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EUROPEANICTPROFESSIONALROLEPROFILES

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DRAFTCENWORKSHOPAGREEMENT(CWA)-ForfinaldiscussionwithICTmulti-stakeholderson26January2018inBrussels-

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PART4:CASESTUDIES

Furthercomplementarymaterialavailable:

• EuropeanICTProfessionalRoleProfilesversion2:TheProfiles(DRAFTCWAPart1)

• EuropeanICTProfessionalRoleProfilesUserGuide(DRAFTCWAPart2)• EuropeanICTProfessionalRoleProfilesMethodologyDocumentation

(DRAFTCWAPart3)

This CENWorkshop Agreement (CWA) Part 4 provides11 CASE STUDIES illustratingpractical application examples of the European ICT Professional Role Profiles frommultipleperspectives.

The European ICT Professional Role Profiles make a key contribution to increasedtransparency and convergence of the European ICT Skills landscape and tomaturingthe ICT Profession in the whole. Incorporating the competences of the European e-Competence Framework (e-CF, EN 16234-1) as a main component of profiledescriptions,the30ICTProfessionalRoleProfilesprovideagenericsetoftypicalrolesperformed by ICT Professionals in any organisation, covering the full ICT businessprocess.

Therearemanywaystoapplythe30typicalProfiles.TosupportandinspireEuropeanICT Professional Role Profiles applciation within multiple environments, the 11CASE STUDIES provide examples, benefits and hints of how tomake best useof theprofiles. They reflect practical experiences and have been elaborated together withEuropeanICTProfessionalRoleProfilesande-CFapplyingorganisationsEurope-wide.

EUICTProfessionalRoleProfilesversion2–CaseStudies.DRAFTCWAPart4.www.cen.euwww.ecompetences.eu 2

TABLEOFCONTENT

Introduction 3 OverviewallCaseStudies 3 11CaseStudiesfromvaryingapplicationperspectives 4 Acknowledgements 32

EuropeanICTProfessionalRoleProfilesCaseStudies–Introduction

TheEuropeanICTProfessionalRoleProfilesdonotrepresentarigidstandard,theyprovideinspirationfortheflexiblecreationofrolesasinputtojobdescriptions.Usingpre-formattedprofilesavoidstheneedtostartwitha ‘blanksheetofpaper’andtheysupportandshapetheconstructionoftailoredICTProfessionalRolecharacteristics.

Therearemanywaystoapplythe30typical ICTProfilesthatcovertheentireICTbusinessprocess. Typical case studies are provided below to illustrate use in a variety ofenvironments.Tosimplify thewiderangeofavailableuses,wecandividethem intothreebroadcategoriesby:

• (1)Usingoneormanyofthe30providedICTProfiles(generation2)eitherintheiroriginaldesignorwithafewuserappliedchanges

• (2)Creatingnewprofileswithgreatergranularity(generation3)butassociatedandfoundeduponthe30providedICTProfiles

• (3)Adoptingonly, the structure and formatof theEuropean ICTProfessionalRoleProfile template but using different content to establish radically different roles,relatedorevenunrelatedtoICT

ThecasestudiesrepresenttheexperienceofavarietyoforganisationsusingtheEuropeanICTProfessionalRoleProfilestoaddresse-Skillsgapsfromdifferentperspectives.Theyarepresentedfromtheviewpointofeither:

• ICTProfessionals

• HRManagers

• Educationandtraining

• Marketresearchersandpolicymakers

• Procurementmanagers

• Professionalassociations

AstheEuropeane-CompetenceFramework(e-CF)isanintegralcomponentoftheEuropeanICTProfessionalRoleProfilesitiscommonpracticeforuserstodeploybothtoolssimultaneously;thisisreflectedinthecasestudiesthatfollow.


OverviewallCaseStudies

CASESTUDY TITLE COUNTRY VIEWPOINT PAGE

A ICTOCCUPATIONSTANDARDSDEVELOPMENT

ESTONIA POLICYMAKERSANDEMPLOYERS

4

B ICTSECURITYPROFESSIONALCERTIFICATION

THENETHERLANDS

EDUCATIONANDTRAINING 7

C SKILLSGAPIDENTIFICATIONANDDEVELOPMENT

ITALY;EUROPEANLEVEL

ICTPROFESSIONALS 9

D WEBPROFESSIONALSKILLSDEVELOPMENT

EUROPEANLEVEL

EDUCATIONANDTRAINING 12

E DATASCIENCECAREERFRAMEWORK

EUROPEANLEVEL

STAFFPROCUREMENTANDUNIVERSITY

14

F COMBININGFRAMEWORKS/SUPPORTINGORGANISATIONALCHANGE

FRANCE HRANDICTMANAGERS 16

G NATIONALSTANDARDSDEVELOPMENT

ITALY

POLICYMAKERS

19

H CAREERANDASSESSMENTTOOL

IRELAND ICTPROFESSIONALSANDMANAGERS

21

I ENHANCINGSKILLSDEVELOPMENTINPUBLICITSERVICECOMPANIES

ITALY ICTPROFESSIONALSANDMANAGERS

24

J SUPPORTINGORGANISATIONALCHANGE

THENETHERLANDS

HRANDICTMANAGERS 26

K SUPPORTINGCULTURALCHANGE SPAIN ICTPROFESSIONALSANDMANAGERS

29


CasestudyA

OccupationalStandardsdevelopmentfromapolicymakersandemployerscombinedperspective

BalticComputerSystems/BCSKoolitusandEstonianAssociationofInformationTechnologyandTelecommunications;Estonia

Context

In Estonia the official qualifications authority, The Estonian Qualifications Authority, isconcernedwith:

• Skillsstrategy• Developingoccupationalstandards/jobprofileswhichcanleadtocertification• Supportingvocationalschoolstolinkcurriculumtooccupationalstandards• Supportinguniversitiestolinkcurriculumtooccupationalstandards

According to national regulations VET curricula must be based on correspondingoccupationalstandardsdevelopedbyemployers.ItisalsomandatorythatallVETgraduatestakeoccupationalqualificationexamsbasedonoccupationalstandards.

TheEstonianAssociationofInformationTechnologyandTelecommunicationsparticipatesintheoccupationalstandardsdevelopmentfromemployingperspective.

ThiscasestudyfocusesontrainingandeducationofadultsinICTincludingthedevelopmentofoccupationalstandardsandcurriculawithinVocationalEducationandTraining(VET)andHigherEducation(HE)(BachelorsandMasters)level.

e-CFandICTProfessionalProfilesusage

The Estonian National Strategy of Life-long Learning aims among others at a betteralignment of VET and higher education curricula tomeet the needs of a rapidly changingemploymentmarket.Fromthatcomestheneedtoupdateoccupationalstandardsandusetheseinsupportofcurriculumguidelinesdevelopment.

Initiallyeachworkgroupengagedindevelopingoccupationalstandardsstartedtobuildtheirown“taxonomy”.Thisprovedtobeverytimeconsumingandproducedinconsistentresults.Tosystemisejobprofilesandtasksacommonframeworkwasrequired.SFIAande-CFwereconsideredande-CFwaschosenasitwaslesscomplexanditsPLAN,BUILD,RUN,ENABLE,MANAGEstructure(dimension1)wasalignedwiththewayemployersthinkandthereforeeasyforthemtouse.

Theoverall aim is tohave theoutcomesof curriculumdesign (learningoutcomes) alignedwith job profiles (tasks and activities) and competences that employers identify forparticularroles.Thisapproachwasusedatdifferent levelsofseniorityof theoccupational

Thee-CFcombinedwiththeEuropeanICTProfessionalRoleProfilesishelpfulindeterminingandagreeingonlearningoutcomesasitprovidesanunderstandable

commonlanguageforpeoplefromjobmarketandacademia


standard e.g. Junior Security Specialist for Vocational Education, Security Specialist forBachelorscurriculumandSeniorSecuritySpecialistforMasterscurriculum.

Thee-CFandtheEuropeanICTProfessionalRoleProfilescanbeusedasacommonlanguagethat helps employers, curriculum developers and also lecturers to provide input into thedevelopment of learning outcomes. Themain topic for discussion then becomes learningoutcomes.Howtheywillbetaughtisuptotheeducators.

