CEN/TR 16234-3:2021
(Main)e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in all sectors - Part 3: Methodology
e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in all sectors - Part 3: Methodology
This document supports the methodology grounding for the development, implementation and maintenance of EN 16234 (all parts) e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in all sectors which provides a common reference of 41 ICT professional competences as required and applied at the Information and Communication Technology (ICT) professional work environment, using a common language for competences, skills, knowledge and proficiency levels that can be understood across Europe.
This document supports methodological understanding of the e-CF by all parties interested and supports Information and Communication Technology (ICT) stakeholders dealing with ICT Professional competences from multiple perspectives, in particular:
- ICT service, demand and supply organisations;
- ICT professionals, managers and human resource (HR) departments;
- educational institutions, learning program and certification providers of all types including Vocational and Educational Training (VET), Higher Education (HE) and Continuous Professional Development (CPD);
- social partners (trade unions and employer associations);
- professional associations, accreditation, validation and assessment bodies;
- market analysts and policy makers;
- other organisations and stakeholders in public and private sectors across Europe; and
it seeks to particularly satisfy the needs of stakeholders from competence frameworks construction and research environment.
e-Kompetenz Rahmenwerk (e-CF) - Ein gemeinsamer europäischer Rahmen für IKT-Fach- und Führungskräfte in allen Branchen - Teil 3: Methodik
Référentiel des e-Compétences - Référentiel européen commun pour les professionnels des technologies de l'information et de la communication dans tous les secteurs d'activité - Partie 3 : Méthodologie
Krovni seznam e-usposobljenosti (e-CF) - Skupno evropsko okolje za strokovnjake na področju informacijske in komunikacijske tehnologije v vseh sektorjih - 3. del: Metodologija
General Information
Relations
Standards Content (Sample)
SLOVENSKI STANDARD
01-april-2021
Nadomešča:
SIST-TP CEN/TR 16234-3:2017
Krovni seznam e-usposobljenosti (e-CF) - Skupno evropsko okolje za strokovnjake
na področju informacijske in komunikacijske tehnologije v vseh sektorjih - 3. del:
Metodologija
e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 3: Methodology
e-Kompetenz Rahmenwerk (e-CF) - Ein gemeinsamer europäischer Rahmen für IKT-
Fach- und Führungskräfte in allen Branchen - Teil 3: Methodik
Référentiel des e-Compétences - Référentiel européen commun pour les professionnels
des technologies de l'information et de la communication dans tous les secteurs
d'activité - Partie 3 : Méthodologie
Ta slovenski standard je istoveten z: CEN/TR 16234-3:2021
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.020 Informacijska tehnika in Information technology (IT) in
tehnologija na splošno general
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.
CEN/TR 16234-3
TECHNICAL REPORT
RAPPORT TECHNIQUE
February 2021
TECHNISCHER BERICHT
ICS 35.020 Supersedes CEN/TR 16234-3:2017
English Version
e-Competence Framework (e-CF) - A common European
Framework for ICT Professionals in all sectors - Part 3:
Methodology
Référentiel des e-Compétences - Référentiel européen e-Kompetenz Rahmenwerk (e-CF) - Ein gemeinsamer
commun pour les professionnels des technologies de europäischer Rahmen für IKT-Fach- und
l'information et de la communication dans tous les Führungskräfte in allen Branchen - Teil 3: Methodik
secteurs d'activité - Partie 3 : Méthodologie
This Technical Report was approved by CEN on 15 February 2021. 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, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway,
Poland, Portugal, Republic of North Macedonia, Romania, Serbia, 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: Rue de la Science 23, B-1040 Brussels
© 2021 CEN All rights of exploitation in any form and by any means reserved Ref. No. CEN/TR 16234-3:2021 E
worldwide for CEN national Members.
