Academia
Proficiency Levels
Compliance
Professor, Academic, Education. Education of Artificial Intelligence Solutions.(F)
F =Indicates Future Path
| ACADEMIA - MID MANAGEMENT | REQUIRED PROFICIENCY LEVEL | PLANNING | ACTION | REFLECTION | |||||||||||||||
| Competency | Definition | Entry level | Mid management | Senior management | Current acquired proficiency level | Development need? (Yes/No) |
CPD Activity to undertake | What prompted this need? | CPD hours (if applicable) | Planned date | Status | Certification | Date completed | Reflection | Future learning required | Date of reflection | |||
| PROFESSIONAL VALUES AND ATTITUDES | |||||||||||||||||||
| Ethics | |||||||||||||||||||
| Personal ethics | The ethical principles and values applied by an individual to decision-making, conduct and interaction between oneself and others. | 3 | 3 | 3 | 3 | Compulsory ethics reflection | To attend 3 of the SAICA Ethics in Practice series live webcasts. Evidence: CPD Certificate |
Compulsory ethics reflection | 6 | April, June, August | Complete | Yes | 31 August | Refer to separate reflection documents | Ongoing reflection | 30 September | |||
| Business ethics | The ethical principles and values applied by the organisation to decision-making, conduct and the relationship between the organisation, its stakeholders and society. | 3 | 3 | 3 | 3 | An ethics discussion is incorporarated in all monthly staff meetings where a trending ethical dilemma or media release is discussed. Minutes are taken and a reflection is done after each engagement. Furthermore, a discussion is held with students on a monthly basis discussing relevant ethical issues pertaining the subject taught. Evidence: Extract from minutes / material used in class / completed reflection document |
N/A | Complete | No | After each monthly finance team meeting | Ongoing reflection | ||||||||
| Professional ethics | The fundamental ethical principles and values applied by a professional CA to decision-making, conduct and the relationship between the professional, its stakeholders and society. | 3 | 3 | 3 | 3 | To attend a Professional Code of Conduct refresher course presented by SAICA. Evidence: CPD Certificate |
3 | Complete | Yes | 21 March | None | ||||||||
| Lifelong Learning | |||||||||||||||||||
| Adaptive mind-set | The approach of rapidly assessing information, making adjustments and thriving in difficult situations. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Agility ** | The ability to rapidly adapt and find solutions to problems. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Inquisitiveness | The tendency to be curious, ask questions and do research to gain new insights and knowledge. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Self-development | Taking the initiative to develop one's own skills, knowledge, interpersonal relationships and work experience. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Citizenship | |||||||||||||||||||
| Personal citizenship | The personal approach of valuing, being responsive and tolerant towards cultural diversity and individual differences and seeking opportunities to have a positive impact on one's local community and environment. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Business citizenship | The recognition of an organisationâs social, cultural and environmental responsibilities to the community in which it seeks its licence to operate and the economic and financial responsibilities to its shareholders or stakeholders. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Professional citizenship | The ability to demonstrate professional behaviour, have a positive impact on one's profession and a commitment to serve public interest. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Global citizenship | The ability to influence and work effectively with those from different cultures to grow international collaboration and prosperity. | 3 | 3 | 3 | 3 | No | |||||||||||||
| ENABLING AND FUTURE COMPETENCIES | |||||||||||||||||||
| Business Acumen | |||||||||||||||||||
| Business external environment | The ability to evaluate the outside factors that impact the operation of an organisation. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Business internal environment | The ability to evaluate the factors within an organisation that influence its decisions. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Planning and organising | The ability to organise, apply time management, file and plan work effectively according to strict deadlines. | 0 | No | ||||||||||||||||
| Digital Acumen | |||||||||||||||||||
| Computational thinking ** | Computational thinking is a set of problem-solving methods that involve expressing problems and their solutions in ways that a computer could also execute. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Cyber security | The knowledge and diligence required to protect computer systems and data from theft or damage. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Data analytics | The science of analysing raw data to draw conclusions from information upon which decisions can be made. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Database management | The organising, maintenance and storage of data using database management systems software. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Digital affinity ** | The orientation to use technology and digital media to optimise the performance of tasks and communication. | 0 | Yes | To complete a certificate in AI for Digital Learning to advance my skills in applying digital acumen to my online classes. Evidence: Certificate |
Improving my lecturing style and skills | 20 | August - September | Complete | Yes | 30 September | I have gained many skills on improving my lecturing experience and therefore also contributing to the digital acumen skills of students. | No | 20 October | ||||||
