CURRICULUM VITAE - SABPP

1. Family Name: Hinrichs 

2. First Name: Karen 

3. Date of Birth: February 11, 1963 

4. Nationality: South African 

5. Civil Status: Single, no dependents 

6. Education: 

CURRICULUM VITAE 

Institution University of Natal, Pietermaritzburg 

Date: From (Month) / (year) 

To (month) (year) 

Degree(s) or diploma(s) obtained: 

January 1985 

December 1985 

Plus 1 year supervised internship to qualify in 1987 as an Industrial 

Psychologist 

Master of Arts (Industrial Psychology) 



January 1984 


December 1984 

Degree(s) or diploma(s) obtained: Bachelor of Arts (Honours) 

Major Subject Passed: 

Industrial Psychology 




January 1981 

December 1983 

Degree(s) or diploma(s) obtained: Bachelor of Arts 

Major Subjects Passed: 

Psychology and French 

7. Membership of professional bodies: 

� Registered as a Master Human Resources Professional (MHRP) with the SA Board for 

People Practices (SABPP) – P 4290 

8. Other Skills 

� Registered as an Industrial Psychologist with the Health Professions Council of South Africa 

(HPCSA) – PS 2300 

� Member of the 10 th Board of SABPP (Re-elected for a third term) 

� Computer Literate (MS Word, Powerpoint, Excel, Outlook) Sufficiently proficient to do all the 

required work for a range of deliverables, for example: The Social Development Funding Window 

Operations Manual (for the Department of Labour) including all forms/templates (± 100); 

9. Present Position: 

� Consultant 

� Independent Learning, Growth and Development Practitioner 

� Industrial Psychologist 

� Skills Development Facilitator 

10. Years within the firm: 

� 10 years with Institute of (Personnel) People Management - IPM (previous employer) 

� 16 years (self-employed) 

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11. Key Competencies: 

Quality Council for Trades and Occupations (QCTO): for example – MERSETA Pilot Project - 

Member of Working Group 1 (Occupational Profile) and Working Group 2 (Learning Process Design) of 

the pilot project to develop the Occupational Curriculum Framework for the Occupational Trainer; 

Project Manager and participant in the work of the SABPP as the Assessment Quality Partner for the 

Occupational Trainer qualification; MQA Foundational Learning Curriculum (FLC) Facilitator Pilot 

Projects 1 and 2 – SABPP Project Manager (SABPP is the Assessment Quality Partner – AQP) from 

developing and designing the External Assessment (and Moderation) documentation (including costing 

and budgeting) and recruiting and training the External Assessors to managing the issuing of 

Statements of Results and closing out the AQP contribution of both of the pilot projects 

National Qualifications Framework (NQF)/South African Qualifications Authority (SAQA): 

demonstrated knowledge, understanding and practical application of the relevant legislation (and 

regulations), roles and responsibilities to implement the NQF; designing and developing qualifications 

and the whole process of generating unit standards; driving the process to get the qualifications/unit 

standards registered on the NQF as well as the process to get learnerships registered with the 

Department of Labour; functions of ETQAs including assisting (small, private) providers to become 

accredited providers; evaluating applications for accreditation and learning programme approval (from 

the ETQA’s side) and conducting (quality assurance) site visits; assuring the quality of learnerships from 

Quality Assurance Contracting to managing the upload of Learner Achievements to the SABPP MIS for 

onward transmission to the NLRD; Recognition of Prior Learning (RPL) 

General HR Framework in South Africa: registered as a Master HR Professional with the SA Board 

for People Practices (SABPP); elected to the 10 th Board of SABPP for a third term; developed an HR 

specialist qualification (Skills Development Management for Line Managers) that has been registered on 

the NQF – ID 66069; external examining of two Honours courses (Leadership and Change 

Management and Advanced HRM) as well as the Honours Research Reports and Masters 

Dissertations; external examining of an HR Strategy course; facilitation of strategic planning; writing job 

descriptions; performance management; 

Capacity-Building: compiling and implementing an HR Coaching Plan to build the capacity of an 

internal staff member of a client organisation to take responsibility for all aspects of skills development 

and employment equity; (part of a project team) building the capacity of Integrated Development 