Content Page
European foreword . 3
Introduction . 4
1 Scope . 6
2 Normative references . 6
3 Terms and definitions . 6
4 Main Principles . 7
5 Essentials of the EN 16234-1 (e-Competence Framework - e-CF): Four dimensions and
the transversal aspects . 8
5.1 Introductive overview . 8
5.2 Dimension 1: Five e-Competence areas – structured from organisational perspective . 12
5.3 Dimension 2: e-Competences – individual abilities meet organisational needs . 14
5.4 Dimension 3: Five work proficiency levels – degrees of being capable in a dynamic and
changing world . 17
5.4.1 General . 17
5.4.2 The proficiency level definition . 17
5.4.3 Relationship to learning levels and the European Qualification Framework (EQF) . 20
5.4.4 Suitable proficiency level for each competence . 21
5.5 Dimension 4: Knowledge and Skills – the bridge to education and training . 22
5.6 Transversal aspects: The relationship between dimensions and transversal statements 25
5.7 The e-CF as a standard: normative versus informative elements . 27
6 The e-CF in the European ICT professionalism landscape: Professional concept and the
CWA 16458 (European ICT Professional Role Profiles). 28
7 Relationships and interfaces between the e-CF and other frameworks . 32
7.1 Introduction . 32
7.2 Establishing relationships and creating interfaces: the general approach . 33
7.3 Overview of e-CF interfaces created with other frameworks . 35
8 e-CF creation and maintenance: a combination of sound methodology and expert
contribution . 36
8.1 Development history . 36
8.2 Creation of the e-CF: The competence concept . 37
8.3 Creation of the e-CF: The level concept . 38
9 Transferring framework generic methods to competence framework construction in
other sectors . 40
Annex A (informative) Maintenance of the e-CF: Essentials from the update process . 42
Bibliography . 44
European foreword
This document (CEN/TR 16234-3:2021) has been prepared by Technical Committee CEN/TC 428 “ICT
Professionalism and Digital Competences”, 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 CEN/TR 16234-3:2017.
In comparison with the previous edition, the following technical modifications have been made:
— revision of the entire document in the light of the EN 16234-1:2019, latest ICT Professionalism
developments, in Europe and globally, relating to this document and further multi-stakeholder sector
feedback;
— the underpinning methodology of the standard has been maintained and complemented by a new
element, named Transversal Aspects (TA);
— the main driver for the presentation of this document is the requirement to explain modifications made
to the EN 16234-1 (e-CF), to meet a contemporary environment, whilst maintaining continuity with
earlier versions.
This European standard is made up of four parts:
— EN 16234-1 e-Competence Framework (e-CF) - A common European Framework for ICT Professionals
in all sectors - Part 1: Framework. It provides the e-Competence Framework (e-CF) published as a
European standard - EN.
— CEN/TR 16234-2 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 2: User Guide. It provides the e-CF User guide published as a CEN
Technical Report (TR).
— CEN/TR 16234-3 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 3: Methodology. It provides the e-CF Methodology published as a CEN
Technical Report (TR).
— CEN/TR 16234-4 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 4: Case Studies. It provides a series of Case Studies illustrating e-CF
practical use from multiple ICT sector perspectives published as a CEN Technical Report (TR).
Part 1 is fully standalone, and part 2, 3 and 4 rely on part 1.
Introduction
EN 1623-1 4 e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in
all sectors – Part1: Framework 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.
To support users and guide developers of applications to EN 16234, the following narrative provides an
overview of the underpinning philosophy and principles adopted during the standard’s construction and
maintenance. Understanding these guiding principles is equally vital for applying the EN 16234-1 (e-CF) in
multiple environments concerned with ICT professionalism.
EN 16234-1 (e-CF) Guiding Principles:
EN 16234-1 (e-CF) is an enabler; it is designed to be a tool to empower users, not to restrict them. It
provides structure and content for application by many users from organisations in the private and public
sector, ICT user or ICT supply organisations, educational institutions including higher education and private
certification providers, social partners and individuals. Across this broad application context, EN 16234-1
(e-CF) is designed to support common understanding, not to mandate the use of each and every word used
within it.
EN 16234-1 (e-CF) expresses ICT competence using the following definition: ‘Competence is a
demonstrated ability to apply knowledge, skills and attitudes for achieving observable results’. This holistic
concept directly relates to workplace activities and incorporates complex human attitudes and resultant
behaviours. Behaviour and attitude are important influences that facilitate successful knowledge and skills
application. Within each competence, embedded attitudes are reflected in behaviour and enable the
successful integration of knowledge and skills.
