From the Comensa Website

COMENSA Coaching Credentialing – Summary

• Purpose:
  Credentialing validates your professionalism, experience, and credibility as a coach.
  
  

• Credential Levels (based on training + coaching hours):
  
  

  • Level 1 (CCC):
    60 training hours + 100 coaching hours (90% paid)
    
    

  • Level 2 (CSC):
    120 training hours + 500 coaching hours (90% paid)
    
    

  • Level 3 (CMC):
    200 training hours + 2500 coaching hours (90% paid)
    
    

• Two Pathways to Get Credentialed:
  
  

  • Pathway 1 (Formal Training Route):
    For coaches who meet the required training hours.
    
    

  • Pathway 2 (RPL – Recognition of Prior Learning):
    For coaches with sufficient experience but lacking formal training hours.
    
    

• How to Choose Your Path:
  
  

  • If you have training hours → Pathway 1
    
    

  • If you don’t have training hours → Pathway 2 (RPL)
    
    

• Note:
  Many application steps are the same for both pathways.

RPL Requirements – Summary

1. Core Documents (Required for ALL applicants):

• 3 × Client references
  
  

• ID / Passport / Work permit
  
  

• Diversity essay
  
  

• Ethics & Code of Conduct essay
  
  

• Self-development plan
  
  

• Coaching log
  
  

• Right to appeal acknowledgment
  
  

• Commitment to supervision
  
  

• Behavioural Standards Framework questionnaire
  
  

• Post-assessment form
  
  

2. Additional Requirements for RPL (instead of formal training):

• Coaching log (additional evidence of experience)
  
  

• Essay: Understanding of coaching vs counselling
  
  

• Motivation showing how your experience meets training equivalence (BSF)
  
  

• CV (experience-based proof)
  
  

• Coaching profile / Bio
  
  

• Coaching models you use in practice
  
  

3. Key Idea

• RPL is for coaches who don’t have formal training hours
  
  

• You must prove competence through experience, reflection, and evidence instead
  
  

One-Line Summary

 RPL replaces formal training with demonstrated experience, documented evidence, and reflective practice.

COMENSA Terms & Conditions – Summary

• Fees & Attempts:
  Application fee is non-refundable; includes 2 attempts, after which extra payment is required.
  
  

• Ethics & Conduct:
  You must comply with the COMENSA Code of Ethics and confirm no legal issues against you or your coaching business.
  
  

• Responsibility:
  You are responsible for providing accurate evidence that you meet credentialing requirements.
  
  

• Verification & Confidentiality:
  COMENSA may verify your information and will keep it confidential.
  
  

• Validity & Renewal:
  Credentials are valid for 3 years, renewable if requirements are met; you can apply for higher levels anytime.
  
  

• Policy Changes:
  COMENSA may update credentialing rules at any time.
  
  

• Revocation իրավունք:
  Credentials can be revoked for ethical violations or non-payment.
  
  

• Usage:
  You must use your credential and logo correctly.
  
  

• Ongoing Requirements:
  Maintain CPD (72 points) and minimum 12 hours supervision over 3 years.
  
  

• Declaration & Data Use:
  You confirm all information is true and allow COMENSA to use your data for research.
  
  

One-Line Summary

 You pay upfront, prove your competence honestly, follow ethics, maintain ongoing development, and renew every 3 years—or risk losing your credential.

Logbook

Essay Guidelines – Summary

Purpose:

• Essays are used to assess your behavioural competence as a coach.
  
  

• They provide evidence for fair and valid credentialing.
  
  

Essay Requirements (3 Essays – min 250 words each):

1. Ethics & Code of Conduct

• Describe a real ethical dilemma
  
  

• Explain:
  
  

  • What happened
    
    

  • How you handled it
    
    

  • Outcome for you and client
    
    

  • 3 key learnings
    
    

2. Diversity

• Describe a real diversity-related dilemma
  
  

• Explain:
  
  

  • What happened
    
    

  • How you handled it
    
    

  • Outcome for you and client
    
    

  • 3 key learnings
    
    

3. Self-Development Plan

• Create a 12–18 month development plan
  
  

• Include:
  
  

  • Areas for improvement + benefits
    
    

  • Timeframes
    
    

  • Evidence of success
    
    

  • How you’ll use supervision (and how often)
    
    

Key Principle

 All essays must be based on real coaching experiences, not theory.

One-Line Summary

 Demonstrate real-world coaching competence through ethical reflection, diversity awareness, and a structured growth plan.

Essay 1: Ethics & Code of Conduct - Do not copy

During a coaching engagement with a mid-level manager in a retail organisation, I encountered an ethical dilemma involving confidentiality. The client disclosed that they were manipulating internal performance data to present better results to senior leadership. This created tension between maintaining confidentiality and addressing behaviour that could harm the organisation.

My first step was to remain non-judgmental and create a safe space for the client to explore their actions. I asked reflective questions to understand the motivations behind the behaviour. The client revealed fear of losing their job due to underperformance. I clarified the boundaries of coaching, reinforcing that while confidentiality is critical, ethical responsibility and integrity are equally important.

I encouraged the client to consider the long-term consequences of their actions, both professionally and personally. Together, we explored alternative approaches, including transparent communication with leadership and seeking support to improve performance. I also recommended that the client consult internal policies and consider speaking to HR.

The outcome was that the client chose to disclose the inaccuracies to their manager and reposition the conversation around improvement. This strengthened their credibility rather than damaging it. For me, the situation reinforced the importance of balancing confidentiality with ethical responsibility.

Three key learnings emerged. First, ethical dilemmas often stem from fear, and addressing the root emotion is critical. Second, maintaining a non-judgmental stance enables clients to take ownership of their decisions. Third, a coach’s role is not to direct but to guide clients toward ethically sound choices aligned with their values.

Essay 2: Diversity - Do not copy

I coached a client from a different cultural background who had recently joined a South African corporate team. The dilemma arose when the client felt excluded from team discussions, interpreting colleagues’ direct communication style as disrespectful, while the team perceived the client as withdrawn and disengaged.

Initially, I noticed my own assumptions about workplace communication styles and consciously set them aside. I created space for the client to express their experience fully. Through our discussions, it became clear that cultural differences in communication were at the root of the misunderstanding.

I worked with the client to build awareness of different communication norms, particularly in South African corporate environments where directness can be seen as efficiency rather than disrespect. We also explored the client’s own communication preferences and how they could adapt without compromising authenticity.

We practiced scenarios where the client could assert themselves more confidently in meetings. At the same time, I encouraged the client to have an open conversation with their team to share their perspective and learn from others.

The outcome was a noticeable improvement in team dynamics. The client became more engaged, and the team developed a greater appreciation for diverse communication styles. This led to more inclusive discussions and better collaboration.

My key learnings were: first, diversity challenges often arise from misinterpretation rather than intent. Second, self-awareness as a coach is critical to avoid imposing biases. Third, effective coaching in diversity requires bridging understanding, not forcing conformity.

Essay 3: Self-Development Plan (12–18 Months) - Do not copy

As a coach, my goal over the next 12–18 months is to deepen my capability in three key areas: advanced listening, working with diverse clients, and strengthening my business development skills.

Firstly, I aim to improve my active listening and presence. The benefit will be more impactful coaching sessions where clients feel fully heard and can access deeper insights. I will attend advanced coaching workshops and practice reflective listening techniques in every session.

Secondly, I will focus on enhancing my ability to coach clients from diverse cultural and professional backgrounds. This will allow me to serve a broader client base and increase my effectiveness in complex environments. I plan to complete diversity and inclusion training and actively seek clients from different industries and backgrounds.

Thirdly, I will develop my coaching business by improving my marketing and client acquisition strategies. The benefit will be a sustainable and scalable practice. I will implement a structured content strategy on LinkedIn and attend networking events monthly.

The timeframe for these goals is structured over 12–18 months, with quarterly reviews to track progress.

