EUROPEAN ICT PROFESSIONAL ROLE PROFILES...EU ICT Professional Role Profiles version 2 – Methodology Documentation. DRAFT CWA Part 3. 5 • (A) Taking one or more of the 30 provided

EUROPEANICTPROFESSIONALROLEPROFILES

VERSION2

DRAFTCENWORKSHOPAGREEMENT(CWA)-ForfinaldiscussionwithICTmulti-stakeholderson26January2018inBrussels-

Commentsbye-mailpleaseby11February2018atthelatest

PART3:METHODOLOGYDOCUMENTATION

Furthercomplementarymaterialavailable:

• EuropeanICTProfessionalRoleProfiles:TheProfiles(DRAFTCWAPart1)• EuropeanICTProfessionalRoleProfilesUserGuide(DRAFTCWAPart2)• EuropeanICTProfessionalRoleProfilesCaseStudies(DRAFTCWAPart4)

ThisCENWorkshopAgreement(CWA)Part3METHODOLOGYDOCUMENTATIONexplainsthe overall methodology approach and main choices underpinning the European ICTProfessionalRoleProfilesdevelopment.

Themain purposeof thisMETHODOLOGY DOCUMENTATION is to provide confidence tousers that the European ICT Professional Role Profiles have been developed applying asound conceptual framework combined with in-depth ICT sector and HR developmentexpertise,andwiththoroughandwidespreadstakeholderconsultation.

This document also provides a solidmethodology approach to experts and stakeholdersfromothersectorswhomaywishtotransfertheoverallapproachofEuropeanRoleProfilecreationforimplementationinother,not-ICTspecificenvironments.

The overall aim of the European ICT Professional Role Profiles and the underpinningconcepts istoprovideameansofsummarisingandorganisingtheinsightsofexpertsandstakeholdersintoareferencetool.AlthoughtheprofilesarefocuseduponICTprofessionalcompetence and performance the ultimate objective is to influence the ability oforganisationstoleverageICTforbetterperformance.

EUICTProfessionalRoleProfilesversion2–MethodologyDocumentation.DRAFTCWAPart3.www.cen.euwww.ecompetences.eu 2

TABLEOFCONTENT

0.Executiveoverview 3 1.EuropeanICTProfessionalRoleProfilesbasicprinciples 31.1.ICTProfessionalRoleProfilesversuscompetencesandjobs 31.2.EuropeanICTProfessionalRoleProfilesidentification 51.3.Underlyingconcepts:e-CompetencesandDeliverables 61.3.1.TheEuropeane-CompetenceFramework(e-CF) 61.3.2.Deliverablesidentificationanddescriptionmethodology 7 2.Somekeyaspectsofthemethodologydiscussion 112.1.Organisationalcapabilityandindividualcompetence 112.2.ThelevelofabstractionandgranularityintheEuropeanICTProfiles 132.3.Linkwitheducationaltheory 132.4.Linkstootherframeworks 14 3.EuropeanICTProfessionalRoleProfilesdescriptionmethod 163.1.Thetemplateanddescriptionrules 163.2.Keyprinciplesappliedforprofilesdescription 163.3.Profilesupdateandconsistencycross-check 18 4.TheICTProfilesFamilyTreeconcept(generation1,2and3) 194.1.Generation1:ICTProfilesfamilyidentification 194.2.Generation2:30ICTRoleProfilesassignedtosevenfamilies 21 5.ICTProfilesupdatedatacollectionandagreementprocess 225.1.SystematicinputgatheringfromotherEUe-Skillsactivitiesandtools 225.2.AEuropeanmulti-stakeholderprocess–partiesandresourcesinvolved 23 6.Glossary–termsanddefinitions 25 AnnexA.Lookatothere-SkillsandICTProfessionalisminitiatives 26 Bibliography/references 31 Acknowledgements 33


0.Executiveoverview

This CEN Workshop Agreement (CWA) Part 3Methodology Documentation explains the overallmethodological approach and main choices underpinning the European ICT Professional RoleProfilesdevelopment.

Themain purpose of thisMethodology Documentation is to provide confidence to users that theEuropean ICT Professional Role Profiles have been developed applying a sound conceptualframework combinedwith in-depth ICT sector andHR development expertise, andwith thoroughandwidespreadstakeholderconsultation.

As the ICT Profiles are based on the e-CF, the methodological approach is based on e-CFdevelopmentmethodology,detailsofwhichcanbefound inCENTR16234-3:2017“Buildingthee-CF.Acombinationofsoundmethodologyandexpertcontribution”.Furthermore,theProfilesofthiscurrentversion2.0arecloselyalignedtothemethodusedindevelopingthefirstversionoftheICTRole Profiles (CEN CWA 16458:2012). The aim of the update was to maintain consistency withpreviously established ICT Profiles concepts that had proved to be valuable. This includedmaintainingthecloserelationshiptothee-CFandenhancingthemethodologyapproachbyupdatingtheICTRoleProfilesinviewofextensivestakeholderconsultation.Detailsofstakeholdersconsultedaregivenintheacknowledgementsection.

Thisdocumentalsoprovidesasoundmethodologyapproachtoexpertsandstakeholdersfromothersectors who may wish to transfer the overall approach of European Role Profile creation forimplementationinother,not-ICTspecificenvironments.

The overall aim of developing the European ICT Professional Role Profiles and the underpinningconcepts is to provide a means of summarising and organising the insights of experts andstakeholders into a reference tool. Although the profiles are focused upon ICT professionalcompetence and performance the ultimate objective is to influence the ability of organisations toleverageICTforbetterperformance.

1.EuropeanICTProfessionalRoleProfilesbasicprinciples

1.1.ICTprofessionalroleprofilesversuscompetencesandjobs

Jobs,rolesandcompetencesaretermscommonlyusedwhendescribingtheactions,responsibilities,tasks and skills of people in theworkplace. The terminology is often used interchangeably and incommonuseitrequireslimitedexplanation.However,whenapplyingICTProfessionalRoleProfiles,itisusefultohaveaclearunderstandingofhowthesetermsaredefinedinthisCWA.

Competence is based entirely upon the e-CF definition; it is a demonstrated ability to applyknowledge, skills and attitudes to achieving observable results. e-CF competences are a keycomponentofICTProfessionalProfiles.

Roles, in this case the European ICT Professional Role Profiles, provide a broad picture of theactivities performed by individuals engaged in the multitude of positions that make up the ICTprofession.Theseprofilesreflectacollectionoftypicaltasks,competencesandresponsibilitiesthatare to be fulfilled and each profile is given a common use title for ease of identification. ICTProfessionalRoleProfilesarekeycomponentsofICTjobs.

Jobsof ICTprofessionalsarenormallydescribedusing jobdescriptions thataremoredetailedandare specific to an individual and the organisation. They contain personalised information such asterms and conditions of employment, remuneration and organisation cultural values. Jobs aredetaileddescriptionsincontext.


The schematic below illustrates these relationships, it showshowa job incorporates roles and inturnrolesincorporatee-competences.

Figure1:EuropeanICTProfessionalRoleProfilesimplementationintotheorganisation–Ajobincorporatesroles(one,partsoformany)andaroleincorporatesupto5e-Competences.

The function of European ICT Professional Role Profiles is to offer users structure and clarity fordesigningor identifying and clustering themultitudeof activities that are essential to support thedigitalstrategyofanorganisation.Theyarelessdetailedandlessspecificthanjobdescriptionsandoffer a simple but flexible start point. They also represent a European multi-stakeholder sharedperspectiveandprovideacommonreference languageandcommunicationtooltosupportmutualunderstandinge.g.bothbetweencountriesbutalsowithinorganisationssuchasbetweenHRandICTdepartments.

Thereareahuge rangeofdifferent job titles across the ICTprofessionand theyare created for avariety of purposes including attracting new recruits and providing recognition for organisationloyaltythroughpromotionandconstructionofenhancedjobtitles.Jobsareuniquebutasimilartitlecanbeusedtodescribeawidelydifferentjob,orsimilarjobscanbedescribedbydifferenttitles.Thiscanbeconfusingandpreventclearunderstandingbetweendifferentactorsandstakeholdersofthejobdescribedanditsassociatedtasksandresponsibilities.

The European ICT Professional Role Profiles address this lack of clarity by clustering typical andcommonjobrolecomponentsintoaconsistentroleprofiletemplate.Theseroleprofiles,builtfroman organisational perspective, may be adopted and used as a basis for many activities including,personal development, organisation and job family restructuring, curriculum and training coursedevelopment.Theprofilesaredesignedtobeconsistent instructurebutvaried incontentofferingcleardifferentiationbetweeneachprofile.

TheEuropeanICTProfessionalRoleProfilescanbeusedinamultitudeofenvironmentsandinawidevarietyofways,theycanbebroadlycategorisedinthreeapplicationtypes;


• (A)Takingoneormoreofthe30providedprofiles(generation2)withnoneorsomeminorchangesbytheuser

• (B)Formingnewprofileswithgreatergranularity(generation3)associatedandderivedfromthe30providedprofiles

• (C) Adopting the structure and format of the professional profiles template but usingdifferentcontenttoestablishsignificantlydifferentroleseitherrelatedorevenunrelatedtoICT.

1.2.EuropeanICTProfessionalRoleProfilesidentification

Theobjectiveofthe„EuropeanICTProfessionalRoleProfiles“CWAistoprovideagenericsetofICTRoleProfiles,usingthee-CFasthebasisforcompetenceidentification,applicableandadaptableatEuropeanandNationallevels,relevanttoallorganisationtypesandsizes.

The recommendation for version 1 was that a total of, approximately, 20 Profiles should bedeveloped.. It is probable that there are over 1000 ICT job titles and derivatives in use byorganisationsacrossEuropeandthereforea

Theexpert team identifiedanon-exhaustive listofmore thanonehundredand forty titles fromavariety of sources including corporate career paths, government advisory services, technicaleducationpathwaysandSMErepresentativestructures.1

Withabackgroundofalargenumberoftitlestheapproachadoptedwastoidentifytitlesthatareclearandeasilyunderstandablebyallstakeholders.Aspreadsheetwascreatedwhichconsolidatedtherangeandscopeofidentifiedrolesandidentifiedarangeofgranularitylevels,forexample,fromPackagedApplicationSpecialist(aspecialistproprietaryjobtitle)–Technician(averygeneraltitle).

Clearly, a target group of 20 - 30 ICT Profiles needed to be of consistent granularity. This wasachieved by establishing an essential connection with e-competences that provided a guide forgranularityconsistency.

