Nowadays we talk about recognizing business analysis and requirements engineering as a profession. But the certifications for these professionals are still in its infancy. At the same time the certifications for project managers, test managers, or software developers for years are widely available and recognized. Both professionals as companies hiring them think that this professional recognition is important. Being certified is perceived by them as something “normal”. What are the options for a Business Analyst?
The document discusses the Business Analysis Body of Knowledge (BABOK) version 3. It provides an overview of the BABOK framework and structure to simplify understanding for the reader. It also discusses learning strategies for BABOK version 3 professional certification, comparing the Certified Business Analysis Professional (CBAP) certification with the ECBA certification. Key concepts from the BABOK such as knowledge areas, tasks, perspectives, and the relationship between business analysis and other domains like IT, enterprise architecture, and business process management are explained.
This document discusses the changes made in Version 3 of the BABOK guide. Some key points:
- Version 3 was in development for over 5 years with input from over 70 authors and internal reviewers from 20 countries and 15 industries.
- Version 3 expands on the traditional project-centric view of business analysis to include enterprise analysis, requirements analysis and solution assessment across the project lifecycle.
- It also addresses changing expectations for BAs, including skills like thinking strategically, communicating effectively, and driving innovation.
- Version 3 features six knowledge areas and incorporates five perspectives - business analysis, information technology, agile, business architecture and business process management, and business intelligence.
This document contains 10 sample questions from an ECBA exam on adaptive processes. The questions cover techniques used in business analysis like brainstorming, focus groups, interviews, surveys, business modeling canvas, functional decomposition, glossaries, metrics and KPIs, SWOT analysis, use cases, data modeling, activity diagrams, and capturing functional and non-functional requirements. The document provides the questions, possible multiple choice answers, and the answer keys.
In this presentation, I am going to provide you a glimpse of what’s inside IIBA BABOK guide version 3. Version 3 of the guide has been released recently. It’s possible that you might not have laid your hands on to it so far.
IIBA Facilitation Skills for Business Analysis v3Rick Walters
This document provides an overview of facilitation skills for business analysis. It discusses the International Institute of Business Analysis's (IIBA) core purpose of uniting business analysis professionals. The Business Analysis Body of Knowledge (BABOK) Guide version 3 defines business analysis and identifies facilitation of stakeholder collaboration as an underlying competency. Six success factors for effective facilitation are outlined: defining objectives; preparation; aligning to business context; establishing meeting guidelines; eliciting dialogue; and building momentum. The document also discusses knowledge areas and tasks from the BABOK Guide that provide opportunities for facilitation, as well as facilitation techniques, skills development topics, and an example workshop design.
This document provides an overview of a 21-hour CBAP preparation course. The course will cover key topics over 3 days, including an introduction to the course, the CBAP exam, the IIBA organization, and the evolution of business analysis as a profession. Participants will learn about the BABOK guide v2 knowledge areas covered in the exam and practice exam questions. The goal is to prepare attendees to sit for the rigorous 150 question, 3.5 hour CBAP certification exam.
Presentation slides from my BABOK Study Group that I led.
Those materials will help you pass BABOK certification exams. Study Group was aimed at individuals self preparing to CCBA or CBAP exams.
Subject of this presentation: Enterprise Analysis.
Please visit my blog: http://zubkiewicz.com/
The document discusses the Business Analysis Body of Knowledge (BABOK) version 3. It provides an overview of the BABOK framework and structure to simplify understanding for the reader. It also discusses learning strategies for BABOK version 3 professional certification, comparing the Certified Business Analysis Professional (CBAP) certification with the ECBA certification. Key concepts from the BABOK such as knowledge areas, tasks, perspectives, and the relationship between business analysis and other domains like IT, enterprise architecture, and business process management are explained.
This document discusses the changes made in Version 3 of the BABOK guide. Some key points:
- Version 3 was in development for over 5 years with input from over 70 authors and internal reviewers from 20 countries and 15 industries.
- Version 3 expands on the traditional project-centric view of business analysis to include enterprise analysis, requirements analysis and solution assessment across the project lifecycle.
- It also addresses changing expectations for BAs, including skills like thinking strategically, communicating effectively, and driving innovation.
- Version 3 features six knowledge areas and incorporates five perspectives - business analysis, information technology, agile, business architecture and business process management, and business intelligence.
This document contains 10 sample questions from an ECBA exam on adaptive processes. The questions cover techniques used in business analysis like brainstorming, focus groups, interviews, surveys, business modeling canvas, functional decomposition, glossaries, metrics and KPIs, SWOT analysis, use cases, data modeling, activity diagrams, and capturing functional and non-functional requirements. The document provides the questions, possible multiple choice answers, and the answer keys.
In this presentation, I am going to provide you a glimpse of what’s inside IIBA BABOK guide version 3. Version 3 of the guide has been released recently. It’s possible that you might not have laid your hands on to it so far.
IIBA Facilitation Skills for Business Analysis v3Rick Walters
This document provides an overview of facilitation skills for business analysis. It discusses the International Institute of Business Analysis's (IIBA) core purpose of uniting business analysis professionals. The Business Analysis Body of Knowledge (BABOK) Guide version 3 defines business analysis and identifies facilitation of stakeholder collaboration as an underlying competency. Six success factors for effective facilitation are outlined: defining objectives; preparation; aligning to business context; establishing meeting guidelines; eliciting dialogue; and building momentum. The document also discusses knowledge areas and tasks from the BABOK Guide that provide opportunities for facilitation, as well as facilitation techniques, skills development topics, and an example workshop design.
This document provides an overview of a 21-hour CBAP preparation course. The course will cover key topics over 3 days, including an introduction to the course, the CBAP exam, the IIBA organization, and the evolution of business analysis as a profession. Participants will learn about the BABOK guide v2 knowledge areas covered in the exam and practice exam questions. The goal is to prepare attendees to sit for the rigorous 150 question, 3.5 hour CBAP certification exam.
Presentation slides from my BABOK Study Group that I led.
Those materials will help you pass BABOK certification exams. Study Group was aimed at individuals self preparing to CCBA or CBAP exams.
Subject of this presentation: Enterprise Analysis.
Please visit my blog: http://zubkiewicz.com/
This document proposes improvements to several common business analysis techniques. It introduces enhanced versions of stakeholder mapping, data modeling, process modeling, scope modeling, and requirements elicitation techniques. The enhancements aim to address challenges with the conventional techniques by providing additional context, flexibility, or clarity. Examples of improved techniques include a stakeholder map that distinguishes levels of influence, a data dictionary with extended attribute definitions, and brainstorming approaches that reduce bias. The overall goal is to develop techniques that more effectively capture requirements and business needs.
The document outlines a roadmap for becoming a business analyst, including determining to pursue a BA career, studying concepts like the BABOK guide, IT, sales and marketing, and leadership, applying BA skills to your current role, identifying skills gaps, and closing gaps by studying resources and learning quickly. It also provides tips for preparing for interviews such as developing an online presence, researching the company and position, writing a strong CV and cover letter, and presenting professionally.
