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BTM Learning Outcomes and Competency Standards
Digital Health SpecializationVersion 1.0
Digital Health Specialization
Digital Health
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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 1.0 Scope of the Digital Health Specialization ................................................................. 10 2.0 Interested in offering a BTM program? ...................................................................... 12
2.1 What BTM Standard is right for my program? ................................................ 13
2.2 How do I use the standard? ............................................................................... 14
2.3 Using the BTM Brand ......................................................................................... 15
2.4 Program Accreditation ...................................................................................... 18 2.4.1 BTM Recognized ............................................................................................. 18
2.4.2 BTM Accredited .............................................................................................. 19 2.4.3 What Accreditation Means for Your Program ................................................ 19
3.0 BTM Structure and Standards Labelling ................................................................. 20
3.1 Hierarchical Structure of the BTM 2.0 ............................................................. 20
3.2 Labeling and Defining BTM Competency Standards ....................................... 22
4.0 BTM Baccalaureate Digital Health Learning Outcomes and Competency Standards ............................................................................................................................ 23
4.1 I1 – Integrative .................................................................................................. 23 4.2 F1 – Personal and Interpersonal .......................................................................... 29 4.3 F2 – Business ....................................................................................................... 32 4.4 F3 – Technology .................................................................................................. 40
4.5 F4 - Innovation .................................................................................................... 53 4.6 C1 – Technology in Business .............................................................................. 54
4.7 C2- Process, Project and Change ....................................................................... 59 4.8 H1 - Health and Health Technology ................................................................... 66
5.0 National Occupational Standards ............................................................................... 69
5.1 Enterprise Architect .......................................................................................... 71
5.2 Information Technology Solutions Architect/Developer ............................... 75
5.3 Business Analyst ................................................................................................ 79
5.4 Data Analyst ....................................................................................................... 83
5.5 Enterprise Solutions Manager .......................................................................... 86
5.6 Project Manager ................................................................................................. 89
5.7 Systems Analyst ................................................................................................. 92
Appendices ......................................................................................................................... 96
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Appendix 1 – Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International Public License ............................................................................................ 96
Appendix 2 - Definitions .............................................................................................. 103 Appendix 3 - BTM Competency Expectations ............................................................. 106
Appendix 4 - Revised Bloom’s Taxonomy.................................................................. 107 Appendix 5 - Industry Recognized Competency Frameworks ...................................... 108 Appendix 6 - Details and background on Competency Standards ................................ 110
Appendix 7 - Profile of BTM Graduates ...................................................................... 113
Contact Us ......................................................................................................................... 116
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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, Digital security, data analytics, and entrepreneurship.
build a prioritized list of National Occupational Standards (NOS) for BTM as a framework for professional education and career development;
professionalize the BTM sector through program accreditation, professional certification and a BTM Association for professionals; and,
create national brand awareness of BTM and its importance to bridging the skills gap through a broad range of national marketing activities and special events.
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 demand for BTM health-related skills and competencies continue to increase across industries, hospitals and provincial health departments. Digital Health 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. A list of National Occupational Standards in roles related to this degree are included in the appendix to this document. For more information on the BTM visit http://itactalent.ca/talent-initiatives/btm/
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Business Technology Management Development Team
Academic Representatives
Dr. Yinglei Wang, Acadia University
Dr. Ozgur Turetken, Ryerson University
Dr. Patricia McLaren, Wilfrid Laurier University
Dr. Lyne Bouchard, Université Laval
Dr. Stéphane Gagnon, Université du Québec en Outaouais
Dr. Elie Elia, Université du Québec à Montréal
Dr. Raul Valverde, Concordia University
Haider Al-Saidi, Red River College
Dr. Peter King, University of Manitoba
Ben Akoh, University of Manitoba
Dr. Yau Man Cheung, University of British Columbia
Dr. Dianne Cyr, Simon Fraser University
Dr. Blaize Reich, Simon Fraser University
Industry Representatives
Parm Randhawa, BC Liquor Distributions Branch
Janet Robertson, BC Liquor Distributions Branch
Mukesh Kashyap, Government of British Columbia
Nelson Lah, CGI
David O’Leary, SIDO Capital
David Morrish, MBS Technology Services
Stephen Rudin, Telus
Mihai Dinu, Fraser Health Authority
Holly Zhang, Worksafe BC
Al Abbas, BizTechMasters Inc.
Jonathan Wilder, PCGI Consulting Services
Rod Miller, DBI Technologies Inc.
Susan Zuk PCGI Consulting Services
Jaqueline Manaigre, Manitoba Government
Kerry Augustine, Manitoba Government
Gary Craven, PCGI Consulting Services
Cal Pishak, Crown Lands and Property Agency
Barb Spurway, Protega
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:
Julie Kim, Julie Kim & Associates Inc.
Design Committee Member:
David Mosher, Relay Health, McKesson
Mike Smith, Ontario Telemedicine Network
Paul Sulkers, IBM
Silvia Devlin, Telus Health
Peter Fenwick, Government of Alberta
Jim Moore, GroupHEALTH Benefit Solutions
Daniela Crivianu-Gaita, Dynacare
Dr. Josephine McMurray, Wilfrid Laurier University
Jie Mein Goh, Simon Fraser University
Rav Gill, Intralink Solutions
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 Digital Health 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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1.0 Scope of the Digital Health Specialization
The scope of the specialization includes:
Health Systems Analysis: In addition to foundation knowledge in business
and systems analysis, a graduate will have knowledge of end-user needs in
various health care systems and management, and clinical information and
program processes, and must be able to translate requirements for
consideration by IT service, configuration, and development.
Performance Analysis and Management: In addition to foundational
knowledge in business intelligence and web interfaces, the graduate must be
able to configure Decision Support Systems (DSS) and performance
evaluation at the program, organizational and system levels to assist
healthcare management and clinical professionals to understand and
improve healthcare quality.
Data Management Services: In addition to foundational knowledge in data
governance and database management, the graduate must be able to manage
health data services from internal and third party sources, often customized
to specific systems, end-users, or decision-making dashboards.
Health IT Risk and Regulatory Compliance: In addition to foundational
knowledge in risk audit and project management, the graduate must be able
to ensure that IT solutions comply with internal policies, and control
enterprise risk exposure as per IT auditing standards, professional
regulatory bodies, and health industry regulations.
Health Analytics and Modelling: In addition to foundational knowledge in
predictive analytics and big data, the graduate must be able to analyze
information requirements for strategic decision-making in healthcare
management and clinical operations, and work with computational health
experts to deliver systems.
Health Systems Transformation Management: In addition to foundational
knowledge in project management and enterprise architecture, the graduate
must be able to lead a multidisciplinary team including vendors, IT
operations, and legacy systems experts to transform existing health
information systems, applications, and services.
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New Health Service Project Management: In addition to foundational
knowledge in project management and service innovation, the graduate must
be able to lead a multidisciplinary team with IT and financial services
professionals to develop and deploy innovative health information systems,
applications, and services
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2.0 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.
Figure 1: Steps to Offering a BTM Program
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2.1 What BTM Standard is right for my program?
ITAC has developed three different types of Learning Outcomes and Competency Standards to meet a wide variety of educational programs:
Baccalaureate 2.0 Certificate 1.0 Master’s 1.0
Copies of these standards can be found at: http://itactalent.ca/itac-talent-and-you/educators/btm-meeting-market-demand/ The Baccalaureate 2.0 standard captures what is referred to as the BTM Core Body of Knowledge; and from it, the Certificate 1.0 and Masters 1.0 standards derive. In addition, ITAC has developed learning outcomes and competency standards for 6 Baccalaureate specialization programs. The learning outcomes and competency standards in this document and the following 5 specializations: Baccalaureate Specialization in Entrepreneurship This specialization is targeted to persons interested in intrapreneurship roles in existing industries and large corporations without restricting access to small business and start-up entrepreneurs. These people assume the responsibility of transforming existing business models, creating new and innovative ideas and models, developing and resourcing them. BTM Entrepreneurship and Innovation graduates are expected to perform responsibilities for roles such as: analysts for process improvements, product innovation, and strategy innovation. Baccalaureate Specialization in 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 health 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 informs businesses. BTM Data Analytics graduates assume roles such as data
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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. Digital security graduates are expected to have sufficient skills to develop, deploy, and maintain security systems, identify security gaps, and provide support for a variety of security services and platforms. Graduates of this specialization assume roles such as security offices, security architect and analysts, and security testers and 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/
2.2 How do I use the standard?
ITAC defines BTM in specific terms that describe learning outcomes and competency standards but does not prescribe curriculum, program flow or pedagogy. New and existing post-secondary institutions are therefore encouraged to define their own unique approach to teaching the outcomes and standards. Ultimately what counts is whether a program is producing the expected graduate outcomes that are aligned with the BTM learning outcomes and competency standards. Here are just some illustrative examples how educational institutions could offer the specialization.
