Business Technology Management (BTM) Learning Outcomes and Competency Standards

Version 1.0 – 2009

Table of Contents

1. What is Business Technology Management 2

2. Purpose 3

3. Interested in offering a BTM program? 4

4. BTM Learning Outcomes & Competency Standards 5

5. BTM graduates competency requirements 7

Bloom’s Taxonomy 7

Professional competency models in the BTM 8

6. BTM Learning Outcomes & Competency Standards - Details 10

I1 - Integrative 10

F1-Personal and Interpersonal 13

F2-Business 15

F3-Technology 16

C1-Technology in Business 21

C2-Processes, Projects and Change 23

7. Appendix: Details and background on Competency Standards 26

8. Integrative Outcomes – In-depth 30

9. Contact Us 38

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1. What is Business Technology Management

Business Technology Management (BTM) was introduced in 2009 at the undergraduate level in response to

the feedback that new ICT graduates didn’t have the skills needed by businesses. Working together with

academic institutions, industry and sector associations, ITAC Talent defined a set of learning outcomes and

competency standards required by industry, drawing heavily on relevant international standards for similar

programs.

The rise of packaged software, cloud computing, Big Data, Web 2.0 and the need for information and

communications technologies (ICT) to support sustainability initiatives - while also driving the ever-

increasing pace of innovation – suggests that technology education needs to change to reflect changes in

workplace roles. Today’s technologies enable new ways of working such as virtual global teams, networked

business models and social media, requiring tech education to adopt a contemporary, fresh awareness of the

role and use of technology in all organizations.

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

BTM programs create professionals who have the knowledge, skills and competencies to lead and support

the effective, competitive use of information technologies.

Since its development in 2009, BTM has impacted thousands of graduates and is currently offered at dozens

of post-secondary institutions across Canada. BTM applications are rising by an average of 24% per year.

BTM 2.0 – expanding to meet the demand

Through generous support from Employment and Social Development Canada (ESDC) in 2014, ITAC

Talent has launched a three-year expansion initiative for BTM to greatly increase enrolments and graduates

and to help meet industry’s current and anticipated demand for these professionals.

The strategy for expansion includes:

Expand number of BTM programs to over 50 across Canada by 2017

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

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.

For more information on the expansion programs contact ITAC.

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2. Purpose

The war is on for Business Technology Management (BTM) talent in Canada. Canadian employers can’t

find enough talent with the combined business and technology knowledge as well as functional skills in

project management, communications, collaboration and leadership. Some 200,000 are already employed in

BTM jobs – twice as many as 10 years ago – and demand continues to grow. Employers will need to fill

more than 50,000 BTM-related jobs in the next few years.

Demand is growing because tech-related jobs play increasingly important roles in every organization.

Employees with a combination of business and technology skills aren’t only needed by the tech industry.

They’re across all sectors such as natural resources, manufacturing, health care, government and retail.

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3. Interested in offering a BTM program?

1. First, assess if your proposed offering matches the BTM learning outcomes and other requirements,

determine the alignment between the proposed program and the BTM outcomes, and identify any

material gaps and how these gaps may be filled. The educational institution grants the academic

credential, not ITAC Talent. To proceed with, and grant, the core BTM academic credentials, the

educational institution is free to proceed at any time. The educational institution needs to conduct a

self-assessment against the outcomes and determine the relative fit. If you feel comfortable with it,

having reviewed our learning outcomes, then that is what counts.

2. Contact ITAC Talent when you are planning your program. ITAC Talent staff can assist with any

specific questions you have related to the learning outcomes and competency standards.

3. Promote your program via the ITAC Talent and CareerMash websites

4. Participate in ITAC Talent BTM related events

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4. BTM Learning Outcomes & Competency Standards

The BTM is based on a set of learning outcomes and competency standards. It does not prescribe

curriculum, but rather the things that students should learn and know when they graduate the program and

enter the workforce. These outcomes and standards are grouped in six areas, as follows:

1. Integrative. This knowledge area contains learning outcomes that integrate the competencies

developed in the other five knowledge areas. It produces a “deliverable” of direct relevance to

employers.

2. Personal & 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.

3. 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.

4. Technology. BTM graduates must understand information and communications technologies, their

current capabilities, and future trends.

5. 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.

6. Processes, projects, 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.

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What is a 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.

What is a 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:

– Be qualified for and benefit from co-op and other work experience during the program

– Be hirable 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

ITAC TALENT can fulfill its mandate of growing the market of and for appropriately skilled ICT

workers.

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5. BTM graduates competency requirements

BTM graduates must to 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 just under half the learning outcomes an additional level of competency is required:

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 taxonomy1 of levels of learning. Outcomes that have a doing competency requirement

draw on recognized professional standards.

Bloom’s Taxonomy

The revised Bloom’s Taxonomy includes the following:

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

2. Understanding: Constructing meaning from oral, written, and graphic messages through

interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

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

4. 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.

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

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements

into a new pattern or structure through generating, planning, or producing.

In the BTM, we have compressed the taxonomy to 4 levels.

1 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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1. Bloom’s #1 Remembering and #2 Understanding. Learning outcomes at this level start with

“Exhibit an understanding of…”

2. Bloom’s #3 Applying. Learning outcomes at this level start with “Be able to explain…”

3. Bloom’s #4 Analyzing and #5 Evaluating. Learning outcomes at this level start with “Demonstrate

understanding of…” or “Describe…”

4. Bloom’s #6 Creating. Learning outcomes at this level start with “Demonstrate the ability to…”

Professional competency models in the BTM

The BTM draws on competency standards from 5 recognized professional bodies.

1. Skills Framework for Information Age Version 4 (SFIA) published by the SFIA Foundation

(publicly available)

2. 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.

3. 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.

4. Certified Management Consultants of Canada (CMC-Canada) CMC Competency Profile September

1999 and CMC Competency Framework Summary August 2008 (publicly available). The CMC

Common Body of Knowledge 2000 Edition (CMCBOK®) is referenced in these documents.

5. Management Standards Centre (MSC)2, (part of the Chartered Management Institute) National

Occupational Standards (NOS) for Management and Leadership 2008 Edition (publicly available,

printed copy available for purchase)

Competency Standards and Guidance Labeling

Where a competency standard is defined or guidance is provided for a learning outcome the format of the

label is:

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

Level Code> }

Where:

<Label> indicates which model is used to define the competency standard or provide

guidance. In summary:

1. BLOM = Updated Bloom’s Taxonomy

2. SFIA = Skills Framework for the Information Age

3. PMI = Project Management Institute

2 “The Standards Setting Body for Management and Leadership”

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4. IIBA = International Institute of Business Analysis

5. CMC = Certified Management Consultants of Canada, CMC Competency Profile and

associated CMC Competency Framework Summary

6. 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.

<Guidance Reference> Where guidance on the employers’ competency requirements for a

“doing” learning outcome is being provided, the guidance source will indicate the applicable

source document to be consulted.

Guidance is show in italics in this font.

<Required Competency Level Code> specifies the required competency level the student

must achieve using 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, Guidance References and Required Competency

Level Codes for each competency model have been described above.

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6. BTM Learning Outcomes & Competency Standards - Details

I1 - Integrative

Ref Learning Outcome Competency Standard

I1 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 utilising

the necessary resources and skills, within agreed

parameters of cost, timescales, and quality.”

…

“Level 4 Skill Description: Defines, documents and

carries out small projects (typically less than six months,

with a small team, limited budget, no interdependency

with other projects, and no significant strategic impact),

actively participating in all phases. Identifies, assesses

and manages risks to the success of the project. Prepares

realistic project and quality plans and tracks activities

against the plans, providing regular and accurate reports

to stakeholders 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 Office) Introduction to this Skill: “The provision of support

and guidance on programme and project management

processes, procedures, tools and techniques to

programme and project managers and their teams. The

use of project management software. The development,

production and maintenance of time, resource, cost and

exception plans. The tracking and reporting of progress

and performance of projects (including those performed

by third parties). The maintenance of programme and/or

project files and the repository of lessons learned on

previous projects and programmes. The servicing of

programme/ project control boards, project assurance

teams and quality review meetings. The analysis of

performance and the maintenance of metric data and

estimating models. The administration of project change

control, including use of configuration management

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systems.”

…

“Level 4 Skill Description: Takes responsibility for the

provision of Project Office Services to a small project.

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 some aspects of supporting a programme by

providing a cross programme view on risk, change,

quality, finance or configuration management.”

I2 Demonstrate the ability to understand

and analyze a business problem -

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=4

I3 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)

MSC-C5=TL

I4 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 and existing or prospective

customers, either in support of customer development or

sales activity or in fulfilment 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. “

I5 Demonstrate understanding of how to

analyze a business need, develop an

BLOOM=3

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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

I6 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 in one or more fields of IT by innovation,

experimentation, evaluation and dissemination, carried

out in pursuit of a predetermined set of research goals. “

…

“Level 3 Skill 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 IT field. Reports on

work carried out and may contribute sections of material

of publication quality. “

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F1-Personal and Interpersonal

Ref Learning Outcome Competency Standard

F1-1

I4, I6,

I1, I2

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-A1=TL

MSC-D1=TL (Develop productive relationships with

colleagues – Team Lead)

MSC-D1=TL

F1-2

I4, I6,

I2, I1

Demonstrate proficiency in listening,

oral and written communications

skills in a business context

CMC-E (the Certified Management Consultant must be able to

DEMONSTRATE INTERPERSONAL COMPETENCIES)

CMC_comp_matrix

F1-3

I1

Exhibit an understanding of the

strengths of a diverse workplace

(including ability, ethnicity, religion,

gender, sexual orientation,

age/generation).

BLOOM=1

F1-4

I1

Demonstrate proficiency in working

with individuals, including giving

and receiving feedback and resolving

differences using appropriate

negotiation and conflict management

skills.

