This document offers a set of Performance Measures for each KPA selected by
members of staff from the category entitled Professional: Academic. These
indicators are likely to be relevant for Junior Lecturers, Lecturers, Senior
Lecturers and Academic HOD’s. They may also apply to some Technicians and
Senior Technicians, depending on the KPA’s they agreed to during the planning

The measures included in this document have been approved by staff members
from the six faculties and the TLC. They were sourced from staff employed in the
institution, the Quality Assurance Guidelines identified in response to HEQC
requirements and a reference document, entitled:
Elton, L and Partington, P (1993) Teaching standards and excellence in HE (2nd
edition) USDU, Sheffield, UK.
They are classified according to the suggested Key Performance Areas (KPA’s)
for academics (as available on the PM website).

The rating scale is intentionally simplistic and offers only three alternative scores
(plus one for staff employed for less than 3 months in the position who cannot, in
all fairness, be rated). The three scores are:
       2 exceeds expectations
       1 meets expectations
       0 does not meet expectations.
A score is allocated only at the end of the review period, to each objective agreed
to, during the planning phase.

A score of ‘1’ is allocated if the performance of the objective was ‘as would be
expected from a qualified and experienced individual’. The following indicators
describe performance that would rate a score of ‘1’. A selection of indicators is
offered per KPA. It is assumed that one or more relevant indicators would be
used for the evaluation of performance. The choice of indicators to be used is a
matter determined mutually by the supervisor and the incumbent being
evaluated, and is agreed during the planning phase of the PM process.

A score of ‘0’ is allocated if the incumbent did not achieve the objective to the
required standard. A score of ‘2’ is allocated if the objective was significantly
exceeded. All of these scores (‘0’, ‘1’ or ‘2’) must be supported by relevant

All of the following KPA’s and their associated measures assume two
fundamental tenets:
     That quality assurance is the responsibility of each staff member as
        evidenced by the establishment of the indicators and
     That all KPA’s are performed within relevant policy guidelines.

The following indicators are for use by staff who selected KPA’s from the
occupational group, Professional: Academic.

New/revised programmes and subjects are submitted to relevant accreditation
All appropriate procedures including consultation with stakeholders are followed
to gain approval

Academic Development (Learners)
Learners academic profile and potential is identified
Learners ‘at risk’ are identified appropriately and timeously
Appropriate AD strategy per programme is developed
Appropriate AD interventions are employed
Feedback from AD stakeholders (e.g. learners, tutors) is integrated into
Accurate records of learner progress are maintained
Learner progress is monitored and appropriate interventions are suggested

Academic Programme Management
Relevant policy documents are produced/ updated
Teaching and learning effectiveness is regularly reviewed at the
programme/dept/faculty/institutional level
Annual goals and targets pertaining to academic programmes and teaching and
learning are established and progress is monitored
Interdepartmental/inter-institutional relations are developed and maintained
Documentation is accurate and current
Acts as Course leader/co-ordinator
Chair of programme committees
Meeting agendas and minutes are accurate and current

Learner progress data is accurate and regularly updated
Reports, data, meeting agendas and minutes are accurate and current
Information requests are processed accurately and timeously
Programme administration is completed accurately and timeously

A range of appropriate assessment techniques is applied and integrated
Methods and techniques reflect the learning outcomes of the qualification
Principles of goods assessment are adhered to (reliability, validity, fairness,
Learning progress is closely monitored and administered
Results are, where applicable, internally and/or externally moderated
Feedback is given timeously and constructively
Submits exam/test papers/results by due date
Collects and marks scripts within acceptable time frame
Formative and summative assessments are meaningfully related
Approaches suitable individual to be appointed as external moderator where

Leads or serves an internal/external committee
Contributes to policy development
Produces appropriate documentation timeously
Establishes appropriate feedback mechanisms within faculty/department
Monitors impact of committee decisions within faculty/department and
implements appropriate interventions

Counselling, consultation and mentoring
Sufficient time is dedicated to interacting with learners beyond the
Satisfactory feedback from learners is obtained
Appropriate referrals are made

Curriculum Design and Development
Curriculum design supports mission, values and educational approach of faculty
Needs analysis is informed by relevant stakeholders and role players
Curriculum is evaluated regularly; formatively as well as summatively
Curriculum is regularly updated and conforms to industry/SGB/external
moderator standards
Critical engagement with OBET is maintained, focusing on the alignment of
curriculum purpose, exit, specific and critical outcomes; and assessment, criteria,
specific and critical outcomes
Congruence exists between learning outcomes, learning materials, teaching
methods and assessment techniques
Curriculum displays evidence of innovative, feasible teaching strategies
(examples include resource-based learning, flexible delivery, modularisation)
Produces OBET-based learner guides, notes, handouts, materials

