Competency Framework Report

Final report
Development of
competency framework
for standards development
professionals
June 2023
Table of contents
Background and introduction ........................................................................................... 3
Review of relevant research ............................................................................................. 3
Identification of experts for first meeting ........................................................................ 7
Materials for the first meeting......................................................................................... 14
JTA meeting results ........................................................................................................ 16
Validation survey ............................................................................................................. 17
Post-survey validation meetings .................................................................................... 33
Final DACUM JTA chart................................................................................................... 54
Comparison of DACUM JTA and International Workshop Agreement (IWA)
documents........................................................................................................................ 54
Competency framework .................................................................................................. 54
Framework for additional documents and next steps .................................................. 55
Appendix A – Invitation letter for first meeting ............................................................. 56
Appendix B – JTA meeting agenda ................................................................................ 59
Appendix C – JTA validation survey .............................................................................. 62
Appendix D – Write-in comments provided by survey respondents........................... 75
Appendix E – Final DACUM JTA chart ........................................................................... 78
Appendix F – Comparison between ISO/IWA 30‐2 and the job analysis for this
project ............................................................................................................................. 109
Appendix G – Competency framework for standards development professionals . 127
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Background and introduction
Within the framework of the ISO Action Plan for Developing Countries 2021-2025, the ISO Capacity Building
Unit is interested in developing a competency framework for standards professionals. It is envisaged that
could be used to develop training and possibly certification for those involved in the development of
standards, including volunteer experts and national standards bodies’ staff.
The key benefits of implementing a competency framework for standards professionals include the following:
• The tasks and associated knowledge, skills, and abilities (KSAs) identified during this project will be
identified using a process acceptable to ISO/IEC 17024 and will result in the foundation of a scheme for
standards professionals.
• By defining the competency framework, two additional deliverables may be further developed – a training
programme for standards professionals, and a credential (certification) leading to certified standards
professionals.
• The process used to define the competency framework will be legally defendable, valid and reliable,
resulting in a defensible list of competencies that may be more easily accepted worldwide.
• The outputs from this project may be used to educate professionals who work in standards development
within developing economies for purposes of capacity building, as well as standards professionals
worldwide for purposes of quality improvement.
The activities in this project included:
• Reviewing all resource documents and developing a timeline of activities
• Identifying experts to participate in the first meeting
• Developing materials for this first meeting
• Conducting the three-day meeting to identify tasks and the associated knowledge, skills and attributes
(KSAs) needed for standards development
• Refining the results from the first meeting
• Surveying outcomes from the first meeting;
• Further refining KSAs after completion of a survey
• Inviting experts to participate in a second meeting (which involved two virtual meetings)
• Developing all materials for the second meeting, including PowerPoint slides
• Conducting second meeting to finalize competencies
• Developing final competency framework, report of findings and other documents
• Developing framework for additional documents and outputs
This final report describes the results of the above activities.
Review of relevant research

Background research in preparation for this project included a review of the following documents:
Career roadmap and competence requirements for standards professionals, published in August 2019 by the
Asia Pacific Economic Cooperation (APEC).
This document outlines the competencies of standards professionals, including KSAs, and organizes them
into a career roadmap. Segregating standards professionals into two groups – those who work in companies
and those who work in standards-related organizations – this work identified separate, but similar, tasks for
standards professionals. This document ends with the identification of the competencies, including the tasks
and KSAs. The outputs of this report may be compared with the results of this ISO study.
Inspiring the next generation of standards professionals: Towards job profiling in today’s global world,
published in March 2015 by the Asia Pacific Economic Cooperation (APEC).
This report was proposed and prepared to provide a forum for discussing and building a common
understanding about what kind of standards professionals will be needed in the current and future
workforces in the region’s developing and developed economies. The objectives were to explore the skills
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set required by standards professionals to meet the needs of business, government agencies, education
institutions and standards-related organizations in the APEC region.
The project used three different methods to collect and analyse data related to standards professionals,
namely: 1) a survey of company/standards speciality organizations, 2) written interviews with thought leaders
on standards and conformance, and 3) an experts’ conference/workshop to identify policy recommendations.
Within the two sectors identified in the previous document (companies and other standards-related
organizations), this research focused on three types of standards professionals – standardization
professionals, conformity assessment professionals and metrology professionals – with different tasks and
associated KSAs related to all three.
The remainder of the document contains the data in appendices, including interview and survey data.
Guide 14: Common policy guidance for addressing standardization on qualification of professions and
personnel, published in April 2010 by CEN, the European Committee for Standardization.
This document focuses on the competence of individuals involved in standards development, but is largely
focused on the process of developing standards. As a result, it has less relevance to this project.
Good standardization practices, published in July 2019 by the International Organization for Standardization
(ISO).
This publication describes the key elements of standardization, in the following logical sequence:
• The fundamentals of standardization
• Standardization in the light of the World Trade Organization Agreement on Technical Barriers to Trade
(WTO TBT)
• Internationally-agreed principles for the development of standards
• The value chain for the development of standards by a national standards body (NSB)
International workshop agreement: Competence of standards professionals – Part 1: In companies,

published in 2019 by the International Organization for Standardization (ISO).
This document was based on the need for competence requirements for standards professionals. To deliver
objectivity in this document, a global survey was carried out to identify the common and specific
competences required and then recommended for standards professionals in companies and standards-
related organizations.
This document is based on APEC’s Education Guideline 6[26], the responses to the global survey and an
analysis of the responses. It presents the tasks and the related competences for standards professionals in
two separate parts: in companies (this document) and in standards-related organizations (ISO/IWA 30-2).
This document includes the following topics:
• The structure of tasks and sub-tasks of standards professionals in companies
• The common competences for standards professionals in companies
• The competences by task for standards professionals in companies
• A career roadmap for standards professionals in companies
This document does not cover the certification of individuals or qualifications for personnel issues. In
principle, it does not focus on competence for conformity assessment tasks because this aspect is defined in
other existing ISO and IEC documents, e.g. ISO/IEC 17025.
International workshop agreement: Competence of standards professionals – Part 2: In standards-related

organizations, published in 2019 by the International Organization for Standardization (ISO).
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This document is a continuation of the previous Part 1 document, but focuses on individuals in standards-
related organizations instead of companies.
Project management: Methodology roles, responsibilities and capability requirements, published in January
2018 by the International Organization for Standardization (ISO).
This document describes the responsibilities and capability requirements for the different roles identified
within the Project Management Methodology (PMM) concept. It specifies the responsibilities and capacity
requirements of various different roles involved in the development process of international standards,
including Committee Managers, WG-Secretaries, Chairs, Convenors and Project Leaders. The
responsibilities within this document may be compared with the tasks resulting from this project and the
capabilities within this document may be compared with the KSAs resulting from this project.
My ISO job: What delegates and experts need to know, published in 2020 by the International Organization
for Standardization (ISO).
The purpose of this document is to help individuals participate effectively in ISO’s technical work. Divided
into three parts, Part 1 provides general background information about the organization and the standards
development process. Part 2 explains what is expected of ISO participants. Part 3 gives a list of the tools
and resources available to participants. This document may contain foundational knowledge of which the
standards development professional should be aware.
Guidance for ISO national standards bodies on stakeholder engagement and building consensus, published
in October 2019 by the International Organization for Standardization (ISO).
The ISO Technical Management Board (TMB) Process Evaluation Group (PEG) examined the processes for
consensus decision-making and stakeholder engagement within NSBs and liaison organizations, which
could impact the credibility of resulting ISO standards. This document is a result of the PEG’s pursuit of this
task. The PEG sought input from ISO NSBs and liaison organizations on their internal processes for
stakeholder engagement and consensus decision-making. The process for collecting and summarizing
inputs is detailed in Annex A. Through consideration of this input, the PEG developed the principles and
guidance presented in Section 3 of the document.
The standards development lifecycle published on the Institute of Electrical and Electronics
Engineers (IEEE) website at: https://standards.ieee.org/develop/
This document describes the standards development process in a six-stage lifecycle. The six stages are as
follows:
Stage 1
• Initiating the project

• How projects are started
• Types and nature of projects
• How to find a standards committee
• Submitting a project request
Stage 2
• Mobilizing the working group
• What is a working group?
• Who can participate?
• How to form a team
• How are working groups governed?
• Managing the working group
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Stage 3
• Drafting the standard
• How are standards written?
• The standards preparation and editing process
• Getting help: How your programme manager and staff editor can help you
• Standards Coordinating Committee 14 (SCC14) Conventions
Stage 4
• Balloting the standard
• The balloting process
• Casting your ballot
• The IEEE Standards Association (SA) public review process
Stage 5
• Gaining final approval
• How is final approval obtained?
• What happens to a standard after approval?
• How are standards distributed?
Stage 6
• Maintaining the standard
• What happens when standards have errors?
• Revising standards
• Overview: what are standards?
Each of these stages is further defined. Content from this six-step process may be used as foundational
knowledge needed by standards development professionals, and might be compared with the results from
this project.
Job descriptions for standardization professionals: SES standards professional competencies. Project being
conducted by the Society for Standards Professionals Job Descriptions for Standardization Professionals –
SES – The Society for Standards Professionals (ses-standards.org)
This site describes an effort by the Society for Standards Professionals to develop a competency framework
for standardization professionals. As part of the project, the society is beginning with job descriptions for
standardization professionals. This confirms other efforts being undertaken in the same field.
Standardization essentials: Principles and practice by Steven M. Spivak and F. Cecil Brenner, Marcel
Dekker, Inc., 270 Madison Ave., New York, NY 10016, 2001, ISBN 0-8247-8918-0
This book is both a primer and a review of standards and standardization. For a field as vital and pervasive
as standardization, there are few books that cover the basic principles and practice, as well as share
guidance and practical experiences on the actual workings of standards-developing organizations and
standardization. This book begins with the first principles of standards and standardization, and gives
definitions for common terms and descriptions used in this field. It explains how standards are used in
international trade, strategic standardization management, quality assurance, purchasing and contractual
agreements, and in many other areas.
What is a DACUM (Developing a Curriculum)? Published by The Ohio State University. Available at:
https://cete.osu.edu/wp-content/uploads/2021/02/DACUM-Overview-Brochure.pdf
This document provides background information the DACUM Process, including how it is conducted and
how the results may be used.
6
Major uses of DACUM analysis, published by The Ohio State University. Available at:
https://cete.osu.edu/wp-content/uploads/2021/02/Uses-and-Types-of-DACUM-Analysis-Feb-2019-FINAL-
1.pdf
This document provides background information on the DACUM process, which was used to conduct the job
task analysis (JTA) for this project.
Developing curricula based on occupational standards: An operational guide, published in 2015 by the
Jordanian Center of Accreditation and Quality Assurance (CAQA). Available at: Developing-a-Curriculum-
based-on-Occupational-Standards-Jordanian-Govt-Pub-Excellent.pdf (thewgsg.com)
This document was developed to steer the quality standard and to implement the Employment-Technical and
Vocational Education and Training (E-TVET) reform through the qualification framework, which includes
quality assurance, licensing of E-TVET institutions and accrediting training programmes, conducting
competency assessment and tests in line with international quality standards as per the demands of the
Jordanian labour market. This guide focusses on the processes of developing occupational standards based
on DACUM and how to develop training and learning materials based on principles of Competency Based
Training.
Identification of experts for first meeting

Reflecting the fact that the focus of this project is on capacity building, it was the intent to invite standards
development experts from developing economies. Due to a wide variability in standards bodies within
developing economies, a matrix of possibilities was developed. The following characteristics were identified
to ensure demographic representation of the participants for JTA:
• Membership level of body
o Full member body
o Corresponding member body
• Size of NSB
o Small NSB (less than 5 employees)
o Medium NSB (5-50 employees)
o Large NSB (51+ employees)
• Access to technology
o Good access to technology
o Limited access to technology
• Years NSB has been in business
o Less than 10
o 11-25
o 26+
• Type of NSB
o Government departments
o Public law organizations
o Private organizations
• NSB with active national technical committees (TCs) managed by experts
• NSB with active national mirror committee(s) for the core economic sectors
• Job title or role of participant
o Technical expert
o Manager or Director of NSB
o Project manager of NSB
o Employee of NSB
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o Consultant of NSB
o Editor of standards at NSB
o Convenor or Co-Convenors
• Age of participant
o Younger than 40
o Between 41-55
o Between 56-65
o Over 66
• Participant experience
o Less than 10 years
o Between 11-20 years
o Between 21-30 years
o Over 31 years
• Expert in standards development (regional level)
• Expert in standards development (international level)
• Additionally, the following regions were identified for purposes of selecting participants from
geographically representative areas:
o Arab (R1)
o Caribbean (R2)
o Central Asia and East Europe (R3)
o Central and West Africa (R4)
o East, South-East and South Asia (R5)
o Eastern and Southern Africa (R6)
o South and Central America (R7)
o Developed Economy
Based on the above demographic characteristics, a matrix was developed.
Below is the finalized matrix:
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East/South-
Central
Central/West East and Eastern/South South/Central
Region Arab (R1) Caribbean (R2) Asia/Eastern
Africa (R4) South Asia Africa (R6) America (R7)
Europe (R3)
(R5)
Member body
Corresponding member body
Small NSB (less than 5

employees)
Medium NSB (5-50

employees)
Large NSB (51+ employees)
NSB has good access to

Technology
NSB has limited access to

technology
Years NSB in business (less

than 10)
Years NSB in business (11-

25)
Years NSB in business (26+)
Government departments
9
East/South-
Central
Europe (R3)
(R5)
Public law organizations
Private organizations
NSB with active national TCs

managed by experts
NSB with active national

mirror committee(s) for the
core economic sectors
Technical expert
Manager or Director of NSB
Project manager of NSB
Employee of NSB
Consultant of NSB
Editor of standards at NSB
Convenor or Co-Convenors
Age of participant (younger

than 40)
10
East/South-
Central
Europe (R3)
(R5)
Age of participant (between

41-55)
Age of participant (between

56-65)
Age of participant (over 66)
Participant experience (less

than 10 years)
Participant experience
(between 11-20 years)
Participant experience
(between 21-30 years)
Participant experience (over

31 years)
Expert in standards
development (regional level)
Expert in standards
development (international
level)
Additional requirements identified for all meeting participants were a willingness to travel to the ISO Central Secretariat in Geneva, Switzerland, strong English-
speaking skills, and knowledge of the standards development process.
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Based on the demographic matrix presented, an invitation letter was developed to solicit interest in
participating in the first meeting (see Appendix A). ISO developed an online participant application
containing a series of survey questions based on demographic characteristics. Participants were invited
to fill out the application form.
A total of 34 people applied to participate in the first meeting (DACUM JTA meeting), representing 30
different developing economies. The consultants met with ISO staff and selected a demographically
representative sample, designed to include broad demographic representation. The following 23
participants were invited to participate in the meeting.
First
Country Last name Body Title
name
Instituto Colombiano de
Normas Técnicas y Standardization Deputy
Colombia Mr Daniel Trillos
Certificación Director
(ICONTEC)
Instituto Dominicano Standardization Translator

Dominican
Mr Eduardo Llano para la Calidad and Project Manager – TC
Republic
(INDOCAL) secretary
Egyptian Organization
Egypt Mr Moamen Rashed for Standardization and Standard Specialist
Quality (EOS)
Organismo
El Salvador Ms Yanira Colindres Salvadoreño de Director
Normalización (OSN)
Ebrima The Gambia Standards

Gambia Mr Jallow Director of Standardization
Musa Bureau (TGSB)
Georgian National
Agency for Standards Main Specialist of National
Georgia Mr Daviti Marsagishvili
and Metrology Information Center
(GEOSTM)
Bureau of Standards Standards Development

Jamaica Ms April Farrell
Jamaica (BSJ) Officer
Kazakhstan Institute of
Head of Department of
Standardization and
Kazakhstan Mr Rustam Mussin Strategic Development and
Metrology
Science
(KazStandard)
Zacharia Kenya Bureau of Chief Manager, Standards

Kenya Mr Chepkania
Lukorito Standards (KEBS) Development and Trade
Department of
Nor Mohamad
Malaysia Ms Standards Malaysia Principal Assistant Director
Faezah Arif
(DSM)
Institute for
Head of Standardization
Moldova Ms Ecaterina Ghelas Standardization of
Department
Moldova (ISM)
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First
Country Last name Body Title
name
Institute for Leading Engineer for

Montenegro Mr Neško Šćekić Standardization of Standardization – Quality
Montenegro (ISME) Manager
Instituto Nacional de Standardization

Peru Ms Lily Elliot
Calidad (INACAL) Coordinator
Ma Bureau of Philippine Chief Trade-Industry

Philippines Ms Del Rosario
Teresita Standards (BPS) Development Specialist
St. Lucia Bureau of Head of Standards

Saint Lucia Mr Andre Charles
Standards (SLBS) Development
Association
Ndeye Programme Standards
Senegal Ms Diop Sénégalaise de
Maguette Manager
Normalisation (ASN)
South African Bureau of Senior manager: Processes

South Africa Mr Matlhale Peter
Standards (SABS) and Support
Sudanese Standards Secretary of Automotive

Sudan Ms Sarah Ahmed and Metrology Technical Committee,
Organization Mechanical Engineer
Uganda National
Manager Standards
Uganda Mr Andrew Othieno Bureau of Standards
Development
(UNBS)
Instituto Uruguayo de
Senior Project Manager
Uruguay Ms Claudia Chocca Normas Técnicas
(Building Sector)
(UNIT)
Directorate for
Director of Standards
Viet Nam Mr Khoi Nguyen Van Standards, Metrology
Department
and Quality (STAMEQ)
Belinda Zambia Bureau of Standards Development

Zambia Ms Kancheya
Soko Standards (ZABS) and Training Manager
Content Development
Switzerland Ms Giulia Pizzi IEC Specialist – IEC Academy
& Capacity Building
NOTE: The two individuals highlighted in yellow were invited but not able to make it to the meeting.
ISO arranged for the travel of all meeting participants, including reimbursement for travel and hotel
arrangements.
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Materials for the first meeting
The purpose of the first meeting was to conduct a JTA. The facilitators, Dr Cynthia D. Woodley and
Dr Vijay Krishna, used the DACUM method for conducting the JTA. DACUM stands for Developing A
CurriculUM. The DACUM process, originally developed in Canada, is widely used for developing job
profiles. It produces charts that are frequently used as the backdrop for worker training programmes, tests
and needs-assessment materials. The DACUM process has been used successfully by business, industry
and educational institutions to identify the content that should be included in educational and training
curricula, as well as to identify knowledge gaps.
The DACUM process is used to identify instructional needs, instructional programme planning, curriculum
development, and training materials development, as well as create and revise job descriptions and
standards, and underpin employee recruitment and career guidance. In the past, the process was mostly
used by community colleges for vocational-technical instruction. Since the 1980s, business and industry
have also used it extensively for corporate and industrial training programmes. In the past few years, the
DACUM concept has increasingly been used by secondary and post-secondary educators in arts and
science programmes, as well as vocational-technical programmes and business/industry programmes.
The DACUM process has been found to be effective, quick and valid. It also offers an approach to
occupational analysis in terms of duties, tasks, knowledge, skills, traits and attitudes. A DACUM process
workshop is held to bring together a focus group of expert workers in a specific field or occupation for a
brainstorming session. A trained DACUM facilitator guides the workshop participants to produce a chart
that lists the tasks performed by an entry-level worker in the occupation. Under the direction of the
qualified facilitator, the panel analyses the job-related tasks while using a group decision technique.
A curriculum designer can then use the DACUM chart to develop an industry-validated programme of
instruction for job training.
A DACUM workshop facilitated by trained facilitators is a good way of bringing business and industry into
the development of educational programmes. During a DACUM workshop, expert workers and
supervisors are brought together for the focus group (brainstorming) sessions or workshops to interact,
describe their jobs and rate activities according to their frequency and importance. From these focus
group sessions, a profile chart is created, detailing the duties and tasks involved in a particular
occupation. Task-specific curricula are then developed based on the component tasks that the process
has determined and verified.
The DACUM process involves the use of subject matter experts for attendance at a multi-day JTA
meeting. The product (knowledge skills and ability statements) resulting from this meeting is called a
DACUM chart, which describes an occupational role in terms of specific competencies, skills and tasks
that the competent graduate is expected to be able to perform. A task is defined as a unit of observable
work with a specific start and end point that leads to a product, service or decision. Tasks often require
both knowledge in a specific content domain and practical skills necessary to carry out the task.
The DACUM process involves seven steps:
1. Committee orientation to the DACUM process
2. Occupation/job review to arrive at a mutually acceptable working title(s) for jobs and specialization
areas
3. Identification of duties or general functional areas of responsibility under which tasks will fit
4. Identification of specific tasks performed in each duty area (each statement including an action verb,
object, and one or more qualifying words)
5. Review and refinement of task and duty statements
6. Identification of related requirements, such as general knowledge and skills, tools and equipment
supplies and materials used, worker traits and attitudes, and future occupational trends/concern
7. Task analysis to determine specific steps, performance standards and related requirements
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Although there are many methods for developing curricula for educational and training programmes, two
characteristics distinguish the DACUM process from other methods:
1. Experts working in the profession analyse their own work, and
2. Results are produced in a graphic format.
All materials needed for the first meeting were developed and forwarded to ISO for preparation for all
meeting participants. Materials included:
• Standards Professional JTA Meeting Agenda
• Knowledge-skill-task handout
• Recorder form
• Who-what-how-why page
• List of action verbs
• DACUM JTA background
• DACUM-developing task statements handout
• DACUM JTA criteria handout
• Knowledge ratings handout
• Physical conditions ratings handout
• Attitudes rating handouts
• Name tents
Additionally, an orientation PowerPoint presentation was developed for the meeting.
ISO staff provided name tents and name badges, as well as paper copies of the ISO Good
Standardization Practices (GSP) publication.
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JTA meeting results
The three-day DACUM JTA meeting was held at the ISO Central Secretariat offices in Geneva,
Switzerland on 5-7 September 2022. The agenda for the meeting appears in Appendix B. After
introductions, the participants were given information about JTA and the DACUM process. During the
three days, the participants brainstormed ideas about duties, tasks, steps, KSAs, and tools and resources
for standard development professionals. A “DACUM wall” was developed.
Participants ordered the duties (in yellow) and tasks (in green) and then all duties and tasks were entered
into a digital spreadsheet whereby all subsequent work was conducted digitally directly in the software.
The meeting participants completed all work within the three-day period and a draft DACUM JTA chart
was created and circulated among the participants for comments and edits.
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Validation survey
Once the DACUM meeting participants completed their reviews and comments, a survey was created for
the purpose of validating the results of the JTA. The validation survey was placed on the ISO’s survey
portal and translated into several languages. Additionally, Dr Cynthia D. Woodley created a video to
accompany the survey, which was also translated. A copy of the survey appears in Appendix C.
The results of the survey are detailed below.
Response rate and demographics of respondents