Figure 1: e-CF and ICT Profiles providing a common language to employers, curriculumdevelopersandlecturers

Meetingchallenges

Inhighereducationmostcurriculacovermorethanoneortwooccupationalstandardsandconsequently at bachelor and masters level curriculum specific competence profiles aredeveloped.Theseprofilesarebasedonemployers’ inputandtheEuropeane-CompetenceFramework (e-CF) is used to formulate and systemise it. Educatorshave limited realworkexperienceonthestructureofICTjobssuchas,anICTSecurityManager.Thee-CFtogetherwith the ICT Profiles provide a common language and a structuredway for employers toprovideinputtoCurriculaDevelopers.

Thelevelofgeneralityversusdetailisachallenge.Knowledgeandskillscaneasilybecomeaverylonglistandthenarenotusefulanymore.Ontheotherhand,definingknowledgeandskills related to job activities and tasks is useful. The ICT Profiles are at the right level ofdetailasageneralapproachinthiscontexthasproofedtobebest.Employersandeducatorsengageandtakeresponsibilityfordevelopingthedetaile.g.specificskillsinanextstep.

The e-CF is not something you understand in a second. When new people join advisoryboardstheysometimessay“Whyareyouusingthee-CF?Ihaveabettersystemmuchmoreunderstandableandeasy.”Itisthenneededtoexplainthee-CFagaininmoredetailandtotrainpeopleinhowtouseit.Employerswillalwaystrendtothinkintermsofwhatapersonneedstodointheirjobandnotintermsofcompetences,theyhaveavisionofwhatthejobis. HR people generally have a good level of understanding regarding this issue. The


European ICT Profiles incorporating deliverables, tasks and competences provide here thesecondimportantbricktofacilitatemutualunderstanding.

When designing curriculum a systematic approach is required, without the e-CF one canbecometotallylostwitheveryonehavingdifferentideas.Thereisasignificantgapbetweena job description (task/ activities) and the knowledge/ skills/ outcomes that a curriculumfocuses on. Four components need to be coordinated: task; competence; learningoutcomes; subjects to teach/method. The e-CF together with the ICT Profiles provide alogicallinkbetweenthese.

Thevalueaddinsummary

1) Common language of competences and profiles organised in a systematic way foreducators and employers. To facilitate mutual understanding between employers andeducatorsinthepastmanyadvisoryboardswerecomposedbyeducatorswhohadworkedin industry and employers who did some teaching. The e-CF and ICT Profiles helped tobroadenthecirclefromthissmallgroupwhichwasimportant.

2) Logical link between activities based perspective of employers and subject basedperspective of educators. Employers tend to think in action/ activities based way andeducators tend to think ina subject/ topicbasedway.Thee-CFand ICTProfilesprovidealink between these two ways of thinking by using competences to support learningoutcomesdefinition.

3)Significantsavingoftimeandefforttofocusthedebateatanappropriatelevelofdetail.Beforeusingthesesharedconcepts it took3-4monthstobuildanewoccupationalprofileandstandard.Nowthiscanbeachievedinlessthanhalfofthetimeasanacceptedstructurefocusesdiscussionaroundtheframework.TheICTProfilesareattherightlevelofdetailasageneral approach is in this context best. Employers and educators are then requested toengageandtakeresponsibilityfordevelopingthedetail,e.g.specificskills.

Formoreinformationsee:

TheEstonianQualificationsAuthority(Kutsekoda)www.kutsekoda.ee

EstonianAssociationofInformationTechnologyandTelecommunications(ITL)www.itl.ee

BCSKoolitusAS–awardingbodyofICTqualificationswww.bcskoolitus.ee


CasestudyB

DevelopmentofacertificationschemeforInformationSecurityProfessionalsfromaprofessionalassociationperspective

TheDutchAssociationofInformationSecurityProfessionals(PvIB);TheNetherlands

Context

TheDutchAssociationofInformationSecurityProfessionals,togetherwiththeorganisationsof the public-private partnership QIS (Qualification of Information Security professionals),hassetthemselvesthegoalofstrengtheningthecybersecurityworkforcebyincreasingthelevel of professionalism and establishing a clear and transparent situation in respect ofqualification. This must also result in solving the enormous shortage in capableprofessionals, the influx of well-educated young talent, creating the outline for carrierperspectivesandassurelifelonglearning.

Over the past few years, a chaotic situation has arisen in respect of the qualification ofinformation securityprofessionals, leading tomanydifficulties tocomparecertificatesandjob titles.Asaconsequence, informationsecurityprofessionalsareoftenunable toclearlyidentify their knowledge andexperienceon thebasis of their job title and the supportingcertificates.Employersareunabletoseewhenthecandidatebeforethemisawell-trainedand experienced information security professional. In parallel, teaching institutions arebecomingincreasinglycautiousininvestinginnewtrainingprogramsininformationsecurity.


TheEuropeane-CompetenceFramework(e-CF)hasbeenusedasabasisforthedefinitionoftheInformationSecurityProfilesthatwillbeusedinacertificationscheme.ThedescriptionofthePvIBProfessionalProfilesisbasedontheEuropeanICTProfessionalRoleProfilesICTSecurityManagerandICTSecuritySpecialist.

Thecertificationschemeforinformationsecurityprofessionalshasbeendevelopedwiththeobjectiveofincreasingthelevelofprofessionalismwithinthefieldofinformationsecurity.

Throughthepursuitofauniformqualificationsystemforinformationsecurityprofessionals,harmonization, mutual recognition and the global exchange of information securityprofessionals will be advanced. The requirements for the certification system will ensurethat the certification bodies operate in a manner that is marked by consistency,comparabilityandreliability.It is intendedtobesupplementedbyandworkinconjunctionwiththeInternationalStandardsenshrinedintheISO/IECDirectives.

Meetingchallenges

Tobeabletoensureuniformqualificationofinformationsecurityprofessionals,itwasseenascrucialtoidentifypreciselywhichprofessionsarerepresentedwithinthefield,whatthoseprofessions entail and which competences, knowledge and skills are required. The

TheEuropeane-CFandICTProfessionalRoleProfilesprovideawiderrecognisablebasisforfunctionswithinICTandsubsequentlyalsoInformationSecurity.Thewheeldoesnotneedtobere-invented;recognitionwithinEuropeandprobablyworldwide.


profession of information security is broad in its scope and in this context it is useful todistinguishbetweenthedomainsinformationriskmanagementandICTsecurity.

Securityoftheinformation

(Informationriskmanagement)SecurityoftheICT

(ICTsecurity)Strategicand/ortactical ChiefInformationSecurityOfficer

(CISO)**ICTSecurityManager

Tacticaland/oroperational InformationSecurityOfficer(ISO)**

ICTSecuritySpecialist*

Table1.*ThejobprofileICTSecuritySpecialisthasthreequalificationlevelsnumbered1(secondaryvocationaleducationlevel),2(highervocationaleducationlevelend3(universitylevel).**ThejobprofilesforCISOandISOweredrawnupanalogouslytotheCWA16458professionalprofiletemplateandthee-competences.

Alongside these two domains there are a number of other domains eachwith their ownuniform qualification, namely ICT audit, forensic investigation and business continuitymanagement. Job profiles have already been drawn up for these domains. They arethereforebeyondthescope.

Initially, the European ICT Professional Role Profiles for ICT Security Manager and ICTSecuritySpecialistwereadopteddirectlyfromthedocumentCWA16458.However,thePvIBWorkingGroupontheQualificationofInformationSecurityProfessionalsobservedthatthecontentoftheseprofilesdidnotfullymatchwiththeirspecific jobprofileexpectationsforcertification purposes. The profiles were extendedwith General (=soft) competences andeducation and experience norms/requirements. Accordingly application of the templateonly guides the ‘core’ competences included in the job profiles in order to maintain amanageable number of competence elements. For each job profile this means 3-5 e-competences and 3-5 general competences, andmaximum 100 competence elements. Inqualifyingforajobprofile,allthe(core)competencesdescribedintheprofilearecompletelyassessed.

Valueaddinsummary

1)ChoosingtheEuropeane-CompetenceFrameworkEuropeanstandardEN162341ensuresbroadacceptanceacrosscountries.