Financial Management and Budget Control
Establishes and monitors budget within all policy and procedure guidelines
Maintains accurate info on OPA
Implements own financial/budget controls
No over-expenditure without prior approval
Monthly feedback given to staff on actual expenditure versus budget
Pro-active corrective actions in place

Human Resource Management
Identifies HR needs within the department
Participates in recruitment and selection of staff
Adheres to EE guidelines
EE plan for dept established and achieved

Sets performance plans with staff
Provides regular feedback to staff
Obtains 100% participation in reviews
Identifies development needs in conjunction with staff
Provides enabling environment for development to occur
Provides regular coaching where appropriate
Ensures equity amongst staff wrt teaching/workloads

Ensures appropriate employment of disciplinary/grievance policy and procedures
Ensures adherence to institutional HR policies
No unattended grievances

All new staff are successfully inducted within 3 months
HR and on-the-job induction is conducted

Updates job descriptions regularly
Leave is administered within policy and procedures
Abuse of leave is managed pro-actively
Ensures sound execution of safety and health policies/procedures
Ensures effective functioning of safety/health committees
Adheres to recommendations of safety/health representatives

Remunerates staff within budget
Ensures internal equity is maintained

Contributes to positive staff morale
Obtains aggregated rating of at least 3 from own staff on Leadership Feedback

Laboratory Management
Establishes and maintains budget within parameters
Plans and manages maintenance of equipment, tools, materials and course
Exercises adequate supervision and control over lab users
Acts as ‘responsible person’ w.r.t safety/health matters
Initiates laboratory improvements
Completes ad hoc repairs when required
Installs equipment correctly

Appropriate alliances/partnerships (e.g.: industry, commerce, unions, schools,
parastatals, professional bodies, government, SGB’s, other HE institutions,
NGO’s, SETA’s, NRF, alumni) are established
Appropriate community service interventions are integrated into the curriculum
Satisfactory feedback from stakeholders is obtained
Documentation is current and reliable
Evidence exists of ongoing interaction with partners

Personal/professional development
Possesses appropriate minimum academic/professional qualifications in subject
Displays evidence of regularly updating professional knowledge in subject
Displays evidence of active membership of professional body/bodies in subject
Possesses appropriate educator qualifications or their equivalent
Displays evidence of working towards higher formal qualification
Displays evidence of regularly updating professional knowledge as in educator in
the key educator roles (i.e. facilitator; interpreter and designer of learning
programmes and materials; manager; mentor; assessor; educational researcher;
subject area specialist)
Displays evidence of active membership of professional educator bodies where
appropriate (e.g. Tourism Educators of SA; SA Assoc for Research and
Development in HE)

Project/Portfolio Management
Identifies appropriate timelines/resource requirements
Displays effective interpersonal skills
Delivers project outcomes timeously and to required standards

Publishes in accredited journals
Contributes to textbooks/ publications
Produces research artefacts
Performs editorial work
Referees for journals
Secures research grants/contracts
Supervises/co-supervises post-/under-graduate research
Delivers papers/posters/abstracts at conferences
Provides evidence of working towards journal publications
Develops research niche fields
Facilitates access to research resources within budget allocation
Secures NRF research rating where appropriate
Acts as NRF applications reviewer

Safety Management
Acts as faculty/ departmental safety representative
Co-ordinates safety inspections/ fire drills/interventions
Provides regular reports
Acquires current first aid certificate

Mediation and facilitation of learning is aligned with relevant learning outcomes
and needs and nature of learners
Prescribes learning materials (e.g. learner guides, handouts, visual materials)
that are professional and effective
Methods display evidence of:
    appropriate selection of techniques
    application of sound teaching-learning principles
    effectiveness in managing fieldwork, co-operative learning, practice
       teaching, laboratory learning and promoting the acquisition of applied
Prepared to assume diverse teaching load
Maintains acceptable pass rate as defined within each department/ programme
amongst students who sit for an exam
Conducts regular and systematic reflection on all teaching practices
Obtains feedback from at least 70% of registered learners at least once per
semester and obtains an aggregated score of at least 3.5 (out of 5)
Manages tutors/ tutor activities
Monitors and evaluates student progress and takes appropriate action


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