DGA1005 report

1. Preliminaries
1.1 Author: Alexandra Gonzlez Eras 1.2 Title:
Methodology for the verification of competences from textual sources, linking employment and academic contexts in the area of Computer Sciences .

2. Report
2.1 Introduction
In the first paragraphe, state the context, the domain of interest of this literature review. In the second paragraph, state the purpose, the goal, the type of your literature review. Remember what Randolph (2011) is saying about the types of literature review you can construct. In the third paragraph, present the content of the rest of the report.

El sistema de educacin de las universidades del Espacio Latinoamericano de Enseanza Superior (ELES), se basa en la filosofa ECTS (European Credit Transfer System), en donde el crdito es la unidad a travs de la cual gira todo el proceso de enseanza-aprendizaje. Debido a las caractersticas del entorno, poco a poco las universidades van adoptado este sistema, y para garantizar la efectividad del mismo, se ha visto la necesidad de que el esquema de crditos se vincule con la gestin de competencias, con la finalidad de hacer frente a tres requerimientos principales: mantener actualidad en los perfiles profesionales de las carreras, garantizar la movilidad estudiantil y lograr la pertinencia de la oferta profesional de cara al mercado laboral. The purpose of this report is to draft a methodology for the verification of competences from textual sources, linking employment and academic contexts in the area of Computer Sciences. Para cumplir con el objetivo se realizar una revisin de la literatura orientada al anlisis de modelos de gestin de competencias y estndares, con la finalidad de obtener un modelo conceptual general que permita la verificacin y la interoperabilidad entre sistemas. Al mismo tiempo se revisar las fuentes textuales que ofrece el problema y se analizar tcnicas de minera de datos que puedan ser utilizadas para la identificacin de los elementos del modelo sobre stas fuentes textuales.

2.2 Literature Review

In the introductory part of that section, present the content (first section, we will present xyz, in the second, abc, etc.) The rest of this section is subdivided according to your understanding of the literature and synthesize the content.

En la presente revisin de literatura se realizar un estudio del tema propuesto, tomando en consideracin los siguientes aspectos: 1. 2. 3. 4. Review of models of competences management. Review of candidates textual sources. Review of possible mining techniques applicable to the subject. Identification of the problems to solve.

1. MODELS OF COMPETENCES MANAGEMENT Definitions The term competency is derived from the Latin word competere which means to be suitable. In English language there are two similar terms: competence and competency. According with [1], competence means both a sufficient amount to live on, to meet ones needs and having legal or practical ability to perform. [2], said that competency means the same things but is less frequently used, except in educational argot, where competencies are the various skills pupils are to be taught and teachers are to be prepared to teach. In the same way [3] describes competences as a specific, identifiable, definable, and measurable knowledge, skill, ability and/or other deployment-related characteristic (e.g. attitude, behaviour, physical ability) which a human resource may possess and which is necessary for, or material to, the performance of an activity within a specific business context. [4] said that Individual competencies may be grouped as: Skills: the demonstration of expertise (e.g., programming, the ability to make effective presentations, or to negotiate successfully), Knowledge: information accumulated in a particular area of expertise (e.g., programming languages, statistics), Self-concepts: attitudes, values and self-image, Traits: a general disposition to behave in certain ways (e.g., flexibility), and Motives: recurrent thoughts driving behaviors (e.g., drive for achievement). Other approach usually define competence in relation to a task. [5] define a competence as a set of all knowledge forms and personal abilities that are required for performing tasks. In [6] The European e-Competence Framework (e-CF) mentions tasks to be performed by an individual when providing a generic description for a competence [7]. This is clarified by listing specific knowledge and skills required to perform these tasks. [8] provides a structure of competences, which relates abilities with generic work roles from occupational standards and tasks from job descriptions. In the same way [2] said that one differentiation is between competencies of individual persons and those of organizations. A competency of an individual human is usually defined as the required assets of an individual person to perform a certain task. This may be a programming task, a project management, a talk or simply a decision in a certain context. Thus, a competence is goal-oriented. Describing competencies of an organization is motivated by the concept of core competences of [9]. They demand the strategic planning of activities of the organization. Competence levels and representation of level relationship are discussed in [8]. Structuring of competence is also addressed by many authors who used different perspectives on competence. [5] identified general abilities that are applicable in different situations, e.g. ability to plan, ability to form teams, creativity, ability to provide support and guidance, etc. e-CF gives an example of structuring ICTrelated competences [7]. There are also approaches that encompass several perspectives on competence, e.g. [10] describes individual competences as knowledge gained through education, skills mastered with experience, and behavioural characteristics. A competence profile is composed of all competences of a person or worker. A competence profile often consists of competences related to a work situation or processes. [11] describes an approach, where competence is necessitated by an activity in relation with one or several business domain and how a human resource acts in a role in each domain. In the university context, [2] says that the competence profile allows to make a analysis of the student weaknesses, and investigate that

