CEN/TR 16234-4:2021

SLOVENSKI STANDARD
01-april-2021
Krovni seznam e-usposobljenosti (e-CF) - Skupno evropsko okolje za strokovnjake
na področju informacijske in komunikacijske tehnologije v vseh sektorjih - 4. del:
Študije primerov
e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 4: Case Studies
e-Kompetenz Rahmenwerk (e-CF) - Ein gemeinsamer europäischer Rahmen für IKT-
Fach- und Führungskräfte in allen Branchen - Teil 4: Fallstudien
Référentiel des e-Compétences - Référentiel européen commun pour les professionnels
des technologies de l'information et de la communication dans tous les secteurs
d'activité - Partie 4 : Études de cas
Ta slovenski standard je istoveten z: CEN/TR 16234-4:2021
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.020 Informacijska tehnika in Information technology (IT) in
tehnologija na splošno general
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

CEN/TR 16234-4
TECHNICAL REPORT
RAPPORT TECHNIQUE
February 2021
TECHNISCHER BERICHT
ICS 35.020 Supersedes CWA 16234-4:2014
English Version
e-Competence Framework (e-CF) - A common European
Framework for ICT Professionals in all sectors - Part 4:
Case Studies
Référentiel des e-Compétences - Référentiel européen e-Kompetenz Rahmenwerk (e-CF) - Ein gemeinsamer
commun pour les professionnels des technologies de europäischer Rahmen für IKT-Fach- und
l'information et de la communication dans tous les Führungskräfte in allen Branchen - Teil 4: Fallstudien
secteurs d'activité - Partie 4 : Études de cas

This Technical Report was approved by CEN on 15 February 2021. It has been drawn up by the Technical Committee CEN/TC
428.
CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia,
Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway,
Poland, Portugal, Republic of North Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey and
United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION

EUROPÄISCHES KOMITEE FÜR NORMUNG

CEN-CENELEC Management Centre: Rue de la Science 23, B-1040 Brussels
© 2021 CEN All rights of exploitation in any form and by any means reserved Ref. No. CEN/TR 16234-4:2021 E
worldwide for CEN national Members.

Content  Page
European foreword . 3
Introduction . 4
1 Scope . 6
2 Normative references . 6
3 Terms and definitions . 7
4 Main Principles . 7
4.1 e-CF overview: structure, content . 7
4.2 Overview of e-CF case studies provided by this document . 10
5 Case studies: e-CF for multiple application across a variety of target groups . 14
5.1 Case Study A: Skill-UP: Please, mind the gap. e-CF and ICT Professional Role Mapping
to accelerate company transformation . 14
5.2 Case Study B: Educating the European ICT Professionals of the Future – an e-CF
compliant curriculum. 17
5.3 Case Study C: Teaching students human resource practices in the ICT profession as a
component of an Informatics services management course – example of a hiring
process . 21
5.4 Case Study D: Implementation of Software Engineering Competence Remote
Evaluation for Master Program Graduate” – e-CF based Learning Outcome usage for
Improving the Quality and Relevance of Higher Education . 25
5.5 Case Study E: ICT profile review process in the context of the German dual Vocational
Training System – use of the e-CF. 28
5.6 Case Study F: Making a role profile of an early adopter of Blockchain using the e-CF
standard . 32
5.7 Case Study G: UWV From Data services towards Data Science . 37
5.8 Case Study H: National approach to systematic multi-stakeholder engagement for ICT
education – using e-CF as a common language . 41
5.9 Case Study I: Using the e-CF to develop a certification framework and spin-off
curricula and VET programmes . 44
5.10 Case Study J: VIVAT – Aligning IT Professional Resources to the Company Strategy . 49
5.11 Case Study K: e-CF in support of cultural change in a large ICT user organization. 51
Bibliography . 55

European foreword
This document (CEN/TR 16234-4:2021) has been prepared by Technical Committee CEN/TC 428 “ICT
Professionalism and digital competences”, the secretariat of which is held by UNI.
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. CEN shall not be held responsible for identifying any or all such patent rights.
This document supersedes CWA 16234-4:2014.