Evidence of success will include client feedback, recorded coaching sessions for self-review, increased client retention, and measurable growth in my client base.

Supervision will play a critical role in my development. I will engage in monthly supervision sessions to reflect on challenges, receive feedback, and ensure alignment with ethical standards.

This structured plan ensures continuous growth, accountability, and alignment with my highest values as a coach.

Here’s a clear, structured summary of the COMMON STEPS, PATHWAYS, and PROCESS:

Common Requirements (Both Pathways)

You must have:

• Copy of ID
  
  

• Coaching log(s) (internal/external if applicable)
  
  

• 3 Essays:
  
  

  • Ethics & Code of Conduct
    
    

  • Diversity
    
    

  • 12-month Self-development plan
    
    

• Understanding of Behavioural Standards Framework (pass 70% questionnaire)
  
  

• Up-to-date CPD points (if already credentialed)
  
  

• Commitment to Supervision (mandatory)
  
  

• Signed Right to Appeal form
  
  

• Completed Self-reflection survey
  
  

• Willingness to attend a live coaching evaluation
  
  

Additional Requirements by Pathway

Pathway 1 (Formal Training)

• Training log summary
  
  

• Training certificates
  
  

Pathway 2 (RPL – Experience-Based)

• Essay: Coaching vs Mentoring vs Counselling
  
  

• Motivation showing training equivalence (BSF)
  
  

• CV
  
  

• Coaching profile/bio
  
  

• Coaching models used
  
  

Application Process

You will:

• Update profile + SAQA info
  
  

• Accept Ethics Pledge
  
  

• Upload CPD & supervision proof (if applicable)
  
  

• Pay application fee
  
  

• Complete online questionnaire (70%, 2 attempts)
  
  

• Upload required documents (common + pathway-specific)
  
  

Evaluation Stage

• Assigned 2 evaluators
  
  

• Attend a 40-minute live coaching session
  
  

• One evaluator acts as the coachee (real scenario)
  
  

• Evaluators submit reports for moderation
  
  

After Evaluation

• Complete self-reflection form online
  
  

• Await results
  
  

Results

• Proficient → Credential awarded + certificate issued
  
  

• Not Yet Proficient →
  
  

  • 1 free retry
    
    

  • Then option to appeal
    
    

Important Notes

• Complete each stage fully or progress is lost
  
  

• Convert Excel files to PDF before upload
  
  

• Read all relevant COMENSA policies before applying
  
  

One-Line Summary

 Submit documents, pass the standards test, complete a live coaching evaluation, and prove your competence—via training or experience—to earn your credential.

RPL Document Requirements – Summary

1. Core Documents (Required for Everyone)

• 3 × Client references
  
  

• ID / Passport / Work permit
  
  

• 3 Essays:
  
  

  • Ethics & Code of Conduct
    
    

  • Diversity
    
    

  • Self-development plan
    
    

• Coaching log(s)
  
  

• Right to appeal form
  
  

• Commitment to supervision
  
  

• Behavioural Standards questionnaire (70%)
  
  

• Post-assessment form
  
  

2. Additional Documents (RPL Only)

• Essay: Coaching vs Counselling (understanding)
  
  

• Motivation showing training equivalence (BSF)
  
  

• CV (experience proof)
  
  

• Coaching profile / Bio
  
  

• Coaching models used
  
  

• Additional coaching log (if applicable)
  
  

Key Idea

👉 RPL replaces formal training certificates with proof of real experience, competence, and reflection.

One-Line Summary

👉 Show your work, prove your experience, and demonstrate your thinking.

If you want, I can turn this into a simple checklist your students can tick off step-by-step (very useful for your coaching programme).

COMMON STEPS to both pathways  

What do you need to have?  

1. Copy of your ID

2. A log of your coaching hours (example can be downloaded). You may have more than one log if you are an internal and external coach.

3. Complete the three essays on (guidelines can be downloaded). 

                              I.        Ethics and Code of Conduct
                                II.        Diversity
                              III.        One year self-development plan

       4.An understanding of the Behavioural Standard Framework for Coaching (Download standards here) to complete the online questionnaire with 70%
      5. If you are already credentialed and applying for a higher credentialling, are your CPD points up to date? Do you have 24 CPD points per year?
          Do you have 4 CPD points per year for Supervision?
          Do your CPD points reflect in the MYCPD module on the member self-serve platform?
      6. Are you aware of and committed to Supervision? Supervision is mandatory from once you become a credentialed Coach.
      7. To sign the rights to appeal form – as an applicant you have the right to appeal your result
      8. Complete the Self-reflection survey – we would like to hear your thoughts on your credentialing journey.
      9. Be willing to attend an online evaluation to discuss your journey and to coach an evaluator on a real situation that the evaluator will bring. 

Pathway 1 ONLY
In addition, you will need 

If you have formal coach training 

1. A summary of your formal coach training in a training log

2. Your training certificates

Pathway 2 ONLY
In addition, you will need 

If you are credentialing via Recognition of Prior Learning RPL 

1. An essay on the difference between coaching, mentoring and counselling

2. Motivation of a training equivalent for each Standard in the Behavioural Framework (download here use this)

3. Your CV

4. Your coaching profile/bio

5. The coaching models you use in your coaching

 The Process for Pathway 1 and 2 

You will be asked to 

1. Update your details.

2. Compete the information needed by SAQA.

3. Read and acknowledge the Ethics Pledge.

4. Provide proof of your Supervision and CPD are already credentialed and applying for a higher credential.

5. Pay your invoice online.

6. Complete the online questionnaire on the Behavioural Standards for Coaching. Find the standards here. You need 70% and you are allowed two chances.

7. Upload your documents (list) for the items common to Pathway 1 and 2

8. Upload your documents only needed for Pathway 1 OR Upload your documents only needed for Pathway 2  

What will happen then? 

You will be assigned to two evaluators (or moderator) who will be in contact with you to book an appointment to evaluate you in a 40 minute online coaching session. One of these evaluators will be your Coachee with a real situation they would like coached. (Available in Appendix A, p9 of the Credentialing Policy). 

At the end of your evaluation, the evaluators will send their forms to the Administrator who will send it to the Moderator.

And then… 

Please log back onto your member profile and click the credentialing status in order to complete the online Applicant Self-reflection form.

Results 

You will be advised by the Administrator, following moderation that you have been found Proficient and awarded your chosen designation. You will be directed to your Certificate on the website. 

Right to Appeal 

Should your application be found to be Not Yet Proficient, you may repeat the process once at no extra charge. Should you still be found to be Not Yet Proficient, you have the right to appeal the decision. (Download form). 

PLEASE NOTE YOU NEED TO COMPLETE EACH STAGE IN ORDER TO SAVE YOUR PROGRESS, IF YOU LEAVE WITHOUT COMPLETING A STAGE YOUR PROGRESS WILL NOT BE SAVED AND YOU WILL NEED TO START THE STAGE AGAIN. 

Please note that Excel documents need to be converted into PDF. 

Please will you read: 

The MCSC Policy and Criteria 02 – Credentialing March 2023 (this includes Behavioural Standards Framework for Coaching) 

The Behavioural Standards Framework for Coaching 

MCSC Policy and Criteria 04 – Recognition of Prior Learning – March 2023 

Here's a summary of the COMENSA Coaching Behavioural Standards Framework (BSF):

Overview

The BSF defines coaching competencies across 3 categories and 9 competencies, mapped to three credentialing levels: CCC (Credentialed), CSC (Senior), and CMC (Master).

Category 1: Coaching Behavioural Standards

1. Contracting — Negotiating the coaching relationship and process; progresses from basic admin setup (CCC) to fully aligning all stakeholders' agendas and co-designing success indicators (CMC).

2. Communicating — Active listening, powerful questioning, and direct feedback; evolves from surface-level responses (CCC) to questions that challenge assumptions and elicit new insights (CMC).

