EUROPEAN

ICT PROFESSIONAL
ROLE PROFILES
VERSION 2

CEN ICT Skills Workshop

CEN WORKSHOP AGREEMENT (CWA)

PART 2: USER GUIDE

This CEN Workshop Agreement (CWA) Part 2 USER GUIDE explains the basic principles
and supports practical application of the European ICT Professional Role Profiles.
The European ICT Professional Role Profiles make a key contribution to increased
transparency and convergence of the European ICT Skills landscape and to maturing the
ICT Profession in the whole. Incorporating the competences of the European e-
Competence Framework (e-CF, EN 16234-1) as a main component of profile descriptions,
the 30 ICT Professional Role Profiles provide a generic set of typical roles performed by ICT
Professionals in any organisation, covering the full ICT business process.
Complementary to the e-CF, the European ICT Professional Role Profiles contribute to a
shared European reference language for developing, planning and managing ICT
Professional needs in a long-term perspective.
There are many ways to apply the 30 typical ICT Profiles, that are described in this CWA.
This USER GUIDE provides pragmatic explanations on how to apply the European ICT
Professional Role Profiles from multiple stakeholder perspectives and for a broad range of
application purposes, such as, for example, HR planning, job advertisements, digital
transformation process support, curriculum design and qualifications, including transfer of
the concept to other sectors.

Further complementary material available:
• European ICT Professional Role Profiles version 2: The 30 ICT Profiles (CWA Part 1)
• European ICT Professional Role Profiles Methodology Documentation
(CWA Part 3)
• European ICT Professional Role Profiles Case Studies (CWA Part 4)
 TABLE OF CONTENT



1. Executive overview: European ICT Professional Role Profiles User Guide 3

2. European ICT Professional Role Profiles basic principles 3
2.1. ICT Professional Role Profiles versus competences and jobs 3
2.2. Underlying concepts: e-Competences and Deliverables 5
2.2.1. The European e-Competence Framework (e-CF) 5
2.2.2. Deliverables 8
2.3. The European ICT Professional Role Profiles template 11
2.4. The top of a European ICT Profile Family Tree 13
2.5. From version 1 to version 2 – updating highlights 15

3. Application guide (1): How to create specific ICT Profiles in context 16
3.1. Some basic observations 16
3.2. Create new – how to adapt the template 17
3.3. Identify key performance indicators (KPI’s) 19

4. Application guide (2): Adopt the profiles from multiple perspectives 20
4.1. Job profiles definition (create generation 3) 20
4.2. Use in assessment and career 21
4.3. Implementation of profiles as an organisational change process 22
4.4. Curriculum design 23
4.5. Use in connection to other frameworks – examples 24
4.5.1. European classification of occupations: ESCO 24
4.5.2. The European Framework for ICT Professionalism 25
4.5.3. A national job profile framework: CIGREF 26
4.6. A common reference language for policy making and market survey 27

5. Application guide (3): Transfer the template to other sectors 27

6. Glossary – terms and definitions 28

Annex A. EQF and e-CF level table 29
Annex B. Deliverables and descriptions full list 30
Annex C. European ICT Professional Role Profiles – ESCO relationships 34

Acknowledgements 35

European ICT Professional Role Profiles version 2 – User Guide. DRAFT CWA Part 2. www.cen.eu www.ecompetences.eu 2
1. Executive overview: European ICT Professional Role Profiles User Guide
This CEN Workshop Agreement (CWA) Part 2 User Guide explains the basic principles and supports
practical application of the European ICT Professional Role Profiles.
The European ICT Professional Role Profiles make a key contribution to increasing transparency and
convergence of the European ICT Skills landscape. Incorporating the competences of the European e-
Competence Framework (e-CF, EN 16234-1) as a main component of profile descriptions, the 30 ICT
Professional Role Profiles provide a generic set of typical roles performed by ICT Professionals in any
organisation, covering the full ICT business process.
Complementary to the e-CF, the European ICT Professional Role Profiles contribute to a shared
European reference language for developing, planning and managing ICT Professional needs in a
long-term perspective and to maturing the ICT Profession as a whole.
The European ICT Professional Role Profiles are a flexible tool for ICT professional development and
profile construction. They are not intended to represent a rigid standard. The profiles were built as a
foundation and inspiration, from an organisational viewpoint, for the flexible creation of more
context-specific profiles in a broad variety of areas (e.g. job profiles, curriculum design).
Implementing the e-CF competences from a profile construction perspective, the European ICT
Professional Role Profiles provide a tool and entry point for e-CF application to individuals and
organisations working with the e-CF EN 16234-1 standard.
There are many ways to apply the 30 typical ICT Profiles, that are described in this CEN Workshop
Agreement. This User Guide provides pragmatic explanations on how to apply the European ICT
Professional Role Profiles from multiple stakeholder perspectives and for a broad range of
application purposes, such as, for example, HR planning, job advertisements, digital transformation
process support, curriculum design and qualifications.
Section 2 of this User Guide explains the underlying concepts and principles of the European ICT
Professional Role Profiles which are important to appreciate prior to constructing more context-
specific profiles.
Section 3 provides guidance on how to create more specific ICT Profiles in context, leading to the so-
called generations 3 of the European ICT Professional Profiles family tree. Founded on consistent
observations it is explained in more detail how to adapt the different components of the profiles to
meet specific needs.
Section 4 provides ideas and hints from varied perspectives and offers examples to demonstrate how
HR and ICT departments, curricula developers, qualification providers and other stakeholders can use
the profiles in support of job profile definitions, for assessment and career development, to support
an organisational change process including digital transformation and for curriculum design.
Additionally, guidance is offered on how to connect the profiles to other frameworks, e.g. ESCO the
European Classification of skills, competences and occupations.
The European ICT Professional Role Profiles CWA has been developed, maintained and supported in
practical implementation by a large number of European HR and ICT experts in the context of the
CEN Workshop ICT Skills. The first version of the profiles was published in 2012. This second release
is the outcome of the European ICT Professional Profiles in action project carried out in 2017-18.


2. European ICT Professional Role Profiles basic principles
2.1. ICT Professional Role Profiles versus competences and jobs
Jobs, roles and competences are terms commonly used when describing the actions, responsibilities,
tasks and skills of people in the workplace. The terminology is often used interchangeably and in

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common use it requires limited explanation. However, when applying ICT Professional Role Profiles,
it is useful to have a clear understanding of how these terms are defined in this CWA.
Competence is based entirely upon the e-CF definition; it is a demonstrated ability to apply
knowledge, skills and attitudes to achieving observable results. e-CF competences are a key
component of ICT Professional Profiles.
Roles, in this case the European ICT Professional Role Profiles, provide a broad picture of the
activities performed by individuals engaged in the multitude of positions that make up the ICT
profession. These profiles reflect a collection of typical tasks, competences and responsibilities that
are to be fulfilled and each profile is given a common use title for ease of identification. ICT
Professional Role Profiles are key components of ICT jobs.
Jobs of ICT professionals are normally described using job descriptions that are more detailed and
are specific to an individual and the organisation. They contain personalised information such as
terms and conditions of employment, remuneration and organisation cultural values. Jobs are
detailed descriptions in context.
The schematic below illustrates these relationships, it shows how a job incorporates roles and in
turn roles incorporate e-competences.

Figure 1: European ICT Professional Role Profiles implementation into the organisation – A job incorporates
roles (one, parts of or many) and a role incorporates up to 5 e-Competences.

The function of European ICT Professional Role Profiles is to offer users structure and clarity for
designing or identifying and clustering the multitude of activities that are essential to support the
digital strategy of an organisation. They are less detailed and less specific than job descriptions and
offer a simple but flexible start point. They also represent a European multi-stakeholder shared
perspective and provide a common reference language and communication tool to support mutual
understanding e.g. both between countries but also within organisations such as between HR and ICT
departments.

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There are a huge range of different job titles across the ICT profession and they are created for a
variety of purposes including attracting new recruits and providing recognition for organisation
loyalty through promotion and construction of enhanced job titles. Jobs are unique but a similar title
can be used to describe a widely different job, or similar jobs can be described by different titles. This
can be confusing and prevent clear understanding between different actors and stakeholders of the
job described and its associated tasks and responsibilities.
The European ICT Professional Role Profiles address this lack of clarity by clustering typical and
common job role components into a consistent role profile template. These role profiles, built from
an organisational perspective, may be adopted and used as a basis for many activities including,
personal development, organisation and job family restructuring, curriculum and training course
development. The profiles are designed to be consistent in structure but varied in content offering
clear differentiation between each profile.
The European ICT Professional Role Profiles can be used in a multitude of environments and in a wide
variety of ways, they can be broadly categorised in three application types;
• (A) Taking one or more of the 30 provided profiles (generation 2) with none or some minor
changes by the user
• (B) Forming new profiles with greater granularity (generation 3) associated and derived from
the 30 provided profiles
• (C) Adopting the structure and format of the professional profiles template but using
different content to establish significantly different roles either related or even unrelated to
ICT.

