Professional Coach Program

Coach Diploma Program: Overview
The Professional Coach Diploma Program (PCD) is designed to train students to gain foundational coaching theory, skill and practice that can be applied in areas of their professional and personal lives. Through this training course, students will gain the tools and skills necessary to transform the lives of others in different fields. Students will learn how to help others overcome negative thinking, fears, and remove the root causes of failure. After completion of this course, students will have an in-depth understanding of what needs to be done to launch and grow a coaching practice.
Graduates of the Professional Coach Diploma Program are eligible to apply to ICF for certification as either an Associate Certified Coach (ACC) or a Professional Certified Coach (PCC) under the portfolio path. Certification by ICF is subject to additional requirements depending upon the pathway followed. Students should obtain full details of ICF Certification at https://coachingfederation.org/
Topics Covered/Learning Objectives
Upon completion of this program, the successful student:
Demonstrates ethical practice:
Understands and consistently applies coaching ethics and standards of coaching
Embodies a coaching mindset:
Develops and maintains a mindset that is open, curious, flexible and client-centred
Establishes and maintains agreements:
Partners with the client and relevant stakeholders to create clear agreements about the coaching relationship, process, plans and goals
Establishes agreements for the overall coaching engagement as well as those for each coaching session
Cultivates trust and safety:
Partners with the client to create a safe, supportive environment that allows the client to share freely
Maintains a relationship of mutual respect and trust
Maintains presence
Is fully conscious and present with the client, employing a style that is open, flexible, grounded and confident
Listens actively:
Focuses on what the client is and is not saying to fully understand what is being communicated in the context of the client systems and to support client self-expression
Evokes awareness:
Facilitates client insight and learning by using tools and techniques such as powerful questioning, silence, metaphor or analogy
Facilitates client growth:
Partners with the client to transform learning and insight into action. Promotes client autonomy in the coaching process
Program Structure
Ashton College?s Coach Diploma Program covers the 11 Core Competencies of the International Coach Federation (ICF). During their studies, students learn how to partner with clients in a thought-provoking and creative process that inspires clients to maximize their potential in different fields.
Students are required to complete:
5 core courses adding up to a total of 160 hours of instruction
2 focus-area courses (chosen from 6 options) adding up to an additional 80 hours of instruction
Career Options
Life Coach
Business Coach
Relationship Coach
Team Coach
Employment Coach

Course Descriptions

Professional Coach 01 (PCD 01): Foundation Module
Brief Course Description
This course introduces students to the concept of meeting ethical guidelines and professional standards. Understanding of coaching ethics and standards and the ability to apply them appropriately in all coaching situations will be explored. Students will learn how to establish the coaching agreement, and gain the ability to understand what is required in the specific coaching interaction and how to come to an agreement with both prospective and new clients about the coaching process and relationship.
Prerequisites
None
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Demonstrate personal integrity and honesty in interactions with clients, sponsors and relevant stakeholders
Be sensitive to clients? identity, environment, experiences, values and beliefs
Use language appropriate and respectful to clients, sponsors and relevant stakeholders
Abide by the ICF Code of Ethics and uphold the Core Values
Maintain confidentiality with client information per stakeholder agreements and pertinent laws
Maintain the distinctions between coaching, consulting, psychotherapy and other support professions
Refer clients to other support professionals, as appropriate
Acknowledge that clients are responsible for their own choices
Engage in ongoing learning and development as a coach
Develop an ongoing reflective practice to enhance one?s coaching
Remain aware of and open to the influence of context and culture on self and others
Use awareness of self and one?s intuition to benefit clients
Develop and maintain the ability to regulate one?s emotions
Be mentally and emotionally prepared for sessions
Seek help from outside sources when necessary
Professional Coach 02 (PCD 02): Communicating Effectively Module
Brief Course Description
This course focuses on active listening and the ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client?s desires, and to support client self-expression. Students will learn powerful questioning and the ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client. They will also consider direct communication and the ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client.
Prerequisites
Students must pass PCD 01 before moving to PCD 02.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Consider the client?s context, identity, environment, experiences, values and beliefs to enhance understanding of what the client is communicating
Reflect or summarize what the client communicated to ensure clarity and understanding
Recognize and inquire when there is more to what the client is communicating
Notice, acknowledge and explore the client?s emotions, energy shifts, non-verbal cues or other behaviours
Integrate the client?s words, tone of voice and body language to determine the full meaning of what is being communicated
Notice trends in the client?s behaviours and emotions across sessions to discern themes and patterns
Consider client experience when deciding what might be most useful
Challenge the client as a way to evoke awareness or insight
Ask questions about the client, such as their way of thinking, values, needs, wants and beliefs
Ask questions that help the client explore beyond current thinking
Invite the client to share more about their experience in the moment
Notice what is working to enhance client progress
Adjust the coaching approach in response to the client?s needs
Help the client identify factors that influence current and future patterns of behaviour, thinking or emotion
Invite the client to generate ideas about how they can move forward and what they are willing or able to do
Support the client in reframing perspectives
Share observations, insights and feelings, without attachment, that have the potential to create new learning for the client
Professional Coach 03 (PCD 03): Relationships Module
Brief Course Description
This course focuses on establishing trust with the client, and the ability to create a safe, supportive environment that produces ongoing mutual respect and trust. There is also a focus on coaching presence, and the ability to be fully conscious and create spontaneous relationships with the client, employing a style that is open, flexible and confident.
