Our Information Systems (IS) Business Analyst Level 4 apprenticeship develops people to analyse information systems solutions and know how they can be used to improve operational efficiency for organisations. Our programme prepares people to regularly investigate and analyse solutions to ensure the right one is chosen.

Our programme is completely unique, delivered through a leading-edge, innovative approach to challenge-based learning.

It has been developed using the latest research into effective learning and practical application of skills. It provides a flexible learning journey using a blend of learning methodologies including online learning, practical exercises, video content, coaching and workshops. It enables accelerated and proficient skills development, as well as offering the opportunity for apprentices to fit learning in amongst their other priorities.

What’s included?

On successful completion of the programme the following qualifications are gained:

  • IS Business Analyst Level 4
  • BCS Certificate in Business Analysis Practice
  • BCS Certificate in Requirements Engineering
  • BCS Certificate in Commercial Awareness
  • BCS Certificate in Systems Modelling (UML)

The entry requirements for this programme are as follows:

Standard Entry

  • Business or Business related Degree (Maths, Finance, Economics etc.)

Non-Standard Entry

  • Non Business related Degree PLUS at-least 6 months of work experience
  • Existing Staff member with 2+ years of work experience
  • Level 3 Qualification PLUS at-least 12 months of work experience AND a robust on-boarding plan (learner must work in the organisation for 3 months before sign up)

Job role suitability if already in employment:

  • To determine whether this programme is suitable for you must be able to answer “yes” to the following questions:
  • Will learners work on Information Technology (IT) or Information Systems (IS) business analysis projects as their core role (i.e. not people and/or process)? (Suitable candidates must be working on analysis of IT and IS to be able to complete this programme)
  • Will learners work on significant, large projects focused on IT/IS solutions on a regular basis?
  • Are learners involved in and actively working on the whole business analysis cycle, including:
    • Investing and scoping requirements
    • Business process modelling
    • Data modelling
    • Analysis and impact assessment
    • Stakeholder management
    • Presenting solutions
    • Testing
  • Do learners have business experience (i.e. experience working within an organisation), or if not, will support be offered to build this understanding initially?
  • Do learners have IT experience?
  • Do learners have strong English skills?
  • Are learners comfortable looking at detailed and complex information?

Note: Speak to your QA Account Manager for more advice on eligibility and job role/existing staff suitability for this programme.

Life is busy. People need tech-enabled apprenticeship programmes that resonate with their day-to-day life. We teach people in the way they tell us they want to learn.

We’ve invested in technology and digital content creation to deliver a ‘high-tech, high-touch’ approach to challenge-based learning for apprenticeships.

‘High tech’ refers to the innovative use of digital technology we use to facilitate our blend of learning methods. We deliver ‘mobile-first’ education – this means learning can be accessed anytime, anywhere and on any device, so apprentices get high-quality learning content on the go.

‘High touch’ refers to the many touch points learners receive to interact with content, and get support from expert QA training teams through workshops, coaching and online support.

This programme teaches skills in:

  • Investigating business solutions
  • Modelling business processes
  • Requirements engineering and management
  • Facilitating, coordinating and documenting detailed business requirements
  • Data modelling and gap analysis
  • Acceptance testing
  • Stakeholder analysis and management

Empowering roles like:

  • Information Systems (IS) Business Analyst
  • IT Business Analyst
  • Business Systems Analyst
  • Requirements Analyst/Engineer
  • Business Process Analyst

During the programme, learners will be required to spend 20% of work time committed to off-the-job learning.

The modules in our Business Analyst apprenticeship equip learners with the advanced technical skills they need for their role. Each module develops the core set of skills they must be able to do well to be competent in their role.

The programme is made up of six modules that follow our challenge-based learning approach. They combine multiple modes of learning (classroom, self-paced, and practical), seamlessly delivered through a ‘blend’ of online and classroom learning events.

Our approach is underpinned by the latest learning theory. Learner-centric approaches (where the focus is on how people learn, rather than which technology to use) which have proved to be more effective in promoting productive learning.

The advent of new technologies has fundamentally changed the way individuals create, change, share and interact with information, and the way they interact with each other, and our programme addresses this with its blend of learning methodologies. Methods are collaborative and hands-on – and so is our programme.

