Requirements to Become ICT Quality Assurance Engineer 263211.pptxRPL For Australia
Becoming an ICT Quality Assurance Engineer (263211) in Australia requires meeting certain requirements, including the ACS IT Skill Assessment. By fulfilling the educational qualifications, showcasing relevant work experience, and meeting the English language proficiency criteria, individuals can increase their chances of recognition and enhance their employability prospects in the dynamic field of ICT.
Who Can Apply For RPL ACS Australia Skill Assessment.pdfRPL For Australia
The ACS offers an assessment, known as the Recognition of Prior Learning RPL ACS Australia Skill Assessment that acknowledges their capabilities. This assessment is crucial for ICT professionals aiming to demonstrate their skills and secure job opportunities or immigration options in Australia.
Requirements to Become ICT Quality Assurance Engineer 263211.pptxRPL For Australia
Becoming an ICT Quality Assurance Engineer (263211) in Australia requires meeting certain requirements, including the ACS IT Skill Assessment. By fulfilling the educational qualifications, showcasing relevant work experience, and meeting the English language proficiency criteria, individuals can increase their chances of recognition and enhance their employability prospects in the dynamic field of ICT.
Who Can Apply For RPL ACS Australia Skill Assessment.pdfRPL For Australia
The ACS offers an assessment, known as the Recognition of Prior Learning RPL ACS Australia Skill Assessment that acknowledges their capabilities. This assessment is crucial for ICT professionals aiming to demonstrate their skills and secure job opportunities or immigration options in Australia.
The CTU Training Solutions (Career Campus), established in 1987, offers a variety of up-to-date IT, business and design programmes with national qualifications and international certifications which develop skills and prepares the graduates for a future filled with exciting opportunities at our 14 campuses countrywide.
Does your company have a need? A need for the skills? The interest in hiring a veteran? Training in shorter time-frame, producing a better informed and productive employee. Not to mention the $$ incentives. Have questions? robert@mil-net.us
What Are the Requirements to Become a Network Analyst 263113 in Australia.pptxRPL For Australia
For overseas candidates aspiring to migrate and work as a Network Analyst in Australia, the Australian Computer Society (ACS) plays a pivotal role in its skill assessment process. ACS Australia skill assessment evaluates the applicant's qualifications and work experience to ensure they meet Australian standards.
National information infrastrcuture_Rrecommendations to Deptt of Electronics ...Prakash Kumar
Recommendation on Policy and Institutional Mechanism for National Information Infrastrcuture presented to Department of Electronics and Information Technology, Government of India
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
More Related Content
Similar to ACS CORE BODY OF KNOWLEDGE FOR ICT PROFESSIONALS (CBOK).docx
The CTU Training Solutions (Career Campus), established in 1987, offers a variety of up-to-date IT, business and design programmes with national qualifications and international certifications which develop skills and prepares the graduates for a future filled with exciting opportunities at our 14 campuses countrywide.
Does your company have a need? A need for the skills? The interest in hiring a veteran? Training in shorter time-frame, producing a better informed and productive employee. Not to mention the $$ incentives. Have questions? robert@mil-net.us
What Are the Requirements to Become a Network Analyst 263113 in Australia.pptxRPL For Australia
For overseas candidates aspiring to migrate and work as a Network Analyst in Australia, the Australian Computer Society (ACS) plays a pivotal role in its skill assessment process. ACS Australia skill assessment evaluates the applicant's qualifications and work experience to ensure they meet Australian standards.
National information infrastrcuture_Rrecommendations to Deptt of Electronics ...Prakash Kumar
Recommendation on Policy and Institutional Mechanism for National Information Infrastrcuture presented to Department of Electronics and Information Technology, Government of India
CompetencyAnalyze how human resource standards and practices.docxbartholomeocoombs
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docxbartholomeocoombs
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docxbartholomeocoombs
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docxbartholomeocoombs
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docxbartholomeocoombs
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docxbartholomeocoombs
Competency 6: Enagage with Communities and Organizations (3 hrs) (1 to 2 Pages)
Behavior: use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
For this assignment, you are to explore how your community is addressing the needs of its citizens during the CoVID 19 situation. Explore how you can consult and connect with community leaders and organizations to be a part of solutions in your community. Provide a detailed account of your exploration of community needs, as well as how you participated at the community level to address the needs of your community.
.
Competency 2 Examine the organizational behavior within busines.docxbartholomeocoombs
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docxbartholomeocoombs
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docxbartholomeocoombs
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docxbartholomeocoombs
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docxbartholomeocoombs
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
Competencies and KnowledgeWhat competencies were you able to dev.docxbartholomeocoombs
Competencies and Knowledge
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the assignments (Units 1–4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management
.
Competencies and KnowledgeThis assignment has 2 parts.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competencies and KnowledgeThis assignment has 2 partsWhat.docxbartholomeocoombs
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competences, Learning Theories and MOOCsRecent Developments.docxbartholomeocoombs
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Compensation & Benefits Class 700 words with referencesA stra.docxbartholomeocoombs
Compensation & Benefits Class 700 words with references
A strategic purpose for a well-blended compensation program, one that includes various types of direct compensation, is gaining employee commitment and productivity. One of the most effective tactics for this strategy is designing a process for linking individual achievement to organizational goals.
Prepare a report to senior leaders addressing the following:
·
Explain the concept of tying performance to organizational goals.
·
Describe the different types of individual and group-level performance measurements.
·
What are the advantages and disadvantages of individual versus group-level performance recognition?
·
Discuss the options an organization has to link individual or group monetary rewards to organizational success.
·
Develop recommendations for how to implement, monitor, and evaluate such a program.
.
