Professional Coach Diploma Program (Live Online and In-Class)

  • Format:

    Live Online

  • Duration:

    160 hours

  • Application Fee:

    $200 (Domestic)

    $300 (International)

  • Tuition Fee(Online):

    $5,300 (Domestic)

    $6,625 (International)

Start Date

Live Online live-logo

Full Time: November 01, 2021 – December 23, 2021

Part Time: October 18, 2021 – March 23, 2022

 

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In-Class

Full Time: November 1, 2021 – December 23, 2021

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Professional Coach: 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

Methods of Evaluation

Throughout the program, students will be evaluated on their learning in the following
ways:

  1. Quizzes and final exams
  2. Case studies/group work/professional behaviour
  3. Discussion sessions
  4. Practice sessions
  5. Assignments
  6. Practicum reports

Evaluation will be based on the following:

  • 20% Coaching Core Competencies
  • 25% Mentor Coaching Sessions
  • 10% 1:1 Assessment
  • 25% Final Exam
  • 20% Attendance & Participation

Completion Requirements

Students must achieve at least 70% and demonstrate coaching skills during mentor coaching sessions.

Program Organization

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.

Title of Course/Work Experience Component * # of Hours*
1. Foundation Module 30 
History of Coaching 3
Ethical Guidelines & Professional Standards 6
Integrity and Accountability 6
Structure of Coaching Session 6
Coaching Agreements 3
Positive Self-Image 3
Mentor Coaching Sessions 3
2. Communication Module 30
Active Listening 3
Powerful Questioning 4
Direct Communication 4
Using Analogy and Metaphor 4
Dealing with Resistance 3
Emotional Intelligence 3
Mindfulness 3
Mentor Coaching Sessions 6
3. Relationships Module  40
Establishing Trust & Intimacy with the Client 5
Coaching Presence 5
In-Person Coaching Techniques 3
Virtual Coaching Techniques 3
Life Coaching 5
Relationship Coaching 5
Business Coaching 5
Executive Coaching 5
Team Coaching 2
Kids and Youth 2
Mentor Coaching Sessions 3
4. Facilitating Learning and Results  40
Creating Awareness 6
Designing Actions 6
Planning and Goal Setting 6
Use of Visualization and Other Techniques 5
Neuro-Linguistic Programming (NLP) 5
Managing Progress 6
Mentor Coaching Sessions 6
 5. Completion  20
Establishing Your Own Practice 6
Welcome Package and First Consultation 3
ICF Credentialing Process & CPD 3
Mentor Coaching Sessions (one-on-one) 3
1:1 Assessment 2
Final Exam 3
Total: 160

Career Options

  • Life Coach
  • Business Coach
  • Relationship Coach
  • Team Coach
  • Employment Coach

Course Descriptions

Professional Coach 01 (PC01): Foundation Module (30 Hours)

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:

  1. Understand and exhibit behaviors laid out in the ICF Code of Ethics (see Code, Part III of ICF Code of Ethics).
  2. Understand and follow all ICF Ethical Guidelines.
  3. Clearly communicate the distinctions between coaching, consulting, psychotherapy and other support professions.
  4. Refer clients to another support professional as needed, knowing when this is needed and the available resources.
  5. Understand and effectively discuss the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate) with the client.
  6. Reach an agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client’s and coach’s individual responsibilities.
  7. Determine whether there is an effective match between their coaching method and the needs of the prospective client.

Method(s) of Evaluation/ Assessments*

Students are evaluated through attendance, participation, activities, discussions and problem-sets, and quizzes.

Completion Requirements*

Students must receive a minimum of 75% overall in order to complete the course successfully. Students are expected to abide by the policies of the college. Students are expected to regularly attend LIVE Online classes, and to have read all assigned chapters in the textbook plus any additional readings prior to live sessions. Individual and group assignments should be completed satisfactorily and on time. There will be NO MAKEUP EXAMS OR ASSIGNMENTS without prior permission.