MSC-D1=TL (Develop productive relationships with

colleagues – Team Lead)

MSC-D1=TL

F1-5

I1

Demonstrate proficiency in leading

work-based teams (within or between

organizations), including the ability

to:

F1-5.1

I1

Persuade, influence, motivate

and provide guidance

MSC-B5=TL (Allocate and check work in your team –

Team Lead)

MSC-D5=TL

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F1-5.2

I1

Facilitate a range of group

innovation, analysis and

decision making techniques

MSC-C1=TL (Encourage innovation in your team –

Team Lead)

MSC-C1=TL

F1-5.3

I1

Engender and sustain trust MSC-D1=TL (Develop productive relationships with

colleagues – Team Lead)

MSC-D1=TL

F1-5.4

I1

Effectively use technologies

to facilitate and support group

activities and processes

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

Team Lead)

MSC-E14=TL

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F2-Business

Ref Learning Outcome Competency Standard

F2-1

I3, I2

Exhibit an understanding of the

history, current role and future trends

(e.g. globalization, social

responsibility) of business within

society and the global economy

BLOOM=1

F2-2

I3, I2

Demonstrate understanding of

business design and business models

(e.g. networked, supply chains, open

innovation, collaborative ecosystems).

BLOOM=3

F2-3

I2

Be able to explain the financial,

operational, and reputational risk

management. Articulate the

implications for business decisions of

cyclical and event-driven external

risks (e.g. credit crunch, pandemics,

global warming, peak oil).

BLOOM=2

F2-4

I2

Exhibit an understanding of various

kinds of organizations by industry

sector, ownership, governance and

size - their business models, key

performance factors, dominant

structures and processes.

BLOOM=1

F2-5

I3

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=3

F2-6

I3

Demonstrate understanding of the

role, processes and structures of

operational functions of a business

(e.g. sales, manufacturing,

distribution, customer support).

BLOOM=3

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F3-Technology

Ref Learning Outcome Competency Standard

F3-1 Be able to explain the current and

future issues in the following topics:

F3-1.1

I6

IT operations (e.g. delivery of

service levels, change control,

green IT)

BLOOM=2

F3-1.2

I6

Software development (e.g.

methodologies, lifecycle,

emerging techniques,

usability, in-house vs. off the

shelf / total cost of ownership)

BLOOM=2

F3-1.3

I6

Infrastructure lifecycle

(networks, desktop and data

centre hardware, operating

systems, databases)

BLOOM=2

F3-1.4

I6

Overall application and

technology landscape

lifecycle (e.g. make

technology choices that will

ease the integration of

unpredictable future

technologies)

BLOOM=2

F3-2 Able to meet business requirements

by planning, designing, integrating

into an existing landscape,

implementing, and operating

contemporary technologies in each of

the following:

The following competency standards apply to all parts of

F3-2

Requirements:

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 or agreed changes.”

“Level 3 Skill 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

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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 prioritise

requirements.”

SFIA-UNAN=3 (Usability requirements Analysis)

Introduction to this Skill: “The establishment,

clarification and communication of non-functional

requirements for usability (for example, screen

design/layout/consistency, response times, capacity). The

analysis of the characteristics of users and their tasks, and

the technical, organizational and physical environment in

which products or systems will operate.”

“Level 3 Skill Description: Applies tools and methods

to identify the non-functional requirements of users, their

characteristics and tasks, and the technical, organizational

and physical environment in which the product or system

with operate.

Design

SFIA-DESN=3 (Systems design)

Introduction to this Skill: “The specification and design

of information systems and their components to meet

defined business needs, retaining compatibility with

enterprise and solution architecture.”

“Level 3 Skill Description: Specifies user/system

interfaces, and translates logical designs into physical

designs taking account of target environment,

performance requirements and existing systems.

Produces detailed designs and documents all work using

required standards, methods and tools, including

prototyping tools where appropriate.”

Implement

SFIA-QUST=3 (Quality standards)

Introduction to this Skill: “The development,

maintenance, control and distribution of quality

standards.”

“Level 3 Skill Description: Controls, updates and

distributes new and revised quality standards.”

SFIA-QUAS=3 (Quality Assurance)

“The process of ensuring that the agreed quality

standards within an organization are adhered to and that

best practice is promulgated throughout the

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organization.”

“Level 3 Skill 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.”

SFIA-TEST=3 (Testing)

Introduction to this Skill: “The concurrent lifecycle

process of engineering, using and maintaining testware

(test cases, test scripts, test reports, test plans, etc.) to

measure and improve the quality of the software being

tested. Testing embraces the planning, design,

management, execution and reporting of tests, using

appropriate testing tools and techniques and conforming

to agreed standards (such as ISO29119), to ensure that

new and amended systems, configurations, packages, or

services, together with any interfaces, perform as

specified.”

“Level 3 Skill Description: Reviews requirements and

specifications, and defines test requirements for smaller

projects. Creates simple test cases and test scripts.

Interprets and executes moderately complex test scripts,

mapping back to pre-determined criteria, recording and

reporting outcomes. Provides specialist advise to support

others. Analyses and reports test activities and results.

Identifies and reports issues and risks.”

Operate

SFIA-SLMO=3 (Service level management)

Introduction to this Skill: “The planning,

implementation, control, review and audit of service

provision, to meet customer business requirements. This

includes negotiation, implementation and monitoring of

service level agreements, and the ongoing management

of operational facilities to provide the agreed levels of

service, seeking continually and proactively to improve

service delivery.”

“Level 3 Skill Description: Monitors service delivery

performance metrics and liaises with managers and

customers to ensure the service level agreements are not

breached without the stakeholders being given the

opportunity of planning for a deterioration in service.”

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F3-2.1 A network and computing

platform

See above

F3-2.2 A custom software solution

(implemented locally or in the

cloud)

See above plus

SFIA-PROG=2 (Programming/software development)

Introduction to this Skill: “The design, creation, testing

and documenting of new and amended programs from

supplied specifications in accordance with agreed

standards.”

“Level 2 Skill Description: Designs, codes, tests,

corrects, and documents simple programs, and assists in

the implementation of software which forms part of a

properly engineered information or communications

system.”

F3-2.3 A packaged software solution

(implemented locally or in the

cloud)

See above

F3-3

I4, I2

Demonstrate understanding of the

role, management and uses of

information, including:

F3-3.1

I4, I2

The role of information and

data to support operations,

decision making, planning

and risk management

BLOOM=3

F3-3.2

I4

How to model, prepare, and

structure data to support the

creation and use of

information and knowledge

SFIA-DTAN=3 (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 3 Skill Description: Applies data analysis, data

modelling, and quality assurance techniques, based upon

a detailed understanding of business processes, to

establish, modify or maintain data structures and

associated components (entity descriptions, relationship

descriptions, attribute definitions). Advises database

designers and other application development team

members on the details of data structures and associated

components.”

SFIA-DBDS=3 (Database/repository design)

Introduction to this Skill: “The specification, design

and maintenance of mechanisms for storage and access to

both structured and unstructured information, in support

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of business information needs.”

“Level 3 Skill Description: Develops specialist

knowledge of database concepts, object and data

modelling techniques and design principles. Translates

object and data models into appropriate database schemas

with design constraints. Interprets installation standards

to meet project needs and produces database components

as required. Evaluates potential solutions, demonstrating,

installing and commissioning selected products.”

F3-3.3

I4, I6

Technologies for information

management (e.g. reporting,

analysis), knowledge

management, collaboration

management and content

management.

BLOOM=3

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C1-Technology in Business

Ref Learning Outcome Competency Standard

C1-1

I4,

Describe 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=3

C1-2

I4

Describe the impact of IT for

individuals, groups, and communities,

including culture, social and

environmental issues

BLOOM=3

C1-3

I4, I6

Describe the structure, business value,

offerings, and dynamics of the

Canadian and international IT

industries. This includes the

economics of ICTs and specific

subsectors (e.g., ERP, open source,

outsourcing, web, mobility).

BLOOM=2

C1-4

I4

Be able to explain the economics and

governance of IT and the IT function

within organizations, including IT’s

role, structure, challenges and career

paths.

BLOOM=2

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C1-5

I4, I6,

I2

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).

BLOOM=3

SFIA-CORE=3 (Compliance review)

Introduction to this Skill: “The independent assessment

of the conformity of an activity, process, deliverable,

product or service to the criteria of specified standards,

such as ISO 27001, local standards, best practice, or

other documented requirements. May relate to, for

example, asset management, network security tools,

firewalls and internet security, real-time systems and

application design.”

“Level 3 Skill Description: Collects and collates

evidence as part of a formally conducted and planned

review of the 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.”

C1-6

I5

Demonstrate understanding of and be

able to evaluate the choices and

activities in procurement and

management of purchased IT products

and services.

BLOOM=3

SFIA-SURE=3 (Supplier relationship management)

Introduction to this Skill: “On behalf of a client

organization, the identification and management of

external supplier to ensure successful delivery of

products and services to achieve outcomes.”

“Level 3 Skill Description Acts as the routine contact

point between organization and supplier. Collects and

reports on supplier performance data.

23

C2-Processes, Projects and Change

Ref Learning Outcome Competency Standard

C2-1

I2

Be able to explain the overall

organizational learning and

innovation process / life-cycle, and

its role in organizational success

BLOOM=2

C2-2

I3

Business Process Analysis -

demonstrate competence in process

analysis using applicable knowledge

areas from the International Institute

of Business Analysis (IIBA)

Business Analysis Body of

Knowledge (BABOK).

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 any

aspect of the processes and systems and the qualification

of potential business benefits. The creation of viable

specifications and acceptance criteria in preparation for

the construction of information and communication

systems.”

“Level 3 Skill 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.

SFIA-BSMO=2 (Business modelling)

Introduction to this Skill: “The production of abstract or

distilled representations of real world/business situations

to aid the communication and understanding of existing,

conceptual or proposed scenarios. Predominantly focused

around the representation of processes, data, organization

and time. Models may be used to represent a subject at

varying levels of detail/decomposition.”

“Level 2 Skill Description: Understands the purpose and

benefits of modelling. Uses established techniques as

directed to model simple subject areas with clearly-

defined boundaries. May assist in more complex

modelling activities. Develops models with input from

subject matter experts and communicates the results back

to them for review and confirmation.”