The number of participants who received the validation survey is unknown, but 935 individuals responded
(379 completed responses and 556 partial responses). The demographic analysis was completed using
the 379 completed responses. A review of the demographic data found the responses to reflect a good
representation of different demographic groups. Overall, the sample size is considered sufficient to
validate the initial findings from the expert panel meeting.
A total of 346 respondents (91%) are currently or were previously involved with the development of
standards. Hence, the survey elicited responses from the target group (see Table 1).
Table 1 – Involvement in the development of standards
1. Are you involved in or have you been involved in the development of standards?
Response Response
Percent Total
1 Yes 91.29% 346
2 No 8.71% 33
answered 379
skipped 0
Of the respondents, 67.8% are employed by an NSB while 9.5% are consultants and 17.6% serve as
volunteers. The responses capture the different types of personnel that typically work for an NSB (see
Table 2).
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Table 2 – Relationship with the NSB
2. What is your relationship with a national standards body?
Response Response
Answer Choices
Percent Total
1 I am employed by an NSB 67.81% 257
I am a consultant for an
2 9.50% 36
NSB
I am a volunteer for an
3 17.68% 67
NSB
I am not associated with
4 5.01% 19
an NSB
answered 379
skipped 0
The respondents were drawn from different membership levels of NSBs. The majority (73%) were from a
member body, 14.5% were from a corresponding member and 4.4% from a subscriber member (see
Table 3).
Table 3 – NSB membership level
3. What is the membership level of your NSB?
Response Response
Percent Total
1 Member body 73.09% 277
2 Corresponding member 14.51% 55
3 Subscriber member 4.49% 17
4 I don't know 7.92% 30
answered 379
skipped 0
The survey was completed by employees from different-sized NSBs. The percentage of respondents from
large NSBs was 59.6%, the corresponding numbers from medium and small NSBs were 29.5% and 2%
respectively (see Table 4).
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Table 4 – Size of the NSB
4. What is the size of your NSB?
Response Response
Percent Total
1 Small NSB (less than 5 employees) 2.37% 9
2 Medium NSB (5-50 employees) 29.55% 112
3 Large NSB (51+ employees) 59.63% 226
4 I don't know 8.44% 32
answered 379
skipped 0
Furthermore, 63% of the NSBs had access to good technology, while 31% had access to limited
technology (see Table 5).
Table 5 – NSB’s access to technology
5. How do you evaluate your NSB’s access to technology?
Response Response
Answer Choices
Percent Total
1 Good access to technology 62.80% 238
Limited access to
2 30.87% 117
technology
3 I don’t know 6.33% 24
answered 379
skipped 0
The respondents represented NSBs with different levels of maturity. A total of 58% were from NSBs that
had been in business for more than 26 years. The corresponding number for NSBs that had been in
business for less than 10 years was 12% and between 11-25 years was 25% (see Table 6).
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Table 6 – Years the NSB has been in business
6. How many years has your NSB been in business?
Response Response
Percent Total
1 Less than 10 years 11.87% 45
2 11 – 25 years 24.80% 94
3 26+ years 57.78% 219
4 I don't know 5.54% 21
answered 379
skipped 0
The survey also had a good response from different types of NSBs. A total of 64% responses were from
NSB employees working for a government NSB, while 25% represented a not-for-profit private NSB. Of
the respondents, 4% were from a private NSB (see Table 7).
Table 7 – Type of NSB
7. What type of NSB do you work for?
Response Response
Answer Choices
Percent Total
1 Government department 64.38% 244
Not-for-profit private
2 25.33% 96
organization
3 Profit private organization 4.22% 16
4 I don't know 6.07% 23
answered 379
skipped 0
The respondents represented different job titles associated with standards development professionals.
The biggest category was committee manager (11%), followed by technical committee member (10%)
and NSB staff (9%) (see Table 8).
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Table 8 – Job title of respondent
8. Which of the following BEST describes your job title associated with standards
development?
Response Response
Percent Total
Analysis and Development
1 2.28% 8
Specialist
2 Committee Manager 10.83% 38
3 Consultant 3.99% 14
4 Convenor or Co-Convenors 4.84% 17
5 Editor of Standards 0.85% 3
6 Manager or Director of NSB 3.99% 14
7 NSB staff 9.40% 33
8 Planner 0.28% 1
9 Project Leader 0.85% 3
10 Project Manager 3.70% 13
11 Project Secretary 2.28% 8
12 Proof Reader 0.57% 2
13 Standardizer 2.28% 8
14 Standards Coordinator 3.42% 12
15 Standards Developer 3.99% 14
16 Standards Expert 3.42% 12
17 Standards Facilitator 0.00% 0
18 Standards Manager 5.98% 21
19 Standards Officer 7.12% 25
20 Standards Researcher 0.57% 2
21 Standards Specialist 4.84% 17
22 Standards Writer 0.28% 1
23 Technical Committee Member 10.26% 36
24 Technical Expert 4.56% 16
25 Technical Reviewer 0.57% 2
26 Technical Secretary 6.84% 24
27 Translator 0.00% 0
28 Other 1.99% 7
answered 351
skipped 28
Other, please specify: (42)
21
Respondents were provided with an opportunity to write their job titles in an open-ended box, with
answers including the following:
• An individual interested in working with an
NSB in future
• Sometimes editor of standards
• Ceramics
• Committee manager support team
• Consultant in tourism
• Editor of standards
• Editor of standards, technical committee
member, standards expert
• Gestor de proyectos de normalización
• Head of delegation to ISO TC 68
• Head of electrical measures department
• Head of knowledge and 2030 Agenda
• Head of physical measurement department
• Head of professional development,
previously committee manager
• Head of Standardization department
• Head, Standardization
• Head of department and technical secretary
• Manager
• Marketing and Sales Officer
• Personnel involved in the use of the product
• Planificateur, responsable de comités
• Project Secretary
• Quality Manager
• Regulatory Affairs
• Secretaria Técnica
• Senior Documentation and Information
Officer
• Served as Convenor and WG leader
• Stan. editor, coordinator, developer manager
• Standard support
• Standardization leader
• STANDARDIZER
• Standards Developer
• Standards Developer, Consultant, Convenor
• Standards development Staff
• Standards Information Officer
• Standardization project operation manager
• Technical Committee (TC 14) member
• Technical expert
• Technical Expert, Consultant
• Technical Secretary
• Work Experience and Expertise
22
Those highlighted in yellow were deemed to be the unique job titles not covered by the drop-down list and
report in Table 8. The remainder of the list were covered in the drop-down list.
The respondents represented different age groups. In terms of age, the percentage of respondents
younger than 40 was 36%, followed by 44% for those between 41 and 55, 16% between 56 and 65, and
4% over 65 (see Table 9).
Table 9 – Age of respondents
9. What is your age?
Response Response
Percent Total
1 less than 40 years of age 35.90% 126
2 between 41-55 44.16% 155
3 between 56-65 15.67% 55
4 over 66 4.27% 15
answered 351
skipped 28
More than half (52%) the respondents had less than 10 years of experience, followed by those with 11-20
years of experience (35%), between 21-30 years of experience (11%) and more than 31 years of
experience (2%) (see Table 10).
Table 10 – Years of experience of respondents
10. How many years of experience do you have in standards development?
Response Response
Percent Total
1 less than 10 years 51.57% 181
2 between 11-20 years 34.76% 122
3 between 21-30 years 11.40% 40
4 over 31 years 2.28% 8
answered 351
skipped 28
Out of the 166 countries that were surveyed, a completed response was received from 77 countries. The
top countries responding to the survey were as follows:
23
Albania 0.28% 1 Guyana 1.14% 4
Algeria 7.69% 27 Honduras 1.14% 4
Antigua and 0.57% 2 Indonesia 0.28% 1
Barbuda Iran, Islamic 0.28% 1
Argentina 7.41% 26 Republic of
Armenia 0.57% 2 Iraq 0.28% 1
Azerbaijan 0.57% 2 Ireland 1.71% 6
Bahamas 1.14% 4 Israel 0.28% 1
Bahrain 0.57% 2 Italy 0.57% 2
Barbados 0.85% 3 Japan 6.55% 23
Bhutan 1.14% 4 Jordan 1.71% 6
Bolivia 0.28% 1 Kenya 0.85% 3
Bosnia and 0.28% 1 Malawi 0.57% 2
Herzegovina Malaysia 1.42% 5
Botswana 0.57% 2 Moldova, 2.56% 9
Brazil 1.14% 4 Republic of
Canada 0.28% 1 Montenegro 0.57% 2
Colombia 2.85% 10 Myanmar 0.28% 1
Costa Rica 0.28% 1 Namibia 0.28% 1
Croatia 0.28% 1 Nepal 0.28% 1
Cuba 0.57% 2 Netherlands 0.28% 1
Cyprus 0.28% 1 Norway 0.85% 3
Denmark 0.85% 3 Palestine, State 0.28% 1
Albania 0.28% 1 of
Algeria 7.69% 27 Peru 1.99% 7
Antigua and 0.57% 2 Philippines 0.28% 1
Barbuda Poland 4.56% 16
Argentina 7.41% 26 Rwanda 1.71% 6
Armenia 0.57% 2 Saint Vincent/ 0.28% 1
Azerbaijan 0.57% 2 Grenadines
Bahamas 1.14% 4 Saudi Arabia 0.28% 1
Bahrain 0.57% 2 Serbia 3.70% 13
Barbados 0.85% 3 Somalia 0.28% 1
Bhutan 1.14% 4 South Africa 0.28% 1
Bolivia 0.28% 1 Spain 0.85% 3
Bosnia and 0.28% 1 Sudan 1.71% 6
Herzegovina Sudan 1.42% 5
Botswana 0.57% 2 Sweden 0.57% 2
Brazil 1.14% 4 Switzerland 0.57% 2
Canada 0.28% 1 Thailand 0.28% 1
Colombia 2.85% 10 Togo 0.28% 1
Costa Rica 0.28% 1 Tunisia 0.28% 1
Croatia 0.28% 1 Türkiye 0.57% 2
Cuba 0.57% 2 Uganda 2.56% 9
Cyprus 0.28% 1 United Arab 0.28% 1
Denmark 0.85% 3 Emirates
Dominica 0.57% 2 United Kingdom 2.56% 9
Dominican 0.85% 3 United States 0.85% 3
Republic Uruguay 0.57% 2
Ecuador 6.27% 22 Viet Nam 2.85% 10
Egypt 1.71% 6 Zambia 1.71% 6
Eswatini 3.99% 14
Fiji 0.28% 1
Finland 0.85% 3
Gambia 0.28% 1
Georgia 0.57% 2
Germany 2.56% 9
Grenadines 0.28% 1
24
These respondents represented Africa, Asia, Europe, North America and South America. As detailed in
the survey results, there was representation from developing and developed economies.
To better characterize the respondents as being representative, the respondents were grouped into
developing economy regions as defined by ISO. ISO defines developing economy regions as follows:
Correspondent Subscriber
Region Member bodies Total
members members
Algeria
Bahrain
Egypt
Iraq
Jordan
Kuwait
Arab Lebanon
Libya Palestine, State of 16
Region 1 Morocco
Oman
Qatar
Saudi Arabia
Syrian Arab Rep
Tunisia
United Arab Emirates
Bahamas
Dominica
Barbados
Caribbean Guyana
Jamaica Antigua &
Haiti 12
St. Lucia Barbuda Belize
Region 2 Saint Vincent and the
Saint Kitts and Nevis
Grenadines
Trinidad and Tobago
25
members members
Azerbaijan
Armenia
Belarus Albania
Central Asia and Bosnia and Georgia
Eastern Europe Herzegovina
Kazakhstan Kyrgyzstan 16
Serbia Montenegro Moldova

Region 3
N Macedonia (Rep of) Tajikistan Turkmenistan
Ukraine
Uzbekistan
Benin
Burkina Faso
Cameroon
Central and Gambia
Côte d’Ivoire
Western Africa Mauritania Sao Tome and
Gabon 14
Niger Principe
Ghana
Region 4 Sierra Leone Togo
Mali
Nigeria
Senegal
26
members members
Afghanistan
Bangladesh
China
Fiji
India
Bhutan
Indonesia
Brunei Darussalam
East, South- Iran, Islamic Rep. of
East and South Korea, Dem. P. Rep. of Cambodia
Asia Malaysia Lao People’s 23
Mongolia Democratic Rep.
Region 5 Nepal Myanmar
Pakistan Papua New Guinea

Vanuatu
Philippines
Singapore
Sri Lanka
Thailand
Viet Nam
Botswana
Burundi
Congo, Dem. Rep. of Angola
Ethiopia Chad
Kenya Eritrea
Eastern and Malawi Eswatini
Southern Africa Mauritius Madagascar
24
Namibia Mozambique
Region 6 Rwanda Lesotho
South Africa Somalia
Sudan Seychelles
Tanzania Zambia
Uganda
Zimbabwe
27
members members
Argentina
Bolivia, Plurinational
State of
Brazil
Chile
South and Colombia

Honduras
Central America Costa Rica Cuba
Nicaragua 17
Dominican Republic
Paraguay
Region 7 Ecuador
El Salvador
Guatemala
Panama
Peru
Uruguay
The respondents were grouped into their regions to obtain a better understanding of their regional
representation. The results were as follows:
Arab – 46 Caribbean – 16
Algeria 7.69% 27 Bahamas 1.14% 4

Egypt 1.71% 6 Guyana 1.14% 4
Jordan 1.71% 6 Barbados 0.85% 3
Bahrain 0.57% 2 Antigua & Barbuda 0.57% 2
Iraq 0.28% 1 Dominica 0.57% 2
Palestine, State of 0.28% 1 St Vincent/Grenadines 0.28% 1
Saudi Arabia 0.28% 1 Belize 0.00% 0
Tunisia 0.28% 1 Haiti 0.00% 0
UAE 0.28% 1 Jamaica 0.00% 0
Kuwait 0.00% 0 Saint Kitts & Nevis 0.00% 0
Lebanon 0.00% 0 Saint Lucia 0.00% 0
Libya 0.00% 0 Trinidad & Tobago 0.00% 0
Morocco 0.00% 0
Oman 0.00% 0
28
Arab – 46 Caribbean – 16
Qatar 0.00% 0
Syrian Arab Republic 0.00% 0
Central Asia/Eastern Europe – 32 Central/Western Africa – 2
Moldova, Republic of 2.56% 9 Gambia 0.28% 1

Armenia 0.57% 2 Togo 0.28% 1
Azerbaijan 0.57% 2 Benin 0.00% 0
Georgia 0.57% 2 Burkina Faso 0.00% 0
Montenegro 0.57% 2 Cameroon 0.00% 0
Albania 0.28% 1 Côte d'Ivoire 0.00% 0
Bosnia & Herzegovina 0.28% 1 Gabon 0.00% 0
Belarus 0.00% 0 Ghana 0.00% 0
Kazakhstan 0.00% 0 Mali 0.00% 0
Kyrgyzstan 0.00% 0 Mauritania 0.00% 0
North Macedonia 0.00% 0 Niger 0.00% 0
Tajikistan 0.00% 0 Nigeria 0.00% 0
Turkmenistan 0.00% 0 Sao Tome & Principe 0.00% 0
Ukraine 0.00% 0 Senegal 0.00% 0
Uzbekistan 0.00% 0 Sierra Leone 0.00% 0
East/S-East/South Asia – 26 Eastern/Southern Africa – 56

Viet Nam 2.85% 10 Uganda 2.56% 9
Malaysia 1.42% 5 Rwanda 1.71% 6
Bhutan 1.14% 4 Sudan 1.71% 6
Fiji 0.28% 1 Zambia 1.71% 6
Indonesia 0.28% 1 Sudan 1.42% 5
Iran, Islamic Rep 0.28% 1 Kenya 0.85% 3
of
Myanmar 0.28% 1 Botswana 0.57% 2
Nepal 0.28% 1 Malawi 0.57% 2
Philippines 0.28% 1 Namibia 0.28% 1
Thailand 0.28% 1 Somalia 0.28% 1
Afghanistan 0.00% 0 South Africa 0.28% 1
29
East/S-East/South Asia – 26 Eastern/Southern Africa – 56
Bangladesh 0.00% 0 Angola 0.00% 0
Brunei 0.00% 0 Burundi 0.00% 0
Darussalam
Cambodia 0.00% 0 Chad 0.00% 0
China 0.00% 0 Congo, Dem. Rep 0.00% 0
of
India 0.00% 0 Eritrea 0.00% 0
Korea, Dem. 0.00% 0 Ethiopia 0.00% 0
People's Rep of
Lao People's 0.00% 0 Lesotho 0.00% 0
Dem Rep.
Mongolia 0.00% 0 Madagascar 0.00% 0
Pakistan 0.00% 0 Mauritius 0.00% 0
Papua New 0.00% 0 Seychelles 0.00% 0
Guinea
Singapore 0.00% 0 Tanzania 0.00% 0
Sri Lanka 0.00% 0 Zimbabwe 0.00% 0
Vanuatu 0.00% 0
South/Central America – 82
Argentina 7.41% 26
Ecuador 6.27% 22
Colombia 2.85% 10
Peru 1.99% 7
Brazil 1.14% 4
Honduras 1.14% 4
Dominican Republic 0.85% 3
Cuba 0.57% 2
Uruguay 0.57% 2
Bolivia, Plurinational 0.28% 1
Costa Rica 0.28% 1
Chile 0.00% 0
El Salvador 0.00% 0
Guatemala 0.00% 0
Nicaragua 0.00% 0
Panama 0.00% 0
Paraguay 0.00% 0
30
The resulting breakdown of respondents by region is shown in Figure 1.
Figure 1 – Respondents by region
Respondents by Region
100 91
90 82
80
70
56
60
46
50
40 32
26
30
16
20
10 2
0
*NOTE: “Other” refers to respondents who do not represent a developing economy.

The breakdown of these respondents is as follows:
Canada 0.28% 1
Croatia 0.28% 1
Cyprus 0.28% 1
Denmark 0.85% 3
Finland 0.85% 3
Germany 2.56% 9
Ireland 1.71% 6
Israel 0.28% 1
Italy 0.57% 2
Japan 6.55% 23
Netherlands 0.28% 1
Norway 0.85% 3
Poland 4.56% 16
Spain 0.85% 3
Sweden 0.57% 2
Switzerland 0.57% 2
Turkey 0.57% 2
United Kingdom 2.56% 9
United States 0.85% 3
The data was analysed both with and without the responses of those labelled as “other” and no significant
differences were found. Therefore, the data associated with respondents from this group was included in
the data summary.
31
Survey validation demographic summary
The total number of completed responses represents a very large and representative sample size.
Furthermore, over 90% of the respondents are/were involved with standards development, ensuring that
the survey was completed by the intended target group. As expected, two-thirds of the respondents are
NSB employees. At the same time, we got good representation from consultants or volunteers.
Responses represent a good mix of membership levels and NSB sizes. The survey also elicited a good
response from different age groups and job roles.
32
Post-survey validation meetings
A series of virtual meetings was held on 1 February and 9 February 2023 to review the results of the
validation survey. The original DACUM JTA committee members were invited to participate in one of the
two meetings held. Participation was as follows:
1 February 2023 meeting participants
Ecaterina Ghelas Rustam Mussin

Head of Standardization Department Head of Strategic Development and Science
Institute for Standardization of Kazakhstan Institute of Standardization and
Metrology – KazStandard
Moldova – ISM
Kazakhstan
Moldova
Ebrima Musa Jallow, MSC Matlhale Peter

Director of Standardization Senior Manager Processes and
The Gambia Standards Bureau – TGSB Support
Gambia South African Bureau of Standards – SABS
South Africa
Nor Faezah Mohamad Arif Moamen Ahmed Rashed
Principal Assistant Director Standard Specialist (Chemist)
Department of Standards Malaysia – DSM Egyptian Organization for
Malaysia Standardization and Quality – EOS
Egypt
Neško Šćekić
Technical Secretary
Institute for Standardization of Montenegro – SME
Montenegro
9 February 2023 meeting participants
Lily Gisella Elliot Blas April Farrell

International Standardization Executive Standards Development Officer
Instituto Nacional de Calidad – INACAL Bureau of Standards Jamaica – BSJ
Peru Jamaica
Zacharia Lukorito Chepkania Eduardo Arturo Llano

Chief Manager, Standards Development and Standardization Translator and Project Manager
Trade
33
Kenya Bureau of Standards – KEBS Instituto Dominicano para la Calidad – INDOCAL
Kenya Dominican Republic
Claudia Chocca Daniel Trillos
Senior Project Manager, Building Section Standardization Deputy Director
Instituto Uruguayo de Normas Técnicas – UNIT Instituto Colombiano de Normas Técnicas y
Certificación – ICONTEC
Uruguay
Colombia
Ndeye Maguette Diop Ma. Teresita G. Del Rosario

Programme Standards Manager Chief, Standard Development Division
Association Sénégalaise de Normalisation – ASN Bureau of Philippine Standards – BPS
Senegal Philippines
ISO staff and the project leaders attended both meetings.
Post-survey validation meeting results

During both meetings, the participants were presented with the demographic data associated with the
respondents and asked if the target audience was reached. If not, they were asked if a second targeted
mailing needed to go out. The meeting participants were satisfied with the demographic data associated
with the validation survey respondents and indicated a second targeted mailing was not necessary. There
was a discussion about the low participation from the Central/Western Africa region. The participants felt
this was both representative of the amount of standards development occurring in many of the developing
economies in this region, and therefore, that the respondents were unlikely to be able to respond.
Duty and task ratings

Following identification of the demographic questions, the survey respondents were asked to rate each
task in terms of its importance for successful job performance by a standards development professional
and the frequency with which the respondent did each task. There were 24 task statements identified
during the JTA meeting and the respondents were asked to rate each in terms of both criteria.
There are multiple models of rating scales used in job analyses, but for the purposes of this study, two
survey scales were used: task frequency and importance. Task frequency was chosen because, as
identified in Newman, Slaughter & Taranath, 1999, those tasks that are performed more often should
have a higher emphasis placed on them. Task importance was chosen because it is the most common
scale used when evaluating tasks (Newman et al., 1999) and important tasks should also have a higher
emphasis placed on them. The frequency and importance rating scales are illustrated in Table 11.
34
Table 11 – Importance and frequency rating scales
Importance - Please think about each task and Frequency - Please think about each task and
respond regarding the importance of each respond regarding the frequency YOU do each
task for successful job performance task.
Extremely important
Frequently
Important
Occasionally
Somewhat important
Not at all
Not important at all
The responses were then tabulated and an overall weighting was calculated using the following:
Overall rating scale = 2 x Importance + Frequency
The results of the data tabulation follow in Table 12. The meeting participants were asked to consider any
task with a frequency of less than 1 and any task with importance of less than 1 to determine if they need
to be dropped from the list of tasks. The highlighted areas in the table below identify three tasks with
mean frequency of less than 1.
Table 12 – Tabulated importance and frequency of tasks
Duty and task Importance Frequency
Mean SD SEM Mean SD SEM Comb Weight
%
A Planning the standards work
1 Establish standards development 2.56 0.64 0.03 1.19 0.71 0.04 6.30 4.28
procedures (i.e. SOPs)
2 Develop standards work programmes 2.36 0.63 0.03 1.25 0.69 0.04 5.96 4.04
(long term)
3 Justify the need for a standard 2.55 0.58 0.03 1.43 0.66 0.04 6.52 4.42
4 Prioritize the standards to be 2.50 0.60 0.03 1.42 0.68 0.04 6.42 4.36
developed
5 Identify interested parties 2.55 0.63 0.03 1.53 0.65 0.03 6.64 4.50
6 Develop a standards development 2.41 0.65 0.03 1.36 0.74 0.04 6.17 4.19
workplan
B Developing standards
1 Constitute the technical committee 2.70 0.54 0.03 1.34 0.68 0.04 6.74 4.58
2 Manage standards stakeholders 2.50 0.61 0.03 1.43 0.70 0.04 6.44 4.37
3 Convene technical committee 2.51 0.63 0.03 1.49 0.70 0.04 6.50 4.41
meetings
4 Develop draft standards 2.64 0.55 0.03 1.50 0.66 0.04 6.78 4.60
5 Disseminate standards for public 2.52 0.65 0.03 1.35 0.77 0.04 6.40 4.34
inquiry
6 Edit draft standards 2.42 0.63 0.03 1.40 0.73 0.04 6.25 4.24
C Participating in international and regional
standardization
1 Manage participation in international 2.51 0.61 0.03 1.27 0.74 0.04 6.29 4.27
and regional standardization work
2 Nominate experts (for 2.45 0.63 0.03 1.27 0.74 0.04 6.17 4.19
international/regional participation)
35
Duty and task Importance Frequency
Mean SD SEM Mean SD SEM Comb Weight
%
3 Constitute a national mirror committee 2.38 0.68 0.04 1.11 0.73 0.04 5.86 3.97
4 Establish national positions 2.51 0.60 0.03 1.22 0.78 0.04 6.24 4.23
D Publishing standards
1 Secure approval to publish 2.60 0.60 0.03 1.35 0.80 0.04 6.55 4.45
2 Create or update digital standards 2.32 0.71 0.04 1.05 0.80 0.04 5.70 3.87
3 Make standards available 2.68 0.57 0.03 1.22 0.83 0.04 6.57 4.46
E Promoting standards
1 Develop a marketing communication 2.23 0.70 0.04 0.71 0.71 0.04 5.17 3.51
plan
2 Implement the marketing 2.29 0.74 0.04 0.72 0.73 0.04 5.29 3.59
communication plan
F Managing support services
(internal/external customers)
1 Provide capacity building for 2.27 0.71 0.04 1.04 0.69 0.04 5.58 3.79
stakeholders
2 Manage internal services 2.23 0.65 0.03 1.03 0.72 0.04 5.49 3.72
3 Manage external customers 2.20 0.70 0.04 0.98 0.74 0.04 5.37 3.64
The meeting participants considered the three tasks above and determined that despite the low frequency
ratings, these are important tasks and should be included.
The meeting participants then considered the comments that had been written by survey respondents
regarding missing tasks. It was discussed that the survey respondents did not receive the steps and so
lacked the richness of detail when reviewing the JTA. As a result, all of the “write in” tasks are items that
either the JTA covers, but included as a subtask or step, or alternatively not needed, in the opinion of the
meeting’s participants. Table 13 shows the “write in” comments regarding missing tasks.
Table 13 – Respondent write-in missing tasks
Missing tasks
Coordinating and implementing quality management systems (ISO 9001:2015) in the work of standards
development.
Conducting workshops with stakeholders about the benefits of implementing developed standards.
Monitoring Memorandum of Understanding on areas related to standards development.
Encouraging the use of standards.
The resource mobilization elements could be added.
The cost of many ISO standards is one forbidding area that results in many developing countries to lag
behind and instead make standards that are not at par with regional or global conditions.
Technical committee members should be sensitized about the standards voting procedures as they are
very crucial for the clearance process.
36
Missing tasks
Understanding the issues, concerns and interests in the standardization sector. It’s important to be
appraised with issues such regulatory, development and consumer matters.
Providing knowledge about connection between standards and legislation.