ThePvIBProfessionalProfilesaimatauniformqualificationsystemforinformationsecurityprofessionals. One essential precondition is broad acceptance of the profiles on the onehandbythegroupofprofessionalsinquestionandontheotherhandbytheemployersandteachinginstitutionsthatcanmakeuseoftheprofilesfortherecruitmentandselectionofprofessionalsandtheorganisationofstudyprogrammes,respectively.Basingtheprofilesonthee-CFensuresacceptanceacrossorganisationsandcountries.

2)UsingtheICTProfilestemplate

For the description of the job profiles, use was made of the European ICT ProfessionalProfilesdescription template.Widelyavailableand recognisableprofilesenableemployingstafffromeverywhereinEuropewithouthavingtospecificallycheckwhattheyknowwhentheyconfirmtotheprofile.

Formoreinformationsee:www.pvib.nl


CasestudyC

IdentificationofskillsgapstobeaddressedbyeducationandverifiedthroughcertificationfromanICTprofessionalandcertification

perspectiveICTProfilesforIndividualassessmenttodetermineemployabilityindifferentroles-basedon

theexperienceofe-SkillsMatchprojectandwww.jobict.itportal

Context

ICT Profiles and the e-CF can be used together to support companies and individuals toassesscompetences, tobuild the listof ICTRoleProfiles thatcanbecoveredbya specificperson,toprovidegapanalysisandtosuggestspecifictrainingpaths.

Amongothers,twoprojects,“e-SkillsMatch”and“www.jobict.it”1portal,usethisapproach.In this case study the first project is described, but the description and the approach arevalidforboth.

Thee-SkillsMatchprojectaddresses:

• ICTprofessionalsandindividualswhowishto:o assessandvisualizetheirskills;o identifypossiblelearningpaths;o enhancetheirICTknowledgeandfillsomepossibleskillsgaps

• Vocational education and training (VET) and higher education (HE) institutionsinterested in promoting courses that are linked to digital skills and ICT Profilesincludedinthee-SkillsMatchplatform;

• Certification providers, interested in certifying the registered ICT Professionals' e-competences;

• Anyone interested in informationonthecurrente-competenceoffers, intermsoftraining and certifications available by registered course providers and "skilledlabour”updates.

e-CFandICTProfilesusage

Thee-SkillsMatchplatformaimstoallowindividualstocreateandmanagetheire-Portfolio,performane-Skillsaudit inorder toanalyse theire-Skillsanddigital competences, toself-assess their position in the labour environment and to plan learning routes forcomplementingoccupationale-Skills,orinsomecasestoprepareforthevalidationthroughformallearningproviders.

The project aimed furthermore to integrate e-CF, ICT profiles and ESCO as three relevantEuropeanframeworksinthefieldcreatedforvariedpurposesintooneserviceapplication.

WorkingwiththeEuropeane-CompetenceFramework(e-CF)andICTProfessionalRoleProfiles,usingthecompetencerequirementsofeachprofileasanentrypointfor

furtherconsideration,helpstoovercometheproblemofroleidentification.


Starting froman individual’s self-assessmentof the40e-CFcompetences theseresultsaremapped for comparison against the European ICT Professional Role Profiles. Where acompetence gap exists it is graphically represented and for each gap a suggested trainingoption is offered. The identified skills are linked to the qualifications required for eachoccupationintheICTsector.Atthesametime,theskillsarematchedwithopenlearningandtrainingprovidingcoursesthatcanhelplearneracquiremissingskillsandcompetences.TheICTProfessionalRoleProfilesusedineSkillsMatcharemappedtoESCOprofiles.Moreover,ESCOisusedtoenrichtheDimension4ofthee-CFframeworkintheeSkillsMatchtool.

Figure1:Exampleofpartoftheoutputofself-assessment

Thee-SkillsMatchplatformoffersthefollowingservices:

• Competence elicitation and representation:a self-assessment process allows ICTProfessionals to map their own e-Competences and show them in a graphicvisualization;

• Detecte-competencesrequiredfordifferent ICToccupationsandperformauditsinordertoidentifytheindividual’se-Competencegaps;

• Createanindividuale-Portfolio-thisisanelectroniccollectionofevidencereflectingtheprofessionalandacademicbackgroundthatcanserveasanelectronicresume;

• Identifye-Competence/jobprofiletrainingresourcesavailable,includingOER(OpenEducation Resources) and MOOCS (Massive Open On-line Courses), as well ascertificationopportunitiesofferedbyauthorisedprovidersandpotentiallybasedoncompetencesvalidationproceduresrecognisedatEuropeanlevel.

Meetingchallenges

Themainchallengeencounteredduringthee-skillsMatchprojectisconnectedtotheneedofdefininglearningresourcesaimedtoaddressthegapsidentifiedwiththeself-assessment.This was addressed by defining training in terms of learning outcomes and offering thepossibility toprovidedifferent content in termsof specific e-Competences. ThisworkwasbaseduponDimension4ofthee-CF.


AnotherchallengeencounteredwastherelationshipbetweenESCOwiththeEuropeanICTProfessionalProfiles;thegranularityandtheapproacharecompletelydifferent.Moreover,ESCO in itself seems tohavedifferent levelsof granularity. Thedifficultywasmanagedbydeciding not to refer to ESCO for the assessment but only referring to it to enrich thecontentsofcompetencesandlearningmodules.

Valueaddofe-CFandICTProfilesinsummary

Therearetwomajorkeybenefitsforadoptingthee-CFandICTProfilesinthiscontext:

1)ChoosingtheEuropeane-CompetenceFrameworkEuropeanstandardEN162341andICTprofessional Profiles provide a common language ensuring acceptance and commonunderstandingacrossorganisationsandcountries.

2)WorkingwiththeICTProfilesandusingthee-competencerequirementsofeachprofileasan entry point for further consideration helps to overcome the problem of roleidentification. This is achievedbydisregarding the “name”of the rolebut focusingon thecompetencesthatconstitutetherole.

Formoreinformationsee:www.eskillsmatch.eu


CasestudyD

Creationofe-Jobprofilesforwebprofessionalsfromtheperspectiveofanaccreditationinstitute

GAIA–EUprofessionalprofilesinthee-JobsObservatoryande-JobsAcademy

Context

Thee-JobsObservatorypresents a compendiumof SpecializedQualificationProfiles for e-JobsProfessionsbasedontherealmarketneedsofthesectors.Theprofilesareaddressedto Training Institutions of Europewilling to implement e-Jobs professions to their currenttraining offer, in order to bemore competitive and provide qualification valid within theterritoryoftheEU,andtopromotemobilityamongEuropeans.Additionally,theprofilesareaddressed to recruitingcompaniesorHumanResourcesdepartments for in-house trainingordefinitionofemployee´sprofilesandpersonnelselection.

Thee-JobsObservatorycertifies trainingorganisationsandmanagesqualificationofdigitalworkersinEurope.Italsoevaluatesthecurriculathatareadjustedtolabourmarket-focusedfunctions.Theobjectiveistocovertheexistinggapinthefieldofdigitalskills,identifyingforthismarketneedsandofferingEuropeantrainingorganizationsnewsolutions.

The e-Jobs Tech-Academy is a European intermediary of cutting edge technology andlearning.Through themanagementof thisplatformGAIAbrings together training centres,industry (SMEs) and avant-garde technology centres in the development of newtechnologies with the objective of promoting employability by offering new professionalprofiles in line with leading technologies through a different training based on real casestudiesresultingfromEuropeanprojects.

GAIAhastheEuropeanaccreditationgrantedbythee-JobsObservatoryasanaccreditationentityforthe identificationofnewprofessionalprofiles.Thankstothisaccreditation,GAIAand each local network of collaborators offer through the e-Jobs Academy a portfolio oftrainingcourses.


ThiscasestudyrepresentstheworkoftheEuropeaninitiativee-JobsObservatoryande-JobsAcademy for promoting e-Skills and e-Competences for e-Jobs in the European Union totacklethelackofskilledprofessionalsinthefieldofICTandInternetServices.

