kSIST-TP FprCEN/TR 16234-3:2020

e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in all sectors - Part 3: Methodology

This Technical Report describes the methodology grounding for the development of the e-Competence Framework published as EN 16234-1. It supports methodological understanding of the e-CF by all interested parties and seeks to satisfy the needs of stakeholders from a competence frameworks construction or 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

Standards Content (sample)

SLOVENSKI STANDARD
kSIST-TP FprCEN/TR 16234-3:2020
01-december-2020
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: FprCEN/TR 16234-3
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.020 Informacijska tehnika in Information technology (IT) in
tehnologija na splošno general
kSIST-TP FprCEN/TR 16234-3:2020 en,fr,de

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

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kSIST-TP FprCEN/TR 16234-3:2020
FINAL DRAFT
TECHNICAL REPORT
FprCEN/TR 16234-3
RAPPORT TECHNIQUE
TECHNISCHER BERICHT
October 2020
ICS 35.020 Will supersede 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 draft Technical Report is submitted to CEN members for Vote. 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.

Recipients of this draft are invited to submit, with their comments, notification of any relevant patent rights of which they are

aware and to provide supporting documentation.

Warning : This document is not a Technical Report. It is distributed for review and comments. It is subject to change without

notice and shall not be referred to as a Technical Report.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION
EUROPÄISCHES KOMITEE FÜR NORMUNG
CEN-CENELEC Management Centre: Rue de la Science 23, B-1040 Brussels

© 2020 CEN All rights of exploitation in any form and by any means reserved Ref. No. FprCEN/TR 16234-3:2020 E

worldwide for CEN national Members.
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Content Page

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

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

1 Scope .................................................................................................................................................................... 6

2 Normative references .................................................................................................................................... 6

3 Terms and definitions ................................................................................................................................... 6

4 Executive overview ........................................................................................................................................ 7

5 Essentials of the EN 16234-1 (e-Competence Framework - e-CF): Four dimensions and

the transversal aspects ................................................................................................................................. 8

5.1 Dimension 1: Five e-Competence areas – structured from organisational perspective ..... 12

5.2 Dimension 2: e-Competences – individual abilities meet organisational needs ................... 15

5.3 Dimension 3: Five work proficiency levels – degrees of being capable in a dynamic and

changing world .............................................................................................................................................. 17

5.3.1 The proficiency level definition ............................................................................................................... 18

5.3.2 Relationship to learning levels and the European Qualification Framework (EQF) ............ 20

5.3.3 Suitable proficiency level for each competence ................................................................................ 21

5.4 Dimension 4: Knowledge and Skills – the bridge to education and training ........................... 23

5.5 Transversal aspects: The relationship between dimensions and transversal statements 25

5.6 The e-CF as EN 16234 – normative and informative ........................................................................ 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 ................................... 31

7.1 Establishing relationships and creating interfaces: the general approach ............................. 32

7.2 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 Creation of the e-CF: The competence concept .................................................................................. 38

8.2 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

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European foreword

This document (FprCEN/TR 16234-3:2020) has been prepared by Technical Committee CEN/TC 428 “ICT

Professionalism and Digital Competences”, the secretariat of which is held by UNI.

This document is currently submitted to the Vote on TR.
This document will supersede CEN/TR 16234-3:2016.

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 standard 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.
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Introduction

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

sectors 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.
The Guiding Principles:

This standard is an enabler; it is designed to be a tool to empower users, not to restrict them. This

standard provides a structure and content for application by many types of users from organizations 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. In this broad application

context, this standard is designed to support common understanding, not to mandate the use of each and

every word used within it.

This standard 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, this standard 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 this standard, they may

be integrated as knowledge and skills examples in Dimension 4.

This standard does not attempt to cover every possible competence deployed by an ICT professional

nor are the included competences necessarily unique to ICT. This standard 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, this standard 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 this standard 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.

This standard is structured across four dimensions. e-Competences in Dimensions 1 and 2 are presented

from the organizational perspective as opposed to an individual’s perspective. Dimension 3 defines e-

Competence levels and relates to the European Qualifications Framework (EQF), it is a bridge between

organizational and individual competences. Dimension 4 provides examples of knowledge and skills to the

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e-Competences in Dimension 2, they are not intended to be exhaustive but for inspiration and orientation

only.

This latest version of the standard incorporates a new element, transversal aspects; it recognizes the

relevance of a number of cross-cutting aspects that are important and provide additional generic ICT related

descriptors for successful application of e-CF competences in a workplace context. Examples of transversal

aspects identified for context-specific and flexible application within this standard are Accessibility, Ethics

and Security.

This standard has a sector specific relationship to the EQF; competence levels within this standard

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 this standard has been systematically

developed 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 EQF and e-CF,

but relevant relationship information is provided.

Continuity of this standard is imperative; following maintenance updates it is essential that users are

provided with a simple upgrade path. Users of this standard invest considerable time and resources to align

processes or procedures with it. Organisations deploying these downstream activities are reliant upon this

standard and need to be confident of the continued sustainability of their processes. Updates of this

standard need to recognize this requirement and provide for continuity, enabling use of the existing version

of the standard until it is convenient to upgrade to the latest version.

This standard 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. This standard 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.
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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, e-Competence Framework (e-CF) — A common European Framework for ICT Professionals

in all sectors — Part 3: 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
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4 Executive overview

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

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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

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;
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• 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 i
...