Entrepreneurship and Innovation Specialization Version 1 · the important work performed by the BTM...

entrepreneurshipand innovation

BTM Learning Outcomes and Competency Standards

Entrepreneurship and Innovation Specialization Version 1.0

Entrepreneurship and Innovation Specialization

Digital Health

Digital Health Specialization

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Copyright and Reprint Permission

The Information Technology Association of Canada (ITAC) Business Technology

Management (BTM) Learning Outcomes and Competency Standards are protected

under a Creative Commons license. This license allows others to download and share

works with others as long as ITAC is credited, but the work cannot be changed in any

way or used commercially.

This work is licensed under the Creative Commons Attribution-NonCommercial-

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

To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-

nd/4.0 .

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Table of Contents Copyright and Reprint Permission ..................................................................................... 2

Foreword .............................................................................................................................. 5 Business Technology Management Development Team ...................................................... 7

Acknowledgements .............................................................................................................. 9 Scope of the Entrepreneurship and Innovation Specialization ............................................ 10

1.0 Interested in offering a BTM program? ................................................................... 11

1.1 What BTM Standard is right for my program? ................................................ 13

1.2 How do I use the standard? ............................................................................... 14

1.3 Using the BTM Brand ......................................................................................... 15

1.4 Program Accreditation ...................................................................................... 18

2.0 BTM Structure and Standards Labelling ................................................................. 20

2.1 Hierarchical Structure of the BTM 2.0 ............................................................. 20

2.1 Labeling and Defining BTM Competency Standards ....................................... 22

3.0 BTM Baccalaureate Entrepreneurship and Innovation Learning Outcomes and Competency Standards ...................................................................................................... 23

3.1 I1 – Integrative .................................................................................................. 23 3.2 F1 – Personal and Interpersonal .......................................................................... 29 3.3 F2 – Business ....................................................................................................... 32

3.4 F3 – Technology .................................................................................................. 38 3.5 F4 - Innovation .................................................................................................... 47

3.6 C1 – Technology in Business .............................................................................. 48

3.7 C2- Process, Project and Change ....................................................................... 53

Appendices ......................................................................................................................... 59

Appendix 1 – Creative Commons Attribution-NonCommercial-NoDerivatives 4.0

International Public License ............................................................................................ 59

Appendix 2 - Definitions ................................................................................................ 66 Appendix 3 - BTM Competency Expectations ............................................................... 69

Appendix 4 - Revised Bloom’s Taxonomy.................................................................... 70 Appendix 5 - Industry Recognized Competency Frameworks ........................................ 71 Appendix 6 - Details and background on Competency Standards .................................. 73

Appendix 7 - Profile of BTM Graduates ........................................................................ 76 Appendix 8 - National Occupational Standards ............................................................. 79

Agile Transformation Coach ......................................................................................... 81

Innovation Consultant ................................................................................................... 87

Process Improvement Analyst ...................................................................................... 93

Product Innovation Manager ...................................................................................... 100

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Product Innovation Specialist ..................................................................................... 106

Strategic Innovation Manager ..................................................................................... 112

Contact Us ......................................................................................................................... 118

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Foreword

Business Technology Management (BTM) was introduced in 2009 at the undergraduate level in response to industry’s demand for ICT graduates who have the right mix of business and technology skills. Increasingly, industries require highly skilled individuals trained by Canadian educational institutions that can adapt to new ways of working in virtual global teams that can leverage networked business models, innovate constantly, utilize emerging technologies such as cloud computing, social media, big data analytics; and, exhibit strong social skills. To meet these demands, educational institutions would be required to develop programs with the right mix of business and technology learning outcomes that reflect emerging and rapidly changing workplace roles. They must do so while responding to the strong and dynamic influences of information and communication technologies, particularly in traditional sectors such as finance and health, in cross-functional specializations such as entrepreneurship and data analytics, and in direct response to industry’s demands. Working together with academic institutions, industry and sector associations, ITAC Talent defined a set of Business and Technology Learning Outcomes and Competency Standards required by industry that drew heavily

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

Expansion of the Business Technology

Management Program

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

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review the BTM 1.0 Learning Outcomes in light of changing technologies and labour market needs;

expand availability of actual BTM programs in two ways: 'vertically' - into colleges, polytechnics, graduate education, continuing education; and 'horizontally' - into select specialty versions like digital media, health, financial services, cyber security, data analytics, and entrepreneurship.

build a prioritized list of National Occupational Standards (NOS) for BTM as a framework for professional education and career development;

professionalize the BTM sector through program accreditation, professional certification and a BTM Association for professionals; and,

create national brand awareness of BTM and its importance to bridging the skills gap through a broad range of national marketing activities and special events.

Specializations BTM specialization degrees will offer students with opportunities to focus on areas of growing significance in today’s job market. Specialization programs combine the learning outcomes of the standard BTM with function specific skills, knowledge and competencies. The Baccalaureate Specialization in Entrepreneurship and Innovation is targeted to persons interested in intrapreneurship roles in existing industries and large corporations without restricting access to small business and start-up entrepreneurs. These people assume the responsibility of transforming existing business models, creating new and innovative ideas and models, developing and resourcing them. BTM Entrepreneurship and Innovation graduates are expected to perform responsibilities for roles such as: analysts for process improvements, product innovation, and strategy innovation. A list of National Occupational Standards in roles related to this degree are included in the appendix to this document. For more information on the BTM visit http://itactalent.ca/talent-initiatives/btm/

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

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

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Business Technology Management Development Team

Academic Representatives

Dr. Yinglei Wang, Acadia University

Dr. Ozgur Turetken, Ryerson University

Dr. Patricia McLaren, Wilfrid Laurier University

Dr. Lyne Bouchard, Université Laval

Dr. Stéphane Gagnon, Université du Québec en Outaouais

Dr. Elie Elia, Université du Québec à Montréal

Dr. Raul Valverde, Concordia University

Haider Al-Saidi, Red River College

Dr. Peter King, University of Manitoba

Ben Akoh, University of Manitoba

Dr. Yau Man Cheung, University of British Columbia

Dr. Dianne Cyr, Simon Fraser University

Dr. Blaize Reich, Simon Fraser University

Industry Representatives

Parm Randhawa, BC Liquor Distributions Branch

Janet Robertson, BC Liquor Distributions Branch

Mukesh Kashyap, Government of British Columbia

Nelson Lah, CGI

David O’Leary, SIDO Capital

David Morrish, MBS Technology Services

Stephen Rudin, Telus

Mihai Dinu, Fraser Health Authority

Holly Zhang, Worksafe BC

Al Abbas, BizTechMasters Inc.

Jonathan Wilder, PCGI Consulting Services

Rod Miller, DBI Technologies Inc.

Susan Zuk PCGI Consulting Services

Jacqueline Manaigre, Manitoba Government

Kerry Augustine, Manitoba Government

Gary Craven, PCGI Consulting Services

Cal Pishak, Crown Lands and Property Agency

Barb Spurway, Protega

Patrick Hannah, Avant Systems Group

Linda Hunter, Sierra Systems Group

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Jim Tremholme, Canadian Tire

Tanya Purchased, Scotiabank

Denise Ramnarine, Scotiabank

Sunita Guyadeen, Royal Bank of Canada

Dianne Dowsett, Hewlett Packard

Sara McCreadie, Hewlett Packard

Roxana Hedre, Xerox Canada

Sandra Biscaia, Samsung Canada

Lorena Ferino, Plexxus

Specialization Specific

Design Committee Leads:

Dr. Andrew Gemino, Simon Fraser University

Ben Tan, Simon Fraser University

Vigen Nazarian, University of Toronto

Jon Worren, MaRS

Ryan Burwell, MaRS

April Philpotts, Communitech

Howard Oliver, What if What Next

Svetlana Sidenko, ITChapter

Mehdi Merai, Dataperformers

Tarek Sadek, Digital Media Zone

Ken Ying, Proctor & Gamble

Editorial Team:

Ben Akoh, ITAC Talent, BTM Director Standards Development

Chris Drummond, ITAC Talent, Managing Director

Gina van Dalen, ITAC Talent, Senior Program Manager, BTM

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Acknowledgements

Funding for the development of the BTM Learning Outcomes and Competency Standards has been provided by the Government of Canada. ITAC also appreciates the important work performed by the BTM 1.0 Entrepreneurship and Innovation Design Committee members. Finally, there are surely other people who have contributed to the Learning Outcomes and Competency Standards, either directly or indirectly, whose names we have inadvertently omitted. To those people, we offer our tacit appreciation and apologize for having omitted explicit recognition.

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Scope of the Entrepreneurship and Innovation

Specialization

New Product Innovation (NPI) Strategy: In addition to foundation knowledge in business and technology, a graduate will have knowledge of theory and practices needed to launch a new product, service, or process to an internal or external marketplace. This will include context analysis, value proposition, and development plans. New Product/Process Innovation Management: In addition to foundational

knowledge in IT strategy, the graduate must be able to identify innovative methods

to improve a product or service through integration with other products,

development of a new platform, and partnering strategically. This module will

include analysis of product/service lifecycles, value chains and forecasting

competition.

Product/Processes Transformation with Data: In addition to foundational

knowledge in data governance and database management, the graduate must be

able to manage data derived from product/service usage, often customized to

specific systems, end--‐users, or input to other products.

Product Valuation and Strategic Pivot: In addition to foundational knowledge in

business and systems analysis, the graduate must be able to determine the features

needed in a minimum viable product/service (MVP) and making successful pivots in

response to customer feedback.

Customer Development Analysis: In addition to foundational knowledge in

business strategy, the graduate must be able to use frameworks such as the

customer development process (CDP) to strategically position new, innovative

products/services in existing or emerging markets.

Transformational Management: In addition to foundational knowledge in

organizational transformation with IT strategy, the graduate must have participated

with an interdisciplinary team in an experiential project that responds to market

needs either through product/process improvement or new product/process

development.

Change Management Leadership: In addition to foundational knowledge in

project management and business leadership, the graduate must be able to

effectively lead an interdisciplinary team to complete the task at hand in a time of

rapid change

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1.0 Interested in offering a BTM program?

Post-secondary institutions interested in offering the BTM program should follow the steps listed below (see Figure 1). Step 1: Review existing offerings and determine if they match the BTM Learning Outcomes and Competency Standards. Step 2: Calibrate and align the learning outcomes of your courses against the BTM Learning Outcomes and Competency Standards. Step 3: Identify material gaps, determine how they may be filled and settle on the design of your BTM program. Step 4: Contact ITAC Talent when planning your program. ITAC Talent staff can assist with any specific questions you have related to the learning outcomes and competency standards. Step 5: Seek BTM Recognition or Accreditation status by providing ITAC with sufficient information indicating that your program is meeting the industry-accepted standards. Step 6: Create a BTM Advisory Board that will provide guidance and oversight to your program. Step 7: Promote your program using your individual promotion and marketing channels and using ITAC Talent and CareerMash websites. Step 8: Launch your program Participate in ITAC Talent’s BTM related events.

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Figure 1: Steps to Offering a BTM Program

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1.1 What BTM Standard is right for my program?

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

Baccalaureate 2.0 Certificate 1.0 Master’s 1.0

Copies of these standards can be found at: http://itactalent.ca/itac-talent-and-you/educators/btm-meeting-market-demand/ The Baccalaureate 2.0 standard captures what is referred to as the BTM Core Body of Knowledge; and from it, the Certificate 1.0 and Masters 1.0 standards derive. In addition, ITAC has developed learning outcomes and competency standards for 6 Baccalaureate specialization programs. The learning outcomes and competency standards in this document and the following 5 specializations: Baccalaureate Specialization in Digital Health The demand for BTM health-related skills and competencies continue to increase across industries, hospitals and provincial health departments. The Health Sector BTM Learning Outcomes and Competency Standards have been defined to address specific domain and technical knowledge in the health related field. Expectations of BTM graduates in this area require knowledge and competencies of health related policies, health data analytics, health technology, and ethics. Graduates of this specialization are expected to perform responsibilities for roles such as: Health Enterprise Architecture, Solutions Architect and Developer, Business, Data and Systems Analysis; and ,Solutions and Project Management. Baccalaureate Specialization in Financial Services Created to address the needs of organizations for BTM skills in the financial services area. The Core BTM Baccalaureate Learning Outcomes and Competency Standards have been adjusted to include Financial Services specific items. For instance, Financial services graduates of the program should, in addition to their core BTM skills be able to exhibit knowledge and expertise in conducting finance related requirements analysis. Graduates of this specialization are expected to perform responsibilities for roles such as: Governance, Risk, and Compliance Management; Data Services; Enterprise architecture; and Quality Assurance. Baccalaureate Specialization in Data Analytics With the growth of analytics for business decision making, skills and competencies in data analytics are increasingly desired by industry. Graduates of this specialization are able to manipulate large data sets and produce information that

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


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informs businesses. BTM Data Analytics graduates assume roles such as data scientist, data analysts, enterprise data architects and business analysts. Detailed Competency Standards and Learning Outcome can be found in Part 2 Document.

Baccalaureate Specialization in Digital Security This specialization permeates multiple sectors across multiple positions. Cyber security graduates are expected to have sufficient skills to develop, deploy, and maintain security systems, identify security gaps, and provide support for a variety of security services and platforms. Graduates of this specialization assume roles such as security offices, security architect and analysts, and security testers and researchers. Baccalaureate Specialization in Interactive Communications Experts in this domain are able to work on a variety of digital artefacts including text, audio, video, photography and graphics on a wide variety of contexts and platforms such as the Web, computer and mobile applications, social media platforms, kiosks, electronic displays, and a growing variety of electronic devices such as thermostats, watches and vehicles. Graduates of this specialization take on roles such as digital media project managers, digital design analysts, and digital business development managers. Copies of these standards can be found at: http://itactalent.ca/itac-talent-and-you/educators/btm-meeting-market-demand/

1.2 How do I use the standard?

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

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

2. Minors: Similar to electives, minors are attainable if the student completes all the courses required for a minor within a specific BTM program by allowing the student to choose additional credit and courses on their own that they could add to their existing program. This is however unstructured, may not



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create the ideal program offering for schools. The assumption for both points 1 and 2 is that there is already room for electives in the program which would allow students to decide to specialize using their elective options as a route.

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

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

4. Combine the learning outcomes from two or more existing courses to make room for 4 to 5 new specialization courses. Then introduce those specializations courses into the program. Market it to students as a BTM+ Specialization. Outcome will be similar to point 3; total credit remains unchanged, program duration remains unchanged.

5. Double major: The most tasking but probably preferred option is to introduce 5 to 6 new courses per specialization. Students will graduate after one year but would have a double major: BTM + Specialization

1.3 Using the BTM Brand

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

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BTM Program Type

Description BTM Brand

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

Baccalaureate plus Specialization

A discrete, structured and sequenced set of courses and requirements that a student must complete in order to obtain a specific degree or other recognized at the undergraduate or level. For the specialization there be at least five (5) courses. At least two (2) of the courses in a specialization should be advanced courses, defined as courses that would normally be taught in the latter two years of study and build upon the introductory and intermediate courses. There must be a structure to the set of courses required; in other words, allowing students to choose any random set of courses is not appropriate, although allowing students to select from several groups of electives would be fine. Allowing students to select a custom program would also be fine provided this process is carefully guided by an advisor, such that the resulting program is coherent and meets the program objectives.

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BTM Program Type

Description BTM Brand

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

Certificate A structured program of studies consisting primarily of non-degree credit courses equivalent to a minimum of 180 instructional contact hours and a maximum of 400 instructional contact hours (average 1 year). A certificate is a stand-alone program.

