These five areas of organisational management interest require distinctly different skills and competences(Bytheway 2004:8). These skills and competencies refer primarily to the information systems and information management - bothlinked to the employees' ability to use the system effectively. Thus, it seems that each of these areas (see Figure 1) requirescertain e-skills and/or e-competences of some kind. This requirement for e-skills and e-competences stems from the fact that anorganisational information system, based on the relevant technology (IT), is used in all these areas of managerial concern.An organisational information system supports business processes, which are the only places where business benefits can be realised.In this way, an organisational information system supports the operationalisation of the current business strategy (and assists increating future strategies), which is tightly linked to the organisational processes in which strategy is to be executed.According to the IMBOK, these areas of managerial concern in an organisation are linked by certain processes,as shown in Figure 1. In order to support an organisational business strategy with information technology,it is necessary to establish an information system project (here named 'Projects'). The organisational informationsystem (usually) requires some changes to be made in the current business processes ('Business changes'), which, in turn,influence overall business operations ('Business operations'). Managing performance ('Performance management') then helps todetermine whether, and to which extent, the business strategy is achieved. However, each of these linking processes requiresthe participation of employees possessing various skills and competences, including e-skills and e-competences. The assertion that all five areas of managerial concern and all five IMBOK processes require, inter alia,certain e-skills and e-competences, gives rise to the questions, what kind of e-skills and/or e-competences are neededfor these areas and processes, and how do these skills and competences participate in giving rise to business benefits? Mapping e-skills and e-competences to IMBOK areas and processes (Back to top)Mapping e-skillsAfter comparing the definition of each e-skill provided by the e-SI model with the description of the areas and processesof the IMBOK, it is concluded that the areas of information technology and informationsystems inevitably need practitioner e-skills, as these areas are linked, for example, to developing, designing,managing, integrating, installing, administrating, maintaining, supporting and servicing IS/IT systems.User e-skills are required in the area of business processes, where employees deploy theseskills to achieve business benefits (business benefits). The same (kind of) skills are required by businessleaders in the area of business strategy. However, at the strategic management level, it is not sufficient to possessuser e-skills only, which can help managers to effectively use organisational IS. They also need business e-skills,which allow them to exploit strategic business opportunities provided by contemporary IT - the Internet-based business (e-business),for example. The area of project processes also requires the project team members to possess user e-skills in order toutilise, for example, IT-based project-related applications, such as MS Project. The participants in the project processesare also supposed to understand organisational business strategy as it is executed in various organisational projects (Bytheway, 2004).In this regard, business e-skills would be helpful (at least) at the project managerial level. The business change processes are inevitably linked to business e-skills, as these skills can help inexploring new ways of conducting business or improving organisational processes. These skills are also requiredby performance management processes, as business e-skills can help by ensuring the more efficientand effective performance of different types of organisations (UGe-CF 2008). On the other hand, business operation processesrequire that the workforce engaged in these processes possess user e-skills in order to harness the power of modern informationsystems and their underlying technology. For an overall view, the above discussion is summarised in Table 2. Hitherto we have explored the role of three kinds of e-skills provided by the e-SI classification.The fourth kind of skill, e-literacy, is ostensibly a prerequisite for acquiring other kindsof e-skills (user, business and practitioners) and can, therefore, be linked to these skills.In essence, e-literacy is a concern more of the social appropriation of ICT(e.g. building an inclusive information society), but in this era characterised by the pervasivenessof ICT throughout business and society, it can also be seen as a prerequisite for successful small businesses development.Mapping e-competencesRegarding the e-competences required by the IMBOK areas of managerial concerns and the processes linking these areas,it was found that the competence areas of Plan, Build, Run, Enable and Manage (all belonging to the Dimension 1) are (selectively) required by all IMBOK areas and their linking processes (see Table 2).The e-competence area of Plan is required by all IMBOK areas of managerial concern and their linking processes. For example,a sub-competence of this e-competence, named IS and business strategy alignment, spans the IMBOK model, and has as itsessential role that of addressing this alignment. The e-competence Enable, with its sub-competencenamed information security strategy development, also spans all IMBOK areas.Manage is another e-competence that spans the IMBOK model, as all its areas of managerial concern and theirlinking processes require effective management. For this the Manage sub-competences forecast development, projectand portfolio management, and/or risk management appeared to be essential.Table 2: Mapping e-skills and e-competence to IMBOK areas and processes

