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BTM Learning Outcomes and Competency Standards

Data Analytics Specialization Version 1.0

Data Analytics Specialization

Digital Health

Digital Health Specialization

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Management (BTM) Learning Outcomes and Competency Standards are protected

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NoDerivatives 4.0 International License, as attached to this document (Appendix 1).

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Table of Contents Copyright and Reprint Permission ..................................................................................... 2

Foreword .............................................................................................................................. 4 Business Technology Management Development Team ...................................................... 6 Acknowledgements ............................................................................................................... 8 1.0 Scope of the Data Analytics Specialization .................................................................. 9

2.0 Interested in offering a BTM program? ................................................................... 11

2.1 What BTM Standard is right for my program? ................................................ 12

2.2 How do I use the standard? ............................................................................... 13

2.3 Using the BTM Brand ......................................................................................... 14

2.4 Program Accreditation ...................................................................................... 18 2.4.1 BTM Recognized ............................................................................................. 18

2.4.2 BTM Accredited .............................................................................................. 19 2.4.3 What Accreditation Means for Your Program ................................................ 19

3.0 BTM Structure and Standards Labelling ................................................................. 20

3.1 Hierarchical Structure of the BTM 2.0 ............................................................. 20

3.2 Labeling and Defining BTM Competency Standards ....................................... 22

4.0 BTM Baccalaureate Data Analytics Learning Outcomes and Competency Standards ............................................................................................................................ 23

4.1 I1 – Integrative .................................................................................................. 23 4.2 F1 – Personal and Interpersonal .......................................................................... 31

4.3 F2 – Business ....................................................................................................... 40 4.4 F3 – Technology .................................................................................................. 55

4.5 F4 - Innovation .................................................................................................... 73 4.6 C1 – Technology in Business .............................................................................. 77

4.7 C2- Process, Project and Change ....................................................................... 88

5.0 National Occupational Standards ............................................................................ 99

5.1 Business Analyst – Data Science & Analytics ................................................. 101

5.2 Data Analyst – Data Science & Analytics ........................................................ 108

5.3 Data Scientist (Junior) – Data Science & Analytics ........................................ 114

5.4 Enterprise Data Architect – Data Science & Analytics .................................. 121

5.5 Project Manager, Data Science & Analytics .................................................... 127

Appendices ....................................................................................................................... 134

Appendix 1 – Creative Commons Attribution-NonCommercial-NoDerivatives 4.0

International Public License .......................................................................................... 134

Appendix 2 - Definitions .............................................................................................. 141 Appendix 3 - BTM Competency Expectations ............................................................. 144

Appendix 4 - Revised Bloom’s Taxonomy.................................................................. 145 Appendix 5 - Industry Recognized Competency Frameworks ...................................... 146

Appendix 6 - Details and background on Competency Standards ................................ 148

Appendix 7 - Profile of BTM Graduates ...................................................................... 151

Contact Us ......................................................................................................................... 154

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Foreword

Business Technology Management (BTM) was introduced in 2009 at the undergraduate level in response to industry’s demand for ICT graduates who have the right mix of business and technology skills. Increasingly, industries require highly skilled individuals trained by Canadian educational institutions that can adapt to new ways of working in virtual global teams that can leverage networked business models, innovate constantly, utilize emerging technologies such as cloud computing, social media, big data analytics; and, exhibit strong social skills. To meet these demands, educational institutions would be required to develop programs with the right mix of business and technology learning outcomes that reflect emerging and rapidly changing workplace roles. They must do so while responding to the strong and dynamic influences of information and communication technologies, particularly in traditional sectors such as finance and health, in cross-functional specializations such as entrepreneurship and data analytics, and in direct response to industry’s demands. Working together with academic institutions, industry and sector associations, ITAC Talent defined a set of Business and Technology Learning Outcomes and Competency Standards required by industry that drew heavily on relevant international standards for similar programs and requirements.

BTM is an innovative education solution that enhances academic and career opportunities for post-secondary business students immersed in the realm of technology and innovation. It equips graduates with the right technical and business skills to enter the workplace. The BTM program provides graduates with the required knowledge, skills and competencies to lead and support the effective and competitive use of information and communication technologies. Since its development in 2009, BTM has impacted thousands of graduates and is currently offered at dozens of post-secondary institutions across Canada. Applications into BTM programs are rising by an average of 24% per year. BTM is based on a set of learning outcomes and competency standards that does not prescribe curriculum but describes what students should learn and know upon graduation and prior to entering the workforce. The educational institution grants the academic credential, not ITAC Talent.

Expansion of the Business Technology

Management Program

In 2014, ITAC Talent received a generous grant from the Government of Canada to expand the BTM program. The three-year initiative from 2014 to 2017 provided funding to:

review the BTM 1.0 Learning Outcomes in light of changing technologies and labour market needs;

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expand availability of actual BTM programs in two ways: 'vertically' - into colleges, polytechnics, graduate education, continuing education; and 'horizontally' - into select specialty versions like digital media, health, financial services, digital security, data analytics, and entrepreneurship.

build a prioritized list of National Occupational Standards (NOS) for BTM as a framework for professional education and career development;

professionalize the BTM sector through program accreditation, professional certification and a BTM Association for professionals; and,

create national brand awareness of BTM and its importance to bridging the skills gap through a broad range of national marketing activities and special events.

Specializations BTM specialization degrees will offer students with opportunities to focus on areas of growing significance in today’s job market. Specialization programs combine the learning outcomes of the standard BTM with function specific skills, knowledge and competencies. With the growth of analytics for business decision making, skills and competencies in data analytics are increasingly desired by industry. Graduates of this specialization are able to manipulate large data sets and produce information that informs businesses. BTM Data Analytics graduates assume roles such as data scientist, data analysts, enterprise data architects and business analysts. Detailed Competency Standards and Learning Outcome can be found in Part 4 of this document. A list of National Occupational Standards in roles related to this degree are included in the appendix to this document. For more information on the BTM visit http://itactalent.ca/talent-initiatives/btm/

http://itactalent.ca/talent-initiatives/btm/

http://itactalent.ca/talent-initiatives/btm/

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Business Technology Management Development Team

Academic Representatives

Dr. Yinglei Wang, Acadia University

Dr. Ozgur Turetken, Ryerson University

Dr. Patricia McLaren, Wilfrid Laurier University

Dr. Lyne Bouchard, Université Laval

Dr. Stéphane Gagnon, Université du Québec en Outaouais

Dr. Elie Elia, Université du Québec à Montréal

Dr. Raul Valverde, Concordia University

Haider Al-Saidi, Red River College

Dr. Peter King, University of Manitoba

Ben Akoh, University of Manitoba

Dr. Yau Man Cheung, University of British Columbia

Dr. Dianne Cyr, Simon Fraser University

Dr. Blaize Reich, Simon Fraser University

Industry Representatives

Parm Randhawa, BC Liquor Distributions Branch

Janet Robertson, BC Liquor Distributions Branch

Mukesh Kashyap, Government of British Columbia

Nelson Lah, CGI

David O’Leary, SIDO Capital

David Morrish, MBS Technology Services

Stephen Rudin, Telus

Mihai Dinu, Fraser Health Authority

Holly Zhang, Worksafe BC

Al Abbas, BizTechMasters Inc.

Jonathan Wilder, PCGI Consulting Services

Rod Miller, DBI Technologies Inc.

Susan Zuk PCGI Consulting Services

Jaqueline Manaigre, Manitoba Government

Kerry Augustine, Manitoba Government

Gary Craven, PCGI Consulting Services

Cal Pishak, Crown Lands and Property Agency

Barb Spurway, Protega

Patrick Hannah, Avant Systems Group

Linda Hunter, Sierra Systems Group

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Jim Tremholme, Canadian Tire

Tanya Purchase, Scotiabank

Denise Ramnarine, Scotiabank

Sunita Guyadeen, Royal Bank of Canada

Dianne Dowsett, Hewlett Packard

Sara McCreadie, Hewlett Packard

Roxana Hedre, Xerox Canada

Sandra Biscaia, Samsung Canada

Lorena Ferino, Plexxus

Specialization Specific

Design Committee Lead:

Nathaniel Payne, Data Science and Engineering

Geoff Bazira, SAP Analytics

Keith Turpin, Telus

Luc Lang, Justice Institute of British Columbia

Dr. Greg Richards, University of Ottawa

Dr. Dennis Kira, Concordia University

Dr. Nilesh Saraf, Simon Fraser University

Dr. Ozgur Turetken, Ryerson University

Dr. Elie Elia, UQAM

Editorial Team:

Ben Akoh, ITAC Talent, BTM Director Standards Development

Chris Drummond, ITAC Talent, Managing Director

Gina van Dalen, ITAC Talent, Senior Program Manager, BTM

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Acknowledgements

Funding for the development of the BTM Learning Outcomes and Competency Standards 2.0 has been provided by the Government of Canada. ITAC also appreciates the important work performed by the BTM Data Analytics 1.0 Design Committee members. Finally, there are surely other people who have contributed to the Learning Outcomes and Competency Standards, either directly or indirectly, whose names we have inadvertently omitted. To those people, we offer our tacit appreciation and apologize for having omitted explicit recognition.

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1.0 Scope of the Data Analytics Specialization

The scope of the specialization includes:

Quantitative Methods, Statistics & Modeling: In addition to core training

in quantitative analysis, a graduate will have a strong understanding of the

various statistical techniques that can be used within the scope of modern

business analysis to improve the quality of business decision making. The

graduate will be able to applying business statistics and modeling tools to

solve real-world business problems including forecasting, experimental

design, optimization, prediction (regression & classification), clustering &

segmentation, and break even analysis. These abilities will be dependent on

the graduate’s ability to translate qualitative requirements into quantitative

models which can be utilized by a variety of internal stakeholder groups

including IT and marketing.

Business Process Analysis: In addition to understanding diverse areas of a

business processes, the graduate must be able to model, analyze and propose

improvements to business processes; must be able to reconstruct a business

challenge as an analytics challenge and vice versa. A key part of this work

includes modelling and analyzing all business processes which drive the

creation, collection, or aggregation of data. In order to complete these tasks,

the graduate must have a strong understanding of root-cause analysis, while

also being confident in their ability to develop a business case that can

improve or remove process bottlenecks.

Data Service & Source Management: Data services management is critical

within the analytics space. This is particularly true because data within an

organization resides in many forms and structures. In addition to the

foundational knowledge in data governance and database management

which the graduate possesses, the graduate must be able to manage data

services which connect between internal and third party sources, and which

can be customized to specific systems, end-users, or decision-making

dashboards. The graduate must also be able to manage critical data sources

within the organization, ensuring their availability, accuracy, and security are

always maintained.

Data Management, Governance, Risk and Regulatory Compliance: In

addition to foundational knowledge in data audit and project management,

the graduate must be able to ensure that analytics solutions across the

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organization comply with internal policies, control enterprise risk exposure

as per analytics and IT auditing standards, while also meet every single

specific industry regulation governing data within an organization’s various

jurisdictions.

Visualization & Reporting: Accurate reporting of key information is key

to an organizations success. Within the context of this specialization,

graduates will be able to prepare, ingest, clean, and organize data that exists

to drive organizational reporting. This includes identifying critical

performance indicators that should be tracked, identifying best practices

relating to their tracking (i.e. how to track), and identifying clear ways to

activate collected business data in order to deliver strong value to the

organization. To succeed, graduates must have a strongly understanding of

the best practices surrounding data visualization and reporting.

Analytics Service Project Manager: In addition to foundational knowledge

in project management and service innovation, the graduate must be able to

lead a multidisciplinary team which may include both analytics, IT, and

cognate area professionals who can develop and deploy innovative analytics

products and services to both internal and external audiences. This

leadership can encompass direct analytics and data science leadership roles

including the leadership of a large reporting and analytical function within an

organization. This can also include the management of various internal and

external parties who may impact the data management and consumption

process including vendors, IT operations, Institutional Research, marketing,

and sales.

Operationalizing an analytics project: New and emerging tools contribute

to the ease of analyzing data for decision making. Graduates must be able to

apply appropriate tools and techniques to analyze data, create models,

produce outcomes, and communicate results to decision makers and project

sponsors.

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2.0 Interested in offering a BTM program?

Post-secondary institutions interested in offering the BTM program should follow the steps listed below (see Figure 1). Step 1: Review existing offerings and determine if they match the BTM Learning Outcomes and Competency Standards. Step 2: Calibrate and align the learning outcomes of your courses against the BTM Learning Outcomes and Competency Standards. Step 3: Identify material gaps, determine how they may be filled and settle on the design of your BTM program. Step 4: Contact ITAC Talent when planning your program. ITAC Talent staff can assist with any specific questions you have related to the learning outcomes and competency standards. Step 5: Seek BTM Recognition or Accreditation status by providing ITAC with sufficient information indicating that your program is meeting the industry-accepted standards. Step 6: Create a BTM Advisory Board that will provide guidance and oversight to your program. Step 7: Promote your program using your individual promotion and marketing channels and using ITAC Talent and CareerMash websites. Step 8: Launch your program Participate in ITAC Talent’s BTM related events.

Figure 1: Steps to Offering a BTM Program

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2.1 What BTM Standard is right for my program?

ITAC has developed three different types of Learning Outcomes and Competency Standards to meet a wide variety of educational programs:

Baccalaureate 2.0 Certificate 1.0 Master’s 1.0

Copies of these standards can be found at: http://itactalent.ca/itac-talent-and-you/educators/btm-meeting-market-demand/ The Baccalaureate 2.0 standard captures what is referred to as the BTM Core Body of Knowledge; and from it, the Certificate 1.0 and Masters 1.0 standards derive. In addition, ITAC has developed learning outcomes and competency standards for 5 Baccalaureate specialization programs. Baccalaureate Specialization in Digital Health The demand for BTM health-related skills and competencies continue to increase across industries, hospitals and provincial health departments. The Health Sector BTM Learning Outcomes and Competency Standards have been defined to address specific domain and technical knowledge in the health related field. Expectations of BTM graduates in this area require knowledge and competencies of health related policies, health data analytics, health technology, and ethics. Graduates of this specialization are expected to perform responsibilities for roles such as: Health Enterprise Architecture, Solutions Architect and Developer, Business, Data and Systems Analysis; and ,Solutions and Project Management. Baccalaureate Specialization in Financial Services Created to address the needs of organizations for BTM skills in the financial services area. The Core BTM Baccaleaureate Learning Outcomes and Competency Standards have been adjusted to include Financial Services specific items. For instance, Financial services graduates of the program should, in addition to their core BTM skills be able to exhibit knowledge and expertise in conducting finance related requirements analysis. Graduates of this specialization are expected to perform responsibilities for roles such as: Governance, Risk, and Compliance Management; Data Services; Enterprise architecture; and Quality Assurance.

Baccalaureate Specialization in Digital Security This specialization permeates multiple sectors across multiple positions. Digital security graduates are expected to have sufficient skills to develop, deploy, and maintain security systems, identify security gaps, and provide support for a variety of security services and platforms. Graduates of this specialization assume roles such as security offices, security architect and analysts, and security testers and researchers.

http://itactalent.ca/itac-talent-and-you/educators/btm-meeting-market-demand/


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Baccalaureate Specialization in Entrepreneurship and Innovation This specialization is targeted to persons interested in intrapreneurship roles in existing industries and large corporations without restricting access to small business and start-up entrepreneurs. These people assume the responsibility of transforming existing business models, creating new and innovative ideas and models, developing and resourcing them. BTM Entrepreneurship and Innovation graduates are expected to perform responsibilities for roles such as: analysts for process improvements, product innovation, and strategy innovation. Baccalaureate Specialization in Interactive Communications Experts in this domain are able to work on a variety of digital artefacts including text, audio, video, photography and graphics on a wide variety of contexts and platforms such as the Web, computer and mobile applications, social media platforms, kiosks, electronic displays, and a growing variety of electronic devices such as thermostats, watches and vehicles. Graduates of this specialization take on roles such as digital media project managers, digital design analysts, and digital business development managers. Copies of these standards can be found at: http://itactalent.ca/itac-talent-and-you/educators/btm-meeting-market-demand/

2.2 How do I use the standard?

ITAC defines BTM in specific terms that describe learning outcomes and competency standards but does not prescribe curriculum, program flow or pedagogy. New and existing post-secondary institutions are therefore encouraged to define their own unique approach to teaching the outcomes and standards. Ultimately what counts is whether a program is producing the expected graduate outcomes that are aligned with the BTM learning outcomes and competency standards. Here are just some illustrative examples how educational institutions could offer the specialization.