Insummary,thefinalprofiletitlesneededtofittherequirementsofbeing,

i) frequentlyused,

ii) easytounderstand(plainlanguage),

iii) genericand

iv) ofsimilargranularity.

These essential characteristics were tested against selected profiles. Subsequently It was verifiedthateachoftheoriginallyidentified(over140)titlescouldberepresentedbytheselectedroletitleprofiles;allbeitatamoregenericlevel.2

Theoutcomeoftheexpert’sworkwaspresentedtoawiderstakeholderandexpertcommunitytoseekfurtheropinionandrefinementoftheprofiletitleselection.3Asidentifyingtitlesisnotanexactscience,testingoftheappropriatenessandvalueoftheselectedtitleswascontinuedthroughouttheprojectlifecycle.

Thefinaloutcomefromtheabovedescribedprocessandwithmulti-stakeholderagreementresultedin the establishment of 23 Profiles. Taking into account the level of granularity, the profile1In particular, the following frameworks were analysed: Michelin, international level - EUCIP, European level - AITTS,Germany-Airbus, international level -CIGREF,France -anSMEframework fromUK-anSMEcompanyframework fromGermany -UKGovernment framework -MicrosoftTechnet, international level - IBM, international level, IWAWebSkillsProfiles,internationallevel2SeeAnnex1oftheInterimreport“TowardsEuropeanICT(e-Job)Profiles”,April2011–ICTProfilesidentificationexercise3SeeInterimReport:„TowardsEuropeanICT(e-Job)Profiles“,April2011


descriptions were developed as complementary and complete, covering the entire ICT BusinessProcess.

FromEuropeanICTProfessionalRoleProfilesversion1toversion2

Giventhatthiswasanupdateprocesstherewasaneedtoremainconsistent,asfaraspossible,withthepreviousversionofICTProfiles.ThiswastobeachievedwhilsteffectivelyrespondingtonewICTProfiles that have arisen and also significant changes in work practices, influencing previous ICTProfiles. Another methodological challenge was the question of whether changes in the ICTenvironment(suchastheincreaseintheimportanceofdataanalytics)shouldberepresentedbynewprofilesorbyrecommendingthecreationofnewcompetencesinthenexte-CFupdate.Alternativelychanging levelsand/orassignmentof current competences inexistingRoleProfileswasanoption.The decisions taken were mainly informed by the impact of new or increased ICT activity onorganisationsandindividuals:

• If it resulted insignificantorganisationalchangeandtheneed forstructuralchangethenanewrolewascreatedwithintheICTProfessionalRoleProfiles.

• If it wasmore the case that organisations needed to address the workforce skill base bymodifyingorupdatingexistingskillsetsthentheapproachwastoadaptand/orre-assignthee-CompetenceandlevelincludedintheexistingRoleProfile.

1.3.Underlyingconcepts:e-CompetencesandDeliverables

1.3.1.TheEuropeane-CompetenceFramework(e-CF)

TheEuropeane-CompetenceFramework (e-CF) standardEN16234-1 is amainelementof the ICTProfessional Profiles description template. The e-CF provides a reference of currently 40competencesasrequiredandappliedattheICTworkplace,usingacommonreferencelanguageforcompetences, skills, knowledge and capability levels that can be understood across Europe/internationally.

Thee-CFistheresultof10yearscontinuingeffortandcommitmentbytheEuropeanICTsector.Asthe first sector-specific and workplace oriented implementation of the European QualificationsFramework (EQF), the e-CF supports the definition of jobs, training courses, qualifications, careerpaths,formalandnon-formallearningpaths,certificationsetc.Inthisway,ICTserviceinpublicandprivateorganisations,ICTprofessionals,managersandHRdepartments,vocationaleducation,highereducation and other training, assessment and accreditation bodies, social partners, professionalassociations,marketanalystsandpolicymakershaveaccesstoasharedreference.


Figure 1: European e-Competence Framework Version 3.0 (Overview) – a key input to the European ICTProfilescreation

The European e-Competence Framework has proven in practise to be a successful ICT workforceplanning and development tool. Many companies and associations including National PublicAuthoritiesinEuropeandabroadcurrentlyusethee-CF.

Consequently, the e-CF is a primary reference used in the European ICT Professional Role Profilesdescription.

1.3.2.Deliverablesidentificationanddescriptionmethodology

Deliverables, together with e-CF Competences, form one of the main components defining theEuropeanICTProfessionalRoleProfiles.


Deliverablesdescribetypicaloutcomesofataskinaworkingcontext.EachICTProfessionalRoleProfileisdefinedbyalistofDeliverables,eitherintermsofbeingaccountable,responsibleorintermsofcontribution.

AnICTProfileincludesalistofDeliverablesappliedasfollows:

• Eachprofile incorporatesuptosixdeliverablesformedfromacombinationofaccountable,responsibleorcontributordescriptions

• A deliverable may or may not be seen by users, may be intermediate or final, but mustalwaysbeobservable.

In general terms, a deliverable is the outcome of an activity. Profiles contribute in differentwaystowards the creationof adeliverable. It shouldbe clearwhen creatingor reviewingaRoleProfilehowthedeliverablesarisefromthemission,tasksandcompetenceswithintheprofile.

DeliverablesareanimportantattributeofRoleProfiledefinitions;usingthemwecandirectmission,tasksandcompetencestoillustrateobservableresults.

However, a deliverable definition does not include quality attributes such as “good businessrelationships”orquantityvaluesas theseelementsare context specificandwill varyaccording totheenvironmentinwhichtheroleisperformed.

Deliverablesidentificationinversion1

Acompletelistofdeliverableswasnotrequiredtomeettheprojectaim,merelytheidentificationofthemostrelevant,consistentwiththeoverall levelofgranularityandapplicabilitytothe identifiedProfiles. Choicesweremadeto identifyrelevantdeliverableswhichaddedvaluetoICTProfiles.Tobettercharacterizethemissiontheywereselectedtoillustrateobservableresults,whethertangibleor intangible. The process for identifying the version 1 deliverables list was inspired by using theEuropeane-CompetenceFramework(e-CFversion2.0),asthemainsource.AdditionalcontentwasextractedfromtheWaterfallDevelopmentProcess.

The following paragraphs describe inmore detail howdifferent deliverable sourceswere used forinclusionwithinversion1ofICTProfessionalProfiles

i) Firstly,asetofdeliverableswereextractedfromthee-CFtakingthemfromdimensions2,3and4.Asmorethanonecompetencecancontributetoadeliverable,thesamedeliverablemaybepresentinmorethanofonecompetence.

This extraction process guaranteed a high consistence with e-CF competence definitions. 49Deliverablesweredefinedusingthisprocess.

ii) Additionally,theWaterfallDevelopmentProcesswasusedtoextractfurtherdeliverablesandprovideadditionalcontenttocomplementtheprofiles.

Thefinalresultofthisworkproduced52deliverablestosupportthe23ProfilesoftheEuropeanICTProfessionalProfilesversion1.

Deliverablesupdateforversion2

TofacilitatetheEuropeanICTProfessionalRoleProfilesupdate,anon-linesurveyanduserfeedbackworkshopswereconducted toenable systematicunderstandingofEuropean ICTmulti-stakeholderknowledgeandexperienceofversion1andtoexploreemergingbusinesstrends. This intelligence showed how the deliverables, in addition to being a key component of the ICTProfessional Role Profiles, are an easy-to-use, standalone tool useful for describing processes andrelationshipswithintheorganisation.Furthermore,deliverableshelptofocusthedefinitionofuserconstructed (third generation) profiles, making it easier to identify the competences thatcharacterisetheoverallprofile.


Takingthisintoaccount,EuropeanICTProfessionalRoleProfilesuserssuggestedenrichmentofthedeliverableslisttoprovidegreaterdetailand,veryimportantly,toaddresscurrentICTtrendssuchasDigitalTransformation,BigDataandtheimplementationoftheAgileProcess.

Tosatisfythisrequirementthenumberofdeliverableshasbeenneardoubledfromtheoriginal52toacurrent77.

AstheICTProfilesversion1deliverableswerederivedfromthee-CFversion2.0competences,thefirsttaskindevelopingthisnewversionwastoanalysethelateste-CFversion3.0.Thee-CF3.0addsfournewcompetencestothepreviousversion:A.9.Innovating,B.6.SystemEngineering,D.11.NeedsIdentification and D.12. Digital Marketing. Furthermore, B.1. Design and Development has beendivided into two competences: B.1. Application Development and B.6. Systems Engineering; andfinally, furtherclarityandrefinementof thedesignelementwereupdatedwithinA.5.ArchitectureDesign (related to systems) andA.6.ApplicationsDesign (related toapplications). In consequence,new deliverables were added to address these changes ensuring full compliance with the e-CFversion 3.0. Parallel to this step a complete revision of the descriptions of each deliverable wasmade,withtheaimofmakingthemmoreeffective.

The next step was to define new deliverables to cover current ICT trends and the new ICTProfessionalRoleProfilesintroducedinthisversion:

• SolutionDesignerRole• DigitalTransformationLeaderRole• DevOpsRole• DataScientistRole• DataSpecialistRole• ScrumMasterRole• ProductOwnerRole

TheresultwastoaccountforDigitalTransformationissues,toreinforcetheDataManagementarea,includingBigDataandto integrateAgileProcessdeliverables.Feedback frome-CFand ICTProfilesapplyingstakeholdersconfirmedthatthee-CFcompetences,indimension1structuredbythe5mainbusinessprocessesreflectingthewaterfallapproach,fitalsointoagileprocessstructuresnamelyanAgile/ DevOps lifecycle. Accordingly, the e-CF prooved to be also useful for new agile deliverbaleidentificationandrelatedroledefinitionslikeDevOpsorDigitalTransformationLeader.

Figure2:e-CFstructureforanAgile/DevOpslifecycle


Finally, a reviewwas conducted to ensure coherence in the Role Profile definitions. The principleappliedwas that Task, Competences andDeliverables are linked together andmust be related toeachother.

CompetencesareneededtoconductaTaskwhichproducesoneormoreDeliverables.

N° DELIVERABLEe-CFCOMP. DELIVERABLEDESCRIPTION

1

BudgetPlan A.4 Adescriptionoftheamountofmoneyspentonanorganisation'sInformationTechnologysystemsandservices,includingcompensationforITprofessionalsandexpensesrelatedtotheconstructionandmaintenanceofenterprise-widesystemsandservices.