additional knowledge (skills) should acquire to achieve professional profile, defined by the university or by industry groups. Every role requires a set of competences. UECML treats individual competence as describing a competence profile of a worker that is non-material resources needed for all activities, which involve this worker [12]. The approach proposed by [20] suggests the CRAI model (competence, resource, aspect, individual). In this model, competences are linked to individual actors and are characterized by sets of knowledge, know-how and behaviour associated to a context. In the university context, competency profiles are found in curriculums, which the necessary competencies to obtain the degree are included with a generic description, and usually specifies only dependencies between courses. Also this profile can be used to create a summary and seek employment [2]. The need to manage competences have led to the development of Models, [13] proposes a model based on the definition of competence as a combination of knowledge, skills and attitudes, and he makes use of ontological schemes not only to describe the elements of competence in terms of nodes and relationships with different granularity, but also to link this competences with domain classes where competences are applied. Models Competence models and profiles are employed in competence management systems to support performing many tasks in an organisation. Competences formalized in the form of an ontology were used as part of a competence retrieval system to support analysis, planning and control of business performance of an enterprise in [10]. Competence search is addressed in [14] that proposes a skill management system, which can be used to assign individuals to tasks. [15] describes an ontology-based system that supports creation of project teams with the required competenceit is used for expert search with SPARQL and OntoWiki. The work in [16] describes an ontology-driven elearning system that supports evaluation of competencies by determining competency gaps, which are used to plan activities to achieve learning goals. Although these examples demonstrate different applications of competence profiles and competence management, there is still lack of work describing structures and utilisation of competence profiles in terms of explicit operations on them [17]. Modelling competences possessed by a person has been done by describing competences required by a role assigned to a worker [11] or by creating an information model for learning outcomes and competences [18], or by representing skills and abilities needed for performing an activity with corresponding levels through the Unified Enterprise Competence Modelling Language (UECML) [19], or skill management including competence search and competence matching [14]. Ontologies are suggested for use in modelling competences, e.g. in [20] or [15]. with the purpose of represent skills and knowledge of a person in the form of a competence model or, more specifically, a competence profile to the formalization of operations through an ontology-based implementation of these operations [17]. Competencies can be used to support the recruitment process. [21] propose Semantic Web techniques for modelling and matching of competencies in order to match job offers and job seekers profiles. Also [22] propose a semantic matching procedure for skills. In [23] a description logic based approach to compose teams for special tasks is described in detail. An ontology makes textual skill profiles and task descriptions sufficient for the algorithm. The paper is focusing the algorithm more than the required ontology. [24] offer solutions for two typical skill management problems: matching profiles and maintenance of skill data. They use a decision support algorithm for approximate matching profiles. The ontology consisting of a concept taxonomy, attributes, relations between concepts and rules represented with F-Logic. The ontology supports the generation of document

metadata for documents so that existing resources (project reports e.g.) can be used to keep profiles up to date. [25] go further and present requirements such an ontology should fulfil and offers a reference ontology modelling competency levels and describing ways for developing competencies. Similarly, efforts are being made to facilitate the use of competencies in education and training to enable the interoperability among learning systems. For example, the specification for a Reusable Definition of Competency or Educational Objective [26] defines an information model for describing, referencing, and exchanging definitions of competencies. The core information in a RDCEO is an unstructured textual definition of the competency that can be referenced through a globally unique identifier. The RDCEO does not provide any structured model for a competency, but it mentions that this information m ay be refined using a userdefined model of the structure of a competency [16]. The use of ontologies provides for a well-structured competence model that contains associations between different constituting part of the competence as well as relationships between the domain elements and relevant knowledge [16]. In this sense, in [27] applies the PKO (Professional Profile, Body of Knowledge, Organizational Process) to analyze competency models. The final result is obtained a dictionary that serves both to the organizations where the PKO takes place, as for universities that make up the profile. It was also concluded that none of the analyzed models, gives a solution to the proposed features in PKO. Regarding the design decisions of the ontology architecture, the proposals that show a modular structure [28; 29; 30; 31], appear to be the most appropriate to articulate each of the subsystems of PKO, with others in the contexts both academic and business. Another semantic structure for representing competences are taxonomies. There exists some work on taxonomies for describing competencies. On one hand there are taxonomies for job descriptions, in [32] explained the Standard Occupational Classification (SOC) of the U.S. Department of Labor, which classifies workers into 820 occupations. On the other side there are taxonomies of skills. There are many publications with a generic classification into three to five types of skills, e.g. In [4] differentiate skills, knowledge, self-concepts, traits and motives. There are only few references to detailed representations. In the KOWIEN Project [33] such taxonomy was developed. [34] proposes an ontology for evaluating skill-based human performance. [16] uses a combination of taxonomies to establish gaps between competences and outcomes learnings. Many authors suggest the use of ontological models of varying expressivityfrom RDF graphs to full-fledged ontologiesto represent competence profiles. Modelling of competence profile is detailed in [2], where competence profiles is represented as an HR-XML (Resource Description Framework) schema. Each graph consists of data about projects, papers and specific descriptions of expertise. An ontology database with expert profiles is created in [15] and populated from different data sources. [20] propose to implement competence with an ontology and emphasize that a reasoner will support evolution of the competence model through automatic classification. According to [35], to standardise the description of competence profiles (in the form of occupations or job openings) and thus make them comparable, specific labour market demands were collected to build descriptor systems for skills and competences: In Austria, AMS-Qualifikationsklassifikation (AMS sterreich, 2009; Markowitsch et al., 2007); in Germany, Kompetenzenkatalog (Bundesagentur fr Arbeit, 2007); in France, ROME (Agence nationale pour l'emploi, 2009); in the US, O*NET (National Center for O*NET Development, 2009); and, in Sweden, Taxonomy_DB (AMS Sweden, 2008), a skills database that came to be used at European level to serve the European Job Mobility Portal (EURES, 2009). In [17] said that despite many approaches proposed to modelling competence and

