Digital Industries Apprenticeship: Occupational Brief IS .
Digital Industries Apprenticeship: Occupational BriefIS Business AnalystMarch 20171
Digital Industries Apprenticeships: Occupational BriefLevel 4 IS Business AnalystMinimum Standards and Grading CriteriaThis paper defines the minimum requirements for the knowledge, skills and behaviours defined in the standard, which are required for a pass. It also defines the criteria to be used forawarding the grade for merit or distinction. This paper should be read in conjunction with the Standard and Assessment Plan for the Level 4 IS (information Systems) Business AnalystApprenticeship.Overview of GradingThere are three sets of criteria on which the assessment and grading is made. The three criteria areThe What: what the apprentice has shown they can do,The How: the way in which the work has been doneThe With Whom: The personal and interpersonal qualities the apprentice has brought to their work relationshipsEach of these three criteria has minimum (expected) requirements which must be satisfied for a pass.Each of these criteria has a number of dimensions which should be considered to determine if the apprentice is significantly above the minimum (expected) level of qualityThe purpose of grading is to differentiate between those apprentices whose work is at the expected level of quality against the totality of the skills, knowledge and behaviours specified in thestandard and those whose work is significantly above this expected level:For a pass, each of the three sets of criteria must demonstrate at least the expected (minimum requirement) level of qualityFor a merit, the What has to be significantly above the level of quality and one of either the How or the With Whom has to be significantly above the level of quality expectedFor a distinction, each of the three sets of criteria must be significantly above the expected level of qualityThe assessor makes a holistic judgement about whether or not their assessments demonstrate that the apprentice is “significantly above the expected level of quality” in each of these threeareas and can then determine which grade should be awarded.2
The what – what the apprentice has shown they can doMinimum RequirementsThe following table shows what the minimum, expected requirements are for a pass on this criterion:.Competency StandardMinimum, expected, requirements for a passInvestigation TechniquesThe apprentice must be able to:Apply structured techniques toinvestigate wants, needs, problemsand opportunities.Document the current situation andapply relevant techniques to structureinformation1.2.3.4.5.Explain the application of investigative techniques required to conduct a preliminary assignment investigationExplain the advantages and disadvantages of a range of investigative techniquesProduce an outline definition of a business situation using a recognised techniqueIdentify the problems and opportunities inherent in the business situationSupport the identification and presentation of proposed actions to stakeholders in order to gain agreement forfurther analysis activityAssist in the recommendation ofbusiness and IS changes.Business Process ModellingModel business processes with clearlydefined boundaries usingcontemporary modelling techniquesand digital modelling tools .Analyse business process modelsto identify opportunities forimprovement.The apprentice must be able to:1.Derive process information from stakeholders2.Model straightforward business processes in line with a defined notation standard and using a business processmodelling software tool3.Explain the importance of an organisational view of business processes4.Define the individual tasks within a business process5.Identify business process elements that require improvement6.Produce models of redesigned business processes3
Redesign business processmodels using different scenariosand solution models.Requirements Engineering &ManagementElicit requirements from stakeholdersto identify business and user needs.Analyse, validate, prioritise anddocument functional and nonfunctional requirements for businesssituations.Identify data requirementsrelating to businessimprovement.The apprentice must be able to:1.Explain the use of different techniques to elicit requirements, including when it is most appropriate to use each2.Explain the need to elicit requirements rather than gathering solution descriptions3.Undertake requirements elicitation for a project4.Produce clear written requirements definitions in line with local standards5.Analyse documented requirements to remove duplication, conflict and overlap6.Categorise requirements into standard types: general, technical, functional and non-functional7.Explain a prioritisation approach and apply this approach when defining requirements8.Present requirements for validation by stakeholders9.Support the establishment of requirements traceabilityAssist in the management andcontrolled change ofrequirements.Data modellingCreate data models to illustratehow data is represented within abusiness system.The apprentice must be able to:1.Work with senior colleagues to prioritise business and information needs2.Analyse data from primary and secondary sources3.Support the development of a simple data modelRevise the data model inaccordance with differentproposed solutions.4
Gap AnalysisCompare current and future-statebusiness situations with a view todeveloping a roadmap for businessimprovement.Acceptance TestingDefine acceptance tests forbusiness change and IS systemsolutions.Stakeholder Analysis & ManagementIdentify stakeholders impacted bya proposed change,understanding their perspectivesand assessing how their interestsare best managed.Business Impact AssessmentAssess and document the drivers,costs, benefits and impacts of aproposed business change.The apprentice must be able to:1.Explain the gap analysis process2.Document a current business situation3.Support the development of a model of a conceptual, desired business system or process4.Identify the key differences between the current and future business systems5.Produce a list of the actions required to move from the current to desired business systemThe apprentice must be able to:1.Demonstrate knowledge of the different phases of testing an IT system2.Demonstrate an understanding of the role of a business analyst within the test lifecycle3.Contribute to the development or assurance of the test plan and test scripts4.Support user acceptance testingThe apprentice must be able to:1.Explain the importance and the principles of engaging internal and external stakeholders2.Explain a range of techniques used to support the identification and analysis of internal and external stakeholders3.Apply formal techniques to research and identify project stakeholders and their area of interest and influence4.Prepare and present a stakeholder map that identifies the relevant stakeholders and their areas of interest andinfluence in a projectThe apprentice must be able to:1.2.3.Demonstrate an understanding of business change impact assessmentSupport the development of a cost/benefit analysis for a proposed business changeUsing a familiar business change scenario, evaluate and document the key impacts on the relevant people, process,organisation, technology and information dimensions.5
