ABSTRACT
My graduate education was deeply immersed in the use of Concept Mapping. I used Concept Mapping and CmapTools soªware as a means to take notes in class, brainstorm, and outline and organize projects and papers. My professors used Concept Mapping to introduce new materials and as a means to evaluate students’ learning and understanding. I did research on the use of Concept Maps (Cmaps) in higher education, coauthored a chapter on the use of collaborative Concept Mapping (Conceição, Baldor, and Desnoyers, 2009), and wrote and presented conference papers on the use and importance of Cmaps (Conceição, Desnoyers, and Baldor, 2008a and 2008b). By the time I had graduated and begun my career in training at a large corporation in the ¥nancial services industry, the use of Concept Mapping was so deeply imbedded in my thought and work processes that it was akin to my ¥rst cup of co¡ee. ˜e transition from using Concept Maps for education to using them for training appeared seamless to me. Creating Concept Maps had completely changed my approach to
Introduction ....................................................................................................317 Convincing Management ..............................................................................318 Convincing the Soªware Committee ..........................................................319 Mapping Soªware Comparison ....................................................................322 Resolution ....................................................................................................... 324 References ....................................................................................................... 326
learning and applying new ideas. I could not think of a better way to aid the learning and understanding of the people I would be training.
