Human Resources/Training and development Cordinator
I Have been working in IT INDUSTRY CLOSE to 10 years on projects.I would like to make a career shift to training and development.I have
few specific questions.
A)I want to work as a training cordinator not as a trainer , i mean can one grow as a training cordinator with out being a trainer .I MEAN is it mandatory to be a trainer in LEARNING AND DEVELOPMENT SECTOR.
b)As iam out of job currently if i work as a training cordinator/center head in any retail markets which offer training to people in retail like sap oracle etc(local training inst)will this experience be valid work as training cordinator in IT industries.
c)any good book to refer apart from istd so that it could help me in job interviews.
D) could you suggest any road map where i gain exp and join training industry with that exp.
I FULLY UNDERSTAND YOUR SITUATION.
1.training coordinator is perceived to be an administrative job.
-trainer job has more market value because it is perceived to be a result oriented function.
ISTD IS A VERY USEFUL QUALFICATION AND MOST WANTED IN INDIA FOR TRAINING..
BUT YOU CAN ALSO BECOME A TRAINER USEFUL PRACTICE AND BUILDING YOUR COMPETENCES.
1.IN MY OPINION,
-IT IS AN USEFUL FIELD
-WHERE YOU CAN TACKLE TWO AREAS
[ like selling/suggestion selling / computer handling/ cash handling etc]
STEP 1 [ do you have the aptitude ]
-take an aptitude test
-discuss the results with career counselor [ to seek second opinion ]
STEP 2 [ skills development ]
-attend a few courses like
presentation skills programs
communication skills programs
public speaking skills program
STEP 3 [ SPECIALIZED SKILLS]
-if you can attend a
DALE CARNEGIE PROGRAMS
in interpersonal communication skills
in selling skills programs. they have
a wide range of programs.
I know they have a chapter in mumbai
but I don't know their address/ types of
programs in INDIA.
TO make a business entry in training / development
you need a combination of knowledge/ behavioral competences.
In your case, it could be the retail industries., who prefer
trainers with IT background-industry knowledge/ technical terms.
IN retail industry, you could start with the sales area first
-product knowledge training
- selling skills/ interpersonal skills]
- selling to retailers/ relationship marketing]
then you can move on to areas like
-other management development programs/ subjects.
ONCE YOU GAIN 2 YEARS INTENSIVE exposure then you can move on to any industries.
FOR a competent trainer/developer, it takes
-2 years to get experienced
-4 years to get established
-6 years to become a role model.
I have listed below a wide list of competencies of a model trainer/developer.
COMPETENCIES FOR TRAINERS
1. understanding the role and function of training as a management strategy to help the organization achieve it's mission, and knows how competency-based training can promote "best practice" throughout the organization.
2. knowledge of the components of a competency-based training system and the proper sequence of steps in the system's development.
3. Understanding how the Universe of Competencies is developed, and how it is used as the criteria for individual training needs assessment, trainer assessment and selection, and curriculum development.
4. Differentiate between training needs and other types of employee performance problems, and knows the training system's proper role in addressing performance problems.
1. Understands and can apply principles of adult learning to training development and delivery. This includes engaging learners to identify their own learning needs; helping trainees set personal learning objectives; drawing on and incorporating trainees' past experiences and expertise; using experiential and interactive training techniques; helping trainees apply training content to their jobs; and creating practice opportunities during the training session.
2. Can create and orient trainees to a comfortable physical learning environment, including preparing the training room, greeting and engaging trainees, and attending to the social, emotional and comfort needs of the learners.
3. Knowledge of the conceptual frameworks for describing learning styles; can recognize differences in trainee learning preferences and styles; understands how individual development and cultural background can impact learning preferences; and can develop and use training strategies that address a variety of learning styles and preferences.
4. Understands the typical stages in the development and mastery of new knowledge and skills; understands the adult learning paradigms that represent these steps (i.e. levels of learning, conscious/unconscious competence;) and can develop training materials that promote sequential development.