| Digital familiarity ** | The knowledge and ability to use existing cognitive and non-cognitive computing systems. | 0 | Yes | To complete a certificate in AI for Digital Learning to advance my skills in applying digital acumen to my online classes. Evidence: Certificate |
Improving my lecturing style and skills | 20 | August - September | Complete | Yes | 30 September | I have gained many skills on improving my lecturing experience and therefore also contributing to the digital acumen skills of students. | No | 20 October | ||||||
| Digital impact ** | The knowledge and ability to adapt to new technological developments. | 0 | Yes | To complete a certificate in AI for Digital Learning to advance my skills in applying digital acumen to my online classes. Evidence: Certificate |
Improving my lecturing style and skills | 20 | August - September | Complete | Yes | 30 September | I have gained many skills on improving my lecturing experience and therefore also contributing to the digital acumen skills of students. | No | 20 October | ||||||
| Digital user skills ** | Use technology ethically as an enabler to optimise decision making and to promote business efficiencies and controls. | 0 | Yes | To complete a certificate in AI for Digital Learning to advance my skills in applying digital acumen to my online classes. Evidence: Certificate |
Improving my lecturing style and skills | 20 | August - September | Complete | Yes | 30 September | I have gained many skills on improving my lecturing experience and therefore also contributing to the digital acumen skills of students. | No | 20 October | ||||||
| Interdigital relationships ** | The orientation to use social media for improve communication and social interactions. | 0 | No | ||||||||||||||||
| Decision-Making Acumen | |||||||||||||||||||
| Analytical thinking | The ability to identify patterns in information and to break complex problems into manageable parts that can be solved individually. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Critical thinking | The ability to critically assess information by making inferences, recognising assumptions, doing deduction, making interpretations, evaluating arguments and drawing conclusions. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Decision-making ** | The ability to logically weigh positives and negatives of options, consider alternatives, envisage outcomes and to determine which option is the best. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Entrepreneurial thinking | The ability to recognise opportunities in the marketplace and understand how and when to capitalise on them. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Innovative thinking | The curiosity, creativity and ingenuity to develop new ideas, strategies and plans to improve services, products or processes. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Integrated thinking ** | The ability to define all aspects of a problem, analyse relationships between the different aspects, balance tensions between opposing variables and outlining how decisions are reached. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Judgement ** | The ability to critically evaluate information to make logical conclusions and fair decisions. | 0 | No | ||||||||||||||||
| Numerical reasoning | The ability to apply mathematical concepts and principles to solve theoretical or practical problems. | 4 | 0 | No | |||||||||||||||
| Problem solving | The process assessing details of a problem, analysing options and designing the best solution. | 3 | 0 | No | |||||||||||||||
| Professional scepticism | An approach of questioning information, being alert to potential errors or fraud and critical evaluation of evidence. | 3 | 4 | 4 | 3 | No | |||||||||||||
| Strategic thinking | The ability to envisage a desired future state and redirect plans to reach desired goals. | 2 | 3 | 4 | 2 | Yes | Part of a task team focusing on the strategic direction of the school of accounting: 1. Finding ways to increase student numbers 2. Finding methods to improve critical and integrative thinking skills of students 3. Finding ways to incorporate the CA of the Future competencies in a creative and innovative way to improve the pipeline future CAs Evidence: Agenda of the sessions / Results |
Not at the required proficiency level yet | N/A | June to July | Complete | No | 31 July | We applied strategic models during this session, for example, PESTLE, SWOT, Porter's 5 Forces and the BCG Matrix. The results hereof were analysed and used to craft strategic direction for the next 3 years. To enable me to provide valuable insight I had to perform research on the use of the models. The collaboration during the session provided me with some practical ways in which I can apply strategic thinking to make decisions. |
A course in strategic decision-making | 15 August | |||
| Sustainable mind-set ** | The actions and decisions to achieve goals, as well as the formulation of strategies and implementation of initiatives that ensures sustainability for the organisation, considering its people, its clients, its stakeholders and the broader environment. | 0 | No | ||||||||||||||||
| Value creation mind-set ** | The actions and decisions to achieve goals, as well as the formulation of strategies and implementation of initiatives that creates value for the organisation, its people, its clients and its stakeholders. | 0 | No | ||||||||||||||||
| Relational Acumen | |||||||||||||||||||
| Communication skills | The ability to effectively exchange information in conversations or by using written or audio communication channels, driven by good linguistic skills. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Emotional display | The ability to maintain emotions and act appropriately at work. | 2 | 2 | 2 | 2 | No | |||||||||||||