Providing a network of experts sharing knowledge.
Research task.
There is need for standardizers to always first do research on a product or service standard to be
evaluated for development. This helps to know if there is already a developed standard in that area and
saves on resources that could have been spent in developing the standard. Need to do stakeholder
engagement to discuss the need to have a standard developed but also to understand the subject very
well.
In addition to these tasks, the study and research on the characteristics or properties, which allow the
establishment of requirements to product standards, is carried out.
In my opinion, this survey lists the main duties and tasks that should characterize an adequate
performance of a standards professional. However, the aspects related to the duty of these professionals
to be linked to professional qualification programmes in order to maintain the competence requirements
that should characterize them should have been addressed. For example, I am thinking of the
approaches and requirements that are embodied in IWA 30-1 and 30-2, on which we are basing our
strategies for measuring the behaviour of standards professionals.
Another aspect that I think could have been included more explicitly is that related to the basic duty of a
standards professional to keep himself constantly informed of the latest developments promoted by the
three leading world standardization organizations in their respective fields performance. In this sense, I
am referring to actions that do not necessarily entail logistical expenses that, as ISO well knows,
constitute the main obstacles to the development of standards in our developing nations.
I think you missed the qualitative aspect of issues, for example: “Establish Standards Development
Procedures (i.e. SOPs).” We know that Procedures are fundamental – but only Procedures that are
correct, proper, and developed with care in order to reach their purpose. We assume that if we have
Procedures they have high quality, which too often is not valid. The correct sentence should (in my
opinion) be as follows: “Establish adequate and correct Standards Development Procedures
(i.e. SOPs).”
A lot of the listed tasks are in databases and we react automatic notifications. ISO directives and
databases dictate the work. Some tasks appear more often than others.
You missed translation. Translating nationally important standards increases standard use.
One of the tasks during the standard development plan is to confirm that the reflection and interlinking of
the standard with the relevant standard(s) is well checked and if any of the cited citied standard(s) has
been updated and has technical difference which could influence the development of the standard being
reviewed or developed, then such difference has to be addressed.
37
Missing tasks
I don’t understand some of the labels. For example, what is a “‘standards work programme’” versus
“‘standards development workplan’”. Does the former refer to preparing a list of standards that need to
be developed/updated, and the latter, to a sequence of procedures that are necessary to develop a
particular standard?
Manage interfaces between committees and deal with cross-cutting issues such as Environmental,
Social and Corporate Governance (ESG) and Sustainable Development Goals (SDGs).
My suggestions are focused on training and information on the international normative procedure of
interest for developing countries. The knowledge of this procedure can promote us in the objective of
reaching the goal traced by ISO. My suggestions are focused on training and information on the
international normative procedure of interest for developing countries. Obstacles and barriers to the
application of standards in the field should be collected and communicated. As I understand it, the
subscribed member will be able to benefit at least once a year from the right to attend meetings held by
the participating members?
Adapt International Standards to national/regional realities.
They need to be able to navigate differing personalities and be able to reprioritize based on changing
needs.
Awareness raising or guide on standards using dissemination of newly published standards or series of
standards that are sector-specific (which may be covered by Duty 5 – promoting but not really marketing
activities).
Public speaking and engagement.
Environmental circumstances.
Identification of relevant standards and communication with stakeholders.
We do not believe that there are any missed obligations or tasks that should be performed by the
standard developer.
As an expert in tourism, I participated in works to develop 2 ISO standards promoted by Tunisia: ISO
17680 (2015) thalassotherapy service – requirements and ISO 22525 (2020) medical tourism, therefore I
access to ISO platform and I’m consulting systematically all drafts for WG1 (Diving) and WG2 (Health
tourism). Especially, for developing countries, I think that upstream work that should be done, mainly to
have a prerequisite and prerequisites to implement an ISO standard.
Continuous linkages with international and regional bodies are very much essential to keep updating and
gaining experiences, and to know what we are doing at international and regional level.
38
Missing tasks
MISSION 1 – 12: In part 4 related to the evaluation of tasks, and particularly the point related to the
development of a work plan for the development of standards which must be periodic (annual/half-yearly
plan).
MISSION 2 – 16: The point related to the modification of the draft standards is not clear, it is better to put
the expression “modify the draft standards after examination of the technical committee/public inquiry”.
MISSION 3 – 16: Before describing the point of appointment of the experts, it is important to add the
section “creation of a related regional organization/authority” because there are regions which do not
have regional standardization bodies.
MISSION 4 – 18: The expression “create or update digital standards” may exclude the updating of hard
copies of the standards, where their existence may cause a risk of use after the digital update.
MISSION 5 – 20: Add the point “Develop a procedure defining the terms of claim/complaint/enrichment in
the update of the published standards”.
MISSION 5 – 20: Add “Master outdated/obsolete normative documents”.
MISSION 6 – 22: To associate the elites of university establishments specialized in the field of
standardization by the selection of the majors of promotions, for example, and to propose advantageous
motivations.
I’m involved in a lot of committees in ISO (TC, SCs, AGs, WGs, AHGs) and depending on the situation I
should give a different answer as done. Some items are more important than other ones, but none of
them were useless.
Standards Development Professionals should provide technical writing, the presentation, and the
structure of the standards to ensure its clarity in a concise manner and with a style that is
understandable to users.
Analysis of current standards.

Conflict management.
Preparation of management reports.
Preparation of meeting minutes.
Ensuring that standards fall within the scope of a given committee. Ensuring no overlap between
standards. Coordinating the work of different committees when a standard has partial overlaps of
scopes. Translating documents national comments and positions. Searching for relevant standards
either national, regional or international on the subject to standardize. Having or gaining enough
technical knowledge on the committee subject matter to be able to guide the work of the experts
involved. Editing standards in our national language and in English when commenting on international
documents.
Training to understand the standards in force, to have the same language of communication and good
understanding of the requirements and the relative documentary guides.
39
Missing tasks
Need to do research on available standards and applicable laws related to the standards to be
developed.
The duties and tasks overly cover what is involved in standards development for all the different players,
i.e. standards drafters, editors and those involved in publishing.
Adoption by translation and the role of translator because our native language is not one of the official
ISO languages.
Innovation of standardization process to get effective and efficient actions.
Data manager to develop statistics for communication material and activities, case studies and benefits
of standardization.
Standardization project manager to develop specific public and private alliance, for example, in
education field and in international terms to develop strategies to develop relevant role and twinning
activities.
Trainers to develop internal capacity.
The role of standards to facilitate trade.
Translating standards.
Translation of standards and related documents.
Awareness of the added value of getting involved in the standards development process and that
standardization is not just a matter of so-called experts acting as volunteers. Expertise and knowledge
on the subject under discussion is important but it is also of critical importance the representativeness of
those getting involved in standardization and to take into account the bias of the mandate that they could
receive from the represented interest.
Manage research projects for support the development of technical standards to address industry and
governmental needs.
Establishment of project monitoring tools.

Establishment of Standardization Strategy and Plan.
Maintaining the relevance of developed standards.
Awareness of standards to stakeholders.
40
Missing tasks
Check:
(1) relationship with interested parties
(2) national government plans
(3) international standards
Prioritization of documents to work.
Manage technical committees: call meetings, prepare the minutes, send documents to the national
Public Consultation, review comments by public consultation, review and edit the final document.
Socialize normative work.
Give technical talks – forums.
I wonder if the standardizer should have experience in the subject to normalize.
Provide capacity building for stakeholders.
- Privacy and copyright (intellectual properties).

- Commitments of project leaders.
Setting the National Standardization Body’s strategy.
At UNE, most technical officers provide standardization support for R+D+i projects, helping to define the
potential scope for standards (or more frequently other standardization documents), identify the best
technical body (TC, SC or WG and organization) and prepare initial drafts.
We also have an active role preparing budgets of standardization activities.
On the other hand, edition, publication, promotion and support services are often managed by staff
focused on those tasks, with only small involvement from technical officers.
A standards developer should know ISO standards writing and editing skills.
Review and maintenance of existing standards does not seem to feature highly in your list of tasks, yet
as portfolios grow it is important to evaluate and maintain the effectiveness of the existing portfolio.
Standards Officers when establishing technical committees, provision of published standards, access to
developing and published standards need to consider the diversity of the population and organizations
that use them.
Ensure that the technical committee being established is representative of the users; manufacturers,
consumers (including the diversity of users of the product or service, older persons, persons with a
disability, minority groups, environmentalists, advocacy groups, technologists.
Ensure suitable training and tools for the diverse membership of technical committees (ICT Tools, built
environment, accessible online platforms (such as Livelink), accessible published standards).
Make sure that when writing standards there is a balance of developing countries, not only in the
presence but contributing ideas. Many times developing countries are invited but for various reasons
their opinion is not taken into account.
I don’t think you miss a task.
41
Missing tasks
Consultation with stakeholders on the implementation of the directives, rules and processes.
On Duty 3, for participating in International and Regional Standardization Activities, a national mirror
committee is not always needed. You can also have a national non-mirror committee.
On Duty 4, it wasn’t clear for me what “digital standards” mean. Are they standards in XML? or PDF is
also considered digital standards?
In Duty 1, another task that we do is identify the needs of interested parties. It could be included in
“Develop Standards Work Programmes”, but I think the identification of the needs of interested parties is
a previous step for developing the standards work programme, so it can be considered as a different
activity.
I don’t think that standards development professionals analyse the need for standards – rather our role is
to listen closely to business and then facilitate the development (and then publication) of the standards
that are needed by business.
Managing and organizing the daily work and provide the required information to facilitate efficient
decision making.
Managing correspondence and collaborating in relevant activities with international and regional
organizations.
Developing and coordinating the organization’s standards with regional and international organizations.
Apply for support and financing of tasks, prepare project plans and budgets.
Make progress reports for supporting bodies.
Present standards, prepare presentations.
Prepare courses on standards and marketing happenings for the products.
Participate at technical congresses in the branch of working, to keep up to date in the working field and
collect possible new standardization needs and tasks in the field – important in order to keep updated!
Learn the use of different digital systems, prepare digital versions of the standards, updating the skills
continuously.
Contact with international, regional and other national standardization bodies.
Keep virtual meetings for international standardization.
Involvement in research and development.
External engagement to promote work of NSB, which is important, and I do occasionally.
Manage marketing to governmental stakeholder (in developing country).
Manage risk (threats and opportunities) during standards development.
42
Missing tasks
Other tasks I perform include recruiting chairs of technical committees, providing information to
colleagues on standards under development or the revenue they’ve generated, etc.
I’m not sure what is meant by “providing capacity building for stakeholders”.
Proposed examination blueprint

Based on the task ratings and tabulated data, the proposed examination blueprints were developed.
These explore examinations at various lengths including 100-, 120- and 150-item examinations and are
based on the tabulated importance and frequency. Items with higher importance and frequency (as
combined) receive more proposed test items. Those with lower importance and frequency received less
proposed test items. These examination blueprints may be used to develop assessments for training
completion, as well as for certification examinations for standards development professionals.
See Table 14.
Table 14 – Proposed examination blueprints

Duty and task Comb Weight 100 120 150
%
A Planning the standards work
1 Establish standards development 6.30 4.28 4 5 6
procedures (i.e. sops)
2 Develop standards work programmes 5.96 4.04 4 5 6
(long term)
3 Justify the need for a standard 6.52 4.42 5 6 7
4 Prioritize the standards to be developed 6.42 4.36 4 5 7
5 Identify interested parties 6.64 4.50 4 5 7
6 Develop a standards development 6.17 4.19 4 5 6
workplan
1 Constitute the technical committee 6.74 4.58 5 6 7
2 Manage standards stakeholders 6.44 4.37 4 5 7
3 Convene technical committee meetings 6.50 4.41 4 5 7
4 Develop draft standards 6.78 4.60 5 6 7
5 Disseminate standards for public inquiry 6.40 4.34 4 5 7
6 Edit draft standards 6.25 4.24 4 5 6
C Participating in international and regional
standardization
1 Manage participation in international and 6.29 4.27 4 5 6
regional standardization work
2 Nominate experts (for 6.17 4.19 4 5 6
international/regional participation)
3 Constitute a national mirror committee 5.86 3.97 4 5 6
4 Establish national positions 6.24 4.23 4 5 6
1 Secure approval to publish 6.55 4.45 5 6 7
2 Create or update digital standards 5.70 3.87 4 5 6
3 Make standards available 6.57 4.46 4 5 7
43
Duty and task Comb Weight 100 120 150
%
1 Develop a marketing communication plan 5.17 3.51 4 4 5
2 Implement the marketing communication 5.29 3.59 4 4 5
plan
F Managing support services (internal/external
customers)
1 Provide capacity building for stakeholders 5.58 3.79 4 5 6
2 Manage internal services 5.49 3.72 4 4 5
3 Manage external customers 5.37 3.64 4 4 5
Knowledge ratings
Next the survey respondents were asked to review the list of knowledge that was generated during the
DACUM JTA meeting and to determine if this knowledge is needed by standards development
professionals, and if so, the degree to which it is needed. Table 15 highlights the knowledge rating scale.
Table 15 – Knowledge rating scale

Knowledge scale
Yes, advanced/expert understanding
Yes, intermediate understanding
Yes, basic understanding
Yes, awareness
No, this knowledge is not required
The meeting participants were asked to review the tabulated knowledge ratings and to consider dropping
any knowledge with a mean below 2 and to consider dropping any knowledge with a substantial number
of respondents reporting this knowledge is not required (20 or more) (highlighted in yellow). Table 16
details the tabulated results.
Table 16 – Tabulated knowledge ratings

Knowledge Mean No
Standards development processes, procedures, functions and practices 3.43 1
Good standardization practices (GSP) 3.34 0
Working knowledge of standardization at national, regional and international 3.31 2

levels
Code of ethics 3.27 3
Existing standards being developed at national, regional, international levels 3.26 3
Committee member expertise 3.26 5
International/regional standardization participation process and procedures 3.23 1
Standards editing practices and quality control 3.17 4
44
Knowledge Mean No
Knowledge of the specific sector 3.16 5
Technical knowledge in the fields/sectors in which seeking leadership roles 3.14 4
Media 3.13 3
Definition of interested parties and stakeholders 3.12 3
Roles and responsibilities of mirror committee members 3.11 4
Technical knowledge 3.10 4
Standardization bodies 3.09 1
Standards publishing procedures and processes 3.08 4
Comment collating process 3.07 5
Project planning and management 3.05 2
Standard ballot casting process 3.05 4
Communication channels 3.05 3
Typical technical committee structures 3.04 3
Characteristics of stakeholders 3.04 4
Business planning for standardization work 3.03 4
ISO methodology for development of national standardization strategy (NSS) 3.03 4
Sector/field where expertise is needed 3.02 3
Terminology associated with the sector and market of the standard 3.01 3
Quality management systems 3.00 3
Meeting procedures 3.00 9
Online standards platforms 2.99 8
Copyrighting laws 2.98 4
Mutual recognition arrangements 2.97 7
International Classification of Standards (ICS) 2.96 6
Technical knowledge in the training area 2.93 7
National and International priorities and directions 2.91 4
National laws 2.90 4
Complaint procedures 2.88 4
Document security procedures 2.88 10
Presentation practices 2.87 5
45
Knowledge Mean No
Standard communication procedures 2.87 5
IT tools and services 2.86 4
Information management techniques 2.84 10
Research methodologies 2.84 10
Digital document tracking systems 2.84 11
Procedures to create and update digital standards 2.78 9
Customer Services 2.77 4
Sector and market of a standard 2.77 8
Avenues to reach public 2.77 5
Legal framework in the specific country 2.76 7
Cultural knowledge 2.76 5
Target language of a specific standard 2.75 13
Databases and database management 2.75 14
Risk evaluation methodologies 2.75 8
Marketing and marketing methodologies 2.73 5
Customers 2.73 2
Legal rules and terms 2.73 7
Internal operating procedures 2.72 6
National, regional and international catalogues and other scientific documentation 2.71 10
Adult learner principles 2.66 20
Learning management systems 2.65 9
Emerging issues 2.64 12
Standard catalogue systems 2.64 12
Event planning and management 2.61 10
Mirror committee participation platform 2.61 14
Management of national and international stakeholders 2.59 9
Survey methodology 2.54 10
Translation processes and procedures 2.54 20
SWOT analysis 2.52 12
46
Knowledge Mean No
Partnership agreements instruments 2.51 12
Budgeting and budgetary constraints 2.51 14
Familiarity with standard sales channels (web store, etc.) 2.48 17
Public relations 2.48 12
Training methods 2.44 18
Economic indicators 2.42 19
Economic comparative advantages of specific countries (already included in 2.39 21

national standardization strategy (NSS) development)
Top exports and imports of a country (already included in NSS development) 2.36 27
Human resource policies and procedures 2.33 22
Market conditions, failures and needs (already included in NSS development) 2.29 20
Means of communication 2.27 18
As indicated in the table, a substantial number of respondents indicated no knowledge was needed in the
areas highlighted in yellow. The meeting participants reviewed the highlighted areas and felt these were
important aspects of knowledge that needed to be maintained. For the knowledge area “Adult learner
principles” the meeting participants indicated this might need to be reworded to help users understand
what is meant, but no wording was proposed. For the knowledge area “Translation processes and
procedures” participants felt that only specific individuals were involved in this, and that the respondents
may not be familiar with the importance of this knowledge. For three of the knowledge areas, participants
indicated that these are already included in NSS development, so are clearly important.
Missing knowledge
After reviewing the knowledge ratings, the meeting participants considered the write-in list of missing
knowledge. This was knowledge that survey respondents felt was missing from the list. Each entry was
considered, and it was determined that none of the suggestions were missing. Below in Table 17 is the
list of proposals from survey respondents.
47
Table 17 – Table of write-in missing knowledge
Missing knowledge
Documentation management and records control, use of standards template, data analysis.
Fundamentals of standardization (definition, aims, and types of standards).
Continuous professional development and participation in proficiency tests must be encouraged so that
standard developers enhance their knowledge.
Principles for development of standards.

International trade agreements.
I think you have too many. Many of which I do not know how to answer correct. Would be great to have
a category “don’t know”.
I think a fairly exhaustive list of knowledge, skills and other qualities that a standards specialist should
have has been compiled here. However, it all depends on the mission and where that normalizer
works. That is, if you work as a standards writer within a committee, either in a company or at another
level, or if you are in charge of directing or advising a technical group on standards, etc. Thus, a
concrete and accurate answer to this question depends on the specific occupation of the technical
standards specialist.
Different knowledge is needed for different roles – the result of the survey can lead to
misunderstanding. Next, knowledge is important but more important are skills – I think this is a missed
area.
Very good statements. There might be a trend, that standards developers confuse standards with
technical research reports. At least some new EN-standards have “‘framework’” in the title, and content
is describing some complex environment, but not necessarily standardizing anything. Also, some
EN-standards might promote some practises. Sometimes we wonder should we write minimum
requirements or requirements for top-level performance. Also, standards, that list requirements have
led to a word usage, that “‘standard’” gets synonymous with “‘requirement’”.
Ethics and compliance.
National system.
Privacy.
Security.
Policy trends of foreign governments.
None in particular.
5) Knowledge:
- Digital document tracking systems can always cause a risk because hard copies are not mentioned
in this point, moreover the majority of developing countries often do not have numerization tools.
- In the point related to standard sales channels, there are not only online stores, especially in
developing countries, which obliges us to take into consideration the old methods of sale.
How to identify conflictive people.
Maybe I would add conflict management and effective communication.
Deep technical knowledge of English and the language in which you are translating is extremely
necessary to correctly translate standards to adopt them and comment on international deliverables.
Conflict resolution, stakeholders’ engagement.
48
Missing knowledge
Constant access to innovations and developments in the industrial sector in the world.
Innovation and change management. Project management.
Overcoming conflicts (technical, commercial, interest, etc.).
I read it in English and Spanish, but I didn’t understand some of the knowledge statements listed.
Terminology associated with the sector and market of the standard.
Horizontal aspects, such as sustainability, accessibility, SDGs, safety, etc.

Patent policies.
Internal codes and practices, e.g. behaviour in emergencies, conflicts of interest, competence issues,
use of corporate and visual image, etc.
A standards developer should know ISO standards writing and editing skills.
Negotiation skills.
A standards developer should also have knowledge about quality infrastructure, what is it, and how it
works in his/her country. Standards are the basis for the quality infrastructure, and if the standards
developer doesn’t know what standards are used for, he/she won’t be able to address many issues that
come up in the committees and when developing standards.
The standards developer should also know the benefits of standards, for customers, society,
economics, stakeholders, industry and so on.
Social responsibility.
Knowledge of the “National Quality Infrastructure” and “National Quality Policy”.

Knowledge of the MSS “Management System Standards”, and its relations with all other sectors.
Emotional intelligence, i.e. knowledge of how to deal with people.
Skills ratings
Finally, the survey validation respondents were asked to evaluate the list of skills that the DACUM JTA
experts generated and to determine if any of the listed skills are not needed by standards development
professionals. The survey simply asked the respondents to review each of the skills statements based on
their experience as a standards developer, and indicate if they thought this skill is required of standards
developers. The respondents were to answer a simple yes or no. Table 18 provides the tabulated data for
the skills ratings.
Table 18 – Tabulated skills

Skill Count Count % Yes
Yes No
Ability to think systematically 343 7 98.00%
Comprehension skills 343 7 98.00%
Ability to ensure coherence in standards 342 8 97.71%
Written communication skills 341 9 97.43%
Teamwork 340 10 97.14%
49
Yes No
Basic ability to read English 339 11 96.86%
Ability to skim and comprehend documents 338 12 96.57%
Planning skills 338 12 96.57%
Reading comprehension 338 12 96.57%
Active listening skills 335 15 95.71%
Analytical skills 334 16 95.43%
Verbal communication skills 334 16 95.43%
Time management skills 333 17 95.14%
Ability to manage meetings 332 18 94.86%
Consensus building skills 332 18 94.86%
Evaluation skills 332 18 94.86%
Decision-making skills 330 20 94.29%
Ability to engage others 328 22 93.71%
Critical thinking skills 327 23 93.43%
Organizational skills 327 23 93.43%
Presentation skills 326 24 93.14%
Interpersonal skills 323 27 92.29%
Ability to connect the edited parts to the whole 322 28 92.00%
Computer literacy and skills 318 32 90.86%
Ability to manage people 316 34 90.29%
Cross-cultural communication skills 315 35 90.00%
Ability to motivate others 313 37 89.43%
Strategic thinking skills 313 37 89.43%
Proficient in the language of the international body 312 38 89.14%
Project management skills 311 39 88.86%
Conflict resolution skills 310 40 88.57%
Research skills 305 45 87.14%
Leadership skills 301 49 86.00%
Public speaking skills 300 50 85.71%
Editing skills 298 52 85.14%
50
Yes No
Negotiation skills 298 52 85.14%
Networking skills 298 52 85.14%
Ability to persuade others 293 57 83.71%
Ability to conduct a risk analysis 289 61 82.57%
Monitoring skills 285 65 81.43%
Stress management skills 283 67 80.86%
Search skills (e.g. Boolean) 279 71 79.71%
IT skills 272 78 77.71%
Ability to influence others 268 82 76.57%
Ability to teach and train 268 82 76.57%
Ability to manage databases 254 96 72.57%
Ability to develop training materials 242 108 69.14%
Translation skills 236 114 67.43%
Specific software competence 219 131 62.57%
Marketing skills 168 182 48.00%
The meeting participants were asked to consider deleting any skill where fewer than 50% of the
respondents reported this skill as being needed. Table 18 shows that only one skill – marketing – scored
below 50%. After discussion, the meeting participants felt that this is an important skill and should not be
deleted from the list.
Missing skills
The survey respondents were asked to indicate any skills they felt were missing from the list provided in
Table 18. Below Table 19 shows the list of write-in skills given by the respondents. The meeting
participants did not feel any of the write-in skills were missing from the JTA.
Table 19 – Write-in missing skills

Missing Skills
Ability to achieve consensus.
Conferencing skills.
Stakeholder analysis and evaluation.
I don’t think anything has been omitted. But, let's face it, if we find a person who fulfils all these skills,
we could say “God in heaven and the normalizers on Earth”.
A skill to disband a work item and disband a working group. Sometimes the result might be a
standard that is full of compromises and not useful after all.
51
Missing Skills
Simple and logical thinking skills.
Ability to learn quickly and able to provide comments.
Technical writing skills.
Systemic vision skills.
Not to understand what has been said or written is to understand what has not been said.
Social conscience.
Ability for/to:
- Conceptualization
- Cooperation, transversality and networking
- Synthesis
- Control of the application of quality, health, safety and environment procedures
- The design of all types of quality, safety and environment management systems
- Implement quality procedures
- Responsiveness
- Work independently
Proficient English and editing skills I believe are absolutely necessary. Basic is not enough. Without
proficient English skills, none of the other skills listed can be effectively applied at the international
level, neither in meetings nor documents. Especially in leadership roles.
1. Coordination skills.
2. Efficient facilitator.
3. Good moderator.
4. Events organizing/hosting skills.
Basic knowledge if psychology.
Reporting writing.
Data management.
Verbal communication skills.
Enough time for work.

