Cimap talk issue 8 - December 2012


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Cimap talk issue 8 - December 2012

  1. 1. 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  -­‐       Ethics   H.  D.  Edwards M  -­‐ 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 ⇢
  2. 2. 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: 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 ⇢
  3. 3. 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 ⇢
  4. 4. 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 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 ⇢
  5. 5. 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 ⇢
  6. 6. 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  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:  012  431  5000 Enquiries  QCTO:  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 ⇢
  7. 7. 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 Ethics  Officer  Certification  Programme Directors  Fiduciary  Duties 18  -­‐  22  February  2013 29  January  2013 Leriba  Lodge  -­‐  Centurion Institute  of  Directors 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  / 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-­‐ 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 7