Training Delivery Skills
1. Understands the impact of the physical training environment in facilitating or impeding learning; can arrange the training room to promote comfort, interaction, and group development; and can assure that training facilities are easily accessible to persons with disabilities.
2. Understands the impact of personal appearance and dress, physical positioning in relation to trainees, hand and body movements, positioning of a podium or tables, and tone of voice, on both the quality of the presentation, and receptivity by trainees.
3. Knowledge of how to use name tags/name tents, "ice-breaker" exercises, introductions, and other activities at the beginning of a session to create a positive group climate and begin the engagement process.
4. Knowledge of the importance of speaking clearly at an appropriate volume; can vary volume, pace, tone, and inflection to maintain trainee's attention; and can avoid unnecessary and distracting vocalizations ("uh," "ummm," "you know," "like," "I mean.")
5. Ability to adjust his/her presentation methods, use of language, and group management style to achieve the optimal level of formality for the group, and/or to match learners level of expertise.
6. Understands the potential impact of having been mandated to attend training, and can use supportive engagement strategies to help trainees identify personal learning objectives and develop an investment in the training.
7. Understands the stages of group development; and knows a continuum of training strategies appropriate for groups at different stages of development.
8. Ability to use reflective listening and feedback to encourage group involvement, to clarify and expand upon trainee contributions, to guide the direction of the discussion, and to enhance trainees' understanding of the content and concepts.
9. Ability to use verbal enhancers that more fully communicate and explain essential concepts and information, including examples and illustrations, creative phrasing, analogies, quotations, rhetorical questions, and comparing and contrasting concepts.
10. Ability to use summarization, bridging, and segue to help preserve continuity when moving between segments of the training.
11. Knowledge of strategies to keep the group focused, on task, and within established time frames, while remaining responsive to group needs and concerns.
12. Knowledge of strategies to engage and involve trainees who display resistance or a lack of involvement, or who exhibit disruptive behaviors that interfere with the development of constructive group process.
Culture and Diversity
1. Understanding of how his/her own cultural background can impact communication style, choice of words, body language, and mannerisms, and how these may affect trainees from different cultural backgrounds.
2.Understanding how his/her own cultural background affects values, attitudes, and beliefs, and recognizes ways in which an ethnocentric perspective may affect his/her ability to train and relate to trainees from different cultural groups.
3. Ability to model an approach to cross-cultural encounters characterized by an open mind, a willingness to learn from each other, mutual respect, objectivity, and rational critique; and can create a training environment that values and encourages the expression of cross-cultural content, and constructive dialogue about it.
4. Ability to incorporate content and examples that enhance trainees' understanding of and comfort with the cultural issues inherent in the topic area being trained.
5. Ability to differentiate stereotyping from culturally relevant information, can facilitate discussions of stereotyping and its negative impact on cultural interactions, and can incorporate culturally relevant information into the training.
6. Understanding of the stages in the development of cultural competence, and can incorporate content and activities that promote continued development of cultural competence by trainees at various developmental levels.
7. Ability to identify when cultural misunderstanding may be contributing to interpersonal conflict in the training, and can use a variety of strategies to explore and resolve conflicts.
8. Ability to stimulate and facilitate discussion of emotionally-charged topics and issues during the training, and can monitor and manage the emotional level of the group to maintain a safe, objective, and comfortable training environment.
9. Ability to articulate, and can promote open discussion in the training environment about ethnocentrism, cultural relativism, cultural pluralism, over generalization, discrimination, and isms such as racism, ageism, sexism, anti-semitism and homophobia; and can constructively deal with expressions of prejudice and discrimination during the training.
Transfer of Learning
1. Understanding of the concept of learning as a "process rather than an event;" and can identify opportunities and activities to promote transfer before, during, and after the training event.
2. Understanding of the impact of individual learning preferences and culturally based learning styles, and can design a variety of teaching and transfer strategies that address different styles.