1. Electives: Schools can create the additional specialization courses and add these into their electives pool. Students who choose a particular elective course would have to take the other 4 to 5 courses required for the specialization. Upon graduation, they would qualify for BTM+ "specialization".

2. Minors: Similar to electives, minors are attainable if the student completes all the courses required for a minor within a specific BTM program by allowing the student to choose additional credit and courses on their own that they could add to their existing program. This is however unstructured, may not create the ideal program offering for schools. The assumption for both points 1 and 2 is that there is already room for electives in the program which



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would allow students to decide to specialize using their elective options as a route.

In the case that there are no available room for elective courses:

3. Mainstream specialization: Institutions would have to find ways of mainstreaming the learning outcomes into existing BTM courses. In this way, no new course is created but existing courses are adjusted to include the learning outcomes for any particular specialization. For instance, a Faculty within an Institution could take its existing BTM program and rework the health specialization learning outcomes into existing courses and then brand the program as BTM Health Specialization. The advantage here is that the program duration is the same and the institution's program approval process may be minimal. Plus schools could decide to focus on the specialization in which there is the greatest need in their province/region.

4. Combine the learning outcomes from two or more existing courses to make room for 4 to 5 new specialization courses. Then introduce those specializations courses into the program. Market it to students as a BTM+ Specialization. Outcome will be similar to point 3; total credit remains unchanged, program duration remains unchanged.

5. Double major: The most tasking but probably preferred option is to introduce 5 to 6 new courses per specialization. Students will graduate after one year but would have a double major: BTM + Specialization

2.3 Using the BTM Brand

To ensure market clarity and avoid confusion, ITAC has trademarked the BTM acronym and logos, and has developed a usage guide for educational institutions. The BTM brand nomenclature is aligned with the type of program your institution offers and not the learning outcomes standard you choose to use. For example, the Baccalaureate standard could be used to develop either a four year undergraduate degree program or a three year diploma program. In this case, the branding and nomenclature for the undergraduate program would be BTM Baccalaureate and for the diploma program the BTM Diploma. These brand types are represented in Table .

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Baccalaureate A discrete, structured and sequenced set of courses and requirements that a student must complete in order to obtain a specific degree or other recognized credential (e.g. diploma, post-graduate diploma) at the undergraduate or graduate level. A degree program may also be referred to as a major program.

Baccalaureate plus Specialization

A discrete, structured and sequenced set of courses and requirements that a student must complete in order to obtain a specific degree or other recognized credential (e.g. diploma, post-graduate diploma) at the undergraduate or graduate level. A degree program may also be referred to as a major program. Entrance requirements vary from institutions to institution. For the specialization there be at least five (5) courses. At least two (2) of the courses in a specialization should be advanced courses, defined as courses that would normally be taught in the latter two years of study and build upon the introductory and intermediate courses. There must be a structure to the set of courses required; in other words, allowing students to choose any random set of courses is not appropriate, although allowing students to select from several groups of electives would be fine.

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Allowing students to select a custom program would also be fine provided this process is carefully guided by an advisor, such that the resulting program is coherent and meets the program objectives.

Diploma A structured program of studies consisting primarily of degree credit courses equivalent to a minimum of 24 credit hours and a maximum of 60 credit hours. It may include non-degree related courses (maximum is the equivalent of 15 credit hours, but cannot exceed in total more than the equivalent of 60 credit hours). The diploma is a stand-alone program.

Certificate A structured program of studies consisting primarily of non-degree credit courses equivalent to a minimum of 180 instructional contact hours and a maximum of 400 instructional contact hours (average 1 year). A certificate is a stand-alone program.

Master’s A structured program of studies consisting primarily of graduate courses equivalent to a minimum of 18 credit hours and a maximum of 30 credit hours. A graduate program may (1) be a stand-alone program or (2) be in conjunction with a graduate degree (12 credit hours of which must be in addition to other degree requirements to a maximum of 30 credit hours).

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Applicants must hold a degree in a related field and meet the normal graduate studies admission requirements for entrance to the program.

Table 1: BTM Program Types

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2.4 Program Accreditation

ITAC has established the Business Technology Management Accreditation Council (BTMAC). The Council is responsible for the development of accreditation criteria, selection of program evaluators, and ultimately the granting of the accreditation status. The accreditation process is voluntary.

A standard level of professional knowledge among all BTM professionals relies on standard education approaches and curricula. BTMAC accreditation is a non-governmental autonomous process for assessment of educational programs against industry accepted standards. It provides a professional judgement about the quality of the educational program and encourages continued improvement. It provides an indication for the public at large that a program accredited is capable of producing graduates who can function at the required level of competence to enter the industry job market.

Accreditation:

Promotes and advances all phases of BTM education with the aim of promoting public welfare through the development of better-educated computer professionals.

Fosters a cooperative approach to BTM education between industry, government, and educators to meet the changing needs of society.

Provides a credible, independently verifiable method to differentiate accredited programs from non-accredited programs that may not adhere to important industry standards.

Signifies that a program has a purpose appropriate to higher education and has resources and services sufficient to accomplish its purpose on a continuing basis.

Provides an opportunity to the educational institution for improvement and self-analysis, and shows a commitment to continuous improvement.

Two levels of recognition are offered for BTM programs:

2.4.1 BTM Recognized Business Technology Management (BTM) type programs have the opportunity to seek Recognized status. The Business Technology Management Accreditation Council (BTMAC) will offer an informal review to programs that have not yet produced graduates and do not qualify for an accreditation visit. The purpose of the informal evaluation is to provide comment and advice to the institution with respect to the program. The review will focus solely on the alignment of the program to the BTM Learning Outcomes. To be successful, a program needs to demonstrate that it produces learning outcomes that are largely aligned with the BTM Learning Outcomes and Competency Standards. Programs that are successful in the review will be allowed to use the term BTM Recognized on communications for a maximum

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of four (4) years. No undertaking is given by the BTMAC as to the eventual accreditation of the program.

2.4.2 BTM Accredited Accreditation provides an opportunity for academic institutions to demonstrate they are committed to maintaining their programs' quality and that their programs are performing at the level required by the professions they serve. Programs undergo periodic accreditation to ensure that they continue to meet quality standards set by the profession. The result provides lasting benefits to students, the institution, employers, the professions, and society as a whole.

2.4.3 What Accreditation Means for Your Program When a program becomes BTM Accredited it means that it:

Has received a national recognition of its quality Promotes "best practices" in education Directly involves faculty and staff in self-assessment and continuous quality

improvement processes Is based on "learning outcomes," rather than "teaching inputs"

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3.0 BTM Structure and Standards Labelling

3.1 Hierarchical Structure of the BTM 2.0

Figure 2: BTM Learning Outcome and Competency Standard Framework

The BTM Learning Outcomes contain 70 Learning Outcomes (see Table 2: BTM Learning Outcomes) in 7 broad competency areas, namely: 1. Integrative (I1): This knowledge area contains learning outcomes that integrate

the competencies developed in the following six knowledge areas. It produces a

“deliverable” of direct relevance to employers.

2. Personal and Interpersonal (F1): The ability to make a meaningful

contribution depends upon one’s self-knowledge and ability to have

constructive, long term, interactions with others. Successful leaders have strong

personal and interpersonal competencies.

3. Business (F2): To be effective in the workplace one must have both the broad

context of business – its role and place in society – and a working knowledge of

how business operates.

4. Technology (F3): BTM graduates must understand information and

communications technologies, their current capabilities, and future trends.

5. Innovation (F4): BTM graduates are expected to be innovative in the

workplace. Innovators should be able to identify new opportunities, validate and

resource them.

6. Technology in Business (C1): This knowledge area is designed to synthesize

the knowledge and competencies gained in the foundational knowledge areas

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and create an additional competency in understanding: the potential (economic,

personal, societal), the risks of, and the governance, acquisition, and

management of ICTs in and for business.

7. Processes, Project and Change (C2): BTM graduates will gain the foundations

that enable them to help create well-designed business processes, well-managed

projects, and support for the individuals and groups undergoing change.

Table 2: BTM Learning Outcomes

I1 ProjectManagement F3-1 ITTrends C1-1 BusinessValueofIT

I2 BusinessAnalysis F3-1.1 ITOperations C1-2 ImpactofITonPeople

I3 BusinessProcessManagement F3-1.2 SoftwareDevelopment C1-3 nnovationManagement

I4 EnterpriseArchitecture F3-1.3 InfrastructureLifecycle C1-4 ITIndustryEconomics

I5 TechnologyManagement F3-1.4 TechnologyLifecycle C1-5 ITFunctionEconomics

I6 TechnologyAssessment F3-1.5 ContemporaryTechnologyLifecycle C1-6 ITFunctionTrends

I7 DesignThinking F3-1.6 DigitalBusinessTechnology C1-7 ITProcurement

I8 CommunicateBusinessValue F3-1.7 DigitalBusiness C1-8 EnterpriseArchitecture

F1-1 Self-Awareness F3-1.8 DigitalMarketing C2-1 OrganizationalLearning

F1-2 Communication F3-2 ITSolutionDesign C2-2 ProjectManagement

F1-3 WorkplaceDiversity F3-2.1 RequirementsAnalysis C2-3 BusinessChangeManagement

F1-4 InterpersonalRelations F3-2.2 Networking C2-4 ProjectProcessManagement

F1-5 Teamwork F3-2.3 CustomSoftware C2-4.1 StakeholderRequirementAnalysis

F1-5.1 Persuasion F3-2.4 PackagedSoftware C2-4.2 BusinessProcessImprovement

F1-5.2 DecisionMaking F3-2.5 TechnologyArchitecture C2-4.3 BusinessProcessDesign

F1-5.3 Leadership F3-3 ITSecurityandCompliance C2-4.4 QualityAssurance

F1-5.4 CommunicationTechnologies F3-3.1. InformationSecurityorCyberSecurity C2-4.5 NewProcessImplementation

F1-6 Negotiation F3-3.2 Technologyaudit C2-5 KnowledgeManagement

F1-7 CoordinationSkill F3-3.3 Privacy

F2-1 BusinessandSociety F3-3.4 ITGovernanceandStandards

F2-2 BusinessModels F3-4 InformationManagement

F2-3 RiskManagement F3-4.1 BusinessIntelligence

F2-4 StrategicManagement F3-4.2 DecisionSupportSystems

F2-5 SupportFunctions F3-4.3 DataWarehousing

F2-6 ValueChain F4-1 OpportunityIdentification

F4-2 Validation

F4-3 Resourcing

TechnologyinBusiness

Processes,ProjectsandChange

Integrative

PersonalandInterpersonal

Business

Technology

Innovation

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3.2 Labeling and Defining BTM Competency Standards

Competency Standards are defined using a formula:

<Label> {“-” <Skill Reference Code>}{“=” <Required Competency Level Code>}

Where:

<Label> indicates which model is used to define the competency standard or provide guidance. In summary:

1. BLOOM = Updated Bloom’s Taxonomy

2. SFIA = Skills Framework for the Information Age Version 6

3. PMI = Project Management Institute

4. IIBA = International Institute of Business Analysis

5. MSC = Management Standards Centre, National Occupational Standard

<Skill Reference Code>. Where a competency standard for a “doing” learning outcome is being set, a skill reference code is provided which provides a pointer to the specific description of the relevant skill in the selected competency model. The skill reference code is only required for doing competencies. Links to applicable source documents are provided or embedded to the specific competency standard.

<Required Competency Level Code> specifies the required competency level the student must achieve using the competency level scale from the selected competency model. In cases where the competency standard is provided for guidance only, this element is omitted (see below for details).

Details of the Labels, Skill Reference Codes and Required Competency Level Codes for each competency model are described in the associated link or embedded document (See Appendix 4 for additional information).

Competency standards are created using a combination of Industry Codes, Competency Codes and Competency Levels. For instance, the competency Standard: “SFIA-PRMG=4” suggests that the BTM graduate must demonstrate a Project Management competency at Level 4 of the SFIA Industry Recognized Framework. The BTM revised BLOOMs taxonomy is used throughout the document (See Appendix 3). Chapter 4 provides the Baccalaureate 2.0 BTM Core Body of Knowledge Learning Outcomes and Competency Standards.

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4.0 BTM Baccalaureate Data Analytics Learning Outcomes and Competency Standards

These learning outcomes and competency standards derive from the BTM Core 2.0.

Data Analytics specific “annotations” have been added where necessary to describe specific data analytics related requirements, learning outcomes, and standards.

4.1 I1 – Integrative

This knowledge level area contains learning outcomes that integrate the competencies developed in the other knowledge areas. It produces a “deliverable” of direct relevance to employers.

Ref (1)

Title (2)

Learning Outcome (3)

Competency Standard (4)

I1 Project Management Demonstrate the ability to effectively plan, manage and lead a business technology analytics project.

Annotation:

Integrate Project

Management (PM) best

practices within a Data

Analytics context, with a

keen understanding of the

analytics Work Breakdown

Structure, and the

SFIA-PRMG=4 (Project Management) Introduction to this skill: The management of projects, typically (but not exclusively) involving the development and implementation of business processes to meet identified business needs, acquiring and utilizing the necessary resources and skills, within agreed parameters of cost, timescales, and quality. Level 4 Description: Defines, documents and carries out small projects or sub-projects (typically less than six months, with limited budget, limited interdependency with other projects, and no significant strategic impact), alone or with a small team, actively participating in all phases. Identifies, assesses and

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complexity and uncertainty

of certain analytics tasks.

Be able to demonstrate the

ability to understand the

functional areas of analytics

projects management.

manages risks to the success of the project. Agrees project approach with stakeholders, and prepares realistic plans (including quality, risk and communications plans) and tracks activities against the project schedule, managing stakeholder involvement as appropriate. Monitors costs, timescales and resources used, and takes action where these deviate from agreed tolerances. Ensures that own projects are formally closed and, where appropriate, subsequently reviewed, and that lessons learned are recorded. SFIA-PROF=4 (Programme and Project Support) Introduction to this Skill: The provision of support and guidance on portfolio, programme and project management processes, procedures, tools and techniques. Support includes definition of portfolios, programmes, and projects; advice on the development, production and maintenance of business cases; time, resource, cost and exception plans, and the use of related software tools. Tracking and reporting of programme/project progress and performance are also covered, as is the capability to facilitate all aspects of portfolio/programme/ project meetings, workshops and documentation. Level 4 Skill Description: Takes responsibility for the provision of support services to projects. Uses and recommends project control solutions for planning, scheduling and tracking projects. Sets up and provides detailed guidance on project management software, procedures, processes, tools and techniques. Supports

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programme or project control boards, project assurance teams and quality review meetings. Provides basic guidance on individual project proposals. May be involved in aspects of supporting a programme by providing a cross programme view on risk, change, quality, finance or configuration management.

I2

Business Analysis

Demonstrate the ability to understand and analyze a business problem or opportunity- collect relevant information, describe and compare options and risks, and make recommendations. Demonstrate appropriate use of relevant techniques such as systems thinking and quantitative analysis. Annotation:

Integrate Business Analysis

best practices within a Data

Analytics context,

understanding how

analytics fits within business

operations, and how to

leverage insight for

decision-making.

BLOOM BTM=4

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I3 Business Process Management

Demonstrate the ability to analyze a business process, develop the "to-be" design, and then to create the implementation plan and the business change management plan to implement this design.

Annotation:

Integrate Business Process

Management (BPM) best


Analytics context,

integrating analytics in

support of process

automation, and reusing

analytics services creatively

for process innovation.

MSC-C5=FL (Facilitating Change – Plan Change – First Line Manager)

I4 Enterprise Architecture

Demonstrate the ability to design and communicate a moderately complex technology-enabled solution to a business problem.

SFIA-SSUP=4 (Sales Support) Introduction to this Skill: The provision of technical advice and assistance to the sales force, sales agents, reseller/distributor staff existing or prospective customers, either in support of customer development or sales activity or fulfillment of sales obligations. Level 4 Skill Description:

http://www.management-standards.org/sites/default/files/Unit%20C5.pdf

http://www.management-standards.org/sites/default/files/Unit%20C5.pdf

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Annotation: Demonstrate the ability to understand the components of a robust technology architecture, construct an optimal architecture, and integrate analytics tools and best practices within a Data

Analytics context,

understanding the

interdependencies between

architecture layers to

deliver analytics value.

