Developing an integrated ICT Competency Framework

Developing an integrated ICT Competency Framework: Debunking myths to posit a solution

Dr Marcus Bowles Chair Working Futures Foundation Senior Researcher University of Tasmania, AMC 20 September 2010 [email protected] [email protected]

The purpose This presentation will answer: What does an integrated ICT competency framework look like? Why do we need an integrated ICT framework? What myths were debunked and why is this significant?

As suggested above we will start with the solution and move backwards to show the underpinning principles. WCC-2010 Learn-IT Dr Marcus Bowles 2

Research • Insights and research based on the Innovation and Business Skills Australia project to review the ICA05 national IT Training Package (Stage 1 Report) (Reference 1)

and • industry analysis by Working Futures™ Foundation and University of Tasmania and AMC on ICT in supply chains and the Digital Economy

WCC-2010 Learn-IT Dr Marcus Bowles 3

Question 1

WHAT DOES AN INTEGRATED ICT COMPETENCY FRAMEWORK LOOK LIKE? WCC-2010 Learn-IT Dr Marcus Bowles 4

Deriving a ICT Competency Framework: CompTIA • It is important to reference CompTIA’s work aligning many vendor certifications into an integrated vendor certification pathway model (a framework)



Skills Framework for the Information Age • It is important to note the international IT professional capabilities, the Skills Framework for the Information Age (SFIA www.sfia.org.uk). • This is an integrated professional capabilities framework • • •

ACS are using SFIA The APS added detail and expanded upon SFIA to create an ICT Capability Framework. IBSA strongly aligned to the conceptual layout.



IBSA & Working Futures™ research Review centred on national IT and related vocational competencies and qualifications. It examined: • National training and qualifications • Higher Education and School ICT curricula and linkages • Analysis of 10 enterprise and professional ICT or related Frameworks • Review of emerging industries and trends • Mapping and analysis of vendor certifications and ‘competencies’


Comparative IT categories emerged SFIA/ ACS (includes sub-categories) Strategy & architecture Information strategy Advice and guidance Business/IT strategy and planning Technical strategy and planning

Business change Business change implementation Business change management Relationship management

Solution development and implementation Systems development Human factors Installation and integration

Service management Service strategy Service design Service transition Service operation

Procurement & management support Supply management Quality management Resource management Learning and development

Client interface Sales and marketing Client support

Software architect

ICA05 IT Training Package General

Architecture

Network Specialist

Support

Infrastructure

Trainer

Website Development

Information management strategy and governance

Networking Programming

Systems development and testing

Testing

Service and Support

Systems Analysis and Design

Security and information protection

CompTIA

Project Manager Security Specialist Database administrator IT User Network administrator

Multimedia Project Management Systems Administration Database Design and Development Software Development

Integrated Framework*

Database design and management Telecommunications and networks Business analysis Management (eg. Project & change Management) ICT User (InfoWorker)

Multimedia

Emerging:

Network Security

ICT Sustainability

E-Security

Information Technology Infrastructure Library (ITIL)


Comparative levels emerged Each framework also has a distinct way of ‘levelling’ competencies. While the danger is comparing apples with oranges the following indicates that field tests did validate ways to possibly compare competencies across SFIA and qualification frameworks. Each framework has had each level mapped indicatively to the Australian Qualification Framework’s 12 levels (AQF). SFIA (www.sfia.org.uk) 7. Set strategy/inspire 6. Initiate/Influence 5. Ensure/advise 4. Enable 3. Apply 2. Assist 1. Follow

AQF

CompTIA

AQF

9+ 8 7 5-6 4 3 1-2

Expert

6+

Specialist Advanced Intermediate Beginner/ Novice

5-6 3-4 3 1-2

APS Classification Senior Executive Service Executive Level 2 Executive Level 1 APS 6 APS 5 APS 4 APS levels 1-3

