Difference between revisions of "Enterprise IT Skill Frameworks"
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<h2> Competency Frameworks</h2> | <h2> Competency Frameworks</h2> | ||
| − | <p> The emphasis on competence has become international as Enterprise IT and ICT in general have become | + | <p> The emphasis on competence has become international as Enterprise IT and ICT in general have become indispensable across the globe. They derive from a growing understanding of the need for a common language for competences, knowledge, skills and proficiency levels that can be understood across national borders. A common framework enables the identification of skills and competences that may be required to successfully perform duties and fulfill responsibilities in an EIT workplace. They provide a common basis for the selection and recruitment of EIT staff, as well as forming the basis for employment agreements, professional development plans, and performance evaluation for ICT professionals. </p> |
<p> | <p> | ||
| − | Many national and regional governments have come to require certification of EIT practitioners. Accordingly, they have | + | Many national and regional governments have come to require certification of EIT practitioners. Accordingly, they have developed their own definitions of ICT competences. Given the increasingly international composition of the EIT workforce, the EITBOK has included information from 3 major frameworks that are emerging as inter-regional. In general, these frameworks work towards a common understanding of competence, defined by the e-CF, for example, as “demonstrated ability to apply knowledge, skills and attitudes to achieve observable results”.</p> |
<p>Creating mappings between these frameworks and our chapters is challenging, because they come from different perspectives and have different goals. There is rarely a 100% correspondence between the frameworks and our chapters, and, despite careful consideration some subjectivity was used to create the mappings. Please take that in consideration as you review them.</p> | <p>Creating mappings between these frameworks and our chapters is challenging, because they come from different perspectives and have different goals. There is rarely a 100% correspondence between the frameworks and our chapters, and, despite careful consideration some subjectivity was used to create the mappings. Please take that in consideration as you review them.</p> | ||
| Line 9: | Line 9: | ||
<h2>The i-Competency Dictionary</h2> | <h2>The i-Competency Dictionary</h2> | ||
| − | <p>The i-Competency Dictionary (iCD) was developed and is maintained by the Information Technology Promotion Agency (IPA) in Japan. It consists of a comprehensive Task Dictionary and a corresponding Skill Dictionary. The Task Dictionary contains all the tasks that EIT outsourcers or EIT departments are expected | + | <p>The i-Competency Dictionary (iCD) was developed and is maintained by the Information Technology Promotion Agency (IPA) in Japan. It consists of a comprehensive Task Dictionary and a corresponding Skill Dictionary. The Task Dictionary contains all the tasks that EIT outsourcers or EIT departments are expected to accomplish, while the corresponding Skill Dictionary provides the skills required to perform those tasks. </p> |
<P>The diagrams below show how the task and skill dictionaries are structured to be used together. The skills needed to become competent at each task are enumerated in a Task vs. Skill table. In each of the EITBOK chapters, we have shown one of the relevant tasks (at Task layer 2), along with its prerequisite skills from layers 2 - 4. In the diagrams below, we have given indications of the number of tasks and skills that are included in the full i-CD. The complete iCD Task Dictionary (Layers 1-4) and Skill Dictionary (Layers 1-4) are downloadable from the following URL: http://www.ipa.go.jp/english/humandev/icd.html </p> | <P>The diagrams below show how the task and skill dictionaries are structured to be used together. The skills needed to become competent at each task are enumerated in a Task vs. Skill table. In each of the EITBOK chapters, we have shown one of the relevant tasks (at Task layer 2), along with its prerequisite skills from layers 2 - 4. In the diagrams below, we have given indications of the number of tasks and skills that are included in the full i-CD. The complete iCD Task Dictionary (Layers 1-4) and Skill Dictionary (Layers 1-4) are downloadable from the following URL: http://www.ipa.go.jp/english/humandev/icd.html </p> | ||
<p>It should be noted that the IPA is also responsible for the Information Technology Engineers Examination (ITEE), which has grown into one of the largest scale national examinations in Japan, with approximately 600,000 applicants each year.</p> | <p>It should be noted that the IPA is also responsible for the Information Technology Engineers Examination (ITEE), which has grown into one of the largest scale national examinations in Japan, with approximately 600,000 applicants each year.</p> | ||
Revision as of 23:32, 25 July 2016
Contents
1 Competency Frameworks
The emphasis on competence has become international as Enterprise IT and ICT in general have become indispensable across the globe. They derive from a growing understanding of the need for a common language for competences, knowledge, skills and proficiency levels that can be understood across national borders. A common framework enables the identification of skills and competences that may be required to successfully perform duties and fulfill responsibilities in an EIT workplace. They provide a common basis for the selection and recruitment of EIT staff, as well as forming the basis for employment agreements, professional development plans, and performance evaluation for ICT professionals.
Many national and regional governments have come to require certification of EIT practitioners. Accordingly, they have developed their own definitions of ICT competences. Given the increasingly international composition of the EIT workforce, the EITBOK has included information from 3 major frameworks that are emerging as inter-regional. In general, these frameworks work towards a common understanding of competence, defined by the e-CF, for example, as “demonstrated ability to apply knowledge, skills and attitudes to achieve observable results”.
Creating mappings between these frameworks and our chapters is challenging, because they come from different perspectives and have different goals. There is rarely a 100% correspondence between the frameworks and our chapters, and, despite careful consideration some subjectivity was used to create the mappings. Please take that in consideration as you review them.
2 The i-Competency Dictionary
The i-Competency Dictionary (iCD) was developed and is maintained by the Information Technology Promotion Agency (IPA) in Japan. It consists of a comprehensive Task Dictionary and a corresponding Skill Dictionary. The Task Dictionary contains all the tasks that EIT outsourcers or EIT departments are expected to accomplish, while the corresponding Skill Dictionary provides the skills required to perform those tasks.
The diagrams below show how the task and skill dictionaries are structured to be used together. The skills needed to become competent at each task are enumerated in a Task vs. Skill table. In each of the EITBOK chapters, we have shown one of the relevant tasks (at Task layer 2), along with its prerequisite skills from layers 2 - 4. In the diagrams below, we have given indications of the number of tasks and skills that are included in the full i-CD. The complete iCD Task Dictionary (Layers 1-4) and Skill Dictionary (Layers 1-4) are downloadable from the following URL: http://www.ipa.go.jp/english/humandev/icd.html
It should be noted that the IPA is also responsible for the Information Technology Engineers Examination (ITEE), which has grown into one of the largest scale national examinations in Japan, with approximately 600,000 applicants each year.
2.1 The Task Dictionary Structure
3 Skills Framework for the Information Age
The Skills Framework for the Information Age (SFIA) has defined nearly 100 skills. SFIA describes 7 levels of competency which can be applied to each skill. Not all skills, however, cover all seven levels. Some reach only partially up the seven step ladder. Others are based on mastering foundational skills, and start at the fourth or fifth level of competency. It is used in nearly 200 countries, from Britain to South Africa, South America, to the Pacific Rim, to the United States. (http://www.sfia-online.org)
4 European Competency Framework
The European Union's European Competency Framework (e-CF) has 40 “competencies” and is used in the EU. (http://www.ecompetences.eu/) It uses five levels of competency. As in SFIA, not all skills are subject to all 5 levels. The EU has also created a mapping between e-CF and SFIA.
5 i-Competency Dictionary
The Information Technology Promotion Agency in Japan has developed the i-CD, translated it into English, and describes it at https://
