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| OVERVIEW The SLSA accreditation process is competency-based learning. The Intern satisfies the criteria, or standards, for accreditation as determined by the Association by demonstrating clearly described skills at the required level of ability. The Intern’s accreditation portfolio outlines the seventy-eight competency skills as well as the demonstrated performance level of each. Competency-based learning is encouraged by many educators as a valuable affirming process for the learner. The SLSA accreditation process puts the Intern in the driver’s seat with the rights and responsibilities for setting personal goals, initiating contact, setting the pace and maintaining connection with the Mentor. EVALUATIVE TOOLS Learning in the cognitive domain is mainly measured with paper and pencil tests. Tests or papers may be used to demonstrate the Intern’s knowledge of the history of Life Skills or the theoretical concepts of leadership. Learning in the psychomotor and/or affective domain includes the performance of a procedure, the demonstration of a skill or attitude, or the production of some commodity or result. Acceptable performance in these learning areas must be evaluated by a competent demonstration or a satisfactory product. Most of the seventy-eight competencies described in the accreditation portfolio fall into this area. EVALUATION METHODS Many of the skills can be directly observed by the Mentor as the Intern works with a group. Since, time, resources, and priorities usually make it impossible for the Mentor to directly observe all of the required skills, some creative simulations are in order. Since these simulations compromise evaluation to varying degrees, the Mentor and Intern must decide which competencies can be evaluated using these techniques. THE ISSUE OF SUBJECTIVITY Subjectivity can affect the accuracy of all information-gathering techniques. It is important to understand that evaluation is affected by how we feel physically and emotionally, and how we concentrate our attention. Objective observation skills can be improved by understanding this fact. Practise the skill of observing on particular learners, particular behaviours, or both. Try to separate evaluation from observation; observe first, evaluate later, and base evaluation on more than one observation. Frequent practice of these techniques will enhance your objectivity. Remember that the reason the Intern chose to enter the accreditation process is for personal improvement and increased effectiveness. Your genuine feedback and suggestions will assist the Intern to become a better coach. THE STRESS OF EVALUATION The fact that the Mentor is observing and evaluating the Intern changes the reality of the setting and affects performance. Talking with the Intern about his/her apprehension may help dispel some of the stress. Give the Intern time to get used to being observed. Your obvious and extensive use of attending behaviours can help to relax an especially nervous Intern. Other suggestions which might alleviate anxiety include leaving the clipboard behind, taking only mental notes and being sure to allow lots of time to process low-risk feedback immediately after the session. EVALUATION AS A SKILL COMPETENCY By engaging the Intern in the mutual use of a variety of assessment methods, the Mentor is able to model appropriate use of techniques while facilitating and encouraging skill competence. As the Intern practices, uses and teaches the evaluation skills, s/he becomes increasingly able to effectively apply these skills to evaluate the accreditation process, to enter into the mutual evaluation of his/her coaching skills, and to self-evaluate. EVALUATION OF THE SKILL COMPETENCIES The accreditation portfolio provides clear measurable behavioural objectives. The Competency Log and the Knowledge and Competency Summary describes seventy-eight skills and required competency levels. Evaluative techniques within the portfolio include the rating scale, narrative evaluation, checklists, and plans for improvement. The accreditation portfolio is a practical application of a number of evaluation skills. The evaluation techniques are tools for recording information. Keep the process as objective as possible, using the skill competencies as reference points. Document the observations; written evidence has more substance. Experiment with a variety of evaluation techniques; mix methods to suit situations; design your own. The Mentor and Intern must both decide that a skill has been demonstrated at the required competency level. The Mentor may think that an aspect of a skill needs to be demonstrated at a higher competency level to meet accreditation standards. The Intern may request more feedback and/or suggestions in a specific skill area for his/her own comfort. Perhaps the Intern has set a personal goal for growth in a skill area which s/he does not think has yet been achieved. Whatever the reason, mutual agreement is necessary for declaring a competency demonstrated consistently. EVALUATION OF THE ACCREDITATION PROCESS The first step in the process involves clarifying goals and expectations of both parties. On-going evaluation plays a vital role as the process unfolds. By asking questions of each other, the Intern and Mentor are able to assess to what extent the process is meeting their expectations. By “thinking out loud,” the Mentor empowers the Intern by modeling the human activity of thinking things through. This continual process of evaluation, and evaluation of process, helps the Mentor and Intern to stay on track, focusing on skill objectives. It also creates an atmosphere conducive to mutual feedback where problems and issues are more likely to be addressed. SELF-EVALUATION, INTERN AND MENTOR Life Skills Coaches take responsibility for and are committed to personal and professional development. On-going self-evaluation helps a Coach meet that responsibility. In accordance with that philosophy, the accreditation process is Intern- directed with an inherent emphasis on self-evaluation. The Intern sets her/his goals and objectives for personal growth and professional development as s/he works towards accreditation. The Mentor can support the Intern by asking questions which encourage self-evaluation. By discussing ways the Mentor can be more effective and helpful, the process becomes even more beneficial to both parties. Although self-observation by videotape and audiotape can be an effective tool, taping can be a threatening method for some Interns. Some of the anxiety can be relieved if the Intern makes the decision to use the video camera for her/his own skill development. The Intern’s discomfort might also be softened if the Mentor and Intern view the videotape together and if the Intern has time to self-evaluate before receiving the Mentor’s feedback. The benefits make it worthwhile to encourage the Intern to make use of a video camera whenever possible. CONCLUSION Stuart Conger, in the Evaluations of Life Skills Training, states that the purpose of evaluation is to provide information to decision makers. In the accreditation process, the decision makers who require the evaluative information are:
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