Enterprise IT Skill Frameworks - Revision history

Invicta at 02:30, 23 December 2017

2017-12-23T02:30:57Z

Invicta at 19:20, 22 December 2017

2017-12-22T19:20:12Z

Invicta at 19:16, 22 December 2017

2017-12-22T19:16:52Z

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Cwalrad at 22:54, 4 June 2017

2017-06-04T22:54:14Z

Jclayton at 21:26, 19 March 2017

2017-03-19T21:26:45Z

Jclayton at 02:07, 7 March 2017

2017-03-07T02:07:03Z

Jclayton at 00:11, 25 February 2017

2017-02-25T00:11:58Z

Cwalrad at 22:58, 16 February 2017

2017-02-16T22:58:44Z

Cwalrad: added Clinger-Cohen competencies

2017-02-16T22:56:32Z

added Clinger-Cohen competencies

Jclayton at 06:15, 12 October 2016

2016-10-12T06:15:23Z

@@ Line 29: / Line 29: @@
 <tr valign="top"><td>'''Skill name'''</td><td>The name of the skill</td></tr>
 <tr valign="top"><td>'''Skill description'''</td><td>A description of what the skill is without reference to the levels practiced</td></tr>
-<tr valign="top"><td>'''Level descriptors'''</td><td>A description of the skill for each of the levels practiced, phrased to facilitate their use as professional competencies.<br />
+<tr valign="top"><td>'''Level descriptors'''</td><td>A description of the skill for each of the levels practiced, phrased to facilitate their use as professional competences.<br />
 <ul>
 <li>'''Level 1'''—Completes work tasks under close supervision. Seeks guidance in unexpected situations. Has an organized approach to work. Works with immediate colleagues only.</li>
@@ Line 95: / Line 95: @@
 <p>[[File:ICD_TaskvsSkillTable.png|700px]]<br /><div id="Fig8"></div>'''Figure 8. Task Versus Skill Table (extracted)'''</p>
 <h2>IEEE Software Engineering Competency Model</h2>
-<p>The software engineering competency model (SWECOM) describes competencies for software engineers who participate in development of and modifications to software-intensive systems. Skill areas, skills within skill areas, and work activities for each skill are specified. Activities are specified at five levels of increasing competency. Case studies of how the SWECOM model can be used by a manager, an employee, a new hire, or a curriculum designer are provided. Staffing Gap Analysis and Individual Gap Analysis worksheets are included in an appendix.</p>
+<p>The software engineering competency model (SWECOM) describes competences for software engineers who participate in development of and modifications to software-intensive systems. Skill areas, skills within skill areas, and work activities for each skill are specified. Activities are specified at five levels of increasing competency. Case studies of how the SWECOM model can be used by a manager, an employee, a new hire, or a curriculum designer are provided. Staffing Gap Analysis and Individual Gap Analysis worksheets are included in an appendix.</p>
 <p>The SWECOM document is available for download here: https://www.computer.org/web/peb/swecom-download </p>
 <h2>IEEE-USA Levels of Engineering Responsibility </h2>
 <p>These definitions are based on U.S. Department of Labor criteria and have been used for many years by IEEE-USA to support more precise information on the compensation of engineers. Note that a tenth and final level applies if you are working but are not employed as an engineer. If you are currently unemployed, a full-time student, or completely retired and no longer working, use the level that applied to your most recent job.</p>
-<p>'''Engineer Level 1 (equivalent to GS-5)'''—This is the entry level of professional work requiring a bachelor's degree in engineering and no experience, or the equivalent of a degree in appropriate education and experience. Assignments are designed to develop professional work knowledge and abilities. (Terminal positions are not included.) Works under close supervision on required tasks. Work is checked during progress. No responsibility for direction of others.</p>
+<p>'''Engineer Level 1 (equivalent to GS-5)'''—This is the entry level of professional work requiring 1) a bachelor's degree in engineering and no experience, or 2) enough education and experience to be the equivalent of a degree. Assignments are designed to develop professional work knowledge and abilities. (Terminal positions are not included.) Works under close supervision on required tasks. Work is checked during progress. No responsibility for direction of others.</p>
 <p>'''Engineer Level 2 (equivalent to GS-7)'''—This professional level performs routine engineering work requiring the application of standard techniques, procedures, and criteria in carrying out engineering tasks. Limited judgment on details of work and in making preliminary selections or adaptations of engineering alternatives. Requires work experience acquired in an entry-level position, or appropriate graduate-level study. Assignments may include work that is typical of a higher level. (Terminal positions are not included). Supervisor screens assignments, and selects techniques and procedures. Receives close supervision. May be responsible for the direction of a few aides or technicians.</p>
 <p>'''Engineer Level 3 (equivalent to GS-9 or Academic Instructor)'''—Independently evaluates, selects, and applies standard engineering techniques, procedures, and criteria, using judgment in making adaptations and modifications. Assignments have clear and specified objectives. This level requires developmental experience in a professional position or equivalent graduate-level education. Receives instructions on specific assignment objectives, complex features, and possible solutions. Assistance is furnished on unusual problems. Work is reviewed for application of professional judgment. May supervise or coordinate the work of drafters and technicians.</p>
@@ Line 108: / Line 108: @@
 <p>'''Engineer Level 8 (equivalent to GS-15 or Academic Department Head or Dean)'''—Makes decisions and recommendations that are recognized as authoritative and have a far-reaching impact on extensive engineering and related activities of the company. Negotiates critical and controversial issues with top-level engineers and officers of other organizations and companies. Demonstrates a high degree of creativity, foresight, and importance. Receives general administrative direction. Supervises several subordinate supervisors or team leaders. As an individual researcher and consultant, may be assisted on individual projects by other engineers or technicians. <br />NOTE: Individuals in charge of a company's engineering program may match any of several of these job levels depending on the size and complexity of engineering programs. Excluded from Level 8, but included at Level 9, are engineers in charge of programs so extensive and complex that one or more supervisory engineers are performing at Level 8. Also excluded from Level 8 and included at Level 9 are individual researchers and consultants who are recognized as national and/or international authorities and scientific leaders in very broad areas of scientific interest and investigation.</p>
 <p>'''Engineer Level 9 (greater than GS-15 or Academic Dean or higher)'''—Included in Level 9 are those engineers specifically excluded from Level 8, plus other engineers whose activities and responsibilities exceed those of the prior levels.</p>
-<h2>U.S. 2012 Clinger-Cohen Core Competencies and Learning Objectives</h2>
+<h2>U.S. 2012 Clinger-Cohen Core Competences and Learning Objectives</h2>
-<p>The Clinger-Cohen Core Competencies reflect a core body of 12 competency areas identified by the Federal CIO Council of the United States as fundamental to the effective management of federal technology resources:</p>
+<p>The Clinger-Cohen Core Competences reflect a core body of 12 competency areas identified by the Federal CIO Council of the United States as fundamental to the effective management of federal technology resources:</p>
 <ul>
 <li>Policy and Organization</li>
@@ Line 124: / Line 124: @@
 <li>Technology Management and Assessment</li>
 </ul>
-<p>Each of the 12 competency areas has several subordinate competencies and all subordinate competencies have associated learning objectives. The competencies document can be linked to via https://cio.gov/cio-council-releases-updated-clinger-cohen-core-competencies-learning-objectives/.</p>
+<p>Each of the 12 competency areas has several subordinate competences and all subordinate competences have associated learning objectives. The competences document can be linked to via https://cio.gov/cio-council-releases-updated-clinger-cohen-core-competences-learning-objectives/.</p>