2.2. Underlying concepts: e-Competences and Deliverables
The European ICT Profile descriptions are based on two key components:
• European e-Competence Framework: for defining ICT Professional Role Profiles a list of e-
competences can be identified, each defined by a proficiency level and focusing on
the most relevant to provide clear differentiation between the role profiles;
• Outcomes/ Deliverables
- An ICT Professional Role Profile is defined by a list of Deliverables, either in terms of
accountable, responsible or in terms of contribution;
- A Deliverable is a predefined result of a task in a working context;
- One Deliverable can have only one associated accountable job but may have many
contributors;
- A deliverable may or may not be seen by users, may be intermediate or final, but
must always be observable.
Deliverables, together with e-CF competences, are the underpinning innovative elements of the
European ICT Professional Profile description approach. To ensure overall understanding of these
elements the following two chapters are dedicated to these core ingredients.

2.2.1. The European e-Competence Framework (e-CF)
The European e-Competence Framework (e-CF) standard EN 16234-1 is a main element of the ICT
Professional Profiles description template. The framework provides a reference of currently 40
competences as required and applied at the ICT workplace, using a common reference language for

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competences, skills, knowledge and capability levels that can be understood across Europe and
internationally.
The e-CF is the result of 10 years continuous development and commitment by the European ICT
sector.
As the first sector-specific and workplace oriented implementation of the European Qualifications
Framework (EQF), the e-CF was created for application by ICT services in public and private
organisations, ICT professionals, managers and HR departments, vocational education, higher
education and other training, assessment and accreditation bodies, social partners, professional
associations, market analysts and policy makers.

Figure 2: European e-Competence Framework (e-CF) 3.0 overview

The European e-Competence Framework is structured in four dimensions. These dimensions reflect
different levels of business and human resource planning requirements in addition to work
proficiency guidelines and are specified as follows:

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Dimension 1: 5 e-Competence areas, derived from the ICT business processes PLAN – BUILD –
RUN – ENABLE – MANAGE. Dimension 1 serves as an entry point to navigate through
the e-Competences in dimension 2. The competences can be equally mapped against
other process description models, e.g. the DASA model for Devops.
Dimension 2: A set of reference e-Competences for each area, with a generic description for each
competence. 40 competences identified in total provide the European generic
reference definitions of the e-CF 3.0.
Dimension 3: Proficiency levels of each e-Competence provide European reference level
specifications on e-Competence levels e-1 to e-5, which are related to the EQF
levels 3 to 8.
Dimension 4: Samples of knowledge and skills relate to e-Competences in dimension 2. They are
provided to add value and context and are not intended to be exhaustive.
Whilst competence definitions are explicitly assigned to dimension 2 and 3 and knowledge and skills
samples appear in dimension 4 of the framework, attitude is not made explicit but embedded in all
three dimensions.

Figure 3: e-Competence Example A.1. IS and Business Strategy Alignment in all four dimensions

Each e-Competence identified for the European ICT Professional Role Profiles is defined at a specific
level of e-Competence performance. To support understanding the European e-Competence
Framework (e-CF) level table including relationships of e-CF levels is enclosed as Annex A to this User
Guide.

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From a CEN Workshop Agreement (CWA) to a European Norm (EN)
Following consultation of CEN member states, the e-CF 3.0 CEN Workshop Agreement (CWA) initially
published in 2014 by the CEN ICT Skills Workshop was transformed into a European standard and re-
published in 2016 as the European Norm (EN) 16234-1. The e-CF is now maintained by the CEN
Technical Committee (TC) 428 which at the start of 2018 commenced an update activity towards
version 4.0 to address the latest trends in ICT business and technology and maximise consistent
relationships with other frameworks (e.g. SFIA, ESCO).
Each European ICT Professional Role Profile is specified by four up to five e-Competences from the e-
CF. Annex A of CWA Part 1 THE PROFILES provides a one-sight overview matrix of which e-
Competences have been assigned as a prerequisite to successful performance of which profile.

2.2.2. Deliverables
Deliverables, together with e-CF Competences, form one of the two main components defining the
European ICT Professional Role Profiles.
Deliverables describe typical outcomes of a task in a working context. Each ICT Professional Role
Profile is defined by a list of Deliverables, either in terms of being accountable (A), responsible (R) or
in terms of contribution (C), aligned to the RACI model. In the context of this CWA the three
attributes are defined and applied as follows:
• Accountable (A): The individual ultimately answerable for the correct and thorough
completion of the deliverable
• Responsible (R): The individual who performs the work to achieve the deliverable
• Contributor (C): The individual who contributes, due to their capability and knowledge
In the first version of the European ICT Professional Role Profiles CWA 52 deliverables were defined
with a goal to cover the 36 e-Competences of the European e-Competence Framework version 2.0.
User feedback, gathered in the context of the ICT Professional Role Profiles showed how the
deliverables, besides contributing to the definition of the ICT Professional Role Profile, are an easy-
to-use, standalone tool useful for describing processes and relationships within an organisation.
Furthermore, deliverables help to focus the definition of third generation profiles making it easier to
identify the competences that characterize the overall profile.
Based upon experience, current ICT profiles users have suggested enrichment of the deliverables list
to provide greater granularity and to address current ICT trends such as Digital Transformation, Agile
Process and Data Management including Big Data. To satisfy this requirement the number of
deliverables has been near doubled from the original 52 to the current 76.
Competences are needed to conduct a Task which produces one or more Deliverables.
The table below shows the first 20 Deliverables defined by this CWA provided as an example; the
complete list of all 77 Deliverables defined with full descriptions can be found in Annex B.

e-CF
N° DELIVERABLE DELIVERABLE DESCRIPTION
COMP.

Budget Plan A.4 A description of the amount of money spent on an organisation's

1 Information Technology systems and services, including compensation
for IT professionals and expenses related to the construction and
maintenance of enterprise-wide systems and services.
2 Business Case A.3 An explanation of why the investment should be made and how the
(Lightweight business will see a return on that investment (ROI) at some point in
Business Case) the future. A well-considered business case provides decision makers

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 with the information they need to decide if the investment should
proceed.
3 Business Plan A.3 A formal statement of a set of business goals, why they are attainable,
(Strategic Themes) and the plan for reaching them. Safe strategic themes provide
business context for decision-making within the portfolio and
influence investments in Value Stream. Strategic Themes provide the
enterprise with the differentiators going forward from current state to
future state; they help drive innovation and competitive
differentiation that is achievable only via effective portfolio solutions.
4 Business Process E.5, E.7 A formal definition and description of related, structured activities
Definition that will accomplish a specific organizational goal.
5 Business D.11, A relationship established to provide business services.
Relationship E.4
6 Business A.1 A description of what a business needs so that it can operate
Requirements successfully.
7 Change E.7 A plan which addresses the impact of change to an organization,
Management Plan easing the transition.
8 Data Analytics D.10 A method of Data, Information and Knowledge management which
use data aggregation and data mining to provide insight into the past
and answer: “What has happened?” This take the form of reports,
dashboards, etc.
9 Data Collection D.10 The result of a process where specific, structured information are
and gathered in a systematic fashion, subsequently enabling data analysis
Representation to be performed on resulting information
10 Data Management D.10 A plan by which the required data is acquired, validated, stored,
Plan protected, and processed, and by which its accessibility, reliability,
and timeliness is ensured to satisfy the needs of the data users.
11 Data Management B.1, A system designed to define, manipulate, retrieve and manage data in
System D.10 a database.
12 Data Model D.10 A description of data and relations in terms of dependency,
consistency and integrity.
13 Data Protection D.10, A set of principles or rules to guide decisions and achieve optimal
Policy E.8 outcome(s) in Data protection policy.
14 Data Selection D.10 The result of the process of determining the appropriate data type
and source, as well as suitable instruments to collect data
15 Development B.6 A process of dividing software development work into distinct phases
Process to improve design, product management, and project management.
16 Digital E.2 A sophisticated project plan that details durations and dependencies
Transformation of all the initiatives in the Digital Transformation. The roadmap also
Roadmap provides checkpoints for assessing the progress and success of the
Digital Transformation down the road.
17 Digital A.1 A strategy addressing the changes associated with the integration of
Transformation digital technologies into an organization. this concept is based on
Strategy several major pillars: cloud computing, mobility, real-time, the
Internet of things, large data and the importance of user's experience
and recently the Artificial intelligence.
18 Documented Code B.1 Self-documenting code is ostensibly written using human-readable
names, typically consisting of a phrase in a human language which
reflects the symbol's meaning. The code must also have a clear and
clean structure so that a human reader can easily understand the
algorithm used.
19 Enterprise A.5 An ICT plan which applies architecture principles and practices to
Architecture guide organizations through the business, information, process, and
technology changes necessary to execute their strategies.

Table 1: Deliverables n° 1 – 20: Deliverable title, related e-Competence(s), description.

See Annex B for full list

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In the following table RACI responsibilities for each deliverable are shown and are provided as a
general reference.
In some organisations, a job profile can be a subset of European ICT Professional Profile Roles or in
others there may be a customised profile that can be defined by combining RACI responsibilities of
more than one Role Profile. The table describes the entire set of possibilities and not only those
assigned within the Role Profiles descriptions. To enhance readability, deliverables assigned to Role
Profiles are highlight by a coloured border and background.

