The Lifesaving Society leadership training system is a multi-level, competency-based system designed to encourage and support the development of progressively skilled and knowledgeable Lifesaving Society instructors - at all levels.
Leadership courses have prerequisite awards, which must be completed prior to attempting the course. There is no grace period for age prerequisites: candidates must be the required minimum age prior to the conclusion of the course.
Focus on Competency
The Society's leadership training focuses on developing the essential knowledge, skills, behaviours and values the Society expects its instructors to possess in order to do their jobs successfully. While performance standards vary by level, curriculum standards in all leadership certifications focus on the following 13 competencies which are woven into the curriculum standards and course guides of each leadership certification:
Lifesaving Society knowledge: The Society expects its instructors to support and help achieve the mission, vision and values of the Lifesaving Society.
Curriculum knowledge: The Society expects its instructors to deliver Lifesaving Society programs accurately and thoroughly.
Ethics and valuing diversity: The Society expects its instructors to demonstrate ethical, responsible and professional behaviour while representing the Society; and to respect and honour the diverse needs of candidates.
Learner characteristics: The Society expects its instructors to create learner-centred environments suitable to the developmental needs, abilities and interests of all candidates.
Health and safety: The Society expects its instructors to contribute to a safe workplace and learning environment.
Planning: The Society expects its instructors to plan, organize and supervise a group in a way that promotes learning.
Communicating: The Society expects its instructors to communicate clearly and thoughtfully.
Teamwork and collaborating: The Society expects its instructors to work cooperatively with others to achieve goals.
Problem-solving and decision-making: The Society expects its instructors to think through problems and make rational, informed decisions.
Presentation skills: The Society expects its instructors to present information accurately and in a way that enhances learning.
Facilitating and mentoring: The Society expects its instructors to employ learner-centred teaching methods and techniques.
Evaluating: The Society expects its instructors to evaluate learner progress and achievement.
Skill demonstrations: The Society expects its instructors to show technical knowledge of skills through practical demonstration.
Expectations and performance requirements
Lifesaving Society leadership training progressions recognize that there are different stages in the growth and development of instructors from beginner to expert. In introductory instructor certifications, curriculum focuses on equipping new instructors with the essential basics they need to do their job.
As one advances through the Society's leadership system, the nature of the leadership job changes and so do the Society's expectations. What we expect a Lifesaving Instructor to do is very different than what we expect an Instructor Trainer to do. These two jobs demand different levels of proficiency. These differences are expressed in the Learning Outcomes and Performance Requirements of the various leadership certifications.