Government of Jamaica - Information and Communication Technology Training Plan

ICT Training Plan

Information and Communication Technology

Training Plan April 2018

ICT March 2018

Training Plan 1

ICT Training Plan Letter of Transmittal April 19, 2018

To: the Permanent Secretary, Ministry of Science, Energy and Technology “Time for just strategies is over, time for action is now”, because “A strategy without implementation is just hallucination”!

I am pleased to submit this Draft of the ICT Training Plan and the Associated Catalogue that was developed through a consultancy with MIND through IDB Funding and with support from the Office of the CIO, MSET, Cabinet Office as well as a host of MDAs that participated in the various phases of this important ICT transformation initiative. The project commenced in March 2017, and the main deliverables from MIND included 1) Inception Report; 2) Listing of Job Families and Priority Competencies; 3) Gap Analysis Report; and 4) this Training Plan and Catalogue. Of significance is the effort that MIND expended in reaching out to a sample of 325 ICT staff from MDAs including approximately 125 managers and supervisors who were targeted to participate in MIND designed surveys. For key questionnaires, the minimum response rate of about 30% was met with responses from about 36 MDAs. The Consultancy Team was able to complete their work on the training needs for specific ICT Job Families, Priority and Core Competencies.

Needless to say, this GoJ-wide ICT Training Plan will become an important operational tool that will be used by the ICT Authority to accomplish its mission and mandate in accordance with the ICT Transformation Process delineated in the Blueprint Report. We believe this Plan will be an important input and a key ingredient for Pricewaterhouse Cooper (PwC) to use to complete their work in establishing the New ICT Authority.

In keeping with the “Made in Jamaica” theme, the help of many executives, management and staff in the GoJ was sought to deliver this Plan over the course of the past one and a half year. In particular, I wish to thank Mr Dominic Johnson (who recently joined eGovJA) and who played a key role as the project manager for the GoJ. To our Hon. Minister of MSET, to yourself, Permanent Secretary and to all contributors we wish to convey our sincere thanks and gratitude for the opportunity to compile this Training Plan that we believe will be the reference document to raise the bar in the skills and knowledge of our ICT staff throughout the GoJ. We invite your acceptance of this document as one of the key deliverable of our GoJ ICT Transformation Process.

Respectfully submitted

Dr. Louis Shallal, P.Eng., Ph.D CIO Jamaica

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ICT Training Plan Table of Contents Executive Summary.......................................................................................................................................................... 6 Overview of Training Plan ............................................................................................................................................. 8 Training Strategies and Sustainability Framework ................................................................................................. 9 Training Strategies ...................................................................................................................................................... 9 Sustainability Framework ........................................................................................................................................14 Certification Pathway and Implementation Plan ....................................................................................................19 Priority One Training ...............................................................................................................................................20 Priority Two Training ..............................................................................................................................................24 Priority Three Training ...........................................................................................................................................26 Training for Core Competencies.............................................................................................................................29 Roles and Responsibilities .............................................................................................................................................33 Appendix - Competencies Described..........................................................................................................................36 Core ICT Competences ........................................................................................................................................36 Technical and Administrative Ict Competences.............................................................................................36 Descriptors – Core Competencies (Cc01-Cc06) .............................................................................................37 Descriptors - Job Families (F01-F10)...............................................................................................................37 Annex: Training Catalogue ..........................................................................................................................................47

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ICT Training Plan List of Figures

1

ICT Training Strategies

11

2

Overview of ICT Training Outcomes and Sustainability Indicators

16

3

Evaluation and Performance Model

17

4

The Implementation Cycle

27

5

Implementation Triad

28

6

Identify, Select and Acquire Training

29

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ICT Training Plan List of Tables 1

General ICT Training Strategies

9

2

Training Phases and Priorities

18

3

Priority 1 training for the ICT staff in the GoJ

19

4

Priority 2 Training for ICT staff in the GoJ

22

5

Priority 3 for ICT staff within the GoJ

23

6

Distribution of the training requirements across Core Competencies and ICT Job Families

25

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ICT Training Plan

EXECUTIVE SUMMARY This document represents the final of four (4) major Deliverables under the Consultancy to Assist ICT

Jamaica with the Development of a Government of Jamaica (GoJ) Information and Communication Technology (ICT) Training Plan. The engagement began in March 2017 with an overall assessment of the requirements and an Inception Report which outlined in detail how the Consultancy would be approached. The main Deliverables included 1) Inception Report; 2) Listing of Job Families and Priority Competencies; 3) Gap Analysis Report; and 4) Training Plan.

1.

2.

3.

4.

The Inception Report provided a comprehensive Work Plan for conducting the assignment with the requisite schedule, methodology to be employed throughout, risks and challenges to execution, contingent and mitigating actions to be taken; and identified requirements of the client to support effective execution of the assignment.

This was done through a Listing of ICT Job Families and Priority Competencies that represent the cluster of ICT practitioners and requisite competencies identified for the GoJ. Consultations with ICT professionals within the GOJ. These focus group consultations were held between June 20 & 28, 2017. A total of five (5) meetings were held with a total of 60 ICT participants from approximately 35 Ministries, Departments and Agencies (MDAs). These meetings helped the Consultants finalise the 10 ICT Job Families and approximately 33 priority and core competencies. Additional details relating to the ICT Job Families, Priority and Core Competencies may be found in Deliverable 2 – ICT Job Families and Priority Competencies submitted under this Consultancy.

A Gap Analysis Report was the third major Deliverable under this Consultancy. This was informed by a comprehensive Learning Needs Assessment (LNA) facilitated by a set of self-assessment and supervisor surveys of the Job Families and Priority Competencies identified in Deliverable 2. A convenience sample of approximately 325 ICT staff from MDAs including approximately 125 managers and supervisors were targeted to complete the 12 questionnaires comprising the surveys. A response rate of 30% was targeted. For key questionnaires the minimum response rate was met with responses from about 36 MDAs. The Consultancy Team was able to complete the Report with detail information on each questionnaire and responses to questions relating to the individual and supervisor perspectives on the training needs for specific ICT Job Families, Priority and Core Competencies. Deliverable 3 was also submitted under this Consultancy and contains comprehensive details about the LNA. The Training Plan , which is the primary focus of this document, brings all the work done in this Consultancy together. This deliverable uses the outputs from the previous deliverables to create a Plan that may be used to implement ICT training initiatives across the GoJ.

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ICT Training Plan The Training Plan, includes: 1. ten (10) generic strategies for execution 2. a Training Catalogue containing additional information about each training course and the target ICT Job Family that is best suited for specific type of training 3. an Implementation Plan that may be used to execute training initiatives 4. a Sustainability Framework with several sustainability strategies 5. an Evaluation and Performance Model, with outcome indicators for sustainability and training effectiveness The Training Catalogue provides additional information about each training course and the target ICT Job Family that is best suited for specific type of training.

The Implementation Plan defines three (3) Priority Levels and three (3) time-based Phases which provide guidance in how training may be selected and executed for each ICT Job Family. Each Priority Level can be executed across any or a combination of the three Phases. Priority Levels I and II describe the types of training required for the GoJ to close the major skills and competency gaps for ICT staff. All Core Competencies identified in Deliverable 2 are Priority I training. All other competencies aligned to ICT Job Families fall in one or more Priority Levels within the Implementation Plan. The Phases for each level of priority may be adjusted by the GoJ based on availability of training and resources to facilitate training initiatives.

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ICT Training Plan

OVERVIEW OF TRAINING PLAN This Training Plan represents Deliverable Four (4) of the “CONSULTANCY TO ASSIST ICT J AMAICA WITH THE DEVELOPMENT OF A GOVERNMENT OF J AMAICA (GOJ) ICT TRAINING PLAN”. The primary components of this Plan include: 1. Training Strategy and Sustainability Framework; 2. Certification Pathway and Implementation Plan; and 3. Training Catalogue.

The Training Plan assumes an overall approach that the Government of Jamaica (GoJ) will administer training on a needs basis. Participants will enroll in training through a joint-selection process between the ICT Authority and the government organisations.