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Table 2: Deliverables n° 1-76 assigned to the European ICT Professional Role Profiles as Contributors (C),
Responsible (R), Accountable (A). Violet border and yellow background show what is included in ICT Role
Profile definition.


2.3. The European ICT Professional Role Profiles template
The European ICT Professional Role Profiles are constructed consistently to provide a common
template. A standard template makes it easier for users to compare different profiles and also
provide a fast start to developing new profiles or contributing to designing new job descriptions.
Each profile element is described below.
The template was designed to respond to the questions included in this table, to assist users in
communicating the purpose and potential application of the profiles within their organisation.

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 Question Template Descriptor ICT Professional Role Profile Example
Title DEVELOPER ROLE
What is the
Formed of a few words, the
role about?
title offers a common name
for the role
Summary statement Designs and/ or codes components to meet solution
What is done
Formed of a single sentence, specifications.
in this role?
this summary presents a
brief, concise description of
the role.
Mission Ensures building and implementing of ICT
Why is this
Within a maximum of three applications. Contributes to low-level design. Writes
role needed?
sentences this element code to ensure optimum efficiency and functionality
describes the rational and and user experience.
context of the role within
the organisation.
Deliverables Accountable Responsible Contributor
What will it
Sub-divided into
achieve? • Documented Software • Software Design
accountable (A), responsible
(R) and contributor (C) and code component Description
using a maximum of six • Test Procedure
deliverables they illustrate • User Experience
the responsibilities Design
associated with the role
Main task/s • Develop and engineer components
What is done
Using between six and eight • Follow user experience guidelines
in more
activities the tasks offer an • Aware of and address known security
detail?
understanding of the actions vulnerabilities, applying security by design
taken and the end results • Shape documentation
required of the role. • Provide advanced, component technical support
• Resolve issues prior to and following testing
e-competences B.1. Application Development Level 3
What
Between 4 and 5 B.2. Component Integration Level 2
competences
competences each defined B.3. Testing Level 2
are
by a proficiency level
required? B.5. Documentation Production Level 3
provide the overview of the
skills, knowledge and C.4. Problem Management Level 3
attitudes required of the
role.
KPI (Key Performance Fully functional components
Why does
Indicator) area
this role
Constructed of a simple
matter?
statement the KPI area is a
general, high level, guideline
that highlights the
contribution of the role to
the organisations
performance.

Table 3: The European ICT Profiles template: Questions, template descriptors, ICT Profile example

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The main principle when answering these questions was to focus on the most essential
characteristics which accurately represent the profile and effectively differentiate between the
profiles one from another.

2.4. The top of a European ICT Profile Family Tree
In the first version of European ICT Professional Role Profiles the idea of an ICT family tree was
introduced. Stakeholder and expert consultation proved that the family tree is still a valid view which
can be used to facilitate navigation and demonstrate relationships between profiles.
The profiles may be used for reference or alternatively as a base to develop further profile
generations. Structured from now seven main ICT Profile families, the currently 30 profiles reflect the
top of a European ICT Profile Family Tree. The concept is broadly analogous to a human family where
characteristics from one generation pass from one generation to the next but are also combined with
new characteristics. In a similar way it is envisaged that the core components of the now 30
generation 2 profiles may be passed down and adapted as needed to user generated profiles with
higher granularity.

Figure 4: 30 European ICT Professional Role Profiles (generation 2) in seven families (generation 1) at the top
of the European ICT Profile Family Tree

To assist the development of user created profiles, the thinking behind the original concept can be
extended to incorporate an additional perspective. When viewing a subject from a distance through
a camera lens we can make out a silhouette, or an outline of what we are seeing. As we gradually
focus the lens we can see progressively and more sharply and can better understand the detail of the
subject we are viewing.

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Likewise, the 30 European ICT Profiles provide a distant viewpoint with a clear outline but with inner
details that are deliberately generalised and of similar granularity. To customise profiles, users have
the option to modify content, inspired by the original and to incorporate detailed granularity to meet
specific requirements yet retain the original profile outline.
About Generation 1: Seven ICT Profiles Families
Structuring the currently 30 European ICT Professional Role Profiles by families significantly facilitates
navigation and enriches an initially flat structure with orientation guidance. In this way ICT Profiles
can be divided into family groups of related profiles.
The family identification reflects patterns of competence that are seen as the most helpful
arrangement of European ICT Professional Role Profiles for enterprises, human resources
department and professionals involved in competence and skills development. The assigned
competences of all European ICT Profiles are gathered from the e-Competence Framework. Thus
every European ICT Profile is characterised by a set of competences at specific levels that form a
typical pattern.
Based on the pattern of competence it is possible to locate each European ICT Profile on a map, built
from Dimension 1 of the e-Competence Framework which reflects the five main ICT business
processes PLAN, BUILD, RUN, ENABLE and MANAGE:

Figure 5: The 30 European ICT Professional Role Profiles structured by seven families and positioned in the
five main business processes (e-CF Dimension 1)

However, it should be noted that allocating a profile to a specific family or e-Competence grouping is
not an exact science. Dependent upon organisational perspective, some profiles could also be
allocated to alternative families. Generation 1 is merely an entry point to the ICT Profiles at
Generation 2, facilitating orientation and navigating through the entire structure.

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Feedback from e-CF and ICT Profiles applying stakeholders confirmed that the e-CF competences, in
dimension 1 structured by the 5 main business processes reflecting the waterfall appraoch, fit also
perfectly into agile process structures namely an Agile/ DevOps lifecycle. Accordingly, the e-CF
prooved to be also useful for new agile deliverbale identification and related role definitions like
DevOps or Digital Transformation Leader.

Figure 6: e-CF structure for an Agile/DevOps lifecycle (Source: DIGIFRAME 2018)

2.5. From version 1 to version 2 – updating highlights
Since version 1 of The European ICT Professional Profiles CWA there have been rapid advances in
organisation processes and consequently the role requirements of ICT Professionals. The changes are
numerous and including, significantly, the rise in ‘agile’ working methods, the impact of data
analytics, and the importance of digital transformation and greater emphasis on information
security. Driven by user experience and feedback across Europe, new and developing workplace
trends, have informed the update of existing profiles and the construction of additional new profiles.
• The original, 23 profiles have been updated, based upon ICT Profiles version 1 user
experience and feedback and most contain content changes
• Each title has been reviewed to reflect employment trends with the following amendments;
o ICT Consultant becomes Digital Consultant
o ICT Security Manager becomes Information Security Manager
o ICT Specialist becomes Information Security Specialist
o ICT Trainer becomes Digital Educator
o Service Desk Agent becomes Service Support
• The original 6 families have been extended to 7 (including a new Process Improvement
family)
• Additional structural rules have been applied, such as number of competences and tasks, to
provide even more consistent profile descriptions
• Seven new profiles have been added to the portfolio, again influenced by industry changes
and feedback from existing and potential users;

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 - Digital Transformation Leader
- Product Owner
- Scrum Master
- DevOps
- Data Scientist
- Data Specialist
- Solution Designer
These new roles are inspired by innovations in the workplace and are designed to co-exist
with the more traditional roles that are still relevant and prevalent across the ICT workforce.



3. Application guide (1): How to create specific ICT Profiles in context
3.1. Some basic observations
For a European set of ICT Professional Role Profiles to add value they must be easily adaptable to the
employment environment and their contents must be readily recognisable by ICT professionals. They
are not useful if, on the contrary, the employer has to change practices to meet profile descriptions.
The European ICT Profile descriptions are therefore reduced to their core characteristics which
clearly differentiate them one from another. Further context-specific elements can be added to the
Profiles according to the specific environments in which they Profiles are to be
integrated. Technology is constantly changing resulting in the introduction of new products and
services, often proprietary, which lead to a requirement for ICT professional knowledge update.
However, in line with the e-CF, the role profiles are constructed to be supplier neutral and recognise
that the underpinning competences and deliverables remain constant, often regardless of the
specific technology deployed. For example, different information technology operating systems are
not explicitly identified nor are application names.
Flexibility for users, is a founding principle of the development of European ICT Professional Role
Profiles; this is reflected in a pragmatic application of the acronyms ICT (Information and
Communication Technology) or IS (Information Systems). At Generation 2 of the European ICT
Profiles Family Tree, it is too restrictive and possibly inaccurate to be prescriptive about the use of
ICT or IS. The default is to use the more general term ICT, except in exceptional circumstances where
only IS, is applicable. However, IS or ICT can be applied more specifically within Generation 3 Profiles
to accurately focus the profile in context.
The European ICT Professional Role Profiles have therefore been created in a generic and simple
way, in order to enable reference and use by all types of ICT organisations, whatever their size and
their structure. In consequence, the ICT Profiles provide high level outlines of typical ICT Professional
Roles; easy to break down to the next context specific application level, for instance job descriptions.
If you ask one hundred knowledgeable managers to describe a particular job role you will get one
hundred different responses.
That means that, however well formulated; no single European ICT Professional Role Profile will fulfil
the needs of every situation. In daily practice, one specific ICT Role Profile may be divided and
performed by several people. Conversely one person’s job may combine components of several ICT
Role Profiles.