2 BusinessCase(LightweightBusinessCase)

A.3 Anexplanationofwhytheinvestmentshouldbemadeandhowthebusinesswillseeareturnonthatinvestment(ROI)atsomepointinthefuture.Awell-consideredbusinesscaseprovidesdecisionmakerswiththeinformationtheyneedtodecideiftheinvestmentshouldproceed.

3 BusinessPlan(StrategicThemes)

A.3 Aformalstatementofasetofbusinessgoals,whytheyareattainable,andtheplanforreachingthem.SAFestrategicthemesprovidebusinesscontextfordecision-makingwithintheportfolioandinfluenceinvestmentsinValueStream.StrategicThemesprovidetheenterprisewiththedifferentiatorsgoingforwardfromcurrentstatetofuturestate;theyhelpdriveinnovationandcompetitivedifferentiationthatisachievableonlyviaeffectiveportfoliosolutions.

4 BusinessProcessDefinition

E.5,E.7 Aformaldefinitionanddescriptionofrelated,structuredactivitiesthatwillaccomplishaspecificorganizationalgoal.

5 BusinessRelationship

D.11,E.4 Arelationshipestablishedtoprovidebusinessservices.

6 BusinessRequirements

A.1 Adescriptionofwhatabusinessneedssothatitcanoperatesuccessfully.

7 ChangeManagementPlan

E.7 Aplanwhichaddressestheimpactofchangetoanorganization,easingthetransition.

8 Cyber-SecurityAssessment

E.8 Anidentification,monitoringandanalysisofvulnerabilitiesanddataprivacyissuesandhowtomanagethem;aneffectiveplanofprioritisedsolutionsbasedonspecificgoals,schedule,andbudget.

9 CyberSecurityPolicy

D.1,E.8 Asetofprinciples/rulestoguidedecisionsandachieveoptimaloutcome(s)inInformationSecurity.

10 CyberSecurityStrategy

D.1 AdescriptionofthegoalsandstrategyforInformationSecuritypolicies,activitiesandprocesses.

11 DataAnalytics D.10 AmethodofData,InformationandKnowledgemanagementwhichusedataaggregationanddataminingtoprovideinsightintothepastandanswer:“Whathashappened?”Thistaketheformofreports,dashboards,etc.

Table1:Deliverables1-11withe-CFcompetencesandfulldescription.ForfulllistseeCWAPart2UserGuideAnnexB.

In general, the granularity level of deliverables is predicated on the European e-CompetenceFramework.Nevertheless, it shouldbenotedthatowingto thevarianceof ICTProfiles in termsofcomplexityandautonomy,notalldeliverablesidentifiedcanbeofthesamelevelofgranularity.

InthefollowingtableRACIresponsibilitiesforeachdeliverableareshownandareprovidedasageneralreference.Insomeorganisations,ajobprofilecanbeasubsetofEuropeanICTProfessional


ProfileRolesorinotherstheremaybeacustomisedprofilethatcanbedefinedbycombiningRACIresponsibilitiesofmorethanoneRoleProfile.ThetabledescribestheentiresetofpossibilitiesandnotonlythoseassignedwithintheRoleProfilesdescriptions.

Toenhancereadability,deliverablesassignedtoRoleProfilesarehighlightbyacolouredborder.

Table 2: Deliverables n° 1-20 assigned to the European ICT Professional Role Profiles as Contributors,Responsible,Accountable.ForcompletelistseeCWAPart2UserGuidesection2.2.2.

2.Somekeyaspectsofthemethodologydiscussion

2.1.Organisationalcapabilityandindividualcompetence

The purpose of the European ICT Professional Role Profiles is to assist organisations to performbetterbyhelpingthemtohavetherightpeoplewiththerightskillsandcompetencescontributingtotherightrolebycarryingoutaparticularjob.

Assuchtheplacetostartisattheorganisationallevelintermsofwhatneedstobedone.Oncethisisclearthenitisveryusefultoexaminewhatrolesareneededandwhatcompetenceswillberequiredatwhatleveltocontributetothem.Theoverallaimofthiswholeactivityisfortheorganisationtobemoresuccessfulsoit is importanttohavesomebackgoundcontextofhowindividualcompetencesandorganisationalcapabiltyarerelatedasthishelpsshowthepotentialcontributionoftheICTRoleProfiles. It should be noted, to ensure clarity in terminology used, that in the e-CF the termorganisationcompetenceratherthanorganisationalcapabilityisusedtodescribecompetencefroman organisational viewpoint in dimension 2 and competence from an individual perspective indimension3.(CEN,2014b)

The concept of capability ismulti-faceted and includes the contribution of people, processes andtechnology(Rossetal.,1996)(Neelyetal.,2001)(PeppardandWard,2004)workinginacoordinatedfashion to enable positive change. It is nearly always used to describe how organisations operateratherthanindividualsanditimpliesthesuccessfulcoordinationofmultiplefactors.Asanextremeexampleto illustratethispoint,there is littlevalue inahospitalhavinghighlytrainedsurgeons if ithasfailedtoensurethatthereisadequatelightingintheoperatingtheatreorhasfailedtocleanthe


theatretothecorrectstandard. Alltheseaspects,amongstothers,needtobeperformingwellforthehospitaltobesuccessful.

Organisationalcapabilityistheabilityofanorganisationtomanagealltheseresourcesinwaywhichenables it to get the things done it needs to get done. It often involves the use of maturityframeworks(Curleyetal.,2015)(Youngetal.,2014)(BushuyevandWagner,2014)(Miklosik,2015)toprovideameansofassessingcurrentstatecapability(howgoodrightnowaremypeople,processesand technology) and desired state capability maturity (where do I need to be to meet myorganizationsaims).

Improvingemployeeknowledge,skillsandcompetencewithoutaclearplanandgoalastohowthatwillcontributetoorganisationalcapabilitygenerallyhasverylittleeffectorevenanegativeeffectonorganisational performance. Putting highly skilled people in an organisation without providingappropriate infrastructure and process support often has very negative consequences as doesprovidingorganisationalsupportbutfailingtoincreasetheskillsofthestaff.

Research since the 1990s has been found that for individual learning to translate to increasedorganisational capability, people must have shared goals rather than fragmented learning for noclearpurpose(Kim,1993)andthatimprovedcapabilitiescomeaboutbasedontheextenttowhichexpertiseisstructured,coordinated,andcommunicated(ZanderandKogut,1995).Morerecentlyweseecontinuedevidenceofthethemeintheworkof(NievesandHaller,2014)ontheimportanceofbothindividualandcollectiveskillsasabasisfordevelopingdynamiccapabilities,andby(Vargasetal., 2016)on the importanceofdeliberate interventionbymanagementviaenablersordrivers forindividual learning to actually improve organisational performance. The effective use of individuallearningrequiresstrategichigh-levelinputanditneedstobechannelledtowardsimportantareasoftheorganisationthatneedto improve(Chenetal.,2014). Itmustalsobecoordinated inaholisticwaytoensureiteffectivelysupportstheneedsoftheorganisation(Fink,2011).

Onceanorganisationhasgainedaclearpictureofitscurrentcapabilityanditstargetcapabilityitcanthen start todesign its structureandworkforce towork towards thatobjective. It ishere that ICTRoleProfilescanplayaveryusefulcontributionastheygiveorganisationsausefulstartingpointinthisactivityandcanbeseenasbridgeoraconnectingpointbetweenwhattheorganisationsneedandhowpeoplecancontributetothat.TheICTRoleProfilescanprovidebasisforadiscussionastowhichof those roles areneededby theorganisationand this canbe furtherdeveloped intomoredetailedjobdescriptionsincludingcompetence,knowledgeandskillrequirementsofthepeoplewhowillcarryoutthosejobs.Italsofurtherfacilitateseffectiveuseofthee-CFtohelpidentifyanygapsinskills and competences which need to be addressed to improve performance of employees andenhance their contribution. The table/figurebelow is a simplifiedversionofquestions that canbeaskedatdifferentstagesofanorganisationalimprovementactivity.

1. OrganisationalCapability:whatdoweneedtobeabletodo?

2. Roles:whatroles/typesofactivitiesdoesthisrequire?

3. Competence:whattypesofcompetenceareneededtofulfilthoseroles?

4. Jobs:howcanbetheserolesbesplitupintospecificjobsatspecificlevels?

5. Competence: what competences at which level are needed to do these specific jobswell?

Table3:Questionssupportingdifferentstagesofanorganisationalimprovementactivity

ImpactofDigitalTransformation

Theresearchliteratureindicatesthatinordertoimproveanorganisationneedstobothfocusontheskillsof its individualemployeesand alsofocuson theorganisationalsupportsnecessary,suchas


processes and technology, to coordinate and deploy those skills for the benefit of the wholeorganisation.Digitaltransformationisimpactingonboththeimportanceandnatureofthisactivity.Workby(SchumannandTittmann,2015)arguesthatdigitaltransformationrequiresare-orientationof learning culture and the acquisition of new fundamental concepts. If these are successfullyintegrated intotheprocessesandthevisionof thecompany, thenthiscreatesenormouspotentialvalue.Getting this rightwill becomemore importantwithin thedigital contextwith the increasedpace of change requiring both continual learning by employees and continual flexiblemethods ofmanagingthisbytheorganisationtofacilitatedynamiccapabilities.

2.2.ThelevelofabstractionandgranularityintheEuropeanICTProfessionalRoleProfiles

TheaimoftheICTProfilesistoprovideahighlevelviewofICTRoles,whichcanbeadapted,asandifneeded, by organisations, rather than detailed specific job descriptions. An important guidingprinciple is that they contain levels of granularity consistent with that of the e-CF, to supportunderstanding,easeofuseandbeingcomplementarybetweenthetwoconcepts.

AnotherguidingprinciplewastoincludeonlykeyandimportantcompetencesineachRoleProfiletoprovide focus and avoid confusion that would arise by listing all relevant but less essentialcompetences. Most importantly, competences were chosen to effectively differentiate betweendifferent profiles. Competences for each Role Profile are chosen because they are essential anddistinctive.TheyrepresentcorecompetencesofaRoleProfileanddistinguishonefromanother.

The final outcome of the European ICT Professional Role Profiles version 2 development andconsultationprocessesresultedinthecreationof30Profiles.Takingintoaccountthenecessarylowlevelofgranularity,theroleprofiledescriptionsmaybeviewedascomplementaryandcomplete.,

Giventhechallengeofcondensingthewidevarietyand largenumberof ICT jobroles/titles intoamanageablequantityofICTRoleProfiles,theconsistencyofgranularitywascompromisedinsomecases.Thiswasanecessary tradeoff toensure that thecompletebreadthof ICTRoleProfileswascoveredand,inparticular,torecognisesomeofthenewrolesemergingwithinICT.