Professional Coach 02 (PC02): Communications Module (30 hours)

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 the client’s self-expression. Students will learn powerful questioning and the ability to ask questions that reveal the information needed to most effectively benefit the coaching relationship and the client. Direct communication, the ability to communicate effectively during coaching sessions, and how to use language to positively impact the client will all be discussed.

Prerequisites

Students must pass PC 01 before moving to PC 02.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  1. Attend to the client and the client’s agenda instead of the coach’s agenda for the client.
  2. Hear the client’s concerns, goals, values and beliefs about what is and is not possible.
  3. Distinguish between words, tone of voice, and body language.
  4. Summarize, paraphrase, reiterate, and mirror back what a client has said to ensure clarity and understanding.
  5. Encourage, accept, explore and reinforce the client’s expression of feelings, perceptions, concerns, beliefs, suggestions, etc.
  6. Integrate and build on client’s ideas and suggestions.
  7. Understand the essence of the client’s communication (“Bottom-Line”) and help the client get there rather than engaging in long, descriptive stories.
  8. Allow the client to vent or “clear” the situation without judgment or attachment in order to move on to next steps.
  9. Ask questions that reflect active listening and an understanding of the client’s perspective.
  10. Ask questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client’s assumptions).
  11. Ask open-ended questions that create greater clarity, possibility or new learning.
  12. Ask questions that move the client toward what they desire, rather than questions that ask for the client to justify or look backward.
  13. Be clear, articulate and direct in sharing and providing feedback.
  14. Reframe and articulate to help the client understand from another perspective what they want or are uncertain about.
  15. Clearly state coaching objectives, meeting agenda, and purpose of techniques or exercises.
  16. Use language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon).
  17. Use metaphor and analogy to help to illustrate a point or paint a verbal picture.

Method(s) of Evaluation/ Assessments*

Students are evaluated through attendance, participation, activities, discussions and problem-sets, and quizzes.

Completion Requirements*

Students must receive a minimum of 75% overall in order to complete the course successfully. Students are expected to abide by the policies of the college. Students are expected to regularly attend LIVE Online classes, and to have read all assigned chapters in the textbook plus any additional readings prior to live sessions. Individual and group assignments should be completed satisfactorily and on time. There will be NO MAKEUP EXAMS OR ASSIGNMENTS without prior permission.

Professional Coach 03 (PC03): Relationships Module (40 hours)

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 relationship with the client, employing a style that is open, flexible and confident.

Prerequisites

Students must pass PC 02 before moving to PC 03.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  1. Show genuine concern for the client’s welfare and future.
  2. Continuously demonstrate personal integrity, honesty and sincerity.
  3. Establish clear agreements and keeps promises.
  4. Demonstrate respect for the client’s perceptions, learning style, personal being.
  5. Provide ongoing support, and champion new behaviors and actions, including those involving risk-taking and fear of failure, for the client.
  6. Ask permission to coach clients in sensitive, new areas.
  7. Be present and flexible during the coaching process, “dancing in the moment.”
  8. Access their own intuition and trusts their inner knowing—”goes with the gut.”
  9. Be open to not knowing and takings risks.
  10. See many ways to work with the client and choose in the moment what is most effective.
  11. Use humor effectively to create lightness and energy.
  12. Confidently shift perspectives and experiment with new possibilities for their own action.
  13. Demonstrate confidence in working with strong emotions and can self-manage and not be overpowered or enmeshed by a client’s emotions.

Method(s) of Evaluation/ Assessments*

Students are evaluated through attendance, participation, activities, discussions and problem-sets, and quizzes.

Completion Requirements*

Students must receive a minimum of 75% overall in order to complete the course successfully. Students are expected to regularly attend LIVE Online classes, and to have read all assigned chapters in the textbook plus any additional readings prior to live sessions. Individual and group assignments should be completed satisfactorily and on time. There will be NO MAKEUP EXAMS OR ASSIGNMENTS without prior permission.