The training recommended by the Plan is prioritised in three (3) levels and scheduled across three (3) phases. The priority level gives the importance of recommended training to a Job Family and the training phases indicate the periods for specific training. Each phase is linked to a time duration, which may be adjusted for convenience. This Plan recommends that the GoJ, at a minimum, provide ICT training in the areas outlined in Priority I and II. The Blue Print Report, developed by the GoJ’s Chief Information Officer (CIO), provided the basis for the training and sustainability strategies outlined in this Plan. The primary intent is to define training for ICT staff that will aid in the transformation of the GoJ through improved ICT competencies. The ultimate goal is for the GoJ to provide efficient and effective services to Jamaican businesses, the public and private sectors, and the general citizenry. In order to realise this transformation, ICT staff will need to match their qualifications and capabilities to international standards. The Plan, therefore, proposes that the validation of knowledge and competencies in ICT be obtained through training and proven industry-oriented professional certifications where possible.

In developing the Plan, the Consultants gave consideration that the development of ICT staff to meet core and other specialised competencies will not only be obtained by established formalised training that are provided by local and international organisations and institutions, but also by including other informal development opportunities such as, mentorship, job rotation, attachments, job shadowing and on the job self-training. In addition to pre-packaged and vendor-based training, customised training will be developed and delivered by local and international institutions which will then be implemented across the Ministries, Departments and Agencies (MDAs).

The sections that follow will highlight ten (10) recommended training strategies, sustainability initiatives, and an Implementation Plan for training ICT staff in the GoJ. This Deliverable is also accompanied by a Training Catalogue which provides more detail descriptions of specific training for ICT staff.

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ICT Training Plan

TRAINING STRATEGIES AND SUSTAINABILITY FRAMEWORK TRAINING STRATEGIES An effective training strategy is one of the key instruments to achieving the goals and objectives of ICT training. The ICT Authority will govern the new GoJ ICT organisation and will make the ultimate decision about the implementation of ICT training initiatives for staff. The Training Plan assumes the following about the ICT Authority: The ICT Authority: 1. is the organisation that develops policies regarding the minimum level of qualifications and experience for each ICT staff within the GoJ; 2. develops policies and procedures for how participants are selected for ICT related training; 3. will give the final approval for training of ICT staff based on the training needs and priorities established by the GoJ; 4. will identify and acquire training that will develop the required skills and competencies for ICT staff within the MDAs; and 5. will liaise with the MDAs in developing individual training plans for ICT staff.

In addition, the Training Plan uses the direction and strategies included in the Blue Print Report and previous Deliverables in this project as a guide to identifying the type of training that will help the GoJ realise its vision. Focus group meetings with ICT professionals from a large cross-section of the GoJ helped to identify ICT Job Families and competencies. These together with a survey administered to ICT staff helped to inform a Gap Analysis that provides input for the identification of priority training.

The following limitations are also worth noting: 1. The process used in this Consultancy did not include a job classification exercise. Therefore, the consultancy did not: 1) study job descriptions and titles within the GoJ; and 2) reviewed specific jobs, duties, roles, and functions relating to ICT staff; 2. The process did not review the performance appraisals of the staff within the GoJ so there is no actual data about the training needs based on appraisal of individual performance on the job.

This means that any generalization of the work and recommendations in this Deliverable should consider these limitations. In an effort to optimise the benefits of ICT training to the government organisations, it may be required that staff be nominated and selected according to training need and the priority of the training in the ICT Job Family.

Table 1 highlights the general strategies and approaches that will enable the success of the training programmes and ultimately the benefits to the government. While these are not mandatory, they may be used to establish the premise on which the decision to train individuals can be made. Effective training programmes may be developed or acquired to fit the needs of the government.

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ICT Training Plan Table 1 – General ICT Training Strategies Code Training Strategy TS01 Establish minimum academic qualifications for ICT jobs – e.g. bachelor’s degree for job levels below manager and director roles, master’s degree otherwise.

Description Establishing a minimum academic qualification for ICT jobs within the GoJ could establish a baseline for all related jobs in ICT. An example of this strategy is to designate a bachelor’s degree in a related ICT field as the baseline for all ICT jobs and a master’s degree with some emphasis on Information Systems Management for those at Director or CIO levels – available at some of the major tertiary universities in Jamaica and internationally.

This will provide some of the core competence training and give the Authority an idea of the development capacity of each ICT staff within the GoJ. This will also ensure that ICT job occupants understand most of the general concepts required by the GoJ. Degrees should be accredited by a recognised accreditation body.

Caveat: This may have implications for classification of TS02

Establish baseline training and certifications for critical or essential Job Families.

TS03

Utilise online training to increase access to training for ICT staff

TS04

Training through government partnerships with tertiary institutions, vendors, and vendor neutral training providers

jobs and salary scales, but would be good to start considering this strategy for the future, especially for future hires.

Each Job Family can be assigned specific training or certifications which must be taken within a certain time period after being assigned to an ICT position within the GoJ. These training may be decided by the ICT Authority, but proposals are included in the Certification Pathway and Implementation Plan.

Online training can increase access to training as well as provide training to a wider cross-section of ICT staff in diverse locations. Where possible this could be an appropriate mode of delivering training to ICT staff in the GoJ. Partner with tertiary institutions in Jamaica to develop and deliver customised training for ICT staff in the GoJ. This type of partnership could deliver some of the competencies identified for each Job Family and to deliver continuous training, core and priority competencies for ICT functions within the GoJ. This could also be extended to partnerships and contracting with vendors such as Microsoft, Hewlett Packard (HP), International Business Machines (IBM), and other IT equipment vendors or vendor-neutral training providers.

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ICT Training Plan Code TS05

Training Strategy Membership with ICT organisations and conferences

TS06

Establish an annual GoJ ICT Conference – national or regional

TS07

Establish a Jamaica ICT User Group

TS08

Mentorship and Alternate Training

TS09

Develop an Evaluation and Performance Model for Training Initiatives

TS10

Private-Public Training Partnership

Description Membership with ICT organisations and conferences can provide access to training and research which can also develop ICT staff within the GoJ. The GoJ could establish an annual ICT Conference and invite papers from across the government organisations where special skills and talents can be showcased for training purposes. This conference could include several workshops and training seminars from institutions, equipment vendors and vendor neutral training providers.

The objective of this conference should include sharing in research, training, and the development of staff in the GoJ, Jamaican businesses and the general public.

This could also help the ICT Authority and government organisation interface with the private and public sectors for ideas and help in the transformation of the government on a whole.

Establish formal and informal user groups for different aspects of ICT in the GoJ. These user groups could be included to share innovations in the conference described in TS06.

Provide mentorship for ICT staff using other government staff in leadership roles and private sector partnerships. Alternate training can also be provided by encouraging self-learning, learning on the job, and through formal and informal user groups. Job rotation and shadowing can also be used effective in this strategy.

This model is vital to the sustainability framework. It provides the basis for review and appraisal of the training activities to ensure that the desired results are obtained. Figure 2 and Figure 3 illustrate how this fits into the Sustainability Framework for the GoJ. This involves establishing relationships with private entities that may be used to provide training in special areas of interest to the GoJ through secondment or understudying. This may be a bidirectional activity where both private and public entities engage in this relationship.

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ICT Training Plan ICT is a technical field that requires that many of the proposed training for staff in the Job Families be hands-on and provide a practical experience in order to validate the acquisition of specific knowledge and skills. The training strategies outlined in this Deliverable are based primarily on the modes of delivery that are appropriate for the types of training that will develop the desired skills and competencies.

Therefore, some delivery modes may not have a description in the Training Catalogue and cannot be specified at this point, but will still be vital in order to meet or develop some competencies and skills.

Since training initiatives are to be comprehensive and complementary, some families may also require non-ICT training, some of which are included in the core competencies, but may also require customised and/or informal training, many of which need to be developed on demand. This further emphasises the need for effective partnerships between the GoJ and the training providers in order to optimise the value to be obtained from any competency development engagement.

The model represented in Figure 1 summarises the interaction among various parts of training efforts that may be undertaken by the government. It also provides an overall perspective of how training of ICT staff may be accomplished and sustained. ICT professionals may require a combination of competencies that span multiple ICT Job Families, therefore various methods and modes of training may be administered to result in the desired ICT competencies.

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ICT Training Plan

Training Delivery    

In-Seat 0nline E-Learning Simulation

F01

Mentorship

Evaluation     

Training review Outcomes assessment Re-alignment Certification improvement

ICT Professional

   

Apprenticeship Coaching Managerial training Technical training

Alternate Learning    

In-service learning Practice Self-leaning User groups

Figure 1 – ICT Training Strategies

Training may be delivered in many ways. In-seat and online training are the two most common forms of training. Many of the recommended training for GoJ may be blended, i.e. provided using a combination of these modes. Simulation training may be used to develop well needed skills where candidates are placed in virtual environments and their interactions in these environments are used to build technical capabilities. Simulation training may also be used for some healthcare technologies, and network and security systems.

