QCTO Governance

 LEVEL123COACHING

 LEARNER CODE OF CONDUCT

1. Purpose

This Code of Conduct defines the expected behaviour of all learners enrolled in Level123Coaching programmes to ensure a safe, respectful, and professional learning environment.

2. Scope

Applies to all learners registered for:

• Coaching training programmes

• Workshops and webinars

• Online learning platforms

• Practical coaching sessions

3. Expected Learner Behaviour

Learners must:

• Engage respectfully with facilitators, assessors, and peers

• Participate actively in learning and coaching practice sessions

• Maintain confidentiality of all client and peer coaching sessions

• Complete assessments honestly and without plagiarism

• Take responsibility for their learning progress

• Use professional and respectful communication at all times

4. Prohibited Conduct

Learners may NOT:

• Harass, intimidate, or discriminate against others

• Record or share coaching sessions without permission

• Submit plagiarised or falsified evidence

• Disrupt learning sessions intentionally

• Misrepresent coaching qualifications or certification status

• Use the platform for unrelated commercial or personal promotion

5. Breach Consequences

Breaches may result in:

1. Verbal warning

2. Written warning

3. Temporary suspension

4. Removal from programme without refund

5. Reporting to external bodies if required

6. Confidentiality Clause

All coaching practice sessions are strictly confidential unless:

• Required by law

• Written consent is provided

 LEVEL123COACHING

 APPEALS POLICY

1. Purpose

To ensure learners have a fair and transparent process to challenge assessment or administrative decisions.

2. Grounds for Appeal

A learner may appeal if they believe:

• Assessment was unfair or inconsistent

• Assessment criteria were not applied correctly

• Administrative error occurred

• Evidence was not properly considered

3. Appeal Process

Step 1: Informal Resolution

• Learner raises issue within 5 working days of result

• Assessor or facilitator provides clarification

Step 2: Formal Appeal Submission

• Written appeal submitted to Level123Coaching within 10 working days

• Must include:

  • Reason for appeal

  • Supporting evidence

Step 3: Internal Review Panel

• Independent internal reviewer appointed

• Decision made within 15 working days

Step 4: Final Decision

• Written outcome issued

• Decision is final unless escalated to external quality partner (if applicable under QCTO framework)

4. Record of Appeals

All appeals are logged and stored in the Quality Management System.

 LEVEL123COACHING

 COMPLAINTS PROCEDURE

1. Purpose

To provide a structured mechanism for learners to raise concerns regarding training delivery, assessment, or conduct.

2. Types of Complaints

• Trainer or assessor behaviour

• Assessment disputes

• Administrative issues

• Learning environment concerns

• Technical/platform issues

3. Complaint Submission

Complaints must be submitted via:

• Email or official complaints form

• Within 10 working days of incident

Must include:

• Description of issue

• Date/time

• People involved

• Supporting evidence

4. Complaint Handling Process

1. Acknowledgement within 48 hours

2. Investigation within 10 working days

3. Response issued with outcome and resolution steps

4. Escalation if unresolved

5. Escalation Path

If unresolved internally:

• Escalate to Quality Manager

• Then to External Moderator (if applicable under QCTO requirements)

6. Confidentiality

All complaints are handled confidentially and only shared on a need-to-know basis.

 LEVEL123COACHING

 QUALITY MANAGEMENT SYSTEM (QMS)

1. Purpose

To ensure consistent delivery of high-quality coaching education aligned with QCTO and occupational training standards.

2. Quality Principles

Level123Coaching commits to:

• Learner-centred delivery

• Competency-based assessment

• Continuous improvement

• Compliance with QCTO standards

• Ethical coaching practice

3. Quality Control Components

3.1 Curriculum Control

• All materials mapped to occupational outcomes

• Annual curriculum review cycle

3.2 Assessment Quality

• Standardised marking guides

• Assessor moderation process

• Evidence-based evaluation

3.3 Facilitator Standards

• Minimum qualification requirements

• Ongoing CPD (Continuous Professional Development)

3.4 Learner Feedback Loop

• Post-module feedback surveys

• Coaching session evaluations

4. Internal Moderation

• Sampling of learner assessments

• Cross-review between assessors

• Documentation of moderation findings

5. Continuous Improvement

• Quarterly quality review meetings

• Implementation of corrective actions

• Tracking of learner success rates

6. Audit Readiness

All QMS records are maintained for:

• QCTO audits

• External moderation

• Accreditation renewal cycles

 LEVEL123COACHING

 RECORD KEEPING SYSTEM

1. Purpose

To ensure all learner, assessment, and operational records are securely stored, traceable, and audit-ready.