@@ Line 17: / Line 17: @@
 <p>[[File:SFIA_ResponsibilityLevels.png]]<br /><div id="Fig1"></div>'''Figure 1. SFIA Levels of Responsibility'''</p>
 <p>The 97 EIT skills of the SFIA Framework are grouped into categories and sub-categories. A skill has a name, a code, a skill description, and a level description (for that skill at each level practiced).</p>
-<table>
+<table border="1" cellpadding="5">
 <tr valign="top"><th style="background-color: #58ACFA;" width="20%"><font color="white">Attribute</font></th><th style="background-color: #58ACFA;"><font color="white">Description</font></th></tr>
 <tr valign="top"><td>'''Generic responsibilities'''</td><td>The generic responsibility attributes delineated for all skills at all SFIA levels:
@@ Line 53: / Line 53: @@
 <p>There are five e-CF proficiency levels, e-1 to e-5, which relate to EQF learning levels 3 to 8. For a description of the EQF levels, see https://ec.europa.eu/ploteus/en/content/descriptors-page. </p>
 <table cellpadding="5" border="1">
-<tr valign="top"><th style="background-color: #58ACFA;"><font color="white">e-Competence Level</font></th><th style="background-color: #58ACFA;"><font color="white">EQF Level</font></th></tr>
+<tr valign="top"><th style="background-color: #58ACFA;" width="50%"><font color="white">e-Competence Level</font></th><th style="background-color: #58ACFA;" width="50%"><font color="white">EQF Level</font></th></tr>
 <tr valign="top"><td align="center">5 (highest)</td><td align="center">8</td></tr>
 <tr valign="top"><td align="center">4</td><td align="center">7</td></tr>
@@ Line 123: / Line 123: @@
 <li>Enterprise Architecture</li>
 <li>Technology Management and Assessment</li>
 <p>Each of the 12 competency areas has several subordinate competencies and all subordinate competencies have associated learning objectives. The competencies document can be linked to via https://cio.gov/cio-council-releases-updated-clinger-cohen-core-competencies-learning-objectives/.</p>