1. Electives: Schools can create the additional specialization courses and add these into their electives pool. Students who choose a particular elective course would have to take the other 4 to 5 courses required for the specialization. Upon graduation, they would qualify for BTM+ "specialization".
2. Minors: Similar to electives, minors are attainable if the student completes all the courses required for a minor within a specific BTM program by allowing the student to choose additional credit and courses on their own that they could add to their existing program. This is however unstructured, may not create the ideal program offering for schools. The assumption for both points
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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
2.3 Using the BTM Brand
To ensure market clarity and avoid confusion, ITAC has trademarked the BTM acronym and logos, and has developed a usage guide for educational institutions. The BTM brand nomenclature is aligned with the type of program your institution offers and not the learning outcomes standard you choose to use. For example, the Baccalaureate standard could be used to develop either a four year undergraduate degree program or a three year diploma program. In this case, the branding and nomenclature for the undergraduate program would be BTM Baccalaureate and for the diploma program the BTM Diploma. These brand types are represented in Table 1.
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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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2.4 Program Accreditation
ITAC has established the Business Technology Management Accreditation Council (BTMAC). The Council is responsible for the development of accreditation criteria, selection of program evaluators, and ultimately the granting of the accreditation status. The accreditation process is voluntary.
A standard level of professional knowledge among all BTM professionals relies on standard education approaches and curricula. BTMAC accreditation is a non-governmental autonomous process for assessment of educational programs against industry accepted standards. It provides a professional judgement about the quality of the educational program and encourages continued improvement. It provides an indication for the public at large that a program accredited is capable of producing graduates who can function at the required level of competence to enter the industry job market.
Accreditation:
Promotes and advances all phases of BTM education with the aim of promoting public welfare through the development of better-educated computer professionals.
Fosters a cooperative approach to BTM education between industry, government, and educators to meet the changing needs of society.
Provides a credible, independently verifiable method to differentiate accredited programs from non-accredited programs that may not adhere to important industry standards.
Signifies that a program has a purpose appropriate to higher education and has resources and services sufficient to accomplish its purpose on a continuing basis.
Provides an opportunity to the educational institution for improvement and self-analysis, and shows a commitment to continuous improvement.
Two levels of recognition are offered for BTM programs:
2.4.1 BTM Recognized
Business Technology Management (BTM) type programs have the opportunity to seek Recognized status. The Business Technology Management Accreditation Council (BTMAC) will offer an informal review to programs that have not yet produced graduates and do not qualify for an accreditation visit. The purpose of the informal evaluation is to provide comment and advice to the institution with respect to the program. The review will focus solely on the alignment of the program to the BTM Learning Outcomes. To be successful, a program needs to demonstrate that it produces learning outcomes that are largely aligned with the BTM Learning 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.
2.4.2 BTM Accredited
Accreditation provides an opportunity for academic institutions to demonstrate they are committed to maintaining their programs' quality and that their programs are performing at the level required by the professions they serve. Programs undergo periodic accreditation to ensure that they continue to meet quality standards set by the profession. The result provides lasting benefits to students, the institution, employers, the professions, and society as a whole.
2.4.3 What Accreditation Means for Your Program
When a program becomes BTM Accredited it means that it:
Has received a national recognition of its quality Promotes "best practices" in education Directly involves faculty and staff in self-assessment and continuous quality
improvement processes Is based on "learning outcomes," rather than "teaching inputs"
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3.0 BTM Structure and Standards Labelling
3.1 Hierarchical Structure of the BTM 2.0
Figure 2: BTM Learning Outcome and Competency Standard Framework
The BTM Learning Outcomes contain 70 Learning Outcomes (see Table 2: BTM Learning Outcomes) in 7 broad competency areas, namely: 1. Integrative (I1): This knowledge area contains learning outcomes that integrate
the competencies developed in the following six knowledge areas. It produces a
“deliverable” of direct relevance to employers.
2. Personal and Interpersonal (F1): The ability to make a meaningful
contribution depends upon one’s self-knowledge and ability to have
constructive, long term, interactions with others. Successful leaders have strong
personal and interpersonal competencies.
3. Business (F2): To be effective in the workplace one must have both the broad
context of business – its role and place in society – and a working knowledge of
how business operates.
4. Technology (F3): BTM graduates must understand information and
communications technologies, their current capabilities, and future trends.
5. Innovation (F4): BTM graduates are expected to be innovative in the
workplace. Innovators should be able to identify new opportunities, validate and
resource them.
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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3.2 Labeling and Defining BTM Competency Standards
Competency Standards are defined using a formula:
<Label> {“-” <Skill Reference Code>}{“=” <Required Competency Level Code>}
Where:
<Label> indicates which model is used to define the competency standard or provide guidance. In summary:
1. BLOOM = Updated Bloom’s Taxonomy
2. SFIA = Skills Framework for the Information Age Version 6
3. PMI = Project Management Institute
4. IIBA = International Institute of Business Analysis
5. MSC = Management Standards Centre, National Occupational Standard
<Skill Reference Code>. Where a competency standard for a “doing” learning outcome is being set, a skill reference code is provided which provides a pointer to the specific description of the relevant skill in the selected competency model. The skill reference code is only required for doing competencies. Links to applicable source documents are provided or embedded to the specific competency standard.
<Required Competency Level Code> specifies the required competency level the student must achieve using the competency level scale from the selected competency model. In cases where the competency standard is provided for guidance only, this element is omitted (see below for details).
Details of the Labels, Skill Reference Codes and Required Competency Level Codes for each competency model are described in the associated link or embedded document (See Appendix 4 for additional information).
Competency standards are created using a combination of Industry Codes, Competency Codes and Competency Levels. For instance, the competency Standard: “SFIA-PRMG=4” suggests that the BTM graduate must demonstrate a Project Management competency at Level 4 of the SFIA Industry Recognized Framework. The BTM revised BLOOMs taxonomy is used throughout the document (See Appendix 3). Chapter 4 provides the Baccalaureate 2.0 BTM Core Body of Knowledge Learning Outcomes and Competency Standards.
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4.0 BTM Baccalaureate Digital Health Learning Outcomes and Competency Standards
These learning outcomes and competency standards derive from the BTM Core 2.0.
Digital Health specific “annotations” have been added where necessary to describe specific digital health related requirements, learning outcomes, and standards. Section 4.8 describes additional digital health-specific learning outcomes and competency standards.
4.1 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
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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 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
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
use of related software tools. Tracking and reporting of programme/project progress and performance are also covered, as is the capability to facilitate all aspects of portfolio/programme/ project meetings, workshops and documentation. Level 4 Skill Description: Takes responsibility for the provision of support services to projects. Uses and recommends project control solutions for planning, scheduling and tracking projects. Sets up and provides detailed guidance on project management software, procedures, processes, tools and techniques. Supports 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)
Learning Outcome (3)
Competency Standard (4)
I3 Business Process Management
Demonstrate the ability to analyze a business process, develop the "to-be" design, and then to create the implementation plan and the business change management plan to implement this design.
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.
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Title (2)
Learning Outcome (3)
Competency Standard (4)
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.
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
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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
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4.2 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)
Learning Outcome (3)
Competency Standard (4)
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
F1-4 Interpersonal Relationship
Demonstrate proficiency in working with individuals, including giving and receiving feedback and resolving differences using appropriate negotiation and conflict management skills.
Annotation: The complex stakeholder environment in health care requires an understanding of multiple sectors (including acute, community
MSC-D1=TL (Develop productive relationships with colleagues – Team Lead)
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Title (2)
Learning Outcome (3)
Competency Standard (4)
and long-term care), levels of leadership and management, industry associations, professional associations, regulatory bodies, government, and private sector organizations. There are different types of individuals in health care delivery organizations such as patients, caregivers, leadership, administration, various healthcare providers, and other front-line staff.
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.
Annotation: Change management in the healthcare sector: Less emphasis is placed on providing guidance at the undergraduate level. Strong negotiation skills would be an asset.
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)
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Title (2)
Learning Outcome (3)
Competency Standard (4)
F1-5.3 Leadership Demonstrate the ability to engender and sustain trust
MSC-D1=TL (Develop productive relationships with colleagues – Team Lead)
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
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4.3 F2 – Business
To be effective in the workplace one must have both the broad context of business – its role and place in society – and a working knowledge of how business operates.
Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
F2-1 Business and Society Exhibit an understanding of the history, current role and future trends (e.g. globalization, social responsibility) of business within society and the global economy.