In 2009 Gaia identified with other EU sector stakeholders five e-Content developmentprofessions(webdesigner,web/multimediadeveloper,2D/3Danimator,webmaster,webcontent manager), and developed European Specialist Profiles that outline the skills andcompetencesneededfortheseprofessions.

TheseskillsweremappedagainsttheEuropeanQualificationsFramework(EQF)andthee-Competence Framework (e-CF) to identify a common and comparable set of skills at

TheEuropeanICTProfessionalRoleProfilesareatthecentreofthee-JobsAcademyapproach.Itisonthebasisoftheseprofileswhicharedrivenandverifiedbyactual

marketneedsthattrainingcanandshouldbedeveloped.


differentlearninglevels.Themainresultswerenationalqualificationprofilesforprofessionsin e-content development and corresponding European Specialist Profiles for each of thejobs,market-neartrainingcurriculaguidelinesandamethodologytomapknowledge,skillsandcompetencestolearningoutcomesinlinewiththeEuropeanframeworks.

Asanext step thee-JobsObservatorywas implemented,aEuropeanstakeholdernetworkactively and continuously working on the improvement of training quality for e-Jobs andlobbying for thecreationofEuropean training standards fore-Jobs.Besidespure ICT skillsrequired by e-Jobs, behavioural and business skills, the so-called “soft skills”, are alsoidentifiedandincludedinthee-JobProfiles.

The e-Jobs Academy operates as a spinoff of the e-Jobs Observatory, aiming at trainingprofessionals on cutting edge technologies and to bridge the e-Skills gap by identifyingmarket needs and enabling European TrainingOrganizations tomeet those needs. The e-JobsAcademyprovides trainers aportfolioofe-JobsRoleProfiles in accordance to labourmarketneeds, theEQFand thee-CF.TrainingproviderscangetaccreditationatEuropeanLevel(e-JobsObservatoryLabelofExcellence),andgetcertificationoftheirtrainings(e-JobsObservatorySealofmarketComplianceandCertificate).Learningisa.o.achievedbyworkingonreallifeCaseStudies.

Today the European ICT Professional Role Profiles are the centrepiece of the e-JobsAcademy approach. It is on the basis of these profiles, which are driven and verified byactualmarketneeds,thattrainingcanandshouldbedeveloped.

Meetingchallenges

Likeallthetechnologybasedproductsandallthecollaborativeprojects,ejobsObservatoryandeJobsacademyhasfacedsomechallengesrelatedononehandtothemarketresearchandtechnologiesavailable(tryingtoidentifythe“noteasilyoutdatedtechnologies”)andontheotherhand,challengesrelatedtothecommonapproachofallthepartnersregardingtheguidelinesandrequirementsofthecertification.

It is therefore important to identify, collect and articulate these demands in a systematicway. The advantage of such an approach is the commonunderstanding that is generatedacrosssectorsandnationalboundaries.

Each e-Jobs Profile is described in a standardized way, and based on the e-CompetenceFrameworkandICTprofessionalprofiles,describingthesummaryasummaryoftheprofileandthedetailedfunctionprofile.

To this end, any organisation holding the e-Jobs Observatory Label of Excellence or anymember of the e-JobsObservatory networkmay submit proposals for changes to currentprofilesaswellassuggestionsforthedevelopmentofnewprofiles.

Valueaddinsummary

1)ChoosingtheEuropeane-CompetenceFrameworkEuropeanstandardEN162341andICTProfessional Profiles provided a common language ensuring acceptance and commonunderstandingacrossorganisationsandcountries.

2) The European ICT Professional Role Profiles provide a common template and sharedreferenceforimplementingthee-CFcompetences.

Formoreinformationsee:www.ejobs-academy.eu


CasestudyE

DevelopmentofaDataScienceoccupationframeworkfromaUniversityperspective

EDISONDataScienceFramework(EDSF)asafoundationfortheDataScienceProfessionalProfilesdefinition–AmsterdamUniversity

Context

Modern research and industry require new types of specialists that are capable ofsupportingallstagesofthedatahandlinglifecycle-fromdataproduction,inputandstoragetodataanalysistoprovideinsightintoorganisationaldataandprocessestosupportdecisionmaking. These specialists constitute the emerging profession of Data Scientist andcorrespondingfamilyofDataScienceandAnalyticsenabledprofessionalprofiles.

Toaddressthisdemandfromresearchandindustry,theEDISONprojectwaslaunchedundertheHorizon 2020 Programme to build theData Science profession for European researchandindustry.

The EDISON Data Science Framework (EDSF), is a core product of the EDISON Project. Itprovides a basis for the definition of the Data Science profession and other componentsrelated to Data Science education, training, organisational roles definition and skillsmanagement,aswellasprofessionalcertification.

TheEDSFconsistsoffourcomponents:

• EDSFPart1:DataScienceCompetencesFramework(CF-DS)Release2

• EDSFPart2.DataScienceBodyofKnowledge(DS-BoK)Release2

• EDSFPart3.DataScienceModelCurriculum(MC-DS)Release2

• EDSFPart4.DataScienceProfessionalFramework(DSPP)Release2


The EDSF Part 1 Data Science Competence Framework (CF-DS) includes the corecompetencesrequiredforsuccessfulworkofDataScientistsindifferentworkenvironmentsin industry and research and through thewhole career path. The CF-DS adopts the sameapproach to competence definition as the e-CF v 3.0 – competences defined as abilitiessupportedbyknowledgeandskillswithappliedproficiency levels.Thecompetencegroupsarestructuredinadifferentway.

TheEDSFPart2DataScienceProfessional Framework (DSPP)definesdata relatedprofilesusingtheEuropeanICTProfessionalRoleProfilesmethodologyapproachandtemplates.

TheEDISONDataScienceFramework(EDSF)implementstheEuropeane-CompetenceFramework(e-CF)andICTProfessionalRoleProfilesapproachincludingthecompetencesdefinitionformatmappingcompetencestoknowledgeand

skills.TheICTProfilesupdateincorporatesEDISONresults.


Furthermore, the European Skills, Competences, Qualifications and Occupations (ESCO)

providesagoodexampleofastandardisedcompetencesandskillstaxonomy.TheproposedDataSciencerelatedprofessionalprofilesaredefinedasaproposedextensionoftheESCOtaxonomy that extends existing taxonomy groups and adds new Data Science and datahandling/managementtopleveltaxonomygroups.

Figure1:DataScienceProfessionsfamilygroupsandprofessionalprofiles

Meetingchallenges

Although the EDISON project benefitted from the great job done on defining the e-CFversion3.0,themajorchallenge,oftheconceptualnature,hasbeenimposedbyaroleandpositioning of the Data Scientist in an organisational structure that is different from thetraditionalICT:(a)ICTandorganisationalITinfrastructuretypicallyactsasasupportivebutindependent component of the organisational structure, while Data Science and dataanalytics are closely integrated with the organisational workflow; (b) Data Sciencecompetences are defined for general data handling processes which is not differentiatedfromorganisationalworkflowlikeinthee-CF3.0;(c)DataScienceasatechnologyareaandaprofessionarenotwelldefined,and theEDISON tooka challenge toproposea consistentframework for the Data Science professional domain definition, including Data Scienceprofessionalprofiles.

Valueaddinsummary

1)TheEuropeane-CompetenceFrameworkEuropean standardEN16234-1 (e-CF3.0) andICTProfessionalProfilesversion1providedagoodstartingpointfortheEDISONwork.

2) The European ICT Profiles definition and their mapping to e-CF v3.0 provide a usefulexampleonhowindividualprofilescanbemappedtocompetences,tasks,anddeliverables.

3) Shared definitions and concepts between EDISON and the European ICT ProfessionalProfilesallowed fast learningwithmutualbenefit toboth structures. Thenew ICTProfilesversion2 incorporates twonewdata related ICTProfessionalRoleProfiles inspiredby theEDISON work, Data Scientist and Data Specialist, that can be easily linked to the morespecific occupation descriptions of the EDISON Data Science Framework.

Formoreinformationsee:www.edison-project.eu


CasestudyF

ConsultancysupporttoretailindustrymanagersfordevelopingcompanyICTspecificjobdescriptions

TheEuropeanICTProfessionalRoleProfilesareusedtoimplementtheFrenchCIGREFjobprofilesnomenclatureinalargeICTUserCompany.