Time and disposition for travelling when you have to participate in meetings.
I think all skills listed above are required to some extent in the participants in developing international
standards. But, however, it is not necessary for all participants to be equipped with these kinds of
skills. Participants may cooperate or compensate each other in skills.
I would add: Ability to find solutions and ability to comply with limit dates (or goal oriented).
These skills have different levels of requirements. All these do not have to be equally high
qualifications. Understanding of the processes is important to manage. Depends on the systems in
NSB or ISO etc.
Ability to understand the other (someone different from you) skill.
52
Other comments
The meeting participants reviewed the other write-in comments provided by the survey respondents.
Those comments appear in Appendix D.
53
Final DACUM JTA chart
After completing the survey validation study, the DACUM JTA chart was updated to reflect changes.
There were no substantive changes beyond a few editorial and typographical errors, which were fixed.
Appendix E contains a copy of the final DACUM JTA chart.
Comparison of DACUM JTA and International Workshop

Agreement (IWA) documents
After completing the validation study, the project team was asked to compare the results of the DACUM
JTA and the International Workshop Agreement Documents ISO/IWA 30-1:2019 and ISO/IWA 30-2:2019.
This comparison found no substantive differences between the two IWA documents and the job analysis
conducted. Nearly all of the competencies identified in the IWA documents are included in the job
analysis, with the exception of a few company-specific competencies. Appendix F contains a copy of the
comparison tables for the document ISO/IWA 30-2.
Competency framework
The purpose of this project was to conduct a JTA for the purpose of establishing a competency
framework for standards development professionals. A competency framework is a tool used to identify,
define and measure the knowledge, skills, abilities and behaviours required to perform a job or role
effectively. The components of a competency framework can vary depending on the organization and the
specific job or role being evaluated, but typically include the following:
1. Competency domains: These are the broad categories of competencies that are required for a
specific job or role. For example, a competency framework for a standards development professional
might include domains such as planning the standards work, developing standards and promoting
standards.
2. Competency statements: These are specific descriptions of the knowledge, skills, abilities and
behaviours that are required for each competency within a domain. For example, a competency
statement within the “developing standards” domain would include “manage standards stakeholders”
and “convene technical committee meetings” and would be comprised of the knowledge of
“partnership agreements instruments” and “verbal and written communication skills” among other
knowledge and skills.
3. Assessment methods: These describe the tools or methods that will be used to evaluate a standards
development professional’s proficiency in each competency. This might include self-assessments,
peer assessments, supervisor assessments or objective measures, such as tests or simulations.
4. Developmental resources: These are the tools, resources or training that will be provided to help
standards development professionals develop the competencies required for their role. This might
include on-the-job training, workshops, mentoring or online courses.
Overall, a competency framework provides a structured approach to identifying and measuring the
knowledge, skills, abilities and behaviours required for effective job performance. By defining competency
domains, competency statements, performance levels, proficiency indicators, assessment methods and
developmental resources, organizations can develop a comprehensive framework for evaluating and
developing their workforce.
Appendix G contains the final competency framework for the standards development professional.
54
Framework for additional documents and next steps
Based on this work, several different outputs may be developed, including a training course that may be
developed from both the competency framework and the job analysis.
Additionally, a certification of persons credential may be developed. Assessments may include a
combination of:
• Completion of training/workshops
• Examinations
• Mentorships
It is recommended that next steps include the involvement of an instructional designer to develop
training/workshops and the involvement of testing experts (psychometricians) to develop credentialing
(certification examinations).
55
Appendix A – Invitation letter for first meeting
56
Dear Sir / Madam,
The ISO Capacity Building Unit is undertaking a project to develop a competency framework for persons
involved in standard development. The output of this project will be a list of tasks and associated
knowledge and skills (competencies) that a person who is developing standards needs to possess. The
outputs may be used for a variety of activities, including developing training for standard development
capacity building, developing a certification for standards development professionals, developing job
descriptions and developing performance evaluation criteria.
We anticipate this project to be completed by the end of 2022. The first step is to convene a meeting of
experts to identify the tasks and associated knowledge, skills and attributes (KSAs). We are looking to
seat a group of around 15 to 17 experts who are able to travel to Geneva to meet at the ISO Central
Secretariat on 5-7 September 2022. Attached is the meeting agenda.
The process that will be used during this first meeting is called a DACUM Job Task Analysis (JTA).
DACUM stands for Developing A Curriculum and is a highly structured facilitated process designed to
define a job in three succinct days. A JTA is a very close analysis of a specific job, in this case, the job or
role of a standard developer, although there are a number of different ways of conducting a JTA.
Additional background information regarding DACUM is included.
We are interested in the following types of individuals to participate in this first meeting:
• Individuals from ISO members in developing countries
• Individuals from all sizes of national standards bodies (NSBs) (small, medium and large)
• Individuals from government, public and private NSBs
• Individuals from NSBs with a variety of years of personal and working experience
• Individuals with a variety of titles at the NSB including Director of Standardization, Head of Standards
Division, Project Manager/TC Secretary, Convenor or Co-Convenors of Working Groups, Editor of
Standards
• Individuals with a wide range of ages from less than 40 years of age to more than 65 years of age
It is highly recommended to ensure gender balance during the nomination process. The meeting will be
conducted in English and nominees must have a good grasp of the English language. To nominate your
candidate, please use this registration link (https://cvent.me/dPNWe3). ISO will cover the cost of travel for
one selected individual per country, who would need to arrive the day before and could depart on the third
day after 19:00 or the following day.
The deadline for registration is 25 July 2022. Once the nomination period closes, a review will be
conducted of all nominated individuals. Individuals will be selected to ensure a broad range of geographic
and demographic characteristics. If a nominee is not selected for this first meeting, their names will be
held for participation in future meetings. Selected individuals will receive additional meeting information.
Should you experience any difficulty during the registration process, please contact Ms Nesreen Al-
Khammash by e-mail at khammash@iso.org.
Further details will be made available to all the participants on the event website
(https://cvent.me/xGdEeZ).
57
We thank you in advance for your interest and look forward to receiving your nomination.
Best regards,
Erich Kieck
Enclosures
 Meeting agenda.
 Additional background information on DACUM.
58
Appendix B – JTA meeting agenda
59
DEVELOPING A CURRICULUM (DACUM) MEETING AGENDA
DAY 1: 5 September 2022
09:00 Welcome and Introductions
09:15 Orientation to the DACUM Process
10:30 BREAK
10:50 Review the Occupation, Review Existing JTA’s and Task Lists
11:00 Develop Organizational Chart
11:45 Begin Identifying the Duties and Tasks
12:30 LUNCH
13:30 Continue – Identifying Duties and Tasks
15:00 BREAK
15:15 Continue – Identifying Duties and Tasks
17:00 Adjourn for the Day
DAY 2: 6 September 2022
09:00 Reconvene – Begin Stepping out Tasks
10:30 BREAK
10:50 Continue – Stepping out Tasks
12:30 LUNCH
15:00 BREAK
60
16:30 Rating sheets of knowledge, skills, attributes
17:00 Adjourn for the Day
Day 3: 7 September 2022
10:30 BREAK
12:30 LUNCH
13:30 Conduct DACUM Chart Refinement and Sequencing
14:30 Complete Scope Statement, Finalize Lists and Charts
15:30 Evaluation and Conclusion of DACUM
16:00 Adjourn
61
Appendix C – JTA validation survey
62
ISO Standards Development Professional
JTA validation survey
Introduction
Welcome! The International Organization for Standardization (ISO), Capacity Building Unit, is in the
process of developing a competency framework for persons involved in the development of standards in
developing economies. To facilitate this project, ISO has conducted a Job Task Analysis (JTA) to
identify the tasks and associated knowledge, skills and attributes (KSAs) a person involved in standards
development would need.
A group of standards development experts from developing countries met in early September 2022, in
Geneva, and identified duties, tasks, steps and KSAs for standards developers. ISO is now interested in
validating the outcomes of this meeting through a survey of experts like you.
We would appreciate it if you would respond to this survey to help us determine if the tasks for
standards developers identified during the JTA meeting are correct. The survey includes a list of tasks
that are identified as tasks that standards developers would perform.
You will be asked to rate the frequency and importance of these work tasks. To help you respond,
please use the following description of standards developers: Standards Development Professionals
analyse the need for standards, plan standards development, manage technical committee, and
facilitate drafting of standards through stakeholder engagement to serve a country’s needs.
We anticipate the survey taking approximately 30 minutes to complete. If you do not have time to
complete the survey in one sitting, you can stop and complete the survey later (provided you use the
same computer and have cookies enabled on that computer). The survey will resume where you have
stopped. If you do not have cookies enabled, the survey will start from the beginning again.
If you have any difficulty responding to this survey, please contact Ms Nesreen Al-Khammash at
khammash@iso.org. We appreciate your assistance with this important project.
63
Demographic questions
1. Are you involved in, or have you been involved in the development of standards?
a. Yes
b. No (drop from survey)
2. What is your relationship with a national standards body?

a. I am employed by an NSB (go to next question)
b. I am a consultant for an NSB (go to next question)
c. I am a volunteer for an NSB (go to next question)
d. I am not associated with an NSB (skip to question #8)
3. What is the membership level of your NSB?

a. Member body
b. Corresponding member body
c. I don’t know
4. What is the size of your NSB?

a. Small NSB (less than 5 employees)
b. Medium NSB (5-50 employees)
c. Large NSB (51+ employees)
d. I don’t know
5. What is the access to technology for your NSB?

a. Good access to technology
b. Limited access to technology
c. I don’t know
6. How many years has your NSB been in business?

a. Less than 10 years
b. 11-25 years
c. 26+ years
d. I don’t know
7. What type of NSB do you have?

a. Government NSB
b. Public NSB
c. Private NSB
d. I don’t know
8. Which of the following BEST describes your job title associated with standards development?
a. Analysis and Development Specialist
b. Approving Board
c. Committee Manager
d. Consultant
e. Convenor or Co-Convenors
f. Editor of Standards
g. Implementation Specialist
h. Manager or Director of NSB
i. Mirror committee member
j. Moderator
k. NSB staff
64
l. Planner
m. Project Leader
n. Project Manager
o. Project Secretary
p. Proofreader
q. Standardizer
r. Standards Coordinator
s. Standards Developer
t. Standards Expert
u. Standards Facilitator
v. Standards Manager
w. Standards Officer
x. Standards Project Manager
y. Standards Researcher
z. Standards Specialist
aa. Standards Writer
bb. Supporter
cc. Technical Committee Member
dd. Technical Expert
ee. Technical Reviewer
ff. Technical Secretary
gg. Translator
hh. Other (please specify)_____________________________________
9. What is your age?

a. Less than 40 years of age
b. Between 41-55
c. Between 56-65
d. Over 66
10. How many years of experience do you have in standards development?

a. Less than 10 years
b. Between 11-20 years
c. Between 21-30 years
d. Over 31 years
11. Which country are you located in?

a. Drop in a list of all countries.
65
Task ratings
Instructions: On the following pages are a list of task statements. Please think about each task and
respond regarding the importance of each task to ensure successful job performance and the frequency
YOU do each task.
When planning the standards How important is it to Establish How frequently do YOU do this
work programme: Standards Development task?
Procedures (i.e. SOPs)?
□ Extremely important □ Frequently
□ Important □ Occasionally
□ Somewhat important □ Not at all
□ Not important at all
How important is it to Develop How frequently do YOU do this
Standards Work Programmes task?
(Long Term)?
How important is it to Justify the How frequently do YOU do this
Need for a Standard? task?
How important is it to Prioritize How frequently do YOU do this
the Standards to be Developed? task?
How important is it to Identify How frequently do YOU do this
Interested Parties? task?
66
How important is it to Develop a How frequently do YOU do this
Standards Development task?
Workplan?
When developing standards: How important is it to Constitute How frequently do YOU do this
the Technical Committee? task?
How important is it to Manage How frequently do YOU do this
Standards Stakeholders? task?
How important is it to Convene How frequently do YOU do this
Committee Meetings? task?
How important is it to Develop How frequently do YOU do this
Draft Standards? task?
How important is it to How frequently do YOU do this
Disseminate Standards for task?
Public Inquiry?
67
How important is it to Edit Draft How frequently do YOU do this
Standards? task?
When participating in How important is it to Manage How frequently do YOU do this
international and regional Participation in International and task?
standardization: Regional Standardization Work?
How important is it to Nominate How frequently do YOU do this
Experts (for task?
International/Regional
Participation)?
How important is it to Constitute How frequently do YOU do this
a national mirror committee? task?
How important is it to Establish How frequently do YOU do this
National Positions? task?
When publishing standards: How important is it to Secure How frequently do YOU do this
Approval to Publish? task?
68
How important is it to Create or How frequently do YOU do this
Update Digital Standards? task?
How important is it to Make How frequently do YOU do this
Standards Available? task?
When promoting standards: How important is it to Develop a How frequently do YOU do this
Marketing Communication Plan? task?
How important is it to Implement How frequently do YOU do this
the Marketing Communication task?
Plan?
When managing support How important is it to Provide How frequently do YOU do this
services: Capacity Building for task?
Stakeholder?
69
Internal Services? task?
External Customers? task?
Open responses to tasks

Thinking about the tasks listed above, do you think we missed any tasks that a standards developer must
perform? If so, please list below:
(Insert place for open responses)
Knowledge ratings
Review each of the knowledge statements below and based on your own personal experience as a
standards developer, indicate if you think this knowledge is required of standards developers, and if so,
the depth of knowledge required.
Knowledge Is this knowledge required by standards
developers and if so, what level of
knowledge is required?
Adult learner principles □ Yes, advanced/expert understanding
□ Yes, intermediate understanding
□ Yes, basic understanding
□ Yes, awareness
□ No, this knowledge is not required
Avenues to reach public Repeat above
Knowledge of the specific sector
Legal rules and terms
Mutual recognition arrangements
Budgeting and budgetary constraints
Business planning for standardization work
Characteristics of stakeholders
Code of ethics
Comment collating process
Committee member expertise
Communication channels
Complaint procedures
Copyrighting laws
Cultural knowledge
Customer Services
70
Customers
Databases and database management
Definition of interested parties and stakeholders
Digital document tracking systems
Document security procedures
Economic comparative advantages of specific
countries
Economic indicators
Emerging issues
Event planning and management
Existing standards being developed at national,
regional, international levels
Familiarity with standard sales channels (web
store, etc.)
Familiarity with the standards sales process
Good standardization practices (GSP)
Human Resource policies and procedures
ICS
Information management techniques
Internal operating procedures
International/regional standardization participation
process and procedures
ISO methodology for development of national
standardization strategy (NSS)
IT tools and services
Learning management systems
Legal framework in the specific country
Market conditions, failures and needs
Marketing and marketing methodologies
Means of communications
Media
Meeting procedures
Mirror committee participation platform
National and International priorities and directions
National and International stakeholders
National laws
National, regional and international catalogues
and other scientific documentation
Online standards platforms
Partnership agreements instruments
Presentation practices
Procedures to create and update digital standards
Project planning and management
Public relations
Qualifications of editors
Quality management
Regional Trade Agreements (RTAs) between
country of NSB and other associated countries
Research methodologies
Risk evaluation methodologies
71
Roles and responsibilities of mirror committee
members
Sector and market of a standard
Sector/field where expertise is needed
Standard ballot casting process
Standard catalogue systems
Standard communication procedures
Standardization bodies
Standardization practices
Standards development processes, procedures,
functions and practices
Standards editing practices and quality control
Standards publishing procedures and processes
Survey methodology
SWOT
Target language of a specific standard
Technical knowledge
Technical knowledge in the fields/sectors in which
seeking leadership roles
Technical knowledge in the training area
Terminology associated with the sector and
market of the standard
Top exports and imports of a country
Trade flows of country
Training methods
Translation processes and procedures
Typical committee structures
Working knowledge of standardization at national,
regional and international levels
WTO TBT agreements
Open responses to knowledge

Thinking about the knowledge statements listed above, do you think we missed any knowledge that a
standards developer must have? If so, please list below:
Skills ratings
Review each of the skills statements below and based on your own experience as a standards developer,
indicate if you think this skill is required of standards developers.
Skill Required of standards developers?
Ability to conduct a risk analysis □ Yes
□ No
Ability to connect the edited parts to the whole Repeat above
Ability to develop training materials
Ability to engage others
Ability to ensure coherence in standards
Ability to influence others
Ability to manage databases
Ability to manage meetings
72
Skill Required of standards developers?
Ability to manage people
Ability to motivate others
Ability to persuade others
Ability to skim and comprehend documents
Ability to teach and train
Ability to think systematically
Active listening skills
Analytical skills
Basic ability to read English
Comprehension skills
Computer literacy and skills
Conflict resolution skills
Consensus building skills
Critical thinking skills
Cross-cultural communication skills
Decision-making skills
Editing skills
Editorial skills
Evaluation skills
Interpersonal skills
IT skills
Leadership skills
Marketing skills
Monitoring skills
Negotiation skills
Networking skills
Organizational skills
Planning skills
Presentation skills
Proficient in the language of the international body
Project management skills
Public speaking skills
Reading comprehension
Research skills
Search skills (e.g. Boolean)
Specific software competence
Strategic thinking skills
Stress management skills
Teamwork
Time management skills
Translation skills
Verbal communication skills
Written communication skills
Open responses to skills

Thinking about the skill statements listed above, do you think we missed any skills that a standards
developer must possess? If so, please list below.
73
Open responses
Do you have any other comments you would like to provide ISO on this job task analysis of standards
development professionals? If yes, please provide below:
Would you be interested in participating in future meetings? If so, please provide your contact information:
Name:
E-mail:
74
Appendix D – Write-in comments provided by survey
respondents
75
Write-in comments
All good.
Carry out more frequent research and contact with standardization bodies, and especially with their
members.
Collaboration will be helpful if we have chance of collaborating.
From my perspective, this survey was very comprehensive, and this information could potentially be very
useful in terms of internal capacity building.
I have seen many international editors, convenors and committee managers struggle to do their job in
English and in those groups it is very difficult to reach consensus and work effective or efficiently, wasting
many hours of subject matter experts’ time.
I need to clarify that the affirmative choice in terms of the ability to influence others is based on the term
Influence, considering it from the participatory aspect and not on voting and other aspects that require
neutrality.
I propose to give professionals the opportunity to spend good time at iso premises or any other well
established standardization bodies.
Develop communication skills of professionals not speaking one of the ISO official languages.
I think a good standards developer must know the economic context of her/his country because this
affects the way the stakeholders react to standards development.
I think ISO completely ignores the academic experts. When I move to another country, and wanted to
continue offering my expertise, I learned that my new University needs to officially become the NSB
member (or some other type of associated entity – please apologize for perhaps incorrect usage of the
word “‘member’”) and … PAY for it. So, on top of my time, which I offer, my employer must pay to offer my
labour to ISO. I think there is a reason for such a business model in case of companies, but it’s a
nonsense in case of academic institutions. I see some ISO experts, who lead standards development,
literally begging on social media their professional contacts to provide feedback. And I would be happy to
do it, but the only way for me to contribute to ISO standards is to convince my employer to pay a fee for a
possibility to work (for free!) for ISO.
I think you did a great job. The standards developer role requires a lot of skills and knowledge, and this is
a very useful tool for us to be able to keep building capacity withing our NSB.
I would like to know about the application of IWA 30-2 in some countries. It is important to know how they
applied it, what difficulties they encountered and what instruments they developed.
In my new role as Head of Professional Development at NEN, I would be highly interested in the results of
this survey, as well as any follow up activities.
Instead of “‘yes’” or “‘no’” this should be based on a scale from 1-5.
ISO should kindly allocate more training resources for member body NSB standard developers and
enhance twinning activities between developed and developing countries.
It is possible for me to reply “‘I don’t know’” option.
It is better that the three levels for answering the skills required for standards developer be considered as
“‘important, mostly important, not important’”.
Le travail en normalisation doit avoir une vision du travail en pompier dans l’objectif d’aboutir aux objectifs
tracés pour la sécurité.
76
Write-in comments
Services skills, attitude and mindset.
Specific software competence.
Standards developer is called on to:

- Deal with the execution, interpretation and attitude of judgments to the standards.
- Demonstrate a good sense of observation.
- Demonstrate initiative and develop own working methods.
- Find innovative solutions to solve problems.
- Try to find solutions to problems, and not only focus on effects and consequences.
The first parts of the survey, it may be better if there are five choices instead of three and four.
The need to increase the competence of people dedicated to Standardization, Metrology, Certification and
Accreditation has been imposed, as these matters are defined by the international organizations that
govern them, including the tools that are associated with them, such as: quality inspection, product
sampling, metrological supervision, product testing, calibration and verification of measuring instruments,
among others. Consequently, the National Quality Infrastructures dedicate special attention to the issues
of the competences of these organizations and, in particular, of their human resources. I think that there is
a fairly widespread knowledge through recognized and proven practices and documents about the
competence requirements of an evaluator of an accreditation body, an analyst of a testing laboratory, a
measurement specialist, etc. But, what could be said about the competence of specialists in standards
when standardization is the main activity on which all the ones I mentioned before are based? How to
define and measure that competence? It is something that throughout more than half a century that I have
dedicated to this passion, I have not been able to explain myself in a completely satisfactory way, even
taking into account that I was almost born with ISO in 1948. They say: It’s never too late if happiness is
good.” Therefore, I congratulate the promoters of this survey within ISO and I invite them to continue and
deepen the results of the work started years ago. There is a need to greatly simplify the skills, knowledge
and other competency requirements of standards specialists. It is not about underestimating any of the
aforementioned, but rather studying the truly essential ones and with the rest proposing a kind of gradation
that allows us to base a realistic implementation on the conditions of each ISO member country. I have
already mentioned before in responses to this survey the existence of IWAs that stemmed from the
Korean experience. Let’s continue!!! With everyone’s effort, everything is possible.
The skills selection will vary to some extent, based on the actual role of the individual, e.g. a WG expert
will require far more knowledge and technical skill of the subject matter of the standard than will a
committee manager.
To have budget for an international meeting.
We wish ISO to expand training more and more in all of the above areas for furthering of competence.
While this initiative is gathering data on the Key Skills and Aptitudes of standards developers, it would
have been highly useful to survey participants if it was clearly stated at the beginning what cognitive level,
initially, in Bloom’s taxonomy was the standard developer expected to satisfy/perform.
Yes, I want to conduct training courses for developers in the field of human development so that the
developer’s performance can continuously improve.
77
Appendix E – Final DACUM JTA chart
78
Standards Development Professionals analyse the need for standards, plan
standards development, manage technical committees and facilitate drafting of
standards through stakeholder engagement to serve a country’s needs.
The facilitators would like to think the following individuals who participated in the development of
this document: Lily Gisella Elliot Blas, Zacharia Lukorito Chepkania, Ndeye Maguette Diop, Ecaterina
Ghelas, Belinda Soko Kancheya, Davit Marsagishvili, Rustam Mussin, Andrew Othieno, Giulia Pizzi,
Ma. Teresita G. Del Rosario, André Charles, Claudia Chocca, April Farrell, Ebrima Musa Jallow,
MSC, Eduardo Arturo Llano, Nor Faezah Mohamad Arif, Nguyin Van Khoi, Matlhale Peter, Moamen
Ahmed Rashed Neško Šćekić, Daniel Trillos, and ISO/CS staff Nesreen Al-Khammash and Aude
Oppikofer.
79
Duties and tasks of standards development professionals
A Planning the standards work programme
1 Establish standards development procedures (i.e SOPs)
2 Develop standards work programme (long term)
3 Justify the need for a standard
4 Prioritize the standards to be developed
5 Identify interested parties
6 Develop standards development workplan
1 Constitute the technical committee
2 Manage standards stakeholders
3 Convene committee meetings
4 Develop draft standards
5 Disseminate standards for public inquiry
6 Edit draft standards
C Participating in international and regional standardization
1 Manage participation in international and regional standardization work
2 Nominate experts (for international/regional participation)
3 Constitute a national mirror committee
4 Establish national positions
1 Secure approval to publish
2 Create or update digital standards
3 Make standards available
1 Develop a marketing communication plan
80
Duties and tasks of standards development professionals
2 Implement the marketing communication plan
F Managing support services (internal/external customers)
1 Provide capacity building for stakeholders
2 Manage internal services
3 Manage external customers
81
Brainstorming results for standards developers (SD)
Who (other job titles for SD) What (what the SD person does)
Analysis and Development Specialist Analyse implementation of standards
Approving Board Analyse the current state of standards
Committee Manager Apply GSP
Consultant Assess risks
Engineer Assess the need for standards
Implementation Specialist Collect and review comments
Moderator Collect information
Planner Conduct research
Professor Consult different views and development processes
Project Leader Convene meetings
Project Secretary Develop promotional materials
Proofreader Disseminate information
Standardizer Document the development process
Standards Coordinator Draft standards
Standards Developer Edit standards
Standards Expert Ensure consensus
Standards Facilitator Estimate budgets
Standards Manager Give talks/trainings
Standards Officer Identify needs
Standards Project Manager Issue New Work Item Proposals
Standards Researcher Maintain meeting notes/minutes
Standards Specialist Manage technical committees
Standards Writer Meet with experts
Supporter Monitor/track progress of standards
Technical Reviewer Participate in harmonization of standards
Technical Secretary Participate in International Meetings
Technical Committee Member Plan standards development
Translator Prioritize standards
Promote and publish standards
Provide access to documents
Recommend the constitution of technical committees
Recording technical body decisions
Sell standards
Simplify and promote standards
Training standards developers
Translate
Update databases
82
Brainstorming results for standards developers (SD) – continued
How (How the SD person does this) Why (Why the SD person does this)
Analyse available resources For better national regulations
Analyse needs and problems For other global objectives
Checking with other standards For public safety
Collate proposals from interested parties To address the needs of the economy
Collect data To contribute to attainment of the SDGs
Convene technical committee meetings To contribute to creating and maintaining a quality
Develop draft standards culture
Develop standards rules To contribute to the development of the country
Engage stakeholders To create an even playing field
Ensure compliance with rules and To domesticate international standards
procedures To ensure adoption of standards
Evaluate information To ensure broad and balanced participation
Facilitate public inquiry To ensure compliance with different treatise and
Finalize standards drafts documents
Follow up with technical committee To ensure different stakeholders' views are taken into
members account
Identify lists of review standards To ensure harmonization and uniformity
Identify stakeholders To ensure representation and consensus
Increase competence of the team To ensure standards are backed by science and are
Leadership skills relevant
Liaising with international and regional To ensure the timely delivery of standards to markets
standardization bodies To ensure we have useful and reliable standards and
Maintain the records of the technical opportunities
committee To facilitate implementation of regulations
Manage budgets To facilitate trade
Manage team To guarantee ownership and uptake of the standards
Participate in technical workshops and To identify stakeholder needs
seminars To implement the six principles of standards
Plan development
Recruit competent technical experts To increase the quality of life
Report back to senior management To make quality products
Review terms of reference To reach agreement and consensus
Send out draft standards To secure citizens from unhealthy products
Study experts’ opinions To set the benchmark
Take care of inputs after the To support the functioning of quality infrastructure
Technical committee meetings within countries
Track project milestones To transfer knowledge and expertise
Translate standards
Undertake research
Use ISOlutions platform
Use IT tools
83
Specialized knowledge (K) of SD professionals from DACUM chart
K1 Adult learner principles K27 Familiarity with standard sales channels
(web store, etc.)
K2 Avenues to reach public K28 Familiarity with the standards sales
process
K3 Basic knowledge of the specific sector K29 Good standardization practices (GSP)
K4 Basic understanding of legal rules and K30 Human Resource policies and procedures
terms
K5 Basic understanding mutual K31 ICS
recognition arrangements
K6 Budgeting and budgetary constraints K32 Information management techniques
K7 Business planning for standardization K33 Internal operating procedures
work
K8 Characteristics of stakeholders K34 International/regional standardization
participation process and procedures
K9 Code of ethics K35 ISO methodology for development of
national standardization strategy (NSS)
K10 Comment collating process K36 IT tools and services
K11 Committee member expertise K37 Learning management systems
K12 Communication channels K38 Legal framework in the specific country
K13 Complaint procedures K39 Market conditions, failures and needs
K14 Copyrighting laws K40 Marketing and marketing methodologies
K15 Cultural knowledge K41 Means of communications
K16 Customer services K42 Media
K17 Customers K43 Meeting procedures
K18 Databases and database management K44 Mirror committee participation platform
K19 Definition of interested parties and K45 National and International priorities and
stakeholders directions
K20 Digital document tracking systems K46 National and International stakeholders
K21 Document security procedures K47 National laws
K22 Economic comparative advantages of K48 National, regional and international
specific countries catalogues and other scientific
documentation
K23 Economic indicators K49 Online standards platforms
K24 Emerging issues K50 Partnership agreements instruments
K25 Event planning and management K51 Presentation practices
K26 Existing standards being developed at K52 Procedures to create and update digital
national, regional, international levels standards
K53 Project planning and management K68 Standards editing practices and quality
control
K54 Public relations K69 Standards publishing procedures and
processes
K55 Qualifications of editors K70 Survey methodology
K56 Quality management K71 SWOT
K57 Research methodologies K72 Target language of a specific standard
K58 Risk evaluation methodologies K73 Technical knowledge
K59 Roles and responsibilities of mirror K74 Technical knowledge in the fields/sectors
committee members in which seeking leadership roles
K60 Sector and market of a standard K75 Technical knowledge in the training area
K61 Sector/field where expertise is needed K76 Terminology associated with the sector
and market of the standard
84
Specialized knowledge (K) of SD professionals from DACUM chart
K62 Standard ballot casting process K77 Top exports and imports of a country
K63 Standard catalogue systems K78 Training methods
K64 Standard communication procedures K79 Translation processes and procedures

K65 Standardization bodies K80 Typical committee structures
K66 Standardization practices K81 Working knowledge of standardization at
national, regional and international levels
K67 Standards development processes,
procedures, functions and practices
Math knowledge (MK) needed by standards development professionals in importance

order
MK1 Perform simple mathematical operations of multiplication
MK2 Perform simple mathematical operations of division
MK3 Perform simple mathematical operations of subtraction
MK4 Perform simple mathematical operations of addition
MK5 Use a calculator
MK6 Collect information to solve a problem
MK7 Figure averages
MK8 Compare numbers
MK9 Transfer number sequences from a source into a column
MK10 Perform mathematical operations using single and multiple digit numbers
MK11 Make rough estimates
MK12 Solve percentage problems
MK13 Change numbers from fractions into decimals and back
MK14 Perform mathematical operations using signed (positive and negative) numbers
MK15 Perform mathematical operations with fractions
MK16 Change numbers from percentages into decimals and back
MK17 Perform mathematical operations with decimals
MK18 Solve ratio problems
Basic measurement knowledge (BMK) needed by standards development

professional in importance order
BMK1 Knowledge of basic units of measurements in SI
BMK2 Convert measurements from one unit to another
BMK3 Read, interpret, and use size-scale relationships
BMK4 Estimate and approximate measurements
BMK5 Record measurements, using appropriate unit notations (feet, yards, etc.)
BMK6 Read and apply coefficient measurements indicated in a table or chart
BMK7 Read measurements taken with common measuring tools
BMK8 Use tools to measure quantities and solve problems involving measurements
BMK9 Make simple scale drawings
BMK10 Find the dimensions of an object from a scale drawing
85
Communications knowledge/skills (CKS) needed by standards development
professional in importance order
CKS1 Ask questions
CKS2 Evaluate options/alternatives
CKS3 Explain procedures
CKS4 Listen
CKS5 Evaluate solutions
CKS6 Write reports
CKS7 Communicate with co-workers and/or businesspeople verbally (face-to-face)
CKS8 Communicate with co-workers and/or businesspeople verbally (telephone, radio)
CKS9 Find information in references (Machinery handbook, tap/drill charts, etc.)
CKS10 Communicate using the vocabulary/terminology of a related trade
CKS11 Participate in brainstorming
CKS12 Research information
CKS13 Summarize information
CKS14 Communicate with co-workers and/or businesspeople in writing (letters, memos)
CKS15 Find information in catalogues
CKS16 Follow verbal job instructions
CKS17 Present to others
CKS18 Speak to large groups
CKS19 Apply assertiveness
CKS20 Read and follow a map, chart, plan etc.
CKS21 Read and interpret directions found on labels, packages or instruction sheets
CKS22 Write words and numbers legibly
CKS23 Read and follow directions found in equipment manuals and code books
CKS24 Read information from tables and graphs (bar, circle etc.)
CKS25 Read statistical data
CKS26 Read flowcharts
CKS27 Compare names
CKS28 Read codes (building codes, electrical codes, standards etc.)
CKS29 Read drawings and specifications sheets
86
Specialized skills (S) of SD professionals from DACUM chart
S1 Ability to conduct a risk analysis S27 Evaluation skills
S2 Ability to connect the edited parts to the S28 Interpersonal skills
whole
S3 Ability to develop training materials S29 IT skills
S4 Ability to engage others S30 Leadership skills
S5 Ability to ensure coherence in S31 Marketing skills
standards
S6 Ability to influence others S32 Monitoring skills
S7 Ability to manage databases S33 Negotiation skills
S8 Ability to manage meetings S34 Networking skills
S9 Ability to manage people S35 Organizational skills
S10 Ability to motivate others S36 Planning skills
S11 Ability to persuade others S37 Presentation skills
S12 Ability to skim and comprehend S38 Proficient in the language of the international
documents body
S13 Ability to teach and train S39 Project management skills
S14 Ability to think systematically S40 Public speaking skills

S15 Active listening skills S41 Reading comprehension
S16 Analytical skills S42 Research skills
S17 Basic ability to read English S43 Search skills (e.g. Boolean)
S18 Comprehension skills S44 Specific software competence
S19 Computer literacy and skills S45 Strategic thinking skills
S20 Conflict resolution skills S46 Stress management skills
S21 Consensus building skills S47 Teamwork
S22 Critical thinking skills S48 Time management skills
S23 Cross-cultural communication skills S49 Translation skills
S24 Decision-making skills S50 Verbal communication skills
S25 Editing skills S51 Written communication skills
S26 Editorial skills
Senses (SN) needed by standards development professionals in importance order

SN1 Hear speech
SN2 Talk
SN3 See and discriminate colours
87
General attitudes (GA) needed by standards development professionals in
importance order
GA1 Care for the environment GA35 Customer-oriented
GA2 Analytic GA36 Punctual
GA3 Responsible/accountable GA37 Tactful
GA4 Good listener GA38 Trustworthy
GA5 Organized GA39 Lack of prejudice (bias)
GA6 Accurate/precise GA40 Persistent
GA7 Cooperative GA41 Positive attitude
GA8 Goal-oriented GA42 Sensitive to thoughts of others
GA9 Good time manager GA43 Confident
GA10 Professional GA44 Courteous
GA11 Respectful GA45 Enthusiasm
GA12 Tolerant GA46 Initiative
GA13 Work efficiently (resources) GA47 Safety conscious
GA14 Work in teams GA48 Self-esteem
GA15 Adaptable/Flexible GA49 Social skills
GA16 Creative GA50 Friendly
GA17 Ethical GA51 Multi-tasker
GA18 Focused GA52 Meticulous
GA19 Patience GA53 Personal hygiene
GA20 Quality focused GA54 Conscientious
GA21 Self-control GA55 Empathetic
GA22 Detail-oriented GA56 Helpful
GA23 Eager to learn new things GA57 Non-aggressive
GA24 Honest GA58 Pride in job
GA25 Leader GA59 Industrious
GA26 Self-discipline GA60 Dependable
GA27 Team player GA61 Free from substance abuse
GA28 Common sense GA62 Neat
GA29 Critical thinker GA63 Caring
GA30 Integrity GA64 Compassionate
GA31 Manage stress/pressure GA65 Appropriate dresser
GA32 Open-minded to change GA66 Physical stamina
GA33 Self-motivated GA67 Sense of humour
GA34 Work efficiently (time)
88
Duties/tasks/steps Special knowledge Skills Attributes/attitudes Tools/resources
A Planning the standards work programme
1 Establish standards development procedures (i.e SOPs)
a Manage support services • Code of ethics • Ability to think • Detail-oriented • GSP
• Good standardization systematically • Globally minded • ISO/IEC
b Ensure ethical behaviour in practices (GSP) • Analytical skills Directives 1 & 2
technical committee work • Legal framework in the • Basic ability to • WTO TBT
c Identify other reference specific country read English
development procedures • Standards development • Reading
processes, procedures, comprehension
d Create draft procedures functions and practices • Written
• Working knowledge of communication
e Create a flowchart of steps in standardization at skills
standards development national, regional and
international levels
f Validate the procedures
(internal meetings,
management approval, etc.)
2 Develop standards work programme (long-term)
a Collect background • Economic comparative • Analytical skills • ISO NSS
information/data (legislation, advantages of specific • Critical thinking methodology
laws, economic data, safety countries skills • National
data, environmental, scientific, • ISO NSS methodology • Leadership skills development
etc.) • National and • Project plans
international priorities management skills • National
b Consult the national standards and directions • Strategic thinking standardization
policy • Technical knowledge skills plans, strategies,
policies and rules
c Identify areas needed at a • Previous National
national level for Standardization
standardization policies, plans
and strategies
d Determine stakeholder needs
• Socio-economic
e Prioritize standards projects data
89
f Identify the need for new
technical committees
g Identify international, national
and regional standards
h Identify existing and needed
resources
i Evaluate risks
j Identify milestones
k Establish key performance
indicators (KPIs)
l Evaluate programme
outcomes
m Allocate resources
(mobilization, etc.)
n Validate/approve the
programme
o Communicate the programme
3 Justify the need for a standard
a Conduct an impact • Economic indicators • Ability to conduct a • Devoted • Copies of studies
assessment • Market conditions, risk analysis • Emotional conducted on the
failures and needs • Ability to engage intelligence benefits of
b Assess priorities (national, • National and others • Flexible standards
governmental, non- international priorities • Active listening • Non-discriminatory • Country
governmental, stakeholder, and directions skills • Open-minded regulations
interested parties etc.) • Risk evaluation • Analytical skills • Strategic thinker • Economic and
methodologies • Computer literacy • Transparent social reports
c Evaluate risks (health, safety,
• Standards development and skills • Evaluation tools
environment, economic, social
processes, procedures, • Marketing skills • ISO NSS
etc.) functions and practices methodology
• Negotiation skills
90
d Consult national • SWOT • Presentation skills • IT tools
standardization policy • Research skills • National
• Verbal development
e Identify relevance to solving communication plans
emerging issues skills • National
f Alignment with national • Written standardization
communication plans, strategies,
directives
skills policies and rules
g Evaluate potential impact of • National statistics
standard (number of people (trade,
impacted, SDGs etc.) commerce, etc.)
• Report checklist
h Address stakeholder requests • SDGs
i Review catalogue of existing • Strategic
business plans
standards and documents
for technical
committees
4 Prioritize the standards to be developed
a Develop prioritization criteria • Budgeting and budgetary • Analytical skills • Critical thinker • Checklists
(emerging issues, urgency of constraints • Decision-making • Flexible • Copies of studies
standard, requests from • Emerging issues skills • Open-minded conducted on the
stakeholders etc.) • National and • Organizational • Strategic thinker benefits of
International priorities skills • Team player standards
b Create a list of priorities and directions • Verbal • Country
• National and communication regulations
c Outline national and
International skills • Economic and
international priorities
stakeholders • Written social reports
d Map standards to the priorities communication • Evaluation tools
skills • ISO NSS
Methodology
• IT tools
• National
development
plans
• National
standardization
91
plans, strategies,
policies and rules
• National statistics
(trade,
commerce, etc.)
• Report checklist
• SDGs
• Strategic
business plans
for technical
committees
5 Identify interested parties
a Identify stakeholders • Basic knowledge of the • Ability to engage • Culturally sensitive • Databases of
specific sector others • Diplomatic stakeholders
b Obtain recommendations of (internal,
• Characteristics of • Active listening • Emotional
potential stakeholders/ stakeholders skills intelligence commerce etc.)
interested parties • Cultural knowledge • Analytical skills • Non-discriminatory • Geographic
c Establish liaison relationship • Databases and database • Cross-cultural indicators
management communication • IT tools
with
• Definition of interested skills • Online directory
associations/organizations for
parties and stakeholders • IT skills of
nominations organizations/min
• National and • Negotiation skills
d Conduct workshops to obtain International priorities • Networking skills istries etc.
information on potential and directions • Planning skills • Reports
stakeholders • Top exports and imports • Presentation skills • Trade data
of a country • Research skills
e Brainstorm and compile list of • Stress
interested parties/stakeholders management skills
f Establish a strategy to reach • Verbal
communication
out to interested
skills
parties/stakeholders
g Consult relevant databases
92
h Ensure balance in • Written
stakeholder/interested party communication
representation skills
6 Develop standards development workplan

a Conduct standards research • Existing standards being • Analytical skills • Creative • Databases
developed at national, • Comprehension • Detail-oriented • IT tools
b Establish the standards regional, international skills • National
development budget levels • IT skills standardization
c Plan for standards • Good standardization • Marketing skills plans, strategies,
development resources practices (GSP) • Planning skills policies and rules
• ICS • Project • National, regional
d Establish standards • National, regional and management skills and international
development timelines international catalogues • Research skills catalogues and
and other scientific • Search skills (e.g. scientific
e Define the stages attained in documentation publications
Boolean)
the standards development • Project planning and • Project
• Written
f List standards (NWIs) to be management communication management
• Research methodologies skills software
developed and associated
• Standardization bodies • Statistical
timeline analysis tools
g List standards to be adopted • WTO ISO
(outline the domains) Gateway
h Approve the workplan

i Notify the WTO/ISO
Information Gateway of the
workplan
j Notify other relevant parties of
the workplan
k Publish the workplan
93
1 Constitute the technical committee
a Identify domain for technical • Business planning for • Ability to persuade • Goal-oriented • Gant charts
committee standardization work others • Open-minded • IT tools
• Committee member • Consensus
b Select stakeholders (per expertise building skills
criteria to ensure balanced • Standardization • IT skills
participation/representation) practices • Negotiation skills
c Contact the stakeholders • Organizational
skills
d Guide/induct committee • Planning skills
members about participation • Project
rules, roles, procedures, and management skills
terms of reference. • Stress
management skills
e Assign specific roles to • Verbal
committee members communication
skills
f Develop a business plan for
• Written
the committee
communication
skills
2 Manage standards stakeholders
a Identify stakeholders (including • Budgeting and budgetary • Leadership skills • Culturally sensitive • Databases
underrepresented constraints • Negotiation skills • Diplomatic • IT Tools
stakeholders) • Characteristics of • Verbal • Non-discriminatory • Reports
stakeholders communication • Open-minded
b Identify stakeholder needs • Partnership agreements skills • Transparent
c Engage stakeholders (industry instruments • Written
• Sector and market of a communication
associations, stakeholders,
standard skills
regulators, law makers,
• Standardization bodies
academic institutions etc.)
• Typical committee
d Ensure balance representation structures
of stakeholders
94
e Assign roles to stakeholders
(leadership etc.)
f Ensure participants
understand their roles
g Provide reports to
stakeholders (budgets,
progress etc.)
h Develop partnerships
3 Convene committee meetings