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Figure 7: European ICT Professional Role Profiles and job descriptions relationship

To meet this challenge, European ICT Professional Role Profiles provide typical outline descriptions
which may be used without modification or more commonly adapted to meet specific user
requirements.
The European ICT Profiles provide a consistent structure and offer a base to facilitate the creation of
further and more detailed Profiles.

3.2. Create new – how to adapt the template
For optimum profile assignment and development in a specific environment, carefully check the 30
European ICT Professional Role Profiles. During this exercise, it will be useful to recall some basic
aspects of the new profile context:
• Note the size of the organization.
• Take into account company policies, such as make or buy, security, customs/export
restrictions, legal issues, HR and ethics.
Complete the template as illustrated below to adapt the existing European ICT Professional Role
Profiles for reference to local specific needs. This leads to a new Generation 3 ICT Profile, e.g. a job
profile corresponding to the needs of your specific environment. To allocate your local Profiles to the
European ICT family and to adapt the template appropriately several actions are relevant:
1. Select best fit ICT Profile/s (One/ Part of one/ Set of several)
2. Adapt (Title/ Summary Statement/ Mission)
3. Keep or Add (Deliverables/ Tasks/ Competences/ Align Proficiency Levels)
4. Apply the appropriate use of the acronyms, IS and ICT, as applying to your context
5. Add missing items according to your organizational needs, (e.g. Experiences (Tools,
Methods)/ Attitudes/ Qualification/ Certification(s)/ Accreditation(s)/ Reporting line
The following template provides the necessary practical support and instructions for profiles
adaptation.

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PROFILE TITLE Gives a commonly used name to a profile.
Reuse or define Before starting check that there is strong distinction between new proposed profile
nd
with the 2 generation profiles. If not use existing title and modify remainder of
profile. If significantly different create a new title that does not conflict or
completely overlap with existing.
SUMMARY Indicates the main purpose of the profile.
STATEMENT The purpose is to present a brief, concise understanding of the new specified ICT
Adapt Profile. It should be understandable by ICT professionals, ICT managers, Human
Resource personnel and education and training institutions.
The structure should consist of a short sentence (up to approximately 15 words). It
should not repeat the entire ICT Profile name. It should provide a statement of the
job’s main activity.
Note: Ensure that the statement discriminates between other profiles.
MISSION Describes the rationale of the profile.
Adapt The purpose is to specify the designated job role defined in the ICT Profile. It should
provide the performance context of the job within an organisational structure.
The following verbs may be used within the description or at least for structuring
the thinking about how to express the mission: Guarantees, Ensures, Contributes
DELIVERABLES Illuminates the ICT Profiles and explains relevance including the perspective from
Keep or add a non-ICT point of view.

Also add the dimension of responsible following the RACI model.

Select only the most important deliverables*, which help to illustrate the ICT Profile,
e.g. not more than 6 in total (A,R,C together, not all three aspects have to be
necessarily covered) * see list of deliverables in table X
Note: A cross check may be useful to ensure deliverables do not overlap. Also it may
help to identify the existence of an existing profile that could be used rather than
creating a new one.
Accountable (A) Responsible (R) Contributor (C)
… … …

MAIN TASKS A list of typical tasks to be performed by the profile.

Keep or add A task is an action taken to achieve a result within a broadly defined context.
Tasks may be associated with deadlines, resources, goals, specifications and/or the
expected results; however this depends upon the context of the task and they may
be omitted, however the action must always be described.
A task is defined by a short description using a verb and the objective or goal of the
action. List no more than ten. Each task should contribute in defining a Profile.
e-CF COMPETENCES A list of necessary competences (from the e-CF) to carry out the mission.
Keep or add Level assignment is important.
Must include 4 to 5 competences. SELECTION CRITERIA: A competence is a
consequence of the above-derived Profile definition and helps to separate profiles
one from another.
SKILLS/ A list of necessary knowledge and skills.
KNOWLEDGE Some examples for inspiration are provided in European e-Competence Framework
Not part of gen. 2 Dimension 4.
Key Performance Must relate to the key deliverables in order to measure them.
Indicators (KPIs) In all 30 ICT Profiles KPI areas are provided, reflecting a long-term point of view of
Derive from KPI area good role performance. The KPI areas give an inspiration to enable development of

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 specific KPI’s for specific job descriptions. Such KPI measurements can be more
short-term oriented.
To facilitate KPI definition, see also section 3.3. The meaningful KPI’s have to be
identified in each context by the following rules:
• Use KPI’s examples which are strictly connected to the profile domain
• Use KPI’s examples which are strictly connected to the KPI area
• Use KPI’s examples which inspire a simple mode to measure them (bad
examples: ease in navigation, user satisfaction)
QUALIFICATION/
CERTIFICATIONS
Not part of gen. 2
ATTITUDES (non ICT) Up to 5.
Not part of gen. 2
RELATIONSHIPS/ Reports to… Interacts with…
REPORTING LINE
Not part of gen. 2
Table 4: The European ICT Profile Template supporting context-specific adaptation of the profiles at
Generation 3
The grey shadowed items are not part of European ICT Professional Role Profile definitions. They
provide examples for inspiration on how the generic European ICT Profiles can be augmented at
Generation 3, with more context specific descriptions and elements, in order to fit to the needs of a
specific situation

3.3. Identify key performance indicators (KPI’s)
KPI’s (Key Performance Indicators) are normally regarded as organisational measurements that meet
the criteria of being specific, measurable, achievable, time based and relevant to the success of the
organisation.
Given the nature of European ICT Professional Role Profiles that are generic by design, it is not
feasible to assign a specific KPI to a role. However, it is still valuable to understand how a role
typically contributes to an organisations success. To add this extra dimension, the term KPI area has
been adopted which represents a generic indicator that aligns with the overall granularity of
professional profiles. KPI areas are not prescriptive; they provide inspiration for further specification
and the construction of a traditional KPI.
If the European ICT Professional Role Profiles (generation 2) are used as the basis for more granular
and context-specific profiles (generation 3), the KPI areas may assist in focusing upon the specific
KPIs relevant to the role and the organisation.
KPIs can be an important and useful measurement but it is necessary to be aware that they are
narrow and focused on one performance outcome, consequently care must be taken to avoid misuse
causing unintended negative effects. A logical connection to tasks and deliverables is also important.
Three examples of specific KPI’s are provided below:

KPI area for inspiration
KPI examples (definition in context)
(from EU ICT Professional Role Profile)
A sales volume target, sale revenue target or
Sales quota achievement
profit target
(from Account Manager Role)
…

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 Project scope achievement Project completed on time
(from Project Manager Role) …
Customer satisfaction survey outcome
Customer satisfaction achievement
expressed as a percentage compared to a
(from Product Owner Role)
target.
…

Table 5: Deriving context-specific KPI’s from European ICT Role Profile KPI area – some examples


4. Application guide (2): Adopt the profiles from multiple perspectives
4.1. Job profiles definition (create generation 3)
In general, the European ICT Professional Role Profiles defined in this CWA are a start point and not a
predefined solution for organisations that plan to define their job descriptions.
Smaller organisations without access to a set of ICT professional roles describing the occupations of
their team can use the European ICT Professional Role Profiles as an excellent starting point. In more
complex organisations existing detailed roles often require amendment and the European
Professional Profiles provide inspiration and pragmatic content to commence a customisation of
existing roles.
It is possible to adapt the European Professional Role Profiles in many ways according to the needs of
the organisation; some examples are listed below:
• Adopt a European ICT Professional Role with limited customisation to derive a Job Profile
• Combine two or more ICT Role Profiles (or parts thereof) into one Job Profile
• Divide an ICT Role Profile into multiple Job Profiles to define, for example, different levels of
responsibility and seniority.
• Create a new Job Profile derived from a Role Profile by integrating it with details that
represent specific needs of the organisation.
A variety of examples from European ICT Professional Role Profiles user feedback demonstrated that,
in addition to the intrinsic usefulness of the role profiles, it was extremely valuable to have a
reference template available to guide the definition of new or amended Job Profiles of an
organisation.
Summary Statement, Mission, Deliverables, Main Tasks, e-Competences and KPI Area are the
attributes chosen to make the Role Profile definition meaningful; they describe in general terms
process, outcome, competences and performance measures, giving a complete overview of the role.
The resulting templates have proved to be a useful tool for supporting the definition of Job Profiles
making it an easier and more focused approach for the creation of organisation specific ICT
professional roles.
In practice, each template component may be customised or re-written to reflect organisational
characteristics.
Some example are:
• Adapt or rewrite the mission to describe the role of the Profile in the organisation
• Update deliverables to represent outcome responsibilities
• Adapt or rewrite main tasks to make them coherent with organisational processes

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 • Update competences to define profile capabilities required by the organisation
• Detail the KPI to match the organisations performance measures
Modifying in this way maintains a common language in profile descriptions, making it easier to
support relationships between different stakeholders, for example, making customer supplier
relationships more effective.
For more illustration and detail see:

Case study Title Country Viewpoint
E EDISON Data Science Career European level Staff Procurement
Framework
I Enhancing skills development in Italy ICT Professionals and
public IT service companies Managers
J Supporting organisational change The Netherlands HR and ICT Managers
K Supporting cultural change Spain ICT Professionals and
Managers

4.2. Use in assessment and career
The European ICT Professional Role Profiles together with the European e-Competence Framework
(e-CF) , may be used to implement an effective competence assessment process for ICT people.
Defining and implementing an internal competence assessment process enables verification of an
organisation’s existing roles and aids identification of competence gaps.
The result of the assessment can be used to improve accuracy of different processes:
• In training, the competence gap analysis can be used to design accurate training paths that
can, for example, develop the proficiency levels required to meet organisation requirements.
• In the development of an organization the result of the assessment can be used to guide the
design of the organization itself, allocating resources optimally and identifying the
competence shortcomings to inform the recruitment process.
• In career development, the outcome of individual assessments can be used to identify
optimal career development paths of the ICT professional, benefiting the employee and the
organisation
To make an assessment process accurate and effective a working tool can be easily developed
integrating the e-CF competences and the organisation Job Profiles; they can be derived starting
from the 30 Role Profiles described in this CWA.
To enable greater accuracy in competence measurement , further development of e–CF dimension 4
is recommended with the aim of increasing granularity.
For more illustration and detail see:

Case study Title Country Viewpoint
H Career and Assessment Tool Ireland ICT Professionals and
Managers
I Enhancing skills development in Italy ICT Professionals and
Public IT Service Companies Managers

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4.3. Implementation of profiles as an organisational change process
The implementation of the European ICT Professional Role Profiles in complex organisations typically
involves supporting the definition of job descriptions. Job descriptions need to be continuously
aligned with all relevant elements of the organisation: organisational structure, processes,
technologies, tools.
Job Descriptions contain the definition of competences, skills, duties and responsibilities that are
connected to a specific job in a specific organisation, with given processes, technologies and tools.
They describe the “expectations” of the organisation from a specific job and are crucial in several
processes:
• Hiring
• Training
• Performance Management
• Career Path Definition and, more generally, internal mobility (succession plan, business
continuity, etc.)
But almost every change in organisation, processes, technology or tools leads to the need to align
existing job roles and job descriptions. In the ICT field, changes are much faster than in other sectors,
and may be disruptive owing to the implications on processes, tools, changing competences and
even business models. In this scenario, where there is a strong need to align job description because
of organisational change, ICT role profiles can be used as a starting point, a communication tool and
as a guide to develop new or revise job profile descriptions quickly.
The European ICT Professional Role Profiles take into consideration new market trends and processes
but at the same time are defined at a granularity level that is low and generic enough to keep them
relevant over several years. In consequence, organisations engaged in change can benefit from using
these standardised role profiles for the identification of skill requirements to be developed in house
or alternatively to be sourced from the labour market.
The chart below gives an approximate orientation of the positioning of each European ICT
Professional Role Profile and the influence it exerts on the different aspects of organisation,
business, technology and people.

Figure 8: European ICT Professional Role Profile performance influencing the organisational process

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For more illustration and detail see:

Case study Title Country Viewpoint
F Combining frameworks/ supporting France HR and ICT Managers
organisational change
J Supporting organisational Change The Netherlands HR and ICT Managers
K Supporting cultural Change Spain ICT Professionals and
Managers


4.4. Curriculum design
In the context of qualification development and curriculum design, the European ICT Professional
Role Profiles can be used as
• A communication tool between employers and educators which improves consultation
process and outcomes
• A starting point for more detailed Role Profiles and curricula design in specialised fields (e.g.
ICT Security, Data and Big Data)
The European ICT Professional Role Profiles have proved to be very useful in the process of curricula
design. One of the key challenges of effective curricula design is managing how different
stakeholders communicate and cooperate to design curricula that meet both educational and
employer objectives. The ICT Profiles and the e-CF can provide a useful shared language and starting
point so that discussions between these stakeholders are quickly focused on useful content rather
than constantly re-explaining the foundations of the debate. Different stakeholders have different
perspectives, terminologies and ways of thinking about ICT knowledge, skills and competence. The
ICT Profiles can be used to provide a bridge or communication tool to facilitate this process.

Figure 9: European ICT Professional Role Profiles and e-CF providing a shared language between employers,
curricula developers and educators

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The European e-Competence Framework provides a structured way to describe and explain
knowledge, skills and competences. This is useful but ICT Professional Role Profiles add a crucial step
by providing informative examples of which competences are needed for which activities. This means
that the employer can easily start with the activities or tasks that need to be done and work back to
what competences or skills can be included in the curricula by educators. This has been shown to
significantly speed up the agreement on curricula design between employers and educators.
This means that in terms of updating curricula for new or changed activities in the workplace a
structure is in place to inform that debate. For example, when analysing the educational needs of a
specific job, an aligned European ICT Professional Role Profile may be adopted to form a common
vision of the role and its associated educational requirements. The competences within a profile
provide guidance on skills and knowledge items that can be developed to inform curricula design
and desired learning outcomes.
For more illustration and detail see:
Case study Title Country Viewpoint
A Occupations Standards Estonia Policy Makers and
Development Employers
B ICT Security Professional The Netherlands Education and Training
Certification
D Internet Practitioner skills Europe Education and Training
development


4.5. Use in connection to other frameworks – examples
The European e-Competence Framework (e-CF) is embedded as a major component of the European
ICT Professional Role Profiles description. Further inter-relationships and consistency with other
relevant ICT frameworks currently in place are important and add value to each. The following sub-
chapters provide three examples on how the ICT Profiles are connected or can be related to other
frameworks beyond the e-CF standard.

4.5.1. European classification of occupations: ESCO
ESCO is an important European Commission sponsored EU-initiative that provides a common
classification language designed to connect people to jobs. It can be used to support job matching,
job searching, career management and labour market analysis. ESCO is designed to improve
communication between the education and training sector and the European labour market. It is
provided in 26 languages and encompasses 2942 occupations and 13485 skills to cover jobs across
the entire European employment field. Structured in three data pillars, ESCO interrelates
Occupations, Skills and Qualifications. The system includes over 100 ICT related occupations.
The scope of ESCO includes ICT occupations and naturally it differs from the European ICT
Professional Role Profiles in the level of granularity as a result of the different scope of the two
structures. However, as these models coexist in similar employment environments a consistent and
understandable relationship to each other is very useful. The most logical point of connection is
between the Profile title of an ICT Professional Role Profile and the Occupation titles assigned by the
ESCO Occupation pillar.
Taking into account the differences between each structure, the occupation table within ESCO
identifying over 100 ICT occupations is used as a reference point to connect to the 30 European ICT
Professional Role Profiles, see the full connecting table in Annex C1.

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Additionally, European ICT Professional Profile users may wish to understand how each profile can be
related to an ESCO defined Occupation and for this purpose a further table is provided in Annex C2.
For ease of reference an example relationship map between ESCO Occupation titles and ICT
Professional Profiles in both directions is provided below. It is important to note that the relationship
between the two structures does not represent an equivalence, it offers a best fit approximation that
readers may wish to investigate.

MAPPING EUROPEAN ICT PROFESSIONAL ROLE PROFILES TO ESCO OCCUPATION TITLES
European ICT Professional Role Profile Title ESCO Occupation Title
Business Analyst Role ICT business analyst
Business Information Manager Role ICT business analysis manager
Developer Role ICT application developer

MAPPING ESCO OCCUPATION TITLES TO THE EUROPEAN ICT PROFESSIONAL ROLE PROFILES
ESCO Occupation Title European ICT Professional Role Profile Title
ICT system administrator Systems Administrator Role
ICT network administrator Network Specialist Role
IT auditor Quality Assurance Manager Role
Table 6: Mapping European ICT Professional Role Profile Titles to the relevant ESCO Occupations Titles and
vice versa – example. For full relationship overview see Annex C1 and C2.
In this way both structures do not only relate to each other but each adds value to the other.

4.5.2. The European Framework for ICT Professionalism
The European ICT Professional Role Profiles take place within the context of the wider e-Skills
landscape and there are many related concepts, projects and initiatives which inform and are
informed by the ICT Profiles.
Similar to the e-CF, the European ICT Professional Role Profiles contribute to increasing transparency
and maturing the ICT Profession in Europe in the whole. They fit into the broader concept of ICT
Professionalism composed of four main building blocks: competences; bodies of knowledge;
professional ethics; education and training.

Figure 10: The four main building blocks of ICT Professionalism

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In ICT Professional practice all four building blocks are closely interrelated and in the past years a
number of concepts and tools have been developed to mature the ICT Profession delivered through a
number of projects. The below figure shows the main elements, concepts and tools available at the
European level and their interrelationships. The projects that developed these tools and frameworks
are listed in Annex A of CWA Part 3, the methodology documentation.