Context

The French consultancy firm Connectitpeople uses the European ICT Professional RoleProfiles to enable the implementation of the European e-Competence Framework (e-CF)alongsidethejobprofilesframeworkoftheFrenchAssociationofLargeICTUserCompanies(CIGREF).

TheCIGREFnomenclaturecoverstheentirescopeofICTactivities.Itcontains9familiesand48 job profiles which are the result of an agreed definition between more than 140members incross industrialsectors.Since2010 ithasembeddedthee-CF in its jobprofiledescriptions.

Inthisparticularcase,ConnectitpeopleusedtheEuropeanICTProfessionalRoleProfilestosupporta leadingretail ICTorganisationindeployingtheCIGREFnomenclaturejobprofilestoenlightenitscapabilitiesafterastrategictransformation.


TheEuropeanICTProfessionalRoleProfilesprovideagoodpracticalopenstandardtogiveICTmanagersthetoolsformapping,prioritisingandcontextualisingthee-CompetencesandtheirmaturitylevelforeachICTteamandtocreateorganisationspecificjobprofiles.

The ICTProfessionalRoleProfiles template specification foreachprofile containsa title,asummarystatement,amissionstatement,alistofdeliverableswhicharetheoutcomesofalist of tasks, a list of necessary e-Competences to carryout themission andaKPI area toinspirehowtodeducespecificKPIsallowingthemeasurementofthemissionperformanceanditsoutputs.

Mission, activities, deliverables and KPIs link the profile to the organisation ICT businessprocess. The list of core e-Competences and their maturity level link the profile to HRprocessesandHRdevelopmentforindividuals.

After identifying the scopeof the job roleneededby the ICTorganisation the jobprofileswere selected based on themission and activities described in the CIGREF nomenclature.Some new job profiles were created as needed following the template and shared withotherCIGREFmembers. Collaborationbetween IT andHRdepartmenthelped to align thenewjobprofilewiththeHRorganisationandtoidentifytalentjourneys.

TheEuropeanICTProfessionalRoleProfilesareagoodpracticalstandardtogivemanagersthetoolsformapping,prioritisingandcontextualisinge-CompetencesandtheirmaturitylevelforeachICTteamandtocreateorganisationspecificjobprofiles.


AseriesofworkshopswiththedifferentteamsfollowedinordertomapthejobprofilesandtogivethemanagementinsightoftheCIGREFnomenclatureande-CFmechanisms.

Apurpose-developedbusinessgamebasedon theEuropean ICTProfessionalRoleProfilesgavemanagersaquickstartwiththee-CFandenabledthemtoselectcoree-Competencesandmaturitylevelsneededintheirteams.ForeachjobprofiletheycoulddefineuptothreedifferentlevelsofseniorityandspecificKPIsandRACImatrixofselecteddeliverables.

Accurate information isstored inadatabaseandsharedtofeedHRprocesses, itallowstoeditandvalidatejobprofilessheetsforeachICTteam.

Figure1:e-Competencemappingtool

Meetingchallenges

The CIGREF Job Profiles nomenclature is in its template structure very similar to theEuropeanICTProfessionalRoleProfiles.However,asaresultofanagreeddefinitionprocessbetween CIGREF members, the e-Competences list for each job profile is very large andmanyareoverlapping.EuropeanICTProfessionalRoleProfilesfocusonamaximumof5e-Competences per profile highlighting difference to the other profiles. ConnectitpeopleappliedtheEuropeanICTProfessionalRoleProfilesto:

• Select core e-Competences and confirm the proficiency level from the CIGREFcompetence list in a way to identify the essential content of each profile for aspecificorganisationanditsICTTeams

• Verify the consistency of thematurity level between eachprofile to enable talentjourneyidentificationanddefinedsenioritylevels

• IllustratewithrelevantdeliverablesandRACImatrixtheroleofeachprofiletowardtheICTbusinessprocess.

TheEUICTProfessionalRoleProfilese-Competencescopedefinestheareaofexpertiseforeach role. In the context of large ICT user companies new job roles can be combinedtogetherlikeaDataArchitectorDevOpsEngineerorcanbesplittomorespecificactivitieslikeProjectManagementOffice(PMO),programandprojectmanager.

In this context, collaborationbetween the ICT andHRdepartment is needed to achieve atransversal vision in support of talent journey development and training programs ondemand,empoweringmanagersandindividualstousethee-CFandcollectaccuratedatatofeedHRprocesses.


Valueaddinsummary

1)Lessismore:Focusonthemostrelevante-Competences.

The European ICT Professional Role Profiles use facilitates the understanding of the e-CFmechanisms. The basic underlying principle “less is more” reduces the ICT Role Profiledescriptions to the most essential and helps managers to focus on the e-Competencesrelevantforevaluationintheirteam.

2)Anopenandagilestandardthatcanbeusedwithdifferentorganisationalframeworksinparallel.

Asanopenstandard,theEuropeanICTProfessionalRoleProfilesallowagilitytoadapttheprofile structure tospecificneeds, in this caseof large ICTusercompanies. It canbeusedwith different organisational frameworks such as waterfall or Lean - Agile developmentprocessorbestpracticesstandardizationlikeTOGAF,COBITand,ITILV3.

3)TransversalvisionoftheorganisationthroughtheembeddedRACImodel.

The RACImodel embedded in the deliverables that are assigned to each ICT ProfessionalRoleProfileallowsatransversalvisionof the ICTorganisationandenablestransparency incareerpathandmobility.

Formoreinformationsee:

www.cigref.fr

www.connectitpeople.com

.


CasestudyG

Profilesasabasefornationalstandardcreationfromapolicyimplementationperspective

e-CFandICTProfilesforNationalpolicymakers-Agenziaperl'ItaliaDigitale(AgID)

Context

ICT profiles are a field of particular interest in Italy, from a normative viewpoint and forpublic administration e-procurement. The European ICT Professional Profiles are used tomapICTprofessionalsandtogivethemthepossibilitytoberecognizedinthemarket,wherethere isafragmentationofnaming.Publicadministrationandcompanieshoweverneedtoclearly identify competence, knowledge and skills for ICT professionals. In this field, thestandard definition of the European ICT Professional Role Profiles and more detailedpurpose-developed definitions in the 3rd generation are intended to help all actors toidentifyspecificprofilesforspecificactivities.

The Italian lawn.4/2013defines that forunregulatedprofessions, thenationalnormativebody can develop national norms about specific professions. In the ICT field, the nationalnormativebodywasdelegatedtodevelopstandardsforICT(UNINFO)anddevelopasetofnormative (UNI 11621 family) that retrieves CWA 16458 and sets some other nationalstandardforthirdgenerationICTprofiles.

The European ICT Professional Profiles CWA 16458 was received as a great solution tosupportthisregulation.


The European ICT Professional Role Profiles CWA 16458:2012 provided a major input tostandardise ICT profiles at the 2nd and create new, more detailed standards for the 3rdgeneration. Additional standardisation of third generation profiles aims at supportingspecific sectors (e.g. Web Professionals) to identify common names, competences,knowledge and skills that can be endorsed by different actors and in different areas(education,publicadministration,companies,recruitment,etc.).

TheNationalgovernmentAgency(AgID),onbehalfofICTprocurementactivities,developedasetofguidelinesthatendorsetheuseofe-CF3.0(EN16234-1)andtheuseofUNI11621multipartnorm,settingthefirstgovernmentfullendorsementofbothCENCWA’sfore-CF2.0andtheICTprofiles.TheFirsteditionofthismultipartnormwasestablishedin2016andrepublished with normative references upgrade on July 2017. After the EN 16234-1publication,thenationalnormativebodyalsoupdatedanothernorm11506.ThisbecameanevaluationandcertificationnormforEN16234-1containingbothe-CF(2.0)andevaluationandcertificationprocesses.Insummary,thefollowingItalianstandardswerepublished:

• UNI11621-1MethodologytodevelopICTprofiles(CWA16458ICTProfessionalRoleProfilestemplatedefinition)

TheEuropeanICTProfessionalRoleProfilesandEuropeane-CompetenceFramework(e-CF)areusedtostandardiseprofiledefinitions,inordertoprovideICT

Professionalsthepossibilitytoberecognisedinthemarket


• UNI11621-223EuropeanICTProfessionalProfiles(fromCWA16458version1)• UNI11621-325WebProfessionalProfiles(ThirdgenerationofICTProfiles)• UNI11621-412ICTSecurityProfiles(ThirdgenerationofICTProfiles)

Figure1:OverviewoftheItalianStandardizationProcessbasedupon

All public administrations and their suppliers are invited to use this classification in theirofficialdocuments.TheEuropeanICTProfessionalRoleProfilesarefurthermoreareferencein the annual report of the major ICT associations working together in the nationalobservatoryforICT.ThisalsohelpstopromoteacommonlanguageforICTprofessionsandoccupations.