In comparison with the previous edition, the following technical modifications have been made:
— Development of new case studies in the light of the EN 16234-1 revision and benefitting from
multiple e-CF user experiences gathered and application feedback received.
The EN 16234-1 (e-CF) for ICT professional competence being the main reference of this document
outlines the minimum requirements of competence (i.e. a threshold) in the work context. It includes
typical knowledge and skills examples that are not standardized but provided to support orientation and
understanding. When applying the EN 16234-1 (e-CF), this approach must be recognized to clearly
distinguish between which elements are mandatory and which are merely examples (represented by,
shall versus should/may/can etc.).
This European standard is made up of four parts:
— EN 16234-1 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 1: Framework. It provides the e-Competence Framework (e-CF)
published as a European Norm - EN.
— CEN/TR 16234-2 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 2: User Guide. It provides the e-CF User guide published as a CEN
Technical Report (TR).
— CEN/TR 16234-3 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 3: Methodology. It provides the e-CF Methodology published as a
CEN Technical Report (TR).
— CEN/TR 16234-4 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 4: Case Studies. It provides a series of Case Studies illustrating e-CF
practical use from multiple ICT sector perspectives published as a CEN Technical Report (TR).
Part 1 is fully standalone, and part 2, 3 and 4 rely on part 1.
Introduction
EN 16234-1 e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in
all sectors Part 1: Framework was established as a tool to support mutual understanding and provide
transparency of language through the articulation of competences required and deployed by Information
and Communication Technology (ICT) professionals.
To support users and guide developers of applications to EN 16234-1 (e-CF), the following narrative
provides an overview of the underpinning philosophy and principles adopted during the standard’s
construction and maintenance. Understanding these guiding principles is equally vital for applying the
standard in multiple environments concerned with ICT professionalism.
EN 16234-1 (e-CF) Guiding Principles:
EN 16234-1 (e-CF) is an enabler; it is designed to be a tool to empower users, not to restrict them.
It provides structure and content for application by many users from organisations in the private and
public sector, ICT user or ICT supply organisations, educational institutions including higher education
and private certification providers, social partners and individuals. Across this broad application context,
EN 16234-1 (e-CF) is designed to support common understanding, not to mandate the use of each and
every word used within it.
EN 16234-1 (e-CF) expresses ICT competence using the following definition: ‘Competence is a
demonstrated ability to apply knowledge, skills and attitudes for achieving observable results’. This
holistic concept directly relates to workplace activities and incorporates complex human attitudes and
resultant behaviours. Behaviour and attitude are important influences that facilitate successful
knowledge and skills application. Within each competence, embedded attitudes are reflected in
behaviour and enable the successful integration of knowledge and skills.
Competence is a durable concept and although technology, jobs, marketing terminology and
promotional concepts within the ICT environment change rapidly, EN 16234-1 (e-CF) remains durable
requiring maintenance approximately every three years to maintain relevance.
A competence can be a component of a job role, but it cannot be used as a substitute for similarly
named job titles, for example; the competence, E.2. ‘Project and Portfolio Management’ does not
represent the complete content of a ‘Project Manager’s’ job role. Competences can be aggregated, as
required, to represent the essential content of a job role or profile. On the other hand, one single
competence may be assigned to a number of different job profiles.
Competence is not to be confused with process or technology concepts such as, ‘Cloud Computing’
or ‘Big Data’. These descriptions represent evolving technologies and in the context of EN 16234-1 (e-
CF), they may be integrated as knowledge and skills examples in Dimension 4.
EN 16234-1 (e-CF) does not attempt to cover every possible competence deployed by an ICT
professional nor are the included competences necessarily unique to ICT. EN 16234-1 (e-CF)
articulates competences associated with ICT professional roles including some that may be found in
other professions but are very important in an ICT context; examples include, C.4. ‘Problem
Management’ or E.3. ‘Risk Management’. However, to maintain an ICT focus, EN 16234-1 (e-CF)
avoids generic competences such as ‘Communications’ or ‘General Management’. Although very
applicable these generic competences are comprehensively articulated in other structures. Selecting
competences for inclusion within EN 16234-1 (e-CF) is therefore a pragmatic rather than an
exhaustive process. The selection was based on engagement with a broad cross-section of
stakeholders who prioritize competence inclusion based upon industry knowledge and experience.