3. Building Trust & Rapport — Creating psychological safety; moves from basic empathy (CCC) to uncovering unrealised concerns and openly discussing where trust is absent (CMC).

4. Creating Awareness & Learning — Offering insights and facilitating self-discovery; shifts from being attached to one's own interpretations (CCC) to trusting the client's process with deep, light-touch sharing (CMC).

5. Designing Actions & Accountability — Co-creating plans and holding clients accountable; advances from basic action planning (CCC) to embedding self-governance and continuous evaluation (CMC).

Category 2: Self-Management Behavioural Standards

6. Building Self-Awareness — Knowing one's own biases and strengths; progresses from respecting diversity (CCC) to a grounded, curious, fully open stance (CMC).

7. Personal & Professional Growth — Commitment to supervision and CPD (continuing professional development) is required at all levels.

8. Maintaining Coaching Presence — Being fully present; moves from occasional distraction by own performance (CCC) to complete, connected presence with an observer attitude (CMC).

Category 3: Context Management Behavioural Standards

9. Managing Diversity — Adapting to cultural and contextual differences; progresses from basic awareness and non-judgement (CCC) to exploring worldviews, systemic relationships, and complexity with full openness (CMC).

In essence, the BSF traces a coach's development from process-focused and self-referential (CCC) to client-centred and systemically aware (CMC), with growing depth in presence, trust, and contextual sensitivity at each level.

Mock COMENSA Coaching Behavioural Standards Framework

100-Question Self-Assessment Questionnaire

Name: ___________________________    Date: _______________    Level: CCC / CSC / CMC

Instructions: For True/False questions, circle or underline your answer. For multiple choice questions, circle the letter of the best answer. There is only one correct answer per question unless stated otherwise.

Section 1: Contracting (Questions 1–11)

1. A CCC-level coach is expected to set out only the administrative aspects of the contract. True or False?

2. Which level of coach ensures that the agendas of all parties are aligned and transparent?

      A) CCC   B) CSC   C) CMC   D) All levels

3. What does 'contracting' in the BSF refer to?

      A) Legal agreements only   B) Negotiating agreement for a coaching interaction including the relationship and process   C) Setting financial terms   D) Scheduling sessions

4. A CSC-level coach includes the implications of agreements between both parties. True or False?

5. Which coach level designs success indicators with the client?

      A) CCC   B) CSC   C) CMC   D) None

6. At which level does the coach explore how the client best learns and accepts challenges for maximum change?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

7. How does a CCC-level coach typically terminate a coaching contract?

      A) With significant time for reflection and evaluation   B) With some time for evaluation   C) Without any evaluation   D) With a detailed debrief

8. Re-contracting the outcome in service of the overall goal is a behaviour associated with which level?

      A) CCC   B) CSC   C) CMC   D) All levels

9. What does a CMC-level coach do when reviewing the coaching process?

      A) Summarises sessions   B) Invites authenticity and openness   C) Provides a written report   D) Skips the review

10. A CCC coach begins to work with what the client wants to explore. True or False?

11. At which level does the coach invite the client to reflect regularly on the implications of their learning?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

Section 2: Communicating (Questions 12–22)

12. Active listening includes paying attention to both the said and the unsaid. True or False?

13. A CCC-level coach sometimes uses questions to generate their own anticipated answers. True or False?

14. Which coaching level asks questions that challenge assumptions and elicit new insights?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

15. Direct feedback in coaching should meet the needs of:

      A) The coach   B) The client   C) The sponsor   D) Both coach and client

16. At which level does the coach respond using similar language and nuance to the client?

      A) CCC only   B) CSC only   C) CMC only   D) All levels

17. A CMC coach uses questions that raise self-awareness in the client. True or False?

18. Which level follows up on what is both said and not said in relation to the client's agenda?

      A) CCC   B) CSC   C) CMC   D) CSC and CMC

19. Open questions in coaching are primarily used to:

      A) Limit conversation   B) Create options, challenge assumptions and provide learning opportunities   C) Steer the client toward the coach's solution   D) Speed up the session

20. At which level does the coach use questions to generate new agendas?

      A) CCC   B) CSC   C) CMC   D) None

21. Providing direct feedback that meets the coach's own needs is considered good practice. True or False?

22. A CCC-level coach pays attention and gives appropriate responses. True or False?

Section 3: Building Trust and Rapport (Questions 23–33)

23. Building trust requires open, honest and ethical behaviour. True or False?

24. A CMC-level coach can observe where trust is absent and discuss this freely. True or False?

25. Adjusting tone, pitch, pace and volume to empathise with the client's emotional state is expected at which level/s?

      A) CCC only   B) CMC only   C) All three levels   D) CSC and CMC

26. Which level enables the client to uncover unrealised concerns and hopes?

      A) CCC   B) CSC   C) CMC   D) All levels

27. A CCC-level coach enables the client to share some fears and concerns. True or False?

28. Maintaining a safe space allows the client to courageously explore their own thinking. True or False?

29. A CSC-level coach is able to express their own emotions freely. True or False?

30. At which level is the coach expected to discuss fear and doubt openly and without judgement?

      A) CCC   B) CSC   C) CMC   D) All levels

31. The primary purpose of building trust and rapport is to:

      A) Make the coach feel comfortable   B) Create a safe space for the client to explore their thinking   C) Establish authority   D) Build a personal friendship

32. Observing where trust is absent is a specific competency at which level?

      A) CCC   B) CSC   C) CMC   D) All levels

33. A safe coaching space encourages the client to be courageous in their exploration. True or False?

Section 4: Creating Awareness and Opportunities for Learning (Questions 34–44)

34. A CCC-level coach is sometimes invested in their own insight being correct. True or False?

35. Which level trusts the client to choose how to respond in their own way without forcing awareness?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

36. A CSC-level coach sometimes holds back in sharing an insight in case the client might not be ready. True or False?

37. Connecting with the client on a deep level and sharing own experience lightly is associated with which level?

      A) CCC   B) CSC   C) CMC   D) All levels

38. Which level coach is described as being comfortable with not knowing where the exploration might lead?

      A) CCC   B) CSC   C) CMC   D) CSC and CMC

39. A CMC-level coach believes in the power of sharing methods and knowledge over deep connection. True or False?

40. At which level does the coach share from their own experience in a detached way?

      A) CCC   B) CSC   C) CMC   D) All levels

41. Which level allows enough space for the client to experience their own insights?

      A) CCC   B) CSC   C) CMC   D) All levels

42. Creating awareness includes helping the client recognise the impact of their own thoughts and feelings. True or False?

43. A CCC-level coach is mostly fairly direct but may use many words to soften feedback. True or False?

44. Using own knowledge as a resource should support but not impose on the client. True or False?

Section 5: Designing Actions and Managing Accountability (Questions 45–55)

45. Co-creating an action plan is a feature of all three coaching levels. True or False?

46. Which level promotes the process of self-governance by helping the client learn about their own strengths and weaknesses?

      A) CCC   B) CSC   C) CMC   D) All levels

47. At which level does the coach build clarity and purpose into the coaching process linked to the client's own values and meaning?

      A) CCC   B) CSC   C) CMC   D) CSC and CMC

48. Measuring progress at chosen intervals is a feature of which level/s?

      A) CCC only   B) CSC only   C) CMC only   D) All levels

49. A CCC-level coach ensures that evaluation and measurement are designed along with execution flow. True or False?

50. Managing accountability in coaching means holding the client responsible for implementing agreed action plans. True or False?

51. Encouraging the client to manage gaps in their progress is an indicator for which level?

      A) CCC   B) CSC   C) CMC   D) CSC and CMC

52. The action plan in coaching should be based on the client's desired outcomes. True or False?

53. Re-focusing the client on their goals in the face of challenge is part of which competency?

      A) Contracting   B) Communicating   C) Designing Actions and Managing Accountability   D) Building Trust

54. Which level ensures that the client keeps to the pace and timelines of desired outcomes with reminders?

      A) CCC   B) CSC   C) CMC   D) CSC and CMC

55. A CMC-level coach ensures that the client builds self-discipline and resilience. True or False?

Section 6: Building Self-Awareness (Questions 56–66)

56. Building self-awareness includes demonstrating sufficient maturity to identify and deal with own prejudices. True or False?