Planning (IDP) Trainers, including a mentoring and coaching phase, where the IDP Trainers are cofacilitators; 

developing a municipal local economic development (LED) capacity-building plan for 

Gauteng municipalities and metros; designing, developing and implementing an organisational Quality 

Management System (policies and procedures including the required forms and templates); 

Project Management: have been self-employed for 16 years, so have implemented project 

management skills on an on-going basis especially in drawing up proposals to clients with or without 

Terms of Reference; have been the Project Leader/Manager on projects; project management and 

quality assurance in respect of the design and development of a unit standards-based assessment / 

portfolio including facilitating extension of accreditation scope with ISETT SETA; teach project 

management skills in the course I lecture annually at Wits Business School on Strategic Human 

Resource Development 

Human Resource Development: all aspects of training including needs analysis, design and 

development of learning programmes, assessment (of achievement of outcomes) and evaluation – both 

programme and impact; lecturing in Strategic Human Resource Development and Human Resource 

Development to post Graduate students; declared competent as an Assessor and a Moderator; 

Skills Development: practical application of the relevant legislation (Skills Development Amendment 

Act; Skills Development Levies Act) as well as related labour legislation; all aspects of the design, 

development, implementation and evaluation of learnerships; operating as an Independent Skills 

Development Facilitator implementing all aspects of skills development for individual organisations, for 

example Workplace Skills Plans, Annual Training Reports (Workplace Skills Plan Implementation Grants 

Skills Audits: conceptualising the skills audit as one component of a larger project; designing, 

developing and piloting a skills audit tool; managing and participating in the implementation of the skills 

audit on multiple sites; analysing and interpreting qualitative and quantitative data; documenting and 

presenting the findings and results and integrating the skills audit into a larger project. 

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13. Professional Experience 

SUMMARY: 26 years – practical experience in both the operational and strategic aspects of Human Resources Development, general management, Human 

Resources Management, Project Management and Research and delivery of distance and contact education at the tertiary level; Equally able to work as a 

member of a team or as a team leader; Adept at ‘big-picture’ thinking as well as paying attention to detail 

April 1986 to March 1996 - based in Johannesburg, SA, IPM - Education Officer, Student Advisor, Diploma Manager, Manager: Professional 

Education and Development 

Description 

Karen began her career at the Institute of Personnel (now People) Management (IPM) in 1986 with the brief to research, design and implement a formal student 

support system (catering for � 2000 students in distance learning). In 1987 she was promoted to the newly created position of Student Advisor and then Diploma 

Manager in 1991. In mid-1993, the IPM Executive Board made a decision, on the basis of a future scenario that Karen had written, to merge the departments: 

Education and Training and she accepted the new managerial position that was created. Her major contributions were strategy development to determine a 

future model for IPM and the management, facilitation and support of the change process. Responsibilities included financial and human resource management 

(the department contributed 44% to the total turnover) with three middle managers forming part of the team of 15 full-time permanent staff and 40 external part-time 

tutorial staff. 

April 1996 to present – self-employed as a Learning and Development Practitioner and Industrial Psychologist 

Some recent projects: the location in every case is South Africa and the position in every case is consultant/subject matter expert and Project 

Manager/Quality Assurance Expert (QA) where specified. 

Organisation Description of Duties 

Practical application of all aspects of quality assurance in the National Qualifications Framework (NQF) context including but not limited 

to: 

SABPP (HR) ETQA 

(Project Manager/QA) 

Carl Zeiss Optronics 

(QA) 

� Design, develop and implement the ETQA Quality Management System policies and procedures including the required 

forms and templates; 

� Evaluate applications for accreditation or learning programme approval, including conducting site visits.; 

� Deal with all aspects of the quality assurance of learnerships including the Learnership Quality Assurance Contract and 

monitoring and verification responsibilities; 

� Manage relationships with HR Providers as well as with the IT Service Provider (to ensure successful uploading to the 

National Learners Records Database – NLRD) 

Gathering information through interviews with selected high performers per job (type) and compiling job descriptions; facilitating a 

consultative process to validate and verify the completed job descriptions 

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South Deep Mine 

(Goldfields) 

Group Internal Audit 

(FNB) 


GTZ (now GIZ) 

(QA) 

Review and updating the Career Paths through a process of independent validation - the first step was to identify the existing Career 

Paths; the second step involved: 

� (Re) drawing the Career Paths taking into consideration the relevant Paterson Bands 

� Confirming that no Career Paths in use at South Deep were at odds/in conflict with those in use in Goldfields in general 

� Identifying anomalies 

� Validating the Career Paths in use at South Deep. 