Mentorship is highlighted in Figure 1 as another training strategy. The immense knowledge and skills already available within the public and private sectors may be used to provide individuals with some of the skills required to perform effectively within the government service. Mentorship can help build core competencies, technical skills and knowledge required for many of the Job Families. On-the-job coaching can provide soft skills and quality training for many staff. This would therefore need to be supported by performance coaching interventions for persons leading the ICT functions within the respective MDAs. 13

ICT Training Plan Alternate learning can add value to the training process. Training facilitated through on-the-job experience, self-learning, group learning, job shadowing and job rotation can also provide significant value to the government organisations. The ICT Authority and the GoJ organisations in the MDAs may need to determine when formal, informal, and various alternate learning and training in the form of job rotation, shadowing, mentoring, coaching, group leaning, self-learning and others may be effective forms of training. It may also become useful to cross train staff through partnership and secondment in private or other public entities.

Some of the training modes that can help improve skills and competencies include:     

In-house Online In-seat Simulation Mentor

    

Job rotation/Shadowing/Attachments Conferences Seminars Workshops Alternate deliveries

One key element of the sustainability framework for this Training Plan is the evaluation process. An appropriate performance assessment model must be developed to evaluate training initiatives and their overall impact on the government services. This should include training reviews, outcomes assessment, re-alignment of training to meet changing objectives, certification of participants, self-reflection, and improvements in training approaches. The Performance Model depicted below in Figure 2 in the Sustainability Framework elaborates on the need for evaluation.

SUSTAINABILITY FRAMEWORK ICTs in general have short lifecycle and turnaround time. This puts further responsibility on organisations to ensure that occupants of ICT jobs have current and relevant skills to deliver the required technology service and support to both internal and external stakeholders. Continuous training and professional development can be used to ensure that the relevant knowledge and skills are available within the organisation.

For this reason, some of the initiatives recommended in this Training Plan will include mandatory certification for some staff. Globally recognised certifications require that individuals participate in educational activities where they will earn continuous professional education (CPE) credits. The mandatory certification will help to sustain this level of training for priority Job Families and competencies.

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ICT Training Plan This Framework considers the fact that training is an expensive undertaking for government, therefore, it is the expectation that participating ICT staff will be committed to the government services. For consideration, a bonding arrangement may be put in place in the event that anyone who leaves the service within a defined period after training may be asked to refund full cost or a portion. Sustainability will also require that the ICT Authority develop and implement policies around training initiatives that may link the completion of training to incentives and appointments in order to increase participation.

Transforming the Government and its culture through an ICT capable workforce will create an environment in the public service where prospective talented technology personnel will aspire to work and make a career. This is the preferred approach, as it seeks to position the GoJ as a place where those seeking a career in the ICT field will have the desire to work, remain in and contribution to the field, which is the foundation of the Sustainability Framework. If this principle is not marketed effectively then this initiative may be ineffective.

The following are some of the sustainability strategies that will serve as motivation for the Training Plan. 

 



 

Recognition of ICT staff in MDAs – implement incentive system that recognises and awards ICT staff when they complete training and obtain certification by passing exams. Consider awarding certain increases in salary or a one-time payment for example. This strategy could help with the motivation of the staff to participate in the training and even earn certification for professional training. This may also facilitate a reduced attrition rate after training as staff may become more satisfied with the job and the prospects the MDAs offer.

Use online or blended learning channels for training to increase reach, participation, convenience and impact of training.

Partnerships with recognised training providers and local associates including CompTIA, Microsoft, Cisco, EC-Council, ISACA, Information Services Corporation (ISC)2 , Project Management Institute PMI and others to provide access to training and continuous professional development for ICT staff.

Identify open educational resources (OER) such as Edx and Coursera and schedule courses when available for ICT staff. Training relating to data management and science, and computer programming are available on these OES. This could be used to reduce costs when there are budgetary constraints. In fact, these OERs may be used for formal and informal training.

Formality in this regard depends on how the GoJ intends to have individuals enrolled in courses.

The GoJ can formalise these training by identifying staff, enrolling participants and requesting diplomas (usually at a relatively small cost) for individuals who attend training sessions and complete the course work.

Collaborate with other countries or regions that have been embarking on similar training initiatives for shared experiences and lessons learnt.

Training should be strategic and continuous. This may require that the GoJ establishes an ICT function with responsibility to :

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ICT Training Plan





o Integrate training curriculum and collaborate with local training institutions and other tertiary education bodies with the objective to design and develop programmes that can provide pre-service (persons pursuing ICT training and are not yet working with the government services) and in-service (persons currently working with the government services) ICT candidates with the skills and competencies required by the GoJ organisation for the ICT field; o Collaborate with the MDAs regarding training requests to ensure that training aligns with overall strategy; o Ensure that ICT programmes within training institutions also focus on building priority core competencies – may need to regularly meet and collaborate with local and regional institutions to discuss key competency areas for graduates. This could reduce the cost of re-training after hiring graduates. Some core skills can be developed at the undergraduate and graduate levels in academic and technical institutions; o Ensure that training will help develop the aptitude, knowledge, thinking that will transform government, and cultivate a culture based on quality service delivery and customer orientation; and o Help develop an appetite for continued education and learning – provided by many IT professional certifications.

Voucher-based system for certification exams. In this Training Plan and as outlined in the Training Catalogue, the GoJ may choose to enroll participants in professional training programmes without mandating them to take the certification exams. The GoJ could therefore, requests certificate of participation for individuals who attended training and complete the requirements for the sessions. After completing the training, the next step is to get certified by the professional organisation that provided the training. This certification unlike the one issued for just participating in the training, will validate and sometimes license the individual as a professional in the ICT discipline that the training was offered. The GoJ has the option of covering the full costs for training and at least one attempt at the professional certification.

However, since some staff may require several attempts at some of the professional exams, the Government could provide vouchers with reduced price to individuals taking these exams the first or subsequent attempts. A cost analysis would be appropriate for this strategy to determine if this is economically feasible for the GoJ – an example is to provide vouchers so that the cost to candidates taking an exam that initially cost $US300 falls to $US100 or an affordable amount to the GoJ, for example. The government could also opt to pay the re-certification fees for ICT staff and provide remuneration incentives for those who obtain professional certifications in areas relevant to the ICT needs of the Government.

Performance Management and Appraisals. Establish a performance management system aligned to the identified competencies. This will facilitate to evaluation of the outcomes of training initiatives for ICT staff given its alignment to core and technical competencies for identified job positions. Outcomes from training should be reflected in the performance of incumbents of the job, the quality of service to customers and other stakeholders, and should contribute to the success and effectiveness of the overall strategies and goals of the GoJ. Ultimately, training should have tangible or intangible benefits and return on investment (ROI).

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Quality Service to Jamaican Businesses

Organizational capacity and viability of national ICT infrastructures

Quality ICT Service

ICT Training Outcomes (Performance Assessment, appraisals, feedback from organizations and citizens) Transformed ICT Business Processes and Cultures

Capable ICT workforce

Improved ICT Capabilities in the GoJ Enterprise

ICT Training Plan

Figure 2 – Overview of ICT Training Outcomes and Sustainability Indicators

Figure 2 shows that in order for training to be sustainable, the ICT training efforts must produce at least four (4) measurable outcomes. These include: 1. Quality ICT Service – this represents services offered by government organisations to the public and private sectors. Quality service delivery to internal government entities, local and international stakeholders, the Jamaican population, and most importantly the Jamaican businesses that help to build the economy; 2. Capable ICT Workforce – an ICT workforce with the correct suite of knowledge skills, and competencies is the outcome that will help the government provide the desired quality of service to its stakeholders; 3. Transformed Business Processes and Cultures – ICT is a driver and enabler of business process reengineering. With the right set of ICT knowledge, skills and competencies, business processes can be reconstructed, automated and innovated to produce the improved efficiencies and effectiveness that the government desires; and 17

ICT Training Plan 4. Organisational Capacity and Viability of National ICT Infrastructure – the government enterprise needs a viable and stable ICT infrastructure to run on. This will depend greatly on the commitment of ICT staff together with the capability to lead, manage, and maintain the technology infrastructure that host the essential services within the government. This includes health information systems, transportation systems, tax collection systems, water resources systems, and other integral platforms in the enterprise.

These indicators can be measured through a performance appraisal model which is very critical to this Training Plan. The ICT training strategies in Figure 1 and TS09 speak to the need for the evaluation and performance model.

