e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in all industry sectors - Part 2: User Guide

This Technical Report supports understanding, adoption and use of EN 16234-1. It supports Information and Communication Technology (ICT) stakeholders, in particular:
—   ICT service, demand and supply companies;
—   ICT professionals, managers and human resource (HR) departments;
—   vocational education institutions and training bodies including higher education;
—   social partners (trade unions and employer associations);
—   professional associations, accreditation, validation and assessment bodies;
—   market analysts and policy makers; and
—   other organizations and stakeholders in public and private sectors across Europe,
to adopt, apply and use the framework in their environment.

E-Kompetenz-Rahmen (e-CF) - Ein gemeinsamer europäischer Rahmen für IKT-Fach- und Führungskräfte in allen Branchen - Teil 2: Nutzerleitfaden

Dieser Technische Bericht unterstützt das Verständnis, die Umsetzung und den Einsatz der EN 16234-1. Es werden dadurch Stakeholder der Informations- und Kommunikationstechnologien (IKT) bei der Einführung, Anwendung und Umsetzung des Rahmenwerks unterstützt, insbesondere:
-    IKT-Dienstleistungs-, IKT-Nachfrage- und IKT-Anwenderunternehmen;
-   IKT-Fachkräfte, -Manager und -Personalabteilungen (HR, en: human resource);
-   Einrichtungen der beruflichen Aus- und Weiterbildung, einschließlich Hochschulen;
-   Sozialpartner (Gewerkschaften und Unternehmerverbände);
-   Fachverbände, Akkreditierungs-, Validierungs- und Prüf-/Bewertungsstellen;
-   Marktanalysten und politische Entscheidungsträger; und
-   andere Organisationen und Akteure in öffentlichen und privaten Bereichen in Europa.

Krovni seznam e-usposobljenosti (e-CF) - Skupno evropsko okolje za poklicne strokovnjake v vseh industrijskih sektorjih - 2. del: Vodilo za uporabnike

To tehnično poročilo podpira razumevanje, sprejetje in uporabo standarda EN 16234-1. Zagotavlja podporo deležnikom na področju informacijske in komunikacijske tehnologije (ICT), zlasti:
-   službam, uporabnikom in podjetjem za zagotavljanje informacijske in komunikacijske tehnologije;
-   oddelkom s strokovnjaki, vodstvenim kadrom in človeškimi viri na področju informacijske in komunikacijske tehnologije;
-   ustanovam za poklicno izobraževanje in organom usposabljanja, vključno z višješolskim izobraževanjem;
-   socialnim partnerjem (združenja sindikatov in zveze delodajalcev);
-   strokovnim združenjem ter organom za akreditacijo, potrjevanje in ocenjevanje;
-   tržnim analitikom in oblikovalcem politik; ter
-   drugim organizacijam in deležnikom v javnem sektorju in zasebnih sektorjih po Evropi
pri sprejetju, uvedbi in uporabi okvirja v njihovem okolju.

General Information

Status
Withdrawn
Publication Date
02-Aug-2016
Withdrawal Date
23-Feb-2021
Current Stage
9960 - Withdrawal effective - Withdrawal
Completion Date
24-Feb-2021

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Standards Content (Sample)

SLOVENSKI STANDARD
SIST-TP CEN/TR 16234-2:2016
01-oktober-2016
Krovni seznam e-usposobljenosti (e-CF) - Skupno evropsko okolje za poklicne
strokovnjake v vseh industrijskih sektorjih - 2. del: Vodilo za uporabnike
e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all industry sectors - Part 2: User Guide
Ta slovenski standard je istoveten z: CEN/TR 16234-2:2016
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.240.01 Uporabniške rešitve Application of information
informacijske tehnike in technology in general
tehnologije na splošno
SIST-TP CEN/TR 16234-2:2016 en,fr,de

2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

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SIST-TP CEN/TR 16234-2:2016
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SIST-TP CEN/TR 16234-2:2016
CEN/TR 16234-2
TECHNICAL REPORT
RAPPORT TECHNIQUE
August 2016
TECHNISCHER BERICHT
ICS 35.020 Supersedes CWA 16234-2:2014
English Version
e-Competence Framework (e-CF) - A common European
Framework for ICT Professionals in all industry sectors -
Part 2: User Guide

This Technical Report was approved by CEN on 4 July 2016. It has been drawn up by the Technical Committee CEN/TC 428.

CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia,

Finland, Former Yugoslav Republic of Macedonia, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania,

Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey and

United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION
EUROPÄISCHES KOMITEE FÜR NORMUNG
CEN-CENELEC Management Centre: Avenue Marnix 17, B-1000 Brussels

© 2016 CEN All rights of exploitation in any form and by any means reserved Ref. No. CEN/TR 16234-2:2016 E

worldwide for CEN national Members.
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Contents Page

European foreword ....................................................................................................................................................... 3

Introduction .................................................................................................................................................................... 4

1 Scope .................................................................................................................................................................... 5

2 Normative reference ...................................................................................................................................... 5

3 Terms, definitions, symbols and abbreviated terms .......................................................................... 5

4 General principles ........................................................................................................................................... 5

5 Adapting EN 16234-1 as a shared European reference to specific needs ................................... 5

5.1 Case studies ....................................................................................................................................................... 5

5.2 Human resources management in ICT services (demand and supply – public and

private) ............................................................................................................................................................... 8

5.3 A common reference for local frameworks ........................................................................................ 12

5.4 Reference for qualifications, training and certification ................................................................. 20

5.5 Support of ICT professional career development ............................................................................ 22

5.6 Support of HR planning and job profiles development .................................................................. 23

5.7 Support of recruiting and sourcing processes ................................................................................... 25

5.8 Support of understanding learning paths and training offers ..................................................... 26

5.9 A common reference for policy makers, professional associations and market

analysts ............................................................................................................................................................ 27

Annex A (informative) Use of ICT sector terminology ................................................................................. 28

Annex B (informative) Development history of EN 16234-1 ..................................................................... 31

Bibliography ................................................................................................................................................................. 34

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European foreword

This document (CEN/TR 16234-2) has been prepared by Technical Committee CEN/TC 428 “Project

Committee - e-Competences and ICT Professionalism”, the secretariat of which is held by UNI.

Attention is drawn to the possibility that some of the elements of this document may be the subject of

patent rights. CEN shall not be held responsible for identifying any or all such patent rights.

This document supersedes CWA 16234-2:2014.

This Technical Report is the second part of the EN 16234 series, which is made up of the following three

parts and which will replace CWA 16234-1:2014, CWA 16234-2:2014 and CWA 16234-3:2014:

— EN 16234-1, e-Competence Framework (e-CF) - A common European Framework for ICT

Professionals in all industry sectors - Part 1: Framework

— CEN/TR 16234-2, e-Competence Framework (e-CF) - A common European Framework for ICT

Professionals in all industry sectors - Part 2: User guide

— prCEN/TR 16234-3, e-Competence Framework (e-CF) - A common European Framework for ICT

Professionals in all industry sectors - Part 3: Methodology
Part 1 is a fully standalone document, whilst part 2 and 3 rely on part 1.

A relationship with the European ICT Professional Profiles (CWA 16458:2012, original CWA updated by

e-CF 3.0 competences and re-published in 2014) is established. A number of relevant e-Competences

and their applying level(s), as defined by this standard, are assigned to each Profile.

CWA 16234-4:2014, composed of 15 case studies illustrating e-CF practical use from multiple sector

perspectives, remains published and can be downloaded for free from the internet (Official e-CF website:

www.ecompetences.eu
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Introduction

EN 16234-1 was established as a tool to support mutual understanding and provide transparency of

language through the articulation of competences required and deployed by Information and

Communication Technology (ICT) professionals.

The underpinning philosophy and principles adopted during the standard’s construction that are vital

for its application and for successive updates are explained in the Introduction of EN 16234-1.

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1 Scope

This Technical Report supports understanding, adoption and use of EN 16234-1. It supports

Information and Communication Technology (ICT) stakeholders, in particular:
— ICT service, demand and supply companies;
— ICT professionals, managers and human resource (HR) departments;

— vocational education institutions and training bodies including higher education;

— social partners (trade unions and employer associations);
— professional associations, accreditation, validation and assessment bodies;
— market analysts and policy makers; and

— other organizations and stakeholders in public and private sectors across Europe,

to adopt, apply and use the framework in their environment.
2 Normative reference

The following documents, in whole or in part, are normatively referenced in this document and are

indispensable for its application. For dated references, only the edition cited applies. For undated

references, the latest edition of the referenced document (including any amendments) applies.