Master’s A structured program of studies consisting primarily of graduate courses equivalent to a minimum of 18 credit hours and a maximum of 30 credit hours. A graduate program may (1) be a stand-alone program or (2) be in conjunction with a graduate degree (12 credit hours of which must be in addition to other degree requirements to a maximum of 30 credit hours). Applicants must hold a degree in a related field and meet the normal graduate studies admission requirements for entrance to the program.

Table 1: BTM Program Types

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1.4 Program Accreditation

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

A standard level of professional knowledge among all BTM professionals relies on standard education approaches and curricula. BTMAC accreditation is a non-governmental autonomous process for assessment of educational programs against industry accepted standards. It provides a professional judgement about the quality of the educational program and encourages continued improvement. It provides an indication for the public at large that a program accredited is capable of producing graduates who can function at the required level of competence to enter the industry job market.

Accreditation:

Promotes and advances all phases of BTM education with the aim of promoting public welfare through the development of better-educated computer professionals.

Fosters a cooperative approach to BTM education between industry, government, and educators to meet the changing needs of society.

Provides a credible, independently verifiable method to differentiate accredited programs from non-accredited programs that may not adhere to important industry standards.

Signifies that a program has a purpose appropriate to higher education and has resources and services sufficient to accomplish its purpose on a continuing basis.

Provides an opportunity to the educational institution for improvement and self-analysis, and shows a commitment to continuous improvement.

Two levels of recognition are offered for BTM programs:

BTM Recognized

Business Technology Management (BTM) type programs have the opportunity to seek Recognized status. The Business Technology Management Accreditation Council (BTMAC) will offer an informal review to programs that have not yet produced graduates and do not qualify for an accreditation visit. The purpose of the informal evaluation is to provide comment and advice to the institution with respect to the program. The review will focus solely on the alignment of the program to the BTM Learning Outcomes. To be successful, a program needs to demonstrate that it produces learning outcomes that are largely aligned with the BTM Learning Outcomes and Competency Standards. Programs that are successful in the review will be allowed to use the term BTM Recognized on communications for a maximum

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of four (4) years. No undertaking is given by the BTMAC as to the eventual accreditation of the program.

BTM Accredited

Accreditation provides an opportunity for academic institutions to demonstrate they are committed to maintaining their programs' quality and that their programs are performing at the level required by the professions they serve. Programs undergo periodic accreditation to ensure that they continue to meet quality standards set by the profession. The result provides lasting benefits to students, the institution, employers, the professions, and society as a whole.

What Accreditation Means for Your Program

When a program becomes BTM Accredited it means that it:

Has received a national recognition of its quality Promotes "best practices" in education Directly involves faculty and staff in self-assessment and continuous quality

improvement processes Is based on "learning outcomes," rather than "teaching inputs"

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2.0 BTM Structure and Standards Labelling

2.1 Hierarchical Structure of the BTM

Figure 2: BTM Learning Outcome and Competency Standard Framework

The BTM Learning Outcomes contain 70 Learning Outcomes (see Table 2: BTM Learning Outcomes) in 7 broad competency areas, namely: 1. Integrative (I1): This knowledge area contains learning outcomes that integrate

the competencies developed in the following six knowledge areas. It produces a

“deliverable” of direct relevance to employers.

2. Personal and Interpersonal (F1): The ability to make a meaningful

contribution depends upon one’s self-knowledge and ability to have

constructive, long term, interactions with others. Successful leaders have strong

personal and interpersonal competencies.

3. Business (F2): To be effective in the workplace one must have both the broad

context of business – its role and place in society – and a working knowledge of

how business operates.

4. Technology (F3): BTM graduates must understand information and

communications technologies, their current capabilities, and future trends.

5. Innovation (F4): BTM graduates are expected to be innovative in the

workplace. Innovators should be able to identify new opportunities, validate and

resource them.

6. Technology in Business (C1): This knowledge area is designed to synthesize

the knowledge and competencies gained in the foundational knowledge areas

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and create an additional competency in understanding: the potential (economic,

personal, societal), the risks of, and the governance, acquisition, and

management of ICTs in and for business.

7. Processes, Project and Change (C2): BTM graduates will gain the foundations

that enable them to help create well-designed business processes, well-managed

projects, and support for the individuals and groups undergoing change.

Table 2: BTM Learning Outcomes

I1 ProjectManagement F3-1 ITTrends C1-1 BusinessValueofIT

I2 BusinessAnalysis F3-1.1 ITOperations C1-2 ImpactofITonPeople

I3 BusinessProcessManagement F3-1.2 SoftwareDevelopment C1-3 nnovationManagement

I4 EnterpriseArchitecture F3-1.3 InfrastructureLifecycle C1-4 ITIndustryEconomics

I5 TechnologyManagement F3-1.4 TechnologyLifecycle C1-5 ITFunctionEconomics

I6 TechnologyAssessment F3-1.5 ContemporaryTechnologyLifecycle C1-6 ITFunctionTrends

I7 DesignThinking F3-1.6 DigitalBusinessTechnology C1-7 ITProcurement

I8 CommunicateBusinessValue F3-1.7 DigitalBusiness C1-8 EnterpriseArchitecture

F1-1 Self-Awareness F3-1.8 DigitalMarketing C2-1 OrganizationalLearning

F1-2 Communication F3-2 ITSolutionDesign C2-2 ProjectManagement

F1-3 WorkplaceDiversity F3-2.1 RequirementsAnalysis C2-3 BusinessChangeManagement

F1-4 InterpersonalRelations F3-2.2 Networking C2-4 ProjectProcessManagement

F1-5 Teamwork F3-2.3 CustomSoftware C2-4.1 StakeholderRequirementAnalysis

F1-5.1 Persuasion F3-2.4 PackagedSoftware C2-4.2 BusinessProcessImprovement

F1-5.2 DecisionMaking F3-2.5 TechnologyArchitecture C2-4.3 BusinessProcessDesign

F1-5.3 Leadership F3-3 ITSecurityandCompliance C2-4.4 QualityAssurance

F1-5.4 CommunicationTechnologies F3-3.1. InformationSecurityorCyberSecurity C2-4.5 NewProcessImplementation

F1-6 Negotiation F3-3.2 Technologyaudit C2-5 KnowledgeManagement

F1-7 CoordinationSkill F3-3.3 Privacy

F2-1 BusinessandSociety F3-3.4 ITGovernanceandStandards

F2-2 BusinessModels F3-4 InformationManagement

F2-3 RiskManagement F3-4.1 BusinessIntelligence

F2-4 StrategicManagement F3-4.2 DecisionSupportSystems

F2-5 SupportFunctions F3-4.3 DataWarehousing

F2-6 ValueChain F4-1 OpportunityIdentification

F4-2 Validation

F4-3 Resourcing

TechnologyinBusiness

Processes,ProjectsandChange

Integrative

PersonalandInterpersonal

Business

Technology

Innovation

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2.1 Labeling and Defining BTM Competency Standards

Competency Standards are defined using a formula:

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

Where:

<Label> indicates which model is used to define the competency standard or provide guidance. In summary:

1. BLOOM = Updated Bloom’s Taxonomy

2. SFIA = Skills Framework for the Information Age Version 6

3. PMI = Project Management Institute

4. IIBA = International Institute of Business Analysis

5. MSC = Management Standards Centre, National Occupational Standard

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

<Required Competency Level Code> specifies the required competency level the student must achieve using the competency level scale from the selected competency model. In cases where the competency standard is provided for guidance only, this element is omitted (see below for details).

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

Competency standards are created using a combination of Industry Codes, Competency Codes and Competency Levels. For instance, the competency Standard: “SFIA-PRMG=4” suggests that the BTM graduate must demonstrate a Project Management competency at Level 4 of the SFIA Industry Recognized Framework. The BTM revised BLOOMs taxonomy is used throughout the document (See Appendix 3). Chapter 4 provides the Baccalaureate 2.0 BTM Core Body of Knowledge Learning Outcomes and Competency Standards.

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3.0 BTM Baccalaureate Entrepreneurship and Innovation Learning Outcomes and Competency Standards

3.1 I1 – Integrative

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

Ref (1)

Title (2)

Learning Outcome (3)

Competency Standard (4)

I1 Project Management Demonstrate the ability to effectively plan, manage and lead a business technology project.

SFIA-PRMG=4 (Project Management) Introduction to this skill: The management of projects, typically (but not exclusively) involving the development and implementation of business processes to meet identified business needs, acquiring and utilizing the necessary resources and skills, within agreed parameters of cost, timescales, and quality. Level 4 Description: Defines, documents and carries out small projects or sub-projects (typically less than six months, with limited budget, limited interdependency with other projects, and no significant strategic impact), alone or with a small team, actively participating in all phases. Identifies, assesses and manages risks to the success of the project. Agrees project approach with stakeholders, and prepares realistic plans (including quality, risk and communications plans) and tracks activities against the project schedule, managing stakeholder involvement as

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Ref (1)

Title (2)



appropriate. Monitors costs, timescales and resources used, and takes action where these deviate from agreed tolerances. Ensures that own projects are formally closed and, where appropriate, subsequently reviewed, and that lessons learned are recorded. SFIA-PROF=4 (Programme and Project Support) Introduction to this Skill: The provision of support and guidance on portfolio, programme and project management processes, procedures, tools and techniques. Support includes definition of portfolios, programmes, and projects; advice on the development, production and maintenance of business cases; time, resource, cost and exception plans, and the use of related software tools. Tracking and reporting of programme/project progress and performance are also covered, as is the capability to facilitate all aspects of portfolio/programme/ project meetings, workshops and documentation.

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Ref (1)

Title (2)



Level 4 Skill Description: Takes responsibility for the provision of support services to projects. Uses and recommends project control solutions for planning, scheduling and tracking projects. Sets up and provides detailed guidance on project management software, procedures, processes, tools and techniques. Supports programme or project control boards, project assurance teams and quality review meetings. Provides basic guidance on individual project proposals. May be involved in aspects of supporting a programme by providing a cross programme view on risk, change, quality, finance or configuration management.

I2

Business Analysis

Demonstrate the ability to understand and analyze a business problem or opportunity- collect relevant information, describe and compare options and risks, and make recommendations. Demonstrate appropriate use of relevant techniques such as systems thinking and quantitative analysis.

BLOOM BTM=4

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Ref (1)

Title (2)



I3 Business Process Management

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

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

I4 Enterprise Architecture

Demonstrate the ability to design and communicate a moderately complex technology-enabled solution to a business problem.

SFIA-SSUP=4 (Sales Support) Introduction to this Skill: The provision of technical advice and assistance to the sales force, sales agents, reseller/distributor staff existing or prospective customers, either in support of customer development or sales activity or fulfillment of sales obligations. Level 4 Skill Description: Works closely with the sales team to help prospects to clarify their needs and requirements; devises solutions and assesses their feasibility and practicality. Demonstrates technical feasibility using physical or simulation models. Produces estimates of cost and risk and initial project plans to inform sales proposals. Resolves technical problems.

http://www.management-standards.org/sites/default/files/Unit%20C5.pdf

http://www.management-standards.org/sites/default/files/Unit%20C5.pdf

27

Ref (1)

Title (2)



l5 Technology Management

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

BLOOM BTM=3

l6 Technology Assessment

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

SFIA-RSCH=3 (Research) Introduction to this Skill: The advancement of knowledge by data gathering, innovation, experimentation, evaluation and dissemination, carried out in pursuit of a predetermined set of research goals. Level 3 Description: Within given research goals, builds on and refines appropriate outline ideas for research, i.e. evaluation, development, demonstration and implementation. Uses available resources to gain an up-to-date knowledge of any relevant field. Reports on work carried out and may contribute sections of material of publication quality.

28

Entrepreneurship and Innovation Specialization Specific Learning Outcomes

Ref (1)

Title (2)



I7 Design Thinking Exhibit an understanding of how to use the 5 key elements of the design-thinking framework for future projects and initiatives.

BLOOM BTM=1

I8 Communicate Business Value

Demonstrate understanding of how to effectively communicate the value of current and new projects in a concise and compelling way.

BLOOM BTM=3

29

3.2 F1 – Personal and Interpersonal

The ability to make a meaningful contribution depends upon one’s self knowledge and ability to have constructive, long term, interactions with others. Successful leaders have strong personal and interpersonal competencies.

Ref (1)

Title (2)



F1-1 Self-Awareness Demonstrate self-awareness and self-management, including mastery of ethical reasoning, client relationship management, business courtesies and self-presentation

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

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

BLOOM BTM=4

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

BLOOM BTM=3

http://www.management-standards.org/sites/default/files/A1%20-%20Manage%20your%20own%20resources.pdf

http://www.management-standards.org/sites/default/files/D1%20-%20Develop%20productive%20working%20relationships%20with%20colleagues.pdf


30

Ref (1)

Title (2)



F1-4 Interpersonal Relationship

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

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

F1-5 Teamwork Demonstrate proficiency in leading workplace teams (within or between organizations), including the ability in the four following areas:

BLOOM BTM=4

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

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

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

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

F1-5.3 Leadership Demonstrate the ability to engender and sustain trust

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



http://www.management-standards.org/sites/default/files/B6%20-%20Provide%20leadership%20in%20your%20area%20of%20responsibility.pdf



http://www.management-standards.org/sites/default/files/C2%20-%20Encourage%20innovation%20in%20your%20area%20of%20responsibility.pdf

http://www.management-standards.org/sites/default/files/C2%20-%20Encourage%20innovation%20in%20your%20area%20of%20responsibility.pdf



31

Ref (1)

Title (2)



F1-5.4 Communications Technologies

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

MSC-E14=TL (Support team and virtual working – Team Lead)


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

BLOOM BTM=2

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

BLOOM BTM=3

http://www.management-standards.org/sites/default/files/E14%20-%20Support%20team%20and%20virtual%20working.pdf

32

3.3 F2 – Business

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

Ref (1)

Title (2)



F2-1 Business and Society Exhibit an understanding of the history, current role and future trends (e.g. globalization, social responsibility) of business within society and the global economy

BLOOM BTM=2

F2-2 Business Models Demonstrate understanding of technology-enabled business design (e.g., digital business models including "platforms", supply networks, collaborative/proprietary innovation, disruptive innovation).

BLOOM BTM=3

F2-3 Risk Management Demonstrate the ability to conduct financial, operational, and reputational risk management including their implications for business decisions of cyclical and event-driven external

BLOOM BTM=2

33

Ref (1)

Title (2)



risks (e.g. credit crunch, pandemics, global warming, peak oil).

F2-4 Strategic Management

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

BLOOM BTM=3

F2-5 Support Functions Demonstrate understanding of the role, processes and structure of support functions of a business (e.g. general management, marketing, finance, R&D, IT, human resources)

BLOOM BTM=3

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

BLOOM BTM=3

34

Ref (1)

Title (2)



F3-1 IT Trends Be able to explain the current and future issues in the following topics:

BLOOM BTM=2

F3-1.1

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

BLOOM BTM=2

F3-1.2

Software Development

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

BLOOM BTM=2

F3-1.3 Infrastructure Lifecycle

Infrastructure lifecycle (networks, desktop and data centre hardware, operating systems, databases)

BLOOM BTM=2

35

Ref (1)

Title (2)



F3-1.4

Technology Lifecycle Overall application and technology landscape lifecycle (e.g. make technology choices that will ease the integration of unpredictable future technologies).

BLOOM BTM=2

F3-1.5 Contemporary Technology Lifecycle

New and emerging technologies and methods (e.g. cloud computing, mobile, social media)

SFIA-EMRG= 4 (Emerging technology Monitoring) Introduction to this Skill: The identification of new and emerging hardware, software and communication technologies and products, services, methods and techniques and the assessment of their relevance and potential value as business enablers, improvements in cost/performance or sustainability. The promotion of emerging technology awareness among staff and business management. Level: Level 4 Description: Maintains awareness of opportunities provided by new technology to address challenges or to enable new ways of working. Within own sphere of influence, works to further organizational goals, by the study and use of emerging technologies and products. Contributes to briefings and presentations about their relevance and potential value to the organization.