Annotation: The history and current state of the Canadian health system and key legislation. Some knowledge of global and international health. Outcomes of healthcare systems and challenges of cost, quality and access of healthcare. How technology is used, and can be used, in health care delivery, management, decision-making, and research.
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).
Annotation: The structure of health systems and their component parts.
BLOOM BTM=3
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Various data, information, and communication models used in health care. Various clinical processes and their complexities. Costs and funding models of health systems. Health innovation and entrepreneurship, industry partners and improvement mechanisms.
F2-3 Risk Management Demonstrate the ability to conduct financial, operational, and reputational risk management including their implications for business decisions of cyclical and event-driven external risks (e.g. credit crunch, pandemics, global warming, peak oil).
Annotation: Implications of, and factors relating to, patient safety and quality. Risk management in i) health care delivery and ii) health information systems and technology. Privacy, confidentiality and security in health care. Reference to federal and provincial legislation. Access controls and auditing of users of personal health information.
BLOOM BTM=2
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Disaster recovery, contingency, and back up for health information. Requirements for storing health data. Emerging use of cloud computing for health care. Establish privacy risk levels for different types of health information exchange (e.g. referrals, reports, care plans, advanced care directives). Identify roles and accountabilities of different stakeholders involved in health information management.
F2-4 Strategic Management
Demonstrate understanding of the structure of various kinds of organizations by industry sector, ownership, governance and size - their business models, key performance factors, dominant structures and processes.
Annotation: Governance of information systems and technology in health care. Prioritizing IT investments in health care. Funding mechanisms, regulations and stakeholders.
BLOOM BTM=3
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Use of various reporting tools and mechanisms for clinical and administrative decision making at various levels. Benchmarks and scorecards used in health care organizations.
F2-5 Support Functions Demonstrate understanding of the role, processes and structure of support functions of a business (e.g. general management, marketing, finance, R&D, IT, human resources)
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).
Annotation: Value-based and evidence informed decision-making. Public and consumer health, patient processes and clinical pathways. Health system integration. Challenges of health system silos and benefits of integration.
BLOOM BTM=3
F3-1 IT Trends Be able to explain the current and future issues in the following topics:
BLOOM BTM=2
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
F3-1.1
IT Operations IT operations (e.g. delivery of service levels, change control, green IT). Annotation: Biomedical and clinical systems. Service levels and reliability required for healthcare operations in various settings.
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). Annotation: Unique aspects of software development in healthcare and the nature and consequences of timely and quality health care.
BLOOM BTM=2
F3-1.3 Infrastructure Lifecycle
Infrastructure lifecycle (networks, desktop and data centre hardware, operating systems, databases). Annotation: Unique aspects of software infrastructure in healthcare and the nature and consequences of timely and quality health care.
BLOOM BTM=2
Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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).
Annotation: New and emerging technologies in health care include: genomics, virtual reality, web and social media, mobile health applications, Quantified Self, and integration and interoperability solutions. Health applications and implications regarding the Internet of Things (IoT). Standards for health care related systems (e.g. patient identity, personal health number, provider identity, location identifiers and clinical references). Assessing the benefits, costs, risks and sustainability of adopting new and emerging technologies for healthcare.
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.
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
F3-1.6 Digital Business Technology
Be able to explain the overall functioning of the Internet, Web, mobile, IoT etc. Be able to explain a variety of Internet technologies, including those pertinent to Web applications, mobile apps, IoT., HTML, CSS etc.; Scripting, such as JavaScript Web APIs; Graphics such as SVG WebGL, etc; Other Web authoring tools; and, Web analytics tools.
Annotations: Web-enabled solutions in health care including: telehealth, cloud-based computing in health, home health monitoring, social media, social networking, remote patient monitoring and other forms of virtual health.
BLOOM BTM=3
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
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Title (2)
Learning Outcome (3)
Competency Standard (4)
Annotations: Web-enabled solutions in health care including: telehealth, cloud-based computing in health, home health monitoring, social media, social networking, remote patient monitoring and other forms of virtual health.
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 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.
Annotations: Unique aspects related to healthcare (i.e. focus on health and wellness).
BLOOM BTM=3
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4.4 F3 – Technology
BTM graduates must understand information and communications technologies, their current capabilities, and future trends.
Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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: Annotations: Health specific considerations (e.g. patient centred care) for design, human factors, usability, and user experience in various settings and scenarios. Human factors and human-computer interface.
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
41
Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. 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).
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. 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.
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. 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
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. Annotations: Interoperability and health information exchange.
Same as above
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
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Annotations: Knowledge of integration techniques of different existing software into business practices to provide best model of care. Distinction between commercial off the shelf software and in-house built systems (along with issues and implications of each).
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). Annotations: Same as above
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. Annotations: Resources and Artefacts: Canada Health Infoway EHRS Blueprint
BLOOM BTM=1
F3-3 IT Security and Compliance
Demonstrate an understanding of IT security and compliance in the following areas:
BLOOM BTM=1
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
F3-3.1
Information Security or Digital 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. Annotations: Implications and consequences of various types of security levels and provisions in different health care circumstances. Trade-offs with different levels of access and security. Security by design - understanding to build security into any system. Knowledge of security best practices (e.g. ISO 27002 standards). Establish security risk levels for different types of health information exchange (e.g. referrals, reports, care plans, advanced care directives).
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.
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Identify roles and accountabilities of different stakeholders involved in health information security.
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-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. Annotations: Audit in health care, including: Auditing of health care
operations/systems using IT Audit of IT projects in health care Audit of IT/IS users Audit of privacy and security Audit of operations, processes and procedures (e.g. pharmacies, protocols, policies)
BLOOMS BTM=2
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. Annotations: Federal personal and health information privacy laws, including: The Privacy Act The Personal Information Protection and
Electronic Documents Act (PIPEDA) Provincial privacy laws, including: Alberta: Personal Information Protection
Act British Columbia: Personal Information
Protection Act Québec: An Act Respecting the Protection
of Personal Information in the Private Sector
Ontario: Personal Health Information Protection Act
New Brunswick: Personal Health Information Privacy and Access Act
Newfoundland and Labrador: Personal Health Information Act
Confidentiality and professional standards.
BLOOM BTM=1
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Privacy related concepts: consent models privacy by design, data custodianship, privacy masking. Privacy Impact Assessment (PIA) and Threat Risk Assessment (TRA) tools, processes and requirements. Types of data agreements (e.g. data sharing agreements, data access agreements, information sharing agreements, etc.) that are already in use and established in healthcare and general protocols for establishing agreements. Resources and Artefacts: Information Sharing Agreements for Disclosure of EHR Data within Canada
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 Annotations: Canadian health care data and transmission standards, as well as nomenclatures and vocabularies.
BLOOM BTM=1
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. Annotations: Collection, use, storage, disclosure and sharing of personal health information. Data, reporting, analytics, and big data in heath care. Provincial and data reporting requirements. Clinical decision support and business intelligence. Data collection requirements from government and the Canadian Institute for Health Information (CIHI). RAI–MDS and other reporting/assessments. Workload and case costing. Hospital reporting, benchmarks and scorecards.
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.
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Related concepts including: data quality, data conversion, and archiving. Enablers and barriers to adopting business analytics to healthcare. Resources and artefacts: Health analyst toolkit from Ontario MOHLTC
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. Annotations: Patient record standards and structures. Nomenclatures, classifications, coding and abstracting. Primary, secondary, and other uses of health
information.
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. 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.
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
F3-4.3 Data Warehousing Describe technologies for information management (e.g. reporting, analysis), knowledge management, collaboration management and content management.
BLOOM BTM=3
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4.5 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)
Learning Outcome (3)
Competency Standard (4)
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
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4.6 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)
Learning Outcome (3)
Competency Standard (4)
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. Annotations: Creation of business cases for health IT projects. Implications and impacts of different funding models for practitioners on technology adoption and use. Adoption models and frameworks for health information systems and technologies. Resources and artefacts: EMR Adoption Model (EMRAM)) by HIMSS Delone & McLean IS Success Model Benefits Evaluation Framework Clinical Adoption Framework
BLOOM BTM=3
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. Annotations: Potential and proven impacts of health information systems and technologies. Resources and artefacts: Canada Health Infoway Benefits Evaluation Framework
BLOOM BTM=3
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). Annotations: Health information systems, devices and other solutions that are designed, developed, implemented, and supported by various industry players.
BLOOM BTM=2
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
Funding sources including: Canada Health Infoway, provincial and regional governments, venture capitalists, and grants. Factors in creating business value and scaling projects and innovations. Mechanisms such as innovation hubs.
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. Annotations: Information technology and information systems functions in a multi-stakeholder healthcare environment and in conjunction with health informatics, nursing informatics, bio-informatics groups.
BLOOM BTM=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
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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. Annotations: Public sector procurement standards within public institutions across provinces that relate to health care organizations.