24

C2-3

I1

Project Management -

demonstrate appropriate

understanding of the Project

Management Institute's

Project Management Body

of Knowledge (PMBOK)

SFIA-PRMG=4 (Project management)

“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 Defines, documents and carries out small projects

(typically less than six months, with a small team, limited budget,

no interdependency with other projects, and no significant strategic

impact, actively participating in all phases. Identifies, assesses and

manages risks to the success of the project. Prepares realistic

project and quality plans and tracks activities against the plans,

providing regular and accurate reports to stakeholders 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 Office)

Introduction to this Skill: “The provision of support and guidance

on programme and project management processes, procedures,

tools and techniques to programme and project managers and their

teams. The use of project management software. The development,

production and maintenance of time, resource, cost and exception

plans. The tracking and reporting of progress and performance of

projects (including those performed by third parties). The

maintenance of programme and/or project files and the repository

of lessons learned on previous projects and programmes. The

servicing of programme/ project control boards, project assurance

teams and quality review meetings. The analysis of performance

and the maintenance of metric data and estimating models. The

administration of project change control, including use of

configuration management systems.”

…

“Level 4 Skill Description: Takes responsibility for the provision

of Project Office Services to a small project. 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 some aspects of

supporting a programme by providing a cross programme view on

risk, change, quality, finance or configuration management.”

25

C2-4

I3

Business Change

Management - demonstrate

understanding and

application of best practices

in organizational change

management

BLOOM=3

26

Appendix A: Details and background on Competency Standards

Defining competency standards vs. providing guidance

The definition of the BTM is forward looking, and ITAC Talent 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 equivalent3 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.

3 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.

27

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.

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. CMC. At this time the CMC Competency Profile and CMC Competency Framework Summary is

not used to define specific competency standards. This is because they are built from the

perspective of a certified management consultant (CMC) – above the expected maturity of

competency of a BTM graduate.

The CMC Common Body of Knowledge (CMCBOK) has been consulted during the development of

the learning outcomes and competency standards, along with the CMC Competency Profile and

CMC Competency Framework Summary.

We recommend these be consulted for guidance on the meaning of, and competency requirements

for the relevant learning outcomes.

Should the CMC extend their models to include “junior” management consultants (or perhaps a

management consultant equivalent to the PMI CAPM), applicable parts of this model will be used in

subsequent versions of the learning outcomes to define competency standards.

5. MSC. Used to define “doing” competency standards in the Personal and Interpersonal and

Integrative knowledge areas.

28

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).

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).

In future versions of the learning outcomes and competency standards it may be possible to provide for

student specialization within the overall BTM framework4

Certified Management Consultants of Canada

The CMC Competency Profile and associated CMC Competency Framework Summary model defines 43

skills grouped into 6 aspects, at a single skill level (Certified Management Consultant). The CMC

competency model is provides guidance for one learning outcome.

For this learning outcome the relevant CMC Competency Profile Aspect (i.e. E – Demonstrating

Interpersonal Competencies) is quoted.

4 In the UK ITMB Learning Outcomes and Competency Standards the following is used to create the requirement for student

specialization. We welcome feedback from employers and educators on the need for and doability of a similar requirement in the

BTM learning outcomes and competency requirements Have acquired competence in two chosen fields, in any SFIA category, in the Business, Technology and Project themes, up to Level 4 (ENABLE) of the seven level SFIA framework.

The following SFIA fields are applicable:

Strategy and Architecture – IRMG, SCTY, UNAN, ICPM, RSCH, COPL, METL

Business Change – PRMG, BUAN, BPTS, BSMO

Solution Development and Implementation – DTAN, REQM, DESN, DBDS, PROG, SFEN, INCA, TEST, HCECV, UNAN, USEV, SINT, PORT, HSIN

Service Management – FMIT, CPMG, AVMT, SLMG, CFMG, CHMG, RELM, SYSP, SCAD, RFEN, ASUP, ITOP, NTOP, DBAD, NTAS, PBMG, USUP

Procurement and Management Support – SURE, QUAS, QUST, CORE, TAUD, PROF, ASMG, TMCR, ETDL

Client Interface – MKTG, SALE, SSUP

29

CMC-E should be taken to mean that guidance on the competence requirement may be found in Aspect 6,

Demonstrating Interpersonal Competencies, of the CMC Competency Profile and associated CMC

Competency Framework Summary.

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).

30

Appendix B: Integrative Outcomes – In-depth

Integrative Objective 1: Project Management

Demonstrate the ability to plan, manage and lead a business technology project.

Foundation knowledge:

F1-3 Understand (Recognize) the strengths of a diverse workplace (including ability, ethnicity,

religion, gender, sexual orientation, age/generation). BLOOM=1

C2-1 Analyse and evaluate (Be able to explain) the Project Management Institute's Project

Management Body of Knowledge (PMBOK) Bloom3 (2)

Demonstrated abilities:

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

context.

F1-4 Demonstrate proficiency in working with individuals, including giving and receiving

feedback and resolving differences.

F1-5 Demonstrate proficiency in leading work-based teams including the ability to:

F1-5.1 Persuade, influence, motivate and provide guidance.

F1-5.2 Facilitate a range of group innovation, analysis and decision making techniques.

F1-5.3 Engender and sustain trust.

F1-5.4 Effectively use technologies to facilitate and support group activities and processes.

PMI-PMCDF (Ch 3-6.1)

Participate in and lead small projects incorporating where possible the activities outlined in PMIPMCDF.

Operational Guidance – Evaluation Criteria

PMI‐PMCDF used as a guide for structuring student projects. Student projects incorporate, to the

extent possible, the components identified in PMI-PMCDF.

31

Integrative Objective 2: Business Problem Analysis

Demonstrate the ability to understand and analyze a business problem, collect relevant information,

describe and compare options and risks, and make recommendations. Demonstrate appropriate use

of relevant techniques.

Foundation knowledge:

F2-1: Understand (Recognize) the history, current role and future trends (e.g. globalization,

social responsibility) of business within society and the global economy. BLOOM=1

F2-2: Analyse and evaluate (Be able to explain) business design and business models (e.g.

networked, supply chains, open innovation, collaborative ecosystems). BLOOM=3 (2)

F2-3: Be able to explain the financial, operational, and reputational risk management. Articulate

the implications for business decisions of cyclical and event-driven external risks (e.g. credit

crunch, pandemics, global warming, peak oil). BLOOM=2

F2-4: Understand (Recognize) various kinds of organizations by industry sector, ownership,

governance and size - their business models, key performance factors, dominant structures

and processes. BLOOM=1

F3-3.1: Analyse and evaluate (Be able to explain) the role of information and data to support

operations, decision making, planning and risk management. BLOOM=3 (2)

C2-1: Be able to explain the overall organizational learning and innovation process / life-cycle, and

its role in organizational success. BLOOM=2

Demonstrated abilities:

CMC-E

Demonstrate proficiency in listening, oral, and written communications skills in a business context

Operational Guidance – Evaluation Criteria

Students perform business problem analysis using case studies or industry live case.

32

Integrative Objective 3: Business Process Analysis

Demonstrate the ability to analyze a business process, develop the "to be" design, and create the

implementation plan and the business change management plan to implement this design.

Foundation knowledge:

F2-1: Analyse and evaluate (Be able to explain) business designs and business models (e.g.

networked, supply chains, open innovation, collaborative ecosystems). BLOOM=3 (2)

F2-2: Understand (Recognize) various kinds of organizations by industry sector, ownership,

governance and size - their business models, key performance factors, dominant structures

and processes. BLOOM=1

F2-5: Analyse and evaluate (Be able to explain) the role, processes and structure of the support

functions of a business (e.g. general management, marketing, finance, R&D, IT, human

resources). BLOOM=3 (2)

F2-6: Analyse and evaluate (Be able to explain) the role, processes and structures of operational

functions of a business (e.g. sales, manufacturing, distribution, customer support).

BLOOM=3 (2)

C2-1: Be able to explain the overall organizational learning and innovation process / life-cycle, and

its role in organizational success BLOOM=2

C2-2: (Be able to explain) applicable knowledge areas from the International Institute of Business

Analysis (IIBA) Business Analysis Body of Knowledge (BABOK). (BLOOM 2)

C2-4: Analyse and evaluate (Be able to explain) best practices in organizational change

management BLOOM=3 (2)

Demonstrated abilities:

SFIA-BUAN (Business analysis) Level 3

• Investigates operational needs and problems, and opportunities,

• Recommends improvements in automated and non-automated components of new or changed processes

and organization,

• Defines acceptance tests for these recommendations.

SFIA-BSMO (Business modelling) Level 2

• Understands the purpose and benefits of modelling.

• Uses established techniques as directed to model simple subject areas with clearly defined boundaries.

• Develops models with input from subject matter experts and

• Communicates the results back to them for review and confirmation. ”

Operational Guidance – Evaluation Criteria

Students analyze and re‐engineer and plan implementation and change management using case

studies or industry live case.

33

Integrative Objective 4: Design Solutions

Demonstrate the ability to design and communicate a moderately complex technology‐enabled

solution to a business problem.

Foundation knowledge:

C1-1 Analyse and evaluate (Be able to explain) 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=3 (2)

C1-2 Analyse and evaluate (Be able to explain) the impact of IT for individuals, groups, and

communities, including culture, social and environmental issues. BLOOM=3 (2)

C1-3 Be able to explain the structure, business value, offerings, and dynamics of the Canadian and

international IT industries. This includes the economics of ICTs and specific subsectors

(e.g., ERP, open source, outsourcing, web, mobility). BLOOM=2

C1-4 Be able to explain the economics and governance of IT and the IT function within

organizations, including IT’s role, structure, challenges and career paths. BLOOM=2

C1-5 Analyse and evaluate (Be able to explain) 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, offshoring

and infrastructure). BLOOM=3 (2)

F3-3.1: Analyse and evaluate (Be able to explain) the role of information and data to support

operations, decision making, planning and risk management. BLOOM=3 (2)

F3-3.3: Analyse and evaluate (Be able to explain) technologies for information management (e.g.

reporting, analysis), knowledge management, collaboration management and content

management. BLOOM=3 (2)

Demonstrated abilities:

SFIA-CORE (Compliance review) Level 3

• Collects and collates evidence as part of a formally conducted and planned review of the activities,

processes, products or services.