2. Record Categories

Level123Coaching maintains records for:

• Learner registration forms

• Attendance registers

• Assessment results

• Portfolios of Evidence (PoE)

• Coaching session logs

• Moderation reports

• Complaints and appeals

• Facilitator and assessor records

3. Storage System

Records are stored in:

• Secure digital LMS (primary system)

• Encrypted cloud storage backup

• Physical files (if required for audits)

4. Data Protection

• Access controlled by role permissions

• Password-protected systems

• Compliance with POPIA (Protection of Personal Information Act)

5. Retention Period

Records are retained for:

• Minimum 5 years (or as required by QCTO/SETA regulations)

6. Retrieval System

Records must be:

• Easily searchable by learner ID

• Retrievable within 24–48 hours for audit purposes

• Version controlled to avoid duplication errors

7. Audit Compliance

All records must support:

• QCTO accreditation audits

• External moderator verification

• Learner certification processes

 LEVEL123COACHING

 QUALITY MANAGEMENT SYSTEM (QMS)

1. PURPOSE

The purpose of this Quality Management System (QMS) is to ensure that Level123Coaching delivers consistent, high-quality, competency-based coaching education and training programmes that comply with:

• QCTO Skills Development Provider (SDP) requirements

• Occupational training and assessment standards

• Applicable South African legislation (including POPIA)

• Internal organisational quality standards

The QMS ensures continuous improvement, learner success, and audit readiness.

2. SCOPE

This QMS applies to all Level123Coaching activities, including:

• Coaching training programmes (online and in-person)

• Facilitator-led learning sessions

• Coaching practicum / live coaching sessions

• Assessment and moderation processes

• Learner support services

• Administrative and record-keeping functions

3. QUALITY MANAGEMENT PRINCIPLES

Level123Coaching is guided by the following principles:

1. Learner-Centred Delivery – Learner success and development are the primary focus

2. Competency-Based Training – Focus on demonstrated ability, not attendance

3. Consistency – Standardised delivery across all facilitators and cohorts

4. Transparency – Clear communication of expectations, assessments, and outcomes

5. Accountability – Evidence-based tracking of all learning activities

6. Continuous Improvement – Ongoing refinement based on feedback and audits

7. Ethical Practice – Alignment with coaching ethics and confidentiality standards

4. QUALITY MANAGEMENT STRUCTURE

4.1 Roles and Responsibilities

📌 Managing Director / Training Director

• Overall responsibility for QMS implementation

• Ensures compliance with QCTO requirements

• Approves policies and curriculum updates

📌 Quality Manager

• Oversees implementation of QMS

• Conducts internal audits

• Manages corrective and preventive actions (CAPA)

• Maintains quality documentation

📌 Facilitators / Coaches

• Deliver learning content according to curriculum

• Maintain learner engagement and support

• Provide accurate attendance and progress reports

📌 Assessors

• Conduct formative and summative assessments

• Ensure assessment validity, reliability, and fairness

• Maintain assessment records

📌 Moderators

• Review assessment decisions

• Ensure consistency and fairness across assessors

• Provide moderation reports

5. CURRICULUM QUALITY CONTROL

5.1 Curriculum Alignment

All coaching programmes must be:

• Aligned to occupational or skills programme outcomes

• Structured into knowledge, practical, and workplace components

• Mapped to competency standards

5.2 Curriculum Review Cycle

• Curriculum reviewed annually

• Updates based on:

  • QCTO changes

  • Industry feedback

  • Learner performance trends

5.3 Learning Material Control

• All materials must be version-controlled

• Approved by Quality Manager before release

• Unauthorised material use is prohibited

6. ASSESSMENT QUALITY MANAGEMENT

6.1 Assessment Principles

All assessments must be:

• Valid (measuring intended competency)

• Reliable (consistent outcomes across assessors)

• Fair (free from bias)

• Transparent (clear criteria provided to learners)

6.2 Assessment Types

• Formative assessments (ongoing learning checks)

• Summative assessments (final competency evaluation)

• Practical coaching demonstrations

• Portfolio of Evidence (PoE) submission

6.3 Assessment Moderation

• Minimum sampling of learner assessments per cohort

• Internal moderation conducted before certification

• External moderation (where required by QCTO/AQP)

6.4 Assessment Records

All assessments must be documented and stored securely in the Record Keeping System.