Table 3: Mapping e-CF e-competences against IMBOK areas and processes

The Build e-competence, with its sub-competences of design and development, systemsintegration, testing, and solution deployment, for example, touches all IMBOK areas of managerialconcern and their linking processes - except for performance management. On the other hand, the Run e-competenceis required by all IMBOK areas of managerial concern, but not by all the linking processes. This e-competence is not required bythe project processes, as it concerns user support, change support, service delivery and problem management. The detailed, but inevitably still embryonic, mapping of e-competences (Dimensions 1 and 2) against IMBOK areas of managerialconcern and linking processes is given in Table 3. The sub-competences are given in accordance with the classification in Table 1.Diagrammatically, the mapping of e-skills and e-competences (Dimension 1) against the IMBOK management areas and processesis shown in Figure 2. By positioning e-skills and e-competences in this way, it became evident that their selective deploymentin all areas of managerial concern and in the linking processes is necessary if business value, as seen through business benefits,is to be achieved. Limitations The discussion about the positioning of e-skills and e-competences within areas of managerial concern in an organisation, and about the linking processes, would not be adequate if some key limitations are not mentioned. The general nature of the e-skills model of the e-Skills Institute (e-SI) is insufficient for determining specific user and business e-skills in the manner done by the Skills Framework for the Information Age Foundation (SFIA 2008) for the e-skills of practitioners. As already stated, the e-SI model needs some conceptual unpacking and more detailed definitions of user, business and literacy e-skills in order to be useful for practitioners. Another crucial limitation is seen in the still-unclear relationships between various e-skills and e-competences. Although the e-competences framework is built on the e-skills concept (as discussed earlier), it seems to represent a (much) broader idea, including the concepts of knowledge, skills and attitude. On the other hand, some definitions of e-skills include the notion of competence: it is proposed that e-skills are defined asthe ability to develop and use ICTs within the context of a knowledge environment and associatedcompetencies that enable the individual to participate in a world in which ICT is a requirement foradvancement in business, government and civil society. (Wesso 2008b:37) Clarifying a definition that can help in determining the relationships between e-skills and e-competences certainlydeserves urgent attention.