F3-1.6 Digital Business Technology

Be able to explain the overall functioning of the Internet, Web, mobile, IoT etc. Be able to explain a variety of

BLOOM BTM=3

36

Ref (1)

Title (2)



Internet technologies, including those pertinent to Web applications, mobile apps, IoT etc.

F3-1.7 Digital Business Demonstrate understanding of Digital Commerce and the application of IT, and especially digital technology, to developing innovative business models within an existing or new business strategy; understand the business opportunities from innovative digital technology for both small and large enterprises, including e-commerce development platforms in the cloud, e-commerce hubs or marketplaces, e-commerce process and payment automation, etc.

BLOOM BTM=3

F3-1.8 Digital Marketing Demonstrate understanding of Digital Marketing concepts and the tools which support them: Market research and analysis; Search engine optimization (SEO); Social

BLOOM BTM=3

37

Ref (1)

Title (2)



media marketing (SMM - blogging, LinkedIn, Twitter, etc); Online advertising tools (such as Google Adwords); The use of analytics and scorecards; Digital marketing programs; Marketing automation; Measurement and web performance optimization.

38

3.4 F3 – Technology

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

Ref (1)

Title (2)



F3-2

IT Solution Design Demonstrate the ability to meet business requirements by planning, designing, integrating into an existing landscape, implementing, configuring and operating contemporary technologies in each of the following:

The following seven (7) competency standards apply to all parts of F3-2 Skill (1) SFIA-REQM=3 (Requirements Definition and Management) Introduction to this Skill: The definition and management of the business goals and scope of change initiatives. The specification of business requirements to a level that enables effective delivery of agreed changes. Level 3 Description: Defines scope and business priorities for small-scale changes and may assist in larger scale scoping exercises. Elicits and discovers requirements from operational management and other stakeholders. Selects appropriate techniques for the elicitation of detailed requirements taking into account the nature of the required changes, established practice and the characteristics and culture of those providing the requirements. Specifies and documents business requirements as directed, ensuring traceability back to source. Analyses them for adherence to business objectives and for consistency, challenging positively as appropriate. Works with stakeholders to prioritize requirements.

39

Ref (1)

Title (2)



Skill (2) SFIA UNAN=3 (User Experience Analysis) Introduction to this Skill: The identification, analysis, clarification and communication of the context of use in which applications will operate, and of the goals of products, systems or services. Analysis and prioritization of stakeholders’ “user experience” needs and definition of required system behaviour and performance. Resolution of potential conflicts between user requirements and determination of usability objectives. Level 3 Skills Descriptions Identifies and engages with users/ stakeholders, defines relevant characteristics (e.g. “personas”) and describes users goals and tasks (e.g. as “user stories”). Describes the environment within which the system will be used. Identifies and describes requirements of users with special needs (e.g. resulting from physical disabilities). Skill (3) SFIA-DESN=2 (Systems design) Introduction to this Skill: The specification and design of information systems to meet defined business needs in any public or private context, including commercial, industrial, scientific, gaming and entertainment. The identification of concepts and their translation into implementable design. The design or selection of components.

40

Ref (1)

Title (2)



The retention of compatibility with enterprise and solution architectures, and the adherence to corporate standards within constraints of cost, security and sustainability. Level 2 Description: Undertakes complete design of simple applications using simple templates and tools. Assists as part of a team on design of components of larger systems. Produces detailed designs including for example: physical data flows, file layouts, common routines and utilities, program specifications or prototypes, and backup, recovery and restart procedures. Skill (4) BLOOMS BTM=3 (Quality Standards) Level 3 Description: Demonstrate understanding and can develop standards of quality based on business needs. Skill (5) BLOOMS BTM=3 (Quality Assurance) Level 3 Description: Demonstrate understanding of measuring, monitoring, reporting and recommending with respect to quality.

41

Ref (1)

Title (2)



Skill (6) BLOOMS BTM=3 (Testing) Level 3 Description: Demonstrate understanding of testing including the planning, design, management, execution and reporting of tests. Skill (7) SFIA-SLMO=3 (Service Level Management) Introduction to this skill: The planning, implementation, control, review and audit of service provision, to meet customer business requirements. This includes negotiation, implementation and monitoring of service level agreements, and the ongoing management of operational facilities to provide the agreed levels of service, seeking continually and proactively to improve service delivery and sustainability targets. Level 3 Description: Monitors service delivery performance metrics and liaises with managers and customers to ensure that service level agreements are not breached without the stakeholders being given the opportunity of planning for a deterioration in service.

F3-2.1 Requirement Analysis Requirements Analysis Same as above

F3-2.2 Networking A network and computing platform

Same as above

42

Ref (1)

Title (2)



F3-2.3 Custom Software A custom software solution (implemented locally or in the cloud)

Same as above plus: SFIA-PROG=2 (Programming/software development) Introduction to this Skill: The design, creation, testing and documenting of new and amended software components from supplied specifications in accordance with agreed development and security standards and processes. Level 2 Description: Designs, codes, tests, corrects, and documents simple programs, or scripts and assists in the implementation of software which forms part of a properly engineered information or communications system.

F3-2.4 Packaged Software A packaged software solution (implemented locally or in the cloud)

Same as above

F3-2.5 Technology Architecture

Exhibit an understanding of technology architecture, and the various IT runtime infrastructures available to organizations of varying sizes to implement IT solutions.

BLOOM BTM=1

F3-3 IT Security and Compliance

Demonstrate an understanding of IT security and compliance in the following areas:

BLOOM BTM=1

43

Ref (1)

Title (2)



F3-3.1

Information Security or Cyber Security

Demonstrate understanding of management of, and provision of expert advice on, the selection, design, justification, implementation and operation of information security controls and management strategies to maintain the confidentiality, integrity, availability, accountability and relevant compliance of information systems with legislation, regulation and relevant standards.

SFIA REQM=3 (Requirements definition and management) Introduction to this Skill: The definition and management of the business goals and scope of change initiatives. The specification of business requirements to a level that enables effective delivery of agreed changes. Level 3 Description: Defines scope and business priorities for small-scale changes and may assist in larger scale scoping exercises. Elicits and discovers requirements from operational management and other stakeholders. Selects appropriate techniques for the elicitation of detailed requirements taking into account the nature of the required changes, established practice and the characteristics and culture of those providing the requirements. Specifies and documents business requirements as directed, ensuring traceability back to source. Analyses them for adherence to business objectives and for consistency, challenging positively as appropriate. Works with stakeholders to prioritize requirements.

F3-3.2 Technology Audit The independent, risk-based assessment of the adequacy and integrity of controls in information processing systems, including hardware, software solutions, information management systems, security systems and tools, and communications technologies - both web-

BLOOMS BTM=2

44

Ref (1)

Title (2)



based and physical. The structured analysis of the risks to achievement of business objectives, including the risk that the organisation fails to make effective use of new technology to improve delivery and internal effectiveness. Assessment of the extent to which effective use has been made of techniques and tools to achieve sustainability and business continuity.

F3-3.3 Privacy Exhibit an understanding of federal and provincial privacy laws such as HIPPA and PIPEDA and their impact on IT operations within an enterprise.

BLOOM BTM=1

F3-3.4 IT Governance and Standards

Exhibit an understanding of external Canadian and international IT governance and standards organizations such as ITIL, ISO, COBIT, and their impact on IT operations within an enterprise

BLOOM BTM=1

45

Ref (1)

Title (2)



F3-4 Information Management

Demonstrate the ability to develop the role, management and uses of information, including (Two skills required):

BLOOM BTM=4

F3-4.1 Business Intelligence The role of information and data to support operations, decision making, planning and risk management

Skill (1): SFIA-DTAN=4 (Data analysis) Introduction to this Skill: The investigation, evaluation, interpretation and classification of data, in order to define and clarify information structures which describe the relationships between real world entities. Such structures facilitate the development of software systems, links between systems or retrieval activities. Level 4 Description: Investigates corporate data requirements, and applies data analysis, data modelling and quality assurance techniques, to establish, modify or maintain data structures and their associated components (entity descriptions, relationship descriptions, attribute definitions). Provides advice and guidance to database designers and others using the data structures and associated components.

F3-4.2 Decision Support Systems

Demonstrate the ability to model, prepare, and structure data to support the creation and use of information and knowledge

Skill (2): SFIA-DBDS=4 (Database design) Introduction to this Skill: The specification, design and maintenance of mechanisms for storage and access to both structured and unstructured information, in support of business information needs.

46

Ref (1)

Title (2)



Level 4 Description: Develops and maintains specialist knowledge of database concepts, object and data modelling techniques and design principles and a detailed knowledge of database architectures, software and facilities. Analyses data requirements to establish, modify or maintain object/data models. Evaluates potential solutions, demonstrating, installing and commissioning selected products.

F3-4.3 Data Warehousing Describe technologies for information management (e.g. reporting, analysis), knowledge management, collaboration management and content management.

BLOOM BTM=3

47

3.5 F4 - Innovation

BTM graduates are expected to be innovative in the workplace. Innovators should be able to identify new opportunities, validate and resource them.

Ref (1)

Title (2)



F4-1 Opportunity Identification

Demonstrate understanding of how to use various approaches to generate new opportunities for projects, processes, and initiatives

BLOOM BTM=3

F4-2 Validation Demonstrate understanding of how to use frameworks and tools to establish the value and cost associated with an opportunity (from the customer, market, and technology perspectives)

BLOOM BTM=3

F4-3 Resourcing Exhibit an understanding of how to optimize the contributions of IT to competitive strategy, innovation, decision-making and operations in various sizes and types of organizations, industry sectors, processes and functions.

BLOOM BTM=1

48

3.6 C1 – Technology in Business

This knowledge area is designed to synthesize the knowledge and competencies gained in the foundational knowledge areas and create an additional competency in understanding: the potential (economic, personal, societal), the risks of, and the governance, acquisition, and management of ICTs in and for business.

Ref (1)

Title (2)



C1-1 Business Value of IT Demonstrate understanding of optimizing the contributions of IT to competitive strategy, innovation, decision-making and operations in various sizes and types of organizations, industry sectors, processes and functions.

BLOOM BTM=3

C1-2

Impact of IT on People Demonstrate understanding of utilizing IT to impact individuals, families, organizations and communities, including culture, social and environmental issues, considering both collaboration and competitive analysis

BLOOM BTM=3

49

Ref (1)

Title (2)



C1-3 Innovation Management

Be able to explain the innovation process, and how to introduce, adopt, and practice innovation.

BLOOM BTM=2

C1-4

IT Industry Economics Be able to explain the structure, business value, offerings, and dynamics of the Canadian and international IT industries. This includes the economics of ICTs and specific subsectors (e.g., ERP, open source, outsourcing, web, mobility).

BLOOM BTM=2

C1-5 IT Function Economics Be able to explain the economics and governance of IT and the IT function within organizations, including IT’s role, structure, challenges processes, economics, maturity and career paths.

BLOOM BTM=2

50

Ref (1)

Title (2)



C1-6

IT Function Trends Demonstrate understanding of the risks and mitigation strategies to business operations inherent in the implementation of information and communications technologies (e.g. systems development, data security and privacy, business continuity, outsourcing, off-shoring and infrastructure).

SFIA-CORE=3 (Compliance review) Introduction to this skill: The independent assessment of the conformity of any activity, process, deliverable, product or service to the criteria of specified standards, best practice, or other documented requirements. May relate to, for example, asset management, network security tools, firewalls and internet security, sustainability, real-time systems, application design and specific certifications. Level 3 Description: Collects and collates evidence as part of a formally conducted and planned review of activities, processes, products or services. Examines records as part of specified testing strategies for evidence of compliance with management directives, or the identification of abnormal occurrences.

C1-7 IT Procurement Demonstrate understanding of and be able to evaluate the choices and activities in procurement and management of purchased IT products and services.

SFIA-CSMG=3 (Customer Service Support) Introduction to this skill: The management and operation of one or more customer service or service desk functions. Acting as a point of contact to support service users and customers reporting issues, requesting information, access, or other services. Level 3 Description: Acts as the routine contact point, receiving and handling requests for support. Responds to a broad range of service requests for support by providing information to fulfill requests or enable resolution. Provides first line investigation and diagnosis and promptly allocates unresolved issues as appropriate.

51

Ref (1)

Title (2)



Assists with the development standards, and applies these to track, monitor, report, resolve or escalate issues. Contributes to creation of support documentation.

C1-8 Enterprise Architecture Demonstrate understanding in Enterprise Architecture in the three components listed below:

1. Demonstrate understanding of enterprise architecture as the application of architecture principles and practices to guide organizations through the business, information, process, and technology changes necessary to execute their strategies.

BLOOM BTM=3

2. Demonstrate understanding of enterprise analysis, design, planning, and implementation, using a holistic approach at all times, for the successful development and execution of strategy.

BLOOM BTM=3

52

Ref (1)

Title (2)



3. Demonstrate the ability to utilize the various aspects of an enterprise to identify, motivate, and achieve these changes.

BLOOM BTM=3

53

3.7 C2- Process, Project and Change

BTM graduates will gain the foundations that enable them to help create well-designed business processes, well-managed projects, and support for the individuals and groups undergoing change.

Ref (1)

Title (2)



C2-1 Organizational Learning Be able to explain the overall organizational learning and innovation process / life cycle, and its role in organizational success.

BLOOM BTM=2

C2-2 Project Management Project Management - demonstrate appropriate understanding of the Project Management Institute's Project Management Body of Knowledge (PMBOK)

(Two skills required) Skill (1) SFIA-PRMG=4 (Project management) Introduction to this skill: The management of projects, typically (but not exclusively) involving the development and implementation of business processes to meet identified business needs, acquiring and utilizing the necessary resources and skills, within agreed parameters of cost, timescales, and quality. Level: Level 4 Description: Defines, documents and carries out small projects or sub-projects (typically less than six months, with limited budget, limited interdependency with other projects, and no significant strategic impact), alone or with a small team, actively participating in all phases. Identifies, assesses and manages risks to the success of the project. Agrees project approach with stakeholders, and prepares realistic plans (including quality, risk and

http://www.pmi.org/Pages/default.aspx

http://www.pmi.org/Pages/default.aspx

http://www.pmi.org/Movies/4StandardsVideos/PMBOKonly.html

http://www.pmi.org/Movies/4StandardsVideos/PMBOKonly.html

54

Ref (1)

Title (2)



communications plans) and tracks activities against the project schedule, managing stakeholder involvement as appropriate. Monitors costs, timescales and resources used, and takes action where these deviate from agreed tolerances. Ensures that own projects are formally closed and, where appropriate, subsequently reviewed, and that lessons learned are recorded.

Skill (2): SFIA-PROF=4 (Portfolio, Programme and Project Support) Introduction to this skill: The provision of support and guidance on portfolio, programme and project management processes, procedures, tools and techniques. Support includes definition of portfolios, programmes, and projects; advice on the development, production and maintenance of business cases; time, resource, cost and exception plans, and the use of related software tools. Tracking and reporting of programme/project progress and performance are also covered, as is the capability to facilitate all aspects of portfolio/programme/ project meetings, workshops and documentation.

55

Ref (1)

Title (2)



Level 4 Description: Takes responsibility for the provision of support services to projects. Uses and recommends project control solutions for planning, scheduling and tracking projects. Sets up and provides detailed guidance on project management software, procedures, processes, tools and techniques. Supports programme or project control boards, project assurance teams and quality review meetings. Provides basic guidance on individual project proposals. May be involved in aspects of supporting a programme by providing a cross programme view on risk, change, quality, finance or configuration management.

