COMENSA Standards of Competence

Membership Criteria and Standards of Competence Portfolio Committee

The document includes the following sections

1. An Overview providing an overview of the work, detailing the purpose of the committee, the process followed and the implementation process

2. The Assessment Framework summarising what factors and assessment tools are used to measure each level of membership.

3. The Membership Criteria illustrating what criteria will apply to each level of membership.

4. The Membership Path showing the path which members can follow from being an Associate Member, Practitioner Coach/Mentor, Certified Coach/Mentor through to a Master Coach/Mentor.

5. The Competency Framework made up of the Core Competencies and the Measurable Outcomes of the competencies.

NB: Where the term Coach/Mentor is used, it should be read to mean a person is practising as either a Coach or a Mentor, or sometimes both. Nothing in this document should be read as prescribing whether a person should term themselves 'Coach', 'Mentor' or 'Coach/Mentor'

Appreciation

Thank you to the core portfolio committee members as well as COMENSA membership whose work is represented here.

Dale Williams Dennis Jackson Ivan Justus John Paisley Jonelle Naude

Marianna Meyer Mary-Joe Emde Metka Zurman Mongezi Makhalima Nick Wilkins

Penny Abbott Rob de Nier Terry Allan COMENSA membership

Overview

Introduction

For COMENSA to be a credible professional body of coaches and mentors in South Africa, membership needs to have meaning, both for members and for stakeholders of coaching & mentoring. At the very least, Practitioner Membership of COMENSA must mean that the Practitioner is qualified in line with how they present themselves, has appropriate experience and agrees to be bound by the ethical standards of COMENSA. COMENSA being an inclusive body welcomes members from business, Coach/Mentor training and academic organisations together with individuals who are merely interested in coaching/mentoring but don't want to be a Practitioner.

Construction Process

The conversation for defining membership started in parallel with the creation of COMENSA. Following the launch on the organisation in 2006 and the first AGM in September 2006 formal Portfolio Committees were established to deal with the core issues relating to COMENSA's existence as a professional body for coaches and mentors in South Africa. Specifically the Membership Criteria and Standards of Competence Portfolio Committee (MCSCC) was formed to deal with the construction of membership criteria. A number of invitations were extended to all COMENSA members inviting participation in the committee. A number of people stepped forward and volunteered, some to be actively involved and others to follow the progress of the committee. An e-Mail distribution list was established to ensure open and inclusive communication with all of these parties. A core group of members drove the process. All minutes of meetings and documents that were generated by the core group were circulated to all interested parties throughout the process. Numerous invitations were extended to people outside the core group to submit input. Where received this input was incorporated into the process. Finally a draft document was submitted to COMENSA's national EXCO in August 2007 and a consultation process and workshops were held with membership across the country to ensure feedback is collected. This feedback has now been incorporated into the final document which this represents. This document represents the ultimate input from all members and discussions at EXCO. While it is obviously not cast in stone, it represents a stake in the ground for our members and COMENSA and will serve as a benchmark for future improvements.

Consultation Period

The history so far: The draft standards and membership criteria were tabled at COMENSA's national AGM in September 2007. This initiated a period of consultation with members, during which the standards and criteria were explained to members in detail, and members were encouraged to submit comments on the standards and criteria. Much input was received, and the result is this document. This document will be signed off by EXCO and published as the basis for membership standards and criteria around which the rest of COMENSA's activities are performed. Current: The framework is regarded as work in progress, with further membership consultation after the national AGM in May 2010. Details of the window, criteria and process of consultation are to be made available to membership in June 2010.

Implementation Process

The standards and levels of competency, as explained in this document, will be phased in as a professionalisation process. This framework will to a large degree guide the professionalisation of COMENSA coaches/mentors. To this end the Membership Criteria and Standards of Competence Committee is to explore potential collaborations for the professionalisation process which will entail the credentialing of coaches and mentors.

Phasing-in Period

It is envisaged that the standards and membership criteria framework, applicable to all members once ratified, will be implemented by EXCO through structures decided on by COMENSA, the first phase having been completed as members in good standing (membership fees paid) are deemed Practitioner Coaches with the signing of the Code of Ethics. EXCO is to initiate a phasin-in period as part of the professionalisation process; investigation of potential pathways to this end to be undertaken after the national AGM in May 2010.

