BTM Learning Outcomes and Competency Standards. Data Analytics Specialization Version 1.0. data analytics. Data Analytics Specialization

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data

analytics

and Competency Standards

Data Analytics Specialization

Version 1.0

Data Analytics Specialization

Digital Health Digital Health Specialization

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

To view a copy of this license, visit

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3

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

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Foreword

Business Technology Management (BTM) was introduced in 2009 at the undergraduate level in response to industry’s demand for ICT graduates who have the right mix of business and

technology skills. Increasingly,

industries require highly skilled individuals trained by Canadian educational institutions that can adapt to new ways of working in virtual global teams that can leverage networked business models, innovate constantly, utilize emerging technologies such as cloud computing, social media, big data analytics; and, exhibit strong social skills.

To meet these demands, educational institutions would be required to develop programs with the right mix of business and technology learning outcomes that reflect emerging and rapidly changing workplace roles. They must do so while responding to the strong and dynamic influences of

information and communication

technologies, particularly in traditional sectors such as finance and health, in cross-functional specializations such as entrepreneurship and data analytics, and in direct response to industry’s demands.

Working together with academic institutions, industry and sector associations, ITAC Talent defined a set of Business and Technology Learning Outcomes and Competency Standards required by industry that drew heavily on relevant international standards for similar programs and requirements.

BTM is an innovative education solution that enhances academic and

career opportunities for

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

entering the workforce. The

educational institution grants the academic credential, not ITAC Talent.

Expansion of the Business Technology Management Program

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

 review the BTM 1.0 Learning

Outcomes in light of changing technologies and labour market needs;

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5 '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.

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

For more information on the BTM visit

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

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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

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7 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

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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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9 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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11 Post-secondary institutions interested in offering the BTM program should follow the steps listed below (see Figure 1).

Step 1: Review existing offerings and determine if they match the BTM Learning

Outcomes and Competency Standards.

Step 2: Calibrate and align the learning outcomes of your courses against the BTM

Learning Outcomes and Competency Standards.

Step 3: Identify material gaps, determine how they may be filled and settle on the

design of your BTM program.

Step 4: Contact ITAC Talent when planning your program. ITAC Talent staff can

assist with any specific questions you have related to the learning outcomes and competency standards.

Step 5: Seek BTM Recognition or Accreditation status by providing ITAC with

sufficient information indicating that your program is meeting the industry-accepted standards.

Step 6: Create a BTM Advisory Board that will provide guidance and oversight to

your program.

Step 7: Promote your program using your individual promotion and marketing

channels and using ITAC Talent and CareerMash websites.

Step 8: Launch your program Participate in ITAC Talent’s BTM related events.

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2.1 What BTM Standard is right for my program?

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

 Baccalaureate 2.0

 Certificate 1.0

 Master’s 1.0

Copies of these standards can be found at:

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

The Baccalaureate 2.0 standard captures what is referred to as the BTM Core Body of

Knowledge; and from it, the Certificate 1.0 and Masters 1.0 standards derive.

In addition, ITAC has developed learning outcomes and competency standards for 5 Baccalaureate specialization programs.

Baccalaureate Specialization in Digital Health

The demand for BTM health-related skills and competencies continue to increase across industries, hospitals and provincial health departments. The Health Sector BTM Learning Outcomes and Competency Standards have been defined to address specific domain and technical knowledge in the health related field. Expectations of BTM graduates in this area require knowledge and competencies of health related policies, health data analytics, health technology, and ethics. Graduates of this specialization are expected to perform responsibilities for roles such as: Health Enterprise Architecture, Solutions Architect and Developer, Business, Data and Systems Analysis; and ,Solutions and Project Management.

Baccalaureate Specialization in Financial Services

Created to address the needs of organizations for BTM skills in the financial services area. The Core BTM Baccaleaureate Learning Outcomes and Competency Standards have been adjusted to include Financial Services specific items. For instance,

Financial services graduates of the program should, in addition to their core BTM skills be able to exhibit knowledge and expertise in conducting finance related requirements analysis. Graduates of this specialization are expected to perform responsibilities for roles such as: Governance, Risk, and Compliance Management; Data Services; Enterprise architecture; and Quality Assurance.