• Examines records as part of specified testing strategies for evidence of compliance with

F3-3.2 Model, prepare, and structure data to support the creation and use of information and knowledge

SFIA-DTAN (Data analysis) Level 3

• Applies data analysis, data modelling, and quality assurance techniques, based upon a detailed

understanding of business processes, to

• Establishes, modifies or maintains data structures and associated components (entity descriptions,

relationship descriptions, attribute definitions).

• Advises database designers and other application development team members on the details of data

structures and associated components.”

34

SFIA-DBDS (Database/repository design) Level 3

• Develops specialist knowledge of database concepts, object and data modelling techniques and design

principles.

• Translates object and data models into appropriate database schemas with design constraints.

• Interprets installation standards to meet project needs and produces database components as required.

• Evaluates potential solutions, demonstrating, installing and commissioning selected products.

MSC-A1=TL (Manage your own resources – Team Lead)

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

Demonstrate:

• self-awareness and self-management,

• mastery of ethical reasoning,

• client relationship management,

• business courtesies and

• self-presentation.

CMC-E

Demonstrate proficiency in listening, oral, and written communications skills in a business context

Operational Guidance – Evaluation Criteria

Students design and communicate proposed solutions to problem analysis or process analysis results

using case studies or Industry live case.

35

Integrative Objective 5: Acquire Technology Solutions

Analyse and evaluate (Be able to explain how to) analyze a business need, develop an RFx, evaluate

the responses, and structure a contract with the successful vendor.

Foundation knowledge:

I5: Analyse and evaluate (Be able to explain) how to evaluate the effectiveness, appropriateness

and usability of an implemented information system BLOOM 3 (2)

C1-6: Analyse and evaluate (Be able to explain) the choices and activities in procurement and

management of purchased IT products and services. BLOOM=3 (2)

Demonstrated abilities:

SFIA-SURE (Supplier relationship management) Level 3

• Collects and reports on supplier performance data.

Operational Guidance – Evaluation Criteria

Students identify and evaluate potential suppliers as part of sector analysis or in relation to proposed

solutions to problem analysis or process analysis results using case studies or Industry live case.

36

Integrative Objective 6: Evaluate New Technologies

Demonstrate the ability to examine a new technology, understand its strengths and weaknesses,

evaluate its usefulness to solve business problems, and communicate the results.

Foundation knowledge:

C1-3 Be able to explain the structure, business value, offerings, and dynamics of the Canadian and

international IT industries. This includes the economics of ICTs and specific subsectors

(e.g., ERP, open source, outsourcing, web, mobility). BLOOM=2

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

F3-1.1: IT operations (e.g. delivery of service levels, change control, green IT)

BLOOM=2

F3-1.2: Software development (e.g. methodologies, lifecycle, emerging techniques,

usability, in-house vs. off the shelf / total cost of ownership) BLOOM=2

F3-1.3: Infrastructure lifecycle (networks, desktop and data centre hardware, operating

systems, databases) BLOOM=2

F3-1.4: Overall application and technology landscape lifecycle (e.g. make technology

choices that will ease the integration of unpredictable future technologies) BLOOM=2

F3-3.3: Analyse and evaluate (Be able to explain) technologies for information management (e.g.

reporting, analysis), knowledge management, collaboration management and content

management. BLOOM=3 (2)

C1-5 Analyse and evaluate (Be able to explain) 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, offshoring

and infrastructure). BLOOM=3 (2)

Demonstrated abilities:

SFIA-RSCH (Research) Level 3

• 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 IT field.

• Reports on work carried out and may contribute sections of material of publication

quality.

MSC-A1=TL (Manage your own resources – Team Lead)

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

37

Demonstrate:

• self-awareness and self-management,

• mastery of ethical reasoning,

• client relationship management,

• business courtesies and

• self-presentation.

CMC-E

Demonstrate proficiency in listening, oral, and written communications skills in a business context

Operational Guidance – Evaluation Criteria

Students identify and evaluate potential technologies as part of sector analysis or in relation to

proposed solutions to problem analysis or process analysis results using case studies or Industry live

case.

38

Contact Us

For more information contact us.

ITAC

5090 Explorer Drive,

Suite 801

Mississauga, Ontario

L4W 4T9

Tel: 905-602-8345

info@itac.ca

D5

Working with peopleAllocate and check work in your team

Unit SUmmary

What is the unit about?This unit is about ensuring that the work required of your team is effectively and fairly allocated amongst team members. It also involves checking on the progress and quality of the work of team members to ensure that the required level or standard or performance is being met.

Who is the unit for?The unit is recommended for team leaders.

Links to other unitsThis unit is linked to units B5. Provide leadership for your team, D1. Develop productive working relationships with colleagues, D6 Allocate and monitor the progress and quality of work in your area of responsibility, D7. Provide learning opportunities for colleagues and D8. Help team members address problems affecting their performance in the overall suite of National Occupational Standards for Management and Leadership.

SkillsListed below are the main generic ‘skills’ that need to be applied in allocating and checking work in your team. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information.

Communicating ��

Providing feedback��

Planning��

Reviewing ��

Motivating��

Valuing and supporting others��

Problem-solving��

Monitoring��

Decision-making��

Prioritising��

Team-building��

Managing conflict��

Information management��

Leadership��

Coaching��

Delegating��

Setting objectives��

Stress management��

OUtcOmeS Of effective perfOrmanceYou must be able to do the following:

1. Confirm the work required of the team with your manager and seek clarification, where necessary, on any outstanding points and issues.

2. Plan how the team will undertake its work, identifying

any priorities or critical activities and making best use of the available resources.

3. Allocate work to team members on a fair basis taking account of their skills, knowledge and understanding, experience and workloads and the opportunity for development.

4. Brief team members on the work they have been allocated and the standard or level of expected performance.

5. Recognise and seek to find out about differences in expectations and working methods of any team members from a different country or culture and promote ways of working that take account of their expectations and maximise productivity.

6. Encourage team members to ask questions, make suggestions and seek clarification in relation to the work they have been allocated.

7. Check the progress and quality of the work of team members on a regular and fair basis against the standard or level of expected performance and provide prompt and constructive feedback.

8. Support team members in identifying and dealing with problems and unforeseen events.

9. Motivate team members to complete the work they have been allocated and provide, where requested and where possible, any additional support and/or resources to help completion.

10. Monitor the team for conflict, identifying the cause(s) when it occurs and dealing with it promptly and effectively.

11. Identify unacceptable or poor performance, discuss the cause(s) and agree ways of improving performance with team members.

12. Recognise successful completion of significant pieces of work or work activities by team members and the overall team and advise your manager.

13. Use information collected on the performance of team members in any formal appraisal of performance.

BehaviOUrS which UnDerpin effective perfOrmance1. You make time available to support others.

2. You clearly agree what is expected of others and hold them to account.

3. You prioritise objectives and plan work to make best use of time and resources.

4. You state your own position and views clearly and confidently in conflict situations.

5. You show integrity, fairness and consistency in decision-making.

6. You seek to understand people’s needs and motivations.

7. You take pride in delivering high quality work.

Working with peopleAllocate and check work in your teamD

58. You take personal responsibility for making

things happen.

9. You encourage and support others to make the best use of their abilities.

10. You are vigilant for possible risks and hazards.

KnOwleDge anD UnDerStanDingYou need to know and understand the following:

General knowledge and understanding1. Different ways of communicating effectively with

members of a team.

2. The importance of confirming/clarifying the work required of the team with your manager and how to do this effectively.

3. How to plan the work of a team, including how to identify any priorities or critical activities and the available resources.

4. How to identify sustainable resources and ensure their effective use when planning the work of a team.

5. How to identify and take due account of health and safety issues in the planning, allocation and checking of work.

6. Why it is important to allocate work across the team on a fair basis and how to do so.

7. Why it is important to brief team members on the work they have been allocated and the standard or level of expected performance and how to do so.

8. The values, ethics, beliefs, faith, cultural conventions, perceptions and expectations of any team members from a different country or culture and how your own values, ethics, beliefs, faith, cultural conventions, perceptions, expectations, use of language, tone of voice and body language may appear to them.

9. Ways of encouraging team members to ask questions and/or seek clarification and make suggestions in relation to the work which they have been allocated.

10. Effective ways of regularly and fairly checking the progress and quality of the work of team members.

11. How to provide prompt and constructive feedback to team members.

12. How to select and apply a limited range of different methods for motivating, supporting and encouraging team members to complete the work they have been allocated and improve their performance, and for recognising their achievements.

13. The additional support and/or resources which team members might require to help them complete their work and how to assist in providing this.

14. Why it is important to monitor the team for conflict and how to identify the cause(s) of conflict when it occurs and deal with it promptly and effectively.

15. How to take account of diversity and inclusion issues when supporting and encouraging team members to complete the work they have been allocated.16. Why it is important to identify unacceptable or poor performance by members of the team and how to discuss the cause(s) and agree ways of improving performance with team members.

17. The type of problems and unforeseen events that may occur and how to support team members in dealing with them.

18. How to log information on the ongoing performance of team members and use this information for performance appraisal purposes.

Industry/sector specific knowledge and understanding1. Industry/sector specific legislation, regulations,

guidelines, codes of practice relating to carrying out work.

2. Industry/sector requirements for the development or maintenance of knowledge, understanding and skills.

Context specific knowledge and understanding

1. The members, purpose and objectives of your team.

2. The work required of your team.

3. The available resources for undertaking the required work.

4. The organisation’s written health and safety policy statement and associated information and requirements.

5. Your team’s plan for undertaking the required work.

6. The skills, knowledge and understanding, experience and workloads of team members.

7. Your organisation’s policy and procedures in terms of personal development.

8. Reporting lines in the organisation and the limits of your authority.

9. Organisational standards or levels of expected performance.

10. Organisational policies and procedures for dealing with poor performance.

11. Organisational grievance and disciplinary policies and procedures.

12. Organisational performance appraisal systems.

D1

Working with peopleDevelop productive working relationships with colleagues

Unit SUmmary

What is the unit about?This unit is about developing working relationships with colleagues, within your own organisation and within other organisations, that are productive in terms of supporting and delivering your work and that of the overall organisation.