C2-3 Business Change Management

Demonstrate understanding and application of best practices in organizational IT change management.

SFIA-CHMG=3 (Change Management) Introduction to this skill: The management of change to the service infrastructure including service assets, configuration items and associated documentation. Change management uses requests for change (RFC) for standard or emergency changes, and changes due to incidents or problems to provide effective control and reduction of risk to the availability, performance, security and compliance of the business services impacted by the change. Level 3 Description: Develops, documents and implements changes based on requests for change. Applies change control procedures.

56

Ref (1)

Title (2)



C2-4 Business Process Management

Demonstrate competence in process analysis and design using applicable knowledge areas from the International Institute of Business Analysis (IIBA) Business Analysis Body of Knowledge (BABOK).

(Two skills required) SFIA-BUAN=3 (Business analysis) Introduction to this skill: The methodical investigation, analysis, review and documentation of all or part of a business in terms of business functions and processes, the information used and the data on which the information is based. The definition of requirements for improving processes and systems, reducing their costs, enhancing their sustainability, and the quantification of potential business benefits. The collaborative creation and iteration of viable specifications and acceptance criteria in preparation for the deployment of information and communication systems. Level 3 Description: Investigates operational needs and problems, and opportunities, contributing to the recommendation of improvements in automated and non-automated components of new or changed processes and organization. Assists in defining acceptance tests for these recommendations. Skill (2) SFIA-BSMO=2 (Business modelling) Introduction to this skill: The production of abstract or distilled representations of real world, business or gaming situations in traditional or trans-media applications, to aid the communication and understanding of existing, conceptual or proposed scenarios. Predominantly focused around the representation of processes, roles, data, organization and time. Models may be used to represent a subject at varying levels of detail and decomposition.

57

Ref (1)

Title (2)



Level 2 Description: Understands the purpose and benefits of modelling. Uses established techniques as directed to model simple subject areas with clearly defined boundaries. May assist in more complex modelling activities. Develops models with input from subject matter experts and communicates the results back to them for review and confirmation.

C2-4.1 Stakeholder Requirement Analysis

Demonstrate understanding of stakeholder requirements analysis

BLOOM BTM=3

C2-4.2 Business Process Improvement

Describe business process improvement or re-engineering process

BLOOM BTM=3

C2-4.3 Business Process Design

Demonstrate understanding of Business Process notations/symbology – BPMN, UML

BLOOM BTM=3

C2-4.4 Quality Assurance Demonstrate understanding of quality assurance and testing, go-live, end of life, life cycle management, ticket management (help desk).

SFIA-QUAS=3 (Quality Assurance) Introduction to this skill: The process of ensuring that the agreed quality standards within an organization are adhered to and that best practice is promulgated throughout the organization. Level 3 Description: Uses appropriate methods and tools in the development, maintenance, control and distribution of quality and environmental standards. Makes technical changes to quality and environmental standards according to documented procedures. Distributes new and revised standards.

58

Ref (1)

Title (2)



C2-4.5 New Process Implementation

Demonstrate understanding of new process implementation and maintenance.

BLOOM BTM=3


C2.5 Knowledge Management

Be able to explain the importance of knowledge transfer, development, and dissemination for both explicit and tacit knowledge

BLOOM BTM=2

59

Appendices

Appendix 1 – Creative Commons Attribution-NonCommercial-NoDerivatives

4.0 International Public License

By exercising the Licensed Rights (defined below), You accept and agree to be bound by the

terms and conditions of this Creative Commons Attribution-NonCommercial-NoDerivatives

4.0 International Public License ("Public License"). To the extent this Public License may be

interpreted as a contract, You are granted the Licensed Rights in consideration of Your

acceptance of these terms and conditions, and the Licensor grants You such rights in

consideration of benefits the Licensor receives from making the Licensed Material available

under these terms and conditions.

Section 1 – Definitions.

a. Adapted Material means material subject to Copyright and Similar Rights that is

derived from or based upon the Licensed Material and in which the Licensed Material is

translated, altered, arranged, transformed, or otherwise modified in a manner requiring

permission under the Copyright and Similar Rights held by the Licensor. For purposes of

this Public License, where the Licensed Material is a musical work, performance, or sound

recording, Adapted Material is always produced where the Licensed Material is synched in

timed relation with a moving image.

b. Copyright and Similar Rights means copyright and/or similar rights closely

related to copyright including, without limitation, performance, broadcast, sound

recording, and Sui Generis Database Rights, without regard to how the rights are labeled or

categorized. For purposes of this Public License, the rights specified in Section 2(b)(1)-(2)

are not Copyright and Similar Rights.

c. Effective Technological Measures means those measures that, in the absence of

proper authority, may not be circumvented under laws fulfilling obligations under Article

11 of the WIPO Copyright Treaty adopted on December 20, 1996, and/or similar

international agreements.

d. Exceptions and Limitations means fair use, fair dealing, and/or any other

exception or limitation to Copyright and Similar Rights that applies to Your use of the

Licensed Material.

e. Licensed Material means the artistic or literary work, database, or other material

to which the Licensor applied this Public License.

60

f. Licensed Rights means the rights granted to You subject to the terms and

conditions of this Public License, which are limited to all Copyright and Similar Rights that

apply to Your use of the Licensed Material and that the Licensor has authority to license.

g. Licensor means the individual(s) or entity(ies) granting rights under this Public

License.

h. NonCommercial means not primarily intended for or directed towards commercial

advantage or monetary compensation. For purposes of this Public License, the exchange of

the Licensed Material for other material subject to Copyright and Similar Rights by digital

file-sharing or similar means is NonCommercial provided there is no payment of monetary

compensation in connection with the exchange.

i. Share means to provide material to the public by any means or process that

requires permission under the Licensed Rights, such as reproduction, public display, public

performance, distribution, dissemination, communication, or importation, and to make

material available to the public including in ways that members of the public may access

the material from a place and at a time individually chosen by them.

j. Sui Generis Database Rights means rights other than copyright resulting from

Directive 96/9/EC of the European Parliament and of the Council of 11 March 1996 on the

legal protection of databases, as amended and/or succeeded, as well as other essentially

equivalent rights anywhere in the world.

k. You means the individual or entity exercising the Licensed Rights under this Public

License. Your has a corresponding meaning.

Section 2 – Scope.

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Appendix 2 - Definitions

Unless defined otherwise, the following key terms and their definitions are used throughout the document. Learning Outcome

A learning outcome specifies what learners’ new behaviours will be after a learning experience: the knowledge, skills, and aptitudes that the students will gain. A learning outcome begins with an action verb and describes something observable or measurable.

Bloom’s Taxonomy

Traditional Bloom’s Taxonomy: Remembering: Retrieving, recognizing, and recalling

relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written,

and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

For the BTM, Bloom’s taxonomy has been simplified so it has 4 levels:

Level 1: Remembering and Understanding. Learning outcomes at this level starts with “Exhibit an understanding of…”

Level 2: Applying. Learning outcomes at this level start with “Be able to explain…”

Level 3: Analyzing and Evaluating. Learning outcomes at this level start with “Demonstrate understanding of…” or “Describe…”

Level 4: Creating. Learning outcomes at this level start with “Demonstrate the ability to…”

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Competency Standard

A competency standard is a description of the employers’ requirements for a BTM graduate’s level of competency for a learning outcome. Defining competency standards for each learning outcome has the following objectives and benefits:

Students need to reach minimum levels of competency to: o Be qualified for and benefit from co-op and other

work experience during the program o Be hireable upon graduation into full time positions

Employers clearly understand the minimum level of competency BTM graduates will have in each learning outcome.

Educators clearly understand the level of competency that must be achieved.

Competency Standards used in this document are drawn from recognized industry and professional bodies. These include:

Skills Framework for Information Age Version 4 (SFIA) published by the SFIA Foundation (publicly available)

Project Management Institute (PMI) Career Framework for Organizations (Version at www.pmi.org as of July 2009) which includes: the Project Manager Competency Development Framework (PMCDF) Second Edition (must be a PMI member to download, hard copy available for purchase), and PMI PathPro Job Ladders (must be a PMI member to access). The Project Management Body of Knowledge 4th Edition (PMBOK®) is referenced extensively in these documents. A Guide to the Project Management Body of Knowledge 4th Edition (PMBOK® Guide) is also a useful reference.

International Institute of Business Analysis (IIBA) Business Analyst Career Ladder (Version at www.theiiba.org as of July 2009) (must be a IIBA member to download). The Business Analysis Body of Knowledge version 2.0 (BABOK®) is referenced in this document.

Management Standards Centre (MSC)1, (part of the Chartered Management Institute) National Occupational Standards (NOS) for Management and Leadership 2008 Edition (publicly available, printed copy available for purchase)

1 “The Standards Setting Body for Management and Leadership”

http://www.sfia.org.uk/

http://www.pmi.org/

http://www.pmi.org/Marketplace/Pages/ProductDetail.aspx?GMProduct=00101024401


https://pathpro.pmi.org/

http://www.pmi.org/GetInvolved/Pages/PMBOK-Guide-Digital-Edition.aspx

http://www.pmi.org/GetInvolved/Pages/PMBOK-Guide-Digital-Edition.aspx




http://www.theiiba.org/

http://www.theiiba.org/AM/Template.cfm?Section=Roles&Template=/CM/HTMLDisplay.cfm&ContentID=4204



http://www.management-standards.org/

http://www.managers.org.uk/

http://www.management-standards.org/content_1.aspx?id=10:5406&id=10:1917



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Competencies

A competency level refers to the level of proficiency required or exhibited of a skill. The same skill may be acquired, employed, or required at quite differing levels of competency. For example, communication skills may be a requirement for most entry-level jobs as well as at the Executive levels; however, the amount of communication proficiency needed at these two levels may be quite different.

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Appendix 3 - BTM Competency Expectations

BTM graduates must demonstrate that 3 elements of learning have taken place: theories/best practices have been taught, students have received feedback, and students have reflected and improved.

BTM graduates will demonstrate competency in:

1. Knowing. For all learning outcomes students must be able to define, discuss, compare and use applicable concepts analytically.

2. Doing. For some learning outcomes, students must be able to demonstrate the ability to use their knowledge and skills in a practical way. Students demonstrate “doing” when they can use knowledge to create a practical artifact (e.g., business process model, project plan, data model, business case).

Employers understand that many of these “doing” competency standards cannot be fully achieved in a purely classroom situation. BTM programs will require support from employers if these standards are to be reliably achieved.

The BTM draws on existing competency models defined by recognized professional standards bodies and/or leading academics `in the field of learning.

For learning outcomes that only have knowing requirements, the competency standard uses a summarized version of Bloom’s taxonomy2 of levels of learning. Outcomes that have a doing competency requirement draw on higher levels of blooms combined with recognized industry professional standards. More details about these competency levels is discussed in the following section.

2 An introduction to Bloom’s original taxonomy can be found here. A second reference, located here, introduces the

updates to Blooms original taxonomy proposed in the 1990s.

http://en.wikipedia.org/wiki/Taxonomy_of_Educational_Objectives

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

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Appendix 4 - Revised Bloom’s Taxonomy

BTM professionals will demonstrate competencies in “Knowing”. For all learning outcomes, students must be able to define, discuss, compare, and use applicable concepts analytically to demonstrate their knowledge. In this document, a BTM revised Bloom’s taxonomy (represented by the code BLOOM) containing 4 levels is used, instead of the traditional 6 levels found in the original Bloom’s taxonomy to describe the various levels of knowledge competencies expected of BTM CE professionals. Table 3 shows the BTM revised Bloom.

Table 3: BTM Revised Blooms Taxonomy

Blooms Original BTM Revised

Taxonomy Level Description Taxonomy Level Description.

Learning

outcomes

begins with…

Remembering 1 Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Remember and Understanding

1 Exhibit an understanding of…

Understanding 2 Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

Applying 3 Carrying out or using a procedure through executing, or implementing.

Applying 2 Be able to explain…

Analyzing 4 Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Analyzing and Evaluating

3 Demonstrate understanding of… OR Describe…

Evaluating 5 Making judgments based on criteria and standards through checking and critiquing.

Creating 6 Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Creating 4 Demonstrate the ability to…

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Appendix 5 - Industry Recognized Competency Frameworks

BTM CE professionals are expected to demonstrate competency in “Doing”. They must demonstrate the ability to use their knowledge and skills in practical ways through creating artefacts (e.g. a business process model, project plan, data model, business case). BTM Learning Outcomes are matched to industry recognized competency Frameworks represented by Industry Codes (A), specific competencies within this framework (B), and an expected level of competency (C) that the professional must demonstrate.

Industry Recognized Framework (A). Six industry-recognized frameworks are used

throughout this document. Table 4 describes them. Each industry framework is

represented by an industry code. For instance, SFIA represents the Skills

Framework for Information Age.

Competency Code (B). Various competency areas are described within a given

competency framework. For instance ITMG is a reference code to represent

competency in IT Management within the Skills Framework for Information Age

(SFIA). More information about the different competency codes can be found on the

websites of the different Industrial frameworks.

Competency Level (C). A Competency Level describes the levels of competencies

within a specific Competency code.

Industry

Recognized

Competency

Framework.

Institution Industry

Code (A)

Competency Code (Sample) (B)

Competency

Levels (C)

1 Skills Framework for Information Age Version 6

SFIA Foundation3 SFIA FMIT (Financial Management) ITMG (IT Management)

Levels 1 to 7

2 PMI Career Framework for Organizations (CFO) Project Manager Competency Development Framework (PMCFD) PMI PathPro Job Ladders Project

Project Management Institute4

PMI N/A N/A

3 http://www.sfia-online.org/en 4 http://www.pmi.org/

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Industry

Recognized

Competency

Framework.

Institution Industry

Code (A)

Competency Code (Sample) (B)

Competency

Levels (C)

Management Body of Knowledge (PMBOK)

3 Business Analysis Body of Knowledge (BABOK)

International Institute of Business Analysis

BABOK N/A N/A

4 National Occupational Standards for Management and Leadership

Management Standard Center (MSC)

MSC AI CS

N/A

5 Blooms Taxonomy Blooms Taxonomy BLOOM N/A 1 to 4

Table 4: Industry Recognized Competency Standards To create a BTM competency standard an Industry Code (A) is combined with a Competency Code (B) and a Competency Level (C). For instance, the BTM competency Standard: “SFIA-PRMG=4” suggests that the CE professional must demonstrate a competency level of 4 within the Project Management Competency area of the SFIA Industry Recognized Framework.

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Appendix 6 - Details and background on Competency Standards

Defining competency standards vs. providing guidance The definition of the BTM is forward looking, and ITAC wanted to leverage professional competency models as fully as possible to describe competency requirements in version 1.0 of the BTM.

However, some professional models are not yet mature enough to provide a competency standard whose achievement can be tested and measured.

We have used these less mature models to provide guidance – i.e. the model, in general terms, is directionally aligned with employer needs but lacks sufficient detail to be used to set a specific competency standard.

Later versions of the BTM learning outcomes and competency standards will use improved versions of the professional bodies’ models as these become available.

Overview of professional body models 1. SFIA. Provides the largest number of “doing” competency standards, mostly in the

Technology knowledge area.

A later version of the learning outcomes may use a Canadian equivalent5 should one become available.

For specific learning outcomes, specific SFIA skills are referenced for guidance.

2. PMI. PMI competency models are not used to define specific competency standards for individual learning outcomes. This is because they are built from the perspective of a certified project manager (i.e. an individual holding the PMP designation) – above the expected maturity of competency of a BTM graduate.

