Postgraduate Diploma in Coaching

Purpose

The Institution locates both its mission and vision in the context of South African society. The institution's vision is of an empowered society knitted by integrated, self-aware individuals in healthy relationships with one another, their families, communities and society. The Institution therefore defines its mission as the training of knowledgeable and skilled practitioners for the purpose of redressing trauma and dislocation in society on the one hand and unlocking the enormous untapped potential that is latent in our society on the other hand. Together with the other qualifications offered by the institution this qualification is viewed as the right next step in the fulfilment of the Strategic Business Plan in the context of its vision and mission and training expertise in the broad discipline of Applied Psychology.

The one-year Postgraduate Diploma is aligned with the characteristics of learning outcomes at NQF Level 8 as specified in the Level Descriptors. The qualification has been designed to be intensive, in-depth and highly experiential, providing learners with a solid theoretical and ethical base specialisations coaching. The qualification retains a strong psychological framework as part of a critical pedagogy of understanding self and others better.

The qualification will provide learners with knowledge in, but not limited to, the following set of attributes

• The acquisition of a systematic and coherent body of knowledge rooted in underlying principles and concepts of Coaching that incorporates communication and problem solving skills as part of the pedagogic process.
• The development of the academic skills and attributes necessary to comprehend and evaluate new information, concepts and evidence from a range of sources.
• The ability to review, consolidate, extend and apply the knowledge and techniques learnt in a professional context.
• A foundation for self-directed and lifelong learning.
• Interpersonal and teamwork skills appropriate to employment and/or further study.

These attributes form the basis of a robust curriculum design in that they address

• Core knowledge and understanding within the field of study.
• Critical thinking skills.
• Ethics that govern coaching practice in a professional context.
• Communication Skills.
• Application of methodologies and practices as they pertain to the Coaching professions.

Rationale

In order to achieve full potential in both individual and corporate clients coaching and mentoring processes are vital. The qualification is aimed at developing learners or practitioners who will have the ability to encourage commitment to action and the development of lasting personal growth and change. It is meant to assist professionals within the field of Counselling or Psychology with the skill to further facilitate the exploration of needs, motivations, desires and thought processes to make it possible for individuals in making real lasting change.

The qualification is developed such that the graduate will advance their skill to explore personal issues and problems through discussion in order to increase understanding or develop greater self-awareness. As a Coach the graduate will be better equipped to provide support needed for change and enhance their role as catalysts to inspire and motivate.

The Postgraduate Diploma in Coaching is intended to attract suitably qualified and/or experienced candidates with an undergraduate qualification who wish to develop knowledge and skills at a post-graduate level in order to pursue professional careers as coaches, or alternatively, those who wish to embark on a new career path in Coaching, and who seek applied training in the psychological disciplines at a postgraduate level of studies.

Recognition of Prior Learning (RPL)

A candidate without a requisite Bachelor's Degree can gain admission to the Postgraduate Diploma on the basis of institution's Recognition of Prior Learning (RPL) policy. RPL is applied where an applicant provides certified evidence that previous learning is equivalent to the learning outcomes of a module of study.

The institution's RPL process involves a fair and equitable assessment of the applicant's prior knowledge and skill in the field for which RPL is being sought. The applicant needs to provide evidence of, or demonstrate his or her level of current competency in, the particular specialty for which RPL is being sought. Evidence usually takes the form of a portfolio of documents which detail the equivalent study, work or life experience for which recognition is being sought.

Entry Requirements

Learners are required to have

• A Bachelor's Degree at NQF Level 7 qualification in the same focus.

The qualification consists of compulsory modules.

Compulsory Modules

• Applied Psychology in Coaching, 14 Credits.
• Applying Principles of Adult Learning and Change in Coaching, 14 Credits.
• Coaching Foundation, Relationship and Communication Skills, 12 Credits.
• Facilitating Learning and Result in Coaching, 12 Credits.
• Couching Models, Methods and Tools, 14 Credits.
• Building your Coaching Practice, 14 Credits.
• Ethics, Values and Diversity in Coaching, 14 Credits.
• Practitioner Research Methods in Coaching, 10 Credits.
• Client Coaching Internship, 15 Credits.
• Coaching Practitioner Research Paper, 10 Credits.

Total Credits: 129.

1. Develop academic skills and attributes necessary to undertake research, comprehend and evaluate new information, concepts and evidence from a range of sources particular to the disciplines of Positive Psychology, and applied to the field of specialisation in coaching.
2. Develop systematic and coherent body of knowledge in the field of specialisation in coaching, including the underlying principles and concepts and the associated communication and problem solving skills.
3. Review, consolidate, extend and apply the knowledge and techniques learnt within the field of specialisation in coaching and directed towards practice within a professional context.
4. Develop a high view of ethical standards and treatments in the pursuit of dignity and respect within a professional context.
5. Gain understanding of the importance of good communication in terms of verbal and non-verbal skills.
6. Create a good foundation for self-directed and lifelong learning, Interpersonal and teamwork skills appropriate to employment and/or further study.

The following general criteria are applied in an integrated fashion across the spectrum of Exit Level Outcomes. Specific areas of focus are also detailed:

• Appropriate research methods and techniques, relevant to a specific research field are creatively selected, designed and applied.
• Current research and literature within the psychology discipline are critically evaluated.
• Creativity and originality in the interpretation, application and development of knowledge and practice are used.
• A wide range of positive interventions across personal and professional domains are applied.
• An awareness of and understanding of ethical constraints associated with application of psychology interventions is demonstrated.
• Principles of Coaching Psychology related to individual, organisational behaviour and mental processes are applied.
• Effective oral communication skills in various formats (e.g., debate, group discussion, presentation) and for various other purposes are demonstrated.
• Knowledge of legislative frameworks in individual and corporate settings is applied (including privacy and confidentiality issues).
• Capacity for independent learning to sustain personal and professional development is demonstrated.
• The use of appropriate interpersonal skills with regard to working effectively with others is demonstrated.

Ethics

• An understanding of professional ethics is described.
• The various ethical decision making models are realised.

Coaching

• Unique practitioner coaching model is further developed in terms of systemic coaching approaches and skills.
• Advanced ability to understand and work with process of complex systems is demonstrated.
• The ability to effectively work with groups and teams as a coach is demonstrated.
• Key ways to access potential through a coaching relationship recognised.
• A systemic awareness in interpreting and working with a client system is developed.
• An ability to deal with complex coaching scenarios within organisations including the proposal and negotiation phase is developed.
• An ethical understanding of the practice of coaching is demonstrated.

Research

• The primary approaches to social science research: positivism, interpretivism, and critical social science and their respective positions in relation to the scientific status of research are described.
• Various steps involved in designing and implementing a social science research or evaluation study are described.
• A range of qualitative and quantitative social research methods are identified and explained when each should be used in social research.
• Research skills and appropriate research questions, critically evaluate other research, conduct relevant literature reviews, and how to develop a research proposal are developed.
• A specific research methodology towards the development of a major project paper is applied incorporating a research proposal, literature review, and one or more of the following research methods - observation, questionnaire development, in-depth interview, focus groups, and content/textual analysis based on interviews, report.

Integrated Assessment

All assessment processes for all modules are continuous in nature. Assessment is regular, recurring and formative, and in line with an Outcomes-based Educational Approach and Training (OBET). In general, learners are assessed on an on-going basis and in a variety of methods. An integrated assessment process is utilised in certain modules of the Postgraduate Diploma, in which a number of outcomes are assessed together, e.g., Fieldwork module. In the case of an integrated assessment, the learner must demonstrate an achievement of multiple outcomes within the assessment task.