Works closely with the sales team to help prospects to clarify their needs and requirements; devises solutions and assesses their feasibility and practicality. Demonstrates technical feasibility using physical or simulation models. Produces estimates of cost and risk and initial project plans to inform sales proposals. Resolves technical problems.

l5 Technology Management

Demonstrate understanding of how to analyze a business need, develop an RFx, evaluate the responses, and structure a contract with the successful vendor. Ability to evaluate the effectiveness, appropriateness and usability of an implemented information system.

BLOOM BTM=3

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Annotation:

Integrate Technology

Management best practices

within a Data Analytics

context, advising on every

lifecycle steps in managing

an analytics solution.

l6 Technology Assessment

Demonstrate the ability to examine a new technology, understand its strengths and weaknesses, evaluate its usefulness to solve business problems, and communicate the results.

Annotation:

Integrate Technology

Assessment best practices

within a Data Analytics

context, remaining abreast

of the latest IT solutions

available for analytics

projects.

SFIA-RSCH=3 (Research) Introduction to this Skill: The advancement of knowledge by data gathering, innovation, experimentation, evaluation and dissemination, carried out in pursuit of a predetermined set of research goals. Level 3 Description: Within given research goals, builds on and refines appropriate outline ideas for research, i.e. evaluation, development, demonstration and implementation. Uses available resources to gain an up-to-date knowledge of any relevant field. Reports on work carried out and may contribute sections of material of publication quality.

I7 Design Thinking Exhibit an understanding of how to use the 5 key elements of the design-

BLOOM BTM=1

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thinking framework for future projects and initiatives.

Annotation:

Integrate Design Thinking

best practices within a Data

Analytics context, creating

innovative designs for

analytics solutions,

especially for insight

discovery and visualization.

I8 Communicate Business Value

Demonstrate understanding of how to effectively communicate the value of current and new projects in a concise and compelling way.

Annotation:

Integrate Value

Communication best


Analytics context, helping

various professions discover

BLOOM BTM=3

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the value from hidden

business insight, and

develop a culture for

analytics throughout the

organization.

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4.2 F1 – Personal and Interpersonal

The ability to make a meaningful contribution depends upon one’s self knowledge and ability to have constructive, long term, interactions with others. Successful leaders have strong personal and interpersonal competencies.

Ref (1)

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F1-1 Self-Awareness Demonstrate self-awareness and self-management, including initiative, mastery of ethical reasoning, client relationship management, business courtesies and self-presentation.

Annotation:

Position analytics as an

emerging transdisciplinary

competency area, well

aware of its integration

within the IT profession,

but actively blending the

perspectives of various

professions contributing to

its body of knowledge.

MSC-A1=TL (Manage your own resources – Team Lead) MSC-D1-TL (Developing productive working relationships with colleagues)

http://www.management-standards.org/sites/default/files/A1%20-%20Manage%20your%20own%20resources.pdf

http://www.management-standards.org/sites/default/files/D1%20-%20Develop%20productive%20working%20relationships%20with%20colleagues.pdf


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F1-2 Communication Demonstrate proficiency in listening, oral and written communications skills in a business context.

Annotation:

Speak the language of

various professionals,

helping to translate

technology and business

requirements, and sharing

expertise in implementing

analytics solutions.

BLOOM BTM=4

F1-3 Workplace Diversity Demonstrate understanding of the strengths of a diverse workplace (including ability, ethnicity, religion, gender, sexual orientation, age/generation).

Annotation:

Develop common values

with professionals from all

around the globe, showing

respect for the diversity of

the analytics profession in

different countries, and

BLOOM BTM=3

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cultural sensibility in

multinational organizations

and/or involving

international customers,

where trust is a key element

of service delivery.

F1-4 Interpersonal Relationship

Demonstrate proficiency in working with individuals, including giving and receiving feedback and resolving differences using appropriate negotiation and conflict management skills.

Annotation:

Perform tasks diligently

under stress, responding

positively to criticism from

professions with various

perspectives (qualitative vs.

quantitative, individual vs.

team-based), and sharing

responsibility where

analytics solutions require

diverse expertise.

MSC-D1=TL (Develop productive relationships with colleagues – Team Lead)



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F1-5 Teamwork Demonstrate proficiency in leading workplace teams (within or between organizations), including the ability in the four following areas: Annotation:

Take part in

multidisciplinary teams,

involving diverse technical

and analytics professions,

along with customer and

partner representation, so

as to effectively provide IT

expertise in support of

business, and reflect a keen

understanding of the shared

responsibility and

accountability of mission-

critical analytics solutions.

BLOOM BTM=4

F1-5.1 Persuasion Demonstrate the ability to persuade, influence, motivate and provide guidance.

MSC-B6=TL (Providing direction; Provide leadership in your area of responsibility - First line managers and middle managers)

http://www.management-standards.org/sites/default/files/B6%20-%20Provide%20leadership%20in%20your%20area%20of%20responsibility.pdf



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Annotation:

Convince coworkers and

management by using

and/or interpreting

analytics astutely, leading

by example in accessing

and relying on the best data

and most intelligent

solutions, with a keen

understanding of risk and

performance, while

creating trust by showing

respect towards the

analytics capabilities of

various professions.

F1-5.2 Decision Making Demonstrate the ability to facilitate a range of group innovation, analysis and decision making techniques. Annotation: Demonstrate the ability to use analytics outputs to support organizational decision making, Contribute

to IT-related decisions by

linking technology,

MSC-C2=TL (Encourage innovation in your area of responsibility –First line managers and middle managers)

http://www.management-standards.org/sites/default/files/C2%20-%20Encourage%20innovation%20in%20your%20area%20of%20responsibility.pdf

http://www.management-standards.org/sites/default/files/C2%20-%20Encourage%20innovation%20in%20your%20area%20of%20responsibility.pdf

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operational, management,

and strategic facets,

focusing on the value from

analytics and hidden

business insight, its impact

on performance, and

proposing solutions that fit

the organization’s culture.

F1-5.3 Leadership Demonstrate the ability to engender and sustain trust.

Annotation:

Engage both IT and

analytics professionals to

share common goals,

exploiting hybrid

interpretation skills for

addressing the complex


technology and advanced

analytics tasks, and

distinguishing oneself by

MSC-D1=TL (Develop productive relationships with colleagues – Team Lead)



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conceiving innovative

solutions that surpass

results from traditional

approaches.

F1-5.4 Communications Technologies

Demonstrate the ability to effectively use technologies to facilitate and support group activities and processes.

Annotation:

Lead by example in

teaching diverse analytics

professionals how to

leverage seamless IT-based

communications for

leveraging data and

analytics expertise,

especially in organizations

with a conservative culture,

primarily by demonstrating

the value of new

technologies, while

maintaining organizational

cordiality and ensuring

trust and reliability.

MSC-E14=TL (Support team and virtual working – Team Lead)

http://www.management-standards.org/sites/default/files/E14%20-%20Support%20team%20and%20virtual%20working.pdf

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F1-6 Negotiation Be able to explain the various approaches to effective negotiation.

Annotation:

Understand the diversity of

positions and potential

conflicts among the various

units, professions, and

stakeholders involved in

developing and managing

analytics processes and

systems, and identify the

various negotiation

strategies for overcoming

obstacles that prevent IT

management from meeting

organizational goals.

BLOOM BTM=2

F1-7 Coordination Skill Demonstrate understanding of effective coordination of communications, time management, and task prioritization.

BLOOM BTM=3

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Annotation:

Coordinate tasks among

colleagues through a keen

appreciation of the due

diligence required in

analytics processes and

solutions, along with a

clear perspective in how

tasks and delays must be

communicated to different

groups, while maintaining

balance and equity among

groups sharing work tasks.

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4.3 F2 – Business

To be effective in the workplace one must have both the broad context of business – its role and place in society – and a working knowledge of how business operates.

Ref (1)

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F2-1 Business and Society Exhibit an understanding of the history, current role and future trends (e.g. globalization, social responsibility) of business within society and the global economy.

Annotation:

Understand the impact of

the emerging analytics

capabilities of

organizations for economic

development, and the

critical impact of IT and

analytics technologies on

customer information and

the industry.

BLOOM BTM=2

F2-2 Business Models Demonstrate understanding of technology-enabled business design (e.g., digital business models including "platforms", supply

BLOOM BTM=3

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networks, collaborative/proprietary innovation, disruptive innovation).

Annotation:

Position IT and analytics as

core enablers and

competitive differentiators

within business models,

showing how the

organization can respond

to rapid industry and

technological changes; and

emphasizing innovation in

leveraging and using IT for

smarter services and

processes.

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F2-3 Risk Management Demonstrate the ability to conduct financial, operational, and reputational risk management including their implications for business decisions of cyclical and event-driven external risks (e.g. credit crunch, pandemics, global warming, disruptive markets entrants, cyber threats, peak oil).

Annotation:

Manage IT-related risk and

interpret sources of

business insight, relying on

analytics models adapted to

the risk culture of specific

industries, integrating IT

risk factors within broader

Governance, Risk, and

Compliance Management

(GRCM) processes, and

conforming to industry

standards.

BLOOM BTM=2

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F2-4 Strategic Management

Demonstrate understanding of the structure of various kinds of organizations by industry sector, ownership, governance and size - their business models, key performance factors, dominant structures and processes.

Annotation:

Assess the value of IT and

analytics capabilities for

strategy building and

implementation in various

industries, analyzing

performance both

quantitatively and

qualitatively, while

showing how IT and

analytics can advance the

organization’s strategic

goals and competitiveness

in a global industry. Demonstrate understanding of the governance of information systems and technology in data analytics;

BLOOM BTM=3

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prioritizing IT investments in data analytics, funding mechanisms, regulations and stakeholders; use of various reporting tools and mechanisms for decision making at various levels; and knowledge of benchmarks and scorecards used in organizations.

F2-5 Support Functions Demonstrate understanding of the role, processes and structure of support functions of a business (e.g. general management, marketing, finance, R&D, IT, human resources)

Annotation:

Integrate the IT and

analytics concerns of both

service line and support

functions, conceiving cross-

functional processes that

fully leverage analytics

capabilities for business

value in all divisions, while

addressing the complexity

BLOOM BTM=3

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and value contribution of

support functions in

operations.

F2-6 Value Chain Demonstrate understanding of the role, processes and structures of operational functions of a business (e.g. sales, manufacturing, distribution, customer support).

Annotation: Demonstrate an understanding of the role of ICTs in improving organizational productivity and performance. Understand how analytics

can help strengthen an

organization, and possibly

help change the landscape,

of industry dynamics and

competitiveness, while

identifying how IT and

analytics capabilities of

various organizations

impact their respective

BLOOM BTM=3

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strategic focus, while

impacting the performance

of a particular organization

in the value chain.

F3-1 IT Trends Be able to explain the current and future issues relating to IT Trends, etc. Annotation:

Observe IT trends that

impact on analytics,

throughout various

industries, by staying

abreast of the latest

development, and helping

the organization assess the

value of trend adoption or

following.

BLOOM BTM=2

F3-1.1

IT Operations IT operations (e.g. delivery of service levels, change control, green IT).

BLOOM BTM=2

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Annotation:

Manage IT operations

applying the latest best

practices and technologies

to specific requirements of

the analytics runtime

environment, with concerns

for the criticality of

intelligence reliability and

business continuity, and

constant challenges of risk

prevention, information

privacy, cybersecurity, and

regulatory conformity.

F3-1.2

Software Development

Software development (e.g. methodologies, lifecycle, emerging techniques, [e.g., machine learning], usability, in-house vs. off the shelf / total cost of ownership).

BLOOM BTM=2

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Annotation:

Help customize the latest

trends in software

development, such as agile

methods and Platform as a

Service (PaaS), by

analyzing the impact of

these new methods and

technologies for data

analytics applications.

F3-1.3 Infrastructure Lifecycle

Infrastructure lifecycle (networks, desktop and data centre hardware, operating systems, databases).

Annotation:

Understand the lifecycle of

IT infrastructure required

for data analytics, the

limits it imposes on

application development

and service reliability, the

quality and cost-of-non-

quality these impose on IT

BLOOM BTM=2

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services, decision-making

processes and their end-

users, as well as to IT

strategy and budgets.

F3-1.4

Technology Lifecycle Overall application and technology landscape lifecycle (e.g. make technology choices that will ease the integration of unpredictable future technologies).

Annotation:

Understand the technology

lifecycle of key solutions

specific to data analytics,

identifying the potential

and limits of emerging

trends that can help unlock

the value of information

previously difficult to

integrate in analytics.

BLOOM BTM=2

F3-1.5 Contemporary Technology Lifecycle

Current and emerging technologies, their business impacts and and methods (e.g. big data, machine

SFIA-EMRG= 4 (Emerging technology Monitoring) Introduction to this Skill: The identification of new and emerging hardware, software and communication technologies and products, services,

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learning, cloud computing, mobile, social media, robotics, Internet of Things)

Annotation: Understand the lifecycle of

contemporary or emerging

new technologies (e.g.,

merging data and text

analytics), how they impact

decision-making, which

business processes are best

candidates to apply

emerging technologies,

their cost-effectiveness,

sustainability and

performance impact, and

feasibility given industry

risk culture.

methods and techniques and the assessment of their relevance and potential value as business enablers, improvements in cost/performance or sustainability. The promotion of emerging technology awareness among staff and business management. Level: Level 4 Description: Maintains awareness of opportunities provided by new technology to address challenges or to enable new ways of working. Within own sphere of influence, works to further organizational goals, by the study and use of emerging technologies and products. Contributes to briefings and presentations about their relevance and potential value to the organization.

F3-1.6 Digital Business Technology

Be able to explain the overall functioning of the Internet, Web, mobile, IoT etc. Be able to explain a variety of Internet technologies, including those pertinent to Web applications, mobile apps,

BLOOM BTM=3

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IoT., HTML, CSS etc.; Scripting, such as JavaScript Web APIs; Graphics such as SVG WebGL, etc; Other Web authoring tools; and, Web analytics tools.

Annotation:

Manage IT projects

involving e-business

technologies (e.g,. analytics

for Customer Relationship

Management, CRM),

assessing their impact on

the architecture of business

processes and decision-

making, the changes

necessary to practices of

various analytics

professions, and the

potential for developing

competitive advantages

from organizational

innovation.

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F3-1.7 Digital Business Demonstrate understanding of Digital Commerce and the application of IT, and especially digital technology, to developing innovative business models within an existing or new business strategy; understand the business opportunities from innovative digital technology for both small and large enterprises, including e-commerce development platforms in the cloud, e-commerce hubs or marketplaces, e-commerce process and payment automation, etc.

Annotation:

Manage IT projects where

traditional business

processes are being

converted as hybrid

physical/digital or purely

digital business (e.g.,

mobile banking),

BLOOM BTM=3

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integrating the concerns of

various analytics

professions and end-users,

and analyzing the

functional and non-

functional requirements

within the scope of

intelligence functionalities

and decision-making

automation.

F3-1.8 Digital Marketing Demonstrate understanding of Digital Business concepts and the tools which support them including computer and mobile solutions for Market research and analysis; Search engine optimization (SEO); Social media marketing (SMM - blogging, LinkedIn, Twitter, etc); Online advertising tools (such as Google Adwords); and applications in various functional areas (e.g., marketing, sales, collaborative business processes, operational information management);

BLOOM BTM=3

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analytics and scorecards.. Digital marketing programs; Marketing automation; Measurement and web performance optimization.

Annotation:

Manage IT projects

involving hybrid

physical/digital or purely

digital marketing methods,

where new intelligent

features can help enhance

functionality (e.g., mobile

and context-aware

advertising). Analysing the

value proposition of end-

users, and relating these

technologies to marketing

principles and legal

constraints specific to each

industry; recognize

constraints to market

intelligence posed by

access to information and

third party data services.

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4.4 F3 – Technology

BTM graduates must understand information and communications technologies, their current capabilities, and future trends.

Ref (1)

Title (2)



F3-2

IT Solution Design Demonstrate the ability to meet business requirements by planning, designing, integrating into an existing landscape, implementing, configuring and operating contemporary technologies. Annotation:

Design complex applications

for data analytics,

integrating the knowledge of

both technology and business

experts, while advising on the

most appropriate solution

design given any specific risk

and innovation culture of the

industry.