Baccalaureate Specialization in Digital Security

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

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13 This specialization is targeted to persons interested in intrapreneurship roles in existing industries and large corporations without restricting access to small business and start-up entrepreneurs. These people assume the responsibility of transforming existing business models, creating new and innovative ideas and models, developing and resourcing them. BTM Entrepreneurship and Innovation graduates are expected to perform responsibilities for roles such as: analysts for process improvements, product innovation, and strategy innovation.

Baccalaureate Specialization in Interactive Communications

Experts in this domain are able to work on a variety of digital artefacts including text, audio, video, photography and graphics on a wide variety of contexts and platforms such as the Web, computer and mobile applications, social media platforms, kiosks, electronic displays, and a growing variety of electronic devices such as thermostats, watches and vehicles. Graduates of this specialization take on roles such as digital media project managers, digital design analysts, and digital business development managers.

Copies of these standards can be found at:

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

2.2 How do I use the standard?

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

Here are just some illustrative examples how educational institutions could offer the specialization.

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

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

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

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

3. Mainstream specialization: Institutions would have to find ways of

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

4. Combine the learning outcomes from two or more existing courses to make room for 4 to 5 new specialization courses. Then introduce those

specializations courses into the program. Market it to students as a BTM+ Specialization. Outcome will be similar to point 3; total credit remains unchanged, program duration remains unchanged.

5. Double major: The most tasking but probably preferred option is to

introduce 5 to 6 new courses per specialization. Students will graduate after one year but would have a double major: BTM + Specialization

2.3 Using the BTM Brand

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

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complete in order to obtain a specific degree or other recognized credential (e.g. diploma, post-graduate diploma) at the

undergraduate or graduate level. A degree program may also be referred to as a major program. Baccalaureate

plus

Specialization

A discrete, structured and sequenced set of courses and requirements that a student must complete in order to obtain a specific degree or other recognized credential (e.g. diploma, post-graduate

diploma) at the undergraduate or graduate level. A degree program may also be referred to as a major program. Entrance requirements vary from

institutions to institution. For the specialization there be at least five (5) courses. At least two (2) of the courses in a specialization should be advanced courses, defined as courses that would normally be taught in the latter two years of study and build upon the

introductory and intermediate courses. There must be a structure to the set of courses required; in other words,

allowing students to choose any random set of courses is not appropriate, although allowing students to select from several groups of electives would be fine.

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

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

Certificate A structured program of studies consisting primarily of non-degree credit courses

equivalent to a minimum of 180 instructional contact hours and a maximum of 400 instructional contact hours (average 1 year). A certificate is a stand-alone program.

Master’s A structured program of studies consisting primarily of graduate courses equivalent to a

minimum of 18 credit hours and a maximum of 30 credit hours. A graduate program may (1) be a stand-alone program or (2) be in conjunction with a graduate degree (12 credit hours of which must be in addition to other degree requirements to a maximum of 30 credit hours).

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17 normal graduate studies

admission requirements for entrance to the program.

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2.4 Program Accreditation

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

A standard level of professional knowledge among all BTM professionals relies on standard education approaches and curricula. BTMAC accreditation is a

non-governmental autonomous process for assessment of educational programs against industry accepted standards. It provides a professional judgement about the quality of the educational program and encourages continued improvement. It provides an indication for the public at large that a program accredited is capable of producing graduates who can function at the required level of competence to enter the industry job market.

Accreditation:

 Promotes and advances all phases of BTM education with the aim of

promoting public welfare through the development of better-educated computer professionals.

 Fosters a cooperative approach to BTM education between industry,

government, and educators to meet the changing needs of society.

 Provides a credible, independently verifiable method to differentiate

accredited programs from non-accredited programs that may not adhere to important industry standards.

 Signifies that a program has a purpose appropriate to higher education and

has resources and services sufficient to accomplish its purpose on a continuing basis.