EN 16234-1 (e-CF) is structured across four dimensions. e-Competences in Dimensions 1 and 2 are
presented from the organisational perspective as opposed to an individual’s perspective. Dimension 3
defines e-Competence levels and relates to the European Qualifications Framework (EQF), it provides a
bridge between organisational and individual competences. Dimension 4 provides examples of
knowledge and skills in the e-Competences of Dimension 2; they are not intended to be exhaustive but
included for inspiration and orientation.
This latest version of the standard incorporates a new element, transversal aspects; these
recognize the relevance of a number of important cross-cutting aspects and provide additional generic
ICT related descriptors for successful application of e-CF competences in the workplace. Accessibility,
Ethics and Security are examples of transversal aspects that may be applied flexibly to match the
application context.
EN 16234-1 (e-CF) has a sector specific relationship to the EQF; competence levels within EN 16234-
1 (e-CF) provide a consistent and rational relationship to levels defined within the EQF. The relativity
between EQF learning levels and the e-competence work proficiency levels of EN 16234-1 (e-CF) has
been systematically established to enable consistent interpretation of the EQF in the ICT workplace
environment. It should be noted that an exact equivalency is not possible due to the different purposes
and contexts of the EQF and the e-CF, but relevant relationship information is provided.
Continuity of EN 16234-1 (e-CF) is imperative; following maintenance updates, it is essential that
users are provided with a simple upgrade path. Users of EN 16234-1 (e-CF) invest considerable time and
resources to align processes or procedures to it. Organisations deploying these downstream activities are
reliant upon EN 16234-1 (e-CF) and need to be confident of the continued sustainability of their
processes. Updates EN 16234-1 (e-CF) must respect this requirement and ensure continuity by enabling
continued use of the existing standard until convenient to upgrade to the latest version.
EN 16234-1 (e-CF) is neutral; it does not follow the specific interests of a few major influencers, it is
developed and maintained through an EU-wide balanced multi-stakeholder agreement process, under
the umbrella of the European Committee for Standardization. EN 16234-1 is a key component of the
European Digital Agenda for ICT professionalism; it is designed for use by any organization or individual
engaged in ICT Human Resource planning and competence development.
1 Scope
This document provides a series of practical case studies supporting understanding, adoption and use of
EN 16234 (all parts) e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors which provides a common reference of 41 ICT professional competences as
required and applied at the Information and Communication Technology (ICT) professional work
environment, using a common language for competences, skills, knowledge and proficiency levels that
can be understood across Europe.
This document supports Information and Communication Technology (ICT) stakeholders dealing with
ICT Professional competences from multiple perspectives, in particular:
— ICT service, demand and supply organisations;
— ICT professionals, managers and human resource (HR) departments;
— educational institutions, learning program and certification providers of all types including
Vocational and Educational Training (VET), Higher Education (HE) and Continuous Professional
Development (CPD);
— social partners (trade unions and employer associations);
— professional associations, accreditation, validation and assessment bodies;
— market analysts and policy makers;
— other organizations and stakeholders in public and private sectors across Europe;
to adopt, apply and use the framework in their environment.
2 Normative references
The following documents are referred to in the text in such a way that some or all of their content
constitutes requirements of this document. For dated references, only the edition cited applies. For
undated references, the latest edition of the referenced document (including any amendments) applies.
EN 16234-1:2019, e-Competence Framework (e-CF) — A common European Framework for ICT
Professionals in all sectors — Part 1: Framework
CEN/TR 16234-2:2021, e-Competence Framework (e-CF) — A common European Framework for ICT
Professionals in all sectors — Part 2: User Guide
CEN/TR 16234-3:2021, e-Competence Framework (e-CF) — A common European Framework for ICT
Professionals in all sectors — Part 3: Methodology
CWA 16458-1:2018, European ICT Professional Role Profiles — Part 1: 30 ICT profiles
CWA 16458-2:2018, European ICT Professional Role Profiles — Part 2: User Guide
CWA 16458-3:2018, European ICT Professional Role Profiles — Part 3: Methodology documentation
CWA 16458-4:2018, European ICT Professional Role Profiles — Part 4: Case studies
3 Terms and definitions
For the purposes of this document, the terms and definitions given in EN 16234-1 apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
• IEC Electropedia: available at http://www.electropedia.org/
• ISO Online browsing platform: available at https://www.iso.org/obp
4 Main Principles
4.1 e-CF overview: structure, content
The EN 16234-1 (e-CF) is structured across four dimensions. The dimensions reflect areas of business
and human resource planning and incorporate job and work proficiency guidelines specified as follows.