Membership Categories

COMENSA recognises two categories of membership who both have equal rights:

Associate Members (entry levels of practitioner membership do not apply)
Practitioner Members (different entry levels of practitioner membership apply)

This is illustrated in the diagram below:

Practitioner members fall into three categories:

Practitioners
Certified Practitioners
Master Practitioners

The criteria for each membership category are included in the Membership Criteria section.

Membership Paths

There are various possible routes to get from one category of membership to another. These are described in the Membership Paths section.

Competency Framework

COMENSA takes the view that the core competencies for coaches and mentors are common. COMENSA intends to support without prescription coaching and mentoring programmes by setting out clearly the various levels of competencies required for effective delivery. This is described in more detail in the Competency Framework Section.

Assessment Framework used for Accreditation

COMENSA is to investigate pathways for credentialing of coaches/mentors and the accreditation of training institutions. The Assessment Framework describes the responsibilities for assessment.

Assessment Framework

Level	Factors	Criteria for Category				ASSESSMENT TOOL
Level	Factors	ASSOCIATE MEMBER	PRACTITIONER	CERTIFIED PRACTITIONER	MASTER PRACTITIONER	ASSESSMENT TOOL
ETHICS	Integrity Respect	COMENSA code of ethics				Signature
KNOWLEDGE AND INSIGHT	Education Coach/Mentor Training, Supervisio Personal Coaching & mentoring	See Membership Criteria	See Membership Criteria	See Membership Criteria	See Membership Criteria	To be advised TBA)
COMPETENCIES	Work Experience	See Competence Framework	See Competence Framework	See Competence Framework	See Competence Framework	TBA
	Practitioner Experience	See Competence Framework	See Competence Framework	See Competence Framework	See Competence Framework	TBA
DEVELOPMENT LEVEL	Personal experience					TBA
	Life Experience	Achievement				TBA
	Professional Development	CPD and achievements				TBA


	Membership Criteria

Entry Levels for Practitioner Membership

	Membership Level	Coach and Mentor Training / Qual.	Coaching and Exp. Mentoring hours	Coaching and Mentoring Model or Approach	Sup	Client Testi-monials	Testi-monials	Dossier	Core Competencies	Work Experience	Evaluation Of skills
Trained in Coaching	Practitioner	6 months evidenced Training / 50 hours of Evidenced experiential Learning	100h	In Training	In Training >3h	5	N/A	No	Yes, for Practitioner	N/A	In training
	Certified Practitioner	12 months evidenced Training / 100 hours of Evidenced experiential Learning	250h	In Training	In Training >5h	5	N/A	Yes	Yes, for Certified Practitioner	N/A	In training
	Master Certified Practitioner	24 months evidenced Training / 200 hours of Evidenced experiential Learning	500h	In Training	In Training >10h	5	N/A	Yes	Yes, for Master Practitioner	N/A	In training
Proposed Recognition of Prior Learning (To follow in separate Document)	Practitioner	RPL	100h	Describe, Apply, Evaluate	Evidence Based Support	5	2	Yes	Yes, for Practitioner	5 Y	Eval of observed / recorded Coaching / Mentoring session
	Certified Practitioner	RPL	250h	Describe, Apply, Evaluate	Evidence Based Support	5	2	Yes	Yes, for Certified Practitioner	7 Y	Eval of observed / recorded Coaching / Mentoring session
	Master Certified Practitioner	RPL	500h	Describe, Apply, Evaluate	Evidence Based Support	5	2	Yes	Yes, for Master Practitioner	10 Y	Eval of observed / recorded Coaching / Mentoring session

Clarifying Notes in Membership Framework:

Numbers and Quantities

All requirements above indicate the MINIMUM requirement for each category.

Trained in coaching/Mentoring, Coaching Model/ Mentoring Approach/Supervision / Evaluation of skills

Within all of the above headings the Coach/Mentor should be able to demonstrate that the particular training institute did indeed include these areas in their training programme. These areas will form part of the requirements for any Coach/Mentor training programme to be accredited through COMENSA.

RPL-Coach/Mentor training

In-house training refers to any Coach/Mentor training the Coach/Mentor engaged with within the organisation the coach/mentor worked/trained in.

