BTM Learning Outcomes and Competency Standards

Transcription

BTM Learning Outcomes
and Competency Standards
Data Analytics Specialization
Version 1.0
data
analytics
Data Analytics Specialization
Copyright and Reprint Permission
The Information Technology Association of Canada (ITAC) Business Technology
Management (BTM) Learning Outcomes and Competency Standards are protected
under a Creative Commons license. This license allows others to download and share
works with others as long as ITAC is credited, but the work cannot be changed in any
way or used commercially.
This work is licensed under the Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License, as attached to this document (Appendix 1).
To view a copy of this license, visit http://creativecommons.org/licenses/by-ncnd/4.0 .
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Table of Contents
Copyright and Reprint Permission ..................................................................................... 2
Foreword .............................................................................................................................. 4
Business Technology Management Development Team ...................................................... 6
Acknowledgements ............................................................................................................... 8
1.0 Scope of the Data Analytics Specialization.................................................................. 9
2.0 Interested in offering a BTM program? ................................................................... 11
2.1
What BTM Standard is right for my program? ................................................ 12
2.2
How do I use the standard? ............................................................................... 13
2.3
Using the BTM Brand ......................................................................................... 14
2.4
Program Accreditation ...................................................................................... 18
2.4.1 BTM Recognized............................................................................................. 18
2.4.2 BTM Accredited .............................................................................................. 19
2.4.3 What Accreditation Means for Your Program ................................................ 19
3.0 BTM Structure and Standards Labelling ................................................................. 20
3.1
Hierarchical Structure of the BTM 2.0 ............................................................. 20
3.2
Labeling and Defining BTM Competency Standards ....................................... 22
4.0 BTM Baccalaureate Data Analytics Learning Outcomes and Competency
Standards ............................................................................................................................ 23
4.1
I1 – Integrative .................................................................................................. 23
4.2
F1 – Personal and Interpersonal .......................................................................... 31
4.3
F2 – Business ....................................................................................................... 40
4.4
F3 – Technology .................................................................................................. 55
4.5
F4 - Innovation .................................................................................................... 73
4.6
C1 – Technology in Business .............................................................................. 77
4.7
C2- Process, Project and Change ....................................................................... 88
5.0 National Occupational Standards ............................................................................ 99
5.1
Business Analyst – Data Science & Analytics ................................................. 101
5.2
Data Analyst – Data Science & Analytics ........................................................ 108
5.3
Data Scientist (Junior) – Data Science & Analytics ........................................ 114
5.4
Enterprise Data Architect – Data Science & Analytics .................................. 121
5.5
Project Manager, Data Science & Analytics.................................................... 127
Appendices ....................................................................................................................... 134
Appendix 1 – Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International Public License .......................................................................................... 134
Appendix 2 - Definitions .............................................................................................. 141
Appendix 3 - BTM Competency Expectations ............................................................. 144
Appendix 4 - Revised Bloom’s Taxonomy.................................................................. 145
Appendix 5 - Industry Recognized Competency Frameworks ...................................... 146
Appendix 6 - Details and background on Competency Standards ................................ 148
Appendix 7 - Profile of BTM Graduates ...................................................................... 151
Contact Us ......................................................................................................................... 154
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Foreword
Business Technology Management
(BTM) was introduced in 2009 at the
undergraduate level in response to
industry’s demand for ICT graduates
who have the right mix of business and
technology
skills.
Increasingly,
industries require highly skilled
individuals trained by Canadian
educational institutions that can adapt
to new ways of working in virtual global
teams that can leverage networked
business models, innovate constantly,
utilize emerging technologies such as
cloud computing, social media, big data
analytics; and, exhibit strong social
skills.
To meet these demands, educational
institutions would be required to
develop programs with the right mix of
business and technology learning
outcomes that reflect emerging and
rapidly changing workplace roles. They
must do so while responding to the
strong and dynamic influences of
information
and
communication
technologies, particularly in traditional
sectors such as finance and health, in
cross-functional specializations such as
entrepreneurship and data analytics,
and in direct response to industry’s
demands.
Working together with academic
institutions, industry and sector
associations, ITAC Talent defined a set
of Business and Technology Learning
Outcomes and Competency Standards
required by industry that drew heavily
on relevant international standards for
similar programs and requirements.
BTM is an innovative education
solution that enhances academic and
career
opportunities
for
postsecondary business students immersed
in the realm of technology and
innovation. It equips graduates with the
right technical and business skills to
enter the workplace. The BTM program
provides graduates with the required
knowledge, skills and competencies to
lead and support the effective and
competitive use of information and
communication technologies. Since its
development in 2009, BTM has
impacted thousands of graduates and is
currently offered at dozens of postsecondary institutions across Canada.
Applications into BTM programs are
rising by an average of 24% per year.
BTM is based on a set of learning
outcomes and competency standards
that does not prescribe curriculum but
describes what students should learn
and know upon graduation and prior to
entering
the
workforce.
The
educational institution grants the
academic credential, not ITAC Talent.
Expansion of the Business Technology
Management Program
In 2014, ITAC Talent received a
generous grant from the Government of
Canada to expand the BTM program.
The three-year initiative from 2014 to
2017 provided funding to:
 review the BTM 1.0 Learning
Outcomes in light of changing
technologies and labour market
needs;
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



expand availability of actual
BTM programs in two ways:
'vertically' - into colleges,
polytechnics,
graduate
education,
continuing
education; and 'horizontally' into select specialty versions like
digital media, health, financial
services, digital security, data
analytics,
and
entrepreneurship.
build a prioritized list of
National
Occupational
Standards (NOS) for BTM as a
framework for professional
education
and
career
development;
professionalize the BTM sector
through program accreditation,
professional certification and a
BTM
Association
for
professionals; and,
create national brand awareness
of BTM and its importance to
bridging the skills gap through a
broad range
of
national
marketing activities and special
events.
Specializations
BTM specialization degrees will offer
students with opportunities to focus on
areas of growing significance in today’s
job market. Specialization programs
combine the learning outcomes of the
standard BTM with function specific
skills, knowledge and competencies.
With the growth of analytics for
business decision making, skills and
competencies in data analytics are
increasingly desired by industry.
Graduates of this specialization are able
to manipulate large data sets and
produce information that informs
businesses. BTM Data Analytics
graduates assume roles such as data
scientist, data analysts, enterprise data
architects and business analysts.
Detailed Competency Standards and
Learning Outcome can be found in Part
4 of this document. A list of National
Occupational Standards in roles related
to this degree are included in the
appendix to this document.
For more information on the BTM visit
http://itactalent.ca/talentinitiatives/btm/
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Business Technology Management Development Team
Academic Representatives
Dr. Yinglei Wang, Acadia University
Dr. Ozgur Turetken, Ryerson University
Dr. Patricia McLaren, Wilfrid Laurier University
Dr. Lyne Bouchard, Université Laval
Dr. Stéphane Gagnon, Université du Québec en Outaouais
Dr. Elie Elia, Université du Québec à Montréal
Dr. Raul Valverde, Concordia University
Haider Al-Saidi, Red River College
Dr. Peter King, University of Manitoba
Ben Akoh, University of Manitoba
Dr. Yau Man Cheung, University of British Columbia
Dr. Dianne Cyr, Simon Fraser University
Dr. Blaize Reich, Simon Fraser University
Industry Representatives
Parm Randhawa, BC Liquor Distributions Branch
Janet Robertson, BC Liquor Distributions Branch
Mukesh Kashyap, Government of British Columbia
Nelson Lah, CGI
David O’Leary, SIDO Capital
David Morrish, MBS Technology Services
Stephen Rudin, Telus
Mihai Dinu, Fraser Health Authority
Holly Zhang, Worksafe BC
Al Abbas, BizTechMasters Inc.
Jonathan Wilder, PCGI Consulting Services
Rod Miller, DBI Technologies Inc.
Susan Zuk PCGI Consulting Services
Jaqueline Manaigre, Manitoba Government
Kerry Augustine, Manitoba Government
Gary Craven, PCGI Consulting Services
Cal Pishak, Crown Lands and Property Agency
Barb Spurway, Protega
Patrick Hannah, Avant Systems Group
Linda Hunter, Sierra Systems Group
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Jim Tremholme, Canadian Tire
Tanya Purchase, Scotiabank
Denise Ramnarine, Scotiabank
Sunita Guyadeen, Royal Bank of Canada
Dianne Dowsett, Hewlett Packard
Sara McCreadie, Hewlett Packard
Roxana Hedre, Xerox Canada
Sandra Biscaia, Samsung Canada
Lorena Ferino, Plexxus
Specialization Specific
Design Committee Lead:
Nathaniel Payne, Data Science and Engineering
Geoff Bazira, SAP Analytics
Keith Turpin, Telus
Luc Lang, Justice Institute of British Columbia
Dr. Greg Richards, University of Ottawa
Dr. Dennis Kira, Concordia University
Dr. Nilesh Saraf, Simon Fraser University
Dr. Ozgur Turetken, Ryerson University
Dr. Elie Elia, UQAM
Editorial Team:
Ben Akoh, ITAC Talent, BTM Director Standards Development
Chris Drummond, ITAC Talent, Managing Director
Gina van Dalen, ITAC Talent, Senior Program Manager, BTM
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Acknowledgements
Funding for the development of the BTM Learning Outcomes and Competency
Standards 2.0 has been provided by the Government of Canada. ITAC also
appreciates the important work performed by the BTM Data Analytics 1.0 Design
Committee members. Finally, there are surely other people who have contributed
to the Learning Outcomes and Competency Standards, either directly or indirectly,
whose names we have inadvertently omitted. To those people, we offer our tacit
appreciation and apologize for having omitted explicit recognition.
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1.0 Scope of the Data Analytics Specialization
The scope of the specialization includes:

Quantitative Methods, Statistics & Modeling: In addition to core training
in quantitative analysis, a graduate will have a strong understanding of the
various statistical techniques that can be used within the scope of modern
business analysis to improve the quality of business decision making. The
graduate will be able to applying business statistics and modeling tools to
solve real-world business problems including forecasting, experimental
design, optimization, prediction (regression & classification), clustering &
segmentation, and break even analysis. These abilities will be dependent on
the graduate’s ability to translate qualitative requirements into quantitative
models which can be utilized by a variety of internal stakeholder groups
including IT and marketing.

Business Process Analysis: In addition to understanding diverse areas of a
business processes, the graduate must be able to model, analyze and propose
improvements to business processes; must be able to reconstruct a business
challenge as an analytics challenge and vice versa. A key part of this work
includes modelling and analyzing all business processes which drive the
creation, collection, or aggregation of data. In order to complete these tasks,
the graduate must have a strong understanding of root-cause analysis, while
also being confident in their ability to develop a business case that can
improve or remove process bottlenecks.

Data Service & Source Management: Data services management is critical
within the analytics space. This is particularly true because data within an
organization resides in many forms and structures. In addition to the
foundational knowledge in data governance and database management
which the graduate possesses, the graduate must be able to manage data
services which connect between internal and third party sources, and which
can be customized to specific systems, end-users, or decision-making
dashboards. The graduate must also be able to manage critical data sources
within the organization, ensuring their availability, accuracy, and security are
always maintained.

Data Management, Governance, Risk and Regulatory Compliance: In
addition to foundational knowledge in data audit and project management,
the graduate must be able to ensure that analytics solutions across the
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organization comply with internal policies, control enterprise risk exposure
as per analytics and IT auditing standards, while also meet every single
specific industry regulation governing data within an organization’s various
jurisdictions.

Visualization & Reporting: Accurate reporting of key information is key
to an organizations success. Within the context of this specialization,
graduates will be able to prepare, ingest, clean, and organize data that exists
to drive organizational reporting. This includes identifying critical
performance indicators that should be tracked, identifying best practices
relating to their tracking (i.e. how to track), and identifying clear ways to
activate collected business data in order to deliver strong value to the
organization. To succeed, graduates must have a strongly understanding of
the best practices surrounding data visualization and reporting.

Analytics Service Project Manager: In addition to foundational knowledge
in project management and service innovation, the graduate must be able to
lead a multidisciplinary team which may include both analytics, IT, and
cognate area professionals who can develop and deploy innovative analytics
products and services to both internal and external audiences. This
leadership can encompass direct analytics and data science leadership roles
including the leadership of a large reporting and analytical function within an
organization. This can also include the management of various internal and
external parties who may impact the data management and consumption
process including vendors, IT operations, Institutional Research, marketing,
and sales.

Operationalizing an analytics project: New and emerging tools contribute
to the ease of analyzing data for decision making. Graduates must be able to
apply appropriate tools and techniques to analyze data, create models,
produce outcomes, and communicate results to decision makers and project
sponsors.
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2.0 Interested in offering a BTM program?
Post-secondary institutions interested in offering the BTM program should follow
the steps listed below (see Figure 1).
Step 1: Review existing offerings and determine if they match the BTM Learning
Outcomes and Competency Standards.
Step 2: Calibrate and align the learning outcomes of your courses against the BTM
Learning Outcomes and Competency Standards.
Step 3: Identify material gaps, determine how they may be filled and settle on the
design of your BTM program.
Step 4: Contact ITAC Talent when planning your program. ITAC Talent staff can
assist with any specific questions you have related to the learning outcomes and
competency standards.
Step 5: Seek BTM Recognition or Accreditation status by providing ITAC with
sufficient information indicating that your program is meeting the industryaccepted standards.
Step 6: Create a BTM Advisory Board that will provide guidance and oversight to
your program.
Step 7: Promote your program using your individual promotion and marketing
channels and using ITAC Talent and CareerMash websites.
Step 8: Launch your program Participate in ITAC Talent’s BTM related events.
Figure 1: Steps to Offering a BTM Program
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2.1
What BTM Standard is right for my program?
ITAC has developed three different types of Learning Outcomes and Competency
Standards to meet a wide variety of educational programs:



Baccalaureate 2.0
Certificate 1.0
Master’s 1.0
Copies of these standards can be found at: http://itactalent.ca/itac-talent-andyou/educators/btm-meeting-market-demand/
The Baccalaureate 2.0 standard captures what is referred to as the BTM Core Body of
Knowledge; and from it, the Certificate 1.0 and Masters 1.0 standards derive.
In addition, ITAC has developed learning outcomes and competency standards for 5
Baccalaureate specialization programs.
Baccalaureate Specialization in Digital Health
The demand for BTM health-related skills and competencies continue to increase
across industries, hospitals and provincial health departments. The Health Sector
BTM Learning Outcomes and Competency Standards have been defined to address
specific domain and technical knowledge in the health related field. Expectations of
BTM graduates in this area require knowledge and competencies of health related
policies, health data analytics, health technology, and ethics. Graduates of this
specialization are expected to perform responsibilities for roles such as: Health
Enterprise Architecture, Solutions Architect and Developer, Business, Data and
Systems Analysis; and ,Solutions and Project Management.
Baccalaureate Specialization in Financial Services
Created to address the needs of organizations for BTM skills in the financial services
area. The Core BTM Baccaleaureate Learning Outcomes and Competency Standards
have been adjusted to include Financial Services specific items. For instance,
Financial services graduates of the program should, in addition to their core BTM
skills be able to exhibit knowledge and expertise in conducting finance related
requirements analysis. Graduates of this specialization are expected to perform
responsibilities for roles such as: Governance, Risk, and Compliance Management;
Data Services; Enterprise architecture; and Quality Assurance.
Baccalaureate Specialization in Digital Security
This specialization permeates multiple sectors across multiple positions. Digital
security graduates are expected to have sufficient skills to develop, deploy, and
maintain security systems, identify security gaps, and provide support for a variety
of security services and platforms. Graduates of this specialization assume roles
such as security offices, security architect and analysts, and security testers and
researchers.
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Baccalaureate Specialization in Entrepreneurship and Innovation
This specialization is targeted to persons interested in intrapreneurship roles in
existing industries and large corporations without restricting access to small
business and start-up entrepreneurs. These people assume the responsibility of
transforming existing business models, creating new and innovative ideas and
models, developing and resourcing them. BTM Entrepreneurship and Innovation
graduates are expected to perform responsibilities for roles such as: analysts for
process improvements, product innovation, and strategy innovation.
Baccalaureate Specialization in Interactive Communications
Experts in this domain are able to work on a variety of digital artefacts including
text, audio, video, photography and graphics on a wide variety of contexts and
platforms such as the Web, computer and mobile applications, social media
platforms, kiosks, electronic displays, and a growing variety of electronic devices
such as thermostats, watches and vehicles. Graduates of this specialization take on
roles such as digital media project managers, digital design analysts, and digital
business development managers.
Copies of these standards can be found at: http://itactalent.ca/itac-talent-andyou/educators/btm-meeting-market-demand/
2.2
How do I use the standard?
ITAC defines BTM in specific terms that describe learning outcomes and competency
standards but does not prescribe curriculum, program flow or pedagogy. New and
existing post-secondary institutions are therefore encouraged to define their own
unique approach to teaching the outcomes and standards. Ultimately what counts is
whether a program is producing the expected graduate outcomes that are aligned
with the BTM learning outcomes and competency standards.
Here are just some illustrative examples how educational institutions could offer the
specialization.
1. Electives: Schools can create the additional specialization courses and add
these into their electives pool. Students who choose a particular elective
course would have to take the other 4 to 5 courses required for the
specialization. Upon graduation, they would qualify for BTM+
"specialization".
2. Minors: Similar to electives, minors are attainable if the student completes all
the courses required for a minor within a specific BTM program by allowing
the student to choose additional credit and courses on their own that they
could add to their existing program. This is however unstructured, may not
create the ideal program offering for schools. The assumption for both points
1 and 2 is that there is already room for electives in the program which
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would allow students to decide to specialize using their elective options as a
route.
In the case that there are no available room for elective courses:
3. Mainstream specialization: Institutions would have to find ways of
mainstreaming the learning outcomes into existing BTM courses. In this way,
no new course is created but existing courses are adjusted to include the
learning outcomes for any particular specialization. For instance, a Faculty
within an Institution could take its existing BTM program and rework the
health specialization learning outcomes into existing courses and then brand
the program as BTM Health Specialization. The advantage here is that the
program duration is the same and the institution's program approval process
may be minimal. Plus schools could decide to focus on the specialization in
which there is the greatest need in their province/region.
4. Combine the learning outcomes from two or more existing courses to make
room for 4 to 5 new specialization courses. Then introduce those
specializations courses into the program. Market it to students as a BTM+
Specialization. Outcome will be similar to point 3; total credit remains
unchanged, program duration remains unchanged.
5. Double major: The most tasking but probably preferred option is to
introduce 5 to 6 new courses per specialization. Students will graduate after
one year but would have a double major: BTM + Specialization
2.3
Using the BTM Brand
To ensure market clarity and avoid confusion, ITAC has trademarked the BTM
acronym and logos, and has developed a usage guide for educational institutions. The
BTM brand nomenclature is aligned with the type of program your institution offers
and not the learning outcomes standard you choose to use. For example, the
Baccalaureate standard could be used to develop either a four year undergraduate
degree program or a three year diploma program. In this case, the branding and
nomenclature for the undergraduate program would be BTM Baccalaureate and for
the diploma program the BTM Diploma. These brand types are represented in Table
.
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Baccalaureate
A discrete, structured and
sequenced set of courses and
requirements that a student must
complete in order to obtain a
specific degree or other recognized
credential (e.g. diploma, postgraduate diploma) at the
undergraduate or graduate level. A
degree program may also be
referred to as a major program.
Baccalaureate
plus
Specialization
A discrete, structured and
sequenced set of courses and
requirements that a student
must complete in order to
obtain a specific degree or other
recognized credential (e.g.
diploma, post-graduate
diploma) at the undergraduate
or graduate level. A degree
program may also be referred
to as a major program. Entrance
requirements vary from
institutions to institution. For
the specialization there be at
least five (5) courses. At least
two (2) of the courses in a
specialization should be
advanced courses, defined as
courses that would normally be
taught in the latter two years of
study and build upon the
introductory and intermediate
courses. There must be a
structure to the set of courses
required; in other words,
allowing students to choose any
random set of courses is not
appropriate, although allowing
students to select from several
groups of electives would be
fine.
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Diploma
Certificate
Master’s
Allowing students to select a
custom program would also be
fine provided this process is
carefully guided by an advisor,
such that the resulting program
is coherent and meets the
program objectives.
A structured program of studies
consisting primarily of degree
credit courses equivalent to a
minimum of 24 credit hours and
a maximum of 60 credit hours.
It may include non-degree
related courses (maximum is
the equivalent of 15 credit
hours, but cannot exceed in
total more than the equivalent
of 60 credit hours). The
diploma is a stand-alone
program.
consisting primarily of nondegree credit courses
equivalent to a minimum of 180
instructional contact hours and
a maximum of 400 instructional
contact hours (average 1 year).
A certificate is a stand-alone
program.
consisting primarily of graduate
courses equivalent to a
minimum of 18 credit hours and
a maximum of 30 credit hours.
A graduate program may (1) be
a stand-alone program or (2) be
in conjunction with a graduate
degree (12 credit hours of
which must be in addition to
other degree requirements to a
maximum of 30 credit hours).
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Applicants must hold a degree
in a related field and meet the
normal graduate studies
admission requirements for
entrance to the program.
Table 1: BTM Program Types
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2.4
Program Accreditation
ITAC has established the Business Technology Management Accreditation Council
(BTMAC). The Council is responsible for the development of accreditation criteria,
selection of program evaluators, and ultimately the granting of the accreditation
status. The accreditation process is voluntary.
A standard level of professional knowledge among all BTM professionals relies on
standard education approaches and curricula. BTMAC accreditation is a nongovernmental autonomous process for assessment of educational programs against
industry accepted standards. It provides a professional judgement about the quality
of the educational program and encourages continued improvement. It provides an
indication for the public at large that a program accredited is capable of producing
graduates who can function at the required level of competence to enter the
industry job market.
Accreditation:

Promotes and advances all phases of BTM education with the aim of
promoting public welfare through the development of better-educated
computer professionals.

Fosters a cooperative approach to BTM education between industry,
government, and educators to meet the changing needs of society.

Provides a credible, independently verifiable method to differentiate
accredited programs from non-accredited programs that may not adhere to
important industry standards.

Signifies that a program has a purpose appropriate to higher education and
has resources and services sufficient to accomplish its purpose on a
continuing basis.

Provides an opportunity to the educational institution for improvement and
self-analysis, and shows a commitment to continuous improvement.
Two levels of recognition are offered for BTM programs:
2.4.1 BTM Recognized
Business Technology Management (BTM) type programs have the opportunity to
seek Recognized status. The Business Technology Management Accreditation
Council (BTMAC) will offer an informal review to programs that have not yet
produced graduates and do not qualify for an accreditation visit. The purpose of the
informal evaluation is to provide comment and advice to the institution with respect
to the program. The review will focus solely on the alignment of the program to the
BTM Learning Outcomes. To be successful, a program needs to demonstrate that it
produces learning outcomes that are largely aligned with the BTM Learning
Outcomes and Competency Standards. Programs that are successful in the review
will be allowed to use the term BTM Recognized on communications for a maximum
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of four (4) years. No undertaking is given by the BTMAC as to the eventual
accreditation of the program.
2.4.2 BTM Accredited
Accreditation provides an opportunity for academic institutions to demonstrate
they are committed to maintaining their programs' quality and that their programs
are performing at the level required by the professions they serve. Programs
undergo periodic accreditation to ensure that they continue to meet quality
standards set by the profession. The result provides lasting benefits to students, the
institution, employers, the professions, and society as a whole.
2.4.3 What Accreditation Means for Your Program
When a program becomes BTM Accredited it means that it:




Has received a national recognition of its quality
Promotes "best practices" in education
Directly involves faculty and staff in self-assessment and continuous quality
improvement processes
Is based on "learning outcomes," rather than "teaching inputs"
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3.0 BTM Structure and Standards Labelling
3.1
Hierarchical Structure of the BTM 2.0
Figure 2: BTM Learning Outcome and Competency Standard Framework
The BTM Learning Outcomes contain 70 Learning Outcomes (see Table 2: BTM
Learning Outcomes) in 7 broad competency areas, namely:
1. Integrative (I1): This knowledge area contains learning outcomes that integrate
the competencies developed in the following six knowledge areas. It produces a
“deliverable” of direct relevance to employers.
2. Personal and Interpersonal (F1): The ability to make a meaningful
contribution depends upon one’s self-knowledge and ability to have
constructive, long term, interactions with others. Successful leaders have strong
personal and interpersonal competencies.
3. Business (F2): To be effective in the workplace one must have both the broad
context of business – its role and place in society – and a working knowledge of
how business operates.
4. Technology (F3): BTM graduates must understand information and
communications technologies, their current capabilities, and future trends.
5. Innovation (F4): BTM graduates are expected to be innovative in the
workplace. Innovators should be able to identify new opportunities, validate and
resource them.
6. Technology in Business (C1): This knowledge area is designed to synthesize
the knowledge and competencies gained in the foundational knowledge areas
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C1-1
C1-2
C1-3
C1-4
C1-5
C1-6
C1-7
C1-8
C2-1
C2-2
C2-3
C2-4
C2-4.1
C2-4.2
C2-4.3
C2-4.4
C2-4.5
C2-5
Technology in Business
IT Trends
IT Operations
Software Development
Infrastructure Lifecycle
Technology Lifecycle
Contemporary Technology Lifecycle
Digital Business Technology
Digital Business
Digital Marketing
IT Solution Design
Requirements Analysis
Networking
Custom Software
Packaged Software
Technology Architecture
IT Security and Compliance
Information Security or Cyber Security
Technology audit
Privacy
IT Governance and Standards
Information Management
Business Intelligence
Decision Support Systems
Data Warehousing
Opportunity Identification
Validation
Resourcing
Processes, Projects and Change
F3-1
F3-1.1
F3-1.2
F3-1.3
F3-1.4
F3-1.5
F3-1.6
F3-1.7
F3-1.8
F3-2
F3-2.1
F3-2.2
F3-2.3
F3-2.4
F3-2.5
F3-3
F3-3.1.
F3-3.2
F3-3.3
F3-3.4
F3-4
F3-4.1
F3-4.2
F3-4.3
F4-1
F4-2
F4-3
Technology
Project Management
Business Analysis
Business Process Management
Enterprise Architecture
Technology Management
Technology Assessment
Design Thinking
Communicate Business Value
Self-Awareness
Communication
Workplace Diversity
Interpersonal Relations
Teamwork
Persuasion
Decision Making
Leadership
Communication Technologies
Negotiation
Coordination Skill
Business and Society
Business Models
Risk Management
Strategic Management
Support Functions
Value Chain
Innovation
Personal and Interpersonal
Business
I1
I2
I3
I4
I5
I6
I7
I8
F1-1
F1-2
F1-3
F1-4
F1-5
F1-5.1
F1-5.2
F1-5.3
F1-5.4
F1-6
F1-7
F2-1
F2-2
F2-3
F2-4
F2-5
F2-6
Integrative
and create an additional competency in understanding: the potential (economic,
personal, societal), the risks of, and the governance, acquisition, and
management of ICTs in and for business.
7. Processes, Project and Change (C2): BTM graduates will gain the foundations
that enable them to help create well-designed business processes, well-managed
projects, and support for the individuals and groups undergoing change.
Business Value of IT
Impact of IT on People
nnovation Management
IT Industry Economics
IT Function Economics
IT Function Trends
IT Procurement
Enterprise Architecture
Organizational Learning
Project Management
Business Change Management
Project Process Management
Stakeholder Requirement Analysis
Business Process Improvement
Business Process Design
Quality Assurance
New Process Implementation
Knowledge Management
Table 2: BTM Learning Outcomes
21
3.2
Labeling and Defining BTM Competency Standards
Competency Standards are defined using a formula:
<Label> {“-” <Skill Reference Code>}{“=” <Required Competency Level Code>}
Where:
<Label> indicates which model is used to define the competency standard or
provide guidance. In summary:
1. BLOOM = Updated Bloom’s Taxonomy
2. SFIA = Skills Framework for the Information Age Version 6
3. PMI = Project Management Institute
4. IIBA = International Institute of Business Analysis
5. MSC = Management Standards Centre, National Occupational
Standard
<Skill Reference Code>. Where a competency standard for a “doing”
learning outcome is being set, a skill reference code is provided which
provides a pointer to the specific description of the relevant skill in the
selected competency model. The skill reference code is only required for
doing competencies. Links to applicable source documents are provided
or embedded to the specific competency standard.
<Required Competency Level Code> specifies the required competency
level the student must achieve using the competency level scale from the
selected competency model. In cases where the competency standard is
provided for guidance only, this element is omitted (see below for
details).
Details of the Labels, Skill Reference Codes and Required Competency Level Codes
for each competency model are described in the associated link or embedded
document (See Appendix 4 for additional information).
Competency standards are created using a combination of Industry Codes,
Competency Codes and Competency Levels. For instance, the competency Standard:
“SFIA-PRMG=4” suggests that the BTM graduate must demonstrate a Project
Management competency at Level 4 of the SFIA Industry Recognized Framework.
The BTM revised BLOOMs taxonomy is used throughout the document (See
Appendix 3). Chapter 4 provides the Baccalaureate 2.0 BTM Core Body of
Knowledge Learning Outcomes and Competency Standards.
22
4.0 BTM Baccalaureate Data Analytics
Learning Outcomes and Competency Standards
These learning outcomes and competency standards derive from the BTM Core 2.0.
Data Analytics specific “annotations” have been added where necessary to describe specific data analytics related
requirements, learning outcomes, and standards.
4.1
I1 – Integrative
This knowledge level area contains learning outcomes that integrate the competencies developed in the other knowledge
areas. It produces a “deliverable” of direct relevance to employers.
Ref
(1)
I1
Title
(2)
Learning Outcome
(3)
Project Management
Demonstrate the ability to
effectively plan, manage and
lead a business technology
analytics project.
Annotation:
Integrate Project
Management (PM) best
practices within a Data
Analytics context, with a
keen understanding of the
analytics Work Breakdown
Structure, and the
Competency Standard
(4)
SFIA-PRMG=4 (Project Management)
Introduction to this skill:
The management of projects, typically (but not exclusively)
involving the development and implementation of business
processes to meet identified business needs, acquiring and
utilizing the necessary resources and skills, within agreed
parameters of cost, timescales, and quality.
Level 4 Description:
Defines, documents and carries out small projects or subprojects (typically less than six months, with limited budget,
limited interdependency with other projects, and no
significant strategic impact), alone or with a small team,
actively participating in all phases. Identifies, assesses and
23
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
complexity and uncertainty
of certain analytics tasks.
Be able to demonstrate the
ability to understand the
functional areas of analytics
projects management.
manages risks to the success of the project. Agrees project
approach with stakeholders, and prepares realistic plans
(including quality, risk and communications plans) and tracks
activities against the project schedule, managing stakeholder
involvement as appropriate. Monitors costs, timescales and
resources used, and takes action where these deviate from
agreed tolerances. Ensures that own projects are formally
closed and, where appropriate, subsequently reviewed, and
that lessons learned are recorded.
SFIA-PROF=4 (Programme and Project Support)
Introduction to this Skill:
The provision of support and guidance on portfolio,
programme and project management processes, procedures,
tools and techniques. Support includes definition of portfolios,
programmes, and projects; advice on the development,
production and maintenance of business cases; time, resource,
cost and exception plans, and the use of related software tools.
Tracking and reporting of programme/project progress and
performance are also covered, as is the capability to facilitate
all aspects of portfolio/programme/ project meetings,
workshops and documentation.
Level 4 Skill Description:
Takes responsibility for the provision of support services to
projects. Uses and recommends project control solutions for
planning, scheduling and tracking projects. Sets up and
provides detailed guidance on project management software,
procedures, processes, tools and techniques. Supports
24
Ref
(1)
I2
Title
(2)
Business Analysis
Learning Outcome
(3)
understand and analyze a
business problem or
opportunity- collect relevant
information, describe and
compare options and risks,
and make recommendations.
Demonstrate appropriate
use of relevant techniques
such as systems thinking and
quantitative analysis.
Competency Standard
(4)
programme or project control boards, project assurance teams
and quality review meetings. Provides basic guidance on
individual project proposals. May be involved in aspects of
supporting a programme by providing a cross programme
view on risk, change, quality, finance or configuration
management.
BLOOM BTM=4
Annotation:
Integrate Business Analysis
best practices within a Data
Analytics context,
understanding how
analytics fits within business
operations, and how to
leverage insight for
decision-making.
25
Ref
(1)
I3
Title
(2)
Business Process
Management
Learning Outcome
(3)
analyze a business process,
develop the "to-be" design,
and then to create the
implementation plan and the
business change
management plan to
implement this design.
Competency Standard
(4)
MSC-C5=FL (Facilitating Change – Plan Change – First Line
Manager)
Annotation:
Integrate Business Process
Management (BPM) best
Analytics context,
integrating analytics in
support of process
automation, and reusing
analytics services creatively
for process innovation.
I4
Enterprise
Architecture
design and communicate a
moderately complex
technology-enabled solution
to a business problem.
SFIA-SSUP=4 (Sales Support)
The provision of technical advice and assistance to the sales
force, sales agents, reseller/distributor staff existing or
prospective customers, either in support of customer
development or sales activity or fulfillment of sales
obligations.
Level 4 Skill Description:
26
Ref
(1)
Title
(2)
Learning Outcome
(3)
Annotation:
understand the components
of a robust technology
architecture, construct an
optimal architecture, and
integrate analytics tools and
Competency Standard
(4)
Works closely with the sales team to help prospects to clarify
their needs and requirements; devises solutions and assesses
their feasibility and practicality. Demonstrates technical
feasibility using physical or simulation models. Produces
estimates of cost and risk and initial project plans to inform
sales proposals. Resolves technical problems.
Analytics context,
understanding the
interdependencies between
architecture layers to
deliver analytics value.
l5
Technology
Management
Demonstrate understanding
of how to analyze a business
need, develop an RFx,
evaluate the responses, and
structure a contract with the
successful vendor. Ability to
evaluate the effectiveness,
appropriateness and
usability of an implemented
information system.
BLOOM BTM=3
27
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Annotation:
Integrate Technology
Management best practices
within a Data Analytics
context, advising on every
lifecycle steps in managing
an analytics solution.
l6
Technology
Assessment
examine a new technology,
understand its strengths and
weaknesses, evaluate its
usefulness to solve business
problems, and communicate
the results.
Annotation:
Integrate Technology
Assessment best practices
within a Data Analytics
context, remaining abreast
of the latest IT solutions
available for analytics
projects.
I7
Design Thinking
Exhibit an understanding of
how to use the 5 key
elements of the design-
SFIA-RSCH=3 (Research)
The advancement of knowledge by data gathering, innovation,
experimentation, evaluation and dissemination, carried out in
pursuit of a predetermined set of research goals.
Within given research goals, builds on and refines appropriate
outline ideas for research, i.e. evaluation, development,
demonstration and implementation. Uses available resources
to gain an up-to-date knowledge of any relevant field. Reports
on work carried out and may contribute sections of material of
publication quality.
BLOOM BTM=1
28
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
thinking framework for
future projects and
initiatives.
Annotation:
Integrate Design Thinking
Analytics context, creating
innovative designs for
analytics solutions,
especially for insight
discovery and visualization.
I8
Communicate
Business Value
of how to effectively
communicate the value of
current and new projects in a
concise and compelling way.
BLOOM BTM=3
Annotation:
Integrate Value
Communication best
Analytics context, helping
various professions discover
29
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
the value from hidden
business insight, and
develop a culture for
analytics throughout the
organization.
30
4.2
F1 – Personal and Interpersonal
The ability to make a meaningful contribution depends upon one’s self knowledge and ability to have constructive, long term,
interactions with others. Successful leaders have strong personal and interpersonal competencies.
Ref
(1)
F1-1
Title
(2)
Self-Awareness
Learning Outcome
(3)
Demonstrate self-awareness
and self-management,
including initiative, mastery
of ethical reasoning, client
relationship management,
business courtesies and selfpresentation.
Competency Standard
(4)
MSC-A1=TL (Manage your own resources – Team Lead)
MSC-D1-TL (Developing productive working relationships
with colleagues)
Annotation:
Position analytics as an
emerging transdisciplinary
competency area, well
aware of its integration
within the IT profession,
but actively blending the
perspectives of various
professions contributing to
its body of knowledge.
31
Ref
(1)
F1-2
Title
(2)
Communication
Learning Outcome
(3)
Demonstrate proficiency in
listening, oral and written
communications skills in a
business context.
Competency Standard
(4)
BLOOM BTM=4
Annotation:
Speak the language of
various professionals,
helping to translate
technology and business
requirements, and sharing
expertise in implementing
analytics solutions.
F1-3
Workplace Diversity
of the strengths of a diverse
workplace (including ability,
ethnicity, religion, gender,
sexual orientation,
age/generation).
BLOOM BTM=3
Annotation:
Develop common values
with professionals from all
around the globe, showing
respect for the diversity of
the analytics profession in
different countries, and
32
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
cultural sensibility in
multinational organizations
and/or involving
international customers,
where trust is a key element
of service delivery.
F1-4
Interpersonal
Relationship
working with individuals,
including giving and
receiving feedback and
resolving differences using
appropriate negotiation and
conflict management skills.
MSC-D1=TL (Develop productive relationships with colleagues
– Team Lead)
Annotation:
Perform tasks diligently
under stress, responding
positively to criticism from
professions with various
perspectives (qualitative vs.
quantitative, individual vs.
team-based), and sharing
responsibility where
analytics solutions require
diverse expertise.
33
Ref
(1)
F1-5
Title
(2)
Teamwork
Learning Outcome
(3)
leading workplace teams
(within or between
organizations), including the
ability in the four following
areas:
Competency Standard
(4)
BLOOM BTM=4
Annotation:
Take part in
multidisciplinary teams,
involving diverse technical
and analytics professions,
along with customer and
partner representation, so
as to effectively provide IT
expertise in support of
business, and reflect a keen
understanding of the shared
responsibility and
accountability of missioncritical analytics solutions.
F1-5.1
Persuasion
persuade, influence,
motivate and provide
guidance.
MSC-B6=TL (Providing direction; Provide leadership in your
area of responsibility - First line managers and middle
managers)
34
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Annotation:
Convince coworkers and
management by using
and/or interpreting
analytics astutely, leading
by example in accessing
and relying on the best data
and most intelligent
solutions, with a keen
understanding of risk and
performance, while
creating trust by showing
respect towards the
analytics capabilities of
various professions.
F1-5.2
Decision Making
facilitate a range of group
innovation, analysis and
decision making techniques.
MSC-C2=TL (Encourage innovation in your area of
responsibility –First line managers and middle managers)
Annotation:
use analytics outputs to
support organizational
decision making, Contribute
to IT-related decisions by
linking technology,
35
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
operational, management,
and strategic facets,
focusing on the value from
analytics and hidden
business insight, its impact
on performance, and
proposing solutions that fit
the organization’s culture.
F1-5.3
Leadership
engender and sustain trust.
MSC-D1=TL (Develop productive relationships with colleagues
– Team Lead)
Annotation:
Engage both IT and
analytics professionals to
share common goals,
exploiting hybrid
interpretation skills for
addressing the complex
technology and advanced
analytics tasks, and
distinguishing oneself by
36
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
conceiving innovative
solutions that surpass
results from traditional
approaches.
F1-5.4
Communications
Technologies
effectively use technologies
to facilitate and support
group activities and
processes.
MSC-E14=TL (Support team and virtual working – Team Lead)
Annotation:
Lead by example in
teaching diverse analytics
professionals how to
leverage seamless IT-based
communications for
leveraging data and
analytics expertise,
especially in organizations
with a conservative culture,
primarily by demonstrating
the value of new
technologies, while
maintaining organizational
cordiality and ensuring
trust and reliability.
37
Ref
(1)
F1-6
Title
(2)
Negotiation
Learning Outcome
(3)
Be able to explain the
various approaches to
effective negotiation.
Competency Standard
(4)
BLOOM BTM=2
Annotation:
Understand the diversity of
positions and potential
conflicts among the various
units, professions, and
stakeholders involved in
developing and managing
analytics processes and
systems, and identify the
various negotiation
strategies for overcoming
obstacles that prevent IT
management from meeting
organizational goals.
F1-7
Coordination Skill
of effective coordination of
communications, time
management, and task
prioritization.
BLOOM BTM=3
38
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Annotation:
Coordinate tasks among
colleagues through a keen
appreciation of the due
diligence required in
analytics processes and
solutions, along with a
clear perspective in how
tasks and delays must be
communicated to different
groups, while maintaining
balance and equity among
groups sharing work tasks.
39
4.3
F2 – Business
To be effective in the workplace one must have both the broad context of business – its role and place in society – and a
working knowledge of how business operates.
Ref
(1)
F2-1
Title
(2)
Learning Outcome
(3)
Business and Society
the history, current role and
future trends (e.g.
globalization, social
responsibility) of business
within society and the global
economy.
Competency Standard
(4)
BLOOM BTM=2
Annotation:
Understand the impact of
the emerging analytics
capabilities of
organizations for economic
development, and the
critical impact of IT and
analytics technologies on
customer information and
the industry.
F2-2
Business Models
of technology-enabled
business design (e.g., digital
business models including
"platforms", supply
BLOOM BTM=3
40
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
networks,
collaborative/proprietary
innovation, disruptive
innovation).
Annotation:
Position IT and analytics as
core enablers and
competitive differentiators
within business models,
showing how the
organization can respond
to rapid industry and
technological changes; and
emphasizing innovation in
leveraging and using IT for
smarter services and
processes.
41
Ref
(1)
F2-3
Title
(2)
Risk Management
Learning Outcome
(3)
conduct financial,
operational, and
reputational risk
management including their
implications for business
decisions of cyclical and
event-driven external risks
(e.g. credit crunch,
pandemics, global warming,
disruptive markets entrants,
cyber threats, peak oil).
Competency Standard
(4)
BLOOM BTM=2
Annotation:
Manage IT-related risk and
interpret sources of
business insight, relying on
analytics models adapted to
the risk culture of specific
industries, integrating IT
risk factors within broader
Governance, Risk, and
Compliance Management
(GRCM) processes, and
conforming to industry
standards.
42
Ref
(1)
F2-4
Title
(2)
Strategic
Management
Learning Outcome
(3)
of the structure of various
kinds of organizations by
industry sector, ownership,
governance and size - their
business models, key
performance factors,
dominant structures and
processes.
Competency Standard
(4)
BLOOM BTM=3
Annotation:
Assess the value of IT and
analytics capabilities for
strategy building and
implementation in various
industries, analyzing
performance both
quantitatively and
qualitatively, while
showing how IT and
analytics can advance the
organization’s strategic
goals and competitiveness
in a global industry.
of the governance of
information systems and
technology in data analytics;
43
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
prioritizing IT investments in
data analytics, funding
mechanisms, regulations and
stakeholders; use of various
reporting tools and
mechanisms for decision
making at various levels; and
knowledge of benchmarks
and scorecards used in
organizations.
F2-5
Support Functions
of the role, processes and
structure of support
functions of a business (e.g.
general management,
marketing, finance, R&D, IT,
human resources)
BLOOM BTM=3
Annotation:
Integrate the IT and
analytics concerns of both
service line and support
functions, conceiving crossfunctional processes that
fully leverage analytics
capabilities for business
value in all divisions, while
addressing the complexity
44
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
and value contribution of
support functions in
operations.
F2-6
Value Chain
of the role, processes and
structures of operational
functions of a business (e.g.
sales, manufacturing,
distribution, customer
support).
BLOOM BTM=3
Annotation:
Demonstrate an
understanding of the role of
ICTs in improving
organizational productivity
and performance.
Understand how analytics
can help strengthen an
organization, and possibly
help change the landscape,
of industry dynamics and
competitiveness, while
identifying how IT and
analytics capabilities of
various organizations
impact their respective
45
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
strategic focus, while
impacting the performance
of a particular organization
in the value chain.
F3-1
IT Trends
current and future issues
relating to IT Trends, etc.
BLOOM BTM=2
Annotation:
Observe IT trends that
impact on analytics,
throughout various
industries, by staying
abreast of the latest
development, and helping
the organization assess the
value of trend adoption or
following.
F3-1.1
IT Operations
IT operations (e.g. delivery
of service levels, change
control, green IT).
BLOOM BTM=2
46
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Annotation:
Manage IT operations
applying the latest best
practices and technologies
to specific requirements of
the analytics runtime
environment, with concerns
for the criticality of
intelligence reliability and
business continuity, and
constant challenges of risk
prevention, information
privacy, cybersecurity, and
regulatory conformity.
F3-1.2
Software
Development
Software development (e.g.
methodologies, lifecycle,
emerging techniques, [e.g.,
machine learning], usability,
in-house vs. off the shelf /
total cost of ownership).
BLOOM BTM=2
47
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Annotation:
Help customize the latest
trends in software
development, such as agile
methods and Platform as a
Service (PaaS), by
analyzing the impact of
these new methods and
technologies for data
analytics applications.
F3-1.3
Infrastructure
Lifecycle
Infrastructure lifecycle
(networks, desktop and data
centre hardware, operating
systems, databases).
BLOOM BTM=2
Annotation:
Understand the lifecycle of
IT infrastructure required
for data analytics, the
limits it imposes on
application development
and service reliability, the
quality and cost-of-nonquality these impose on IT
48
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
services, decision-making
processes and their endusers, as well as to IT
strategy and budgets.
F3-1.4
Technology Lifecycle Overall application and
technology landscape
lifecycle (e.g. make
technology choices that will
ease the integration of
unpredictable future
technologies).
BLOOM BTM=2
Annotation:
Understand the technology
lifecycle of key solutions
specific to data analytics,
identifying the potential
and limits of emerging
trends that can help unlock
the value of information
previously difficult to
integrate in analytics.
F3-1.5
Contemporary
Current and emerging
Technology Lifecycle technologies, their business
impacts and and methods
(e.g. big data, machine
SFIA-EMRG= 4 (Emerging technology Monitoring)
The identification of new and emerging hardware, software
and communication technologies and products, services,
49
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
learning, cloud computing,
mobile, social media,
robotics, Internet of Things)
methods and techniques and the assessment of their relevance
and potential value as business enablers, improvements in
cost/performance or sustainability. The promotion of
emerging technology awareness among staff and business
management.
Annotation:
F3-1.6
Digital Business
Technology
Understand the lifecycle of
contemporary or emerging
new technologies (e.g.,
merging data and text
analytics), how they impact
decision-making, which
business processes are best
candidates to apply
emerging technologies,
their cost-effectiveness,
sustainability and
performance impact, and
feasibility given industry
risk culture.
Level: Level 4 Description:
Maintains awareness of opportunities provided by new
technology to address challenges or to enable new ways of
working. Within own sphere of influence, works to further
organizational goals, by the study and use of emerging
technologies and products. Contributes to briefings and
presentations about their relevance and potential value to the
organization.
overall functioning of the
Internet, Web, mobile, IoT
etc. Be able to explain a
variety of Internet
technologies, including
those pertinent to Web
applications, mobile apps,
BLOOM BTM=3
50
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
IoT., HTML, CSS etc.;
Scripting, such as JavaScript
Web APIs; Graphics such as
SVG WebGL, etc; Other Web
authoring tools; and, Web
analytics tools.
Annotation:
Manage IT projects
involving e-business
technologies (e.g,. analytics
for Customer Relationship
Management, CRM),
assessing their impact on
the architecture of business
processes and decisionmaking, the changes
necessary to practices of
various analytics
professions, and the
potential for developing
competitive advantages
from organizational
innovation.
51
Ref
(1)
F3-1.7
Title
(2)
Digital Business
Learning Outcome
(3)
of Digital Commerce and the
application of IT, and
especially digital
technology, to developing
innovative business models
within an existing or new
business strategy;
understand the business
opportunities from
innovative digital
technology for both small
and large enterprises,
including e-commerce
development platforms in
the cloud, e-commerce hubs
or marketplaces, ecommerce process and
payment automation, etc.
Competency Standard
(4)
BLOOM BTM=3
Annotation:
Manage IT projects where
traditional business
processes are being
converted as hybrid
physical/digital or purely
digital business (e.g.,
mobile banking),
52
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
integrating the concerns of
various analytics
professions and end-users,
and analyzing the
functional and nonfunctional requirements
within the scope of
intelligence functionalities
and decision-making
automation.
F3-1.8
Digital Marketing
of Digital Business concepts
and the tools which support
them including computer
and mobile solutions for
Market research and
analysis; Search engine
optimization (SEO); Social
media marketing (SMM blogging, LinkedIn, Twitter,
etc); Online advertising
tools (such as Google
Adwords); and applications
in various functional areas
(e.g., marketing, sales,
collaborative business
processes, operational
information management);
BLOOM BTM=3
53
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
analytics and scorecards..
Digital marketing programs;
Marketing automation;
Measurement and web
performance optimization.
Annotation:
Manage IT projects
involving hybrid
physical/digital or purely
digital marketing methods,
where new intelligent
features can help enhance
functionality (e.g., mobile
and context-aware
advertising). Analysing the
value proposition of endusers, and relating these
technologies to marketing
principles and legal
constraints specific to each
industry; recognize
constraints to market
intelligence posed by
access to information and
third party data services.
54
4.4
F3 – Technology
BTM graduates must understand information and communications technologies, their current capabilities, and future trends.
Ref
(1)
F3-2
Title
(2)
IT Solution Design
Learning Outcome
(3)
meet business requirements
by planning, designing,
integrating into an existing
landscape, implementing,
configuring and operating
contemporary technologies.
Annotation:
Design complex applications
for data analytics,
integrating the knowledge of
both technology and business
experts, while advising on the
most appropriate solution
design given any specific risk
and innovation culture of the
industry.
Competency Standard
(4)
The following seven (7) competency standards apply to all
parts of F3-2
Skill (1)
SFIA-REQM=3 (Requirements Definition and Management)
The definition and management of the business goals and
scope of change initiatives. The specification of business
requirements to a level that enables effective delivery of
agreed changes.
Defines scope and business priorities for small-scale changes
and may assist in larger scale scoping exercises. Elicits and
discovers requirements from operational management and
other stakeholders. Selects appropriate techniques for the
elicitation of detailed requirements taking into account the
nature of the required changes, established practice and the
characteristics and culture of those providing the
requirements. Specifies and documents business
requirements as directed, ensuring traceability back to source.
Analyzes them for adherence to business objectives and for
55
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
consistency, challenging positively as appropriate. Works with
stakeholders to prioritize requirements.
Skill (2)
SFIA UNAN=3 (User Experience Analysis)
The identification, analysis, clarification and communication
of the context of use in which applications will operate, and of
the goals of products, systems or services. Analysis and
prioritization of stakeholders’ “user experience” needs and
definition of required system behaviour and performance.
Resolution of potential conflicts between user requirements
and determination of usability objectives.
Level 3 Skills Descriptions
Identifies and engages with users/ stakeholders, defines
relevant characteristics (e.g. “personas”) and describes users
goals and tasks (e.g. as “user stories”). Describes the
environment within which the system will be used. Identifies
and describes requirements of users with special needs (e.g.
resulting from physical disabilities).
Skill (3)
SFIA-DESN=2 (Systems design)
The specification and design of information systems to meet
defined business needs in any public or private context,
including commercial, industrial, scientific, gaming and
56
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
entertainment. The identification of concepts and their
translation into implementable design. The design or selection
of components. The retention of compatibility with enterprise
and solution architectures, and the adherence to corporate
standards within constraints of cost, security and
sustainability.
Undertakes complete design of simple applications using
simple templates and tools. Assists as part of a team on design
of components of larger systems. Produces detailed designs
including for example: physical data flows, file layouts,
common routines and utilities, program specifications or
prototypes, and backup, recovery and restart procedures.
Skill (4)
BLOOMS BTM=3 (Quality Standards)
Demonstrate understanding and can develop standards of
quality based on business needs.
Skill (5)
BLOOMS BTM=3 (Quality Assurance)
Demonstrate understanding of measuring, monitoring,
reporting and recommending with respect to quality.
57
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Skill (6)
BLOOMS BTM=3 (Testing)
Demonstrate understanding of testing including the planning,
design, management, execution and reporting of tests.
Skill (7)
SFIA-SLMO=3 (Service Level Management)
The planning, implementation, control, review and audit of
service provision, to meet customer business requirements.
This includes negotiation, implementation and monitoring of
service level agreements, and the ongoing management of
operational facilities to provide the agreed levels of service,
seeking continually and proactively to improve service
delivery and sustainability targets.
Monitors service delivery performance metrics and liaises
with managers and customers to ensure that service level
agreements are not breached without the stakeholders being
given the opportunity of planning for a deterioration in
service.
F3-2.1
Requirement Analysis
Annotation:
Same as above
Analyze functional and nonfunctional requirements of
various IT projects,
58
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
especially in the context of
app development and
extension, integrating the
concerns of various analytics
professions and end-users,
developing expertise at
translating and formalizing
business needs, and
identifying innovation
opportunities.
F3-2.2
Networking
A network and computing
platform.
Same as above
Annotation:
Analyze the network
requirements and/or
implications within IT
projects, understanding the
latest network technologies
both generic and specific to
analytics and big data
solutions, with special
concerns for cybersecurity,
privacy and business
59
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
continuity challenges related
to both data analytics and the
delivery of business
intelligence.
F3-2.3
Custom Software
A custom software solution
(implemented locally or in the
cloud).
Annotation:
Analyze the needs for custom
software development within
data analytics projects,
taking into consideration
infrastructure and
application maintenance
lifecycle within this rapidly
changing technology space,
the cost-effectiveness of
custom development relative
to decision-making,
requirements changes, and
any specific innovation vs.
risk-avoidance culture. Be
able to distinguish between
commercial analytics off-theshelf software and in-house
built systems (along with
Same as above plus:
SFIA-PROG=2 (Programming/software development)
The design, creation, testing and documenting of new and
amended software components from supplied specifications
in accordance with agreed development and security
standards and processes.
Designs, codes, tests, corrects, and documents simple
programs, or scripts and assists in the implementation of
software which forms part of a properly engineered
information or communications system.
60
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
issues and implications of
each). Demonstrate
understanding of integration
techniques of different
existing software into
business practices to provide
best model of analytics
insight.
F3-2.4
Packaged Software
A packaged software solution
(implemented locally or in the
cloud).
Same as above
Annotation:
In addition to the previous,
be able to analyze the needs
for packaged software
procurement within data
analytics projects, taking
into consideration IT
strategies within the
organization, relying on the
latest knowledge and
benchmarking of IT vendors
both generic and specific to
61
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
various analytics
technologies, and challenges
of app implementation in the
organization.
F3-2.5
Technology
Architecture
technology architecture, and
the various IT runtime
infrastructures available to
organizations of varying sizes
to implement IT solutions.
BLOOM BTM=1
Annotation:
Analyze the needs for a
specific or combination of
technology architectures
within data analytics
projects, taking into
consideration the enterprise
architecture standards
related to analytics and
intelligence, and identifying
opportunities for costeffective renewal through
innovative architectures
(e.g., big data through
cloud).
62
Ref
(1)
F3-3
Title
(2)
IT Security and
Compliance
Learning Outcome
(3)
Demonstrate an
understanding of IT security
and compliance, as well as
organizational data
governance.
Competency Standard
(4)
BLOOM BTM=1
Annotation:
Ensure data analytics
projects are fully compliant
with IT security policies and
regulatory obligations, as a
shared responsibility of
interdisciplinary teams,
where high risk, high stake,
and high reliability decisionmaking processes must be
supported, while ensuring
regulatory agencies can rely
confidently on IT and
analytics experts in the
organization to maintain
security controls and
regulations.
F3-3.1
Information Security
or
Digital Security
of management of, and
provision of expert advice on,
the selection, design,
justification, implementation
SFIA REQM=3 (Requirements definition and management)
The definition and management of the business goals and
scope of change initiatives. The specification of business
requirements to a level that enables effective delivery of
63
Ref
(1)
Title
(2)
Learning Outcome
(3)
and operation of information
security controls and
management strategies to
maintain the confidentiality,
integrity, availability,
accountability and relevant
compliance of information
systems with legislation,
regulation and relevant
standards.
Annotation:
Manage IT functions related
to information security and
broader cybersecurity,
ensuring data analytics
projects and their
requirements meet standards
of the organization and its
industry, and developing a
culture of discipline,
alertness, and diligence
throughout the IT division
and among the various
analytics professions.
of the Implications and
Competency Standard
(4)
agreed changes.
Defines scope and business priorities for small-scale changes
and may assist in larger scale scoping exercises. Elicits and
discovers requirements from operational management and
other stakeholders. Selects appropriate techniques for the
elicitation of detailed requirements taking into account the
nature of the required changes, established practice and the
characteristics and culture of those providing the
requirements. Specifies and documents business
requirements as directed, ensuring traceability back to source.
Analyzes them for adherence to business objectives and for
consistency, challenging positively as appropriate. Works with
stakeholders to prioritize requirements.
consequences of various types
64
Ref
(1)
F3-3.2
Title
(2)
Technology Audit
Learning Outcome
(3)
of security levels and provisions
in different analytics
circumstances; trade-offs with
different levels of access and
security; security by design
particularly in understanding
the need for security in into any
analytics system. Demonstrate
Knowledge of security best
practices (e.g. ISO 27002
standards). Demonstrate
understanding of security risk
levels for different types of
information exchange; and in
Identifying roles and
accountabilities of different
stakeholders involved in
information security of an
analytics system.
The independent, risk-based
assessment of the adequacy
and integrity of controls in
information processing
systems, including hardware,
software solutions,
information management
systems, security systems and
tools, and communications
technologies - both web-
Competency Standard
(4)
BLOOMS BTM=2
65
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
based and physical. The
structured analysis of the
risks to achievement of
business objectives, including
the risk that the organisation
fails to make effective use of
new technology to improve
delivery and internal
effectiveness. Assessment of
the extent to which effective
use has been made of
techniques and tools to
achieve sustainability and
business continuity.
Annotation:
Participate in audits of IT
solutions supporting various
decision-making processes
backed by analytics
solutions; ensuring audit
methods rely on standards of
the organization and its
industry; working within
prescribed IT strategies and
policies, while harmonizing
end-user requirements,
regulatory compliance,
66
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
general controls and
performance expectations of
decision-making and
intelligence functions.
audit in data analytics
including: Auditing of
analytics operations/systems
using IT; audit of IT projects
in data analytics; audit of
IT/IS users; audit of privacy
and security; audit of
operations, processes and
procedures (e.g. processes,
protocols, policies).
F3-3.3
Privacy
federal and provincial privacy
laws and their impact on IT
operations within an
enterprise.
BLOOM BTM=1
Annotation:
Analyze the privacy
requirements of data
analytics projects, ensuring
67
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
requirements meet standards
industry, advising on
privacy-enhancing IT
solutions, and developing a
culture of discipline,
alertness, and diligence
throughout the IT division
and among the various
analytics professions.
F3-3.4
IT Governance and
Standards
external Canadian and
international IT governance
and standards organizations
such as ITIL, ISO, COBIT, and
their impact on IT operations
within an enterprise
BLOOM BTM=1
Annotation:
Participate in IT
(GRCM) processes,
conforming to generic
standards as well as those of
industry especially Canadian
68
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
data transmission standards,
nomenclature and
vocabularies, with keen
awareness of risk exposure
in decision-making, industry
regulations, and senior IT
leadership.
F3-4
Information
Management
develop the role,
management and uses of
information, including (Two
skills required):
BLOOM BTM=4
Annotation:
Master information
management methods and
techniques in the context of
data analytics projects,
especially by understanding
the diverse sources and
relevance of intelligence
sources; their link to
operational and strategic
decision making, and the
insight that can be delivered
by improving their
processing and analytics;
69
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
relying on the latest IT
solutions available to the
industry.
F3-4.1
Business Intelligence
The role of information and
data to support operations,
decision-making, planning
and risk management.
Annotation:
Analyze the needs for
Business Intelligence (BI)
technologies within IT
projects, staying abreast of
how diverse analytics
professions leverage the
latest and most innovative IT
solutions for business
reporting, dashboard
mashups, data and predictive
analytics, text mining and
contents analytics, and
business rules management.
Skill (1):
SFIA-DTAN=4 (Data analysis)
The investigation, evaluation, interpretation and classification
of data, in order to define and clarify information structures
which describe the relationships between real world entities.
Such structures facilitate the development of software
systems, links between systems or retrieval activities.
Investigates corporate data requirements, and applies data
analysis, data modelling and quality assurance techniques, to
establish, modify or maintain data structures and their
associated components (entity descriptions, relationship
descriptions, attribute definitions). Provides advice and
guidance to database designers and others using the data
structures and associated components.
70
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
of data collection, use,
storage, disclosure, and
reporting requirements to
support decision-making and
business intelligence.
F3-4.2
Decision Support
Systems
model, prepare, and structure
data to support the creation
and use of information and
knowledge.
Skill (2):
SFIA-DBDS=4 (Database design) Introduction to this Skill:
The specification, design and maintenance of mechanisms for
storage and access to both structured and unstructured
information, in support of business information needs.
Annotation:
Develops and maintains specialist knowledge of database
concepts, object and data modeling techniques and design
principles and a detailed knowledge of database architectures,
software and facilities. Analyzes data requirements to
establish, modify or maintain object/data models. Evaluates
potential solutions, demonstrating, installing and
commissioning selected products.
Analyse the needs for the
development or extension of
Decision Support Systems
(DSS) within IT projects,
taking in consideration the
complexity of real-time and
team-based decision making
in the organization and its
industry, and the integration
of DSS within the enterprise
(GRCM).
71
Ref
(1)
F3-4.3
Title
(2)
Data Warehousing
Learning Outcome
(3)
Competency Standard
(4)
Describe technologies for
BLOOM BTM=3
information management (e.g.
reporting, analysis),
knowledge management,
collaboration management
and content management.
Annotation:
Analyze the needs for Data
Warehousing (DW)
technologies within IT
projects, staying abreast of
the latest advances in
database technologies with
most impact in analytics
solutions (e.g., big data and
parallel processing, columnoriented, stream processing,
ontology triple stores), and
the potential for new DW for
business intelligence.
72
4.5
F4 - Innovation
BTM graduates are expected to be innovative in the workplace. Innovators should be able to identify new opportunities,
validate and resource them.
Ref
(1)
F4-1
Title
(2)
Opportunity
Identification
Learning Outcome
(3)
of how to use various
approaches to generate new
opportunities for projects,
processes, and initiatives.
Competency Standard
(4)
BLOOM BTM=3
Annotation:
Identify opportunities to
leverage data analytics in
creating new product and
service models, new
decision-making and
business processes, new IT
solutions to support and
improve analytics
professions and their tasks,
and new ways of using
information, intelligence,
and communication tools to
improve service quality and
productivity.
73
Ref
(1)
F4-2
Title
(2)
Validation
Learning Outcome
(3)
of how to use frameworks
and tools to establish the
value and cost associated
with an opportunity (from
the customer, market, and
technology perspectives)
Competency Standard
(4)
BLOOM BTM=3
Annotation:
Validate the value creation
potential of innovative data
analytics projects, taking
into account the diverse
facets of and beyond
financial performance;
putting both the end-user
and organization's
stakeholders at the centre
of value realization, while
ensuring proper alignment
with the business model
and logic driving the
enterprise.
F4-3
Resourcing
how to organize and manage
resources necessary to
BLOOM BTM=1
74
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
move forward with an
initiative, including
considerations of people,
finances, and intellectual
property (IP); how to
optimize the contributions
of IT to competitive strategy,
innovation, decision-making
and operations in various
sizes and types of
organizations, industry
sectors, processes and
functions.
Annotation:
Analyze existing uses of
data analytics within the
organization and its
industry, compared to other
industries and
organizations, by
pinpointing the strengths
and weaknesses of
competitors in various
industry segments, and
understanding how the
75
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
build-up of innovative
resources and dynamic
capabilities help tilt this
balance in favour of the
organization.
76
4.6
C1 – Technology in Business
This knowledge area is designed to synthesize the knowledge and competencies gained in the foundational knowledge areas
and create an additional competency in understanding: the potential (economic, personal, societal), the risks of, and the
governance, acquisition, and management of ICTs in and for business.
Ref
(1)
C1-1
Title
(2)
Business Value of IT
Learning Outcome
(3)
of optimizing the
contributions of IT to
competitive strategy,
innovation, decision-making
and operations in various
sizes and types of
organizations, industry
sectors, processes and
functions.
Competency Standard
(4)
BLOOM BTM=3
Annotation:
Translate the multi-facetted
benefits of IT and data
analytics in terms of
business value, linking
direct and indirect impacts
on process and enterprise
performance in the context
of the organization's
strategy, and formulating
77
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
analytics value
propositions that fit the
decision making framework
of different industries. Be
able to demonstrate
understanding of the
creation of business cases for
analytics in IT projects; and,
frameworks for analytics
information systems and
technologies.
C1-2
Impact of IT on People
of utilizing IT to impact
individuals, families,
organizations and
communities, including
culture, social and
environmental issues,
considering both
collaboration and
competitive analysis.
BLOOM BTM=3
Annotation:
Integrate all the dimensions
of end-user experience in
analytics processes, with
balanced concern for
78
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
productivity/quality and
ergonomics/friendliness of
data analytics solutions,
while fitting the end-user
perspective with the
performance and risk
culture of the organization
and its industry, along with
concern for the priority
given to security and
conformity.
C1-3
Innovation
Management
innovation process, and how
to introduce, adopt, and
practice innovation.
BLOOM BTM=2
Annotation:
Promote an innovative
culture throughout the IT
and data analytics users
and developers
communities,
demonstrating innovative
ways of accessing and
leveraging information and
intelligence for decision
making, integrating
79
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
processes in new ways that
provide breakthrough
performance, and open
innovative opportunities for
new services and products.
C1-4
IT Industry Economics
structure, business value,
offerings, and dynamics of
the Canadian and
international IT industries.
This includes the economics
of ICTs and specific
subsectors (e.g., platform
firms, traditional players,
professional services,
outsourcing, telecom ERP,
open source, web, mobility).
BLOOM BTM=2
Annotation:
Understand the
data analytics vendors and
the organizations in your
industry, relying on IT
industry analyses and
analytics technology
evaluations specific to one
80
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
or more service segment,
and anticipating the costs
and benefits of IT vendor
competitiveness and
reliability for the
enterprise. Be able to
explain information
systems, devices and other
analytics solutions that are
designed, developed,
implemented, and supported
by various industry players.
Be able to explain the factors
in creating business value
and scaling projects and
innovations; and to explain
mechanisms such as
innovation hubs.
C1-5
IT Function Economics
economics and governance
of IT and the IT function
within organizations,
including IT’s role,
structure, challenges
processes, economics,
maturity and career paths.
BLOOM BTM=2
81
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Annotation:
Understand the cost
structure of IT and data
analytics within the
industry, linking analytics
effectiveness to overall
enterprise performance,
analyzing transaction unit
costs and processing
economies of scale, and
benchmarking traditional
and cloud services for
analytics applications. Be
able to explain Information
technology and information
systems functions in a multistakeholder environment.
C1-6
IT Function Trends
of the risks and mitigation
strategies to business
operations inherent in the
implementation of
information and
communications
technologies (e.g. systems
development, data security
SFIA-CORE=3 (Compliance review)
The independent assessment of the conformity of any activity,
process, deliverable, product or service to the criteria of
specified standards, best practice, or other documented
requirements. May relate to, for example, asset management,
network security tools, firewalls and internet security,
sustainability, real-time systems, application design and specific
certifications.
82
Ref
(1)
Title
(2)
Learning Outcome
(3)
and privacy, business
continuity, outsourcing, offshoring and infrastructure).
Annotation:
Monitor current and
emerging trends in IT and
data analytics, anticipating
technological advances and
diffusion of major
innovations, blending
generic and industryspecific practices and
standards, renewing the
partnership between the IT
function and analytics
professions across the
organization, and making
the IT division a key
enabler for innovation in
analytics and intelligence.
Competency Standard
(4)
Collects and collates evidence as part of a formally conducted
and planned review of activities, processes, products or
services. Examines records as part of specified testing strategies
for evidence of compliance with management directives, or the
identification of abnormal occurrences.
83
Ref
(1)
C1-7
Title
(2)
IT Procurement
Learning Outcome
(3)
of and be able to evaluate
the choices and activities in
procurement and
management of purchased
IT products and services.
SFIA-CSMG=3 (Customer Service Support)
The management and operation of one or more customer
service or service desk functions. Acting as a point of contact to
support service users and customers reporting issues,
requesting information, access, or other services.
Annotation:
Acts as the routine contact point, receiving and handling
requests for support. Responds to a broad range of service
requests for support by providing information to fulfill requests
or enable resolution. Provides first line investigation and
diagnosis and promptly allocates unresolved issues as
appropriate. Assists with the development standards, and
applies these to track, monitor, report, resolve or escalate issues.
Contributes to creation of support documentation.
Manage IT and data
analytics procurement with
concern for the specificity
industry, addressing
technological, operational,
management, and strategic
issues when choosing an
analytics product and
service, and advising on
solutions while balancing
the interests of stakeholders
within analytics processes.
C1-8
Enterprise
Architecture
Competency Standard
(4)
in Enterprise Architecture
as the application of
architecture principles and
practices to guide
organizations through the
business, information,
84
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
process, and technology
changes necessary to
execute their strategies.
of enterprise analysis,
design, planning, and
implementation, using a
holistic approach at all
times, for the successful
development and execution
of strategy.
of how these practices
utilize the various aspects of
an enterprise to identify,
motivate, and achieve these
changes.
Annotation:
Analyze enterprise
architecture with concern
for the specificity of data
analytics and decisionmaking within the
industry, integrating the
85
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
best of generic and industry
standards, creating bold IT
and analytics strategies
that fit the risk and
performance culture of the
organization, and creating
effective architectures to
support innovative
analytics-oriented services
and products. In addition,
demonstrate understanding
in the three components
listed below:
1. Demonstrate
understanding of enterprise
architecture as the
application of architecture
principles and practices to
guide organizations through
the business, information,
process, and technology
changes necessary to
execute their strategies.
2. Demonstrate
understanding of enterprise
analysis, design, planning,
and implementation, using a
holistic approach at all
BLOOM BTM=3
BLOOM BTM=3
86
Ref
(1)
Title
(2)
Learning Outcome
(3)
times, for the successful
development and execution
of strategy.
3. Demonstrate the ability to
utilize the various aspects of
an enterprise to identify,
motivate, and achieve these
changes.
Competency Standard
(4)
BLOOM BTM=3
87
4.7
C2- Process, Project and Change
BTM graduates will gain the foundations that enable them to help create well-designed business processes, well-managed
projects, and support for the individuals and groups undergoing change.
Ref
(1)
C2-1
Title
(2)
Organizational
Learning
Learning Outcome
(3)
overall organizational
learning and innovation
process / life cycle, and its
role in organizational
success.
Competency Standard
(4)
BLOOM BTM=2
Annotation:
Support learning and
change in IT and data
analytics projects
throughout the
organization, responding
diligently to knowledge
gaps in projects by staffing
the best people and skills
for analytics expertise,
learning how to integrate
knowledge and models from
the relevant analytics
professions, and developing
the organizational memory
through successive
88
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
projects. Be able to explain
Web- and technologyfacilitated solutions for the
continuing education of data
analytics providers and staff.
C2-2
Project Management
Project Management demonstrate appropriate
understanding of agile
project management
principles and
methodologies, such as at
the level of Certified
Associate in Project
Management (CAPM)
certification of the Project
Management Institute,
referencing the Project
Management Institute's
Project Management Body
of Knowledge (PMBOK)
(Two skills required)
Skill (1)
SFIA-PRMG=4 (Project management)
The management of projects, typically (but not exclusively)
involving the development and implementation of business
processes to meet identified business needs, acquiring and
utilizing the necessary resources and skills, within agreed
parameters of cost, timescales, and quality.
Level:
Defines, documents and carries out small projects or subprojects (typically less than six months, with limited budget,
limited interdependency with other projects, and no significant
Annotation:
strategic impact), alone or with a small team, actively
participating in all phases. Identifies, assesses and manages
Integrate the best of
risks to the success of the project. Agrees project approach with
generic, IT, and industrystakeholders, and prepares realistic plans (including quality,
specific project
risk and communications plans) and tracks activities against the
management practices and project schedule, managing stakeholder involvement as
standards for data analytics appropriate. Monitors costs, timescales and resources used, and
89
Ref
(1)
Title
(2)
Learning Outcome
(3)
projects, ensuring they
remain aligned with the
evolving needs of the
industry, and developing a
strong project learning
culture for sustained
performance improvement
in both project delivery and
analytics services.
Competency Standard
(4)
takes action where these deviate from agreed tolerances.
Ensures that own projects are formally closed and, where
appropriate, subsequently reviewed, and that lessons learned
are recorded.
Skill (2):
SFIA-PROF=4 (Portfolio, Programme and Project Support)
The provision of support and guidance on portfolio, programme
and project management processes, procedures, tools and
techniques. Support includes definition of portfolios,
programmes, and projects; advice on the development,
production and maintenance of business cases; time, resource,
cost and exception plans, and the use of related software tools.
Tracking and reporting of programme/project progress and
performance are also covered, as is the capability to facilitate all
aspects of portfolio/programme/ project meetings, workshops
and documentation.
Takes responsibility for the provision of support services to
projects. Uses and recommends project control solutions for
planning, scheduling and tracking projects. Sets up and provides
detailed guidance on project management software, procedures,
90
Ref
(1)
C2-3
Title
(2)
Business Change
Management
Learning Outcome
(3)
and application of best
practices in organizational
IT change management.
Annotation:
Competency Standard
(4)
processes, tools and techniques. Supports programme or
project control boards, project assurance teams and quality
review meetings. Provides basic guidance on individual project
proposals. May be involved in aspects of supporting a
programme by providing a cross programme view on risk,
change, quality, finance or configuration management.
SFIA-CHMG=3 (Change Management)
The management of change to the service infrastructure
including service assets, configuration items and associated
documentation. Change management uses requests for change
(RFC) for standard or emergency changes, and changes due to
incidents or problems to provide effective control and reduction
of risk to the availability, performance, security and compliance
of the business services impacted by the change.
Advise on process and
organizational change with Level 3 Description:
concern for the evolving
Develops, documents and implements changes based on
needs of analytics
requests for change. Applies change control procedures.
professions and decisionmaking processes within
industry, analyzing the
technological, operational,
management, and strategic
implications of intelligencedriven change, and
respecting the pace and
risk culture of the
91
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
organization. Demonstrate
understanding of the
importance of organizational
stakeholder involvement and
champions throughout
analytics project activities;
Organizational and
behavioural factors that
influence analytics’
acceptance and use; and,
strategies for managing
change and user resistance.
C2-4
Business Process
Management
Demonstrate competence in
process analysis and design
using applicable knowledge
areas from the International
Institute of Business
Analysis (IIBA) Business
Analysis Body of Knowledge
(BABOK).
Annotation:
Leverage the latest
advances in data analytics
and their plugin within the
generic as well as best-inclass Business Process
(Two skills required)
SFIA-BUAN=3 (Business analysis)
The methodical investigation, analysis, review and
documentation of all or part of a business in terms of business
functions and processes, the information used and the data on
which the information is based. The definition of requirements
for improving processes and systems, reducing their costs,
enhancing their sustainability, and the quantification of
potential business benefits. The collaborative creation and
iteration of viable specifications and acceptance criteria in
preparation for the deployment of information and
communication systems.
92
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
Management (BPM)
platforms, especially the
features of BPM Suites that
are most adapted to
analytics, such as ensuring
business rules are properly
embedded within
processes; facilitating
rapid audits and
information security
assurance; and, integrating
complex analytics tasks
required for automation
while supporting highly
specialized professions.
Investigates operational needs and problems, and
opportunities, contributing to the recommendation of
improvements in automated and non-automated components of
new or changed processes and organization. Assists in defining
acceptance tests for these recommendations.
Skill (2)
SFIA-BSMO=2 (Business modelling)
The production of abstract or distilled representations of real
world, business or gaming situations in traditional or transmedia applications, to aid the communication and
understanding of existing, conceptual or proposed scenarios.
Predominantly focused around the representation of processes,
roles, data, organization and time. Models may be used to
represent a subject at varying levels of detail and
decomposition.
Understands the purpose and benefits of modeling. Uses
established techniques as directed to model simple subject
areas with clearly defined boundaries. May assist in more
complex modeling activities. Develops models with input from
subject matter experts and communicates the results back to
them for review and confirmation.
93
Ref
(1)
C2-4.1
Title
(2)
Stakeholder
Requirement
Analysis
Learning Outcome
(3)
of stakeholder requirements
analysis.
Competency Standard
(4)
BLOOM BTM=3
Annotation:
Analyze data analytics
project requirements with a
keen understanding of
decision making processes,
defining clearly the needs
of various analytics
professionals and service
end-users, with concern for
standards and regulatory
compliance specific to the
industry segment, and the
privacy and security
expected from the
organization.
C2-4.2
Business Process
Improvement
Describe business process
improvement or reengineering process.
BLOOM BTM=3
Annotation:
Improve business processes
by finding opportunities for
innovative applications of
94
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
data analytics solutions,
helping all units of the
organization to learn from
best practices of their
industry segment, and help
diverse analytics
professions to evolve their
practices and work smarter
to surpass the
organization’s performance
goals.
C2-4.3
Business Process
Design
of Business Process
notations/symbology –
BPMN, UML.
BLOOM BTM=3
Annotation:
Design data analytics and
decision making processes
that reflect the capabilities
and constraints of the
organization, relying on
industry segment best
practices; representing
enterprise architecture
coherently at all levels
95
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
given the context of large
organizations; and,
ensuring business rules and
intelligence services meet
regulatory and
performance standards.
C2-4.4
Quality Assurance
of quality assurance and
testing, go-live, end of life,
life cycle management,
ticket management (help
desk).
Annotation:
Evaluate data analytics
project deliverables based
on generic and industryspecific testing best
practices, exposing
solutions to all relevant
analytics professions in
order to reflect the diversity
and stringent criteria of
business processes; and,
SFIA-QUAS=3 (Quality Assurance)
The process of ensuring that the agreed quality standards
within an organization are adhered to and that best practice is
promulgated throughout the organization.
Uses appropriate methods and tools in the development,
maintenance, control and distribution of quality and
environmental standards. Makes technical changes to quality
and environmental standards according to documented
procedures. Distributes new and revised standards.
96
Ref
(1)
Title
(2)
Learning Outcome
(3)
Competency Standard
(4)
develop best practices to
help reduce the compliance
and risk management
overhead.
C2-4.5
New Process
Implementation
of new process
implementation and
maintenance.
Annotation:
Deploy data analytics
project deliverables with
concern for the change
capability, business
continuity, and risk culture
of the organization,
assessing potential
breaches in conformity due
to slower learning during
process launch, and
developing analytics
project leadership practices
that enable faster and
frequent change in complex
intelligence-driven services
and products.
SFIA-ORDI=5 (Organization design and implementation)
The design and implementation of an integrated organization
structure, role profiles, culture, performance measurements,
competencies and skills, to facilitate strategies for change and
for training to enable the change. The identification of key
attributes of the culture and the key principles and factors for
addressing location strategy.
Conducts business impact assessment to identify how the
changes from the "as-is" processes, systems, and structures to
the "to-be" processes, systems and structures impact specific
organizations and roles. Outlines how the organization
structure, jobs, teams and roles and staff development need to
change to enable the future business processes. Aligns existing
jobs/organizational structures to new processes.
97
Ref
(1)
C2.5
Title
(2)
Knowledge
Management
Learning Outcome
(3)
importance of knowledge
transfer, development, and
dissemination for both
explicit and tacit knowledge.
Competency Standard
(4)
BLOOM BTM=2
Annotation:
Respond to knowledge gaps
and support organizational
learning by finding
opportunities in reusing
knowledge and expertise
from various data analytics
projects, especially related
to the specific requirements
of complex intelligence and
modelling-intensive
decision making processes,
and helping teams leverage
analytics solutions to foster
organizational memory and
tap on its extensive
resources just-in-time.
98
5.0 National Occupational Standards
National Occupational Standards (NOS) are:
 Statements of the standards of performance individuals must achieve when carrying
out functions in the workplace, together with specifications of the underpinning
knowledge and understanding
 National because they can be used in every part of Canada
 Occupational because they describe the performance required of an individual when
carrying out functions in the workplace
 Standards because they are statements of effective performance which have been
agreed by a representative sample of employers and other key stakeholders
The goal of the BTM-NOS is to define a set of occupational standards that exists in the BTM
specialization field defined in this document, in particular the skills and competencies that
practitioner need to perform successful in a particular occupations. The purpose of the NOS
is to:



assist organizations in recruitment and HR planning;
identify career path for employees and help to promote employee retention;
help to educate students/parents and the public at large about BTM as a career.
The NOS also assisted in the development of BTM specialization programs that target
specific business requirements and allowed us to design learning outcomes and
competency standards for the specialist BTM programs.
Scope of the NOS Project
The scope of the BTM NOS project includes the following phases:
1. Review academic and industry research: The research component consisted of a
review of a number of existing published NOS from other organizations. This
review was undertaken with four goals in mind. To obtain some clear notions of the
contents of comparable NOS’s, the methodology and processes used, the timing, and
results that other organizations set out to obtain at the various stages in their
development work.
2. Conduct multi-sector stakeholder consultation: A formal process whereby
detailed information on the scope, general activities, related tasks and subtasks, as
well as skills and knowledge required to perform them was gathered and analyzed
through research on the occupation and stakeholder consultations.
3. Select the set of priority occupations: The selection of the priority occupations
was based on the research and analysis of the results of the stakeholder
consultation.
99
4. Develop, test, refine occupations: Validated by broad group of representative
stakeholders. Comments received from the stakeholders during review and
validation were compiled and a revised final draft of the NOS was then produced.
5. Publish online report of research/consultation results, occupational
standards: The NOS is now published and made available to the public.
6. Develop Learning Tools: Development of NOS provided in-depth information of
all tasks performed by an individual in that occupation and guided the development
of the BTM Learning Outcomes and Competency Standards. By cross-referencing
this information with curricula or program courses offered in training program, it is
possible to assess the regional availability and to what extent specific tasks are
covered by these programs. Those not addressed through formal learning/training
can be identified and, through consultation with industry and training providers, the
need for specific learning can be defined.
Five occupational standards are represented in this section.
100
5.1
Business Analyst – Data Science & Analytics
Occupational Standard
(for use in the development of Business Technology Management related job descriptions,
performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position
The Business Analyst’s role is to direct the organization in
implementing data science, analytics & technology-based
solutions in a cost-effective way. The analysts other goal is to
help determine which critical performance indicators should
be tracked for a particular problem and to with the other
members of the data science & analytics team to determine the
requirements of a project or program and communicate these
requirements clearly to all stakeholders, facilitators and
partners. As such, the Business analyst performs an extensive
range and variety of complex technical and/or professional
work in a variety of businesses. The Business Analyst makes
decisions which impact the success of assigned projects i.e.
results, deadlines and budget. The analyst has significant
influence over the allocation and management of resources
appropriate to given assignments. The analyst can also be
involved in a variety of analytical work, including data analysis
depending on their skill or experience.
Position Development
Advancement to manager level positions is possible through
progressively responsible leadership positions and
management experience. The career path will be determined
by the size, type, geographic scope, culture, and organizational
structure of the firm offering employment.
Required Qualifications
Education
Post-secondary education is preferred, usually a Bachelor’s
degree in a business, computing or engineering field. Follow
up technical educational may also be required depending on
the technologies in use at the various organizations.
Training
Business Analysts require on-the-job training; however,
typically organizations require that the individual will already
have the required skills, knowledge, work-related experience,
and/or industry courses and programs. Some organizations
will send individuals to specific enterprise solutions training
courses and programs to learn additional tools and
techniques.
Related Work Experience Individuals may have experience in any of the methodologies
and techniques used as a Business Analyst, Data Analysts or
junior statistician. Often this experience may be augmented
by specific industry experience using industry or use case
specific tools (e.g. R, SAS, python, etc.).
101
Tasks