EN 16234-1 (e-CF) incorporates a transversal component providing generic descriptors applicable to all
competences to support application of the e-CF in context.
Table 1 illustrates the four dimensions and the transversal aspects of EN 16234-1 (e-CF).
Table 1 — The e-CF four dimensions and transversal aspects
Dimension 1 Derived from the ICT macro processes PLAN – BUILD – RUN – ENABLE –
5 e-Competence MANAGE. They provide the entry point to the e-Competences and reflect a
areas process perspective based upon the waterfall approach. However, the e-CF is
equally relevant to the steps applied in agile process structures such as Agile/
MAY APPLY DevOps lifecycles.
Dimension 2 41 e-Competences in total provide the EN 16234-1 (e-CF) references of ICT
41 e-Competences Professional competence as required and performed in ICT work context. Each
dimension 2 description contains a competence title and a generic competence
SHALL APPLY
description, defined from an organisational perspective.
Dimension 3 5 e-Competence proficiency levels characterized by increasing levels of context
5 e-CF proficiency complexity, autonomy, influence and typical behaviour. To each e-Competence,
levels specifically relevant proficiency levels are assigned. The dimension 3 level
descriptors provide the individual perspective of competence performance.
SHALL APPLY
Dimension 4 Examples of knowledge and skills relate to the e-Competences generic
knowledge and descriptions in Dimension 2. These examples are provided to add value to the
skills examples competence descriptor and are not intended to be exhaustive. They offer
inspiration and orientation for the identification of further specific knowledge
MAY APPLY and skills assignment according to contextual needs.
Transversal aspect components provide basic generic ICT related descriptors for successful application
of e-CF competences in a workplace context.
MAY APPLY
The four-dimensional structure of the e-CF offers comprehensive insight into the competences required
by organisations and executed by ICT professionals. The focus of the framework is to articulate the 41
competence descriptors found at the heart of the structure in dimension 2. This dimension, which is
complemented by the remaining three, provides a usual start point for initial understanding of the e-CF.

Figure 1 illustrates the content of a typical competence, A.2 Service Management, it shows how the central
dimension 2 provides the competence description and how this can be further articulated in dimension
3, at different proficiency levels (level 3 and level 4 in this example). Furthermore, examples of knowledge
and skills listed in dimension 4, provide additional illumination of the core competence description from
dimension 2.
Figure 1 provides an example of e-Competence description in all four dimensions.

Figure 1 — EN 16234-1 (e-CF) e-Competence example A.2. Service Level Management
As stated above, 41 competences are defined by EN 16234-1:2019 (e-CF) and each are constructed in the
same way, from the 4 dimensions, described previously. Table 2 presents the entire compendium of
competences in a consolidated form. It demonstrates that although the format of each competence is
structured in a similar way, the number of applicable dimension 3 level descriptions varies according to
workplace relevance.
Table 2 — EN 16234-1 (e-CF) table overview

In addition, EN 16234-1 (e-CF) incorporates a transversal component which provides basic generic ICT
descriptors for successful application of e-CF competences in a workplace context.
Transversal aspects are represented by statements that complement the descriptors of dimension 2.
Figure 2 illustrates the seven transversal aspects which are applied to every competence either from the
standpoint of being ‘aware of’ or ‘behaving proactively’ according to context.

Figure 2 — Transversal Aspects applying across the entire framework
4.2 Overview of e-CF case studies provided by this document
In support of e-CF application across multiple environments, a series of illustrative case studies follow
and illustrate examples, benefits and hints of how to make best use of the EN 16234-1 (e-CF).
These case studies relate to practical e-CF application experiences and have been elaborated together
with organisations applying the e-CF from different perspectives Europe-wide.