This limitation ismitigatedbyapplyingandfurthermaturingthemethoddeveloped inversion1ofthe ICT Professional Role Profiles by providing guidance on the structuring of user generated/tailored profiles in generation 3. This provides the opportunity to construct profiles of consistentstructurethatrelatetogeneration2andareofanappropriatelevelofdetailtomeetorganisationalneeds.FormoredetailedguidanceseeEuropeanICTProfessionalRoleProfilesUserGuideChapters3and4.

2.3.Linkwitheducationaltheory

There is long history of research and debate on the nature of skills, knowledge, competence andtheir role in professions (Eraut, 1994). The European e-Competence Framework and the ICTProfessional Role Profiles are primarily based on the role of these elements in theworkplace andhowtheycanhelppeoplebebetterattheirjobs.

Thedifferentlevelsareinformedbywellknowneducationalmodelssuchas(Bloom,1956).Bloom’staxonomyof learning includes remember, understand, apply, analyse , evaluate and create (notecreate is in more recent revisions only). It should be clarified that the ‘hierarchy’ of levels asdiscussed in e-CF and used in the Role Profiles in no way indicate the value of the levels as inorganisations a mixture of all the different levels will be needed for effective performance. Theemphasisinthecreationofe-CFandtheRoleProfilesistoenableanddevelopeffectivecompetenceintheworkplace.


2.4.Linkstootherframeworks

InorderoftheEuropeanICTProfessionalRoleProfilestobeeasilyacceptedandrecognisedbyusersitisimportantthatitsrelationshipswithexistingframeworksandtoolsinthecompetenceandskillsareaareclear.ThisalsoaidsimplementationasorganisationswhoarealreadyusingothertoolscanseehowtheRoleProfilescanbecombinedwithcurrentapproaches. Intermsof thewidergoalofmaturing ICT as profession it is important that all efforts and resources in this area are ascoordinatedaspossible.Wementionotherframeworks/standardswehavereferredtosotheusercanfindoutmoredetails ifneededandalsohaveconfidence inhowtheRoleProfilescanbeusedwithmultipleframeworks/standardsasneededforparticularorganisations.

-somelinksareestablishedtoframeworksasapartoftheconcept(e-CFandEQF)

Thelinkwithe-CFhasalreadybeendiscussedbuta linkwithe-CFalsoprovidesarelationshipwithEQFase-CFisalignedwithEQF.ThiscanbeimportantparticularlywhentheRoleProfilesarebeingusedincurriculumdesign.Thegraphicbelowshowstherelationship.

e-CFLevel relatedtoEQFLevel

e-5 8

e-4 7

e-3 6

e-2 4and5

e-1 3

Table4:e-CFandEQFlevelrelationshiptable.Forfulle-CF–EQFleveltableseeAnnexAoftheUserGuide

-somelinkstootherframeworkforcontextualrelevance(ESCO)

TheEuropeanSkills,Competences,QualificationsandOccupations(ESCO)isanimportantdeliverableto support the Europe 2020 strategy and the New Skills Agenda for Europe by providing amultilingualclassificationofEuropeanSkills,Competences,QualificationsandOccupations.

TheESCOclassificationidentifiesandcategorisesskills,competences,qualificationsandoccupationsrelevant for the EU labour market and education and training. It systematically showstherelationshipsbetweenthedifferentconcepts.ESCOisdesignedtofacilitatejobsearchingandjobmatching and in addition it can play a significant role in career management and labour marketanalysisEurope-wide.

In relation to European ICT Professional Role Profiles it is important to recognise that ESCOencompassesthevastarrayofoccupationsprevalentacrosstheEU,amuchwiderscopethantheICTProfiles,anditiselaboratedatahigherlevelofgranularityinjobprofilesidentification.

However, it is logical and useful that although the two constructs differ in scope and applicationtheremust be a consistent andunderstandable relationship between them.Cooperationbetweenthe ESCO project development team and the European ICT Professional Role Profiles team hasenabledconstructivediscussionstocreatelinkingtablesinsupportofcross-referencebetweenthetwo structures. Taking into account the differences between each structure, the occupation tablewithinESCOidentifyingover100 ICToccupations isusedasareferencepointtoconnecttothe30EuropeanICTProfessionalRoleProfiles.

Additionally,EuropeanICTProfessionalProfileusersmaywishtounderstandhoweachprofilecanberelatedtoanESCOdefinedOccupationandforthispurposeafurthertableisprovidedinAnnexCoftheCWAPart2UserGuide


Inthiswaybothstructuresdonotonlyrelatetoeachotherbuteachwilladdvaluetotheother.

TheEuropean ICTProfessionalRoleProfilescanbemappedtotherelevantESCO occupationsandthetablebelowillustratesthis.

MAPPINGEUROPEANICTPROFESSIONALROLEPROFILESTOESCOOCCUPATIONTITLES

EuropeanICTProfessionalRoleProfileTitle ESCOOccupationTitle

BusinessAnalystRole ICTbusinessanalyst

BusinessInformationManagerRole ICTbusinessanalysismanager

DeveloperRole ICTapplicationdeveloper

MAPPINGESCOOCCUPATIONTITLESTOTHEEUROPEANICTPROFESSIONALROLEPROFILES

ESCOOccupationTitle EuropeanICTProfessionalRoleProfileTitle

ICTsystemadministrator SystemsAdministratorRole

ICTnetworkadministrator NetworkSpecialistRole

ITauditor QualityAssuranceManagerRole

Table5:MappingEuropeanICTProfessionalRoleProfileTitlestotherelevantESCOOccupationsTitlesandviceversa–example.ForfullrelationshipoverviewseeAnnexCoftheCWAPart2UserGuide

-somelinksforsectoralrelevanceandtechnicalrichness(e.g.ITIL,SAFE,EDISON)

There are a wide number of different IT frameworks which can be used when improving theorganisational use of IT. These can be relevant to particular Role Profiles as they provide furtherdetailedguidanceonpracticesandactivitiesthatarerelevanttothatrole.Theycanalsoberelevantonanorganisationwidebasisorusefulforaparticulargroupofroles.Manyoftheseoperateattheprocesslevel,forexampleITILanacronymforInformationTechnologyInfrastructureLibrary(“ITIL|IT Service Management | ITSM | AXELOS”, 2017), is a set of detailed practices for IT servicemanagement(ITSM)thatfocusesonaligningITserviceswiththeneedsofbusiness.SomehavebeenmorerecentlydevelopedinresponsetochangesinhowITismanaged,forexampleSAFE(“About–Scaled Agile Framework”, 2017), the Scaled Agile Framework and software developmentmanagement.

TherehasalsobeensomespecificEUprojectsthathavecreatedroleprofilesforparticularareasofICTsuchas theEDISONproject ��rolesaroundDataScience.ThesewereconsultedwhendevelopingtheEuropeanICTProfessionalRoleProfilesandtheycanalsobeusedasapotentialusefultoolforgeneratingmoredetailedandspecificdatascienceroles.Currently(2017-2019)thereisaEUprojectonDigitalOrganisationalFrameworksandITProfessionalism(EASME/COSME/2016/016)whichaimsto develop a reference framework (draft name is DIGIFRAME) to facilitate the coordinated use oforganisationalITcapabilityframeworksandskillsframeworks,primarilye-CF.

TheuseofEuropeanICTProfessionalRoleProfilesisseenasusefulpotentialbridgingpointbetweentheorganisationalperspective,asshowninthemissionandtasks,andtheindividualskillperspective,as shown in the competences and knowledge. Formoredetail see section4.5. of theCWAPart 2UserGuide.


3.EuropeanICTProfessionalRoleProfilesdescriptionmethod

3.1.Thetemplateanddescriptionrules

For this CWA a template was developed which can be used to show how all 30 European ICTProfessionalRoleProfilesweredefinedandhowtheycanbefurtheradaptedinaspecificcontextbyindividualusers.Thistemplateisofgenericvalueandcaninprinciplebeappliedtoanysector.

To continue increasing transparency it is recommended to follow thisoutline format forboth roleandjobprofiledescriptionsinotherprofiledescriptionactivities.Byusingthesamebasictemplateitbecomes easier to compare and contrast different profiles within the same or different industrysectors.

InfluencedbyjobrolesusedinICTorganisationsacrossEuropeandbyconsideringpracticalitiestobetakenintoconsideration,thetemplatespecificationforeachprofilecontainsdefinitionsasfollows:

• Atitletogiveanametotheprofile;

• Asummarystatementtoindicatethemainpurposeoftheprofile;

• Amissionstatementtodescribetherationaleoftheprofile;

• A list of deliverables up to six, withmention of the level of responsibility – accountable,responsibleorcontributor)tobecarriedoutbytheprofile;

• Alistoftypicaltaskstobeperformedbytheprofile;

• Alistofnecessarye-competences(fromthee-CF)tocarryoutthemission;

• AKPI (KeyPerformance Indicator)area to inspirehowtodeducespecificKPIsallowingthemeasurementofthemissionperformanceanditsoutputs.

3.2.KeyprinciplesappliedforProfiledescription

The version 2 update allowed to validate and continue maturing the overall European ICTProfessionalapproach,developedinitsessentialfeaturesinversion1creation.

Furtherguidingrulesappliedtostandardiseallprofilecontent:

• Summarystatement–Onesentenceonly• Missionlength–Maximumofthreesentences• Tasksvolume-six–eight• Competencevolume–4or5• Competence levels – one only for each competence (as opposed to either/or in previous

version)–likeallcontentlevelsareforguidanceonly• Deliverablesvolume/number?upto6

Thefollowingtableprovidesalldescriptionrulesindetail.

TheapplicationofBREVITYandDIFFERENTIATION(betweeneachprofile)providetheoverallguidetoEuropeanICTProfessionalRoleProfiledescription.


Profiletitle Givesacommonlyusednametoaprofile.

Identificationexerciseandmulti-stakeholder agreementasdescribedin2.2.

Summarystatement Indicatesthemainpurposeoftheprofile.

The purpose is to present to stakeholders and users a brief, conciseunderstandingofthespecifiedICTProfile.ItshouldbeunderstandablebyICTprofessionals,ICTmanagersandHumanResourcepersonnel.