Figure 11: The four main building blocks of ICT Professionalism supported and inter-conneted by European
standards, references and tools
One important current development in this context is work to support the integration of an
organisational capability approach (what organisations need to succeed) and the individual
competence approach (what competences and skills people need to succeed).
The European ICT Professional Role Profiles are a starting point to address this important issue as
they can be used on an organisational level to plan structure and staffing (what roles are needed by
the organisation) and also at an individual level to identify the competences and skills needed to
effectively contribute to these requirements in a particular job. The project Digital Organisations
Frameworks and ICT Professionalism (DIGIFRAME) aims to enable the effective integration of
individual competences and organisational capabilities through developing a reference framework
inked to e-CF and ICT Profiles providing users with a method/ guide to use organisational frameworks
(like Agile, CMMI, ITIL, TOGAF, etc.) in parallel.

4.5.3. A national job profile framework: CIGREF
The inbuilt flexibility of European ICT Professional Role Profiles enables them to be combined with
other frameworks. The ICT Profiles can therefore also be used to enable the implementation of the
European e-Competence Framework alongside the French Large ICT User Companies’ Club “CIGREF”
job profiles nomenclature.
The CIGREF nomenclature covers the scope of ICT activities and contains nine families and 48 job
profiles which are the result of an agreed definition over 140 members in cross industrial sectors.

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The European ICT Professional Role Profiles provide a good practical standard to benchmark the
CIGREF job definitions and to give ICT managers the tools for mapping, prioritising and
contextualising the e-competences and their maturity level for each ICT team and create
organisation specific job profiles.
For more illustration and detail see:
Case study Title Country Viewpoint
E EDISON Data Science Career European level Staff Procurement
Framework
F Combining frameworks / France HR Managers
Supporting organisational change

4.6. A common reference language for policy making and market survey
The European ICT Professional Role Profiles provide a common reference set of typical roles
performed by ICT Professionals from an organisational perspective, covering the full ICT business
process.
The 30 typical Profiles provide a useful tool for the support of sector associations, policy makers and
market surveyors. In this context, the relationship to ESCO is of particular interest as both
frameworks look at the similar concepts but from two different perspectives (ESCO – occupation of
the individual / European ICT Professional Role Profiles – typical roles within an organisation) - and
consequently at different levels of granularity.
European ICT Professional Role Profiles can be useful for supply and demand data studies that are
carried out at national, European and international levels. These profiles can be used to provide a
shared agreed definition to facilitate the collection of reliable and comparable data on the ICT job
market and the supply and demand for different ICT Professionals and related competences.
The European ICT Professional Role Profiles and template can also be used for policy-driven
generation 3 developments.
For more illustration and detail see:
Case study Title Country Viewpoint
G National Standards Development Italy Policy Makers


5. Application guide (3): Transfer the template to other sectors
As stated previously in section 1.1, the European ICT Professional Role Profiles offer a template that
is of generic value and can in principle be applied to any sector.
ICT occupations coexist alongside the many jobs that exist in organisations across Europe. Although
the technical knowledge and skills of an ICT professional role maybe exclusive to the ICT profession
the key job elements can be identified within any role.
Referring to the template described in section 1.3. each topic may be addressed and converted to
the ‘language of the sector’ to form the basis of a profile that will inevitably contain different content
but formatted in an easy to understand structure.
Sharing the same format beyond sectors will contribute to increased transparency across
organisations, countries and sectors. It also supports the creation of ‘dual thinker’ profiles combining
more ICT-specific roles with business and specific knowledge from other fields.

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6. Glossary – terms and definitions

TERM DEFINITION SOURCE/ EXAMPLE
competence Demonstrated ability to apply knowledge, skills and Competences defined
attitudes to achieve observable results by EN 16234-1
European e-
Competences form part of the Role Profiles.
Competence
Source: EN 16234-1 e-CF Framework (e-CF)
job description A detailed description of what a person does so that An example may be job
the particular job holder can have no doubt of their description developed
tasks, duties and responsibilities and generally who from a generation 3
they report to. It contains precise information about profile.
competences, skills and knowledge required as well as
practical information about health and safety and
remuneration.
Job Descriptions are not included in the ICT Role
Profiles but they can be developed from the Profiles,
such as generation 3 level profiles.
knowledge Body of facts, principles, theories and practices that is knowledge examples
related to a field of work or study. An employee needs provided by EN 16234-
to know the relevant selection of these to successfully 1 European e-
perform in their job. Competence
Framework (e-CF)
Sample or indicative knowledge example are included
in the Role Profiles based on the e-CF.
role A role derives from an organisational need to get Example is the role of
something done. It is an organisational requirement risk management. This
that can be met by assigning employees to carry out all can be implemented by
or part of the tasks required to ensure that role is a range of different
carried out. One person or team may have multiple employees with
roles. varying degrees of
responsibility and types
In terms of the ICT Role Profiles it is often the case that
of tasks at different
an actual job carried out by an employee would consist
levels within the
of parts of a number of the Role Profiles.
organisation

Source: ITSM Academy
role profile An outline or general document which demonstrates Creative Leadership –
clearly the relationship between specific Talent Management
activities/tasks in a role and the individual skills,
European ICT
competences and knowledge required to undertake
Professional Role
them.
Profiles CWA
skill The ability to use know-how and expertise to complete Skills examples
tasks and solve problems. provided by EN 16234-
1 European e-

Competence
Framework (e-CF)

European ICT Professional Role Profiles version 2 – User Guide. DRAFT CWA Part 2. www.cen.eu www.ecompetences.eu 28
ANNEX A: EQF and e-CF level table
Source: EN 16234-1 European e-Comeptence Framework e-CF 3.0. Beside of concepts explicitely elaborated for
the e-CF, the table contains description elements of 1) The European Qualifications Framework for Lifelong Learning (EQF), April 2008, and
2) The PROCOM Framework, of which generic job titles have been reproduced by kind permission of e-Skills UK.

European ICT Professional Role Profiles version 2 – User Guide. DRAFT CWA Part 2. www.cen.eu www.ecompetences.eu 29
ANNEX B: Deliverables and descriptions full list

e-COMPETENCES
MANGE
ENABLE
BUILD
PLAN

RUN
DELIVERABLES DELIVERABLE DESCRIPTION

A description of the amount of money spent on an organization's

Information Technology systems and services, including
1. Budget Plan A.4 compensation for IT professionals and expenses related to the
construction and maintenance of enterprise-wide systems and
services.
An explanation of why the investment should be made and how
the business will see a return on that investment (ROI) at some
2. Business Case (Lightweight
A.3 point in the future. A well-considered business case provides
Business Case) decision makers with the information they need to decide if the
investment should proceed.
A formal statement of a set of business goals, why they are
attainable, and the plan for reaching them.SAFe strategic themes
provide business context for decision-making within the portfolio
3. Business Plan (Strategic and influence investments in Value Stream. Strategic Themes
A.3
Themes) provide the enterprise with the differentiators going forward from
current state to future state; they help drive innovation and
competitive differentiation that is achievable only via effective
portfolio solutions.
E.5,E A formal definition and description of related, structured activities
4. Business Process Definition
.7 that will accomplish a specific organizational goal
D.11,
5. Business Relationship A relationship established to provide business services
E.4
A description of what a business needs so that it can operate
6. Business Requirements A.1
successfully
A plan which addresses the impact of change to an organization,
7. Change Management Plan E.7
easing the transition.
A method of Data, Information and Knowledge management which
use data aggregation and data mining to provide insight into the
8. Data Analytics D.10
past and answer: “What has happened?” This take the form of
reports, dashboards, etc.
The result of a process where specific, structured information are
9. Data Collection and
D.10 gathered in a systematic fashion, subsequently enabling data
Representation analysis to be performed on resulting information
A plan by which the required data is acquired, validated, stored,
10. Data Management Plan D.10 protected, and processed, and by which its accessibility, reliability,
and timeliness is ensured to satisfy the needs of the data users.
B.1, A system designed to define, manipulate, retrieve and manage
11. Data Management System
D.10 data in a database.
A description of data and relations in terms of dependency,
12. Data Model D.10
consistency and integrity
D.10, A set of principles or rules to guide decisions and achieve optimal
13. Data Protection Policy
E.8 outcome(s) in Data protection policy
The result of the process of determining the appropriate data type
14. Data Selection D.10
and source, as well as suitable instruments to collect data
A process of dividing software development work into distinct
15. Development Process B.6 phases to improve design, product management, and project
management.
A sophisticated project plan that details durations and
16. Digital Transformation dependencies of all the initiatives in the Digital Transformation. The
E.2
Roadmap roadmap also provides checkpoints for assessing the progress and
success of the Digital Transformation down the road.