Table 3 provides an overview of e-CF case studies described in this document.
Table 3 — Overview of e-CF case studies provided by this document
Case Case study title and source e-CF usage Key perspectives
Study
A Skill-UP: Please, mind the e-CF and ICT Professional ▪ Identification of future
gap – e-CF and ICT Role Profiling to standardize competence needs;
5.1
Professional Role Profile roles across markets, to map
▪ Cross company and cross
Mapping to accelerate competences and
border common language;
company transformation. experiences, to enhance Nexi
▪ Competence gap
IT organization with
Nexi Payments
identification;
specialized job profiles and to
S.p.A./Mercury Payments
boost people development
▪ Decision support on
S.p.A.; Italy
develop or buy new
competences.
Case Case study title and source e-CF usage Key perspectives
Study
B Educating the European ICT In order to create a future ▪ Identification of current
Professionals of the Future - proof curriculum for the part- and future roles based on
5.2
an e-CF compliant time (continuing education) the EU ICT Professional
curriculum. Master of Informatics at the Role Profiles;
HU the e-CF was
▪ Education based on the
HU University of Applied
incorporated. Competences
Sciences (HU), Utrecht, The related competences;
related to ICT Professional
Netherlands
▪ Unique competitive
role profiles are taught
advantage as e-CF
across several modules in
competences are
order to prepare IT
increasingly demanded.
professionals for their next
challenge in their
organization.
C Teaching students human One of the important topics ▪ Identification of job
resources practices in the within IT service profiles/roles in an ICT
5.3
ICT profession within management is human company based on the EU
Informatics services resources management, ICT Professional Role
management course – related to the ICT profession. Profiles;
example of hiring process. In order to introduce
▪ Preparation of job
students to the process of
University of Zagreb, Faculty advertisements for a
preparation of job
of Organization and specific profile based on
advertisements and job
Informatics related e-competences;
applications, we used ICT
▪ Preparation of a job
profiles and related e-CF
application for a specified
competences.
job ad (ICT profile);
▪ Evaluation of candidates
according to their
application.
D Implementation of Software Boosting innovation and ▪ e-CF competence online
Engineering Competence digital skills in European evaluation for HE
5.4
Remote Evaluation for universities in order to establishments as Open
Master Program Graduates - deliver high quality Educational Resource;
e-CF based Learning education and digital skills.
▪ Increased opportunities for
Outcome usage for Software Engineering Master
professional development
Improving the Quality and Program's learning outcome
for ICT Master students;
Relevance of Higher
structuring on the base of e-
▪ Greater understanding of
Education (HE). CF competences.
interconnections between
Transport and
formal, non-formal
Telecommunication Institute
education;
(TTI), Riga, Latvia
▪ Student oriented Software
Engineering Master
Program design.
Case Case study title and source e-CF usage Key perspectives
Study
E German VET ICT profile Use of the e-CF in the last ▪ Translate vocational
review process: use of e-CF. process phase of the training ICT profiles into e-
5.5
regulatory procedure of CF competences;
Federal Institute for
German vocational training
Vocational Education and ▪ Document reached
ICT profiles and mapping of
Training in cooperation with proficiency levels of
all the skills and competences
Airbus Operations GmbH German ICT vocational
to the e-CF to ensure a
Bremen training profiles.
common European
understanding.
F Making a role profile of an Along with other technical ▪ Providing the base for the
early adopter of Blockchain innovations, blockchain identification and
5.6
using the e-CF standard. shares the trait that accepted development of new and
descriptions of related skills, evolving technology
The Dutch Blockchain
competences and knowledge competence articulation.
Coalition (DBC)
are scarce or non-existent.
Transfer and sharing of
know-how on this
decentralized database
technology often takes place
in masterclasses, short-term
education and seminars.
Early adopters, developers as
well as users, render their
experiences and findings,
while discussing application
in practice. In this
environment, the e-CF is used
the skills, knowledge and
competences sort by Dutch
Blockchain early adopters.