3. Ability to give relevant examples and encourage critical assessment of how new learning can be applied to trainees' jobs; can elicit examples of practice dilemmas and successes; and can help trainees identify and resolve barriers to application of new learning in the work place.
4. Knowledge of the sequence and stages in acquiring and mastering new knowledge and skills; and knows how and when to use mentoring, coaching, and other on-the-job training activities to promote continued trainee development.
5. Understanding of the importance of collaborating with supervisors, managers, and team leaders to promote transfer of learning, and can design post-training on-the-job learning activities that promote continued skill development by trainees.
6. Ability to help assess and provide feedback regarding trainees' acquisition of knowledge and skill at the completion of training; and can recommend additional self-development or training activities to promote skill development.
7. Knowledge of a variety of assessment methods to be used before, during, and after training to measure the impact of training; and can collaborate with training managers to implement comprehensive evaluations of training effectiveness.
8. Ability to incorporate a variety of classroom activities that support transfer, such as idea catchers, action planning, supervised practice, and rehearsal.
Professionalism and Ethics
1. Understanding the importance of maintaining a professional demeanor in the training environment, including maintaining standards for dress, adhering to pre-set time frames for the training, and being well organized and fully prepared for the training.
2. Knowledge of the values, ethics and standards of the work profession and the practice field in which trainees work; and can address and reinforce these in all training activities.
3. Understands and can model standards for adult learning and professional development, including: respect for trainees; supporting trainees' self- determination; and maintaining appropriate confidentiality, privacy, and self-disclosure.
4. Understanding of the liabilities of attempting to train in competency areas in which the trainer lacks sufficient knowledge, skill, and/or first-hand experience.
SPECIALIZED PRACTICE SKILLS
1. Knowledge of the core philosophy and values that underlie the profession and trainees' field(s) of practice and can integrate this information throughout the training.
2. Knowledge of the "best practice" standards that apply to the field of practice and competency area s/he trains.
3. Understanding of how the trainees' organization is structured and organized, and how it interfaces with other business
4. Knowledge of the federal, state/provincial, and local legislation, rules, and policies relevant to the competency areas s/he teaches; understands the impact of these on direct practice; and can use a variety of strategies to help trainees integrate theory, concepts, rule, and policy.
1. Understanding of the unique attributes of a training curriculum for use in the training system.
2. Understanding of the basic principles of human cognition and learning, and can apply these principles to the development of training curricula.
3. Can identify the structural elements of a training curriculum, and knows the principles in the development of each element.
4. Can formulate specific learning and application objectives for each section of a curriculum, and can demonstrate how these objectives together achieve the competencies the curriculum is to address.
5. Knowledge of how to research and validate curriculum content to address the particular competencies the curriculum is being designed to teach.
6. Knowledge of the principles of curriculum sequencing and organization, and knows how to sequence content and design activities to achieve a coherent and integrated curriculum.
7. Ablility to identify and incorporate the most appropriate training methods to achieve the learning objectives of a particular section of the curriculum.
8. Can design and include a variety of strategies, to be implemented before, during and after the training, that promote application of new learning back on the job.
9. Ability to assess written curriculum resources and determine their adherence to principles of learning and curriculum organization.
1. Understanding of how the proper use of experiential exercises can increase awareness, modify attitudes, challenge misconceptions, and facilitate learning and mastery of both knowledge and skills.
2. Understanding of the detrimental outcomes of using experiential exercises inappropriately, or placing them improperly in the curriculum sequence.
3. Can design and develop a variety of individual, small group, and large group experiential exercises and activities that enhance learning and application.
4. Can facilitate experiential activities by clearly and concisely explaining instructions; providing ongoing direction and feedback to trainees; helping process and draw conclusions about the exercise; and engaging in problem solving when the activity is not progressing or accomplishing learning objectives.
5. Knowledge of how to elicit information to evaluate the effectiveness of experiential activities in achieving objectives, and can make needed modifications.
