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Evaluation of a Saskatchewan Newstart Life Skills-Based Coach Training Program

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Evaluation of a Saskatchewan Newstart Life Skills-Based Coach Training Program EVALUATION OF A SASKATCHEWAN NEWSTART LIFE SKILLS-BASED COACH TRAINING PROGRAM by Rodney Alan Paynter M.A., Royal Roads University, 2001 DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in the Educational Leadership Program Faculty of Education © Rodney Alan Paynter, 2011 SIMON FRASER UNIVERSITY Fall 2011 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for “Fair Dealing.” Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. APPROVAL Name: Rodney Alan Paynter Degree: Doctor of Educational Leadership Title of Dissertation: Evaluation of a Saskatchewan NewStart Life Skills-based Coach Training Program Examining Committee: Chair: Fred Renihan Adjunct Professor, Simon Fraser University ___________________________________________ Daniel Laitsch Senior Supervisor Assistant Professor, Simon Fraser University ___________________________________________ Elizabeth Wallace Supervisor Adjunct Professor, Simon Fraser University ___________________________________________ Carol Madsen Supervisor Director, Pathways Information Centre Director, Community Economic Development, Tradeworks Training Society ___________________________________________ Geoff Madoc-Jones Internal / External Examiner Senior Limited Term Lecturer, Simon Fraser University ___________________________________________ Shauna Butterwick External Examiner Associate Professor, University of British Columbia Date Defended/Approved: September 20, 2011 ii Partial Copyright Licence STATEMENT OF ETHICS APPROVAL The author, whose name appears on the title page of this work, has obtained, for the research described in this work, either: (a) Human research ethics approval from the Simon Fraser University Office of Research Ethics, or (b) Advance approval of the animal care protocol from the University Animal Care Committee of Simon Fraser University; or has conducted the research (c) as a co-investigator, collaborator or research assistant in a research project approved in advance, or (d) as a member of a course approved in advance for minimal risk human research, by the Office of Research Ethics. A copy of the approval letter has been filed at the Theses Office of the University Library at the time of submission of this thesis or project. The original application for approval and letter of approval are filed with the relevant offices. Inquiries may be directed to those authorities. Simon Fraser University Library Simon Fraser University Burnaby, BC, Canada Last update: Spring 2010 ABSTRACT This study evaluated a Life Skills Coach Training (LSCT) program that was designed in the Saskatchewan NewStart model of Life Skills (NLS) and was delivered by the Saskatchewan Indian Institute of Technologies (SIIT). The study asked: In the light of NLS theory, how effective was the LSCT program delivered by SIIT? What was the match between NLS theory and the SIIT LSCT program design? How effective were aspects of the training program at contributing to the desired outcome of the program? How well do the trainers and program graduates think that the graduates were prepared for work as Life Skills coaches and/or in related fields? In the light of NLS theory, the program was very effective. It stayed close to NLS theory and extended and developed theory in useful ways, e.g., regarding learning styles and the integration of NLS with Aboriginal cultural/spiritual content. Most aspects of the program effectively contributed to the outcomes required by its design. The trainers are confident that their graduates can perform to the requirements of the levels at which they graduated, and the graduates said that they had received what they expected to receive and were happy with it. The study recommends that the Community Lesson be made more rigorous, that more emphasis be put on ethics, that the program be lengthened, and that a longitudinal evaluative process be implemented. It also recommends that the experience of one of the training groups be examined to explain why it showed lower satisfaction in all categories than did the other three groups in the sampling frame. The SIIT LSCT program made notable innovations based on NLS theory in the areas of learning styles, with the inclusion of Watching with the NLS-identified Feeling Thinking and Acting; the use of NLS accreditation competencies as training/evaluation points for program trainees; and extending the format of the lesson plan with a new first step called Warm-ups. Carrying out this evaluation necessitated the creation of two useful tools for NLS: the NLS Literature Review, and the Evaluation Survey that sought the opinions of program graduates about their training. Keywords: Life Skills; NewStart; coach; training; Aboriginal; evaluation iii DEDICATION I dedicate this dissertation to all the many many thousands of people who have studied Saskatchewan NewStart Life Skills and have taken the skills into their lives, their families, their recreation, their communities and their jobs. May we flourish. iv ACKNOWLEDGEMENTS To Lucie Lambert, my wife, my friend, ma bien-aimée, my enduring and patient supporter in this long process, I give my love and heartfelt thanks. I am also pleased to acknowledge David Bain, whose long-time friendship and direct encouragement to enter NLS training led me into this intriguing and consuming field Madeleine Dunkley, for her mentorship and for giving me my start as a working Life Skills coach back in the day Paul Bagordo, for his friendship, for his leadership in Accreditation development, and for facilitating my entry into post-graduate Life Skills research and development SIIT, Kathie Bird and Tia Shynkaruk, without whom this dissertation could never have been realized the SFU Librarians, who ably helped me with many a sticky research conundrum, and my dissertation committee, for hanging in with me and provided serious, thoughtful support. v TABLE OF CONTENTS Approval ................................................................................................................ ii Abstract ................................................................................................................ iii Dedication ............................................................................................................ iv Acknowledgements ............................................................................................... v Table of Contents ................................................................................................. vi List of Tables .......................................................................................................xii List of Figures .....................................................................................................xiv Glossary .............................................................................................................. xv Acronyms ........................................................................................................... xvii Life Skills Terms ........................................................................................ xvii Canadian Coaches’ Associations, Past and Present ................................. xvii Chapter 1: Introduction ...................................................................................... 1 A Note on Methodology , Structure, and Focus .................................................... 1 Overview and Significance of the Study ................................................................ 3 The Context for the Study ..................................................................................... 4 A. The Saskatchewan Indian Institute of Technologies ............................. 4 B. Geography ............................................................................................ 5 C. Government Involvement ...................................................................... 5 D. Culture(s) .............................................................................................. 6 Researcher’s Value Statement ............................................................................. 7 Life Skills Defined and Described ......................................................................... 9 Saskatchewan NewStart Life Skills ..................................................................... 11 The Origin of NLS ....................................................................................... 13 NLS Theory ................................................................................................. 14 A. The Life Skills Process/Content Model .......................................... 14 B. The Life Skills Integration Model ................................................... 16 C. Life Skills and Evaluation .............................................................. 18 Implementation ........................................................................................... 20 A. Group Membership ........................................................................ 21 B. Group Size, Frequency of Group Sessions, and Course Duration ......................................................................................... 21 C. The Five Essential Life Areas .......................................................
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