EN 16234-1, e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in

all industry sectors - Part 1: Framework
3 Terms, definitions, symbols and abbreviated terms

For the purposes of this document, the terms, definitions, symbols and abbreviated terms given in

EN 16234-1 apply.
4 General principles

This Technical Report provides guidance on how to apply EN 16234-1 from multiple ICT stakeholder

perspectives. It addresses the fact that a European reference set of ICT competence definitions is

unlikely to match all company or institution’s needs perfectly. EN 16234-1 is intended for guidance and

is designed to provide a common shared reference tool which can be implemented, adapted and used in

accordance with ICT stakeholder requirements. The following implementation guidance is structured

by stakeholder groups.
5 Adapting EN 16234-1 as a shared European reference to specific needs
5.1 Case studies

To support EN 16234-1 application within multiple environments, a series of illustrative case studies

provide examples, benefits and hints of how to make best use of EN 16234-1. They relate to practical

EN 16234-1 application experiences and have been elaborated together with EN 16234-1 applying

organizations throughout Europe.

All case studies have been published as Part 4 of the European e-Competence framework version 3.0

CWA 16234-4:2014 and they can be downloaded for free from the internet (Official e-CF website:

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www.ecompetences.eu). Table 1 provides an overview of the case studies published together with their

respective key perspectives on EN 16234-1 application.
Table 1 — 15 case studies covering multiple ICT sector perspectives – overview
Case study Title Key perspectives
• Job profile creation
e-CF in large ICT demand • Internal ICT staff development
organizations
• Cross company and cross border common
language
• e-CF for consultants
• Identifying training needs
e-CF in a corporate/ ICT supplier
environment
• Training development
• Competence gap identification
• Application in a micro enterprise
environment
• e-CF as a marketing aid
• e-CF as a business development tool
e-CF for SME's - competence need
C analysis and managerial • Competence need analysis
dashboard
• Linking business strategy and competence
development
• Develop or buy new competences
• e-CF for SME consultants
• SME competence self-assessment
SME competence assessment and
• Business card creation
D business card creation based
• Business capability
upon the e-CF
• e-CF for SME consultants
• Job description development
E e-CF to build SME job descriptions • Intercompany communication
• Recruitment aid
• Matching education supply to market needs
• The difference between competence
development and traditional learning
F e-CF for qualification providers
• Student motivation from a competence
approach
• EQF and e-CF compliance
• Matching certification supply to market
needs
e-CF in a certification
environment
• Increasing transparency in the European e-
Skills landscape
• Self-assessment
e-CF for ICT professional self-
assessment
• CV / Self promotion
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Case study Title Key perspectives
• Competence connected to learning
outcomes
e-CF for linking e-curricula supply
• e-CF and EQF compliance
and demand
• Personal career development
• Competence based e-curriculum
• Assessment
e-CF for ICT professional
K • Benchmark criteria
associations
• Community building
• Specialized competences
e-CF for ICT training quality
L • Specialist role development
improvement
• Matching education supply and demand
• Assessing an ICT professional's capability
e-CF for assessment and career
tools
• Recognition of formal and informal learning
• Ensuring qualified ICT workforce in the long
term
• Communication between policy makers and
e-CF for National and EU policy
ICT business
makers
• e-Curricula building
• Cross-European common language
• e-CF use in an established structure
e-CF to relate or integrate to • Relating the e-CF to other frameworks
other frameworks
• Relating workplace and qualification
perspective by EQF and e-CF
• Including competence into a job Profile
• Communication between HR, management
e-CF for European ICT
P and ICT professionals
professional Profiles creation
• Building and linking local profiles to a
recognized European structure
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5.2 Human resources management in ICT services (demand and supply – public and
private)
5.2.1 General

Competence management, people development and HR planning are valuable components of employee

management within companies and the public sector.
At a minimum, each employee should have:

— In an existing role, a clear description of the position to which he/she is assigned, including a

mission statement, responsibilities, activities, outcomes, performance indicators and resources/

experience/ certifications required to perform the job correctly.