Group Facilitation and Management
1. Ability to help the group members clarify, negotiate, reach consensus, and adhere to norms or ground rules for the training session; and can enter into a verbal contract that establishes the trainer's role in supporting and enforcing these norms.
2. Ability to clearly and accurately communicate the goals and objectives of the training; can help trainees identify unrealistic expectations for the training; and can negotiate to achieve consensus about the desired outcomes for a training session.
3. Knowledge of group facilitation strategies that promote the development of a safe, learner-centered environment, group cohesion, comfort with risk taking, and commitment to common learning objectives.
4. Knowledge of how to determine the training strategy best suited to meet a particular learning objective; and knows how to integrate a variety of strategies to address different learning styles and to keep the training from becoming repetitious or boring.
5. Ability to recognize non-verbal cues from trainees; can use active listening and reflection to determine their meaning; and can elicit feedback to clarify points and to determine the level of understanding or agreement.
6. Understanding of the factors that can create resistance and dissension within training groups, including a lack of pre-training preparation; forced attendance at training; pre-existing interpersonal conflict among group members; problems in the work environment; and personal, social, and emotional factors of trainees.
7. Knowledge of a variety of group management strategies, and can intervene to manage problematic behaviors without alienating either the individual or group.
8. Ability to provide timely, sensitive and relevant feedback to the group, and can challenge ideas in a manner that stimulates creative thinking and promotes growth, while maintaining trainees' self-esteem.
9. Ability to recognize, process, and understand trainees' emotional responses to training content or exercises; can acknowledge and normalize feelings; can help the group identify constructive ways to deal with feelings; and can intervene to help individual trainees deal with acute emotional distress.
10. Ability to effectively handle confrontation and conflict with and between trainees; and can use a series of verbal and non-verbal interventions to de-escalate the conflict, explore and clarify the issues, and facilitate resolution, while discouraging disruptive behavior and preventing emotional withdrawal.
1. Ability to engage a mentoree into a productive mentoring relationship, and jointly set the goals, objectives, and norms for the mentoring process.
2. Ability to engage a mentoree in assessing his/her own developmental needs and in jointly developing a plan to develop the mentoree's skills in needed areas.
3. Understanding of the developmental nature of the mentoring process, and knows how to select mentoring and coaching strategies that are most appropriate for the mentoree's level of development.
4. Ability to conceptualize and explain the rationale for specific training interventions, including; the design and sequencing of a curriculum; adjusting a curriculum for groups at different developmental levels; the most appropriate uses of individual training strategies; individual and group management strategies; and strategies to manage time.
5. Understanding of the potential impact of cultural differences on his/her relationship with the mentoree, and can establish a relationship that encourages dialogue around cultural differences and issues.
Team Training[ one or more trainers for a training program]
1. Understanding of the most appropriate uses of team training, and knows the benefits and limitations of team training, both for trainers and the training group.
2. Knowledge of how to select a training partner to achieve the best mix of content expertise, previous experience, trainer style, and personal strengths and weaknesses, to best achieve the training objectives.
3. Understanding of the importance of developing clear roles and responsibilities for each member of the training team; and the importance of developing mutual expectations for the partnership.
4. Ability to develop a training delivery plan which makes the best use of the content expertise, delivery styles, strengths, and personalities of each trainer in the team.
5. Knowledge of how to constructively manage the challenges of team training, including; managing verbal and nonverbal communication between trainers; sharing responsibility and authority; responding to cues from the group when the partner is leading; respecting the partner's lead, while concurrently providing needed support and validation; dealing constructively with differences in opinion between trainers; and assuming full responsibility for the training when needed.
6. Ability to assess, negotiate, and resolve conflicts in the team training relationship.
Developing and Using Audio Visual Media and Materials
1. Ability to design, develop and incorporate a variety of audio-visual materials including flip charts, posters, overhead transparencies, computer generated visuals, handouts, slides, videos, and audio tapes, to enhance the training and reinforce learning.