7. LEARNER SUPPORT QUALITY

7.1 Support Services

Level123Coaching provides:

• Coaching supervision and feedback

• Academic support and clarification

• Technical support for online platforms

• Progress tracking and guidance

7.2 Learner Feedback System

• Feedback collected after each module

• Coaching session evaluations

• End-of-programme surveys

Feedback is analysed quarterly for improvement actions.

8. FACILITATOR AND ASSESSOR QUALITY CONTROL

8.1 Minimum Requirements

All facilitators and assessors must:

• Hold relevant coaching/education qualifications

• Have demonstrable coaching experience

• Be trained in assessment principles (where applicable)

8.2 Performance Monitoring

Facilitators are evaluated on:

• Learner engagement

• Delivery consistency

• Assessment accuracy

• Learner outcomes

8.3 Continuous Professional Development (CPD)

Staff must participate in:

• Annual coaching updates

• Assessment moderation training

• Internal development sessions

9. INTERNAL MODERATION SYSTEM

9.1 Purpose

To ensure consistency and fairness in all assessment decisions.

9.2 Process

• Sample assessments selected per cohort

• Reviewed against assessment criteria

• Feedback provided to assessors

• Corrective actions implemented if needed

9.3 Documentation

Moderation reports are stored for audit purposes and QCTO verification.

10. CONTINUOUS IMPROVEMENT PROCESS

Level123Coaching operates a structured improvement cycle:

10.1 Data Collection

• Learner results

• Feedback surveys

• Assessment performance

• Complaint and appeal logs

10.2 Analysis

• Monthly and quarterly review meetings

• Identification of trends and gaps

10.3 Corrective Actions (CAPA)

Actions may include:

• Updating curriculum

• Retraining facilitators

• Improving assessment tools

• Enhancing learner support

10.4 Preventive Actions

• System improvements to avoid recurrence of issues

• Process redesign where needed

11. COMPLAINTS AND APPEALS INTEGRATION

All complaints and appeals are:

• Logged in the QMS system

• Reviewed for systemic issues

• Used as input for continuous improvement

12. RECORD KEEPING AND TRACEABILITY

All quality-related records are:

• Digitally stored and backed up

• Linked to learner IDs

• Version controlled

• Accessible for QCTO audit within 24–48 hours

Records include:

• Assessments

• Moderation reports

• Attendance registers

• Feedback forms

• CAPA logs

13. AUDIT AND COMPLIANCE MANAGEMENT

13.1 Internal Audits

Conducted quarterly to assess:

• Curriculum compliance

• Assessment integrity

• Record completeness

• Policy adherence

13.2 External Audits

Prepared for:

• QCTO accreditation audits

• AQP verification processes

• Compliance inspections

14. DATA PROTECTION AND CONFIDENTIALITY (POPIA)

Level123Coaching ensures:

• Secure storage of personal learner data

• Restricted access based on roles

• No unauthorised sharing of learner information

• Confidentiality of coaching sessions

15. MANAGEMENT REVIEW

The QMS is reviewed:

• Bi-annually by leadership

• After each major audit

• After significant operational changes

Review outcomes may include:

• Policy updates

• Process redesign

• Resource allocation changes

16. DOCUMENT CONTROL

All QMS documents:

• Have version numbers

• Include approval signatures

• Are reviewed annually

• Are stored in a central controlled repository

 SUMMARY

This QMS ensures that Level123Coaching operates as:

A structured, evidence-based, competency-driven coaching education provider capable of meeting QCTO accreditation and audit requirements.