Competence is a durable concept and although technology, jobs, marketing terminology and promotional
concepts within the ICT environment change rapidly, EN 16234-1 (e-CF) remains durable requiring
maintenance approximately every three years to maintain relevance.
A competence can be a component of a job role, but it cannot be used as a substitute for similarly
named job titles, for example; the competence, E.2. ‘Project and Portfolio Management’ does not represent
the complete content of a ‘Project Manager’s’ job role. Competences can be aggregated, as required, to
represent the essential content of a job role or profile. On the other hand, one single competence may be
assigned to a number of different job profiles.
Competence is not to be confused with process or technology concepts such as, ‘Cloud Computing’ or
‘Big Data’. These descriptions represent evolving technologies and in the context of EN 16234-1 (e-CF), they
may be integrated as knowledge and skills examples in Dimension 4.
EN 16234-1 (e-CF) does not attempt to cover every possible competence deployed by an ICT
professional nor are the included competences necessarily unique to ICT. EN 16234-1 (e-CF)
articulates competences associated with ICT professional roles including some that may be found in
other professions but are very important in an ICT context; examples include, C.4. ‘Problem
Management’ or E.3. ‘Risk Management’. However, to maintain an ICT focus, EN 16234-1 (e-CF)
avoids generic competences such as ‘Communications’ or ‘General Management’. Although very
applicable these generic competences are comprehensively articulated in other structures. Selecting
competences for inclusion within EN 16234-1 (e-CF) is therefore a pragmatic rather than an exhaustive
process. The selection was based on engagement with a broad cross-section of stakeholders who
prioritize competence inclusion based upon industry knowledge and experience.
EN 16234-1 (e-CF) is structured across four dimensions. e-Competences in Dimensions 1 and 2 are
presented from the organisational perspective as opposed to an individual’s perspective. Dimension 3
defines e-Competence levels and relates to the European Qualifications Framework (EQF), it provides a
bridge between organisational and individual competences. Dimension 4 provides examples of knowledge
and skills in the e-Competences of Dimension 2; they are not intended to be exhaustive but included for
inspiration and orientation.
This latest version of the standard incorporates a new element, transversal aspects; these recognize
the relevance of a number of important cross-cutting aspects and provide additional generic ICT related
descriptors for successful application of e-CF competences in the workplace. Accessibility, Ethics and
Security are examples of transversal aspects that may be applied flexibly to match the application context.
EN 16234-1 (e-CF) has a sector specific relationship to the EQF; competence levels within EN 16234-1
(e-CF) provide a consistent and rational relationship to levels defined within the EQF. The relativity between
EQF learning levels and the e-competence work proficiency levels of EN 16234-1 (e-CF) has been
systematically established to enable consistent interpretation of the EQF in the ICT workplace environment.
It should be noted that an exact equivalency is not possible due to the different purposes and contexts of the
EQF and the e-CF, but relevant relationship information is provided.
Continuity of EN 16234-1 (e-CF) is imperative; following maintenance updates, it is essential that users
are provided with a simple upgrade path. Users of EN 16234-1 (e-CF) invest considerable time and
resources to align processes or procedures to it. Organisations deploying these downstream activities are
reliant upon EN 16234-1 (e-CF) and need to be confident of the continued sustainability of their processes.
Updates EN 16234-1 (e-CF) must respect this requirement and ensure continuity by enabling continued use
of the existing standard until convenient to upgrade to the latest version.
EN 16234-1 (e-CF) is neutral; it does not follow the specific interests of a few major influencers, it is
developed and maintained through an EU-wide balanced multi-stakeholder agreement process, under the
umbrella of the European Committee for Standardization. EN 16234-1 is a key component of the European
Digital Agenda for ICT professionalism; it is designed for use by any organization or individual engaged in
ICT Human Resource planning and competence development.
1 Scope
This document supports the methodology grounding for the development, implementation and
maintenance of EN 16234 (all parts) e-Competence Framework (e-CF) - A common European Framework
for ICT Professionals in all sectors which provides a common reference of 41 ICT professional competences
as required and applied at the Information and Communication Technology (ICT) professional work
environment, using a common language for competences, skills, knowledge and proficiency levels that can
be understood across Europe.
