ALBERTA SOCIETY OF LIFE SKILLS COACHES

CRITERIA FOR RECOGNITION of
LIFE SKILLS COACH TRAINING PROGRAMS

ASLSC E&S Directory
Ethics and Standards Documents Directory

PHILOSOPHY INTO PRACTICE

A quality program has a written philosophical mission statement developed through consultation with staff, participants, and community representatives. This philosophy is reflected in policies communicated to all involved, reviewed regularly and practised in all aspects of the program.

Indicators

1. The philosophy or mission statement is operationalized through program and personnel policies, principles of service delivery, and a code of ethics consistent with the Ethics and Standards document of the Alberta Society of Life Skills Coaches, based on a participant centred approach.
2. The program has a written policy on the program goals and objectives, and methods of delivery that reflect adult education principles. For example, the delivery methods are participatory, and take into account the life experiences of the learners.
3. The program includes an evaluation by the participants to determine the effectiveness of the program in meeting the program philosophy and goals.

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ADMINISTRATION

Administration must provide committed leadership to ensure that the management structure effectively operationalizes the philosophy through program and personnel policies and procedures, and through financial accountability mechanisms.

Indicators

1. Appropriate program policies are in place to ensure procedures related to participant intake, screening, and performance are clearly defined and communicated, and are based on fair and equitable practices.
2. A quality program will provide opportunities for staff and participants to have meaningful input into administrative decision making through regular meetings, and other channels.
3. Program demonstrates financial accountability consistent with program budget.
4. Suitable facilities conducive to learning (e.g. free from distraction/noise, with good light and ventilation) and accessible to participants should be provided.

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PROGRAM CONTENT

Program must be based on the theoretical principles of the Saskatchewan NewStart Model. Program will be an experiential learning process in adult education that prepares coaches to become skilled practitioners capable of meeting the professional accreditation requirements of the Alberta Society of Life Skills Coaches.

Indicators

1. Curriculum is reviewed at regular intervals to ensure sensitivity to issues of diversity and equity.
2. Program components build on learner experiences and existing skills.
3. Program components include a combination of experiential and theoretical with academic learning materials and approaches.
4. Program components are sequenced to ensure basic skills precede more complex skills.
5. Program components are evaluated by participants to determine effectiveness of program content.
6. Program will contain a minimum of 250 hours of instruction in accordance with the criteria as outlined in the Dynamics of Life Skills Coaching Manual. (Training Research and Development Station, Department of Manpower and Immigration)
7. Program will have a practicum component.
8. Participants will be introduced to and given the opportunity to develop the knowledge and skill competencies as outlined in the Accreditation Process of ASLSC.
9. Program will provide opportunities for participants to become aware of further materials, community resources and professional development opportunities.

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PARTICIPANT'S ROLE AS LEARNERS

The participants become active partners working within a collaborative context to explore and act upon their personal, social and academic barriers, with respect to becoming a Life Skills Coach.

Indicators The program actively responds to the participants' role as learners by:

1. providing full information about the program, including the responsibilities of participants and program deliverers.
2. consulting with individual participants before, during and after the program as to their needs and expectations.
3. facilitating on-going input from participants during program delivery (e.g.: check-ins and evaluations).
4. providing necessary flexibility in adjusting program components to the expressed needs of the individuals and the group.
5. Ensure an appeal process is in place to mediate disagreements regarding learners roles, rights and responsibilities.

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COACH TRAINER (FACILITATION/TEACHING) METHODOLOGIES

Facilitation and teaching methodologies will be holistic, experiential, participant centred and relevant to the geographical community and participant population to whom they are delivered. The Coach Trainer will reflect the philosophy of the program in all their contact with participants.