The following seven (7) competency standards apply to all parts of F3-2 Skill (1) SFIA-REQM=3 (Requirements Definition and Management) Introduction to this Skill: The definition and management of the business goals and scope of change initiatives. The specification of business requirements to a level that enables effective delivery of agreed changes. Level 3 Description: Defines scope and business priorities for small-scale changes and may assist in larger scale scoping exercises. Elicits and discovers requirements from operational management and other stakeholders. Selects appropriate techniques for the elicitation of detailed requirements taking into account the nature of the required changes, established practice and the characteristics and culture of those providing the requirements. Specifies and documents business requirements as directed, ensuring traceability back to source. Analyzes them for adherence to business objectives and for

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consistency, challenging positively as appropriate. Works with stakeholders to prioritize requirements. Skill (2) SFIA UNAN=3 (User Experience Analysis) Introduction to this Skill: The identification, analysis, clarification and communication of the context of use in which applications will operate, and of the goals of products, systems or services. Analysis and prioritization of stakeholders’ “user experience” needs and definition of required system behaviour and performance. Resolution of potential conflicts between user requirements and determination of usability objectives. Level 3 Skills Descriptions Identifies and engages with users/ stakeholders, defines relevant characteristics (e.g. “personas”) and describes users goals and tasks (e.g. as “user stories”). Describes the environment within which the system will be used. Identifies and describes requirements of users with special needs (e.g. resulting from physical disabilities). Skill (3) SFIA-DESN=2 (Systems design) Introduction to this Skill: The specification and design of information systems to meet defined business needs in any public or private context, including commercial, industrial, scientific, gaming and

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entertainment. The identification of concepts and their translation into implementable design. The design or selection of components. The retention of compatibility with enterprise and solution architectures, and the adherence to corporate standards within constraints of cost, security and sustainability. Level 2 Description: Undertakes complete design of simple applications using simple templates and tools. Assists as part of a team on design of components of larger systems. Produces detailed designs including for example: physical data flows, file layouts, common routines and utilities, program specifications or prototypes, and backup, recovery and restart procedures. Skill (4) BLOOMS BTM=3 (Quality Standards) Level 3 Description: Demonstrate understanding and can develop standards of quality based on business needs. Skill (5) BLOOMS BTM=3 (Quality Assurance) Level 3 Description: Demonstrate understanding of measuring, monitoring, reporting and recommending with respect to quality.

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Skill (6) BLOOMS BTM=3 (Testing) Level 3 Description: Demonstrate understanding of testing including the planning, design, management, execution and reporting of tests. Skill (7) SFIA-SLMO=3 (Service Level Management) Introduction to this skill: The planning, implementation, control, review and audit of service provision, to meet customer business requirements. This includes negotiation, implementation and monitoring of service level agreements, and the ongoing management of operational facilities to provide the agreed levels of service, seeking continually and proactively to improve service delivery and sustainability targets. Level 3 Description: Monitors service delivery performance metrics and liaises with managers and customers to ensure that service level agreements are not breached without the stakeholders being given the opportunity of planning for a deterioration in service.

F3-2.1 Requirement Analysis Annotation:

Analyze functional and non-

functional requirements of

various IT projects,

Same as above

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Title (2)



especially in the context of

app development and

extension, integrating the

concerns of various analytics

professions and end-users,

developing expertise at

translating and formalizing

business needs, and

identifying innovation

opportunities.

F3-2.2 Networking A network and computing platform. Annotation:

Analyze the network

requirements and/or

implications within IT

projects, understanding the

latest network technologies

both generic and specific to

analytics and big data

solutions, with special

concerns for cybersecurity,

privacy and business

Same as above

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continuity challenges related

to both data analytics and the

delivery of business

intelligence.

F3-2.3 Custom Software A custom software solution (implemented locally or in the cloud). Annotation:

Analyze the needs for custom

software development within

data analytics projects,

taking into consideration

infrastructure and

application maintenance

lifecycle within this rapidly

changing technology space,

the cost-effectiveness of

custom development relative

to decision-making,

requirements changes, and

any specific innovation vs.

risk-avoidance culture. Be

able to distinguish between

commercial analytics off-the-shelf software and in-house built systems (along with

Same as above plus: SFIA-PROG=2 (Programming/software development) Introduction to this Skill: The design, creation, testing and documenting of new and amended software components from supplied specifications in accordance with agreed development and security standards and processes. Level 2 Description: Designs, codes, tests, corrects, and documents simple programs, or scripts and assists in the implementation of software which forms part of a properly engineered information or communications system.

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issues and implications of

each). Demonstrate

understanding of integration

techniques of different

existing software into

business practices to provide

best model of analytics

insight.

F3-2.4 Packaged Software A packaged software solution (implemented locally or in the cloud). Annotation:

In addition to the previous,

be able to analyze the needs

for packaged software

procurement within data

analytics projects, taking

into consideration IT

strategies within the

organization, relying on the

latest knowledge and

benchmarking of IT vendors

both generic and specific to

Same as above

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various analytics

technologies, and challenges

of app implementation in the

organization.

F3-2.5 Technology Architecture

Exhibit an understanding of technology architecture, and the various IT runtime infrastructures available to organizations of varying sizes to implement IT solutions. Annotation:

Analyze the needs for a

specific or combination of

technology architectures

within data analytics

projects, taking into

consideration the enterprise

architecture standards

related to analytics and

intelligence, and identifying

opportunities for cost-

effective renewal through

innovative architectures

(e.g., big data through

cloud).

BLOOM BTM=1

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F3-3 IT Security and Compliance

Demonstrate an understanding of IT security and compliance, as well as organizational data governance. Annotation:

Ensure data analytics

projects are fully compliant

with IT security policies and

regulatory obligations, as a

shared responsibility of

interdisciplinary teams,

where high risk, high stake,

and high reliability decision-

making processes must be

supported, while ensuring

regulatory agencies can rely

confidently on IT and

analytics experts in the

organization to maintain

security controls and

regulations.

BLOOM BTM=1

F3-3.1

Information Security or Digital Security

Demonstrate understanding of management of, and provision of expert advice on, the selection, design, justification, implementation

SFIA REQM=3 (Requirements definition and management) Introduction to this Skill: The definition and management of the business goals and scope of change initiatives. The specification of business requirements to a level that enables effective delivery of

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and operation of information security controls and management strategies to maintain the confidentiality, integrity, availability, accountability and relevant compliance of information systems with legislation, regulation and relevant standards. Annotation:

Manage IT functions related

to information security and

broader cybersecurity,

ensuring data analytics

projects and their

requirements meet standards

of the organization and its

industry, and developing a

culture of discipline,

alertness, and diligence

throughout the IT division

and among the various

analytics professions.

Demonstrate understanding

of the Implications and consequences of various types

agreed changes. Level 3 Description: Defines scope and business priorities for small-scale changes and may assist in larger scale scoping exercises. Elicits and discovers requirements from operational management and other stakeholders. Selects appropriate techniques for the elicitation of detailed requirements taking into account the nature of the required changes, established practice and the characteristics and culture of those providing the requirements. Specifies and documents business requirements as directed, ensuring traceability back to source. Analyzes them for adherence to business objectives and for consistency, challenging positively as appropriate. Works with stakeholders to prioritize requirements.

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of security levels and provisions in different analytics circumstances; trade-offs with different levels of access and security; security by design particularly in understanding the need for security in into any analytics system. Demonstrate Knowledge of security best practices (e.g. ISO 27002 standards). Demonstrate understanding of security risk levels for different types of information exchange; and in Identifying roles and accountabilities of different stakeholders involved in information security of an analytics system.

F3-3.2 Technology Audit The independent, risk-based assessment of the adequacy and integrity of controls in information processing systems, including hardware, software solutions, information management systems, security systems and tools, and communications technologies - both web-

BLOOMS BTM=2

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based and physical. The structured analysis of the risks to achievement of business objectives, including the risk that the organisation fails to make effective use of new technology to improve delivery and internal effectiveness. Assessment of the extent to which effective use has been made of techniques and tools to achieve sustainability and business continuity.

Annotation:

Participate in audits of IT

solutions supporting various

decision-making processes

backed by analytics

solutions; ensuring audit

methods rely on standards of

the organization and its

industry; working within

prescribed IT strategies and

policies, while harmonizing

end-user requirements,

regulatory compliance,

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general controls and

performance expectations of

decision-making and

intelligence functions.

Exhibit an understanding of

audit in data analytics

including: Auditing of analytics operations/systems using IT; audit of IT projects in data analytics; audit of IT/IS users; audit of privacy and security; audit of operations, processes and procedures (e.g. processes, protocols, policies).

F3-3.3 Privacy Exhibit an understanding of federal and provincial privacy laws and their impact on IT operations within an enterprise. Annotation:

Analyze the privacy

requirements of data

analytics projects, ensuring

BLOOM BTM=1

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requirements meet standards


industry, advising on

privacy-enhancing IT

solutions, and developing a

culture of discipline,

alertness, and diligence

throughout the IT division

and among the various

analytics professions.

F3-3.4 IT Governance and Standards

Exhibit an understanding of external Canadian and international IT governance and standards organizations such as ITIL, ISO, COBIT, and their impact on IT operations within an enterprise

Annotation:

Participate in IT



(GRCM) processes,

conforming to generic

standards as well as those of


industry especially Canadian

BLOOM BTM=1

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data transmission standards,

nomenclature and

vocabularies, with keen

awareness of risk exposure

in decision-making, industry

regulations, and senior IT

leadership.

F3-4 Information Management

Demonstrate the ability to develop the role, management and uses of information, including (Two skills required): Annotation:

Master information

management methods and

techniques in the context of

data analytics projects,

especially by understanding

the diverse sources and

relevance of intelligence

sources; their link to

operational and strategic

decision making, and the

insight that can be delivered

by improving their

processing and analytics;

BLOOM BTM=4

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relying on the latest IT

solutions available to the

industry.

F3-4.1 Business Intelligence The role of information and data to support operations, decision-making, planning and risk management. Annotation:

Analyze the needs for

Business Intelligence (BI)

technologies within IT

projects, staying abreast of

how diverse analytics

professions leverage the

latest and most innovative IT

solutions for business

reporting, dashboard

mashups, data and predictive

analytics, text mining and

contents analytics, and

business rules management.

Skill (1): SFIA-DTAN=4 (Data analysis) Introduction to this Skill: The investigation, evaluation, interpretation and classification of data, in order to define and clarify information structures which describe the relationships between real world entities. Such structures facilitate the development of software systems, links between systems or retrieval activities. Level 4 Description: Investigates corporate data requirements, and applies data analysis, data modelling and quality assurance techniques, to establish, modify or maintain data structures and their associated components (entity descriptions, relationship descriptions, attribute definitions). Provides advice and guidance to database designers and others using the data structures and associated components.

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Demonstrate understanding

of data collection, use,

storage, disclosure, and

reporting requirements to

support decision-making and

business intelligence.

F3-4.2 Decision Support Systems

Demonstrate the ability to model, prepare, and structure data to support the creation and use of information and knowledge. Annotation:

Analyse the needs for the

development or extension of

Decision Support Systems

(DSS) within IT projects,

taking in consideration the

complexity of real-time and

team-based decision making

in the organization and its

industry, and the integration

of DSS within the enterprise



(GRCM).

Skill (2): SFIA-DBDS=4 (Database design) Introduction to this Skill: The specification, design and maintenance of mechanisms for storage and access to both structured and unstructured information, in support of business information needs. Level 4 Description: Develops and maintains specialist knowledge of database concepts, object and data modeling techniques and design principles and a detailed knowledge of database architectures, software and facilities. Analyzes data requirements to establish, modify or maintain object/data models. Evaluates potential solutions, demonstrating, installing and commissioning selected products.

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F3-4.3 Data Warehousing Describe technologies for information management (e.g. reporting, analysis), knowledge management, collaboration management and content management. Annotation:

Analyze the needs for Data

Warehousing (DW)

technologies within IT

projects, staying abreast of

the latest advances in

database technologies with

most impact in analytics

solutions (e.g., big data and

parallel processing, column-

oriented, stream processing,

ontology triple stores), and

the potential for new DW for

business intelligence.

BLOOM BTM=3

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4.5 F4 - Innovation

BTM graduates are expected to be innovative in the workplace. Innovators should be able to identify new opportunities, validate and resource them.

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F4-1 Opportunity Identification

Demonstrate understanding of how to use various approaches to generate new opportunities for projects, processes, and initiatives. Annotation:

Identify opportunities to

leverage data analytics in

creating new product and

service models, new

decision-making and

business processes, new IT

solutions to support and

improve analytics

professions and their tasks,

and new ways of using

information, intelligence,

and communication tools to

improve service quality and

productivity.

BLOOM BTM=3

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F4-2 Validation Demonstrate understanding of how to use frameworks and tools to establish the value and cost associated with an opportunity (from the customer, market, and technology perspectives) Annotation:

Validate the value creation

potential of innovative data

analytics projects, taking

into account the diverse

facets of and beyond

financial performance;

putting both the end-user

and organization's

stakeholders at the centre

of value realization, while

ensuring proper alignment

with the business model

and logic driving the

enterprise.

BLOOM BTM=3

F4-3 Resourcing Exhibit an understanding of how to organize and manage resources necessary to

BLOOM BTM=1

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move forward with an initiative, including considerations of people, finances, and intellectual property (IP); how to optimize the contributions of IT to competitive strategy, innovation, decision-making and operations in various sizes and types of organizations, industry sectors, processes and functions. Annotation:

Analyze existing uses of

data analytics within the

organization and its

industry, compared to other

industries and

organizations, by

pinpointing the strengths

and weaknesses of

competitors in various

industry segments, and

understanding how the

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build-up of innovative

resources and dynamic

capabilities help tilt this

balance in favour of the

organization.

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4.6 C1 – Technology in Business

This knowledge area is designed to synthesize the knowledge and competencies gained in the foundational knowledge areas and create an additional competency in understanding: the potential (economic, personal, societal), the risks of, and the governance, acquisition, and management of ICTs in and for business.

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C1-1 Business Value of IT Demonstrate understanding of optimizing the contributions of IT to competitive strategy, innovation, decision-making and operations in various sizes and types of organizations, industry sectors, processes and functions. Annotation:

Translate the multi-facetted

benefits of IT and data

analytics in terms of

business value, linking

direct and indirect impacts

on process and enterprise

performance in the context

of the organization's

strategy, and formulating

BLOOM BTM=3

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analytics value

propositions that fit the

decision making framework

of different industries. Be

able to demonstrate

understanding of the

creation of business cases for analytics in IT projects; and, frameworks for analytics information systems and technologies.

C1-2

Impact of IT on People Demonstrate understanding of utilizing IT to impact individuals, families, organizations and communities, including culture, social and environmental issues, considering both collaboration and competitive analysis. Annotation:

Integrate all the dimensions

of end-user experience in

analytics processes, with

balanced concern for

BLOOM BTM=3

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productivity/quality and

ergonomics/friendliness of

data analytics solutions,

while fitting the end-user

perspective with the

performance and risk

culture of the organization

and its industry, along with

concern for the priority

given to security and

conformity.

C1-3 Innovation Management

Be able to explain the innovation process, and how to introduce, adopt, and practice innovation. Annotation:

Promote an innovative

culture throughout the IT

and data analytics users

and developers

communities,

demonstrating innovative

ways of accessing and

leveraging information and

intelligence for decision

making, integrating

BLOOM BTM=2

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processes in new ways that

provide breakthrough

performance, and open

innovative opportunities for

new services and products.

C1-4

IT Industry Economics Be able to explain the structure, business value, offerings, and dynamics of the Canadian and international IT industries. This includes the economics of ICTs and specific subsectors (e.g., platform firms, traditional players, professional services, outsourcing, telecom ERP, open source, web, mobility). Annotation:

Understand the


data analytics vendors and

the organizations in your

industry, relying on IT

industry analyses and

analytics technology

evaluations specific to one

BLOOM BTM=2

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or more service segment,

and anticipating the costs

and benefits of IT vendor

competitiveness and

reliability for the

enterprise. Be able to

explain information

systems, devices and other

analytics solutions that are designed, developed, implemented, and supported by various industry players. Be able to explain the factors in creating business value and scaling projects and innovations; and to explain mechanisms such as innovation hubs.

C1-5 IT Function Economics Be able to explain the economics and governance of IT and the IT function within organizations, including IT’s role, structure, challenges processes, economics, maturity and career paths.

BLOOM BTM=2

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Annotation:

Understand the cost

structure of IT and data

analytics within the

industry, linking analytics

effectiveness to overall

enterprise performance,

analyzing transaction unit

costs and processing

economies of scale, and

benchmarking traditional

and cloud services for

analytics applications. Be able to explain Information technology and information systems functions in a multi-stakeholder environment.

