Transcript of "Cimap talk issue 8 - December 2012"
ASSESSMENT TALK December 2012 The Chartered Institute for the Management of Assessment Practice (CIMAP) Board Members: Chairperson: D.E. Damons MSc; (FCIEA U.K) Vice-‐Chairperson: Prof. M. Mehl, Prof. D. S. Matjila; Dr. W. Guest-‐Mouton; Dr. K. Deller; Mr. P. Mathebula (BEd Hons) Mr. T. Tshabalala; Dr. W. Goosen, (FCIEA U.K); Mrs. R. Pillay (M.Ed.); Dr. M. Serfontein, (FCIEA U.K); Dr. L. Meyer, (FCIEA U.K); HEADOFFICE 13 Magnolia Street Newsle^er Editor: Regional Conveners: Sharonlea -‐ 2194 H. D. Edwards EC L. Findlay Limpopo T. Tshabalala T -‐ 011 704 7956 GA H. Van Twisk KZN J. Topping F -‐ 086 687 0417 CPT S. Louw FreeState S. Lala W -‐ www.cimap.co.za Ethics H. D. Edwards M -‐ email@example.com REGION KZN 1st Floor Cowey House Morningside Durban -‐ 4001 REGION WC CIMAP Suite West Block Tannery Park 23 Belmont Road Rondebosch -‐ 7700 Message from the CIMAP Board Dear CIMAP Members, s t a n d a r d s a n d c o n t i n u o u s from which to run operations and As we enter the festive season, it is professional development. It the Board extends its gratitude to all hard to imagine that 2012 is drawing advocates an industry Code of Ethics members for their hard work and to a close. The Chartered Institute and accountability. dedication in supporting CIMAP. for the Management of Assessment As an organisation we have come a We wish all members and their Practice has worked hard to long way in this endeavour, and are families a safe and prosperous establish market credibility and determined to grow from strength festive season as we look forward to professional recognition for our to strength. an exciting 2013. m e m b e r s . W e h a v e m a d e Our Corporate Members, our Yours in assessment excellence! remarkable inroads with SAQA, the Regional Conveners and individual ETDP SETA and the QCTO. members have worked tirelessly to It is never easy to start something establish a sound operational base new yet CIMAP opened its doors with a sound vision, a determined mission and a group of eager and INSIDE THIS ISSUE NOTICE: -‐ accomplished volunteer members. Spotlight on Board Members -‐ 1 The CIMAP oﬃce ends its year at CIMAP has done remarkably well The ethics of late payments -‐ 4 12noon on Friday 21 December. and has exceeded all expectations in our second year of operation. New Feature -‐ A day in the life -‐ 5 We reopen to welcome you to a C I M A P i s i n t e n t o n d r i v i n g productive 2013 on Monday 7 professionalism, recognition, quality January.1 www.cimap.co.za ⇢
BOARD MEMBERS UNDER THE SPOTLIGHT CIMAP ASSESSMENT TALK DECEMBER 2012 Dr Wilma Guest-‐Mouton has a notable track record in Petrus Sozabile Mathebula has an accomplished career adult education, most speciﬁcally in curriculum design (DEd). in both Cosmetology (Amka, Revlon, L’Oreal) and Education, She is the founder of Guest Resource Services (1996) which has Training and Development (Pretoria College). His experience grown to a fully accredited organisation, registered with the includes 20 years of assessment and moderation for the Department of Education, and oﬀering six full qualiﬁcations Cosmetology Industry Training Board and 3 years external country-‐wide. With her success rate of 84% of learners accreditation for the Services Education and Training Quality completing qualiﬁcations fully whilst working, and her 25 years Assurance Authority. He is also an internationally registered of experience (from bridging, literacy and numeracy assessor and moderator (European Union and Global Assessor programmes to top management education), she brings Qualiﬁcation). Currently, he is a senior lecturer at Hydro enormous value to the Private FET sector. International College. APPEAL TO KZN ASSESSORS, MODERATORS AND TRAINING PROVIDERS Various appeals have been sent out (via my website and through a few years ago and who are presenting me with POEs that are my various associates) for interested KZN assessors, moderators literally ten-‐question knowledge instruments. As assessors, and training providers to meet and discuss who CIMAP is and the regardless of provider accreditation status, it is our duty to beneﬁts of joining – the response has been surprisingly quiet and conduct comprehensive analyses and advise the oﬀending this makes me wonder why? Personally, I ﬁnd CIMAP a HUGE providers that comprehensive summative assessments are source of information and in our ever-‐changing environment required in order to deem