CPD FRAMEWORK EVALUATION DOCUMENT
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1 CPD FRAMEWORK EVALUATION DOCUMENT 1.0: INTRODUCTION The ASAQS Board appointed a committee to develop a Continuing Professional Development (CPD) Evaluation Framework that is in line with the CPD Policy requirements as mandated by the SACQSP. SACQSP as a statutory body has a responsibility of protecting public interest and advancement of the Quantity Surveying education and the profession. In doing so the SACQSP is to ensure that, through the management of Continuing Professional Development policy, the Quantity Surveying profession remains current by broadening of knowledge, skills and competencies and apply innovative tools to better serve the construction industry. The committee sought to develop an overarching CPD evaluation framework that is specific to the Quantity Surveying Profession. The developed evaluation framework has been simplified and is easy to use and supports the spirit and aspirations stipulated in the SACQSP policy. Therefore, there was broad consultation with ASAQS and the Council of the Built Environment (CBE). The emphasis is to recognize the impact that CPDs have on the individual professional development, the profession and industry as a whole. 2.0: VISION The vision of this framework is to provide ample opportunities for quality and valuable CPDs for members to develop and broaden their knowledge, skills and competencies as well as improve the growth of the quantity surveying profession. In addition, the vision seeks to provide a fair and impartial validation framework that is in line with Council's mandated CPD policy requirements for all practicing quantity surveying professionals. 3.0: OBJECTIVES OF THE CPD FRAMEWORK CPDs activities should be able to expand the knowledge, skills and competencies base of the profession, as well as the development of the professional as an individual, with emphasis on career development. The objective is to provide sufficient opportunities for members to continuously develop themselves professionally through the efforts of ASAQS by way of an Edutech Centre and other CPD activities provided in the branches. In addition, the framework gives opportunities to external CPD providers to deliver quality CPD programmes for members. To ensure that the CPD is of high quality and adds value to members' professional development, the framework has to be evaluated according to set guidelines to accurately reflect this and be able to measure the impact they have on individuals and the profession. 4.0: COMPETENCIES EXPECTED OF QUANTITY SURVEYORS RICS, the world s largest professional body for quantity surveyors, categorizes requirements and competencies in the profession as basic, core and optional (RICS, 1998), as shown in Table 1. These competencies have also been adopted by ASAQS and SACQSP as a way of benchmarking the profession internationally. 1
2 Table 1: Competencies required by quantity surveyors for APC Mandatory Competencies Core competencies Optional competencies Conduct rules, ethics and professional Practice Client Care Communication and negotiation Health and Safety Accounting Business Planning Dispute resolution Data Management Sustainability Teamwork Leadership Managing People Managing Resources Sources: RICS, 2013 Commercial management of construction or Design and cost planning. Contract planning Construction technology and environmental services Procurement and tendering Project Financial control and reporting Quantification and costing of construction works Capital allowances Contract administration Corporate recovery and insolvency Due diligence Programming and planning Project evaluation Risk management It is noted that the mandatory competencies are common to all built environment professions as foundations. The core competencies are unique to quantity surveyors and define the profession. Optional competencies are specialisations that give quantity surveyors an additional set of skills to broaden their knowledge horizon in the built environment. In this regard, CPD programmes and courses should have reference to the three categories of competencies and should at least emphasize on improvement of basic, core and optional competencies. However, advances in technology as they develop from time to time, should also be considered. 5.0: OVERVIEW OF EVALUATION OF CPD PROGRAMMES It is acknowledged that no consensus exists in the evaluation of CPD programmes. However, this does not diminish the fact that all professional bodies require a framework for evaluating the effectiveness of CPD programmes. Two main approaches have been identified in literature as follows: 5.1: Input Based Approach The input approach evaluates CPD programmes in the traditional sense in terms of hours of participation in professional activities or accredited courses by the individual professional. This approach holds that all activities in the programmes are relevant in realising the intended objective of CPD. It also assumes that CPD activities are of sufficient 2