The structure should consist of a short sentence (up to approximately15words). It should not repeat the entire ICT Profile name. It shouldprovideastatementofthejob’smainactivity.

Mission Describestherationaleoftheprofile.

The purpose is to specify the designated job role defined in the ICTProfile.

It should provide the performance context of the job within anorganisational structure. The following verbsmay be used within thedescriptionoratleastforstructuringthethinkingabouthowtoexpressthe mission: Guarantees, Ensures, Contributes. It should contain nomorethan3sentences.

Deliverables Accountable(A) Responsible(R) Contributor(C)

SpecifiestheProfilebykeydeliverables.

The purpose is to illuminate the ICT Profiles and to explain relevanceincluding the perspective from a non-ICT point of view. Also add thedimensionofresponsiblefollowingtheRACImodel

Selectonlythemostimportantdeliverables,whichhelptoillustratetheICTProfile,notmorethan6intotal(A,R,Ctogether).Mentionthelevelof responsibility–Aaccountable,R responsible,C contributor– tobecarriedoutbytheprofile.

Maintask/s Providesalistoftypicaltaskstobeperformedbytheprofile.

A task is an action taken to achieve a resultwithin a broadly definedcontext.

Tasksmaybeassociatedwithdeadlines,resources,goals,specificationsand/ortheexpectedresults.Theseelementsdependuponthecontextof the task andmay be omitted; however the actionmust always bedescribed.

Ataskisdefinedbyashortdescriptionusingaverbandtheobjectiveorgoaloftheaction.Listbetween6and8.

SELECTIONCRITERIA:AtaskcontributestodefineaProfile.


e-CFcompetencesassigned

Providesa listofnecessarycompetences(fromthee-CF)tocarryoutthemission.

Mustinclude4or5competences.

Levelassignmentisimportantandasinglevalueisassigned

SELECTIONCRITERIA:Acompetenceisaconsequenceofthepreviouslyderived Profile definition and helps to separate profiles one fromanother.

KPIArea Based upon KPIs (Key Performance Indicators) KPI area is a moregenericindicator,congruentwiththeoverallprofilegranularitylevel.Itisdeployedtoadddepthtothemission.

Notprescriptive.Non-specificmeasurements.Usegeneralexamples.

TheprincipleistoprovideKPIareas(whicharestable,generalandlonglasting) providing userswith an inspiration to enable development ofspecific KPI’s for specific roles (such KPI measurements can be moreshort-termoriented).

Mustberelatedtothekeydeliverablesinordertomeasurethem.

Focusonlong-termdeliverables(Profile),notshortterm(Jobposition).Bedescribedinasinglesentence.

TheKPIareashouldalwaysbetranslatableintodetailedmeasurableKPIexamples.

Table6:TheEuropeanICTProfiledescriptiontemplateandrules

3.3.Profilesupdateandconsistencycross-check

Since version 1 of The European ICT Profiles CWA (year 2012) there have been rapid advances inorganisationprocessesandconsequentlytherolerequirementsofICTprofessionalsdeterminingtheprofileupdate.

Theoriginal,23profileshavebeenupdatedincontent,baseduponuserexperienceandfeedback.

Additionalstructuralruleshavebeenapplied,suchasnumberofcompetencesandtasks,toprovideevenmoreconsistentprofiledescriptions.

Seven new profiles have been added to the portfolio, again influenced by industry changes andfeedback fromexistingandpotentialusers.Thesenew rolesare intended to reflect innovations intheworkplace and are designed to co-exist withmore traditional roles that are still relevant andprevalentacrosstheICTworkforce.Allsevenarecustomer-focusedrolesandalthoughcontemporarythey are added to complement traditional roles. Furthermore, the roles have been created toaddresssignificantworkplaceprocessandsubsequentjobstructurechanges.Itcouldbearguedthattheyareclosetocompetencedescriptionsbuttheyhavebeenpresentedasrolestorecogniseandemphasisetheradicalchangesinjobcontentthatarecurrentlytakingplace.

Aconsistencycross-checkwascarriedoutonceallProfileswerefullyupdated:

• Haveallitemsdescribedbeenidentifiedinacoherentandconsistentway?

• Isthereacleardistinctionbetweenallprofilesandhaveoverlapsbeenavoided?


• Ontheassignedlevelofgranularity;areallrelevantmissionsanddeliverablesoftheICTbusinessprocesscovered?

The technical interimand final resultswerepresentedat severaloccasions to thewiderEuropeanexpertsandstakeholderscommunity,seekingfurtherfeedbackandfinal improvement,seechapter5.2.complementedbytheacknowledgementsectionforalldetail.Theoutcomeofthisprocess,all30European ICTProfessionalProfileswith fulldescriptions, includingprofile interrelationshipsandfurtherillustrativeoverviewschemes,arepresentedCWAPart1.

4.TheICTProfilesFamilyTreeconcept(generation1,2and3)

The European ICT Professional Role Profiles provide a consistent structure and offer a base tofacilitatethecreationoffurtherandmoredetailedProfiles.Inversion1theywerestructuredinsixfamilies and the ICT Profiles provided the genesis for new profiles designed to meet userrequirements.

4.1.Generation1:ICTProfilesFamilyidentification

Structuringthecurrently30EuropeanICTProfessionalRoleProfilesbyfamiliessignificantlyfacilitatesnavigationandenrichesan initially flatstructurewithorientationguidance. In thisway ICTProfilescan be divided into family groups of related profiles. In identifying groups, different options ofsimilaritycanbeconsidered;forexample:

• ICTProfilescouldbearrangedaccordingtohierarchicalroles,likemanagerorspecialist

• ICTProfilescouldbearrangedaccordingtosimilarfields,likebusinessordatabase

• ICT Profiles could be arranged according to other similarities such as functions ordeliverables

However,itwasagreedthatpatternsofcompetencearethemosthelpfularrangementofEuropeanICTProfilesforenterprises,humanresourcesdepartmentandprofessionalsinvolvedincompetenceandskillsdevelopment.TheassignedcompetencesofallEuropeanICTProfilesaregatheredfromthee-CompetenceFramework.ThuseveryEuropeanICTProfileischaracterisedbyasetofcompetencesatspecificlevelsthatformatypicalpattern.

BasedonthepatternofcompetenceitispossibletolocateeachEuropeanICTProfileonamap,builtfrom Dimension 1 of the e-Competence Framework which reflects the five main ICT businessprocessesPLAN,BUILD,RUN,ENABLEandMANAGE:


Figure3:The30EuropeanICTProfessionalRoleProfilesstructuredbysevenfamiliesandpositionedinthefivemainbusinessprocesses(e-CFDimension1)

Most ICT Profiles are located in one e-CF dimension, for example, CIO in MANAGE, EnterpriseArchitectinPLANorTechnicalSpecialistinRUN.Thismeans,thatallormostimportantcompetencesof the profile are related to this ICT business process. A minority of ICT Profiles are located onborders,e.g.Business InformationManager inMANAGEandPLANortheSystemsAdministrator inBUILDandRUN.Thismeans,thattheseprofilestypicallycombinecompetences(andalsotasks)fromtwoICTbusinessprocesses.

To build families, it was necessary to associate the profiles. Again, different possibilities wereavailable.

• Thefirstandmostobviouspossibility is togroupprofileswithinthe ICTBusinessProcessesandcreateaMANAGE-family,aPLAN-familyandsoon.Thisapproachaddslittleasfamiliesfailtoaddanyadditionalinformationthantheprofilesontheirown.

• Another possibility was to build families within similar fields of action, integrating somespecialisations,andforminggroupssuchasananalyse-familyoraservice-family.ThisoptionmayworkinsomeICTcontexts,butitmainlyrelatestoenterpriseorganisationsandfailstoberelevanttoSMEs.

To ensure maximum added value, it was decided to provide seven families combining similarpatternsof competencewith similar tasksandwork relationships. This final result is illustrated inabovefigure3.

It is useful to repeat that the e-CF competences in dimension 1, structured by fivemain businessprocesses reflecting thewaterfall appraoch, also fit intoagileprocess structures,namely anAgile/DevOps lifecycle. The e-CF can therefore also be used for new agile roles like DevOps or DigitalTransformationLeaderasincorporatedinthelatestEuropeanICTProfessionalRoleProfilesupdate,seefigure2insection1.3.2.


4.2.Generation2:30ICTProfessionalRoleProfilesassignedtothesevenfamilies

The prime objective of the presented 30 European ICT Professional Profiles is to increasetransparencyand tocontinue theconvergenceof theEuropean ICTSkills landscape,as initiated intheoriginsoftheEuropeane-CompetenceFramework(e-CF).

AsaresponsetothevastnumberofICTProfilesFrameworksandProfilesdescriptionsusedtodayinEuropean ICTBusinessandQualificationpractice, itwasdecidedtocreateareasonablenumberofrepresentativeICTProfileswhichcoverthewholeICTBusinessprocessreflectedbye-CFDimension1andwhichcanbeusedforreferenceorfurtherdevelopmentbystakeholdersEurope-wide.

Structured in sevenmain ICT Profile families, thephilosophybehind these referenceProfiles is toreflectthetopofaEuropeanICTProfilesfamilytree.

Figure4:30EuropeanICTProfessionalRoleProfiles(generation2)insevenfamilies(generation1)atthetopoftheEuropeanICTProfileFamilyTreeOriginally depicting this analogy for 23 profiles and now incorporating seven additional roles, thefamilytreeit isstillavalid(althoughnotperfect)viewpointwhichcanbeusedtonavigatethroughthecontentanddemonstraterelationshipsbetweenprofiles.

Asdescribed intheuserguide,theprofilesmaybeusedforreferenceoralternativelyasabasetodevelop further profile generations. Structured from six main ICT Profile families, these profilesreflect thetopofaEuropean ICTprofile family tree.Theconcept isbroadlyanalogoustoahumanfamilywherecharacteristics fromonegenerationpassdownandarealso re-configured fromonegeneration to the next. In a similarway, it is envisaged that the core components of the now 30generation2profilesmaybepasseddownandadaptedasneededtousergeneratedprofileswithhighergranularity.


Toassistthedevelopmentofusercreatedprofiles,thethinkingbehindtheoriginalconceptcanbeextendedtoincorporateanadditionalperspective.Whenviewingasubjectfromadistancethrougha camera lens we canmake out a silhouette, or a general outline of what we are seeing. As wegradually focusthe lenswecanseeprogressivelyandmoresharplyandcanbetterunderstandthedetailofthesubjectweareviewing.