ICT Training Outcomes



  

Quality Service Capable ICT Workforce Transformed Business Processes Organizational Capacity and Viability of National ICT Infrastructures

Stakeholder Feedback

Satisfied Stakeholders (Jamaican businesses, internal MDAs, Jamaican population, etc)

Training Evaluation

Adequate and Relevant Training

Service Improvements

Individual Performance Management System (PMS)

Figure 3 – Evaluation and Performance Model

The Evaluation and Performance Model in Figure 3, gives a simplistic perspective of the sustainability strategy.

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ICT Training Plan

CERTIFICATION PATHWAY AND IMPLEMENTATION PLAN Training ICT staff within the GoJ may require significant amount of time to customise, acquire and even identify participants for specific needs. It could take several years to have staff in each Job Family trained to meet desired competencies. The recommended approach is that training be on a priority and phase basis. Each phase may run for a number of years with three priority categories. The phases and durations for each phase are defined in Table 2. The durations may be adjusted to meet the economic feasibility and time schedule of the GoJ and the MDAs. Table 2 - Training Phases and Priorities Phase Priority (P) 1 P = I, II, or III

Duration <= 2 Years

2

P = I, II, or III

2 to 5 Years

3

P = I, II, or III

>5 Years

Description Start during the first year of implementation and up to the second year Can be done after 2nd year of implementation but before 5th year Can be done after the 5th year of implementation

The Priority-Phased model is used to describe the Implementation Plan. The following describes each of the priority levels.

Priority I - is the highest priority in the Plan. This will provide decision makers with a guide to determine which training may be required to provide ICT job holders the skills and competencies that will help them to perform more effectively in their jobs.

Priority II - is second-tier level in the priority hierarchy. These represent considerations for training to build additional skills and competencies and to encourage some of the key ICT staff to move to the next step and earn a professional certification.

Priority III - is the final and lowest level of priority. These training may serve as a â&#x20AC;&#x2DC;nice to haveâ&#x20AC;&#x2122; for the ICT staff. Decision makers will decide whether to move to this level of training for staff. This may provide some of the more advanced training or encourage professional certification for the participants.

The following shows the Job Families, the proposed training, delivery modes, and the phase for the three priority levels.

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ICT Training Plan PRIORITY ONE TRAINING This represents training for each Job Family that may begin immediately after initiating the Implementation Plan.

Table 3 – Priority I training for the ICT staff in the GoJ Job Family Proposed Training Delivery Mode(s) Earn Bachelor’s Degree In-seat, online, blended/hybrid All EC-Council SCU Online, in-seat, blended training* - this training may be extended to all computer users within the GoJ. CompTIA Network+*, Online and In-seat Server+, Linux+ (Linux admins), CompTIA Cloud Essentials, Cloud+ F01 – ICT MCSA, MCSE (for Online and In-seat windows admins) Infrastructure CCENT*, CCNA* Online and In-seat Citrix CCA-V, Linux Online and In-seat Virtualization, MS Hyper-V, Oracle Virtualization, and VMware. No need to take all of the virtualization training – only those that are applicable. VMware is a good training to have.

Especially VCD and VCA training.

MCSA*, M CSD* Online and In-seat CAP* Online PMI-ACP, PMI-PBA Online, in-seat, selflearning, group F02 - Software learning, other Engineering, alternate learning Information Systems Customised training In-seat, conferences, Integration & Agile Programming seminars, workshops, methodologies and self-training, group Operations tools – cloud-based training, other platform-as-a-service alternate training (PaaS) training, AWS, etc

Phase Phases 1 through 3 -

See TS01 Phase 1

Phase 1 and 2

Phase 1 Phase 1 Phase 1

Phase 1 Phase 1 Phase 1

Phase 1

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ICT Training Plan Job Family

Proposed Training EC-Council - CSP CompTIA Security+*, CompTIA Cloud Essentials, Cloud+, CSA

Customised Training – Virtualization security F03 - IT Security and (citrix, VMware, Oracle, Hyper-V, Risk Management Linux/NoMachine, VDI) CISSP ISACA CISA, CRISC, CISM, CGEIT, COBIT (for those who will perform IT Audits – e.g. Auditor General) EC-Council security – CND, CHFI, CIH, CSA, CSP EC-Council security – CEH, EDRP MCSA* (data management, database management, business intelligence, and analytics related) F04 - Data Management, Science Oracle data and database management and Analytics training Customised Training *– data management, science and analytics, TDWI, etc – see catalogue CompTIA A+*, Network+*, Security+*

Delivery Mode(s) Online and in-seat, alternate learning, selflearning - videos Online and in-seat, alternate learning, selflearning - videos Online, in-seat

Phase Phase 1 Phase 1 Phase 1 (Yr 2)

Online, in-seat, selflearn, group learning, other alternate learning

Phase 1 (Yr. 2)

Online, in-seat Online, in-seat, alternate learning

Phase 1 (Yr. 2) Phase 1

Online, in-seat, alternate learning

Phase 1

Online, in-seat, alternate learning Online, in-seat, selflearning, group learning (user groups), alternate learning

Phase 2

Online, in-seat, selflearning, group learning (user groups), alternate learning Online, in-seat, inhouse, self-learning, group learning (user groups), alternate learning, conferences, seminars, workshops

Phase 1

Online, in-seat, hybrid, alternate learning

Phase 1 and 2

Phase 1

Phase 2

21

ICT Training Plan Job Family Proposed Training F05 - ICT Service MCSA, MCSE Delivery and Support Customer Service Training* CompTIA Project+ F06 - ICT Project PMP*, PMP-CAPM* Management Level of Director or CIO – take and complete master’s degree with emphasis on Information systems management* PMP* F07 - ICT Corporate Governance Leadership and Management – e.g.

Franklin Covey* CISSP Quality Management (ISO)* EC-Council – CCISO, EDRP F08 - IT and Strategic Sourcing F09 - Government Information and Knowledge management

Jamaica Procurement Guidelines* Supply Chain Management * Enterprise content management* Knowledge management certification training* Specialised Training* Cisco Wireless network Engineer Training – may also be delivered in F01 Fiber Optics Specialization Training

Delivery Mode(s) Online, in-seat, hybrid, alternate learning Online, in-seat, hybrid

Phase Phase 1 and 2

Online, In-seat, hybrid Online, In-seat, hybrid

Phase 1 Phase 1

Online, in-seat

Phases 1 through 3 –

Online, in-seat In-seat, mentorship

Phase 1 Phase 1

Online, in-seat In-seat

Phase 1 Phase 1

Online and in-seat, alternate learning, selflearning - videos In-seat, in-house

Phase 3

Online, in-seat, inhouse, hybrid Online, in-seat, inhouse, hybrid Online, in-seat, inhouse, hybrid

Phase 1

Online, in-seat, inhouse, hybrid, alternate learning.

Online, in-seat, inhouse, hybrid, alternate

Phase 1 through 3

Hybrid, alternate, hands-on training

Phase 1 through 3

Phase 1

See TS01

Phase 1 (Yr 1)

Phase 1 Phase 1 (Yr 2)

Phase 1 through 3

22

ICT Training Plan Job Family F10 - Highly specialised and emerging ICT management

Proposed Training Specialised training in interoperability of health related systems and technologies using standards such Health Level 7 (HL7).

Integration of systems with health technology used in pharmacy, laboratory, X-Ray, and other branches of health related technologies. *Mandatory training for ICT Job Family

Delivery Mode(s) Online, in-seat, blended, and in some cases alternate training.

Phase Phase 1 through 3

23

ICT Training Plan PRIORITY TWO TRAINING Table 4- Priority II Training for ICT staff in the GoJ Job Family Proposed Training CCNA – select CCNA professional training F01 – ICT Infrastructure (see appendix in Catalogue) MCSE, Citrix CCA-N CISSP-ISSAP Six Sigma (Yellow) Oracle database management

F02 - Software Engineering, Information Systems Integration & Operations

F03 - IT Security and Risk Management

Delivery Mode(s) Online and In-seat

Online, In-seat Online, in-seat, selflearning, group learning, other alternate learning – training videos may also be available EC-council - ECES Online, in-seat, selflearning, group learning, other alternate learning – training videos may also be available, iLabs (ISC)2 - CAP, SSCP Online, in-seat, selflearning, group learning, other alternate learning – training videos may also be available Customised training – In-seat, conferences, Software development seminars, workshops, training using self-training, group programming languages training, other such as Java, Python, alternate training and advanced development using PaaS in windows Azure and AWS, as well as training in SDLC and methodologies such as iterative rational unified process (RUP), scrum, agile, spiral, waterfall, and prototyping.

