Programmer/Analyst Competency Validation for the Eastern Iowa Community College District.
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| Title: | Programmer/Analyst Competency Validation for the Eastern Iowa Community College District. |
|---|---|
| Language: | English |
| Authors: | Eastern Iowa Community Coll. District, Davenport. Office of Academic Affairs and Planning. |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 1992 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Descriptors: | Community Colleges, Computer Science Education, Curriculum, Curriculum Development, Educational Needs, Employer Attitudes, Employment Qualifications, Entry Workers, Job Skills, Occupational Surveys, Program Development, Programers, Programing, Two Year Colleges, Vocational Education |
| Abstract: | In August 1992, the Eastern Iowa Community College District convened a 2-day Developing a Curriculum (DACUM) workshop involving a panel of six computer programmer/analysts (CP/A's) in the identification of specific competencies and tasks expected of CP/A's. To validate the entry-level skills identified, a survey was conducted of 96 businesses employing CP/A's. The survey instrument listed 106 specific job skills in the following categories: communication skills (e.g., display a positive attitude and demonstrate good listening skills); working as part of a team (e.g., follow directions and brainstorm ideas); utilizing organizational skills (e.g., develop task lists and manage multiple projects); designing/writing programs/systems (e.g., test and debug programs/systems); changing/modifying programs/systems (e.g., modify job control structure); creating documentation (e.g., identify level of documentation being created); continuing education (e.g., share information with colleagues and utilize available manuals); operating personal computers (e.g., follow shutdown and security procedures); and utilizing mainframe resources (e.g., follow log on/off procedures and perform file maintenance). Respondents were asked to identify the skills they expected entry-level CP/A's to perform and to indicate the importance of each skill. A total of 22 usable surveys were returned for a 25% response rate. Only two of the 106 skills were not considered to be entry level by a majority of the respondents: selecting the language to be utilized and conducting training. The survey instrument is provided. (PAA) |
| Entry Date: | 1993 |
| Accession Number: | ED357802 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED357802 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED357802 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Programmer/Analyst Competency Validation for the Eastern Iowa Community College District. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Eastern+Iowa+Community+Coll%2E+District%2C+Davenport%2E+Office+of+Academic+Affairs+and+Planning%2E%22">Eastern Iowa Community Coll. District, Davenport. Office of Academic Affairs and Planning.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 1992 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research<br />Tests/Questionnaires – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Employer+Attitudes%22">Employer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+Qualifications%22">Employment Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Entry+Workers%22">Entry Workers</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Surveys%22">Occupational Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Programers%22">Programers</searchLink><br /><searchLink fieldCode="DE" term="%22Programing%22">Programing</searchLink><br /><searchLink fieldCode="DE" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In August 1992, the Eastern Iowa Community College District convened a 2-day Developing a Curriculum (DACUM) workshop involving a panel of six computer programmer/analysts (CP/A's) in the identification of specific competencies and tasks expected of CP/A's. To validate the entry-level skills identified, a survey was conducted of 96 businesses employing CP/A's. The survey instrument listed 106 specific job skills in the following categories: communication skills (e.g., display a positive attitude and demonstrate good listening skills); working as part of a team (e.g., follow directions and brainstorm ideas); utilizing organizational skills (e.g., develop task lists and manage multiple projects); designing/writing programs/systems (e.g., test and debug programs/systems); changing/modifying programs/systems (e.g., modify job control structure); creating documentation (e.g., identify level of documentation being created); continuing education (e.g., share information with colleagues and utilize available manuals); operating personal computers (e.g., follow shutdown and security procedures); and utilizing mainframe resources (e.g., follow log on/off procedures and perform file maintenance). Respondents were asked to identify the skills they expected entry-level CP/A's to perform and to indicate the importance of each skill. A total of 22 usable surveys were returned for a 25% response rate. Only two of the 106 skills were not considered to be entry level by a majority of the respondents: selecting the language to be utilized and conducting training. The survey instrument is provided. (PAA) – Name: DateEntry Label: Entry Date Group: Date Data: 1993 – Name: AN Label: Accession Number Group: ID Data: ED357802 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED357802 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 Subjects: – SubjectFull: Community Colleges Type: general – SubjectFull: Computer Science Education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: Educational Needs Type: general – SubjectFull: Employer Attitudes Type: general – SubjectFull: Employment Qualifications Type: general – SubjectFull: Entry Workers Type: general – SubjectFull: Job Skills Type: general – SubjectFull: Occupational Surveys Type: general – SubjectFull: Program Development Type: general – SubjectFull: Programers Type: general – SubjectFull: Programing Type: general – SubjectFull: Two Year Colleges Type: general – SubjectFull: Vocational Education Type: general Titles: – TitleFull: Programmer/Analyst Competency Validation for the Eastern Iowa Community College District. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Eastern Iowa Community Coll. District, Davenport. Office of Academic Affairs and Planning. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 1992 |
| ResultId | 1 |
