Studies is working in collaboration with Circuit Stream to continue to offer cutting edge XR development education to our learners. 

This fall welcomes the latest addition to our suite of XR development offerings: Unity Developer Bootcamp. 

This intensive 24-week, live, online Bootcamp goes beyond the fundamentals to prepare you for a successful career in virtual reality development, augmented reality development, and 3D development.

“We are very pleased to continue our successful collaboration with Circuit Stream to allow learners to expand their repertoire of skills as they grow their careers in the rapidly-expanding XR field,” says University of Toronto School of Continuing Studies Dean, Dr. Catherine Chandler-Crichlow. “I can’t wait to see them take the knowledge they gain with us and use it to bring new, exciting XR concepts to life.”

Unity Developer Bootcamp begins on October 11, 2022. Enrolment is open from now until September 30. 

Whereas the other courses we offer in collaboration with Circuit Stream are beginner-friendly, this Bootcamp is geared toward people with some prior experience of Unity. 

There is a four-step application process for the Bootcamp, which begins with a qualifying exam. We will test applicants on their current knowledge of Unity before determining whether they are ready to progress to the next step. 

Find out more about The Unity Developer Bootcamp on our website, and come to our free, online launch event Sept. 8 to get your questions answered as we get set to take XR education to the next level.

Created by award-winning poet Janice Colbert in 2012, the Janice Colbert Poetry Award honours SCS learners who have created a piece of poetry that moves us. Janice, who is an SCS Creative Writing Certificate earner, helps us celebrate the journey towards creative discovery through her generous award. This annual honour is valued at $1,000, plus two finalist awards of $500 each.

1ST PLACE/$1,000 AWARD WINNER: Bradley Alvarez

Bradley Alvarez is a communications professional, poet, and writer living in Richmond, British Columbia. He holds a BA in Sociology and Anthropology from Simon Fraser University (SFU) as well as a post-baccalaureate diploma in Communications (SFU). He loves long road trips, trudging up mountains, and spending time with his family.

FINALISTS/$500 AWARD WINNERS: Janet Lamb & Jessica Lapp

Janet Lamb was born in England, but has called three continents home. Themes of isolation and loss are prevalent in much of her work. Her poem, The Last Act, appeared in spring 2021, a Saskatchewan Writer’s Guild publication. She took her first creative writing course with the University of Toronto in 2020 and is still discovering her voice.

Jessica Lapp is an archival scholar who has recently returned to poetry after several years spent focusing on academic writing. She is interested in poetry as memory-work; as a way of evidencing and feeling the past. Jessica lives in Toronto and is pursuing a Creative Writing Certificate through SCS. 

The Janice Colbert Poetry Award jury was comprised of three poets:

Jason Heroux, Kingston poet
Lillian Necakov, Toronto poet
Gillian Sze, Montreal poet
 

The COVID-19 pandemic has increased the level of uncertainty, complexity, and change in our workplaces. Teams have faced numerous new challenges, from reduced team building and knowledge transfer due to prolonged work from home, to increased burnout rates due to physical and emotional depletion. The first report by Mental Health Research Canada on Psychological Health and Safety in Canadian Workplaces indicated that one-third of Canadians are feeling burned out at work. In the new work environment, psychological safety is becoming increasingly important. Making the environment safe for open communication about ideas, concerns, and challenges is becoming a key leadership skill.

In her book Fearless Organization, Amy Edmondson defined psychological safety as ‘a belief that one will not be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes, and that the team is safe for interpersonal risk-taking'. Improving psychological safety can be the key to creating a work environment of the future, and promoting new ideas and sustainable solutions to current challenges. 

Psychological safety can foster team innovation in five important ways: by improving authenticity, boosting creativity, promoting learning, encouraging interpersonal risk-taking, and increasing collaboration.

1. Improving authenticity

Being authentic means being true to oneself and acting according to our own values, personality, and spirit. Every individual is unique and has a specific set of traits, strengths, and talents that make us distinct from others. Creating an environment that is psychologically safe is important in uncertain times because it enables us to contribute in unique ways and challenge the status quo to create new solutions. This implies a degree of autonomy – the right for self-government and to be guided from the inside. When we can connect to our deeply held values as individuals, we are also more able to act according to the basic values that we all share as human beings, such as tolerance, appreciation, respect for others, and generally holding life meaningful and valuable. This can help reduce judgement and inspire team building and true collaboration.

2. Boosting creativity

According to the RBC report Humans Wanted: How Canadian Youth Can Thrive in the Age of Disruption, creativity is among the foundational human skills essential for the future of work. Science of creativity shows that creative individuals don’t necessarily have a specific set of skills, but have a high degree of adaptability and are able to apply whatever skills they have in different ways. Creative individuals also have fluid attention and a high degree of openness to experience, a trait that is crucial for dealing with uncertainty and adjusting to changing circumstances. An environment that is psychologically safe is open to new ideas, which boosts team creativity and helps long-term innovation and growth. 

3. Promoting learning

In the past, it was commonly believed that ‘effective performers do not fail’. Research on psychological safety, however, shows that effective performers produce, learn from, and share lessons from mistakes. The ability to re-frame failure as a natural by-product of experimentation can contribute to promoting fast learning and innovation in psychologically safe environments.

4. Encouraging inter-personal risk-taking

A moderate level of interpersonal risk-taking is necessary for high-performing teams, as it allows us to confront differences with others in ways that lead to learning and change. Unwillingness to take interpersonal risks can destroy value in an organization. Being able to speak up, give and receive feedback, ask a co-worker to clarify a particular point, or raise a different point of view in a meeting can all lead to improved innovation and better solutions.

5. Increasing collaboration

The key to psychological safety is to approach conflict as a collaborator, not an adversary. Engaging in exploration and brainstorming, not making assumptions about what other people think, and asking for feedback to illuminate blind spots can all be beneficial for innovation. Speaking human-to-human and working to achieve mutually desirable outcomes can positively affect the entire organization, as well as the success of its clients and their customers. 
The topic of psychological safety is becoming increasingly important in today’s changing work environment. Creating a place where people feel safe to be themselves and work creatively together without fear of being punished can have exponential effect on collaboration, learning, and innovation. It just may be the key to creating a better world.

Milena holds a PhD in Integral Health from the California Institute for Human Science. Milena’s work explores prevention-oriented methodologies for mental health, sustainability, and well-being. She teaches her experiential mental resilience and psychological safety programs at University of Toronto’s School of Continuing Studies and provides seminars to organizations and educational institutions. Milena’s programs have helped individuals build resilient minds and have contributed to the reduction of common mental disorders and stigma. For more information, visit www.nondualperspectives.com.

Her upcoming course, Psychological Safety, starts this Fall.