learners competent and thereby worthy realise the importance and value in being kept up to date through of credits. CIMAP Newsletters. A fellow CIMAP member recently asked, “What are SAQA’s Daily, I am faced with emails, telephone calls and Facebook requirements for the number of times a learner can be re-‐ messages about the negative experiences of assessors and assessed?” There is no SAQA ruling – this depends on the moderators. My own experience in conducting moderation for provider’s quality management system (QMS). The onus is on the training providers has been very negative which brings me to the provider to ensure the learners (during the preparatory stage) are pertinent question, “What are assessors being taught in their fully aware of how many times they may be assessed and what Assessor Training?” I am a ﬁrm believer that newly-‐registered the procedures will be if they are still “Not Yet Competent”. constituent assessors should use the “buddy” system, or better Please, I would like to appeal to KZN assessors, moderators and still, work with experienced moderators for their ﬁrst rounds of INTEGRITY ;; DISCIPLINE ;; CREDIBILITY training providers to contact me in order for us to establish a assessment. I have been exposed to training providers up skilling monthly get together to discuss: questions, possible solutions, their facilitators to perform the roles of assessors and and brainstorm queries and suggestions for improvements and moderators. Whilst they may be accredited, their inexperience is future developments that can be fed back to the CIMAP board. a r e c i p e f o r disaster – when the time comes Newly Jeanine Topping – CIMAP KZN coordinator f o r e x t e r n a l registered assessors to work with Email: firstname.lastname@example.org S E T A experienced moderators to avoid moderation all problems with external h e l l b r e a k s moderation loose. I h a v e a l s o noticed a key area for concern is assessors not checking alignment strategies and just “ticking”. Assessors need to ensure that each Assessment Criterion is catered for and that there is clear evidence of formative (practical workplace evidence) and summative assessment in the learners’ POEs. Currently, I am working with several providers who obtained their accreditations 2 www.cimap.co.za ⇢
CIMAP ASSESSMENT TALK DECEMBER 2012 FACTORS TO CONSIDER WHEN DESIGNING AN ‘RPL-FOR-CREDIT’ IMPLEMENTATION MPDEL Background and introduction to RPL The paradigm of the provider (their beliefs about RPL Broadly stated, recognition of prior learning (RPL) is a practice will aﬀect the way they design assessment tools, implement that gives currency and recognition to a person’s previous learning the RPL project, etc.); regardless of how and where that learning was acquired. The The role of the SETA (their understanding of RPL and the underlying principle of RPL is simply that it challenges the role they see themselves playing will impact the model); classroom as the sole site of learning where the examination is the only way of recognising learning. With RPL adults can earn a full, The agency of the RPL candidate (their age, or partial, qualiﬁcation without setting foot in a classroom as long personality, socio-‐economic status, ethnicity, level of formal as they are able to prove, to an assessor, they have achieved the education, position in the organisational hierarchy, access to learning outcomes required by a qualiﬁcation. artefacts and information, self-‐esteem, status, access to support, etc. all impact their ‘RPL-‐ability’); Simply put, RPL is about The ‘RPL readiness’ of the employer; and • Identifying what a person knows and can do; The nature of the qualiﬁcation (its level, rules, whether • Matching these skills and knowledge to speciﬁc it is speciﬁc or generic, technical or ‘soft skills’ all impact on qualiﬁcation requirements; the ease with which a qualiﬁcation can be ‘RPL-‐ed’). • Assessing the person against those qualiﬁcation So, you need to implement RPL – where do you start? requirements; • Awarding credits where the person’s skills and The design of the assessment tools is probably the most knowledge match the qualiﬁcation requirements; and important factor in the success of the entire RPL process. A • Recording the credits awarded. provider who ‘borrows’ assessment tools from another provider (Source: SAQA, 2002) (or uses generic SETA tools) without understanding their own pedagogical understanding of RPL, and the variables listed above, will not