Professional Coach 04 (PC04): Facilitating Learning and Results Module (40 hours)

Brief Course Description

This course focuses on the ability to integrate and accurately evaluate multiple sources of information to make interpretations that help the client gain awareness and thereby achieve agreed-upon results. Designing actions will focus on the ability to create opportunities for ongoing learning for the client during coaching and in work/life situations, as well as 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 on what is important for the client, and to leave responsibility with the client to take action.

Prerequisites

Students must pass and complete PC 03 before moving to PC 04.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  1. Go beyond what is said in assessing client’s concerns, not getting hooked by the client’s description.
  2. Invoke inquiry for greater understanding, awareness, and clarity.
  3. Identify for the client their underlying concerns; typical and fixed ways of perceiving themself and the world; differences between the facts and the interpretation; and disparities between thoughts, feelings, and action.
  4. Help clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them.
  5. Communicate broader perspectives to clients and inspire commitment to shift their viewpoints and find new possibilities for action.
  6. Help clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, and background).
  7. Express insights to clients in ways that are useful and meaningful for the client.
  8. Identify major strengths vs. major areas for learning and growth, and what is most important to address during coaching.
  9. Ask the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done.
  10. Help the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals.
  11. Engage the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions.
  12. Promote active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterward in his/her work or life setting.
  13. Celebrate the client’s successes and capabilities for future growth.
  14. Challenge the client’s assumptions and perspectives to provoke new ideas and find new possibilities for action.
  15. Advocate or bring forward points of view that are aligned with client goals and, without attachment, engages the client to consider them.
  16. Help the client “Do It Now” during the coaching session, providing immediate support.
  17. Encourage stretches and challenges but also a comfortable pace of learning.
  18. Consolidate collected information and establish a coaching plan and development goals with the client that address concerns and major areas for learning and development.
  19. Create a plan with results that are attainable, measurable, specific, and have target dates.
  20. Make plan adjustments as warranted by the coaching process and by changes in the situation.
  21. Help the client identify and access different resources for learning (e.g., books, other professionals).
  22. Identify and target early successes that are important to the client.
  23. Demonstrate follow-through by asking the client about actions that the client committed to during the previous session(s).
  24. Acknowledge the client for what they have done, not done, learned or become aware of since the previous coaching session(s).
  25. Effectively prepare, organize, and review with client information obtained during sessions.
  26. Keep the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s).
  27. Focus on the coaching plan while remaining open to adjusting behaviors and actions based on the coaching process and shifts in direction during sessions.
  28. Be able to move back and forth between the big picture of where the client is heading, setting a context for what is being discussed and where the client wishes to go.
  29. Promote the client’s self-discipline and hold the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames.
  30. Develop the client’s ability to make decisions, address key concerns, and develop themself (to get feedback, determine priorities and set the pace of learning, and reflect on and learn from experiences).
  31. Positively confront the client with the fact that they did not take agreed-upon actions.

Method(s) of Evaluation/ Assessments*

Students are evaluated through attendance, participation, activities, discussions and problem-sets, and quizzes.

Completion Requirements*

Students must receive a minimum of 75% overall in order to complete the course successfully. Students are expected to abide by the policies of the college. Students are expected to regularly attend LIVE Online classes, and to have read all assigned chapters in the textbook plus any additional readings prior to live sessions. Individual and group assignments should be completed satisfactorily and on time. There will be NO MAKEUP EXAMS OR ASSIGNMENTS without prior permission.

Professional Coach 05 (PC05): Completion Module (20 hours)

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 PC 04 before moving to PC 05.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  1. Determine what it takes to establish their own practice.
  2. Create a welcome package and initial consultation.
  3. Understand the ICF credentialing process & CPD requirements
  4. Provide Mentor Coaching Sessions (one-on-one)

Method(s) of Evaluation/ Assessments*

Students are evaluated through attendance, participation, activities, discussions and problem-sets, and a final exam.

Completion Requirements*

Students must receive a minimum of 75% overall in order to complete the course successfully. Students are expected to abide by the policies of the college. Students are expected to regularly attend LIVE Online classes, and to have read all assigned chapters in the textbook plus any additional readings prior to live sessions. Individual and group assignments should be completed satisfactorily and on time. There will be NO MAKEUP EXAMS OR ASSIGNMENTS without prior permission.