Meetingchallenges

Thereisadifficultyinchangingthemarketviewfromagenericprofiledefinitionandnameto a well-structured ICT profiles definition based on a European Competence standard.Before this activity,many studies about the ICTprofessionusedgeneric terms for the ICTprofession, e.g. the term "Webmaster" was used to name different job profiles withdifferentcompetences,e.g.websitedeveloper,websearchdesigner,applicationdeveloperor web server management. Inside UNI 11621-3, also, there is the “Web AccessibilityExpert”, an ICT profile in support of applying the Web Accessibility Directive from theEuropean Union. Another difficulty was related to the endorsement of the full model byassociations,thishasnowbeenachieved.

AsignificantissueforthefuturerelatestotheofficialendorsementoftheItalianICTprofilestandarddefinitionsbytheItalianstatisticoffice(ISTAT)maintaininganactivecatalogueofallprofessions.AgIDisworkingwithISTATtoadoptthestandardinthenextupdatein2021.

Valueaddinsummary

1)TheEuropeane-CFandtheICTProfileRoleProfilesareveryusefultosupportthemarketinthepromotionofacommonlanguageofdigitalskillsandjobsforICTprofessionals.

2)Opening theopportunity todefine thirdgeneration ICTProfiles,CWA16458helpedtheItalian national normative body and national government ICT agency in their institutionalactivities.Inparticular,theGovernmentAgencybenefitsfromnormativeactivity.

Formoreinformationsee:www.agid.gov.it


CasestudyH

ImplementationofacareerandassessmenttoolforICTprofessionalsandManagersbyanICTprofessionalbody

e-CFandICTProfessionalProfilessupportingacareerandassessmenttool

IrishComputerSociety(ICS):CareerPlus

Context

The IT industry is an exciting, challenging and rewarding working environment offering abroadrangeofcareeropportunitiesacrossmanyprofessionalroles.Constantevolutionandinnovation demands an organisational imperative to adapt to continual change. TheEuropean e-Competence Framework (e-CF EN 16234-1) and the ICT Professional RoleProfilesprovideanidealbasisforITtalentmanagement,andonwhichtobuildaprogramofeducation,trainingandprofessionaldevelopmentforITProfessionals.

The Irish Computer Society has developed CareerPlus to enable organisations and ITprofessionals to use accepted European standards, agreed professional role profiles andessentialbusiness skills frameworks, combinedwithContinuousProfessionalDevelopment(CPD) tracking, in an integrated online solution to understand, develop and deploy ITresourceseffectively.

CareerPlusisacompletesolutionfororganisationsofallsizesthatusethee-CFandtheICTProfessional Profiles to manage the professional skills development process, facilitatingcareer planning for individuals and talent management for the organisation. CareerPlusincorporates an online personal CPD planning and recording system in order to assess anindividual'scompetenceinICTandinabroadrangeofcross-cuttingbusinessskills.


CareerPlus assesses ICT skills against the European e-Competence Framework (e-CF)standard(EN-16234-1),andcomplementarybusinessskillsagainsttheICSTransversalSkillsFramework(TSF).Essentially,onceanindividual’scompetenceportfolio isestablished,CPDplanningandcareerdevelopmentisbasedontheEuropeanICTProfessionalRoleProfiles.

Employers in three Irishorganisationsacross thepublicandprivate sectorshavebegun touseCareerPlustomanagetheirtalentdevelopmentandsustainabilityprocesses.Withthee-CFandtheICTProfessionalRoleProfilesunderpinningit,immediateandlongtermneedsoftheorganisationscanbemet,andemployees’careerplanningfacilitated.

Astheseorganisationshadalreadystartedonthe journeyofprofessionaldevelopmentforstaff, they were in prime position to embark on CareerPlus. Their IT staff were used tocompetence map and to tailored education and training, albeit in an unstructured andsubjectivemanner.Understandingtherationaleoftheassessmentandanalysisprocesswascritical, and these organisationswere open andwilling to give a new system a chance tostreamline their early efforts. The ICS Professional Development Team embarked on a

Theon-linetoolCareerPlusmakesiteasyformanagerstobuildprojectteamsquicklyandefficiently,usingEuropeane-CompetenceFrameworkandICTProfessionalRole

Profilesasagreedreferencestandards.


briefing programme for ICT managers in each organisation. Key messages included thebenefitsoftheuseofCareerPlus,andarecommendedmethodologyforitsimplementation.

Managerswereadvisedtousethefollowingmethodology:

1. Encourage staff to read the supporting documentation and explore CareerPlus intheirowntime,withtheopportunitytoearninitialCPDpoints.

2. ShowstaffhowtonavigatetheCareerPlustool.3. Set a time limit for employees to complete self-assessment to help focus minds;

alternatively dedicate 2 hours at a pre-agreed time for staff to complete theexercise,bringingstafftogethertodothiswithafacilitatortoassist.

4. Forthefirstself-assessment,concentrateon5/6maincompetences.a. Employeescreateapersonalprofile:Iftheyhaveadocumentedroleprofile,

with associated skills specifiedby theorganisation, they start by assessingthemselvesonthesecompetences.

b. Theyselectthecompetencestheyhave,andatwhich level,byreadingthedetaileddescriptors ineach categoryof thee-CF. Staff isurged touse theknowledgeandskillsinformationforadditionalguidance.

c. Theycarryout the sameexercisewith theTransversal Skills Framework tocreateanoverallframework.

5. Managers and staff review the resulting report in a formal (periodic performancereview) or informal manner, conduct a skill and competence gap analysis for theemployee’scurrentroleandprospectivemoreseniorrolesandfinallysetgoals forcompetenceenhancementandpotentialcareerprogression..

Managers were also briefed in additional uses of CareerPlus, including the definition ofcustomroleprofilesbasedon thee-CFandTSF frameworks,and thevalidationofexistingjobspecifications.

Figure1:UsingtheEuropeanICTProfessionalRoleProfilesasstartingpointtojobdescription

Meetingchallenges

Withcarefullyplannedintroduction,anddetailedandhonestexplanationofthevalueoftheframework,fewchallengesareencountered.

Initially, staff resistance andmisgivings may arise, especially in organisations that do nothave a culture of guided and supportive assessment and professional development. Staffneed to be reassured that the process is equally beneficial to the individual as to the


organisation,and thatpersonal careerplanning isasmuch theobjectiveof theprocessasinternal management. Highlighting the personal gain for individuals is key to successfulintervention.However,itmaybenecessarytostressthattheoutcomeoftheprocessisnotguaranteedtoresultinpromotionorsalaryincreases.Ithasalsobeenfoundtobehelpfultoaddinsomeorganisationspecificknowledgealongsidethestandardtechnicalandbusinesscompetences.

TheIrishComputerSocietytakestheviewthatContinuousProfessionalDevelopment(CPD)is an essential part of the life of a professional in this industry, and that it is indeed ajourney, requiring accepted tools and standards to navigate in a satisfactorymanner. Thesociety’sCPDtrackingsystemwherememberscanrecordtheirpointsearnedbyengaginginformal,informalandnon-formaldevelopmentactivitiesisakeycomponentoftheprocess,providingpositivereinforcementforup-skillingendeavours.

The briefing sessions provided for organisations aim to chart this journey for employees,using the tools of CareerPlus, the e-CF, the CEN Professional Profiles, Transversal SkillsFramework(TSF)andtheonlineprofilingsystem.