Dossier (for Master practitioner) should consist of:

CPD data giving factual evidence and point data and details of a plan for further personal and professional development
Explanation of preferred coaching model or Mentoring Approach
Notes and/or report from supervisor or mentor incl. level of excellence reached
Experience with clients, incl. number of clients, type of client and frequency of meetings
Percentage of income generated by coaching/mentoring and number of hours spend on coaching/mentoring out of total available hours
5 case studies which should deal with: problem analysis, process or work method used, effect of outcome on coachee/mentee, professional reflection and conclusions
Experience with supervision

To retain/renew membership: Continuous Professional Development (CPD) (Modified and adapted from the HPCSA's CPD requirements)

An integral part of the membership criteria relies on the Continuous Professional Development (CPD) of all members.

CPD will be measured in continuing education units (CEU's).

Every practitioner will need to maintain an official Individual CPD Activity Record that shall include the following:

The name and COMENSA registration number of the practitioner;
The name of the Training Institute or activity
The topic of the activity;
The level of the activity;
The number of CEUs; and
The attendance/completion date.

This record is the only data collection required by individual practitioners. It should be duly completed so that it accurately reflects a Coach/Mentor's CPD activities for the previous 24 months. This is the record that will be required for a compliance check should the practitioner be drawn in the audit sample.

CONTINUING EDUCATION UNITS (CEUs)

Every registered practitioner will be required to accumulate 30 CEUs per 12 month period.

Accrued CEUs for CPD activities will be valid for a period of 24 months (from the date the activity took place or ended) hence the required maximum number of CEUs to cover this period will be 60. CEU's will have a 'shelf life' of 24 months. As such, a Coach/Mentor practitioner would be able to build up a foundation of 60 units over a period of 2 years, and thereafter top up with CEU's as they expire. By the time of the renewal of membership (every 2 years) evidence of CPD should accompany application.

CATEGORIES OF LEARNING ACTIVITIES

There are three levels of activities:

Activities with non-measurable outcomes (level1)
Activities with measurable outcomes (level2)
Activities associated with formally structured learning programmes (level3)

CEU?s required (30 per 12 month period) are the same for all levels of practitioner membership. The yearly CEU's can be achieved through any or all of the levels of CPD thus including activities with non-measurable outcomes, those with measurable outcomes, and those associated with formally structured learning. As long as a total of 30 CEU?s are accumulated per year it does not matter from which level it is accessed.

Level 1

Activities that do not have a clearly measurable outcome:

They are presented on a once off non-continuous basis. CEUs are allocated according to time: 1 CEU per hour to a maximum of 8 CEUs per day.

Presenters of such activities can be allocated double CEUs: if attendee receives one CEU, presenters can get two CEUs excluding presenters at large group activities that would be allocated CEUs from level 2.

These activities include:

1. One-on-One

Personal development: personal coaching/therapy/mentoring/supervision received

2. Small groups (Attendance)

Breakfast meetings or presentations;
Case study discussions;
Formally organised special purpose teaching/learning groups
Formally organised special purpose lectures that are not part of a business meeting;
Mentoring and supervision activities that are specific to certain professions e.g. personal coaching or organisational coaching

3. Large groups (Attendance)

Conferences, symposia, refresher courses, short courses without a measurable outcome, international conferences

Level 2

Education, Training, Research and Publications.

This includes activities that have an outcome but do not constitute a full year of earned CEUs.

Presenters/Co-presenters can only claim once for CEUs if the same presentation is given more than once.

LEVEL2 CEUs

1.	Principal author of a peer reviewed publication or chapter in a book	30
2.	Review of an article/chapter in a book/journal	15
3.	Co-author of a peer reviewed publication or chapter in a book	20
4.	The practitioner needs to demonstrate how she/he is working towards a scientific-practitioner model: a. Reflecting on and assessing own coaching/mentoring approach and/or model (on COMENSA/research website or any other means)	20 per paper
4.	b. Building, noting and sharing evidence on the effect of coaching & mentoring (on COMENSA/research website or any other means)	10 per publication
5.	Portfolio/dossier (* see below)	15
6.	All presenters/authors of a paper at a congress/refresher course	20
7.	All co-presenters/co-authors of a paper/poster at a congress/refresher course	10
8.	All presenters of (accredited) short courses	20
9.	All co-presenters of (accredited) short courses	10
10.	Interactive skills workshop with an evaluation of the outcome 20 (presenter); 1 per hour (Attendee). SEPARATE MODULES OF TRAINING COURSES WILL ONLY BE ACCEPTED IF IT DOES NOT COUNT TOWARDS A TRAINING PROGRAMME WHICH FALLS UNDER LEVEL3 CPD
11.	Non-coaching/ mentoring course that informs your coaching/mentoring (attendee)	10
12.	Committee of a professional body for coaching/mentoring: committee member receives 15 per year of standing.
13.	Professional Interest Groups that are formally constituted and present a regularly recurring programme that extends for one year with a minimum of 6 meetings per year. These activities are ongoing or have a measurable outcome that is assessed according to criteria determined by the group, which may be inter-disciplinary. 1 per attendee per meeting. For example: Journal clubs (different articles of interest are presented and discussed from professional journals) or Multidisciplinary clubs/groups (different speakers present different topics from their expertise toward a cross pollination of knowledge and insight across associated professions i.e. coaching, mentoring, psychology, consulting, etc)