G UWV from Data Services e-CF applied to new job roles ▪ Implementation of new
towards Data Science using including e-competences. data services;
5.7
e-CF competences, EU Demonstration of e-CF
▪ Promote personal
Professional Profiles and the applied in conjunction with
development;
Edison Body of Knowledge. another standard; in this case
▪ Broad support of
the Edison data science body
UWV and Capgemini, The
of knowledge. organisational change;
Netherlands
▪ Workforce Transformation.
Case Case study title and source e-CF usage Key perspectives
Study
H National approach to Estonia decided upon an ICT ▪ e-CF and ICT profiles were
systematic multi- competence approach to deployed;
5.8
stakeholder engagement for create national economic
▪ Competence was at the
ICT education; using e-CF as competitive advantage. This
heart of the skills approach;
a common language. required co-operation and
▪ Curriculum development
common understanding
Development of the Estonian
between industry, education was supported by the
National skills strategy by
providers and national application of learning
the Estonian Association of
outcomes.
qualifications authority. The
Information and Technology
e-CF provided a common
in co-operation with the
structure and platform for
National Qualifications
co-operation.
Authority, Estonia
I Using the e-CF to develop a In order to develop ▪ By using the e-CF for
certification framework and internationally recognizable defining a certification
5.9
spin-off curricula and VET curricula a certification framework, it has a clear
programmes. framework was developed rationale behind it that can
based on the e-CF in order to be easily explained to all
Promanad, Rotterdam, The
assess knowledge, stakeholders;
Netherlands
comprehension and
▪ By using the e-CF to
application of concepts that
develop exams, these are
form the foundation for the
not only nationally but also
development of the e-CF
internationally recognized;
competences.
▪ By using the e-CF and the
European ICT Professionals
Role Profiles to build ICT
curricula, programs are not
only much more appealing
to students, but also to
employers and to
accreditation committees.
J Aligning IT Professional In 2016, VIVAT refreshed its ▪ Definition of ICT Job
Resources to the new strategy to prepare for the Descriptions;
5.10
Company Strategy. future by focusing on four
▪ Connecting Job Description
strategic themes: Customer
VIVAT, The Netherlands to Training Requirements;
Centricity, Digitalisation,
▪ e-CF was adopted as
Data and Innovation.
reference framework
Addressing ICT Human
supporting the HR
Resources was a key factor in
management process at the
this change process. The e-CF
strategic, tactical and
supported this imperative
operational levels for the
from tactics to strategy.
integration with different
frameworks (Cobit5, SAFe).
Case Case study title and source e-CF usage Key perspectives
Study
K e-CF in support of cultural In 2018, Red Eléctrica de ▪ Close collaboration
change in a large ICT user España began a huge IT between ICT and HR
5.11
organization. reorganization process to department;
foster and accelerate the
Red Eléctrica de España, ▪ Unify profiles that
digital transformation of the
Spain performed similar
company. To guarantee the
functions;
success of the reorganization
▪ Balance the internal
process, the DTI prioritised
distribution of roles and
the development of internal
responsibilities;
talent as a key strategical
pillar to drive the
▪ Implement a IT talent
transformational process.
management process;
European ICT Professional
▪ Objectively verify and
Role Profiles and the e-CF
justify all training activities
were the refence models to
needed to develop the DTI
implement the strategical
internal talent.
Training and Development
Plan for the DTI.
5 Case studies: e-CF for multiple application across a variety of target groups
5.1 Case Study A: Skill-UP: Please, mind the gap. e-CF and ICT Professional Role Mapping
to accelerate company transformation
5.1.1 General
Table 4 illustrates the Case Study A.
Table 4 — Case Study A in short
Case study title and source e-CF usage Key perspectives
Skill-UP: Please, mind the gap – e-CF and ICT Professional Role ▪ Identification of future
e-CF and ICT Professional Role Profiling to standardize roles competence needs;
Mapping to accelerate company across markets, to map
▪ Cross company and cross
transformation competences and experiences,
border common language;
to enhance Nexi IT organization
Nexi Payments S.p.A./Mercury
▪ Competence gap
with specialized job profiles and
Payments S.p.A.; Italy
identification;
to boost people development
(see CWA 16458 series).
▪ Decision support on develop
or buy new competences.
