What is the e-Competence Framework (e-CF)
The European e-Competence Framework or e-CF is a description of technical IT skills, designed to achieve comparability between the qualities of IT professionals. This enables you as a professional to find out where you stand in realtion to your peers. Organizations can use this to see how their IT staff population compares to each other and to the objectives that the organization has set itself.
E-Competence Framework (e-CF) implementation strategy
The E-Competence Framework (e-CF) offers a tremendous number of options for motivating an IT population and making it professional. However, this demands a clear vision, a well-defined objective and a practical, viable strategy. Without these criteria, the e-CF is merely a competence model that will end up unused in a drawer like so many other models and reports.
The common element in successful applications is a workable implementation strategy. Implementing new competencies, of any kind, is sensitive. When you acquire competencies, you arrive at the basis of HR. IT and HR must find each other in this.
The potential of e-CF
The necessary experience has now been gained in implementing e-CF. Organizations that have taken this seriously experience positive effects, such as:
- Greater mobility through transparency in career options;
- clarity in the capabilities one has on board;
- insight into the gaps in terms of IT competencies, insight into mutual interchangeability;
- a more meaningful and objective interpretation of assessments and personal development plans;
- greater employee satisfaction, often in combination with increased pride in one’s own craftsmanship or the profession in general.
Pitfalls of implementation
The common element in successful applications is a workable implementation strategy. Implementing new competencies, of any kind whatever, it is sensitive. When you acquire competencies, you arrive at the basis of HR. IT and HR must find each other in this. Furthermore:
- Stay away from reward systems, which create unnecessary complexity of implementation.
- It only comes to life if the employee benefits from it. Completing a list of competency scores is not an advantage.
- If it is a paper exercise, for example supplementing job descriptions with e-CF competencies, then the positive effects are nil.
The reason
Introduction of e-CF is usually not a goal in itself. The reasons for starting a project are:
- Lack of insight into available capabilities, often after merging different organizational units, each with their own terminology;
- The need for professionalization, because higher demands are placed on the IT department in terms of flexibility, speed and cost control;
- The desire to increase internal mobility
The step-by-step plan
Step 1: Clustering
Use existing job descriptions and leave them unchanged as much as possible.
Cluster the job descriptions by subject-specific similarity. Not in terms of knowledge, but in terms of competencies. The result can be a stain plate, such as the professional profiles.
A cluster is sometimes called a field, for example Business Analysis. Sometimes we talk about a role, the Business Analyst, sometimes about a profile, as in professional profiles. In this article, a cluster is further referred to as a field.
Step 2: Plotting
Preparation: Select the e-CF competencies per field that seem most relevant. Remember that the value of an IT professional is determined by the combination of competencies. Only a few can afford to excel in a single competency.
For this step you can use various tools, such as the Quality Framework IV function, the profiles of The Open Group and of course the professional profiles of e-CF. A workshop with representation from different departments/teams is a suitable means to actually determine the relevant e-CF competencies and the associated levels.
A workshop increases support for the result. Moreover, the working method contributes to mutual understanding across departments, where a field transcends departments.
Step 3: Curriculum
Select appropriate development opportunities per field. This will often involve training, but it can also involve participating in a community, attending seminars, etc. It is best if a training can be linked to a competency. This is often possible, but not always. Sometimes a training course covers different competencies, sometimes more than one course is needed to develop a competency. Also view relevant certifications. Especially if the goal of the project is to increase the employability of employees, certifications that are common in the market are an important part of the field.
Step 4: 0-measurement
Relevant competencies, levels, development opportunities and certifications have now been mapped for each field. A 0 measurement can now be done. This is a step that must be done carefully. A measurement quickly has the appearance of assessment. Communication and full transparency are essential. Because that measurement must have value for the employee, the following points are important:
- Provide a report with a positive approach. Show what competencies the employee possesses.
- Don’t position it as a review. This can be done by making the process voluntary, or by letting the employee choose which field/level he or she will measure themselves against.
- Provide development opportunities for competencies where the employee does not yet have the desired level.
- Make sure that the employee is given the opportunity to actually follow up at least some of the development suggestions. If an employee starts moving, wants to develop, but immediately runs into budgetary restrictions, this will be detrimental to the success of the project.
Continuous professionalization/development
From here, the steps to be taken depend greatly on the objective of the project. In any case, you have a basis that provides insight into:
- The competencies available within IT, in a language that is the same across departments;
- competency gaps in the IT population;
- the individual development needs in relation to the field.
This insight in combination with the objective determines the next step. A few practical examples:
- Drawing up and implementing an integrated training plan;
- setting up job rotation;
- encouraging certification, by offering support with exam preparation and starting learning groups;
- starting a motivation process for a selective group of employees who do not seem to want to move, even though there is a need to do so;
- over time: performing a 1-measurement.
Many of these activities are not one-off. A successful project leads to permanent change.
Embedding in regular processes
To ensure that the effects are not one-off, anchoring in regular processes is a necessity. Think about:
- Integration into the assessment cycle;
- Integration into the learning portal/LMS;
- Connection with strategic personnel planning;
- Adjustment of the certification policy;
- Setting up the management and investment of ownership.
Implementation is not a piece of cake, but it is doable and worth the effort. There are plenty of examples within and outside government that demonstrate this. That also means you don’t have to reinvent the wheel. Expertise is now available in the market. There are colleagues who are willing to share their experiences. There are best practices. Use them.
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