 LEVEL123COACHING

 RECORD KEEPING SYSTEM TEMPLATES

1.  LEARNER REGISTRATION FORM

Learner Information

• Full Name: __________________________

• ID / Passport Number: __________________________

• Date of Birth: __________________________

• Gender: __________________________

• Contact Number: __________________________

• Email Address: __________________________

• Residential Address: __________________________

Programme Details

• Programme Name: __________________________

• Intake Date: __________________________

• NQF / Credit Bearing Programme (if applicable): __________________________

• Mode of Delivery: ☐ Online ☐ In-person ☐ Blended

Emergency Contact

• Name: __________________________

• Relationship: __________________________

• Contact Number: __________________________

Declarations

☐ I confirm that all information provided is accurate
☐ I agree to Level123Coaching policies and code of conduct
☐ I understand assessment requirements and portfolio submission

Signature: ___________________ Date: _____________

2.  ATTENDANCE REGISTER

Programme: __________________________

Facilitator: __________________________

Session Date: __________________________

Learner Name

ID

Time In

Time Out

Signature

Notes

Facilitator Confirmation

I confirm attendance records are accurate.

Signature: ___________________
Date: ___________________

3.  ASSESSMENT RESULTS FORM

Learner Details

• Name: __________________________

• Learner ID: __________________________

• Programme: __________________________

Assessment Details

• Assessment Type: ☐ Formative ☐ Summative ☐ Practical

• Assessment Date: __________________________

• Assessor Name: __________________________

Results

Criteria

Achieved (Y/N)

Comments

Competency 1

Competency 2

Competency 3

Overall Result

☐ Competent
☐ Not Yet Competent

Assessor Declaration

Signature: ___________________
Date: ___________________

4. PORTFOLIO OF EVIDENCE (POE) CHECKLIST

Learner: __________________________

Programme: __________________________

Required Evidence

☐ Learner registration form
☐ Attendance records
☐ Coaching session logs
☐ Recorded coaching sessions (where applicable)
☐ Assessment results
☐ Reflection journal
☐ Case study submission
☐ Feedback from assessor

Competency Mapping

Unit Standard / Outcome

Evidence Provided

Verified (Y/N)

Coaching Fundamentals

Coaching Practice

Ethical Practice

Declaration

I confirm this Portfolio of Evidence is my own work.

Learner Signature: _____________ Date: _____________
Assessor Signature: ____________ Date: _____________

5.  COACHING SESSION LOG

Learner Coach: __________________________

Client ID (anonymous): __________________________

Session Details

• Session Number: ________

• Date: __________________

• Duration: __________________

Coaching Focus

Key Tools Used

☐ Active listening
☐ Powerful questioning
☐ Goal setting
☐ Reflection
☐ Accountability planning

Outcomes / Insights

Next Steps

Coach Reflection

What went well:

What to improve:

Signature: ___________________

6.  MODERATION REPORT

Programme: __________________________

Moderator: __________________________

Date: __________________________

Scope of Moderation

☐ Assessments reviewed
☐ Portfolios sampled
☐ Assessor decisions verified

Sample Reviewed

• Number of learners sampled: ______

Findings

Area

Compliant (Y/N)

Comments

Assessment validity

Consistency

Evidence sufficiency

Issues Identified

Corrective Actions

Moderator Recommendation

☐ Approved
☐ Requires improvement
☐ Re-assessment required

Signature: ___________________

7.  COMPLAINTS & APPEALS REGISTER

Entry Type: ☐ Complaint ☐ Appeal

• Date Received: __________________

• Learner Name: __________________

• Nature of Issue: __________________

Details

Action Taken

Outcome

☐ Resolved
☐ Escalated
☐ Pending

Resolution Date: __________________

Responsible Person: __________________

8.  FACILITATOR & ASSESSOR RECORD

Personal Details

• Name: __________________________

• Role: ☐ Facilitator ☐ Assessor ☐ Moderator

• ID Number: __________________________

• Contact: __________________________

Qualifications

Qualification

Institution

Year

Experience

• Coaching experience (years): __________

• Training experience (years): __________

Certifications

☐ Coaching qualification
☐ Assessor certificate
☐ Moderator certificate
☐ QCTO/SETA registration (if applicable)

Assigned Programmes

Performance Review

Criteria

Rating

Comments

Delivery quality

Assessment accuracy

Learner engagement

Reviewer Signature

________________________ Date: ___________

 SUMMARY

✔ QCTO audit-ready learner tracking system
✔ Full traceability of assessments and coaching practice
✔ Portfolio-based competency evidence structure
✔ Moderation + governance compliance
✔ POPIA-aligned record control system

At present, there is no registered QCTO Occupational Certificate specifically called "Professional Coach", "Life Coach", "Executive Coach", or "Business Coach" on the Occupational Qualifications Sub-Framework (OQSF). Most coaching qualifications in South Africa are currently aligned through professional bodies such as COMENSA and International Coaching Federation rather than through a dedicated QCTO occupational qualification.