| Emotional regulation | The ability to manage stress in front of clients and co-workers. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Emotional resilience | The ability to remain focused on using rational thinking despite emotional stress over long periods of time. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Leadership skills | The ability to establish and share a clear vision, providing directions and motivation to help others follow plans, balancing conflicts of interests, being an example and remaining creative and decisive under pressure. | 3 | 3 | 3 | 3 | No | |||||||||||||
| Managing others | The organisation and coordination of colleagues and their activities to achieve the goals of an organisation. | 0 | No | ||||||||||||||||
| Relationship-building skills | The ability to establish and maintain positive interpersonal relationships characterised by sensitivity, support, respect and constructive resolution of differences or conflict. | 4 | 0 | Yes | On-the-job. Improving relationship-building skills with working with students, considering sensitivity, support, respect and constructive resolution of differences or conflict. Student evaluations are done bi-annually to gather quantitative and qualitative feedback. Evidence: Student evaluations |
Not at the required proficiency level yet | N/A | Ongoing | Complete | No | 30 November | It was clear in comparing the feedback to the prior year that I have improved in my relationship-building skills. | No | 15 December | |||||
| Self-management | Managing and taking responsibility for one's own actions and emotions. | 0 | No | ||||||||||||||||
| Teamwork / people skills | Ability to value the contributions of other team members, achieve shared goals and to capitalise on ways to optimise team strengths. | 2 | 2 | 2 | 2 | No | |||||||||||||
| TECHNICAL COMPETENCIES | |||||||||||||||||||
| INPUTS | |||||||||||||||||||
| Strategy and governance to create sustainable value | |||||||||||||||||||
| Business strategy | The planning, methods and coordination of effort involved in achieving a desired business objective. | 2 | 3 | 4 | 2 | Yes | Part of a task team focusing on the strategic direction of the school of accounting: 1. Finding ways to increase student numbers 2. Finding methods to improve critical and integrative thinking skills of students 3. Finding ways to incorporate the CA of the Future competencies in a creative and innovative way to improve the pipeline future CAs Evidence: Agenda of the sessions / Results |
Not at the required proficiency level yet | N/A | June to July | Complete | No | 31 July | We applied strategic models during this session, for example, PESTLE, SWOT, Porter's 5 Forces and the BCG Matrix. The results hereof were analysed and used to craft strategic direction for the next 3 years. To enable me to provide valuable insight I had to perform research on the use of the models. The collaboration during the session provided me with some practical ways in which I can apply strategic thinking to make decisions. |
A course in strategic decision-making | 15 August | |||
| Financial management | The organising, monitoring, controlling and directing of how monetary resources of an organisation should be used and reported on. | 2 | 3 | 4 | 2 | No | |||||||||||||
| Governance model | The framework of rules, procedures and contracts by which an organisation maintains transparency, accountability and fairness in its relationships with employees and stakeholders. | 2 | 3 | 4 | 2 | No | |||||||||||||
| Tax planning | The process of minimising tax liability through the use of legal allowances, deductions and exemptions. | 2 | 3 | 2 | No | ||||||||||||||
| BUSINESS ACTIVITIES | |||||||||||||||||||
| Stewardship of capitals: business processes and risk management | |||||||||||||||||||
| Automation management ** | The oversight of the implementation and maintenance of automation technology and practices. Automation is the technology by which a process or procedure is performed with minimal human assistance. | 0 | No | ||||||||||||||||
| Business processes implementation | The execution of a series of logically related tasks to produce a desired set of results. | 0 | No | ||||||||||||||||
| Business system applications | The methodical procedures or processes built into applications that is used to deliver goods or services to clients. | 3 | 4 | 3 | No | ||||||||||||||
| Change management | Managing the ability to cope with, manage and flourish in a changing environment. | 0 | No | ||||||||||||||||
| New developments and protocols knowledge ** | The understanding of what new digital developments and protocols entail, and the ability to investigate the use and impact of these new developments and protocols. | 2 | 2 | 2 | 2 | No | |||||||||||||
| Reporting fundamentals | A framework according to which critical financial and audit information will be reported. | 3 | 3 | No | |||||||||||||||
| Review, analyse and monitor | The re-examination of past information, systematic evaluation of data to establish cause and effect relationships, and the repeated measurement and control of parameters to assess whether a critical point is under control. | 3 | 4 | 4 | 3 | Yes | On the job. Results are reviewed, analysed and monitored on an ongoing basis. Evidence: Results analysis documents |
Not at the required proficiency level yet | N/A | Ongoing | Complete | No | 15 December | I used Excel for results analysis purposes and was able to reach conclusions using formulas and evidence on how I reached conclusions. Excel efficiently assisted me to keep a close eye on the students at risk of failing and to plan interventions. | No | 18 December | |||
| Risk and asset management | The process of identifying, analysing and assessing risk and deciding how to control, avoid, minimise or eliminate unacceptable risks and the administration of investable assets, aimed at achieving an optimum risk to reward ratio. | 3 | 3 | No | |||||||||||||||