This document supports methodological understanding of the e-CF by all parties interested and supports
Information and Communication Technology (ICT) stakeholders dealing with ICT Professional competences
from multiple perspectives, in particular:
— ICT service, demand and supply organisations;
— ICT professionals, managers and human resource (HR) departments;
— educational institutions, learning program and certification providers of all types including Vocational
and Educational Training (VET), Higher Education (HE) and Continuous Professional Development
(CPD);
— social partners (trade unions and employer associations);
— professional associations, accreditation, validation and assessment bodies;
— market analysts and policy makers;
— other organisations and stakeholders in public and private sectors across Europe; and
it seeks to particularly satisfy the needs of stakeholders from competence frameworks construction and
research environment.
2 Normative references
The following documents are referred to in the text in such a way that some or all of their content constitutes
requirements of this document. For dated references, only the edition cited applies. For undated references,
the latest edition of the referenced document (including any amendments) applies.
EN 16234-1:2019, e-Competence Framework (e-CF) — A common European Framework for ICT Professionals
in all sectors — Part 1: Framework
CEN/TR 16234-2:2021, e-Competence Framework (e-CF) — A common European Framework for ICT
Professionals in all sectors — Part 2: User Guide
CEN/TR 16234-4, e-Competence Framework (e-CF) — A common European Framework for ICT Professionals
in all sectors — Part 4: Case Studies
3 Terms and definitions
For the purposes of this document the terms and definitions given in EN 16234-1 apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
• IEC Electropedia: available at http://www.electropedia.org/
• ISO Online browsing platform: available at https://www.iso.org/obp
4 Main Principles
The aim of this document is to describe the methodology underpinning the development, implementation
and maintenance of the EN 16234-1 (e-CF).
The objective of the EN 16234-1 is to provide a common, shared, European tool to support ICT organisations
and educational institutions in the recruitment, assessment, competence needs analysis, learning
programme development and career path design and development. It also aims to support policy makers to
define policies related to digital skills development by education and in the workplace. As European
stakeholders are the target audience for the EN 16234-1, the active involvement of multiple experts and
stakeholders from this community provide an essential ingredient in making and keeping the e-CF,
published as EN 16234-1, fit for purpose.
At the outset four base criteria for e-CF development were considered. Founded upon informed European
stakeholder engagement, the following were considered:
1) a framework structure of four dimensions;
2) definitions of competence, knowledge, skill and attitude;
3) derivation from ICT business processes;
4) a relationship between the e-CF and the European Qualifications Framework (EQF), in particular
between respective levels.
The outcomes were as follows:
— e-CF structure in four dimensions. The structure of existing frameworks was analysed and evaluated;
final agreement was made for a four-dimensional approach. The structure is constructed from
competence areas (dimension 1) and competences (dimension 2), as distinct from job roles. The
competence-based approach offers more flexibility and facilitates local customisation. Levels from 1 to
5, form dimension 3 and are assigned to each competence as appropriate. The number of the levels
assigned to each competence varies, dependent upon the nature and complexity of the competence.
Knowledge and skills examples form dimension 4 and provide brief, non-exhaustive samples associated
with each competence.
— Definitions of competence, skills, knowledge and attitude. Applying a consistent approach to ICT
stakeholder competence requirements, the definitions focus on organisational rather than individual
competences. However, individual competences can be identified within dimension 3 of the e-CF where
proficiency levels are defined and incorporate personal autonomy and behaviour. It can be said that
Dimension 3 provides a bridge between organisational and individual competence. The e-CF level table
provides a definition for each performance level and if required can be used as a basis for establishing
level relationships other relevant frameworks.
— Business Processes. From the outset European stakeholders agreed to use, as a reference, a general
ICT process schema, compliant with many models provided by ICT certification institutions (e.g. Exin,
Cobit). The model presents five process phases, Plan, Build, Run, Enable and Manage, where Enable and
Manage are cross-cutting themes. This initial reference to processes, provided the basis for dimension
1 of the framework. It was established as an entry point and navigation aid to access competence
descriptors and it is still relevant today within agile process models, including the devOps lifecycle.