@@ Line 144: / Line 144: @@
 <p>Individuals may download the SWECOM document here: https://www.computer.org/web/peb/swecom-download </p>
 <h2> The U.S. 2012 Clinger-Cohen Core Competencies and Learning Objectives</h2>
 The Clinger-Cohen Core Competencies reflect a core body of 12 competency areas identified by the Federal CIO Council of the United States as fundamental to the effective management of federal technology resources:

@@ Line 3: / Line 3: @@
      <table>
      <tr>
-     <td width="60%"><font color="#246196">'''Welcome to the initial version of the EITBOK wiki.  Like all wikis, it is a work in progress and may contain errors.  We welcome feedback, edits, and real-world examples. [[#How to Make Comments and Suggestions|Click here]] for instructions about how to send us feedback.''' </font></td>
+     <td width="60%"><font color="#246196">'''Welcome to the initial version of the EITBOK wiki.  Like all wikis, it is a work in progress and may contain errors.  We welcome feedback, edits, and real-world examples. [[Main_Page#How to Make Comments and Suggestions|Click here]] for instructions about how to send us feedback.''' </font></td>
      <td width="20%">[[File:Ieee logo 1.png|100px|center]]</td>
      <td width="20%"> [[File:Acm_logo_3.png|175px|center]]</td>

@@ Line 1: / Line 1: @@
-<table border="1" cellpadding="10px">
+<table border="3">
-<tr><td>'''Welcome to the trial version of the EITBOK wiki.  Like all wikis, it is a work in progress and may contain errors.  We welcome feedback, edits, and real-world examples. [[#How to Make Comments and Suggestions|Click here]] for instruction about how to send us feedback.'''
+<tr><td>
 </td></tr></table>
 <p>&nbsp;</p>

← Older revision		Revision as of 00:11, 25 February 2017
Line 1:		Line 1:
		+	<table border="1" cellpadding="10px">
		+	<tr><td>'''Welcome to the trial version of the EITBOK wiki. Like all wikis, it is a work in progress and may contain errors. We welcome feedback, edits, and real-world examples. [[#How to Make Comments and Suggestions\|Click here]] for instruction about how to send us feedback.'''
		+	</td></tr></table>
		+	<p> </p>
		+
	<h2> Competency Frameworks</h2>		<h2> Competency Frameworks</h2>

@@ Line 147: / Line 147: @@
 <li> Cybersecurity/Information Assurance </li>
 <li> Enterprise Architecture</li>
-<li>Technology Management and Assessment</li>. Each of the 12 competency areas has
+<li>Technology Management and Assessment</li>
-several subordinate competencies and all subordinate competencies have associated learning objectives.
+<p> Each of the 12 competency areas has several subordinate competencies and all subordinate competencies have associated learning objectives. The competencies document can be linked to via https://cio.gov/cio-council-releases-updated-clinger-cohen-core-competencies-learning-objectives/ .

← Older revision		Revision as of 22:56, 16 February 2017
Line 132:		Line 132:

	<p>Individuals may download the SWECOM document here: https://www.computer.org/web/peb/swecom-download </p>		<p>Individuals may download the SWECOM document here: https://www.computer.org/web/peb/swecom-download </p>
		+
		+	<h2> The U.S. 2012 Clinger-Cohen Core Competencies and Learning Objectives</h2>
		+	The Clinger-Cohen Core Competencies reflect a core body of 12 competency areas identified by the Federal CIO Council of the United States as fundamental to the effective management of federal technology resources:
		+	<ul>
		+	<li> Policy and Organization</li>
		+	<li> Leadership and Human Capital Management</li>
		+	<li> Process and Change Management</li>
		+	<li> Information Resources Strategy and Planning</li>
		+	<li> IT Performance Assessment: Models and Methods</li>
		+	<li> IT Project and Program Management</li>
		+	<li> Capital Planning and Investment Control</li>
		+	<li> Acquisition </li>
		+	<li> Information and Knowledge Management</li>
		+	<li> Cybersecurity/Information Assurance </li>
		+	<li> Enterprise Architecture</li>
		+	<li>Technology Management and Assessment</li>. Each of the 12 competency areas has
		+	several subordinate competencies and all subordinate competencies have associated learning objectives.