Level 3

This comprises structured learning by which is understood a formal programme that is planned and recorded, presented by an accredited training institution, evaluated by an accredited assessor, with a measurable outcome.

This category will earn the required CEUs for a year i.e. 30.

Activities include:

1. Postgraduate degrees, diplomas, professional courses (certifications) that are recognised as additional qualifications in coaching & mentoring by COMENSA. At the end of each year of study (not exceeding the normal duration of the degree), 30 CEUs may be claimed.

2. Shorter courses/experiential training with a minimum of 50 hours of direct contact time including a formal assessment - 30 CEU's may be claimed.

* REMEMBER: CEU's can be accrued from any or all of the above levels (1, 2, 3).

Membership Path

ASSOCIATE MEMBER
No coaching/mentoring qualification	Student at recognised institution
Recognition of prior learning (Produce portfolio for RPL assessment)	ASSESSMENT

PRACTITIONER
Produce portfolio for RPL assessment at same level as for 6 month Training	6 month coaching training/ 50hours of experiential coach training
RPL	ASSESSMENT

Produce portfolio for RPL assessment at same level as for 1 year training	1 year coach training/ 100hours of experiential coach training
RPL	ASSESSMENT

MASTER PRACTITIONER
Produce portfolio for RPL assessment at same level as for 2 year Training	2 year coach training/ 200 hours of experiential coach training
RPL	ASSESSMENT

Competency Framework

(This framework has been adopted from the EMCC Competence Standards Framework. Some changes have been made to the original for the purpose of this document with permission from the EMCC)

Core Competencies

The following five Core Competence themes are expected to be included and appropriately described for all levels of coaching/Mentoring:

Ability to build rapport and create relationships
Self awareness and self management
Make explicit own beliefs and attitudes
Effective communication
Delivering desired and measurable results

Measurable Outcomes

1. SELF AWARENESS ? WHO WE ARE

1.1 Beliefs and attitudes	1.2 Self Awareness
Belief in others Valuing diversity Empathy	Self belief Self awareness Self management Integrity

2. MANAGE THE PROCESS

2. 1 Setting the foundation	2.2 Managing the contract
Development planning Contracting Goal focus Building and maintaining the relationship Flexible approach Session management Review process Ending the relationship	Record keeping Assessment process and outcome Professional practice

3. ABILITY TO COACH/MENTOR

3.1 Communication Skills	3.2 People Development Skills evidenced through:
Listening Questioning Feedback Communication style and language	Approach used Theories used Models used

4. FACILITATE LEARNING AND DEVELOPMENT

Creating client awareness Supporting independence Working with attitudes, beliefs, values and behaviours Developing motivation Designing actions Mentor advice and advocacy Asking questions	Giving feedback Ensuring understanding Active listening Creativity and complexity Use of tools or models Managing diversity and transformation Political awareness Supervision practice- awareness that ensures best practice Continuous professional development - through self development and evaluation of best practice

COMENSA: COACHING AND MENTORING COMPETENCE STANDARDS These standards form part of a consultation process during which time feedback will be welcomed and invited from all Coach/Mentor practitioners, Coach/Mentor training service providers, developers of coaching and mentoring programmes and those individuals practising coaching and mentoring

FOUNDATION

PRACTITIONER

Minimum Competence Standards

Associate Practitioner

Certified Practitioner

Master Practitioner

Self- awareness/ Who we are

Personal attributes for coaching / mentoring

Beliefs and attitudes

Demonstrates belief in helping others to develop

Advocates that thers learn best for themselves

Demonstrates understanding of issues of diversity in coaching & mentoring.