SSCP Online and In-seat, self-learning videos CISSP – ISSEP, ISSMP Online and In-seat, self-learning videos

Phase Phase 1

Phase 1 Phase 1

Phase 1

Phase 2

Phase 1 through to phase 3

Phase 1 Phase 2 24

ICT Training Plan Job Family

F04 - Data Management, Science and Analytics

F05 - ICT Service Delivery and Support F06 - ICT Project Management F07 - ICT Corporate Governance

F08 - IT and Strategic Sourcing

Proposed Training EC-Council – ECES, EDRP

Delivery Mode(s)

Phase

Customised Training – other advanced training in data management, science and analytics: including how to implement platform to support big data, high performance computing environment for big data analytics, and cloud computing Customer Service Certification Training

Online, in-seat, hybrid, in-house, alternate learning

Phase 2

Online, in-seat, hybrid, self-learning

Phase 2

CISSP-ISSMP Six Sigma (Yellow) ITIL ISACA (COBIT and CGEIT) CISSP - ISSMP

Online, in-seat, hybrid Online, In-seat Online, In-seat Online, in-seat, hybrid, self-learning Online, in-seat, hybrid, self-learning Online, In-seat, Hybrid

Phase 1 Phase 1 Phase 1 Phase 2

Supply Management – with focus on certification *Mandatory training for ICT Job Family

Phase 2 Phase 1 (Yr 2)

25

ICT Training Plan PRIORITY THREE TRAINING Table 5 - Priority III for ICT staff within the GoJ Job Family Proposed Training F01 – ICT Citrix CCP-M, CISSP, EC-council, and select Infrastructure CCNA expert level training (see appendix in Catalogue) F02 - Software Six Sigma (Green) Engineering, CustomisedTraining – Information Systems advance software development for Integration & Operations artificial intelligence, expert systems, and embedded systems such as those used in medicine/healthcare and SCADA technologies CompTIA CASP F03 - IT Security and CISSP - ISSAP, ISSEP, Risk Management ISSMP EC-Council Specialization – ECES. CCISO F04 - Data Management, Science and Analytics F05 - ICT Service Delivery and Support Six Sigma (Green) F06 - ICT Project PgMP Management PfMP F07 - ICT Corporate Governance

Six Sigma (Yellow)

Six Sigma (Green) EC-Council – CCISO, EDRP *Mandatory training for ICT Job Family

Delivery Mode(s) Online and In-seat

Phase Phase 2

Online, In-seat In-seat, conferences, seminars, workshops, self-training, group training, other alternate training

Phase 1 Phase 2 and 3

Online and In-seat Online and In-seat

Phase 1 Phase2

Online and In-seat

Phase3

Online, In-seat Online, In-seat Online, In-seat

Phase 2 Phase2 Phase 3

Online, In-seat

Phase 1

Online, In-seat Online, In-seat, hybrid

Phase 2 Phase 2

26

ICT Training Plan ICT Job Families classified as priority I and priority II should be the focus for training. These training will provide the optimum benefit required to develop the ICT workforce with the desired competencies.

The priority levels and phases support the results from the Gap Analysis. Table 6 highlights the summary of responses to the Gap Analysis Survey administered during the project.

No. of Respondents

Supervisors' Response: Intermediate / Advance Developmental Interventions could strengthen the impact of ICT in MDAs

Possess Intermediate / Advance Level Proficiency

Intermediate / Advance Developmental Intervention Required

Prior Learning

Core Competencies / Job Families

Competencies Important / Very Important to Job Function

Table 6 - Distribution of the training requirements across core competencies and ICT Job Families

CC01 Technical Awareness

45%

95%

68%

91%

84%

81

CC02 Building Positive Relationships

25%

95%

58%

84%

75%

81

12%

96%

60%

88%

68%

81

14%

91%

61%

86%

87%

81

12%

98%

57%

91%

77%

81

9%

98%

47%

91%

77%

81

F01 - ICT Infrastructure

34%

94%

88%

74%

74%

29

F02 – Software Engineering, Information Systems Integration & Operations

36%

97%

42%

90%

75%

28

F03 - IT Security and Risk Management

56%

87%

85%

35%

88%

16

F04 - Data Management, Science and Analytics

60%

95%

80%

40%

80%

5

F05 - ICT Service Delivery and Support

35%

92%

72%

72%

84%

26

F06 – ICT Portfolio Management

70%

100%

70%

60%

86%

10

33%

100%

97%

77%

81%

6

CC03 Technical Information Communication CC04 Contextual Knowledge CC05 Conceptual Thinking and Problem Solving CC06 Personal Responsibility

F07 – ICT Corporate Governance

27

No. of Respondents

Supervisors' Response: Intermediate / Advance Developmental Interventions could strengthen the impact of ICT in MDAs

Possess Intermediate / Advance Level Proficiency

Intermediate / Advance Developmental Intervention Required

Prior Learning

Core Competencies / Job Families

Competencies Important / Very Important to Job Function

ICT Training Plan

50%

94%

100%

67%

61%

6

F09 â&#x20AC;&#x201C; Government Information and Knowledge Management F10 â&#x20AC;&#x201C; Highly Specialised and Emerging ICT Management

25%

75%

75%

50%

75%

4

20%

80%

80%

20%

75%

5

Weighted Averages

34%

93%

71%

70%

78%

F08 - IT and Strategic Sourcing

The results, in Table 6, show that most of the respondents indicated that intermediate to advanced level training is required for all of the core competencies and the Job Families except for the Personal Responsibility (CC06) and Software Engineering (F02). Approximately 47% of respondents believe they need training for CC06 while 42% believe they need some form of training in F02. A minimum of 57% and a high of 100% believe they need intermediate to advanced training in all the other core competencies and the ICT Job Families.

Training engagements will need to follow the identification and selection process as outlined in Figure 4 to ensure that the individuals selected will need the specific training as some individuals may have done similar training and obtain certifications.

28

ICT Training Plan TRAINING FOR CORE COMPETENCIES

All core competencies are Priority I. These competencies should be developed through a combination of training that is also included in the ICT Job Families specified in priorities I to III. Table 6 shows the core competencies and highlights the views of ICT staff about requiring training in these areas. These core competencies are required by all staff in the ten (10) ICT Job Families. In some instances, no specific training may exist for specific core competence. However, training for these competencies may be provided overtime with experience performing relevant job functions.

It is very important to note that the core competencies will be developed primarily through the training for the ICT Job Families, collaboration with tertiary institutions, and direct experience on the job. In order to meet the competency requirements for these core skills, it may require that ICT supervisors work with their Human Resource department to identify gaps in core competency areas through the performance management system. This could be used to identify appropriate training for ICT staff that may be obtained through specialised or customised training, available established training, job rotation or shadowing, mentoring or coaching, as well as other types of engagements.

In order to identify staff for core competency training, the individual on-the-job performance appraisals can be used to identify gaps in the required competencies. Academic training at the undergraduate and graduate levels should provide the fundamentals for many core competencies. On-the-job experience should further develop these competencies complemented with job rotation, mentorship, attachments, practice, and other on-the-job training solutions. The Governmentâ&#x20AC;&#x2122;s training institute, MIND, can support the development and delivery of in-house training in conjunction subject matter experts (SME) locally, regionally and internationally, for continuous learning. Participating in conferences, seminars, and workshops relating to specific competencies will also provide additional developmental opportunities.

In addition, the recommendation to establish a baseline academic qualification for management and nonmanagement job roles will give individuals the opportunity to obtain knowledge and skills in some of the core competency areas. It is, therefore, important for the GoJ and the ICT authority to identify the baseline that meets these core requirements. This coupled to collaboration with training institutions can fill some of the gaps and ensure that pre-service and in-service training will deliver the knowledge, skills, and core competencies required by the Government.

29

ICT Training Plan THE IMPLEMENTATION CYCLE The Implementation Cycle represented in Figure 4 highlights an example of the activities and stages that may be used to put this Plan into action. There are three primary stages in this cycle. These are shown in Figure 5.