AQF 9+ 8 7 5-6 4 3-4 1-3


ICA as a Competency Framework


Question 2

WHY DO WE NEED AN ICT FRAMEWORK? WCC-2010 Learn-IT Dr Marcus Bowles 13

1. ICT competencies have multiple, often related uses • National development: economic, industry, infrastructure and workforce planning, labour market analysis, skills strategies, education systems and qualifications

• Professional bodies: member standards, professional levels/status

• Technical certification: vendor approved competence, peer recognition

• Business HR systems: job design, performance management, training and development, recruit and select, talent management, succession planning, etc. WCC-2010 Learn-IT Dr Marcus Bowles 14

2. We need to skill workers performing ICT roles in all industries ICT Employment 2008-2009 The 532,500 working in ICT in all industry Retail Trade 2% Wholesale Trade 4%

Other 7%

Education 2%

Communication services 4% ICT Industry 54%

Government, Admin. Defence 5% Finance & Insurance 7% Manufacturing 8%

Property/ Business Services 7% DEEWR 2007, adjusted by CIIER to compensate for ICT industry sector excision as reported in IBSA eScan report; Allen Consulting Group (April 2009). Environmental Scan 2009. IBSA: Melbourne. p. 35


3. We need ICT skills (eSkills) developed across all occupations as they enable growth and contribute to GDP eSkills underpin ICT adoption and competitiveness in the Digital Economy. eSkills dimensions:-

NB: The World Bank and UNESCO respectively confirmed (2010) that each 10% increase in broadband penetration adds 1.2% or 1.38% to the annual GDP of high income countries(Reference 3 & 4)


4. Many learning solutions are not going to be ‘qualifications’…… Research and national consultation reconfirms packaging of learning must change, especially to smaller ‘skill sets’. Why?: 1. 2.

3.

4. 5.

Australian IT industry is dominated by small business service providers and boutique developers ICT deployment and work is being embedded into jobs without an ICT focus (eg. Logistician, Geoscientist, Market analyst, etc.) Research into the Australian IT industry overwhelmingly confirms educating young people in year 8 to 12 in narrow specialisations to fill specific entry-level niches ( “a programmer”, “a web developer”) does not fit job design for 1 and 2 above or future skill needs. Broadband adoption and use necessitates digital literacy and skill sets that relate to equity of access, not a ‘job’. We need to respond to rapid changes in technology


5. We need competencies to rapidly evolve to encompass trends •

• • •

•

Virtualisation, SaaS; Thin computing; Cloud computing VoiP and ‘All over IP’ digital communications Green Computing Advanced programming, 3D graphics and graphic art (inc. spatial) The Personal Web – Web 2.0

• • • • • • •

Mobiles as computing devices Collaborative environments Open Operating Systems Geo-systems Active environments Smart Objects or Intelligent Agents Semantic-Aware Applications

See ICA05 Review ‘Trend analysis’ project paper for more detail. Industry research & review. Ranked by occurrence and importance. December 2009


6. ICT skills span the supply chain (the NBN as an example) Use the technology & network -Computer and applications Router-out connectivity Create content -Internet & new media -Connect the supplier-side network to the businesses -Social-IT/entertainment media network -Collaborative and web content More telecommunications & EEOZ training -CaptureRouter-in and send content connectivity NBN build Importance of CUF VoIP and ICP Training Packages -Configure More ICT10 telecommunications Training -Set up small wireless network/LAN Package -Connect the customer-side network to the network (Photonics/Fibre to IP network)

Product and services -Unknown but anticipated massive new demand for development of product (web services, software, programming, entertainment content and games, etc.) -Massive demand for ICT service management and support (Cloud computing; SaaS; Systems admin (esp. VMWare/Citrix); IT small businesses skills to manage ITIL; database management; project support - PRINCE2; etc.) response and protect local competitive advantage (ICA and also ICT/CUF/ICP/FNS/BSB/TAA Training Packages) (NBN is a two-way channel) WCC-2010 Learn-IT Dr Marcus Bowles 19

Question 3

WHAT MYTHS WERE OVERCOME AND WHY IS THE RESULT IMPORTANT? WCC-2010 Learn-IT Dr Marcus Bowles 20