— Levels. To provide a logical relationship to the EQF, some EQF indicators were extrapolated; “context
complexity”, “autonomy” and “behaviour” to help formulate e-CF level differentiators. These indicators
reflect organisational perspectives on competence. However, the EQF also incorporates further criteria
including “responsibility”, but this element was omitted to avoid confusion with organisational
accountability, which is not relevant to the definition of competence (e-CF competence is independent
of hierarchical structures). The e-CF, as a competence framework, defines proficiency levels from an
organisational perspective but it shares some level criteria with the EQF, as an education framework.
This positions the e-CF to offer a consistent link between competence and learning levels.
Further development of the e-CF has provided an additional key component to the original structure:
— Transversal Aspects (new). In the latest version the e-CF a new element has been introduced;
transversal aspects which recognize the relevance of a number of cross-cutting aspects that are
important to an ICT Professional’s performance, independent of competence area. Transversal aspects
provide additional generic descriptors contributing to the successful application of e-CF competences
in the workplace. Transversal aspects such as, accessibility, ethics and security provide the opportunity
to enhance competence descriptions through context-specific and flexible application.
The criteria applied during construction, implementation and maintenance of the e-CF to make it fit for
purpose are backed by sound academic foundations. Within this document relationships between best ICT
practice, qualification approaches and state-of-the-art competence application are explained. The original
methodology adopted for e-CF development remains relevant and was incorporated in the creation of the
latest version. The revision was predicated upon a step-by-step, bottom up approach, focused upon
stakeholders’ experience, practical e-CF implementation and dynamic ICT business related requirements.
The application of a sound methodological backbone supported by consistent definitions and e-CF founding
principles have permeated all framework updating lifecycles.
A summary of methodological success factors:
— Representation of expert views from stakeholders;
— Achievement of consensus on structural approach;
— Formalization of decisions;
— Achievement of combining framework elements into a structured result;
— Ensuring continuous improvement and stability whilst responding to an evolving environment.
From initiation, e-CF development was based on gathering informed input. It involved synthesizing trends,
structuring solutions, consensus building, raising awareness among stakeholders and finding common
views. This has led to the establishment and maintenance of a common European language for ICT
professional competence, knowledge, skills, and capability levels. When consensus was difficult, reference
to academic research and current management thinking and knowledge has offered clarification. However,
the driving force for e-CF maintenance was to keep it up-to-date and in line with latest ICT business trends
and needs, consistent and complementary to the original definitions.
5 Essentials of the EN 16234-1 (e-Competence Framework - e-CF): Four
dimensions and the transversal aspects
5.1 Introductive overview
The EN 16234-1 (e-CF) provides a common European language for ICT workplace-related competences,
skills and proficiency levels as required and applied by organisations and professionals. In this way, all
sector stakeholders, including public and private sector and individuals, have access to a shared reference.
In particular, the e-CF supports the articulation, definition and description of:
— jobs, role profiles, recruitment offers and needs and other types of competence specifications;
— training courses, qualifications, certifications and higher education curricula;
— career paths and professional development needs;
— formal and non-formal learning paths;
— competence gaps analysis at the individual, team or organisational level;
— education and training needs at the individual, team or organisational level;
— criteria for competence assessment and market-trend analysis, etc.;
— a shared reference to gather and present ICT professional competence need information, e.g. at national
or large corporation level.
The EN 16234-1 (e-CF) is structured across four dimensions. The dimensions reflect areas of business and
human resource planning and incorporate job and work proficiency guidelines. Additionally, transversal
aspects recognize the relevance of a number of cross-cutting aspects, for example, security or accessibility
that are important in the ICT workplace. e-CF transversal aspects apply across the entire framework.
The e-CF is a competence-based structure facilitating both flexibility and standardization. This is enabled
through a framework structured in four dimensions. These dimensions support e-CF understanding by all
stakeholders and enable connections to other frameworks (like EQF) or ICT technical models and standards
(like CMMI or DevOps):
1. The five e-Competence areas PLAN – BUILD – RUN – ENABLE – MANAGE from dimension 1, are
presented from the organizational perspective. The areas correspond to the ICT business processes that
form the core of the traditional waterfall model, Agile project or DevOps environment lifecycles.