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 A strategy addressing the changes associated with the integration
of digital technologies into an organization. this concept is based on
17. Digital Transformation
A.1 several major pillars: cloud computing, mobility, real-time, the
Strategy Internet of things, large data and the importance of user's
experience and recently the Artificial intelligence
Self-documenting code is ostensibly written using human-readable
names, typically consisting of a phrase in a human language which
18. Documented Code B.1 reflects the symbol's meaning. The code must also have a clear and
clean structure so that a human reader can easily understand the
algorithm used.
An IT plan which applies architecture principles and practices to
19. Enterprise Architecture A.5 guide organizations through the business, information, process,
and technology changes necessary to execute their strategies.
A process which defines what to do, in terms of , for example, who
20. Escalation Process C.3 to inform and what will then happen, when a problem reaches a
defined level of difficulty or scale.
A service to support customers to identify system, network and
C.1,C
21. First Level Support application problems and advising on the solution; where required
.3 activate 2nd and 3rd level for specialist support
A physical artefact of a technology. (Does a hardware component
22. Hardware Component B.1
really needs a description?)
A systematic process of matching the interests,skills and talents of
23. HR Development Plan D.9
employees/staff/personnel with organisational goals
An examination and evaluation of an organization's information
technology infrastructure, policies and operations.The evaluation
24. ICT Audit Report E.6 of obtained evidence determines if the information systems are
safeguarding assets, maintaining data integrity, and operating
effectively to achieve the organization's goals or objectives.
The organisation, processes, human resources,infrastructure and
25. ICT Department & Budget A.1
budget needed to implement IS Strategy
A principle or rule to guide decisions and achieve optimal
26. ICT Governance Policy E.9
outcome(s) in ICT Governance policy
A description of user functions and services provided by an
27. ICT Model A.1
information system
D.2,E A set of principles/ rules to guide decisions to achieve optimal IT
28. ICT Quality Policy
.6 outcome(s) in term of quality
A comprehensive plan that information technology management
professionals use to guide their organizations; it covers technology
29. ICT Strategy and management, cost management, human capital management,
A.1
Implementation hardware and software management, vendor management, risk
management and all other considerations in the enterprise IT
environment.
A Database in which are registered incidents information, current
30. Incidents Database C.3
resolution status, and solutions to manage them
D.1,E A set of principles/rules to guide decisions and achieve optimal
31. Information Security Policy
.8 outcome(s) in Information Security
An identification, monitoring and analysis of vulnerabilities and
32. Information Security Risk
E.8 data privacy issues and how to manage them; an effective plan of
Assessment prioritized solutions based on specific goals, schedule, and budget
A document that provides a summary of each of the identified
33. Information Security Risk risks, the responses that have been designed for each risk, the
E.3
Treatment Plan parties responsible for those risks and the target date for applying
the risk treatment.
A description of the goals and strategy for Information Security
34. Information Security Strategy D.1
policies,activities and processes
A solution in which all components and sub-systems are integrated
35. Integrated Solution B.2
and tested
A regular meeting where Agile Team members discuss the results
36. Iteration Retrospective B.6 of the Iteration, review their practices, and identify ways to
improve.
37. Knowledge or Information An organized repository of knowledge consisting of concepts, data,
D.10
Base objectives, requirements, rules, and specifications.

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 38. New Solution and Critical A document which illustrates goals, benefits and strategy for
Business Process Integration A.7 introducing new ICT technology or re-engineering/ integrating
Proposal business critical processes
A description of attributes such as security, reliability,
39. Non Functional A.5,
maintainability, scalability, and usability which are not core to the
Requirements A.6 specific function but necessary for effective software
A Study that permits to assess the relevance of the project with
regard to the users' demand aligned to the objectives of the
40. Opportunity Memo D.11
organization, and to decide whether it is viable or not. This study
specifies the issues, scope, context of the project and end users
A projection of achievable/ likely production volumes,
41. Production Forecast E.1 based on market needs, historical sales data and current
production capacity
A prioritized list of Features that have been analyzed and are
A.6,
42. Program Backlog intended to address user needs and deliver business benefits for a
D.11 single Agile Release Train (ART)
A.4. A formal, approved document used to guide both project execution
43. Project Plan
E.2 and project control
A set of documents ( or a formal approved document to match
above OR delete formal and approved as they may not ALWAYS
44. Project Portfolio E.2
apply?) for analyzing and collectively managing a group of current
or proposed projects
A method for the systematic monitoring and evaluation of the
various aspects of a project or service to maximize the probability
45. Quality Assurance E.6
that the appropriate standards of quality are being attained by the
production process.
46. Quality Performance A set of indicators measuring how quality policy is implemented on
E.6
Indicators IS projects and ICT solutions in operation
A definition of the activities which will deliver solutions achieving
A.4,E
47. Quality Plan customer's quality expectations on the basis of the quality
.6 standards.
A result of activities including Solution verification and validation,
48. Release B.4 documentation, and supporting activities to make a solution
availabke.
A plan of activities including Solution verification and validation,
49. Release Plan A.4 documentation, and supporting activities to make a solution
available
A set of principles/ rules to guide decisions and achieve optimal
50. Risk Management Policy E.3
outcome(s) in Risk Management
A contract involving transfer of the possession and ownership (title)
51. Sale D.7
of a good or property, in exchange for money or value.
D.7,E A projection of likely sales revenue, based on historical sales
52. Sales Forecast
.1 data, analysis of market surveys and trends.
A Service assisting the first level support through on-the-job
trainings, as well as through the documentation of newly
C.1,C elaborated solutions in order to make applicable the knowledge for
53. Second Level Support
.3 the first level support. If the complexity of a request exceeds the
know-how or the technical capabilities of the second level support,

it is forwarded to the third level support.

A service level agreement (SLA) is a contract between a service
54. Service Level Agreement A.2 provider (either internal or external) and the end user that defines
the level of service expected from the service provider.
A service catalogue information includes ordering and requesting
55. Services Catalogue A.4
processes/ prices/ deliverables /contract points.
A Software Package, or module that encapsulates a set of related
56. Software Component B.1
functions (or data)
A description which shows how the software system will be
structured to satisfy the requirements. It is the primary reference
57. Software Design Description A.6
for code development and, therefore, it must contain all the
information required by a programmer to write code.
A set of Documents which illustrate all aspects related to the
58. Solution Documentation B.5
Solution

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 A solution deployed and running in the actual operational
59. Solution in Operation C.3
environment
A software requirements specification is a description of a software
A.6, system to be developed. It lays out functional and non-functional
60. Solution Requirement
D.11 requirements, and may include a set of use cases that describe user
interactions that the software must provide.
A set of Documents which define in detail the Solution to be
61. Solution Specification A.6
developed
An incident at the stage where a Solution to address the problem
62. Solved Incident C.4
has been applied
A time when the Scrum team gathers to agree on a sprint goal and
63. Sprint Planning E.2 determine what subset of the product backlog it can deliver during
the forthcoming sprint.
An IT Policy built on the principles of Green IT – reducing the
environmental impact of IT products and infrastructure adding
64. Sustainable IT Policy A.8
aspects of social responsibility such as working environment and
socially responsible manufacturing of IT products.
A set of user and enabler Stories that originate from the Program
Backlog, as well as stories that arise locally from the team’s specific
65. Team Backlog A.6 context. It can contain other work items as well, representing all
the things a team needs to do to advance their portion of the
system
A document that defines the technical requirements of a project,
66. Technical Proposal D.5
and explains the plan formulated to address them.
A document describing the scope, approach, resources and
67. Test Plan B.3
schedule of intended test activities.
68. Test Procedure B.3 A set of tests which addresses homogeneous/ similar solution areas
A document which details the results after one of several sessions
69. Test Result B.3
during Test Phase
A component of a Training Program that has specific goals of
improving one's capability, capacity, productivity and performance.
D.3- Suggest replace with as follows as It may not be part of traing
70. Training Course
D.9 programme., also this revised description 'matches' what we say re
training programme deliverable. An event with the aim of the
acquisition of knowledge, skills, and competences
A set of principles/rules to guide decisions and achieve optimal
71. Training Policy D.3
outcome(s) in ICT training
A program for the acquisition of knowledge, skills, and
72. Training Program D.3
competences ( note link to training course..)
73. Up-to-date Solution C.2 An updated Solution during the Maintenance Phase
74. User Engagement Evaluation A set of appropriate tools and targets for the channels adopted to
D.12
Tools evaluate levels of customer engagement
A set of product specifications to enhance user satisfaction by
improving the usability, accessibility, and pleasure provided in the
75. User Experience Design B.6 interaction with the product. User experience design encompasses
traditional human–computer interaction design, and extends it by
addressing all aspects of a product or service as perceived by users
76. Validated Solution B.3 A solution at the end of Test and Validation Phase

Table B: Deliverables, related e-CF area and e-Competences, deliverable descriptions

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ANNEX C: European ICT Professional Role Profiles – ESCO relationships
Important note: The relationship between the two columns does not represent an equivalence it offers a best
fit approximation that readers may wish to investigate.