57. A CMC-level coach displays an attitude of groundedness. True or False?

58. Which level keeps an attitude of curiosity and wonder, not knowing?

      A) CCC   B) CSC   C) CMC   D) All levels

59. Moving coaching forward on the basis of an equal partnership is a feature of which level?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

60. A CCC-level coach respects diversity and accepts different points of view without judgement. True or False?

61. At which level is the coach fully open to being impacted by the client?

      A) CCC   B) CSC   C) CMC   D) All levels

62. A CSC-level coach reflects openly and without defensiveness on the value they are adding. True or False?

63. Trusting the value that is inherent in the coaching process is a CMC-level characteristic. True or False?

64. Taking responsibility for own actions and keeping promises is part of building self-awareness. True or False?

65. A CSC-level coach is responsive to information relating to both actions and the client's learning and being. True or False?

66. Moving towards a resonance that impacts both self and client is associated with which level?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

Section 7: Creating Opportunities for Own Personal and Professional Growth (Questions 67–74)

67. Fulfilling supervision requirements is mandatory for all three COMENSA coaching levels. True or False?

68. CPD (Continuing Professional Development) requirements apply to which levels?

      A) CCC only   B) CSC and CMC   C) CMC only   D) All levels

69. Seeking feedback to build on strengths and mitigate weaknesses is part of professional growth. True or False?

70. Lifelong learning can be demonstrated through participation in supervision. True or False?

71. A CCC-level coach is not required to fulfil supervision requirements. True or False?

72. CPD activities contribute to a coach's ongoing credentialing with COMENSA. True or False?

73. Acting on feedback is as important as seeking it for professional growth. True or False?

74. Participation in supervision is one way to demonstrate commitment to personal and professional growth. True or False?

Section 8: Maintaining a Coaching Presence (Questions 75–84)

75. Being fully present and engaged during a coaching session is a requirement at all levels. True or False?

76. A CCC-level coach is sometimes attached to their own performance during sessions. True or False?

77. Which level maintains complete connection and presence with an observer attitude?

      A) CCC   B) CSC   C) CMC   D) All levels

78. A CSC-level coach actively chooses appropriate coaching tools to support the client's learning. True or False?

79. Separating own agenda from the client's is part of maintaining coaching presence. True or False?

80. Paying attention to the whole client — who they are, how they learn — is a CMC-level behaviour. True or False?

81. A CCC-level coach may sometimes allow their own emotions to distract from being totally present. True or False?

82. Staying fully present whatever might arise during a session is characteristic of which level?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

83. Managing own emotions positively contributes to the coaching interaction. True or False?

84. A CSC-level coach remains present while also showing evidence of moving toward a solution. True or False?

Section 9: Managing Diversity (Questions 85–100)

85. A CCC-level coach is aware of and respects diversity in the client. True or False?

86. At which level does the coach explore the impact of the system on the client and the client on the system?

      A) CCC   B) CSC   C) CMC   D) CSC and CMC

87. A CMC-level coach is able to deal with complexity and ambiguity without pushing to a premature resolution. True or False?

88. Which level explores worldview and paradigm of both client and coach to understand patterns of thinking?

      A) CCC   B) CSC   C) CMC   D) All levels

89. Managing diversity includes adapting coaching style to suit a continuously changing environment. True or False?

90. A CCC-level coach hears and accepts different points of view without judgement. True or False?

91. At which level does the coach identify cause and effect relationships between bias and behaviour?

      A) CCC   B) CSC   C) CMC   D) CCC and CSC

92. Exploring assumptions underpinning contextual and cultural differences enhances insight. True or False?

93. A CSC-level coach adapts coaching to take into account differences from the client. True or False?

94. At which level does the coach use questions to challenge and explore the assumptions and values underpinning a specific context?

      A) CCC   B) CSC   C) CMC   D) All levels

95. A CCC-level coach sees the client as part of a system. True or False?

96. Personalising the coaching process while showing awareness of the interplay between context and the individual is a CMC characteristic. True or False?

97. At which level does the coach demonstrate an understanding of the systematic relationship between the client and their unique context?

      A) CCC   B) CSC   C) CMC   D) All levels

98. Bias and prejudice can impact behaviour and should be explored in coaching. True or False?

99. A CMC-level coach is open to being impacted by the client's diversity and context. True or False?

100. Evaluating the purpose of the context to ensure congruency is part of managing diversity. True or False?

Answer Key

Section 1 – Contracting

1. True  2. C  3. B  4. True  5. C  6. C  7. B  8. C  9. B  10. True  11. C

Section 2 – Communicating

12. True  13. True  14. C  15. B  16. D  17. True  18. D  19. B  20. C  21. False  22. True

Section 3 – Building Trust and Rapport

23. True  24. True  25. C  26. C  27. True  28. True  29. True  30. D  31. B  32. C  33. True

Section 4 – Creating Awareness and Opportunities for Learning

34. True  35. C  36. True  37. C  38. C  39. False  40. B  41. C  42. True  43. True  44. True

Section 5 – Designing Actions and Managing Accountability

45. True  46. C  47. D  48. D  49. False  50. True  51. D  52. True  53. C  54. D  55. True

Section 6 – Building Self-Awareness

56. True  57. True  58. C  59. C  60. True  61. C  62. True  63. True  64. True  65. True  66. C

Section 7 – Personal and Professional Growth

67. True  68. D  69. True  70. True  71. False  72. True  73. True  74. True

Section 8 – Maintaining a Coaching Presence

75. True  76. True  77. C  78. True  79. True  80. True  81. True  82. C  83. True  84. True

Section 9 – Managing Diversity

85. True  86. D  87. True  88. C  89. True  90. True  91. C  92. True  93. True  94. C  95. True  96. True  97. C  98. True  99. True  100. True

24 CPD points per year

4 CPD points for supervision. Are you commited to Supervision? Do CPD points reflect on the portal?

Complete the rights to appeal document

Credentialing Application Process (Summary)

1. Introduction – Start the application process
   
   

2. Update Details – Fill in your personal and professional information
   
   

3. Select Credential – Choose the certification level you’re applying for
   
   

4. Payment – Pay the required application fee
   
   

5. Upload Documents – Submit all supporting documentation
   
   

6. Questionnaire – Complete the online assessment questions
   
   

7. Submit Application – Send your full application for review
   
   

8. Book Interview – Schedule a session with an evaluator
   
   

9. Evaluation Stage – Application is reviewed by the evaluator
   
   

10. Self-Reflection Survey – Complete final reflective feedback
    
    

In one line:

Apply → Pay → Upload → Answer → Submit → Interview → Review → Reflect

Read and acknowledge ethics pledge

Pass the online Behavioral Standards Quetionnaire by at least 70 per cent

Here are the 100 most important policies, criteria, and standards extracted from the COMENSA Policy Manual, organized by category for clarity:

A. Governance & Regulatory Compliance

1. COMENSA is a Professional Body recognised by SAQA.

2. Designations are registered under the NQF Act, Act 67 of 2008.

3. COMENSA must have policy to develop, award, monitor, and revoke designations.

4. The policy supports the objectives of the National Qualifications Framework (NQF).

5. COMENSA aligns with SAQA’s Policy and Criteria for Recognising a Professional Body.

6. The policy promotes redress and inclusion in the profession.

7. The policy applies to all members and office bearers.

8. Office bearers must adhere to confidentiality and conflict of interest agreements.

9. The COMENSA Board approves this policy.

10. The MCSC Portfolio Committee manages credentialing processes.

11. The policy is reviewed annually.

12. The policy is effective from 31 March 2023.

B. Definitions & Terminology

13. “Coaching” is defined as a collaborative, outcomes-driven learning method.