2. Knowledge of how to select and incorporate audiovisual materials that best support the content being presented.
3. Knowledge of how to design, produce and distribute handouts in a logical and organized manner.
4. Ability to operate, disassemble and make emergency repairs to audiovisual equipment, including flip chart stand, overhead projector, TV/VCR, video recording equipment, cassette/CD player, slide projector, LCD projector and computer.
5. Ability to use a contingency plan with alternative instructional methods in the event of equipment failure or unexpected emergency, or to accommodate trainees with visual or auditory disabilities.
Computer and Distance Learning Technology
1. Knowledge of how to integrate computerized training aids to enhance training, and can design and develop presentations and demonstrations using software such as Power Point.
2. Understanding of the range and types of knowledge and skills that are most effectively acquired using self-directed, computerized learning (e-learning), and knows how to integrate interpersonal and trainer-directed strategies that support and augment computer-based and self-directed learning activities.
3. Knowledge of how to use computer-based communication strategies such as group e-mail, chat rooms, and list serves, to promote dialogue and interaction among learners.
4. Knowledge of how to use computer applications and communication strategies to promote transfer of learning and skill building by preparing trainees to attend training, and by providing regular opportunities for follow-up and coaching after training.
5. Understanding of the strengths, benefits and limitations of distance learning technologies such as videoconferencing.
6. Ability to make necessary modifications in presentation methods for videoconferencing.
7. Knowledge of how to use computer hardware, software applications, and agency-specific databases that are relevant to the content area the trainer is teaching.
Competencies are observable abilities, skills, knowledge, motivations or traits defined in terms of the behaviours needed for successful job performance. Often competencies reflect very general attributes common to all jobs (e.g., analytical thinking, problem solving, client orientation). However, the goal of the present exercise was to identify technical competencies - competencies required from incumbents occupying various jobs/roles in the IT Community that reflect the unique knowledge and skill set expected from these IT employees that would complement the Behavioural Competency Dictionary. The resulting Technical Competency Dictionary for the IT Community was developed in partnership with subject matter experts in the IT Community and is the outcome of numerous interviews and discussions with CS representatives in different roles and levels from several large departments.
How Are the Competencies Structured?
For all competencies in the dictionary, a brief definition is provided as well as a list of points of knowledge required. Each competency also includes a proficiency scale that indicates the full range of expression of the competency. Each proficiency scale has five levels indicating the depth and breadth to which knowledge and skill are required in the job. Each proficiency level is described in terms of behavioural indicators. The behaviours at each level of the scale are illustrative rather than definitive; that is, other examples of behaviour are possible and can be used at each level. Each competency scale is cumulative which means that, although behaviours from lower levels are not repeated at higher level, they nonetheless apply.
1. Application Development/Support and Maintenance1 Knowledge and ability to design, define, construct, enhance, support and maintain application software on one or more platforms.
Systems Analysis and Design
General/external design (includes des ign principles)
Use of established techniques to assist in the analysis of business data/information flows and database construction (e.g., data and functional modeling)
Application Development and Commercial Off-The-Shelf (COTS) Management
Programming languages (e.g., software language structures, machine, assembly, procedural, non-procedural, object-oriented languages)
Standards and methods used in developing and maintaining a repository of information and processes (e.g., development standards including programming, user interface, design, naming, specifications)
System development processes, tools and methodologies (e.g., Systems Development Life Cycle including principles, best practices and standards used in designing and maintaining a formal procedure and a related repository of information)
Unit testing processes and practices
Application development tools (e.g., COTS development tools, technical productivity tools, workstation operating systems)
Polices and practices related to office productivity tools
Policies and practices related to website design and use of Inter/Intranet technologies within the Public Service
2. Architecture Knowledge and ability to apply architecture theories, principles, concepts, practices, methodologies and frameworks.