Prerequisites
Students must pass PCD 02 before moving to PCD 03.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Explain what coaching is and is not and describe the process to the client and relevant stakeholders
Reach agreements about what is and is not appropriate in the relationship, what is and is not being offered, and the responsibilities of the client and relevant stakeholders
Reach agreements about the guidelines and specific parameters of the coaching relationship such as logistics, fees, scheduling, duration, termination, confidentiality and inclusion of others
Partner with the client and relevant stakeholders to establish an overall coaching plan and goals
Partner with the client to determine client-coach compatibility
Partner with the client to identify or reconfirm what they want to accomplish in the session
Partner with the client to define what the client believes they need to address or resolve to achieve what they want to accomplish in the session
Partner with the client to define or reconfirm measures of success for what the client wants to accomplish in the coaching engagement or individual session
Partner with the client to manage the time and focus of the session
Continue coaching in the direction of the client?s desired outcome unless the client indicates otherwise
Partner with the client to end the coaching relationship in a way that honours the experience
Seek to understand the client within their context which may include their identity, environment, experiences, values and beliefs
Demonstrate respect for the client?s identity, perceptions, style and language and adapt one?s coaching to the client
Acknowledge and respects the client?s unique talents, insights and work in the coaching process
Show support, empathy and concern for the client
Acknowledge and support the client?s expression of feelings, perceptions, concerns, beliefs and suggestions
Demonstrate openness and transparency as a way to display vulnerability and build trust with the client
Remain focused, observant, empathetic and responsive to the client
Demonstrate curiosity during the coaching process
Manage one?s emotions to stay present with the client
Demonstrate confidence in working with strong client emotions during the coaching process
Be comfortable working in a space of not knowing
Create or allow space for silence, pause or reflection
Professional Coach 04 (PCD 04): Facilitating Learning and Growth Module
Brief Course Description
This course focuses on the ability to integrate and accurately evaluate multiple sources of information and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results. Designing actions will focus on the ability to create with the client opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results. Planning and Goal setting will focus on the ability to develop and maintain an effective coaching plan with the client. Managing progress and accountability will be explored with a focus on the ability to hold attention to what is important for the client, and to leave responsibility with the client to take action.
Prerequisites
Students must pass and complete PCD 03 before moving to PCD 04.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Work with the client to integrate new awareness, insight or learning into their worldview and behaviours
Partner with the client to design goals, actions and accountability measures that integrate and expand new learning
Acknowledge and support client autonomy in the design of goals, actions and methods of accountability
Support the client in identifying potential results or learning from identified action steps
Invite the client to consider how to move forward, including resources, support and potential barrier
Partner with the client to summarize learning and insight within or between sessions
Celebrate the client?s progress and successes
Partner with the client to close the session
Professional Coach 05 (PCD 05): Completion Module
Brief Course Description
This course focuses on the ability to integrate and accurately incorporate what has been learned in the previous modules to start one?s own coaching practice.
Prerequisites
Students must pass PCD 04 before moving to PCD 05.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Determine what it takes to establish their own practice
Create a welcome package and initial consultation
Understand the ICF credentialing process & CPD requirements
Provide Mentor Coaching Sessions (one-on-one)
PCD Focus-Area 1: Adult ADHD Coaching
Brief Course Description
Whether diagnosed in childhood or adulthood, ADHD is a condition that impacts an individual?s impulsivity, attention and hyperactivity. Coaching is an up-and-coming supplement to the management of adult ADHD. The use of coaching in ADHD treatment targets areas of functioning such as: organization, planning, time management, goal setting and problem-solving.
Prerequisites
Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Outline the symptoms of ADHD
Identify the impact adult ADHD can have on relationships, work life and personal life
Discuss procrastination, time management and impulsivity
Identify techniques for enhancing focus
Identify strategies for organizations
Identify strategies for self-management and planning one?s own work and life schedules
Develop a goal-setting framework for a client
Identify techniques in translating goals into actions
Identify the importance of determining motivation in behaviour change
Explain ways to incentivize behaviour
PCD Focus-Area 2: Life Coaching
Brief Course Description
This course focuses on life coaching, and the strategies and techniques used in life coaching. Life coaching helps individuals become more self-aware, set goals and grow their mindset. Life coaches use both questioning and listening to aid in forward-focused thinking and helping individuals make steps towards reaching their goals.