 Provides an opportunity to the educational institution for improvement and

self-analysis, and shows a commitment to continuous improvement. Two levels of recognition are offered for BTM programs:

2.4.1 BTM Recognized

Business Technology Management (BTM) type programs have the opportunity to seek Recognized status. The Business Technology Management Accreditation Council (BTMAC) will offer an informal review to programs that have not yet

produced graduates and do not qualify for an accreditation visit. The purpose of the informal evaluation is to provide comment and advice to the institution with respect to the program. The review will focus solely on the alignment of the program to the BTM Learning Outcomes. To be successful, a program needs to demonstrate that it produces learning outcomes that are largely aligned with the BTM Learning

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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

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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.

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21 management of ICTs in and for business.

7. Processes, Project and Change (C2): BTM graduates will gain the foundations that enable them to help create well-designed business processes, well-managed projects, and support for the individuals and groups undergoing change.

Table 2: BTM Learning Outcomes

I1 Project Management F3-1 IT Trends C1-1 Business Value of IT I2 Business Analysis F3-1.1 IT Operations C1-2 Impact of IT on People I3 Business Process Management F3-1.2 Software Development C1-3 nnovation Management I4 Enterprise Architecture F3-1.3 Infrastructure Lifecycle C1-4 IT Industry Economics I5 Technology Management F3-1.4 Technology Lifecycle C1-5 IT Function Economics I6 Technology Assessment F3-1.5 Contemporary Technology Lifecycle C1-6 IT Function Trends I7 Design Thinking F3-1.6 Digital Business Technology C1-7 IT Procurement I8 Communicate Business Value F3-1.7 Digital Business C1-8 Enterprise Architecture F1-1 Self-Awareness F3-1.8 Digital Marketing C2-1 Organizational Learning F1-2 Communication F3-2 IT Solution Design C2-2 Project Management F1-3 Workplace Diversity F3-2.1 Requirements Analysis C2-3 Business Change Management F1-4 Interpersonal Relations F3-2.2 Networking C2-4 Project Process Management F1-5 Teamwork F3-2.3 Custom Software C2-4.1 Stakeholder Requirement Analysis F1-5.1 Persuasion F3-2.4 Packaged Software C2-4.2 Business Process Improvement F1-5.2 Decision Making F3-2.5 Technology Architecture C2-4.3 Business Process Design F1-5.3 Leadership F3-3 IT Security and Compliance C2-4.4 Quality Assurance F1-5.4 Communication Technologies F3-3.1. Information Security or Cyber Security C2-4.5 New Process Implementation F1-6 Negotiation F3-3.2 Technology audit C2-5 Knowledge Management F1-7 Coordination Skill F3-3.3 Privacy

F2-1 Business and Society F3-3.4 IT Governance and Standards F2-2 Business Models F3-4 Information Management F2-3 Risk Management F3-4.1 Business Intelligence F2-4 Strategic Management F3-4.2 Decision Support Systems F2-5 Support Functions F3-4.3 Data Warehousing F2-6 Value Chain F4-1 Opportunity Identification

F4-2 Validation F4-3 Resourcing Te ch n o lo gy in B u si n es s P ro ce ss es ,P ro je ct s an d C h an ge In te gr at iv e P er so n al an d In te rp e rs o n al B u si n es s Te ch n o lo gy In n o va ti o n

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3.2 Labeling and Defining BTM Competency Standards

Competency Standards are defined using a formula:

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

Where:

<Label> indicates which model is used to define the competency standard or

provide guidance. In summary:

1. BLOOM = Updated Bloom’s Taxonomy

2. SFIA = Skills Framework for the Information Age Version 6 3. PMI = Project Management Institute

4. IIBA = International Institute of Business Analysis

5. MSC = Management Standards Centre, National Occupational Standard

<Skill Reference Code>. Where a competency standard for a “doing”

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

<Required Competency Level Code> specifies the required competency

level the student must achieve using the competency level scale from the selected competency model. In cases where the competency standard is provided for guidance only, this element is omitted (see below for details).

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

Competency standards are created using a combination of Industry Codes,

Competency Codes and Competency Levels. For instance, the competency Standard: “SFIA-PRMG=4” suggests that the BTM graduate must demonstrate a Project

Management competency at Level 4 of the SFIA Industry Recognized Framework.

The BTM revised BLOOMs taxonomy is used throughout the document (See Appendix 3). Chapter 4 provides the Baccalaureate 2.0 BTM Core Body of Knowledge Learning Outcomes and Competency Standards.