The PMI does have a junior certification, the Certified Associate in Project Management (CAPM). The CAPM certification demonstrates an understanding of the fundamental knowledge, processes and terminology of project management (see PMBOK and PMBOK Guide) that are needed for effective project management performance. CAPM is a standard that BTM graduates can realistically attain.

We recommend that BTM students who have an interest in project management write the CAPM examination during their final year of study. This will illustrate their commitment to the project management to potential employers.

5 Three approaches to defining maturity of competency are currently taken by industry bodies:

Skill by skill (e.g. the UK based – SFIA and MSC)

Role by role (e.g. the Canadian based Information and Communications Technology Council - ICTC ICT

Competency Profiles Framework

Discipline by discipline (e.g. the UK based e-skills PROCOM. Built on IT professional National

Occupational Standards, PROCOM defines knowledge, understanding and competencies for seven broad

disciplines (and their sub-disciplines) at five levels of progression, incorporating technical, business and

personal skills. e-skills PROCOM Overview and Diagram

The skill by skill approach has been found to be more flexible and maintainable by the professional bodies

themselves, and most have plans to move in this direction, if they don’t already take this approach. Further, from a

BTM perspective, it is much easier to map skills, rather than the positions (aka rungs on the career ladders) to

individual learning outcomes. For this reason skill by skill models from elsewhere are being used to define the

competency standards at this time, even if a Canadian model exists covering the same professional domain.

http://www.pmi.org/CareerDevelopment/Pages/AboutCredentialsCAPM.aspx

http://www.pmi.org/CareerDevelopment/Pages/AboutCredentialsCAPM.aspx

http://www.ictc-ctic.ca/

http://www.ictc-ctic.ca/en/Content.aspx?id=2178

http://www.ictc-ctic.ca/en/Content.aspx?id=2178

http://www.e-skills.com/

http://http/www.e-skills.com/e-skills-procom-consultation/Model-overview-and-diagram/2251

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CAPM spans multiple learning outcomes in the Personal and Interpersonal, Process, Projects and Change and Integrative Knowledge areas. PMI-CAPM is indicated on the applicable learning outcomes.

The following PMI documents / sections of documents have been consulted for BTM learning outcomes and competency standards:

PMBOK and PMBOK Guide

PMCDF (especially chapters 2 and 3 that define professional and personal competency requirements for project management)

PMI PathPro Job Ladder Title Project Manager I (the most junior level)

These PMI documents span the same learning outcomes as CAPM. As guidance PMI-PMCDF, PMI-BABOK, and PMI-Project Manager I is indicated on the applicable learning outcomes.

3. IIBA. At this time the IIBA Career Ladder does not define specific competency standards.

However, the IIBA Business Analysis Body of Knowledge (BABOK) in general, the BABOK Chapter 8 - Underlying Competencies, and the definition of the Business Analysis role (the most junior) on the Business Analysis Career ladder have been consulted during the development of the learning outcome and competency standards.

We strongly recommenced these be consulted for guidance on the meaning of, and competency requirements for the relevant learning outcomes.

As the IIBA Career Ladder and associated skills and competency models mature, subsequent versions of BTM learning outcomes will define competency standards based on these refined models.

4. MSC. Used to define “doing” competency standards in the Personal and Interpersonal and Integrative knowledge areas.

A later version of the learning outcomes may use a Canadian equivalent should one become available.

The National Occupational Standards (NOS) for Management and Leadership has been consulted during the development of the learning outcomes and competency standards. We recommenced this be consulted for guidance on the meaning of, and competency requirements for the relevant learning outcomes.

Details of Professional Bodies’ Models use to Define Competency Standards The following describes, for those professional bodies whose models are used to define competency standards (not guidance), how each model is specifically used.

Skills Framework for the Information Age The SFIA model defines 7 skill levels and provides detailed descriptions of the applicable skill levels for each of approximately 100 skills grouped into 6 categories. 20 of these skills, from all 6 of the categories, are used to define competency standards.

The skill level selected to define the competency standard varies by skill – but is always towards the junior end of the 7 levels (e.g. 2 – assist, 3 – apply, 4 – enable).

75

For a learning outcome with a SFIA related competency standard the SFIA 4 character skill code (e.g. DTAN for Data Analysis, PROG for Programming) is quoted along with the required skill level number.

For example SFIA-BSMO=3 should be taken to mean that competence in a learning outcome can be demonstrated by achieving level 3 (Apply) of the SFIA framework in Business Modelling (BSMO).

Management Standards Centre The MSC National Occupational Standards (NOS) model defines 6 broad skill sets (from junior to senior) and provides detailed descriptions of the applicable skill sets for each of approximately 74 skills (known as units). 5 of these skills are used to define competency standards.

The skill level selected to define the BTM competency standard varies – but is always towards the junior end of the 6 broad skills sets (e.g. 1 – Team Leader or 2 – First Line Manager).

For a learning outcome with a MSC NOS related competency standard the NOS 2 character skill code (e.g. A1 for Manage Your Own Resources) is quoted along with the required skill set (e.g. TL for Team leader, or FL for First Line Manager).

For example MSC-A1=TL should be taken to mean that competence in a learning outcome can be demonstrated by achieving Team Leader of the MSC NOS skill Manage Your Own Resources (A1).

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Appendix 7 - Profile of BTM Graduates

BTM graduates must demonstrate a set of competency standards upon completion of any program leading to their desired credential. Defined by representatives of industry and education professionals, competency standards which are linked to learning outcomes and delivered through continuing education programs are framed using recognized industry standards such as the Skills Framework for Information Age (SFIA), the Management Standards Center’s (MSC) National Occupational Standards, and the BTM revised version of Bloom’s taxonomy (See Appendix 2). Upon graduation, BTM graduates are expected to demonstrate competency at different levels of the SFIA’s 7-Level Generic Levels of Responsibilities and Skills (See Figure 3). Consistent with BTM, SFIA’s levels of responsibility and skills6 are used to:

1. To provide generic levels of responsibility, with descriptions at each of the seven levels for the following attributes: AUTONOMY · INFLUENCE · COMPLEXITY · BUSINESS SKILLS

2. To reflect experience and competency levels within SFIA. The definitions describe the behaviours, values, knowledge and characteristics that an individual should have in order to be identified as competent at that level. Each level has a guiding word or phrase that acts as a brief indicator: FOLLOW · ASSIST · APPLY · ENABLE · ENSURE, ADVISE · INITIATE, INFLUENCE · SET STRATEGY, INSPIRE, MOBILISE

Figure 3: SFIA 7-Point Generic Levels of Responsibilities and Skills

6 SFIA 6: The Complete Reference Guide. Available from the SFIA site.

77

Graduates from programs defined around the BTM Baccalaureate are expected to demonstrate responsibilities and skills at the SFIA Level 4 (Enable). Graduates from programs defined around the BTM Certificate are expected to demonstrate responsibilities and skills at the SFIA Level 5 (Ensure, Advise), and graduates from BTM Master’s programs are expected to demonstrate responsibilities and skills at the SFIA Level 6 (Initiate, Influence). Table 3 below represents the different levels of SFIA Competencies and Skills expected from BTM graduates.

Academic Program

BTM Baccalaureate BTM Certificate BTM Master’s

SFIA Level SFIA Level 4 SFIA Level 5 SFIA Level 6 Attributes Description Description Description Autonomy Works under general direction

within a clear framework of accountability. Exercises substantial personal responsibility and autonomy. Plans own work to meet given objectives and processes.

Works under broad direction. Work is often self-initiated. Is fully responsible for meeting allocated technical and/or project/supervisory objectives. Establishes milestones and has a significant role in the assignment of tasks and/or responsibilities.

Has defined authority and accountability for actions and decisions within a significant area of work, including technical, financial and quality aspects. Establishes organisational objectives and assigns responsibilities

Influence Influences customers, suppliers and partners at account level. May have some responsibility for the work of others and for the allocation of resources. Participates in external activities related to own specialism. Makes decisions which influence the success of projects and team objectives.

Influences organisation, customers, suppliers, partners and peers on the contribution of own specialism. Builds appropriate and effective business relationships. Makes decisions which impact the success of assigned work, i.e. results, deadlines and budget. Has significant influence over the allocation and management of resources appropriate to given assignments.

Influences policy and strategy formation. Initiates influential relationships with internal and external customers, suppliers and partners at senior management level, including industry leaders. Makes decisions which impact the work of employing organisations, achievement of organisational objectives and financial performance.

Complexity Work includes a broad range of complex technical or professional activities, in a variety of contexts. Investigates, defines and resolves complex issues.

Performs an extensive range and variety of complex technical and/or professional work activities. Undertakes work which requires the application of fundamental principles in a wide and often unpredictable range of

Has a broad business understanding and deep understanding of own specialism(s). Performs highly complex work activities covering technical, financial and quality aspects. Contributes to the implementation of policy and strategy.

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Academic Program

BTM Baccalaureate BTM Certificate BTM Master’s

contexts. Understands the relationship between own specialism and wider customer/organisational requirements.

Creatively applies a wide range of technical and/or management principles.

Business Skills

Selects appropriately from applicable standards, methods, tools and applications. Communicates fluently, orally and in writing, and can present complex information to both technical and non-technical audiences. Facilitates collaboration between stakeholders who share common objectives. Plans, schedules and monitors work to meet time and quality targets. Rapidly absorbs new information and applies it effectively. Maintains an awareness of developing technologies and their application and takes some responsibility for driving own development.

Advises on the available standards, methods, tools and applications relevant to own specialism and can make appropriate choices from alternatives. Analyses, designs, plans, executes and evaluates work to time, cost and quality targets. Assesses and evaluates risk. Communicates effectively, both formally and informally. Demonstrates leadership. Facilitates collaboration between stakeholders who have diverse objectives. Takes all requirements into account when making proposals. Takes initiative to keep skills up to date. Mentors colleagues. Maintains an awareness of developments in the industry. Analyses requirements and advises on scope and options for continuous operational improvement. Demonstrates creativity, innovation and ethical thinking in applying solutions for the benefit of the customer/stakeholder.

Absorbs complex information and communicates effectively at all levels to both technical and non-technical audiences. Manages and mitigates risk. Understands the implications of new technologies. Demonstrates clear leadership. Understands and communicates industry developments, and the role and impact of technology in the employing organisation. Promotes compliance with relevant legislation. Takes the initiative to keep both own and colleagues' skills up to date.

Table 5: SFIA Level 5 Attributes

79

Appendix 8 - National Occupational Standards

National Occupational Standards (NOS) are: Statements of the standards of performance individuals must achieve when carrying

out functions in the workplace, together with specifications of the underpinning knowledge and understanding

National because they can be used in every part of Canada Occupational because they describe the performance required of an individual when

carrying out functions in the workplace Standards because they are statements of effective performance which have been

agreed by a representative sample of employers and other key stakeholders

The goal of the BTM-NOS is to define a set of occupational standards that exists in the BTM specialization field defined in this document, in particular the skills and competencies that practitioner need to perform successful in a particular occupations. The purpose of the NOS is to:

assist organizations in recruitment and HR planning; identify career path for employees and help to promote employee retention; help to educate students/parents and the public at large about BTM as a career.

The NOS also assisted in the development of BTM specialization programs that target

specific business requirements and allowed us to design learning outcomes and

competency standards for the specialist BTM programs.

Scope of the NOS Project

The scope of the BTM NOS project includes the following phases:

1. Review academic and industry research The research component consisted of a

review of a number of existing published NOS from other organizations. This

review was undertaken with four goals in mind. To obtain some clear notions of the

contents of comparable NOS’s, the methodology and processes used, the timing, and

results that other organizations set out to obtain at the various stages in their

development work.

2. Conduct multi-sector stakeholder consultation A formal process whereby

detailed information on the scope, general activities, related tasks and subtasks, as

well as skills and knowledge required to perform them was gathered and analyzed

through research on the occupation and stakeholder consultations.

3. Select the set of priority occupations The selection of the priority occupations

was based on the research and analysis of the results of the stakeholder

consultation.

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4. Develop, test, refine occupations Validated by broad group of representative

stakeholders. Comments received from the stakeholders during review and

validation were compiled and a revised final draft of the NOS was then produced.

5. Publish online report of research/consultation results, occupational

standards The NOS is now published and made available to the public.

6. Develop Learning Tools Development of NOS provided in-depth information of all

tasks performed by an individual in that occupation and guided the development of

the BTM Learning Outcomes and Competency Standards. By cross-referencing this

information with curricula or program courses offered in training program, it is

possible to assess the regional availability and to what extent specific tasks are

covered by these programs. Those not addressed through formal learning/training

can be identified and, through consultation with industry and training providers, the

need for specific learning can be defined.

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Agile Transformation Coach

Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)

Position Agile Transformation Coach

Description of

Position

The Agile Transformation Coach’s main role is to lead/initiate the adoption and execution of the Agile project management framework across the organization, focusing mainly on SCRUM and KanBan. In order for successful adoptions, the Agile Transformation Coach also have to use innovative ways to transform the organization’s current waterfall project management methods/frameworks/guidelines into agile or hybrid methods while making sure all project managers, sponsors, and other stakeholders’ concerns are addressed and satisfied.

Position Development

Advancement to executive management level positions is possible through progressively responsible leadership positions and management experience. The career path will be determined by the size, type, geographic scope, culture, and organizational structure of the firm offering employment.

Required Qualifications

Education Completion of post-secondary school in any of the following areas: business administration, computer science, commerce or engineering. Additional industry training will be required for this position. Also, some positions may require industry certifications in Agile Project Management as well.

Training The Agile Transformation Coach may require on-the-job training and some

project management training, but typically organizations require that the individual will already have the mandatory skills, knowledge, work- related experience, and/or training.

Agile Project Management certifications such as Agile Certified Practitioner (ACP) from PMI (https://www.pmi.org/certification/agile-management-acp.aspx ) may be preferred by certain roles.

Certified Scrum Master (CSM) from Scrum Alliance (https://www.scrumalliance.org/certifications/practitioners/certified-scrummaster-csm) may be preferred by certain roles.

Related Work Experience

The Agile Transformation Coach may require several years of experience in Agile project management, Waterfall project management, Process Improvement, conducting training sessions, focus groups and leading agile projects. Additionally, the agile coach also requires experience with training and dealing with stakeholders and management, including designing and creating training sessions, facilitating training sessions, having experience communicating with senior management and such.

https://www.pmi.org/certification/agile-management-acp.aspx

https://www.pmi.org/certification/agile-management-acp.aspx

https://www.scrumalliance.org/certifications/practitioners/certified-scrummaster-csm

https://www.scrumalliance.org/certifications/practitioners/certified-scrummaster-csm

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Tasks Coach project teams and departmental teams on lean and agile

methods/practices Consult the business and stakeholders to remove barriers and change

processes to facilitate the delivery of more agile, innovative solutions Present to executives on innovation across projects by illustrating how

adoption of agile is helping to achieve greater results Coaching product owners/business sponsors, partners and

stakeholders adopt and enact scrum in their lines of business Analyze and compare adoption of agile practices across projects – for

example, effectiveness of stand-ups, sprint planning and retrospective meetings

Facilitate collaborative workshops for all initiatives on roadmap planning, scoping, and estimations

Persuade and influence adoption of agile practices working with the executive team

Communicate effectively across diverse audiences, departments and levels acting as an advocate of the Agile methodology

Build a collaborative, trusting, and safe environment throughout the Agile organizational structure, where open communication helps surface issues for faster resolution, problems, retrospectives, creativity are shared openly

Tools and Technology Tools and technology for the Agile Transformation Coach includes:

Strong proficiency in Microsoft Office Suite, emphasis on Word, Excel, and PowerPoint

Microsoft Visio, Auto-CAD and other mapping/visual tools for technical presentations, processes, and flow-charts

Microsoft project, JIRA, KANBAN or equivalent tools for tracking projects and progress

Office communicator tools for quick messages Skype for Business, WebEx, and other communication tools for hosting

and facilitating virtual meetings Microsoft outlook or equivalent tools for emails Personal digital assistants or organizers to plan, manage, and schedule

tasks within the day

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Required Competencies Knowledge An Agile Transformation Coach needs to have in-depth knowledge of the agile

project management methodology. He/she must then use that knowledge to go assist other departments in transforming their project management methods to agile instead of the traditional waterfall. In doing so, the Agile Transformation Coach would have to innovate and to come up with new processes, tools, and frameworks to successfully get that organization’s buy-in/adoption of the agile practice. The Agile Transformation Coach should also be very knowledgeable in the areas of business processes, waterfall project management, agile project management, swim-lane diagrams, continuous process improvement, Lean Project Management, Business Cases, System development life cycle, software development life cycle, customer experience, and technical processes and architectures (if project is more technical).

