Staff Skills Assessment Deliverable Template
From MIKE2.0 Methodology
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The Staff Skills Assessment task is performed to build an understanding of whether the current team has the necessary skills to deliver the project. Resources are mapped against expectations for certain roles in the context of the high-level business and technology requirements to understand where they fit on the project team.
Example 1 - A Staff skills assessment report
Listed below is an example Staff skills assessment report:
The objective of the skills gap analysis is to identify specific gaps across the organisation, rather than on an individual basis.
The skill gap analysis was performed using the skills data captured in the assessment of individuals. However, the gap analysis makes comment on the general capabilities of the organisation rather than individuals. In performing this analysis, average skill ratings were used (averaged across all individuals who supplied data for each skill – skill scores range from 1 to 6, where 6 is the highest level of competency). Average is considered more appropriate than the mode for this analysis. We have also considered our prior knowledge of the environment and qualitative information gathered during the Organisational Assessment. It is also worth noting that the ratings used were normalised through Manager assessment.
We have used the terms "poor", "basic", "good" and "strong" to describe skill competency levels.
For ease of analysis we have categorised the skills into logical groupings. However, it may be argued that some skills may in fact be classified into more than one category. As the analysis will look at overall patterns, this anomaly is not significant.
Business Analysis/Consulting category is especially important in the staff context because of the scope of activity undertaken by Company resources and the partnership with outsourced providers. A significant component of staff activity can therefore be classified into business analysis and requirements definition aspects of the systems development lifecycle. It is important to note that the skills prefixed with ’BA’ were only assessed for individuals who had the aptitude for Business Analysis positions in the organisation. In studying the skills spread in this area, it is clear that staff capability ranges from Basic to Good, with only a few skills approaching good. While most individuals have basic capability in business analysis skills, maturity seems to be lacking. Strong mentoring is a needed here as the required maturity can be developed ’on the job'. However, a lower skill spread in Case(-type) Tools and UML seem to indicate that there is room for improvement in formal systems analysis and modelling tools and techniques. These skills are more likely to be gained through external training.
We believe that the level of subject mater expertise is also a cause for concern. Given the customer focus strategy the Management is seeking, it is vitally important that the business analysts and internal consultants effectively engage the business. In doing so, one of the key ingredients is the ability of staff personnel to relate to its customers. While there is strong business subject matter expertise in pockets, increasing this should be a focus. Recruiting some personnel from customer business units may be a useful strategy in addressing any gap. While introduction of new personnel and skill improvement is an overall need, it is worthwhile noting that highly skilled business/systems analysts generally have the ability to rapidly understand customer businesses.
While business analysis skills are extremely important for customer engagement and fulfilment, the staff business unit has an organisational mission of managing the Firm’s customer data. While some highly technical tasks may not be internally performed, staff need the capability to understand and rigorously control data management tasks.
Hence, the skills classified under data management are very relevant. Generally, skills in this area are hovering aroun ’basic'capability. Encouragingly, one of the most important pre-requisite skills in this area, SQL, has the best average rating. This augurs well for up-skilling in other areas. Most other skills also have sufficient foundations to build upon, with the majority of the people familiar with the necessary concepts. However, for staff to take active control over the Firm's information management, most of these skills should be significantly augmented. It is worth noting that some personnel at senior levels have excellent competency in most of these skills. For the interim period where skill gaps are being bridged, these senior individuals will need to maintain hands-on involvement in tasks, helping to transfer knowledge.
Another important facet in this skill area is the weakness in various toolsets such as data matching and system modelling tools. Based on information provided to us, it is clear that the new operating model will encompass significant hands-on design and prototyping/proof of concept type activity, before any work is handed-over to a third party providers. In order to affectively achieve this aim, the internal resources must not only be familiar with concepts, but also must be competent in hands-on work. At this stage of internal skill evolution that is unlikely to be practical.
Given the nature of skills in this category, a multi-pronged approach to skill enhancement is necessary. For conceptual skill capability improvement, longer-term education ’university type' programmes should be considered. However, for other skill sets such as tools, vendor-based short training is more suitable. The group should also take advantage of Teradata-based based training opportunities as Teradata technologies are significant in the system landscape.
Whilst the average skill ratings are in the ’basic’category in the General and Management skills area, these skills are less relevant to most positions in the organisation. Closer analysis shows that these skills are represented well in individuals allocated to senior positions. However, delegation of certain management-type activity is likely to be difficult in the organisation with the current capability. It will be important to make delegation an important management principle so that more junior staff get the opportunity develop management skills.
Project Management skills are also an important consideration. The group strategy dictates that smaller projects will be managed by internal managers. It is also very likely that ’conceptual’ stages of new initiatives will be managed by internal personnel. Whilst the project management skills are marginally better represented in the skills assessment, we believe significantly more effort must be spent on developing internal project managers. Understudying experienced managers is a very effective way of developing relevant skills in this area. Recruitment also remains an option for augmenting these skills as project management capability would be less than adequate for initiatives starting in the short-term (six months).
Whilst it is harder to classify these skills under other headings, these "Other" skills are still required for achievement of the department's mission. Developing new production applications is unlikely to be in scope. Hence some of these skills are less relevant than others. However, going forward significant emphasis will also be placed on reporting and testing type activities.
As with other categories, this category also requires much attention. This skill profile indicates that external recruitment is a very real option for positions requiring these skills. Test management is a definite candidate for such recruitment.
Overall, the department's skills are in the ’basic’ category with little exposure by staff to significant innovative data management activity. The new strategy is to proactively introduce data warehousing-based solutions to the end-business. To successfully achieve this, skills must be augmented across the departmental business unit.
We believe that one of the biggest advantages available is the level of expertise and experience of the senior individuals in the department. These individuals should be harnessed to provide skill transfer to more junior resources. Similar skills transfer should be sought from vendor organisations working for the department. However, such skills transfer is unlikely to result in improvements in all skills. As identified in the training plan, targeted internal and external training should also be provided for some individuals
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