One of the key findings was that the many versions of the Career Paths sat in different parts of the business – there was a real risk that 

as the ‘custodians’ of the Career Paths moved on (i.e. to other job opportunities within Goldfields or to other mining companies or even 

to retirement), institutional memory in respect of Career Paths may well be lost. 

Designing and developing Job Competency Models for each one of the 24 Role Profiles (Jobs) in Group Internal Audit including: 

� Qualifications 

� Experience 

� Skills 

� Competencies 

On the basis of Core, Desirable and Advantageous and for the Skills and 

Competencies whether they are people, task or behavioural 

The process followed was: conduct desk top review; draft Job Model Questionnaires; pilot Job Model Questionnaires; distribute revised 

Job Model Questionnaires; generate the Job Competency Models 

Basic Entrepreneurial Skills Development (BESD) Mentorship Programme – Mangaung Implementation (GTZ) including: 

� Revising the BESD Group Mentorship Model (based on a pilot project) 

� Re-working the Mentoring training material (Awakening Possibility) to ensure relevance to both the Mentors and Mentees (i.e. 

Emerging Entrepreneurs) 

� Improving the practical application of the mentorship flow. 

� Designing and developing a Facilitator’s Guide for each Awakening Possibility for Mentors and Mentees - this process included 

either finalising or developing (as applicable) a range of tools/documents to support the further implementation of the Group 

Mentorship Programme. 

� Conducting the training for both Mentors (X 7) and Mentees (X 53) 

� Taking up, in collaboration with the Working Group, any changes to the “Awakening Possibility” training material, 

tools/documents and the BESD Mentorship Programme Concept Paper which arose in the process. 

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Department of Labour / 

GTZ (now GIZ) 

(QA) 

GIZ/Small Enterprise 

Development Agency 

(Seda) 

Centriq Insurance 

JHB Philharmonic 

Orchestra 

Merit Business Institute 

The Market Theatre 

SA Music Ed. Trust 

Bytes Solutions 

T and T Appointments 


Metso Academy 

(Barloworld) 

(QA) 

Reviewing, revising the existing and developing a new Social Development Funding Window Operations (SDFW) Manual for 

Department of Labour - DoL (supported by German Technical Cooperation - GTZ) including drafting of an operational manual for the 

DoL to guide the implementation of Basic Entrepreneurial Skills Development (BESD), to be one of the DoL’s sub-programmes 

� Facilitating Reference Group Workshops (with representatives from DoL in the provinces) 

� Designing and developing process flow diagrams for each component of the SDFW and BESD 

� For each component: Purpose/Intended Outcome; Activity Checklist; Supporting Documentation (Forms/Templates) and Key 

Business Rules 

� Review, revise and update the Basic Entrepreneurial Skills Development (BESD) Operations Manual and align it with the 

standard operating procedures of the implementing partner – Seda (Small Enterprise Development Agency) including 

facilitating Working Group meetings 

� Facilitate the BESD Courses and Learning Material Reference Group and Working Group meetings 

� Operating as an Independent Skills Development Facilitator implementing all aspects of skills development for individual 

organisations, for example Workplace Skills Plans and Annual Training Reports (Workplace Skills Plan Implementation Grants) in 

the relevant format prescribed by each SETA and linking to the OFO (specifically ETDPSETA so far). 

� Assisting (small, private) providers to become accredited providers – with Services SETA; ETDP SETA; MAPPP SETA, SABPP 

ETQA; ISETT SETA 

Scoping the requirements to equip all re-deployed employees or new hires with the crushing and screening knowledge and skills to 

enhance and sustain the Metso business and take Metso to the next level – working towards Lowest Sustainable Cost Per Tonne as 

the benchmark 

� Reviewing current material 

� Consolidate the learning outcomes 

� Align the learning pathways 

� Consolidate and generate the scoping document 

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Participating as a subject matter expert in the Quality Council for Trades and Occupations (QCTO) pilot project to develop the 

curriculum framework for Occupational Trainers (i.e. Technical Trainers/Instructors) 

SABPP 

� Working Group 1 – developing the occupational profile (for the OFO) 

� Working Group 2 – learning process design including the knowledge component, practical skills component and the 

(Project Manager) 

workplace experience component. 