Likewise,the30EuropeanICTProfilesprovideadistantviewpointwithaclearoutlinebutwithinnerdetails that aredeliberately generalised andof consistent granularity. To customiseprofiles, usershavetheoptiontomodifycontent,inspiredbytheoriginalandtoincorporatedetailedgranularitytomeetspecificrequirementsyetretaintheoriginalprofileoutline.

5.ICTProfilesupdatedatacollectionandagreementprocess

5.1.SystematicgatheringofinputfromotherEUe-Skillsactivitiesandtools

Intelligent links toother relevant frameworksandconcepts in the fieldarekey foraEuropean ICTProfessionalRoleProfileFrameworkseekinglargeacceptanceandimplementation.

Severale-skills initiativesexist inEurope,under theumbrellaof theDigitalAgenda forEuropeandtheDigitalSkillsandJobsCoalition4.TheirrelevancetotheICTRoleProfilesistoprovideacontexttowheretheyfitinwiththewideragendaofmaturingICTasaprofessionintermsofthefourbuildingblocksasshowningraphicbelow.

Figure5:ThefourmainbuildingblocksofICTProfessionalism

In particular, it should be noted that the development and use of competence frameworks andrelatedtools,suchastheICTRoleProfiles,progressesallfourbuildingblocksofICTProfessionalism.ItprovidesastructuredviewofcompetencesbutitalsoincludespartsofaBodyofKnowledge,itcanbeusedtodevelopeducation,trainingandcertificationsanditscompetencesandtasks(intermsofRoleProfiles)canbeusedtoembedethicsintoprofessionalactivities.

Itiscrucial,intheupdatingofICTProfessionalProfiles,totakeinconsiderationthemainresultsfromthesee-Skillsinitiatives,inorderto:

- reinforcetheexistenceofaEuropeanembeddedenvironmentonthistopic,providingacommon view and synergy, maximizing the results and investment from manystakeholders;

- facilitatethecommonuseofconceptsandgiving,wheneverpossible,clearevidenceoftheexistingrelationshipbetweendifferentsources,documentsandperspectives;

4TheDigitalSkillsandJobsCoalitionbringstogetherMemberStates,companies,socialpartners,non-profitorganisationsandeducationproviders,whotakeactiontotacklethelackofdigitalskillsinEurope.https://ec.europa.eu/digital-single-market/en/digital-skills-jobs-coalition


- increase the quality of ICT Profiles content, by assuring they are in line with all therecognizedrelevanttrendsformarketandtheprofessiondevelopmentneedssuchase-leadershipanddatascience.

Thebelowfigure6showsthemainelements,conceptsandtoolscurrentlyavailableattheEuropeanlevelandtheirinterrelationships.

Figure6:Thefourmainbuildingblocksof ICTProfessionalismsupportedand inter-connectedbyEuropeanstandards,referencesandtools

ThemostrelevantlinksareofconceptstotheEuropeanICTProfessionalRoleProfilesaredescribedinsection2.4of thisMethodologyDocumentation. Inaddition,AnnexAprovidesanon-exhaustivelistincludingthemaininitiativesandkeypublicationsthathavebeentakeninconsiderationasinputfortheICTProfessionalProfilescreationandupdating.

5.2.AEuropeanmulti-stakeholderprocess–partiesandresourcesinvolved

Significantly benefitting from the practical success of e-CF implementation, the European ICTProfessionalProfilesfirstreleasedevelopmentquicklygainedtheactivesupportofexperiencedandqualifiedcontributorsfromtheEuropeanICTbusinessandHRenvironment.Manystakeholdersandexperts contributed on a voluntary basis as they anticipated that the output would provide clearaddedvaluetotheirdailybusinessandworkactivities.ContributorstotheICTProfessionalProfilesdevelopmentcamefrommultipleworkperspectivesandcountriesacrossEurope.Contributorscamefromcompanies,associations,research,qualificationandcertification institutions.Adetailed listoforganisationsinvolvedcanbefoundintheAcknowledgementsection.

This strong expert and stakeholder involvement on multiple levels, for profile construction, wasconsistent with the very high levels of ICT multi-stakeholder feedback received on practicalapplication since the first publication of the European ICT Professional Profiles in 2012. It alsoprovided an excellent basis for further engagement with the European ICT multi-stakeholdercommunityfortheICTprofilesupdateinthecontextofthisproject.


Projectprogressandverificationchecksofqualityandmarketrelevanceofworkinprogress,inclosecooperation with ICT and HR business representatives and further interested European multi-stakeholders, was assured by a four level approach to technical CWA development and multi-stakeholderapproval:

1. TheCENnominatedexpertteam,composedof6membersintotal,wasresponsibleforCWAdevelopment.

2. TheexpertteamwassupportedbyseveralhighlyqualifiedexternalexpertscomingfromICTbusiness and the HR environment; enriching the expert team perspectives on a voluntarybasis by additional insight, experience and expert opinion. They joined the expert teammembers inexpertworkgroupmeetingsandalsocontributedtowork inprogressbetweenmeetings,dependingontheirlevelofinterestandavailability.

3. Basedonthe inputabovetheCENnominatedexpertteamwasenabledtodevelopmatureproposals to theCEN ICTSkillsWorkshop.This initiates thenext importantprocess stepoffurther commenting and results optimization in close interaction with the CEN ICT SkillsWorkshopCommunity.

4. Finally, dissemination support by CENWorkshop members and interaction of the projectleaderwitharound500stakeholdersfromEuropeandalsosomefromoverseasparticipatingonvariousoccasions(invitationtoparticipate inthe ICTProfessionalprofilesuserfeedbackon-line survey, CWA commenting phases) assures an interaction that goes beyond the ICTWorkshopmembersforlargestpossibleconsolidationandacceptanceofresults.

EXPERTTEAMANDWORKGROUPMEETINGS(PARIS,ROME,DUBLIN,tbd)

CENICTSKILLSWORKSHOPPLENARYMEETINGS(BRUSSELS,PARIS)ICTPROFILESUSERFEEDBACKON-LINESURVEY

ICTPROFILESUSERFEEDBACKWORKSHOP(ROME)FINALSTAKEHOLDERCONSULTATIONMEETING(BRUSSELS)

Figure 7: The “European ICT Professional Profiles in action” project – Working structure, meeting andinteractionplatforms,expertsandstakeholdersinvolved

The on-line survey, CEN nominated expert team and expert workgroup meetings, CEN ICT SkillsWorkshop meetings and further technical multi-stakeholder feedback gathering workshops werevisiblemilestonesandimportantstepsforoverallprojectprogress.

CENICTSkillsWorkshop

+++

WorkshopChairsandSteering

Committee

CENnominatedexpertteam

Expertworkgroup

providingexternalsupportfromICT

business

Interimreport06/17

FinalCWA04/18

Input+feedbackfromICT

Profilesusercommunity

+further

interestedICT

stakeholders


6.Glossary

TERM DEFINITION SOURCE/EXAMPLE

competence Demonstratedabilitytoapplyknowledge,skillsandattitudestoachieveobservableresults

CompetencesformpartoftheRoleProfiles.

Source:e-CF

CompetencesdefinedbyEN16234-1Europeane-CompetenceFramework(e-CF)

Jobdescription Adetaileddescriptionofwhatapersondoessothattheparticularjobholdercanhavenodoubtoftheirtasks,dutiesandresponsibilitiesandgenerallywhotheyreportto.Itcontainspreciseinformationaboutcompetences,skillsandknowledgerequiredaswellaspracticalinformationabouthealthandsafetyandremuneration.

JobDescriptionsarenotincludedintheICTRoleProfilesbuttheycanbedevelopedfromtheProfiles,suchasgeneration3levelprofiles.

Include“occupation”intothis(usedbyESCO)?

Anexamplemaybejobdescriptiondevelopedfromageneration3profile.

knowledge Bodyoffacts,principles,theoriesandpracticesthatisrelatedtoafieldofworkorstudy.Anemployeeneedstoknowtherelevantselectionofthesetosuccessfullyperformintheirjob.

SampleorindicativeknowledgeexampleareincludedintheRoleProfilesbasedonthee-CF.

knowledgeexamplesprovidedbyEN16234-1Europeane-CompetenceFramework(e-CF)

role Arolederivesfromanorganisationalneedtogetsomethingdone.Itisanorganisationalrequirementthatcanbemetbyassigningemployeestocarryoutallorpartofthetasksrequiredtoensurethatroleiscarriedout.Onepersonorteammayhavemultipleroles.

IntermsoftheICTRoleProfilesitisoftenthecasethatanactualjobcarriedoutbyanemployeewouldconsistofpartsofanumberoftheRoleProfiles.Source:ITSMAcademy

Exampleistheroleofriskmanagement.Thiscanbeimplementedbyarangeofdifferentemployeeswithvaryingdegreesofresponsibilityandtypesoftasksatdifferentlevelswithintheorganisation

roleprofile Anoutlineorgeneraldocumentwhichdemonstratesclearlytherelationshipbetweenspecificactivities/tasksinaroleandtheindividualskills,competencesandknowledgerequiredtoundertakethem.

CreativeLeadership–TalentManagement

EuropeanICTProfessionalRoleProfilesCWA

skill Theabilitytouseknow-howandexpertisetocompletetasksandsolveproblems.

SkillsexamplesprovidedbyEN16234-1Europeane-CompetenceFramework(e-CF)


ANNEXA:Lookatothere-SkillsandICTProfessionalisminitiativesThefollowing,non-exhaustive,listincludesthemaininitiativesandkeypublicationsthathavebeentakeninconsiderationasinputfortheICTProfessionalProfilesupdating.

• Development and Implementation of a European Framework for IT Professionalism (2017Capgemini,EYandIDC)5

The project was carried out for European Commission, Directorate General Internal Market,Industry,EntrepreneurshipandSMEstoachievethreeobjectives:

1. UpdatingkeyindicatorsandprogressonthesituationconcerningtheITprofessionbasedonthelatestdata,trendsanddevelopments,regardingtheevolutionofthesupplyanddemandof ITprofessionals inEurope, the situationconcerning IT industry trainingandcertifications and the evolution at international level including an analysis andcomparisonofthesituationforCanada,Japan,USA,Germany,FranceandUK.

2. Provide a clear view for development and implementation of the four foundationalbuilding blocks 6 that provide a first comprehensive European framework for ITprofessionalism:

• Bodyofknowledge;

• Education,Trainingandcertifications;

• Competences;

• ProfessionalEthics.