  

Performance evaluation Review Fix/improve monitor

Exam/ certification Formative/ informative Summative

Train participants to develop knowledge, skills, and competencies

Register participants for training

Evaluate

Plan

Preparation Stage

   

Assess

Train

Enroll

Acquire

Initiate preparation

Select

Identify

Job Families/ competencies and participants for specific training

Training based on priority for each family/ competency and participant

Procure/customize training  Vendor-neutral  Vendor-based  Other providers

Figure 4 – The Implementation Cycle

30

ICT Training Plan Figure 5 shows an Implementation Triad that can guide the training process. The three stages are 1) Preparation; 2) Training; and 3) Evaluation.

Evaluation Training Preparation Figure 5 â&#x20AC;&#x201C; Implementation Triad

Preparation The preparation stage involves the initiation and planning of a particular round of training. Since some of the training may be intense, a great deal of planning may be required. The activities include: 1.

2.

3.

4.

planning; selecting Job Families, competencies and participants for training; identifying training using the Training Catalogue and other sources; and procure or customise training to meet the training needs identified in the former activities.

Training This is where training actually takes place. The training stage involves registering and training ICT staff.

This training could take many formats including face-to-face, online, blended, mentoring, and other alternate forms.

Evaluation This is one of the most important stages. It is very important that participants are assessed during or after training. It is also important that the GoJ evaluate training exercises by measuring whether participants meet the competency requirements. This may be done through performance evaluations and ultimately assessing the quality of service to the government and its stakeholders. Positive outcomes will suggest good return on investment (ROI).

Evaluation of the training may also include reviewing training programmes and obtaining feedback from participants so that improvements can be made or problems fixed.

31

ICT Training Plan The training catalog may be used to help with selection and identification of training pr ogrammes in the preparation stage. The flowchart in Figure 6 shows the steps involved and the logic that may be used to identify, select and acquire training programmes.

The Flowchart in Figure 6 depicts the sequence of steps for selecting or acquiring training using the Training Catalogue. This flowchart may also be extended to include the overall logic required to plan, identify, and select participants for enrollment in specific ICT training relating to each Job Family.

Start

Get Training Catalog

Training not in the training catalog

Training Available?

No

Yes

No

Detailed in the Catalog?

Develop customized Develop training with or specialized partners (internal and trainiing external)

Training noted in the catalog but still needs to be developed

Yes

Acquire or Administer Training

End

Figure 6 â&#x20AC;&#x201C; Identify, select and acquire training

32

ICT Training Plan

ROLES AND RESPONSIBILITIES Successful implementation of the Training Plan will depend on effective management and each stakeholder playing their part in the process, as training as a stand-alone strategy does not define success.

The effectiveness of the training should be the main determinant of success, of which the long impact is validated by: 1. stakeholders who are beneficiaries of the services that are provided by ICT staff, and 2. the ICT Training Outcomes, outlined in the Evaluation and Performance Model in Figure 3.

Moreover, the organisational structure within government organisations as well as external stakeholders will play an integral role in implementing the Training Plan.

The stakeholders listed below will have the most impact on the delivery of the Training Plan. The relationships between these stakeholders are shown in Figure 7.

1.

2.

3.

4.

5.

6.

7.

The ICT Authority ICT Management within the MDAs ICT Staff within the GoJ Human Resource Management (HRM) within the MDAs ICT organizations, Vendors and Training Partners Tertiary and Other Training Institutions The Business Community

Internal Stakeholders

ICT Authority

External Stakeholders

ICT Organizations, Vendors, and Training Partners

Tertiary and Other Training Institutions

Business Community

Functional Roles within MDAs

ICT Management within MDAs

HRM within MDAs

ICT Staff within MDAs

Figure 7 â&#x20AC;&#x201C; Interactions among internal and external stakeholders 33

ICT Training Plan The ICT Authority As the accountable entity for ICT within the GoJ, the ICT Authority will ensure that training activities for ICT staff are aligned with the Plan and meet the overall needs of the GoJ. The ICT Authority will therefore exercises authority over all ICT related training initiatives. This role is not intended to create unnecessary bottlenecks and bureaucracies within the system, and must be executed in a manner that not just provides literal authority, but instead guarantees a seamless process for both time and cost effective training for ICT staff.

The ICT Authority will also interface with other roles in the process as necessary. In this regard, the ICT Authority is expected to collaborate directly with ICT Management in the MDAs, HRM, and any of the external stakeholders shown in Figure 7 in an effort to arrange training for the ICT staff across the GoJ. This type of collaboration is a Top-Down Approach to training where training initiatives are planned at the highest level of the organization and then made available to individuals.

ICT Management within the MDAs The ICT leadership (ICT Governance Job Family) includes ICT staff that have management, supervisory or other leadership roles. While ICT management will have a general understanding of the overall ICT objectives of the GoJ, they will provide functional alignment of ICT training within their respective MDAs. It is, therefore, the responsibility of ICT leadership to, assess and define the training needs of each staff in their direct report and work with the training unit in the HRM department to plan and organise training for staff. The primary role for ICT Management includes an appraisal of staff and making recommendations for training to the head of the MDAs through the local HRM function. ICT Management should also ensure that the core competencies are included in the Performance Appraisal System and that staff are appraised accordingly, to determine where additional training may be needed.

ICT Management and HRM may therefore apply the Bottom-Up Approach to training and help facilitate the Preparation Stage as well as the enrollment activity in the Training Stage of the Implementation Cycle in Figure 4.

The management group may also work with the ICT Authority to identify training for staff and collaborate with external stakeholders.

The ICT Staff within the GoJ ICT jobholders within the respective MDAs should make regular self-assessment of their skills and competencies and highlight the need for training to their immediate supervisors throughout the performance appraisal process. ICT staff should also take responsibility for some of their own training and make recommendations to supervisors as needed. Staff may research appropriate training that fall within the Training Plan and work with supervisors to obtain same.

34

ICT Training Plan HRM within the MDAs The HRM function within the MDAs will work closely with the ICT Management and staff to ensure that the performance appraisal process is effectively capturing the training needs of the staff. HRM may advocate for training of ICT staff with the executive leadership of the MDA and the ICT Authority. It is also imperative that HRM provides the necessary training to ICT Management on how to properly appraise their direct report. Quality appraisal of ICT staff will help to more effectively identify staff who may have competency gaps. Additionally, the HRM will help with activities in the Preparation Stage of the Implementation Cycle and may also assist ICT Management and the MDAs with internal training through mentorship, coaching and job rotation (Training Stage).

ICT organisations, Vendors and Training Partners External stakeholders such as ICT organisations, Vendors, and Training Partners can have a significant impact on the implementation of the Training Plan. Without this group, training may be impossible. This group will develop and provide training that appropriate to the needs of the GoJ. They will also provide qualified professionals to facilitate training sessions in accordance with the specifications of the government.

The internal stakeholders of the GoJ (ICT Authority, ICT leadership in the MDAs, and HRM) will ensure that appropriate and unbiased relationships are developed with this group so that relevant and appropriate training courses can be customised or made available off-the-shelf to meet the training needs of the Government.

Tertiary and Other Training Institutions Training institutions, including universities and colleges that provide ICT and other core competency training are very important to the Plan. The GoJ should partner with training institutions to develop and customise training that will deliver core and priority ICT competency training. This role that will be played by formal training colleges and universities is very critical since many local and regional institutions provide the basic academic facilities for ICT staff to obtain many of the core competencies.

These institutions also provide aspiring staff with the foundation for their careers in ICT and the public services.

The Business Community As direct recipients of services, the main role of the business community is to demand quality service and provide assessment through feedback to the government. This is a very good way to evaluate the relevance and effectiveness of training to ICT staff and the indicators of success should be felt within the business community. The GoJ through the ICT Authority will need to also partner with this group so that frequent feedback required to drive corrective actions and improvements can be obtained.

35

ICT Training Plan

APPENDIX - COMPETENCIES DESCRIBED In keeping with listing of Job Families and Priority Competencies identified through stakeholder consultation, the functional competences for the ICT jobs are divided into three (3) groups. These are: 1) Core 2) Technical, and 3) Administrative.

Together, these groups define the priority ICT competences for the ICT job families.

Core ICT Competences These competences represent behaviours that are applicable to all ICT jobs within the GoJ. Therefore, each ICT job family is expected to share the core capabilities described in Table 2. There are six (6) core competences coded CC01 to CC06 in Table 2. The CC prefix in each of the competence codes represents core competence.

Technical and Administrative ICT Competences The technical and administrative competences are the priority competences relating more specifically to the ICT job families. These competences are shown in Table 3 and highlight some of the behavioural indicators relating to each competence.