Describes clearly their own values, beliefs and attitudes that guide their coaching / mentoring practice

Demonstrates empathy in their Coach/Mentor relationship

Demonstrates a broad understanding, based on both theory and practice, of how beliefs, values and attitudes affect behaviour.

Adapts own beliefs, values and attitudes to meet client needs

Hands over to someone else when appropriate

Self awareness

Explains clearly their role and position of equality in the coaching / mentoring relationship.

Explains clearly the implications of the coaching / mentoring relationship

Demonstrates self management and self awareness

Receives and accepts feedback appropriately

Uses a formal feedback process to assist their coaching & mentoring practice

Behaves and acts in alignment with their values and beliefs.

Operates and follows the COMENSA ethical guidelines and standards of conduct

Demonstrates empathy in a broad range of settings and with a diverse range of people in both practice and reflection.

Demonstrates belief in competence to coach within the limits of their own experience.

Beliefs and attitudes

Demonstrates the ability to manage own state of mind to suit the needs of the client

Self awareness

Demonstrates application of self management and self awareness consistently through practice and reflection

Demonstrates self belief in their ability to coach in a wide range of applications

Develops self awareness using at least a feedback processes, e.g. self reflection

Demonstrates an ongoing process of review, reflection and revision of personal values, beliefs and attitudes to improve their Coaching & Mentoring practice.

Beliefs and attitudes

Formulates own framework of techniques, beliefs and values in their approach to coaching

Explains their motives to coach in the context of the wider community

Self awareness

Develops depth and breadth of expertise in self wareness and self-management through self-study and practice.

Beliefs and attitudes

As for advanced practitioner

Self awareness

Demonstrates through practice and reflection the basics of human development and how this knowledge can help others to build a Coaching & Mentoring capability

Managing the Process

What we will do as part of our Coaching & Mentoring practice to maintain and develop an effective and professional approach

Managing the relationship

Establish trust and intimacy with< the client

Continuously demonstrates personal integrity honesty and sincerity

Establishes clear agreements and keeps promises

Treats all people with respect and dignity

Demonstrates respect for client?s perceptions, learning style and personal being

Provides support and encourages new behaviours and actions

Employ a style that is open, flexible and competent.

Assist client to clarify goals

Explores a range of options for achieving goals aligned to personal / organisational needs

Enables client to develop an action plan

Reviews progress and achievement of the plan

Acts as an external source of motivation to support the client in achieving their goals

Manages conclusion of the process

Managing the contract

Ensures all stake-holders agree expectations and outcomes before starting

Agrees when where and how often sessions will take place

Establishes with the sponsor and or the client what time pressures will impact on the programme

Constantly reviews changes to contract

Ensures the client knows what resources are available to them to support their coaching/mentoring process.

Continuously evaluates outcomes with all stake- holders

Ensures confidentiality

Follows a code of conduct and professional code of Ethics

Managing the relationship

Managing the relationship draws on a range of techniques and methods to facilitate achievement of goals

Adapts to personal / organisational changes that impact on the contract agreement

Managing the contract

Manages professional boundaries appropriately

Demonstrates accountability for professional practice

Managing the relationship

Demonstrates an extensive

Understanding of adapting methodology

A nd approaches to Coaching & Mentoring

Managing the contract

Acts as a role model for other coaches

Constant review of personal goals leading to further personal development planning.

Managing the relationship

Researches new understanding of interventions of Coaching& Mentoring relationships.

Managing the contract

Managing the contract leads on advice for developing professional practice

Continuous assessment of outcomes

FOUNDATION

PRACTITIONER

Minimum Competence Standards

Associate Practitioner

Certified Practitioner

Master Practitioner

Ability to Coach & Mentor

Skills we will use during the Coaching & Mentoring process

Communication Skills

Demonstrates effective active listening skills

Explain potential blocks to effective listening

Explain principles of setting objectives

Explain & demonstrate the principles of questioning

Explain the why, what, how, when and where of feedback

Demonstrate how different communication styles may affect the understanding and relationship

Explain particular styles of Coaching and mentoring

Technical Skills

Explain principles of setting objectives

Explain the principle of project planning in relation to Coaching and Mentoring process

Explain the principles of strategic planning in application to Coaching and Mentoring.