using competence models, there is still lack of research into structures and utilisation of competence profiles in a competence management system that is how profiles can be managed as separate entities. Due that registration and development of competences and abilities for employees and functions is a complex task, recent research in the context of industrial processes reinforces the assumption that the assessment of human performance demands new methods for representing individual competences. Zlch and Becker 2006 state that: It is [...] necessary to examine in detail competences acquired of the people as well as the various requirements for necessary competences. On this subject however there appears to be a lack of methods with which individual competences during planning and decision-making can be taken into account. A fixed terminology and suitable concepts for their representation in analysis and planning processes will be necessary. However, in these fields certain bases are still missing. 1. CANDIDATES TEXTUAL SOURCES According to the ACM high-level categorization of Information Systems graduate exit characteristics, for example, the future ICT professionals, scientists, and engineers,should have technology knowledge in the following domains: Application Development , Internet Systems Architecture and Development , Database Design and Administration , Systems Infrastructure and Integration, and IS development (Systems Analysis and Design, Business Process Design, Systems Implementation, IS Project Management ). Internet Systems Architecture and Development , for example, includesWeb page development, Web architecture design and development, design and development of multi-tiered architectures and experience with Web programming languages such as Java, PHP, Pyton, HTML, RDF, etc. 2. POSSIBLE MINING TECHNIQUES APPLICABLE TO THE SUBJECT
Estructura ingstica de competencias

Competency profiles are, in general, loosely structured collections of such texts that are not always easy to interpret, communicate, or use, especially if the goal is to plan learning events to support the acquisition of new competencies [16].

[15] presented the MPI CompetenceAnalysis component that was developed at the Mihajlo Pupin Institute in order to objectively identify and extract the key expertise of employees and automate the ontology population process. What has been achieved so far is automatic identification and extraction of skills from available structured and unstructured sources and semi-automatic population of the ontology database. Structured sources (SAP HCM knowledge pool) store expertise items that are based on evidences (e.g. certificates) or declared by the experts themselves at HR Department and entered in the knowledge pool by an officially assigned person. Once the expertises have been extracted from unstructured documents using the MPI CompetenceAnalysis component, the results have to be checked by the officially assigned person prior to integration into the ontology database. Automatic analysis has advantages compared to manual analysis because of the objectiveness of results. Our analysis has shown that manually created lists of expertise were not an exhaustive description of the persons expertise areas. Introducing standard classification of ICT expertise facilitates data integration and interoperability of expertise data within the European Research Area and beyond.

2.3 Problem
Resume in this section the problems you have spot in the literature. Keep in mind the purpose of your LR. These problems are those that you would like to solve. Choose them wisely. This is a

difficult section to write because it forces you to understand very well what you have read and summarize it.