14. “Mentoring” is defined as a partnership for knowledge and insight transfer.

15. “Credentialing” is the formal evaluation process for designation awards.

16. “Re-Credentialing” is for upgrading to a higher designation level.

17. “Renewal of Credential” is for maintaining the same designation level.

18. “Recognition of Prior Learning” (RPL) allows alternative access to designations.

C. Professional Designations – Coaching

19. Three coaching designations exist: CCC, CSC, and CMC.

20. CCC (Level 1) requires 60 hours of certified coach training.

21. CCC requires 100 coaching hours (90% paid).

22. CCC requires 70% pass on a knowledge assessment.

23. CCC requires successful evaluation against the Coaching Behavioural Standards.

24. CSC (Level 2) requires 120 hours of coach training.

25. CSC requires 500 coaching hours (90% paid).

26. CSC requires 70% pass on a knowledge assessment.

27. CSC requires successful evaluation against the Coaching Standards.

28. CMC (Level 3) requires 200 hours of coach training.

29. CMC requires 2,500 coaching hours (90% paid).

30. CMC requires 70% pass on a knowledge assessment.

31. CMC requires successful evaluation against the Coaching Standards.

D. Professional Designations – Mentoring

32. Three mentoring designations exist: CCM, CSM, and CMM.

33. CCM (Level 1) requires 60 hours of certified mentor training.

34. CCM requires 100 mentoring hours (90% paid).

35. CCM requires 70% pass on a knowledge assessment.

36. CCM requires successful evaluation against the Mentoring Standards.

37. CSM (Level 2) requires 120 hours of mentor training.

38. CSM requires 500 mentoring hours (90% paid).

39. CSM requires 70% pass on a knowledge assessment.

40. CSM requires successful evaluation against the Mentoring Standards.

41. CMM (Level 3) requires 200 hours of mentor training.

42. CMM requires 2,500 mentoring hours (90% paid).

43. CMM requires 70% pass on a knowledge assessment.

44. CMM requires successful evaluation against the Mentoring Standards.

E. Credentialing Process

45. Only COMENSA members in good standing may apply.

46. Applications are submitted online via the COMENSA portal.

47. RPL may be used in lieu of formal qualifications.

48. Credentials must be renewed every 3 years.

49. Renewal applications must be submitted 2 months before expiry.

50. Members may apply for re-credentialing at any time.

F. Continuous Professional Development (CPD)

51. CPD is mandatory for all credentialed members.

52. CPD is recommended for all other members.

53. CPD maintains professional knowledge and standards.

54. CPD points must be earned within required periods.

55. COMENSA has a separate CPD Policy and Criteria.

G. Monitoring & Reporting

56. COMENSA monitors RPL, credentialing, renewals, and re-credentialing.

57. COMENSA tracks designations awarded and revoked.

58. COMENSA tracks CPD activity.

59. A list of designated members is submitted to SAQA.

60. Designations are uploaded to the National Learners Record Database.

H. Revoking of Professional Designations

61. COMENSA may suspend or revoke designations in writing.

62. Grounds for revocation include:

• Failure to meet CPD requirements.

• Non-payment of membership fees.

• Bringing COMENSA into public disrepute.

• Breach of the Code of Ethics.

• Breach of confidentiality (for office bearers).

• Breach of conflict of interest agreements.

• Criminal conviction.

63. Members have 30 working days to appeal a revocation.

64. Appeals are directed to the COMENSA Board.

65. SAQA is notified of revocations for database removal.

I. Roles & Responsibilities

66. The COMENSA Board:

• Approves policy.

• Awards and revokes designations.

• Manages appeals.

67. The MCSC Portfolio Committee:

• Develops and maintains policy.

• Manages credentialing and RPL.

• Manages CPD.

• Recommends awards and revocations.

J. Coaching Behavioural Standards

68. Coaching competencies are grouped into 3 categories and 9 areas.

69. Category 1: Coaching Standards

• Contracting

• Communicating

• Building Trust and Rapport

• Creating Awareness and Learning

• Designing Actions and Accountability

70. Category 2: Self-Management Standards

• Building Self-Awareness

• Personal and Professional Growth

• Maintaining Coaching Presence

71. Category 3: Context Management

• Managing Diversity

K. Mentoring Behavioural Standards

72. Mentoring competencies cover 6 key areas.

73. Self-Understanding: Know your values, biases, and strengths.

74. Relationship Building: Build trust and empathy.

75. Professional Skills: Apply domain knowledge and networks.

76. Role Management: Set boundaries and model professionalism.

77. Personal/Professional Knowledge: Share relevant experience.

78. Development Plan & Measurement: Use SMART goals and track progress.

L. Coaching Competency Details

79. Contracting: Clarify goals, logistics, confidentiality, and re-contract as needed.

80. Communicating: Use active listening, open questions, and direct feedback.

81. Building Trust: Be ethical, create safe space, address fear and doubt.

82. Creating Awareness: Offer insights, enable reflection, avoid imposing.

83. Designing Actions: Co-create plans, promote accountability and self-discipline.

84. Self-Awareness: Know your emotions and remain non-judgemental.

85. Personal Growth: Seek feedback, address biases.

86. Coaching Presence: Be fully present, manage distractions, separate your agenda.

87. Managing Diversity: Adapt to cultural contexts, address prejudice and bias.

M. Mentoring Competency Details

88. Self-Understanding: Reflect on values, strengths, and biases.

89. Relationship Building: Use empathy, feedback, and ethical behaviour.

90. Professional Skills: Use networks, tools, and adult learning principles.

91. Role Management: Be a role model, set boundaries, hold mentees accountable.

92. Personal/Professional Knowledge: Share skills, HR knowledge, and strategies.

93. Development Planning: Use SMART goals, track success, and re-contract.

94. Measurement: Gather success data and adjust plans accordingly.

N. Cross-Cutting Principles

95. All members must adhere to the COMENSA Code of Ethics.

96. All members must adhere to the Code of Professional Conduct.

97. Designations promote public trust and protection.

98. Designations indicate adherence to industry standards.

99. Designations contribute to professionalising coaching and mentoring in SA.

100. COMENSA promotes supervision in coaching and mentoring.

Let me know if you’d like this turned into a checklist, a summary table, or a quick-reference guide.

This response is AI-generated, just for reference, ja.

give me additional important policies

Here are 50 additional important policies from the COMENSA manual that were not included in the first list, focusing on deeper procedural, ethical, and competency-specific details:

O. Advanced Governance & Compliance

101. COMENSA operates under the South African Constitution, Act 108 of 1996.

102. COMENSA complies with the Protection of Personal Information Act (POPIA), Act 4 of 2013.

103. The policy supports global best practice alignment in coaching and mentoring.

104. COMENSA promotes the profession as a formal career path.

105. The policy promotes social responsiveness and accountability.

106. Designations contribute to strengthening the NQF environment.

107. COMENSA ensures professions do not apply unjust exclusionary practices.

108. The policy promotes pride in association for all members.

109. COMENSA works with SAQA to ensure public benefit from professional development.

110. The policy applies to all persons appointed by COMENSA in credentialing roles.

P. Designation Criteria – Additional Nuances

111. Paid work includes receiving a salary as an internal coach/mentor within an organisation.

112. The 90% paid work requirement ensures professional practice standards.

113. Knowledge assessments require a 70% pass for all designation levels.

114. Evaluations may occur during Gold or Silver COMENSA-approved training programmes.

115. Evaluations may also occur during the actual credentialing process.

116. Designation criteria are developed through member consultation.

117. Designations are continuously improved to reflect global standards.

Q. Credentialing Process – Additional Details

118. Members must log in to the COMENSA website to apply.

119. The online application includes clicking "Apply for Credentialing."

120. RPL is an integral part of the credentialing process.

121. Renewal applications must be submitted at least 2 months before expiry.

122. Credentialing is a structured, observed, and vigorous process.

123. Credentialing includes evaluation against behavioural standards frameworks.

R. Benefits of Credentialing – Expanded

124. Credentialing reassures clients of professional approval and licensing.

125. It indicates adherence to a formal Behavioural Standards Framework.

126. It confirms a level of coaching or mentoring experience.

127. It shows the member follows and applies industry standards.

128. It promotes Continuous Professional Development.

129. It indicates regulation by a code of ethics and conduct.

130. It helps members stay ahead of statutory and regulatory requirements.

131. Credentialed members enjoy marketing exposure by COMENSA.

132. Credentialed members are part of a professional network.

133. Designations allow formal registration as a member of a recognised profession.

S. Continuous Professional Development – Additional

134. CPD maintains professional knowledge and standards of practice.

135. CPD maintains professional designation status.

136. CPD is mandatory for credentialed members.

137. CPD is recommended for all members.

138. COMENSA's CPD Policy is available for download on the website.

T. Monitoring & Reporting – Additional

139. COMENSA monitors Recognition of Prior Learning (RPL) activity.

140. COMENSA tracks credentialing and re-credentialing statistics.

141. Designations awarded are formally recorded.

142. Designations revoked are formally recorded.

143. CPD activity is monitored for compliance.

144. Reports are submitted to SAQA in an acceptable format.

U. Revocation – Additional Grounds & Process

145. Members may be revoked for not achieving required CPD points.

146. Members may be revoked for non-payment of annual fees.

147. Members may be revoked for bringing COMENSA into public disrepute.

148. Members may be revoked for compromising the Code of Ethics.

149. Office bearers may be revoked for breaching confidentiality.

150. Office bearers may be revoked for breaching conflict of interest agreements.

151. Members may be revoked for criminal conviction.

152. Revocation is communicated in writing.

153. Appeals must be lodged within 30 working days of notification.

154. SAQA is notified to remove revoked designations from the National Learners Record Database.

V. Coaching Behavioural Standards – Deeper Competencies

155. Contracting: Includes setting up safe spaces for virtual/online coaching.

156. Contracting: Involves identifying the client's learning style.

157. Contracting: Requires revisiting the contract as needs arise.

158. Communicating: Involves paying attention to what is "said and unsaid."

159. Communicating: Uses questions that challenge assumptions.

160. Building Trust: Requires observing where trust is absent and discussing it.

161. Creating Awareness: Coach uses tools and techniques for discovery.

162. Creating Awareness: Coach trusts the client to choose their own response.

163. Designing Actions: Co-creates measurable action steps.

164. Designing Actions: Promotes self-governance and autonomy.

165. Self-Awareness: Coach remains neutral and non-judgemental.

166. Self-Awareness: Coach is open to being impacted by the client.

167. Personal Growth: Coach seeks feedback and acts on it.

168. Coaching Presence: Coach is adaptive and "dances in the moment."

169. Managing Diversity: Coach understands generational differences.

170. Managing Diversity: Coach explores worldview and paradigm of the client.

W. Mentoring Behavioural Standards – Deeper Competencies

171. Self-Understanding: Mentor understands personal value systems.

172. Self-Understanding: Mentor participates in regular supervision.

173. Relationship Building: Mentor uses feedback to build trust.

174. Relationship Building: Mentor co-creates interpersonal connection.

175. Professional Skills: Mentor has a strong referral network.

176. Professional Skills: Mentor understands adult learning principles.

177. Role Management: Mentor models collaborative leadership.

178. Role Management: Mentor is accessible and approachable.

179. Personal/Professional Knowledge: Mentor has been a mentee.

180. Personal/Professional Knowledge: Mentor understands HR practices.

181. Development Planning: Mentor uses personal development plan tools.

182. Development Planning: Mentor helps mentee stretch comfort zones.

183. Measurement: Mentor uses tools to identify strengths and areas for improvement.

X. Implementation & Review

184. The policy is signed by the Vice President of COMENSA.

185. Procedural review occurs annually.

186. The policy supports alignment with international conventions where applicable.

Y. Legislative Framework

187. Applicable legislation includes the NQF Act, Act 67 of 2008.

188. Applicable legislation includes the Constitution of South Africa, Act 108 of 1996.

189. Applicable legislation includes POPIA, Act 4 of 2013.

190. Applicable SAQA policies are referenced throughout.

191. COMENSA internal policies are cross-referenced (Membership, Credentialing, Training, RPL, CPD).

Z. Miscellaneous Important Points

192. COMENSA promotes supervision in coaching and mentoring.

193. COMENSA promotes ethical standards enforced by the profession.

194. The profession is defined as a disciplined group with specialised skills.

195. Designations indicate the member is approved and licensed.

196. Credentialing reassures the public of quality assurance.

197. COMENSA contributes to professionalising coaching and mentoring in South Africa.

198. The policy ensures protection of the public from malpractice.

199. The policy promotes gold standard coaching and mentoring.

200. The policy supports sustainability of the professions.

Complete the Self-reflection survey – Comensa would like to hear your thoughts on your credentialing journey 

Attend an online evaluation to discuss your journey and to coach an evaluator on a real situation that the evaluator will bring.  

1. A summary of your formal coach training in a training log

2. Your training certificates

Pathway 2 ONLY
In addition, you will need 

If you are credentialing via Recognition of Prior Learning RPL 

1. An essay on the difference between coaching, mentoring and counselling

2. Motivation of a training equivalent for each Standard in the Behavioural Framework (download here use this)

3. Your CV

4. Your coaching profile/bio

5. The coaching models you use in your coaching

You will be asked to 

1. Update your details.

2. Compete the information needed by SAQA.

3. Read and acknowledge the Ethics Pledge.

4. Provide proof of your Supervision and CPD are already credentialed and applying for a higher credential.

5. Pay your invoice online.

6. Complete the online questionnaire on the Behavioural Standards for Coaching. Find the standards here. You need 70% and you are allowed two chances.

7. Upload your documents (list) for the items common to Pathway 1 and 2

8. Upload your documents only needed for Pathway 1 OR Upload your documents only needed for Pathway 2  

What will happen then? 

You will be assigned to two evaluators (or moderator) who will be in contact with you to book an appointment to evaluate you in a 40 minute online coaching session. One of these evaluators will be your Coachee with a real situation they would like coached. (Available in Appendix A, p9 of the Credentialing Policy). 

At the end of your evaluation, the evaluators will send their forms to the Administrator who will send it to the Moderator

Here are 100 important policies, criteria, and principles extracted from the COMENSA Policy and Criteria for the Recognition of Prior Learning (RPL), organized for clarity and quick reference:

A. Governance & Regulatory Compliance (Lines 1–10)

1. COMENSA is a Professional Body recognised by SAQA.

2. This RPL policy complies with Section 32.i.ii of the SAQA Policy and Criteria.

3. The policy supports the National Qualifications Framework Act, Act 67 of 2008.

4. RPL is a requirement for professional bodies to award designations without underlying qualifications.

5. The policy promotes redress and inclusion in the coaching and mentoring professions.

6. It prevents unjust exclusionary practices in access to the profession.

7. COMENSA works with SAQA to ensure public benefit from professional development.

8. The policy aligns with the SAQA RPL requirements for professional designations.

9. It supports the objectives of the NQF by enabling alternative access routes.

10. The policy is signed and effective from 31 March 2023.

B. Purpose & Objectives (Lines 11–20)

11. The purpose is to recognise prior learning for members without the required formal qualification.

12. It establishes a clear, quality-assured RPL process.

13. It ensures fair rules and transparent feedback for applicants.

14. It provides an overview of roles and responsibilities in RPL.

15. It ensures quality assurance through external moderation.

16. It benchmarks RPL evaluations against COMENSA Behavioural Standards.

17. The policy advances a structured and resource-driven RPL approach.

18. It promotes consistency in RPL application across all candidates.

19. It ensures RPL is an integral part of the credentialing process.

20. It supports the professionalisation of coaching and mentoring in South Africa.

C. Definitions (Lines 21–28)

21. “Coaching” is defined as a collaborative, outcomes-driven learning method.