‘Colleagues’ are any people you are expected to work with, whether they are at a similar position or in other positions, including your manager.

Who is the unit for?The unit is recommended for team leaders and first line managers.

Links to other unitsThis unit is linked to all other units in the overall suite of National Occupational Standards for Management and Leadership where developing productive relationships with colleagues may be required.

SkillsListed below are the main generic ‘skills’ that need to be applied in developing productive working relationships with colleagues. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information.

Communicating��

Managing conflict ��

Empathising��

Networking��

Information management��

Leading by example��

Valuing and supporting others��

Involving others��

Providing feedback��

Obtaining feedback��

Stress management��

Prioritising��

OUtcOmeS Of effective perfOrmanceYou must be able to do the following:

1. Establish working relationships with all colleagues who are relevant to the work being carried out.

2. Recognise, agree and respect the roles and responsibilities of colleagues and, particularly in situations of matrix management, their managers’ requirements.

3. Understand and take account of the priorities, expectations and authority of colleagues in decisions and actions.

4. Create an environment of trust and mutual respect where you have no authority, or shared authority, over those you are working with.

5. Understand difficult situations and issues from your colleague’s perspective and provide support, where necessary, to move things forward.

6. Fulfil agreements made with colleagues and let them know.

7. Advise colleagues promptly of any difficulties or where it will be impossible to fulfil agreements.

8. Identify and sort out conflicts of interest and disagreements with colleagues in ways that minimise damage to work being carried out.

9. Exchange information and resources with colleagues to make sure that all parties can work effectively.

10. Provide feedback to colleagues on their performance and seek feedback from colleagues on your own performance in order to identify areas for improvement.

BehaviOUrS which UnDerpin effective perfOrmance1. You present information clearly, concisely, accurately

and in ways that promote understanding.

2. You seek to understand people’s needs and motivations.

3. You make time available to support others.

4. You clearly agree what is expected of others and hold them to account.

5. You work to develop an atmosphere of professionalism and mutual support.

6. You model behaviour that shows respect, helpfulness and co-operation.

7. You keep promises and honour commitments.

8. You consider the impact of your own actions on others.

9. You say no to unreasonable requests.

10. You show respect for the views and actions of others.

KnOwleDge anD UnDerStanDingYou need to know and understand the following:

General knowledge and understanding1. The benefits of developing productive working

relationships with colleagues.

2. The importance of creating an environment of trust and mutual respect where you have no authority, or shared authority, over those you are working with.

3. The importance of understanding difficult situations and issues from your colleague’s perspective and providing support, where necessary, to move things forward.

Working with peopleDevelop productive working relationships with colleagues

D1

4. Principles of effective communication and how to apply them in order to communicate effectively with colleagues.

5. How to identify disagreements with colleagues and the techniques for sorting them out.

6. How to identify conflicts of interest with colleagues and the measures that can be used to manage or remove them.

7. How to take account of diversity and inclusion issues when developing working relationships with colleagues.

8. The importance of exchanging information and resources with colleagues.

9. How to get and make use of feedback on your performance from colleagues.

10. How to provide colleagues with useful feedback on their performance.

Industry/sector specific knowledge and understanding1. Regulations and codes of practice that apply in the

industry or sector.

2. Standards of behaviour and performance in the industry or sector.

3. Working culture of the industry or sector.

Context specific knowledge and understanding1. Current and future work being carried out.

2. Colleagues who are relevant to the work being carried out, their work roles and responsibilities.

3. Processes within the organisation for making decisions.

4. Line management responsibilities and relationships within the organisation.

5. The organisation’s values and culture.

6. Power, influence and politics within the organisation.

7. Standards of behaviour and performance expected in the organisation.

8. Information and resources that different colleagues might need.

9. Agreements with colleagues.

E14

Using resourcesSupport team and virtual working

Note: This unit has been taken from the National Occupational Standards developed by Lifelong Learning UK (LLUK), the sector skills council for lifelong learning. The format of the unit is different to that used by the Management Standards Centre (MSC) for the units the MSC has developed.

Unit SUmmary

What is the unit about?Team working within organisations and across organisational boundaries is now a common working practice. People may work on a number of teams and may be located in different places geographically or in different parts of the organisation. Virtual working, with people moving between locations, is also becoming commonplace. Effective team and virtual working requires that individuals and teams have access to tools that enable them to communicate effectively. This standard is about providing, managing or supporting these tools and processes.

Who is the unit for?This standard is applicable to people in management and practitioner roles who are responsible for supporting teams and staff working remotely. It is also applicable to people in operational roles responsible for identifying, developing and managing tools and processes to support teams and remote workers.

Links to other units and competency frameworks:This unit is linked to units D2. Develop productive working relationships with colleagues and stakeholders and F12. Improve organisational performance in the overall suite of National Occupational Standards for Management and Leadership.

This unit also has links with unit HI12 Promote and facilitate the use of information and knowledge from the NOS for Health Informatics, developed by Skills for Health. See www.skillsforhealth.org or www.ukstandards.org.

OUtcOmES Of EffEctivE pErfOrmancETo meet the standard, you must be able to:

Determine strategies to support team and virtual 1. working.

Demonstrate and communicate the value of effective 2. knowledge and information management to team and virtual working.

Secure senior management and stakeholder support 3. for information strategies to support team and virtual working.

Identify with stakeholders the key challenges for teams 4. and people working virtually.

Identify and review with stakeholders the requirements 5. for communication tools and processes.

Identify, develop and maintain effective tools and 6. processes, for example social computing and document management tools, to support team working.

Identify networks, processes and systems that allow 7. people to connect to information and knowledge from wherever they are working.

Monitor processes and tools for team and virtual 8. working and identify improvements.

Provide guidelines, training, coaching and support 9. to facilitate and encourage effective use of team and virtual working tools and processes.

Provide guidelines to facilitate interactive collaboration 10. between internal and external stakeholders.

Ensure that team members understand and adhere to 11. regulatory, social or commercial constraints that may apply.

Ensure that teams and remote workers have access 12. to knowledge assets and information and the tools to help them record knowledge and experience.

Ensure that the records management issues arising 13. from team and virtual working are addressed.

Identify the contribution that knowledge management 14. is making to team and virtual working.

BEhaviOUrS which UndErpin EffEctivE pErfOrmancEIn addition to the core values and behaviours, these behaviours underpin effective performance:

You demonstrate support for people who work 1. remotely and ensure that you understand their priorities and constraints.

You demonstrate an understanding of the objectives 2. and priorities of the teams you support.

You balance the use of new technologies with 3. the development and maintenance of established techniques for supporting teams and remote working so that the most appropriate processes are employed.

You lead by example and demonstrate a commitment 4. to team and virtual working.

You demonstrate an appreciation of the challenges of 5. virtual working.

Using resourcesSupport team and virtual workingE

14KnOwlEdgE and UndErStandingTo meet the standard, you must know and understand:

The organisation’s working practices and how these 1. affect teams, virtual teams and remote workers.

Regulatory, social and commercial constraints that 2. apply to working remotely and in teams.

The principles of team working and how these 3. impact on Information, Libraries, Knowledge, Records and Archive Management issues and needs.

The range of tools and techniques available to 4. support teams and remote working, including face-to-face and technology-enabled techniques.

How to enable the management of information 5. resources for virtual teams.

How team and virtual working interfaces with core 6. business processes.

The records, information and knowledge management 7. issues arising from team and virtual working.

A1

Managing self and personal skillsManage your own resources

Unit SUmmAry

What is the unit about?This unit is mainly about making sure you have the personal resources (particularly knowledge, understanding, skills and time) to undertake your work role, and reviewing your performance against agreed objectives. It also covers identifying and undertaking aunderstanding where gaps have been identified.

Who is the unit for?The unit is recommended for team leaders.

Links to other unitsThis unit is linked to unit A2. Manage your own resources and professional development in the overall suite of National Occupational Standards for Management and Leadership.

SkillsListed below are the main generic ‘skills’ that need to be applied in managing your own resources. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information.

Setting objectives��

Communicating��

Planning��

Time management��

Evaluating��

Reviewing ��

Learning��

Obtaining feedback��

Self-assessment��

OUtcOmeS Of effective perfOrmAnceYou must be able to do the following:

1. Identify and agree the requirements of your work role with those you report to.

2. Discuss and agree personal work objectives with those you report to and how you will measure progress.

3. Identify any gaps between the requirements of your work role and your current knowledge, understanding and skills.

4. Discuss and agree, with those you report to, a development plan to address any identified gaps in your current knowledge, understanding and skills.

5. Undertake the activities identified in your development plan and discuss, with those you report to, how they have contributed to your performance.

6. Get regular and useful feedback on your performance from those who are in a good position to judge it and provide you with objective and valid feedback.

7. Discuss and agree, with those you report to, any changes to your personal work objectives and development plan in the light of performance, feedback received, any development activities undertaken and any wider changes.

8. Check, on a regular basis, how you are using your time at work and identify possible improvements.

9. Ensure that your performance consistently meets or goes beyond agreed requirements.

BehAviOUrS which Underpin effective perfOrmAnce1. You recognise changes in circumstances promptly

and adjust plans and activities accordingly.

2. You prioritise objectives and plan work to make best use of time and resources.

3. You take personal responsibility for making things happen.

4. You take pride in delivering high quality work.

5. You agree achievable objectives for yourself and give a consistent and reliable performance.

6. You find practical ways to overcome barriers.

7. You make best use of available resources and seek new sources of support when necessary.

KnOwledge And UnderStAndingYou need to know and understand the following:

General knowledge and understanding1. Why managing your resources (particularly

knowledge, understanding, skills and time) is important.

2. How to identify the requirements of a work role.

3. How to set work objectives which are SMART (Specific, Measurable, Achievable, Realistic and Time-bound).

4. How to measure progress against work objectives.

5. How to identify development needs to address any identified gaps between the requirements of your work role and your current knowledge, understanding and skills.