Admission Requirements

General Admission Requirements

All Applicants, unless seeking Mature Student status, must provide proof and satisfy the following criteria:

  • Successful completion of a high school diploma or Adult Graduation Diploma; AND Are or will reach the age of nineteen (19) years on or before the start of the Program; or If less than nineteen (19) years of age on or before the start of the desired Program, have parental or guardian consent.
  • To qualify as a Mature Student, an Applicant must satisfy the following criteria:
    • Be 21 years of age or older; AND
    • Have not completed a high school diploma or an Adult Graduation Diploma; or
    • Have not attended high school for at least four (4) years; and/or
    • Have not received recognition for prior post-secondary education and training.

Applicants who qualify as Mature Students may be admitted to a Program at the discretion of the Registrar. In lieu of graduation documentation, the Registrar may require Applicants to provide any or all of the following:

  • Transcripts of completed education (secondary school or coursework at other post-secondary institutions);
  • Professional reference(s) from current or former employer(s);
  • Statement of intent clearly outlining the Applicant’s career goals and reasons for believing they will succeed in the desired Program;
  • Personal profile; and/or
  • Other forms of documentation that would aid in an Applicant’s candidacy.

Mature Students must meet all program-specific and non-academic requirements and, if deemed necessary, may be required to complete a pre-admission placement examination to determine academic readiness.

English Language Proficiency Requirements

Applicants must meet the College’s English Language Proficiency Requirements in ONE of the following ways:

  • Achieving a grade of 70% or higher in Canadian provincial/territorial English 12 or English Literature 12, or an equivalent examination; or
  • Immediately prior to applying to the College, completing two or more consecutive years of full-time post-secondary education in English within Canada or a country listed below; or achieving the competency standard of one of the Tests of English Language Proficiency
Two years of completed post-secondary study in English are accepted from the following Countries:

Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierra Leone, Singapore, South Africa, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, Zambia, Zimbabwe

Acceptable English Language Proficiency Tests and Scores:
  • Cambridge English Advanced (CAE): A minimum score of 58.
  • The Canadian Academic English Language Assessment (CAEL): A minimum score of 60
  • Canadian English Language Proficiency Index Program (CELPIP): Academic Level of 4L and a CELPIP-General Level 7 in all components
  • Canadian Language Benchmarks (CLB): A minimum score of 7
  • International English Language Testing (IELTS): Academic level with a minimum overall score of 6.0
  • International Test of English Proficiency (iTEP): Academic Level 3
  • Michigan Test of English Language Proficiency (MELAB): A minimum score of 76
  • Test of English as a Foreign Language (TOEFL):
    • Internet-based test: Academic Level with a minimum score of 79-80 (19-20 on each band); or
    • Paper-based test: 550 score; 23 on each for Reading, Writing, and Listening
  • Duolingo: 110 (Temporary until December 2021)

 

Dates

Full Time:

  • November 01, 2021 – December 23, 2021
    • Webinars are held Monday to Friday from 2:00 pm  to 6:00 pm PST
    • Seminars and laboratory times are decided at the start of the cohort

Part-Time:

  • October 18, 2021 – March 23, 2022
    • Webinars are held Mondays and Wednesdays from 6:00 to 8:00 p.m, and Saturdays from 9:00 a.m to 1:00 p.m.
    • Seminars and laboratory times are decided at the start of the cohort

In Class:

  • November 1, 2021 – December 23, 2021
    • Webinars are held Monday to Friday from 2:00 pm  to 6:00 pm PST
    • Seminars and laboratory times are decided at the start of the cohort

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.

This program is not eligible for Canada Student Loans. However, other forms of government funding and bank financing​ may be available. 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: $200 (Domestic Students) or $300 (International Students)
  • Tuition fee (Online): $5300 (Domestic Students) or $6625 (International Students)

Note: Tuition fees do not include the cost of the required textbooks.

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.

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