a Supervise technical committee • Code of ethics • Ability to manage • Creative • GSP
work • Good standardization people • Culturally sensitive • ISO/IEC
practices (GSP) • Ability to motivate • Diplomatic Directives Parts 1
b Document all the steps • IT tools and services others &2
• Non-discriminatory
involved with committee • Meeting procedures • Ability to persuade • Open-minded • ISO/IEC Guide 2
working • Standard communication others • IT Tools
c Organize meeting logistics procedures • Active listening • Normative
• Standards development skills references
(date, location, virtual/remote,
processes, procedures, • Analytical skills • Reference
times etc.)
functions and practices • Conflict resolution Standards
d Prepare meeting materials skills • Standards
(references, agenda etc.) • Consensus Templates
building skills • Support data
e Establish quorum • Critical thinking (Scientific data to
skills support positions)
f Facilitate the meeting
• Cross-cultural
g Prepare minutes/records of the communication
meeting (results, attendance skills
etc.) • Decision-making
skills
h Ensure consensus • Interpersonal skills
95
i Conduct training on standards • Leadership skills
development procedures and • Negotiation skills
Code of ethics • Organizational
skills
• Presentation skills
• Stress
management skills
• Teamwork
• Time management
skills
• Verbal
communication
skills
• Written
communication
skills
4 Develop draft standards
a Outline the standards scope • Standards development • Ability to manage • Patience • GSP
processes, procedures, meetings • ISO/IEC
b Convene committee meetings functions and practices • Conflict resolution Directives Parts 1
c Follow up with standards • Translation processes skills &2
development tasks and procedures • Consensus • ISO/IEC Guide
building skills 21
d Identify documents needed • Leadership skills • ISO/IEC Guide 2
• Negotiation skills • IT Tools
e Create various draft standards
• Research skills • Normative
(working draft, committee
• Verbal references
draft, final draft standard)
communication • OBP
f Document committee skills • Reference
resolutions • Written Standards
communication • Standards
g Organize workshops skills Templates
(commenting, drafting etc.) • Support data
(Scientific data to
h Translate standards support positions)
• Translators
96
5 Disseminate standards for public inquiry
a Make draft standard • Avenues to reach public • Consensus • Responsible • Collating tools
available/circulate • Means of building skills • Contact lists
communications • Organizational • IT tools
b Notify the public (via media) • Standards development skills • Media and media
c Receive comments to processes, procedures, kits
standards functions and practices • Online platforms
• Tracking tools
d Analyse standards comments
e Organize workshops/meetings
of stakeholders to obtain
comments
6 Edit draft standards
a Establish editing criteria and • Qualifications of editors • Ability to connect • Detail-oriented • Checklists
procedures for NSB • Standards editing the edited parts to • Focused • Dictionary
practices and quality the whole • Editing rules
b Outsource editing (if required) control • Ability to ensure • Editors
c Establish TORs for editors • Target language of a coherence in • IT tools
(technical and language) specific standard standards
• Technical knowledge • Analytical skills
d Identify potential editors • Computer literacy
and skills
e Qualify editors • Editorial skills
f Contract with outsourced • Evaluation skills
editors (if relevant) • Specific software
competence
g Approve final edits
h Evaluate the editing process
97
C Participating in international and regional standardization
1 Manage participation in international and regional standardization work
a Develop a strategy for • Adult learner principles • Ability to teach and • Assertive • International and
participation • Basic understanding of train • Culturally sensitive Regional
mutual recognition • Consensus • Diplomatic Commitments
b Obtain/maintain membership arrangements building skills • International and
• Emotional
in international/regional bodies • International/regional • Decision-making intelligence Regional Guides
c Define membership level standardization skills • Flexible • ISO/IEC
participation process and • Interpersonal skills • Open-minded Directives Parts 1
d Secure resources to procedures • IT skills &2
participate in international and • National laws • Leadership skills • ISO/IEC Guide 2
regional activities • Online standards • Negotiation skills • IT tools
platforms • Networking skills
e Train technical committee • Technical knowledge of • Presentation skills
experts on international and the fields/sectors in • Proficient in the
regional procedures which seeking leadership language of the
roles international body
f Report on national adoptions
• Stress
g Participate in mutual management skills
recognition arrangements • Verbal
(MRAs) communication
skills
h Pursue international
leadership roles
i Participate in international and
regional meetings
j Participate in training and
workshops
98
2 Nominate experts (for international/regional participation)
a Identify sector/field where • Business planning for • Analytical skills • Diplomatic • Available
experts are needed standardization work • Decision-making • Non-discriminatory committees
• International/regional skills • Team player • Databases
b Create a list of potential standardization • Interpersonal skills • IT tools
experts for participation participation process and • Negotiation skills • Lists of experts
c Select experts procedures • Verbal • My ISO job
• Sector/field where communication document
d Communicate with experts expertise is needed skills • Online platforms
(obtain confirmation of
interest)
e Establish registered expert
user accounts
3 Constitute a national mirror committee
a Identify sector/field for the • Good standardization • Ability to manage • Creative • Databases
committee practices (GSP) databases • Diplomatic • GSP
• Mirror committee • Analytical skills • Flexible • ISO/IEC
b Identify stakeholders participation platform • Decision-making Directives Parts 1
• Goal oriented
c Communicate with • Roles and skills • Non-discriminatory &2
stakeholders responsibilities for mirror • IT skills • Open-minded • IT tools
committee members • Negotiation skills • Responsible • My ISO job
d Establish criteria selection of • Organizational document
committee members skills • Training
• Presentation skills materials and
e Select committee members tools
• Project
f Train committee members management skills • Virtual
• Time management communication
g Map (register) the national skills tools
mirror committee to • Verbal
international/regional communication
standardization body skills
• Written
h Establish stakeholder communication
database skills
99
i Document the entire process
4 Establish national positions
a Conduct national consultation • Comment collating • Analytical skills • Consistent • Commenting
process • Conflict resolution • Detail-oriented templates
b Collect/collate comments
• GSP skills • Emotional • ISO/IEC Guide
c Build consensus on national • IT tools and services • Consensus intelligence 59
position • Research methodologies building skills • Impartial
• Standards ballot casting • Cross-cultural • Open-minded
d Cast ballots (internal and process communication
external) skills
• Leadership skills
e Conduct research specific to
• Negotiation skills
the deliverable
• Research skills
f Participate in scientific • Time management
research skills
• Translation skills
g Participate in international and • Verbal
regional meetings communication
skills
h Participate in international
• Written
trainings and workshops communication
skills
1 Secure approval to publish
a Publish list of standards in • Copyrighting laws • Analytical skills • Detail-oriented • Agreements with
Gazette • Document security • IT skills other standards
procedures bodies
b Ensure standards copyright • Standards publishing • Gazette
c Print master copy procedures and • ISO/IEC
processes copyright policies
• IT tools
100
2 Create or update digital standards
a Create standard catalogue • Databases and database • Ability to skim and • Creative • Catalogue
system management comprehend • Detail-oriented system
• Information management documents • Flexible • Databases
b Update standards catalogue techniques • Analytical skills • IT tools
• Punctual
c Prepare standards preview • Procedures to create • Editing skills
and update digital • IT skills
d Develop standards abstract standards • Organizational
• Sector and market of a skills
e Develop standards key words
standard • Reading
f Maintain database of • Standard catalogue comprehension
standards systems • Time management
• Terminology associated skills
with the sector and • Written
market of the standard communication
skills
3 Make standards available
a Print standards • Digital document • IT skills • Courteous • IT tools
tracking systems • Marketing skills • Customer oriented • Online platforms
b Receive new request for
• Document security • Negotiation skills • Detail-oriented • Web stores
standards (purchase order procedures • Organizational • Diplomatic
etc.) • Familiarity with standard skills • Patience
c Make standards available in sales channels (web • Responsible
store etc.) • Transparent
web stores
• Familiarity with the
d Send or provide standards to standards sales process
customer • IT tools and services
e Sign agreements with resellers

(selling agents)
f Apply security features to
standards (watermarks,
trademarks etc.)
101
1 Develop a marketing communication plan
a Create a media promotion plan • Budgeting and budgetary • Ability to influence • Creative • IT tools
constraints others • Persuasive • Media and media
b Develop a communication plan
• Communication • Interpersonal skills kits
c Develop an event plan channels • Leadership skills • Statistical
• Event planning and • Negotiation skills analysis tools
d Identify promotional channels management • Organizational
(i.e. invite students to • Marketing and marketing skills
committees) methodologies • Presentation skills
• Media • Public speaking
e Identify standards to promote
• Public relations skills
f Identify goals and objectives of • Verbal
promotions communication
skills
g Identify target markets for
promotions
h Establish a promotional budget
and resources
i Identify supplies to spread the
promotion
j Develop promotional materials
(content, scenarios, graphics
etc.)
k Mobilize resources for the
promotional plan
l Identify leaders/experts for
promotions (influencers)
m Identify stakeholders
n Identify the needs of
stakeholders
102
o Identify potential promotional
partners
p Conduct market research
2 Implement the marketing communication plan
a Create market demand for the • Basic knowledge of the • Ability to engage • Attentive • Databases of
published standards specific sector others • Creative stakeholders
• Characteristics of • Ability to teach and • Empathetic (Internal,
b Organize events, workshops, stakeholders train Commerce etc.)
• Result-oriented
trade shows, exhibits or • Cultural knowledge • Active listening • Team player • Evaluation
roundtables • Databases and database skills • Visionary checklists
management • Conflict resolution • IT tools
c Disseminate promotional
• Event planning and skills • Marketing tools
materials
management • Evaluation skills • Social media
d Conduct sensitization sessions • Market conditions, • Interpersonal skills
failures and needs • Leadership skills
e Conduct promotional • Marketing and marketing • Marketing skills
education methodologies • Monitoring skills
f Evaluate marketing • Standards • Project
communication plan management skills
• Verbal
g Engage stakeholders communication
skills
h Monitoring the implementation
of the plan
F Managing support services (internal/external customers)
1 Provide capacity building for stakeholders
a Identify stakeholders • Adult learning principles • Ability to develop • Creative • IT tools
• Budgeting and budgetary training materials • Detail-oriented • Standards
b Survey stakeholder needs
constraints • Ability to engage • Empathetic • Training
c Determine training interests • Characteristics of others • Flexible materials and
stakeholders • Ability to teach and • Goal-oriented tools
d Prioritize training needs train • Open-minded
103
e Establish needed training • Good standardization • Active listening • Patience
resources practices (GSP) skills
• Learning management • Comprehension
f Establish a training framework systems skills
g Develop training materials • Presentation practices • Interpersonal skills
• Technical knowledge in • IT skills
h Obtain training supplies the training area • Leadership skills
(resource materials needed for • Training methods • Organizational
training) skills
• Presentation skills
i Organize training logistics
• Public speaking
j Modify/adapt existing training skills
• Verbal
k Develop training communication
calendars/workplans skills
• Written
l Identify trainers
communication
m Arrange experiential learning skills
(OJT)
n Promote the training
o Conduct stakeholder training
p Evaluate training outcomes
q Assess learning outcome of
participants
r Share post-training knowledge
2 Manage internal services
a Coordinate with Procurement • Basic understanding of • Ability to manage • IT tools
Services legal rules and terms people • Quality
• Customer services • Leadership skills Management
b Coordinate with Facility • Human resource policies • Negotiation skills System
Services and procedures
c Coordinate with IT Services
104
d Coordinate with Editorial • Internal operating • Verbal
Services procedures communication
• IT tools and services skills
e Coordinate with • Marketing and marketing • Written
Communication Services methodologies communication
f Coordinate with Quality • Quality management skills
Assurance Services
g Coordinate with International
Relations
Coordinate with Marketing
Services
h Coordinate with Human
Resources
i Coordinate with Conformity
Assessment Services
j Coordinate with Legal
Services
k Conduct customer surveys
l Evaluate customer service
m Develop a feedback
mechanism
3 Manage external customers
a Provide customer services • Basic understanding of • People person • Statistical
legal rules and terms analysis tools
b Develop informational web
• Complaint procedures • Survey tools
portal • Customer services
c Respond to customer • Customers
feedback • IT tools and services
• Marketing and marketing
d Conduct customer surveys methodologies
105
e Respond to inquiries • Quality management
• Survey methodology
f Evaluate customer service
g Consult on application of
standards
h Monitor complaints received
i Identify appropriate party to
respond to customers
j Provide after-sales services
k Develop feedback mechanism
l Establish community
management
m Address complaints
n Establish customer service
agreements (charters)
o Provide services proposals
p Provide information regarding
services
106
DACUM panel
DACUM performed for:
International Organization for Standardization (ISO) for Standards Professional
DACUM facilitators
Dr Cynthia D. Woodley
Dr Vijay Krishna
DACUM panel
Lily Gisella Elliot Blas André Charles
International Standardization Executive Head of Standards Development
Instituto Nacional de Calidad – INACAL Saint Lucia Bureau of Standards – SLBS
Peru Saint Lucia
Zacharia Lukorito Chepkania Claudia Chocca
Chief Manager, Standards Development and Trade Senior Project Manager, Building Section
Kenya Bureau of Standards – KEBS Instituto Uruguayo de Normas Técnicas – UNIT
Kenya Uruguay
Ndeye Maguette Diop April Farrell
Programme Standards Manager Standards Development Officer
Association Sénégalaise de Normalisation – ASN Bureau of Standards Jamaica – BSJ
Senegal Jamaica
Ecaterina Ghelas Ebrima Musa Jallow, MSC
Head of Standardization Department Director of Standardization
Institute for Standardization of Moldova – ISM The Gambia Standards Bureau – TGSB
Moldova Gambia
Belinda Soko Kancheya Eduardo Arturo Llano
Standards Development and Training Manager Standardization Translator and Project Manager
Zambia Bureau of Standards – ZABS Instituto Dominicano para la Calidad – INDOCAL
Zambia Dominican Republic
Davit Marsagishvili Nor Faezah Mohamad Arif
Chief Specialist, Georgian Standardizaton Principal Assistant Director
Georgian National Agency for Standards and Metrology Department of Standards Malaysia – DSM
– GEOSTM
Malaysia
Georgia
Rustam Mussin Nguyin Van Khoi
Head of Strategic Development and Science Director of Standards Department
Kazakhstan Institute of Standardization and Metrology Directorate for Standards, Metrology and Quality –
– KazStandard STAMEQ
Kazakhstan Viet Nam
107
Andrew Othieno Matlhale Peter
Manager Standards Senior Manager Processes and Support
Uganda National Bureau of Standards – UNBS South African Bureau of Standards – SABS
Uganda South Africa
Giulia Pizzi Moamen Ahmed Rashed
Content Development Specialist Standard Specialist (Chemist)
IEC Academy & Capacity Building Egyptian Organization for Standardization and Quality –
EOS
Switzerland
Egypt
Ma. Teresita G. Del Rosario Neško Šćekić
Chief, Standard Development Division Technical Secretary
Bureau of Philippine Standards – BPS Institute for Standardization of Montenegro – ISME
Philippines Montenegro
Daniel Trillos ISO/CS staff
Standardization Deputy Director Nesreen Al-Khammash – Programme Manager
Instituto Colombiano de Normas Técnicas y Aude Oppikofer – Project Coordinator
Certificación – ICONTEC
Colombia
108
Appendix F – Comparison between ISO/IWA 30‐2 and the
job analysis for this project
109
Comparison of the ISO Capacity Building Unit job analysis for
standards development professionals and the ISO/IWA 30-2
documents
The International Workshop Agreement published two documents (IWA 30-1 and IWA 30-2) which outline
the competence of standards professionals. Part 1 focusses on standards professionals in companies
and Part 2 focusses on standards professionals in standards-related bodies. Within the framework of the
ISO Action Plan for developing countries 2021-2025, the ISO Capacity Building Unit set out to develop a
competency framework for standards professionals that could be used to develop training and possibly
certification for all persons involved in the development of standards including volunteer experts and staff
of national standards bodies.
A job analysis was conducted and the results were compared to IWA document 30-2 as a point of
validation. What follows are the results of the comparison.
ISO/IWA 30-2 and the standards development professional job

analysis
ISO/IWA 30-2 identified nine tasks associated with standards professionals in standards-related bodies,
again not written in task terms:
T1: Standardization planning and evaluation
T2: Standards development: work programme management
T3: Standards development: committee operation and assistance
T4: Standards development: drafting standards
T5: Participation in international standardization
T6: Editing and publication of standards
T7: Dissemination of standards
T8: Training and education about standards
T9: Public service related to standards.
General tasks
The documents began with a “common knowledge” and “common skills” section comprising a “common
competencies” section. The common knowledge and the common skills and their relationship to the job
analysis are included in tables 18 and 19 below.
Table 1 – General knowledge
Location in
project
Knowledge Description
DACUM job
analysis chart
K1: Technical knowledge Standards professionals should have basic technical and/or
in a specified sector professional knowledge of a specific industry or a related field,
at a level sufficient to understand the added value of K3, K61, K73
standards and standardization, and to be able to carry out the
110
Location in
project
DACUM job
analysis chart
applicable standardization tasks.
K2: Knowledge of Standards professionals should have knowledge of relevant

existing existing standards and/or technical regulations in a specified
standards/technical sector. K26, K47
regulations in a specified
sector
K12: Knowledge of Standards professionals should have practical knowledge of
international standardization activities and organizations at the international,
standardization activities regional, national or industrial level.
and organizations
Standards professionals participating in national standardization K66, K67, K81
activities should be aware of council or technical management
board decisions regarding the activities of the technical
committees in general and of the committee for which s/he is
responsible.
Table 2 – General skills
Location in
project DACUM
Skills Description
job analysis
chart
S1: Ability to develop a Standards professionals should be able to identify and develop a
strategic plan for strategic plan for standardization that harmonizes with the S36, S45
standardization national plan for standards development.
S10: Written and verbal Standards professionals should be able to communicate with
communication and committee members and related interested parties by written
presentation skills communication as well as by verbal communication when S50, S51
developing and disseminating standards.
S5: Ability to collect Standards professionals should be able to collect the relevant
relevant information information of standards, standardization, market needs or other
about standards and information to determine the establishment of a new standard(s)
standardization or the revision of an existing standard(s). S16, S31, S42
Standards professionals should be able to search for standards
(published or under development), e.g. by developing an inventory
of standards in a specified sector.
S11: Ability to work with Standards professionals should be able to cooperate and co-work
committees and S4, S9, S20,
with experts and interested parties from different perspectives and
S28, A7
individuals backgrounds in terms of culture and technology.
111
Task 1 – Standardization planning and evaluation
Task 1 was further broken into four subtasks (or steps) and each of these was compared to the job
analysis. T1: “Standardization planning and evaluation” may include, but is not limited to, the following
subtasks or processes:
Table 3 – Subtasks for Task 1: Standardization planning and evaluation
Task/subtask Location in project DACUM job analysis chart

T1-1: Set and implement a medium- to long-term DACUM Chart A.2. Develop standards work
standardization strategic plan to align with and programme (long term)
support the organization strategy
T1-2: Develop and implement an action plan(s) DACUM Chart A.2. Develop standards work
based on medium- to long-term strategies programme (long term)
T1-3: Conduct an environment scan and DACUM Chart A.2. Develop standards work
determine the context for standardization programme (long term)
T1-4: Review and evaluate the standardization DACUM Chart A.2. Develop standards work
strategic plan in line with the current organization programme (long term)
strategy to provide new opportunities or mitigate
risks
Table 4 – Knowledge for Task 1: Standardization planning and evaluation
Location in
project DACUM
job analysis
chart
K3: Knowledge of Standards professionals in charge of establishing policy on
methodologies/methods standards/ standardization at the country and regional level, as
for strategy development well as in industry and non-government organizations, should
have knowledge of methodologies/methods for strategy and
roadmap development.
Note: For methodologies/methods for the development of a
strategy and roadmap for standardization, the following K7, K53, K71
techniques can be used:
• Environmental analysis (context analysis)
• PEST analysis
• SWOT analysis
• Risk assessment etc.
K5: Knowledge of Standards professionals should have knowledge of designing and
methods for conducting methods for a standard/technology analysis and needs
standard/technology survey.
analysis and needs K57
survey
K6: Knowledge of Standards professionals should have general knowledge of

programme programme management applicable to standards development.
management
Example: Programme management activities include setting and K53
reviewing the objectives of a programme, coordinating activities
throughout projects, and overseeing the integration of project
outputs/results.
112
Location in
project DACUM
job analysis
chart
Note: A standardization programme is generally a group of
standardization projects aligned with specific goals.
K7: Knowledge of Standards professionals participating in national standardization

harmonization with activities should understand the methods for the adoption of
international standards international standards and other international deliverables as K66, K67, K81
regional or national standards as specified in ISO/IEC Guide 21-1
and ISO/IEC Guide 21-2.
K4: Knowledge of Standards professionals should have knowledge of the
methodologies for methodologies to measure and manage the performance of the K28, K30, K53,
performance planning, development and dissemination of standards. K79
management
Table 5 - Skills for Task 1: Standardization planning and evaluation
Location in
project DACUM
Skills Description
job analysis
chart
S3: Ability to develop Standards professionals should be able to develop action plans for
action plans for implementing the strategic plan, including designing an
implementing the architecture of standards related to a framework of products, S36, S45
strategic plan services and/or processes.
S4: Ability to identify the Standards professionals should be able to identify the needs of
needs of standardization standardization based on an environment analysis, context
analysis etc. S1, S42
S2: Ability to conduct Standards professionals should be able to measure and analyse
performance the performance of standardization activities.
S8, S9, S27,
measurement
S39
and analysis for
standardization
S9: Ability to manage Standards professionals should be able to manage multiple
multiple projects projects simultaneously.
Note: For the effective and efficient management of multiple
S39
projects, it can be necessary to prioritize projects, block times,
create focuses, review the workload regularly, overlay project
plans, track progress, stay organized etc.
S8: Ability to prepare Standards professionals should be able to prepare plans for
standards development standards development in accordance with the rules of the
plans international, regional, national and/or industrial organization in S36, S39
which s/he is participating.
S6: Ability to quantify the Standards professionals should be able to evaluate and prioritize
needs and expectations the needs and expectations of interested parties and express them
of as a number or a quantity. S2, S16, S22,
interested parties
113
Task 2 – Standards development: work programme management
Task 2 was further broken into three subtasks or steps, and each of these was compared to the job
analysis. T2: “Standards development: work programme management” may include, but is not limited to,
the following subtasks or processes:
Table 6 – Subtasks for Task 2: Standards development: work programme management

T2-1: Develop plans or a roadmap for specific DACUM Chart A.2 Develop standards work
technical/industrial sectors programme (long term)
T2-2: Manage and evaluate the performance of DACUM Chart A.2 Develop standards work
work plans for specific technical/industrial sectors programme (long term)
T2-3: Develop and manage the standards DACUM Chart B Developing standards
development procedures and rules
Table 7 – Knowledge for Task 2: Standards development: work programme management
Location in
project DACUM
job analysis
chart
K10: Knowledge of the Standards professionals should have substantial knowledge of the
drafting rules for rules, principles and structure of standards to be drafted in detail.
standards Standards professionals should have knowledge of how to
address safety, environmental and consumer issues in product K29, K66, K67,
standards at all stages of the product life cycle. K68
• Safety aspects as specified in ISO/IEC Guide 51.
• Environmental aspects as specified in ISO Guide 64.
• Consumer aspects as specified in ISO/IEC Guide 76.
K9: Knowledge of project Standards professionals should have knowledge of the project
management management methodology applicable to standards development
at the international, regional, national and industry/association
level.
K53
Project management addresses the planning, organizing,
monitoring, controlling and reporting of all aspects of a project,
and the motivation of all those involved to achieve the project
objectives as specified in ISO 21500.
K18: Knowledge of Standards professionals should have knowledge of standards
standards application application to the development of technical regulations.
K38, K81
to the development of
technical regulations
K7: Knowledge of
harmonization with K66, K67, K81
international standards
K6: Knowledge of
programme K53
management
114
Table 8 – Skills for Task 2: Standards development: work programme management
Location in
project DACUM
Skills Description
job analysis
chart
S3: Ability to develop
action plans for
implementing the S36, S45
strategic plan
S4: Ability to identify the
needs of standardization
S1, S42
S2: Ability to conduct

performance
S8, S9, S27,
measurement and
S39
analysis for
standardization
S8: Ability to prepare
standards development
plans S36, S39
S9: Ability to manage

multiple projects
S39
S13: Project Standards professionals should be able to manage

management standardization projects effectively by planning, organizing, S39
abilities budgeting, directing, controlling, managing resources etc.
S12: Programme Standards professionals should be able to manage a
management abilities standardization S39
programme composed of multiple projects.
Task 3 – Standards development: committee operation and

assistance
Task 3 was further broken into four subtasks or steps, and each of these was compared to the job
analysis. T3: “Standards development: committee operation and assistance” may include, but is not
limited to, the following subtasks or processes:
Table 9 – Subtasks for Task 3: Standards development: committee operation and assistance

T3-1: Manage standards development projects DACUM Chart B. Developing standards
(e.g. scheduling, prioritization, communication in
the committee work programme)
T3-2: Produce and circulate committee project DACUM Chart B.5. Disseminate standards for public
documents (e.g. proposal, comment, resolution, inquiry
ballot results)
115
T3-3: Arrange and coordinate committee meetings DACUM Chart B.3. Convene committee meetings
(e.g. agendas, minutes, decision/resolutions,
reporting)
T3-4: Advise and liaise with the chair, conveners DACUM Chart C.1. Manage participation in
and project leaders international and regional standardization work
Table 10 – Knowledge for Task 3: Standards development: committee operation and assistance
Location in
project DACUM
job analysis
chart
K10: Knowledge of the
drafting rules for K29, K66, K67,
standards K68
K9: Knowledge of project

management
K53
K7: Knowledge of
K3: Knowledge of
methodologies/method
K7, K53, K71
s for strategy
development
K14: Knowledge of IT Standards professionals participating in developing standards
systems should have knowledge of IT systems or tools (e.g. ISO Projects
and database Portal) that support the standards development process (e.g.
management documents, mirror documents, ballots, projects, meetings, global K18, K27, K32,
directory, notifications, submissions). K36, K62, K63
Standards professionals in charge of IT systems for the sales of
standards (e.g. a webstore) should have knowledge of IT systems
and database management.
Table 11 – Skills for Task 3: Standards development: committee operation and assistance
Location in
project DACUM
Skills Description
job analysis
chart
S39
multiple projects
action plans for
strategic plan
standards development S36, S39
116
Location in
project DACUM
Skills Description
job analysis
chart
plans
S14: Ability to draft Standards professionals should be able to prepare a draft of a
standards standard according to the specified rules/procedures for the
structure and drafting of standards. S19, S25, S26,
S49, S51
Standards professionals should be able to use templates and
other tools for the preparation of standards.
S16: Leadership skills for Standards professionals in the position of Committee Manager
committee operation (previously called Secretary) should be able to operate a S30
technical committee effectively and efficiently.
Task 4 – Standards development: drafting standards

Task 4 was further broken into five subtasks or steps, and each of these was compared to the job
analysis. T4: “Standards development: drafting standards” may include, but is not limited to, the following
Table 12 – Subtasks for Task 4: Standards development: drafting standards