Compensation, Benefits, Reward & Recognition Plan for V..docxbartholomeocoombs
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Learning Team B
HRM 595
December 19, 2017
Rosalie M. Lopez
Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
1
COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
2
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Introduction
Base Salary Range
For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position.
Standard Employee Benefit
In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015).
There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015).
There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .
Compete the following tablesTheoryKey figuresKey concepts o.docxbartholomeocoombs
Compete the following tables:
Theory
Key figures
Key concepts of personality formation
Explanation of the disordered personality
Scientific credibility
Comprehensiveness
Applicability
Attachment
Complete the following...200-300 words..
Is Freud's theory a viable theory for this century?
Provide reasons for
your
view.
.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. A C S C O R E B O D Y O F K N O W L E D G E
ACS | ICT Profession Common Body of Knowledge | V1.0 |
26 October 2015 |
A C S C O R E B O D Y O F K N O W L E D G E
CONTENTS
1.0. Introduction 1
1.1. Using this document 2
2.0. Acronyms 4
3.0. Authority 3
4.0. Purpose 3
5.0. Scope 3
6.0. The ICT Profession 4
6.1. Defining the ICT Profession 4
6.2. Definition of an ICT Professional 5
6.3. ICT Graduate Attributes 6
7.0. Knowledge Areas: CBOK 8
7.1 Essential Core ICT Knowledge 8
7.2. General ICT Knowledge 9
3. 8.0. Conclusion 12
9.0. Appendices 13
Appendix A. Mapping of General ICT knowledge against SFIA
categories 14
Appendix B. ICT Occupations Contained within ANZSCO 16
Appendix C. Graduate attributes – Adapted from the Australian
Qualifications Framework 17
Appendix D. Graduate attributes – Seoul Accord 18
Appendix E. Graduate attributes – SFIA Responsibility Matrix
19
10. Version Control 20
A C S C O R E B O D Y O F K N O W L E D G E
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A C S C O R E B O D Y O F K N O W L E D G E
1 Deloitte Access Economics, Australia’s Digital Pulse 2015,
p1.
2 ABS Cat. No. 8165.0
http://www.abs.gov.au/ausstats/[email protected]/mf/8165.0
4. 1.0. Introduction
There are 600,000 ICT workers in Australia
with 52% employed in industries outside
of ICT itself 1 . There are over 2 million
trading businesses in Australia, with only
4% employing twenty or more staff 2 .
This diversity results in a high degree of
variability of competencies and skills applied
within occupations. Larger organisations
tend to employ specialists, while smaller
organisations require employees with a
breadth of ICT skills and not necessarily the
depth expected in larger organisations.
One approach towards establishing a
CBOK is to develop a set of knowledge
requirements for each specific domain
area (for example, distinguishing between
computer science and information systems).
In an environment of rapid technological
innovation, this requires continual
monitoring to ensure the knowledge areas
remain current, with the risk being that
updates are too slow to respond to changes in
ICT occupation requirements.
An alternative approach is to specify
common skills that all ICT professionals
must hold and then require additional skills
to specialise in specific ICT occupations (see
Appendix A).
The second approach is adopted in this
revision of the CBOK to enhance flexibility
and best support variances in localised
5. occupation requirements across Australia.
1.1. Using this document
The CBOK has been developed as a
framework for assessing capability across
a variety of contexts such as the education
system and professional practice within
industry.
This development has been informed by
other frameworks such as the Australian
Qualification Framework (AQF) and the Skills
Framework for the Information Age (SFIA),
and mutual recognition arrangements such
as the Seoul Accord.
To maintain currency of the CBOK, other
frameworks referenced are included in the
appendices. The purpose of this approach
is to enable the CBOK to be updated
immediately should one of these other
frameworks be modified, without the CBOK
undergoing a review outside of its own
maintenance cycle.
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2.0. Acronyms
ACDICT Australian Council of Deans of ICT
6. ACPHIS Australian Council of Professors and Heads of
Information Systems
ACS Australian Computer Society
ANZSCO Australian and New Zealand Standard Classification
of Occupations
AQF Australian Qualifications Framework
BCS British Computer Society – The Chartered Institute for IT
CBOK Core Body of Knowledge
CIPS Canadian Information Processing Society
COBIT Control Objectives for Information and Related
Technology
ICT Information and Communication Technologies
IEEE Institute of Electrical and Electronics Engineers
ITIL Information Technology Infrastructure Library
SFIA Skills Framework for the Information Age
A C S C O R E B O D Y O F K N O W L E D G E
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3.0. Authority
7. The Professional Standards Board is the
delegated authority of ACS chartered for the
development and oversight of professional
standards including ethics, the code of
professional conduct and the disciplining
of members. Review and continuous
improvement of the ICT Profession Core
Body of Knowledge (CBOK) rests with the
Professional Standards Board.
4.0. Purpose
The CBOK is the framework used by ACS to
determine whether an individual holds the
appropriate knowledge and can apply the
appropriate skills for initial and ongoing
professional practice.
5.0. Scope
The CBOK is used by ACS for the
accreditation of degree and post-graduate
degree programs of study (where
applicable), and for assessing capability
through ACS professional certifications.
Certified Professional is one of a number
of pre-requisites for inclusion in the ACS
Professional Standards Scheme as covered by
the Professional Standards Act 1994 (NSW).
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8. 6.0. The ICT Profession
Professions Australia defines a profession
as being:
“… a disciplined group of individuals who
adhere to ethical standards and who hold
themselves out as, and are accepted by the
public as possessing special knowledge and
skills in a widely recognised body of learning
derived from research, education and
training at a high level, and who are prepared
to apply this knowledge and exercise these
skills in the interest of others.” 3
6.1. Defining the ICT Profession
Given the pervasiveness of ICT enabling
all business operations, it is problematic
to definitively define the ICT profession.