Conclusion (Back to top)The aim of this research was to obtain an initial understanding of, (1) the positions of various e-skills and e-competencesrequired by managerial areas of concern in an organisation (e.g. business processes or strategy), (2) the way in whichbusiness benefits are achieved by using these skills and competences and (3) to establish a foundation for an initiale-skills and e-competences positioning model. To achieve these objectives, it was necessary to identify appropriatemodels of e-skills and e-competences, as well as an IS model that explicitly includes business components such asbusiness processes, benefits and strategy. It was found that the e-skills model of the Meraka e-Skills Institute(the e-SI model) and the European e-Competence Framework (e-CF) were sufficient for this initial positioning.The Information Management Body of Knowledge (IMBOK) model, containing all the required business components, wasfound to be suitable for this positioning. The positioning of e-skills and e-competences within the managerial areas and processes of IMBOK was donein accordance with the relevant description of the concepts used. This resulted in an understanding that allIMBOK areas and processes required the deployment of particular e-skills and e-competences. Accordingly,the initial positioning model is done by mapping these skills and competences against the relevant IMBOKareas and processes. By positioning e-skills and e-competences in this way, it became evident that their (selective) deploymentin all areas of managerial concern in an organisation, and in the associated linking processes, is necessary if business value,as through business benefits, is to be achieved. The author believes that this positioning model could provide a foundation for supporting an organisation'sdecision making regarding the e-skills and e-competences needed for the areas of managerial concern (as described here)and the associated linking (organisational) processes. This positioning model could be particularly useful in identifying 'acompetence shortfall between the current and needed competence levels of individual staff within organisations' (Europeane-Skills Forum 2004:5). As this study suggests, this process should not be the concern only of HR, but also of the IS/ITand business managers, as all of them should participate in determining where particular e-skills and e-competences areneeded in an organisation. This initial positioning of e-skills and e-competences might also be of academic interest,as this is an embryonic work and necessarily needs more research, understanding, modelling and, ultimately, teaching. However, as it is still embryonic, this model has key limita tions, seen inter alia in the general nature ofthe e-SI e-skills model and the still unresolved relationship between the concepts of e-skills and e-competences. Thus,this positioning model needs to be developed and tested further before it can be recommended for practical or academic use. References (Back to top)Accenture, 2008, 'The ICT skills landscape of South Africa: a viewpoint on demand, supply and applicableinternational benchmarks', report prepared by Accenture for the South African e-Skills Working Group., August 2008Birchwood Declaration, 2007, Tertiary level ICT skills development, viewed 2 June 2008,from www.cs.ru.ac.za/ ICTSkills/Declaration%20ICT-Skills%202007.pdfBrandel, M., 2009, '6 hottest IT skills for 2010', Computer World, viewed 12 February 2010,from www.computerworld.com/s/article/345529/6_hottest_IT_skills_for_2010?taxonomyId=10&pageNumber=3Bytheway, A., 2004, Information management body of knowledge (IMBOK), Cape Technikon, Cape Town,viewed 5 October 2004, from www.imbok.orgDepartment of Communication, 2007, 'Towards a strategic framework for ICT skills development in South Africa',Department of Communication, Pretoria.European e-Competence Framework, 2008, European e-Competence Framework 1.0: a common European framework for ICTprofessionals in all industry sectors, European Commission, viewed 17 January 2009, from www.ecompetences.euEuropean e-Skills Forum, 2004, e-skills for Europe: towards 2010 and beyond: synthesis report, viewed 20 December 2008,from -skills-forum-2004-09-fsr.pdfEuropa, 2010, e-skills: European Week 2010 underlines e-skills' potential to help Europe's economic recovery, Brussels,viewed 2 February 2010, from =IP/10/220&format=HTML&aged=0&language=EN&guiLanguage=en e-skills UK, 2010b, The e-skills Manifesto - Employers call for action on e-skills, viewed 10 March 2010,from www.eskills.com/cgibin/go.pl/newscentre/news/news.html?uid=1067e-skills UK, 2010a, 'Technology for growth overview report', in e-skills UK's IT and Telecoms Insights 2010,viewed 10 February 2010, from www.e-skills.com/Research-and-policy/Insights-2010/2671Fonstad, N.O. & Lanvin, B., 2010, European e-competence curricula development guidelines, report prepared forthe European Commission and the European e-Skills Forum, viewed 30 March 2010,from www.eskills-pro.eu/files/cepis/20090930113519_e-SkillsEcompCurriculum.pdfGlobal Knowledge, 2010, 'Top 10 skills in demand in 2010', viewed 12 May 2010,from www.globalknowledge.com/training/generic.asp?pageid=2568&country=United+StatesHenderson, J.C. & Venkatraman, N., 1993, 'Strategic alignment: Leveraging informationtechnology for transforming organizations', IBM Systems Journal 32(1), pp. 111-142 . ITWeb, 2008, ITWeb - JCSE ICT skills survey (released on DVD as a PowerPoint presentation with accompanying audio).Lanvin, B. & Passman, P., 2008, Building e-skills for the Information Age, in 'The GlobalInformation Technology Report 2007-2008: Fostering Innovation through Networked Readiness,' S. Dutta and I. Mia (eds.), pp. 77-90,Palgrave Macmillan, April 2008.Luftman, J. & Brier, T., 1999, Achieving and sustaining business IT alignment, California Management Review 42(1), 109.INSEAD, 2008, 'E-skills, competitiveness and employability', White paper produced by INSEAD's eLab presented at the EuropeanE-Skills 2008 Conference, Thessaloniki, Greece, October 9-10, 2008, viewed 12 December 2008from NeSPA (2010) National e-Skills Plan of Action, Daft Document, For Discussion and Further Development followingIntegration of Outputs from Working Groups During the Inaugural e-Skills Summit, Cape Town, 26 - 28 July 20, Version 0.7 - July 30 2010,Department of Communications.Romani, J.C.C., 2009, '21 century literacies and OEC' (Work Team E-40: Digital Skills at Workplace), IV Congress of Cyber Society 2009,Analog crisis, digital future, viewed 3 July 2010,from www.cibersociedad.net/congres2009/en/coms/21-century-literacies-and-oecd/114/SFIA, 2008, Framework reference SFIA version 4: Skill definitions in categories, subcategories and skills,viewed 23 January 2009, from www.sfia.org.ukUGe-CF, 2008, User guidelines for the application of the European e-Competence Framework, European Commission,viewed 15 November 2009, from www.ecompetences.euValenduc, G. & Vendramin, P., 2005, 'Work organisation and skills in ICT professions: the genderdimension', Conference on ICT, the knowledge society and changes in work, Den Haag, June, 2005,viewed 27 September 2009, from www.nwo.nl/nwohome.nsf/pages/NWOP_6CYE8P/$file/ICT_valenduc.pdfWesso, H., 2008a, e-Skills: building the information society and knowledge economy [Work in progress],Meraka e-Skills Institute, Department of Communications,viewed 15 February 2009, from _wesso.ppsWesso, H., 2008b, Meraka e-Skills Institute Business Plan, 20 November 2008, unpublished, Department ofCommunications, Pretoria.World Summit on the Information Society, 2003, Declaration of Principles: Building the Information Society:a global challenge in the new Millennium Document WSIS-03/GENEVA/DOC/4-", Geneva, viewed 30 April 2009 from -documents.net/wsis-dop.htm

CEPIS E-Competence Benchmark

Download Zip 🔥 https://bltlly.com/2y1JSC 🔥

 be457b7860

Mr.popper's Penguins Full Movie Dual Audio Hindi-e

Om Gajanan Namo Namah Song Download

Power Battery Pro  Effective Battery Saving App v2.1.4 [VIP] [Latest]

HD Online Player (Daemon Tools Lite 4.47.1 Serial Numb)

Saathiya Movie Download 720p Kickass Torrent