C1-6

IT Function Trends Demonstrate understanding of the risks and mitigation strategies to business operations inherent in the implementation of information and communications technologies (e.g. systems development, data security

SFIA-CORE=3 (Compliance review) Introduction to this skill: The independent assessment of the conformity of any activity, process, deliverable, product or service to the criteria of specified standards, best practice, or other documented requirements. May relate to, for example, asset management, network security tools, firewalls and internet security, sustainability, real-time systems, application design and specific certifications.

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and privacy, business continuity, outsourcing, off-shoring and infrastructure). Annotation:

Monitor current and

emerging trends in IT and

data analytics, anticipating

technological advances and

diffusion of major

innovations, blending

generic and industry-

specific practices and

standards, renewing the

partnership between the IT

function and analytics

professions across the

organization, and making

the IT division a key

enabler for innovation in

analytics and intelligence.

Level 3 Description: Collects and collates evidence as part of a formally conducted and planned review of activities, processes, products or services. Examines records as part of specified testing strategies for evidence of compliance with management directives, or the identification of abnormal occurrences.

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C1-7 IT Procurement Demonstrate understanding of and be able to evaluate the choices and activities in procurement and management of purchased IT products and services. Annotation:

Manage IT and data

analytics procurement with

concern for the specificity


industry, addressing

technological, operational,

management, and strategic

issues when choosing an

analytics product and

service, and advising on

solutions while balancing

the interests of stakeholders

within analytics processes.

SFIA-CSMG=3 (Customer Service Support) Introduction to this skill: The management and operation of one or more customer service or service desk functions. Acting as a point of contact to support service users and customers reporting issues, requesting information, access, or other services. Level 3 Description: Acts as the routine contact point, receiving and handling requests for support. Responds to a broad range of service requests for support by providing information to fulfill requests or enable resolution. Provides first line investigation and diagnosis and promptly allocates unresolved issues as appropriate. Assists with the development standards, and applies these to track, monitor, report, resolve or escalate issues. Contributes to creation of support documentation.

C1-8 Enterprise Architecture

Demonstrate understanding in Enterprise Architecture as the application of architecture principles and practices to guide organizations through the business, information,

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process, and technology changes necessary to execute their strategies. Demonstrate understanding of enterprise analysis, design, planning, and implementation, using a holistic approach at all times, for the successful development and execution of strategy. Demonstrate understanding of how these practices utilize the various aspects of an enterprise to identify, motivate, and achieve these changes. Annotation:

Analyze enterprise

architecture with concern

for the specificity of data

analytics and decision-

making within the


industry, integrating the

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best of generic and industry

standards, creating bold IT

and analytics strategies

that fit the risk and

performance culture of the

organization, and creating

effective architectures to

support innovative

analytics-oriented services

and products. In addition, demonstrate understanding in the three components listed below:

1. Demonstrate understanding of enterprise architecture as the application of architecture principles and practices to guide organizations through the business, information, process, and technology changes necessary to execute their strategies.

BLOOM BTM=3

2. Demonstrate understanding of enterprise analysis, design, planning, and implementation, using a holistic approach at all

BLOOM BTM=3

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times, for the successful development and execution of strategy.

3. Demonstrate the ability to utilize the various aspects of an enterprise to identify, motivate, and achieve these changes.

BLOOM BTM=3

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4.7 C2- Process, Project and Change

BTM graduates will gain the foundations that enable them to help create well-designed business processes, well-managed projects, and support for the individuals and groups undergoing change.

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C2-1 Organizational Learning

Be able to explain the overall organizational learning and innovation process / life cycle, and its role in organizational success. Annotation:

Support learning and

change in IT and data

analytics projects

throughout the

organization, responding

diligently to knowledge

gaps in projects by staffing

the best people and skills

for analytics expertise,

learning how to integrate

knowledge and models from

the relevant analytics

professions, and developing

the organizational memory

through successive

BLOOM BTM=2

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projects. Be able to explain Web- and technology-facilitated solutions for the continuing education of data analytics providers and staff.

C2-2 Project Management Project Management - demonstrate appropriate understanding of agile project management principles and methodologies, such as at the level of Certified Associate in Project Management (CAPM) certification of the Project Management Institute, referencing the Project Management Institute's Project Management Body of Knowledge (PMBOK) Annotation:

Integrate the best of

generic, IT, and industry-

specific project

management practices and

standards for data analytics

(Two skills required) Skill (1) SFIA-PRMG=4 (Project management) Introduction to this skill: The management of projects, typically (but not exclusively) involving the development and implementation of business processes to meet identified business needs, acquiring and utilizing the necessary resources and skills, within agreed parameters of cost, timescales, and quality. Level: Level 4 Description: Defines, documents and carries out small projects or sub-projects (typically less than six months, with limited budget, limited interdependency with other projects, and no significant strategic impact), alone or with a small team, actively participating in all phases. Identifies, assesses and manages risks to the success of the project. Agrees project approach with stakeholders, and prepares realistic plans (including quality, risk and communications plans) and tracks activities against the project schedule, managing stakeholder involvement as appropriate. Monitors costs, timescales and resources used, and

http://www.pmi.org/Pages/default.aspx

http://www.pmi.org/Pages/default.aspx

http://www.pmi.org/Movies/4StandardsVideos/PMBOKonly.html

http://www.pmi.org/Movies/4StandardsVideos/PMBOKonly.html

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projects, ensuring they

remain aligned with the

evolving needs of the


industry, and developing a

strong project learning

culture for sustained

performance improvement

in both project delivery and

analytics services.

takes action where these deviate from agreed tolerances. Ensures that own projects are formally closed and, where appropriate, subsequently reviewed, and that lessons learned are recorded.

Skill (2): SFIA-PROF=4 (Portfolio, Programme and Project Support) Introduction to this skill: The provision of support and guidance on portfolio, programme and project management processes, procedures, tools and techniques. Support includes definition of portfolios, programmes, and projects; advice on the development, production and maintenance of business cases; time, resource, cost and exception plans, and the use of related software tools. Tracking and reporting of programme/project progress and performance are also covered, as is the capability to facilitate all aspects of portfolio/programme/ project meetings, workshops and documentation. Level 4 Description: Takes responsibility for the provision of support services to projects. Uses and recommends project control solutions for planning, scheduling and tracking projects. Sets up and provides detailed guidance on project management software, procedures,

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processes, tools and techniques. Supports programme or project control boards, project assurance teams and quality review meetings. Provides basic guidance on individual project proposals. May be involved in aspects of supporting a programme by providing a cross programme view on risk, change, quality, finance or configuration management.

C2-3 Business Change Management

Demonstrate understanding and application of best practices in organizational IT change management. Annotation:

Advise on process and

organizational change with

concern for the evolving

needs of analytics

professions and decision-

making processes within


industry, analyzing the

technological, operational,

management, and strategic

implications of intelligence-

driven change, and

respecting the pace and

risk culture of the

SFIA-CHMG=3 (Change Management) Introduction to this skill: The management of change to the service infrastructure including service assets, configuration items and associated documentation. Change management uses requests for change (RFC) for standard or emergency changes, and changes due to incidents or problems to provide effective control and reduction of risk to the availability, performance, security and compliance of the business services impacted by the change. Level 3 Description: Develops, documents and implements changes based on requests for change. Applies change control procedures.

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organization. Demonstrate understanding of the importance of organizational stakeholder involvement and champions throughout analytics project activities;

Organizational and behavioural factors that influence analytics’ acceptance and use; and, strategies for managing change and user resistance.

C2-4 Business Process Management

Demonstrate competence in process analysis and design using applicable knowledge areas from the International Institute of Business Analysis (IIBA) Business Analysis Body of Knowledge (BABOK).

Annotation:

Leverage the latest

advances in data analytics

and their plugin within the

generic as well as best-in-

class Business Process

(Two skills required) SFIA-BUAN=3 (Business analysis) Introduction to this skill: The methodical investigation, analysis, review and documentation of all or part of a business in terms of business functions and processes, the information used and the data on which the information is based. The definition of requirements for improving processes and systems, reducing their costs, enhancing their sustainability, and the quantification of potential business benefits. The collaborative creation and iteration of viable specifications and acceptance criteria in preparation for the deployment of information and communication systems. Level 3 Description:

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Management (BPM)

platforms, especially the

features of BPM Suites that

are most adapted to

analytics, such as ensuring

business rules are properly

embedded within

processes; facilitating

rapid audits and

information security

assurance; and, integrating

complex analytics tasks

required for automation

while supporting highly

specialized professions.

Investigates operational needs and problems, and opportunities, contributing to the recommendation of improvements in automated and non-automated components of new or changed processes and organization. Assists in defining acceptance tests for these recommendations. Skill (2) SFIA-BSMO=2 (Business modelling) Introduction to this skill: The production of abstract or distilled representations of real world, business or gaming situations in traditional or trans-media applications, to aid the communication and understanding of existing, conceptual or proposed scenarios. Predominantly focused around the representation of processes, roles, data, organization and time. Models may be used to represent a subject at varying levels of detail and decomposition. Level 2 Description: Understands the purpose and benefits of modeling. Uses established techniques as directed to model simple subject areas with clearly defined boundaries. May assist in more complex modeling activities. Develops models with input from subject matter experts and communicates the results back to them for review and confirmation.

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C2-4.1 Stakeholder Requirement Analysis

Demonstrate understanding of stakeholder requirements analysis. Annotation:

Analyze data analytics

project requirements with a

keen understanding of

decision making processes,

defining clearly the needs

of various analytics

professionals and service

end-users, with concern for

standards and regulatory

compliance specific to the

industry segment, and the

privacy and security

expected from the

organization.

BLOOM BTM=3

C2-4.2 Business Process Improvement

Describe business process improvement or re-engineering process. Annotation:

Improve business processes

by finding opportunities for

innovative applications of

BLOOM BTM=3

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data analytics solutions,

helping all units of the

organization to learn from

best practices of their

industry segment, and help

diverse analytics

professions to evolve their

practices and work smarter

to surpass the

organization’s performance

goals.

C2-4.3 Business Process Design

Demonstrate understanding of Business Process notations/symbology – BPMN, UML. Annotation:

Design data analytics and

decision making processes

that reflect the capabilities

and constraints of the

organization, relying on

industry segment best

practices; representing

enterprise architecture

coherently at all levels

BLOOM BTM=3

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given the context of large

organizations; and,

ensuring business rules and

intelligence services meet

regulatory and

performance standards.

C2-4.4 Quality Assurance Demonstrate understanding of quality assurance and testing, go-live, end of life, life cycle management, ticket management (help desk). Annotation:

Evaluate data analytics

project deliverables based

on generic and industry-

specific testing best

practices, exposing

solutions to all relevant

analytics professions in

order to reflect the diversity

and stringent criteria of

business processes; and,

SFIA-QUAS=3 (Quality Assurance) Introduction to this skill: The process of ensuring that the agreed quality standards within an organization are adhered to and that best practice is promulgated throughout the organization. Level 4 Description: Uses appropriate methods and tools in the development, maintenance, control and distribution of quality and environmental standards. Makes technical changes to quality and environmental standards according to documented procedures. Distributes new and revised standards.

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develop best practices to

help reduce the compliance

and risk management

overhead.

C2-4.5 New Process Implementation

Demonstrate understanding of new process implementation and maintenance. Annotation:

Deploy data analytics

project deliverables with

concern for the change

capability, business

continuity, and risk culture

of the organization,

assessing potential

breaches in conformity due

to slower learning during

process launch, and

developing analytics

project leadership practices

that enable faster and

frequent change in complex

intelligence-driven services

and products.

SFIA-ORDI=5 (Organization design and implementation) Introduction to this skill: The design and implementation of an integrated organization structure, role profiles, culture, performance measurements, competencies and skills, to facilitate strategies for change and for training to enable the change. The identification of key attributes of the culture and the key principles and factors for addressing location strategy. Level 5 Description: Conducts business impact assessment to identify how the changes from the "as-is" processes, systems, and structures to the "to-be" processes, systems and structures impact specific organizations and roles. Outlines how the organization structure, jobs, teams and roles and staff development need to change to enable the future business processes. Aligns existing jobs/organizational structures to new processes.

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C2.5 Knowledge Management

Be able to explain the importance of knowledge transfer, development, and dissemination for both explicit and tacit knowledge. Annotation:

Respond to knowledge gaps

and support organizational

learning by finding

opportunities in reusing

knowledge and expertise

from various data analytics

projects, especially related

to the specific requirements

of complex intelligence and

modelling-intensive

decision making processes,

and helping teams leverage

analytics solutions to foster

organizational memory and

tap on its extensive

resources just-in-time.

BLOOM BTM=2

99

5.0 National Occupational Standards

National Occupational Standards (NOS) are: Statements of the standards of performance individuals must achieve when carrying

out functions in the workplace, together with specifications of the underpinning knowledge and understanding

National because they can be used in every part of Canada Occupational because they describe the performance required of an individual when

carrying out functions in the workplace Standards because they are statements of effective performance which have been

agreed by a representative sample of employers and other key stakeholders The goal of the BTM-NOS is to define a set of occupational standards that exists in the BTM specialization field defined in this document, in particular the skills and competencies that practitioner need to perform successful in a particular occupations. The purpose of the NOS is to:

assist organizations in recruitment and HR planning; identify career path for employees and help to promote employee retention; help to educate students/parents and the public at large about BTM as a career.

The NOS also assisted in the development of BTM specialization programs that target

specific business requirements and allowed us to design learning outcomes and

competency standards for the specialist BTM programs.

Scope of the NOS Project

The scope of the BTM NOS project includes the following phases:

1. Review academic and industry research: The research component consisted of a

review of a number of existing published NOS from other organizations. This

review was undertaken with four goals in mind. To obtain some clear notions of the

contents of comparable NOS’s, the methodology and processes used, the timing, and

results that other organizations set out to obtain at the various stages in their

development work.

2. Conduct multi-sector stakeholder consultation: A formal process whereby

detailed information on the scope, general activities, related tasks and subtasks, as

well as skills and knowledge required to perform them was gathered and analyzed

through research on the occupation and stakeholder consultations.

3. Select the set of priority occupations: The selection of the priority occupations

was based on the research and analysis of the results of the stakeholder

consultation.

100

4. Develop, test, refine occupations: Validated by broad group of representative

stakeholders. Comments received from the stakeholders during review and

validation were compiled and a revised final draft of the NOS was then produced.

5. Publish online report of research/consultation results, occupational

standards: The NOS is now published and made available to the public.

6. Develop Learning Tools: Development of NOS provided in-depth information of

all tasks performed by an individual in that occupation and guided the development

of the BTM Learning Outcomes and Competency Standards. By cross-referencing

this information with curricula or program courses offered in training program, it is

possible to assess the regional availability and to what extent specific tasks are

covered by these programs. Those not addressed through formal learning/training

can be identified and, through consultation with industry and training providers, the

need for specific learning can be defined.

Five occupational standards are represented in this section.

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5.1 Business Analyst – Data Science & Analytics Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.) Description of Position

The Business Analyst’s role is to direct the organization in implementing data science, analytics & technology-based solutions in a cost-effective way. The analysts other goal is to help determine which critical performance indicators should be tracked for a particular problem and to with the other members of the data science & analytics team to determine the requirements of a project or program and communicate these requirements clearly to all stakeholders, facilitators and partners. As such, the Business analyst performs an extensive range and variety of complex technical and/or professional work in a variety of businesses. The Business Analyst makes decisions which impact the success of assigned projects i.e. results, deadlines and budget. The analyst has significant influence over the allocation and management of resources appropriate to given assignments. The analyst can also be involved in a variety of analytical work, including data analysis depending on their skill or experience.

Position Development Advancement to manager level positions is possible through progressively responsible leadership positions and management experience. The career path will be determined by the size, type, geographic scope, culture, and organizational structure of the firm offering employment.

Required Qualifications Education Post-secondary education is preferred, usually a Bachelor’s

degree in a business, computing or engineering field. Follow up technical educational may also be required depending on the technologies in use at the various organizations.

Training Business Analysts require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.

Related Work Experience Individuals may have experience in any of the methodologies and techniques used as a Business Analyst, Data Analysts or junior statistician. Often this experience may be augmented by specific industry experience using industry or use case specific tools (e.g. R, SAS, python, etc.).

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Tasks Establish metadata management, data catalogues, data standards

Monitor the best practices followed for Master Data Management

Develop Data Governance standards, methodologies and rules

Develop standards and guidelines for master data issues such as data convergence, data integration, data synchronization, data definitions, etc.