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. Assists with the development standards, and
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Ref (1)
Title (2)
Learning Outcome (3)
Competency Standard (4)
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: Annotations: Reference materials and artefacts: Canada Health Infoway EHRS Blueprint
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
3. Demonstrate the ability to utilize the various aspects of an enterprise to identify, motivate, and achieve these changes.
BLOOM BTM=3
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4.7 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)
Learning Outcome (3)
Competency Standard (4)
C2-1 Organizational Learning
Be able to explain the overall organizational learning and innovation process / life cycle, and its role in organizational success. Annotations: Web- and technology-facilitated solutions for continuing education of health care providers and staff.
BLOOM BTM=2
C2-2 Project Management Project Management - demonstrate appropriate understanding of the Project Management Institute's Project Management Body of Knowledge (PMBOK) Annotations: Many information technology and information systems projects in health care require health expertise, including clinical expertise. Engagement and involvement of clinical stakeholders is essential throughout project phases.
(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
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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 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
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programme/project progress and performance are also covered, as is the capability to facilitate all aspects of portfolio/programme/ project meetings, workshops and documentation. Level 4 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. Annotations: Importance of clinical stakeholder involvement and champions throughout project activities.
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
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Organizational and behavioural factors that influences technology acceptance and use. Strategies for managing change and user resistance. Resources and artefacts: Canada Health Infoway Change Management Framework
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.
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).
Annotations: Clinical processes and workflow, including clinical data and information for a broad range of activities across multiple health care settings. For example: patient workflow, prescription and medication management, laboratory processes, bed management, operating room booking and management, and much more.
(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.
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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. 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
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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. Annotations: Care providers, patients, and caregivers as stakeholders for successful adoption of technologies.
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 4 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.
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C2-4.5 New Process Implementation
Demonstrate understanding of new process implementation and maintenance.
SFIA-ORDI=5 (Organization design and implementation) Introduction to this skill: The design and implementation of an integrated organization structure, role profiles, culture, performance measurements, competencies and skills, to facilitate strategies for change and for training to enable the change. The identification of key attributes of the culture and the key principles and factors for addressing location strategy. Level 5 Description: Conducts business impact assessment to identify how the changes from the "as-is" processes, systems, and structures to the "to-be" processes, systems and structures impact specific organizations and roles. Outlines how the organization structure, jobs, teams and roles and staff development need to change to enable the future business processes. Aligns existing jobs/organizational structures to new processes.
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
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4.8 H1 - Health and Health Technology
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H1 Canadian Health Care System
Be able to explain the health care system and its component parts and complexities, including: Legislation and policies Health system structure and governance Models of care delivery, social
determinants of health Public and private components Health human resources Billing and funding models, health care
spending (I.e., activity-based funding and resourcing)
Challenges and issues
BLOOM BTM=2
H2 Health Information Systems and Technology
Demonstrate understanding of various health information systems and technologies used in health care delivery, management, administration, and research. These include: Patient and client information systems (I.e.,
electronic health record, electronic medical record, long-term care systems, community health systems, public health and surveillance systems, etc.)
Ancillary systems (I.e., bed management, laboratory, radiology, pharmacy, dietary, incident reporting, etc.)
Administrative and support systems (I.e., finance, human resources, etc.)
BLOOM BTM =3
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Patient and consumer applications (I.e., social media, personal health, self-management, wearable devices, web-based forums and knowledge bases, etc.)
Knowledge of specific standards for devices going into hospitals and long-term care facilities (cleaning standards). Question: someone contributed this. Can you please elaborate? Data sharing, integration and interoperability of the above. Various models and mechanisms of health information exchange. Rules and regulations as per Health Canada and Canada's Food and Drugs Act.
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H3 Government and Other Regulatory Factors
Be able to explain conformance and certification programs for EMR systems in various provinces. Health Canada standards for Medical Devices. Software Regulated as a Class I or Class II Medical Device.
BLOOM BTM=2
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5.0 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.
Five occupational standards are represented in this section.
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5.1 Enterprise Architect
Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position
Enterprise architecture applies architecture principles and practices to guide organizations through the business, information, process, and technology changes necessary to execute their strategies. Enterprise architecture involves enterprise analysis, design, planning, and implementation, using a holistic approach at all times, for the successful development and execution of strategy. These practices utilize the various aspects of an enterprise to identify, motivate, and achieve these changes. An enterprise architect is a person responsible for performing this complex analysis of business structure and processes and to draw conclusions from the information collected.
Position Development With experience and further skill development, senior positions can be obtained within an organization.
Required Qualifications Education Post secondary education is preferred, usually a Bachelors degree in a
business, computing or engineering field (i.e. business administration, business, management, accounting, marketing, computing and information science).
Training Enterprise Architects require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.
Related Work Experience Individuals may have experience in any of the methodologies and techniques used as an Enterprise Architect in a health care organization.
Tasks Communicate the benefits of architectural approaches Present to a variety of audiences, including large audiences, top
executives, business and technical leaders Seek and find solutions to a wide range of business and technology
problems Seek standardized solutions for problems where available Find solutions across a wide range of technologies and business
domains Tools and Technology Office productivity tools
Architecture diagram tools Required Competencies
Knowledge
Enterprise Architects should have knowledge of: The big picture within an organization (I.e., provincial health
system, regional health system, multi-site organization, organization (whether acute, non-acute, community) and other
Health systems in Canada and the different types of healthcare
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delivery models across the continuum of care and their interrelationships
Architectural relationships between key health information technology components and best practices in enterprise architecture frameworks/perspectives
Familiarity with technology frameworks such as the Canada Health Infoway EHRS blueprint
Hardware, software, application and systems engineering Basic clinical and biomedical concepts, clinical care processes,
technologies and workflow for purposes of analysis, design, development and implementation of health information systems and applications
Basic clinical terminology and commonly used abbreviations and acronyms
Commonly used formats, structures and methods for recording and communicating clinical data and how these are incorporated into system and application use
Appropriate health informatics standards and enterprise models to enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety)
Project and program management planning and organizational skills
Financial modeling as it pertains to IT investment IT governance and operations Policies and principles for the management of health
information Relevant health information standards and their appropriate
use Health data, information and workflow models to information
technology solutions Key information technology concepts and components (e.g.,
networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.)
The need to balance the privacy of personal health information with improved care delivery and health system management
Identifying and framing information queries in collaboration with stakeholders to meet their needs for analysis and interpretation of data
Identify relevant sources of data and information to assess quality of information and draw appropriate conclusions
Appropriate analytical and evaluation techniques and concepts Quality analysis by organizing and transforming data into
reliable and meaningful information Presenting data and information that is effective for users Knowledge of indicators and metrics for healthcare delivery
and systems management Skills An Enterprise Architect should have skills in the following categories:
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Technical The ability to understand the big picture within an organization
and the relationship between domains and co0mponents within it
Systems thinking - the ability to see how parts interact with the whole (big picture thinking)
Comprehensive knowledge of hardware, software, application, and systems engineering
Project and program management planning and organizational skills
Knowledge of financial modeling as it pertains to IT investment Ability to adopt a successful customer service orientation Time management and prioritization Systems thinking Emotional intelligence
Contextual Understanding of the business for which the enterprise architecture
is being developed (see above regarding various health care organizations)
Knowledge of IT governance and operations Personal Attributes Communication skills
Presentation and public speaking skills Rapport building and networking Innovation and creativity Leadership skills including ability to influence others, to lead
business and technology programs, projects, workshops and initiatives, to inspire confidence and garner respect from business and technology stakeholders
Planning, supervision, coaching and delegation skills Decision making skills Negotiating skills Research skills
Abilities An Enterprise Architect should have the following abilities:
Ability to communicate the benefits of architectural approaches simply and clearly
Ability to communicate with top executives, business management, IT management, solution architects, technical architects, subject matter experts, partners and customers.
Ability to adapt vocabulary and style for each situation Ability to present appropriately to a variety of audiences, including
large audiences, top executives, business and technical leaders Ability to present complex ideas with simple visuals. Ability to seek and to find solutions to a wide range of business and
technology problems Ability to seek standardized solutions for problems where available Ability to find solutions across a wide range of technologies and
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business domains. Often solutions have budget, time or operational constraints. It takes a considerable amount of creativity to be a good enterprise architect
Work Values Individuals who are effective as BTM Enterprise Architects are:
Able to communicate at all levels of organization Able to present complex ideas with simple visuals Able to find solutions across a wide range of technologies and
business domains Able to facilitate collaboration Enjoy problem-solving Highly analytical
Work Styles An Enterprise Architect would have the following work styles: Collaborative Cooperative Stress tolerant Initiative Independent Integrity
Essential Skills Profile Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning
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5.2 Information Technology Solutions Architect/Developer
Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position
The IT Solution Architect/Developer's role is to deliver shared application support services and IT solutions to support business critical processes. This position works closely with key business super users, business partners, and team members to define and translate business requirements into sound and scalable technology solutions that are aligned to department strategy. As such, the Solutions Developer is a key contributor in the pursuit of new business, understanding client requirements and crafting winning and deliverable technical solutions.