Enterprise Architecture/Information Technology (IT) Strategy
Implementation/enforcement of policies and support
Architecture functions and the interrelationships with the organizations vision
Architecture direction, policies and practices with a focus on Government of Canada priorities
Organization of information to effectively support the work of the organization
Creation of an entity relationship model and an integrated function or process dependency model
Transaction services architecture, configuration and interfaces
Relationship between the information architecture and other architectures
Design of the systems architecture and how its components are connected and operate with each other and other applications
Relationship between the systems architecture and other architectures (e.g., integrating technology and business)
Design of the fundamental hardware, software and telecommunications systems that provide the infrastructure on which business applications are developed and run (e.g., network topologies)
Interrelationships of the various technologies and their respective roles
Relationship between the technology architecture and other architectures
Government and Department Policies and Standards
Business policy and standards development
TBS Business Transformation Enablement Program (BTEP)
Management of Government Information (MGI)
3. Business Analysis Knowledge and ability to apply the principles of business analysis in the planning, reengineering, requirement gathering for government business environments, operations, processes, and practices.
Government/business knowledge in various application areas (e.g., financial/accounting, human resources, purchasing, supply, policing, corrections)
Common government/business management and decision-making concepts, principles, activities and practices (e.g., Government and corporate planning cycles and processes, accountability and budgetary cycles and processes)
Business architecture (at a project level) and how it augments organizational design, planning systems and financial controls
Impact analysis and environmental scan methods, techniques and tools used to evaluate an organizations strengths and challenges
Business case/cost benefit methodology and standards including return on investment (ROI) and total cost of ownership (TCO)
Typical organization structures, job functions, work activities and workflow
Business process analysis and business process reengineering methods and design benefits, methodologies and tools; roles in support of business change
Costing and cost recovery
Industry, business line and the technical aspects of the business line
Relationship between the business architecture and other architectures
Transaction processing theory and principles, flow and design
Government and Department policies and standards such as:
Business policy and standards development
TBS Business Transformation Enablement Program (BTEP)
Management of Government Information (MGI)
4. Database Design and Management Knowledge and ability to apply the methods, practices and policies that are used in the design and the management of databases.
Concepts, policies, principles, theories, practices and techniques associated with information management and information technology as it relates to database design and management
Relationship between database design/management and application performance
Database design and architecture - logical structure and physical structure (e.g., functional, metadata and process models)
Database types (e.g., data warehouse, decision support, operational, query, ERP and relationship to technologies)
Data security and recovery
Database integrity, capacity planning, performance and tuning
DBMS and data warehouse principles, best practices and standards
Database software installation processes and techniques
Database tools to design and manage databases (e.g., data management tools, data modeling tools, database integration tools)
Languages for data modeling, manipulation, control and database query
Database trends and directions
5. Infrastructure/Platforms2 Knowledge and ability to support the enterprise computing infrastructure (e.g., enterprise servers, client server, storage devices and systems, hardware and software) in the provision, management, storage, operation, scheduling, support and maintenance of the infrastructure.