� Motivating for the SABPP to become the Assessment Quality Partner (AQP) for the Occupational Trainer qualification; 

coordinating and participating in the AQP work; planning to pilot the qualification in the MERSETA and Mining domains. 

Gauteng Dept. of 

Economic Development 

(Project Manager) 

DPLG / Local Govt.SETA 

(QA) 

GTZ (now GIZ) 

(QA) 

FirstRand Corporate 

Centre (FR CC) 

Trident Steel (Aveng 

Group) 

Local Economic Development (LED) Municipal Capacity Building Diagnostic, Planning, Monitoring and Evaluation - 

the overall objective of the project was to undertake a comprehensive assessment of operational and institutional capacity needs of 

municipal LED units in the province of Gauteng as the basis for the formulation of an LED Capacity Building Plan. Key components of 

the project were: 

� Skills audit (individual and institutional capacity) to identify capacity needs and constraints; 

� Analysis of municipal economic development capacity support available from Gauteng Provincial Government sector 

departments. 

� Identification of appropriate and accredited private institutions and organisations supplying capacity building services. 

� Investigation of available capacity building financing mechanisms. 

� Identification of the roles and responsibilities of key stakeholders in supplying municipal economic development capacity 

support. 

� Development of detailed guidelines for the implementation of a process to monitor and evaluate capacity building exercises. 

(As a member of a project team) developing a comprehensive set of training material and allied resources for Local Economic 

Development learnerships at NQF Levels 5 and 6, including Assessment Guides, Portfolios of Evidence, Learnership Logbooks and 

Workplace Coach Guidelines – my contribution was the HR modules for each level plus all the supporting documentation (Assessment 

Guides etc.) for every module in both levels. 

(Part of a project team) Building the capacity of Integrated Development Planning (IDP) Trainers, including a mentoring and coaching 

phase, where the IDP Trainers are co-facilitators – my contribution was planning, conducting and reporting on a comprehensive training 

needs analysis (of IDP Trainers), designing and developing the mentoring and coaching phase and finalising the Project Report. 

Following on from a comprehensive Skills Assessment/Analysis for Group Internal Audit (GIA) in 2011, the Head: Learning and Talent 

Management, Human Capital Division requested a Skills Assessment/Analysis in the remaining Business Units (± 12) that make up 

the FR CC, consisting of approximately 645 employees. Recently, a new Competency Library was introduced for the Corporate Centre 

and this must form the basis of the Skills Assessment/Analysis. However, it has still been necessary to ensure that every Role Profile is 

properly aligned to the Competency Library, before designing and developing the Skills Assessment Questionnaires 

Skills Audit/Talent Assessment: Approximately 1800 employees; Eight Phases – Identification of Jobs and Job Requirements; 

Preparation of Data Collection Tools; Accessing Employees; Pilot Study; Obtaining Relevant Information; Capturing Information into 

Database; Analysing the Database; Final Report and Presentation 

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(Part of a project Team) Evaluation of the Public Service Induction Programme (PSIP) Aimed at supporting the creation of a 

competent public service by providing analysis and insight into the current induction process and the policies that guide it. Purpose of 

GIZ/PALAMA 

the research: 

� Study the policy relating to the induction process 

� Obtain the views and perceptions of public servants on the PALAMA Public Service Induction Programme (PSIP) and the 

broader induction process 

� Provide policy guidelines for the development of induction and reorientation processes 

14. Other relevant information: 

Recent Presentations 

� “Exploring the implications and benefits of professional registration for people practices, with a specific focus on professionalising Skills Development 

Facilitators” 

� Accelerated Artisan Programme Symposium - merSETA “The status of the South African Occupational Trainer Qualification - implications for improving 

institutional training in the manufacturing and engineering sector”. 

� “The SABPP ETQA’s role in addressing the challenges in the HR profession” and “Feedback on the QCTO pilot project to develop the curriculum framework 

for the Occupational Trainer” 

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CURRICULUM VITAE - SABPP

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