Myth 1 – You cannot mix ‘competence’ and ‘competency’ within a single framework A long and not too helpful debate has been dominating the formation of competency frameworks in Australia and New Zealand organisations. This debate has become quite debilitating as vendors, consultants, governments and ‘experts’ argue for specific approaches. World-wide we have seen two distinct approaches to defining competence have emerged: personal and occupational COMPETENCE

COMPETENCY

Personal

Occupation-Technical

Behaviour based (who you are)

Performance based (how you do ‘it’)

Manner and context of behaviour

Standard attained

Measurement of individual behaviours and attributes (Input)

Measurement or evidence of performance (outcome)


Differentiation in an Australasian context •

Competency will typically describe what people do; relative to work requirements. It may be defined as “the ability to perform particular tasks and duties to the standard of performance expected in the workplace” (DEEWR, 2009 http://www.tpdh.deewr.gov.au).

•

Competence will typically describe how an individual will do it; relative to other individuals. It may be defined as the “skills and knowledge that compose a behaviour an individual must have, display or develop in a situation to achieve success, effectiveness or appropriate levels of motivation” (Bowles, 2004).


Organisational frameworks in Australasia already include both competence and competency •

•

Different vendors and experts have dug their trenches and seem prepared to defend their approach as the ‘best’ or ‘only’ way to define competencies. This is neither helpful nor accurate. However, personal (behavioural) competence and occupational (technical) competency do co-exist in the same organisational framework, for instance Working Futures™ enterprise clients:

Woolworths Qantas Royal Dutch Shell PLC Australian Public Service Commission Santos BHP Billiton Commonwealth Bank of Australia St George Bank – Westpac Bank NZ Health


Myth 2 – Competencies should not be levelled •

•

Consistent with the previous Myth many ‘purists’ argue competence doesn’t need to have descriptions at each level of proficiency – i.e. “Levelled”. Levelling is not required because: A Likert 5 or 7 point scale can be used to ‘rate’ one competence description to different levels at which an individual may possess the competence Personal competence is an input and not an outcome able to be ‘evidenced’ using ‘performance criteria’ or standards Scope needs to be left for individual difference and context


A sense of ‘levels’ at work: An example


Response: All competencies in a framework MUST be levelled even if only some uses require this… Competencies need to be levelled if you seek to: 1. Objectively and consistently design jobs and remuneration 2. Confirm a level of professional/membership progression 3. Align progression in a role (eg. a programmer) with a wider career pathway (Digital games development) 4. Align enterprise career pathways with professional or industry pathways 5. Align learning across sectors (school-VET-university) 6. Link attainment of vendor or professional competencies to formal, national qualifications (and funding) 7. Use competencies to set a standard of performance 8. Differentiate levels of applied performance


Example 1 SIMPLE: One competency covering all levels with Likert-type rating Competency IRMG Information strategy (From SFIA) Competency description The overall management of the control and exploitation of all kinds of information, structured and unstructured, to meet the needs of an organisation. Control encompasses

etc….

development and promotion of the strategy and policies covering the design of information structures and taxonomies, the setting of policies for the sourcing and maintenance of the data content, the management and storage of information in all its forms and the analysis of information structure (including logical analysis of taxonomies, data and metadata). Includes the overall responsibility for compliance with regulations, standards and codes of good practice relating to information and documentation, records management, information assurance and data protection. Exploitation encompasses the use of information, whether produced internally or externally, to support decision-making and business processes. It includes management and decision making structures to ensure consistency throughout the organisation, information retrieval, combination, analysis, pattern recognition and interpretation.

Assessed rating (Tick one) Level 1: Follow Level 2: Assist Level 3: Apply Level 4: Enable Level 5: Ensure/advise Level 6: Initiate/ Influence Level 7: Set strategy/inspire WCC-2010 Learn-IT Dr Marcus Bowles 27

Example 2 MODERATE: One competency group, with competence and indicator descriptors for each level

etc….