Competence codes prefixed with CT represents the technical competences while those with the CA prefix highlight the administrative competences. The first two number digits in the competence codes in this category represent the job family and the last two digits are used to number the competence within the family. Therefore, CT0101 is the first technical competence for F01 and CT0102 is the second technical competence in the same F01 family. Similarly, CA0601 is the first administrative competence in the F06 family.

Note that not all ICT job families have administrative functions highlighted in Table 3. This does not necessarily mean that there are none of these competences for the specific job family, but some of them may have already been defined in the ICT corporate governance (or leadership) family or the in the core competences.

36

ICT Training Plan Descriptors â&#x20AC;&#x201C; Core Competencies (CC01-CC06) Code CC01

Competence Technical Awareness Capability

CC02

Building Positive Relationships

CC03

Technical Information Communication

CC04

Contextual Knowledge

CC05

Conceptual Thinking and problem solving ability

CC06

Personal Responsibility

Behaviour Indicator This core competence defines the ability for jobs within each ICT job family to exhibit the technical knowledge and experience required to function in the government ICT organisations.

This competence defines the ability to foster positive and effective relations with internal and external stakeholders to ensure ICT success within the government and MDAs. This competence refers to the capability of jobs within each ICT job family to effectively communicate technical information to the diverse audience and stakeholders within the government and the MDAs. The ability to understand the operations and the role of ICT in the government organisation is an essential success factor for ICT initiatives. This competence speaks to the ability of ICT jobs contextualise their role in the government enterprise and the MDAs or teams where they function.

The ICT jobs in the government are responsible for solving technology related problems on a regular basis. Logical and conceptual thinking is can help in resolving complex problems and is a necessary competence for all ICT-oriented jobs in the government and MDAs. ICT jobs require individuals to manage themselves and lead others. In many instances individuals will need to motivate themselves and manage the duties assigned to them. This core competence defines the ability of ICT staff to take personal responsibility for their work assignments and to deliver high quality achievers. Jobs with this competence are usually results-oriented.

Descriptors - Job Families (F01-F10) Job Family

Code CT0101

F01

Competence Network analysis and engineering capabilities

Competence Behaviour Indicator Class F01 - ICT Infrastructure Technical 1. Able to analyse ICT related communication and infrastructure problems within the GoJ, and design and implement appropriate and cost effective network solutions to resolve infrastructure problems 2. designs, develops, implements, maintains, and supports data communication and computer networks within the MDAs - Network architecture design and implementation capability (including wired and wireless voice and other data networks) 3. Practical application of networking principles and methodologies such as the open systems interconnection (OSI) reference model, internet model, IP networks, network hardware and software, routing, network protocols and standards, network security, VLANs, LANs, WANs, WLANs, WWANs, SANs, and network topologies

37

ICT Training Plan Job Family

Code

Competence

Competence Class

Behaviour Indicator 4.

5.

6.

CT0102

Network Administration and maintenance

Technical

1.

2.

3.

4.

5.

CT0103

Computer systems administration and maintenance

Technical

1.

2.

3.

4.

5.

6.

7.

8.

Ability to optimise the integrity of high availability network infrastructures to provide maximum performance for end users within the GoJ Uses virtualization tools and methodologies to voice, data, and storage networks Understands cloud computing infrastructures, deployment and service models, as well as their appropriate application to government organisations Able to diagnose, troubleshoot, and resolve network hardware, software, or other network related problems, and replace defective network components when necessary installs and configures network infrastructure components and appliances such storage, routers, switches, and other on or off premise network equipment Understands and use various data storage technologies such as cloud, SAN, NAS, etc.

Network maintenance and administration capabilities â&#x20AC;&#x201C; network setup/installation, server architecture, intranet and extranet infrastructures, configuration management Ability to support and maintain network specific hardware and software Ability to install, configure, maintain and administer computing environments including computer hardware, systems and utility software, applications software, and all configurations Installs and configures computing-based network nodes such as servers, workstations, and printers Performs data backup and disaster recovery operations Diagnose, troubleshoot, and resolve hardware, software, or other computer system related problems, and replace defective components when necessary Installs, maintains, configures and administers storage resources â&#x20AC;&#x201C; quota management, security configuration, provisioning and deprovisioning of storage resources Configures storage for performance, availability, access control, and general security Applies virtualization tools and methodologies to virtualise servers, desktops and storage Supports and maintains servers including server hardening for security purposes,

38

ICT Training Plan Job Family

F02

F03

Code

Competence

Competence Class

Behaviour Indicator

patching and updating of hardware and systems and utility software F02 â&#x20AC;&#x201C; Software Engineering, Information Systems Integration & Operations CT0201 General Technical 1. Understands and applies systems design, software design, development and implementation development, methodologies and 2. Applies systems development lifecycle (SDLC) implementation methodologies in the design, development/acquisition, implementation and maintenance of software 3. Understands and applies secure SDLC approaches to software development and implementation 4. Designs, develops, and implements secure desktop, web-based, and client-server applications 5. Designs, develops and implements websites 6. Understands and utilises cloud-based application development such as platform-asa-service (PaaS) 7. Database programming capabilities 8. Ability to learn systems and software development tools in a very short time 9. Conducts business and systems analysis 10. Excellent abilities in documenting processes and representing them with flowcharts and other diagramming models such as use case diagrams and unified modeling language (UML) 11. Understands and applies the principles of computer programming and logic design 12. Information systems customization and integration abilities CT0202 ERP Systems Technical 1. Understands customer relationship planning and management systems (CRMs) and apply implementation CRM thinking to solve customer relationship problems 2. Practical understanding of ERP systems development/acquisition and implementation 3. ERP systems administration and maintenance capabilities 4. Understands systems integration and apply best practice to the government context 5. Secure integration of legacy systems F03 - IT Security and Risk Management CT0301 Enterprise Technical 1. Knowledge and application of security security controls for enterprise computing architecture 2. Excellent knowledge and practical application capabilities of enterprise risk assessment and management approaches

39

ICT Training Plan Job Family

Code

Competence

Competence Class

Behaviour Indicator 3.

4.

CT0302

5.

1.

Cloud computing and virtualization security

2.

3.

4.

CT0303

General network security

Technical

1.

2.

3.

4.

5.

6.

CT0304

Information and data security

Technical

1.

CT0305

Information systems and technology auditing

Technical

2.

1.

2.

3.

4.

CT0306

Penetration testing and Cyber forensics

Technical

1.

2.

Understands and implements advanced identity management controls Ability to integrate hosts, storage, networks, and applications in a secure enterprise architecture Single sign on and identity federation Understands and implements cloud augmented security understands virtualization security and able to implement security controls for virtualised computing environments Understands security challenges and concerns with cloud computing deployment and service models understands the security concerns in the use of the cloud for data storage and backup Excellent knowledge of the CIA security triad and its relevance in the effective planning and implementation of security controls Excellent knowledge of security best practices used to secure organisation and enterprise wide information technology infrastructure and architecture Understands and applies authentication and authorization techniques Ability to configure controls for network security â&#x20AC;&#x201C; hosts, servers, network storage Implements security controls for applications within the GoJ enterprise Advocate and champions data, network, and cyber security within the GoJ Practical knowledge of encryption tools and techniques - concept of cryptography, cryptanalysis, cryptology & steganography Security incidence management and response Develops IT audit plans Executes enterprise IT, systems and operations audits Develops corrective actions from IT audit exercises Ability to prepare meaningful reports and communicate audit findings and results that will help the GoJ improves its overall data and network security across the enterprise Knowledge and application of penetration testing tools and methodologies Ability to use penetration testing tools and techniques to identify general application vulnerabilities in networks and applications in the government enterprise

40

ICT Training Plan Job Family

Code

Competence

Competence Class

Behaviour Indicator 3.

CT0307

CT0401

CT0402 F04

CT0403

Uses cyber and computer forensics investigation tools, techniques and best practices Risk assessment Technical 1. Understands and apply appropriate risk and assessment techniques â&#x20AC;&#x201C; qualitative and management quantitative 2. Ability to utilise best practice, recognised tools and models to manage security risks across the enterprise 3. Performs risk classification exercises to help in deciding on mitigation strategies to reduce or eliminate identified risks within the GoJ ICT infrastructure and architecture 4. Conducts business impact analysis (BIA) and communicate results effectively F04 - Data Management, Science and Analytics Data Technical 1. Defines data and metadata stewardship 2. Prepares documentation related to data and capability metadata 3. Defines and documents business rules for the data creation, usage of data, derivation of data, etc.