Occupations and professional ICT skills
however provide a strong context. There are
two frameworks that assist with this context:
• ANZSCO; a statistical classification used
by Federal Government for jobs and
occupations
• The Skills Framework for the Information
Age (SFIA).
ANZSCO is an Australian all of industry
classification model and doesn’t necessarily
represent contemporary ICT occupation titles.
Despite this, as it is used by the Australian
Bureau of Statistics (ABS) and reported on via
data captured through the national census, it
9. is an important framework for understanding
employment patterns across ICT occupations.
ICT occupations contained within ANZSCO
can be reviewed in Appendix B.
SFIA is a mature framework having been first
published in 2003 and undergoing regular
reviews since that time. It best represents
the global nature of ICT profession given it’s
adoption in nearly 200 countries.
Professionals purport to have specialist skills
which can be relied upon. Consequently
laws require that a Professional exercises the
required skill to an appropriate level expected
by that profession. Any damage arising from
a failure by the Professional to exercise the
required level of skill may mean that a legal
judgement is made against them if their lack
of professionalism caused loss to others.
In Australia, ICT professionals do not
require a licence to practice. To provide a
form of self-regulation for the profession,
ACS has influenced professional standards
for ICT through Professional Standards
legislation and the establishment of the ACS
Professional Standards Scheme.
Professional Standards Schemes are
legal instruments that bind occupational
associations such as ACS to monitor and
improve the professional standards of their
members in order to protect consumers of ICT
professional services.
10. Requirements of ACS to participate in
the Scheme include having the following
systems in place:
3 Professions Australia Definition;
http://www.professions.com.au/about-us/what-is-a-professional
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A C S C O R E B O D Y O F K N O W L E D G E
• Admission requirements to the association
• Continuing Professional Development
(i.e. continuing occupational education) of
its members
• A publicly accessible Complaints and
Discipline process
• A Code of Ethics
• Compulsory standards for Professional
Indemnity Insurance for all its members,
up to a specified level of liability
• Risk Management systems that monitor
all of the above, and track claims made
against any members
6.2. Definition of an ICT Professional
The historical entry point into a profession is
through a relevant degree. ACS provides an
11. accreditation service to ensure ICT degrees
are appropriate for initial professional
practice.
In Australia however, 43% of workers in ICT
occupations studied courses other than
ICT or engineering 4. ACS Professional
Certifications provide the bridge between the
historical entry point and current practice
within the ICT Industry. The International
Standard, ISO/IEC 17024, alludes to why this
bridge has presented itself:
“…it is necessary to distinguish between
situations where certification schemes
for persons are justified and situations
where other forms of qualification are
more appropriate. The development of
new certification schemes for persons, in
response to the ever increasing velocity
of technological innovation and growing
specialization of personnel, may compensate
for variations in education and training and
thus facilitate the global job market.” (p. iv)
The CBOK addresses these trends by ensuring
all persons seeking professional membership
of the ACS hold an in-depth understanding
of the skills and knowledge areas common to
all ICT professional occupations. These core
knowledge areas are:
• Problem solving, abstraction, design
• Ethics & Professionalism
• Teamwork concepts and issues
• Interpersonal communication
12. Independent of any specific ICT occupation,
an ICT professional is expected to hold an
in-depth understanding in each of these four
areas.
At a minimum, they are also expected to
have at least a conceptual understanding of
the general ICT knowledge areas (Technical
Resources, Technology Building, and ICT
Management). In relation to ACS Professional
Certifications, given that 43% of workers
in ICT studied courses other than ICT or
engineering, an outputs based assessment
method is adopted. That is, if a candidate
can demonstrate competency in the SFIA
categories supported by the ACS General ICT
Knowledge (see Appendix A), it is assumed
that the person has sufficient underlying ICT
conceptual knowledge to satisfy the General
ICT Knowledge requirements.
4 Deloitte Access Economics, Australia’s Digital Pulse 2015,
p1.
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5 Graduates should have an understanding of working in a
global ICT industry. This would include
understanding issues such as cultural differences,
legal/regulatory differences, etc.
13. 6.3. ICT Graduate Attributes
Graduate attributes for initial professional
practice in ICT form a set of individually-
assessable outcomes that are indicative of
the potential competency of a professional
beginning his/her professional practice.
The graduate attributes are exemplars of
the attributes expected of a graduate from
an accredited program. Each attribute is a
discrete statement of an expected capability,
qualified, if necessary, by a range of indicators
appropriate to the type of program.
ACS Accreditation evaluates how ICT
Graduate Attributes have been addressed by
each program submitted for accreditation. It
also validates how each program addresses
the CBOK core knowledge areas and general
ICT knowledge areas. A qualification at AQF
level 7 (or above) is a basic requirement
for an ACS accredited program for initial
professional practice. Hence the AQF level
7 graduate attributes are adopted as the
starting point (see Appendix C). They are
refined with knowledge specific requirements
for the ICT industry.
ICT Graduate Attributes:
1. Graduates will have broad and coherent
knowledge and skills for ICT professional
work and/or further learning in a global
economy 5 . This knowledge should extend
to being innovative and entrepreneurial as
14. appropriate to the ICT occupation they are
pursuing.