@@ Line 85: / Line 85: @@
 <h3>Task Dictionary</h3>
-The Task Dictionary is intended to be used and applied by companies and organizations in order to determine tasks in line with their business strategies or business plans. Tasks are used to define their organizational functions and the roles of personnel. The structure of the dictionary assumes a wide range of corporate activities so that companies with any kind of business model can use and apply it. The Task Dictionary is comprised 4 layers divided into three task layers plus the Task Evaluation items layer (approx. 2,000 items).
+The Task Dictionary is intended to be used and applied by companies and organizations to determine tasks in line with their business strategies or business plans. Tasks are used to define their organizational functions and the roles of personnel. The structure of the dictionary assumes a wide range of corporate activities, so that companies with any kind of business model can use and apply it. The Task Dictionary is comprised of four layers that are divided into three task layers plus the Task Evaluation Items layer (approx. 2,000 items).
 [[File:iCD_TaskDictionaryStructure.png]]
@@ Line 99: / Line 99: @@
 This table is intended to define the task diagnostic level and Criteria. Diagnostic Criteria can be applied to task evaluation items or appropriate layer tasks to evaluate one’s task performance capability. The levels are from L0 to L4. This Diagnostic Criteria can be applied to individuals and  the total task performance capability is manipulated for each department by aggregating all department members result.
-[[File:ICD_DiagnosticCriteria.png|700px]]
+[[File:ICD_DiagnosticCriteria.png|637px]]
-<div id="Fig">6</div><p>'''Figure 6. Examples of Task Evaluation Diagnostic Level and Criteria'''</p>
+<div id="Fig6"></div><p>'''Figure 6. Examples of Task Evaluation Diagnostic Level and Criteria'''</p>
-−
 <h3>Skill Dictionary</h3>
-Skills are Capability to handle Associated Knowledge Items to execute a task. The Skill Dictionary is comprised of 4 layers divided into three skill layers plus Associated Knowledge Items (approx. 10,000 knowledge items). The Skill Dictionary refers and sorts the items from the major Body of Knowledges/processes and skill standards in the world.
+Skills are capabilities required to handle associated knowledge items to execute a task. The Skill Dictionary is comprised of four layers divided into three skill layers plus Associated Knowledge Items (approx. 10,000 knowledge items). The Skill Dictionary refers and sorts the items from the major Body of Knowledges/processes and skill standards in the world.
 [[File:iCD_SkillDictionaryStructure.png]]
@@ Line 111: / Line 110: @@
 <h3>Skill Dictionary Chart</h3>
-The Skill Dictionary Chart can be used to obtain a bird’s-eye view of the entire Skill Dictionary on the 1st  and 2nd Skill Layers. The Skill Dictionary is divided into five categories based on skill characteristics: Methodology, Technology, Related knowledge, IT Human Skills, and Specific Skill(Option). This chart represents a skill structure on the perspectives of  the IT Orientation  (Horizontal line : High-Low) and the Application area (Vertical line : Wide-Narrow).
+The Skill Dictionary Chart can be used to obtain a bird’s-eye view of the entire Skill Dictionary on the 1st and 2nd skill layers. The Skill Dictionary is divided into five categories based on the skill characteristics: methodology, technology, related knowledge, IT human skills, and specific skill (optional). This chart represents a skill structure on the perspectives of  the IT orientation (Horizontal line: High-Low) and the application area (Vertical line: Wide-Narrow).
 [[File:ICD_Skill Dictionary Related Knowledge Orientation.png|700px]]
@@ Line 118: / Line 117: @@
 <h3>Skill Proficiency Level</h3>
-This Chart can be used to measure the skills proficiency level using 7 levels skill proficiency criteria. Level 1 to 4 criteria differs according to contents of technology/methodology/related knowledge. Skill proficiency level 4 is the highest acquisition level of the skill for the task accomplishment. Level 5 to 7 criteria is defined across the categories to evaluate by social contribution degree as a professional.
+This chart measures the skill proficiency level using seven levels of skill proficiency criteria. Level 1 to 4 criteria differs according to contents of technology/methodology/related knowledge. Skill proficiency level 4 is the highest acquisition level of the skill for the task accomplishment. Level 5 to 7 criteria is defined across the categories to evaluate by social contribution degree as a professional.
 [[File:ICD_SkillProficiency.png|700px]]