3 quality and participating individuals are well motivated to benefit from the programmes. However these assumptions may not hold in some cases, making it necessary that all CPD programmes be evaluated. 5.2: Output Based Approach The output-based approach is related to the "benefit" that the professional has gained from the CPD. The key attribute is the demonstration of the up-to-date skills acquired. This makes it difficult to measure the benefit or rather the output. This difficulty adds to the fact that the output based approach is relatively new and is not well developed. Therefore it is cumbersome to use as an evaluation tool for evaluation of CPD programmes. Given the difficulties of measuring outputs, the new ASAQS framework has adopted a mixed approach which includes both the input and output assessment. The output approach would be confined to the following: Measuring the achievement of the intended purpose of the CPD programme. Giving individual professionals an opportunity to undertake self-assessment and monitor the progress of their own development. The SACQSP and ASAQS would have to monitor the progress made in professional development. The SACQSP and ASAQS to develop benchmarks for professional progression and development. SACQSP would have to effectively communicate the desired achievement of professional development to various stakeholders including the CBE. 6.0: GENERAL ADMINISTRATION OF CPD EVALUATION This section provides guidelines for internal and external use: 6.1: CPD providers These include ASAQS branches, tertiary and higher learning institutions as well as independent organisations. 6.2: CPD programmes These have been defined by the SACQSP policy as categories One(1) and Two(2). Category 1 has been defined by the policy as: Appropriate activities that contribute to personal professional development which include, but are not restricted to attendance of formal learning opportunities: Conferences Congresses Workshops Lectures Seminars Distance-learning seminars Individual learning, e.g. skills training, short term study at a tertiary education institution 3
4 Go learning, Acts Structilia and CCN (or other approved webbased learning) Formal tertiary studies Publication in peer-reviewed journals Papers presented at accredited conferences or congresses/ poster presentations Category 2 has been defined as professional Interaction: In-house skills training sessions organised by individual practices Organised, formal small group discussions Professional administration (committees, boards, annual general meetings where professional built environment related presentations are included on the agenda, e.g ASAQS chapter committes) Self-study which includes, but is not restricted to studying of journals or electronic or computerised material Under-graduate/post-graduate teaching Supervision of post-graduate research studies (treatises, dissertations, theses) Examinations, evaluations and assessments undertaken on behalf of an accreditted provider e.g. setting and evaluation of parts I and II of the Council Examination, monitoring of education standards at tertiary institutions, assessment of professional competence (diaries, logbooks, repots, interviews), evaluation of MSc dissertations and PhD theses (external examination) Mentoring of registered candidates All these must have some reference to the competencies as stipulated in Table : CPD Accreditation CPD providers must apply to ASAQS for evaluation of CPD programmes for recognition and award of CPD hours. The approval will be based on satisfactory submission of relevant information. The following information should be provided: The topic of the CPD must be relevant to the quantity surveying profession and contribute to a learned society. Marketing materials should show the organisers, the exact CPD event or activity and the professional skills enhancement benefits to be gained by the participants. The presenters or speakers must be qualified in the area of the CPD. The names of presenters, their qualifications and details of the organization(s) which they represent must be provided. The time required for the CPD and the detailed agenda and event programme The venue where the CPD will take place. The teaching and learning activity must be consistent with the relevant pedagogical approaches. The CPD should provide opportunities for evaluation of the CPD and measurement of benefits by the participants. Attendance Register signed by each participant is required and must be submitted to the ASAQS director, SACQSP registrar and other relevant organisations. 4
5 Specimen attendance certificate that will be issued to each attendee - on the organiser s official stationery - must state the: o title of the presentation, and name of presenter and the company represented o date and venue of the event. o The attendees full name and SACQSP Registration number if necessary. o duration (contact hours) of each information session in actual audience/presenter contact. A specimen feedback questionnaire that will be completed by attendees. A provision to admit a maximum of two attendees from ASAQS or SACQSP to attend for free of charge for evaluation purposes (if it is necessary). The applicants to pay for evaluation fees. CPD evaluation will be undertaken only when evaluation fees has been fully paid. Online distance learning modules and question / answer evaluation forms must be validated and evaluated in terms of this policy. Go learning evaluation system developed by the University of Free State will continue to play that role. For Formal programmes in the Universities and other equivalent providers, the maximum hours obtained by the applicant will be as follows: o PhD 25 hrs o Masters 20 hrs o Honours 15 hrs o Bachelors -10 hrs o Diploma 10 hrs o Certificate- 5 hrs 6.4: Events that may be excluded from CPD hours The following activities may not be part of evaluation of CPD hours if they do not add value to CPD: Registration, welcoming/ introductory and closing remarks. Social, tea, and meal times. Exhibitions and meetings time. Events with a conflict of interests or which their integrity is questionable will not be considered. 