However, several QCTO qualifications are highly relevant to coaching, facilitation, mentoring, learning and development:

Qualification

SAQA ID

NQF Level

Credits

Occupational Certificate: Training and Development Practitioner

101321

5

190

Occupational Certificate: Learning and Development Professional

121276

6

280

Occupational Certificate: Learning and Development Advisor

118774

7

195

Occupational Certificate: Occupational Trainer

97154

4

124–140

Work-Based Learning & Development Practitioner (Part Qualification)

Part Qualification

5

30

Closest QCTO Qualification to Professional Coaching

The strongest foundation for a future coach would be:

Occupational Certificate: Training and Development Practitioner (SAQA 101321, NQF 5)

This qualification covers:

• Facilitation

• Assessment

• Learning design

• Workplace learning

• Mentoring and support

• Adult learning principles

• Reflective practice

• Learning programme development

Many of the competencies overlap with coaching skills such as contracting, questioning, feedback, reflection, accountability and learning transfer.

If You Want to Create a QCTO-Aligned Coaching Programme

For Level123 Coaching or a similar provider, the typical pathway would be:

1. Align coaching curriculum to COMENSA behavioural standards.

2. Register as a QCTO Skills Development Provider (SDP).

3. Offer coaching as:

   • Skills Programmes

   • Occupational Skills Programmes

   • Part Qualifications

4. Potentially participate in developing a future occupational qualification for coaching through a Development Quality Partner (DQP) and QCTO qualification development process.

Current South African Coaching Qualification Landscape

Most recognised coaching pathways currently come from:

• COMENSA

• International Coaching Federation

• European Mentoring and Coaching Council

• University coaching programmes

• Private coach training providers accredited by COMENSA and/or ICF

rather than a dedicated QCTO Occupational Certificate.

If your goal is to build a QCTO-approved coaching qualification pathway (Levels 1–3 equivalent to COMENSA Coach Practitioner, Professional Coach and Master Coach), here is a full curriculum and qualification structure aligned to both COMENSA and QCTO requirements

If you want to create a QCTO-recognised coaching pathway, I would recommend building it around the existing Learning & Development occupational qualifications rather than trying to create a completely new coaching qualification from scratch.

Current QCTO Qualifications Closest to Coaching

Qualification

SAQA ID

NQF

Credits

Occupational Certificate: Training & Development Practitioner

101321

5

190

Advanced Occupational Certificate: Learning & Development Professional

121276

6

280

Occupational Certificate: Learning & Development Advisor

118774

7

195

Learning & Development Facilitator (Part Qualification)

101321

5

36

Work-Based Learning & Development Practitioner (Part Qualification)

101321

5

30

These qualifications cover facilitation, mentoring, workplace learning, reflective practice, adult learning, accountability, assessment, learning design and professional development—many of the same competencies found in coaching.

Proposed Level123 Coaching QCTO-Aligned Pathway

Level 1: Certified Coach Practitioner

NQF 5 Equivalent

Based on:

• Training & Development Practitioner (101321)

• Learning & Development Facilitator

Modules:

Coaching Foundations

• What is coaching

• Coaching ethics

• COMENSA Code of Ethics

• Contracting

• Goal setting

Coaching Behavioural Standards

• Contracting

• Communicating

• Building Trust and Rapport

• Creating Awareness

• Designing Actions

Practical Coaching

• 25 coaching hours

• Reflective journals

• Peer coaching

• Observation

Outcome: Coach Practitioner

Level 2: Professional Coach

NQF 6 Equivalent

Based on:

• Learning & Development Professional (121276)

Modules:

Advanced Coaching Skills

• Systems coaching

• Team coaching

• Leadership coaching

• Emotional intelligence

• Neuroscience

Self-Management Standards

• Self-awareness

• Personal mastery

• Coaching presence

• Reflective practice

Business Development

• Coaching business

• Marketing

• Proposal writing

• Client acquisition

Practical Requirements

• 100 coaching hours

• Mentor coaching

• Recorded sessions

• Portfolio of evidence

Outcome: Professional Coach

Level 3: Master Coach

NQF 7 Equivalent

Based on:

• Learning & Development Advisor (118774)

Modules:

Coaching Mastery

• Advanced presence

• Emergent coaching

• Transformational coaching

• Organisational coaching

Context Management

• Diversity

• Inclusion

• Cultural intelligence

• Stakeholder management

Research and Supervision

• Coaching research

• Supervision

• Mentor coaching

• Coach assessment

Practical Requirements

• 500 coaching hours

• Case studies

• Research project

• Master assessment panel

Outcome: Master Coach

Skills Programmes You Could Register Immediately

Instead of waiting years for a full occupational qualification, you could register QCTO-aligned Skills Programmes such as:

1. Foundations of Coaching

• 5 days

• 20 credits

2. Coaching Communication Skills

• 3 days

• 10 credits

3. Building Trust and Rapport

• 2 days

• 8 credits

4. Coaching for Accountability

• 3 days

• 10 credits

5. Coaching Presence and Self-Management

• 3 days

• 10 credits

6. Diversity and Inclusion for Coaches

• 2 days

• 8 credits

7. Coach Practitioner Skills Programme

• 10 days

• 40 credits

These can eventually stack into a larger occupational qualification.

Strategic Opportunity

There is currently no dedicated QCTO Occupational Certificate called "Professional Coach" in South Africa. That creates an opportunity for an organisation such as Level123 Coaching to work with:

• QCTO

• COMENSA

• SAQA

to develop the first occupational coaching qualification aligned to the COMENSA behavioural standards and coaching competencies. Existing QCTO Learning & Development qualifications provide a strong framework from which to start.

A practical next step would be to design a full 12-month Occupational Certificate: Professional Coach (NQF 5, approximately 180–240 credits) mapped directly against the 9 COMENSA Behavioural Standards, QCTO curriculum requirements, workplace modules, assessment specifications, and EISA requirements.

yes, 240 credits, please provide

Below is a proposed Occupational Certificate: Professional Coach (NQF Level 5, 240 Credits) designed according to QCTO occupational qualification principles.

I have based the structure on existing QCTO occupational qualifications, which typically contain three components:

• Knowledge Modules

• Practical Skills Modules

• Work Experience Modules

• External Integrated Summative Assessment (EISA)

This follows the same architecture used in the existing Occupational Certificate: Training & Development Practitioner (SAQA 101321, 190 Credits).

Occupational Certificate: Professional Coach

NQF Level: 5

Credits: 240

Duration: 12–18 Months

Entry Requirements:

• NQF Level 4

• Communication at NQF 4

• Recognition of Prior Learning (RPL)

Purpose

The purpose of this qualification is to prepare learners to operate as Professional Coaches capable of facilitating individual, team and workplace coaching interventions that enhance performance, learning, self-awareness, accountability and behavioural change.

A qualified Professional Coach will be able to:

• Contract coaching relationships

• Establish trust and rapport

• Facilitate awareness and insight

• Support behavioural change

• Design accountability structures

• Demonstrate coaching presence

• Manage diversity and inclusion

• Evaluate coaching effectiveness

• Operate an ethical coaching practice

Exit Level Outcomes

The learner will be able to:

1. Establish and manage coaching relationships.

2. Conduct ethical coaching interventions.

3. Facilitate awareness and learning.

4. Support action planning and accountability.

5. Demonstrate coaching presence and self-management.

6. Manage diversity and contextual factors in coaching.

7. Evaluate coaching outcomes and impact.

8. Build and sustain a professional coaching practice.

Knowledge Modules (80 Credits)