Dimension 1 assists in the organization and navigation of e-Competences. Furthermore, it is
instrumental in HR assessment and training needs identification as well as classification of e-
Competences. It helps HR managers communicate with ICT and business managers and make coherent
decisions.
2. A set of 41 e-Competences with a generic description of each forms Dimension 2, which is also
presented from the organizational perspective. Dimension 2 provides the core building blocks of the
framework. e-Competences such as A.3 Business Plan Development or D.7 Data Science and Analytics
are generic, customizable and applicable to any industry or business sector. Within this structure, the
e-Competence descriptors refer to and represent organizational needs.
3. Dimension 3 of the e-CF provides defined proficiency levels specified individually for each e-
Competence articulated within dimension 2. Proficiency levels indicate the degree of mastery required
of an ICT professional to meet requirements in the performance of a competence. Proficiency levels
range from e-1 to e-5 and relate to EQF levels 3 to 8. Proficiency level specifications incorporate
behaviours and levels of autonomy and build a bridge between organizational and individual
competences.
4. Knowledge and skills embedded within e-Competences are explicitly expressed in Dimension 4. They
are not exhaustive but only provided for inspiration and orientation. These examples are useful in
defining specific and precise outcomes for measurement within an organization’s competence
assessment program. In addition, they offer inputs for training institutions to help in defining learning
outcomes and to design training initiatives.
5. From 2019 the e-CF incorporates transversal aspects that recognize the relevance of a number of
important cross-cutting aspects. They provide additional generic ICT related descriptors to support
application of e-CF competences in the workplace. Examples of transversal aspects identified for
context-specific and flexible application are accessibility, ethics and security. They build a further
bridge between the organizational context and that of the individual.
Figure 1 provides the example A.2. Service Level Management.
Figure 1 — EN 16234-1 (e-CF) e-Competence example A.2. Service Level Management
Figure 2 shows the transversal aspects applying across the entire framework.
Figure 2 — Transversal Aspects applying across the entire framework
Table 1 provides the EN 16234-1 (e-CF) overview.
Table 1 — EN 16234-1 (e-CF) table overview
The following clauses offer an overview of the principles and concepts underlying the four dimensions of
the EN 16234-1 (e-CF), its structure and the transversal aspects. The numeric order of sections corresponds
to the sequence of dimensions. However, dimension 2 forms the core of the e-CF competence concept. All
other dimensions are closely related to dimension 2 and therefore, it may be useful, to aid understanding,
to read 5.2 “Dimension 2: e-Competences – individual abilities meet organisational needs” first.
5.2 Dimension 1: Five e-Competence areas – structured from organisational perspective
The main function of Dimension 1 of the e-CF is to serve as a navigation and entry point to the e-
Competences articulated in Dimensions 2, 3 and 4. The structure of dimension 1 has the same function as a
classification index, it must be:
— easily understandable;
— translatable into other concepts;
— support classification of content.
Easily understandable:
The ‘index’ of e-Competences must reflect the perspective of organisations, business processes,
organisational structure, work organization etc., so that all types of users (from organisations in the private
and public sector, ICT user or ICT supply companies, educational institutions including higher education
and private certification providers, social partners and individuals) are able to follow the structure.
Translatable into other concepts:
As a library index provides guidance and relationships between classifications, e-CF Dimension 1 offers
structured relationships to job profiles (see 6.1 of CWA 16458-1:2018), links to learning or certification (e.g.
curricula or examination requirements) and to other frameworks, e.g. the EQF (see 5.3.2 and Clause 7) as
well as ICT technical and managerial standards (see below and Clause 7).
Support classification of content:
Similar to a library index, the content of Dimension 1 can only fulfil its navigation function if it is suitable for
classifying the content, the e-Competences.
To meet these requirements ICT main business processes were identified from business processes, which
are in turn, composed of work processes, the connection between the capabilities of organisations and the
competences of ICT professionals (see [1], p. 22ff and [15], p. 13ff) can be represented.