Skills An Agile Transformation Coach should have the following skill sets: Understanding project management frameworks, project management cost and schedule, facilitating focus groups, hosting training sessions, conflict management, stakeholder analysis, handling pressure under deadline, business casing, critical-thinking, reading comprehension, active listening, complex problem solving, writing, coordination, speaking, judgment and decision making, social perceptiveness, service orientation, analytical, team and time management.

Personal Attributes Ability to analyze current projects and convert it to an agile project that can save potential costs or complete project faster

Ability to convey the various benefits of agile vs waterfall and explain why the specific business unit should adopt agile

Ability to host workshops and group sessions to educate project teams/units to discuss agile adoptions and benefits

Ability to use charts, graphs, and statistics to make the case that agile is better than waterfall for the specific business unit

Ability to identify key areas of improvement in a department Ability to understand both the technical and business challenges this

organization/department is facing Ability to work with virtual teams located across different regions and

cultures Ability to think and respond quickly, adjusting project tasks and end

dates in response to unplanned changes in the company Ability and willing to seek and incorporate input from others in order

to develop collaborative solutions for the various strategic initiatives.

Abilities

Work Values Individuals who will succeed in this position: Understanding the benefits of agile methodology in the various

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department/organization Talking to decision makers and managers about adopting the agile

project management method in their department Coming up with new agile initiatives/projects to introduce to the

various departments that are not yet using agile Lead by example and offer supportive management Seek and incorporate ideas and inputs from other teams Encourage team to use their strongest ability and promote

achievement and accomplishment Work Styles The following work styles are attributable to an Agile Transformation Coach:

Visionary, leadership, high integrity, patient, analytical thinking, driven, dependable, attention to detail, cooperation, persistence, self-control, self-starter, take initiative, innovative, concern for others, and adaptability / flexibility.

Essential Skills Profile Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. For more detailed essential skills profiles please refer to the ESDC website: http://www.esdc.gc.ca/eng/jobs/les/index.shtml. The Employment and Social Development Canada (ESDC) Essential Skills Profiles focused on occupations requiring a secondary school diploma or less and on-the-job training. As such a formal Essential Skills Profile for the occupation of Computer & Information Systems Manager has no yet been created by ESDC. The following section contains essential skills information identified in existing occupational standards and classified using the nine Essential Skills categories. Note that the content is not associated with ESDC and the Essential Skills Profiles.

Reading text Read text in both print and non-print media; text contained in notes, letters, memos, e-mails, manuals, specifications, books, reports, charts, tables and graphs, etc.

Must be able to read and interpret dense and complex texts, trade magazines, newsletters and periodicals, accounting and financial statements, trade terms and international standards

Document use Documents produced and/or used may include graphs, charts, lists, tables, schematics, drawings, schedules, labels, warning signs, information signs, etcetera, in both print and non-print media

Must be able to read simple to complex documents in which considerable inferences may be required

Must be able to read/interpret, and write/complete/produce documents

Must be able to create and / or obtain information from tables, schedules, flowcharts, schematics, etc.

Specialized knowledge of the content of the document may be required; multiple pieces of information from multiple sources are synthesized; the quality of information may be evaluated for accuracy and omissions

http://www.esdc.gc.ca/eng/jobs/les/index.shtml

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Writing skills Write on a variety of topics including documentations for new projects, writing down notes derived from the focus group/training session, creating and filling in process maps and flow charts, drafting emails, proposals, and business cases to be submitted along with new project conversion from waterfall to Agile

Numeracy Apply financial math/money math Apply scheduling, budgeting and accounting math Apply measurement and calculation math Apply data analysis math Utilize numerical estimation

Oral Communication Provide clear and concise direction and instructions to the various teams and departments

Professional communications with clients, staff, and colleagues using a variety of communications devices and media

Exchange information and feedback with senior management Interview potential staff members during the recruitment process Create presentations and present to senior management

Thinking Skills Problem Solving Ability to respond and resolve conflicts from individuals who may not

yet be convinced of agile practices Ability to persuade individuals that Agile is better for their

department/projects than the traditional waterfall “old approach” Ability to educate front-line developers, managers, and senior leaders

in the ways of agile methodology. Ability to think and respond quickly, and adjust schedules and training

sessions in response to unplanned events Ability and willingness to seek and incorporate input from others in

order to develop collaborative solutions Identify the factors causing the product to not do as well as intended

using problem-solving and critical thinking methods Decision Making Make decision on which department is the agile methodology better for

and which are not Make decision on if agile should be adopted in projects that have

already started and are mid-flight Make decisions in a changing work environment, with market,

economic, social, and political environments taken into account. Make decisions regarding which problems are of higher priority and

which solutions are attainable in the short-term Make decisions on which partners to work with (internal and external)

Job Task Planning and Organizing

Agile Transformation Coaches are collaborative when making decisions on various strategic projects and initiatives. Agile Transformation Coaches will need to make adjustments for frequent interruptions and changing priorities.

Significant Use of Memory

Agile Transformation Coaches must remember the corporate values and departmental objectives, the key stakeholders for each project, organizational priorities, privacy and security laws and regulations, and applicable product or industry related laws and regulations.

Finding Information Obtain information collected from speaking to front-line workers and managers

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Obtain information collected from project reports and departmental and sales trends

Obtain market trend information from the marketing team Working with Others Agile Transformation Coaches educates project teams and often work with

different departments to come up with new project frameworks. Agile Transformation Coaches provide encouragement and support to team members, and assist them in achieving their personal work objectives for the project and provide recognition when objectives have been achieved. Agile Transformation Coaches must have the capacity to build relationships both internally and externally to an organization and manage diverse multicultural workforces across countries.

Continuous Learning Enhanced learning may be acquired as part of regular work activity, through reading or other forms of self-study, or through off-site training. Ongoing learning occurs through participation in professional organizations, seminars, formal courses, conferences, and trade shows. In addition, skills are upgraded by attending conferences liaising with industry associations, and by taking classes through educational institutions.

Additional Information Physical Aspects Agile Transformation Coaches work extensively in an office environment

(sitting for long periods, repetitive computer and email use). However, Agile Transformation Coaches may also be required to travel to different locations to meet with different teams if necessary. Typically, there is no heavy lifting, bending, or stooping required; however, this is determined by the needs of the organization and the project.

Attitudes Agile Transformation Coaches should have very advanced interpersonal skills –persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. They must possess these soft skills in order to generate buy-in for their assistance in process improvement across departments. Agile Transformation Coaches must also exhibit leadership, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Agile Transformation Coaches work with diverse multicultural workforces and virtual teams across different countries.

Future Trends Affecting Essential

Skills

The ability to speak more than one language, and an awareness of and sensitivity to the diversity of international cultures is considered a growing need in the face of increasing globalization. Furthermore, familiarity with opportunities and benefits associated with “green IT” (e.g. server energy efficiency, reducing overall power consumption from IT related activities, etc.) will be of increasing importance as facilities begin to manage their overall environmental footprint while seeking short and long term cost saving opportunities.

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Innovation Consultant

Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.) Position Innovation Consultant

Description of Position The Innovation Consultant’s main role is to provide a senior level project management and team facilitation support to strategic initiatives and improvement of projects within the company. The Innovation Consultant will be skilled in the area of process improvement and will provide key insights into developing these strategic initiatives projects so they would be completed quicker and with more certainty.

Position Development Advancement to executive management level positions is possible through progressively responsible leadership positions and management experience. The career path will be determined by the size, type, geographic scope, culture, and organizational structure of the firm offering employment.


Education Completion of post-secondary school in any of the following areas: business administration, commerce or engineering. Although not standardized, some companies require the successful candidate to also hold an MBA, a Project Management Professional (PMP), or a Lean Six-Sigma designation as well.

Training The Strategic Innovation Manager may require on-the-job training and some

project management designations such as a PMP, Lean Six-Sigma, or a MBA. Typically, organizations require that the individual will already have the mandatory skills, knowledge, work- related experience, and/or training.

A Master of Business Administration (MBA) can be obtained through different universities or equivalent institutions.

A Project management Professional (PMP) can be obtained from PMI (http://www.pmi.org/Certification/Project-Management-Professional-PMP.aspx). A Lean Six-Sigma designation can be obtained through various process improvement institutes online as well.

Related Work Experience Innovation Consultants may require several years of experience in project

management, technical project management, Process Improvement, continuous improvement, consulting, business processes, business analysis, project review, process flow charts/diagrams.

Tasks Providing consultative and technical support to managers and analysts

through working on projects, mentorship and in-house education Maintain a high level of enterprise competence, coordinate development

and assignments as well as identify, capture and share expertise

http://www.pmi.org/Certification/Project-Management-Professional-PMP.aspx

http://www.pmi.org/Certification/Project-Management-Professional-PMP.aspx

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Guide business and engineering teams in helping to integrate and shape new technologies and how they would fit in the existing business

Support business units in creating value and novelty with their current products and services

Deliver keynote presentations and facilitate workshops at major conferences and regional events to support the rollout of strategic initiatives

Provide daily focus and innovation towards various strategic initiatives to improve the current state of the business

Partner with Relationship Management and Sales leadership to identify strategic relationships for in-depth consulting support

Proactively work with operations and vendor managers to identify key relationship opportunities to target and provide in-depth coaching in order to win new partnerships

Collaborate closely with senior leadership to implement goals that align with strategy and effectively utilize the company’s resources to provide innovative solutions, translating strategic goals into individual measurable goals

Preparation of detailed analysis of business processes, including client interviews, current flow validation, and development of automated flow charts detailing process steps, hand-offs and decision points

Review deliverables prepared by the project team before delivery to clients (external and internal)

Tools and Technology Tools and technology for the Innovation Consultant includes:



Office communicator tools for quick messages Skype, WebEx, and other communication tools for meetings Microsoft outlook or equivalent email Personal digital assistants or organizers

Required Competencies Knowledge An Innovation Consultant should have expert knowledge in all areas of

business and operations (sales, marketing, and operations). He/she must possess the ability to oversee key strategic initiatives within the company. The Innovation Consultant also must have the ability to provide expertise on large, cross-departmental strategic projects and initiatives within the company, often assisting the senior program/project managers. The Innovation Consultant should also be knowledgeable in the areas of business processes, continuous process improvement, proposal writing,

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requirements documentation, Lean Project Management, Creating Business Cases, optimizing operations, Marketing, Project management, System development life cycle, Agile methodology, waterfall methodology, customer experience, and technical processes.

Skills A Innovation Consultant should have the following skill sets: Conducting in-depth analysis, opportunity identification, proposal writing, facilitating workshops, delivering presentation to senior leadership, handling pressure under deadline, business casing, critical-thinking, reading comprehension, active listening, complex problem solving, writing, coordination, speaking, judgment and decision making, social perceptiveness, service orientation, analytical, team management and time management.

Personal Attributes Ability to identify key areas of improvement in a department Ability to assist team in a company-wide initiative Ability to analyze current processes and develop a better, more

efficient process that uses less resources Ability to understand both the technical and business challenges this

organization/department is facing Ability to use data derived from existing operations to come up with

new initiatives/projects to offset the changes (if any) Ability to work with virtual teams located across different regions

and cultures Ability to think and respond quickly, adjusting project tasks and end

dates in response to unplanned changes in the company Ability and willing to seek and incorporate input from others in order

to develop collaborative solutions for the various strategic initiatives.

Abilities

Work Values Individuals who will succeed in this position: Understanding key operations and departments within a company Converse to managers and senior leaders to understand what

struggles their organizations are facing and why Act as a subject matter experts and sit in on the various products and

program meetings Participate in governance and other project management steering

committees and provide insight/value to their projects/programs Create/Design new initiatives and projects so organization will

remain competitive Lead by example and offer supportive management Seek ideas and inputs from other teams and offer insightful solutions Encourage teams to utilize their strongest ability and promote

achievement and accomplishment Work Styles The following work styles are attributable to a Innovation Consultant:

Visionary, leadership, integrity, analytical thinking, dependability, attention to detail, cooperation, persistence, self control, self-starter, take initiative, innovation, concern for others, and adaptability / flexibility.

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Essential Skills Profile Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. For more detailed essential skills profiles please refer to the ESDC website: http://www.esdc.gc.ca/eng/jobs/les/index.shtml The Employment and Social Development Canada (ESDC) Essential Skills Profiles focused on occupations requiring a secondary school diploma or less and on-the-job training. As such a formal Essential Skills Profile for the occupation of Innovation Consultant has no yet been created by ESDC. The following section contains essential skills information identified in existing occupational standards and classified using the nine Essential Skills categories. Note that the content is not associated with ESDC and the Essential Skills Profiles.

Reading text Read text in both print and non-print media; text contained in notes, letters, memos, e-mails, manuals, specifications, books, reports, proposals, charts, tables and graphs, etc.


Document use Documents produced and/or used may include graphs, charts, lists, tables, technical schematics, drawings, schedules, labels, warning signs, information signs, etcetera, in both print and non-print media



Must be able to create and/or obtain information from tables, schedules, flowcharts, schematics, etc.


Writing skills Write on a variety of topics including documentations for a new project/initiative, drafting emails, proposals, and business cases to be submitted along with new project/initiative


Oral Communication Provide clear and concise direction and instructions to product team and partnering teams


Exchange information and feedback with senior management Interview potential staff members during the recruitment process


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Create presentations and present to senior management Thinking Skills

Problem Solving Ability to respond and resolve product issues in a quick and timely fashion

Ability to think and respond quickly, and adjust schedules and operating plans in response to unplanned events

Ability and willingness to seek and incorporate input from others in order to develop collaborative solutions

Identify the factors causing the product to not do as well as intended using problem-solving and critical thinking methods

Decision Making Make decisions in a changing work environment, with market, economic, social, and political environments taken into account.

Decision are made according to problem identification and the outcome of the business case

Make decisions regarding which problems are of higher priority and which solutions are attainable in the short-term

Make decisions on which partners to work with (internal and external)

Job Task Planning and Organizing Innovation Consultants are collaborative when making decisions on various strategic projects and initiatives. Innovation Consultants need to make adjustments for frequent interruptions and changing priorities.

Significant Use of Memory Innovation Consultants must remember the corporate values and departmental objectives, the representatives from each department, the key stakeholders for each project, organizational priorities, privacy and security laws and regulations, and applicable product or industry related laws and regulations.

Finding Information Obtain information collected from speaking to directors and senior leaders

Obtain information collected from project reports and departmental operations/sales trends

Obtain market trend information from the marketing team Working with Others Innovation Consultants lead teams and often work with different

departments to come up with new projects and initiatives. Innovation Consultant provide encouragement and support to team members, and assist them in achieving their personal work objectives for the project and provide recognition when objectives have been achieved. Innovation Consultants must have the capacity to build relationships both internally and externally to an organization and manage diverse multicultural workforces across countries.