Valueaddinsummary

The European e-Competence Framework (e-CF EN 16234-1) and the ICT Professional RoleProfilesprovideanidealbasisforITtalentmanagement,andonwhichtobuildaprogramofeducation,trainingandprofessionaldevelopmentforITProfessionals.

Formoreinformationsee:www.ics.ie/news/discover-the-new-ics-careerplus-tool


CasestudyI

Creatingstandardprofilesasabaseforenhancedpublicserviceprovision

AssinterItalia–Thee-CFappliedwithinpublicITIn-Housecompanies

Context

The ItalianAssociationof companies for technological innovation in the regions,ASSINTERItalia,hasanetworkof17associatedcompanieswithapproximately6.000employeesacrossItaly. The association promotes the e-CFwithin this network through a dedicated projectnamed“Thee-CFinconcreteapplicationwithinpublicITIn-Housecompanies”.

Inpreviousyears,themajorityofregionsandprovinceshaveused in-housecompaniesfordevelopingtheRegionalComputerSystemandimplementingaDigitalAgenda.

Byfocusingonthe“publicdemandforinnovation”theneedforacomprehensivereviewofcompetencesnecessarytoaddressthisprioritybecameapparent.Awareoftheimportanceof this activity, ASSINTER created a regional group of ICT in-house companies to worktogether to identify competenceneedsof their own companies and then to subsequentlypromote career development and certified professional profiles based upon the e-CF andEuropeanICTprofessionalProfiles.

In2016,sevencompanieshaveactivelyimplementedwithintheirorganisationsagenerationthree based professional system developed by ASSINTER for itsmembership. This projectrepresentsauniqueexperienceinItalyandEuropeinthepublicandpara-publicsector.

e-CFandICTProfessionalRoleProfilesusage

As a first step, ASSINTER customised some of the European ICT Professional Role Profiles(generation 2) to fit its context and also created somenewprofiles strictly related to thebusiness of this specific sector consisting of quasi-public IT providers owned by publicadministration.Startingfromtheprofessionalsystemsofmembersmorecomplianttoe-CF,sharedprofessionalprofileswereselectedand,subsequently, integratedwithnewprofilesusefultocharacterisefuturerolerequirements.

The resulting professional profiles were compared with the 23 original ICT ProfessionalProfiles and rewrittenaccording toe-CF formats, deriving the core competences from thecorresponding European profiles, and integrating and customising where unique specificskillswererequired.Theidentifiedprofessionalprofilesweresubdividedintoorganisationalareasillustratedasfollows:

Figure1:Thefiveorganisationareasofin-houseICT

TheEuropeane-CompetenceFramework(e-CF)professionalsystemanditsassessmentprocessallowtophotographtheinternalskillsstateandtodevelop

careerpathsandtrainingprogramsinatargetedandeffectiveway.


Subsequently,ASSINTERdevelopedatoolmappingthe40e-CFcompetencesagainstthe29customisedprofilesintotal.

Seven ASSINTER associated companies are now assessing their employee’s competencesagainstthenewprofiles.Finalaimistofullyimplementthee-CFandcustomisedICTprofilesbasedapproachacrosstheICTprofessionalteamsofallCompaniesinvolvedintheproject.TheASSINTERprofessionalsysteminoperationhasthefollowingfeatures:

• Aprototype,representingacommondenominator

• 29professionalprofilesprovidingacoreforanin-houseICTcompany

• The profiles can be remodelled and integrated according to the different in-housemodels

Meetingchallenges

ThedefinitionofacommonpathbetweenAssinterassociatesandtheimplementationofaProfessionalSystembasedonthee-CFandICTProfileshadtotakeintoaccountthediversityof the individual companies. This was the biggest challenge that Assinter faced as it wasessential to identify the common elements of themost advanced professional systems ofthemembers as a basis on which to build a shared framework. Using the e-CF allowedAssintermembers tocarryout internalassessmentsand togainaclearpictureof internalcompetence requirements. This supported the subsequent objective of developing careerpathsandtrainingprogramsinamorefocusedandeffectiveway.

This challenge became a benefit when a training course dedicated to the e-CF and theimportance of having a common system facilitated the sharing of the wealth of internalexpertiseacrosssixtyemployeesfromHRdepartments.Thisresultedinbenefittotheentirenational system, as they became digital culture ambassadors of the competence basedsystem.

Today,theAssinterinitiatede-CFprofessionalsystemanditsassessmentallowtosnapshotthestateoftheinternalskillsandtodevelopcareerpathsandtrainingprogramsinamuchmoretargetedandeffectivewaythaninthepast.ThestandardprofilesoffertransparencybetweenmarketneedsandthecompetencesofICTprofessionaljobcandidates.Inthisway,the Assinter companies have become aware of their internal competence resources thatthey can turn to their advantage to support the digitization of services and publicinformationsystemsandtoimprovethecountry'spublicservicesinthewhole.

Valueaddinsummary

Thee-CFandICTProfessionalProfilesprovideagoodbasistoagreeonacommonlanguageforcompetences,skillsandjobsacrossorganisations.

In a public or para-public environment, defining a standard for digital skills in the ICTprofession provides management with cross-references for the employment of ICTprofessionals.ItsupportstheintegrationofprofessionalserviceswithinICTservicecontractsandclarifiescompetenceneeds.

Formoreinformationsee:www.asserinteritalia.it


CasestudyJ

Creatingprofilesasabasefororganisationalchangefromamanagementconsultancyviewpoint

ThepotentialoftheEuropeanICTProfessionalRoleProfiles–Capgemini,TheNetherlands

Context

CapgeminiusetheEuropeanICTProfessionalRoleProfilestocreateorganisationspecificjobprofiles.Theprofilesarethebaseforfutureorganisationchangesorproduct/servicerelatedtransformation;e.g.Re-organisation,Outsourcing,Innovation.

TheEuropeane-CompetenceFramework(e-CF)offersatremendousnumberofoptionsformotivating an IT population and making it professional. However, this demands a clearvision,awell-definedobjectiveandapractical,viablestrategy.Withoutthesecriteria,thee-CF ismerelya competencemodel.Agoodpractical standardcomplementing thee-CFaretheEuropeanICTProfessionalProfileswhicharebasedonthecompetencesfromthee-CF.

Implementingthee-CFandusingtheICTProfessionalProfilesisusuallynotagoalinandofitself.Thereasonsforstartingaprojectbaseduponthetwoconceptsaremorelikelytobe:

• A lack of insight into the capabilities present in an organisation, often after themergingofseveralorganisationaldivisions,eachwiththeirowntypicalterminology.

• The need to professionalise because higher demands are being placed on the ITdepartmentintermsofflexibility,speedandcostmanagement.

• Thedesiretoincreaseinternalmobility.


Overtheyears,organizationshavegainedthenecessaryexperienceinimplementingthee-CF.Companiesthathavetakenaseriousapproachtothishaveseenpositiveeffectssuchas:

• Increasedmobilitythankstotransparencyincareerpossibilities• Clarityaboutthecapabilitiespresentintheorganization• InsightintothegapsintermsofICTcompetences,informationaboutinter-

changeabilitybetweenemployees.• Moremeaningfulandobjectivecontentinassessmentsandpersonaldevelopment

plans• Increasedemployeesatisfaction,oftenincombinationwithanincreasein

employees’prideabouttheirownskillsortheprofessioningeneral

e-CFandICTProfilesuseisnotlimitedtoaspecificapplicationorsectors.Bothcanhavemanyuses,intrainingcoursesandcurriculadesign,competencedevelopment

assessment,jobfamilysystems,competenceprofilesfornewproducts/services.


In this context, Capgemini uses the European ICT Professional Role Profiles as a startingpoint of an e-CF implementation. The role profiles are the basis in defining areas ofexpertise. One or many jobs within an organisation can be plotted to one European ICTProfessionalRoleProfile.

Figure1.Definingareasofexpertisewithinthee-CFsupportedbyEUICTProfessionalRoleProfiles

The areas of expertise are defined by the competences from e-CF. Figure 1 example fitsprofessions likeServiceManagerorBusinessAnalyst.Thee-CFstructureasabaseforroledefinitioncanalsobeusedfornewagileroleslikeDevOpsorDigitalTransformation.