6. What an effective development plan should contain.

7. The type of development activities that can be undertaken to address identified gaps in knowledge, understanding and skills.

8. How to identify whether/how development activities have contributed to your performance.

9. How to get and make effective use of feedback on your performance.

A1

Managing self and personal skillsManage your own resources

10. How to update work objectives and development plans in the light of performance, feedback received, any development activities undertaken and any wider changes.

11. How to record the use of your time and identify possible improvements.

Industry/sector specific knowledge and understanding1. Industry/sector requirements for the development or

maintenance of knowledge, understanding and skills.

Context specific knowledge and understanding1. The agreed requirements of your work role including

the limits of your responsibilities.

2. Your agreed personal work objectives.

3. The reporting lines in your organisation.

4. Your current knowledge, understanding and skills.

5. Identified gaps in your current knowledge, understanding and skills.

6. Your personal development plan.

7. Your organisation’s policy and procedures in terms of personal development.

8. Available development opportunities and resources in your organisation.

9. Possible sources of feedback in your organisation.

C1

Facilitating changeEncourage innovation in your team

Unit SUmmary

What is the unit about?This unit is about encouraging and supporting the identification and practical implementation of ideas. The initial ideas will primarily come from members of your team, including yourself, and will focus on

new products and/or services��

improvements to existing products and/or services��

�� improvements to existing practices, procedures, systems, ways of working, etc. within the team or those of the wider organisation or customers or suppliers.

Who is the unit for?The unit is recommended for team leaders.

Links to other unitsThis unit is linked to units B5. Provide leadership for your team and C2. Encourage innovation in your area of responsibility in the overall suite of National Occupational Standards for Management and Leadership.

SkillsListed below are the main generic ‘skills’ that need to be applied in encouraging innovation in your team. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information.

Communicating ��

Leadership��

Team-building��

Problem-solving��

Motivating��

Monitoring��

Decision-making��

Providing feedback��

Learning��

Valuing and supporting others��

Risk management��

Thinking creatively��

OUtCOmeS Of effeCtive perfOrmanCeYou must be able to do the following:

1. Motivate members of your team, including yourself, to identify ideas for new products and/or services and improvements.

2. Respond enthusiastically to ideas identified by members of your team and provide constructive feedback.

3. Encourage members of your team to share, discuss and work together in developing initial ideas.

4. Identify and pursue opportunities to work with other teams to generate and develop ideas.

5. Discuss and agree with members of your team those ideas which should be developed further, how they should be developed and the required resources.

6. Provide ongoing support, encouragement and resources to members of your team who are developing and testing ideas and help to remove any identified obstacles.

7. Agree the practical implementation of ideas, based on the identified benefits, risks and required resources, when you have the authority to do so.

8. Support members of your team in submitting formal proposals and plans for the practical implementation of ideas to other people for approval.

9. Oversee practical implementation of ideas by your team and monitor and report on progress.

10. Encourage and develop the creativity of members of your team.

11. Encourage members of your team to take acceptable risks in pursuing innovation and to make and learn from mistakes.

12. Ensure that the originators and developers of any ideas which are successfully implemented receive recognition for their achievement.

BehaviOUrS whiCh Underpin effeCtive perfOrmanCe1. You find practical ways to overcome barriers.

2. You encourage and support others to make the best use of their abilities.

3. You make time available to support others.

4. You display a curiosity to learn and try out new things.

5. You balance risks against the benefits that may arise from taking risks.

6. You act within the limits of your authority.

7. You constructively challenge the status quo and seek better alternatives.

8. You recognise the achievements and the success of others.

KnOwledge and UnderStandingYou need to know and understand the following:

General knowledge and understanding1. The benefits of innovation to your team, the overall

organisation and its customers.

2. The key differences between creativity and innovation.

3. How to make time available for identifying and developing ideas.

4. How to motivate people to generate and develop ideas.

Facilitating changeEncourage innovation in your teamC

15. How to provide constructive feedback on ideas

to individuals.

6. The importance of communication in innovation and how to encourage communication across your team.

7. The potential obstacles to creativity and whether/how they can be removed.

8. The reasons for selecting initial ideas for further development.

9. How initial ideas might be further developed and tested.

10. How to recognise and manage risk in innovation.

11. How to develop formal proposals and plans for the practical implementation of an idea and how to support others in doing this.

12. How to develop creativity in yourself and others.

13. The resources required for creativity and innovation, particularly time.

14. How to identify sustainable resources and ensure their effective use to support creativity and innovation.

15. How to learn from mistakes.

16. How to recognise the achievements of the originators/developers of ideas that have been successfully implemented.

Industry/sector specific knowledge and understanding1. The sector(s) in which your organisation works.

Context specific knowledge and understanding1. Your organisation’s strategy, if it has one,

for innovation.

2. The limits of your authority.

3. Organisational guidelines and procedures for developing and implementing ideas, including who to submit formal proposals and plans to.

4. The needs of your customers.

5. Opportunities to work with other teams in your organisation.

C5

Facilitating changePlan change

Unit SUmmary

What is the unit about?This unit is about the planning that is needed to make a specific change or put into practice a programme of change. It involves developing a strategy to make the change that is needed, taking note of barriers, risks and the need to put appropriate monitoring and communication systems in place.

Who is the unit for?The unit is recommended for first line managers, middle managers and senior managers.

Links to other unitsThis unit is closely linked to units B6. Provide leadership in your area of responsibility, B7. Provide leadership for your organisation, B9. Develop the culture of your organisation, C4. Lead change and C6. Implement change organisation in the overall suite of National Occupational Standards for Management and Leadership.

SkillsListed below are the main generic ‘skills’ that need to be applied in planning change. These skills are explicit/implicit in the detailed content of the unit and are listed here as additional information.

Communicating��

Planning��

Analysing��

Team-building��

Negotiating ��

Obtaining feedback��

Influencing��

Problem-solving��

Monitoring��

Risk management ��

Contingency-planning��

Information management��

Decision-making��

OUtCOmeS Of effeCtive perfOrmanCeYou must be able to do the following:

1. Identify the procedures, systems, structures and roles that need to be changed, and assess the gap between their current and required future state.

2. Identify and assess barriers to change.

3. Develop strategies and plans that set out the way forward.

4. Assess the risks and benefits associated with the strategies and plans and develop contingency arrangements.

5. Make sure your plans include short-term ‘wins’ as well as longer-term deliverables.

6. Develop systems for monitoring and assessing progress.

7. Develop a communication strategy for the change process that allows people to give feedback.

8. Identify training and support needs and plan how to meet these.

BehaviOUrS whiCh Underpin effeCtive perfOrmanCe1. You find practical ways to overcome barriers.

2. You present information clearly, concisely, accurately and in ways that promote understanding.

3. You are vigilant for potential risks.

4. You give people opportunities to provide feedback and you respond appropriately.

5. You set demanding but achievable objectives for yourself and others.

6. You work towards a clearly defined vision of the future.

7. You identify the implications or consequences of a situation.

KnOwledge and UnderStandingYou need to know and understand the following:

General knowledge and understanding1. The main models and methods for managing change

effectively, and their strengths and weaknesses.

2. Effective planning techniques.

3. Theory and application of the change/ performance curve.

4. Theory and understanding of teams, including an understanding of team-building techniques and how to apply them.

5. How to assess the risks and benefits associated with strategies and plans.

6. The importance of contingency planning and how to do so effectively.

7. How to make critical decisions.

8. The political, bureaucratic and resource barriers to change, and the techniques that deal with these.

9. Stakeholder expectations and how they influence the process.

Facilitating changePlan changeC

5Industry/sector specific knowledge and understanding1. Your organisation’s current position in the sector and

market in which it works, compared with its main competitors, relevant to the change programme.

2. The range of information sources that are relevant to the sector, and related sectors, in which your organisation operates.

3. Current and emerging political, economic, social, technological, environmental and legal developments in the sector and in related sectors.

Context specific knowledge and understanding1. Your vision for the future, the reasons for change, the

risks and expected benefits.

2. Business critical activities and interdependencies.

3. Those factors (for example, strategy, procedures, policies and structure) that need to be changed, and the associated priorities and reasons.

4. Your organisation’s communication channels, both formal and informal.

CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT COMPETENCY PROFILE OF THE CERTIFIED MANAGEMENT CONSULTANT All the tasks and skills enumerated in this document must be performed in compliance with the CAMC Code of Professional Conduct

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … A. HELP CLIENTS TO ASSESS THEIR BUSINESS SITUATION, CHALLENGES AND OPPORTUNITIES

Critical skill : Exercise judgement (F1)

TASKS

SUBTASKS

PERFORMANCE INDICATORS (1)

1. Examine client's environment

1.1 Conduct environmental scan (e.g. SWOT, STEEP, etc.)

Make observations in areas other than one (those) in which one specializes : 1.2 the strategy functional area 1.3 the financial functional area 1.4 the human resources functional area

1.1 Demonstrate research skills (F6) 1.1 Assimilate information quickly (F4) 1.2 to 1.7 Use observational skills (F5) 1.2 Make observations on elements such as : . the current strategic plan . roles and responsibilities in strategic management . the strategic planning process . strategy implementation practices . strategic controls and evaluation 1.3 Make observations on elements such as : . financial planning and control . organizational form and taxes . working capital management . investment decisions . capital structure . financing decisions 1.4 Make observations on elements such as : . human resource planning . staffing . appraising . compensating . training and development . industrial relations

(1) Two types of competency statements have been used as performance indicators : sub-subtasks (in regular fonts) and interpersonal or personal competencies (in italic).