— “Capability is the ability of an organisation to systematically and repeatedly mobilise processes [.]
towards achieving specific outcomes”. The capability of an organization can be represented by business
processes, because a business process is “a bundle of activities which needs one or more different inputs
and which generates a value outcome for the customer” (see [2], [3], [4]).
— Competence is defined as “the demonstrated ability [of an individual] to apply knowledge, skills and
attitudes for achieving observable results”. Competence can be represented by work processes (see
next clause). A work process is “a bundle of typical activities from a person or a team, mostly
characterized by chronological sequence. It describes requirements as well as responsibilities and
includes typical outcomes” (see [5]). Every work process is a part of a business process (in some special
cases work and business process are identical). Therefore, the relationships between business and
work processes are always valid and constant (see [4]).
As business and work processes bring together the demands on business and upon individuals, influenced
by challenges, tasks, activities, results and outcomes, processes are ideally suited to underpin competence
structure.
Using processes as a base provides:
— models for flexible orientation;
— description of activities from different perspectives, e.g. individual or teamwork processes, department
or enterprise business processes;
— descriptions of different kinds of activities, e.g. software development, customer service or
administration;
— comparisons across organisations (Enterprise or SME's) within the same business sector, as processes
form patterns. Processes give the opportunity to describe general activities and reduce reliance upon
company specifics such as organizational structures.
Based on these characteristics, processes are ideally suited as a shared basic reference for classifying
organisational capabilities as well as individual competences . However, it is still necessary to substantiate
the process-model and the relationship between different kinds of processes, workplace requirements and
ICT areas.
In the context of the original e-CF development, many different kinds of general and ICT specific process
models were analysed and compared, searching for typical activities and processes. The models were based
upon product life cycle management, systems and/or software life cycles, systems or software
engineering/development, ICT process improvement and quality, ICT infrastructures and ICT working
processes (e.g. CMMI [31], ITIL [32]).
The comparison revealed:
1. In the majority of cases, the structure of processes used are similar. Consequently, two ICT specific
models, CMMI and ITIL, were studied as a basis for developing and maintaining the e-CF.
2. The main components of the ICT business process are PLAN – BUILD – RUN – ENABLE – MANAGE. Build
and Run are core areas whilst Enable and Manage comprise cross-cutting themes, referring and relating
to the core. Plan and Enable represent strategic areas, within organisations, that conceive, decide,
design and establish products, services, actions and policies. Build and Run comprise of daily
organization administration and improvement activities.
Figure 3 illustrates the five main business processes in process performance context.
Figure 3 — The five main business processes PLAN – BUILD – RUN – ENABLE - MANAGE
From a methodological, social psychological perspective, work and business processes can be named and used as
boundary objects: “Boundary objects are objects which are both pliable enough to adapt to local needs and the
constraints of multiple parties employing them, yet robust enough to maintain a common identity across sites. They
are weakly structured in common use and become strongly structured in individual site use. These objects may be
abstract or concrete. They have different meanings in different social worlds, but their structure is common enough to
more than one world to make them recognizable, a means of translation.” (see [6], p. 509, and also [7], [8]). A boundary
object renders co-operation between different people and organizations possible by allowing to maintain and to cross
boundaries at the same time.
3. To ensure coherence with existing concepts, business processes were matched with ICT specific
processes. All processes from CMMI (DEV/1.2 2006) and ITIL (v3 2007/2005) were categorized in this
way for describing, fulfilling and defining ICT business processes in one step.
4. PLAN – BUILD – RUN – ENABLE – MANAGE represent and contain all substantive workplace activities
across all ICT areas. Thus, competences can be described in the same way for a variety of areas such as
software infrastructure, system integration, communication equipment and services.
ICT business processes provided the foundation for the development of the e-CF framework structure in
2007, and by using PLAN – BUILD – RUN – ENABLE – MANAGE in Dimension 1, the e-Competences were
categorized using these categories. This method was very useful for identifying, distinguishing and assigning
the first e-Competences. Later updates of the e-CF demonstrated that assigning an e-Competence category,
is not an exact science and is open to interpretation influenced by context and reliant upon judgment.