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Learning Outcomes and Competency Standards

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

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

4.1 I1 – Integrative

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

Ref

(1) Title (2) Learning Outcome (3) Competency Standard (4) I1 Project Management Demonstrate the ability to

effectively plan, manage and lead a business technology analytics project.

Annotation:

Integrate Project Management (PM) best practices within a Data Analytics context, with a keen understanding of the analytics Work Breakdown Structure, and the

SFIA-PRMG=4 (Project Management)

Introduction to this skill:

The management of projects, typically (but not exclusively) involving the development and implementation of business processes to meet identified business needs, acquiring and utilizing the necessary resources and skills, within agreed parameters of cost, timescales, and quality.

Level 4 Description:

Defines, documents and carries out small projects or sub-projects (typically less than six months, with limited budget, limited interdependency with other projects, and no

significant strategic impact), alone or with a small team, actively participating in all phases. Identifies, assesses and

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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

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

I2 Business Analysis Demonstrate the ability to understand and analyze a business problem or

opportunity- collect relevant information, describe and compare options and risks, and make recommendations. Demonstrate appropriate use of relevant techniques such as systems thinking and quantitative analysis.

Annotation:

Integrate Business Analysis best practices within a Data Analytics context,

understanding how

analytics fits within business operations, and how to leverage insight for decision-making.

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Ref (1) Title (2) Learning Outcome (3) Competency Standard (4) I3 Business Process

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

management plan to implement this design.

Annotation:

Integrate Business Process Management (BPM) best practices within a Data Analytics context, integrating analytics in support of process automation, and reusing analytics services creatively for process innovation.

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

I4 Enterprise

Architecture Demonstrate the ability to design and communicate a moderately complex

technology-enabled solution to a business problem.

SFIA-SSUP=4 (Sales Support)

Introduction to this Skill:

The provision of technical advice and assistance to the sales force, sales agents, reseller/distributor staff existing or prospective customers, either in support of customer development or sales activity or fulfillment of sales obligations.

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Annotation:

Demonstrate the ability to understand the components of a robust technology architecture, construct an optimal architecture, and integrate analytics tools and

best practices within a Data Analytics context,

understanding the

interdependencies between architecture layers to deliver analytics value.

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

l5 Technology

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

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

Annotation:

Integrate Technology Assessment best practices within a Data Analytics context, remaining abreast of the latest IT solutions available for analytics projects.

SFIA-RSCH=3 (Research)

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.

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

elements of the

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thinking framework for future projects and initiatives.

Annotation:

Integrate Design Thinking best practices within a Data Analytics context, creating innovative designs for analytics solutions, especially for insight discovery and visualization.

I8 Communicate

Business Value

Demonstrate understanding of how to effectively

communicate the value of current and new projects in a concise and compelling way.

Annotation:

Integrate Value Communication best practices within a Data Analytics context, helping various professions discover

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the value from hidden business insight, and develop a culture for analytics throughout the organization.

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31 interactions with others. Successful leaders have strong personal and interpersonal competencies.

Ref

(1) Title (2) Learning Outcome (3) Competency Standard (4) F1-1 Self-Awareness Demonstrate self-awareness

and self-management, including initiative, mastery of ethical reasoning, client relationship management, business courtesies and self-presentation.

Annotation:

Position analytics as an emerging transdisciplinary competency area, well aware of its integration within the IT profession, but actively blending the perspectives of various professions contributing to its body of knowledge.

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

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

Annotation:

Speak the language of various professionals, helping to translate technology and business requirements, and sharing expertise in implementing analytics solutions.

BLOOM BTM=4

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

age/generation).

Annotation:

Develop common values with professionals from all around the globe, showing respect for the diversity of the analytics profession in different countries, and

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cultural sensibility in multinational organizations and/or involving

international customers, where trust is a key element of service delivery.

F1-4 Interpersonal Relationship

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

Annotation:

Perform tasks diligently under stress, responding positively to criticism from professions with various perspectives (qualitative vs. quantitative, individual vs. team-based), and sharing responsibility where analytics solutions require diverse expertise.