The document provides information about connecting to an IIBA webinar, an overview of the Certified Business Analysis Professional (CBAP) certification program, and requirements to obtain the CBAP designation. Key points include:
- To connect to the webinar, call a listed country number or use your computer's microphone and speakers.
- The CBAP certification recognizes experienced business analysis professionals and requires 5 years of experience, knowledge in BABOK areas, professional development, and passing an exam.
- Benefits of the CBAP include demonstrated competence, professional recognition, and career advancement for individuals and organizations.
The document provides an introduction to Shardul Parulekar, a Business Analyst working for TATA Consultancy Services in Europe. It outlines his educational background, core competencies including requirements gathering and process optimization, and interests outside of work such as drawing and watching movies. The document also provides definitions and explanations of key business analysis concepts including the roles and responsibilities of a business analyst, how the BABOK framework is used, and different types of requirements.
Presentation slides from my BABOK Study Group that I led.
Those materials will help you pass BABOK certification exams. Study Group was aimed at individuals self preparing to CCBA or CBAP exams.
Please visit my blog: http://zubkiewicz.com/
This document contains sample questions from the ECBA® V3 Simulation Test, along with additional study materials. The sample test includes 10 multiple choice questions covering topics like business process modeling techniques, requirements documentation quality criteria, and elicitation techniques. Following the sample test questions is additional review material on the ECBA® certification process, the IIBA®, BABOK® guide knowledge areas, tasks, techniques, underlying competencies, and more. The material is intended to help candidates prepare for the ECBA® certification exam.
IIBA has introduced Entry Certificate in Business Analysis (ECBA) for becoming a business analyst. This presentation provides details about the ECBA Certification and the strategy to prepare for the certification exam.
The ECBA Certification preparation approach is also discussed in our business analyst certification training course:
http://techcanvass.com/Courses/business-analyst-training.aspx
Techcanvass is a software development and training organization. We provide IT certifications training for mid-level professionals.
We specialize in the following areas:
a) Selenium v3.0 training (CP-SAT and Techcanvass Certification)
b) IIBA Business Analysis certifications (all levels)
c) Certified Agile Business Analyst Training
d) Data Science Training ( R, Python and Big Data) and Tableau
Website: http://techcanvass.com
Facebook Page: https://www.facebbook.com/Techcanvass
Twitter Handle: @techcanvass
The document discusses the Business Analysis Planning and Monitoring knowledge area from BABOK. It provides details on the following tasks:
1. Plan BA Approach - Defines how the overall BA process will be approached, including team roles, deliverables, techniques, and stakeholder interactions. The organization may have standard approaches that need tailoring.
2. Conduct Stakeholder Analysis - Identifies stakeholders affected by an initiative and their influence. Techniques include RACI matrices and stakeholder maps.
3. Plan BA Activities - Determines the activities, deliverables, effort, and tools to measure progress. The project manager is responsible for integrating the BA plan into the overall project plan.
4. Plan BA
Current Approaches to Standardization of Business Analysis. Presentation held at PMI Romania Chapter Monthly Meeting, hosted by National School of Political and Administrative Studies, Faculty of Management 14.07.2015.
David outlines his journey to obtaining the IIBA CBAP certification. He discusses why he pursued the CBAP, the application process, exam preparation tips, taking the exam, and resources he found helpful. The application process involves documenting work experience and professional development hours. Extensive preparation is key, including thoroughly reading the BABOK guide multiple times and practicing sample exams. On exam day, it is important to pace yourself and use all the available time. Preparation and familiarity with the BABOK guide are essential to success.
Describes a multi-dimensional view of the Business Analysis Body of Knowledge, based upon artifacts and their consumers.
The BABOK is captured with a UML model that shows how activities, artifacts, roles and techniques are related. I created this model to help study for the CBAP exam.
The document discusses business analysis as a profession, summarizing key points about business analysts (BAs), the International Institute of Business Analysis (IIBA), and the Business Analysis Body of Knowledge (BABOK). It outlines the BABOK's knowledge areas and compares techniques for requirements collection in the BABOK and PMBOK. It emphasizes the complementary roles of BAs and project managers in delivering solutions that meet business needs on time and on budget.
This document contains sample questions from the ECBA® V3 Simulation Test, along with additional information about the ECBA® certification. It includes 10 multiple choice practice questions covering topics like business process modeling techniques, requirements documentation quality criteria, and elicitation techniques. It also provides an overview of the International Institute of Business Analysis (IIBA®) and the Business Analysis Body of Knowledge (BABOK®). Key details about the ECBA® certification such as eligibility requirements, question format, knowledge area weightings, and tips for passing the exam are summarized.
The presentation demonstrates the Business Analyst Career Path, covering the following items:
- Business Analysis definition
- Philosophy of Business Analysis
- Skills of the Business Analyst
- Business Analyst Ladders
- Business Analyst Salaries
- How to start you business analyst career
- Business Analysis in the era of the algorithm
The document provides an overview of Chapter 1 of the BABOK Guide which introduces business analysis. It discusses the purpose of the guide, defines business analysis and the role of a business analyst. The key points are:
1. The BABOK Guide defines the practice of business analysis and provides commonly accepted practices to help practitioners discuss and define the necessary skills. It describes tasks in six knowledge areas.
2. Business analysis enables change by defining needs, recommending solutions, and determining activities to move from the current to future state. Business analysts are responsible for eliciting stakeholder needs and ensuring solutions align with those needs.
3. The guide structures the core content into business analysis tasks organized into six knowledge areas
This document discusses how to create a psychometrically valid certification examination. It outlines the process, which begins with a job task analysis survey of the target audience and employers to identify important tasks. These results are used to create certification requirements that define the exam objectives and domains. A psychometrically valid exam matches these published requirements, is repeatable, does not introduce bias, and does not contain inaccuracies. This ensures the exam accurately assesses the defined skills and knowledge.
- Competency frameworks describe what skills and abilities people possess through observable and measurable behaviors. They provide consistency in evaluating individuals against a set of defined competencies.
- Competency frameworks benefit organizations by allowing them to identify strengths and weaknesses in individuals compared to job requirements. They also allow for more objective performance evaluation and career development planning.
- Professional bodies like the Institute of Physics (IOP) use competency frameworks to maintain standards for their members and articulate the skills required for designations like Chartered Physicist (CPhys). Applicants must provide evidence from their experiences and backgrounds that demonstrate they possess the competencies.
The document discusses the 10 step process for starting an open source certification program, including determining goals, structure, exam format, question writing, review processes, and ongoing maintenance. Key aspects include conducting a job task analysis, creating exam blueprints and objectives, writing and reviewing questions, beta testing, setting the passing score, policies, metrics, and periodic reviews. It emphasizes the long-term commitment and costs required to properly create and maintain certification exams.