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

2 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … A. HELP CLIENTS TO ASSESS THEIR BUSINESS SITUATION, CHALLENGES AND OPPORTUNITIES

Critical skill : Exercise judgement (F1)

TASKS

SUBTASKS

PERFORMANCE INDICATORS (1)

1. Examine client's environment (cont.)

Make observations in areas other than one (those) in which one specializes : 1.5 the operations functional area 1.6 the technology functional area 1.7 the marketing functional area

1.5 Make observations on elements such as : . product design and capacity selection . capacity planning . facilities location and layout . organization and methods . equipment and facilities management . demand forecasting . production planning 1.6 Make observations on elements such as : . the link to the strategic plan . customers' needs . performance and needs of internal IT users . the IS management process 1.7 Make observations on elements such as : . the link to the strategic plan . the marketing management process . market analysis and research practices . marketing strategies . the management of marketing programs

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

3 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … A. HELP CLIENTS TO ASSESS THEIR BUSINESS SITUATION, CHALLENGES AND OPPORTUNITIES

Critical skill : Exercise judgement (F1)

TASKS

SUBTASKS

PERFORMANCE INDICATORS

2. Diagnose the situation (*) (*) highly critical

2.1 Determine critical issues 2.2 Develop hypotheses 2.3 Subject hypotheses to confirmation 2.4 Draw conclusions

2.1 Perform an overall (multifunctional) gap analysis 2.1 Identify strengths, weaknesses, opportunities and threats that could have an impact on the company's future 2.1 Exercise judgement (F1) 2.2 Demonstrate problem solving skills (F10) 2.2 Demonstrate research skills (F6) 2.3 Demonstrate listening skills (E2) 2.3 Demonstrate research skills (F6) 2.4 Demonstrate synthesizing skills (F8) 2.4 Exercise judgement (F1)

3. Convey findings and conclusions

3.1 Establish purposes of the communication 3.2 Develop communication strategies 3.3 Demonstrate the validity of conclusions

3.1 Identify target audience(s) 3.1 Clarify what the target audience(s) expect(s) to hear / to read 3.1 Set one's own objective(s) 3.1 Exercise judgement (F1) 3.2 Define the content and style 3.2 Select the medium (media) 3.2 Determine the time and place 3.2 Apply relevant methods, tools, techniques and technology (F7) 3.3 Demonstrate oral communication skills (E3) 3.3 Demonstrate written communication skills (E4) 3.3 Demonstrate presentation skills (E8)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

3 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … B. HELP CLIENTS TO DEVELOP STRATEGIES FOR IMPROVEMENT

Critical skill : Demonstrate leadership skills (E5)

TASKS

SUBTASKS

PERFORMANCE INDICATORS

1. Clarify client objectives

1.1 Establish priorities 1.2 Set objectives

1.1 Facilitate determination of criteria to set priorities 1.1 Facilitate criteria based priority setting 1.1 Demonstrate facilitation skills (E10) 1.1 Demonstrate respect for client (E1) 1.2 Apply the SMART standard 1.2 Demonstrate leadership skills (E5) 1.2 Demonstrate analytical skills (F3)

2. Generate possible solutions

2.1 Consult people 2.2 Conduct research

2.1 Determine whom to consult 2.1 Select format(s) and technique(s) 2.1 Demonstrate facilitation skills (E10) 2.1 Apply relevant methods, tools, techniques and technology (F7) 2.2 Survey / select printed information sources 2.2 Survey / select electronic information sources 2.2 Demonstrate research skills (F6)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

4 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … B. HELP CLIENTS TO DEVELOP STRATEGIES FOR IMPROVEMENT

Critical skill : Demonstrate leadership skills (E5)

TASKS

SUBTASKS

PERFORMANCE INDICATORS

3. Assess solutions and their impacts (*) (*) highly critical

3.1 Develop evaluation criteria 3.2 Establish weighting and scoring scheme 3.3 Investigate solutions 3.4 Apply evaluation criteria and scoring 3.5 Finalize selection

3.1 Identify success factors (e.g. cost, time, efficiency, acceptability, etc.) 3.1 Convert success factors into criteria 3.1 Demonstrate analytical skills (F3) 3.2 Assign values to criteria to reflect their respective level of criticality 3.2 Apply relevant methods, tools, techniques and technology (F7) 3.3 Demonstrate research skills (F6) 3.4 Demonstrate analytical skills (F3) 3.5 Demonstrate leadership skills (E5)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

5 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … C. HELP CLIENTS TO IMPLEMENT A RECOMMENDATION

Critical skill : Demonstrate coaching skills (E7)

TASKS

SUBTASKS

PERFORMANCE INDICATORS

1. Develop an action plan

1.1 Establish objectives 1.2 Identify tasks 1.3 Determine resources 1.4 Establish schedule

1.1 Apply the SMART standard 1.1 Demonstrate leadership skills (E5) 1.2 Demonstrate analytical skills (F3) 1.2 Demonstrate conceptual skills (F9) 1.3 Determine required human resources 1.3 Determine required equipment, material and supplies 1.3 Determine required facility (facilities) 1.3 Determine budget 1.3 Demonstrate negotiation skills (E6) 1.4 Apply relevant methods, tools, techniques and technology (F7) 1.4 Demonstrate negotiation skills (E6)

2. Secure resources

2.1 Locate resources 2.2 Evaluate resources 2.3 Select resources 2.4 Finalize resource arrangement

2.1 Demonstrate research skills (F6) 2.2 Demonstrate analytical skills (F3) 2.2 Exercise judgement (F1) 2.3 Demonstrate decision making skills (F11) 2.3 Demonstrate leadership skills (E5) 2.4 Demonstrate negotiation skills (E6)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

6 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … C. HELP CLIENT TO IMPLEMENT A RECOMMENDATION

Critical skill : Demonstrate coaching skills (E7)

TASKS

SUBTASKS

PERFORMANCE INDICATORS

3. Coordinate project and activities

3.1 Monitor activities 3.2 Report progress 3.3 Resolve issues 3.4 Adjust plans

3.1 Use observational skills (F5) 3.2 Demonstrate oral communication skills (E3) 3.2 Demonstrate written communication skills

(E4) 3.2 Demonstrate presentation skills (E8) 3.3 Demonstrate problem solving skills (F10) 3.3 Demonstrate negotiation skills (E6) 3.3 Demonstrate conflict management skills (E11) 3.4 Demonstrate flexibility (E14) 3.4 Stay focused (F12)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

7 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … C. HELP CLIENT TO IMPLEMENT A RECOMMENDATION

Critical skill : Demonstrate coaching skills (E7)

TASKS

SUBTASKS

PERFORMANCE INDICATORS

4. Build client capability (*) (*) highly critical

4.1 Assess capabilities 4.2 Ensure development of strategy for knowledge transfer 4.3 Transfer knowledge 4.4 Evaluate progress

4.1 Compare client's current implementation practices to benchmarking standards 4.1 Demonstrate analytical skills (F3) 4.1 Exercise judgement (F1) 4.2 Identify knowledge transfer "recipients" 4.2 Describe desired skills and behaviors 4.2 Demonstrate conceptual / development skills (F9) 4.2 Apply relevant methods, tools, techniques and technology (F7) 4.3 Demonstrate coaching skills (E7) 4.4 Develop / administer evaluation tools 4.4 Facilitate debriefing meetings 4.4 Use observational skills (F5) 4.4 Demonstrate analytical skills (F3)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

8 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … C. HELP CLIENT TO IMPLEMENT A RECOMMENDATION

Critical skill : Demonstrate coaching skills (E7)

TASKS

SUBTASKS

PERFORMANCE INDICATORS

5. Evaluate results

5.1 Determine measurement / assessment strategies 5.2 Conduct the assessment 5.3 Interpret results 5.4 Report findings

5.1 Set selection criteria 5.1 Perform benchmarking analysis regarding measurement / assessment strategies 5.1 Apply selection criteria 5.1 Demonstrate research skills (F6) 5.2 Use observational skills (F5) 5.2 Apply relevant methods, tools, techniques and technology (F7) 5.3 Demonstrate analytical skills (F3) 5.3 Exercise judgement (F1) 5.4 Demonstrate oral communication skills (E3) 5.4 Demonstrate written communication skills (E4) 5.4 Demonstrate presentation skills (E8)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

9 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … D. CONDUCT A CONSULTING ASSIGNMENT

Critical skill : Stay focused (F12) TASKS

SUBTASKS

PERFORMANCE INDICATORS

1. Define client needs

1.1 Determine background and current situation 1.2 Identify client's prefered future 1.3 Capture client's current reality 1.4 Define the gap

1.1 Demonstrate interviewing skills (E13) 1.1 Assimilate information quickly (F4) 1.2 Demonstrate interviewing skills (E13) 1.2 Assimilate information quickly (F4) 1.3 Demonstrate analytical skills (F3) 1.3 Demonstrate synthesizing skills (F8) 1.4 Describe the discrepancy between the prefered future (optimals) and the current situation (actuals) 1.4 Demonstrate synthesizing skills (F8)

2. Define scope and risks

2.1 Determine functional areas to be included / excluded 2.2 Assess the complexity of the assignment 2.3 Enumerate risk elements 2.4 Establish risk scale 2.5 Apply risk scale to assignment

2.1 Demonstrate analytical skills (F3) 2.1 Exercise judgement (F1) 2.2 Demonstrate analytical skills (F3) 2.2 Exercise judgement (F1) 2.3 Demonstrate analytical skills (F3) 2.4 Demonstrate conceptual skills (F9) 2.5 Demonstrate analytical skills (F3)

3. Develop a proposal

3.1 Summarize client needs 3.2 Describe objectives and scope of mandate 3.3 Define deliverables 3.4 Identify critical success factors 3.5 Specify required resources 3.6 Communicate proposal

3.1 Demonstrate synthesizing skills (F8) 3.2 Demonstrate synthesizing skills (F8) 3.3 Demonstrate synthesizing skills (F8) 3.4 Exercise judgement (F1) 3.5 Demonstrate analytical skills (F3) 3.6 Demonstrate written communication skills (E4) 3.6 Demonstrate presentation skills (E8) 3.6 Demonstrate negotiation skills (E6)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

10 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … D. CONDUCT A CONSULTING ASSIGNMENT

Critical skill : Stay focused (F12) TASKS

SUBTASKS

PERFORMANCE INDICATORS

4. Confirm assignment

4.1 Review content of proposal 4.2 Make adjustments 4.3 Develop action plan (or project charter) 4.4 Formalize contractual agreement

4.1 Demonstrate analytical skills (F3) 4.2 Demonstrate listening skills (E2) 4.2 Demonstrate flexibility (E14) 4.3 Apply relevant methods, tools, techniques and technology (F7) 4.4 Demonstrate negotiation skills (E6)