easily run a successful RPL project. There are diﬀerent reasons why a person may seek RPL. These include: To clarify, the assessment tool is the instrument used by the provider to assist the RPL candidate to 1. RPL for access into a qualiﬁcation that would not otherwise showcase their prior learning and be possible because the candidate does not have the present it for assessment. The SETAs Assessment minimum acadmic requirements (e.g. the need to have matric tend to favour the portfolio of tool design – the to gain access into a degree or the need to have a degree to evidence structure, but this in itself is key to the success gain access into post-‐graduate studies). This RPL does not just a framework and many of them of the entire RPL result in the award of the qualiﬁcation – it simply allows the do not give much guidance on what successful candidate access; process the portfolio should look like. 2. RPL for advanced standing which occurs where candidates The design of the assessment tools should are credited for part of a qualiﬁcation and allowed to complete not be a random act. It needs to be rooted in the overall the balance without needing to study that which they can pedagogical approach of the provider who designed and uses the prove they know (e.g. a university may allow a candidate into tools. The design of the tools reﬂects many aspects of the the ﬁnal year of a degree, after RPL for advanced standing, provider’s approach to RPL, for example2: even though they did not formally complete years 1 and 2 at Who are the planned recipients of the RPL? If the that institution); planned recipients are mainly employed, then the 3. RPL for credit resulting in the formal award of a full, or assessment tools can be more contextual and artefact partial, qualiﬁcation. This rarely occurs in the UMALUSI-‐ and based, whereas if the planned recipients are going to be CHE-‐quality assured qualiﬁcations sectors – it is primarily the unemployed (or employed but with no access to systems and documents) then the tools need to be more project and INTEGRITY ;; DISCIPLINE ;; CREDIBILITY domain of the SETA-‐quality assured qualiﬁcations (even in the SETA sector though, most RPL appears to be for partial simulation based. qualiﬁcations rather than for full qualiﬁcations); Who is ‘in charge’ of the RPL process? If the provider 4. RPL for employment or development purposes which believes that the candidate is ‘in charge’ and responsible for occurs in the workplace and for workplace not qualiﬁcation what happens to them, then the tools will be presented in purposes (e.g. RPL for recruitment and selection); and laymen’s language; whereas if the provider believes that the assessor is ‘in charge’ then the tools can be presented using 5. RPL for professional standing which does not result in a training and development jargon (new assessment tool qualiﬁcation but it allows the candidate to enter a profession, designers tend to default to the latter scenario, whereas at a particular level, with a particular designation (e.g. the more experienced designers move towards the former as SABPP had a process that allowed candidates to RPL for they understand the importance of tool design). professional level of Board membership beyond that which their on-‐paper academic qualiﬁcations would allow). Cont. Given the number of reasons for doing RPL, it is reasonable to deduce that a single model to guide the universal implementation of RPL is not viable. In fact, even in the ‘RPL-‐for-‐credit’ domain a single implementation model is not possible because of the following variables and their interplay: 3 www.cimap.co.za ⇢
CIMAP ASSESSMENT TALK DECEMBER 2012 RPL Cont. What is the desired outcome of the RPL process? If Do providers want to assess each unit standard as a the desired outcome is to ﬁnd the candidate competent then discrete unit or do they allow for integration? Many the tools will be simple, easy to use and understand, non-‐ SETA designed tools are not integrated and this allows repetitive, and focused with a ﬂexible marking rubric; providers to assess individual unit standards but it makes the whereas if the provider is ‘afraid’ or unable to award a full process longer and more repetitive. qualiﬁcation using RPL alone then the tools are more likely Providers should consider their views on these (and other) factors to be repetitive, diﬃcult to understand and the marking grid before designing their RPL implementation models, assessment will be rigid. Marking