Principles, practices, standards, methods and techniques related to interoperability of hardware/software configuration controls
Platform environment (e.g., client-server environment, enterprise server/mainframe environment)
Storage and retrieval (e.g., area network, mainframe storage, media storage, virtual storage)
Systems hardware and its characteristics (e.g., mainframe computers, mini and micro-computers, CPU, memory, disk, registers, bus, channel)
Hardware/software and connection, implementation and maintenance
Operating systems, communications and software utilities used on enterprise server/mainframe and distributed computer systems
Cooperative processing (two or more computers simultaneously processing portions of the same program or operating on the same data such as multiple-CPU systems, distributed systems)
Monitoring of systems software (i.e., the operating system and all utility programs that manage computer resources at a low level) including compilers, loaders, linkers, and debuggers
Operations performance monitoring and capacity planning of the delivery platform
Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and networks
6. IT Procurement and Asset Management Knowledge and ability to evaluate, negotiate, procure, track, manage IT assets including software licenses and computer leases:
Vendor liaison/management, service agreements, warrantees and lease agreements
Procedures related to procurement and contract administration
Processes and procedures necessary to critically evaluate products, services and claims
Processes involved in vendor negotiations for substantial and/or long-term contracts for hardware, software and licence agreements, support and services
Systems and applications for procurement (e.g., NMSO, DISO, Software Acquisition Reference Centre, Request for Software Discounts and Supply Arrangements)
Roles and responsibilities of TBS and PWGSC related to asset procurement and management
Corporate and Government of Canada legislation, standards and policies (e.g., regulating software licence agreements and renewals, disposal, procurement ethical practices and security policies)
Policies, guidelines and procedures for IT asset management
IT asset management life cycle (e.g., planning, maintenance, retirement and disposal)
Negotiation and contracting processes and practices
Federal legislative and policy framework related to IM/IT procurement for goods and services
Departmental processes for acquisition of goods and services, including drafting of Statements of Work (SOW), Requests for Proposals (RFPs), evaluation of responses, contract negotiations and management of contracts
Remedial measures for IT equipment non-performance
7. IT Project Management Knowledge and ability to apply formal project management principles and practices during the planning, implementation, monitoring and completion of projects, ensuring effective management of scope, resources, time, cost, quality, risk and communications.
Enhanced Management Framework for the management of information technology/projects
Project management concepts, techniques, methods and tools and industry best practices in the management of projects in an IT environment (e.g., Project Management Body of Knowledge (PMBoK))
Project estimating and planning techniques
Project progress monitoring
Management of change, risk and problem
Human resources management
Government of Canada policies and standards
8. Telecommunications (Data and Voice) Network Knowledge and ability to implement the methods, practices and policies governing the design, analysis, development, management and use of the hardware and software used to transfer information such as data, voice, images and video.
Theories and concepts, methods, policies and practices to design, develop, plan telecommunications network infrastructure systems (e.g., calculation of peak and mean bandwidth requirements, response time, propagation delays, priorities, traffic types, traffic flows (point-to-point, multicast, broadcast), error detection and protection, security, interoperability, growth, quality of service, availability)
Installation, configuration, operation and maintenance of telecommunications infrastructure hardware and software
Telecommunication systems operating systems, system software and utilities
Low level interfaces (e.g., modems, CSU/DSU)
Voice communication devices (e.g., Blackberry units, cell phones, gateways, routers, switches, PBX)
Standards describing the structure of data exchange between systems (e.g., OSI seven layer reference model)
Standards describing the format content and exchange mechanisms between systems, such as communication protocols (including protocols that relate to the convergence of technologies, such as Voice over IP), connection oriented versus connectionless protocols
Classes of networking systems (e.g., Local Area Network (LAN), Metropolitan Area Network (MAN), Department Wide Area Network (DWAN), Wide Area Network (WAN), Virtual Private Network (VPN), Voice Network System, Remote Access Networks, associated hardware and software, operating systems and protocols)
Network topologies (physical and logical) and their characteristics
Classes of telecommunication media, such as wire based (e.g., copper, fibre) and wireless (characteristics of various frequency bands from HF to microwave)
The purpose and use of different networks (e.g., Internet, Intranets, Extranets)
Value added networks (i.e., services added within a communications network beyond data transfer such as message routing, resource management and conversion facilities)
Performance analysis, diagnosis, capacity planning and data communications monitoring/management practices, protocols and tools
Data, voice and video requirements and services
Traffic and transmission management
Common carrier services - data transmission and telephony service offerings provided by private sector companies
Security, including specific methods, policies and be
9. Security/Information and Application Protection Knowledge and ability to ensure there are adequate technical and organizational safeguards to protect the continuity of IT infrastructure services by the implementation of IT security principles, methods, practices, policies and tools that are used in securing IT resources including information and operations security, physical security, business continuity/disaster recovery planning, methods to deal with security breaches and security assessment in a technical environment.