Position Development With experience and further skill development, more senior positions can be obtained that involve additional complexity and responsibility.
Required Qualifications Education Post secondary education is preferred, usually a Bachelors degree in a
business, computing or engineering field (i.e. business administration, business, management, accounting, marketing, computing and information science).
Training IT Solutions Architect/Developers require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience (3-5 years), and/or industry courses and programs. Individuals may seek specific enterprise solutions training courses and programs to learn additional tools and techniques.
Related Work Experience Individuals may have experience in any of the methodologies and techniques used as an IT Solutions Architect/Developer in a health care organization.
Tasks Plan, schedule and monitor work Maintains an awareness of developing technologies and their
application Communicate fluently, both orally and in writing. Present complex concepts and complex technical information to both
technical and non-technical audiences Facilitate collaboration and effective discourse between
stakeholderswho share common objectives Tools and Technology Programming Techniques
Database technologies including data mining and database design Client side technologies Office productivity tools
Required Competencies Knowledge
BTM Solutions Architects/Developers should have knowledge of: Architectural relationships between key health information
technology components (e.g., the Canada Health Infoway EHRS blueprint) and best practices in enterprise architecture frameworks/perspectives.
Appropriate health informatics standards and enterprise models to
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enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety)
Health data, information and workflow models to information technology solutions.
Key information technology concepts and components (e.g., networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.)
The need to balance the privacy of personal health information with improved care delivery and health system management
Identifying and framing information queries in collaboration with stakeholders to meet their needs for analysis and interpretation of data
Identify relevant sources of data and information to assess quality of information and draw appropriate conclusions
Appropriate analytical and evaluation techniques and concepts Quality analysis by organizing and transforming data into reliable and
meaningful information Presenting data and information that is effective for users Knowledge of indicators and metrics for healthcare delivery and
systems management Diverse programming techniques Diverse database technologies Development methodologies and system design techniques Client side technologies Relevant legislation and procedures Health systems in Canada and the different types of healthcare
delivery models across the continuum of care and their interrelationships (e.g., hospitals, clinics, ambulatory centres and community health agencies, regional health authorities).
Policies and principles for the management of health information Relevant health information standards and their appropriate use Basic clinical and biomedical concepts, clinical care processes,
technologies and workflow for purposes of analysis, design, development and implementation of health information systems and applications
Basic clinical terminology and commonly used abbreviations and acronyms
Commonly used formats, structures and methods for recording and communicating clinical data and how these are incorporated into system and application use
Skills An IT Solutions Architect/Developer should have skills in the following categories: Technical Knowledge of and ability to apply diverse programming techniques,
such as SharePoint (2010/2013/O365), ASP.Net, C#, VB.Net, Visual Studio (2010/2013), Microsoft SQL server including SSRS and SSIS (2008/2012), and Power BI (representative list)
Knowledge of and ability to apply diverse Database technologies,
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including data mining, T-SQL, views, stored procedures, and database design
Knowledge of Development methodologies and of Systems design techniques
Knowledge of client side technologies such as JQuery, JSON, JavaScript, HTML 5, CSS, Ajax (representative list)
Demonstrates an analytical and systematic approach to problem solving
Rapidly absorbs new technical information and applies it effectively Contextual Knowledge and understanding of relevant legislation and procedures Ability to plan, schedule and monitor work to meet time and quality
targets and in accordance with relevant legislation and procedures Has a thorough understanding and appreciation of appreciation of the
wider field of information systems, their use in relevant employment areas and how they relate to the business activities of the organization or client
Maintains an awareness of developing technologies and their application
Personal Attributes Takes some responsibility for personal development, in developing and maintaining broad IT industry knowledge and industry/market domain knowledge in area of expertise
Multitasking and task prioritization Abilities BTM Solutions Architect/Developer should have the following abilities
Ability to communicate fluently, both orally and in writing. Ability to present and can present complex concepts and complex
technical information to both technical and non-technical audiences, with her/his team, to peers and to clients
Ability to facilitate collaboration and effective discourse between stakeholderswho share common objectives
Ability to interact professionally with a diverse group, executives, managers, and subject matter experts
The ability to balance multiple concurrent projects of varying priorities and shift focus from one project to another with minimal loss of productivity or quality
Work Values Individuals who are effective as BTM Solutions Architects/Developers are: Able to explain and present complex concepts Able to facilitate collaboration Enjoy problem-solving Highly analytical
Work Styles BTM Architect would have the following work styles: Collaborative Cooperative Stress tolerant Initiative Independent
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Integrity Essential Skills Profile Reading text
Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning
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5.3 Business Analyst
Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position The Business Analyst’s role is to direct the organization in implementing technology-based solutions in a cost-effective way. The Business Analyst is responsible for determining the requirements of a project or program, and for communicating these requirements clearly to all stakeholders, facilitators and partners. As such, the Business analyst performs an extensive range and variety of complex technical and/or professional work. Typically, the Business Analyst Influences her/his organisation, customers, suppliers, partners and peers based on the contribution of her/his own specialism. The Business Analyst builds appropriate and effective business relationships. The Business Analyst makes decisions which impact the success of assigned projects i.e. results, deadlines and budget. Has significant influence over the allocation and management of resources appropriate to given assignments.
Position Development With experience and further skill development senior positions can be obtained within an organization.
Required Qualifications Education Post secondary education is preferred, usually a Bachelors degree in a
business, computing or engineering field (i.e. business administration, business, management, accounting, marketing, computing and information science).
Training Business Analysts require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.
Related Work Experience Individuals may have experience in any of the methodologies and techniques used as Business Analysts in a health care organization.
Tasks Enhance, develop and deploy solutions Identify problems and assess solutions Tests solutions Analyses user needs and determine appropriate solution Supervise development efforts
Tools and Technology Standard Development Lifecycle (SDLC) ITIL Business Analysis Framework Governance Framework Office productivity tools
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Required Competencies Knowledge Business Analysts should have knowledge of:
Business Analysis Techniques Techniques relating to requirements definition, gathering,
facilitation and management Cost/benefit analysis Modeling techniques and methods System development methodologies particularly SDLC Information and data analysis techniques Workflow analysis and re-design Health systems in Canada and the different types of healthcare
delivery models across the continuum of care and their interrelationships (e.g., hospitals, clinics, ambulatory centres and community health agencies, regional health authorities).
Policies and principles for the management of health information Relevant health information standards and their appropriate use Basic clinical and biomedical concepts, clinical care processes,
technologies and workflow for purposes of analysis, design, development and implementation of health information systems and applications.
Basic clinical terminology and commonly used abbreviations and acronyms.
Commonly used formats, structures and methods for recording and communicating clinical data and how these are incorporated into system and application use.
Architectural relationships between key health information technology components (e.g., the Canada Health Infoway EHRS blueprint) and best practices in enterprise architecture frameworks/perspectives.
The selection and utilization of appropriate information technologies to meet business requirements.
Appropriate health informatics standards and enterprise models to enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety).
Health data, information and workflow models to information technology solutions.
Key information technology concepts and components (e.g., networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.).
How people, resources and information flow through the health system.
Roles and relationships of health professionals along with the organizational and regulatory structure in which they work.
The need to balance the privacy of personal health information with improved care delivery and health system management.
Best practices in quality improvement and process engineering to facilitate business and clinical transformation
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Skills Business Analysts should have skills in the following categories: Technical
Thorough and broad understanding of Business Analysis techniques.
Thorough and broad understanding of techniques relating to requirements definition, gathering, facilitation and management,
Understanding of and ability to apply cost/benefit analysis Understanding of and ability to apply modeling techniques and
methods Understanding of and ability to apply System Development
methodologies Understanding of and ability to apply relevant Information
Analysis techniques Understanding of and ability to apply relevant Data analysis
techniques Mastery of system development methodologies, particularly the
life cycle of systems development (planning, design, build, test, deploy), best practices,
Understanding of development techniques, or software configuration
Problem solving abilities Architecture skills Knowledge and understanding of business analysis/business
process improvement Knowledge and understanding of techniques for information and
data analysis Some knowledge and understanding of IT governance ad of
ITIL/SDLC processes Contextual
Understanding of and ability to apply relevant Business process improvement (methods and techniques)
Thorough understanding of the relationship between own specialism and wider customer/organisational requirements.