22. “Mentoring” is defined as a partnership for knowledge and insight transfer.

23. “External Moderator” means a person who understands the Behavioural Standards Framework and is not a COMENSA member.

24. These definitions align with the SAQA and COMENSA glossaries.

25. The definitions support consistent interpretation of the policy.

D. Scope of RPL (Lines 29–40)

29. The policy applies to all COMENSA members applying for professional designations.

30. It applies to office bearers involved in the awarding of designations.

31. RPL is used solely to recognise learning equivalent to training hours.

32. It does not replace the need for demonstrated competency.

33. RPL identifies what the candidate knows and can do.

34. It matches skills and knowledge to the Behavioural Standards Framework.

35. It evaluates evidence against the relevant framework.

36. It awards designations based on past formal, informal, or non-formal learning.

37. RPL includes learning from work experience and life experience.

38. It recognises both personal and professional development.

39. The scope excludes recognition of experience alone—learning must be demonstrated.

40. RPL is not a substitute for the credentialing evaluation itself.

E. Value & Benefits of RPL (Lines 41–55)

41. RPL facilitates access for those who missed formal study opportunities.

42. It acknowledges the value of learning outside formal settings.

43. It validates self-directed learning and personal development.

44. It enables progression to further education and training.

45. It eliminates unnecessary repetition of known material.

46. It shortens the time needed to earn a designation.

47. It motivates members who might otherwise be discouraged.

48. It helps identify skills gaps for focused development.

49. It opens job market opportunities through formal recognition.

50. It empowers individuals unfairly discriminated against in the past.

51. It provides recognition of practical achievements.

52. It supports career advancement and professional credibility.

53. It affirms the worth of lifelong learning.

54. It builds confidence in the candidate’s own abilities.

55. Most importantly, it grants access to a registered professional designation.

F. Recognition Categories (Lines 56–65)

56. Category 1: Members without formal training but with other learning.

57. This includes formal, informal, or non-formal training.

58. It includes work experience and life experience.

59. Candidates must demonstrate alignment with the Behavioural Standards Framework.

60. Category 2: Members with a designation from another professional body.

61. They must demonstrate equivalence to COMENSA’s framework.

62. They must provide evidence of any gaps and how they were closed.

63. They must submit a valid credentialing certificate.

64. They must show that a coaching/mentoring demonstration was evaluated.

65. They must complete a pre-evaluation form on self-awareness, growth, and diversity.

G. Core RPL Policy Statements (Lines 66–80)

66. COMENSA shall recognise prior learning that meets the criteria.

67. RPL is an integral part of the credentialing process.

68. COMENSA shall appoint and train RPL Evaluators.

69. Evaluators guide and support candidates in evidence gathering.

70. COMENSA shall appoint an External Moderator.

71. The Moderator ensures quality assurance of RPL awards.

72. COMENSA complies with national SAQA RPL requirements.

73. COMENSA collaborates with SAQA and Quality Councils.

74. COMENSA progressively develops its RPL capacity.

75. Recognition is aligned to the Behavioural Standards Framework.

76. A fair and consistent review procedure is implemented.

77. A clear appeals process is included.

78. Candidates receive appropriate guidance and support.

79. No fee is charged for RPL—it is part of credentialing.

80. Candidate information is kept confidential and not shared with third parties.

H. RPL Criteria for Applicants (Lines 81–95)

81. Applicants must complete the same online credentialing application form.

82. They must compile a Portfolio of Evidence (PoE).

83. The PoE must include valid and reliable evidence.

84. For Category 1, applicants must show how each framework element was covered.

85. They must explain what each element means (knowledge).

86. They must demonstrate how they apply each element (practice).

87. They must state the equivalent training hours for each element.

88. For Category 2, applicants must show equivalence of their designation.

89. They must provide a logbook with required credentialing hours.

90. They must present a valid certificate from the other body.

91. They must show proof of a coaching/mentoring demonstration evaluation.

92. They must provide evidence of gap closure.

93. They must complete a pre-evaluation form.

94. Evidence must be explicit and measurable.

95. Recognition is based on what was learned, not where it was learned.

I. Assessment Principles (Lines 96–105)

96. Focus is on learning outcomes, not the institution.

97. Recognition is for evidence of knowledge and skills, not experience alone.

98. Prior learning must be made explicit through assessment.

99. Measurement is against the COMENSA Behavioural Standards Framework.

100. Assessment engages the intrinsic development of competencies.

J. Roles & Responsibilities (Lines 106–120)

106. The COMENSA Board approves the RPL Policy.

107. The Board manages all RPL appeals.

108. The MCSC Committee keeps abreast of RPL statutory requirements.

109. The MCSC recommends policy changes.

110. The MCSC recruits, selects, appoints, and trains External Moderators.

111. The MCSC recruits, selects, appoints, and trains RPL Evaluators.

112. RPL Candidates supply a complete PoE.

113. Candidates respect institutional processes and procedures.

114. RPL Evaluators adhere to the policy requirements.

115. Evaluators meet CPD requirements.

116. Evaluators carry out the review process.

117. Evaluators recommend policy changes to the MCSC.

118. Evaluators upload results to the COMENSA website.

119. Evaluators keep records and documentation.

120. Evaluators liaise with and support candidates.

K. External Moderator Duties (Lines 121–127)

121. Ensure a fair and valid evaluation process was followed.

122. Upload moderation results to the COMENSA website.

123. Keep records of all moderation activities.

124. Ensure consistency across RPL evaluations.

125. Provide independent oversight of the RPL process.

126. Confirm that evidence meets the required standards.

127. Report any irregularities to the MCSC.

L. Implementation & Review (Lines 128–132)

128. The policy comes into effect on the date of signature by the Vice President.

129. The policy is reviewed procedurally every year.

130. Reviews ensure ongoing alignment with SAQA requirements.

131. Amendments are recommended by the MCSC and approved by the Board.

132. The policy supports continuous improvement of RPL practices.

M. Legislative Framework (Lines 133–140)

133. The Constitution of South Africa, Act 108 of 1996 applies.

134. The National Qualifications Framework Act, Act 67 of 2008 applies.

135. The Protection of Personal Information Act (POPIA), Act 4 of 2013 applies.

136. SAQA Policy and Criteria for Recognising a Professional Body applies.

137. Accreditation policies of South African Quality Councils apply.

138. All COMENSA MCSC Portfolio Committee policies apply.

139. The policy supports cross-referencing with other COMENSA policies.

140. It ensures full regulatory compliance in the RPL process.

N. Confidentiality & Ethics (Lines 141–145)

141. No candidate information is shared with unauthorised third parties.

142. Evaluators and moderators must maintain confidentiality.

143. Ethical standards are enforced throughout the RPL process.

144. Candidates’ privacy is protected under POPIA.

145. All RPL processes are conducted with integrity and fairness.

O. Miscellaneous Important Points (Lines 146–150)

146. RPL promotes lifelong learning and professional growth.

147. It supports the transformation agenda in South Africa.

148. It builds public trust in the coaching and mentoring professions.

149. It contributes to the sustainability of the professions.

150. It enables COMENSA to meet its SAQA obligations fully.

Let me know if you'd like this formatted as a checklist, a summary table, or integrated with the previous policy lists.

continue

Here are the next 50 important policies, criteria, and principles from the COMENSA RPL Policy (continuing from Line 151 to Line 200):