2. Graduates will have broad and coherent
theoretical and technical knowledge with
depth in one or more disciplines or areas of
practice in ICT
3. Graduates will have well-developed
cognitive, technical and communication
skills to select and apply methods and
technologies to:
a. analyse and evaluate information to
complete a range of activities in their ICT
area of expertise
b. analyse, generate and transmit solutions
to unpredictable and sometimes complex
ICT problems
c. transmit knowledge, skills and ideas to
others
4. Graduates at this level will apply
knowledge and skills to demonstrate
autonomy, well-developed judgement and
responsibility:
a. in contexts that require self-directed
work and learning
b. within broad parameters to provide
specialist advice and functions
To support international mobility of ICT
15. graduates, ACS participates in the Seoul
Accord. The Accord provides mutual
recognition of accredited academic
computing programs that prepare graduates
for professional practice. For comparative
purposes, the Accord’s documented graduate
attributes are summarised in Appendix D.
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7.0. Knowledge Areas: CBOK
The CBOK is used in two ways to support the
accreditation and certification processes. It
provides:
• Essential Core ICT Knowledge required for
any ICT professional. This includes ICT
Professional Knowledge and ICT Problem
Solving.
• General ICT Knowledge which provides
graduates with a breadth of understanding
of the ICT industry regardless of his/
her ICT job role. This includes Technical
Resources, Technology Building, and ICT
Management.
7.1 Essential Core ICT Knowledge
All graduates are expected to have an in-
16. depth understanding of two knowledge areas:
ICT Professional Knowledge and ICT Problem
Solving.
Knowledge Area: ICT Professional Knowledge
This area includes
:• Ethics
• Professional expectations
• Teamwork concepts and issues
• Interpersonal communication
• Societal issues/legal issues/privacy
• Understanding the ICT profession
It is expected that Professional Knowledge
topics will need to be addressed at multiple
levels in different stages of professional
development. The very nature of professional
work means that some knowledge and skills
are best developed through experience and
that understanding of complex issues such
as ethics grows with maturity. Thus, the goals
for developing professional knowledge/skills
will be different at entry-level (graduate)
than at full professional level (a certification
program). Appendix E demonstrates this
continuum using three of the seven SFIA
responsibility levels.
Ethics
Topics covered should include:
• Fundamental ethical notions (virtues, duty,
responsibility, harm, benefit, rights, respect
and consequences);
17. • Basic ethics theories;
• Integrity systems (including, the ACS Code
of Professional Conduct ethics committees
and whistle blowing);
• Methods of ethical analysis;
• Methods of ethical reflection
• Methods and procedures of ethical repair
and recovery;
• ICT specific ethical issues (professional –
e.g. compromising quality and conflict of
interest, and societal – e.g. phishing and
privacy).
Professional Expectations
Topics covered should include: expertise,
certification, competence, autonomy,
excellence, reflection, responsibility and
accountability.
Teamwork Concepts and Issues
Topics covered should include: collaboration,
group dynamics, leadership styles, conflict
resolution, team development and groupware.
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| 26 October 2015Page 8
Communication
18. Topics covered should include: oral and
written presentations, technical report
writing, writing user documentation and the
development of effective interpersonal skills.
Societal Issues
Topics covered should include: history of
computing and the ICT discipline, privacy
and civil liberties, cybercrime, intellectual
property and legal issues.
Understanding of ICT Profession
Professionals should have some knowledge
of where and when their discipline began
and how it has evolved, in addition to
understanding of ongoing issues in the
discipline.
Knowledge Area: ICT Problem Solving
This requires knowledge of how to use
modelling methods and processes to
understand problems, handle abstraction and
design solutions.
The methods and tools that are used for
handling abstraction could vary a great deal
with the branch of ICT, from circuit diagrams
to data modelling tools to business process
modelling.
It is important to recognise this area
because it captures some of the creativity
and innovation that is required of ICT
professionals, and the excitement that is
present in their jobs. Recognising this
component also assists in identifying what is
19. unique about ICT and what differentiates it
from other disciplines. In no other discipline
is there such an emphasis on developing
artefacts (e.g., computer and information
systems) which are so abstract and complex
and where modelling tools and methods are
essential. The systems that ICT professionals
deal with cannot be seen or handled in the
same simple and direct manner as products
of other applied disciplines (e.g., buildings,
bridges, chairs, drugs). Consequently, highly
developed problem solving skills and the
need for methods to handle abstraction and
modelling are absolutely vital.
7.2 General ICT Knowledge
As well as have essential core ICT knowledge
(ICT Problem Solving and ICT Professional
Knowledge), it is essential that all graduates
have a conceptual understanding of ICT as a
broad discipline 6 .
Knowledge area: Technology Resources
This area includes:
• Hardware and software fundamentals
• Data and information management
• Networking.
6 Note: In addition, for a program to be accredited at the
Professional level, it must ensure graduates
have developed ICT Role Specific Knowledge at SFIA level 3
or above. This will be assessed during the
accreditation process.
20. A C S C O R E B O D Y O F K N O W L E D G E
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Hardware and Software Fundamentals
An understanding of the basic components of
computer systems is required, including:
• Computer architecture and organisation
- including processors, memory, storage
systems and input/output devices;
• Systems software – Operating systems and
application system software.
Data and Information Management
An understanding is required of how data
is captured, represented, organised and
retrieved from files and databases. Topics
include:
• Data modelling and abstraction
• Database Management Systems (DBMS)
• Information assurance and security in a
shared environment
• Acquisition, custodianship and eventual
disposition of information
• Nature of data, information and knowledge
transformation through technologies.
Networking
This area requires an understanding of
21. data communications and networking
fundamentals. Topics include:
• Network concepts, protocols and standards
• Network security
• Wireless and mobile computing
• Distributed systems.
Knowledge Area: Technology Building
This area includes:
• Human factors
• Programming
• Systems development
• Systems acquisition.
Human Factors
This area requires an understanding of the
importance of the user in developing ICT
applications and systems, and involves
developing a mindset that recognises the
importance of users, their work practices and
organisational contexts.