7.0: APPROVAL OF THE CPD PROGRAMMES The approval of CPD programmes will be based on four levels of evaluation as developed by Kirkpatrick (2006), shown in Figure 1. These are planning, action, reflection and behaviour which are indicative of measures of impact in the increase in knowledge, and 5
6 behaviour changes in individuals, the profession and the industry as a whole. Figure 1: Approval Criteria; Source Kirkpatrick (2006) 8.0: ASSESSMENT CRITERIA Four levels will be assessed using the rating scale of 1-4 as follows: o 1-Standard not achieved o 2-Standard partially achieved o 3-Meets minimum standards o 4-Innovative and exceeds minimum standards Table 2: Assessment Criteria CRITERION DESCRIPTION RATING % SCALE (1-4) 1:Planning 2:Action 3:Reflection 4:Behaviour The programme shows adequate clarity of goals, needs, planning, structured review, competency requirements and measurements The venue, presenters, administration, participation, and outcome are to required standard The programme shows evidence and quality of impact, structure, certification requirements, self-assessment, auditing and benchmarking The programme shows evidence of quality benefits, professionalism and reflection is 30% 20% 40% 10% 6
7 integrated in programme outcomes Total 100% 9.0: OUTCOME OF CPD ASSESSMENT The percentage of each criterion will be added together to obtain a percentage total, with 60% being the cut off point of approval. For the rating scale, the total rating is divided by 4 to obtain the mean by the using the following formula ri/4, where r is the rating obtained per criterion and i the number of ratings. A mean rating of 3 to 4 approves the programme. The outcome of the assessment is consolidated in Table 3. Table 3: Decision Points 60% plus points % points % 1-2 Decision Approves the CPD programme Refer for further development and resubmit for re-evaluation The application is rejected 10.0: APPLICATION FEES FOR ASSESSMENT OF CPD PROGRAMMES There is a cost to applicants and service providers who apply for CPD course and programme accreditation. A team of assessors will evaluate and approve CPD courses and programmes before they are administered. These will be in the CPD policy of categories 1 and 2. Fees will also be levied for evaluating journal publications such as Acta Structilia CPD submissions as well as other CPD programmes which are outside this framework as follows: 7
8 No Activity Fee 1 Less than Half Day event Assessment R 1,500 Admin cost R 1,500 Total R3,000 2 Full day event Assessment R 2,000 Admin cost R1,500 Total R3,500 3 Subsequent half days Adds R500 on Item 2 4 Evaluation of CPD attended by R250 the professional which is not accredited, qualifications etc 5 Reciprocity agreements with Free other Councils, regardless of the CPD timeframe. 6 Private CPD providers whose accreditation is already approved by other Councils, regardless of the CPD timeframe R : ESTABLISHED COUNCILS AND RECIPROCITY AGREEMENTS CPD assessment applications from reciprocity agreements and other established Councils will be assessed to establish CPD credit value, but will not attract any fees. However applications from private CPD providers, whose CPD programmes have already been approved by other Councils will attract fees. The Director has the discretion to waive fees to deserving CPD providers. 12.0: PERIOD CPD APPROVAL 12.1: Duration Of CPD CPD programmes will be approved for a period of three (3) years upon which they will require re-assessments. A certificate will be provided by ASAQS after a successful evaluation of the CPD programme assessment. During this period, any changes to the programme, the CPD provider must inform ASAQS and submit documents to show the changes. 12.2: Deregistration ASAQS may withdraw the approval of CPD programme for various reasons. These may include but not limited to: The programme is obsolete. The programme is not achieving the intended objectives. 8
9 There is loss of integrity and reputation in the programme. 12.3: Appeals If any provider is not satisfied by the assessment of the process, they can appeal against the decisions of the ASAQS CPD assessment committee. This appeal will be lodged with the ASAQS. 13.0: REFERENCES Kirkpatrick, D. L. (2006) Evaluating Training Programs: The Four Levels (Third Edition), Berrett-Koehler Publishers. RICS (1998) The APC Requirements & Competencies, London: Royal Institution of Chartered Surveyors. SACQSP CPD Policy,
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