Example 3 DETAILED: Competency with descriptor and extensive indicators at each level Detail for a national competency at Level 5


ICT Framework can be levelled Question is “what are you using it for and how much detail at each level do you need?”


Myth 3 – Levels of assessed competence is not comparable with levels of work or a level of professional practice Many psychologists and consultants with proprietary models have argued competence models cannot be linked to specific work or professional outcomes, or qualifications. This is because: Competence descriptors use psychological constructs so assessment is about the person comparative to other people, not outcomes. Tying qualifications to assessed competence outcomes is neither valid nor the purpose of the assessment Profiling competence in a position description or a job profile is about the individual and the requirements for selecting the right person and attaining optimal performance through personal development, not setting a standard of performance


Response: We can align recognition-Training and assessment needs to fit the competencies required, not the other way around… Once competencies are levelled we can align progress across professional, vendor, national qualifications and other courses mapped to different competencies Remember CompTIA’s roadmap

We can do that for national qualifications & competencies WCC-2010 Learn-IT Dr Marcus Bowles 32


Myth 4 – Competencies need to be broad to apply to many contexts •

•

•

Many enterprises and Frameworks use broad-based, generic headings with no details because they are perceived to be less complex, less costly, easier to apply to many contexts and quicker to author. Consistency across occupations, roles and even nations is enhanced by limited detail that permits contextualisation and interpretation Such approaches have an established place. But they often result in competencies being granted that are unreliable and pass onto employers risks associated with recruiting a ‘competent’ person they think can ‘perform an ICT job role’.


Response: Broad competencies have little validity and reliability in the workplace or where business performance is an issue Trading off detail for simplicity reduces what the Framework can be used to do. Methods exist to confirm relevance to personal/behavioural and/or technical/outcomes through testing: Validity is broadly concerned with the competence or competency actually relating to the behaviours or the required performance and the evidence necessary to assess attainment of the skills and knowledge, as specified. Reliability relates to how accurate, precise and consistent competency assessment can occur over time.


Response: An ICT competency Framework can consistently apply to other sectors, occupations and roles Detail specific to a role or context (Common) increases

Same (Core) Similar

Different (Specific)


Response: An ICT competency Framework can be consistently used to help profile specific non-ICT jobs You should be able to consistently build a specific job profile extracting and adding relevant ICT role(s) and competencies


End Yes we can develop a core ICT Competency Framework We need to overcome the myths and be prepared to package competencies and courses into responsive, relevant, bite-size chunks that can be recognised (national qualification, vendor certificate or professional membership).

QUESTIONS WCC-2010 Learn-IT Dr Marcus Bowles 38

References •

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Bowles, M.S. & Wilson, P.T. (December 2009), Scoping Review of the ICA05 Information and Communications Technology Training Package v3.0, Innovation and Business Skills Australia: Melbourne. Available at http://www.ibsa.org.au/Portals/ibsa.org.au/docs/reports/IBSACOPY_ICA05_Stage1Review_ FinalReport_10.12.09%20Public%20Release%20v1.0.pdf Bowles, M.S. & Wilson, P.T. (December 2009), Applied Research Project: Telecommunications Industry, Innovation and Business Skills Australia: Melbourne. Available at http://www.ibsa.org.au/Portals/ibsa.org.au/docs/reports/IBSA%20Telecommunications%20In dustry%20Final%20Release%20Research%20Report%2017.12.09%20%20v1.pdf UNESCO (2010) Information Society Policies. Annual World Report 2009, Information for All Programme, Page 17-18, sourced 17 July 2010 at http://portal.unesco.org/ci/en/files/29547/12668551003ifap_world_report_2009.pdf/ifap_worl d_report_2009.pdf Yongsoo K, Kelly, T. & Raja, S. (2010), Building broadband: Strategies and policies for the developing world. In: Global Information and Communication Technologies (GICT) Department , World Bank January 2010, page 3. Available at http://siteresources.worldbank.org/EXTINFORMATIONANDCOMMUNICATIONANDTECHN OLOGIES/Resources/282822-1208273252769/Building_broadband.pdf