Establish metadata management, data catalogues, data
standards
Monitor the best practices followed for Master Data
Management
Develop Data Governance standards, methodologies
and rules
Develop standards and guidelines for master data
issues such as data convergence, data integration, data
synchronization, data definitions, etc.
Define data strategy, policies, controls and programs to
ensure that enterprise data is accurate, secure and
reliable
Select analysis approaches and methods that can be
used to analyze data sets in order to answer critical
business problems
Determine the structure that data must be in so that
critical business and organizational questions can be
answered
Use a variety of tools to analyze data and report
findings from the data analysis itself with particular
attention paid to activation
Engage with relevant internal parties and external
vendors in best practice sharing and effective Data
Management solution delivery
Ensuring compliance with data architecture and data
engineering principles and standards
Selecting preferred data management technologies,
analysis technologies, and visualization technologies










Tools and Technology
Required Competencies
Knowledge




Statistical analysis software
Data analytics or intelligence programs
Office productivity tools
Software development tools and dev ops tools
including language specific IDE’s, GIT, etc.
Business Analysts should have knowledge of:




Business Analysis techniques
Techniques relating to requirements definition,
gathering, facilitation and management of business
process
Cost/benefit analysis, revenue & cost forecasting, etc.
Modeling techniques and methods
102














Skills
System development methodologies particularly SDLC
Information and data analysis techniques
Workflow analysis and re-design
Policies and principles for the management of
information
Relevant information standards and their appropriate
use
Basic concepts, processes, technologies and workflow
for purposes of analysis, design, development and
implementation of information systems and
applications.
Commonly used formats, structures and methods for
recording and communicating data, as well as
knowledge around how these are incorporated into
system and application use.
Architectural relationships between key health
information technology components and best
practices in enterprise architecture
frameworks/perspectives.
The selection and utilization of appropriate
information technologies to meet business
requirements.
Appropriate informatics, analysis, and data science
standards and enterprise models to enable system
interoperability (e.g., terminology, data structure,
system to system communication, privacy, security,
safety).
Data, information and workflow models used to
create analytics & information technology solutions.
Key information technology concepts and components
(e.g., networks, storage devices, operating systems,
information retrieval, data warehousing, applications,
firewalls, etc.).
An understanding of how people, resources and
information flow through the organizations they are
involved in
Best practices in quality improvement and process
engineering to facilitate business & process
transformation
Business Analysts should have skills in the following
categories:
Technical
103