rubrics will lead to not-‐yet-‐competent tools and processes. Providers who simply buy assessment tools decisions if they are too focused and speciﬁc (it is not easy to oﬀ-‐the-‐shelf or use those provided by a SETA do not have create a rubric in an RPL environment because it is coherent models of implementation (I believe) and this can lead to impossible to cover every possible life experience of every unsatisfactory RPL projects. Each one of the factors listed above possible RPL candidate). (and there are many more) impacts the design of the tools and the What kind of support is to be oﬀered to RPL implementation model, and each decision needs to be carefully candidates? Some providers believe that no support is considered in light of the overall pedagogy of the provider. necessary and that if the RPL candidate has the required Nothing should happen in isolation. learning they will be able to demonstrate it without support Dr Karen Deller (D.Litt; MCIMAP) – and their RPL process reﬂects this. Other providers believe Karen is an independent consultant on matters of RPL, assessment that because the learning possessed by an RPL candidate and learning delivery was gained in a diﬀerent context and format to how it is being assessed (i.e. it was gained in the unstructured workplace but is assessed in a structured and academic way) TO PAY OR NOT TO PAY that the candidates will need a lot of support and their implementation model and tools reﬂect this. What are the providers’ views on assessment? Is it an incremental process which allows candidates to submit FUTURE “I’ll pay you remedial evidence if found not-‐yet-‐competent or is their view that with RPL you either ‘know it or you don’t’ and if next year if DISCUSSION you are unable to present complete evidence of competence ﬁrst time around then you are a training candidate not an you train for POINT RPL candidate? Both these views have a huge impact on the me today....” way the tools are structured and the way that the process is implemented. What are the providers’ views on the role of the RPL adviser? Is the RPL adviser a coach and guide who can unlock company access, help the candidate get documents This topic will be discussed in the next issue of ‘Assessment Talk’ -‐ and information, and assist with understanding of the unit Please send your contributions to email@example.com standards? This view shows the RPL adviser as a ‘boundary Points to Ponder. worker’ – acting on the boundary between the workplace (where learning happened), the unit standards, and Does it matter whether there is a paper trail in place -‐ or not? academic conventions and rules (the world of academia – Should you ask for a deposit up front? where the assessment must take place). This RPL adviser is a senior person with a great deal of experience in both the Should you hold on to the deliverable until you get paid in full? workplace and the academic world of the NQF and unit Should CIMAP serve as a referral base for both Practitioners standards. Whereas, some providers see the role of the RPL and Training Providers? adviser as low level – a person who simply makes sure the INTEGRITY ;; DISCIPLINE ;; CREDIBILITY Is it fair, right or relevant to ask for proof of accreditation/ RPL process happens according to the rule book, with little registration before undertaking a commission? or no candidate interaction. This view of the RPL adviser impacts the design of both the assessment tools and the implementation process. What do the providers think about diﬀerent learning styles and are these accommodated in the design of the assessment tools? Some providers ignore learning styles altogether whereas others aim to make their tools as ﬂexible and as accommodating as possible. What do the providers consider to be suﬃcient evidence? Nowhere in the SETA or SAQA documentation does it prescribe what we used to call a ‘pass mark’. Some providers insist on 100% competency (100% of the assessment criteria must be achieved by the RPL candidate to be found competent for a unit standard or qualiﬁcation), whereas other providers are more lenient. This also has an impact on assessment tool design and the process of implementation. 4 www.cimap.co.za ⇢