Programming
This involves an understanding of the
fundamental concepts of a programming
language. It is expected that the requisite
knowledge of programming fundamentals
would be best developed by engaging
students in software developments tasks
(programming). However, the range of
programming languages and tools that could
be used to develop this knowledge is wide
and will vary with the expected ICT job role of
the graduate.
Systems Development and Acquisition
22. An understanding is required of how to
develop or acquire software (information)
systems that satisfy the requirements of
users and customers. All phases of the
lifecycle of an information system should
be understood including: requirement
analysis (systems analysis) and specification,
design, construction, testing, and operation
and maintenance. There should also be
knowledge of methodologies and processes
for developing systems.
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| 26 October 2015Page 10
Knowledge Area: ICT Management
This area includes:
• IT governance and organisational issues
• IT project management
• Service management
• Security management
IT Governance and Organisational Issues
Topics covered should include:
• Fundamental governance principles (e.g.
structures to encourage moral behaviour
within organisations and corporations,
and moral behaviour by organisations and
corporations);
• Organisational context, including business
23. processes, organisational culture, change
and risk management.
IT Project Management
This area involves an understanding
of the factors required to successfully
manage systems development projects.
Topics include: team management,
estimation techniques, cost/benefit
analysis, risk analysis, risk management,
project scheduling, quality assurance,
software configuration management,
project management tools, reporting and
presentation techniques.
Service Management
Service management deals with the ongoing
operation of ICT in an organisational context
and includes frameworks for structuring
the interactions of ICT technical personnel
with business customers and users. Many
frameworks exist to guide ICT service
management, for example, the Information
Technology Infrastructure Library (ITIL)
and Control Objectives for Information and
Related Technology (COBIT).
Security Management
Topics covered should include:
• Computer system security: CPU,
Peripherals, OS. This includes data security.
• Physical security: The premises occupied
by the ICT personnel and equipment.
• Operational security: Environment control,
24. power equipment, operation activities.
• Procedural security: By IT, vendor,
management personnel, as well as
ordinary users.
• Communications security:
Communications equipment, personnel,
transmission paths, and adjacent areas.
The General ICT Knowledge areas are mapped
against the SFIA categories that they support
in Appendix A.
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| V1.0 | 26 October 2015 |
8.0. Conclusion
The use of the CBOK ensures that all persons
seeking professional membership of the ACS
have an in-depth understanding of the ICT
Essential Areas (ICT Professional Knowledge,
and ICT Problem Solving) plus a conceptual
understanding of the General ICT Knowledge
Areas (Technical Resources, Technology
Building and ICT Management).
The ACS Accreditation process looks at
how the ICT Graduate Attributes have been
addressed by each program submitted
25. for accreditation. It also checks how each
program addresses both the ICT Body of
Knowledge (both ICT Essential Areas as well
as General ICT Knowledge areas).
Assessing the conceptual knowledge (as seen
in the ICT General Knowledge component
of the ICT Body of Knowledge) is more
difficult for persons applying for CT/CP status
who have not undertaken an accredited
ACS degree. Here it is recommended that
an outputs based method be applied to
determine if the applicant has satisfied this
component. If the candidate can demonstrate
competency in the SFIA categories and
subcategories (Appendix A) supported by the
ACS General ICT Knowledge, it is assumed
that the person has sufficient underlying ICT
conceptual knowledge to satisfy the General
ICT Knowledge requirements.
1. Introduction
There are 600,000 ICT workers in Australia
with 52% employed in industries outside
of ICT itself . There are over 2 million
trading businesses in Australia, with
only 4% employing twenty or more staff .
This diversity results in a high degree of
variability of competencies and skills applied
within occupations. Larger organisations
tend to employ specialists, while smaller
organisations require employees with a
breadth of ICT skills and not necessarily the
26. depth expected in larger organisations.
One approach towards establishing a
CBOK is to develop a set of knowledge
requirements for each specific domain
area (for example, distinguishing between
computer science and information systems).
In an environment of rapid technological
innovation, this requires continual
monitoring to ensure the knowledge areas
remain current, with the risk being that
updates are too slow to respond to changes in
ICT occupation requirements.
An alternative approach is to specify
common skills that all ICT professionals
must hold and then require additional skills
to specialise in specific ICT occupations (see
Appendix A).
The second approach is adopted in this
revision of the CBOK to enhance flexibility
and best support variances in localised
occupation requirements across Australia.
1.1. Using this document
The CBOK has been developed as a
framework for assessing capability across
a variety of contexts such as the education
system and professional practice within
industry.
A C S C O R E B O D Y O F K N O W L E D G E
| ACS | ICT Profession Common Body of Knowledge | V1.0
| 26 October 2015Page 12
27. 1 Deloitte Access Economics, Australia’s Digital Pulse 2015,
p1.
2 ABS Cat. No. 8165.0
http://www.abs.gov.au/ausstats/[email protected]/mf/8165.0
Appendices
A C S C O R E B O D Y O F K N O W L E D G E
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Appendix A
Mapping of General ICT knowledge against SFIA categories
SFIA version 6 has six skills categories. The General ICT
Knowledge Areas which all graduates
are expected to hold a conceptual understanding of, are grouped
under four of the six SFIA
categories: Strategy and Architecture, Change and
Transformation, Development and
Implementation, and Delivery and Operation. These four SFIA
categories are the ones most
likely to apply for ICT programs that prepare students for initial
professional practice. The aim
for this grouping is to reinforce the linkage between SFIA and
the ICT Body of Knowledge.
