Case Studies

Although every opportunity to develop and grow will have its own challenges – the quality of excellence we provide will always be consistent. Take a look at some of the successful stories Bob and Pat have been part of.

Maple Leaf Foods

Maple Leaf Foods are a $200m bakery Products Company in the UK. Leveraging a Six Sigma team, Bob and the Directors of the business restructured, top graded the talent and retooled customer logistics and fulfillment while maintaining production levels. This strategic intervention of leadership streamlined business operations.

Pitney Bowes

From the Sales Training and Development Program created for Pitney Bowes Canada Ltd – this program, combined with sales operations improvements, helped Pitney Bowes turn around business results and set record sales for the next five years.

Canadian Tire

After the success of the ‘Corporate Learning Institute’ at Canadian Tire Acceptance, we won the Corporate Leaders and Dealers throughout Canadian Tire Corporation and using Information Technology designed a streamlined ground breaking program learning experience. National and International awards were awarded for the implementation of over 500 bi-lingual programs for Online Customer Service Representative Product Training at Canadian Tire.

Canadian Tire, Acceptance Ltd.

Designed, developed and implemented a ‘Corporate Learning Institute’ for Canadian Tire Acceptance Ltd, a division of Canadian Tire. The Corporate Learning Institute was an on-boarding and training centre tool for the Canadian Tire call centers to utilize. With this program, we helped to improve employee retention, business results metrics and overall engagement, combined with a new organizational structure and compensation system based on behaviours, skills, knowledge.

Humber College

Humber College ‘Faculty Orientation and Development Program’ was designed to assist with the rapid growth of the colleges and the hiring of hundreds of professors, full and part time. The program was widely recognized as best in class and other programs are modelled from this ground breaking approach. A mandatory two year multifaceted approach to professional development ensured new faculty were well supported as they transitioned from being experts in their field to being able to demonstrate excellence in teaching and learning.

League for Innovation

The League for Innovation (a consortium of community college in the U.S.) prides itself in profiling innovation and cutting edge educational/technological learning solutions.The LENs project was created at Humber College and shared with the League as a best practice in supporting teachers in the North American College Systems. Hundreds of faculty/educational leaders were engaged in experiential learning activites designed to foster engagement and learning in adult programs. A three year project resulted in 6 complete learning resources modules available on the web at minimal cost to colleges.


College of Physiotherapists of Ontario (CPO)

The Government of Ontario enacted legislation requiring all health regulatory Colleges to implement a Quality Management program. The Ontario College of Physiotherapists regulates and ensures the ongoing improvement of the practice of physiotherapists, also known as physical therapists, to protect and serve the public interest.Pat Hedley led the strategic initiative for the College. The new program was based on the principle that ongoing learning is essential to ensuring competency in physiotherapists/physical therapists. Therapists must demonstrate commitment to continually strive to improve practice and engage in practice reflection, maintaining a professional portfolio and engaging in practice assessments. The framework of the program was developed by the first College Board of elected professional members in 1994-1996. The implementation was well received by practitioners and fully implemented by 2000.

Coaching Talented Executives: A Leadership Circle Success

I had the privilege of coaching on retainer and doing a TLC 360 for a brilliant higher education executive who joined a complex Post-Secondary organization and was in limbo for a while about what his role and title would be. He was frustrated and unsure of what others were thinking about his leadership and performance! He completed The Leadership Wheel, a personality self-assessment, and then based on the coaching debrief agreed to implement a Leadership Circle 360. The feedback revealed some significant growth areas that were hard to hear. He quickly committed to change a few critical behaviours trying new ways to navigate his slow-moving organization, learning new ways to be less strident on himself and others. Six months and a lot of twists and turns later, BAM! He called to tell me he’s gotten his role clarity and a promotion. His bosses are thrilled and feel that their initial hiring selection has proven to be sound. In careful hands, this tool can open new vistas. Thanks for sharing in his triumph today.

Community College of Applied Arts and Science

Senior Academic Administrators at an Ontario College had a complex situation on their hands. Steady declining enrolments in its largest school combined with poor Key Performance Indicators, a set of measures relating to the quality of learning systems which, together negatively impacts finances and the ability to attract high performing faculty and administrators. In addition, the college and particularly this school serve a diverse student population attracting many international learners seeking a Canadian learning experience and a high quality education. However, this success also brings with it the need for additional counselling and academic support among other services which were straining the college’s support resources.Working with the Senior Administrators a strategy and set of initiatives were developed and implemented. The School’s programs were reviewed and actions taken to address program accreditation issues with the Ontario Ministry and two professional accreditation bodies. Through a series of administrative changes the leadership team of the school was renewed and initiatives were developed to begin the process of rebalancing the mix of faculty (part-time, partial load, sessional, full time) and provide professional development.The school has turned the corner financially and the level of faculty and administrator engagement is improving.In another school one of the College’s core programs’ accreditation was under review by the professional regulatory body and the Ministry. Again, working with the Academic Dean, Administrators and Faculty the specific issues were identified and curriculum changes were developed to ensure that the college’s program would meet the Ministry’s and professional body’s requirements.The work continues today. One of the most significant initiatives undertaken involved Hedley and Associates teaching and coaching administrators and faculty on the Ministry processes and systems so, they would have the capabilities and skills needed to continue this work without the support of external consultants.

Consulting, Developing and Coaching Elite Hockey Teams, Coaches, and Players to Success

The pressures of coaching in youth and junior hockey in Canada can be extreme. In this case an organization represented by the team General Manager and Coach were seeking someone who had elite/professional coaching credentials and added experience developing elite players to observe the team during games/practices/off ice sessions then assess and report to the General Management. Specifically answering the following questions: Were there opportunities to improve player engagement and ultimately performance? Where there actions that the coach and related staff could initiate now or build into their plans for next season? Where their individuals (players) who might benefit from 1 on 1 coaching? Bob, was introduced to the staff and players as a guest coach. He attended practices, meetings, had informal 1 on 1 conversations with virtually everyone on the team and observed games for several weeks. He reported to the GM and Coach frequently during this phase sharing observations, confirming understandings of current practices. These sessions led to strategizing and developing plans for the coach and staff to implement immediately. Bob returned to the team later in the season before the playoffs to re-engage the coach, staff and players. At this point a number of the actions agreed on earlier had been implemented so it was possible to evaluate progress both at the team and individual level. At the conclusion of the season Bob lead a debrief meeting between the GM and Coaches. Although the season had been deemed successfully everyone agreed that there were several critical changes that needed to be made to the season plan, draft plan and to the ongoing player development. Bob was invited to provide career coaching to three senior players and three recently drafted players.