ESCO Occupation Title EU ICT Professional Role Profile Comment
(from ICT occupations list) Title
database administrator Data Administrator Role
ICT system administrator Systems Administrator Role
ICT network administrator Network Specialist Role
IT auditor Quality Assurance Manager Role
telecommunications engineering technician Network Specialist Role
webmaster Digital Media Specialst Role
ethical hacker Data Specialist Role
digital forensics expert Data Scientist Role
ICT security technician Cyber Security Specialist Role
data centre operator Systems Administrator Role
ICT security administrator Cyber Security Specialist Role
search engine optimisation expert Digital Media Specialst Role
online community manager Digital Media Specialst Role
ICT trainer Digital Educator Role
ICT consultant Digital Consultant Role
ICT system integration consultant Systems Architect Role
green ICT consultant Digital Consultant Role
ICT security consultant Cyber Security Specialist Role
ICT technician Technical Specialist Role
ICT help desk agent Service Support Role
broadcast technician Technical Sepecialist Role
ICT network technician Network Specialist Role
mobile devices technician Technical Specialist Role
communication infrastructure maintainer Network Specialist Role
telecommunications technician Network Specialist Role
big data archive librarian Data Specialist Role
telecommunications equipment maintainer Technical Specialist Role
radio technician Technical Specialist Role
ICT presales engineer Account Manager
ICT buyer Service Manager Role
software manager ICT Operations Manager Role
ICT research manager Digital Consultant Role
ICT operations manager ICT Operations Manager Role
ICT help desk manager Service Manager Role
telecommunications manager Service Manager Role
e-learning architect Systems Architect Role
ICT resilience manager Cyber Security Specialist Role
ICT project manager Project Manager Role
web content manager Digital Media Specialist Role
ICT environmental manager ICT Operations Manager Role
ICT quality assurance manager Quality Assurance Manager Role
ICT auditor manager Quality Assurance Manager Role
ICT security manager Cyber Security Manager Role
ICT documentation manager Quality Assurance Manager Role

European ICT Professional Role Profiles version 2 – User Guide. DRAFT CWA Part 2. www.cen.eu www.ecompetences.eu 34
eBusiness manager Digital Transformation Leader Role
ICT account manager Account Manager Role
enterprise architect Enterprise Architect Role
ICT business analysis manager Business Analyst Role
ICT information and knowledge manager Data Scientist Role
ICT product manager Solution Designer Role
ICT vendor relationship manager ICT Operations Manager Role
ICT capacity planner ICT Operations Manager Role
ICT business development manager Account Manager Role
chief data officer Digital Transformation Leader Role
chief technology officer Chief Information Officer Role
chief ICT security officer Cyber Security Manager Role
chief information officer Chief Information Officer Role
ICT system tester Test Specialist Role
software tester Test Specialist Role
data quality specialist Data Specialist Role
ICT integration tester Test Specialist Role
ICT test analyst Test Specialist Role
digital games tester Test Specialist Role
ICT accessibility tester Digital Media Specialist Role
ICT usability tester Solution Designer Role
data scientist Data Scientist Role
computer scientist Systems Analyst Role
ICT research consultant Systems Analyst Role
software developer Developer Role
ICT application configurator Solution Designer Role
database integrator Data Specialist Role
embedded systems software developer Developer Role
database developer Data Specialist Role
digital games developer Solution Designer Role
ICT system developer Developer Role
telecommunications engineer Network Specialist Role
3D animator Digital Media Specialist Role
ICT network engineer Network Specialist Role
web developer Digital Media Specialist Role
ICT application developer Developer Role
mobile app developer Developer Role
industrial mobile devices software developer Developer Role
user interface developer Developer Role
technical communicator None Generation 3 Profile not included CWA
instructional designer Solution Designer Role
e-learning developer Digital Educator Role
3D modeller Digital Media Specialist Role
embedded system designer Systems Architect Role
ICT intelligent systems designer Systems Architect Role
digital games designer Solution Designer Role
ICT network architect Systems Architect Role
digital media designer Digital Media Specialist Role
software architect Systems Architect Role
user interface designer Digital Media Specialist Role

European ICT Professional Role Profiles version 2 – User Guide. DRAFT CWA Part 2. www.cen.eu www.ecompetences.eu 35
database designer Data Administrator Role
data warehouse designer Data Specialist Role
ICT system architect Systems Architect Role
integration engineer Systems Analyst Role
data entry clerk NONE not CWA scope
system configurator Systems Architect Role
ICT business analyst Business Analyst Role
ICT disaster recovery analyst Business Analyst Role
telecommunications analyst Network Specialist Role
ICT system analyst Systems Analyst Role
software analyst Solution Designer Role
data analyst Data Specialist Role
knowledge engineer Data Specialist Role
user experience analyst Product Owner Role
Table C1: Relating ESCO Occupation Titles to European ICT Professional Role Profile Titles
Important note: The relationship between the two columns does not represent an equivalence it offers a best
fit approximation that readers may wish to investigate.
EU ICT Professional Role Profile Title ESCO Occupation Title Comment
Account Manager Role ICT account manager
Business Analyst Role ICT business analyst
Business Information Manager Role ICT business analysis manager
Chief Information Officer Role chief information officer
Data Administrator Role database administrator
Developer Role ICT application developer
Digital Media Specialist Role digital media designer
Enterprise Architect Role enterprise architect
Digital Consultant Role ICT consultant
ICT Operations Manager Role ICT operations manager
Cyber Security Manager Role ICT security manager
Cyber Security Specialist Role ICT security consultant
Digital Educator Role further education teacher
Network Specialist Role ICT network technician
Project Manager Role ICT project manager
Quality Assurance Manager Role ICT quality assurance manager
Service Support Role ICT help desk agent
Service Manager Role service manager
Systems Administrator Role ICT system administrator
Systems Analyst Role ICT system analyst
Systems Architect Role ICT system architect
Technical Specialist Role ICT technician
Test Specialist Role ICT system tester
Solution Designer Role integration engineer
Digital Transformation Leader Role strategic planning manager
DevOps Expert Role Combination of several roles including: ICT application developer,
ICT system tester and integration engineer
Data Scientist Role data scientist
Data Specialist Role database integrator
Scrum Master Role business coach
Product Owner Role user experience analyst
Table C2: Relating European ICT Professional Role Profile titles to ESCO Occupation titles

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Acknowledgements

We are grateful and indebted to the wide group of people and organisations who have contributed
to date to the “European ICT Professional Profiles in action“ project work, including

• the registered CEN ICT Skills Workshop Members who expressed their support, coming from
(ISC)2, AICA, ATI-Asociación de Técnicos de Informática, BCS, the Chartered Institute for IT,
CEPIS, Cigref, CompTIA, ECDL Foundation, European e-Skills Association (EeSA), EMF,
eExcellence, ESI-CEE, E-SCN, EuroCIO, EXIN, HBO-I, IVI- Innovation Value Institute, IT Staffing,
Internatinal Webmasters' association (IWA) Italy, Linux Professional Institute, Microsoft,
Pasc@line, Thames Communication, Trinity College Dublin

• ICT Profiles on-line survey respondents, coming a.o. from Connect IT People, UILTuCS, Airbus,
GAIA (the telecom cluster of the Basque country), e-Jobs Observatory, Bl4ckswan, University
of Málaga, makeme.guru, Agenzia per l’Italia Digitale, European Association for Technical
Communication tekom Europe e.V., BCS Koolitus, KNVI, Capgemini, AppCert, Basque
Government, QIS Qualification of Information Security Professionals, IT-CI, Netmind,
Capgemini Academy, KNVI, EPI, Randstad Italia SpA, Cefriel, Meath County Council, Assinter
Italia, Certipass

• ICT user feedback workshop participants, coming from Assinter Italia, Observatoire Européen
des Métiers de l’Economie Numérique, Confindustria, Poste Italiane, Irish Computer Society,
Fondazione Politcnico di Milano, CIAPE, EXIN, Cigref, Engineering Ingegneria Informatica SpA,
Università degli Studi die Milano-Bicocca, Certipass, AgID, netmind, Institut PI, AICA,
Capgemini, Tekom, IVI, Assinform

• European ICT Professional Profiles Case study contributors, coming from Kutsekoda, ITL, BCS
Koolituus AS, PvIB, Fondazione Politecnico di Milano, GAIA, Amsterdam University,
Connectitpeople, CIGREF, AgID, ICS, Assinter Italia, Capgemini, Red Eléctrica de España,
netmind

• Final multi-stakeholder feedback collecting workshop participants, coming a.o. from Assinter
Italia, Observatoire Européen des Métiers de l’Economie Numérique, Irish Computer Society,
Fondazione Politcnico di Milano, Cigref, Agfa, Wacker Chemie AG, Engineering Ingegneria
Informatica SpA, netmind, AICA, A/I/M bv, Capgemini, IVI, European Commission, eSkills
Malta Foundation, CEPIS, Continental Automotive IT, University of Alcalà, IT Staffing, VOICE
e.V., ESCO Secretariat, KNVI, SFIA

• the CEN ICT Workshop Community, including non-registered members,

and further European e-skills and ICT Professionalism stakeholders for providing highly valuable input
and support.

This “European ICT Professional Role Profiles” CWA in four parts has been developed and written in
2017-18 by the CEN nominated expert team members Jutta Breyer (project leader), Rocco Defina,
Terry Hook, Frédéric Lau, Riccardo Scquizzato, Clare Thornley.



© CEN copyright protected work. No commercial use or exploitation is allowed.

European ICT Professional Role Profiles version 2 – User Guide. DRAFT CWA Part 2. www.cen.eu www.ecompetences.eu 37