Mission

To provide transformational coach education and training programs that support individuals to develop an empowered approach to leadership while building a strong, supportive, encouraged community of learners. We strive to support leaders to unleash greatness, inspire exceptional performance and to ultimately transform lives and the organizations they touch.

Vision

We envision a world where everyone has the tools and knowledge to become transformational leaders who are committed to their own personal and professional growth as well as their team’s. Our vision is to create a learning community that supports individual learning styles and fosters a collaborative learning community that supports all participants to reach their full potential.

Our Goal

Our goal is to empower with the skills and knowledge to learn to coach anyone, anywhere, building strong relationships, and creating positive change. We believe in solutions focussed leadership that leverages strengths to achieve greatness while fostering growth and transformation that enables individuals to thrive in their personal and professional lives.

Who we are ?

We are a learning community that is interactive and iterative, where individuals can share ideas and experiences while supporting each other on their journey of personal growth and development. Our philosophy is that everyone can learn and grow, and we strive to create an environment where individuals feel inspired and empowered to take their leadership skills to the next level.

Through our education and training programs, we aim to provide tools and knowledge to lead with courage, humility, and compassion while building strong relationships and creating positive impacts.

Successful Transitions and Fire Up Coaching Programs agrees to abide by the standards and ICF Coaching Education Accreditation Code of Conduct and hold all contracted coaches and educators accountable to these same standards of conduct. This includes maintaining integrity, professionalism, and ethical behavior in all aspects of coaching practice. I will uphold the highest standards of quality coaching and commit to ongoing professional development to ensure that we are providing the best possible learning opportunities for students. As the Director of Education, I agree to respect the confidentiality and privacy of students and maintain appropriate boundaries in all coaching relationships. By agreeing to these standards and commitments, Fire Up Coaching is committed to providing a student-centred approach in the delivery of coach training programs and workshops.

As an educator, I am deeply invested in providing a student-centered learning environment that prioritizes the learning needs students bring as we pursue the learning outcomes of the program. I believe that learning should be an active, participatory process, in which students are fully engaged in the material and the learning experiences. This approach not only helps to deepen understanding of a topic, but also fosters important skills, such as critical thinking, problem-solving, and communication.

Active learning is central to my teaching and coaching philosophy. I believe that students learn best when they are actively engaged in the learning process, and when they have personalized, relevant, and practical experiences. I use a variety of tools and techniques to create interactive and engaging experiences, such as role-playing, case studies, and experiential learning activities. I strive to create opportunities in the learning process for heightened self-awareness, shifts in perception, mindset and actions in the learners so they can experience the the potential for transformation in coaching conversations during the learning process. This approach helps students to integrate learning into their daily lives and to achieve their goals more effectively.

Finally, self-reflection is a fundamental aspect of my teaching and learning philosophy. I believe that learners need space and time to reflect on their own learning and to assess their progress in order to achieve their goals. I encourage learners to engage in self-reflection by regularly assessing their progress, evaluating their strengths and opportunities for growth, and setting new goals. This helps them to develop a deeper understanding of themselves and their goals, and to become more effective and self-directed learners.

In summary, my teaching and learning philosophy is rooted in the core coaching competencies of the ICF, including student-centered, active learning, and self-reflection practices. I believe that this approach is essential to helping learners achieve their goals, and to becoming effective, lifelong learners.

At FUEL, the Education and Training Division of Successful Transitions, we are committed to creating a culture of welcome, belonging and support based on the principle that all people are valuable and matter. We acknowledge and agree to abide by and be accountable to the ICF Code of Ethics which includes the following: “25. Avoid discrimination by maintaining fairness and equality in all activities and operations, while respecting local rules and cultural practices. This includes, but is not limited to discrimination on the basis of age, race, gender expression, ethnicity, sexual orientation, religion, national origin, disability or military status.”

We recognize the importance of fostering an environment that values and celebrates the uniqueness of every individual and the culture to which each one belongs, and we prioritize the development of equitable and diverse teams, policies, practices, and procedures in areas where we at Successful Transitions have influence. We firmly stand by the International Coaching Federation's core values of integrity, excellence, collaboration, respect, inclusivity, and transformation.

Our coaching process is designed to help individuals address their unique challenges and reach their full potential. We strive to create a safe and welcoming space where clients can explore their personal and professional development goals without fear of discrimination or prejudice.

Successful Transitions Coaches and FUEL trainers and facilitators are dedicated to creating learning experiences that are accessible, empathetic, and empowering for all individuals.

FUEL is focused on offering programs with integrity and that support learner growth and development. To ensure the student experience is honoured and certification standards held true, payment in full or part must be paid to hold a space in the program and the full amount is due prior to the start of the program unless divided payments have been pre-arranged.

Payment in full is the best rate and payment plans of two or more payments are available at an additional cost.

To increase access to coach training, FUEL programs, will consider individual cases for a variation on the payment plan or for a reduced fee based on circumstances and available space in a class where the trainer accepts this option.

FUEL is the education and training division of Successful Transitions, and we will work with provincial agencies, not-for -profit agencies, employers, and other funding sources by providing all required information for any organizations wishing to fund a participant.

All inquiries can be directed to info@successfultransitions.ca

If a student completes part of a program, they will have up to one year to complete assignments for completion or transfer to a different class and finish the program.

Cancellation Policy: In the event you must cancel participation, up to seven days prior to the start of the first program session you may request a refund of the amount less a twenty percent processing fee; six days or less prior to the start of the first program session you may request a refund of fifty percent of the registration.