5.1.2 About Nexi and the Italian market
Nexi is the leading PayTech Company in Italy, listed on the MTA market of Borsa Italiana. Our business
benefits from our long-lasting partnership with approximately 150 partner banks covering 80 % of the
banking sector in Italy in terms of number of branches. Our integrated end-to-end omni-channel
technology connects banks, merchants and consumers enabling digital payments. We help simplify
payments for our clients and digitize the Italian economy. Nexi operates in three market areas: Merchant
Services and Solutions, Cards and Digital Payments and Digital Banking Services:
— Merchant Services and Solutions: Nexi, together with its partner banks, provides services to
approximately 900,000 merchants and manages approximately 1,4 million POS terminals;
— Cards and Digital Payments: Nexi, together with its partner banks, manages approximately 41
million credit and payment cards for c. 30 million cardholders;
— Digital Banking Solutions: Nexi managed 13,400 ATMs, approximately 420,000 e-banking
workstations and over 900 million clearing transactions in 2018. In addition, Nexi is developing the
open banking system in collaboration with the CBI consortium, to which the main Italian banks have
already adhered.
Digital payment solutions are widely distributed in Italy, but unfortunately very poorly used. Only 26 %
of transactions are paid by cards or digital instruments vs. 45 % of the European average. This
misalignment between distribution and usage is Nexi’s major focus, with one clear vision: every payment
will be digital. It is only a matter of time and we believe that, that day is today.
Nexi vision is supported by a clear positioning in the market: to be the PayTech of Italian Banks, providing
highly advanced payment solutions. Bearing this in mind, more than 2,000 employees and 1,000
consultants work every day at Nexi, where IT area represents 1/3 of the Company population.
Nexi was founded in 2017, stemming from two large Companies, and since its creation, more than 50 %
of the overall Company population has changed. This turn over originated from massive external hiring,
as well as from merging additional companies with vertical expertise. In this situation, Nexi required a
structured integration process, which could unlock individual competences within a collective
framework.
Skill-UP is the project to address integration needs and to support Nexi Human Capital growth, within
the IT area.
Skill-UP operative goals were very clear from the beginning:
1. map the IT competence at the start of the project, considering also future scalability, competence
development and maintenance;
2. define criteria to make or buy;
3. identify specific learning initiative tailored on IT people and roles;
4. boost internal job rotation and cross-functional side-step.
5.1.3 e-CF and ICT Professional Profiles usage
Nexi adopted an integrated mapping approach to identify comprehensive profiles, with both soft and
hard skills.
Figure 3 illustrates the Nexi approach to competences assessment and integrated profiles definition.
Figure 3 — Nexi approach to competences assessment and integrated profiles definition
In particular, the project combined:
— An e-CF based model with common IT competencies, enriched with skills needed in the near
future, with additional business domain IT competencies (on Cards and Digital Payments,
Acquiring and POS, Payments and ATM). The mapping phase was carried out through a web-based
survey tool provided by AICA;
— A Digital DNA custom model that included Digital soft skills (Self-Empowerment and Continuous
Learning, Digital Collaboration and Engagement, Cybersecurity and Digital Awareness) and Job-
Related Skills (Technological Trends, Customer Centricity, Data Driven Decision Making) as well as
Lateral Thinking attitudes. This phase was implemented through a mix of web-based surveys and
diagnostic tools, in partnership with Polytechnic of Milan.
The project involved 6-months of work and more than 350 people, including 70 Managers which indicates
the Nexi effort and commitment to Skill-UP.
Within the various steps, the set-up and customization phases required the most dedication and
attention. During these phases, future skills requirements were identified through interviews with Senior
Managers and workshops engaging IT Managers. This facilitated construction of a custom-made
competence model for Nexi personnel and competence requirements, based on the e-CF framework.
5.1.4 Facing challenges
Synergies between HR and IT were at the core of the project, supported by the Nexi value system and
with clear scope and planning. This is not only a key success factor of the process in the short term, but it
is also a guarantee of future scalability and maintenance. Other important factors for the success of the
project include:
— Strong Top Management sponsorship and middle management involvement are essential,
since it is not an HR process but a Company process;
— Initial training: all people involved must be aware from the very beginning of the process and the
adopted framework to support strong focus on the practical results;
— Select appropriate timing: choose a timeframe separated from performance evaluations, to avoid
misunderstanding. It is a development process!