CIMAP ASSESSMENT TALK DECEMBER 2012 A DAY IN THE LIFE OF ............. Val Forrest - Executive Director, South African Payroll Association Interview held at the SAPA oﬃce on Thursday 15 November 2012 professional. I believe that education is the answer to all the with Valerie who reckons I am just a regular guy whilst she worlds problems -‐ thats why I feel so strongly about people being manages the professional status of a thousand members. Valerie recognised for what they do and why I feel so strongly about skills is supported in her endeavours by a Board and Secretariat. She development. has been in Payroll for more than 32 years and with the payroll Q -‐ Tell me more about your interest in skills development. Association for almost 10 years. A -‐ I would love to see “Universities of Work” where people can be Val was interviewed by Heidi D Edwards CIMAP Convener: Ethics RPL’d into work because they have all the experience and can do and Accountability. the job. Take someone in Payroll with several years experience in I started by asking Valerie what is the the ﬁeld -‐ they have seen it all and done it all but they havent got CIMAP best way to run a professional body. a qualiﬁcation -‐ we should be giving them that qualiﬁcation from a IS PROUDLY “University of Work”. A -‐ Take ownership of the body. If you ASSOCIATED WITH dont take ownership, youll never do Q -‐ What distinguishes the noble art of Payroll Administration SABPP; PRISA & SA PAYROLL the best for the members. My from other professions? ASSOCIATION philosophy is they are my members. A -‐ People of my age didn’t choose payroll but sort of fell into My oﬃce line is open to all the Payroll. They were accounts people -‐ thats where they mainly members. I deal with every question came from. They learned from other people working in payroll. In personally. payroll we have numerous legislative acts to take into Q -‐ Why do you do it? consideration to run a compliant payroll successfully. You have to be 100% accurate 100% of the time and compliant with the law A -‐ It is too late for me in our profession as a Payroll Manager, but 100% of the time. Thats why I feel strongly that Payroll people not too late for my members to get the recognition and the status need to be treated as the professionals they are. they need as professionals. Payroll people were always the Cinderellas of the business. Our wicked stepsisters, Finance and In a manner of speaking, payroll people are at fault that they are HR always got the perks and the status. It is high time Payroll not recognised. They are so busy paying other people correctly people came out of the closet and insisted on their rightful status and complying with all the legislative requirements and meeting in business. deadlines that they dont have time to shout the odds. Q -‐ What was your motivation to start the Body? A -‐ If I had to form a Union I would love to do it with Payroll people. An international Union. If we had a Union and we went on strike commerce and industry would soon realise the enormous contribution to their bottom line. Thats always the excuse from business -‐ that we dont make a contribution to the bottom line. With a Union the credit crunch would be nothing on the damage we would cause. That was the motivation for me to take the association forward to being a professional body. Q -‐ When did the Association come to life? A -‐ In 1998 with a few people. It was the brainchild of Dave Teron. Valerie Forrest -‐ The Executive who knows how to bring the His vision inspired me and the Association owes him a debt of pizzaz into payroll. gratitude for his foresight and his eﬀort in garnering support for Q -‐ What does a Payroll Administrator do? an Association. A -‐ Its a special person that works in Payroll. One must be Q -‐ What is a typical day? accurate with ﬁgures, you have to be deaf to complaints about A -‐ My day is actually very mundane. I start by answering all the legislation complaints such as increases in tax etc, 100% correct all INTEGRITY ;; DISCIPLINE ;; CREDIBILITY emails that come my way, picking up telephone messages. A lot the time, and especially have to learn a very special language. In of my work is PR (public relations). Shouting my mouth oﬀ about South Africa we have English, Afrikaans and all the rest -‐ and then how wonderful the Association is. This is the only way forward. I you have SARS -‐ a language totally on its own. All the see our Association as the quality control council of standards government acts you have to interpret as if you were a lawyer. It in the Payroll industry. is quite diﬃcult to explain the extent of a Payroll Managers Q -‐ Does SAPA conduct training? activities. A Payroll Administrator is a Diplomat, Counsellor, Banker, Accountant, Medical