Develop an action plan to include monitoring and reviewing.

Explain how cultural dynamics affect operational coaching and mentoring effectiveness.

Explain at least one process of developing thought& action/possibility

Explain at least one assessment and problem solving tool

Communication Skills

Explain how to match, pace, mirror and lead to help the client

Elicit deeper levels of communication through listening & questioning application to Coaching and Mentoring.

Use feedback to improve interaction with the client

Build a long term relationship based on trust

Technical Skills

Explain concepts and applications of taking in the whole system into consideration in coaching

Communication Skills

Formulate own tools and systems

To improve effectiveness

Explain the advantage / disadvantage of a range of questioning techniques and frameworks

Technical skills

Scope exists to apply a variety of assessment tools and approaches

Communication Skills

Show an extensive breadth of knowledge and / or experience in communicating and researching effectively within the Coaching & Mentoring community.

Technical Skills

Demonstrate the translation of extensive knowledge and / or experience of personal / organisational development, issues resulting in significant learning to impact in a variety of contexts

FOUNDATION

PRACTITIONER

Minimum Competence Standards

Associate Practitioner

Certified Practitioner

Master Practitioner

Ability to coach& Mentor

Skills we will use during the coaching process

People development

Explain at least one theoretical approach to building and maintaining rapport

Explain basic theories of how people learn

Explain at least one model of learning

Explain the basics in application of at least one model of behaviour

Apply at least one model of human behaviour or psychological psychotherapy theory

Explain experience of working with change

Apply at least one assessment tool

Explain the use of a wide range of tools and techniques

People development

Explain various learning methods

Compare the basic principles of a range of models of human behaviour

People development

Explain in detail at least their models of human behaviour

Illustrate the appropriate application of a wide range of tools and techniques to suit different situations and challenges

Explain experience of facilitating change

People development

Demonstrate the translation of extensive knowledge and / or the experience of people development having a significant learning impact in a variety of contexts

FOUNDATION

PRACTITIONER

Minimum Competence Standards

Associate Practitioner

Certified Practitioner

Master Practitioner

Facilitating learning and results How we will demonstrate that we are able to apply what we have learnt

Ensure clients independence of the coach

Ensure client is taking responsibility for their own decisions, actions and learning approach

Ensures the client chooses solutions

Responds to clients emotions without becoming personally involved

Client is able to elicit values and beliefs

Works with the clients beliefs, attitudes values and emotions

Client is motivated and encouraged appropriately

Client is made aware of their feelings and behaviours and the effect on their performance

Offers advice that is relevant to the clients development

Uses an appropriate questioning style

Celebrates clients successes

Recognises and works with the emotional signals of the client.

Demonstrates use of one questioning approaches

Combines listening and questioning to identify patterns of thinking and actions

Checks thoroughly for understanding

Uses reviews to deepen understanding and

Commitment to actions

Supports the client to maintain focus and alignment to personal organisational needs whilst dealing with internal / external pressures and issues

Ensures the client leaves the session with new ideas and learning

Coach receives supervision to facilitate learning and demonstrate best practice.

Ensures continuous professional development (CPD)

Applies advanced knowledge, experience, models, tools and techniques to help the client deal with specific challenges as well as the overall objectives

Challenges in a way which demonstrably improves the clients performance

Demonstrates leadership qualities and behaviours which supports the client

Demonstrates ability to work with diversity and anti oppressive systems

Demonstrates a context of awareness of the political dynamics that exist within South African society

Coach receives supervision to facilitate learning and demonstrate best practice

Ensures continuous Professional development (CPD)

Demonstrate reflective practice and critical review

Applies a range of different approaches to assist client development

Supports leader to create and communicate a strategic vision for business success

Demonstrates ability to work with diversity and anti oppressive systems

Demonstrates a context of awareness of the political dynamics that exist within the South African society

Coach receives supervision to facilitate learning and demonstrate best practice

Ensures continuous professional development (CPD)

Undertake practitioner research

Supports clients effectively with complex range of needs

Researches development of professional standards in the coaching industry

Demonstrates ability to work with diversity and anti oppressive systems

Demonstrates a context of awareness of the political dynamics that exist within the South African society

Coach receives supervision to facilitate learning to demonstrate best practice.

Ensures continuous professional development (CPD)

Contribute to coaching research by reporting (in written form) on own practitioner or academic research - submitted and/or published.

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