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
Reflect on and explore the reasons why evaluation is critical to tra.docxlaurieellan
Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain what process evaluation is, and why it is important?
Describe the interrelationships among the various levels of outcome evaluation.
Describe the costs and benefits of evaluating training.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design a.
This document proposes improvements to several common business analysis techniques. It introduces enhanced versions of stakeholder mapping, data modeling, process modeling, scope modeling, and requirements elicitation techniques. The enhancements aim to address challenges with the conventional techniques by providing additional context, flexibility, or clarity. Examples of improved techniques include a stakeholder map that distinguishes levels of influence, a data dictionary with extended attribute definitions, and brainstorming approaches that reduce bias. The overall goal is to develop techniques that more effectively capture requirements and business needs.
The document outlines a roadmap for becoming a business analyst, including determining to pursue a BA career, studying concepts like the BABOK guide, IT, sales and marketing, and leadership, applying BA skills to your current role, identifying skills gaps, and closing gaps by studying resources and learning quickly. It also provides tips for preparing for interviews such as developing an online presence, researching the company and position, writing a strong CV and cover letter, and presenting professionally.
The document provides information about connecting to an IIBA webinar, an overview of the Certified Business Analysis Professional (CBAP) certification program, and requirements to obtain the CBAP designation. Key points include:
- To connect to the webinar, call a listed country number or use your computer's microphone and speakers.
- The CBAP certification recognizes experienced business analysis professionals and requires 5 years of experience, knowledge in BABOK areas, professional development, and passing an exam.
- Benefits of the CBAP include demonstrated competence, professional recognition, and career advancement for individuals and organizations.
The document provides an introduction to Shardul Parulekar, a Business Analyst working for TATA Consultancy Services in Europe. It outlines his educational background, core competencies including requirements gathering and process optimization, and interests outside of work such as drawing and watching movies. The document also provides definitions and explanations of key business analysis concepts including the roles and responsibilities of a business analyst, how the BABOK framework is used, and different types of requirements.
Presentation slides from my BABOK Study Group that I led.
Those materials will help you pass BABOK certification exams. Study Group was aimed at individuals self preparing to CCBA or CBAP exams.
Please visit my blog: http://zubkiewicz.com/
This document contains sample questions from the ECBA® V3 Simulation Test, along with additional study materials. The sample test includes 10 multiple choice questions covering topics like business process modeling techniques, requirements documentation quality criteria, and elicitation techniques. Following the sample test questions is additional review material on the ECBA® certification process, the IIBA®, BABOK® guide knowledge areas, tasks, techniques, underlying competencies, and more. The material is intended to help candidates prepare for the ECBA® certification exam.
IIBA has introduced Entry Certificate in Business Analysis (ECBA) for becoming a business analyst. This presentation provides details about the ECBA Certification and the strategy to prepare for the certification exam.
The ECBA Certification preparation approach is also discussed in our business analyst certification training course:
http://techcanvass.com/Courses/business-analyst-training.aspx
Techcanvass is a software development and training organization. We provide IT certifications training for mid-level professionals.
We specialize in the following areas:
a) Selenium v3.0 training (CP-SAT and Techcanvass Certification)
b) IIBA Business Analysis certifications (all levels)
c) Certified Agile Business Analyst Training
d) Data Science Training ( R, Python and Big Data) and Tableau
Website: http://techcanvass.com
Facebook Page: https://www.facebbook.com/Techcanvass
Twitter Handle: @techcanvass
The document discusses the Business Analysis Planning and Monitoring knowledge area from BABOK. It provides details on the following tasks:
1. Plan BA Approach - Defines how the overall BA process will be approached, including team roles, deliverables, techniques, and stakeholder interactions. The organization may have standard approaches that need tailoring.
2. Conduct Stakeholder Analysis - Identifies stakeholders affected by an initiative and their influence. Techniques include RACI matrices and stakeholder maps.
3. Plan BA Activities - Determines the activities, deliverables, effort, and tools to measure progress. The project manager is responsible for integrating the BA plan into the overall project plan.
4. Plan BA
Current Approaches to Standardization of Business Analysis. Presentation held at PMI Romania Chapter Monthly Meeting, hosted by National School of Political and Administrative Studies, Faculty of Management 14.07.2015.
David outlines his journey to obtaining the IIBA CBAP certification. He discusses why he pursued the CBAP, the application process, exam preparation tips, taking the exam, and resources he found helpful. The application process involves documenting work experience and professional development hours. Extensive preparation is key, including thoroughly reading the BABOK guide multiple times and practicing sample exams. On exam day, it is important to pace yourself and use all the available time. Preparation and familiarity with the BABOK guide are essential to success.
Describes a multi-dimensional view of the Business Analysis Body of Knowledge, based upon artifacts and their consumers.
The BABOK is captured with a UML model that shows how activities, artifacts, roles and techniques are related. I created this model to help study for the CBAP exam.
The document discusses business analysis as a profession, summarizing key points about business analysts (BAs), the International Institute of Business Analysis (IIBA), and the Business Analysis Body of Knowledge (BABOK). It outlines the BABOK's knowledge areas and compares techniques for requirements collection in the BABOK and PMBOK. It emphasizes the complementary roles of BAs and project managers in delivering solutions that meet business needs on time and on budget.
This document contains sample questions from the ECBA® V3 Simulation Test, along with additional information about the ECBA® certification. It includes 10 multiple choice practice questions covering topics like business process modeling techniques, requirements documentation quality criteria, and elicitation techniques. It also provides an overview of the International Institute of Business Analysis (IIBA®) and the Business Analysis Body of Knowledge (BABOK®). Key details about the ECBA® certification such as eligibility requirements, question format, knowledge area weightings, and tips for passing the exam are summarized.
The presentation demonstrates the Business Analyst Career Path, covering the following items:
- Business Analysis definition
- Philosophy of Business Analysis
- Skills of the Business Analyst
- Business Analyst Ladders
- Business Analyst Salaries
- How to start you business analyst career
- Business Analysis in the era of the algorithm
The document provides an overview of Chapter 1 of the BABOK Guide which introduces business analysis. It discusses the purpose of the guide, defines business analysis and the role of a business analyst. The key points are:
1. The BABOK Guide defines the practice of business analysis and provides commonly accepted practices to help practitioners discuss and define the necessary skills. It describes tasks in six knowledge areas.
2. Business analysis enables change by defining needs, recommending solutions, and determining activities to move from the current to future state. Business analysts are responsible for eliciting stakeholder needs and ensuring solutions align with those needs.
3. The guide structures the core content into business analysis tasks organized into six knowledge areas
This document discusses how to create a psychometrically valid certification examination. It outlines the process, which begins with a job task analysis survey of the target audience and employers to identify important tasks. These results are used to create certification requirements that define the exam objectives and domains. A psychometrically valid exam matches these published requirements, is repeatable, does not introduce bias, and does not contain inaccuracies. This ensures the exam accurately assesses the defined skills and knowledge.