Aid Advisor, Pension Fund Trustee, A -‐ We have wonderful alliances with overseas Associations but Insurance Collector and is also the Department of Inland unlike them, we do not conduct training ourselves. There are Revenues biggest collector of funds. Cont. excellent accredited Service Providers who conduct the training for the payroll qualiﬁcations. The Association cannot be the training partner for the simple reason that this could lead to gatekeeping and exclusivity. This ensures our procedures and policies are transparent and open and there is no exclusivity which can lead to all sorts of nasties. Q -‐ Who can join SAPA? A -‐ Anyone working in Payroll can belong to our Association. I want everybody in our profession to have their rightful status as a 5 www.cimap.co.za ⇢
CIMAP ASSESSMENT TALK DECEMBER 2012 Cont. from previous page ADVERTISING IN THE CIMAP Q -‐ Did a Payroll Administrator wear all these hats when you started in the profession? NEWSLETTER A -‐ Yes -‐ but we did not have the various departments then that Contact firstname.lastname@example.org to showcase your exist today such as HR, ﬁnance etc. Everything happened in the ETD services in our newsletter OR to become a Payroll oﬃce. HR was normally the function of the paymaster, member they ensured all the relevant information was obtained from the employee and only then could put them on the payroll. At the risk of revealing my age, I have to admit I did my ﬁrst payroll in a huge ledger, then copied it out (once it balanced) onto a pay envelope. QCTO COMMUNIQUÉ Then I calculated the coinage, packed all the coinage into the 28 September 2012 envelopes. What a relief when the Kalamazoo system came into play. I only had to write everything out once but still had to pack Under the auspices of South African Qualiﬁcations Authority the coinage. Later on we got company chequebooks and I could (SAQA) Act, Act 58 of 1995, SAQA had the responsibility for to write cheques instead of spending hours putting money into quality assurance all formal National Qualiﬁcations Framework envelopes. Wonder of wonders computers arrived and we could (NQF) registered and accredited learning. To fulﬁl this mandate, input salaries on main frames storing data on tapes on wheels the SAQA appointed a number of Sector Education and Training size of wagon wheels or so it seemed. Then we got PCs -‐ I love Authorities (SETAs) to undertake the quality assurance role on its Bill Gates and Windows, such a relief from using DOS! This is the behalf. background from which most Payroll people come. When I ﬁrst The National Qualiﬁcations Framework (NQF) Act, Act 67 of 2008, processed a Payroll on the computer terminal I added everything replaced the SAQA Act. This changed SAQAs role fundamentally up twice over because I didnt trust the computer! with the quality assurance transferred to the three Quality Q -‐ What is your message to school leavers about a career in Councils (QCs) who are now mandated to undertake quality Payroll? assurance in their respective sectors. The established QCs -‐ the Council on Higher Education (CHE) and Umalusi -‐ were able to A -‐ I would like to see Payroll Managers and Administrators go assume their quality assurance responsibilities with relative ease. into school in the ﬁnal two years and introduce Payroll to all the students. Most students when they leave school dont know why The Quality Council for Trades and Occupations (QCTO) was they dont get paid the amounts as stated on their contracts and enacted through the Skills Development Act, Act 97 of 1998 (as they dont know about all the deductions. I believe an NQF4 amended) and the National Qualiﬁcations Framework Act. The certiﬁcate in Payroll Administration Services should be brought in QCTO was established in 2010. The NQF Act allowed for a for Grade 12 Learners as an extra subject. Then the new transition phase from the SAQA Act to the NQF Act. During this generation will know they have not been cheated when they get phase SAQA, with the help of the SETAs, continued The QCTO in their ﬁrst pay packet. Payroll should be explained during terms of its legal responsibility for quality assurance delegated induction programmes in the ﬁrst interview. People must be this function to SAQA until 30 September 2012. SAQA in turn educated beforehand so that they know what happens to their continued to work with the SETA Education and Training Quality money. Assurance Bodies (ETQAs) to provide a quality assurance function on