3. EstablishmentofagroupofleadingEuropeanexpertsinthisfieldfromkeystakeholders,government, academia and industry to assist in the development and theimplementationoftheframeworkinEurope,coordinateactionsandpreventfragmentedinitiatives.

• High-TechLeadershipSkillsforEurope(2017,byEmpirica,pwcandIDC)

The document provides a summary of the state-of-the-art of high-tech leadership skills in Europe, and it highlights concreteproposals for actionandhowbest to implement anEU- wideagendaatMemberStateandEuropeanlevel.Theseproposalsarebasedontheresults ofaconsultationprocessinwhichexpertssharedtheirexperiencesandtheirvisionsonhigh- techleadershipskillstowards2020andbeyond.

• e-Skills:EuropeanFoundationalICTBodyofKnowledge(2015,byCapgeminiandEY)

This European Foundational ICT Body of Knowledge serves as an entry point for anyonecontemplating a career in ICT, and entering from other professions; facilitatescommunication between and understanding of ICT professionals in Europe in whateversectortheyareactive, thereby reducing risks and strengthening ICT professionalism; andhelps to increase the supply and pool of ICT professionals by contributing to a betterperceptionofICTjobs.

• e-Leadership:e-SkillsforCompetitivenessandInnovationMarch2013,Empirica,IDC,INSEAD

This is the final report of the study: 'Vision, roadmap and foresight scenarios for Europe2013-2020'(eSkillsVision).Thekeyobjectiveofthisstudyistohelpreduceinnovationskillsshortages,gapsandmismatchesinEurope,byprovidingsound,unbiasedempiricalevidence

5ServicecontractEASME/COSME/2014/0126Thefourbuildingblockshavefirstlybeendefinedinthereport"e-SkillsandITprofessionalism:FosteringtheITprofessioninEurope"(2012).ThedocumentisthefinalreportofaprojectcarriedonbyCEPISandtheInnovationValueInstitutethatmaybeconsideredasoneofthekeymilestonetotakeinconsiderationonITprofessionalism.Themainresultsfromtheprojecthavebeenthestartingpointfortakeninconsiderationbysucceedingprojects.


onhowthesupplyanddemandfordifferenttypesofICT-relatedskillsisevolvinginEuropeunder different socio-economic scenarios. A sufficient skills base in this domain is animportantenablerforcompetitivenessandinnovationinEurope.TheevidencedeliveredbythisstudyshallencourageandfacilitatethedialogueandcooperationbetweenpolicymakersandrelevantstakeholdersattheEUandnationallevelsabouttheimplicationsandrequiredactions to be taken to address current as well as anticipated skills gaps and shortages. Aspecialfocusofthestudyisonhigher-level innovationskills(whicharecalled“e-leadershipskills")nexttotheanalysisofthesupply-demanddevelopmentsforICTpractitionerandICTuserskills.

• TowardsEuropeanQualityLabels for ICT IndustryTrainingandCertification(Empirica,EXIN2013)

Thisdocument is theReportof theproject ‘QualityLabels forTrainingFosteringe-Skills forCompetitiveness and Innovation’ The ultimate objective of the study is to develop qualitylabels for industry-based training and certification (IBTC). Providing a road map towardsquality labelling in the IBTCdomain is expected to support further integrationof industry-based training into vocational educationand training systems, improving transparencyandtransferabilityofqualificationsinEurope.Thestudyalsoprovidesareliablepictureofe-SkillsIBTC supply and demand across Europe, map IBTC offers to the European e-CompetenceFrameworkandprovidetheprototypeofanonlineservicetostakeholders.

• e-SkillsandICTprofessionalism:FosteringtheICTprofessioninEurope(2012,byCEPISandInnovationValueInstitute)

ThisprojectreflectsparalleleffortstomaturetheICTprofessioninotherpartsoftheworld,suchasTechAmericainUnitedStatesandITAinJapan.ThisprojectaimedtosupportingthedevelopmentofaEuropean framework for ICTprofessionalism,with thegoalofenhancingprofessionalism and mobility across Europe. The project also incorporates proposals tosupportthedevelopmentofaEuropeantrainingprogrammeforICTmanagers.

• e-CFCOUNCIL(e-CFAlliance)

The project, funded by ERASMUS+ program and led by Fondazione Politecnico diMilano7,intendstoestablishastableallianceintheICTsectorgatheringthekeymarketplayersacrossEurope,i.e.socialpartners,regulatorybodies,VETorganisations,researchcentres.Thee-CFCOUNCILspecificgoalsandoutcomesare:

o The design of a common reference scheme (e-CF COUNCIL scheme) for vocationalqualificationsandcertifications,includingpriorlearningrecognition;

o ThedesignofasetofEQF-basedLearningUnitsrelatedtoabout15e-competencesselectedfromthee-CF3.0e-competences;

o The design of a pilot joint vocational qualification based on the e-CF COUNCILscheme, identified within the ESCO IT Occupations, and including a subset of theselectede-competenceswiththeproperlyrelatedreferencelearningunits;

o Thedevelopmentoftherelatedlearning/trainingcontentforeachselectedlearningunit,feedingthee-CFCOUNCILopencontentrepository;

o Thedevelopmentofa transnationalpilotblendedtraining initiative focusedonthepilot qualification’s targeted e-competences and learning units, using the e-CFCOUNCILopencontent;

7Thee-CFCOUNCILprojectisdeliveredby:FondazionePolitecnicodiMilano,CEFRIEL,CNA-ICT,ADFORS.p.A.,FIOMLombardia(Italy),ESICenterEasternEurope,BulgarianAssociationofSoftwareCompanies–BASSCOM,NationalAgencyforVocationalEducationandTraining–NAVET (Bulgaria), bITa Center, CIONET, EXIN (Netherlands), University of Alcalá – UAH, Services Federation of CCOO, DG Formacion –ComunidaddeMadrid(Spain),PIN-SME,DIGITALEUROPE(Belgium).


o Thedevelopmentoftheassessmentprocessforeache-competenceincludedinthepilotqualification.

TheprojectisexpectedtoendinNovember2018.

• E-SKILLSMATCH

TheprojectisfundedbyErasmus+ProgramanddeliveredbyaConsortium8ledbyStockholmUniversity. The general objective is to develop anddemonstrate a European-wide learningtechnology system, dynamically adapted to changes occurring in job labour marketclassifications thatwill support (re)- training for acquiring thenecessarye-Skills anddigitalcompetencestoaccessthedesirablejobswithintheICTsector.

Theprojectwilldevelopasystemthatclassifies ICTskillsanddigitalcompetencesachievedthrough formal, non-formal and informal learning and enable them to be related toqualificationsandoccupationintheICTsectorandtoopenlearningandtrainingsystemsthatprovidetheseskillsandcompetences.FinalreportisexpectedinAutumn2017.

• TheEDISONproject

Edison is an initiative designed to accelerate the creation of the data science profession.SupportedbytheEuropeanCommissiontheprojecthasacoreconsortiumofsevenpartners,University of Amsterdam, University of Southampton, University of Stavanger, EGI, DeltaEngineering,FTKandInmarkEuropa.

AnoutputoftheinitiativeisthedevelopmentoftheEDISONcollectionanexpandingvolumeofreportsanddescriptions,includingspecificdatascienceroleprofilesthatcollectivelymakeupandsupporttheEDISONDataScienceFramework(EDSF).

Given the increasing relevanceofdatamanagement to the ICTdomain (see3.2.2) EDISONhasinformedtheupdateofICTProfessionalRoleProfiles.Inconsequencerepresentativesofeach project have attended each other’s project. This exchange of ideas and conceptsenriches each initiative and facilitates alignment and common technical understanding.www.edison-project.eu

RelevantGlobale-Skillsinitiativesandprojects

• Japanesei-CompetencyDictionaryJapan,InformationTechnologyPromotionAgency(IPA)i-CD)

IPA released “i Competency Dictionary (iCD) “as a structured dictionary composed of the“Task Dictionary” and the “Skill Dictionary”. The iCD is the result of the IPA investigationabout the idealway of the skill standard in the IT human resource development. The iCDsuggestsTasks,Skills,Roles,andJobsneededfornotonlytheconventionalbusinessmodelsuchassystemintegratorbutalsothenewagebusinessmodelssuchassecurity,cloud,anddatascience.https://www.ipa.go.jp/english/humandev/icd.html

• SkillsFrameworkfortheInformationAge(SFIA)

Askillsframeworkwithaneco-systemofpartnerswhohelpdevelopcontentandimplementin organisations. It also has value add components, SFIAPlus that includes the capacity todevelopjobprofilesandcareerpathways.https://www.sfia-online.org/en/reference-guide

• Canada

8Following organization are part of the Consortium: Stockholms Universitet, Fondazione Politecnico di Milano, Universidad de Alcalá,Adfor,GovernmentToYouAisbl


The ICTC Information and Communications Technology Council has an IT occupational framework (e talent).Undereachof the categories is a long list of sample job titles anda link towherecurrentemployment is (sectorplusgeography)andalso tocurrentvacancies andrelevantcourses(post-secondary).http://www.etalentcanada.ca/occupation-overview/

Relevantpolicyreports

• DIGITALEUROPE AND THE EC’S SKILLS STRATEGY 2016 - Recommendations fromDIGITALEUROPE - Boosting the skills for the future of digital Europe (January 2016,DigitalEurope)

ThispositionpaperarticulatesrecommendationstotheEuropeanCommissionforclosingthedigital skills gap. Concrete recommendations for actions that could be included in theEuropeanCommission’sSkillsStrategytobepublishedinMay2016.

These recommendations reflect, among others, Digital Europe’s work under the GrandCoalition for Digital Jobs and the e-Skills for Jobs campaigns, two European CommissioninitiativesthathavealreadycontributedtoreducethedigitalskillsgapinEurope.

• The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth IndustrialRevolution(2016,WorldEconomicForum)

TheFutureof JobsReport isa firststep inbecomingspecificaboutthechangesathand. Ittaps into the knowledge of those who are best placed to observe the dynamics ofworkforces—ChiefHumanResourcesandStrategyOfficers—byaskingthemwhatthecurrentshifts mean, specifically for employment, skills and recruitment across industries andgeographies. In particular, the initiative has introduced a newmeasure—skills stability—toquantify the degree of skills disruption within an occupation, a job family or an entireindustry. The report provides also an outlook on the gender dynamics of the changesunderway, a key element in understanding how the benefits and burdens of the FourthIndustrialRevolutionwillbedistributed.