Knowledge Area: Technology Resources
SFIA Skill Skill Description CBOK Alignment
IT Infrastructure (ITOP) The operation and control of the IT
28. infrastructure
(typically hardware, software, data stored on various
media, and all equipment within wide and local area
networks) required to deliver and support IT services
and products to meet the needs of a business. Includes
preparation for new or changed services, operation of
the change process, the maintenance of regulatory,
legal and professional standards, the building and
management of systems and components in virtualised
computing environments and the monitoring of
performance of systems and services in relation to their
contribution to business performance, their security and
their sustainability.
Hardware and software
fundamentals
Information management
(IRMG)
The overall governance of how all types of information,
structured and unstructured, whether produced
internally or externally, are used to support decision-
making, business processes and digital services.
Encompasses development and promotion of the
strategy and policies covering the design of information
structures and taxonomies, the setting of policies for the
sourcing and maintenance of the data content, and the
development of policies, procedures, working practices
and training to promote compliance with legislation
regulating all aspects of holding, use and disclosure of
data.
Data and information
management
29. Data management
(DATM)
The management of practices and processes to ensure
the security, integrity, safety and availability of all
forms of data and data structures that make up the
organisation’s information. The management of data
and information in all its forms and the analysis of
information structure (including logical analysis of
taxonomies, data and metadata). The development of
innovative ways of managing the information assets of
the organisation.
Data and information
management
Network Support (NTAS) The provision of network
maintenance and support
services. Support may be provided both to users of the
systems and to service delivery functions. Support
typically takes the form of investigating and resolving
problems and providing information about the systems.
It may also include monitoring their performance.
Problems may be resolved by providing advice or
training to users about the network’s functionality,
correct operation or constraints, by devising work-
arounds, correcting faults, or making general or site-
specific modifications.
Networking
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SFIA Skill Skill Description CBOK Alignment
IT Governance (GOVN) The establishment and oversight of an
organisation’s
approach to the use of information, digital services
and associated technology. Includes responsibility
for provision of digital services; levels of service and
service quality which meet current and future business
requirements; policies and practices for conformance
with mandatory legislation and regulations; strategic
plans for technology to enable the organisation’s
business strategy; transparent decision making, leading
to justification for investment, with appropriate balance
between stakeholder benefits, opportunities, costs, and
risks.
IT Governance and
organisational issues
Project Management (PRMG) 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.
IT Project Management
IT Management (ITMG) The management of the IT
infrastructure and
resources required to plan for, develop, deliver and
support IT services and products to meet the needs
of a business. The preparation for new or changed
31. services, management of the change process and the
maintenance of regulatory, legal and professional
standards. The management of performance of
systems and services in terms of their contribution to
business performance and their financial costs and
sustainability. The management of bought-in services.
The development of continual service improvement
plans to ensure the IT infrastructure adequately supports
business needs.
Service Management
Information Security (SCTY) The selection, design,
justification, implementation
and operation of controls and management strategies
to maintain the security, confidentiality, integrity,
availability, accountability and relevant compliance of
information systems with legislation, regulation and
relevant standards.
Security Management
Knowledge Area: ICT Management
Knowledge Area: Technology Building
SFIA Skill Skill Description CBOK Alignment
User Experience Design
(HCEV)
The iterative development of user tasks, interaction and
interfaces to meet user requirements, considering the
whole user experience. Refinement of design solutions
in response to user-centred evaluation and feedback and
communication of the design to those responsible for
32. implementation.
Human Factors
Programming/ Software
Development
(PROG)
The design, creation, testing and documenting of new
and amended software components from supplied
specifications in accordance with agreed development
and security standards and processes.
Programming
Systems Software
(SYSP)
The provision of specialist expertise to facilitate and
execute the installation and maintenance of system
software such as operating systems, data management
products, office automation products and other utility
software.
Systems Development
and Acquisition
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135111 Chief Information Officer
135112 ICT Project Manager
33. 135199 ICT Managers NEC
223211 ICT Trainer
225211 ICT Account Manager
225212 ICT Business Development Manager
225213 ICT Sales Representative
261111 ICT Business Analysts
261112 Systems Analysts
261211 Multimedia Specialist
261212 Web Developer
261311 Analyst Programmer
261312 Developer Programmer
261313 Software Engineer
261314 Software Tester
261399 Software and Application
Programmer
262111 Database Administrator
262112 ICT Security Specialist
262113 Systems Administrator
263111 Computer Network and
Systems Engineer
263112 Network Administrator
263113 Network Analyst
263211 ICT Quality Assurance Engineer
263212 ICT Support Engineer
263213 ICT Systems Test Engineer
263299 ICT Support and Test Engineer NEC
263311 Telecommunications Engineer
34. 263312 Telecommunications
Network Engineer
313111 Hardware Technician
313112 ICT Customer Support Officer
313113 Web Administrator
313199 ICT Support Technicians NEC
313211 Radiocommunications Technician
313212 Telecommunications Field Engineer
313213 Telecommunications
Network Planner
313214 Telecommunications Technical
Officer or Technologist
621211 ICT Sales Assistant
Appendix B
ICT Occupations Contained within ANZSCO
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Appendix C
Graduate Attributes –
Adapted from the Australian Qualifications Framework
Adapted from AQF 2nd Edition: http://www.aqf.edu.au/
Bachelor Degree (AQF Level 7) Masters Degree (AQ Level 9)
Knowledge Graduates of a Bachelor Degree will have
35. a broad and coherent body of knowledge,
with depth in the underlying principles and
concepts in one or more disciplines as a
basis for independent lifelong learning.