Personal Attributes Communication: the skills and the ability to interact professionally with a diverse group, including executives, managers, and subject matter experts.
Collaboration: the ability to collaborate with developers and subject matter experts in order to establish the technical vision and analyze trade-offs between usability and performance needs.
Expertise in relevant technical writing People skills, especially the ability to the effectively perform and
manage delegation of responsibilities Abilities Business Analyst should have the following abilities
Ability to work independently and under broad direction Ability to work in a self-initiated mode while assuming overall
accountability and responsibility for meeting allocated technical
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and/or project/supervisory objectives. Ability to establish appropriate milestones, especially taking
account of the personnel involved. Work Values Individuals who are effective as Business Analysts are:
Thrive working in a collaborative team environment Enjoy problem-solving Good people management skills
Work Styles Business Analysts would have the following work styles: Facilitation Collaborative Cooperative Stress tolerant Initiative Independent Integrity
Essential Skills Profile Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning
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5.4 Data Analyst
Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position
Analysis of data from a variety of sources has long been a key activity within many parts of the BTM field. More recently the massive amount of data that may be available for analysis and the development of techniques permitting the successful analysis of such date have given a particular importance to this role and have led to new, emergent aspects.This data may come from sources both within the company and outside of the company. It may be structured and unstructured. The Data Analyst must be able to understand how to extract value from this data.
Position Development With experience and further skill development senior positions can be obtained within an organization.
Required Qualifications Education Post secondary education is preferred, usually a Bachelors degree in a
business, computing or engineering field (i.e. business administration, business, management, accounting, marketing, computing and information science).
Training Data Analysts require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.
Related Work Experience Individuals may have experience in any of the methodologies and techniques used as a Data Analysts in a health care organization.
Tasks Establishing metadata management, data catalogs, data standards The use of best practices for Master Data Management Developing Data Governance, standards, and taking architecture
decisions Develops standards and guidelines for master data issues such as data
convergence, data standards and data integration/synchronization Defining data strategy, policies, controls and programs to ensure that
the enterprise data is accurate, secure and reliable Engaging with relevant internal parties and external vendors in best
practice sharing and effective Master Data Management solution delivery
Ensuring compliance with data architecture principles and standards Selecting preferred data management technologies
Tools and Technology Statistical analysis software Data analytics or intelligence programs Office productivity tools
Required Competencies Knowledge
Data Analysts should have knowledge of: Large complex data analytics or intelligence programs Data and big data concepts Bid data technology
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Distributed architectures Best practices at development cycles of an Agile methodology Architectural understanding of the data and big data ecosystem Health systems in Canada and the different types of healthcare
delivery models across the continuum of care and their interrelationships (e.g., hospitals, clinics, ambulatory centres and community health agencies, regional health authorities).
Policies and principles for the management of health information Relevant health information standards and their appropriate use Basic clinical and biomedical concepts, clinical care processes,
technologies and workflow for purposes of analysis, design, development and implementation of health information systems and applications.
Basic clinical terminology and commonly used abbreviations and acronyms.
Commonly used formats, structures and methods for recording and communicating clinical data and how these are incorporated into system and application use.
Architectural relationships between key health information technology components (e.g., the Canada Health Infoway EHRS blueprint) and best practices in enterprise architecture frameworks/perspectives.
Appropriate health informatics standards and enterprise models to enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety).
Health data, information and workflow models to information technology solutions.
Key information technology concepts and components (e.g., networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.).
The need to balance the privacy of personal health information with improved care delivery and health system management.
Identifying and framing information queries in collaboration with stakeholders to meet their needs for analysis and interpretation of data
Identify relevant sources of data and information to assess quality of information and draw appropriate conclusions
Appropriate analytical and evaluation techniques and concepts Quality analysis by organizing and transforming data into reliable and
meaningful information Presenting data and information that is effective for users Knowledge of indicators and metrics for healthcare delivery and
systems management Skills Data Analysts should have skills in the following categories:
Technical Demonstrable knowledge and experience of large, complex data
analytics or intelligence programs Statistical, Pattern recognition skills Understanding of new data and big data concepts
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Understanding of data and big data technology and tools Experimental thought process Full understanding of Distributed Architectures is required. Understanding of Best practises at development cycles of an Agile
methodology Experience configuring and tuning applicable software frameworks Experience with applicable analytics platforms Architectural understanding of the data and big data ecosystems
Contextual Full understanding of the organization and of its requirements and
opportunities in data/big data analytics Experience in targeting tradecraft as well as experience in cargo
screening, person screening, operational targeting Experience managing a team and working with senior level
Government clients on consulting projects Strategic thinking
Personal Attributes Good oral and written communication skills Good proactivity and client-facing skills
Abilities A Data Analyst should have the following abilities Ability to explain complex concepts to lay person Ability to collaborate with multiple skills and cross-functional
expertise. Work Values Individuals who are effective as Data Analysts are:
Able to explain complex concepts Enjoy problem-solving Highly analytical
Work Styles Data analysts would have the following work styles: Collaborative Cooperative Stress tolerant Initiative Independent Integrity
Essential Skills Profile Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning
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5.5 Enterprise Solutions Manager
Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position
The IT Enterprise Solution Manager's role is to the bridge between business need and the supporting technology, building a holistic view of an organization to advise on technology-enabled business transformation and define IT strategy, requirements, solutions and roadmaps that deliver the business objectives in the most cost-effective manner. IT Enterprise Solution Manager has the responsibility to direct the implementation and improvement of Enterprise Architecture capabilities within the enterprise
Position Development With experience and further skill development senior positions can be obtained within an organization.
Required Qualifications Education Post secondary education is preferred, usually a Bachelors degree in a
business, computing or engineering field (i.e. business administration, business, management, accounting, marketing, computing and information science).
Training Enterprise Solutions Managers require on-the-job training; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.
Related Work Experience Individuals may have experience in any of the methodologies and techniques used in Enterprise Solutions Management in a health care organization. As well they may have held a strategic position within information technology in a health care setting.
Tasks Lead development of technology strategies Programme portfolio planning Development of transformational roadmaps Vendor selection and procurement
Tools and Technology Architecture Methodologies and tools (TOGAF, Zachman, COBIT, UML) Office productivity tools
Required Competencies Knowledge
Enterprise Solutions Managers should have knowledge of: Architecture methodologies standards, frameworks and tools
such as TOGAF, Zachman, COBIT, UML Development methodologies Development of technology strategies, programme portfolio
planning and development of transformation roadmaps Vendor or technology selection and procurement Enterprise Architecture frameworks and methodologies IT Strategic Planning IT Program Management Health systems in Canada and the different types of healthcare
delivery models across the continuum of care and their interrelationships (e.g., hospitals, clinics, ambulatory centres and
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community health agencies, regional health authorities). Policies and principles for the management of health information Relevant health information standards and their appropriate use Basic clinical and biomedical concepts, clinical care processes,
technologies and workflow for purposes of analysis, design, development and implementation of health information systems and applications.
Basic clinical terminology and commonly used abbreviations and acronyms.
Commonly used formats, structures and methods for recording and communicating clinical data and how these are incorporated into system and application use.
Architectural relationships between key health information technology components (e.g., the Canada Health Infoway EHRS blueprint) and best practices in enterprise architecture frameworks/perspectives.
The selection and utilization of appropriate information technologies to meet business requirements.
Appropriate health informatics standards and enterprise models to enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety).
Health data, information and workflow models to information technology solutions.
Key information technology concepts and components (e.g., networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.).
How people, resources and information flow through the health system
Roles and relationships of health professionals along with the organizational and regulatory structure in which they work
The need to balance the privacy of personal health information with improved care delivery and health system management.
Skills Enterprise Solutions Managers should have skills in the following categories: Technical
Knowledge and experience of Architecture methodologies, standards, frameworks and tools such as TOGAF, Zachman, COBIT, UML etc.
Knowledge and experience of Development methodologies Ability to lead development of technology strategies, programme
portfolio planning and development of transformation roadmaps
Knowledge and experience of vendor or technology selection and procurement
Understand Enterprise Architecture frameworks and methodologies
Understanding of and experience in IT Strategic Planning
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Understanding of and experience in IT Program Management Contextual
Thorough knowledge of all IT components within the organization
Ability to present directional advice and communicate IT terms into business language
Understanding of the organization’s business components and processes in order to reflect them in IT and business models Knowledge and understanding of the operation of the Organization
Personal Attributes Ability to communicate with influence and to forge relationships with their organization’s upper management
Good organizational and process improvement skills to engage other key stakeholders
Abilities Enterprise Solutions Managers should have the following abilities Leadership abilities, especially the ability to lead the development
of technology strategy and transformation roadmap for the organization.
Effective communication skills, particularly the ability to communicate the technology strategy and transformation roadmap at all levels of the organization.