RelevantISOstandards

Thereareanumberof ISOstandards thatareparticularly relevant to ICTand therearealsomoregenericISOstandards,forexamplearoundmanagementandqualitymanagementthatarerelevant,totheICTProfiles.Aselectionthathavebeenidentifiedsofarareindicatedbelowatthelevelofareferencetotheappropriatestandardratherthanadetailedanalysisoftheparticularsections.

StandardsofdirectrelevancetoICT

• ISO/IEC27000family-Informationsecuritymanagementsystems

Withinthisgroup(family)ofstandardtherearangeofstandardsofrelevancetoICTsecuritymanagement. ISO/IEC 27001 is the best-known standard in the family providingrequirementsforaninformationsecuritymanagementsystem(ISMS).

• ISO/IEC TR 19759:2015 Software Engineering - Guide to the software engineering body ofknowledge(SWEBOK)

This standard characterizes the boundaries of the software engineering discipline andprovidestopicalaccesstotheliteraturesupportingthatdiscipline.ThisisinterestingasitisastandardthathasadirectlinktoanexistingBodyofKnowledge.

StandardsofgeneralrelevancetoICT

• ISO9001:2015Qualitymanagementsystems–Requirements


This standard specifies requirements for a quality management system when anorganization:

• needs to demonstrate its ability to consistently provide products and services thatmeetcustomerandapplicablestatutoryandregulatoryrequirements,and

• aims to enhance customer satisfaction through the effective application of thesystem, including processes for improvement of the system and the assurance ofconformitytocustomerandapplicablestatutoryandregulatoryrequirements.

It also includes,which is new for this latest version a new clause, 7.1.6, on organizationalknowledgeanditsmanagement.

Relevantbodiesofknowledge

• EnterpriseInformationTechnologyBodyofKnowledge(EITBOK).

ThishasbeendevelopedbyIEEEandACM(http://eitbokwiki.org/Main_Page)Ithasfourteenchaptersorganisedunder twomain sections, the EnterprisePerspective and the LifeCycleperspective.Eachchapterislinkedtotherelevantsectionsofthee-CFandotherframeworksincludingSFIAandIT-CMF.


7.Bibliography/references

“About–ScaledAgileFramework”.(2017),,availableat:http://www.scaledagileframework.com/about/(accessed1December2017).

Bloom,B.(1956),TaxonomyofEducatnalObjectives,theClassificationofEducationalGoals–HandbookI:CognitiveDomainNewYork:McKay,McKay,NewYork.

Bushuyev,S.andWagner,R.(2014),“IPMADeltaandIPMAOrganisationalCompetenceBaseline(OCB):Newapproachesinthefieldofprojectmanagementmaturity”,editedbyBeverlyPasianandDrNigelWilliam,D.InternationalJournalofManagingProjectsinBusiness,Vol.7No.2,pp.302–310.

CEN.(2012),ICTProfiles|EuropeanE-CompetenceFramework,availableat:http://www.ecompetences.eu/ict-professional-profiles/(accessed29November2017).

CEN.(2014a),MethodologyDocumentationE-CF3.0CEN_CWA_16234-3,No.CEN_CWA_16234-3,availableat:http://www.ecompetences.eu/wp-content/uploads/2014/02/Methodology_documentation_e-CF_3.0_CEN_CWA_16234-3_2014.pdf(accessed14September2017).

CEN.(2014b),EuropeanE-CompetenceFramework,3rded.,CEN,Brussels,availableat:www.ecompetences.eu.

Chen,Y.,Wang,Y.,Nevo,S.,Jin,J.,Wang,L.andChow,W.S.(2014),“ITcapabilityandorganizationalperformance:therolesofbusinessprocessagilityandenvironmentalfactors”,EuropeanJournalofInformationSystems,Vol.23No.3,pp.326–342.

Curley,M.,Kenneally,J.,Carcary,M.,Doherty,E.,Conway,G.,Crowley,C.,O’Brien,C.,etal.(2015),ITCapabilityMaturityFramework(TM)(IT-CMFTM)TheBodyofKnowledgeGuide,editedbyCurley,M.,VanHarenPublishing,Zaltbommel,www.vanharen.net,Netherlands.

“EDISON:buildingthedatascienceprofession|EdisonProject”.(2017),,availableat:http://edison-project.eu/(accessed1December2017).

“EDISON:buildingthedatascienceprofession|EdisonProject”.(n.d.).,availableat:http://edison-project.eu/(accessed1December2017).

Eraut,M.(1994),DevelopingProfessionalKnowledgeandCompetence,FalmerPress.

Fink,L.(2011),“HowdoITcapabilitiescreatestrategicvalue?Towardgreaterintegrationofinsightsfromreductionisticandholisticapproaches”,EuropeanJournalofInformationSystems,Vol.20No.1,pp.16–33.

“ITIL|ITServiceManagement|ITSM|AXELOS”.(2017),,availableat:https://www.axelos.com/best-practice-solutions/itil(accessed1December2017).

Kim,D.H.(1993),“TheLinkbetweenIndividualandOrganizationalLearning”,MITSloanManagementReview,No.Fall,pp.37–50.

Miklosik,A.(2015),“ImprovingProjectManagementPerformancethroughCapabilityMaturityMeasurement”,ProcediaEconomicsandFinance,Vol.30No.SupplementC,pp.522–530.

Neely,A.,Adams,C.andCrowe,P.(2001),“ThePerformancePrisminPractice”,MeasuringBusinessExcellence,Vol.5No.2,pp.6–13.

Nieves,J.andHaller,S.(2014),“Buildingdynamiccapabilitiesthroughknowledgeresources”,TourismManagement,Vol.40,pp.224–232.

Peppard,J.andWard,J.(2004),“Beyondstrategicinformationsystems:towardsanIScapability”,TheJournalofStrategicInformationSystems,Vol.13No.2,pp.167–194.


Ross,J.W.,Beath,C.M.andGoodhue,D.L.(1996),“Developlong-termcompetitivenessthroughITassets”,MITSloanManagementReview,Vol.38No.1,p.31.

Schumann,C.andTittmann,C.(2015),“Digitalbusinesstransformationinthecontextofknowledgemanagement”,Proceedingsofthe16thEuropeanConferenceonKnowledgeManagement,presentedatthePrEuropeanConferenceonKnowledgeManagement,Udine,Italy.

Vargas,N.,Lloria,M.B.andRoig-Dobón,S.(2016),“Maindriversofhumancapital,learningandperformance”,TheJournalofTechnologyTransfer,Vol.41No.5,pp.961–978.

Young,M.,Young,R.andRomeroZapata,J.(2014),“Project,programmeandportfoliomaturity:acasestudyofAustralianFederalGovernment”,InternationalJournalofManagingProjectsinBusiness,Vol.7No.2,pp.215–230.

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Acknowledgements

Wearegratefulandindebtedtothewidegroupofpeopleandorganisationswhohavecontributedtodatetothe“EuropeanICTProfessionalProfilesinaction“projectwork,including

• theregisteredCENICTSkillsWorkshopMemberswhoexpressedtheirsupport,comingfrom(ISC)2,AICA,ATI-AsociacióndeTécnicosdeInformática,BCS,theCharteredInstituteforIT,CEPIS,CIGREF,CompTIA,ECDLFoundation,Europeane-SkillsAssociation(EeSA),EMF,eExcellence,ESI-CEE,E-SCN,EuroCIO,EXIN,HBO-I,IVI-InnovationValueInstitute,ITStaffing,InternatinalWebmasters'association(IWA)Italy,LinuxProfessionalInstitute,Microsoft,Pasc@line,ThamesCommunication,TrinityCollegeDublin

• ICTProfileson-linesurveyrespondents,cominga.o.fromConnectITPeople,UILTuCS,Airbus,

GAIA(thetelecomclusteroftheBasquecountry),e-JobsObservatory,Bl4ckswan,UniversityofMálaga,makeme.guru,Agenziaperl’ItaliaDigitale,EuropeanAssociationforTechnicalCommunicationtekomEuropee.V.,BCSKoolitus,KNVI,Capgemini,AppCert,BasqueGovernment,QISQualificationofInformationSecurityProfessionals,IT-CI,Netmind,CapgeminiAcademy,KNVI,EPI,RandstadItaliaSpA,Cefriel,MeathCountyCouncil,AssinterItalia,Certipass

• ICTuserfeedbackworkshopparticipants,comingfromAssinterItalia,ObservatoireEuropéen

desMétiersdel’EconomieNumérique,Confindustria,PosteItaliane,IrishComputerSociety,FondazionePolitcnicodiMilano,CIAPE,EXIN,CIGREF,EngineeringIngegneriaInformaticaSpA,UniversitàdegliStudidieMilano-Bicocca,Certipass,AgID,netmind,InstitutPI,AICA,Capgemini,Tekom,IVI,Assinform

• EuropeanICtProfessionalProfilesCasestudycontributors,comingfromKutsekoda,ITL,BCSKoolituusAS,PvIB,FondazionePolitecnicodiMilano,GAIA,AmsterdamUniversity,Connectitpeople,CIGREF,AgID,ICS,AssinterItalia,Capgemini,RedEléctricadeEspaña,netmind

• Finalmulti-stakeholderfeedbackcollectingworkshopparticipants,cominga.o.fromAssinterItalia,ObservatoireEuropéendesMétiersdel’EconomieNumérique,IrishComputerSociety,FondazionePolitcnicodiMilano,CIGREF,EngineeringIngegneriaInformaticaSpA,netmind,AICA,A/I/Mbv,Capgemini,IVI,EuropeanCommission,eSkillsMaltaFoundation,CEPIS,UniversityofAlcalà,DanskIT,ITStaffing,VOICEe.V.,ESCOSecretariat,KNVI,SFIA

• theCENICTWorkshopCommunity,includingnon-registeredmembers,

andfurtherEuropeane-skillsandICTProfessionalismstakeholdersforprovidinghighlyvaluableinputandsupport.This“EuropeanICTProfessionalRoleProfiles”CWAinfourpartshasbeendevelopedandwrittenin2017-18bytheCENnominatedexpertteamJuttaBreyer(projectleader),RoccoDefina,TerryHook,FrédéricLau,ClareThornley,RiccardoScquizzato.©CENcopyrightprotectedwork.Nocommercialuseorexploitationisallowed.

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EUROPEAN ICT PROFESSIONAL ROLE PROFILES...EU ICT Professional Role Profiles version 2 – Methodology Documentation. DRAFT CWA Part 3. 5 • (A) Taking one or more of the 30 provided