4. Documents data sources 5. Develops data quality standards and targets 6. Manages data within the government Database Technical 1. Understands database concept, designs, builds, management and implement databases and data warehouses and for storage of online real-time, historical, and administration legacy data 2. Understands and uses database architecture, software and database management systems â&#x20AC;&#x201C; including relational databases, object oriented and hybrid database systems, non-relational and unstructured data storage platforms such NOSQL-based data storage platforms (example MongoDB) 3. Practical knowledge and experience with tools used extract, transform and load (ETL) data 4. Installs and configures databases and other data storage platforms 5. Maintains databases and other platforms that are used to store data 6. Grants and revokes access to tables and data elements 7. Optimises databases for performance, integrity and general security 8. Exhibits excellent database security abilities Data analytics Technical 1. Excellent problem-solving skills capability 2. Excellent Data analysis skills 3. Transforms data into insight and insight into action

41

ICT Training Plan Job Family

Code

Competence

Competence Class

Behaviour Indicator 4.

5.

CT0404

CT0501 F05

CT0502

Exhibit a special passion for data and numbers Ability to illicit intelligence out of data through data analytics 6. Conducts research using data science models 7. Develops predict models to solve complex problems in the economy, health, agriculture, transportation, construction, and other environments 8. Excellent research and development capabilities 9. Uses data analysis tools such IBM SPSS, SAS, and R 10. Understands and uses advanced data science tools such as SQL, R, python, java, hive, storm, spark, hadoop, matlab, etc.

11. Uses data mining and data mining tools and techniques 12. Knowledge of ETL tools 13. Ability to work with very large datasets 14. Excellent knowledge of statistics and statistical procedures and tools Data Technical 1. Data presentation abilities presentation 2. Uses data presentation tools such as MS excel, capability SAS VA, Tableau, Power BI, etc.

3. Able to design and develop web-based dashboards to present trends in data 4. Able to present data and results for diverse audiences in tabular and graphical formats 5. Excellent knowledge of graphical presentation tools 6. Demonstrates abilities in utilizing various presentation tools to communicate findings and results of research and data analysis F05 - ICT Service Delivery and Support Helpdesk and Technical 1. Understands and uses helpdesk ticketing service request systems to manage service request and management support to end users 2. Good understanding of hardware and software that are in use by the government internal and external users â&#x20AC;&#x201C; including internet and extranet resources Helpdesk Analysis

Technical

1.

2.

Analyses helpdesk activities Presents trends in service requests to trigger action for improvements or recommendation for new technology support and services to be implemented 1. Excellent knowledge of helpdesk services and support technologies F06 â&#x20AC;&#x201C; ICT Portfolio Management

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ICT Training Plan Job Family F06

Code

Competence

CT0601

Programme and portfolio management

Competence Class Technical

Behaviour Indicator 1.

2.

3.

4.

5.

6.

CA0601

General management

Administrative

1.

2.

3.

4.

5.

6.

CT0701

F07

Excellent knowledge and understanding of ICT use in government and business Understands project risks and relevant mitigation strategies Understands the peculiarities, issues and challenges associated with managing ICTbased projects, programmes and portfolios Knowledge and practical understanding of tools used in project management such as project scope management, time management, project baselining, cost management, and project performance management Understands and applies project lifecycle management and product development methodologies Understands how to apply general project management knowledge and experience to ICT-based projects and programme development Excellent leadership and general management abilities Excellent communication abilities Excellent negotiation abilities Excellent team building and human resource abilities Excellent team and conflict management capabilities Excellent team building abilities

F07 â&#x20AC;&#x201C; ICT Corporate Governance ICT technical Technical 1. Develops strategic and operations plans and leadership guides the government of Jamaica and related capability MDAs in the strategic implementation of ICT initiatives to optimise effectiveness and success 2. Excellent knowledge of Enterprise architecture models and their application to large organisations such as the GoJ 3. Transforms business processes using ICT as an enabler 4. Uses ICTs to transform internal and national cultures to deliver quality service to citizens and Jamaican businesses 5. Sound understanding and knowledge of ICTs and related infrastructures that are used by the government organisation 6. Understands enterprise infrastructure architecture models and unified communications infrastructures and how they may be used to improve government operations

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ICT Training Plan Job Family

Code

Competence

Competence Class

Behaviour Indicator 7.

CA0701

CA0702

CT0801 F08

Excellent understanding of ICT risks within business and government and mitigation strategies to reduce or eliminate them 8. Leads the business continuity planning and disaster recovery planning activities within the GoJ Policy Administrative 1. Develops, implements and enforces ICT development, related policies across the MDAs and implementation government wide enterprise â&#x20AC;&#x201C; data and classification, general IT security, ICT use, enforcement procedures, guidelines, etc.

2. Develops and implements ICT policies and rules relating to Information and data classification for secured use, access, sharing and communication 3. Defines policies to relating to the use and management of ICT and data assets within the government and its MDAs ICT corporate Administrative 1. Data governance and stewardship capabilities governance and 2. Accepts corporate and government level stewardship accountability for ICT projects and other IT initiatives within the GoJ enterprise and MDAs 3. Delegates responsibilities over ICT projects and initiatives within the GoJ and MDAs 4. An excellent coach, mentor and educator within the GoJ and its MDAs 5. Provides leadership and management to ICT staff, projects and initiatives within the GoJ and its MDAs 6. Defines people, procedures, guidelines, standards and processes to manage ICT and data assets within the government and MDAs 7. ICT role model within the GoJ enterprise and MDAs F08 - IT and Strategic Sourcing IT sourcing and Technical 1. Understands the ICT hardware, software and logistics infrastructure requirements for the GoJ and its management MDAs 2. Participates in the development of technical and non-technical specifications for ICT sourcing projects 3. Insourcing, outsourcing, and open/free sourcing ICTs and related resources 4. Develops RFI, RFP, and RFQ for government procurement of ICT goods and services 5. General supply chain management â&#x20AC;&#x201C; coordination and management of vendor and supplier relationships with the GoJ 6. Excellent understanding of logistics and supply chain management for the efficient and

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ICT Training Plan Job Family

Code

CA0801

F09

F10

CT0901

CT1001

Competence

Competence Class

Behaviour Indicator

effective sourcing of ICT-based goods and services for the government and its MDAs 7. Interprets technical specifications for the sourcing of hardware and software IT sourcing Administrative 1. Understands service level agreements for service and ICT-based services quality 2. Understands and contributes to the assurance development of ICT-based contracts and SLAs 3. ICT contract and SLA management 4. Evaluates ICT sourcing proposals 5. Assesses, appraises, and evaluate ICT sourcing performance 6. Excellent negotiation abilities 7. Excellent ethical vendor and customer relationships F09 â&#x20AC;&#x201C; Government Information and Knowledge Management Knowledge Technical 1. Identifies and configures knowledge management management tools capability 2. Records management related to Information, knowledge and intellectual assets 3. Manages information systems and related technology for knowledge and information sharing across the government and its MDAs F10 â&#x20AC;&#x201C; Highly Specialised and emerging ICT Management Specialised ICT Technical 1. Utilises ICTs to transform and innovate management sectors where specialised and emerging capability technologies are most applicable such as in healthcare, geospatial environments, transportation, energy, mining, electricity, weather and meteorology, SCADA infrastructures and architectures, crime management, etc.

2. Uses specialised technologies to transform internal and national cultures regarding the use of ICTs to deliver quality service 3. Able to apply network communication technologies and infrastructures to controlled systems in transportation, health, water and waste controls 4. GIS modeling and geospatial software development abilities 5. investigates and integrates artificial intelligence (AI) technologies into applicable government and national initiatives 6. Excellent understanding of biometrics technology, AI, internet of things (IoT) , augmented and virtual reality (AR and VR), social media trends, and other specialised and emerging technologies that could disrupt or

45

ICT Training Plan Job Family

Code

Competence

Competence Class

Behaviour Indicator

7.

8.

4.

impact government and national ICT use and infrastructures Knowledge of technology and infrastructures that are used in the design, development and implementation of systems used in border control, passport immigration and population registration, voting, and national identification systems Demonstrates general understanding and appreciation for specialised, emerging, and disruptive ICTs Seeks to explore and understand how specialised technologies such as those highlighted above can be used to improve government services to citizens and Jamaican businesses.

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ICT Training Plan

ANNEX: TRAINING CATALOGUE A Training Catalogue was developed as an annex to the Training Plan, which includes a summary descriptor of the courses, as well as projected costs per family as at April 2018.

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