P. Evidence Requirements – Detailed (Lines 151–165)

151. Evidence must be valid – directly related to the competency claimed.

152. Evidence must be reliable – consistent and reproducible.

153. Evidence must be authentic – clearly generated by the candidate.

154. Evidence must be current – reflecting recent knowledge and practice.

155. Evidence must be sufficient – covering all elements of the framework.

156. The Portfolio of Evidence (PoE) is the primary assessment tool.

157. The PoE may include testimonials from clients or employers.

158. The PoE may include video or audio recordings of coaching/mentoring sessions.

159. The PoE may include reflective journals or learning logs.

160. The PoE may include certificates from prior training (formal or informal).

161. The PoE may include performance reviews or appraisals.

162. The PoE may include written case studies or reports.

163. The PoE must be organised and indexed for easy review.

164. The PoE must include a declaration of authenticity signed by the candidate.

165. Incomplete PoEs may be returned for resubmission.

Q. RPL Evaluation Process (Lines 166–180)

166. The RPL process begins with an online application for credentialing.

167. Candidates indicate on the form that they are applying via RPL.

168. An RPL Evaluator is assigned to guide the candidate.

169. The Evaluator explains the evidence requirements clearly.

170. The candidate submits the PoE by the agreed deadline.

171. The Evaluator reviews the PoE against the Behavioural Standards Framework.

172. The Evaluator may request additional evidence if needed.

173. The Evaluator documents findings in a formal review report.

174. The report recommends either recognition, partial recognition, or non-recognition.

175. Partial recognition may require the candidate to close specific gaps.

176. Gap closure may involve additional training or demonstration.

177. The review report is submitted to the External Moderator.

178. The External Moderator verifies the fairness and accuracy of the review.

179. The Moderator may approve or return the report for revision.

180. Final results are uploaded to the COMENSA website.

R. RPL and the Behavioural Standards Framework (Lines 181–195)

181. For coaching applicants, the Coaching Behavioural Standards Framework (Annexure A) applies.

182. This framework includes 9 competencies across 3 categories.

183. Coaching competencies: Contracting, Communicating, Building Trust, Creating Awareness, Designing Actions.

184. Self-management competencies: Building Self-Awareness, Personal Growth, Coaching Presence.

185. Context Management: Managing Diversity.

186. For mentoring applicants, the Mentoring Behavioural Standards Framework (Annexure B) applies.

187. This framework includes 6 competencies.

188. Mentoring competencies: Self-Understanding, Relationship Building, Professional Skills, Role Management, Personal/Professional Knowledge, Development Planning.

189. RPL evidence must address all competencies at the required designation level.

190. Each competency has specific behavioural indicators.

191. Candidates must demonstrate both knowledge and application of each competency.

192. Evidence must show how the candidate meets the level-specific requirements.

193. Level 1 (CCC/CCM) requires foundational knowledge and practice.

194. Level 2 (CSC/CSM) requires deeper integration and experience.

195. Level 3 (CMC/CMM) requires mastery, reflection, and advanced practice.

S. RPL for Candidates with Designations from Other Bodies (Lines 196–210)

196. Candidates must provide a mapping document showing alignment with COMENSA standards.

197. The mapping must cover all competencies in the relevant framework.

198. Gaps must be clearly identified and explained.

199. Evidence of gap closure must be provided (e.g., training, supervised practice).

200. The candidate must submit a valid certificate from the other professional body.

201. The certificate must be current and verifiable.

202. The candidate must prove that a practical demonstration was part of the original assessment.

203. This may include an observation report or evaluation record.

204. The candidate must complete a pre-evaluation form on self-awareness, growth, and diversity.

205. This form helps the Evaluator understand the candidate’s reflective capacity.

206. Candidates from other bodies are not exempt from the logbook requirement.

207. They must still provide evidence of the required coaching/mentoring hours.

208. Hours must be verifiable through a logbook or client records.

209. The logbook must show 90% paid work (including internal salaried roles).

210. All evidence is subject to moderation by the External Moderator.

T. Appeals Process (Lines 211–220)

211. Candidates have the right to appeal an RPL decision.

212. Appeals must be submitted in writing to the COMENSA Board.

213. Appeals must be lodged within 30 working days of notification.

214. The appeal must state the grounds for disagreement clearly.

215. Grounds may include procedural error or misinterpretation of evidence.

216. The Board reviews the appeal and may consult the MCSC.

217. The Board may uphold, overturn, or modify the original decision.

218. The candidate is notified of the outcome in writing.

219. The Board’s decision is final.

220. SAQA is notified if the appeal results in a designation award or revocation.

U. Confidentiality and POPIA Compliance (Lines 221–230)

221. All candidate information is treated as confidential.

222. Information is only shared with authorised personnel (Evaluators, Moderators, Board).

223. Written consent is required for any external verification.

224. PoEs are stored securely in line with POPIA requirements.

225. Electronic records are password-protected.

226. Physical records are kept in locked storage.

227. Access to records is logged and monitored.

228. Candidates may request access to their own records.

229. Records are retained for a minimum period as required by SAQA.

230. After the retention period, records are securely destroyed.

V. Training and Development of RPL Evaluators (Lines 231–240)

231. RPL Evaluators must be credentialed COMENSA members.

232. They must have a thorough understanding of the Behavioural Standards Frameworks.

233. They undergo formal training in RPL assessment principles.

234. Training covers evidence evaluation, feedback techniques, and ethical practice.

235. Evaluators must demonstrate competence in assessing PoEs.

236. They are required to participate in CPD activities specific to RPL.

237. Regular calibration sessions are held to ensure consistency.

238. New evaluators are mentored by experienced evaluators.

239. Evaluator performance is reviewed annually.

240. Underperforming evaluators may be removed from the role.

W. External Moderator Qualifications (Lines 241–250)

241. External Moderators must not be members of COMENSA.

242. They must have a deep understanding of the Behavioural Standards Frameworks.

243. They must have experience in quality assurance and moderation.

244. They may come from academic, regulatory, or professional backgrounds.

245. They are appointed by the MCSC and approved by the Board.

246. They serve a fixed term, renewable based on performance.

247. They must remain independent and impartial.

248. They must report any conflicts of interest immediately.

249. They are required to maintain confidentiality.

250. They submit annual moderation reports to the MCSC.

X. Integration with Other COMENSA Policies (Lines 251–260)

251. This RPL Policy aligns with the COMENSA Credentialing Policy.

252. It aligns with the COMENSA CPD Policy.

253. It aligns with the COMENSA Membership Policy.

254. It aligns with the COMENSA Code of Ethics.

255. It aligns with the COMENSA Training Provider Policy.

256. It supports the COMENSA Supervision Policy.

257. RPL is referenced in all relevant application forms.

258. RPL outcomes are recorded in the member’s permanent record.

259. RPL data is included in annual reports to SAQA.

260. The policy supports a holistic approach to professional recognition.

Y. Promotion and Communication (Lines 261–270)

261. COMENSA promotes RPL as a valuable pathway to designation.

262. Information about RPL is published on the COMENSA website.

263. RPL guides and templates are available for download.

264. Webinars and info sessions are held regularly.

265. Members are encouraged to share their RPL success stories.

266. RPL is featured in COMENSA newsletters and communications.

267. Employers and organisations are educated about the value of RPL.

268. RPL supports the transformation and diversity agenda.

269. It encourages a culture of lifelong learning.

270. It enhances the public profile of COMENSA designations.

Z. Final Provisions (Lines 271–280)

271. This policy supersedes any previous RPL guidelines.

272. Any exceptions to the policy must be approved by the Board.

273. The policy is binding on all applicants and assessors.

274. Non-compliance may result in disqualification of the application.

275. Fraudulent evidence will lead to immediate rejection and possible disciplinary action.

276. Candidates who provide false information may be barred from future applications.

277. The policy is interpreted in line with South African law.

278. Any legal disputes will be handled in accordance with South African jurisdiction.

279. The policy is available to all members on the COMENSA website.

280. Feedback on the policy is welcomed and considered during annual reviews

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