Despite this, Dimension 1 reflects a traditional process perspective based upon the waterfall approach and
the concept is sufficiently generic, that the e-Competence areas PLAN – BUILD – RUN – ENABLE – MANAGE
also function in modern agile and DevOps environments (see [1], p. 45).
Figure 4 illustrates the EN 16234-1 (e-CF) framework applied in waterfall and Agile/ DevOps lifecycle.
Figure 4 — e-CF structure applied in waterfall and Agile/DevOps lifecycle (Source: Digiframe
Report 2019)
Furthermore, with the Digital Capability Reference Framework (see [1], p. 51ff) the link between the e-CF,
especially Dimension 1 and 2, and over 40 ICT frameworks (for ICT Development, ICT Management,
Architecture, Project Management, Business Management, see [1], Annex A for longlist) is updated, further
elaborated and clearly established. Consequently, the concept of using processes as a structure and
navigational aid for e-Competences is validated.
5.3 Dimension 2: e-Competences – individual abilities meet organisational needs
The aim of the e-CF from the outset was to offer a common language describing the abilities of ICT
Professionals applicable across all industry sectors. This common language should be understood across
Europe and by all possible stakeholders (ICT service, user and supply organisations, multinationals and
SME’s, ICT managers, HR departments, individuals, educational institutions including higher education and
private certification providers, social partners, market analysts, policy makers and other organisations in
the public and private sectors). Thus, this common language should be independent of existing company-
specific job descriptions or national qualifications/certifications. To meet these requirements of
comprehension and independence, an approach of describing and structuring e-Competences was
developed.
The concept of “competence” goes back to the ancient Greece with a meaning of “authority” or “capability”.
The former refers to “possessing the responsibility, licence or right to decide, produce, serve, act, perform
or claim”, the latter refers to “having the knowledge, skills and experience to perform” [9]. The modern
development and growth of the term “competence” can be substantially attributed to David McClelland’s
research in the 1970s and 80s. He considered “competence” as an attribute of individuals: “Each personal
characteristic which (usually combined with others) allows the effective execution of a particular task in a
given organisation.” [10]. At the beginning of the nineteen nineties, competence perspective from the
organisational point of view arose. With G. Hamel and C.K. Prahalad the “core competence” [11] assumed a
strategic meaning for the company; it represents the intangible asset for their competitive advantage. In the
last ten years, the debate in Europe has been dominated by a shift within education systems to recognizing
competence relationships to learning outcomes. Questions regarding the evaluation and certification of
individual competences play a significant role in this context. Overall, it can be argued that there is no
current uniform understanding or agreement on the concept of competence. Different models coexist,
depending on perspective, objectives and underlying philosophy of the competence construct.
For pragmatic reasons the e-CF is based on a holistic generic understanding of competence, expressed as
follows:
Competence is a demonstrated ability to apply knowledge, skills and attitudes for achieving observable
results.
However, the structure of e-Competences within the e-CF needs further explanation and is based upon the
three model types articulated below (see [12]):
1. Competence models referring primarily to the characteristics of individuals, based on different
psychological or pedagogical theories.
In these models, competence is attributed to cognitive activity, which is defined as “capacity and readiness
for action and interpretation” or competence is conceived as an ability that reflect the capacity of the
individual, describing what it is necessary for them to do or not to do. In these models, competence strongly
relates to individual capacity, ability, skills, knowledge, motivation and attitude. Competence measurements
and indicators are usually based on the taxonomy of Bloom [13].
2. Competence models based on organisational capability (see [1] and above) and business strategy.
Competence is understood here as “a reality that allows the direction of efforts in the company to be a set
path, and therefore requires certain abilities from its participants.” [12]. So competences strongly relate to
organisational functions, business processes and the relationship between organisational changes and
personal development from learning in the workplace. Competence indicators are observable business
results and the deliverables (see also 6.1 of CWA 16458-1:2018 about the ICT professional role profiles)
necessary for it.
3. Competence models based on workplace requirements, described by work processes.
These models have a similar approach as the models based on business strategies, but they focus on the
individual perspective. Accordingly, competence here is perceived as the connection between requirements
from work processes and an individual’s capabili
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