— In a new role, a competence assessment to measure the gap between his/her knowledge, skills and

experience and those required by the position. When necessary, an individual development plan is

established to fill the gaps.

At a more intensive level of people management, the following points are relevant:

— position descriptions derive from part of one or several job profile structures, each job profile

including the levels of required competence;

— each job profile is part of a career path, allowing employees to understand progression routes;

— HR strategy and annual individual objectives derived from company needs (or ambitions);

— individual development plans taking into consideration annual individual objectives;

— using training catalogues, a training plan is created from consolidation of combined individual

development plans.
Figure 1 — The use of the European e-Competence Framework is multiple within ICT
organizations
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The four dimensions of EN 16234-1 support the employee and the competence management process on

multiple levels. As shown in Figure 1, it provides a consistent level of granularity and continuity.

For further practical illustrations, see Table 2.
Table 2 — Case studies illustrating EN 16234–1 use in support of HR management
(Source: CWA 16234–4:2014)
Case study Title Key perspectives
• Job profile creation
e-CF in large ICT demand • Internal ICT staff development
organizations
• Cross company and cross border common
language
• e-CF for consultants
• Identifying training needs
e-CF in a corporate/ ICT supplier
environment
• Training development
• Competence gap identification
5.2.2 Small and medium-sized enterprises (SMEs)

There are differences between ICT SMEs and larger organizations when considering the application of

competences. Such differences are more related to business approach than size. In particular, agile

SMEs focused on continuous improvement and innovations are likely the target groups of EN 16234-1.

However, size may influence:

— the type of e-competences considered as relevant for the organization; namely, the smaller the

enterprise, the smaller its interest in standardization and formalization of internal processes;

— the perspective of e-competence application and use. The smaller the enterprise, the greater the

interest in e-competences, for internal business purposes;

— EN 16234-1 as an internal tool becomes more and more relevant when size increases.

In this ICT SME context, types of EN 16234-1 application may be as follows:
1. self-assessment, addressing people, the organization, the company as such;
2. company presentation to clients, as a business card;
3. support company growth, as a compass, a managerial dashboard.

The key perspectives of the possible EN 16234-1 applications mentioned above can be summarized as

follows:
— Competence need analysis tool;
— Marketing aid;
— Competence development tool linked consistently to the business strategy.

Mapping skills and competence with EN 16234-1 is straightforward. Enterprises may access

EN 16234-1 vocabulary and definitions and, if doubts arise, consult this Technical Report or check with

the official e-CF website where FAQs and answers are available.
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For small ICT enterprises, it is very useful to demonstrate ownership of competences required to fulfil

client demands. Customers no longer look for technical skills only; they seek business partners able to

work in teams, manage projects and processes, and communicate.

EN 16234-1 describes such skills within full competence descriptions. Using EN 16234-1, enterprises

are able to describe technical and soft competences inclusively, a key ability when managing

relationships with other companies and stakeholders as it enhances the quality of communication.

Therefore, EN 16234-1 is an effective tool to help SMEs identify, articulate and communicate their

complex ‘know-how’.

Moreover, Dimension 2 of EN 16234-1 can support SMEs in identifying e-competences that describe

their core activities and their business. EN 16234-1 provides the structure and appropriate articulation

by which management can analyse current competence capability, future requirements and support the

development of business strategy.

Generally, the SME start point for use of EN 16234-1 is analysis of Dimension 2. Some guiding questions

to help navigate EN 16234-1 for e-competence need analysis, linked to the business strategy, are as

follows:
— Is this competence coherent with my business?
— Have I ever fully practiced this competence?
— If I haven’t, for what business aims would it be useful?

The aim is to analyse the relevance of e-competences to the mission and strategy, recording whether

such e-competences are currently prevalent within the company or not and at which “intensity”; high,

medium, low.

If the exercise is aimed at building a business card for clients, then for each e-competence identified as

prevalent in the company at a high level, the entrepreneur and staff need to list specific evidence

illustrating those e-competences. The evidence examples may be products/services, developed projects,

examples of clients, etc. Then the entrepreneur and staff should also be able to identify assessment

criteria to evaluate their e-competences.