- Competency frameworks describe what skills and abilities people possess through observable and measurable behaviors. They provide consistency in evaluating individuals against a set of defined competencies.
- Competency frameworks benefit organizations by allowing them to identify strengths and weaknesses in individuals compared to job requirements. They also allow for more objective performance evaluation and career development planning.
- Professional bodies like the Institute of Physics (IOP) use competency frameworks to maintain standards for their members and articulate the skills required for designations like Chartered Physicist (CPhys). Applicants must provide evidence from their experiences and backgrounds that demonstrate they possess the competencies.
The document discusses the 10 step process for starting an open source certification program, including determining goals, structure, exam format, question writing, review processes, and ongoing maintenance. Key aspects include conducting a job task analysis, creating exam blueprints and objectives, writing and reviewing questions, beta testing, setting the passing score, policies, metrics, and periodic reviews. It emphasizes the long-term commitment and costs required to properly create and maintain certification exams.
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
Reflect on and explore the reasons why evaluation is critical to tra.docxlaurieellan
Reflect on and explore the reasons why evaluation is critical to training success. Discuss the reasons evaluation is critical to effectiveness of training. Explain the connection between organizational improvement and training effectiveness.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Six Lecture
Training Evaluation
Evaluation should not be underestimated as part of the training process. However, as Blanchard and Thacker (2013) point out, “many rationalizations for not evaluating training continue to exist, and evaluation of training is often not done” (p. 315). This is often because training managers are resistant to the process of evaluation for reasons that Blanchard and Thacker (2013) have delineated in the course text, as well as for myriad other fears related to their own sense of self-efficacy and/or job security. However, it is important to note, that the evaluation process should be considered from the very beginning of the training process.
Figure 1: Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall
When a training needs analysis is conducted, it is wise to begin considering all of the aspects of the training process as well as the intended outcomes of the training process. As an example, consider the layout of Chapter Nine of the Blanchard and Thacker (2013) text. It begins with a graphic that depicts the evaluation phase of training. Then the learning objectives are stated, clearly, succinctly, and achievably (SMART). They are:
Describe the pros and cons of evaluation and indicate which way to go on the issue.
Explain what process evaluation is, and why it is important?
Describe the interrelationships among the various levels of outcome evaluation.
Describe the costs and benefits of evaluating training.
Differentiate between the two types of cost-effectiveness evaluation (cost savings and utility analysis).
Describe the various designs that are possible for evaluation and their advantages and disadvantages.
Define and explain the importance of internal and external validity (Appendix 9-1).
As you review the learning objectives and then do the same with the chapter, it becomes increasingly evident that Blanchard and Thacker (2013) have laid out precisely what they intend to do. They have followed through, with as many examples and means of addressing diverse learning styles as they perceive necessary toward design and delivery of the material for purposes of learning effectiveness and efficiency. It is obvious that their goal – as well as your instructor’s goal (which is in alignment) – is to ensure you learn about ways you can successfully impart transferrable skills to others. The goal is for you to learn valuable information that teaches how to evaluate the effectiveness of future training sessions that you design a.
The document discusses the importance of developing a student portfolio and career portfolio. A student portfolio allows students to plan for their future, evaluate their progress, identify learning experiences, demonstrate their skills and accomplishments, and record ongoing work. A career portfolio is used after graduation for job interviews, internships, or graduate school applications to demonstrate work examples and support points made during interviews. The document also discusses the differences between a resume and portfolio, examples of what to include in a dietetics internship portfolio, and the five step portfolio development process of reflection, assessment, planning, implementation, and evaluation.
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Professional marks are awarded at the Professional level of the ACCA Qualification to assess communication skills and high-level capabilities. All Professional level exam papers include four professional marks. They are awarded for demonstrating skills like effective communication, use of evidence, logical conclusions, and sensitivity to the intended audience. Candidates can earn the majority of marks for technical content, but often fail to adequately address the professional mark component, which can lead to exam failure. It is important for candidates to practice skills like setting objectives, adopting an appropriate structure and tone, and considering different perspectives to earn professional marks.
This document discusses how to create a valid certification examination through a process informed by psychometrics. It involves performing a job task analysis to determine the skills and knowledge to assess. Requirements are developed and published, then subject matter experts write exam items and a beta period tests them. An Angoff session sets the passing score. Ongoing maintenance through analysis ensures continued validity. Interested parties can get involved by assisting as subject matter experts or helping promote awareness of the certification.
Prior Learning Assessment a Student's Perspective ppt oct 2010 afMara Kaufmann
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3) The required text is listed, and guidance is provided on case preparation, formatting analysis, and accessing the online course materials through the university's learning management system.
What is Skills Auditing?
Skills audit is a review of your existing skills against the skills you need both now and in the future.
Data collected in the Skills Audit will be one of the underpinning elements of a Personal Development Plan.
Carrying out a skills audit will help you to:
1.Analyze the skills
2.Develop a skills profile.
3.Key tool for CV building
4.Identify gaps in your skills
5.Prioritize any training
Types of skills auditing:
1. individual skills auditing
2. Group skills auditing
Methods of doing skill auditing: 1. Likert scale
2. Semantic Differential Scale
Individuals can do SWOT analysis i.e. Strength, Weakness, Opportunities, Threat.
The document provides information about a career development program and assessment offered by the Sales Education Foundation and Chally Group Worldwide. The assessment evaluates individuals' skills and motivation to help identify sales roles that would be a good fit. It measures over 140 skills through questionnaires that take 60-90 minutes to complete. The results are provided along with coaching tips and information on the candidate's motivational characteristics to help maximize their sales success and growth.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
The document provides information about a career development program and assessment offered by the Sales Education Foundation and Chally Group Worldwide. The assessment is designed to help salespeople identify what type of sales role would be most suitable for them. It describes what the assessment measures, how it is scored, how long it takes to complete, and how the results are used. The assessment aims to match salespeople with major sales forces based on the skills and qualities that are the best predictive fit for success in a given role.
The assessment measures a candidate's skills and tendencies for a new business development role through a personality assessment. It provides percentile scores for 140 skills compared to other salespeople. Scores above 70% are considered strong, with the ideal candidate having multiple skills above 70% and none below 40%. Weak areas are highlighted along with coaching tips. The assessment also evaluates motivational characteristics to help maximize motivating the candidate. The job involves selling to new customers through face-to-face meetings with the goal of expanding business. Hunters excel at continuously finding new opportunities and promoting benefits to prospects.
The document discusses strategies for implementing 360-degree feedback in a way that minimizes anxiety and maximizes benefits. It recommends following three core design principles: 1) Keeping the process short and simple, such as using a brief self-assessment questionnaire. 2) Ensuring the feedback focuses on relevant job skills. 3) Giving learners control over aspects of the process, such as choosing which skills to assess and who provides feedback. This empowers learners and reduces fears about how feedback will be used or who will see the results. The goal is to make 360-degree feedback a practical tool for development rather than an anxiety-provoking exercise.