Work Values Individuals who are effective as Enterprise Solutions Architects are: Strong communicators Thrive working in a collaborative team environment Enjoy problem-solving
Work Styles Enterprise Solutions Architects would have the following work styles: Visionary Cooperative Stress tolerant Initiative Independent Integrity
Essential Skills Profile Reading text Document use Writing skills Numeracy Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning
89
5.6 Project Manager
Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position
The Project Manager manages all stages of the delivery of business solutions. The Project Manager is responsible for ensuring that deliverables are presented on time, on budget, on scope and to standards of the organization in terms of methodology, documentation, and quality. This occupation involves developing and executing activities related to end-to-end project management across multiple functional projects involved with a business program, including project plans and estimates, scoping and requirements, through implementation and deployment. The Project Manager oversees the planning, implementation, and tracking of a specific short/long-term project that has a beginning, an end and specified deliverables. He/she is the bridging gap between the production team and client and also ensures that the appropriate governance ensuring that all stakeholders are properly involved.
Position Development With experience and further skill development, positions with additional responsibility and complexity may be achieved
Required Qualifications Education Post secondary education is preferred - usually a Bachelors degree in a
business field (I.e., business administration, business, management, accounting, marketing, computing and information science). Project managers often have masters degrees, such as a Masters in Business Administration (MBA). A professional designation Project Management Professional (PMP) is often considered an asset.
Training Project Managers require on-the-job experience; however, typically organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs.
Prospective project managers may take project management training courses and programs to learn additional tools and techniques.
Related Work Experience Individuals may have experience in any of the techniques used in Project Management including current development methodologies such as Waterfall, Agile or Scrum in a health care organization.
Tasks Manage multiple inter-related projects Engage with stakeholders Create project plans, estimates, schedules and resource plans Monitor and control project Risk, issue and financial tracking Manage change management processes within project Manage day to day activities for project team Provide status reports to steering committees and sponsors
Tools and Technology Standard Development Lifecycle (SDLC) Governance Framework
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Office productivity and project management software Required Competencies
Knowledge
Project Managers should have knowledge of: Planning tasks and activities Engaging with stakeholders Change Management Systems Management (SDLC, SM disciplines, Governance framework) Business analysis processes, information and content flow Health systems in Canada and the different types of healthcare
delivery models across the continuum of care and their interrelationships (e.g., hospitals, clinics, ambulatory centres and community health agencies, regional health authorities)
Policies and principles for the management of health information Relevant health information standards and their appropriate use How people, resources and information flow through the health
system Roles and relationships of health professionals along with the
organizational and regulatory structure in which they work The need to balance the privacy of personal health information with
improved care delivery and health system management Skills Project Managers should have skills in the following categories:
Technical Thorough knowledge and demonstrable experience of Project
Management disciplines including o ability to manage multiple inter-related projects and
determine sensitivity and impact of events o project planning: estimating, scheduling, resourcing o project tracking and control including financial tracking o risk & issue management
Knowledge of and experience in Change Management Knowledge of and experience in all aspects of systems management
including SDLC, SM disciplines, Governance framework Overall knowledge of Business Analysis - general understanding of
processes, information content/flow etc. Some knowledge and experience of current development
methodologies such as Waterfall, Agile or Scrum Contextual People management skills – effective supervision and performance
management Knowledge and understanding of the operation of healthcare
organizations, various stakeholders, and policy Political sensitivity, ability to read issues concerns, agendas of
stakeholders Knowledge of and experience in managing projects, programs and
teams Some knowledge and understanding relating to financial
management and budgeting
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Some knowledge and understanding relating to procurement and contract negotiations - experience with stakeholder negotiations, contract terms, legal terms and conditions, etc.
Understanding of the stakeholders involved in health technology – funders, government, vendors, health care delivery organizations, providers, caregivers and patients
Personal Attributes Forge relationships with their organization’s upper management Engage other key stakeholders Ensure proper level of support for the program Deal with specific issues
Abilities Project Managers should have the following abilities
Leadership skills, including ability: o To keep the project team members engaged o To keep all other stakeholders engaged o To motivate and inspire project team o To display personal courage and conviction – for example to
stop a project if the conditions for success are not present or if business conditions change.
Effective communication skills, both oral and written, including so as to have the ability
o To communicate the overall vision to senior management and an audience of stakeholders,
o To frame their messaging, so as to emphasize issues and contingency plans clearly
o To communicate relevant project information to internal and external stakeholders.
Ability to identify opportunities for improvement and makes constructive suggestions for positive change
Work Values Individuals who are effective as Project Managers: Are strong communicators Thrive working in a collaborative team environment Enjoy problem-solving Can lead teams that are often multi-
Work Styles Project Managers would have the following work styles: Detail oriented Cooperative Stress tolerant Initiative Independent Integrity Multi-tasking Organised.
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5.7 Systems Analyst
Occupational Standard (for use in the development of Business Technology Management related job descriptions, performance evaluations, career development plans, educational learning outcomes etc.)
Description of Position
The Systems Analyst enhances, develops or deploys information systems or information technology solutions to achieve improvement in business process outcomes. The Systems Analyst identifies problems, assesses solutions, designs, develops/tests and deploys technology solutions. The Systems Analyst analyzes the users’ needs and determines the appropriate solution(s) to address those needs. The Systems Analyst may also supervise or guide the development effort to ensure that the development meets the needs of the users and the standards of the company. The Systems Analyst analysis, designs, plans, executes and evaluates work to time, cost and quality targets.
Position Development With experience and further skill development senior positions can be obtained within an organization.
Required Competencies Training Systems Analysts require on-the-job training; however, typically
organizations require that the individual will already have the required skills, knowledge, work-related experience, and/or industry courses and programs. Some organizations will send individuals to specific enterprise solutions training courses and programs to learn additional tools and techniques.
Related Work Experience Individuals may have experience in any of the methodologies and techniques used as Systems Analysts in a health care organization.
Tasks Enhance, develop and deploy solutions Identify problems and assess solutions Tests solutions Analyses user needs and determine appropriate solution Supervise development efforts
Tools and Technology Standard Development Lifecycle (SDLC) ITIL Business Analysis Framework Governance Framework Office productivity tools
Required Competencies Knowledge Systems Analysts should have knowledge of:
Systems Management (SDLC, ITIL, Governance framework) Development techniques and software configuration Architecture development Business analysis and business process improvement Techniques used for information and data analysis Health systems in Canada and the different types of healthcare
delivery models across the continuum of care and their interrelationships (e.g., hospitals, clinics, ambulatory centres and community health agencies, regional health authorities).
Policies and principles for the management of health information
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Relevant health information standards and their appropriate use
Basic clinical and biomedical concepts, clinical care processes, technologies and workflow for purposes of analysis, design, development and implementation of health information systems and applications.
Basic clinical terminology and commonly used abbreviations and acronyms.
Commonly used formats, structures and methods for recording and communicating clinical data and how these are incorporated into system and application use.
Architectural relationships between key health information technology components (e.g., the Canada Health Infoway EHRS blueprint) and best practices in enterprise architecture frameworks/perspectives.
The selection and utilization of appropriate information technologies to meet business requirements.
Appropriate health informatics standards and enterprise models to enable system interoperability (e.g., terminology, data structure, system to system communication, privacy, security, safety).
Health data, information and workflow models to information technology solutions.
Key information technology concepts and components (e.g., networks, storage devices, operating systems, information retrieval, data warehousing, applications, firewalls, etc.).
How people, resources and information flow through the health system.
Roles and relationships of health professionals along with the organizational and regulatory structure in which they work.
The need to balance the privacy of personal health information with improved care delivery and health system management.
Skills Systems Analysts should have skills in the following categories: Technical
Mastery of system development methodologies, particularly the life cycle of systems development (planning, design, build, test, deploy), best practices,
Understanding of development techniques, or software configuration
Problem solving abilities Architecture skills Knowledge and understanding of business analysis/business
process improvement Knowledge and understanding of techniques for information
and data analysis Some knowledge and understanding of IT governance ad of
ITIL/SDLC processes
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Contextual Full understanding of the organizational environment in which
the solutions are being developed. Critical thinking - ability to use logic and reasoning to identify
the strength and weaknesses of alternative solutions in helping to achieve business outcomes
Judgment and decision-making - Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Understands the relevance of her/his own area of responsibility/specialism to the employing organisation.