You may transfer your full registration to someone else up to three days prior to the start of the first session. Transferring to a different class before starting is based on space available.

Transfer Policy: If you attend part of the program with one class and part with another class, there will be an additional fee of $350.

Course names and prices includes all class materials, group sessions, and in between session support as required.

Anyone purchasing a course hereby accepts and agrees that completing the program and earning the associated certification from FUEL Coaching programs requires the following:

•Attendance and participation in all segments of the program.

•With advanced approval, one of the training sessions may be made-up.

This involves listening to the recording and then scheduling time with the course facilitator to make-up the required live contact hours and any practicum component missed.

•Complete the assignments from each session, completing any knowledge check questions and meeting the length requirements for each assignment. Class materials are provided through a password protected website.

•Prior to earning a certificate of participation, each applicant understands and agrees to complete the course work, attend all hours of training, fully participating in the discussions and exercises, complete session preparation work, practice, self-reflections, coaching practicums, as well as submit all evaluations, and assignments.

Applicant agrees and understands that any opportunity for make-up work is at the discretion of the trainer. Transferring to a different class before starting is based on space available. If you attend part of the program with one class and part with another class, there will be an additional fee of $350.

1. Scope

This illness policy is applicable to all participants, instructors, and support staff involved in FUEL including in-person and online sessions.

2. Statement of Purpose

The goal of this policy is to ensure the well-being of all parties involved in FUEL programs by addressing instances of illness, reducing the risk of infection, and maintaining a safe and productive learning environment.

3. Illness Reporting and Responsibilities

a. Participants

Participants experiencing illness or symptoms associated with contagious diseases, such as fever, cough, or shortness of breath, are required to:

i. Notify the program administration immediately.

ii. Refrain from attending in-person sessions until they are symptom-free or have been cleared by a healthcare professional.

iii. Rely on remote learning methods and virtual resources provided by the program whenever feasible.

b. Instructors and Support Staff

Instructors and support staff experiencing illness or symptoms associated with contagious diseases are required to:

i. Notify their immediate supervisor and the program administration.

ii. Arrange for a substitute instructor, when necessary, to minimize disruption to the program schedule.

iii. Refrain from attending in-person sessions until they are symptom-free or have been cleared by a healthcare professional.

4. Absence and Make-up Sessions

a. Participants who miss a session due to illness will be provided with opportunities to make up for the missed content, such as:

i. Access to recordings of the missed session.

ii. Participation in a catch-up session.

iii. Individual meetings with the instructor, when feasible.

b. Instructors will work closely with affected participants to accommodate their needs and ensure they receive the necessary support.

5. Infection Prevention Measures

FUEL programs are committed to promoting and enforcing wellness protocols, including:

a. Providing sanitization facilities at in-person training locations, such as hand sanitizers and disinfectant wipes.

b. Encouraging frequent handwashing among participants, instructors, and support staff.

c. Practicing and promoting proper respiratory hygiene and cough etiquette.

d. Encouraging vaccination for preventable infectious diseases, as advised by medical professionals.

e. Regularly cleaning and disinfecting frequently touched surfaces in the training location.

6. Policy Communication

This illness policy will be communicated to all participants, instructors, and support staff upon enrollment in FUEL programs. Their cooperation and adherence to this policy are essential to maintaining a safe and healthy learning environment for all.

1. Purpose

The purpose of this Complaint and Grievance Policy is to outline the process for resolving complaints or grievances raised by the course participants of, FUEL Training and Development courses and workshops offered by Successful Transitions ("the Organization"). We are committed to maintaining a professional and supportive learning environment that respects the rights and promotes the welfare of all individuals involved. This policy ensures that the complaints are addressed transparently, fairly, and in a timely manner.

2. Scope

This policy applies to all course participants, the Director of Training, course facilitators, staff, and other individuals connected with the Organization.

3. Policy Statement

The Organization encourages open communication and strives to address and resolve any issues amicably. Course participants have the right to lodge a complaint if they have concerns regarding any aspect of the Organization or the conduct of the Director of Training, course facilitators, or other personnel.

4. Procedure

A. Informal Resolution

1. In the first instance, course participants are encouraged to address their concerns directly with the involved party, be it the Director of Training or the course facilitator.

2. If the matter remains unresolved or the course participant feels uncomfortable discussing the issue with the involved party, they should consult with another appropriate staff member who may facilitate an informal resolution.

B. Formal Complaint

1. If informal resolution proves unsuccessful or unsatisfactory, the course participant may submit a formal written complaint to the Director of Training or another designated representative.

2. The written complaint should provide a detailed explanation of the nature of the grievance, including any relevant facts, dates, locations, and any attempted informal resolutions.

3. Upon receiving the written complaint, the Director of Training or designated representative will acknowledge receipt and initiate an investigation in an objective and timely manner.

4. Upon completion of the investigation, a report will be provided to the complainant with the outcome, any actions taken, and, where applicable, any proposed solutions.

5. If the complainant remains dissatisfied with the outcome of the formal complaint process, they have the option to appeal the decision. This appeal must be submitted in writing to a higher authority within the Organization.

6. If, after exhausting the Organization's internal complaint process, the course participant is still unsatisfied, they may contact the International Coaching Federation (ICF) for further investigation, as long as the program is accredited by the ICF.

This Complaint and Grievance Policy will be reviewed periodically and may be revised as needed to ensure its effectiveness.

By adopting this policy, the Organization reaffirms its commitment to maintaining a respectful and supportive learning environment that fosters effective communication and continuous improvement.