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Get certified as a Business Analyst
1. 1
Do you want to stand out from the crowd of
Business Analysts?
Get certified!
by Katarzyna Kot, BA Coach
Revised in March 2019
Introduction
Nowadays we talk about recognizing business analysis and requirements engineering as a profession.
But the certifications for these professionals are still in its infancy. At the same time the certifications
for project managers, test managers, or software developers for years are widely available and
recognized. Both professionals as companies hiring them think that this professional recognition is
important. Being certified is perceived by them as something “normal”.
In the field of business analysis we have certification programs as well. The most known certifications
are provided by the following institutes/associations:
• British Computer Society (BCS),
• International Institute of Business Analysis (IIBA),
• International Requirements Engineering Board (IREB),
Next to these three, smaller initiatives exist like certifications from QAI Global Institute (Certified
Associate Business Analyst (CABA)) or Project Management Institute (PMI Professional in Business
Analysis (PMI-PBA)).
This paper aims to explain the top three certifications. We want to provide you with background
information on the institute, detailed information on the certification itself and how this can be
obtained: pre-requisites and exams. We hope that with this paper we can help you during the decision
making process and allow you choosing the certification that fits best your work situation. We are
convinced that “one fit all” certification scheme does not exist and everyone shall consider carefully
2. Do you want to stand out from the crowd of Business Analysts?
Get certified!
2
his options. For your convenience we decided to collect all the relevant information in this brief
overview.
Why to certify in the first place?
Many professionals ask themselves the above question: “Shall I certify?”. For many employers the
obtained certifications are a proof of knowledge and expertise of the candidate. You may say that it is
just a piece of paper and the exam is just a snapshot of your knowledge not reflecting your true
“you”. Yet it is difficult to convince your future employer you know the “stuff” just because you said
so or you used it in some projects in the past. The certification is this tangible proof of your
professional qualifications. If it can be strengthen through proven track record, that’s even better. So
if you want to differentiate yourself from others the question “Shall I certify?” should be replaced by
“Can I afford NOT to be certified?”.
Professional certifications can provide numerous benefits, including improved carrier prospects. Many
research reports confirm that certified professionals can reckon on higher salary. International
Institute of Business Analysis (IIBA) performed a salary survey that shows that Business Analysts with
CBAP recognition earn on average more from their colleagues without professional qualifications [1].
The value of your certification lies also in the recognition you will receive from employers and peers,
who understand it as testament to your accomplishment and competence. Finally earning a
recognized certificate gives personal satisfaction of accomplishing a milestone in your BA careers.
So when you get convinced to get certified a next question pops up: “What is the best certification
program for me, in my work situation?” This paper has been written to help you in answering this
question. Before we dive into details of the certifications, we will explain how these certifications
relate to the Bloom’s taxonomy - the cognitive learning model commonly used in education. We
explain the different learning objectives on each level of the taxonomy as well as what is the best
assessment method to check whether a candidate reached this required knowledge level.
The Bloom’s taxonomy
Bloom’s taxonomy is a model commonly used in education. It helps defining education programs
starting from goals and ending on exam questions. All certification programs described in this
whitepaper use Bloom’s taxonomy to define their programs.
In the area of cognitive learning, this model defines six different levels of knowledge assimilation:
remembering, understanding, applying, analyzing, evaluating and creating. In the Bloom’s book “The
taxonomy of Educational Objectives” the following definitions of knowledge levels are given:
• Level 1: Remembering “involves the recall of specifics and universals, the recall of methods
and processes, or the recall of a pattern, structure, or setting.”
3. Do you want to stand out from the crowd of Business Analysts?
Get certified!
3
• Level 2: Understanding “refers to a type of understanding or apprehension such that the
individual knows what is being communicated and can make use of the material or idea being
communicated without necessarily relating it to other material or seeing its fullest
implications.”
• Level 3: Applying refers to the “use of abstractions in particular and concrete situations.”
• Level 4: Analyzing represents the “breakdown of a communication into its constituent
elements or parts such that the relative hierarchy of ideas is made clear and/or the relations
between ideas expressed are made explicit.”
• Level 5: Evaluating involves “judgments or justification about the value of material and
methods for given purposes.”
• Level 6: Creating engenders “combining information, concepts and theories to create a
unique product”.
The taxonomy has a pyramid shape, as presented in figure 1, because a student has to obtain
learning objectives on the given level before he can move forward the higher levels.
Figure 1 Bloom’s taxonomy
Bloom’s taxonomy is also used for categorization of questions that commonly occur in educational
settings (e.g. exams). The table below contains examples of how questions can be formulated, with
what verbs:
Level Verbs used in (exam) questions
Remembering: can a delegate recall or
remember the information?
define, duplicate, list, memorize, recall, repeat,
reproduce state
Understanding: can a delegate explain
ideas or concepts (e.g. in his own words)?
classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase
Applying: can a delegate use the information choose, demonstrate, dramatize, employ, illustrate,
4. Do you want to stand out from the crowd of Business Analysts?
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4
Level Verbs used in (exam) questions
in a new way, in a practical situation? interpret, operate, schedule, sketch, solve, use,
write.
Analyzing: can a delegate distinguish
between the different parts of an idea of
concept?
appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment,
question, test.
Evaluating: can a delegate justify a stand or
decision?
appraise, argue, defend, judge, select, support,
value, evaluate
Creating: can a delegate create a new
product or point of view?
assemble, construct, create, design, develop,
formulate, write.
Table 1: Examples of how test questions can be formulated based on the Bloom’s taxonomy
Now, we understand the knowledge levels of Bloom’s taxonomy, a question may arise what is the
best way to test delegate knowledge during a professional qualification.
• Multiple choice questions are commonly used to test the knowledge and understanding levels
(Level 1 Remembering and Level 2 Understanding),
• The application (Level 3 Applying) of the knowledge can be better tested if a delegate is
asked to solve a practical case. In this scenario-based written examination he demonstrates
he has the required knowledge and can apply it in practice.
• Analyzing and Evaluating (Levels 4 and 5) focus on whether a delegate can break down
informational materials into their component parts, whether he can examine such information
to develop divergent conclusions, making inferences, finding evidence to support
generalizations and applying prior knowledge and skills to produce new/original concepts. The
best examination method for these two levels is a kind of interactive, perhaps oral
examination allowing examiners to test the delegate way of thinking along the way.
• The last level 6: Creating is the most difficult, as it requires a delegate to create new concept
for given purposes out of existing concepts. How to examine that? How do you check
someone he is an expert? Some think it shall be done by asking a delegate to write a white
paper of article on a certain subject.
Institutes offering BA professional qualifications use the above explained Bloom’s taxonomy as well as
they make choices what is the best way to examine whether a delegate reached the expected level
of knowledge.
5. Do you want to stand out from the crowd of Business Analysts?
Get certified!