Define data strategy, policies, controls and programs to ensure that enterprise data is accurate, secure and reliable

Select analysis approaches and methods that can be used to analyze data sets in order to answer critical business problems

Determine the structure that data must be in so that critical business and organizational questions can be answered

Use a variety of tools to analyze data and report findings from the data analysis itself with particular attention paid to activation

Engage with relevant internal parties and external vendors in best practice sharing and effective Data Management solution delivery

Ensuring compliance with data architecture and data engineering principles and standards

Selecting preferred data management technologies, analysis technologies, and visualization technologies

Tools and Technology Statistical analysis software

Data analytics or intelligence programs Office productivity tools Software development tools and dev ops tools

including language specific IDE’s, GIT, etc.

Required Competencies Knowledge Business Analysts should have knowledge of:

Business Analysis techniques Techniques relating to requirements definition,

gathering, facilitation and management of business process

Cost/benefit analysis, revenue & cost forecasting, etc. Modeling techniques and methods

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System development methodologies particularly SDLC Information and data analysis techniques Workflow analysis and re-design Policies and principles for the management of

information Relevant information standards and their appropriate

use Basic concepts, processes, technologies and workflow

for purposes of analysis, design, development and implementation of information systems and applications.

Commonly used formats, structures and methods for recording and communicating data, as well as knowledge around how these are incorporated into system and application use.

Architectural relationships between key health information technology components and best practices in enterprise architecture frameworks/perspectives.

The selection and utilization of appropriate information technologies to meet business requirements.

Appropriate informatics, analysis, and data science standards and enterprise models to enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety).

Data, information and workflow models used to create analytics & information technology solutions.

Key information technology concepts and components (e.g., networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.).

An understanding of how people, resources and information flow through the organizations they are involved in

Best practices in quality improvement and process engineering to facilitate business & process transformation

Skills Business Analysts should have skills in the following categories: Technical

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Thorough and broad understanding of Business Analysis techniques, as well as best practice techniques relating to the definition, gathering, facilitation and management of projects, processes, and requirements

An understanding of and ability to apply cost/benefit analysis,

Modeling techniques and methods, information analysis techniques, data analysis techniques

Mastery of system development methodologies, particularly the life cycle of systems development (planning, design, build, test, deploy), best practices, etc.

An understanding of software development techniques as well as software, analytics, and data science configuration

Problem solving abilities Architecture, analysis, and data science skills Knowledge and understanding of business

analysis/business process improvement Knowledge and understanding of techniques for

information and data analysis Demonstrable knowledge and experience of large,

complex data analytics or intelligence programs Understanding of data technology and tools Experience with applicable analytics platforms, tools

and technologies Architectural understanding of the data and big data

ecosystems Contextual

Understanding of and ability to apply relevant Business process improvement methods and techniques

Thorough understanding of the relationship between own specialism and wider customer/organisational requirements.

Personal Attributes A Business Analyst should have the following personal

attributes:

Communication: the skills and the ability to interact professionally with a diverse group, including executives, managers, and subject matter experts.

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Collaboration: the ability to collaborate with developers and subject matter experts in order to establish the technical vision and analyze trade-offs between usability and performance needs.

Expertise in relevant technical writing People skills, especially the ability to the effectively

perform and manage delegation of responsibilities Communication skills Leadership skills including ability to influence others,

to lead business and technology programs, projects, workshops and initiatives, to inspire confidence and garner respect from business and technology stakeholders

Planning, supervision, coaching and delegation skills Decision making skills Negotiating skills Research skills

Abilities Business Analyst should have the following abilities:

Ability to work independently and under broad

direction Ability to work in a self-initiated mode while

assuming overall accountability and responsibility for meeting allocated technical and/or project/supervisory objectives.

Ability to establish appropriate milestones, especially taking account of the personnel involved

Ability to explain complex concepts to lay person Ability to collaborate with multiple skills and cross-

functional expertise. Ability to communicate the benefits of analytical

approaches simply and clearly Ability to communicate with top executives, business

management, IT management, solution architects, technical architects, subject matter experts, partners and customers.

Ability to adapt vocabulary and style for each situation

Ability to present appropriately to a variety of audiences, including large audiences, top executives, business and technical leaders

Ability to present complex ideas with simple visuals. Ability to seek and to find solutions to a wide range of

business and technology problems

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Ability to seek standardized solutions for problems where available

Ability to find solutions across a wide range of technologies and business domains. Often solutions have budget, time or operational constraints

Work Values Individuals who are effective as Business Analysts are:

Able to communicate at all levels of organization Able to present complex ideas with simple visuals Able to find solutions across a wide range of

technologies and business domains Able to facilitate collaboration Enjoy problem-solving Highly analytical Able to work independently

Work Styles Business Analysts would have the following work styles:

Facilitation Collaborative Cooperative Stress tolerant Initiative Independent Integrity

Essential Skills Profile A business analyst should have the following essential skills

profile:

Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning

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Additional Information Physical Aspects Business Analysts work extensively in an office environment

(sitting for long periods, repetitive computer and telephone use). However, Business Analysts may also be required to travel to satisfy the position function. Typically there is no heavy lifting, bending, or stooping required; however, this is determined by the needs of the organization.

Attitudes Business Analysts should have very advanced interpersonal skills – be persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. Enterprise Data Architects must exhibit leadership, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Business Analysts work with diverse multicultural workforces.

Future Trends Affecting Essential Skills

The ability to speak more than one language, and an awareness of and sensitivity to the diversity of international cultures is considered a growing need in the face of increasing globalization. Furthermore, familiarity with opportunities and benefits associated with “green IT” (e.g. server energy efficiency, reducing overall power consumption from IT related activities, etc.) will be of increasing importance as facilities begin to manage their overall environmental footprint while seeking short and long term cost saving opportunities. A strong understanding of cloud computing will also serve all individuals in this position very well.

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5.2 Data Analyst – Data Science & Analytics Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.) Description of Position

Analysis of data from a variety of sources has long been a key activity within many organizations across a variety of industries. Despite this, today, the massive amount of data that may be available for analysis and the development of techniques permitting the successful analysis of such date have given a particular importance to this role and have led to new, emergent aspects. Data within an organization may come from many sources, is often incomplete, and may be structured and unstructured. Thus, the data analyst is responsible for importing, transforming, validating or modeling data with the purpose of understanding or drawing conclusions from the data in order to drive operational decision-making within the organization




Training Data Analysts require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.

Related Work Experience

Individuals may have experience in any of the methodologies and techniques used as a Data Analysts or junior statisticians. Often this experience may be augmented by specific industry experience using industry or use case specific tools (e.g. R, SAS, python, etc.).

Tasks Establish metadata management, data catalos, data standards

Monitor the best practices followed for Master Data Management

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Develop Data Governance standards, methodologies and rules

Develop standards and guidelines for master data issues such as data convergence, data integration, data synchronization, data definitions, etc.

Define data strategy, policies, controls and programs to ensure that enterprise data is accurate, secure and reliable

Select analysis approaches and methods that can be used to analyze data sets in order to answer critical business problems

Determine the structure that data must be in so that critical business and organizational questions can be answered

Use a variety of tools to analyze data and report findings from the data analysis itself with particular attention paid to activation

Engage with relevant internal parties and external vendors in best practice sharing and effective Data Management solution delivery

Ensuring compliance with data architecture and data engineering principles and standards

Selecting preferred data management technologies, analysis technologies, and visualization technologies


Data analytics or intelligence programs Office productivity tools Software development tools and dev ops tools


Required Competencies Knowledge

Data Analysts should have knowledge of:

Large complex data analytics or intelligence programs Data, statistics, and big data concepts that relate to

data analysis Current and emerging data analysis & statistics

technologies Various architectures including distributed

architectures Software development methodologies relating to

analysis

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Architectural understanding of the data and big data ecosystem

Best practices in data delivery and measurement for the individual organizations that they work for or with

Policies and principles for the management of information

Relevant information standards and their appropriate use

Basic technologies and workflow for the purposes of analysis, design, development and implementation of information systems and applications.

Organizational or industry specific terminology and commonly used abbreviations and acronyms

Commonly used formats, structures and methods for recording and communicating data, as well as knowledge for how this data is incorporated for system and application use.

Architectural relationships between key information technology components and best practices in enterprise architecture frameworks/perspectives.

Appropriate informatics standards and enterprise models to enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety).


The ability to identify relevant sources of data needed to assess the quality of information & draw appropriate conclusions

Statistical & analytical tools, techniques and concepts The ability to present data and information in a way

that is effective for users and consumers of the data Knowledge of the indicators and metrics important for

the specific business that they are measuring

Skills Data Analysts should have skills in the following categories: Technical

Demonstrable knowledge and experience of large, complex data analytics or intelligence programs

Statistical, pattern recognition skills Understanding of data concepts Understanding of data technology and tools

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Experimental design, set-up, and modelling Experience with applicable analytics platforms, tools

and technologies Architectural understanding of the data and big data

ecosystems

Contextual Full understanding of the organization and of its

requirements and opportunities in data/big data analytics

Experience in targeting tradecraft as well as experience in cargo screening, person screening, operational targeting

Experience managing a team and working with senior level Government clients on consulting projects

Strategic thinking

Personal Attributes A Data Analyst should have the following personal attributes:

Communication skills Presentation and public speaking skills Rapport building and networking Innovation and creativity Leadership skills including ability to influence others,



Abilities A Data Analyst should have the following abilities:

Ability to explain complex concepts to lay person Ability to collaborate with multiple skills and cross-

functional expertise. Ability to communicate the benefits of analytical

approaches simply and clearly Ability to communicate with top executives, business


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Ability to present complex ideas with simple visuals. Ability to seek and to find solutions to a wide range of

business and technology problems Ability to seek standardized solutions for problems

where available Ability to find solutions across a wide range of

technologies and business domains. Often solutions have budget, time or operational constraints

Work Values Individuals who are effective as Data Analysts are:



Work Styles Data analysts would have the following work styles:

Collaborative Cooperative Stress tolerant Initiative Independent Integrity

Essential Skills Profile A data analyst would have the following essential skills

profile:

Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving

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Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning

Additional Information Physical Aspects Data Analysts work extensively in an office environment

(sitting for long periods, repetitive computer and telephone use). However, Data Analysts may also be required to travel to satisfy the position function. Typically there is no heavy lifting, bending, or stooping required; however, this is determined by the needs of the organization.

Attitudes Data Analysts should have very advanced interpersonal skills – be persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. Enterprise Data Architects must exhibit leadership, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Data Analysts work with diverse multicultural workforces.



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5.3 Data Scientist (Junior) – Data Science & Analytics Occupational Standard (for use in the development of Business Technology Management related job descriptions,

performance evaluations, career development plans, educational learning outcomes etc.)

Description of Position

Data Scientists are responsible for modeling complex Institute

problems, discovering insights and identifying opportunities

through the use of statistical, algorithmic, mining and

visualization techniques. In addition to advanced analytic skills,

this role is also proficient at integrating and preparing large,

varied datasets, architecting specialized database and computing

environments, and communicating results.

In most organizations, Data Scientists work closely with clients,

data stewards, project/program managers, and other IT teams to

turn data into critical information and knowledge that can be used

to make sound organizational decisions. Other responsibilities

include providing data that is congruent and reliable. They need

to be creative thinkers and propose innovative ways to look at

problems by using data mining (the process of discovering new

patterns from large datasets) approaches on the set of information

available. They will need to validate their findings using an

experimental and iterative approach. Also, Data Scientists will

need to be able to present back their findings to the business or

organization by exposing their assumptions and validation work

in a way that can be easily understood by their business

counterparts. These professionals will need a combination of

business focus, strong analytical and problem solving skills and

programming knowledge to be able to quickly cycle hypothesis

through the discovery phase of the project. Excellent written and

communications skills to report back the findings in a clear,

structured manner are required.


Required Qualifications

Education Post-secondary education is preferred, usually a Bachelor’s

degree in a business, computing or engineering field. Follow up

technical educational may also be required depending on the

technologies in use at the various organizations. Moreover, many

organizations require senior Data Scientists to complete post-

secondary school in any of the following areas: mathematics,

statistics, economics, computer science, commerce, or

engineering.

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Training Data Scientists require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.

Related Work Experience Individuals may have experience in any of the methodologies and

techniques used as a junior data scientist. Often this experience

may be augmented by specific industry experience using industry

or use case specific tools (e.g. R, SAS, python, etc.). Data

Scientists (junior) may also require several years of experience in

data analysis, modelling, business requirement specification,

qualification and assurance, systems analysis, data

administration, software engineering, as well as project

management and supervisory experience. Typically, data

scientists require experience manipulating large datasets and

using databases, as well experience with a general-purpose

programming language (such as Hardtop MapReduce or other

big data frameworks, or Java). Data scientists also typically have

experience using statistical packages and have familiarity with

basic principles of distributed computing and/or distributed

databases.

Tasks Designs experiments, test hypotheses, and build models.

Conducts data analysis and designs algorithms

Applies basic statistical and predictive modeling

techniques to build, maintain, and improve on multiple

real-time decision systems

Leads discovery processes with key stakeholders to

identify business requirements and expected outcomes.

Works with and alongside more senior data scientists and

statisticians to build robust models

Models and frames business scenarios that are meaningful

and which impact on critical business processes and/or

decisions.

Identifies what data is available and relevant, including

internal and external data sources, leveraging new data

collection processes such as smart meters and geo-

location information or social media.

Collaborates with subject matter experts to select the

relevant sources of information for new, tough problems

Makes strategic recommendations on data collection,

integration and retention requirements incorporating

business requirements and knowledge of best practices.

Validates analysis using scenario modeling

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Defines the validity of the information, how long the

information is meaningful, and what other information it

is related to.

Works with internal data stewards to ensure that the

information used is in compliance with regulatory and

security policies.

Qualifies where information can be stored or what

information, external to the organization, may be used in

support of the use case.

Develops usage and access control policies and systems

in collaboration with the data steward.

Partners with the data stewards in continuous

improvement processes impacting data quality in the

context of the specific use case.

Recommends on-going improvements to methods and

algorithms that lead to findings, including new

information

Presents and depicts the rationale of their findings in easy

to understand terms for relevant stakeholders

Educates their organization both from IT and the business

perspectives on new approaches, such as testing

hypotheses and statistical validation of results.

Helps the organization understand the principles and the

math behind the process to drive organizational buy-in.

Provides business metrics for the overall project to show

improvements (contribution to the improvement should

be monitored initially and over multiple iterations).

Demonstrates clarity, accuracy, precision, relevance,

depth, breadth, logic, significance, and fairness

Leads the design and deployment of enhancements and

fixes to systems as needed.


Data analytics or intelligence programs

Office productivity tools

Software development tools and dev. ops tools including

language specific IDE’s, GIT, etc.

Required Competencies

Knowledge

Data Scientists should have knowledge of:

Large complex data analytics or intelligence programs

Data, statistics, and big data concepts that relate to data

analysis

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Current and emerging data analysis & statistics

technologies

Various architectures including distributed architectures

Software development methodologies relating to analysis

Architectural understanding of the data and big data

ecosystem

Best practices in data delivery and measurement for the individual organizations that they work for or with

Policies and principles for the management of information




Commonly used formats, structures and methods for recording and communicating data, as well as knowledge for how this data is incorporated for system and application use.




The ability to identify relevant sources of data needed to assess the quality of information & draw appropriate conclusions

Statistical & analytical tools, techniques and concepts

The ability to present data and information in a way that is effective for users and consumers of the data

Knowledge of the indicators and metrics important for the specific business that they are measuring

Skills Data Scientists should have skills in the following categories:

Technical

Demonstrable knowledge and experience of large,

complex data analytics or intelligence programs

Statistical, pattern recognition skills

Understanding of data concepts

Understanding of data technology and tools

Experimental design, set-up, and modelling

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Experience with applicable analytics platforms, tools and

technologies

Architectural understanding of the data and big data

ecosystems

Contextual

Full understanding of the organization and of its

requirements and opportunities in data/big data analytics

Experience in targeting tradecraft as well as experience in

cargo screening, person screening, operational targeting

Experience managing a team and working with senior

level Government clients on consulting projects

Strategic thinking

Personal Attributes A Data Scientist should have the following personal attributes:

Communication skills

Presentation and public speaking skills

Rapport building and networking

Innovation and creativity

Leadership skills including ability to influence others, to

lead business and technology programs, projects,

workshops and initiatives, to inspire confidence and

garner respect from business and technology stakeholders

Planning, supervision, coaching and delegation skills

Decision making skills

Negotiating skills

Research skills

Abilities A Data Scientist should have the following abilities:

Ability to explain complex concepts to lay person

Ability to collaborate with multiple skills and cross-

functional expertise.