Thorough and broad understanding of Business
Analysis techniques, as well as best practice
techniques relating to the definition, gathering,
facilitation and management of projects, processes,
and requirements
An understanding of and ability to apply cost/benefit
analysis,
Modeling techniques and methods, information
analysis techniques, data analysis techniques
Mastery of system development methodologies,
particularly the life cycle of systems development
(planning, design, build, test, deploy), best practices,
etc.
An understanding of software development
techniques as well as software, analytics, and data
science configuration
Problem solving abilities
Architecture, analysis, and data science skills
Knowledge and understanding of business
analysis/business process improvement
Knowledge and understanding of techniques for
information and data analysis
Demonstrable knowledge and experience of large,
complex data analytics or intelligence programs
Understanding of data technology and tools
Experience with applicable analytics platforms, tools
and technologies
Architectural understanding of the data and big data
ecosystems
Contextual
 Understanding of and ability to apply relevant
Business process improvement methods and
techniques
 Thorough understanding of the relationship between
own specialism and wider customer/organisational
requirements.
Personal Attributes
A Business Analyst should have the following personal
attributes:

Communication: the skills and the ability to interact
professionally with a diverse group, including
executives, managers, and subject matter experts.
104









Abilities
Collaboration: the ability to collaborate with
developers and subject matter experts in order to
establish the technical vision and analyze trade-offs
between usability and performance needs.
Expertise in relevant technical writing
People skills, especially the ability to the effectively
perform and manage delegation of responsibilities
Communication skills
Leadership skills including ability to influence others,
to lead business and technology programs, projects,
workshops and initiatives, to inspire confidence and
garner respect from business and technology
stakeholders
Planning, supervision, coaching and delegation skills
Decision making skills
Negotiating skills
Research skills
Business Analyst should have the following abilities:











Ability to work independently and under broad
direction
Ability to work in a self-initiated mode while
assuming overall accountability and responsibility for
meeting allocated technical and/or
project/supervisory objectives.
Ability to establish appropriate milestones, especially
taking account of the personnel involved
Ability to explain complex concepts to lay person
Ability to collaborate with multiple skills and crossfunctional expertise.
Ability to communicate the benefits of analytical
approaches simply and clearly
Ability to communicate with top executives, business
management, IT management, solution architects,
technical architects, subject matter experts, partners
and customers.
Ability to adapt vocabulary and style for each
situation Ability to present appropriately to a variety of
audiences, including large audiences, top executives,
business and technical leaders
Ability to present complex ideas with simple visuals.
Ability to seek and to find solutions to a wide range of
business and technology problems
105


Work Values
Individuals who are effective as Business Analysts are:







Work Styles
Able to communicate at all levels of organization
Able to present complex ideas with simple visuals
Able to find solutions across a wide range of
technologies and business domains
Able to facilitate collaboration
Enjoy problem-solving
Highly analytical
Able to work independently
Business Analysts would have the following work styles:







Essential Skills Profile
Ability to seek standardized solutions for problems
where available
Ability to find solutions across a wide range of
technologies and business domains. Often solutions
have budget, time or operational constraints
Facilitation
Collaborative
Cooperative
Stress tolerant
Initiative
Independent
Integrity
A business analyst should have the following essential skills
profile:













Reading text
Document use
Writing skills
Numeracy
Oral Communication
Thinking Skills
Problem Solving
Decision Making
Job Task Planning and Organizing
Significant Use of Memory
Finding Information
Working with Others
Continuous Learning
106
Additional Information
Physical Aspects
Attitudes
Future Trends Affecting
Essential Skills
Business Analysts work extensively in an office environment
(sitting for long periods, repetitive computer and telephone
use). However, Business Analysts may also be required to
travel to satisfy the position function. Typically there is no
heavy lifting, bending, or stooping required; however, this is
determined by the needs of the organization.
Business Analysts should have very advanced interpersonal
skills – be persuasive, empathetic, able to handle pressure,
creative, have a sense of urgency, and attention to detail.
Enterprise Data Architects must exhibit leadership, people
management skills, advanced negotiation skills, advanced
conflict resolution skills, and organizational and planning
abilities. Adaptability and flexibility are important, as Business
Analysts work with diverse multicultural workforces.
The ability to speak more than one language, and an
awareness of and sensitivity to the diversity of international
cultures is considered a growing need in the face of increasing
globalization. Furthermore, familiarity with opportunities and
benefits associated with “green IT” (e.g. server energy
efficiency, reducing overall power consumption from IT
related activities, etc.) will be of increasing importance as
facilities begin to manage their overall environmental
footprint while seeking short and long term cost saving
opportunities. A strong understanding of cloud computing will
also serve all individuals in this position very well.
107
5.2
Data Analyst – Data Science & Analytics
(for use in the development of Business Technology Management related job
descriptions, performance evaluations, career development plans, educational learning
outcomes etc.)
Analysis of data from a variety of sources has long been a key
activity within many organizations across a variety of
industries. Despite this, today, the massive amount of data
that may be available for analysis and the development of
techniques permitting the successful analysis of such date
have given a particular importance to this role and have led
to new, emergent aspects. Data within an organization may
come from many sources, is often incomplete, and may be
structured and unstructured. Thus, the data analyst is
responsible for importing, transforming, validating or
modeling data with the purpose of understanding or drawing
conclusions from the data in order to drive operational
decision-making within the organization
by the size, type, geographic scope, culture, and
organizational structure of the firm offering employment.
Education
Training
Data Analysts require on-the-job training; however, typically
organizations require that the individual will already have
the required skills, knowledge, work-related experience,
and/or industry courses and programs. Some organizations
will send individuals to specific enterprise solutions training
courses and programs to learn additional tools and
techniques.
Related Work
Individuals may have experience in any of the methodologies
Experience
and techniques used as a Data Analysts or junior statisticians.
Often this experience may be augmented by specific industry
experience using industry or use case specific tools (e.g. R,
SAS, python, etc.).
Tasks
 Establish metadata management, data catalos, data
standards
 Monitor the best practices followed for Master Data
Management
108









Knowledge




Develop Data Governance standards, methodologies
and rules
Develop standards and guidelines for master data
issues such as data convergence, data integration, data
synchronization, data definitions, etc.
Define data strategy, policies, controls and programs
to ensure that enterprise data is accurate, secure and
reliable
Select analysis approaches and methods that can be
used to analyze data sets in order to answer critical
business problems
Determine the structure that data must be in so that
critical business and organizational questions can be
answered
Use a variety of tools to analyze data and report
findings from the data analysis itself with particular
attention paid to activation
Engage with relevant internal parties and external
vendors in best practice sharing and effective Data
Management solution delivery
Ensuring compliance with data architecture and data
engineering principles and standards
Selecting preferred data management technologies,
analysis technologies, and visualization technologies
Data Analysts should have knowledge of:





Large complex data analytics or intelligence programs
Data, statistics, and big data concepts that relate to
data analysis
Current and emerging data analysis & statistics
technologies
Various architectures including distributed
architectures
Software development methodologies relating to
analysis
109
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












Skills
ecosystem
Best practices in data delivery and measurement for
the individual organizations that they work for or with
information
use
Basic technologies and workflow for the purposes of
analysis, design, development and implementation of
information systems and applications.
Organizational or industry specific terminology and
commonly used abbreviations and acronyms
recording and communicating data, as well as
knowledge for how this data is incorporated for
system and application use.
Architectural relationships between key information
technology components and best practices in
enterprise architecture frameworks/perspectives.
Appropriate informatics standards and enterprise
models to enable system interoperability (e.g.,
terminology, data structure, system to system
communication, privacy, security, safety).
firewalls, etc.).
The ability to identify relevant sources of data needed
to assess the quality of information & draw
appropriate conclusions
Statistical & analytical tools, techniques and concepts
The ability to present data and information in a way
that is effective for users and consumers of the data
Knowledge of the indicators and metrics important for
the specific business that they are measuring
Data Analysts should have skills in the following categories:
Technical
 Demonstrable knowledge and experience of large,
 Statistical, pattern recognition skills
 Understanding of data concepts
 Understanding of data technology and tools
110



Experimental design, set-up, and modelling
Experience with applicable analytics platforms, tools
and technologies
ecosystems
Contextual
 Full understanding of the organization and of its
requirements and opportunities in data/big data
analytics
 Experience in targeting tradecraft as well as
experience in cargo screening, person screening,
operational targeting
 Experience managing a team and working with senior
level Government clients on consulting projects
 Strategic thinking
Personal Attributes
A Data Analyst should have the following personal attributes:









Abilities
Presentation and public speaking skills
Rapport building and networking
Innovation and creativity
stakeholders
Negotiating skills
Research skills
A Data Analyst should have the following abilities:




and customers.
111
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Work Values
Individuals who are effective as Data Analysts are:







Work Styles
Highly analytical
Data analysts would have the following work styles:






where available
have budget, time or operational constraints
Collaborative
Cooperative
Stress tolerant
Initiative
Independent
Integrity
A data analyst would have the following essential skills
profile:







Reading text
Document use
Writing skills
Numeracy
Oral Communication
Thinking Skills
Problem Solving
112
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




Physical Aspects
Attitudes
Essential Skills
Decision Making
Finding Information
Working with Others
Continuous Learning
Data Analysts work extensively in an office environment
use). However, Data Analysts may also be required to travel
to satisfy the position function. Typically there is no heavy
lifting, bending, or stooping required; however, this is
Data Analysts should have very advanced interpersonal skills
– be persuasive, empathetic, able to handle pressure,
Enterprise Data Architects must exhibit leadership, people
abilities. Adaptability and flexibility are important, as Data
Analysts work with diverse multicultural workforces.
cultures is considered a growing need in the face of
increasing globalization. Furthermore, familiarity with
opportunities and benefits associated with “green IT” (e.g.
server energy efficiency, reducing overall power
consumption from IT related activities, etc.) will be of
increasing importance as facilities begin to manage their
overall environmental footprint while seeking short and long
term cost saving opportunities. A strong understanding of
cloud computing will also serve all individuals in this position
very well.
113
5.3
Data Scientist (Junior) – Data Science & Analytics
Data Scientists are responsible for modeling complex Institute
problems, discovering insights and identifying opportunities
through the use of statistical, algorithmic, mining and
visualization techniques. In addition to advanced analytic skills,
this role is also proficient at integrating and preparing large,
varied datasets, architecting specialized database and computing
environments, and communicating results.
In most organizations, Data Scientists work closely with clients,
data stewards, project/program managers, and other IT teams to
turn data into critical information and knowledge that can be used
to make sound organizational decisions. Other responsibilities
include providing data that is congruent and reliable. They need
to be creative thinkers and propose innovative ways to look at
problems by using data mining (the process of discovering new
patterns from large datasets) approaches on the set of information
available. They will need to validate their findings using an
experimental and iterative approach. Also, Data Scientists will
need to be able to present back their findings to the business or
organization by exposing their assumptions and validation work
in a way that can be easily understood by their business
counterparts. These professionals will need a combination of
business focus, strong analytical and problem solving skills and
programming knowledge to be able to quickly cycle hypothesis
through the discovery phase of the project. Excellent written and
communications skills to report back the findings in a clear,
structured manner are required.
Education
progressively responsible leadership positions and management
experience. The career path will be determined by the size, type,
geographic scope, culture, and organizational structure of the firm
offering employment.
degree in a business, computing or engineering field. Follow up
technical educational may also be required depending on the
technologies in use at the various organizations. Moreover, many
organizations require senior Data Scientists to complete postsecondary school in any of the following areas: mathematics,
statistics, economics, computer science, commerce, or
engineering.
114
Training
Data Scientists require on-the-job training; however, typically
organizations require that the individual will already have the required
skills, knowledge, work-related experience, and/or industry courses
and programs. Some organizations will send individuals to specific
enterprise solutions training courses and programs to learn additional
tools and techniques.
Related Work Experience
Individuals may have experience in any of the methodologies and
techniques used as a junior data scientist. Often this experience
may be augmented by specific industry experience using industry
or use case specific tools (e.g. R, SAS, python, etc.). Data
Scientists (junior) may also require several years of experience in
data analysis, modelling, business requirement specification,
qualification and assurance, systems analysis, data
administration, software engineering, as well as project
management and supervisory experience. Typically, data
scientists require experience manipulating large datasets and
using databases, as well experience with a general-purpose
programming language (such as Hardtop MapReduce or other
big data frameworks, or Java). Data scientists also typically have
experience using statistical packages and have familiarity with
basic principles of distributed computing and/or distributed
databases.
 Designs experiments, test hypotheses, and build models.
 Conducts data analysis and designs algorithms
 Applies basic statistical and predictive modeling
techniques to build, maintain, and improve on multiple
real-time decision systems
 Leads discovery processes with key stakeholders to
identify business requirements and expected outcomes.
 Works with and alongside more senior data scientists and
statisticians to build robust models
 Models and frames business scenarios that are meaningful
and which impact on critical business processes and/or
decisions.
 Identifies what data is available and relevant, including
internal and external data sources, leveraging new data
collection processes such as smart meters and geolocation information or social media.
 Collaborates with subject matter experts to select the
relevant sources of information for new, tough problems
 Makes strategic recommendations on data collection,
integration and retention requirements incorporating
business requirements and knowledge of best practices.
 Validates analysis using scenario modeling
Tasks
115












Knowledge




Defines the validity of the information, how long the
information is meaningful, and what other information it
is related to.
Works with internal data stewards to ensure that the
information used is in compliance with regulatory and
security policies.
Qualifies where information can be stored or what
information, external to the organization, may be used in
support of the use case.
Develops usage and access control policies and systems
in collaboration with the data steward.
Partners with the data stewards in continuous
improvement processes impacting data quality in the
context of the specific use case.
Recommends on-going improvements to methods and
algorithms that lead to findings, including new
information
Presents and depicts the rationale of their findings in easy
to understand terms for relevant stakeholders
Educates their organization both from IT and the business
perspectives on new approaches, such as testing
hypotheses and statistical validation of results.
Helps the organization understand the principles and the
math behind the process to drive organizational buy-in.
Provides business metrics for the overall project to show
improvements (contribution to the improvement should
be monitored initially and over multiple iterations).
Demonstrates clarity, accuracy, precision, relevance,
depth, breadth, logic, significance, and fairness
Leads the design and deployment of enhancements and
fixes to systems as needed.
Software development tools and dev. ops tools including
language specific IDE’s, GIT, etc.
Data Scientists should have knowledge of:


Data, statistics, and big data concepts that relate to data
analysis
116

















Skills
Current and emerging data analysis & statistics
technologies
Various architectures including distributed architectures
Software development methodologies relating to analysis
ecosystem
Best practices in data delivery and measurement for the
individual organizations that they work for or with
Policies and principles for the management of information
Relevant information standards and their appropriate use
Basic technologies and workflow for the purposes of analysis,
design, development and implementation of information
systems and applications.
Organizational or industry specific terminology and commonly
used abbreviations and acronyms
recording and communicating data, as well as knowledge for
how this data is incorporated for system and application use.
technology components and best practices in enterprise
architecture frameworks/perspectives.
Appropriate informatics standards and enterprise models to
enable system interoperability (e.g., terminology, data
structure, system to system communication, privacy, security,
safety).
Key information technology concepts and components (e.g.,
networks, storage devices, operating systems, information
retrieval, data warehousing, applications, firewalls, etc.).
The ability to identify relevant sources of data needed to
assess the quality of information & draw appropriate
conclusions
Statistical & analytical tools, techniques and concepts
The ability to present data and information in a way that is
effective for users and consumers of the data
Knowledge of the indicators and metrics important for the
specific business that they are measuring
Data Scientists should have skills in the following categories:
Technical
 Demonstrable knowledge and experience of large,
 Statistical, pattern recognition skills
 Understanding of data concepts
 Understanding of data technology and tools
 Experimental design, set-up, and modelling
117


Experience with applicable analytics platforms, tools and
technologies
ecosystems
Contextual
 Full understanding of the organization and of its
requirements and opportunities in data/big data analytics
 Experience in targeting tradecraft as well as experience in
cargo screening, person screening, operational targeting
 Experience managing a team and working with senior
level Government clients on consulting projects
 Strategic thinking
Personal Attributes
A Data Scientist should have the following personal attributes:









Abilities
Leadership skills including ability to influence others, to
lead business and technology programs, projects,
garner respect from business and technology stakeholders
Negotiating skills
Research skills
A Data Scientist should have the following abilities:






technical architects, subject matter experts, partners and
customers.
Ability to adapt vocabulary and style for each situation Ability to present appropriately to a variety of audiences,
including large audiences, top executives, business and
technical leaders
118




Work Values
Individuals who are effective as Data Scientists are:







Work Styles
Able to find solutions across a wide range of technologies
and business domains
Highly analytical
Data Scientists would have the following work styles:






Ability to seek standardized solutions for problems where
available
technologies and business domains. Often solutions have
budget, time or operational constraints
Collaborative
Cooperative
Stress tolerant
Initiative
Independent
Integrity
A Data Scientist would have the following essential skills profile:













Reading text
Document use
Writing skills
Numeracy
Oral Communication
Thinking Skills
Problem Solving
Decision Making
Finding Information
Working with Others
Continuous Learning
119
Physical Aspects
Attitudes
Essential Skills
Data Scientists work extensively in an office environment (sitting
for long periods, repetitive computer and telephone use).
However, Data Scientists may also be required to travel to satisfy
the position function. Typically there is no heavy lifting,
bending, or stooping required; however, this is determined by the
needs of the organization.
Data Scientists should have very advanced interpersonal skills –
be persuasive, empathetic, able to handle pressure, creative, have
a sense of urgency, and attention to detail. Enterprise Data
Architects must exhibit leadership, people management skills,
advanced negotiation skills, advanced conflict resolution skills,
and organizational and planning abilities. Adaptability and
flexibility are important, as Data Scientists work with diverse
multicultural workforces.
The ability to speak more than one language, and an awareness of
and sensitivity to the diversity of international cultures is
considered a growing need in the face of increasing globalization.
Furthermore, familiarity with opportunities and benefits
associated with “green IT” (e.g. server energy efficiency,
reducing overall power consumption from IT related activities,
etc.) will be of increasing importance as facilities begin to
manage their overall environmental footprint while seeking short
and long term cost saving opportunities. A strong understanding
of cloud computing will also serve all individuals in this position
very well.
120
5.4
Enterprise Data Architect – Data Science & Analytics
(for use in the development of Business Technology Management related job
descriptions, performance evaluations, career development plans, educational learning
outcomes etc.)
Enterprise data architects apply architecture principles and
practices to IT and business problems in order to guide
organizations through the business, information, process,
and technology changes necessary to execute their
strategies. Enterprise data architecture involves enterprise
analysis, design, planning, and implementation, using a
holistic approach at all times, for the successful
development and execution of strategy. These practices
utilize the various aspects of an enterprise to identify,
motivate, and achieve these changes. An Enterprise Data
Architect is a person responsible for performing this
complex analysis of business or technology structure and
processes with the goal of drawing conclusions from the
information collected so that a solution can be developed.
They also create schematic documents used to solve
problems and communicate those documents widely
throughout their organizations.
Advancement to management level positions is possible
through progressively responsible leadership positions and
management experience. The career path will be
determined by the size, type, geographic scope, culture, and
organizational structure of the firm offering employment.
Education
Training
Enterprise Data Architects require on-the-job training;
however, typically organizations require that the individual
will already have the required skills, knowledge, workrelated experience, and/or industry courses and programs.
Some organizations will send individuals to specific
enterprise solutions training courses and programs to learn
additional tools and techniques.
Related Work Experience Individuals may have experience in any of the
methodologies and techniques used as an Enterprise Data
Architect. Often this experience may be augmented by
specific industry experience using industry or use case
specific tools (e.g. Cloud data tools).
121
Tasks

Communicate the benefits of various architectural
approaches or designs to both business and
engineering audiences
Present solutions to a variety of audiences, including
large audiences, top executives, business and
technical leaders
Seek and find solutions to a wide range of business
and technology problems
Seek standardized solutions for problems where
available
Find solutions across a wide range of technologies
and business domains




Knowledge



Architecture diagram tools
Software development tools and dev. ops tools
Enterprise Data Architects should have knowledge of:







The organization, structure, and relationship
between the various systems existing within an
organization as well as the organization’s overall
structure and function
Architectural relationships between key
information technology components and best
practices in Enterprise Data Architecture
frameworks/perspectives for the specific
businesses that they are working in
Familiarity with technology frameworks that are
relevant for their various industries
Hardware, software, application and systems
engineering best practices and goals
Relevant organizational concepts, processes,
technologies and workflow for purposes of
analysis, design, development and implementation
of a data science & analytics driven information
system
Basic organizational terminology as well as
Commonly used formats, structures and methods
for recording and communicating data within a
specific organization, as well as an understanding
122











Skills
on how these are incorporated into system and
application use within the particular business
models which enable system interoperability (e.g.,
communication, privacy, security, safety)
Project and program management planning and
organizational skills
Financial modeling as it pertains to IT investment
IT governance and operations
analytics data and information
Data, information and workflow models that can be
used to model information technology solutions
Key information technology concepts and
components (e.g., networks, storage devices,
operating systems, information retrieval, data
warehousing, applications, firewalls, etc.)
The ability to identify relevant sources of data and
information to assess quality of information and
draw appropriate conclusions
Appropriate analytical and evaluation techniques
and concepts
Knowledge on the best practices for visualizing and
presentation data and information that is effective
for users
Knowledge of indicators and metrics for
organizational delivery & systems management
An Enterprise Data Architect should have skills in the
following categories:
Technical
 The ability to understand the big picture within an
organization and the relationship between domains
and components within it
 Systems thinking - the ability to see how parts
interact with the whole (big picture thinking)
 Comprehensive knowledge of hardware, software,
application, and systems engineering
 Project and program management planning and
organizational skills
 Knowledge of financial modeling as it pertains to IT
investment
123




Ability to adopt a successful customer service
orientation that applies to various stakeholders
Time management and prioritization skills
Systems & engineering thinking
Emotional intelligence
Contextual
 Understanding of the business for which the
Enterprise Data Architecture is being developed (see
above regarding various health care organizations)
 Knowledge of IT governance and operations
Personal Attributes
An Enterprise Data Architect should have the following
personal attributes:









Abilities
Leadership skills including ability to influence
others, to lead business and technology programs,
projects, workshops and initiatives, to inspire
confidence and garner respect from business and
technology stakeholders
Negotiating skills
Research skills
An Enterprise Data Architect should have the following
abilities:





Ability to communicate the benefits of architectural
and customers.
audiences, including large audiences, top
executives, business and technical leaders
124



Work Values
Ability to seek and to find solutions to a wide range
of business and technology problems
where available
have budget, time or operational constraints.
Individuals who are effective as Enterprise Data Architects
are:



Work Styles
 Able to facilitate collaboration
 Enjoy problem-solving
 Highly analytical
 Able to work independently
An Enterprise Data Architect would have the following
work styles:






Collaborative
Cooperative
Stress tolerant
Initiative
Independent
Integrity
An Enterprise Data Architect would have the following
essential skills profile:











Reading text
Document use
Writing skills
Numeracy
Oral Communication
Thinking Skills
Problem Solving
Decision Making
Finding Information
125


Physical Aspects
Attitudes
Essential Skills
Working with Others
Continuous Learning
Enterprise Data Architects work extensively in an office
environment (sitting for long periods, repetitive computer
and telephone use). However, Enterprise Data Architects
may also be required to travel to satisfy the position
function. Typically there is no heavy lifting, bending, or
stooping required; however, this is determined by the needs
of the organization.
Enterprise Data Architects should have very advanced
interpersonal skills – be persuasive, empathetic, able to
handle pressure, creative, have a sense of urgency, and
attention to detail. Enterprise Data Architects must exhibit
leadership, people management skills, advanced negotiation
skills, advanced conflict resolution skills, and organizational
and planning abilities. Adaptability and flexibility are
important, as Enterprise Data Architects work with diverse
multicultural workforces.
cultures is considered a growing need in the face of
increasing globalization. Furthermore, familiarity with
opportunities and benefits associated with “green IT” (e.g.
server energy efficiency, reducing overall power
consumption from IT related activities, etc.) will be of
increasing importance as facilities begin to manage their
overall environmental footprint while seeking short and
long term cost saving opportunities. A strong understanding
of cloud computing will also serve all individuals in this
position very well.
126
5.5
Project Manager, Data Science & Analytics
The Project Manager, Data Science & Analytics manages all
stages of the delivery of data science & analytics programs.
The Project Manager, Data Science & Analytics is responsible
for ensuring that deliverables are presented on time, on
budget, on scope and to standards of the organization in terms
of methodology, documentation, and quality. This occupation
involves developing and executing activities related to end-toend project management across multiple functional projects
involved with a business program, including project plans and
estimates, scoping and requirements, through implementation
and deployment. In this role, the Project Manager, Data
Science & Analytics will be responsible for coordinating the
work of team members by developing work plans, facilitating
communication, and determining next steps for completing a
data science prototype. The Project Manager, Data Science &
Analytics will then be responsible for facilitating the
conversation with various teams, including engineering teams,
and turning a prototype into a completed product to put in the
hands of internal users or external clients. In general, the
Project Manager, Data Science & Analytics oversees the
planning, implementation, and tracking of a specific
short/long-term project that has a beginning, an end and
specified deliverables. He/she is the bridging gap between the
production team and client and also ensures that the
appropriate governance ensuring that all stakeholders are
properly involved.
by the size, type, geographic scope, culture, and organizational
structure of the firm offering employment.
Education
Post secondary education is preferred, usually a Bachelor’s
degree in a business, computing or engineering field. Project
Managers often have masters degrees, such as a Masters in
Business Administration (MBA). A professional designation
Project Management Professional (PMP) is often considered
an asset, though its value varies between businesses.
Training
Project Managers require on-the-job experience; however,
typically organizations require that the individual will already
have the required skills, knowledge, work-related experience,
127
Related Work Experience
Tasks
Knowledge
and/or industry courses and programs. To help develop their
skills, Project Managers may take project management
training courses and programs to learn additional tools and
techniques.
Individuals may have experience in any of the techniques used
in Project Management including current development
methodologies such as Waterfall, Agile or Scrum.
 Manage multiple inter-related projects
 Engage with stakeholders
 Create update, and track budgets, project plans,
estimates, schedules and resource plans
 Monitor and control project
 Risk, issue and financial tracking
 Manage change management processes within project
 Manage day to day activities for project team
 Provide status reports to steering committees and
sponsors






Standard Development Lifecycle (SDLC)
Project Management software
Issue management software (development)
Governance Frameworks
Office productivity and project management software
A Project Manager, Data Science & Analytics, should have
knowledge of:









Planning tasks and activities
Engaging with stakeholders
Change Management
Software development best practices (SD Lifecycle)
Business analysis processes, information and content
flow
Data, statistics, and big data concepts that relate to data
analysis, data engineering, and experimental design
Best practices in data delivery and measurement for
the individual organizations that they work for or with
information
128








Skills
use
Basic technologies and workflow for the purposes of
analysis, design, development and implementation of
information systems and applications.
Organizational or industry specific terminology and
technology components and best practices in
enterprise architecture frameworks/perspectives.
models to enable system interoperability (e.g.,
communication, privacy, security, safety).
firewalls, etc.).
The ability to present data and information in a way
that is effective for users and consumers of the data
Knowledge of the indicators and metrics important for
the specific business that they are measuring
A Project Manager, Data Science & Analytics, should have skills
in the following categories:
Technical
 Thorough knowledge and demonstrable experience of
Project Management disciplines including
o Ability to manage multiple inter-related projects
and determine sensitivity and impact of events
o Project planning: estimating, scheduling,
resourcing
o Project tracking and control including financial
tracking
o Risk & issue management
 Knowledge of and experience in Change Management
 Knowledge of and experience in all aspects of systems
management including SDLC, SM disciplines &
governance
 Overall knowledge of Business Analysis, including a
general understanding of processes, information
content/flow etc.
129

Personal Attributes
Some knowledge and experience of current
development methodologies such as Waterfall, Agile or
Scrum
Contextual
 People management skills – effective supervision and
performance management
 Knowledge and understanding of the operation of
organizations, various stakeholders, and policy
 Political sensitivity, ability to read issues concerns, and
agendas of various stakeholders
 Knowledge of and experience in managing projects,
programs and teams
 Some knowledge and understanding relating to
financial management and budgeting
 Some knowledge and understanding relating to
procurement and contract negotiations - experience
with stakeholder negotiations, contract terms, legal
terms and conditions, etc.
 Understanding of the stakeholders involved in
analytics and technology, including funders,
government, vendors, etc.
A Project Manager should have the following personal
attributes:













Forge relationships with their organization’s upper
management Engage other key stakeholders Ensure proper level of support for the program Deal with specific issues
stakeholders
Negotiating skills
Research skills
130
Abilities
A Project Manager, Data Science & Analytics, should have the
following abilities








Work Values
Leadership skills, including ability:
o To keep the project team members engaged
o To keep all other stakeholders engaged
o To motivate and inspire project team
o To display personal courage and conviction – for
example to stop a project if the conditions for
success are not present or if business
conditions change.
Effective communication skills, both oral and written,
including so as to have the ability
o To communicate the overall vision to senior
management and an audience of stakeholders, o To frame their messaging, so as to emphasize
issues and contingency plans clearly o To communicate relevant project information to
internal and external stakeholders.
Ability to identify opportunities for improvement and
makes constructive suggestions for positive change
Ability to explain complex concepts to lay persons
and customers.
Individuals who are effective as Project Managers are:








Strong communicators
Thrive working in a collaborative team environment
Can lead teams that are often multi-disciplinary
131



Work Styles
Project Managers should have the following work styles:








Attitudes
Detail oriented
Cooperative
Stress tolerant
Initiative
Independent
Integrity
Multi-tasking
Organised
A Project Manager would have the following essential skills
profile:













Physical Aspects
Highly analytical
Reading text
Document use
Writing skills
Numeracy
Oral Communication
Thinking Skills
Problem Solving
Decision Making
Finding Information
Working with Others
Continuous Learning
Project Managers work extensively in an office environment
use). However, Project Managers may also be required to
travel to satisfy the position function. Typically there is no
heavy lifting, bending, or stooping required; however, this is
Project Managers should have very advanced interpersonal
skills – be persuasive, empathetic, able to handle pressure,
Project Managers must exhibit leadership, people
132
Essential Skills
abilities. Adaptability and flexibility are important, as Project
Managers work with diverse multicultural workforces.
cultures is considered a growing need in the face of increasing
globalization. Furthermore, familiarity with opportunities and
benefits associated with “green IT” (e.g. server energy
efficiency, reducing overall power consumption from IT
related activities, etc.) will be of increasing importance as
facilities begin to manage their overall environmental
footprint while seeking short and long term cost saving
opportunities. A strong understanding of cloud computing will
also serve all individuals in this position very well.
133
Appendices
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Appendix 2 - Definitions
Unless defined otherwise, the following key terms and their definitions are used
throughout the document.
Learning
Outcome
A learning outcome specifies what learners’ new behaviours will
be after a learning experience: the knowledge, skills, and aptitudes
that the students will gain. A learning outcome begins with an
action verb and describes something observable or measurable.
Bloom’s
Taxonomy
Traditional Bloom’s Taxonomy:
 Remembering: Retrieving, recognizing, and recalling
relevant knowledge from long-term memory.
 Understanding: Constructing meaning from oral, written,
and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and
explaining.
 Applying: Carrying out or using a procedure through
executing, or implementing.
 Analyzing: Breaking material into constituent parts,
determining how the parts relate to one another and to an
overall structure or purpose through differentiating,
organizing, and attributing.
 Evaluating: Making judgments based on criteria and
standards through checking and critiquing.
 Creating: Putting elements together to form a coherent or
functional whole; reorganizing elements into a new pattern
or structure through generating, planning, or producing.
For the BTM, Bloom’s taxonomy has been simplified so it has 4
levels:
 Level 1: Remembering and Understanding. Learning
outcomes at this level starts with “Exhibit an
understanding of…”
 Level 2: Applying. Learning outcomes at this level start
with “Be able to explain…”
 Level 3: Analyzing and Evaluating. Learning outcomes at
this level start with “Demonstrate understanding of…” or
“Describe…”
 Level 4: Creating. Learning outcomes at this level start
with “Demonstrate the ability to…”
141
Competency
Standard
A competency standard is a description of the employers’
requirements for a BTM graduate’s level of competency for a
learning outcome. Defining competency standards for each
learning outcome has the following objectives and benefits:



Students need to reach minimum levels of competency to:
o Be qualified for and benefit from co-op and other
work experience during the program
o Be hireable upon graduation into full time positions
Employers clearly understand the minimum level of
competency BTM graduates will have in each learning
outcome.
Educators clearly understand the level of competency that
must be achieved.
Competency Standards used in this document are drawn from
recognized industry and professional bodies. These include:




1
Skills Framework for Information Age Version 4 (SFIA)
published by the SFIA Foundation (publicly available)
Project Management Institute (PMI) Career Framework for
Organizations (Version at www.pmi.org as of July 2009)
which includes: the Project Manager Competency
Development Framework (PMCDF) Second Edition (must
be a PMI member to download, hard copy available for
purchase), and PMI PathPro Job Ladders (must be a PMI
member to access). The Project Management Body of
Knowledge 4th Edition (PMBOK®) is referenced
extensively in these documents. A Guide to the Project
Management Body of Knowledge 4th Edition (PMBOK®
Guide) is also a useful reference.
International Institute of Business Analysis (IIBA) Business
Analyst Career Ladder (Version at www.theiiba.org as of
July 2009) (must be a IIBA member to download). The
Business Analysis Body of Knowledge version 2.0
(BABOK®) is referenced in this document.
Management Standards Centre (MSC)1, (part of the
Chartered Management Institute) National Occupational
Standards (NOS) for Management and Leadership 2008
Edition (publicly available, printed copy available for
purchase)
“The Standards Setting Body for Management and Leadership”
142
Competencies
A competency level refers to the level of proficiency required or
exhibited of a skill. The same skill may be acquired, employed, or
required at quite differing levels of competency. For example,
communication skills may be a requirement for most entry-level
jobs as well as at the Executive levels; however, the amount of
communication proficiency needed at these two levels may be
quite different.
143
Appendix 3 - BTM Competency Expectations
BTM graduates must demonstrate that 3 elements of learning have taken place:
theories/best practices have been taught, students have received feedback, and students
have reflected and improved.
BTM graduates will demonstrate competency in:
1. Knowing. For all learning outcomes students must be able to define, discuss,
compare and use applicable concepts analytically.
2. Doing. For some learning outcomes, students must be able to demonstrate the
ability to use their knowledge and skills in a practical way. Students demonstrate
“doing” when they can use knowledge to create a practical artifact (e.g., business
process model, project plan, data model, business case).
Employers understand that many of these “doing” competency standards cannot be fully
achieved in a purely classroom situation. BTM programs will require support from
employers if these standards are to be reliably achieved.
The BTM draws on existing competency models defined by recognized professional
standards bodies and/or leading academics `in the field of learning.
For learning outcomes that only have knowing requirements, the competency standard
uses a summarized version of Bloom’s taxonomy2 of levels of learning. Outcomes that have
a doing competency requirement draw on higher levels of blooms combined with
recognized industry professional standards. More details about these competency levels is
discussed in the following section.
2
An introduction to Bloom’s original taxonomy can be found here. A second reference, located here, introduces the
updates to Blooms original taxonomy proposed in the 1990s.
144
Appendix 4 - Revised Bloom’s Taxonomy
BTM professionals will demonstrate competencies in “Knowing”. For all learning
outcomes, students must be able to define, discuss, compare, and use applicable concepts
analytically to demonstrate their knowledge. In this document, a BTM revised Bloom’s
taxonomy (represented by the code BLOOM) containing 4 levels is used, instead of the
traditional 6 levels found in the original Bloom’s taxonomy to describe the various levels of
knowledge competencies expected of BTM CE professionals. Table 3 shows the BTM
revised Bloom.
Blooms Original
Taxonomy
BTM Revised
Level
Remembering
1
Understanding
2
Applying
3
Analyzing
4
Evaluating
5
Creating
6
Description
Taxonomy
Level
Description.
Learning
outcomes
begins with…
Retrieving, recognizing, and
recalling relevant knowledge
from long-term memory.
Constructing meaning from
oral, written, and graphic
messages through
interpreting, exemplifying,
classifying, summarizing,
inferring, comparing, and
explaining.
Carrying out or using a
procedure through executing,
or implementing.
Breaking material into
constituent parts, determining
how the parts relate to one
another and to an overall
structure or purpose through
differentiating, organizing, and
attributing.
Making judgments based on
criteria and standards through
checking and critiquing.
Putting elements together to
form a coherent or functional
whole; reorganizing elements
into a new pattern or structure
through generating, planning,
or producing.
Remember and
Understanding
1
Exhibit an
understanding
of…
Applying
2
Be able to
explain…
Analyzing and
Evaluating
3
Demonstrate
understanding
of…
OR
Describe…
Creating
4
Demonstrate
the ability to…
Table 3: BTM Revised Blooms Taxonomy
145
Appendix 5 - Industry Recognized Competency Frameworks
BTM CE professionals are expected to demonstrate competency in “Doing”. They must
demonstrate the ability to use their knowledge and skills in practical ways through creating
artefacts (e.g. a business process model, project plan, data model, business case). BTM
Learning Outcomes are matched to industry recognized competency Frameworks
represented by Industry Codes (A), specific competencies within this framework (B), and
an expected level of competency (C) that the professional must demonstrate.
 Industry Recognized Framework (A). Six industry-recognized frameworks are used
throughout this document. Table 4 describes them. Each industry framework is
represented by an industry code. For instance, SFIA represents the Skills
Framework for Information Age.
 Competency Code (B). Various competency areas are described within a given
competency framework. For instance ITMG is a reference code to represent
competency in IT Management within the Skills Framework for Information Age
(SFIA). More information about the different competency codes can be found on the
websites of the different Industrial frameworks.
 Competency Level (C). A Competency Level describes the levels of competencies
within a specific Competency code.
Industry
Recognized
Competency
Framework.
1 Skills Framework
for Information
Age Version 6
Institution
Industry Competency
Code (A) Code (Sample)
(B)
Competency
Levels (C)
SFIA Foundation3
SFIA
Levels 1 to 7
2 PMI
Project
Career Framework Management
for Organizations
Institute4
(CFO)
Project Manager
Competency
Development
Framework
(PMCFD)
PMI PathPro Job
Ladders
3
4
PMI
FMIT (Financial
Management)
ITMG (IT
Management)
N/A
N/A
http://www.sfia-online.org/en
http://www.pmi.org/
146
Industry
Recognized
Competency
Framework.
Project
Management Body
of Knowledge
(PMBOK)
3 Business Analysis
Body of
Knowledge
(BABOK)
4 National
Occupational
Standards for
Management and
Leadership
5 Blooms Taxonomy
Institution
Industry Competency
Code (A) Code (Sample)
(B)
Competency
Levels (C)
International
Institute of
Business Analysis
BABOK
N/A
N/A
Management
Standard Center
(MSC)
MSC
AI
CS
N/A
Blooms
Taxonomy
BLOOM
N/A
1 to 4
Table 4: Industry Recognized Competency Standards
To create a BTM competency standard an Industry Code (A) is combined with a
Competency Code (B) and a Competency Level (C). For instance, the BTM competency
Standard: “SFIA-PRMG=4” suggests that the CE professional must demonstrate a
competency level of 4 within the Project Management Competency area of the SFIA
Industry Recognized Framework.
147
Appendix 6 - Details and background on Competency Standards
Defining competency standards vs. providing guidance
The definition of the BTM is forward looking, and ITAC wanted to leverage professional
competency models as fully as possible to describe competency requirements in version 1.0 of the
BTM.
However, some professional models are not yet mature enough to provide a competency standard
whose achievement can be tested and measured.
We have used these less mature models to provide guidance – i.e. the model, in general terms, is
directionally aligned with employer needs but lacks sufficient detail to be used to set a specific
competency standard.
Later versions of the BTM learning outcomes and competency standards will use improved
versions of the professional bodies’ models as these become available.
Overview of professional body models
1. SFIA. Provides the largest number of “doing” competency standards, mostly in the
Technology knowledge area.
A later version of the learning outcomes may use a Canadian equivalent5 should one become
available.
For specific learning outcomes, specific SFIA skills are referenced for guidance.
2. PMI. PMI competency models are not used to define specific competency standards for
individual learning outcomes. This is because they are built from the perspective of a
certified project manager (i.e. an individual holding the PMP designation) – above the
expected maturity of competency of a BTM graduate.
The PMI does have a junior certification, the Certified Associate in Project Management
(CAPM). The CAPM certification demonstrates an understanding of the fundamental
knowledge, processes and terminology of project management (see PMBOK and PMBOK
Guide) that are needed for effective project management performance. CAPM is a standard
that BTM graduates can realistically attain.
5
Three approaches to defining maturity of competency are currently taken by industry bodies:
 Skill by skill (e.g. the UK based – SFIA and MSC)
 Role by role (e.g. the Canadian based Information and Communications Technology Council - ICTC ICT
Competency Profiles Framework
 Discipline by discipline (e.g. the UK based e-skills PROCOM. Built on IT professional National
Occupational Standards, PROCOM defines knowledge, understanding and competencies for seven broad
disciplines (and their sub-disciplines) at five levels of progression, incorporating technical, business and
personal skills. e-skills PROCOM Overview and Diagram
The skill by skill approach has been found to be more flexible and maintainable by the professional bodies
themselves, and most have plans to move in this direction, if they don’t already take this approach. Further, from a
BTM perspective, it is much easier to map skills, rather than the positions (aka rungs on the career ladders) to
individual learning outcomes. For this reason skill by skill models from elsewhere are being used to define the
competency standards at this time, even if a Canadian model exists covering the same professional domain.
148
We recommend that BTM students who have an interest in project management write the
CAPM examination during their final year of study. This will illustrate their commitment to
the project management to potential employers.
CAPM spans multiple learning outcomes in the Personal and Interpersonal, Process,
Projects and Change and Integrative Knowledge areas. PMI-CAPM is indicated on the
applicable learning outcomes.
The following PMI documents / sections of documents have been consulted for BTM
learning outcomes and competency standards:

PMBOK and PMBOK Guide

PMCDF (especially chapters 2 and 3 that define professional and personal competency
requirements for project management)

PMI PathPro Job Ladder Title Project Manager I (the most junior level)
These PMI documents span the same learning outcomes as CAPM. As guidance PMI-PMCDF,
PMI-BABOK, and PMI-Project Manager I is indicated on the applicable learning outcomes.
3. IIBA. At this time the IIBA Career Ladder does not define specific competency standards.
However, the IIBA Business Analysis Body of Knowledge (BABOK) in general, the BABOK
Chapter 8 - Underlying Competencies, and the definition of the Business Analysis role (the
most junior) on the Business Analysis Career ladder have been consulted during the
development of the learning outcome and competency standards.
We strongly recommenced these be consulted for guidance on the meaning of, and
competency requirements for the relevant learning outcomes.
As the IIBA Career Ladder and associated skills and competency models mature, subsequent
versions of BTM learning outcomes will define competency standards based on these
refined models.
4. MSC. Used to define “doing” competency standards in the Personal and Interpersonal and
Integrative knowledge areas.
A later version of the learning outcomes may use a Canadian equivalent should one become
available.
The National Occupational Standards (NOS) for Management and Leadership has been
consulted during the development of the learning outcomes and competency standards. We
recommenced this be consulted for guidance on the meaning of, and competency
requirements for the relevant learning outcomes.
Details of Professional Bodies’ Models use to Define Competency Standards
The following describes, for those professional bodies whose models are used to define competency
standards (not guidance), how each model is specifically used.
Skills Framework for the Information Age
The SFIA model defines 7 skill levels and provides detailed descriptions of the applicable skill levels
for each of approximately 100 skills grouped into 6 categories. 20 of these skills, from all 6 of the
categories, are used to define competency standards.
149
The skill level selected to define the competency standard varies by skill – but is always towards the
junior end of the 7 levels (e.g. 2 – assist, 3 – apply, 4 – enable).
For a learning outcome with a SFIA related competency standard the SFIA 4 character skill code
(e.g. DTAN for Data Analysis, PROG for Programming) is quoted along with the required skill level
number.
For example SFIA-BSMO=3 should be taken to mean that competence in a learning outcome can be
demonstrated by achieving level 3 (Apply) of the SFIA framework in Business Modelling (BSMO).
Management Standards Centre
The MSC National Occupational Standards (NOS) model defines 6 broad skill sets (from junior to
senior) and provides detailed descriptions of the applicable skill sets for each of approximately 74
skills (known as units). 5 of these skills are used to define competency standards.
The skill level selected to define the BTM competency standard varies – but is always towards the
junior end of the 6 broad skills sets (e.g. 1 – Team Leader or 2 – First Line Manager).
For a learning outcome with a MSC NOS related competency standard the NOS 2 character skill
code (e.g. A1 for Manage Your Own Resources) is quoted along with the required skill set (e.g. TL
for Team leader, or FL for First Line Manager).
For example MSC-A1=TL should be taken to mean that competence in a learning outcome can be
demonstrated by achieving Team Leader of the MSC NOS skill Manage Your Own Resources (A1).
150
Appendix 7 - Profile of BTM Graduates
BTM graduates must demonstrate a set of competency standards upon completion of any
program leading to their desired credential. Defined by representatives of industry and
education professionals, competency standards which are linked to learning outcomes and
delivered through continuing education programs are framed using recognized industry
standards such as the Skills Framework for Information Age (SFIA), the Management
Standards Center’s (MSC) National Occupational Standards, and the BTM revised version of
Bloom’s taxonomy (See Appendix 2).
Upon graduation, BTM graduates are expected to demonstrate competency at different
levels of the SFIA’s 7-Level Generic Levels of Responsibilities and Skills (See Figure 3).
Consistent with BTM, SFIA’s levels of responsibility and skills6 are used to:
1. To provide generic levels of responsibility, with descriptions at each of the seven
levels for the following attributes: AUTONOMY · INFLUENCE · COMPLEXITY ·
BUSINESS SKILLS
2. To reflect experience and competency levels within SFIA. The definitions describe
the behaviours, values, knowledge and characteristics that an individual should
have in order to be identified as competent at that level. Each level has a guiding
word or phrase that acts as a brief indicator: FOLLOW · ASSIST · APPLY · ENABLE ·
ENSURE, ADVISE · INITIATE, INFLUENCE · SET STRATEGY, INSPIRE, MOBILISE
Figure 3: SFIA 7-Point Generic Levels of Responsibilities and Skills
6
SFIA 6: The Complete Reference Guide. Available from the SFIA site.
151
Graduates from programs defined around the BTM Baccalaureate are expected to
demonstrate responsibilities and skills at the SFIA Level 4 (Enable). Graduates from
programs defined around the BTM Certificate are expected to demonstrate responsibilities
and skills at the SFIA Level 5 (Ensure, Advise), and graduates from BTM Master’s programs
are expected to demonstrate responsibilities and skills at the SFIA Level 6 (Initiate,
Influence). Table 3 below represents the different levels of SFIA Competencies and Skills
expected from BTM graduates.
Academic
Program
SFIA Level
Attributes
Autonomy
BTM Baccalaureate
BTM Certificate
BTM Master’s
SFIA Level 4
Description
Works under general direction
within a clear framework of
accountability. Exercises
substantial personal
responsibility and autonomy.
Plans own work to meet given
objectives and processes.
SFIA Level 6
Description
Has defined authority and
accountability for actions
and decisions within a
significant area of work,
including technical,
financial and quality
aspects. Establishes
organisational objectives
and assigns responsibilities
Influence
Influences customers,
suppliers and partners at
account level. May have some
responsibility for the work of
others and for the allocation of
resources. Participates in
external activities related to
own specialism. Makes
decisions which influence the
success of projects and team
objectives.
Complexity
Work includes a broad range
of complex technical or
professional activities, in a
variety of contexts.
Investigates, defines and
resolves complex issues.
SFIA Level 5
Description
Works under broad
direction. Work is often
self-initiated. Is fully
responsible for meeting
allocated technical and/or
project/supervisory
objectives. Establishes
milestones and has a
significant role in the
assignment of tasks and/or
responsibilities.
Influences organisation,
customers, suppliers,
partners and peers on the
contribution of own
specialism.
Builds appropriate and
effective business
relationships. Makes
decisions which impact the
success of assigned work,
i.e. results, deadlines and
budget. Has significant
influence over the
allocation and management
of resources appropriate to
given assignments.
Performs an extensive
range and variety of
complex technical and/or
professional work
activities.
Undertakes work which
requires the application of
fundamental principles in a
wide and often
unpredictable range of
Influences policy and
strategy formation.
Initiates influential
relationships with internal
and external customers,
suppliers and partners at
senior management level,
including industry leaders.
Makes decisions
which impact the work of
employing organisations,
achievement of
organisational objectives
and financial performance.
Has a broad business
understanding and deep
understanding of own
specialism(s). Performs
highly complex work
activities covering
technical, financial and
quality aspects. Contributes
to the implementation of
policy and strategy.
152
Academic
Program
Business
Skills
BTM Baccalaureate
Selects appropriately from
applicable standards,
methods, tools and
applications. Communicates
fluently, orally and in writing,
and can present complex
information to both technical
and non-technical audiences.
Facilitates collaboration
between stakeholders who
share common objectives.
Plans, schedules and monitors
work to meet time and quality
targets. Rapidly absorbs new
information and applies it
effectively. Maintains an
awareness of developing
technologies and their
application and takes some
responsibility for driving own
development.
BTM Certificate
BTM Master’s
contexts. Understands the
relationship between own
specialism and wider
customer/organisational
requirements.
Advises on the available
standards, methods, tools
and applications relevant to
own specialism and can
make appropriate choices
from alternatives. Analyzes,
designs, plans, executes
and evaluates work to time,
cost and quality targets.
Assesses and evaluates
risk. Communicates
effectively, both formally
and informally.
Demonstrates leadership.
Facilitates collaboration
between stakeholders who
have diverse objectives.
Takes all requirements into
account when making
proposals. Takes initiative
to keep skills up to date.
Mentors colleagues.
Maintains an awareness of
developments in the
industry. Analyzes
requirements and advises
on scope and options for
continuous operational
improvement.
Demonstrates creativity,
innovation and ethical
thinking in applying
solutions for the benefit of
the customer/stakeholder.
Creatively applies a wide
range of technical and/or
management principles.
Absorbs complex
information and
communicates effectively at
all levels to both technical
and non-technical
audiences. Manages and
mitigates risk. Understands
the implications of new
technologies. Demonstrates
clear leadership.
Understands and
communicates industry
developments, and the role
and impact of technology in
the employing
organisation. Promotes
compliance with relevant
legislation. Takes the
initiative to keep both own
and colleagues' skills up to
date.
Table 5: SFIA Level 5 Attributes
153
As Canada’s national ICT business association, ITAC champions the
development of a robust and sustainable digital economy in Canada. A vital connection
between business and government, we provide our members with the advocacy,
networking and professional development services that help them to thrive nationally and
compete globally. A prominent advocate for the expansion of Canada’s innovative capacity,
ITAC encourages technology adoption to capitalize on productivity and performance
opportunities across all sectors. A member-driven not-for-profit, ITAC has served as the
authoritative national voice of the $150 billion ICT industry for 60 years. For more
information about ITAC visit www.itac.ca
Contact Us
For more information contact us.
ITAC
5090 Explorer Drive
Suite 801
Mississauga, Ontario
L4W 4T9
Tel: 905-602-8345
[email protected]
154

BTM Learning Outcomes and Competency Standards

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