Additional Information Physical Aspects Innovation Consultants work extensively in an office environment (sitting for

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long periods, repetitive computer and email use). However, Innovation Consultants may also be required to travel to different locations to meet with different teams if necessary. Innovation consultants also have the option of working from home and work site.

Attitudes Innovation Consultants should have very advanced interpersonal skills –persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. They must possess these soft skills in order to generate buy-in for their assistance in initiatives across departments. Innovation Consultants must also exhibit leadership, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Innovation Consultants work with diverse multicultural workforces and virtual teams across different countries.

Future Trends Affecting Essential Skills

The ability to speak more than one language, and an awareness of sensitivity to the diversity of international cultures is considered a growing need in the face of increasing globalization. Furthermore, familiarity with opportunities and benefits associated with “green IT” (e.g. server energy efficiency, reducing overall power consumption from IT related activities, etc.) will be of increasing importance as facilities begin to manage their overall environmental footprint while seeking short and long term cost saving opportunities.

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Process Improvement Analyst


Position Process Improvement Analyst Description of Position The Process Improvement Analyst’s main role is assisting other teams

and departments to come up with new, innovative processes/procedures to improve the company’s operations. The Process Improvement Analyst’s duties include planning, designing, and implementing improvements in business processes and practices while at the same time, conducting various team building/group facilitation initiatives to improve the communications/relationships/skills of that certain team (depending on what the initiatives are).



Education Completion of post-secondary school in any of the following areas: business administration, computer science, commerce or engineering. Depending on work experience, some companies may also accept BA or bachelor-equivalent degree (such as communications).

Training Depending on the position, some organizations may require the

candidate to have some sort of six-sigma training (green, black, master-black belt) prior to starting the position. A Six-Sigma designation can be obtained through various process improvement institutes such as the International Association for Six Sigma Certification (www.iassc.org). Alternatively, large-scale companies also provide six sigma in-house training for employees.

The Process Improvement Analyst may require on-the-job training and some process improvement training, but typically organizations require that the individual will already have the mandatory skills, knowledge, work- related experience, and/or training.

Related Work Experience The Process Improvement Analyst may require several years of

experience in project management, Process Improvement, facilitating training sessions, focus groups, internal consulting, business processes, business analysis, requirements gathering, process flow charts/diagrams, swim-lane diagrams, gap analysis, root-cause analysis.

http://www.iassc.org/

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Tasks Analyze existing investigation processes and policies used by

the organization and to come up with better, innovative improvements

Use of data mining, data modeling, data analysis, and problem analysis to investigate and propose innovative solutions to process improvement

Use Kaizan, Lean/Six Sigma principles to identify savings opportunities within the program, department, or organization

Assist in providing process knowledge training to different teams and business units in the organization

Provides subject matter expertise in the areas of reporting, data analysis and data models. Create cost-benefit analyses to justify new projects and programs

Review current business practices and processes, key performance indicators and customer support measures to identify and implement on-going process improvements

Build tools to predict bottle necks, capacity breaches and enable smooth operational flows for operations and projects

Identify and communicate process opportunities through process/value stream maps; experience successfully using Time and Motion Study methods

Resolve complex business issues by breaking them down into meaningful components to determine root cause and redesigning internal and external business processes

Collect data to support and perform analysis, either systemically or by observational methods

Facilitate discussions with key business stakeholders to generate solution ideas and provide status updates

Develop “How to” step-by-step instructions for identified work processes, including identifying the necessary resources to complete each steps

Tools and Technology Tools and technology for the Process Improvement Analyst includes:


Microsoft Visio, Auto-CAD and other mapping/visual tools for processes and flow-charts


Office communicator tools for quick messages Skype, WebEx, and other communication tools for meetings Microsoft outlook or equivalent email Personal digital assistants or organizers

Required Competencies

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Knowledge A Process Improvement Analyst needs to have a firm understanding of the end-to-end operating activities for the department he/she supports. He/she must then use that knowledge to map out processes and identify areas of improvements or areas of opportunities either by eliminating processes (to save costs/effort) or adding processes (to increase value to customers). The Process Improvement Analyst should also be knowledgeable in the areas of business processes, swim-lane diagrams, data flow diagrams, entity relationship diagrams, continuous process improvement, Lean Project Management, Business Cases, operations, marketing, project management, business cases, System development life cycle, customer experience, and technical processes.

Skills A Process Improvement Analyst should have the following skill sets: Conducting in-depth analysis, mapping out bottle-necks, identifying customer pain points, opportunity identification, delivering presentation to senior leadership, handling pressure under deadline, business casing, critical-thinking, reading comprehension, active listening, complex problem solving, writing, coordination, speaking, judgment and decision making, social perceptiveness, service orientation, analytical, team management and time management.

Personal Attributes Ability to analyze current processes and develop a better, more innovative process that uses less resources

Ability to map out current processes and to design the improved future processes

Ability to host workshops and group sessions for teams to identify processes involved or to discuss recommended processes going forward

Ability to use charts and graphs to convey the message across to colleagues from other departments/backgrounds

Ability to identify key areas of improvement in a department Ability to understand both the technical and business

challenges this organization/department is facing Ability to work with virtual teams located across different

regions and cultures Ability to think and respond quickly, adjusting project tasks

and end dates in response to unplanned changes in the company

Ability and willing to seek and incorporate input from others in order to develop collaborative solutions for the various strategic initiatives.

Abilities

Work Values Individuals who will succeed in this position: Understanding key operations and departments within a

company

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Talking to front-line workers and managers to understand what struggles their departments are facing and why

Coming up with new innovative initiatives/projects so the organization will stay and remain competitive

Lead by example and offer supportive management Seek and incorporate ideas and inputs from other teams Encourage team to use their strongest ability and promote

achievement and accomplishment Work Styles The following work styles are attributable to a Process Improvement

Analyst: logical, analytical thinking, integrity, attention to details, self-starter dependability, innovative, independent thinker, take initiative, cooperation, persistence, self-control, innovation, concern for others, and adaptability / flexibility.

Essential Skills Profile Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. For more detailed essential skills profiles please refer to the ESDC website: http://www.esdc.gc.ca/eng/jobs/les/index.shtml The Employment and Social Development Canada (ESDC) Essential Skills Profiles focused on occupations requiring a secondary school diploma or less and on-the-job training. As such a formal Essential Skills Profile for the occupation of Process Improvement Analyst has no yet been created by ESDC. The following section contains essential skills information identified in existing occupational standards and classified using the nine Essential Skills categories. Note that the content is not associated with ESDC and the Essential Skills Profiles.







Specialized knowledge of the content of the document may be required; multiple pieces of information from multiple sources


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are synthesized; the quality of information may be evaluated for accuracy and omissions

Writing skills Write on a variety of topics including documentations for new initiatives, creating and filling in process maps and flow charts, drafting emails, proposals, and business cases to be submitted along with new project/initiative


Oral Communication Provide clear and concise direction and instructions to the various teams and departments


Exchange information and feedback with senior management Interview potential staff members during the recruitment

process Create presentations and present to senior management

Thinking Skills Problem Solving Ability to respond and resolve process/quality issues in a quick

and timely fashion Ability to think outside the box, creating new, innovative

proceses and methods to reduce expenses or to increase revenue

Identify the factors causing the program to not do as well as intended using problem-solving and critical thinking methods


Ability and willingness to seek and incorporate input from others in order to develop collaborative solutions

Decision Making Make decision on which process to eliminate/add/reinforce and which ones to ignore

Make decisions in a changing work environment, with market, economic, social, and political environments taken into account.

Decision are made according to problem identification and the outcome of the business case



Job Task Planning and Organizing Process Improvement Analysts are collaborative when working with other departments to identify area of opportunities/innovation. Process Improvement Analysts will need to make adjustments for frequent interruptions and changing priorities.

Significant Use of Memory Process Improvement Analysts must remember the corporate values and departmental objectives, the key stakeholders for each project,

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organizational priorities, privacy and security laws and regulations, and applicable product or industry related laws and regulations.

Finding Information Obtain information collected from speaking to front-line workers and managers

Obtain information collected from project reports and departmental and sales trends

Obtain market trend information from the marketing team Working with Others Process Improvement Analysts frequently work with other teams and

departments to come up with new, innovative process improvement initiatives and projects. Process Improvement Analysts provide encouragement and support to team members, and assist them in achieving their personal work objectives for the project and provide recognition when objectives have been achieved. Process Improvement Analysts must have the capacity to build relationships both internally and externally to an organization and manage diverse multicultural workforces across countries.


Additional Information Physical Aspects Process Improvement Analysts work extensively in an office

environment (sitting for long periods, repetitive computer and email use). However, Process Improvement Analysts may also be required to travel to different locations to meet with different teams for projects.

Attitudes Process Improvement Analysts should have very advanced interpersonal skills –persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. They must possess these soft skills in order to generate buy-in for their assistance in process improvement across departments. Process Improvement Analysts must also exhibit the ability to problem-solve, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Process Improvement Analysts work with diverse multicultural workforces and virtual teams across different countries.

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Product Innovation Manager


Position Product Innovation Manager Description of Position The Product Innovation Manager’s main role is to work with other

departments to successfully bring a new product to market or to reinvent an existing product for market. The product innovation manager would usually work in the area of new product introduction (NPI) team and would collaborate with the marketing, supply chain operations, and product engineering team to define and to refine that company’s products and to successfully bring it to market.



Education Completion of post-secondary school in any of the following areas: software development, computer science, business administration, marketing, mathematics, commerce or engineering.

Exceptions also includes other science faculties as well (depending on the product and industry).

Training Product Innovation Manager may require on-the-job training and some project management training, but typically organizations require that the individual will already have the mandatory skills, knowledge, work- related experience, and/or training.

Professional designations such as Certified Product Manager (CPM) from AIPMM (http://www.aipmm.com/html/certification/cpm.php) may be preferred/required for certain positions.

Related Work Experience Product innovation manager may require several years of experience in product road-mapping, project management, technical project management, create/evaluate business cases, feature management, requirements gathering, and using competitor analysis and other data available to improve existing product features and functions.

Tasks Build and manage a product roadmap to support organization’s goals

and future strategies. Participate in the customer discovery process, identifying new

customer segments for the current/existing products Evaluate complex systems, design innovative solutions based on

analysis, and work with engineering/production team to implement solutions

http://www.aipmm.com/html/certification/cpm.php

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Initiate and prioritize projects within engineering department, assist in determining the best technical implementation methods, track product development, and develop product launch plans.

Synthesize and drive product strategy from interactions with business stakeholders, legal, marketing, PR and other cross-functional teams.

Define product requirements and provide guidance to business analysts in writing of user stories

Identify, define and size business case for new product opportunities Provide technical support to operations during new product launches

by training production staff and coordinating with outside partners Work closely with the QA department to set standards and

requirements for new product launches Determine new features and product vision for customer facing

digital entities, including web sites and mobile apps Get stakeholder buy-in and manages stakeholders expectations for

future projects Negotiates priorities, scope, funding, and schedule with necessary

stakeholders to ensure successful project delivery

Tools and Technology Tools and technology for the Product Innovation Manager includes:

Strong proficiency in Microsoft Office Suite Microsoft project, JIRA, KANBAN or equivalent tools for tracking

projects and progress Microsoft Visio or equivalent visualization tools for product road-

mapping Office communicator tools for quick messages Microsoft outlook or equivalent email Personal digital assistants or organizers

Required Competencies Knowledge A Product Innovation Manager should have in-depth

Knowledge in both business and technology. He/she must have a deep passion of the product he/she is in charge of and that product category’s industry. He/she must have the ability to analyze complex technical and business challenges and be able to collaborate with various departments and teams to make it happen. The Product Innovation Manager should also be knowledgeable in the areas of business, technology, software, hardware, project management, feature management, business cases, object-oriented design (for software), System development life cycle, software development life cycle, customer experience, and processes.

Skills A Product Innovation Manager should have the following skill sets: handling pressure under deadlines, cost-benefit analysis, product road-mapping, negotiation, critical-thinking, reading comprehension, active listening,

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complex problem solving, leading project teams, working with other teams, deal with clients, writing, coordination, speaking, judgment and decision making, social perceptiveness, service orientation, analytical, team management and time management.

Personal Attributes Ability to understand what the customer/market is looking for in terms of features and functionalities

Ability to understand both the technical and business challenges the product is facing

Ability to use existing data collected from the product or competitor to make improvements in the product

Ability to work with virtual teams located across different regions and cultures

Ability to think and respond quickly, adjusting product features and release dates in response to unplanned changes in the market

Ability and willing to seek and incorporate input from others in order to develop collaborative solutions for the product line

Abilities

Work Values Individuals who will succeed in this position: Taking initiative to understand the product market and competing

products Listen to customers and partners feedback on products to improve Challenge the social norm by coming up with new and innovative

ideas for the product Lead by example and offer supportive management for features Seek and incorporate ideas and inputs from other teams Encourage team to use their strongest ability and promote

achievement and accomplishment Work Styles The following work styles are attributable to a Product Innovation Manager:

Working in teams, lead by example, active leadership, integrity, analytical thinking, dependability, attention to detail, cooperation, persistence, self control, self-starter, take initiative, innovation, concern for others, and adaptability / flexibility.

Essential Skills Profile Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. For more detailed essential skills profiles please refer to the ESDC website: http://www.esdc.gc.ca/eng/jobs/les/index.shtml. The Employment and Social Development Canada (ESDC) Essential Skills Profiles focused on occupations requiring a secondary school diploma or less and on-the-job training. As such a formal Essential Skills Profile for the occupation of Product Innovation Manager has no yet been created by ESDC. The following section contains essential skills information identified in existing occupational standards and classified using the nine Essential Skills categories. Note that the content is not associated with ESDC


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and the Essential Skills Profiles. Reading text Read text in both print and non-print media; text contained in notes,

letters, memos, e-mails, manuals, specifications, books, reports, charts, tables and graphs, etc.







Writing skills Write on a variety of topics including feature requirements, use case scenarios, test cases, and product descriptions and value propositions

Write product reports and findings to team, senior management and other stakeholders

Write surveys and notes on feedback from customers Numeracy Apply financial math/money math

Apply scheduling, budgeting and accounting math Apply measurement and calculation math Apply data analysis math Utilize numerical estimation



Exchange information and feedback with senior management Interview potential customers and users during the feature

identification/management process Create presentations and present to senior management

Thinking Skills Problem Solving Ability to respond and resolve product issues in a quick and timely

fashion Ability to think and respond quickly, and adjust schedules and

operating plans in response to unplanned events Ability and willingness to seek and incorporate input from others in


using problem-solving and critical thinking methods Decision Making Make decisions in a changing work environment, with market,

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economic, social, and political environments taken into account. Decision are made in line according to the product roadmap and

vision Make decisions regarding which features are necessary for the

product and which aren’t Make decisions on which partners to work with (internal and

external) Allocate specific features activities to team members, and others such

as third-party contractors Job Task Planning and Organizing Product Innovation Managers are collaborative when making decisions on

product features and priorities. Product Innovation Managers need to make adjustments for frequent interruptions and changing priorities.

Significant Use of Memory Product Innovation Managers must remember the product roadmap, the different features on the product, the product details, organizational priorities, privacy and security laws and regulations, and applicable product or industry related laws and regulations.

Finding Information Obtain information collected from existing products in various channels

Obtain information collected from competitor analysis from the marketing intelligence

Obtain market trend information from the marketing team Working with Others Product Innovation Managers lead teams and often work with different

teams (e.g., product engineer, marketing, operations, finance.) to build, improve, and introduce products to the market. Product Innovation Managers provide encouragement and support to team members, and assist them in achieving their personal work objectives for the product and provide recognition when objectives have been achieved. Product Innovation Managers must have the capacity to build relationships both internally and externally to an organization and manage diverse multicultural workforces across countries.