Crucial to our challenge-based approach are the remote module tasks, which require learners to work with their peers, tutors, and mentors to learn and come up with a solution to a challenge. The cooperative and applied nature of this type of approach to training makes it perfect for learners of all ages.

As part of the programme, apprentices will complete:

  1. Six knowledge modules teaching advanced theory and its practical application, through a combination of online learning and practical classroom workshops.
  2. A summative portfolio showcasing how the learner(s) have/has demonstrated the skills they learn in real work projects.
  3. A synoptic project where a business and technical brief is taken in order to build a finished product.
  4. An end-point assessment interview carried out by BCS – The Chartered Institute for IT – to assess whether learners have successfully met the learning requirements of the programme.

The modules included in this programme are:

Module 1: Practical Business Analysis

  • Ensuring business change is aligned to business need
  • Planning business analysis activities and stakeholder engagement
  • Employing a robust requirements engineering process
  • Investigating, modelling and analysing business process
  • Writing and communicating robust requirements
  • Conducting effective interviews and workshops
  • Building productive business relationships and avoiding conflict

Virtual Self-Paced Module: Agile Project Management Foundation and Practitioner (Self-paced, video-based learning module)

  • Setting up an Agile project
  • Identifying appropriate people for Agile roles
  • Defining Increments and Timeboxes to keep a project on track
  • Managing a solution development team
  • Communicating with business stakeholders in a project environment
  • Using Agile techniques, including prioritisation of requirements to ensure on-time project delivery
  • Presenting the benefits of Agile approaches to senior management
  • Identifying risks to the delivery of projects managed using the DSDM Agile approach

Module 2: Requirements Engineering (BCS certificate)

  • Describing the roles and responsibilities of key stakeholders in the requirements engineering process
  • Demonstrating the application of a range of requirements elicitation techniques
  • Explaining the use of requirements elicitation techniques and the relevance of them in given situations
  • Documenting and prioritising user requirements for an information system
  • Identifying problems with requirements and explaining how requirements documentation may be improved
  • Creating a process/function model of requirements for an information system
  • Interpreting a model of the data requirements for an information system
  • Explaining the importance of linking project objectives and requirements to the business case
  • Describing the principles of requirements management and explaining the importance of managing requirements
  • Describing the use of CASE tools to support requirements engineering
  • Explaining the principles of requirements validation and defining an approach to validating requirements

Module 3: Commercial Awareness (BCS certificate)

  • Understanding three techniques used to evaluate a financial case
  • Understanding costing and pricing
  • Understanding cash flow forecasting and budgeting
  • Describing the contents of financial accounting documents
  • Interpreting financial accounts
  • Explaining specified business performance ratios
  • Defining the elements and usage of Porter’s five forces framework and value chain
  • Defining the elements and usage of the Boston Consulting Group’s matrix
  • Defining the performance measures and usage of the balanced business scorecard
  • Defining the elements of specified cultural analysis approaches
  • Explaining the different management structures and their characteristics
  • Defining the different architectures that may be adopted by organisations

Module 4: Business Analysis Practice (BAP) (BCS certificate)

  • Describing how a business strategy is developed
  • Using strategic analysis techniques
  • Describing the need for project discipline
  • Explaining techniques to investigate an organisation’s business systems
  • Describing an approach to improving business systems
  • Explaining the importance of stakeholder management and using a stakeholder analysis technique
  • Using techniques for the analysis and modelling of business systems
  • Describing how recommendations for business improvement may be identified
  • Describing the contents of a rigorous business case for the development and implementation of business changes
  • Identifying costs, benefits, impacts and risks for an option in a business case

Module 5: Systems Modelling Techniques with UML (BCS certificate)

  • Justifying the need for modelling and modelling techniques
  • Explaining why it is important to model system requirements from different perspectives and identifying specific modelling techniques
  • Constructing a static structure model (class diagram)
  • Constructing a process model (activity diagram)
  • Constructing a simple dynamic event driven model (state machine diagram)
  • Evaluating how the various models reflect business objectives and system requirements (via critical success factors)
  • Appreciating how the various perspectives inter-relate to each other

For more information download the handout

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