Ability to communicate the benefits of analytical

approaches simply and clearly

Ability to communicate with top executives, business

management, IT management, solution architects,

technical architects, subject matter experts, partners and

customers.


Ability to present appropriately to a variety of audiences,

including large audiences, top executives, business and

technical leaders

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Ability to present complex ideas with simple visuals.

Ability to seek and to find solutions to a wide range of

business and technology problems

Ability to seek standardized solutions for problems where

available

Ability to find solutions across a wide range of

technologies and business domains. Often solutions have

budget, time or operational constraints

Work Values Individuals who are effective as Data Scientists are:

Able to communicate at all levels of organization

Able to present complex ideas with simple visuals

Able to find solutions across a wide range of technologies

and business domains

Able to facilitate collaboration

Enjoy problem-solving

Highly analytical

Able to work independently

Work Styles Data Scientists would have the following work styles:

Collaborative

Cooperative

Stress tolerant

Initiative

Independent

Integrity

Essential Skills Profile A Data Scientist would have the following essential skills profile:

Reading text

Document use

Writing skills

Numeracy

Oral Communication

Thinking Skills

Problem Solving

Decision Making

Job Task Planning and Organizing

Significant Use of Memory

Finding Information

Working with Others

Continuous Learning

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Additional Information

Physical Aspects Data Scientists work extensively in an office environment (sitting

for long periods, repetitive computer and telephone use).

However, Data Scientists may also be required to travel to satisfy

the position function. Typically there is no heavy lifting,

bending, or stooping required; however, this is determined by the

needs of the organization.

Attitudes Data Scientists should have very advanced interpersonal skills –

be persuasive, empathetic, able to handle pressure, creative, have

a sense of urgency, and attention to detail. Enterprise Data

Architects must exhibit leadership, people management skills,

advanced negotiation skills, advanced conflict resolution skills,

and organizational and planning abilities. Adaptability and

flexibility are important, as Data Scientists work with diverse

multicultural workforces.

Future Trends Affecting

Essential Skills

The ability to speak more than one language, and an awareness of

and sensitivity to the diversity of international cultures is

considered a growing need in the face of increasing globalization.

Furthermore, familiarity with opportunities and benefits

associated with “green IT” (e.g. server energy efficiency,

reducing overall power consumption from IT related activities,

etc.) will be of increasing importance as facilities begin to

manage their overall environmental footprint while seeking short

and long term cost saving opportunities. A strong understanding

of cloud computing will also serve all individuals in this position

very well.

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5.4 Enterprise Data Architect – Data Science & Analytics

Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.) Description of Position

Enterprise data architects apply architecture principles and practices to IT and business problems in order to guide organizations through the business, information, process, and technology changes necessary to execute their strategies. Enterprise data architecture involves enterprise analysis, design, planning, and implementation, using a holistic approach at all times, for the successful development and execution of strategy. These practices utilize the various aspects of an enterprise to identify, motivate, and achieve these changes. An Enterprise Data Architect is a person responsible for performing this complex analysis of business or technology structure and processes with the goal of drawing conclusions from the information collected so that a solution can be developed. They also create schematic documents used to solve problems and communicate those documents widely throughout their organizations.

Position Development Advancement to management level positions is possible through progressively responsible leadership positions and management experience. The career path will be determined by the size, type, geographic scope, culture, and organizational structure of the firm offering employment.



Training Enterprise Data Architects require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.

Related Work Experience Individuals may have experience in any of the methodologies and techniques used as an Enterprise Data Architect. Often this experience may be augmented by specific industry experience using industry or use case specific tools (e.g. Cloud data tools).

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Tasks Communicate the benefits of various architectural approaches or designs to both business and engineering audiences

Present solutions to a variety of audiences, including large audiences, top executives, business and technical leaders

Seek and find solutions to a wide range of business and technology problems

Seek standardized solutions for problems where available

Find solutions across a wide range of technologies and business domains

Tools and Technology Office productivity tools

Architecture diagram tools Software development tools and dev. ops tools



Enterprise Data Architects should have knowledge of:

The organization, structure, and relationship between the various systems existing within an organization as well as the organization’s overall structure and function

Architectural relationships between key information technology components and best practices in Enterprise Data Architecture frameworks/perspectives for the specific businesses that they are working in

Familiarity with technology frameworks that are relevant for their various industries

Hardware, software, application and systems engineering best practices and goals

Relevant organizational concepts, processes, technologies and workflow for purposes of analysis, design, development and implementation of a data science & analytics driven information system

Basic organizational terminology as well as commonly used abbreviations and acronyms

Commonly used formats, structures and methods for recording and communicating data within a specific organization, as well as an understanding

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on how these are incorporated into system and application use within the particular business

Appropriate informatics standards and enterprise models which enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety)

Project and program management planning and organizational skills

Financial modeling as it pertains to IT investment IT governance and operations Policies and principles for the management of

analytics data and information Data, information and workflow models that can be

used to model information technology solutions Key information technology concepts and

components (e.g., networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.)

The ability to identify relevant sources of data and information to assess quality of information and draw appropriate conclusions

Appropriate analytical and evaluation techniques and concepts

Knowledge on the best practices for visualizing and presentation data and information that is effective for users

Knowledge of indicators and metrics for organizational delivery & systems management

Skills An Enterprise Data Architect should have skills in the

following categories: Technical

The ability to understand the big picture within an organization and the relationship between domains and components within it

Systems thinking - the ability to see how parts interact with the whole (big picture thinking)

Comprehensive knowledge of hardware, software, application, and systems engineering

Project and program management planning and organizational skills

Knowledge of financial modeling as it pertains to IT investment

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Ability to adopt a successful customer service orientation that applies to various stakeholders

Time management and prioritization skills Systems & engineering thinking Emotional intelligence

Contextual

Understanding of the business for which the Enterprise Data Architecture is being developed (see above regarding various health care organizations)

Knowledge of IT governance and operations

Personal Attributes An Enterprise Data Architect should have the following personal attributes:

Communication skills Presentation and public speaking skills Rapport building and networking Innovation and creativity Leadership skills including ability to influence

others, to lead business and technology programs, projects, workshops and initiatives, to inspire confidence and garner respect from business and technology stakeholders


Abilities An Enterprise Data Architect should have the following

abilities:

Ability to communicate the benefits of architectural approaches simply and clearly

Ability to communicate with top executives, business management, IT management, solution architects, technical architects, subject matter experts, partners and customers.



Ability to present complex ideas with simple visuals.

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Ability to seek and to find solutions to a wide range of business and technology problems

Ability to seek standardized solutions for problems where available

Ability to find solutions across a wide range of technologies and business domains. Often solutions have budget, time or operational constraints.

Work Values Individuals who are effective as Enterprise Data Architects

are:



Work Styles An Enterprise Data Architect would have the following work styles:

Collaborative Cooperative Stress tolerant Initiative Independent Integrity

Essential Skills Profile An Enterprise Data Architect would have the following

essential skills profile:

Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information

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Working with Others Continuous Learning

Additional Information Physical Aspects Enterprise Data Architects work extensively in an office

environment (sitting for long periods, repetitive computer and telephone use). However, Enterprise Data Architects may also be required to travel to satisfy the position function. Typically there is no heavy lifting, bending, or stooping required; however, this is determined by the needs of the organization.

Attitudes Enterprise Data Architects should have very advanced interpersonal skills – be persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. Enterprise Data Architects must exhibit leadership, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Enterprise Data Architects work with diverse multicultural workforces.



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5.5 Project Manager, Data Science & Analytics

Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.) Description of Position

The Project Manager, Data Science & Analytics manages all stages of the delivery of data science & analytics programs. The Project Manager, Data Science & Analytics is responsible for ensuring that deliverables are presented on time, on budget, on scope and to standards of the organization in terms of methodology, documentation, and quality. This occupation involves developing and executing activities related to end-to-end project management across multiple functional projects involved with a business program, including project plans and estimates, scoping and requirements, through implementation and deployment. In this role, the Project Manager, Data Science & Analytics will be responsible for coordinating the work of team members by developing work plans, facilitating communication, and determining next steps for completing a data science prototype. The Project Manager, Data Science & Analytics will then be responsible for facilitating the conversation with various teams, including engineering teams, and turning a prototype into a completed product to put in the hands of internal users or external clients. In general, the Project Manager, Data Science & Analytics oversees the planning, implementation, and tracking of a specific short/long-term project that has a beginning, an end and specified deliverables. He/she is the bridging gap between the production team and client and also ensures that the appropriate governance ensuring that all stakeholders are properly involved.


Required Qualifications Education Post secondary education is preferred, usually a Bachelor’s

degree in a business, computing or engineering field. Project Managers often have masters degrees, such as a Masters in Business Administration (MBA). A professional designation Project Management Professional (PMP) is often considered an asset, though its value varies between businesses.

Training Project Managers require on-the-job experience; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience,

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and/or industry courses and programs. To help develop their skills, Project Managers may take project management training courses and programs to learn additional tools and techniques.

Related Work Experience Individuals may have experience in any of the techniques used in Project Management including current development methodologies such as Waterfall, Agile or Scrum.

Tasks Manage multiple inter-related projects Engage with stakeholders Create update, and track budgets, project plans,

estimates, schedules and resource plans Monitor and control project Risk, issue and financial tracking Manage change management processes within project Manage day to day activities for project team Provide status reports to steering committees and

sponsors

Tools and Technology Standard Development Lifecycle (SDLC) Project Management software Issue management software (development) Governance Frameworks Office productivity and project management software Software development tools and dev ops tools



A Project Manager, Data Science & Analytics, should have knowledge of:

Planning tasks and activities Engaging with stakeholders Change Management Software development best practices (SD Lifecycle) Business analysis processes, information and content

flow Large complex data analytics or intelligence programs Data, statistics, and big data concepts that relate to data

analysis, data engineering, and experimental design Best practices in data delivery and measurement for

the individual organizations that they work for or with Policies and principles for the management of

information

129







The ability to present data and information in a way that is effective for users and consumers of the data

Knowledge of the indicators and metrics important for the specific business that they are measuring

Skills A Project Manager, Data Science & Analytics, should have skills in the following categories: Technical

Thorough knowledge and demonstrable experience of Project Management disciplines including

o Ability to manage multiple inter-related projects and determine sensitivity and impact of events

o Project planning: estimating, scheduling, resourcing

o Project tracking and control including financial tracking

o Risk & issue management Knowledge of and experience in Change Management Knowledge of and experience in all aspects of systems

management including SDLC, SM disciplines & governance

Overall knowledge of Business Analysis, including a general understanding of processes, information content/flow etc.

130

Some knowledge and experience of current development methodologies such as Waterfall, Agile or Scrum

Contextual

People management skills – effective supervision and performance management

Knowledge and understanding of the operation of organizations, various stakeholders, and policy

Political sensitivity, ability to read issues concerns, and agendas of various stakeholders

Knowledge of and experience in managing projects, programs and teams

Some knowledge and understanding relating to financial management and budgeting

Some knowledge and understanding relating to procurement and contract negotiations - experience with stakeholder negotiations, contract terms, legal terms and conditions, etc.

Understanding of the stakeholders involved in analytics and technology, including funders, government, vendors, etc.

Personal Attributes A Project Manager should have the following personal attributes:

Forge relationships with their organization’s upper

management Engage other key stakeholders Ensure proper level of support for the program Deal with specific issues Communication skills Presentation and public speaking skills Rapport building and networking Innovation and creativity Leadership skills including ability to influence others,



131

Abilities A Project Manager, Data Science & Analytics, should have the following abilities

Leadership skills, including ability: o To keep the project team members engaged o To keep all other stakeholders engaged o To motivate and inspire project team o To display personal courage and conviction – for

example to stop a project if the conditions for success are not present or if business conditions change.

Effective communication skills, both oral and written, including so as to have the ability

o To communicate the overall vision to senior management and an audience of stakeholders,

o To frame their messaging, so as to emphasize issues and contingency plans clearly

o To communicate relevant project information to internal and external stakeholders.

Ability to identify opportunities for improvement and makes constructive suggestions for positive change

Ability to explain complex concepts to lay persons Ability to collaborate with multiple skills and cross-

functional expertise. Ability to communicate with top executives, business




Work Values Individuals who are effective as Project Managers are:

Strong communicators Thrive working in a collaborative team environment Enjoy problem-solving Can lead teams that are often multi-disciplinary Able to communicate at all levels of organization Able to present complex ideas with simple visuals Able to find solutions across a wide range of

technologies and business domains Able to facilitate collaboration

132

Enjoy problem-solving Highly analytical Able to work independently

Work Styles Project Managers should have the following work styles:

Detail oriented Cooperative Stress tolerant Initiative Independent Integrity Multi-tasking Organised

Essential Skills Profile A Project Manager would have the following essential skills

profile:

Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning

Additional Information Physical Aspects Project Managers work extensively in an office environment

(sitting for long periods, repetitive computer and telephone use). However, Project Managers may also be required to travel to satisfy the position function. Typically there is no heavy lifting, bending, or stooping required; however, this is determined by the needs of the organization.

Attitudes Project Managers should have very advanced interpersonal skills – be persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. Project Managers must exhibit leadership, people management skills, advanced negotiation skills, advanced

133

conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Project Managers work with diverse multicultural workforces.



134

Appendices

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Appendix 2 - Definitions

Unless defined otherwise, the following key terms and their definitions are used throughout the document.

Learning Outcome

A learning outcome specifies what learners’ new behaviours will be after a learning experience: the knowledge, skills, and aptitudes that the students will gain. A learning outcome begins with an action verb and describes something observable or measurable.

Bloom’s Taxonomy

Traditional Bloom’s Taxonomy: Remembering: Retrieving, recognizing, and recalling

relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written,

and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

For the BTM, Bloom’s taxonomy has been simplified so it has 4 levels:

Level 1: Remembering and Understanding. Learning outcomes at this level starts with “Exhibit an understanding of…”

Level 2: Applying. Learning outcomes at this level start with “Be able to explain…”

Level 3: Analyzing and Evaluating. Learning outcomes at this level start with “Demonstrate understanding of…” or “Describe…”

Level 4: Creating. Learning outcomes at this level start with “Demonstrate the ability to…”

142

Competency Standard

A competency standard is a description of the employers’ requirements for a BTM graduate’s level of competency for a learning outcome. Defining competency standards for each learning outcome has the following objectives and benefits:

Students need to reach minimum levels of competency to: o Be qualified for and benefit from co-op and other

work experience during the program o Be hireable upon graduation into full time positions

Employers clearly understand the minimum level of competency BTM graduates will have in each learning outcome.

Educators clearly understand the level of competency that must be achieved.

Competency Standards used in this document are drawn from recognized industry and professional bodies. These include:

Skills Framework for Information Age Version 4 (SFIA) published by the SFIA Foundation (publicly available)

Project Management Institute (PMI) Career Framework for Organizations (Version at www.pmi.org as of July 2009) which includes: the Project Manager Competency Development Framework (PMCDF) Second Edition (must be a PMI member to download, hard copy available for purchase), and PMI PathPro Job Ladders (must be a PMI member to access). The Project Management Body of Knowledge 4th Edition (PMBOK®) is referenced extensively in these documents. A Guide to the Project Management Body of Knowledge 4th Edition (PMBOK® Guide) is also a useful reference.

International Institute of Business Analysis (IIBA) Business Analyst Career Ladder (Version at www.theiiba.org as of July 2009) (must be a IIBA member to download). The Business Analysis Body of Knowledge version 2.0 (BABOK®) is referenced in this document.

Management Standards Centre (MSC)1, (part of the Chartered Management Institute) National Occupational Standards (NOS) for Management and Leadership 2008 Edition (publicly available, printed copy available for purchase)

1 “The Standards Setting Body for Management and Leadership”

http://www.sfia.org.uk/

http://www.pmi.org/

http://www.pmi.org/Marketplace/Pages/ProductDetail.aspx?GMProduct=00101024401


https://pathpro.pmi.org/

http://www.pmi.org/GetInvolved/Pages/PMBOK-Guide-Digital-Edition.aspx

http://www.pmi.org/GetInvolved/Pages/PMBOK-Guide-Digital-Edition.aspx




http://www.theiiba.org/

http://www.theiiba.org/AM/Template.cfm?Section=Roles&Template=/CM/HTMLDisplay.cfm&ContentID=4204



http://www.management-standards.org/

http://www.managers.org.uk/

http://www.management-standards.org/content_1.aspx?id=10:5406&id=10:1917



143

Competencies

A competency level refers to the level of proficiency required or exhibited of a skill. The same skill may be acquired, employed, or required at quite differing levels of competency. For example, communication skills may be a requirement for most entry-level jobs as well as at the Executive levels; however, the amount of communication proficiency needed at these two levels may be quite different.