The task of identifying assessment criteria is supported by EN 16234-1 as the operational descriptions

implicitly include the way of evaluating them.

Finally, to make ICT SMEs more familiar with navigating EN 16234-1, the entry point to reach the 40 e-

competences does not need to follow Dimension 1, Plan, Build, Run, Enable and Manage but may deploy

an alternative route using:
1. Company Overview;
2. Markets and Customers;
3. Innovation and Research;
4. Business environment and business competences.

To each of these four categories a set of e-Competences has been related. This alternative navigation

approach called the EN 16234-1 functional view looks as in Table 3.
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Table 3 — The functional view of EN 16234–1
1 Company Overview e-Competence to be checked
1.1 Description of company management A.1. IS and Business Strategy Alignment
A.4. Product/ Service planning
D.1. Information Security Strategy Development
D.2. ICT Quality Strategy Development
D.10. Information and Knowledge Management
E.2. Project and Portfolio Management
E.3. Risk Management
E.6. ICT Quality Management
E.9. IS Governance

1.2 Description of company organization/departments D.3. Education and Training Provision

D.4. Purchasing
D.5. Sales Proposal Development
D.7. Sales Management
D.8. Contract Management
E.8. Information Security Management
D.12. Digital Marketing
2 Markets and Customers Competence to be checked

2.1 Main products and services offered - also if the A.2. Service Level Management

product(s)/service(s) are standard and/or customized
B.5. Documentation Production
C.1. User Support
C.2. Change Support
C.3. Service Delivery
C.4. Problem Management

2.2 Target market sectors – describe also if the market is D.6. Channel Management

horizontal, vertical and/or both
2.3 Market differentiators (what differentiates their A.5. Architecture Design
offering within the marketplace?): includes factors such
A.6. Application Design
as: technology; product range; customer service;
B.1. Application Development
aftersales support; user focus (i.e. in design/application);
B.2. Component Integration
skills; price.
B.3. Testing
B.4. Solution Deployment
B.6. Systems Engineering
D.11. Needs Identification

2.4 Future positioning: Market trends and how they will E.1. Forecast development

change their strategy or approach to the market as a
E.5. Process improvement
result.
E.7. Business change management
2.5 Description of main marketing channels: (e.g. E.4. Relationship management
advertising, web, exhibitions and fairs, business
networks, etc.)
3 Innovation and Research Competence to be checked

3.1. Nature of ‘technology watch’ activities. (Potential A.7. Technology Trend Monitoring

sources include: conferences and seminars; vendor
partner programmes; in- house seminars; one-to-one
client interactions; technical user forums and focus
groups; feedback from distributors)
4 Business Environment and Business Competence to be checked
Competences
4.1 Business model and Business processes A.3. Business Plan Development
A.8. Sustainable Development
4.2 Human resources: In context of the above include D.9. Personnel Development
discussion of aspects such as:

4.3 Approach to training and personal development D.3. Education and Training Provision

(including job rotation, percentage of HR turnover)
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For further illustrations, see Table 4.

Table 4 — Case studies illustrating EN 16234–1 use in support of SMEs (Source: CWA 16234–

4:2014)
Case study Title Key perspectives
• Application in a micro enterprise environment
• e-CF as a marketing aid
• e-CF as a business development tool
e-CF for SME's - competence need
• Competence need analysis
C analysis and managerial
• Linking business strategy and competence
dashboard
development
• Develop or buy new competences
• e-CF for SME consultants
• SME competence self-assessment
SME competence assessment and
• Business card creation
D business card creation based
• Business capability
upon the e-CF
• e-CF for SME consultants
• Job description development
e-CF to build SME job
E • Intercompany communication
descriptions
• Recruitment aid
5.3 A common reference for local frameworks

In the first instance, EN 16234-1 establishes a European common language for ICT competences. It also

supports the definition of jobs, training courses, qualifications, career paths, formal and non-formal

learning paths, certifications, etc. in the ICT related business areas. In this way, local, national, European

and global ICT user and supply organizations have access to a shared reference. In addition, national

ICT frameworks can be linked to the e-Competence Framework and gain a European dimension:

— National ICT competence frameworks, qualification systems, job profiles, etc. become comparable

to competence frameworks, qualification systems, job profiles from other countries;

— National ICT competence frameworks, qualification systems, job profiles, etc. receive guidance on

how to link, to implement the EQF into a specific business area, being linked by the EQF levels to

the e-Competence levels;

— ICT competences and proficiency levels become comparable to competences of other business

areas and sectors in Europe.