T4-1: Draft new standards in accordance with the DACUM Chart B.4. Develop draft standards
drafting rules (e.g. ISO/IEC Directives, Part 2[35])
T4-2: Revise existing standards in accordance DACUM Chart B.4. Develop draft standards
with the rules
T4-3: Review and comment on circulated draft DACUM Chart B.5. Disseminate standards for pubic
standards inquire
T4-4: Validate standards as specified in the DACUM Chart B Developing standards
validation process
T4-5: Perform an impact analysis of standards DACUM Chart A.3. Conduct an impact assessment
application
Table 13 – Knowledge for Task 4: Standards development: drafting standards
Location in
project DACUM
job analysis
chart
K68
standards
K7: Knowledge of
International Standards
K11: Knowledge of the Standards professionals should understand the methods for the
validation methods for review, verification and/or validation of standards. K57, K70
standards
117
Location in
project DACUM
job analysis
chart
K4: Knowledge of
methodologies for K28, K30, K53,
performance K79
management
K3: Knowledge of
K7, K53, K71
s for strategy
development
Table 14 – Skills for Task 4: Standards development: drafting standards
Location in
project DACUM
Skills Description
job analysis
chart
S14: Ability to draft S19, S25, S26,
standards S49, S51
standards S36, S39
development plans
needs of standardization S1, S42
performance
measurement and S8, S9, S27,
S39
analysis for
standardization
S7: Ability to determine Standards professionals should be able to determine the
whether a standard(s) establishment of a new standard(s) or the revision of an existing
standard(s) based on the information on standards and S36
needs to be newly
established or revised standardization.
Task 5 – Participation in international standardization

Task 5 was further broken into 3 subtasks (or steps) and each of these were compared to the job
analysis. T5: “Participation in international standardization” may include, but is not limited to, the following
Table 15 – Subtasks for Task 5: Participation in international standardization

T5-1: Organize and coordinate domestic mirror DACUM Chart C.3. Constitute a national mirror
committees committee
T5-2: Participate in international standardization DACUM Chart C.1. Manage participation in
meetings and voting international and regional standardization work
T5-3: Cooperate with organizations for DACUM Chart F.3. Manage external customers
international standardization
118
Table 16 – Knowledge for Task 5: Participation in international standardization
Location in
project DACUM
job analysis
chart
K7: Knowledge of
K29, K66, K67,
drafting rules for
K68
standards
K3: Knowledge of
K7, K53, K71
s for strategy
development
K19: Knowledge of Standards professionals should understand the process for
responding to foreign searching foreign technical regulations related to standards
technical regulations development.
(WTO/TBT) Standards professionals should understand the process for K81
searching TBT notifications and responding to these through the
WTO/TBT Information Management System or a national
WTO/TBT enquiry point(s).
K18: Knowledge of
standards application
K38, K81
K4: Knowledge of
performance K79
management
Table 17 – Skills for Task 5: Participation in international standardization
Location in
project DACUM
Skills Description
job analysis
chart
S20: Language and Standards professionals should be able to communicate in both the
communication skills local language and the international official language (usually S38, S50, S51
English) for standardization and translation.
S19: Documentation Standards professionals in the position of Committee Manager
skills of international (previously called Secretary) or Project Leader should be able to
standardization prepare the documents for standardization [e.g. New Work Item S25, S26
Proposal (NWIP), International Standard documentation, CRM
reports, minutes].
S14: Ability to draft S19, S25,
standards S26, S49, S51
S17: Ability to derive Standards professionals should be able to derive agreement on
agreement on proposed proposed standards in a strategic and diplomatic manner. S21
standards
action plans for
S36, S45
implementing the
strategic plan
S4: Ability to identify the S1, S42
119
Location in
project DACUM
Skills Description
job analysis
chart
S18: Ability to organize a Standards professionals should be able to take the lead to organize
S4, S8, S21
committee a new committee, subcommittee or working group.
Task 6 – Editing and publication of standards

Task 6 was further broken into four subtasks or steps and each of these was compared to the job
analysis. T6: “Editing and publication of standards” may include, but is not limited to, the following
Table 18 – Subtasks for Task 6: Editing and publication of standards

T6-1: Plan and manage the standards publication DACUM Chart D. Publishing standards
process
T6-2: Organize an editing committee DACUM Chart B.6. Edit draft standards
T6-3: Edit and proofread standards DACUM Chart B.6. Edit draft standards
T6-4: Publish standards (online, offline) DACUM Chart D.3. Make standards available
Table 19 – Knowledge for Task 6: Editing and publication of standards
Location in
project DACUM
job analysis
chart
K68
standards
K14: Knowledge of IT
systems K18, K27, K32,
and database K36, K62, K63
management
K7: Knowledge of
K13: Knowledge of Standards professionals should have a basic knowledge of
marketing and public marketing, such as the concepts, principles and techniques. K40
relations
K16: Knowledge of the Standards professionals should have knowledge of the national
laws and systems laws (e.g. acts, decrees, rules, ordinances, regulations) and
K38
related to systems related to standardization.
standardization
120
Table 20 – Skills for Task 6: Editing and publication of standards
Location in
project DACUM
Skills Description
job analysis
chart
S21: Ability to edit and Standards professionals should be able to maintain the highest
publish documents degree of quality, clarity, timely delivery and consistency of
S25, S26
standards (including conformity with the relevant rules and
policies) in editing and publication.
S14: Ability to draft S19, S25, S26,
standards S49, S51
S23: Ability to manage IT Standards professionals in charge of the IT system for standards
systems and databases (e.g. webstore, intranet) should be able to manage the IT S19, S43
systems and databases for standards and/or standardization.
S20: Language and
S38, S50, S51
communication skills
S22: Ability to undertake Standards professionals should be able to plan and implement the
standards marketing and marketing, promotional and other programmes (including pricing) S31
sales of standards.
S15: Ability to validate Standards professionals should be able to review, verify and/or
standards validate the drafts of standards in terms of market relevance,
S42
duplication and conformity with the rules for the structure and
drafting of standards.
Task 7 – Dissemination of standards

Task 7 was further broken into six subtasks or steps and each of these was compared to the job analysis.
T6: “Dissemination of standards” may include, but is not limited to, the following subtasks or processes:
Table 21 – Subtasks for Task 7: Dissemination of standards
Task/Subtask Location in project DACUM job analysis chart

T7-1: Develop and manage a dissemination DACUM Chart D.3. Make standards available
strategy
T7-2: Develop a catalogue, package products and DACUM Chart D.3. Make standards available
a handbook
T7-3: Develop and operate an information system DACUM Chart D.3. Make standards available
for standards dissemination
T7-4: Develop and maintain an online sales DACUM Chart D.2. Create or update digital standards
system (e.g. webstore)
T7-5: Promote standards-related information (e.g. DACUM Chart E. Promoting standards
social media, such as YouTube, online services,
webzines, bulletins, journals, seminars,
workshops)
T7-6: Analyse and reflect interested parties’ DACUM Chart F.3. Manage external customers
feedback
121
Table 22 – Knowledge for Task 7: Dissemination of standards
Location in
project DACUM
job analysis
chart
K13: Knowledge of
marketing and public K40
relations
systems K18, K27, K32,
and database K36, K62, K63
management
K7: Knowledge of
harmonization with
K66, K67, K81
International
Standards
K5: Knowledge of
methods for
standard/technology K57
analysis and needs
survey
K18: Knowledge of
standards application
K38, K81
validation methods for K57, K70
standards
Table 23 – Skills for Task 7: Dissemination of standards
Location in
project DACUM
Skills Description
job analysis
chart
S22: Ability to undertake
standards marketing and S31
sales
S23: Ability to manage IT
systems and databases S19, S43
S24: Ability to plan Standards professionals should be able to plan education and
education and training training programmes for standards and/or standardization. S3, S9, S37
programmes
S25: Teaching and Standards professionals should be able to teach and train people
training skills on specific standards and/or standardization. S3, S9, S37
action plans for
strategic plan
S20: Language and
communication skills S38, S50, S51
122
Task 8 – Training and education about standards
Task 8 was further broken into three subtasks or steps and each of these was compared to the job
analysis. T8: “Training and education about standards” may include, but is not limited to, the following
Table 24 – Subtasks for Task 8: Training and education about standards

T8-1: Develop training and education plans and DACUM Chart F.1. Provide capacity building for
programmes stakeholders
T8-2: Operate training and education courses DACUM Chart F.1. Provide capacity building for
stakeholders
T8-3: Analyse and reflect interested parties’ DACUM Chart F.3. Manage external customers
feedback
Table 25 – Knowledge for Task 8: Training and education about standards
Location in
project DACUM
job analysis
chart
K15: Knowledge of Standards professionals should have general knowledge of human
human resource resource development, such as the concepts, principles and K30
development techniques.
K13: Knowledge of
marketing and public K40
relations
K9: Knowledge of project
management K53
laws and systems
K38
related to
standardization
K5: Knowledge of
methods for
standard/technology K57
analysis and needs
survey
systems and database K18, K27, K32,
K36, K62, K63
management
K20: Knowledge of Standards professionals should have knowledge of statistical
statistical methods methods/techniques that can be applied extensively to the field of K57
standardization.
123
Table 26 – Skills for Task 8: Training and education about standards
Location in
project DACUM
Skills Description
job analysis
chart
S24: Ability to plan
education and training S3, S9, S37
programmes
S25: Teaching and
training skills S3, S9, S37
S20: Language and
S38, S50, S51
communication skills
multiple projects S39
action plans for
strategic plan
performance
measurement and S8, S9, S27,
S39
analysis for
standardization
Task 9 – Public service related to standards

Task 9 was further broken into five subtasks or steps, and each of these was compared to the job
analysis. T9: “Public service related to standards” may include, but is not limited to, the following subtasks
or processes:
Table 27 – Subtasks for Task 9: Public service related to standards
Task/Subtask Location in project DACUM job analysis chart

T9-1: Develop and enact laws and public policy on No
standardization considering health, safety, the
environment, innovation or sustainability
T9-2: Promote the harmonization of standards DACUM Chart C.1. Manage participation in
and regulations international and regional standardization work
T9-3: Provide an assistance/consultancy service No
in response to foreign technical regulations
(including the operation of a WTO/TBT enquiry
point)
T9-4: Communicate and coordinate with DACUM Chart C.2. Nominate experts (for
regulatory agencies, industry associations and international/regional participation)
other interested parties
T9-5: Analyse and communicate interested DACUM Chart B.2. Manager standards stakeholders
parties’ feedback and the impact of actions taken
124
Table 28 – Knowledge for Task 9: Public service related to standards
Location in
project DACUM
job analysis
chart
K18: Knowledge of
standards application to
the development of K38, K81
laws and systems
K38
related to
standardization
K17: Knowledge of the Standards professionals should understand the system, process
legislation process and and methods of national legislation. K38
methods
K19: Knowledge of
responding to foreign
K81
(WTO/TBT)
K7: Knowledge of
harmonization with
K66, K67, K81
International
Standards
K4: Knowledge of
performance K79
management
Table 29 – Skills for Task 9: Public service related to standards
Location in
project DACUM
Description
Skills job analysis
chart
S28: Ability to interpret Standards professionals should be able to interpret relevant
relevant documents and documents (e.g. notifications, specific trade concerns) and official S18
official letters related to letters related to WTO/TBT.
WTO/TBT
S27: Ability to apply Standards professionals should be able to apply standards to
standards to technical technical regulations, whether these are to be established or S2
regulations revised.
S29: Ability to Standards professionals should know how to communicate with
communicate with organizations related to WTO/TBT [e.g. through a national
organizations related to WTO/TBT enquiry point(s)].
S50, S51
WTO/TBT Standards professionals should be able to search notifications
and specific trade concerns (STCs) using the WTO/TBT
Information Management System.
S1, S42
action plans for
S36, S45
implementing the
strategic plan
S2: Ability to conduct S8, S9, S27,
125
Location in
project DACUM
Description
Skills job analysis
chart
performance S39
measurement
and analysis for
standardization
S26: Ability related to Standards professionals should be able to prepare a draft of law
drafting law (e.g. acts, decrees, rules, ordinances, regulations) in accordance Not in JTA
with the national rules for legislative drafting.
126
Appendix G – Competency framework for standards
development professionals
127
Components
A. Planning the
Standards Work Tasks
Programme
F. Managing B. Developing
Support Services the Standard Steps
Standards
Development
Professionals
Knowledge
E. Promoting C. Participating in
Standards International and
Regional Skills
Standardization
D. Publishing
Standards
Attributes
Figure 2 – Components of competency framework for standards development

professionals
128
Planning the Participating in
International and Managing
Standards Developing Publishing Promoting
Regional Support
Work Standards
Standardization Standards Standards
Programme Services
Work
• Constitute the
technical committee
• Manage standards
stakeholders
• Convene committee • Provide capacity
meetings • Secure approval to building for
• Develop draft publish stakeholders
standards • Create or update • Manage internal
• Disseminate digital standards services
standards for public • Make standards • Manage external
inquiry available customers
• Establish standards • Manage • Develop a

development participation in marketing
procedures international and communication
• Develop standards regional plan
work programme standardization • Implement the
• Justify the need for a work marketing
standard • Nominate experts
• Prioritize the • Constitute a
standards to be national mirror
developed committee
• Identify interested • Establish national
parties
D l d d
Figure 3 – Duties and tasks – Competency framework for standards development professionals
129
Duty A: Planning the standards work programme
Task A1: Establish standards development procedures (i.e. SOPs)
Steps: Knowledge: Skills: Attributes/Attitudes:

• Manage support services • Code of ethics • Ability to think systematically • Detail-oriented
• Ensure ethical behaviour in • Good standardization • Analytical skills • Globally minded
technical committee work practices (GSP) • Basic ability to read English
• Identify other reference • Legal framework in the • Reading comprehension
development procedures specific country • Written communication skills
• Create draft procedures • Standards development
• Create a flowchart of steps in processes, procedures,
standards development functions and practices
• Validate the procedures • Working knowledge of
(internal meetings, standardization at National,
management approval etc.) Regional and International
levels
Behavioural objectives:
• The standards development professional will present information relevant to stakeholder participation including rules, roles, procedures, and
terms of reference.
• The standards development professional will demonstrate the ability to assign roles to committee members by developing a list of roles and
types of individual best suited for those roles.
• The standards development professional will demonstrate the ability to create a business plan for a committee by creating a hypothetical
business plan for a technical committee.
• The standards development professional will demonstrate knowledge of business planning for standardization work by developing a
hypothetical business plan for a technical committee.
• The standards development professional will demonstrate knowledge of standardization practices by developing a list of typical
standardization practices.
130
Task A2: Develop standards work programme (long term)
Steps: Knowledge: Skills: -

• Collect background
• Economic comparative • Analytical skills
information/data (legislation,
advantages of specific • Critical thinking skills
laws, economic data, safety
countries • Leadership skills
data, environmental, scientific
• ISO methodology for • Project management skills
etc.)
development of national • Strategic thinking skills
• Consult the National
standardization strategy
Standards Policy
(NSS)
• Identify areas needed at a
• National and International
national level for
priorities and directions
standardization
• Project planning and
• Determine stakeholder needs
management
• Prioritize standards projects
• Technical knowledge
• Identify the need for new
technical committees
• Identify International, National
and Regional standards
• Identify existing and needed
resources
• Evaluate risks
• Identify milestones
• Establish Key Performance
Indicators (KPIs)
• Evaluate programme
outcomes
Steps – contained:
• Allocate resources
(mobilization, etc.)
• Validate/approve the
programme
131
Task A2: Develop standards work programme (long term)

Communicate the programme
• The standards professional will demonstrate the ability to develop a long-term standards work programme by describing the typical
components of a long-term standards work programme.
• The standards professional will demonstrate knowledge of typical background information and data that may be collected to support the
development of standard work by listing typical information that should be collected, including legislation, economic data, safety data,
environmental data, scientific data etc.
• The standards professional will describe how to conduct a needs analysis to identify national needs for standardization.
• The standards professional will describe how to identify the needs of stakeholders
• The standards professional will describe how to identify existing and needed resources.
• The standards professional will demonstrate knowledge of how to evaluate risks by defining risks associated with a specific standard.
• The standards professional will demonstrate the ability to establish KPIs by defining what they are and developing a list of hypothetical
KPIs.
• The standards professional will identify the components of programme evaluation and describe how they are used to evaluate a
programme.
• The standards professional will demonstrate knowledge of how to allocate resources by describing resources in their NSB and region and
how they would be mobilized for standards development.
• The standards professional will describe the process for developing a national standardization strategy.
• The standards professional will demonstrate the ability to establish national and international priorities and directions by developing draft
national and international priorities and directions for their specific NSB and region.
• The standards professional will demonstrate knowledge of project planning and management by describing tools available to plan and
manage projects and developing a hypothetical standardization project plan.
132
Task A3: Justify the need for a standard
Steps: Knowledge: Skills: Attributes/attitudes:

• Conduct an impact • Economic indicators • Ability to conduct a risk • Devoted
assessment • Market conditions, failures analysis • Emotional intelligence
• Assess priorities (national, and needs • Ability to engage others • Flexible
governmental, non- • National and International • Active listening skills • Non-discriminatory
governmental, stakeholder, priorities and directions • Analytical skills • Open-minded
interested parties etc.) • Risk evaluation • Computer literacy and skills • Strategic thinker
• Evaluate risks (health, safety, methodologies • Marketing skills • Transparent
environment, economic, • Standards • Negotiation skills
social etc.) • Standards development • Presentation skills
• Consult national processes, procedures, • Research skills
standardization policy functions and practices • Verbal communication skills
• Identify relevance to solving • SWOT • Written communication skills
emerging issues
• Alignment with National
Directives
• Evaluate potential impact of
standard (number of people
impacted, SDGs etc.)
• Address stakeholder requests
• Review catalogue of existing
standards and documents
• The standards professional will describe how to justify the need for a standard.
• The standards professional will be able to describe the concept of an impact assessment and demonstrate the ability to conduct one by
describing how one would be conducted.
• The standards professional will describe how to assess priorities.
• The standards professional will demonstrate knowledge of how to evaluate risks by identifying typical risks associated with a particular
standard.
133
Task A3: Justify the need for a standard

• The standards professional will demonstrate knowledge of how to evaluate the potential impact of standards by defining the impact a
particular standard had.
• The standards professional will describe the best methods for cataloguing of standards and documents.
• The standards professional will identify economic indicates that impact standards development in a specific NSB or region.
• The standards professional will identify market conditions, failures and needs that will impact standards development in a specific NSB or
region.
• The standards professional will demonstrate knowledge of standards development processes, procedures, functions and practices by
correctly answering questions about standards development processes, procedures, functions and practices.
• The standards professional will demonstrate an understanding of SWOT analyses by defining the components of a SWOT analysis and how
one would be conducted.
134
Task A4: Prioritize the standards to be developed

• Develop prioritization criteria • Budgeting and budgetary • Analytical skills • Critical thinker
(emerging issues, urgency of constraints • Decision-making skills • Flexible
standard, requests from • Emerging issues • Organizational skills • Open-minded
stakeholders etc.) • National and international • Verbal communication • Strategic thinker
• Create a list of priorities priorities and directions skills • Team player
• Outline national and • National and international • Written communication
international priorities stakeholders skills
• Map standards to the
priorities
• The standards professional will demonstrate the ability to develop prioritization criteria for standards development by describing appropriate
prioritization criteria for a particular NSB and region.
• The standards professional will identify issues that should be considered when developing prioritization criteria for standards development
(emerging issues, urgency of standard, requests from stakeholders, etc.).
• The standards professional will demonstrate the ability to create a list of priorities for standards development by developing a prioritization
list for a particular NSB and region.
• The standards professional will demonstrate the ability to map standards to the priorities by identifying existing standards or standards that
should be developed to address a specific list of priorities.
• The standards professional will demonstrate knowledge of budgets by developing a sample standards development budget.
• The standards professional will demonstrate knowledge of emerging issues by creating a list and describing emerging issues for a particular
NSB or region.
• The standards professional will identify national and international stakeholders.
135
Task A5: Identify interested parties

• Identify stakeholders • Basic knowledge of the • Ability to engage others • Culturally sensitive
• Obtain recommendations of specific sector • Active listening skills • Diplomatic
potential stakeholders/ • Characteristics of • Analytical skills • Emotional intelligence
interested parties stakeholders • Cross-cultural communication • Non-discriminatory
• Establish liaison relationship • Cultural knowledge skills
with • Databases and database • IT skills
associations/organizations for management • Negotiation skills
nominations • Definition of interested parties • Networking skills
• Conduct workshops to obtain and stakeholders • Planning skills
information on potential • National and international • Presentation skills
stakeholders priorities and directions • Research skills
• Brainstorm and compile list of • Top exports and imports of a • Stress management skills
interested country • Verbal communication skills
parties/stakeholders • Written communication skills
• Establish a strategy to reach
out to interested
parties/stakeholders
• Consult relevant databases
• Ensure balance in
stakeholder/interested party
representation
• The standards professional will be able to identify stakeholders to the standards development process, including obtaining
recommendations.
• The standards professional will demonstrate the ability to establish liaison relationships with associations and organizations by creating a
list of associations and organizations for which relationships should be established and describing the steps to establish a relationship with
those bodies.
• The standards professional will demonstrate the ability to conduct workshops to reach stakeholders by describing an agenda for a typical
stakeholder workshop.
136
Task A5: Identify interested parties

• The standards professional will compile a list of interested parties and stakeholders for a particular standard for their particular NSB or
region.
• The standards professional will describe a strategy to reach out to interested parties and stakeholders, and identify databases containing
information on stakeholders and interested parties.
• The standards professional will describe how to ensure balance in stakeholders and interested parties.
• The standards professional will demonstrate knowledge of characteristics of stakeholders, including cultural knowledge, by creating a
sample list of stakeholders for a hypothetical standard.
• The standards professional will be able to define interested parties and stakeholders.
• The standards professional will demonstrate knowledge of national and international priorities and top exports and imports of a country by
creating a list of national and international priorities, and creating a list of top exports and imports for a particular NSB in a specific region or
country.
137
Task A6: Develop a standards development workplan

• Conduct standards research • Existing standards being • Analytical skills • Creative
• Establish the standards developed at national, • Comprehension skills • Detail-oriented
development budget regional, international levels • IT skills
• Plan for standards • Good standardization • Marketing skills
development resources practices (GSP) • Planning skills
• Establish standards • ICS • Project management skills
development timelines • National, regional and • Research skills
• Define the stages attained in international catalogues and • Search skills (e.g. Boolean)
the standards development other scientific documentation • Written communication skills
• List standards (NWIs) to be • Project planning and
developed and associated management
timeline • Research methodologies
• List standards to be adopted • Standardization bodies
(outline the domains)
• Approve the workplan
• Notify the WTO/ISO
Information Gateway of the
workplan
• Notify other relevant parties
of the workplan
• Publish the workplan
• The standards development professional will demonstrate the ability to conduct standards research by describing how to conduct standards
research, including where to look and the type of documents and research to collect.
• The standards development professional will describe the components of a standards development budget and demonstrate the ability to
create a budget by creating a hypothetical standards development budget.
• The standards development professional will identify common resource needs for standards development.
• The standards development professional will demonstrate the ability to develop a standards development timeline by creating a hypothetical
standards development timeline.
138
Duty B: Developing standards
Task B1: Constitute the technical committee

• Identify domain for technical • Business planning for • Ability to persuade others • Goal-oriented
committee standardization work • Consensus-building skills • Open-minded
• Select stakeholders (per • Committee member expertise • IT skills
criteria to ensure balanced • Standardization practices • Negotiation skills
participation/representation) • Organizational skills
• Contact the stakeholders • Planning skills
• Guide/induct committee • Project management skills
members about participation • Stress management skills
rules, roles, procedures and • Verbal communication skills
terms of reference • Written communication skills
• Assign specific roles to
committee members
• Develop a business plan for
the committee
• The standards development professional will present information relevant to stakeholder participation, including rules, roles, procedures and
terms of reference.
• The standards development professional will demonstrate the ability to assign roles to committee members by developing a list of roles and
types of individual best suited for those roles.
• The standards development professional will demonstrate the ability to create a business plan for a committee by creating a hypothetical
business plan for a technical committee.
• The standards development professional will demonstrate knowledge of business planning for standardization work by developing a
hypothetical business plan for a technical committee.
• The standards development professional will demonstrate knowledge of standardization practices by developing a list of typical
standardization practices.
139
Task B2: Manage standards stakeholders