144

Appendix 3 - BTM Competency Expectations

BTM graduates must demonstrate that 3 elements of learning have taken place: theories/best practices have been taught, students have received feedback, and students have reflected and improved.

BTM graduates will demonstrate competency in:

1. Knowing. For all learning outcomes students must be able to define, discuss, compare and use applicable concepts analytically.

2. Doing. For some learning outcomes, students must be able to demonstrate the ability to use their knowledge and skills in a practical way. Students demonstrate “doing” when they can use knowledge to create a practical artifact (e.g., business process model, project plan, data model, business case).

Employers understand that many of these “doing” competency standards cannot be fully achieved in a purely classroom situation. BTM programs will require support from employers if these standards are to be reliably achieved.

The BTM draws on existing competency models defined by recognized professional standards bodies and/or leading academics `in the field of learning.

For learning outcomes that only have knowing requirements, the competency standard uses a summarized version of Bloom’s taxonomy2 of levels of learning. Outcomes that have a doing competency requirement draw on higher levels of blooms combined with recognized industry professional standards. More details about these competency levels is discussed in the following section.

2 An introduction to Bloom’s original taxonomy can be found here. A second reference, located here, introduces the

updates to Blooms original taxonomy proposed in the 1990s.

http://en.wikipedia.org/wiki/Taxonomy_of_Educational_Objectives

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

145

Appendix 4 - Revised Bloom’s Taxonomy

BTM professionals will demonstrate competencies in “Knowing”. For all learning outcomes, students must be able to define, discuss, compare, and use applicable concepts analytically to demonstrate their knowledge. In this document, a BTM revised Bloom’s taxonomy (represented by the code BLOOM) containing 4 levels is used, instead of the traditional 6 levels found in the original Bloom’s taxonomy to describe the various levels of knowledge competencies expected of BTM CE professionals. Table 3 shows the BTM revised Bloom.

Table 3: BTM Revised Blooms Taxonomy

Blooms Original BTM Revised

Taxonomy Level Description Taxonomy Level Description.

Learning

outcomes

begins with…

Remembering 1 Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Remember and Understanding

1 Exhibit an understanding of…

Understanding 2 Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

Applying 3 Carrying out or using a procedure through executing, or implementing.

Applying 2 Be able to explain…

Analyzing 4 Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Analyzing and Evaluating

3 Demonstrate understanding of… OR Describe…

Evaluating 5 Making judgments based on criteria and standards through checking and critiquing.

Creating 6 Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Creating 4 Demonstrate the ability to…

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Appendix 5 - Industry Recognized Competency Frameworks

BTM CE professionals are expected to demonstrate competency in “Doing”. They must demonstrate the ability to use their knowledge and skills in practical ways through creating artefacts (e.g. a business process model, project plan, data model, business case). BTM Learning Outcomes are matched to industry recognized competency Frameworks represented by Industry Codes (A), specific competencies within this framework (B), and an expected level of competency (C) that the professional must demonstrate.

Industry Recognized Framework (A). Six industry-recognized frameworks are used

throughout this document. Table 4 describes them. Each industry framework is

represented by an industry code. For instance, SFIA represents the Skills

Framework for Information Age.

Competency Code (B). Various competency areas are described within a given

competency framework. For instance ITMG is a reference code to represent

competency in IT Management within the Skills Framework for Information Age

(SFIA). More information about the different competency codes can be found on the

websites of the different Industrial frameworks.

Competency Level (C). A Competency Level describes the levels of competencies

within a specific Competency code.

Industry

Recognized

Competency

Framework.

Institution Industry

Code (A)

Competency Code (Sample) (B)

Competency

Levels (C)

1 Skills Framework for Information Age Version 6

SFIA Foundation3 SFIA FMIT (Financial Management) ITMG (IT Management)

Levels 1 to 7

2 PMI Career Framework for Organizations (CFO) Project Manager Competency Development Framework (PMCFD) PMI PathPro Job Ladders

Project Management Institute4

PMI N/A N/A

3 http://www.sfia-online.org/en 4 http://www.pmi.org/

147

Industry

Recognized

Competency

Framework.

Institution Industry

Code (A)

Competency Code (Sample) (B)

Competency

Levels (C)

Project Management Body of Knowledge (PMBOK)

3 Business Analysis Body of Knowledge (BABOK)

International Institute of Business Analysis

BABOK N/A N/A

4 National Occupational Standards for Management and Leadership

Management Standard Center (MSC)

MSC AI CS

N/A

5 Blooms Taxonomy Blooms Taxonomy

BLOOM N/A 1 to 4

Table 4: Industry Recognized Competency Standards

To create a BTM competency standard an Industry Code (A) is combined with a Competency Code (B) and a Competency Level (C). For instance, the BTM competency Standard: “SFIA-PRMG=4” suggests that the CE professional must demonstrate a competency level of 4 within the Project Management Competency area of the SFIA Industry Recognized Framework.

148

Appendix 6 - Details and background on Competency Standards

Defining competency standards vs. providing guidance The definition of the BTM is forward looking, and ITAC wanted to leverage professional competency models as fully as possible to describe competency requirements in version 1.0 of the BTM.

However, some professional models are not yet mature enough to provide a competency standard whose achievement can be tested and measured.

We have used these less mature models to provide guidance – i.e. the model, in general terms, is directionally aligned with employer needs but lacks sufficient detail to be used to set a specific competency standard.

Later versions of the BTM learning outcomes and competency standards will use improved versions of the professional bodies’ models as these become available.

Overview of professional body models 1. SFIA. Provides the largest number of “doing” competency standards, mostly in the

Technology knowledge area.

A later version of the learning outcomes may use a Canadian equivalent5 should one become available.

For specific learning outcomes, specific SFIA skills are referenced for guidance.

2. PMI. PMI competency models are not used to define specific competency standards for individual learning outcomes. This is because they are built from the perspective of a certified project manager (i.e. an individual holding the PMP designation) – above the expected maturity of competency of a BTM graduate.

The PMI does have a junior certification, the Certified Associate in Project Management (CAPM). The CAPM certification demonstrates an understanding of the fundamental knowledge, processes and terminology of project management (see PMBOK and PMBOK Guide) that are needed for effective project management performance. CAPM is a standard that BTM graduates can realistically attain.

5 Three approaches to defining maturity of competency are currently taken by industry bodies:

Skill by skill (e.g. the UK based – SFIA and MSC)

Role by role (e.g. the Canadian based Information and Communications Technology Council - ICTC ICT

Competency Profiles Framework

Discipline by discipline (e.g. the UK based e-skills PROCOM. Built on IT professional National

Occupational Standards, PROCOM defines knowledge, understanding and competencies for seven broad

disciplines (and their sub-disciplines) at five levels of progression, incorporating technical, business and

personal skills. e-skills PROCOM Overview and Diagram

The skill by skill approach has been found to be more flexible and maintainable by the professional bodies

themselves, and most have plans to move in this direction, if they don’t already take this approach. Further, from a

BTM perspective, it is much easier to map skills, rather than the positions (aka rungs on the career ladders) to

individual learning outcomes. For this reason skill by skill models from elsewhere are being used to define the

competency standards at this time, even if a Canadian model exists covering the same professional domain.

http://www.pmi.org/CareerDevelopment/Pages/AboutCredentialsCAPM.aspx

http://www.pmi.org/CareerDevelopment/Pages/AboutCredentialsCAPM.aspx

http://www.ictc-ctic.ca/

http://www.ictc-ctic.ca/en/Content.aspx?id=2178

http://www.ictc-ctic.ca/en/Content.aspx?id=2178

http://www.e-skills.com/

http://http/www.e-skills.com/e-skills-procom-consultation/Model-overview-and-diagram/2251

149

We recommend that BTM students who have an interest in project management write the CAPM examination during their final year of study. This will illustrate their commitment to the project management to potential employers.

CAPM spans multiple learning outcomes in the Personal and Interpersonal, Process, Projects and Change and Integrative Knowledge areas. PMI-CAPM is indicated on the applicable learning outcomes.

The following PMI documents / sections of documents have been consulted for BTM learning outcomes and competency standards:

PMBOK and PMBOK Guide

PMCDF (especially chapters 2 and 3 that define professional and personal competency requirements for project management)

PMI PathPro Job Ladder Title Project Manager I (the most junior level)

These PMI documents span the same learning outcomes as CAPM. As guidance PMI-PMCDF, PMI-BABOK, and PMI-Project Manager I is indicated on the applicable learning outcomes.

3. IIBA. At this time the IIBA Career Ladder does not define specific competency standards.

However, the IIBA Business Analysis Body of Knowledge (BABOK) in general, the BABOK Chapter 8 - Underlying Competencies, and the definition of the Business Analysis role (the most junior) on the Business Analysis Career ladder have been consulted during the development of the learning outcome and competency standards.

We strongly recommenced these be consulted for guidance on the meaning of, and competency requirements for the relevant learning outcomes.

As the IIBA Career Ladder and associated skills and competency models mature, subsequent versions of BTM learning outcomes will define competency standards based on these refined models.

4. MSC. Used to define “doing” competency standards in the Personal and Interpersonal and Integrative knowledge areas.

A later version of the learning outcomes may use a Canadian equivalent should one become available.

The National Occupational Standards (NOS) for Management and Leadership has been consulted during the development of the learning outcomes and competency standards. We recommenced this be consulted for guidance on the meaning of, and competency requirements for the relevant learning outcomes.

Details of Professional Bodies’ Models use to Define Competency Standards The following describes, for those professional bodies whose models are used to define competency standards (not guidance), how each model is specifically used.

Skills Framework for the Information Age The SFIA model defines 7 skill levels and provides detailed descriptions of the applicable skill levels for each of approximately 100 skills grouped into 6 categories. 20 of these skills, from all 6 of the categories, are used to define competency standards.

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The skill level selected to define the competency standard varies by skill – but is always towards the junior end of the 7 levels (e.g. 2 – assist, 3 – apply, 4 – enable).

For a learning outcome with a SFIA related competency standard the SFIA 4 character skill code (e.g. DTAN for Data Analysis, PROG for Programming) is quoted along with the required skill level number.

For example SFIA-BSMO=3 should be taken to mean that competence in a learning outcome can be demonstrated by achieving level 3 (Apply) of the SFIA framework in Business Modelling (BSMO).

Management Standards Centre The MSC National Occupational Standards (NOS) model defines 6 broad skill sets (from junior to senior) and provides detailed descriptions of the applicable skill sets for each of approximately 74 skills (known as units). 5 of these skills are used to define competency standards.

The skill level selected to define the BTM competency standard varies – but is always towards the junior end of the 6 broad skills sets (e.g. 1 – Team Leader or 2 – First Line Manager).

For a learning outcome with a MSC NOS related competency standard the NOS 2 character skill code (e.g. A1 for Manage Your Own Resources) is quoted along with the required skill set (e.g. TL for Team leader, or FL for First Line Manager).

For example MSC-A1=TL should be taken to mean that competence in a learning outcome can be demonstrated by achieving Team Leader of the MSC NOS skill Manage Your Own Resources (A1).

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Appendix 7 - Profile of BTM Graduates

BTM graduates must demonstrate a set of competency standards upon completion of any program leading to their desired credential. Defined by representatives of industry and education professionals, competency standards which are linked to learning outcomes and delivered through continuing education programs are framed using recognized industry standards such as the Skills Framework for Information Age (SFIA), the Management Standards Center’s (MSC) National Occupational Standards, and the BTM revised version of Bloom’s taxonomy (See Appendix 2). Upon graduation, BTM graduates are expected to demonstrate competency at different levels of the SFIA’s 7-Level Generic Levels of Responsibilities and Skills (See Figure 3). Consistent with BTM, SFIA’s levels of responsibility and skills6 are used to:

1. To provide generic levels of responsibility, with descriptions at each of the seven levels for the following attributes: AUTONOMY · INFLUENCE · COMPLEXITY · BUSINESS SKILLS

2. To reflect experience and competency levels within SFIA. The definitions describe the behaviours, values, knowledge and characteristics that an individual should have in order to be identified as competent at that level. Each level has a guiding word or phrase that acts as a brief indicator: FOLLOW · ASSIST · APPLY · ENABLE · ENSURE, ADVISE · INITIATE, INFLUENCE · SET STRATEGY, INSPIRE, MOBILISE

Figure 3: SFIA 7-Point Generic Levels of Responsibilities and Skills

6 SFIA 6: The Complete Reference Guide. Available from the SFIA site.

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Graduates from programs defined around the BTM Baccalaureate are expected to demonstrate responsibilities and skills at the SFIA Level 4 (Enable). Graduates from programs defined around the BTM Certificate are expected to demonstrate responsibilities and skills at the SFIA Level 5 (Ensure, Advise), and graduates from BTM Master’s programs are expected to demonstrate responsibilities and skills at the SFIA Level 6 (Initiate, Influence). Table 3 below represents the different levels of SFIA Competencies and Skills expected from BTM graduates.

Academic Program

BTM Baccalaureate BTM Certificate BTM Master’s

SFIA Level SFIA Level 4 SFIA Level 5 SFIA Level 6 Attributes Description Description Description Autonomy Works under general direction

within a clear framework of accountability. Exercises substantial personal responsibility and autonomy. Plans own work to meet given objectives and processes.

Works under broad direction. Work is often self-initiated. Is fully responsible for meeting allocated technical and/or project/supervisory objectives. Establishes milestones and has a significant role in the assignment of tasks and/or responsibilities.

Has defined authority and accountability for actions and decisions within a significant area of work, including technical, financial and quality aspects. Establishes organisational objectives and assigns responsibilities

Influence Influences customers, suppliers and partners at account level. May have some responsibility for the work of others and for the allocation of resources. Participates in external activities related to own specialism. Makes decisions which influence the success of projects and team objectives.

Influences organisation, customers, suppliers, partners and peers on the contribution of own specialism. Builds appropriate and effective business relationships. Makes decisions which impact the success of assigned work, i.e. results, deadlines and budget. Has significant influence over the allocation and management of resources appropriate to given assignments.

Influences policy and strategy formation. Initiates influential relationships with internal and external customers, suppliers and partners at senior management level, including industry leaders. Makes decisions which impact the work of employing organisations, achievement of organisational objectives and financial performance.

Complexity Work includes a broad range of complex technical or professional activities, in a variety of contexts. Investigates, defines and resolves complex issues.

Performs an extensive range and variety of complex technical and/or professional work activities. Undertakes work which requires the application of fundamental principles in a wide and often unpredictable range of

Has a broad business understanding and deep understanding of own specialism(s). Performs highly complex work activities covering technical, financial and quality aspects. Contributes to the implementation of policy and strategy.

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Academic Program

BTM Baccalaureate BTM Certificate BTM Master’s

contexts. Understands the relationship between own specialism and wider customer/organisational requirements.

Creatively applies a wide range of technical and/or management principles.

Business Skills

Selects appropriately from applicable standards, methods, tools and applications. Communicates fluently, orally and in writing, and can present complex information to both technical and non-technical audiences. Facilitates collaboration between stakeholders who share common objectives. Plans, schedules and monitors work to meet time and quality targets. Rapidly absorbs new information and applies it effectively. Maintains an awareness of developing technologies and their application and takes some responsibility for driving own development.

Advises on the available standards, methods, tools and applications relevant to own specialism and can make appropriate choices from alternatives. Analyzes, designs, plans, executes and evaluates work to time, cost and quality targets. Assesses and evaluates risk. Communicates effectively, both formally and informally. Demonstrates leadership. Facilitates collaboration between stakeholders who have diverse objectives. Takes all requirements into account when making proposals. Takes initiative to keep skills up to date. Mentors colleagues. Maintains an awareness of developments in the industry. Analyzes requirements and advises on scope and options for continuous operational improvement. Demonstrates creativity, innovation and ethical thinking in applying solutions for the benefit of the customer/stakeholder.

Absorbs complex information and communicates effectively at all levels to both technical and non-technical audiences. Manages and mitigates risk. Understands the implications of new technologies. Demonstrates clear leadership. Understands and communicates industry developments, and the role and impact of technology in the employing organisation. Promotes compliance with relevant legislation. Takes the initiative to keep both own and colleagues' skills up to date.

Table 5: SFIA Level 5 Attributes

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