Indicators

1. Coach Trainers will have a level of education, training and experiences needed to address content and process aspects of the program offered and be competent interpreters of the program's Theory Manuals; education speaks to the Coach Trainer's ability to work at a level equivalent to post secondary education with the Theory Manuals of the program; training speaks to the Coach Trainer's enrollment in, or completion of, the Alberta Society of Life Skills Coaches Accreditation Process.
2. Design and delivery of the content will be based on the principles of adult education as identified in the New Dynamics of Life Skills Coaching (Malcolm Knowles), and will be relevant, experiential, participatory, utilizing the skills and experiences of the participant group and developed with participant input.
3. Coach Trainers will be clear about, and provide information regularly to participants on the objectives and the plan of activities and the requirements for successful completion of each component of the training.
4. Coach Trainers will be 'UTILIZED' (contracted or employed) who demonstrate a commitment to their personal and professional development, and can model what they teach.

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INTERNAL AND EXTERNAL LINKAGES

A quality program will establish and maintain effective linkages both internal and external to the program. This includes maintaining communication among administration, staff and participants; active co-operation with private, institutional, community based agencies; as well as active co-operation with the employer community.

Indicators

1. Regular communication and meetings between the administration, staff and participants are organized when training is delivered under the auspices of a private or public institution.
2. Lines of communication allow free flow of information within the organization where applicable.
3. Program invites representatives of community groups and the employer community to participate in staff/learner events.
4. Regular liaison and networking with referral sources takes place.

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PROCESS COMPONENTS: INTAKE AND SCREENING

Programs will use an orderly intake process and provide sufficient information on available programs to enable applicants to make an informed decision. Screening processes will be in place to enable Training Facility to ensure learner readiness and suitability.

Indicators

1. Provide sufficient time to ensure that selection process is thorough.
2. A quality program will use Prior Learning Assessments or Foreign Credential Assessments if applicable to the selection criteria for Coach Training.
3. Ensure that all phases of intake/selection process are clearly documented for all applicants. Ensure that written criteria for acceptance are available to applicants at initial contact.
4. Initial assessment will be implemented for both the purposes of program planning and to determine participant readiness. Some assessment tools may include: questionnaires, application forms, essays, references, transcripts, personal or group interviews, and activities.

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ACCESS TO PERSONAL SUPPORTS AND COUNSELLING Program designs will include awareness of, and empowerment to (provision of) access a comprehensive range of personal support and counselling services for participants. Access to these services will be available both during and after the program, and will be offered within the program as well as from the broader community.

Indicators

1. Participants are made aware of availability of support and counselling services within the program and the community in order to ensure a level of self care as a Coach.
2. Participants are provided with opportunities and skills to gain access to needed support services.
3. Participants are provided an opportunity for self exploration.
4. Participants are supported in their on-going involvement with needed services.

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EVALUATION AND MONITORING

Programs will engage in various evaluations to ensure accountability. The evaluation processes will be functional and involve participants, program personnel, and relevant community representatives including employers.

Indicators

1. Performance evaluation of all program personnel is undertaken by administrators, colleagues, self-evaluation, and participants at regular intervals.
2. Participants evaluate the process and content of the program at specific times.
3. Participants conduct on-going self-evaluation.
4. There is a process in place to monitor the implementation of philosophy into practice.
5. Evaluations include both qualitative and quantitative measures.
6. Community representatives have input into the evaluation process where applicable. (ie. a DACUM process {Developing A CurricUluM}, or an Advisory Board)
7. An assessment procedure is used to monitor, assess and record participants' progress.
8. A monitoring system for follow-up of participants is in place, regardless of participant's completion.
9. Results of all evaluations are incorporated into program planning and implementation.

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PROFESSIONAL DEVELOPMENT

Effective, dynamic programs ensure provision of a broad range of support and ongoing professional development opportunities for all staff.

Indicators

1. Staff are given opportunities to keep abreast of current issues and have access to relevant information (publications, videos, etc.).
2. All staff receive training appropriate to the diverse needs of the community.
3. Planning for training/professional development is made considering the needs of the team as well as the individual.
4. Current Membership in the Professional Association be maintained.