| Decision-making to increase, decrease or transform capitals | |||||||||||||||||||
| Design and innovate | The description of a concept followed by a process of translating the concept into goods or services that will add value to an organisation or clients. | 3 | 4 | 4 | 3 | Yes | Part of a task team focusing on the strategic direction of the school of accounting: 1. Finding ways to increase student numbers 2. Finding methods to improve critical and integrative thinking skills of students 3. Finding ways to incorporate the CA of the Future competencies in a creative and innovative way to improve the pipeline future CAs Evidence: Agenda of the sessions / Results |
Not at the required proficiency level yet | N/A | June to July | Complete | No | 31 July | We applied strategic models during this session, for example, PESTLE, SWOT, Porter's 5 Forces and the BCG Matrix. The results hereof were analysed and used to craft strategic direction for the next 3 years. To enable me to provide valuable insight I had to perform research on the use of the models. The collaboration during the session provided me with some practical ways in which I can apply strategic thinking to make decisions. |
A course in strategic decision-making | 15 August | |||
| Drawing conclusions | The ability to draw conclusions based on analysis and evaluation financial and non-financial data using integrative thinking. | 0 | No | ||||||||||||||||
| Internal financial decision-making | The performance measures, descriptors and declarations that are in place to guide decision-making by management and other internal users of financial information. | 0 | No | ||||||||||||||||
| Investment decisions | The decisions related to how, when, where and how much capital will be invested in opportunities, based on the potential risk and reward. | 0 | No | ||||||||||||||||
| Managing uncertainty | The coordination of decisions that have to be made despite incomplete information, unknown factors or unpredicted events. | 0 | No | ||||||||||||||||
| Operational decision-making | The ability to make effective short term decisions in the absence of prescriptive long term strategies. | 3 | 3 | 3 | No | ||||||||||||||
| Project implementation | The execution of plans, control mechanisms, monitoring and review of activities to successfully complete a project. | 2 | 3 | 2 | Yes | Part of a task team focusing on the strategic direction of the school of accounting: 1. Finding ways to increase student numbers 2. Finding methods to improve critical and integrative thinking skills of students 3. Finding ways to incorporate the CA of the Future competencies in a creative and innovative way to improve the pipeline future CAs Evidence: Agenda of the sessions / Results |
Not at the required proficiency level yet | N/A | June to July | Complete | No | 31 July | We applied strategic models during this session, for example, PESTLE, SWOT, Porter's 5 Forces and the BCG Matrix. The results hereof were analysed and used to craft strategic direction for the next 3 years. To enable me to provide valuable insight I had to perform research on the use of the models. The collaboration during the session provided me with some practical ways in which I can apply strategic thinking to make decisions. |
A course in strategic decision-making | 15 August | ||||
| Resource mobilisation | The activation of the economic or productive activities required to achieve desired outcome. | 4 | 0 | No | |||||||||||||||
| Stakeholder management | The process of maintaining constructive relationships with individuals, groups or organisations that has an interest or concern in your organisation. | 0 | No | ||||||||||||||||
| OUTPUTS LEADING TO OUTCOMES | |||||||||||||||||||
| Reporting on value creation | |||||||||||||||||||
| External financial decision-making | The performance measures, descriptors and declarations that are in place for investors, creditors and other external users of financial information. | 0 | Yes | On the job. My subject area is financial accounting. It requires continuous research on changes to legislation and practical application thereof. I lectured 84 hours during the year. Evidence: Class timetable, research results |
Required for executing my job: lecturing financial accounting | 84 | Ongoing, as per timetable | Complete | No | 05 November | I have lectured, incorporating new legislation and my classes are practical. This is also evident from student feedback. My students have done well and the targeted throughput rate was achieved. | Ongoing research and updates due to the nature of my subject area. | 18 December | ||||||
| Providing advice | The ability to provide support, feedback and guidance to help individuals complete their tasks successfully. | 3 | 3 | 4 | 3 | No | |||||||||||||
| Compliance | No | ||||||||||||||||||
| Laws and regulations | Ability to apply knowledge about an industry to identify an organisationâs compliance with legal and regulatory obligations. | 2 | 2 | 2 | 2 | No | |||||||||||||
| Tax governance | The framework of rules and procedures by which an organisation maintains its tax compliance. | 0 | No | ||||||||||||||||
| Assurance and related services | |||||||||||||||||||
| Assurance engagements | The expression of a conclusion designed to enhance the degree of confidence of the intended users other than the responsible party about the outcome of the evaluation or measurement of a subject matter against criteria. | 0 | No | ||||||||||||||||
| Audits of historical financial statements | The process of enhancing the degree of confidence in financial statements by the expression of an opinion by the auditor on whether the financial statements are prepared, in all material aspects, in accordance with an applicable financial reporting framework. | 0 | No | ||||||||||||||||
| Quality assurance | The ability to attend to detail and produce work that is accurate and of a high standard. | 3 | 4 | 3 | No | ||||||||||||||