Prerequisites
Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Define life coaching
Explain the different areas of one?s life that can be supported with life coaching
Describe the importance of active listening and powerful questioning in a life coaching session
Discuss tackling doubts, self-sabotage, fears and distractions
Identify techniques in building accountability
Identify strategies in encouraging clients to expand their thinking
Explore values with clients
Identify your clients? sources of motivation and passion
PCD Focus-Area 3: Business Coaching
Brief Course Description
A business coach helps drive the strategic plan of a business. In this course, students will explore how to work with a client to develop a goal for their business and identify the actionable steps needed to reach that goal. Students will explore the importance of mindset and self-awareness in business coaching.
Prerequisites
Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Explain the role of a business coach
Explain how to visualize what success looks like for the client
Identify the strategic plan of the business
Identify targets and goals for the business owner
Describe the process of working through a backwards approach, considering the goals and breaking down the actionable steps needed to reach that goal
Discuss where the challenges have been in previously meeting these goals
Explain how to help a client identify their blind spots
Identify how to evaluate a goal if the target is not met
PCD Focus-Area 4: Career Coaching
Brief Course Description
Career coaching involves the process of supporting clients to navigate career change and exploration. In some cases, clients may be feeling stuck in their role or looking to develop their skills for that next promotion. A large portion of life is spent on a career, and many are eager to secure a role they love. In this course, students will explore how career coaching emphasizes interests, motivation and confidence. Students will also become familiar with the necessary steps for providing guidance on resume building and interviewing skills.
Prerequisites
Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Explain what career coaching is
Identify techniques in building rapport and communication with a client
Discuss theories of career and approaches to career coaching
Explain techniques in identifying motivation
Identify the coaching questions needed to narrow down the interests of the individual rather than the external pressures or motivations of others
Identify techniques in identifying transferable skills and exploring new avenues
Describe strategies in building confidence
Identify common career assessments and identify how to interpret the results I.e. Myers Briggs Type Indicator, Strong Interest Inventory
Identify components of a strong cover letter and resume
Identify strategies for confidence when interviewing, and how to provide feedback in a mock interview
PCD Focus-Area 5: Executive Coaching
Brief Course Description
Executive coaching is coaching aimed at developing an executive. Executives run organizations and often offer a level of authority, supervision and leadership over a group of individuals. In this course, students will explore how executive coaching targets performance and achievement to drive results for the client.
Prerequisites
Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Outline the value of executive coaching in an organization
Identify the correlation between executive and leadership coaching
Discuss the range of organizations an executive coach could be contracted in or have a permanent placement in
Identify how to create a development plan with a client
Discuss management communication and open feedback with subordinates
Explain the need for creating an action plan on goals set and the importance of accountability in goal setting
Discuss the evaluation process of a development plan and how to make changes based on feedback received
PCD Focus-Area 6: Leadership Coaching
Brief Course Description
Leadership coaching is the practice of developing and enhancing leadership qualities in the client. Individuals from all walks of life, careers and ranks in their careers can benefit from leadership coaching. Anyone can be a leader, even individuals on small teams can develop their leadership to show up with an impact on those around them. Students will explore how to adopt a mindset of always moving forward and foster this mindset in clients.
Prerequisites
Students must pass PCD 01, PCD 02, PCD 03, PCD 04, and PCD 05.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Identify what leadership coaching looks like
Discuss coaching for peak performance
Determine how to assess one?s current leadership approach and practices
Identify your client?s motivation in developing their leadership skills
Identify how to address unconscious bias and assumptions
Identify how to create an action plan for a client
Discuss relationship and trust building activities
Discuss the process of setting clear expectations
Identify how to ask powerful questions
Explain how to engage and involve others to take ownership and buy into a goal
Describe how to measure leadership and evaluate performance as a leader
Explain the power of feedback at all levels
Explore leadership concepts in assisting clients to always be aimed at moving forward
Discuss trends in leadership coaching
Admission Requirements

General Admission Requirements for Domestic Students
Are you a domestic student?
You must prove the following:
You have successfully completed a B.C. Secondary School diploma or the equivalent of one
You are at least 19 years old before the first day of your program
English Language Proficiency Requirements for Domestic Students
Are you a domestic student?