4.Explain how the business assessment information would be used to ensure business change readinessCriteria for a Merit or DistinctionThe following table shows what an apprentice would need to demonstrate to be assessed as significantly above the expected level for what they have doneDimensionsDescription of what significantly above the expected levelof quality looks likeBreadth – the range of tools andmethods understand and appliedUnderstands and applies a wide range of tools and methodsAccurately and appropriately applies and effectivelyimplements the right tools and methods in a variety ofdifferent situationsDepth – the level to which thesetools and methods are understoodand appliedA capable user - exploits the functionality/capability of thetools and methodsBroad understanding of different tools and methods andhow and why they can be applied in different contextsComplexity – the extent andprevalence of inter-related and interdependant factors in the work andhow well the apprentice has dealtwith theseDeals confidently and capably with interrelated andinterdependent factors in their work6
The how: the way in which the work has been doneMinimum RequirementsThe following table shows what the minimum, expected requirements are for a pass on this criterion:Competency StandardMinimum expected requirements for a passApprentices can demonstrate the full rangeof skills, knowledge and behaviours requiredto fulfil their job role.Knows what skills, knowledge and behaviours are needed to do the job wellAre aware of their own strengths in the job role, and any areas for improvementAppreciate who else is important, for them to do their job and fulfil the role effectively (e.g. colleagues, managers, other stakeholders)Are aware of potential risks in the job role (e.g. security, privacy, regulatory)Use personal attributes effectively in the roleUnderstand how the job fits into the organisation as a wholeApprentices can demonstrate how theycontribute to the wider business objectivesand show an understanding of the widerbusiness environments.Understands the goals, vision and values of the organisationApprentices can demonstrate the ability touse both logical and creative thinking skillswhen undertaking work tasks, recognisingand applying techniques from both.Logical thinking:Are aware of the commercial objectives of the tasks/ projects they are working onUnderstands their role in meeting or exceeding customers’ requirements and expectationsIs in tune with the organisation’s culture Recognises the conclusion to be reached Proceeds by rational steps Evaluates information, judging its relevance and value Supports conclusions, using reasoned arguments and evidenceCreative thinking:Apprentices can show that they recogniseproblems inherent in, or emerging during,work tasks, and can tackle them effectively Explores ideas and possibilities Makes connections between different aspects Embraces ideas and approaches as conditions or circumstances changeProblem-solving: Analyses situations Defines goals Contributes to the development of solutions7
Prioritises actions Deals with unexpected occurrencesCriteria for a Merit or DistinctionThe following table shows what the apprentices would need to demonstrate to be assessed as significantly above the expected level for the way in which the work has been doneDimensionsDescription of what significantly above the expectedlevel of quality looks likeResponsibility – the scope ofresponsibility and level ofaccountability demonstrated in theapprentices workUndertakes work that is more complex, more critical ormore difficultInitiativeDemonstrates an ability to extend or enhance theirapproach to work and the quality of outcomesWorks independently and takes responsibilityDoesn’t just solve the problem but explores all knownoptions to do it better, more efficiently, more elegantly orto better meet customer needsDelivery focus – the extent to whichthe apprentice has shown they cangrasp the problems, identifysolutions and make them happen tomeet client needsShows good project management skills, in definingproblem, identifying solutions and making them happenDemonstrates a disciplined approach to execution,harnessing resources effectivelyDrives solutions – with a strong goal focused andappropriate level of urgency8
The with whom: the personal and interpersonal qualities the apprentice has brought to internal andexternal relationshipsMinimum RequirementsThe following table shows what the minimum, expected requirements are for a pass on this criteriaMinimum expected requirements for a passApprentices can manage relationships withwork colleagues, including those in moresenior roles, customers/clients and otherstakeholders, internal or external and asappropriate to their roles, so as to gain theirconfidence, keep them involved andmaintain their support for the task/projectin hand.Apprentices can establish and maintainproductive working relationships, and canuse a range of different techniques for doingso.Managing relationships: Understands the value and importance of good relationships Acknowledges other people’s accomplishments and strengths Understands how to deal with conflict Promotes teamwork by participationCustomer/client relationships: Understands their requirements, including constraints and limiting factors Sets reasonable expectations Understands how to communicate with them in decisions and actions Interacts positively with them Provides a complete answer in response to queries (‘transparency’, ‘full disclosure’)Stakeholders:Apprentices can communicate effectivelywith a range of people at work, one-to-oneand in groups, in different situations andusing a variety of methods.Apprentices can demonstrate variousmethods of communication, with an Understands who they are and the focus of their interest in the project or assignment Prioritises stakeholders in terms of their importance, power to affect the task and interest in it and attitude to the project orinitiative Devises appropriate strategies for interactions with stakeholdersIntention/purpose: Understands the purpose of communicating in a particular situation or circumstance (e.g. inform, instruct, suggest, discuss,persuade, negotiate etc.) Checks that the person/people with whom one is communicating also understand the purpose Is sensitive to the dynamics of the situation9
understanding of the strengths, weaknessesand limitations of these, the factors thatmay disrupt it, and the importance ofchecking other people’s understanding. a.b.Is aware of anything that might disrupt the effectiveness of the communication (e.g. status, past history, environment)Method: Understands the most appropriate method
Level 4 IS Business Analyst Minimum Standards and Grading Criteria This paper defines the minimum requirements for the knowledge, skills and behaviours defined in the standard, which are required for a pass. It also defines the criteria to be used for awarding the grade for merit or distinction. This paper should be read in conjunction with the Standard and Assessment Plan for the Level 4 IS .
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