— Individual commitment: ask for valuable, passionate commitment from all participants, since it is
an important Company investment.
5.1.5 Added value in summary
There are major key benefits in adopting the e-CF and ICT Profiles:
— Choosing the European e-Competence Framework, EN 16234-1 and ICT professional Profiles
provides a common language to define, map and foster competences and capabilities. It ensures
acceptance and common understanding across organisations and countries. Since the payment
industry in Italy is often compared to international markets, a European standard language can help
identify more accurate and reliable benchmarks.
— Working with ICT profiles and using the e-competence requirements for each profile allows the
identification of skill gaps. This provides the basis for IT talent management and definition of HR
people development programs.
— Time is a critical factor for an evolving industry with continuous technology and regulatory changes.
The adoption of a standard framework makes it possible to speed up the skill acquisition process
(also in hiring evaluation) and gain faster time to market.
— Working with the e-CF allows timely detection of skills gaps and prompt attention to training and for
preparing the workforce for the future.
— Finally, it is important to time the project to align it with the implementation of the IT strategy and
of the industrial plan, to ensure the right people, with the right skills, in the right place at the right
time.
5.2 Case Study B: Educating the European ICT Professionals of the Future – an e-CF
compliant curriculum
5.2.1 General
Table 5 illustrates the Case Study B.
Table 5 — Case Study B in short
Case study title and source e-CF usage Key perspectives
Educating the European ICT In order to create a future proof ▪ Identification of current and
Professionals of the Future – an curriculum for the part-time future roles based on the ICT
e-CF compliant curriculum. Master of Informatics at the HU Professional Role Profiles;
the e-CF was incorporated.
▪ Education based on the
HU University of Applied Sciences
Competences related to five ICT
(HU), Utrecht, The Netherlands related competences;
Professional role profiles are
▪ Unique competitive advantage
taught across several modules in
as e-CF competences are
order to prepare IT
increasingly demanded
professionals for their next
(especially in public sector).
challenge.
5.2.2 About HU University of Applied Sciences (HU) and the Master of Informatics (MSc.)
The Master of Informatics falls under the Institute for ICT at the HU University of Applied Sciences. The
institute offers a wide range of educational programs for IT professional at all stages of their professional
development. In addition to the Bachelor's degree in ICT, it offers continuing educational programs on
Business IT and Management, Cloud and Security and thus also the Master of Informatics.
The Master of Informatics program is intended for professionals with an executive mentality who will
initiate, implement and manage IT-related initiatives and innovations. They combine in-depth IT
knowledge with business insight to add value to their organization. The most important characteristics
of these professionals are the ability to see the bigger picture of the organization. They able apply
knowledge to make the right decisions, understand how actions and decisions influence important
business and leadership objectives and they can effectively communicate ideas to other employees,
managers, executives and the public.
5.2.3 e-CF usage
The European e-Competence Framework (e-CF) serves as a foundation to the education profile. For the
master, three e-CF role profiles are utilized to build the curriculum, which are Business Analyst, Business
Information Manager and Chief Information Officer. The associated competences provide a solid base for
the content (described in terms of learning outcomes) of the masterclasses. To ensure completeness the
competences related to the roles are mapped onto the different masterclasses (see Figure 4 and Table 6).

Figure 4 — Overview of the Master of Informatics curriculum
Table 6 — Mapping of the e-competences on the masterclasses
e-CF areas e-Competences Masterclasses
Plan IS and Business Strategy Alignment x x x
Service Level Management   x
Business Plan Development x   x x x
Product/Service Planning  x  x      x
Architecture Design   x   x   x
Application Design
Technology Trend Monitoring       x   x
Innovating     x x   x
Enable Information Security Strategy Development       x x
Purchasing     x
Information and Knowledge Management   x x     x x
Needs Identification x x        x
Strategy and Organization
Information Management
Enterprise Architecture
Business Process Management
Project management and Change
Digital Transformation and
Innovation
Security Management
Ethics in a Digital World
Business Analytics and Big Data
Data Science for Business
CEN/TR 16234-
...