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

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F1-5 Teamwork Demonstrate proficiency in leading workplace teams (within or between

organizations), including the ability in the four following areas:

Annotation:

Take part in

multidisciplinary teams, involving diverse technical and analytics professions, along with customer and partner representation, so as to effectively provide IT expertise in support of business, and reflect a keen understanding of the shared responsibility and

accountability of mission-critical analytics solutions.

BLOOM BTM=4

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

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

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Annotation:

Convince coworkers and management by using and/or interpreting analytics astutely, leading by example in accessing and relying on the best data and most intelligent

solutions, with a keen understanding of risk and performance, while creating trust by showing respect towards the analytics capabilities of various professions.

F1-5.2 Decision Making Demonstrate the ability to facilitate a range of group innovation, analysis and decision making techniques.

Annotation:

Demonstrate the ability to use analytics outputs to support organizational decision making, Contribute to IT-related decisions by linking technology,

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

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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 Demonstrate the ability to engender and sustain trust.

Annotation:

Engage both IT and analytics professionals to share common goals, exploiting hybrid interpretation skills for addressing the complex interdependencies between technology and advanced analytics tasks, and distinguishing oneself by

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

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conceiving innovative solutions that surpass results from traditional approaches.

F1-5.4 Communications

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

Annotation:

Lead by example in teaching diverse analytics professionals how to leverage seamless IT-based communications for

leveraging data and analytics expertise,

especially in organizations with a conservative culture, primarily by demonstrating the value of new

technologies, while

maintaining organizational cordiality and ensuring trust and reliability.

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

Annotation:

Understand the diversity of positions and potential conflicts among the various units, professions, and stakeholders involved in developing and managing analytics processes and systems, and identify the various negotiation strategies for overcoming obstacles that prevent IT management from meeting organizational goals.

BLOOM BTM=2

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

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Annotation:

Coordinate tasks among colleagues through a keen appreciation of the due diligence required in analytics processes and solutions, along with a clear perspective in how tasks and delays must be communicated to different groups, while maintaining balance and equity among groups sharing work tasks.

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4.3 F2 – Business

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

Ref

(1) Title (2) Learning Outcome (3) Competency Standard (4) F2-1 Business and Society Exhibit an understanding of

the history, current role and future trends (e.g.

globalization, social responsibility) of business within society and the global economy.

Annotation:

Understand the impact of the emerging analytics capabilities of

organizations for economic development, and the critical impact of IT and analytics technologies on customer information and the industry.

BLOOM BTM=2

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

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41 networks, collaborative/proprietary innovation, disruptive innovation). Annotation:

Position IT and analytics as core enablers and

competitive differentiators within business models, showing how the

organization can respond to rapid industry and technological changes; and emphasizing innovation in leveraging and using IT for smarter services and processes.

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F2-3 Risk Management Demonstrate the ability to conduct financial,

operational, and reputational risk

management including their implications for business decisions of cyclical and event-driven external risks (e.g. credit crunch,

pandemics, global warming, disruptive markets entrants, cyber threats, peak oil).

Annotation:

Manage IT-related risk and interpret sources of

business insight, relying on analytics models adapted to the risk culture of specific industries, integrating IT risk factors within broader Governance, Risk, and Compliance Management (GRCM) processes, and conforming to industry standards.

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F2-4 Strategic

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

Annotation:

Assess the value of IT and analytics capabilities for strategy building and implementation in various industries, analyzing performance both quantitatively and qualitatively, while showing how IT and analytics can advance the organization’s strategic goals and competitiveness in a global industry.

Demonstrate understanding of the governance of

information systems and technology in data analytics;

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

Annotation:

Integrate the IT and analytics concerns of both service line and support functions, conceiving cross-functional processes that fully leverage analytics capabilities for business value in all divisions, while addressing the complexity

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and value contribution of support functions in operations.

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

Annotation:

Demonstrate an

understanding of the role of ICTs in improving

organizational productivity and performance.

Understand how analytics can help strengthen an organization, and possibly help change the landscape, of industry dynamics and competitiveness, while identifying how IT and analytics capabilities of various organizations impact their respective

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strategic focus, while impacting the performance of a particular organization in the value chain.