behalf of the QCTO. Q -‐ What is your ambition for the industry? On 1 October 2012, the QCTO will resume the quality assurance A -‐ To make sure that our lower level qualiﬁcations get into all the function from SAQA and take full responsibility for quality schools. assurance in the trades and occupations sector. This is a Q -‐ Tell us about your members. signiﬁcant step in the ongoing development and implementation of the NQF. The QCTO will appoint Quality Assurance partners to A -‐ I service approximately 1000 members. We get applications assist the QC in the quality assurance of all formal NQF registered every month from local Payroll Administrators and from overseas and accredited learning within its mandated sector. people in the profession since we started our certiﬁcation process. This process consists of a relevant South African SAQA has undertaken to formally advise the SETAs that their qualiﬁcation plus a few years of experience Payroll. Prospective SAQA delegated quality assurance responsibilities will come to INTEGRITY ;; DISCIPLINE ;; CREDIBILITY members must be active in the profession, prepared to sign a an end on 30 September 2012. It is pleasing to note that in most Code of Conduct, participate in CPD and be in good standing with cases the QCTO will be appointing the organisations that assisted the Association. SAQA during the transition period as QCTO Quality Assurance partners. SAPAs CEO describes herself as passionate, pedantic, fussy about things being done the right way and approachable. Issued by: Joe Samuels CEO-‐SAQA and The interview ended with these words: -‐ Joyce Mashabela QCTO-‐CEO Enquiries SAQA: email@example.com 012 431 5000 Enquiries QCTO: Mashabela.firstname.lastname@example.org 012 312 5369 I have a right ....... to demand the best Q al "If I can change just one Payroll persons life and give them the recognition u ity in learning & they need, the ﬁghts been worthwhile." development. 6 www.cimap.co.za ⇢
SMME NOTICEBOARD CIMAP ASSESSMENT TALK DECEMBER 2012 News and events of interest to Praceeoners and CIMAP Members Social Media in the Classroom Educators as Leaders -‐ A Coaching Approach 19 January 2013 -‐ Central Cape Town 26 January 2013 -‐ Stellenbosch www.educationweek.co.za/workshop/ www.educationweek.co.za/workshop/ Ethics Oﬃcer Certiﬁcation Programme Directors Fiduciary Duties 18 -‐ 22 February 2013 29 January 2013 Leriba Lodge -‐ Centurion Institute of Directors www.ethicsa.org www.iodsa.co.za A W O D FROM OUR SPONSORS R NEGOTIATED MEMBER BENEFITS CHILD’S PLAY - PARENT INVOLVEMENT BEE Exempeon Le^ers – R 860.00 (Ex Vat). PROGRAM Full BEE compliance audits (dependent on size of organisaeon). Your child’s mind-‐set stems from her beliefs and this inﬂuence her Full accouneng services (including invoice preparaeons, SARS compliance etc. requirements from R 1800.00 per month. thoughts. Her thoughts determine her aceons. Her aceons have a posieve or negaeve result. 012 546 8622 email@example.com / Beliefs are the assumpeons that we make about ourselves, about PREDEX LMS others in the world and about how we expect things to be. Beliefs DEAR TRAINING PROVIDERS are about how we perceive things. Our values stem from our beliefs. Do you require a seamless process to upload to SETAs, with no delays due to failure to adhere to SETA speciﬁcaeons? Their vision and mission also determine a person’s self-‐esteem and conﬁdence. A vision is a statement of who you are and who you can Do you require a simple, eﬀeceve alternaeve to tracking become. It is the framework for the process of creaeng your life, learner programme informaeon? based on your beliefs and values. Are you waseng your valuable eme on calculaeng learner achievement credit values? Visit our web site to ﬁnd out more: Do you require a streamlined searching, assimilaeng, and www.pip-‐obe.com administraeng accreditaeons? Amanda 082 551 0497 Design, print, and administrate your own cereﬁcates. Print professional learner achievement reports with the click of INTEGRITY ;; DISCIPLINE ;; CREDIBILITY a bu^on. Do you want to control who has access to your data with an eﬀeceve security system? SMS your students noefying them of their latest assessment results. Predex LMS oﬀers all of the above-‐meneoned funceonaliees and many further advantages in a cost eﬀeceve manner. Andrew – 082 385 9047 BUSINESS RISK SOLUTIONS An accredited Supplier for OHSA Training and Compliance Assessments. Harry Harris 011 867 5171 harrbrsrisksolueons.co.za 7 www.cimap.co.za