Figure2.e-CFstructureforanAgile/DevOpslifecycle

As Business and IT are workingmore andmore closely to each other sometimes specificcompetencesneedtobeadded.e-CFcompetencesarethebaseforagood jobprofilebutpersonal competences (soft skills) and business competences need to be added, too. Thepersonal competences are chosen to support the competences frome-CF. For example, aServiceManagermustalsohavegoodcommunicationskillsandcustomerfocus.TobeanITProfessional,businessknowledge,skillsandexperiencearealsonecessary.


Figure3.Exampleofacompetenceprofileforacustomised“ServiceManager”profile

Meetingchallenges

The common element in all successful e-CF and ICT Profiles applications is a feasibleimplementation strategy. Implementing new competences, regardless of their type, is asensitive matter. Making changes to competences essentially means changing thefoundationofHumanResources. IT andHRmust be able towork together in this regard.Otherusefultips:

• Avoid reward systems; they will only add unnecessary complexity to theimplementationprocess

• It will only appeal to employees if it offers them an advantage. Mandatorycompletionofalistofcompetencescoresisnotanadvantage

• Ifitismerelyanexerciseonpaper,forexamplefillinginjobdescriptionsusinge-CFcompetences,thenpositiveeffectswillbeverylimited.

Valueaddinsummary

Theuseofe-CFandICTProfessionalProfilesisnotlinkedtoaspecificapplicationorsectors.Itcanhavemanyuses,designingtrainingcoursesandcurricula,competencedevelopmentassessments,JobFamilySystem,Competenceprofilesfornewproducts/services.

CapgeminiusetheEuropeanICTProfessionalRoleProfilesasastartingpointbecausetheyaccelerate the e-CF implementation time. As an open standard used by different kinds oforganisationsitiscredibleandflexibleinadaptationtoorganisationalspecificneeds.

Capgeminiinvestedinbuildingupknowledgeandskillsinusingthee-CFandcollectedbestpracticesoftheirworkforcetransformationprojects.Severalassessmentstoolsarebuilt.

Formoreinformationsee:Capgeminie-CFImplementationstrategyhttps://academy.capgemini.nl/sites/default/files/PDF/Factsheet_e-Competence_Framework_English.pdf

Dimension15e-CFareas(A- E)

Dimension2Selectfrom40e-CFcompetences

e-1 e-2 e-3 e-4 e-5

A.PLAN A.2.ServiceLevelManagement

B.BUILDC.RUN C.3.ServiceDelivery

C.4.ProblemManagement

D .ENABLE D.8.ContractManagement

E.MANAGE E.3.RiskManagement

E.4.RelationshipManagement

CompetenceguideSelectfrompersonalcompetences

e-1 e-2 e-3 e-4 e-5

Communicating

Initiative

CustomerFocus

Resultorientation

Collaboration

DomainorbrancheSelectbusinessarea

e-1 e-2 e-3 e-4 e-5

Finance

Procurement

HR

…

Dimension3e-Competenceproficiencylevelse-1toe-5,relatedtoEQFlevels3–8


CasestudyK

EuropeanICTProfessionalRoleProfilesinsupportofculturalchangeinalargeICTuserorganisation

ThepotentialofEUICTProfessionalProfiles-RedEléctricadeEspaña(REE),Spain

Context

At the timeof editing,RedEléctricadeEspaña is engaged in an IT activity transformationprocessthatcanbesub-dividedinthreemainareas:

• Organisational: The current IT Management Area, known as DTI, unites thepreviouslyvariousITunitsinchargeofdifferentITactivitieswithinthecompany

• Functional:ThenewDTIwasbornwiththemissionofincreasingitslevelofmaturityandbecomingaBusinessPartnerfortheachievementofstrategicobjectives.

• Digital:ThecompanyasawholeisembarkedonaprocessofDigitalTransformation.

In this context, although there aremany challenges, it is apparent that success dependsupontheorganisation’sdevelopmentofinternaltalent.


RedEléctricadeEspañahasusedtheEuropean ICTProfessionalRoleProfilesandthee-CFmodel as a starting point for implementing a Training and Development Plan for anInformationTechnologyManagementArea. Itsusehasmade itpossibletodefineaformalmodelofITtechnicalcompetencesthatfacilitates,amongothers:

• Verifytheemployee'slevelofcompetenceinthelightofdutiesandresponsibilitiesassigned,andthereforefacilitatehisorherprofessionaldevelopmentifneeded.

• Identify strengthsandweaknesses in thecapacitiesof the InformationTechnologyManagementAreaasawhole,facilitatinganticipationofdevelopmentneeds.

• PromoteaculturalchangebasedonthecontinuouslearningoftheprofessionalsoftheInformationTechnologyManagementArea.

Figure1:Impactoftransformationontheorganisation,DTIandtheindividualemployee

TheuseofEuropeane-CFandICTProfessionalRoleProfileshasallowedREEtominimisetheexecutiontimeofitsDTITrainingandDevelopmentProjectbybeingabletostart

fromarecognisedstandard.


TheuseoftheEuropeanICTProfessionalRoleProfilesandthee-CFcompetencemodelhasallowedREE todefine the specific competence requirementsof thecurrentDTI roles,andalsotodefinethefutureoneswhereneeded.

Based on the analysis of the competence profile for each role and the adequacy of thepeoplewhoperformthedifferentroles,TrainingandDevelopmentPlansweredesigned inorderto

• Coverindividualskillsgapsfortheperformanceofthecurrentroles• IncreasetheversatilityofeachpersonintheDTI• GloballytrainallthestaffincompetencesassociatedwithnewtrendsinIT

managementanddisruptivetechnologies

Basedonthecustomisede-CFmodel,REEcarriedoutanonlineself-assessmentprocessforeach person of the DTI. In this self-assessment, the employees evaluated not onlycompetencelevels,butalsoknowledgeandskillsassociatedwitheachcompetence,inorderto identify specific training actions that are required for its development. In addition,individual development interviews of each of the participants with their managers werecarried out to qualify and/ or complete the self-assessment content, and to agree on thedevelopmentexpectationsandneedsforeachemployee.

Figure2:Thee-CFandICTProfilesbasedprocessfromtooldesigntoIndividualdevelopmentPlan

The final result has been specified in the different Training and Development Plans, bothindividualandcollective,whichareplannedforthenexttwoyears.

Meetingchallenges

Forsuccessfulimplementation,itwasnecessarytoadapttheEuropeanICTProfessionalRoleProfiles and the e-CF standards tomeet the culture and the organisational reality of REE.Thispurposewasachievedbytwoparallelactionlines:

1)e-CFadaptationtolocalrequirements:Thee-CFwastranslatedintoSpanishandadaptedto therealityofREE.Withoutchanging thee-CFstructure, smallnuanceswere introducedbothinthecontentofthecompetencesandineachofthelevels.

Additionally, the description of the knowledge and skills related to each competence hasbeen enriched to facilitate the understanding of each competence and the elaboration oftheassociateddevelopmentplans.

2) e-CF complementation by soft skills: Behavioural skills are recognized as a crucialrequirementforITprofessionals.Inconsequence,insteadofalteringthee-CFmodelanother


lineofdevelopmentforthesegenericskills(communication,teammanagement,negotiationetc.)weredefinedtocomplementthedevelopmentofthetechnicale-CFcompetences.

Valueaddinsummary

TheuseoftheEuropeanICTProfessionalProfilesandthee-CFhasallowedREEtominimisetheexecutiontimeofitsDTITrainingandDevelopmentProject.Startingfromarecognisedstandard that meets the required characteristics facilitated significantly a systematicapproachthatshowedgoodresultsinashortperiodoftime.

Using both frameworks throughout the development of the project allowed REE toincorporateseveralimprovementsintotheITorganisationanditsrelatedfunctions:

• Homogenise profiles that perform similar functions among the differentdepartmentswithintheDTI

• Modifytheinternaldistributionofrolesandresponsibilitiesafteridentifyingprofilesthatrequiredaveryhighnumberofskills.

• ImplementaITtalentmanagementprocessincollaborationwiththeHRarea,whichhasprovenaveryeffectiveapproachtoenrichthefinalresult.


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,Observatoire

EuropéendesMétiersdel’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.

european ict professional role profiles · the european ict professional role profiles do not...

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