KM01 Foundations of Coaching

10 Credits

• History of coaching

• Coaching versus mentoring

• Coaching versus consulting

• Coaching models

• Adult learning theory

KM02 Ethics and Professional Practice

10 Credits

• COMENSA Code of Ethics

• ICF Ethics

• Confidentiality

• Boundaries

• Contracting

KM03 Coaching Communication

10 Credits

• Active listening

• Powerful questioning

• Reflection

• Reframing

• Emotional intelligence

KM04 Psychology for Coaches

10 Credits

• Behavioural psychology

• Motivation

• CBT principles

• Positive psychology

• Neuroscience

KM05 Human Development

10 Credits

• Life stages

• Leadership development

• Learning styles

• Values

• Beliefs

KM06 Diversity and Inclusion

10 Credits

• Cultural intelligence

• Diversity awareness

• Bias

• Inclusion

• Social context

KM07 Coaching Business Fundamentals

10 Credits

• Practice management

• Marketing

• Sales

• Client acquisition

• Professional branding

KM08 Coaching Impact Measurement

10 Credits

• Goal measurement

• ROI

• Evaluation methods

• Reflection frameworks

• Continuous improvement

Practical Skills Modules (80 Credits)

PM01 Coaching Contracting

10 Credits

• Initial consultations

• Discovery sessions

• Goal setting

• Coaching agreements

PM02 Coaching Communication Skills

10 Credits

• Listening practice

• Questioning practice

• Reflective dialogue

• Feedback skills

PM03 Building Trust and Rapport

10 Credits

• Psychological safety

• Trust development

• Empathy

• Presence

PM04 Awareness and Learning Facilitation

10 Credits

• Insight generation

• Limiting beliefs

• Perspective shifts

• Reflection exercises

PM05 Action Planning and Accountability

10 Credits

• SMART goals

• Accountability systems

• Progress reviews

• Habit formation

PM06 Self-Management and Presence

10 Credits

• Self-awareness

• Emotional regulation

• Reflective practice

• Presence exercises

PM07 Diversity Management in Coaching

10 Credits

• Cross-cultural coaching

• Inclusion techniques

• Ethical dilemmas

• Case studies

PM08 Coaching Practice Development

10 Credits

• Practice setup

• Coaching packages

• Proposal writing

• Client onboarding

Workplace Experience Modules (80 Credits)

WM01 Supervised Coaching Practice

20 Credits

Requirements:

• 30 coaching sessions

• Minimum 30 clients hours

WM02 Coaching Observation

10 Credits

Requirements:

• Observe 10 coaching sessions

• Reflection reports

WM03 Mentor Coaching

10 Credits

Requirements:

• 10 mentor coaching hours

WM04 Coaching Portfolio

10 Credits

Requirements:

• Coaching logs

• Reflective journals

• Learning reviews

WM05 Diversity Coaching Cases

10 Credits

Requirements:

• 5 diversity-focused coaching cases

WM06 Coaching Impact Evaluation

10 Credits

Requirements:

• Client feedback surveys

• Outcome reports

WM07 Professional Development

10 Credits

Requirements:

• CPD activities

• Reading logs

• Community participation

Mapping to COMENSA Behavioural Standards

COMENSA Standard

Module

Contracting

KM02, PM01

Communicating

KM03, PM02

Building Trust and Rapport

PM03

Creating Awareness

PM04

Designing Actions and Accountability

PM05

Building Self Awareness

PM06

Personal and Professional Growth

WM07

Coaching Presence

PM06

Managing Diversity

KM06, PM07, WM05

External Integrated Summative Assessment (EISA)

The learner must complete:

Knowledge Examination

• 3-hour written assessment

Practical Demonstration

• Live coaching session (60 minutes)

Portfolio Review

• Coaching logs

• Reflection journals

• Client feedback

Professional Interview

• Ethics

• Diversity

• Coaching methodology

Articulation Pathway

Horizontal Articulation

• Occupational Certificate: Training & Development Practitioner (SAQA 101321)

• Occupational Certificate: Project Manager (SAQA 101869)

Vertical Articulation

• Advanced Occupational Certificate: Learning & Development Professional (NQF 6)

• Postgraduate qualifications in Coaching, HRD, Leadership, Organisational Development, or Adult Education.

This structure would be substantial enough to position Level123 Coaching as a serious occupational coaching provider and is comparable in size to other professional QCTO occupational qualifications that range from approximately 190 to 300 credits