IT security principles methods, policies, practices and tools
Information Protection/IT security principles, threat and risk assessment methodology, practices, procedures and tools (e.g., Government privacy and security related legislation and policies, biometric and cryptographic principles, firewalls, intrusion logs, encryption and digital (numeric) signature)
Theories, processes and methodologies involved in developing, implementing, monitoring and reporting IT security planning frameworks, policies, measures, counter-measures and monitoring programs, procedures and guidelines
Management tools such as data classification and risk assessment/analysis to identify threats, classify assets and to rate system vulnerabilities
IT software and hardware security requirements
Preparation and conduction of Privacy Impact Assessments (PIA), Statement of Sensitivity (SOS), Threat Risk Assessments (TRA), Vulnerability Assessments (VA)
Accreditation procedures, policies and practices
Security certification procedures
Security hardware and software
Treasury Board and corporate IT standards and policies regarding the development and support of infrastructure systems and networks, including security policies and operational standards
IT Operations Security
Protection techniques for the entire facility, from the outside perimeter to the inside office space, including all of the information system resources and methods to deal with security breaches
Requirements of hardware, media and of the operators and administrators with access privileges to these resources
Application product level security, access management and remote access
Auditing and monitoring the mechanisms, tools and facilities to permit the identification of security events and to assess operations security capacity
Computer crimes laws and regulations and the measures and technologies used to investigate computer crime incidents
Cryptographic, graphic and hardware applications
Business Continuity/Disaster Recovery Planning
Disaster recovery strategies, plans, tests and management
Preservation and business recovery planning, practices, policies and procedures
Rollback and contingency strategies, planning practices and tools
Business continuity analysis procedures and exercise frameworks
Activities within the response, recovery, restoration and resumption phases applicable to business continuity plans
Roles and responsibilities of IT operational functions during business continuity exercises
Federal government business continuity planning policies and programs, including Treasury Board Standards
10. Testing Knowledge and ability to perform testing of software and/or hardware using a systematic approach (i.e., the orderly progression of testing in which software elements, hardware elements or both are combined and tested until the entire system has been integrated).
Quality assurance and control
Testing approaches and strategies
System and application testing methodologies, practices and principles (e.g., end-to-end)
Testing/validation in relation to the systems development life-cycle
Types of testing (e.g., volume, unit, compatibility, bandwidth, integration, system, end-to-end, web-stress)
Testing standards (e.g., Treasury Board and department, International organization for standardization (ISO))
Testing and readiness functions and assessments including release processes and packages, change control and system integration
Testing tools including automated tools, test scripts and reporting/tracking tools
Certification and accreditation of new applications
11. Service Management Processes Knowledge and ability to implement the methods, practices and policies governing the design, development and use of the IT support processes designed to keep the IT environment functioning efficiently, effectively and securely.
Service Management Principles
Relationship between different IT support processes and between support processes and clients
Implementation and management of services using the principles and methods associated with industry best practices (e.g., Information Technology Infrastructure Library (ITIL))
Service level agreements
Processes and practices to ensure the Agreement and Statements of Work or contracts are met while taking steps to minimize any adverse impact on service quality
Government of Canada and department policies and standards (e.g., Service Management Life Cycle Framework)
Processes and practices to ensure changes to the IT infrastructure are introduced successfully and on a scheduled basis
Planning, scheduling, distribution, application and tracking of changes to the IT environment
Management of the physical and logistical properties of resources and their relationships (e.g., physical connections and dependencies)
Configuration management technologies that affect the IM/IT environment including the physical and logistical properties of resources
Processes and practices to ensure the introduction and maintenance of all IS/IT infrastructure and that existing infrastructure falls within the standards and the technology suppliers supported release levels
Detection, reporting, analysis, recovery, resolution and tracking of problems
Help Desk/Client Support
Concepts, techniques and practices of help desk operations and service delivery
Provision of a single point of contact for all users of the IT infrastructure services
Installation, configuration, troubleshooting and application software support
Technical problem analysis, evaluation and solution proposal
Techniques and practices for client queries, troubleshooting and problem resolution and prioritization
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