5
Available certifications programs for business analysts
As already mentioned in the introduction there are three major certification programs for business
analysts and requirements engineers. These certifications are provided by the following
institutes/associations:
• British Computer Society (BCS),
• International Institute of Business Analysis (IIBA),
• International Requirements Engineering Board (IREB),
When we make a decision on a certification program we face may practical questions like: what kind
of exam I have to take? How many questions do I have to answer correctly to pass? How can I
prepare? How much does an exam cost? Is the re-certification required? The subsequent chapters
explain the four major certifications addressing the typical questions a delegate can have.
6. Do you want to stand out from the crowd of Business Analysts?
Get certified!
6
Option 1: British Computer Society (BCS)
BCS is the chartered institute for IT professionals, which offers a wide
range of services, including certification and education programs. It was
established in 1957, and has earned a good reputation, among others by
contributing to the development of standards like Prince2 and ISTQB.
Currently BCS has about 75.000 individual members, with groups in the
UK and 15 other countries and regions. More information on BCS can be
found on this webpage: https://www2.bcs.org/certifications/ba/
BCS offers a complete development path for business analysts addressing:
• Hard BA skills and techniques. This certification path ends with BCS International
Diploma in Business Analysis,
• Advanced BA skills and techniques. The certification path ends up with BCS Advanced
International Diploma in Business Analysis.
• Expert BA Award endorsed in partnership with the Chartered Management Institute (CMI)
and the BA Manager Forum (BAMF). This Award validates a candidate’s ability to conduct
complex business analysis activities, engage with senior stakeholders and improve the
organisation at a strategic level.
Recertification
Recertification is not required.
BCS International Diploma in Business Analysis
To gain the BCS International Diploma in Business Analysis, candidates must pass four written
examinations on a number of business analysis topics, each of which leads to a certificate which has
value in its own right. These certificate modules may be gained in any order. To convert their set of
certificates into the Diploma, candidates attend an interview (oral exam) with two BCS examiners to
confirm their technical, business and interpersonal competencies.
The diploma consists of two mandatory modules: Requirements Engineering and Business Analysis
Practice and two optional modules: Knowledge based Specialism and Practitioner Specialism.
For Knowledge based Specialism the candidate can choose one of the following trainings:
• BCS Foundation in Business Analysis
• BCS Foundation in Change
• BCS Commercial Awareness
In case of Practitioner Specialism the candidate can choose from:
• BCS Modeling Business Processes
• BCS Systems Developments Essentials
7. Do you want to stand out from the crowd of Business Analysts?
Get certified!
7
• BCS Systems Modeling Techniques
• BCS Benefits Management and Business Acceptance
The possibility to select Knowledge based Specialism and Practitioner Specialism allows tailoring the
certification to the specific needs of the candidate. We think it is a big advantage of this certification
program.
Exams
There are no entry requirements for BCS foundation and practice examinations. All foundation and
practice examinations can be obtained as a part of a training program. BCS recommends working with
a BCS accredited examination providers. Since 2016 EXIN has taken over the BCS exams for the BCS
International Diploma in Business Analysis.
The examinations last for 60 minutes and a candidate is required to answer 40 multiple choice
questions. The pass mark for multiple choice examinations is 65% (26 questions answered correctly).
This is a close book exam; this means the candidate is not allowed to use any materials.
The exam can be taken as a part of the training or can be taken online: EXIN Anywhere as well as at
EXIN computer-based exam centers.
Oral Exam
The oral examination lasts for 50 minutes and a candidate is required to demonstrate that he can put
the competencies gained in the written examinations into a coherent context. He must also show that
he has the interpersonal skills required to function effectively as a business analyst.
Preparation
On the BCS or EXIN website candidates can download a syllabus, sample paper and reading list,
allowing exam preparation. The foundation certifications can be obtained through self-study, for other
modules it is recommended to follow an accredited training, before approaching the exam.
BCS Advanced International Diploma in Business Analysis
To gain the BCS Advanced International Diploma in Business Analysis, candidates must pass four
written examinations on a number of business analysis topics. As in case of Diploma in Business
Analysis, each module leads to a certificate which has value in its own right. These certificate modules
may be gained in any order. To convert their set of certificates into the Diploma, BCS will do an
assessment to confirm candidate skills and engagement in the BA community.
The Advanced Business Analysis Diploma divides in-depth modules into three categories: Analytical
Skills, Business Skills and Personal Skills. Within these categories the following in-depth modules are
currently available:
• Analytical Skills: Agile Business Analysis, Business Architecture, Data Analysis,
• Business Skills: Benefits Planning and Realisation,
• Personal Skills: Stakeholder Engagement, Team Leadership
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Assessment for the Advanced diploma
Professionals who want to obtain the Advanced Diploma in Business Analysis must meet a number of
requirements. An applicant must:
• hold the BCS International Diploma in Business Analysis,
• hold 4 certificates in Advanced BA modules spread through three categories (1 certification in
Personal Skills and 3 certifications in Analytical Skills and Business Skills),
• have a minimum of 5 years of Business Analysis experience, and
• demonstrate how they have contributed to the wider BA community. This may be through
initiatives that are internal to their organisation or may be through involvement in external BA
groups.
Preparation
On the BCS website candidates can download a syllabus, sample paper and reading list, allowing for
exam preparation.
Exam
Module Exam
Agile Business Analysis 90 minute, ‘closed book’ exam with two sections. Section A comprises 20
Multiple Choice Questions worth 2 marks each. Section B uses scenarios
and asks candidates to answer Multiple Choice Questions and to construct
short answer responses to questions.
Pass mark 65%
Business Architecture 90 minute, ‘closed book’ exam with two sections. Section A comprises 20
Multiple Choice Questions worth 2 marks each. Section B uses scenarios
and asks candidates to answer Multiple Choice Questions and to construct
short answer responses to questions.
Pass mark 65%
Business Finance 90 minute ‘closed book’ 40 scenario-based multiple choice questions
Pass mark is 65%
Data Analysis 90 minute ‘closed book’ 40 scenario-based multiple choice questions
Pass mark is 65%
Benefits Planning and
Realisation
90 minute ‘closed book’ 40 scenario-based multiple choice questions
Pass mark is 65%
Stakeholder
Engagement
90 minute ‘closed book’ with 40 multiple choice questions
Pass mark is 65%
Team Leadership 90 minute ‘closed book’ with 40 multiple choice questions
Pass mark is 65%
Advanced Requirements
Engineering
90-minute ‘closed book’ with 40 multiple choice questions
Pass mark 65%
Table 2: Overview of examination forms for the Advanced Diploma in Business Analysis
Fees
For International BCS Diplomas in Business Analysis the following fees apply:
Certification Price
Foundation in Business Analysis Exam
Foundation of Business Change
€200 excl. VAT
Business Analysis Practice Price not available.
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Certification Price
Requirements Engineering
Modelling Business Processes
Commercial Awareness
Systems Developments Essentials
Systems Modeling Techniques
Benefits Management and Business Acceptance
The exam has to be
taken as a part of
the course.
