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. |
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| 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 |
| 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) |
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