Graduates of a Masters Degree will have:
• a body of knowledge that includes
the extended understanding of recent
developments in a discipline and its
professional practice
• knowledge of research principles and
methods applicable to the discipline and
its professional practice
Skills Graduates of a Bachelor Degree will have:
• cognitive skills to review critically, analyse,
consolidate and synthesise knowledge
• cognitive and technical skills to
demonstrate a broad understanding of
knowledge with depth in some areas
• cognitive and creative skills to exercise
critical thinking and judgement in
identifying and solving problems with
• intellectual independence
• communication skills to present a clear,
coherent and independent exposition of
knowledge and ideas
Graduates of a Masters Degree will have:
36. • cognitive skills to demonstrate mastery
of theoretical knowledge and to reflect
critically on theory and professional
practice
• cognitive, technical and creative skills
to investigate, analyse and synthesise
complex information, problems, concepts
and theories and to apply established
theories to different bodies of knowledge
• or practice
• cognitive, technical and creative skills to
generate and evaluate complex ideas and
concepts at an abstract level
• communication and technical research
skills to justify and interpret theoretical
propositions, methodologies, conclusions
and professional decisions to specialist
and non-specialist audiences
• technical and communication skills to
design, evaluate, implement, analyse
and theorise about developments that
contribute to professional practice
Application of
knowledge and skills
Graduates of a Bachelor Degree will
demonstrate the application of knowledge
and skills:
37. • with initiative and judgement in planning,
problem solving and decision making in
professional practice and/or scholarship
• to adapt knowledge and skills in diverse
contexts with responsibility and
accountability for own learning and
professional practice and in collaboration
with others within broad parameters.
Graduates of a Masters Degree will
demonstrate the application of
knowledge and skills:
• with creativity and initiative to new
situations in professional practice and/or
for further learning
• with high level personal autonomy and
accountability
• to plan and execute a substantial
research-based project, capstone
experience and/or professionally focused
project.
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Bachelor Degree (AQF Level 7) Masters Degree (AQ Level 9)
Knowledge Graduates of a Bachelor Degree will have
38. a broad and coherent body of knowledge,
with depth in the underlying principles and
concepts in one or more disciplines as a
basis for independent lifelong learning.
Graduates of a Masters Degree will have:
• a body of knowledge that includes
the extended understanding of recent
developments in a discipline and its
professional practice
• knowledge of research principles and
methods applicable to the discipline and
its professional practice
Skills Graduates of a Bachelor Degree will have:
• cognitive skills to review critically, analyse,
consolidate and synthesise knowledge
• cognitive and technical skills to
demonstrate a broad understanding of
knowledge with depth in some areas
• cognitive and creative skills to exercise
critical thinking and judgement in
identifying and solving problems with
• intellectual independence
• communication skills to present a clear,
coherent and independent exposition of
knowledge and ideas
Graduates of a Masters Degree will have:
39. • cognitive skills to demonstrate mastery
of theoretical knowledge and to reflect
critically on theory and professional
practice
• cognitive, technical and creative skills
to investigate, analyse and synthesise
complex information, problems, concepts
and theories and to apply established
theories to different bodies of knowledge
• or practice
• cognitive, technical and creative skills to
generate and evaluate complex ideas and
concepts at an abstract level
• communication and technical research
skills to justify and interpret theoretical
propositions, methodologies, conclusions
and professional decisions to specialist
and non-specialist audiences
• technical and communication skills to
design, evaluate, implement, analyse
and theorise about developments that
contribute to professional practice
Application of
knowledge and skills
Graduates of a Bachelor Degree will
demonstrate the application of knowledge
and skills:
40. • with initiative and judgement in planning,
problem solving and decision making in
professional practice and/or scholarship
• to adapt knowledge and skills in diverse
contexts with responsibility and
accountability for own learning and
professional practice and in collaboration
with others within broad parameters.
Graduates of a Masters Degree will
demonstrate the application of
knowledge and skills:
• with creativity and initiative to new
situations in professional practice and/or
for further learning
• with high level personal autonomy and
accountability
• to plan and execute a substantial
research-based project, capstone
experience and/or professionally focused
project.
Adapted from Seoul Accord Graduate Attributes:
http://www.seoulaccord.com/accord/contents.jsp?menu_l=144&
menu_m=195&menu_s=236
Appendix D
Graduate attributes – Seoul Accord
Seoul Accord Computing Professional
(equivalent to AQF Bachelors Degree)
41. Knowledge for Solving
Computing Problems
Apply knowledge of computing fundamentals, knowledge of a
computing
specialization, and mathematics, science, and domain
knowledge appropriate for
the computing specialization to the abstraction and
conceptualization of computing
models from defined problems and requirements.
Problem Analysis Identify and solve complex computing
problems reaching substantiated conclusions
using fundamental principles of mathematics, computing
sciences, and relevant
domain disciplines.
Design/ Development of
Solution
s
Design and evaluate solutions for complex computing problems,
and design and
evaluate systems, components, or processes that meet specified
needs.
Modern Tool Usage Create, select, or adapt and then apply
42. appropriate techniques, resources, and modern
computing tools to complex computing activities, with an
understanding of the
limitations
Individual and Team Work Function effectively as an individual
and as a member or leader of a team in multi-
disciplinary settings.
Communication Communicate effectively with the computing
community about complex
computing activities by being able to comprehend and write
effective reports,
design documentation, make effective presentations, and give
and understand clear
instructions.
Computing Professionalism
and Society
Understand and assess societal, health, safety, legal, and
cultural issues within local
and global contexts, and the consequential responsibilities
relevant to professional
computing practice.
43. Ethics Understand and commit to professional ethics,
responsibilities, and norms of
professional computing practice.
Life-long Learning Recognize the need, and have the ability, to
engage in independent learning for
continual development as a computing professional.
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SFIA Level 3
(Apply)
SFIA Level 5
(Ensure, Advise)
SFIA Level 6
(Initiate, Influence)
44. Autonomy Works under general direction.
Uses discretion in identifying
and responding to complex
issues and assignments. Usually
receives specific instructions
and has work reviewed at
frequent milestones. Determines
when issues should be escalated
to a higher level.