Oral exam fee £325 (excl VAT)
Agile Business Analysis
Business Architecture
Data Analysis
Benefits Planning and Realisation,
Stakeholder Engagement,
Team Leadership
The exam has to be
taken as a part of
the course.
Table 3: Pricing BCS Exams
Expert BA Award
For detailed information on the Expert BA Award distinction please refer to
http://certifications.bcs.org/category/17851
Conclusions
British Computer Society offers a gradual development path for Business Analysts. It is a mature
certification program with clear structure and rules. Candidates can use additional resources as
sample papers to check their readiness for the exam or deepen their knowledge through studying
resources from the reading list. The Diplomas in Business Analysis has an established name in UK,
some universities accept it as a postgraduate degree.
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Option 2: International Institute of Business Analysis (IIBA)
IIBA is a community for business analysts
that was established in 2006 in Canada. Its
aim is "to develop and maintain standards
for the practice of business analysis and for the certification of its practitioners". Starting from the
North American region, IIBA has grown into a global community with chapters in many countries. The
number of members has grown to well above 25.000 in the last 5 years. More information on IIBA can
be found on this webpage: www.iiba.com
IIBA develops and maintains the Business Analysis Body of Knowledge (BABOK), which is a framework
that provides a summary of the knowledge within the BA profession, reflecting current generally
accepted practices for Business Analysis. The BABOK is published and maintained with the help of a
large network of global contributors, BA practitioners and industry experts.
IIBA provides four certificates for Business Analysts:
• ECBA: Entry Certification in Business Analysis (introduced in 2016)
• CCBA: Certification in Competency in Business Analysis (introduced in 2011)
• CBAP: Certified Business Analysis Professional (introduced in 2006)
• CBATL: Certified Business Analysis Thought Leader (introduced 2016)
IIBA chooses for exclusivity in her certifications; it is reflected in very stringent application
requirements followed by a difficult exam. A candidate doesn’t have to be an IIBA member to apply.
Preparation
On the IIBA website candidates can download a syllabus, sample paper and reading list, allowing for a
proper preparation. The exam is solely BABOK based. Additionally, they can use widely available study
guides and exam e-learnings from different companies or join a study group organized by the local
IIBA Chapter.
Recertification
The CCBA and CBAP certificates are valid for 3 years. After this period, a candidate has to re-
certificate. The re-certification process consists of a standard CBAP/CCBA application and exam. ECBA
does not require recertification.
The subsequent chapters provide details of the particular certifications.
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ECBA: Entry Certification in Business Analysis
Application Requirements ECBA:
Each ECBA applicant must meet the requirements specified below to be eligible to sit the exam:
• No previous BA work experience required
• 21 hours of professional development in the last 4 years
• Agreement with the ECBA™ Code of Conduct.
Exam:
The ECBA™ exam is 1 hour long and consists of 50 multiple choice questions. It is competency-based
aligned to BABOK Guide V3. Re-certification is not required.
Business Analysis Knowledge
Business Analysis & the BA Professional 2.5%
Underlying Competencies 5%
Business Analysis Key Concepts 5%
Techniques 12.5%
BABOK®
Guide Knowledge Areas
Business Analysis Planning & Monitoring 5%
Elicitation & Collaboration 20%
Requirements Life Cycle Management 20%
Strategy Analysis 5%
Requirements Analysis and Design Definition 24%
Solution Evaluation 1%
Table 4: Blueprint of the ECBA Exam
Fees:
ECBA certification fee consists of application fee and exam fee, see the table below:
Application fee (non-refundable) Exam fee
Member Non-Member Member Non-Member
Exam fees $60 $60 $110 $235
Table 5: Pricing ECBA Exam
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CCBA: Certification in Competency in Business Analysis
Application Requirements CCBA [3]:
Each CCBA® applicant must meet the requirements specified below to be eligible to sit the exam:
• Minimum 3750 hours of BA work experience aligned with the BABOK® Guide in the last seven
years
• Minimum 900 hours in each of two of the six knowledge areas, or 500 hours in each of four of
the six knowledge areas
• Minimum 21 hours of Professional Development in the past four years
• Two references from a career manager, client or CBAP® recipient
• Signed CCBA Code of Conduct
Exam:
When your application is approved, the CCBA applicant has to take an exam, consisting of 150
multiple choice questions to be answered in 3,5 hours. These are multiple choice questions reflecting
different levels of Bloom’s taxonomy. The precise mixture of questions on different difficulty level in
the exam as well as spread across the BABOK knowledge areas is presented in table 6.
BABOK®
Guide Knowledge Areas
Business Analysis Planning & Monitoring 12%
Elicitation & Collaboration 20%
Requirements Life Cycle Management 18%
Strategy Analysis 12%
Requirements Analysis and Design Definition 32%
Solution Evaluation 6%
Table 6: Blueprint of the CCBA Exam
Fees:
CCBA certification fee consists of application fee and exam fee, see the table below:
Application fee (non-refundable) Exam fee
Member Non-Member Member Non-Member
Exam fees $125 $125 $325 $450
Table 7: Pricing CCBA Exam
The exam can be taken at any Prometric computer-based exam center. IIBA doesn’t release the pass
mark for the exam; the Watermark Learning Institute provides information that the pass mark is
about 70% [5].
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CBAP: Certified Business Analysis Professional (introduced in 2006)
Application Requirements CBAP:
Each CBAP applicant must meet the requirements specified below to be eligible to sit the exam:
• Minimum 7500 hours (approximately 5 years) of BA work experience aligned with the
BABOK® Guide in the last 10 years
• Minimum 900 hours in each of four of the six knowledge areas
• Minimum 21 hours of Professional Development in the past four years
• Two references from a career manager, client or CBAP® recipient
• Signed CBAP Code of Conduct
Exam:
When your application is approved, the CBAP applicant has to take an exam, consisting of 150
multiple choice questions to be answered in 3,5 hours. These are multiple choice questions reflecting
different levels of Bloom’s taxonomy. The precise mixture of questions on different difficulty level in
the exam as well as spread across the BABOK knowledge areas is presented in table 8.
BABOK®
Guide Knowledge Areas
Business Analysis Planning & Monitoring 14%
Elicitation & Collaboration 12%
Requirements Life Cycle Management 15%
Strategy Analysis 15%
Requirements Analysis and Design Definition 30%
Solution Evaluation 14%
Table 8: Blueprint of the CCBA Exam
Fees:
CBAP certification fee consists of application fee and exam fee, see the table below:
Application fee (non-refundable) Exam fee
Member Non-Member Member Non-Member
Exam fees $60 $60 $110 $235
Table 9: Pricing CBAP Exam
The exam can be taken at any Prometric computer-based exam center. IIBA doesn’t release the pass
mark for the exam; the Watermark Learning Institute provides information that the pass mark is
about 70% [5].