• Identify stakeholders • Budgeting and budgetary • Leadership skills • Culturally sensitive
(including underrepresented constraints • Negotiation skills • Diplomatic
stakeholders) • Characteristics of • Verbal communication skills • Non-discriminatory
• Identify stakeholder needs stakeholders • Written communication skills • Open-minded
• Engage stakeholders • Partnership agreements • Transparent
(industry associations, instruments
stakeholders, regulators, law • Sector and market of a
makers, academic standard
institutions, etc.) • Standardization bodies
• Ensure balance • Typical committee structures
representation of
stakeholders
• Assign roles to stakeholders
(leadership, etc.)
• Ensure participants
understand their roles
• Provide reports to
stakeholders (budgets,
progress, etc.)
• Develop partnerships
• The standards development professional will describe how to identify stakeholders and stakeholder needs.
• The standards development professional will list stakeholders that represent underrepresented populations and will describe how to engage
them.
• The standards development professional will describe effective methodologies for engaging stakeholders.
• The standards development professional will define what a balance of representation of stakeholders is and how to ensure it.
• The standards development professional will describe the roles that may be assigned to stakeholders, and how to determine who should be
assigned what roles.
• The standards development professional will demonstrate the ability to ensure participants understand their roles by describing how to
verify participants understand their roles and what to do if they do not.
140
Task B2: Manage standards stakeholders

• The standards development professional will describe effective methods for developing partnerships with stakeholder groups.
• The standards development professional will demonstrate knowledge of budgeting and how to address budgetary constraints by developing
a hypothetical budget and describing typical ways around budgetary constraints.
• The standards development professional will identify the various characteristics of stakeholders for a particular NSB and region.
• The standards development professional will demonstrate knowledge of partnership agreement instruments by describing the major
components of these agreements.
• The standards development professional will describe typical standards development committee structures.
• The standards development professional will describe the various types of standardization bodies.
141
Task B3: Convene committee meetings

• Supervise technical • Code of ethics • Ability to manage people • Creative
committee work • Good standardization • Ability to motivate others • Culturally sensitive
• Document all the steps practices (GSP) • Ability to persuade others • Diplomatic
involved with committee • IT tools and services • Active listening skills • Non-discriminatory
working • Meeting procedures • Analytical skills • Open-minded
• Organize meeting logistics • Standard communication • Conflict resolution skills
(date, location, procedures • Consensus-building skills
virtual/remote, times, etc.) • Standards development • Critical thinking skills
• Prepare meeting materials processes, procedures, • Cross-cultural communication
(references, agenda, etc.) functions and practices skills
• Establish quorum • Decision-making skills
• Facilitate the meeting • Interpersonal skills
• Prepare minutes/records of • Leadership skills
the meeting (results, • Negotiation skills
attendance, etc.) • Organizational skills
• Ensure consensus • Presentation skills
• Conduct training on • Stress management skills
standards development • Teamwork
procedures and Code of • Time management skills
ethics • Verbal communication skills
• Written communication skills
• The standards development professional will develop procedures and processes to supervise technical committee work.
• The standards development professional will describe how to organize meeting logistics.
• The standards development professional will describe the various meeting materials that should be developed.
• The standards development professional will demonstrate the ability to facilitate a meeting by facilitating a mock meeting.
• The standards development professional will describe the process for preparing minutes/records of the meetings.
• The standards development professional will describe practices for ensuring consensus.
• The standards development professional will demonstrate the ability to conduct training on standards development procedures and the
code of ethics by developing training materials and a plan for delivering those materials.
142
Task B3: Convene committee meetings

• The standards development professional will demonstrate knowledge of a code of ethics by describing the major components that should
be in a code of ethics for committee participants.
• The standards development professional will demonstrate knowledge of good standardization practices by describing the major
components that are covered by the good standardization practices.
• The standards development professional will describe common IT tools and services useful for convening committee meetings.
• The standards development professional will describe typical meeting formats and procedures.
• The standards development professional will describe typical standards development processes, procedures, functions and practices.
143
Task B4: Develop draft standards

• Outline the standards scope • Standards development • Ability to manage meetings • Patience
• Convene committee meetings processes, procedures, • Conflict resolution skills
• Follow up with standards functions and practices • Consensus-building skills
development tasks • Translation processes and • Leadership skills
• Identify documents needed procedures • Negotiation skills
• Create various draft • Research skills
standards (working draft, • Verbal communication skills
committee draft, final draft • Written communication skills
standard)
• Document committee
resolutions
• Organize workshops
(commenting, drafting etc.)
• Translate standards
• The standards development professional will describe how to outline a standards scope and provide examples of standards scopes.
• The standards development professional will demonstrate knowledge of the process of convening a meeting by listing the typical steps.
• The standards development professional will describe the steps in creating various draft standards.
• The standards development professional will demonstrate the ability to organize workshops by describing the steps to organizing a typical
workshop.
• The standards development professional will describe the processes and procedures to translate standards.
• The standards development professional will demonstrate knowledge of the standards development process by describing the process.
144
Task B5: Disseminate standards for public inquiry

• Make draft standard • Avenues to reach public • Consensus-building skills • Responsible
available/circulate • Means of communication • Organizational skills
• Notify the public (via media) • Standards development
• Receive comments to processes, procedures,
standards functions and practices
• Analyse standards comments
• Organize
workshops/meetings involving
stakeholders to obtain
comments
• The standards development professional will describe procedures and methods for circulating standards.
• The standards development professional will describe the process and procedures for receiving comments to standards and addressing the
comments.
• The standards development professional will describe various avenues for reaching the public for comments to standards.
• The standards development professional will describe methods for achieving consensus.
145
Task B6: Edit draft standards

• Establish editing criteria and • Qualifications of editors • Ability to connect the edited • Detail-oriented
procedures for NSB • Standards editing practices parts to the whole • Focused
• Outsource editing (if required) and quality control • Ability to ensure coherence in
• Establish TORs for editors • Target language of a specific standards
(technical and language) standard • Analytical skills
• Identify potential editors • Technical knowledge • Computer literacy and skills
• Qualify editors • Editorial skills
• Contract with outsourced • Evaluation skills
editors (if relevant) • Specific software competence
• Approve final edits
• Evaluate the editing process
• The standards development professional will describe how to establish editing criteria and procedures for an NSB.
• The standards development professional will describe how to locate outsourced editors.
• The standards development professional will identify the components of TORs for editors.
• The standards development professional will describe methods for qualifying editors and what the typical qualifications for editors are.
• The standards development professional will demonstrate knowledge of how to evaluate the editing process by listing specific criteria that
should be reviewed.
• The standards development professional will demonstrate knowledge of standards editing practices by answering simple editing questions.
146
Duty C: Participating in international and regional standardization
Task C1: Manage international and regional participation

• Develop a strategy for • Adult learner principles • Ability to teach and train • Assertive
participation • Basic understanding of • Consensus-building skills • Culturally sensitive
• Obtain/maintain membership mutual recognition • Decision-making skills • Diplomatic
of international/regional arrangements • Interpersonal skills • Emotionally intelligent
bodies • International/regional • IT skills • Flexible
• Define membership level standardization participation • Leadership skills • Open-minded
• Secure resources to process and procedures • Negotiation skills
participate in international • National laws • Networking skills
and regional activities • Online standards platforms • Presentation skills
• Train technical committee • Technical knowledge of the • Proficient in the language of
experts on international and fields/sectors in which the international body
regional procedures seeking leadership roles • Stress management skills
• Report on national adoptions • Verbal communication skills
• Participate in mutual
recognition arrangements
(MRAs)
• Pursue international
leadership roles
• Participate in international
and regional meetings
• Participate in training and
workshops
• The standards development professional will demonstrate the ability to develop a strategy for participation by drafting a sample strategy.
• The standards development professional will demonstrate knowledge of how to obtain and maintain membership in international and
regional bodies by identifying appropriate bodies to join, and listing the membership requirements for those bodies.
• The standards development professional will define the various membership levels for standardization.
• The standards development professional will describe how to secure resources for participants in standards activities.
• The standards development professional will describe methods for training technical committees in international and regional procedures.
• The standards development professional will list MRAs and describe how to participate in them.
147
Task C1: Manage international and regional participation

• The standards development professional will list international leadership roles who may participate.
• The standards development professional will participate in training sessions, workshops and international and regional meetings.
148
Task C2: Nominate experts (for international/regional participation)

• Identify sector/field where • Business planning for • Analytical skills • Diplomatic
experts are needed standardization work • Decision-making skills • Non-discriminatory
• Create a list of potential • International/regional • Interpersonal skills • Team player
experts for participation standardization participation • Negotiation skills
• Select experts process and procedures • Verbal communication skills
• Communicate with experts • Sector/field where expertise
(obtain confirmation of is needed
interest)
• Establish-registered expert
user accounts
• The standards development professional will describe how to identify sectors/fields where experts are needed.
• The standards development professional will describe how to develop criteria for experts.
• The standards development professional will describe how to create a list of potential experts for participation.
• The standards development professional will create selection criteria for selecting experts.
• The standards development professional will describe various systems for registering and tracking expert user accounts.
• The standards development professional will demonstrate knowledge of business plans for standardization work by describing the
components of a business plan.
149
Task C3: Constitute a national mirror committee

• Identify sector/field for the • Good standardization • Ability to manage databases • Creative
committee practices (GSP) • Analytical skills • Diplomatic
• Identify stakeholders • Mirror committee participation • Decision-making skills • Flexible
• Communicate with platform • IT skills • Goal-oriented
stakeholders • Roles and responsibilities of • Negotiation skills • Non-discriminatory
• Establish criteria selection of mirror committee members • Organizational skills • Open-minded
committee members • Presentation skills • Responsible
• Select committee members • Project management skills
• Train committee members • Time management skills
• Map (register) the national • Verbal communication skills
mirror committee to • Written communication skills
international/regional
standardization body
• Establish stakeholder
database
• Document the entire process
• The standards development professional will describe how to identify sectors/fields where stakeholders are needed to constitute a national
mirror committee.
• The standards development professional will develop criteria for the selection of stakeholders.
• The standards development professional will describe how to identify potential stakeholders for a national mirror committee.
• The standards development professional will describe the training that needs to occur for national mirror committees.
• The standards development professional will describe various stakeholder databases that are available.
• The standards development professional will describe the entire process of establishing a national mirror committee.
• The standards development professional will demonstrate knowledge of good standardization practices by describing the components of
good standardization practices.
• The standards development professional will list the various roles and responsibilities required of national mirror committee members.
150
Task C4: Establish national positions

• Conduct National • Comment collating process • Analytical skills • Consistent
Consultation • GSP • Conflict resolution skills • Detail-oriented
• Collect/collate comments • IT tools and services • Consensus-building skills • Emotionally intelligent
• Build consensus on national • Research methodologies • Cross-cultural communication • Impartial
position • Standards ballot casting skills • Open-minded
• Cast ballots (internal and process • Leadership skills
external) • Negotiation skills
• Conduct research specific to • Research skills
the deliverable • Time management skills
• Participate in scientific • Translation skills
research • Verbal communication skills
• Participate in international • Written communication skills
and regional meetings
• Participate in international
training and workshops
• The standards development professional will demonstrate the ability to create a standard catalogue system by describing the process to
establish and operate the system.
• The standards development professional will describe how to operate and update the standards catalogue.
• The standards development professional will demonstrate knowledge of developing standards abstracts by developing a hypothetical
abstract for a standard.
• The standards development professional will describe how to develop standards key words.
• The standards development professional will describe how to maintain a database of standards.
• The standards development professional will demonstrate knowledge of databases and database management by describing typical
databases and database management.
• The standards development professional will describe information management techniques.
• The standards development professional will describe procedures to create and update digital standards.
• The standards development professional will describe typical sectors and markets for standards.
• The standards development professional will describe typical standard catalogue systems.
• The standards development professional will define typical terminology associated with various standard sectors and markets.
151
Duty D: Publishing standards
Task D1: Secure approval to publish

• Publish list of standards in • Copyrighting laws • Analytical skills • Detail-oriented
Gazette • Document security • IT skills
• Ensure standards copyright procedures
• Print master copy • Standards publishing
procedures and processes
• The standards development professional will describe the process for publishing standards.
• The standards development professional will describe the process for copyrighting standards.
• The standards development professional will demonstrate knowledge of copyrighting laws by describing copyrighting practices.
• The standards development professional will demonstrate knowledge of standards publishing procedures and processes by describing
typical procedures and processes.
152
Task D2: Create or update digital standards

• Create standard catalogue • Databases and database • Ability to skim and • Creative
system management comprehend documents • Detail-oriented
• Update standards catalogue • Information management • Analytical skills • Flexible
• Prepare standards preview techniques • Editing skills • Punctual
• Develop standards abstract • Procedures to create and • IT skills
• Develop standards key words update digital standards • Organizational skills
• Maintain database of • Sector and market of a • Reading comprehension
standards standard • Time management skills
• Standard catalogue systems • Written communication skills
• Terminology associated with
the sector and market of the
standard
• The standards development professional will demonstrate the ability to create a standard catalogue system by describing the process to
establish and operate the system.
• The standards development professional will describe how to operate and update the standards catalogue.
• The standards development professional will demonstrate knowledge of developing standards abstracts by developing a hypothetical
abstract for a standard.
• The standards development professional will describe how to develop standards’ key words.
• The standards development professional will describe how to maintain a database of standards.
• The standards development professional will demonstrate knowledge of databases and database management by describing typical
databases and database management.
• The standards development professional will describe information management techniques.
• The standards development professional will describe procedures to create and update digital standards.
• The standards development professional will describe typical sectors and markets for standards.
• The standards development professional will describe typical standard catalogue systems.
• The standards development professional will define typical terminology associated with various standard sectors and markets.
153
Task D3: Make standards available

• Print standards • Digital document tracking • IT skills • Courteous
• Receive new request for systems • Marketing skills • Customer-oriented
standards (purchase order • Document security • Negotiation skills • Detail-oriented
etc.) procedures • Organizational skills • Diplomatic
• Make standards available in • Familiarity with standard • Patience
web stores sales channels (web store • Responsible
• Send or provide standards to etc.) • Transparent
customer • Familiarity with the standards
• Sign agreements with sales process
resellers (selling agents) • IT tools and services
• Apply security features to
standards (watermarks,
trademarks etc.)
• The standards development professional will describe a typical system for publishing standards.
• The standards development professional will describe typical standard web store formats.
• The standards development professional will define the major components of typical reseller agreements.
• The standards development professional will identify the methods for applying security features to standards.
• The standards development professional will describe digital document tracking systems and the major components of them.
• The standards development professional will define document security procedures.
• The standards development professional will describe typical standard sales channels and the standard sales process.
154
Duty E: Promoting standards
Task E1: Develop a marketing communication plan

• Create a media promotion • Budgeting and budgetary • Ability to influence others • Creative
plan constraints • Interpersonal skills • Persuasive
• Develop a communication • Communication channels • Leadership skills
plan • Event planning and • Negotiation skills
• Develop an event plan management • Organizational skills
• Identify promotional channels • Marketing and marketing • Presentation skills
(i.e. invite students to methodologies • Public speaking skills
committees) • Media • Verbal communication skills
• Identify standards to promote • Public relations
• Identify goals and objectives
of promotions
• Identify target markets for
promotions
• Establish a promotional
budget and resources
• Identify supplies to spread the
promotion
• Develop promotional
materials (content, scenarios,
graphics etc.)
• Mobilize resources for the
promotional plan
• Identify leaders/experts for
promotions (influencers)
• Identify stakeholders
• Identify the needs of
stakeholders
155
Task E1: Develop a marketing communication plan

Steps – Continued:
• Identify potential promotional
partners
• Conduct market research
• The standards development professional will create a media promotion plan for an NSB.
• The standards development professional will develop a communication plan for an NSB.
• The standards development professional will develop an event plan for an NSB.
• The standards development professional will identify promotional/communication channels for marketing standards.
• The standards development professional will describe the process for selecting standards to promote.
• The standards development professional will list typical goals and objectives of promotional activities.
• The standards development professional will describe how to identify and select target markets for promotional activities.
• The standards development professional will describe the typical components of a promotional budget.
• The standards development professional will identify typical resources available for promoting standards.
• The standards development professional will list the supplies needed to promote standards.
• The standards development professional will develop promotional materials for a hypothetical promotional campaign.
• The standards development professional will describe how to identify leaders/experts (influencers) for promotions.
• The standards development professional will describe how to identify stakeholders and their needs.
• The standards development professional will describe how to identify potential promotional partners.
• The standards development professional will describe how to conduct market research.
• The standards development professional will describe typical marketing methodologies.
• The standards development professional will demonstrate knowledge of how to work with media by answering questions about media
resources.
156
Task E2: Implement the marketing communication plan

• Create market demand for • Basic knowledge of the • Ability to engage others • Attentive
the published standards specific sector • Ability to teach and train • Creative
• Organize events, workshops, • Characteristics of • Active listening skills • Empathetic
trade shows, exhibits or stakeholders • Conflict resolution skills • Results-oriented
roundtables • Cultural knowledge • Evaluation skills • Team player
• Disseminate promotional • Databases and database • Interpersonal skills • Visionary
materials management • Leadership skills
• Conduct sensitization • Event planning and • Marketing skills
sessions management • Monitoring skills
• Conduct promotional • Market conditions, failures • Project management skills
education and needs • Verbal communication skills
• Evaluate marketing • Marketing and marketing
communication plan methodologies
• Engage stakeholders
• Monitoring the
implementation of the plan
• The standards development professional will describe how to create market demand for published standards.
• The standards development professional will describe how to organize events, workshops, trade shows, exhibits and roundtables.
• The standards development professional will describe how to disseminate promotional materials.
• The standards development professional will describe the process for conducting sensitization sessions.
• The standards development professional will describe the process for conducting promotional education.
• The standards development professional will describe how to evaluate marketing communication plans.
• The standards development professional will list typical characteristics of stakeholders.
• The standards development professional will demonstrate cultural knowledge by answering cultural awareness questions.
• The standards development professional will describe instances of market failures.
157
Duty F: Managing support services (internal/external customers)
Task F1: Provide capacity building for stakeholders

• Identify stakeholders • Adult learning principles • Ability to develop training • Creative
• Survey stakeholder needs • Budgeting and budgetary materials • Detail-oriented
• Determine training interest constraints • Ability to engage others • Empathetic
• Prioritize training needs • Characteristics of • Ability to teach and train • Flexible
• Establish needed training stakeholders • Active listening skills • Goal-oriented
resources • Good standardization • Comprehension skills • Open-minded
• Establish a training practices (GSP) • Interpersonal skills • Patience
framework • Learning management • IT skills
• Develop training materials systems • Leadership skills
• Obtain training supplies • Presentation practices • Organizational skills
(resource materials needed • Technical knowledge in the • Presentation skills
for training) training area • Public speaking skills
• Organize training logistics • Training methods • Verbal communication skills
• Modify/adapt existing training • Written communication skills
• Develop training
calendars/workplans
• Identify trainers
• Arrange experiential learning
(OJT)
• Promote the training
• Conduct stakeholder training
• Evaluate training outcomes
• Assess learning outcome of
participants
• Share post-training
knowledge
• The Standards Development Professional will describe how to survey stakeholder needs.
• The Standards Development Professional will describe how to determine training interests.
• The standards development professional will describe how to prioritize training needs.
158
Task F1: Provide capacity building for stakeholders

• The standards development professional will describe how to identify necessary training resources.
• The standards development professional will describe how to develop a training framework.
• The standards development professional will describe how to develop training materials.
• The standards development professional will describe how to obtain training supplies.
• The standards development professional will list the components of training calendars and workplans.
• The standards development professional will describe how to identify trainers.
• The standards development professional will describe the process for establishing experiential learning (OJT).
• The standards development professional will describe how to promote training.
• The standards development professional will describe how to evaluate the effectiveness of training.
• The standards development professional will describe typical processes for assessing the learning outcomes of training participants.
• The standards development professional will describe typical adult learning principles.
• The standards development professional will describe typical learning management systems.
• The standards development professional will describe effective presentation practices.
• The standards development professional will describe typical training methods.
159
Task F2: Manage internal services
Steps: Knowledge: Skills: -

• Coordinate with Procurement • Basic understanding of legal • Ability to manage people
Services rules and terms • Leadership skills
• Coordinate with Facility • Customer Services • Negotiation skills
Services • Human Resource policies • Verbal communication skills
• Coordinate with IT Services and procedures • Written communication skills
• Coordinate with Editorial • Internal operating procedures
Services • IT tools and services
• Coordinate with • Marketing and marketing
Communication Services methodologies
• Coordinate with Quality • Quality management
Assurance Services
• Coordinate with International
Relations
• Coordinate with Marketing
Services
• Coordinate with Human
Resources
• Coordinate with Conformity
Assessment Services
• Coordinate with Legal
Services
• Conduct customer surveys
• Evaluate customer service
• Develop a feedback
mechanism
• The standards development professional will discuss how to coordinate with procurement, facility, IT, editorial, communication, quality
assurance, international relations, marketing, human, conformity assessment and legal services.
• The standards development professional will describe the process for conducting customer surveys.
• The standards development professional will describe how to evaluate customer service.
160
Task F2: Manage internal services

• The standards development professional will describe the components of a feedback mechanism.
• The standards development professional will demonstrate basic knowledge of legal rules and terms by answering questions about them.
• The standards development professional will describe typical human resource policies and procedures.
• The standards development professional will describe typical IT tools and services.
• The standards development professional will describe a quality management system.
161
Task F3: Manage external customers
Steps: Knowledge: - Attributes/attitudes:

• Provide customer services • Basic understanding of legal • People person
• Develop informational web rules and terms
portal • Complaint procedures
• Respond to customer • Customer Services
feedback • Customers
• Conduct customer surveys • IT tools and services
• Respond to inquiries • Marketing and marketing
• Evaluate customer service methodologies
• Consult on application of • Quality management
standards • Survey methodology
• Monitor complaints received
• Identify appropriate party to
respond to customers
• Provide after-sales services
• Develop feedback
mechanism
• Establish community
management
• Address complaints
• Establish customer service
agreements (charters)
• Provide services proposals
• Provide information regarding
services
• The standards development professional will describe typical customer services policies and procedures, including obtaining customer
feedback and responding to inquiries and complaints.
• The standards development professional will describe how to develop an informational web portal.
162
Task F3: Manage external customers

• The standards development professional will describe typical methods for evaluating customer service.
• The standards development professional will describe typical after-sales services.
• The standards development professional will describe the major components of customer service agreements.
163

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Final report

Review of relevant research

International workshop agreement: Competence of standards professionals – Part 1: In companies,

International workshop agreement: Competence of standards professionals – Part 2: In standards-related

• Initiating the project

Identification of experts for first meeting

Corresponding member body

Small NSB (less than 5

Medium NSB (5-50

Large NSB (51+ employees)

NSB has good access to

NSB has limited access to

Years NSB in business (less

Years NSB in business (11-

Years NSB in business (26+)

Public law organizations

NSB with active national TCs

NSB with active national

Manager or Director of NSB

Project manager of NSB

Editor of standards at NSB

Age of participant (younger

Age of participant (between

Age of participant (between

Age of participant (over 66)

Participant experience (less

Participant experience (over

Instituto Dominicano Standardization Translator

Ebrima The Gambia Standards

Bureau of Standards Standards Development

Zacharia Kenya Bureau of Chief Manager, Standards

Institute for Leading Engineer for

Instituto Nacional de Standardization

Ma Bureau of Philippine Chief Trade-Industry

St. Lucia Bureau of Head of Standards

South African Bureau of Senior manager: Processes

Sudanese Standards Secretary of Automotive

Belinda Zambia Bureau of Standards Development

Response rate and demographics of respondents

2. What is your relationship with a national standards body?

3. What is the membership level of your NSB?

4. What is the size of your NSB?

5. How do you evaluate your NSB’s access to technology?

6. How many years has your NSB been in business?

7. What type of NSB do you work for?

1 Government department 64.38% 244

3 Profit private organization 4.22% 16

4 I don't know 6.07% 23

9. What is your age?

10. How many years of experience do you have in standards development?

Serbia Montenegro Moldova

Region 5 Nepal Myanmar

Pakistan Papua New Guinea

South and Colombia

Algeria 7.69% 27 Bahamas 1.14% 4

Central Asia/Eastern Europe – 32 Central/Western Africa – 2

Moldova, Republic of 2.56% 9 Gambia 0.28% 1

East/S-East/South Asia – 26 Eastern/Southern Africa – 56

*NOTE: “Other” refers to respondents who do not represent a developing economy.

1 February 2023 meeting participants