You must show your language proficiency in ONE of the following ways:
You achieved a C+ (67%) or higher in BC English Studies 12, English First Peoples 12 or Literary Studies 12 or an equivalent course in Canada
You have completed two or more years in a row of full-time post-secondary education in English in one of the approved countries listed below OR you have completed three or more years in a row of full-time secondary school education in English in one of the approved countries listed below
You achieved a minimum score on one of the approved tests listed below
Approved Countries
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe
Approved English Language Proficiency Tests and Scores
Cambridge English Advanced (CAE): minimum score of 58 or C
The Canadian Academic English Language Assessment (CAEL): minimum score of 55
Canadian English Language Proficiency Index Program (CELPIP): General 6
Duolingo: minimum score of 110 (temporary due to COVID)
International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening
General Admission Requirements for International Students
Are you an international student?
You must prove the following:
You have successfully completed a B.C. Secondary School diploma or the equivalent of one
You are at least 19 years old before the first day of your program
English Language Proficiency Requirements for International Students
Are you an international student?
You must show your language proficiency in ONE of the following ways:
You achieved a C+ (67%) or higher in BC English Studies 12, English First Peoples 12 or Literary Studies 12 or an equivalent course in Canada
You have completed two or more years in a row of full-time post-secondary education in English in one of the approved countries listed below OR you have completed three or more years in a row of full-time secondary school education in English in one of the approved countries listed below
You achieved a minimum score on one of the approved tests listed below
Approved Countries
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe
Approved English Language Proficiency Tests and Scores
Cambridge English Advanced (CAE): minimum score of 58 or C
The Canadian Academic English Language Assessment (CAEL): minimum score of 55
Canadian English Language Proficiency Index Program (CELPIP): General 6
Duolingo: minimum score of 110 (temporary due to COVID)
International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening
General Admission Requirements for Mature Students
Do you identify as a mature student?
To qualify, you must meet the following requirements:
You are at least 19 years of age
You have not completed a B.C. Secondary School diploma or the equivalent of one
Application Requirements
Mature Students must submit ALL of the following:
At least one letter of reference from a person who is not related to you
A statement of intent clearly outlining your career goals and your reasons for believing you will succeed in the program
A personal profile of 250 words or less
Additional Requirements
You must meet all of the program-specific and non-academic requirements where listed. In some cases, you may need to complete a placement exam to determine academic readiness.
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Dates
Live Online
Full Time:
November 07, 2022 ? February 07, 2023
Webinars are held Monday to Friday from 2:00 pm ? 6:00 pm ?PST
Students must devote at least 20 hours per week to attending webinars, seminars, and laboratories online
Seminars and laboratory times are decided at the start of the cohort
Part Time:
Date to be announced
Webinars are held Mondays and Wednesdays from 6:00 pm ? 8:00 pm ?PST and Saturdays from 9:00 am ? 1:00 pm PST
Students must devote at least 8 hours per week to attending webinars, seminars, and laboratories online
Seminars and laboratory times are decided at the start of the cohort
In-Class
Full Time:
Coming in Fall 2022
Classes are held Monday to Friday from 2:00 pm ? 6:00 pm ?PST
Students must devote at least 20 hours per week to attending classes, seminars, and laboratories in-person
Seminars and laboratory times are decided at the start of the cohort
Part Time:
Coming in Fall 2022
Classes are held Mondays and Wednesdays from 6:00 pm ? 8:00 pm ?PST and Saturdays from 9:00 am ? 1:00 pm PST
Students must devote at least 8 hours per week to attending classes, seminars, and laboratories in-person
Seminars and laboratory times are decided at the start of the cohort
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Fees
Tuition fees for this program are due and payable 2 weeks prior to the cohort start date. Students with guaranteed funding arrangements will be exempt from this requirement provided they produce proof of funding before the cohort start date.
All formats of the program are eligible for Canada Student Loans, other forms of government funding, and bank financing. However, students are responsible for making their own funding arrangements and are advised to contact the relevant funder well in advance of the start date to make an application.
Application and tuition fees for this program are as follows:
Application fee: $40 (Domestic Students) or $140 (International Students)
Tuition fee (Online): $7950 (Domestic Students) or $9937.50 (International Students)
Note: Tuition fees do not include the cost of the required textbooks. The approximate textbook fee is $30.
Technical Requirements
Live Online Students
Ashton College uses web conferencing tools for conducting online classes and online learning management systems for managing resources, assignments, and grades. These tools help instructors and students connect live online as well as asynchronously. The basic requirements for online learning include a computer, webcam, speakers, and a microphone or a headset and headphones, along with a reliable internet connection. Though online learning can be pursued using smartphones and tablets, the use of laptops or desktop computers is encouraged for an enhanced learning experience.
This program was reviewed and approved by the Registrar of the Private Training Institutions Branch of the Ministry of Advanced Education and Skills Training.