The Lifesaving Society Leadership Philosophy is based on the premise that all leadership training programs share a consistent philosophy, look, design, and training methodology based on a common Program Model Design. A key outcome of this philosophy is consistent and predictable training that meets the award standards regardless of which trainer delivers the course. The result is quality training programs.
The following key messages serve as the foundation of the Society's Leadership Philosophy:
1. The first priority of the Program Model Design is to provide Instructors/ Examiners and Instructor Trainers (ITs) with the training and materials to consistently achieve the required standards for each Lifesaving Society program. This is especially important for new Instructors/ Examiners and ITs who should be able to walk out of the Instructor/ Examiner course or IT clinic prepared for success as leadership volunteers. This design provides Instructors/ Examiners and ITs with teaching tools based on simple, effective, and tested teaching and evaluation strategies and activities.
2. Instructors/ Examiners and ITs are provided with common long term and short term lesson plans for teaching each program curriculum that they are certified or appointed to teach. These plans provide a common training approach for each Lifesaving Society course. Experienced Instructors/ Examiners and ITs can adapt the short term lesson plans to use alternative activities if they ensure that the activities meet the criteria for teaching the curriculum topic and successfully achieve the required learning outcomes for the participants.
3. Consistency and predictability are key components of quality training programs. This is an outcome of the design and delivery of the training program and the resource materials used to support the program. Program Model Design provides consistent materials and training approaches for all Lifesaving Society programs.
4. All courses use teaching activities which model a teaching approach based on maximizing practical application. Teach using the 3Ds: demonstrate, discuss, do.
5. Instructors/ Examiners and Instructor Trainers learn to teach by teaching. Teaching activities are used during leadership courses/ clinics to demonstrate the link between theory and effective, practical teaching activities.
6. Minimum standard is not substandard. It is the standard. The objective of all Society courses is to teach the learners to achieve the standard and evaluate them at the standard to confirm their success. Candidates must achieve mastery of the content required and meet the standard before trainers consider including any additional content.
7. Lifesaving Society literature is the learner's source for information. Instructors/ Examiners and ITs use the books to plan, teach, and evaluate all Lifesaving Society courses/ clinics. Instructors/Examiners and ITs teach candidates to use the books to find and apply the answers. Instructors/ Examiners and ITs are the facilitators of this process.
8. All courses/clinics contain common curriculum topics such as "The Lifesaving Society" as well as topics that focus on the award specific curriculum. Common curriculum topics may also be linked to content in a specific award.
9. All Instructors/ Examiners are accountable to the Lifesaving Society for the delivery of Lifesaving Society programs. This accountability is reflected in the Code of Conduct for Leadership Volunteers. This requires Instructors/ Examiners and ITs to draw clear boundaries around the Lifesaving Society programs and clearly separate the evaluation of Society program standards from other requirements such as employment specific expectations.
10. The Lifesaving Society recognizes Society Instructors/ Examiners and ITs as Society Volunteers even when their activity is within the context of their employment. This recognizes their link and commitment to the Lifesaving Society through their support and delivery of our training programs. The Lifesaving Society recognizes that the roles of Instructors/ Examiners and ITs are broader than just teaching the course/ clinic. They also act as resources for other instructors/ examiners, their communities, and the Lifesaving Society.