Works under broad direction.
Work is often self-initiated. Is
fully responsible for meeting
allocated technical and/or
project/supervisory objectives.
Establishes milestones and
has a significant role in the
assignment of tasks and/or
responsibilities.
Has defined authority and
accountability for actions
and decisions within a
significant area of work,
including technical,
45. financial and quality aspects.
Establishes organisational
objectives and assigns
responsibilities.
Influence Interacts with and influences
colleagues. Has working
level contact with customers,
suppliers and partners. May
supervise others or make
decisions which impact the
work assigned to individuals or
phases of projects.
Influences organisation,
customers, suppliers, partners
and peers on the contribution
of own specialism. Builds
appropriate and effective
business relationships. Makes
decisions which impact the
success of assigned work, i.e.
results, deadlines and budget.
Has significant influence over
the allocation and management
46. of resources appropriate to given
assignments.
Influences policy and
strategy formation. Initiates
influential relationships
with internal and external
customers, suppliers
and partners at senior
management level, including
industry leaders. Makes
decisions which impact
the work of employing
organisations, achievement
of organisational objectives
and financial performance.
Complexity Performs a range of work,
sometimes complex and
non routine, in a variety
of environments. Applies
methodical approach to issue
definition and resolution.
Performs an extensive range
47. and variety of complex technical
and/or professional work
activities. Undertakes work
which requires the application
of fundamental principles in a
wide and often unpredictable
range of contexts. Understands
the relationship between own
specialism and wider customer/
organisational requirements.
Has a broad business
understanding and deep
understanding of own
specialism(s). Performs
highly complex work
activities covering technical,
financial and quality
aspects. Contributes to the
implementation of policy and
strategy. Creatively applies a
wide range of technical and/
or management principles.
Business
48. Skills
Demonstrates an analytical
and systematic approach
to issue resolution. Takes
the initiative in identifying
and negotiating appropriate
personal development
opportunities. Demonstrates
effective communication skills.
Contributes fully to the work
of teams. Plans, schedules and
monitors own work (and that
of others where applicable)
competently within limited
deadlines and according to
relevant legislation, standards
and procedures. Appreciates
the wider business context, and
how own role relates to other
roles and to the business of the
employer or client.
Advises on the available
standards, methods, tools and
49. applications relevant to own
specialism and can make
appropriate choices from
alternatives. Analyses, designs,
plans, executes and evaluates
work to time, cost and quality
targets. Assesses and evaluates
risk. Communicates effectively,
both formally and informally.
Demonstrates leadership.
Facilitates collaboration
between stakeholders who
have diverse objectives. Takes
all requirements into account
when making proposals. Takes
initiative to keep skills up
to date. Mentors colleagues.
Maintains an awareness of
developments in the industry.
Analyses requirements and
advises on scope and options
for continuous operational
improvement. Demonstrates
creativity, innovation and
ethical thinking in applying
50. solutions for the benefit of the
customer/stakeholder.
Absorbs complex information
and communicates
effectively at all levels to both
technical and non-technical
audiences. Manages and
mitigates risk. Understands
the implications of new
technologies. Demonstrates
clear leadership. Understands
and communicates industry
developments, and the role
and impact of technology in
the employing organisation.
Promotes compliance with
relevant legislation. Takes
the initiative to keep both
own and colleagues’ skills up
to date.
Appendix E
Graduate attributes – SFIA Responsibility Matrix
51. Adapted from SFIA Version 6:
http://www.sfia-online.org/en”
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10. VERSION CONTROL
Authors Graham Low Andrew Johnson
Version History
Date Document Revision History Author /Reviser
Version (reason for change)
27/08/2015 0.6 Reviewed CBOK draft for external validation
19/10/2015 0.7 Update following PSB meeting of 15/10/2015
Approvals
52. Date approved Version Approved By Date in force Date of Next
Review
27/08/2015 0.6 Director, Professional
Standards Board 27/08/2015 30/09/2015
26/10/2015 1.0 Management Committee 26/10/2015 26/10/2016
Custodian title & e-mail address Director of Professional
Standards and Assessment Services
[email protected]
Responsible Business Group Professional Standards and
Assessment Services
Distribution Public Document
Content Security N/A
1. Introduction
There are 600,000 ICT workers in Australia
53. with 52% employed in industries outside
of ICT itself . There are over 2 million
trading businesses in Australia, with
only 4% employing twenty or more staff .
This diversity results in a high degree of
variability of competencies and skills applied
within occupations. Larger organisations
tend to employ specialists, while smaller
organisations require employees with a
breadth of ICT skills and not necessarily the
depth expected in larger organisations.
One approach towards establishing a
CBOK is to develop a set of knowledge
requirements for each specific domain
area (for example, distinguishing between
computer science and information systems).
In an environment of rapid technological
innovation, this requires continual
monitoring to ensure the knowledge areas
remain current, with the risk being that
updates are too slow to respond to changes in
ICT occupation requirements.
An alternative approach is to specify
54. common skills that all ICT professionals
must hold and then require additional skills
to specialise in specific ICT occupations (see
Appendix A).
The second approach is adopted in this
revision of the CBOK to enhance flexibility
and best support variances in localised
occupation requirements across Australia.
1.1. Using this document
The CBOK has been developed as a
framework for assessing capability across
a variety of contexts such as the education
system and professional practice within
industry.
A C S C O R E B O D Y O F K N O W L E D G E
| ACS | ICT Profession Common Body of Knowledge | V1.0
| 26 October 2015Page 20
1 Deloitte Access Economics, Australia’s Digital Pulse 2015,
p1.
2 ABS Cat. No. 8165.0