Additional Information Physical Aspects Product Innovation Managers work extensively in an

office environment (sitting for long periods, repetitive computer and email use). However, product innovation managers may also be required to travel to different locations to meet with different teams if necessary.

Attitudes Product Innovation Managers should have very advanced interpersonal skills –persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. They must be able to have these skills to evangelize their product and

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to persuade cross-functional teams to work together for the end goal of a better product. Product Innovation Managers must also exhibit leadership, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Product Innovation Managers work with diverse multicultural workforces and virtual teams across different countries.



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Product Innovation Specialist


Position Product Innovation Specialist Description of Position The Product Innovation Specialist’s main role is to use innovative methods to

identify areas of improvement in a specific product/line of products. Aside from daily operating duties such as providing product related tasks and creating instruction manuals, user guides, and conduct product training, the product innovation specialists is also continuously looking for innovative ways to improving the user experience of the product by identifying customer pain points and coming up with solutions to alleviating these pain points and thus, improving the product as a whole.



Education Completion of post-secondary school in any of the following areas: software development, computer science, business administration, mathematics, commerce or engineering.

Training Product Innovation Specialists may require on-the-job training and some project management training, but typically organizations require that the individual will already have the mandatory skills, knowledge, work- related experience, and/or training.

Professional designations such as Certified Associate in Project Management (CAPM) from PMI (https://www.pmi.org/certification/certified-associate-project-management-capm.aspx) may be preferred for certain positions.

Related Work Experience Product Innovation Specialists may require several years of experience in

requirements gathering, technical support, coordinating tasks and project efforts, working in cross-functional teams, identifying customer needs and market trends, and technical writing.

Tasks Identify customer needs and market trends and monitor new

developments in assigned functional area which may include research on new functional requirements and competing products

Gather product and targeted customer requirements, assist in communicating product vision, and work closely with development organization to create UI mockups, functional designs, product requirements, user stories, and acceptance criteria

Assist in supporting optimization projects and strategies for the current product or future products

https://www.pmi.org/certification/certified-associate-project-management-capm.aspx

https://www.pmi.org/certification/certified-associate-project-management-capm.aspx

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Provide content to create marketing materials such as product slicks/profiles, webinars, presentations, demos, white papers, and product updates

Work with multiple team members in a project environment to complete various tasks set out by the project

Assist in development of training content for, Professional Services, Sales and Customer Success teams

Uses sound judgment to plan, prioritize and schedule efforts. Documents troubleshooting methodology, information, analyzes facts or conditions regarding the support issue, and determines next steps

Participates in conference calls, meetings, and other collaborative engagements with internal and external customers

Identifies repetitive service issues and determines if the issue is a system problem or training issue

Takes steps to resolve problems through reporting issues to QA/Development for consideration in future development efforts or by working with customers to close training gaps when repetitive issues are deemed to be training related

Tools and Technology Tools and technology for the Product Innovation Manager includes:


Microsoft Visio or equivalent visualization tools for product road-mapping

Microsoft project, JIRA, KANBAN or equivalent tools for tracking product features and progress

Office communicator tools for quick messages Skype, WebEX, or other collaboration communication tools Microsoft outlook or equivalent email tool Personal digital assistants or organizers

Required Competencies Knowledge A Product Innovation Specialists should have a good understanding of basic

knowledge in both business and technology. From He/she must also understand every aspect of the product he/she is working on in terms of features, usage, and support. The product innovation will also have good relations with the front-line staff such as sales associates and technical support staff so he/she can understand the various customer pain points for the product and to come up with innovative solutions to alleviate those pain points. The Product Innovation Manager should also be knowledgeable in the areas of business, technology, technical writing, project management, business cases, customer experience, user experience, customer pain-points, and requirements gathering.

Skills A Product Innovation Specialists should have the following skill sets:

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Handling pressure under deadlines, attention to details, working with SMES(subject matter experts), providing technical training, facilitating focus groups, excellent interpersonal skills, critical-thinking, reading comprehension, active listening, complex problem solving, writing, coordination, speaking, judgment and decision making, social perceptiveness, service orientation, analytical, team management and time management.

Personal Attributes Ability to provide excellent product training sessions to sales staff and customers

Ability to understand customer needs, pain-points, and come up with simple, customer-friendly solutions

Ability to build great relations with sales staffs, product support staffs, and partners of the product

Ability to understand what the customer/market is looking for in terms of features and functionalities

Ability to understand both the technical and business challenges this product is facing




Abilities

Work Values Individuals who will succeed in this position: Taking initiative to speak with product sales and support staffs to

understand what problems customers are facing and areas of opportunities for this product

Challenge the social norm by coming up with new and innovative ways to make this product better for the customer

Lead by example and offer supportive management Seek and incorporate ideas and inputs from other teams Encourage sales and support staffs to use their strongest ability and

promote achievement and accomplishment Work Styles The following work styles are attributable to a Product Innovation

Specialists: supporter, informative , integrity, analytical thinking, dependability, attention to detail, cooperation, persistence, self control, self-starter, take initiative, innovation, concern for others, and adaptability / flexibility.

Essential Skills Profile Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. For more detailed essential skills profiles please refer to the ESDC website: http://www.esdc.gc.ca/eng/jobs/les/index.shtml The Employment and Social Development Canada (ESDC) Essential Skills Profiles focused on occupations requiring a secondary school diploma or less and on-the-job training. As such a formal Essential

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Skills Profile for the occupation of Product Innovation Specialist has no yet been created by ESDC. The following section contains essential skills information identified in existing occupational standards and classified using the nine Essential Skills categories. Note that the content is not associated with ESDC and the Essential Skills Profiles.








Writing skills Write on a variety of topics including feature requirements, use case scenarios, test cases, training manuals, product instruction manuals, and product descriptions and value propositions

Write product reports and findings to team, senior management and other stakeholders




Exchange information and feedback with senior management Interview potential staff members during the recruitment process Create presentations and present to product managers and

potentially senior management Thinking Skills

Problem Solving Ability to speak to product sales and support staff to identify and respond to product issues in a quick and timely fashion

Ability to work with product team to come up with solutions to product complains and other pain-points

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Ability and willingness to seek and incorporate input from others in order to develop collaborative product solutions

Identify the factors causing the product to not do as well as intended using problem-solving and critical thinking methods

Decision Making Make decisions in a changing work environment, with market, economic, social, and political environments taken into account.

Decision are made in line according to the product roadmap and product manager’s vision

Make decisions regarding which customer complaints are of priority Make decisions on which partners to work with (internal and

external) Allocate specific features activities to team members, and others such

as third-party contractors Job Task Planning and Organizing Product Innovation Specialists are collaborative when making decisions on

product features and priorities. Product Innovation Specialists need to make adjustments for frequent interruptions and changing priorities.

Significant Use of Memory Product Innovation Specialists must remember the product description and model number (if any) and instructions on how to use the product, the different features on the product, the product details, organizational priorities, privacy and security laws and regulations, and applicable product or industry related laws and regulations.

Finding Information Obtain information from customer surveys, product usage reports, product sales and support staffs

Obtain information collected from existing products in various channels


Obtain market trend information from the marketing team Working with Others Product Innovation Specialists often work with different teams (e.g., product

engineer, marketing, operations, finance.) to support the product as it gets launched into the market. Product Innovation Specialists provide encouragement and support to sales and support front-line staffs, and assist them in achieving their personal work objectives for the product. Product Innovation Specialists must have the capacity to build relationships both internally and externally to an organization and work with diverse multicultural workforces across countries.


Additional Information Physical Aspects Product Innovation Specialists work extensively in an

office environment (sitting for long periods, repetitive computer and

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email use). However, Product Innovation Specialists may also be required to travel to different locations to meet with different product teams if necessary.

Attitudes Product Innovation Specialists should have very advanced interpersonal skills –persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. They must be able to have these skills to evangelize their product and to persuade cross-functional teams to work together for the end goal of a better product. Product Innovation Specialists must also exhibit leadership, people skills, advanced conflict resolution skills, and organizational and planning abilities. Adaptability and flexibility are important, as Product Innovation Specialists work with diverse multicultural workforces and virtual teams across different countries.



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Strategic Innovation Manager


Position Strategic Innovation Manager Description of Position The Strategic Innovation Manager’s main role is to design, create, and launch

innovative projects and initiatives (both external and internal) that will help solve an organization’s problems. Strategic Innovation Managers tend to be closer to the business side rather than the technology side so they typically work on innovative initiatives within the company or work on innovative initiatives on the partners and vendors side.



Education Completion of post-secondary school in any of the following areas: business administration, computer science, commerce or engineering. Although not standardized, some companies require the successful candidate to also hold an MBA as well.

Training A Master of Business Administration (MBA) can be obtained through

different universities or equivalent institutions. The Strategic Innovation Manager may require on-the-job training and some project management or process improvement training, but typically organizations require that the individual will already have the mandatory skills, knowledge, work- related experience, and/or training.

Related Work Experience Strategic innovation manager may require several years of experience in

project management, managing cross-functional teams, operations, sales and distribution, marketing strategy, create/evaluate business cases, and designing customer solutions.

Tasks Apply a structured but flexible approach to the innovation process both

internally, with partners and with clients Identify new initiatives that would aid in supporting, improving, or

expanding the current ecosystem Understand customer’s business goals and objectives and how it relates

to the organization’s products and platforms Provide strategic recommendations based on customer’s objectives and

industry best practices Develop and maintain a trusted advisor relationship with key client

stakeholders

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Liaise with internal cross-functional teams (Development, Support, Product, Sales, Marketing, Training) to ensure delivery of timely resolution to customer requests

Provide project management support for all company strategic projects and initiatives

Be the main point of contact for project escalations that may impact the organization

Stay informed of content marketing, emerging technologies and competitive offerings in the media, corporate and real-time content creation space

Be the internal voice for the customer within the company Initiate and lead projects that represent a problem to our customer that

is worth solving Vividly communicate project vision, progress and challenges to senior

management and other stakeholders Coordinate between legal and marketing to drive the execution of

strategic partnership agreements Play an active role in presenting the result of our collaboration to clients

and at industry events, including background research on new sectors, markets, and clients

Tools and Technology Tools and technology for the Strategic Innovation Manager includes:

Strong proficiency in Microsoft Office Suite Skype, WebEx, and other communication tools for meetings Microsoft project, JIRA, KANBAN or equivalent tools for tracking

projects and progress Office communicator tools for quick messages Microsoft outlook or equivalent email Personal digital assistants or organizers

Required Competencies Knowledge A Strategic Innovation Manager should have a good amount of knowledge in

all areas of business and operations (marketing, finance, operations). He/she must possess the ability to lead teams to complete the initiatives and project he/she creates. The Strategic Innovation Manager also must have the ability to solve complex problems and being able to communicate with senior management to get their buy-in on new projects and initiatives. The Strategic Innovation Manager should also be knowledgeable in the areas of business, operations, sales and marketing, project management, business cases, System development life cycle, Agile methodology, waterfall methodology, customer experience, and processes.

Skills A Strategic Innovation Manager should have the following skill sets: designing cross-departmental projects, cost-benefit analysis, business casing, negotiation, handling pressure under deadlines, critical-thinking, reading comprehension, active listening, complex problem solving, writing,

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coordination, speaking, judgment and decision making, social perceptiveness, service orientation, analytical, team management and time management.

Personal Attributes Ability to identify core problems that exist in the department/organization

Ability to lead the initiative and get all necessary buy-ins from internal executives as well as external partners and vendors

Ability to understand both the technical and business challenges this organization/department is facing

Ability to use data derived from existing operations to come up with new initiatives/projects to offset the changes (if any)




Abilities

Work Values Individuals who will succeed in this position: Talking with senior management and key leaders in the organization

to understand the problems that exists Coming up with new initiatives/projects so the organization will stay

and remain competitive Lead by example and offer supportive management Seek and incorporate ideas and inputs from other teams Encourage team to use their strongest ability and promote

achievement and accomplishment Work Styles The following work styles are attributable to a Strategic Innovation Manager:

Strategic-thinker leadership, visionary, integrity, analytical thinking, ambitious, high-level thinking, dependability, attention to detail, cooperation, persistence, self-control, self-starter, take initiative, innovation, concern for others, and adaptability / flexibility.

Essential Skills Profile Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. For more detailed essential skills profiles please refer to the ESDC website: http://www.esdc.gc.ca/eng/jobs/les/index.shtml. The Employment and Social Development Canada (ESDC) Essential Skills Profiles focused on occupations requiring a secondary school diploma or less and on-the-job training. As such a formal Essential Skills Profile for the occupation of Strategic Innovation Manager has not yet been created by ESDC. The following section contains essential skills information identified in existing occupational standards and classified using the nine Essential Skills categories. Note that the content is not associated with ESDC and the Essential Skills Profiles.


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Writing skills Write on a variety of topics including documentations for a new project/initiative, drafting emails and the difference use case scenarios and business cases to be submitted along with new project/initiative


Oral Communication Provide clear and concise direction and instructions to operations department, partners and vendors


Exchange information and feedback with senior management Interview potential staff members during the recruitment process Create presentations and present to senior management

Thinking Skills Problem Solving Ability to respond and resolve product issues in a quick and timely

fashion Ability to think and respond quickly, and adjust schedules and

operating plans in response to unplanned events Ability and willingness to seek and incorporate input from others in


using problem-solving and critical thinking methods Decision Making Make decisions in a changing work environment, with market,

economic, social, and political environments taken into account. Decision are made according to problem identification and the

outcome of the business case

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Job Task Planning and Organizing Strategic Innovation Manager are collaborative when working with other departments, vendors, and partners to design innovative projects and initiatives. Strategic Innovation Managers need to make adjustments for frequent interruptions and changing priorities.

Significant Use of Memory Strategic Innovation Managers must remember the Corporate values and departmental objectives, the key stakeholders for each projects, organizational priorities, privacy and security laws and regulations, and applicable product or industry related laws and regulations.

Finding Information Obtain information collected from existing products in various channels


Obtain market trend information from the marketing team Working with Others Strategic Innovation Manager lead teams and often work with different

departments to come up with new projects and initiatives. Strategic Innovation Managers provide encouragement and support to team members, and assist them in achieving their personal work objectives for the project and provide recognition when objectives have been achieved. Strategic Innovation Managers must have the capacity to build relationships both internally and externally to an organization and manage diverse multicultural workforces across countries.


Additional Information Physical Aspects Strategic Innovation Managers work extensively in an

office environment (sitting for long periods, repetitive computer and email use). However, Strategic innovation managers may also be required to travel to different locations to meet with different teams, vendors, and partners if necessary.

Attitudes Strategic Innovation Managers should have very advanced interpersonal skills –persuasive, empathetic, able to handle pressure, creative, have a sense of urgency, and attention to detail. They must possess the these soft skills in order to generate buy-in for their initiatives across departments. Strategic Innovation Managers must also exhibit leadership, people management skills, advanced negotiation skills, advanced conflict resolution skills, and organizational and planning abilities.

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Adaptability and flexibility are important, as Strategic Innovation Managers work with diverse multicultural workforces and virtual teams across different countries.



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As Canada’s national ICT business association, ITAC champions the development of a robust and sustainable digital economy in Canada. A vital connection between business and government, we provide our members with the advocacy, networking and professional development services that help them to thrive nationally and compete globally. A prominent advocate for the expansion of Canada’s innovative capacity, ITAC encourages technology adoption to capitalize on productivity and performance opportunities across all sectors. A member-driven not-for-profit, ITAC has served as the authoritative national voice of the $150 billion ICT industry for 60 years. For more information about ITAC visit www.itac.ca

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