5. Manage assignment (*) (*) highly critical

5.1 Communicate scope and expectations to internal and external collaborators 5.2 Implement a decision making process 5.3 Implement a monitoring process 5.4 Control risks 5.5 Adjust plans

5.1 Demonstrate oral communication skills (E3) 5.1 Demonstrate written communication skills (E4) 5.1 Demonstrate presentation skills (E8) 5.2 Demonstrate leadership skills (E5) 5.2 Demonstrate problem solving skills (F10) 5.3 Apply relevant methods, tools, techniques and technology (F7) 5.4 Exercise judgement (F1) 5.4 Demonstrate leadership skills (E5) 5.5 Demonstrate flexibility (E14) 5.5 Stay focused (F12)

6. Conclude the assignment

6.1 Review conduct of assignment 6.2 Determine client satisfaction 6.3 Resolve outstanding issues

6.1 Demonstrate analytical skills (F3) 6.2 Demonstrate listening skills (E2) 6.3 Demonstrate negotiation skills (E6) 6.3 Demonstrate flexibility (E14)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

11 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … E. DEMONSTRATE INTERPERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

1. Demonstrate respect for client

1.1 Respond to client expectations 1.2 Maintain / improve quality of services 1.3 Easily establish contact with clients 1.4 Maintain long lasting relationships with clients

1.1 Identify needs and expectations 1.2 Obtain information from client 1.2 Initiate action / address issues with a « client mindset » 1.3 -1.4 Demonstrate interpersonnal skills 1.3 -1.4 Demonstrate listening skills 1.3 -1.4 Demonstrate professional competence

2. Demonstrate listening skills

2.1 Verify one's understanding 2.2 Interpret body language 2.3 Demonstrate empathy

2.1 Summarize someone else's opinion even when one disagrees 2.1 Use restatement 2.1 Use question techniques to validate one's understanding (also appropriate for 2.2 and 2.3)

3. Demonstrate oral communication skills

(Generally not required, this skill being relatively self-explanatory)

3. Give clear directions / instructions 3. Explain complex issues in plain written or verbal language 3. Demonstrate synthesizing skills (F8)

4. Demonstrate written communication skills

4.1 Write clearly and concisely 4.2 Organize complex information to facilitate understanding

4.1 Use appropriate vocabulary and terminology 4.2 Demonstrate synthesizing skills (F8)

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

12 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … E. DEMONSTRATE INTERPERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

5. Demonstrate leadership skills

5.1 Demonstrate a capacity to influence 5.2 Orient individual and team efforts

5.1 Express / promote ideas 5.1 Take a clear stand on issues 5.1 Make oneself understood and respected 5.2 Define / suggest / recall objectives 5.2 Follow up on tasks / deliverables 5.2 Adjust / modify objectives and / or conditions

6. Demonstrate negotiation skills

6.1 Create a positive climate 6.2 Persuade / argue 6.3 Find a win-win arrangement / settlement

6.1 Find appropriate time and place 6.1 Demonstrate listening skills 6.1 Demonstrate empathy 6.2 Present / defend one’s position with emphasis on its benefits for the other party(ies) 6.3 Try to understand position of other party(ies) 6.3 Identify items / issues where a compromise is possible

7. Demonstrate coaching skills

7.1 Identify individual's requirements for coaching

7.1 Provide direction and feedback on a timely / regular basis 7.1 Provide guidance, instruction and assistance on a timely / regular basis.

8. Demonstrate presentation skills

8.1 Make one-on-one presentations 8.2 Make presentations to small groups 8.3 Make presentations to a large audience

8.1 to 8.3 . Explain complex issues in plain language . Demonstrate synthesizing skills (G8) . Demonstrate ability to "captivate" the audience . Demonstrate ability to persuade / to convince the audience

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

13 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … E. DEMONSTRATE INTERPERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

9. Demonstrate teamwork skills

9.1 Promote collaboration / cooperation and share one’s experience and expertise 9.2 Earn team members' trust and support 9.3 Suggest ideas and adopt behaviors to optimize teamwork

9.1 Share information 9.1 Share ideas 9.1 Fulfill commitments to team members 9.2 Accept others’ ideas 9.2 Praise contributions of team members 9.2 Be straightforward with team members at all times 9.2 Accept others’ ideas 9.3 Demonstrate concern for interpersonal relations among team members 9.3 Refrain from « dominating » meetings

10. Demonstrate facilitation skills

10. 1 Bring a group to jointly agreed actions 10.2 Ensure that a group plans effectively and realistically 10.3 Bring a group to achieve its objectives

10.1 to 10.3 . Use analytical techniques and tools . Facilitate / monitor process . Maintain neutrality . Handle group dynamics and personalities . Demonstrate sensitivity to well-being of group members

11. Demonstrate conflict management skills

11.1 Use a variety of conflict management models

11. Maintain neutrality 11. Demonstrate listening skills (E2) 11. Demonstrate problem solving skills (F10) 11. Demonstrate leadership (E5)

12. Demonstrate ability to work in an environment of diversity

(Generally not required, this skill being relatively self-explanatory)

12. Maintain neutrality 12. Demonstrate receptivity towards cultural diversity 12. Demonstrate tact and diplomacy

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

14 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … E. DEMONSTRATE INTERPERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

13. Demonstrate interviewing skills

13.1 Create a positive climate 13.2 Use interviewing techniques

13.1 Demonstrate listening skills 13.1 Demonstrate empathy 13.2 Ask open-ended questions 13.2 Ask close-ended questions 13.2 Use problem resolution techniques

14.. Demonstrate flexibility

(Generally not required, this skill being relatively self-explanatory)

14. Adjust plan as a result of an unanticipated situation or event 14. Maintain neutrality

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

15 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … F. DEMONSTRATE PERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

1. Exercise judgement

1.1 Gain insight into a situation 1.2 Come to pertinent conclusions, act or adopt adequate behavior

1.1 Refrain from drawing conclusions in haste 1.1 Take time to gather information 1.1 Consider other people's opinions and ideas and consult with adequate resource persons 1.1 Distinguish between a fact, a perception and an interpretation 1.2 Generate more than one solution and analyze their respective implications and potential impact 1.2 Select / recommend most efficient and advantageous solution(s)

2. Work autonomously

(Generally not required, this skill being relatively self-explanatory)

2. Perform a task or a series of tasks without help or supervision

3. Demonstrate analytical skills

(Generally not required, this skill being relatively self-explanatory)

3. Gather relevant facts and data 3. Break down facts and data into simple elements 3. Identify the essential or most significant issues or challenges 3.Draw logical conclusions

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

16 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … F. DEMONSTRATE PERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

4. Assimilate information quickly

(Generally not required, this skill being relatively self-explanatory)

4.Demonstrate ability to practice fast pace reading 4.Demonstrate listening skills 4.Demonstrate ability to summarize / restate what one has just read / heard 4. Demonstrate ability to express an opinion or to draw conclusions based on what one has just read / heard

5. Use observational skills

5.1 Select a way of observing which will provide valid results 5.2 Record observations 5.3 Interpret observations

5.2 Demonstrate ability to gather details 5.2 Demonstrate ability to record the order in which things occur 5.2 Demonstrate ability to perceive both the forest and the trees

6. Demonstrate research skills

(Generally not required, this skill being relatively self-explanatory)

6. Define research objective or mandate 6. Select information seeking strategy 6. Locate and access information 6. Analyze information 6. Report findings

7. Apply relevant methods, tools, techniques and technology

(remaining to be specified, if required)

(remaining to be specified)

8. Demonstrate synthesizing skills

(Generally not required, this skill being relatively self-explanatory)

8. Cluster and structure various elements 8. Classify elements in terms of their relative importance 8. Focus on the essential elements

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

17 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … F. DEMONSTRATE PERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

9. Demonstrate conceptual / development skills

(Generally not required, this skill being relatively self-explanatory)

9. Recognize patterns, trends or causes of events 9. Identify and design / develop solutions

10. Demonstrate problem solving skills

10.1 Identify and diagnose the problem 10.2 Identify possible solutions 10.3 Select solution 10.4 Develop and implement solution

10.1 Integrate information from different sources 10.1 Distinguish causes and symptoms 10.2 Consult and research 10.3 Determine criteria 10.3 Evaluate / compare possible solutions

11. Demonstrate decision making skills

11.1 Make timely decisions 11.2 Make appropriate decisions

11.1 Readily address issues and problems under one’s competence or authority 11.1 Quickly react to urgent matters / situations 11.1 Take calculated risks 11.1 Accept impact / consequences of one’s decision 11.2 Whenever possible, take time to analyze the problem / situation 11.2 Rely on one’s judgement or experience 11.2 Consult individuals trusted for their wisdom and practical experience 11.2 Accept impact / consequences of one’s decisions

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999

18 CANADIAN ASSOCIATION OF MANAGEMENT CONSULTANTS / ASSOCIATION CANADIENNE DES CONSEILLERS EN MANAGEMENT The Certified Management Consultant must be able to … F. DEMONSTRATE PERSONAL COMPETENCIES SKILLS

SUBSKILLS

PERFORMANCE INDICATORS

12. Stay focused

(Generally not required, this skill being relatively self-explanatory)

12. Relate back to original objective and scope of assignment

13. Manage time

(Generally not required, this skill being relatively self-explanatory)

13. Prioritize tasks and assignments 13. Work effectively on several tasks or assignments at the same time 13. Work under pressure 13. Meet demanding deadlines

14. Maintain self-care and well-being

14.1 Have or develop a sense of humour and a positive attitude 14.2 Set priorities taking time constraints into account 14.3 Balance work and family time 14.4 Manage stress 14.5 Recognize one's own limits

14.2 Maintain focus on set priorities 14.2 Adjust plan to contingencies 14.4 Remain calm when interacting with others 14.4 Demonstrate listening skills under stress 14.4 Control one's emotions when facing resistance or hostility 14.4 Exert a regulatory (?) influence in crisis situations

©Canadian Association Of Management Consultants/Association Canadienne Des Conseillers En Management September 1999