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CBATL: Certified Business Analysis Thought Leader
This level recognizes business analysis professionals who have over 10 years of experience and are
considered industry Thought Leaders as follows:
• whose expertise in the BA field is well sought after,
• who advance the BA profession,
• who give back to the community,
• who contribute to the evolution of the BA practice.
Conclusions
IIBA Certifications are valuable addition to a CV of any experienced BA professional. It has very rigid
application criteria and a difficult exam, what makes it available to very limited group.
Business Analysts prepare for the exam by self-study of BABOK or by joining a study group organized
by a local chapter. The self-study can be supported by study kits widely available on internet
bookstores. IIBA releases syllabus and sample questions to foster the preparation to exams.
The certification is perhaps, in our opinion, expensive. The recertification every 3 years requires
continuous development of the professional (following a course with one of the IIBA Endorsed
Education Providers) that adds up to the costs.
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Option 3: International Requirements Engineering Board (IREB)
IREB has been set up in Germany in 2006, to develop a
certification program in the field of requirements
engineering. Through this program IREB wants to
standardize and improve the requirements engineering
practice. More information on IREB can be found on this
webpage: www.ireb.org
The IREB provides the Certified Professional for Requirements Engineering (CPRE) qualification. It is
available on three levels:
• CPRE Foundation: available since 2006
• CPRE Advanced: containing the three modules
o Requirements Elicitation and Consolidation (E&C): Techniques from the Foundation
Level are elaborated here in more detail and further techniques added enabling
participants to efficiently elicit and consolidate requirements.
o Requirements Modeling: Correct use of graphical models to express functional
requirements.
o Requirements Management: Appropriate methods and techniques to effectively deal
with the management of requirements throughout the product development.
• CPRE Expert: The Expert Level is currently being elaborated.
Exam
IREB provides currently foundation and advanced levels examination. There are no pre-requisites for
the foundation level exam. For the advanced level exam the foundation exam is required.
Foundation level exam
The foundation examination lasts for 75 minutes and a candidate is required to answer 45 multiple
choice questions. The questions are of differing difficulty and have assigned differing amounts of
points. The pass mark for multiple choice examinations is 60%.This is a close book exam, this means
the candidate is not allowed to use any materials.
The exam can also be taken at Pearson Vue computer-based exam centers.
Advanced level exam
The advanced level examination consists of two parts: Part 1 - a multiple choice exam and Part 2 - a
written assignment.
Part 1: Multiple choice exam for the advanced level works similarly to the foundation one.
Part 2: Together with the positive results of Part 1 exam, the candidate receives instructions how to
start the second part. Detailed rules can be read in the IREB Examination Regulations [6].
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During the written assignment the candidate must create a written study on pre-defined groups of
topics. The written assignment should take approximately 16 hours of work. It must be the original
work of the candidate. The written assignment must be completed and sent back to the designated
certification body within three months of receiving it.
Preparation
Candidates can prepare for the exam by attending a training with the IREB endorsed training
provider. The training shall take at least three days. It is also possible to prepare by self-study. IREB
publishes at its website syllabi and sample exams as well as a reading list which helps in the
preparation.
Recertification
Recertification is not required.
Fees
For CPRE the following fees apply:
Fee
Exam fee Foundation Level €250 excl VAT
Exam fee Advanced Level €600 excl VAT
Table 10: Pricing IREB Exams
Conclusions
IREB has with her CPRE Foundation certification an established position. There are training providers
all around the globe. The Foundation exam is available in multiple languages. Despite of this the
enthusiasm about IREB diminishes, due to long waiting time for the Advanced and Expert levels. The
advanced level syllabi for “Requirements Elicitation and Consolidation” and “Requirements Modeling”
have been released in May, 2012 and the related training and certifications have been released in a
year later in November 2013.
The name of certificate states it is a Certified Professional for Requirements Engineering. Syllabi of
different parts of the certification confirm that the main focus is put to teach how requirements shall
be developed and managed. This is perceived as a kind of limitation of this certification, knowing that
Requirements Engineering is only one of the aspects of Business Analysis.
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Partnership among certification institutes
All the above mentioned institutes are involved in the same field of practice. Hence there is some
overlap in program content as well as exams. This led to two important formal agreements among
institutes:
• BCS Certificate in Requirements Engineering and IREB Certified Requirements Engineering
Professional are exchangeable. It means that:
o Candidates who have completed the IREB’s CPRE Foundation level will be exempt
from taking the BCS Certificate in Requirements Engineering to achieve their Diploma.
So the candidate doesn’t need to achieve the BCS certificate in Requirements
Engineering, the CPRE Foundation Level certificate is equivalent and sufficient.
o Candidates who have completed the BCS Certificate in Requirements Engineering will
be exempt from taking the IREB CPRE Foundation level to progress to the Advanced
level. So the candidate doesn’t need to achieve the CPRE Foundation Level certificate,
the BCS certificate in Requirements Engineering is equivalent and sufficient.
• The Certified Business Analysis Professional (CBAP®) qualifications are exempt from the
Requirements Engineering module and the Knowledge-based specialist module.
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Choosing a certification program which suites you best
As we already mentioned in the introduction a certification program which fits everybody needs does
not exist. The following scenarios are possible:
If you are a senior Business Analyst, and you don’t want to you may consider to choose:
• IIBA CBAP as the distinction of your knowledge and experience (keep in mind however then
the recertification will be required) or
• BCS Expert BA Award to get distinction for your professional achievements.
If you are a junior BA, starting your career, you may consider following an IREB or BCS development
program and gradually build your “BA muscle”. Choice between BCS and IREB will be mostly based on
consideration whether Requirements Engineering is your core activity (IREB) or enabler to analyze
business problems and provide suitable solutions justifying why the recommended solution in the best
(BCS).
The selection of a suitable certification is an important decision. It should not be made hastily: take
into account among others your current work and the scope of your activities, your professional
experience but also your career plans, in which direction you would like to develop as Business
Analyst. All that will influence your final choice.
Further assistance
If you need advice on what certification program fits your personal situation, does not hesitate to
contact BA Coach for personal advice at +31 6 38 33 01 33.
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References
[1] IIBA initiated Salary Survey among Business Analysts:
http://www.indeed.com/salary?q1=cbap&l1=&q2=IT+business+analyst&l2=&q3=business+analyst&l
3=
[2] CBAP Handbook, http://www.iiba.org/Certification-Recognition/CBAP-Designation/CBAP/CBAP-
Handbook.aspx
[3] CCBA Handbook, http://www.iiba.org/Certification-Recognition/CCBA-Certification/CCBA/CCBA-
Handbook.aspx
[4] CBAP/CCBA Certified Business Analyst, ISBN: 978-0-470-93290-2, Table 1.1
[5] http://www.watermarklearning.com/certification/business-analysis-training/cbap-ccba/cbap-ccba-
faq-page.php#cbapq1
[6] IREB Examination Regulations:
http://www.ireb.org/fileadmin/IREB/Pruefungen/IREB_Examination_Regulations_AL_V1.7_EN.pdf