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

Annotation:

Observe IT trends that impact on analytics, throughout various industries, by staying abreast of the latest development, and helping the organization assess the value of trend adoption or following.

BLOOM BTM=2

F3-1.1 IT Operations IT operations (e.g. delivery of service levels, change control, green IT).

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Annotation:

Manage IT operations applying the latest best practices and technologies to specific requirements of the analytics runtime environment, with concerns for the criticality of

intelligence reliability and business continuity, and constant challenges of risk prevention, information privacy, cybersecurity, and regulatory conformity.

F3-1.2 Software

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

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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).

Annotation:

Understand the lifecycle of IT infrastructure required for data analytics, the limits it imposes on application development and service reliability, the quality and cost-of-non-quality these impose on IT

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services, decision-making processes and their end-users, as well as to IT strategy and budgets.

F3-1.4 Technology Lifecycle Overall application and technology landscape lifecycle (e.g. make

technology choices that will ease the integration of unpredictable future technologies).

Annotation:

Understand the technology lifecycle of key solutions specific to data analytics, identifying the potential and limits of emerging trends that can help unlock the value of information previously difficult to integrate in analytics.

BLOOM BTM=2

F3-1.5 Contemporary

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

SFIA-EMRG= 4 (Emerging technology Monitoring)

The identification of new and emerging hardware, software and communication technologies and products, services,

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learning, cloud computing, mobile, social media,

robotics, Internet of Things)

Annotation:

Understand the lifecycle of contemporary or emerging new technologies (e.g., merging data and text analytics), how they impact decision-making, which business processes are best candidates to apply

emerging technologies, their cost-effectiveness, sustainability and

performance impact, and feasibility given industry risk culture.

methods and techniques and the assessment of their relevance and potential value as business enablers, improvements in cost/performance or sustainability. The promotion of emerging technology awareness among staff and business management.

Level: Level 4 Description:

Maintains awareness of opportunities provided by new technology to address challenges or to enable new ways of working. Within own sphere of influence, works to further organizational goals, by the study and use of emerging technologies and products. Contributes to briefings and presentations about their relevance and potential value to the organization.

F3-1.6 Digital Business

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

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IoT., HTML, CSS etc.;

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

Annotation:

Manage IT projects involving e-business

technologies (e.g,. analytics for Customer Relationship Management, CRM), assessing their impact on the architecture of business processes and decision-making, the changes necessary to practices of various analytics

professions, and the potential for developing competitive advantages from organizational innovation.

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F3-1.7 Digital Business Demonstrate understanding of Digital Commerce and the application of IT, and

especially digital

technology, to developing innovative business models within an existing or new business strategy;

understand the business opportunities from innovative digital

technology for both small and large enterprises, including e-commerce development platforms in the cloud, e-commerce hubs or marketplaces,

e-commerce process and payment automation, etc.

Annotation:

Manage IT projects where traditional business processes are being converted as hybrid physical/digital or purely digital business (e.g., mobile banking),

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integrating the concerns of various analytics

professions and end-users, and analyzing the

functional and non-functional requirements within the scope of

intelligence functionalities and decision-making automation.

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

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

Annotation:

Manage IT projects involving hybrid

physical/digital or purely digital marketing methods, where new intelligent features can help enhance functionality (e.g., mobile and context-aware

advertising). Analysing the value proposition of end-users, and relating these technologies to marketing principles and legal

constraints specific to each industry; recognize

constraints to market intelligence posed by access to information and third party data services.

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4.4 F3 – Technology

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

F3-2 IT Solution Design Demonstrate the ability to meet business requirements by planning, designing, integrating into an existing landscape, implementing, configuring and operating contemporary technologies.

Annotation:

Design complex applications for data analytics,

integrating the knowledge of both technology and business experts, while advising on the most appropriate solution design given any specific risk and innovation culture of the industry.

The following seven (7) competency standards apply to all parts of F3-2

Skill (1)

SFIA-REQM=3 (Requirements Definition and Management)

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

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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

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entertainment. The identification of concepts and their

translation into implementable design. The design or selection of components. The retention of compatibility with enterprise and solution architectures, and the adherence to corporate standards within constraints of cost, security and

sustainability.

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.