Before comparing EN 16234-1 to other ICT frameworks, ICT qualification systems or anything else that

might be similar to a framework (referred below as a frame), it may be useful to answer a few

questions:
a) What is the focus and the target of the frame?
b) What are the main principles? What is the context of the frame?

c) What is the subject-matter of the frame? Which elements are used and classified? Is it competence,

qualifications, job profiles, learning outcomes, higher education or something else?

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1) Which level is used for describing the elements? Which level of abstraction is used?

2) What about the granularity of the elements?

3) Is there more than one level of description? (for example: titles, short descriptions, long

descriptions)

d) How to build the structure of the frame? Which dimensions are used for classifying the elements?

1) What are the references for the dimensions? (for example: content, levels of proficiency,

benchmarks)
2) For every dimension: Is it uni- or multidimensional?
3) How about the relationship between the dimensions? Are they independent?

e) Are there further application or guiding documents (for example: instructions, how to categorize

elements)?

The answers can be compared with the characteristics of the European e-Competence Framework, as

explained in this document, thus enabling linkage.
5.3.1 Relating to existing frameworks
5.3.1.1 General

For existing frameworks, EN 16234-1 provides added value. The European dimension allows

transparency, comparability and the creation of European knowledge, skill and competence areas. It

will “facilitate trans-national mobility for workers and learners and contribute to meeting the

requirements of supply and demand in the European labour market” [from the EQF document, 23 April

2008].

Existing national or local ICT frameworks differ from each other and are embedded in specific

environments; they can link to the European reference Framework in individual ways. The following

four examples show possible approaches and the potential for application of EN 16234-1 to existing

frameworks. The four framework examples are for illustration, they are not exhaustive.

5.3.1.2 Example 1: The United Kingdom developed “SFIA – Skills framework for the information

age”

SFIA provides a common reference model for the identification of the skills needed to develop effective

information systems (IS) making use of information and communications technologies (ICT). It is a

simple and logical two-dimensional framework consisting of areas of work on one axis and levels of

responsibility on the other. The overall purpose of SFIA is to assist organizations employing ICT

professionals to ensure that the right skills are developed and deployed to best effect to:

— reduce ICT project risk,
— retain staff,
— make recruitment effective,
— enhance the effectiveness and efficiency of the IT function, and
— provide appropriate development and career paths for IT professionals.

SFIA uses a common language and a sensible, logical structure that can be used to facilitate the

processes of skills development in all businesses using or providing Information Technology. It is easily

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understood by ICT professionals, HR managers, employers, education and training providers and

government personnel.

There are 96 skills described in SFIA version 5 and these can be deployed at a range of up to 7 levels

(1 = follow, 2 = assist, 3 = apply, 4 = enable, 5 = ensure, advise, 6 = initiate, influence, 7 = set strategy,

inspire, mobilize). Each level is defined by the autonomy, influence, complexity and amount of business

skill deployed. The SFIA descriptions are reviewed periodically to ensure that they are up to date and

meet the needs of the IT Industry.

Linking SFIA skills to EN 16234-1 can be straightforward. It is possible to link the 7 levels of the SFIA

Framework to the 5 e-competence levels of the e-CF. Using Table 5 below, SFIA skills can be

consistently related, from a level perspective, to the competences defined within dimension 3 of the e-

CF.
Table 5 — Linking SFIA skills to the EN 16234–1
SFIA SFIA level Descriptor Abbreviated e-CF Level Descriptor e-CF
Level Level
7 Set strategy inspire, Overall accountability and 5
mobilize responsibility
6 Initiate, influence, ensure Extensive scope of responsibility 4
5 Advise Respected for innovative methods and 3
use of initiative
4 Enable
3 Apply Operates with capability and 2
independence in specified boundaries
2 Assist Able to apply knowledge and skills to 1
solve straight forward problems
1 Follow Not Applica
...

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