11-3021.00 · Learning planner
Computer and Information Systems Managers: a task-based learning plan
Plan, direct, or coordinate activities in such fields as electronic data processing, information systems, systems analysis, and computer programming.
Explore the complete task inventory first →
Understand the profile before choosing priorities
The table shows the ten highest importance ratings among 34 skills with usable ratings. Skills tied on importance can share a rank. Importance (1–5) and level (0–7) describe different dimensions. A level of 4 is not 4/7 of a course, and neither scale is your personal score. Source dates refer to the underlying rating, not the database release date.
| Skill | Importance / 5 | Level / 7 | Rating date |
|---|---|---|---|
| Critical Thinking | 4.12 | 4.00 | 07/2016 · Analyst |
| Reading Comprehension | 4.00 | 4.00 | 07/2016 · Analyst |
| Active Listening | 4.00 | 4.00 | 07/2016 · Analyst |
| Monitoring | 3.88 | 4.38 | 07/2016 · Analyst |
| Speaking | 3.88 | 3.88 | 07/2016 · Analyst |
| Judgment and Decision Making | 3.88 | 3.75 | 07/2016 · Analyst |
| Writing | 3.75 | 4.00 | 07/2016 · Analyst |
| Coordination | 3.75 | 3.88 | 07/2016 · Analyst |
| Complex Problem Solving | 3.75 | 3.88 | 07/2016 · Analyst |
| Systems Evaluation | 3.62 | 3.88 | 07/2016 · Analyst |
Anchor the plan in an actual task
Choose one reported task you want to understand better. Then choose one to three skills and describe an appropriate learning activity, evidence you will review and a date. For practical work requiring authorization, choose relevant coursework, observation or supervised training.
Critical Thinking
Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Evaluate customer complaints and determine appropriate responses
Level 2: Determine whether a subordinate has a good excuse for being late
What assumption could change your conclusion, and what evidence would you check first?
Reading Comprehension
Understanding written sentences and paragraphs in work-related documents.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Understand an email from management describing new personnel policies
Level 2: Read step-by-step instructions for completing a form
Which instruction, constraint or exception in a document would you need to explain accurately?
Active Listening
Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Answer inquiries regarding credit references
Level 2: Take a customer's order
What would you ask the other person to clarify, and how would you confirm you understood?
Monitoring
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Monitor a meeting and revise the agenda to ensure important topics are discussed
Level 6: Review corporate productivity and develop a plan to increase it
What result or exception would you inspect during the task, and when would you revisit it?
Speaking
Talking to others to convey information effectively.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Interview applicants to obtain personal and work history
Level 2: Greet tourists and explain tourist attractions
How would you explain the task, audience needs and next step in a short conversation?
Judgment and Decision Making
Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Evaluate a loan application for degree of risk
Level 2: Decide how scheduling a break will affect work flow
Which options, constraints and consequences would you compare, and what could change the choice?
Writing
Communicating effectively in writing as appropriate for the needs of the audience.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Write an email to staff outlining new directives
Level 2: Write down a guest's order at a restaurant
What document would another person need, and how would you check that they could act on it?
Coordination
Adjusting actions in relation to others' actions.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Work with others to put a new roof on a house
Level 2: Schedule appointments for a medical clinic
Who would need what information, and at which handoff would timing matter?
Complex Problem Solving
Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Redesign a floor layout to take advantage of new manufacturing techniques
Level 2: Lay out tools to complete a job
How would you separate the problem into parts and compare possible explanations?
Systems Evaluation
Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for computer and information systems managers.
Level 4: Identify the reasons why a client might be unhappy with a product
Level 2: Determine why estimates for the time to complete a task are overly optimistic
What would indicate the system is meeting its purpose, and what comparison would be fair?
Review the result
Your plan should explain why the selected skills matter for your chosen task, what you will do next and what evidence you will examine. Revisit the plan after that activity. Completing a worksheet or matching an occupation’s ratings does not establish professional competence.
Keep your worksheet
Download before leaving this page. Unsaved writing remains only in the page and is cleared on refresh. Notes and learning actions are not sent to a server. This guide describes an occupation and supports study planning; it does not provide clinical, legal or equipment-operating procedures.
Source and practice material
Occupational context uses the O*NET® 31.0 Database from the U.S. Department of Labor, Employment and Training Administration, under CC BY 4.0. View the occupation.
Skill Workbench selected and adapted the occupational information and added its own fictional cases, calculations, guidance and worksheets. USDOL/ETA has not approved, endorsed or tested these additions. O*NET® is a trademark of USDOL/ETA.