Understanding of risk analysis, especially as it relates to the context of the organization and the activity
Ability to take initiative to keep skills up to date. Ability to mentor colleagues in an effective manner. Maintains an awareness of developments in the industry. Knowledge and understanding of relevant legislation
Personal Attributes People management skills, including performance management of people, development of personnel
Communications skills both oral and written to convey messaging with clarity to the appropriate level of the audience
Abilities Systems Analyst should have the following abilities Ability to collaborate with others on the team, ability to work
with users and understand their needs Ability to facilitate collaboration between stakeholders who
have diverse objectives Ability to ask appropriate and effective questions and give full
attention to responses, driving to detail Ability to recognize and be of aware of others' reactions and
understanding why they react as they do and the implications to managing changes being proposed
Work Values Individuals who are effective as Systems Analysts are: Thrive working in a collaborative team environment Enjoy problem-solving
Work Styles Systems Analysts would have the following work styles:
Facilitation Collaborative Cooperative Stress tolerant Initiative Independent Integrity
Essential Skills Profile Reading text Document use Writing skills Numeracy
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Oral Communication Thinking Skills Problem Solving Decision Making Job Task Planning and Organizing Significant Use of Memory Finding Information Working with Others Continuous Learning
96
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.
97
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.
a. License grant.
1. Subject to the terms and conditions of this Public License, the Licensor hereby
grants You a worldwide, royalty-free, non-sublicensable, non-exclusive, irrevocable
license to exercise the Licensed Rights in the Licensed Material to:
A. reproduce and Share the Licensed Material, in whole or in part, for
NonCommercial purposes only; and
B. produce and reproduce, but not Share, Adapted Material for NonCommercial
purposes only.
2. Exceptions and Limitations. For the avoidance of doubt, where Exceptions and
Limitations apply to Your use, this Public License does not apply, and You do not
need to comply with its terms and conditions.
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3. Term. The term of this Public License is specified in Section 6(a).
4. Media and formats; technical modifications allowed. The Licensor authorizes You to
exercise the Licensed Rights in all media and formats whether now known or
hereafter created, and to make technical modifications necessary to do so. The
Licensor waives and/or agrees not to assert any right or authority to forbid You
from making technical modifications necessary to exercise the Licensed Rights,
including technical modifications necessary to circumvent Effective Technological
Measures. For purposes of this Public License, simply making modifications
authorized by this Section 2(a)(4) never produces Adapted Material.
5. Downstream recipients.
A. Offer from the Licensor – Licensed Material. Every recipient of the Licensed
Material automatically receives an offer from the Licensor to exercise the Licensed
Rights under the terms and conditions of this Public License.
B. No downstream restrictions. You may not offer or impose any additional or
different terms or conditions on, or apply any Effective Technological Measures to,
the Licensed Material if doing so restricts exercise of the Licensed Rights by any
recipient of the Licensed Material.
6. No endorsement. Nothing in this Public License constitutes or may be construed as
permission to assert or imply that You are, or that Your use of the Licensed Material
is, connected with, or sponsored, endorsed, or granted official status by, the
Licensor or others designated to receive attribution as provided in Section
3(a)(1)(A)(i).
b. Other rights.
1. Moral rights, such as the right of integrity, are not licensed under this Public License,
nor are publicity, privacy, and/or other similar personality rights; however, to the
extent possible, the Licensor waives and/or agrees not to assert any such rights held
by the Licensor to the limited extent necessary to allow You to exercise the Licensed
Rights, but not otherwise.
2. Patent and trademark rights are not licensed under this Public License.
3. To the extent possible, the Licensor waives any right to collect royalties from You
for the exercise of the Licensed Rights, whether directly or through a collecting
society under any voluntary or waivable statutory or compulsory licensing scheme.
In all other cases the Licensor expressly reserves any right to collect such royalties,
99
including when the Licensed Material is used other than for NonCommercial
purposes.
Section 3 – License Conditions.
Your exercise of the Licensed Rights is expressly made subject to the following conditions.
a. Attribution.
1. If You Share the Licensed Material, You must:
A. retain the following if it is supplied by the Licensor with the Licensed
Material:
i. identification of the creator(s) of the Licensed Material and any others
designated to receive attribution, in any reasonable manner requested by the Licensor
(including by pseudonym if designated);
ii. a copyright notice;
iii. a notice that refers to this Public License;
iv. a notice that refers to the disclaimer of warranties;
v. a URI or hyperlink to the Licensed Material to the extent reasonably
practicable;
B. indicate if You modified the Licensed Material and retain an indication of any
previous modifications; and
C. indicate the Licensed Material is licensed under this Public License, and
include the text of, or the URI or hyperlink to, this Public License.
For the avoidance of doubt, You do not have permission under this Public License to Share
Adapted Material.
2. You may satisfy the conditions in Section 3(a)(1) in any reasonable manner based
on the medium, means, and context in which You Share the Licensed Material. For example,
it may be reasonable to satisfy the conditions by providing a URI or hyperlink to a resource
that includes the required information.
3. If requested by the Licensor, You must remove any of the information required by
Section 3(a)(1)(A) to the extent reasonably practicable.
Section 4 – Sui Generis Database Rights.
100
Where the Licensed Rights include Sui Generis Database Rights that apply to Your use of
the Licensed Material:
a. for the avoidance of doubt, Section 2(a)(1) grants You the right to extract,
reuse, reproduce, and Share all or a substantial portion of the contents of the
database for NonCommercial purposes only and provided You do not Share Adapted
Material;
b. if You include all or a substantial portion of the database contents in a
database in which You have Sui Generis Database Rights, then the database in which
You have Sui Generis Database Rights (but not its individual contents) is Adapted
Material; and
c. You must comply with the conditions in Section 3(a) if You Share all or a
substantial portion of the contents of the database.
For the avoidance of doubt, this Section 4 supplements and does not replace Your
obligations under this Public License where the Licensed Rights include other Copyright
and Similar Rights.
Section 5 – Disclaimer of Warranties and Limitation of Liability.
a. Unless otherwise separately undertaken by the Licensor, to the extent
possible, the Licensor offers the Licensed Material as-is and as-available, and makes
no representations or warranties of any kind concerning the Licensed Material,
whether express, implied, statutory, or other. This includes, without limitation,
warranties of title, merchantability, fitness for a particular purpose, non-
infringement, absence of latent or other defects, accuracy, or the presence or
absence of errors, whether or not known or discoverable. Where disclaimers of
warranties are not allowed in full or in part, this disclaimer may not apply to You.
b. To the extent possible, in no event will the Licensor be liable to You on any
legal theory (including, without limitation, negligence) or otherwise for any direct,
special, indirect, incidental, consequential, punitive, exemplary, or other losses,
costs, expenses, or damages arising out of this Public License or use of the Licensed
Material, even if the Licensor has been advised of the possibility of such losses,
costs, expenses, or damages. Where a limitation of liability is not allowed in full or in
part, this limitation may not apply to You.
c. The disclaimer of warranties and limitation of liability provided above shall
be interpreted in a manner that, to the extent possible, most closely approximates
an absolute disclaimer and waiver of all liability.
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Section 6 – Term and Termination.
a. This Public License applies for the term of the Copyright and Similar Rights
licensed here. However, if You fail to comply with this Public License, then Your
rights under this Public License terminate automatically.
b. Where Your right to use the Licensed Material has terminated under Section
6(a), it reinstates:
1. automatically as of the date the violation is cured, provided it is cured within
30 days of Your discovery of the violation; or
2. upon express reinstatement by the Licensor.
For the avoidance of doubt, this Section 6(b) does not affect any right the Licensor
may have to seek remedies for Your violations of this Public License.
c. For the avoidance of doubt, the Licensor may also offer the Licensed Material
under separate terms or conditions or stop distributing the Licensed Material at any
time; however, doing so will not terminate this Public License.
d. Sections 1, 5, 6, 7, and 8 survive termination of this Public License.
Section 7 – Other Terms and Conditions.
a. The Licensor shall not be bound by any additional or different terms or
conditions communicated by You unless expressly agreed.
b. Any arrangements, understandings, or agreements regarding the Licensed
Material not stated herein are separate from and independent of the terms and
conditions of this Public License.
Section 8 – Interpretation.
a. For the avoidance of doubt, this Public License does not, and shall not be
interpreted to, reduce, limit, restrict, or impose conditions on any use of the
Licensed Material that could lawfully be made without permission under this Public
License.
b. To the extent possible, if any provision of this Public License is deemed
unenforceable, it shall be automatically reformed to the minimum extent necessary
to make it enforceable. If the provision cannot be reformed, it shall be severed from
this Public License without affecting the enforceability of the remaining terms and
conditions.
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c. No term or condition of this Public License will be waived and no failure to
comply consented to unless expressly agreed to by the Licensor.
d. Nothing in this Public License constitutes or may be interpreted as a limitation
upon, or waiver of, any privileges and immunities that apply to the Licensor or You,
including from the legal processes of any jurisdiction or authority
103
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”
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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.
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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.
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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).
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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.
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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
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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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