According to the reviewed literature, creating a competencies verification model linking employment and academic contexts in the area of Computer Sciences. not been investigated in full, there is research oriented business environment for creating profiles of skills and core competencies according to work activities and roles. In education, competency models are focused on the generation of courses and curricula. Thus, verification of competencies is carried out in order to determine the competencies gap between input and output through taxonomic analysis to determine the level of skill achieved. Another approach to the verification of competencies refers to the verification of the skills and competences acquired in the academic and professional training and to do this professional profiles are represented by semantic representations such as XML, HRXML, RCDEO and others. Likewise, there are models to standardise the description of competence profiles (in the form of occupations or job openings) and thus make them comparable, specific labour market demands were collected to build descriptor systems for skills and competences such as ROME, AMS O*NET, Taxonomy-DB and others. The current management schemes are designed to resource skills which are in English, the PhD project aims to develop a model from textual sources in Spanish, to permit verification of competencies from Spanish textual sources to English textual sources and vice versa. In the preliminary literature review found research that shows it is feasible to make the representation and verification of skills in the contexts proposed as a topic of study. In some research standards are used in English and Spanish for creating professional profiles in other research standards have been translated into Spanish to increase the interoperability of competency model. So in some research agents and ontologies are used for the representation and matching of competence profiles.
..

Most of the work on competency management has been focused on the developmentof methods for the identification, modeling, and analysis of skills and skills gaps and on training solutions to help remedy the latter. An important initial step in this process is the identification of skills and knowledge of interest, which is mostly done through interviews, surveys and manual analysis of existing competency models. Recently, ontology-based approaches have been proposed that aim at modeling the domain model of particular organization types (e.g. computer science, healthcare) through formal ontologies, over which matchmaking services can be defined for bringing together skills and organization requirements (e.g. [2], [3]).

Paper aied2009: extraccion de competencias con tcnicas de datamining

Techniques from data mining and information retrieval appear to be a promising approach for automatic knowledge extraction about competences and their relationships from job offers. We could detect clusters of similar job profiles as well as weighted relationships between competences. Furthermore, we proved the importance of specific professional competences in comparison with general and social competences. Negative rules on competences which cannot be explained easily could be a stimulus for human resources creating these job offers. Concerning the automation of the extraction of competence ontologies, there are still some drawbacks: Although the job offers where broken down into tf/idf weighted terms automatically and filtered using stopword lists and an online dictionary4, the list of considered competences had still to be filtered manually to exclude terms that could not be considered as competences. Furthermore not all relations detected automatically were reasonable. So, to create a reliable ontology, domain experts are still needed for validation purposes. On the basis of this knowledge extraction approach, a model for supporting

individual professional development considering the dynamics of the market and the individual career intentions has been formulated and will be further applied and tested in an ongoing academic-industry cooperation project.
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Competency-driven approaches are facing fundamental challenges: (a) A well-defined common understanding of each competency needs to be developed and enforced across various departments or even organizations (for organization-independent competency frameworks). (b) On the technical level, various systems and services involved in HR, training, and knowledge management need to be semantically coherent so that competencydriven approaches can live up to their holistic expectations. (c) The crucial trade-off in competency modelling needs to be solved: the more accurate, realistic and fine-grained considered competencies are, the more complex management and controlling tasks become.

2.4 Objectives
In this short section, try to come up with some objectives you would like to pursue. This section is written keeping in mind the next one since the methodology should be used to reach these objectives.

The goals of the research project are: 1. Develop a model for the verification of competencies from textual sources in Spanish, linking employment and academic contexts in the area of Computer Sciences. Get a corpus from textual sources based on the competency model, that allows the identification of the elements for verification of competences. Propose a competencies verification scheme based on data mining techniques.

2. 3.

2.5 Methodology
This section can be short also (it will be developped in DGA1031, 1032 and 1033). According to what you have read, can you mention (at least superficially) a course of actions (techniques, steps, etc.) to accomplish your objectives.

1. Develop a model for the verification of competencies from textual sources in Spanish, linking employment and academic contexts in the area of Computer Sciences. 1.1. Review of models to competencies management. 1.2. Draft a model linking employment and academic contexts in the area of Computer Sciences. 2. Get a corpus from spanish textual sources based on the competence model, that allows the identification of the elements for competencies verification. 2.1. Review of candidates textual data sources. 2.2. Review of possible mining techniques applicable to the subject. 2.3. Extract the elements for competencies verification. 3. Propose a verification scheme based on data mining techniques. 3.1. Review of possible mining techniques applicable to the subject. 3.2. Draft a scheme of similarity measures and apply over corpus. 3.3. Performing the analysis of the results of the verification process.

2.6 Conclusion
Give a short resume of the content of your report. What will be the next step?

In the preliminary literature review found research that shows it is feasible to make the representation and verification of skills in the contexts proposed as a topic of study. In some research standards are used in English and Spanish for creating professional profiles in other research standards have been translated into Spanish to increase the interoperability of competency model. So in some research agents and ontologies are used for the representation and matching of competence profiles. Por otro lado existen iniciativas para la creacin de frameworks de competencias que sean interoperables There are some works los cuales presentan esquemas para la estraccin de competencias desde fuentes no estructuradas, en los que se usa frameworks para el anlisis de las diversas fuentes. Consequently, it is feasible to obtain a model that allows the verification of competences from textual sources in spanish.

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